Thesis Paper on Nitol Motors Limited Essay Essays

Thesis Paper on Nitol Motors Limited Essay Essays Thesis Paper on Nitol Motors Limited Essay Essay Thesis Paper on Nitol Motors Limited Essay Essay Performance assessment is a method by which the occupation public presentation of an employee is evaluated ( by and large in footings of quality. measure. cost. and clip ) typically by the corresponding director or supervisor [ 2 ] . A public presentation assessment is a portion of guiding and pull offing calling. It is the procedure of obtaining. analysing. and entering information about the comparative worth of an employee to the organisation. Performance assessment is an analysis of an employee’s recent successes and failures. personal strengths and failings. and suitableness for publicity or farther preparation. It is besides the judgement of an employee’s public presentation in a occupation based on considerations other than productiveness entirely. The section of interior’s public presentation direction policy is designed to document the outlooks of single and organisational public presentation. supply a meaningful procedure by which employee can be rewarded for notable parts to the organisation. and supply a mechanism to better individual/organizational public presentation as necessary. To accomplish this aims director need to place the organisational ends to be accomplished. pass on single and organisational ends to employees that support the overall strategic mission and authorities public presentation and consequence act. ends of the section. proctor and measure employees public presentation and usage public presentation as a footing of appropriate personal action including honoring notable public presentation and taking action to better less than successful public presentation. Nitol Motors Ltd. is the exclusive distributer of TATA vehicles in Bangladesh. Nitol Motors Ltd. ( Service ) is subordinate organ of Nitol Motors Ltd. The care and guarantee of TATA vehicle is given by Nitol Motors Ltd. ( Service ) division. To supply proper care with equal client satisfaction the employees of Nitol Motors Ltd. ( Service ) should posses required Knowledge. Skill and Ability to execute their occupation. Employees need to upgrade their public presentation to run into betterment in engineering and resources. 1. 2STATEMENT OF THE PROBLEM 1. 2. 1Vague Appraisal System Right now in Nitol Motors Ltd ( Service ) there is no standard system for public presentation assessment. Key questionnaire and Key Performance Factor are non sufficiently expressed. The Scenario how can be worse if a floor degree simply educated machinist have to confront questionnaire like: â€Å"What milestone accomplishment you covered in strategic concern degree or in educational making during last twelvemonth? † 1. 2. 2 Inapt Frequency of Appraisal Merely one time in a twelvemonth public presentation assessment is done. The most obnoxious sphere has been identified as the organisation continue engaging and enrolling people through out the twelvemonth. but the employee who join the organisation in some uneven section of the fiscal twelvemonth ; even miss the assessment. 1. 2. 3 As the Precedence like the Appraisal From the study within the organisation. grounds against the stating As Precedence like the assessment has proved non to be merely a stating instead a fact. However the assessment system is at that place. are incorporated by unwritten â€Å"adjustment of salary† or similar typical fact. 1. 2. 4 Need for the defined Job duty and structured Organ gm: As there is deficiency of sufficient employee against the place bing. Peoples have to play multi function in instances. This becomes a terrible expostulation when he can’t keep the proper precedence sequence of duties. Another interesting thing we observed that Persons holding the same organisational appellation are basking better periphery benefits and high quality probably for the instances of Service Executives. 1. 2. 5 Non conformance of evaluation country and public presentation country Harmonizing to the bing assessment system. the evaluation is simply done on the precisely what was intended from the forces. Even in some instances the evaluation is done on random standards what indicates that the ever busy individual can be busy in making nil for his twelvemonth terminal assessment 1. 3 OBJECTIVES OF STUDY The aims of this survey are to analyse the present state of affairs of the employees of Nitol Motors Ltd ( service ) and suggest a theoretical account for Performance assessment for the company so that in can run more expeditiously and efficaciously. As Drumhead: 1. 3. 1 Major Aim The chief aim of the survey is to suggest a balanced assessment system in running the organisation more expeditiously and with better employee satisfaction. 1. 4 There is batch of restrictions of this survey. Some are There is no standard theoretical account for public presentation assessment system Normally public presentation assessment are done in senior status footing No proper guideline for occupation duty. Absence of Human Resource Executive in Service Division. Lack of Manpower in Human resource Department. Chapter II OVERVIEW OF NITOL MOTORS LIMITED ( SERVICE ) 2. 1 Background A dynamic immature adult male Abdul Matlub Ahmad founded Nitol Motors Ltd. In 1983. Very shortly the new company became a major participant in the commercial vehicle market and has been turning of all time since. With the slogan of quality. honestness and efficiency the company in its beginning started with trading of vehicles. Its high gross revenues figure attracted international companies and in 1989 Nitol Motors Ltd. became the exclusive distributer of TATA vehicles in Bangladesh. In 1991 a joint venture company named Nita Company Ltd. was formed between TELCO and NITOL for assembly of TATA vehicles in Bangladesh. From a trading company in early 1880ss. Nitol-Niloy Group has literally become a family name in less than twenty old ages. Over the old ages. it has expanded its activities into different sectors in order to guarantee excellence in service to the clients. Because of its uninterrupted variegation. it has shaped itself as a true pudding stone from its original individuality as a conveyance based organisation. This was the dream of Mr. Abdul Matlub Ahmad. which he had in his pupil yearss in Oxford. With strong support of dedicated direction squad. he made his dream come true. But like he says â€Å"This is merely the beginning of good times. best is yet to come† . The chief push of Nitol-Niloy Group comes from. selling TATA trade name of commercial vehicles in Bangladesh including Buses. trucks. rider version pickup trucks. Maxi and building equipment. Since 1991. it commenced assembly and constructing organic structure of TATA vehicles. popular in the state for its economic system and first-class value for money. alone pay-as you-earn selling system and complete after gross revenues service. Nitol-Niloy Group has a strong. diversified profile in Bangladesh. it has opted for merchandising collection of vehicles. coach organic structure devising. after gross revenues support. conveyance and air power services. fiscal establishments. fabrication industries. existent province including edifice of satellite townships. belongingss development and athleticss publicity. The group one-year turnover is estimated to traverse taka 500 crores. New endeavors are being implemented. Nitol-Niloy Group is looking at a new skyline of come-at-able dreams. For Nitol-Niloy Group. sky is the bound. Nitol Motors Ltd. is the exclusive distributer of TATA vehicles in Bangladesh. Nitol Motors Ltd. ( Service ) is subordinate organ of Nitol Motors Ltd. The care and guarantee of TATA vehicle is given by Nitol Motors Ltd. ( Service ) division. Nitol Motors Ltd. ( Service ) is supplying care service to valued proprietors of TATA vehicles in Bangladesh. There are 10 service Stationss entirely ain by NML ( Service ) and 25 Authorized Service Centre all over Bangladesh to back up the vehicle proprietors. The figure is increasing twenty-four hours by twenty-four hours. as the sale of the vehicle besides increasing. At present 75 % of market portion of commercial vehicle is owned by TATA vehicles. Thus it is really indispensable to supply equal support this of all time increasing figure of clients. at quickest possible clip with their satisfaction. Tough the company started its journey in the twelvemonth 1983. it become exclusive distributed of TATA vehicle in 1991. To back up the proprietor of TATA Vehicles the company has implemented the pattern of 3S system. a ) Sale. B ) Service and degree Celsius ) Spare. Since the company is importing the vehicles from parent company. TATA Motors Ltd. . it is bounded by the policies service fix as per recommendation of TATA motors Ltd. The commercial vehicles ply in different part of Bangladesh. There is no sure of manner stating when a vehicle will serve fix. Service fix may be required any where in the state. Maintenance is necessary when of all time there is a dislocation of the vehicle. Thus it is indispensable for the client to acquire available service at quickest possible clip. For the client the slogan is Time is Money. For proper service of the vehicles it is besides indispensable for the company to hold adequate accomplishment manpower to work out job on the route and in the workshop premises. The proper designation of the job and proper guidelines to maintenance can decide a batch of issues and avoid more major job from happening. 2. 2 Mission Helping Bangladesh to develop as a existent comfortable. ego dependent proud state by get the better ofing the dependence on imported foreign goods through industrialisation. 2. 3 Organizational Structure Nitol Niloy Group follows the Functional Organization theoretical account whereby each division. headed by a Executive Director with important educational and industry experience. focuses on its alone functional aims. Due to the context of the thesis on the subdivision of Nitol Motors Limited and its service division is highlighted. 2. 4 Service web ( workshop location ) The web of service ( workshop ) includes the CSD Workshops. Authorized Workshop and Nitol Shubidha Workshop. At Present Nitol Motors ( Service ) is supplying their installations through 10 CSD Workshop. 13 ASC Workshop and 1 Nitol Shubidha Workshop. The face book of Nitol Motors Service is their CSD Workshops.

The Best Way to Study and Practice for ACT Science

The Best Way to Study and Practice for ACT Science SAT / ACT Prep Online Guides and Tips The ACT Science is like a double rainbow: unique,complicated to understand, and people freak out when they see it.Unlike a double rainbow, which tends to freak people out because of its awesomeness, the ACT Science section tends to freak people out because ofthecrazy time crunch with only 35 minutes to answer 40 questions. Even so, if you want to do well on the ACT Science, you can't avoid it. You have to buckle down and create a greatstudy plan. The good news is there are several easy steps to take to make sure you are studying for the ACT Science section in the right way. Here is an overview of what this guide covers: Which study materials to use The importance of using realistic timing How you should be reviewing your practice tests Memorizing whatthe ACT Science expects you to know Step 1: Study With Official Materials This step may seem obvious, but in order to get the most out of your studying, you need to study with ACT Science specific material. As I said before,the ACT Science section is unlike other science tests you've taken; your AP or IB sciencestudy materials will not help you here. You need to find ACT study materials that you like working with and that fit your study schedule. The highest quality source of practice tests is almost always official ACT practice tests. If you like my approach below, you’ll love PrepScholar’s program.We do the heavy lifting for you, by splitting up our prep material into specific skills. We'll detect your weaknesses automatically and give you focused lessons and quizzes to improve those skills. Also, check out our article on recommended ACT prep books. You should takea minimum of four full-length practice ACT Science sections before your test date. Step 2: Stick to the Real Timing The ACT Science section is the tightest time crunch of any section of the test: 7 passages, 40 questions, 35 minutes, leaving only 52.5 seconds to answer each question. You need to keep yourself to a five minutes per passage pace.If you do not do this in your practice, you will not be able to do it the day of the test.You should be taking a minimum of four practice tests, but I'd argue you should take around seven to eight practice ACT Science sections to nail this timing. Don't disturb the dragon. Step 3: Review Your Mistakes This is the MOST important step of all. After taking your practice test, don't just score your test and move on to the next one. You need to actuallyreview your mistakes. When reviewing practice tests, people tend to have some or all of these wrong impulses: Impulse 1: Focusing on what you did well and ignoring what you did wrong (not helpful). Impulse 2: Disregarding questions you got wrong because they were just "careless mistakes" (not helpful). Impulse 3: Focusing on the fact that you got things wrong and ignoring review in favor of self-loathing (popular among some overachievers, and yet...still not helpful). These impulses are not helpful!Review is the most important step in your study process.It is how you learn and improve. Your review of your ACT Science questions should be different depending on the type of passage.If you do not know the three types of ACT Science Passages, I recommend reading our other article first before continuing to read this article. As a brief review, there are three types of ACT Science Passages: 3 Data Representation Passages 3 Research Summary Passages 1 Conflicting Viewpoints Passage Data Representation Passages and Research Summary Passages are very similar. Both use visuals (graphs, tables, etc.) as the primary way to convey information. We willevaluate your mistakes for both in the same way. Conflicting Viewpoints Passages are the most unique since theytypically do not have any visuals.We will use a different approach for evaluating your mistakes. Reviewing Research Summary and Data Representation Passages We can't always be invincible. Start by analyzing your confidence for each question.Categorize each question as skipped, guessed (after process of elimination), or (you thought you) knew.Do this for all questions even the ones you got right.Be sure to review all questions that you skipped or guessed (even if you got some of the guessed ones right). For the skipped questions: Why did you skip? Did you run out of time?You should never skip on the ACT since there is no penalty for guessing.Make sure you leave yourself enough time at the end to at least pick a letter to bubble in for the remaining questions. For the guessed questions: Why did you guess right? Why did you guess wrong? Is there a difference in the way you approached the guessed questions you got right versus those you got wrong? Next, understand the reason you got the question wrong.Categorize your mistakes into 1 of 6 areas. Misreading the visuals Not understanding a trend Not understanding the setup of the experiment Misreading the passage Not knowing a science fact Careless error I will go into more detail on each type of mistake below. Mistake Type 1: Misreading the Visuals This is one of the most common mistakes since it's easy to do, and it applies to a lot of questions in ACT science. If you read our article on the three types of act science passages, this mistake is usually connected to factual questions and interpreting experiments questions.Did you not read the graphs, tables, scatterplots or diagrams correctly?If so, what did you misread? What did you not understand?Make sure to drill this skill, as it is the most tested on the ACT Science section.Here is an example of a factual question: There are several mistakes you can make when misreading graphs. Did you look at the wrong figure entirely? Example: Did you accidentally use the top graph of the percent of captured finches from Island A? You should have used the two bottom graphs that coveredthe percent of captured finches from Island B and C. Did you misread the valuesalong the x-axis or y-axis? Example: Did you think it said 8 instead of 10? Did you misread the labels along the x-axis or y-axis? Example: Did you think beak depth was measuredalong the y-axis? Did you not notice a key? Example: Many visuals will have a key with them. Keys are usually very important. Do not ignore them. You will recognize these mistakes when your answer choice is very different fromthe correct answer. If you think you may have misread the visual, start by analyzing the question. Did it refer to a specific figure? Did you look at Figure 2 when it said Figure 1? If it did not refer to a specific figure in the question, did the answer choices have numbers? For example, inquestion 1 above, the answers A, B, C, and D all have numbers: 8 mm, 9 mm, 10 mm, etc. If the answer choices contain numbers, it is a safe bet that you either needed to read a visual or understand a trend to answer the question correctly. I will explore understanding a trend mistakes next. If you think you struggle to understand visuals, you need to focus on improving this skill since it is the most tested skill on the ACT Science section. In order to improve, I'd recommend taking a few untimed ACT Science sections. Take as much time as you need to answer each question and dissect the visuals provided. Write out the control and variable(s). Write out the values at each data point. By doing this seemingly tedious step, you will be making sure you understand the information the visual is trying to convey. After reaching an acceptable score when taking untimed sections, I'd start taking timed sections immediately. As I said before, you will need to nail the 5-minute per passage timing to succeed on the ACT Science section. Mistake Type2: Not Understanding a Trend This mistake is usually connected to interpreting trends questions and calculations questions. Were you not able to describe the relationship of the data? Increasing, decreasing, direct, indirect? Were you not able to extrapolate / interpolate a trend? Here's an example of an interpreting trends question: Answering this question requires understanding what caused small seeds or large seeds to bemore abundant. In this case,this graph below and the two sentences directly above it provide the information you need. If you misread the graph or mixed up these sentences, you may have gotten the answer wrong. According to the two sentences, small seeds are abundant during wet years. According to the graph, 1984 was a wet year, so J. 1984 is the correct answer. I'd recommend the same approach to fixing this problem as with misreading the visuals. Take untimed practice sections. Try to draw on the visuals the extrapolation of the data. Draw the line as if it went out further. Follow the table. Put up and down arrows for if the data is going up from point to point or down from point to point. Once you start excelling at these interpreting trends and calculations questions, go back to the 5-minute per passage pace. Mistake Type3: Not Understanding the Setup of the Experiment This mistake is usually connected to experimental design/research intent questions and hypothetical experimental questions.Did you not understand the researcher’s intent? Did you not understand the experiment’s design? Did you not know the control versus variables? Here's an example of an experimental design question: Answering this question requires understanding what the titrant and sample solution were. In this case, the passage defines what a titrant is and what a sample solution is, but if you misread the passage, it's easy to mix it up, especially since it's just a bunch of liquid being mixed together anyway. Be sure to skim the passage for this information if you cannot figure it out from the visuals alone. Mistake Type4: Misreading the Passage Did you miss key information from the passage needed to answer the questions? Make sure you read carefully. If you are not 100% sure what the answer is, go back and skim if you have the time. Try to be 100% sure before you move on to the next question. Regarding the question in mistake type 2, it would be easy to misread the two sentences you need to answer the question correctly. If you were reading too quickly, you may think that the small seeds were abundant during dry years and answer incorrectly. Take your time and make sure you understand what you read, so you get the correct answer. Mistake Type5: Not Knowing a Science Fact If you read our article on the only actual science you need to know for the ACT science, this mistake is on those questions.These questions only appear about four times per test and require outside science knowledge. To make sure the mistake is because of a lack of outside knowledge, re-read the entire passage and make sure they do not give you the information you needed to answer the question.If you still think it is an outside knowledge question, make a flashcard with the information you didn’t know. Study the flashcards, so you get the information down.You should make flashcards for all the topics from the only actual science article and drill yourself.Also, be sure to do some additional light research to refresh yourmemory of that concept. It is not necessary to read a book on the subject, but just be sure you have a basic understanding of the concept. The question below expects you to know that protons are positively charged, electrons are negatively charged, like charges repel each other, and opposite charges attract each other. Nowhere in the passage is this property of charges stated - you just have to know this from your science class experience.Knowing what you do, you can eliminate F and H. In this case, the passage stated the reaction uses protons, so the answer is G. Knowingthis material is the only way to get a score between 31 and 36. If you are aiming for a score of 30 or below on the ACT Science section, you do not need to spend as much time focused on these questions, since they only account for about four questions per test. Mistake Type6: Careless Error Did you make a small calculation error in question that requires basic math? Did you misread the question? Did you not see a NOT or EXCEPT?Make sure to read the questions closely and circle or underline the NOT or EXCEPT so you don’t miss it. It would be very easy to read this too fast and think the question is asking which of the following is true. I have watched many of the students I tutor make that mistake, and I have made that mistake myself. Try to read carefully to avoid these careless mistakes. Reviewing Conflicting Viewpoints Passages Again, start by analyzing your confidence for each question.Label them as either skipped, guessed, or knew.Try not to skip in the future since you are not penalized for guessing on the ACT.Review all skipped and guessed problems (even if you got some guessed questions right). Understand the reason you got the question wrong.Categorize mistakes into two categories: Not understanding the point of view Not understanding the differences and similarities in the points of view Mistake Type 1: Not Understanding the Point of View If you read our article on the three types of act science passages, this mistake is usually connected to understanding of viewpoints questions. If you continue to struggle with theses types of question, circle and/or underline as you read the passage to make sure you remember the point of view of each student/scientist. What is their argument? What do they believe?Write yourself a three word or less summary after reading the paragraphi.e. â€Å"pro-comet theory,† â€Å"anti-comet theory.† Answering this question requires understanding Student 2's point of view. In this case, Student 2 said that Algol B became a part of the Algol system because Algol B intersected orbits with the original Algol system, so the original Algol system exerted a gravitational force on Algol B. Therefore, the answer is H. If you did not understand Student 2's argument, you would get this question wrong. Mistake Type 2: Not Understanding the Differences and Similarities in the Points of View This mistake is usually connected to comparing viewpoints questions.Were you able to differentiate between the two scientists/students? How were their viewpoints similar? Answering this question requires understanding both Scientist 1's and Scientist 2's point of view and knowing the similarities between them. In this case, both agreed the object explodedat 8 km above the Earth, so we can eliminate B, C, and D. Therefore, the answer is A. If you did not know this key similarity between them, you probably would have answered incorrectly. Step 4: Study the Science Subjects That the ACT Expects You to Know As I mentioned briefly above, check out our other article on the only actual science you need to know for the ACT Science section. Do some light research to make sure you have a basic understanding of each topic. Make flashcards of that material.Drill yourself until you know it.Because there are 13 topics mentioned in that article and only around four used per practice test, it is possible you may not come across all of them in your studies.You do not want to be surprised the day of the test, so make flashcards and make sure you know them! Recap to the Best Way to Study ACT Science Here are the steps to success: Study with real ACT Science materials When you take practice sections, make sure you are sticking to the real timing! (five minutes per passage) Review your mistakes from your practice tests. (Don't ignore them! This is the most important step!) Study the science subjects that the ACT expects you to know I hope you see know that the ACT Science is easy if you have a good study plan. What's Next? Study hard, review like a pro, and get a 36 on the ACT Science section! Get more helpcracking the ACT Science section. Learn the big secret of ACT Science. Find outthe science you have to know, and learn the best way to read ACT Science passages. Not sure where you want to go to college? Learn how to do college research right.Once, you know where you want to go to school, pickyour ACT target score. Aiming for a top college? Read our advice on getting into Harvard, the Ivy League, and Stanford. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Misogynistic portrayals of women in Othello Essay

Misogynistic portrayals of women in Othello - Essay Example In Shakespeares celebrated play Othello we find three women who play vital role. Towards the end of the play we find that only one woman survives. All the three women are deprived of an identity in the play. We find that all the three women are either married or maintaining relationship with a male. During the time when the play was written, women exercised no power in the society. The Venetian society maintained a hierarchy in which men possessed all powers and women were considered inferior to men. In Othello we find Bianca, Emilia, and Desdemona being in relation with the male characters Cassio, Iago and Othello. In those days women were considered as creatures with no intellectual power. However we find that the women characters of the play speak sense throughout the play. Women characters are also found trusting other characters. All the women characters of the play represent a specific social level. Desdemona represents the highest social level and Bianca represents the lowest social level. Each sexual relationship initiates some feeling of jealousy between the couple. Bianca is not frequently found in the play like other characters. However, her presence is crucial in the matter of death of Desdemona and other crucial matters. Iago considers her as a prostitute. Even though she fell in love with Cassio, we never find Cassio acknowledging her affection because of his desire for status. He knew that her social standing would highly influence this matter. She is found to be extremely jealous in this relationship. We find Iago using Bianca’s name to trigger the entire confusion in the play. This finally led to the tragedy end of the play. Regarding Emilia we find that she never questions Iago when she gives handkerchief to him. This shows the women’s ability to trust. However she is also found to be ignorant of the whole story till the end of the play. Her life comes to a sudden end, in the hands of her husband. She

CRIME AND SOCIAL HISTORY Essay Example | Topics and Well Written Essays - 2750 words

CRIME AND SOCIAL HISTORY - Essay Example Since vigilantism has its focus on the control of crime and other social standards, its manifestation is likely to occur in atmospheres rife with crime problems and social inequities (Dumsday 2009, p. 50). When the public watches as their government fails to sufficiently uphold the values and norms it was designed to protect, they are likely to engage in acts of vigilantism (Dumsday 2009, p. 50). The vigilante group form and function because they understand that some established rules are threatened or could possibly be threatened and transgressed (Dumsday 2009, p. 55). Vigilantism also surfaces after a period of organization, rather than by spontaneous eruption (Dumsday 2009, p. 50). South African vigilantism reflects these descriptions. As Buur (2006) describes, South African vigilantism arose in response to the failure of formal law (p. 735). Paradoxically, the one element the vigilantism was primarily responding to was crime (Buur 2006, p. 736). The public’s view of the law enforcement capabilities of their government was very poor, and so they lacked confidence in the accepted and institutionalized norms. In South Africa, a long history of vigilantism exists, including the formation there of a group of vigilantes that rose up to fight a group of hijackers that wore police uniforms in order to more effectively accomplish their goals (Buur 2006, p. 741). The Irish Republican Army (IRA) organized itself to carry out vigilantism in response to British occupation of Northern Ireland (Pruitt 2007, p. 1521). The people resented British presence there for many years, but didn’t organize vigilantism until 1968, after four decades of tension had built (Pruitt 2007, p. 1521). The people of Ireland who shared this common goal of eliminating British rule and reuniting Northern Ireland with the rest of the country organized at nonviolent demonstrations at that time (Pruitt 2007, p. 1521). When the police responded violently to the demonstrations, chaos ensued

Ethics In Group Counseling Essay Example for Free

Ethics In Group Counseling Essay Abstract This essay provides information about ethics, as defined and regulated in the practice of counseling or therapy sessions. Furthermore, this essay looks closely at the intricacies of ethical issues in counseling and group therapies and how these compare to the ethical issues in individual therapies. It also touches on the importance of co-leadership in group therapies and the dynamics of the relationship between the leader and the co-leader. This essay also covers in great detail, the reasons why therapists prefer to conduct group therapies over individual therapies and vice versa. Ethics in Group Counseling Ethics – Defined Ethics has various meanings. Many counselors see ethics as a code of conduct or a set of moral values. Some counselors emphasize the legal principles and ramifications of certain behavior during counseling sessions, while others put a high priority on the cultural norms or societal standards brought forth within the counseling practice (Hill, 2004).Code of conduct and set of moral values go hand in hand (Hill, 2004). These are guidelines of the â€Å"do’s and don’ts† in counseling. Just as God has given us guidelines for effective and joyful leading through the ten commandments Exodus 20:1-20 (New International Version) and the examples of Christ in the New Testament, along with the epistles and letters of apostles and disciples like Paul, Matthew, Mark, Luke and John, so should the majority of the professional groups or sub-groups such as the counseling industry also have moral codes of conducts, procedures and laws. These behavioral conduct principles are geare d towards counselors for high efficiency and success rates in therapy sessions (Hill, 2004). They help maintain the integrity of the counselor which helps maintain the trust between the therapist and the patient. There are inconsistencies and discrepancies with these moral values or code of conducts (Jennings et al., 2005).Many professionals put precedence over  rules and regulations, just as many Christians can be overly zealous with God’s commands that they miss out in creating and maintaining meaningful relationships. Many counselors can also miss out on the strengths of relationships as they focus on just the foundational moral values they bring into their professions (Jennings et al., 2005) In other words, it is not merely enough to go by the â€Å"codes† in one’s profession. These codes can be too broad. One’s beliefs, interpersonal and intrapersonal skills, justice and sound mind should also be a direct and large part in the ethical behavior of a counselor. Each profession, including the counseling profession must create a balance or equi librium for such rules. Legal principles, on the other hand, are governing standards that are defined to create safety nets around the counselor and around the client. Legal principles not only define the boundaries between the client and the counselor, they also define the legal consequences if such boundaries are neglected or abused (Hill, 2004). Legal principles for psychological counseling include the stringent process of handling complaints from clients. As in any law-governing body or group, complaints must be handled efficiently and efficiencies depend on the protocols and guidelines constituted by specific bodies such as the American Psychological Association or the APA. Legal principles also include the issuance and the renewal of counseling or social work licenses. Each state has a governing body that overlooks the issuance and the renewals of licenses, as well as the insurance procedures including liability claims for counseling professionals Cultural norms or societal standards are highly regulated principles set forth by a certain group within a profession. For instance, the Council for Accreditation of Counseling and Related Educational Programs regulate the principles and procedures within the counseling profession. The principles set forth are guidance procedures that keep the professionals professional, and the clients protected. Such accrediting bodies or regulatory agencies also set forth educational and professional backgrounds for counselors to adhere to or live by. In other words, counseling groups require their professionals to attain certain amount of education, training and experience to ensure that their professionals are skilled and prepared to counsel clients from various diversities and cultural and emotional backgrounds (Hill, 2004). The counselor’s competence is a priority. The main  issue, when it comes to competence, is the fact that the counselor has built ample set of skills, through education and experience, in order to effectively, successfully and ethically counsel others relationally (Jennings et al., 2005) After all, psychologists are professionals who use most of their time observing human behavior and experiences and interpreting these into progressive theorie s that can benefit others mentally and emotionally in their physical, social and environmental relationships. The professional must know how to deal with people and this includes listening, suggesting, advising and creating plans for individuals. These plans can highly affect the individuals’ self-esteem and progress. Ethical issues in social work group settings are challenging (Gumpert Black, 2006). It’s far more complex than what the general public knows about. One of the ethical standards is that the group leader must have ample amount of experience in different types of group settings; must have a very extensive perspective; and must be equipped to face the obstacles and complexities that rise more commonly in group settings (Gumpert Black, 2006). Therapists must be able to overcome conflicts and tackle crises (Amato, Blase, Paley, 2000). Therefore, the therapist must be skilled in screening potential group members (Amato et al., 2000, p. 12) Conflicts are inevitable in any group setting because individuals are made up of different personalities, educational and socio-economic backgrounds and mental, physical and emotional capabilities. Ethical issues are important because they help the therapists understand their clients and embrace the diversity at hand. Spiritual background should also be considered because ethical issues also take into consideration the spiritual backgrounds, values and beliefs of the individuals. Ethical Issues Unique to Group Settings Some of the ethical issues in professional group counseling include the highly confidential nature of group sessions and the challenges counselors have in refraining members from communicating with each other outside the group settings. As simple as these guidelines sound, it is difficult for the counselor to ensure these principles. After all human beings are relational beings. (Gumpert Black, 2006). We are all inclined to create relationships as we understand ourselves and each other. These relationships have defined boundaries. In group counseling, one of the most important boundaries to  remember is to refrain from sharing private or confidential information gathered in the group outside the group. Additionally, the demand for confidentiality in the counseling profession is one that can be neglected and can inevitably cause detrimental effects not just for the group but for individual as well (Gumpert Black, 2006). With this confidentiality at hand, the trust issues are at stake and one that should be monitored closely and on a regular basis. The consequences of violating the confidentiality clause in any group therapy must be introduced and must constantly be re-visited on a regular basis. It is that important. Communication with other members of the group also propels another problem in ethics amongst counseling professionals. It creates a breach of contract among the group members (Gumpert Black, 2006). Once this breach of contract is violated, the professionalism and the integrity of the counseling group is in a dangerous and delicate stage and one that can keep the group from progressing and the individual members from succeeding in their therapy goals. One of the ethical issues in group counseling is of control, or the lack thereof. According to Haeseler, group therapists have lesser amount of control over what happens in group counseling sessions compared to individual therapy sessions (Amato, Blase, Paley, 2000). Haesler has conducted both group and individual art therapies. She concluded that although group sessions can encourage member interactions, certain members can affect other members in a negative way (Amato et al., 2000). Not only are human beings relational beings, we are also influential beings. We strive to persuade others as much as we strive to encourage one another. In group therapies, this need to influence others can be too strong that it creates a sense of peer pressure. (Amato et al., 2000) Although not all peer pressures are bad (because we can pressure others into doing what is morally correct) it is one that should be highly monitored in the groups. Every member of the group should be comfortable to freely state their feelings, thoughts and ideas and not be pressured or be influenced by other members to do or say what doesn’t come sincerely from our hearts. (Amato et al., 2000) Choosing Group Therapy over Individual Therapy Group therapies are as important as individual therapies. Many therapists  choose to conduct group therapies because in groups, members tend to feel a sense of equality (Banks, 2005) with other members, as opposed to having one authority (the counselor) and one individual (client or subject). Additionally, some people actually thrive better in groups because they like to share with others and may not feel very comfortable with having to talk to just one person. Group therapies can be the better therapy for people who dislike being by themselves. Group therapies also encourage respect for others (Banks, 2005). Since members are required to actively participate in the group, they are also required to respect other members with their opinions; multi-cultural diversities and various personalities. They are required to allow others to share their experiences with the other members. Members who have learned to adapt to listening to others and learning from them can get better results in their emotional and social levels. Group therapies are also preferred by leaders because of the exhilarating aspect of being more vigilant with members (Banks, 2005) when it comes to conflicts or negative outlooks of certain members. Therefore, group leaders have a stronger sense of keeping things more imaginative and livelier. There is nothing complacent and dull with a group because there are always different dynamics that the leader can face from one moment to the next. Group therapies can keep counselors on their toes, watching out for that dominant talker, or the negative influence in the group. They also try to find more ways for the groups to be more exciting and challenging through different exercises. Interpersonal learning also has a natural way of allowing members to reflect on a topic of issue, based on experiences of other members. Reflections can create thought-provoking questions that invite members to work even harder in probing how they feel or how they see things from another member’s background and experience. Group therapies can create the perfect environment for observation on how we can each impact the lives of others. The members of the group can witness right away the effects of good communication and right attitudes and perceptions in real time within real relationships (Vandenberghe, 2009). There are no hypothetical discussions in group therapies. There are always experiential discussions and narratives in groups. This dynamic is ideal for learning by observation. The more opportunities are given to members for observation and feedback; for sharing and relating, the more progress the group can have as a whole. As the group  progresses as a whole, each individual member can also progress in his or her own level and within his or her own sets of goals. Choosing Individual Therapy Over Group Therapy It is important to look at both sides of therapy. Many therapists prefer group therapies over individual therapies, and vice versa. Therapists who embrace individual therapies believe that group therapies reduce the sense of individualism for the patients (Piper, 2007). In other words, the patient is more likely to be influenced by other members of the group, regarding feedback and participation, rather than be encouraged to be themselves. Sharing is an essential part of therapy and some members are just not adapted to sharing how they feel with others. Therefore, the trust level also diminishes. With one on one therapy, the trust level can be gained in each session, and sometimes almost instantaneously. Many therapists also claim that group therapies are more likely to expose the therapists to personal attacks or criticisms (Piper, 2007). In other words, the observations of other members on how the therapist reacts to another member can create different perceptions of favoritism, in clusion or lack thereof, and can lead other members compelled to attack or even rebuke the therapist. This of course, can take the group therapy to another level which can keep other members from progressing. For many therapists, group therapies are more difficult to plan for or to organize (Piper, 2007). There are more challenges to face. These include the logistics of the group sessions: assembling members as well as generating referrals to keep up or maintain the groups (Piper, 2007). The therapist must be diligent in screening his or potential group members; must take into consideration the different personalities of the members and must highly prioritize the goals set forth in each session. These goals must be aligned to the goals that the members have in joining a group. A mismatch in the goals can create a disaster for all members involved, not to mention misunderstandings and conflicts. Conducting group therapies also requires more training and experience that only a few therapists are equipped with. The therapist must possess leadership and group communications skills and ex perience. Supplemental skills of forming, maintaining and ending a group must also be present, as well as working stage skills such as keeping the focus, creating dyads, and  handling negative members should also be taken into consideration (Jacobs, Masson, Harvill, 2009). This is where co-leadership can come into play. Before conducting groups, counselors must be experienced in co-leadership. The experience can give them better ways of handling conflicts and prepare them in communicating with the members as a whole. Finally, it is always difficult to avoid the subject of â€Å"budget† even in counseling therapies. Many therapists prefer individual therapies because group therapies are still not considered as a common treatment (Piper, 2007) and therefore, many healthcare management systems do not consider them as an essential in the overall well-being of the patient. With the reduction of health care benefits by the health care management companies, the acceptance of group therapy as part of a rigorous treatment plan is still in its minimal level and many group therapy claims are continuously being denied (Piper, 2007). Conclusion Being able to counsel others as a group is a rewarding and fulfilling experience. A good group counselor must be experienced in both group and individual counseling therapies, and must know his or her strengths as well as his or her weaknesses. Most importantly, a good group therapy leader must be well-informed about the ethical practices, issues and limitations of his or her profession. Having an extensive education, well-balanced experience and background, self-awareness and broad knowledge of the ethical issues of group counseling, along with passion to make a difference and good and sound wisdom can help a group therapist succeed and therefore make a tremendous difference in people’s lives. References Amato, L., Blase, C., Paley, S. (2000). Ethics. American Journal of Art Therapy, 39, 12. Banks, R. (2005). Solution-Focused Group Therapy. Journal of Family Psychotherapy, 16, 17-21. Freeman, S. J., Engels, D. W., Altekruse, M. (2004). Foundations for Ethical Standards and Codes: The Role of Moral Philosophy and Theory in Ethics. Counseling Values, 48, 163-173. Gumpert, J., Black, P. N. (2006). Ethical Issues in Group Work: What are They? How Are They Managed?. Social Work with Groups, 29, 61-74. Hill, A. L. (2004). Ethical Analysis in Counseling: A Case for Narrative Ethics, Moral Visions and Virtue Ethics. Counseling Values, 48, 131-148. Jacobs, E. E., Masson, R. L., Harvill, R. L. (2009). Group Counseling Strategies and Skills (6th ed.). Belmont, CA: Brooks/Cole. Jennings, L., Sovereign, A., Bottorff, N., Mussell, N., Pederson, M., Vye, C. (2005). Nine Ethical Values of Master Therapists. Journal of Mental Health Counseling, 27, 32-47. Luke, M., Hackney, H. (2007). Group Coleadership: A Critical Review. Counselor Education Supervision, 46, 280-293. Piper, W. E. (2007). Underutilization of Short-term Group Therapy: Enigmatic or Understandable?. Psychotherapy Research, 18, 127-138. Urofsky, R. I., Engels, D. W. (2003). Philosophy, Moral Philosophy, and Counseling Ethics: Not an Abstraction. Counseling Values, 47, 118. Vandenberghe, L. (2009). A Functional Analytic approach to Group Psychotherapy. Behavioral Analyst Today, 10, 71-82.

James Madison Essay -- biographies bio biography

James Madison James Madison was born in 1751 and died in 1836. He was the fourth president of the United States (1809-1817). Madison worked for American independence, helped to establish the government of the new nation, and went on to participate in that government as congressman, secretary of state, and president. Madison's work on the Constitution of the United States gave him his best opportunity to exercise his great talents and is generally considered his most valuable contribution. More than any other person, Madison can be considered responsible for making the Bill of Rights part of the Constitution. His intense concern for religious and intellectual freedom led him to seek the strongest possible safeguards of individual liberty. In 1776, Madison was elected a delegate to the Virginia constitutional convention. Madison wrote the article of the declaration of rights that asserted the right of all "to the free exercise of religion, according to the dictates of conscience." In December 1779, Madison was elected to the Continental Congress. He took his seat with the Virginia delegation in March 1780 and after the first few months, he assumed a leading role in Congress. In the spring of 1784 Madison again ran for election to the Virginia assembly and won. He served nearly three years there, advocating the strengthening of the federal government. Madison was one of the first delegates to arrive in Philadelphia for the Constitutional Convention. Madison proposed a government with strong central powers, including a national judiciary and an elected national executive, and with authority to veto legislation of individual states. Primarily, Madison sought to provide the central government "with positive and complete autho... ...y, along with statesmen John Quincy Adams and Albert Gallatin, to hold peace talks with the British at Ghent, Belgium. On his instructions they negotiated the Treaty of Ghent, which was signed on December 24, 1814. The primary concession Madison won was surrender by Britain of American territory captured during the war. A growing prosperity and a spirit of expansion in the United States marked the final two years of Madison's presidency. Madison himself appeared to be swept along by the nationalistic feeling of the times. Although he persisted in a strict interpretation of federal powers under the Constitution, he felt it appropriate now to sign into law several pieces of legislation he had vigorously fought against in earlier years. Among these were a bill creating a national bank and a tariff act designed to protect American industries from foreign competition.

Sustainability – Case Study: Zimbabwe

Sustainable development is development that meets the needs of the present generation without compromising the ability of future generations to meet their own needs. Locate and identify with a sketch map the geography of Zimbabwe. Zimbabwe is a landlocked country located in southern eastern Africa. The terrain is mostly high plateau with a higher central plateau (high veld – any of the open grazing areas of southern Africa) and mountains in the east. Zimbabwe covers an area of 39000 sq. kms and has a population of 12.8 million of which 35% are urbanised. Half of these are in the capital city which is Harare (located by the red dot on the map). What are the challenges that face Zimbabwe today? You can read also Costco Case Study There is racial divide as only 2% of the population is white; of the majority black population 71% are Shona and 16% Ndebele. The country is now effectively bankrupt. Social service provision is in decline and unemployment is running at 60%. From being self sufficient in basic food stuffs it is estimated that in 2003/2004 only one third of its main staple food maize will be available. Half the population are said by an O.E.C.D. Report (2003) to be facing starvation without outside aid. There are spatial inequalities such as at the periphery. The World Bank (1999) estimated the 6 million population in the communal lands live on less than an average of 1US$ a head per day and that 58% live under the poverty line compared with 8% in the core. The periphery lacks urbanisation, rail and road networks, power grids, mining estates, manufacturing and various forms of social infrastructure. From 1990 – to date the government moved away from a direct attempt to address the issue of regional inequalities towards economic policies which benefited the core region but which it was hoped would also bring spread effects to the periphery. The core is still dominated by a capitalist based and export orientated economy. There is extreme social dualism, 20% of the population command 60% of the country's GDP and are mainly urban based. Since 2000 an ill thought out Fast Track land reform programme, together with illegal land occupation of white commercial farms, has failed to significantly relieve pressure on communal lands and crippled the commercial agriculture sector which was a main source of food supply and the major source of exports. Outline the urgent priorities that Zimbabwe faces today. Reduction of regional inequalities is a central policy under the government's declared principle of ‘Equity with Growth'. They are a result of a combination of interrelated factors: Natural resource disparities and natural events such as periodic drought, Economic forces, core periphery contrasts, a failure of government policies, external factors operating from 1890. From 1998, and particularly following the controversial 2000 general election, Zimbabwe has been plunged into crisis as a result of a number of factors – periodic droughts, the Aids epidemic, rampant inflation adversely affecting both internal finances and the country's competitiveness in overseas markets and a collapse in all major sectors of the economy. The crippled commercial agriculture sector which was a main source of food supply and the major source of exports, brought about by the land reform programme. This contributes to widespread food shortages and economic downturn from exports.

Chapter 8 Mishkin Notes

An Economic Analysis of Financial Structure Why do Financial Institutions Exist? (Why is Indirect Finance so Important? ) Chapter 8 Chapter Preview W e take a closer look at why financial institutions exist and how they promote economic efficiency. Topics include: †¢ A Few Basic Facts About Financial Structure †¢ Transaction Costs †¢ Asymmetric Information: Adverse Selection and Moral Hazard Chapter Preview (cont. ) †¢ The Lemons Problem: How Adverse Selection Influences Financial Structure †¢ How Moral Hazard Affects the Choice Between Debt and Equity Contracts †¢ How Moral Hazard Influences Financial Structure in Debt Markets 1Basic Facts About Financial Structure Throughout the World †¢ The chart on the next slide shows how non-financial business get external funding in the U. S. , Germany, Japan, and Canada. †¢ Notice that, although many aspects of these countries are quite different, the sources of financing are somewhat consistent, with t he U. S. being different in its focus on debt. Sources of External Finance Copyright  © 2007 Pearson Addison-Wesley. All rights reserved. 8-5 Eight Basic Facts of Financial Structure 1. Stocks are not the most important source of external financing for businesses [Direct Finance] 2. Issuing marketable debt and equity ecurities is not the primary way in which businesses finance their operations [Direct Finance] 2 Eight Basic Facts of Financial Structure 3. Indirect finance, which involves the activities of financial intermediaries, is m any times more important than direct finance, in which businesses raise funds directly from lenders in financial markets. 4. Financial intermediaries, particularly banks, are the most important source of external funds used to finance businesses. Eight Basic Facts of Financial Structure 5. The financial system is among the most heavily regulated sectors of economy. 6. Only large, well -established corporations ave easy access to securities markets t o finance their activities. Eight Basic Facts of Financial Structure 7. Collateral is a prevalent feature of debt contracts for both households and businesses. 8. Debt contracts are typically extremely complicated legal documents that place substantial restrictions on the behavior of the borrowers. 3 W hy is Indirect Finance so Important? †¢ Transactions Cost †¢ Information Cost Transaction Costs †¢ Financial intermediaries to reduce transaction costs (and make profits) through – †¢ Economies of scale †¢ Expertise †¢ Read the municipal bond article. Transaction Costs †¢ Transactions costs ? ? ? E. g. a $5,000 investment only allows you to purchase 100 shares @ $50 / share (equity) No diversification Bonds even worse—most have a $1,000 size 4 Transaction Costs †¢ Financial intermediaries make profits by reducing transactions costs – Take advantage of economies of scale (example: mutual funds) – Develop expertise to l ower transactions costs – provide investors with liquidity and diversification Information Costs – Asymmetric Information †¢ symmetric information—the case where all parties to a transaction or contract have the same information. †¢ In many situations, this is not the case. We refer to this as asymmetric information.Asymmetric Information: Adverse Selection and Moral Hazard †¢ We will focus on two specific forms of asymmetric information: ? Adverse selection ? Moral hazard 5 Asymmetric Information: Adverse Selection and Moral Hazard †¢ Adverse Selection 1. Occurs when one party in a transaction has better information than the other party 2. Before transaction occurs 3. Potential borrowers most likely to produce adverse outcome are ones most likely to seek loan The Lemons Problem: How Adverse Selection Influences Financial Structure †¢ If quality cannot be assessed, the buyer is willing to pay at m ost a price that reflects the average qu ality Sellers of good quality items will not want to sell at the price for average quality †¢ The buyer will decide not to buy at all because all that is left in the market is poor quality items †¢ This result, when bad quality pushes good quality from the m arket because of an information gap, is known as â€Å"adverse selection† †¢ This problem explains fact 2 and partially explains fact 1 Asymmetric Information: Adverse Selection and Moral Hazard †¢ Moral Hazard 1. Occurs when one party has an incentive to behave differently once an agreement is made between parties 2. After transaction occurs 3. Hazard that borrower has incentives to ngage in undesirable (immoral) activities making it more likely that won't pay loan back 6 Health Insurance †¢ Symmetric Information: Suppose, if you get sick, drugs cost $10,000/year †¢ Everyone has a 1/10 chance of getting sick †¢ Solution – Insurance will be offered at $1,000 per year Health Insura nce – Symmetric Information continued †¢ Suppose 10% of the population (2 out of 20) is sickly and has a 50%(1/2) chance of getting sick – independent. †¢ Other 90% (18 people) only has 1/18 chance of getting sick. †¢ This information in known to everyone. †¢ How do you price the insurance? Health Insurance – Symmetric Information ontinued †¢ Sickly types pay? †¢ Healthy types pay? 7 Health Insurance – Asymmetric Information Adverse Selection †¢ Same as previous example, but one’s type (sick or healthy) is private information. Suppose insurance company offers policy at $1,000 per year? Suppose insurance company offers policy at $1,000 per year? †¢ Sickly type happy to save $4,000. †¢ Healthy drop out and go without insurance. †¢ Adverse selection: Bad quality pushes good quality from the market because of an information gap. 8 How about charging less say $555. 56 to everyone? How about charging less say $555. 56 to everyone? Break even on the healthy type, but lose on sickly type. †¢ Only way for insurance company in this case to break even is to charge $5,000 ? Healthy will go without insurance. Adverse Selection and Financial Structure Lemons Problem in Securities Markets †¢ Suppose investors cannot distinguish between good and bad securities, willing to pay only the average of the good and bad securities’ values. †¢ Result: Good securities undervalued and firms won’t issue them; bad securities overvalued, so too many issued. 9 Lemons Problem in Securities Markets †¢ Investors won’t want to buy bad securities, so m arket won’t function well. ?Explains Facts 1 and 2 ? Also explains Fact 6: only large well established firms have access to securities m arkets †¢ Bad quality pushes good quality from the m arket because of an information gap. Tools to Help Solve Adverse Selection Problems †¢ Private Production and Sale of Information ? Free-rider problem interferes with this solution †¢ Government Regulation to Increase Information (explains Fact # 5) Tools to Help Solve Adverse Selection Problems †¢ Financial Intermediation ? Analogy to solution to lemons problem provided by used car dealers ? Avoid free-rider problem by making private loans (explains Fact # 3 and # 4) ?Also explains fact #6—large firms are more likely to use direct instead of indirect financing 10 Tools to Help Solve Adverse Selection Problems †¢ Collateral and Net Worth ? Explains Fact # 7 How Moral Hazard Affects the Choice Between Debt and Equity Contracts †¢ Called the Principal -Agent Problem ? Principal: less information (stockholder) ? Agent: more information (manager) †¢ Separation of ownership and control of the firm ? Managers pursue personal benefits and power rather than the profitability of the firm Tools to help solve the Principal-Agent Problem: †¢ Monitoring ? Expensive †¢ G overnment regulation to increase information Fact 5 †¢ Financial Intermediation ? Venture capital firms provides the equity and place there own people in management †¢ Debt Contracts ? Reduces the need to monitor as long as borrower is performing. Explains Fact 1, why debt is used more than equity 11 How Moral Hazard Influences Financial Structure in Debt Markets †¢ Even with the advantages just described, debt is still subject to moral hazard. ? Debt may create an incentive to take on very risky projects. How Moral Hazard Influences Financial Structure in Debt Markets †¢ Most debt contracts require the borrower to pay a fixed amount (interest) and keep any ash flow above this amount. †¢ For example, suppose a firm owes $100 in interest, but only has $90? It is essentially bankrupt. The firm â€Å"has nothing to lose† by looking for â€Å"risky† projects to raise the needed cash. Tools to Help Solve Moral Hazard in Debt Contracts Lenders need t o find ways ensure that borrower’s do not take on too much risk. ? A good legal contract ? Bonds and loans often carry restrictive covenants †¢ Restrict how funds are used Require minimum net worth, collateral, bank balance, credit rating. †¢ Financial Intermediaries have special advantages in monitoring[Facts 3 and 4] ? 12 STOP HERE!! 13

All About Fracking or Hydrofracking

All About Fracking or Hydrofracking Fracking, or hydrofracking, which is short for hydraulic fracturing, is a common but controversial practice among companies that drill underground for oil and natural gas. In fracking, drillers inject millions of gallons of water, sand, salts and chemicals- all too often toxic chemicals and human carcinogens such as benzene- into shale deposits or other sub-surface rock formations at extremely high pressure, to fracture the rock and extract the raw fuel. The purpose of fracking is to create fissures in underground rock formations, thereby increasing the flow of oil or natural gas and making it easier for workers to extract those fossil fuels. How Common Is Fracking? The fracking process is used to boost production at 90 percent of all oil and gas wells in the United States, according to the Interstate Oil and Gas Compact Commission, and fracking is increasingly common in other countries as well. Although fracking most often occurs when a well is new, companies fracture many wells repeatedly in an effort to extract as much valuable oil or natural gas as possible and to maximize the return on their investment in a profitable site. The Dangers of Fracking Fracking poses serious dangers to both human health and the environment. The three biggest problems with fracking are: Fracking leaves behind a toxic sludge (called drill cuttings)  that companies and communities must find some way to manage. Safely disposing of the sludge created by fracking is an ongoing challenge.Somewhere between 20 percent and 40 percent of the toxic chemicals used in the fracking process remain stranded underground where they can, and often do, contaminate drinking water, soil and other parts of the environment that support plant, animal and human life.Methane from fracture wells can leak into groundwater, creating a serious risk of explosion and contaminating drinking water supplies so severely that some homeowners have been able to set fire to the mixture of water and gas coming out of their faucets. Methane also can cause asphyxiation. There isnt much research on the health effects of drinking water contaminated by methane, however, and the EPA doesnt regulate methane as a contaminant in public water systems. According to the U.S. Environmental Protection Agency (EPA), a least nine different chemicals commonly used in fracking are injected into oil and gas wells at concentrations that pose a threat to human health. Fracking also poses other hazards, according to the Natural Resources Defense Council, which warns that besides contaminating drinking water with toxic and carcinogenic chemicals, fracking could trigger earthquakes, poison livestock, and overburden wastewater systems. Why Concerns About Fracking are Increasing Americans get half their drinking water from underground sources. Accelerated gas drilling and hydrofracking in recent years has fueled public concern about well-water contamination by methane, fracking fluids and produced water, the wastewater extracted from wells after the shale has been fractured. So its no wonder people are increasingly concerned about the risks of fracking, which is becoming more widespread as gas exploration and drilling expands. Gas extracted from shale currently accounts [in 2011] for about 15 percent of natural gas produced in the United States. The Energy Information Administration estimates it will make up almost half of the nation’s natural-gas production by 2035. In 2005, President George W. Bush exempted oil and gas companies from federal regulations designed to protect U.S. drinking water, and most state oil and gas regulatory agencies don’t require companies to report the volumes or names of the chemicals they use in the fracking process, chemicals such as benzene, chloride, toluene and sulfates. The result, according to the nonprofit Oil and Gas Accountability Project, is that one of the nations dirtiest industries is also one of its least regulated, and enjoys an exclusive right to inject toxic fluids directly into good quality groundwater without oversight. Congressional Study Confirms Fracking Uses Hazardous Chemicals In 2011, congressional Democrats released the results of an investigation showing that oil and gas companies injected hundreds of millions of gallons of hazardous or carcinogenic chemicals into wells in more than 13 states from 2005 to 2009. The investigation was initiated by the House Energy and Commerce Committee in 2010, when the Democrats controlled the U.S. House of Representatives. The report also faulted companies for secrecy and for sometimes â€Å"injecting fluids containing chemicals that they themselves cannot identify.† The investigation also found that 14 of the most active hydraulic fracturing companies in the United States used 866 million gallons of hydraulic fracturing products, not including the water that makes up the bulk of all fracking fluid. More than 650 of the products contained chemicals that are known or possible human carcinogens, which are regulated under the Safe Drinking Water Act or listed as hazardous air pollutants, according to the report. Scientists Find Methane in Drinking Water A peer-reviewed study conducted by scientists at Duke University and published in the Proceedings of the National Academy of Sciences in May 2011 linked natural gas drilling and hydraulic fracturing to a pattern of drinking-water contamination so severe that faucets in some areas can be lit on fire. After testing 68 private groundwater wells across five counties in northeastern Pennsylvania and southern New York, the Duke University researchers found that the amount of flammable methane gas in wells used for drinking water increased to dangerous levels when those water sources were close to natural-gas wells. They also found that the type of gas detected at high levels in the water was the same type of gas that energy companies were extracting from shale and rock deposits thousands of feet underground. The strong implication is that natural gas may be seeping through either natural or man-made faults or fractures, or leaking from cracks in the gas wells themselves. â€Å"We found measurable amounts of methane in 85 percent of the samples, but levels were 17 times higher on average in wells located within a kilometer of active hydrofracking sites,† said Stephen Osborn, postdoctoral research associate at Duke’s Nicholas School of the Environment. Water wells farther from the gas wells contained lower levels of methane and had a different isotopic fingerprint. The Duke study found no evidence of contamination from chemicals in the fracking fluids that are injected into gas wells to help break up shale deposits, or from produced water.

Timber Cruising Equipment and How to Use It

Timber Cruising Equipment and How to Use It Ed. Note: The first essential step toward selling timber or timberland is an inventory. It is a necessary step which enables the seller to set a realistic price on both the wood and the land. The inventory and methods used to determine volumes are also used between sales to make silvicultural and management decisions. Here is the equipment you need, the cruising procedure  and how to calculate the cruise. This report is based on an article written by Ron Wenrich. Ron is a sawmill consultant and has extensive knowledge on how to inventory your forest using the point sampling method. It is written in three parts, this being the first part, and all links included were chosen by the editor. You could measure every tree and do a 100 percent appraisal, but this is very time consuming and costly to do on large forests. But another way is to use a sampling system. A proven system, called point sampling, is used regularly by foresters and can be used by timber owners as well. We will discuss point sampling and the equipment you need here. Point Sampling Point sampling is a method of determining the frequency of occurrence of trees throughout the stand using a fixed point. These points can either be random or systematic. What you will be measuring is the basal area of the trees occurring at that point or plot center. Basal area is the area of the cross-section of tree stems near their base, generally at breast height, and including bark measured over 1 ac. or ha. of land. This basal area (BA) is then used to calculate the volume of a tree. Basal area increases as stand size and site quality increases. Gauges Some sort of gauge is needed to determine which trees are counted and which trees are not. An angle gauge - either prism (the prism is a wedge-shaped piece of glass that will deflect the image when viewed), string, or stick gauge can be used. Several types of angle gauges can be purchased from any forestry supply company. A stick gauge can be constructed by putting a target on the end of a stick and by keeping a 1:33 ratio. A 1-inch site would be put on the end of a 33-inch stick. You then eyeball each target tree with this gauge to find out if it should be included in the sample (more on this in a minute). It has been suggested that a dime can be used as an angle gauge. As long as a 1:33 ratio is maintained, anything can be used. For a dime, the distance held from your eye would be about 23 inches. A quarter would be held 33 inches away. An alternative to buying an angle gauge would be to build one. Build an Angle Gauge Take a 1-inch piece of sturdy material - plastic, metal, etc.- and drill a small hole to attach a string. Kite string will work well, knotting the string at 33 inches from the gauge and attaching it to the sighting device. Now, when using, simply put the knot between the teeth and sight your gauge with the string completely stretched. An alternative is to put a 1-inch notch in the material which creates a kind of sight. Before taking to the woods with one of these, youll need to know how to use one. Using Your Gauge Trees are counted at a point. This point can be random when just checking stocking at a certain point, or they can be located on a grid to get data for volume or other factors. Trees will either be counted or not counted. Counted trees will appear larger than the gauge. Trees appearing smaller than the gauge are not counted. Some trees will be borderline, and distance should be measured from the plot center if accuracy is desired. For most purposes, counting every other tree will yield effective results. It is also necessary to keep the gauge parallel to the tree. If a tree is leaning towards or away from the plot, the gauge should be moved accordingly. Prism Angle Gauges A prism (most foresters use this type gauge) will deflect the image of the tree that is being observed. Trees that are deflected off the main bole are not counted, while those that fall within the main bole are counted. The difference between the prism and the other angle gauges is that the user keeps the prism as the plot center while other gauges use the eye as the plot center. Prism angle gauges come in a number of sizes, known as factors or Basal Area Factors (BAF). For most purposes, a BAF of 10 is used. At your point you simply make a circle counting the trees that fall into your plot. Multiply by 10 and you have the basal area per acre at your plot. You will also notice that larger trees that are further away will be counted, while smaller trees will not. When computing number of trees, larger counted trees represent fewer trees than smaller counted trees.

Hydrostatic Pressure Lab Report Example | Topics and Well Written Essays - 1250 words

Hydrostatic Pressure - Lab Report Example A fluid in this condition is known as a hydrostatic fluid (Myers, 2006). So our Hydrostatic pressure lab was to determine the hydrostatic pressure of water on a flat surface, adding weight and then filling the tank with water to the point where the apparatus was in equilibrium in order to calculate the force on the flat surface using the given equations. The Fluid Mechanics laboratory provides a â€Å"hands on† environment that is crucial for developing students understanding of theoretical concepts (Damodara Reddy, 2012). Fluid mechanics laboratory is where fluids and their flows are studied and observed such as â€Å"Pressure variations of compressible fluids when they are allowed to flow through convergent divergent nozzles, calibration of pressure gauges and theoretical demonstration of different laws of fluid mechanics and others† (Desmukh, 2009). The objective of this experiment was to â€Å"calculate the hydrostatic force a fluid exerts on a submerged plane surface† and then liken the experimental hydrostatic force to the theoretical hydrostatic force. Furthermore, we will calculate the center of pressure for a plane surface partially submerged in a fluid and then for the plane surface full submerged in the fluid. Firstly, the following measurements were made; of quadrant’s end face, lever arm length and the distance between pivot and the lower edge. Now with the apparatus placed steadily on the stall, position the balance arm on the knife edge pivot and hang the weight pan from the balance arm.The apparatus was made use of adjustable feet and spirit level. Now the counterbalance was rotated until the balance is level and the counterbalance was to remain at the same position for the whole experiment.Now a mass of 50g was positioned on the weight pan and water was added until the balance arm was horizontal. The mass on the water pan and water level were measured Now we increment the