Impact of legislations in regulating the working Time Essay

Impact of legislations in regulating the working Time - Essay Example In 1817, Robert owen's* Eight hour day movement**, which had its origin in the industrial revolution in Britain, gradually came up and finally led to the first law on the length of a working day, passed in 1833, in England limiting miners to 12 hours and children to 8 hours. The 10 hour day established in1848 and shorter hours with same pay were gradually accepted thereafter. The 1802 Factories Act was the first labor law in the UK. Working time regulations were introduced in order to implement the European commission Time Directive which lays down minimum condition relating to weekly working time, rest entitlements and annual leave and make special provision for working hours and health assessments in relation to night workers and young workers. Working time regulation were laid before the House on 30th July 1998 and came to force on 1st October 1998.There are three legislations regarding the working time regulations enacted including the parent Act. They are, In 1998 Act workers in air, rail, sea, inland water way and lake transport, sea fishing, and other workers at sea are excluded. Armed forces, Police and other civil protection services also excluded from the purview of this Act. The Regulation 3 of working time regulations Act 1999 amended the existing provision which governs the 48 hour average maximum weekly working limit and the exclusion of that limit by agreement. It removes the obligation on employers to keep record of the hours worked by the employees who are entered into an agreement to opt out of the weekly limit. The regulation 4 of the 1999 Act extended the existing "unmeasured working time "extension (as defined in the 1998 Act) to workers whose time is partly "unearned and partly not.* Now let me to explore in detail the provisions of the working time regulations in the light of 2003 amendment Act .This prevails all over in the United Kingdom industries at present. I'll also discuss the changes in the legislations regarding the above said Acts after the amendment in 2003 and the relevant case laws which plays an important role in making up the body of Working time regulations .Moreover I shall try to explain the impact of the provision of this Act in regulating the time for employees and remedies seek for the doubts raised in the various clauses. Working time regula

William Bradfords Relationship with the Indians Essay

William Bradfords Relationship with the Indians - Essay Example o would later come to the New World and interact with the Native Americans, the Pilgrim’s relationship with them was â€Å"largely peaceful, despite profound cultural misunderstandings† (â€Å"Plymouth Colony†). Bradford and his followers became friends with Native American leaders and established a policy of tolerance and trust between their cultures. Native Americans in the area had previously interacted with English traders and fisherman before Bradford’s arrival. Relations were not positive and 20 Indians were kidnapped by Thomas Hunt, who tried to sell them as slaves. In 1621, the Indian, Somoset, came to the Plymouth colony and began speaking with the Pilgrims; he had previously learned some of the English language from those earlier traders and fisherman. He returned a few days later with the famous Indian, Squanto, who was one of the Indians kidnapped by Thomas Hunt. Squanto and Somoset talked with Bradford and other Pilgrim leaders and arranged a meeting with their Chief, Massasoit. The Pilgrims then established a peace treaty with the Indians that, under the Governorship of Bradford, would last for over 50 years. Later in 1621, when Bradford became Governor of the Plymouth colony, he invited Massasoit to what would later become known as one of the most famous events in American history, called Thanksgiving ( "Plymouth Colony†). Before the plentiful harvest of that first Thanksgiving, Plymouth was struggling to survive. The Indians played a significant role in saving the colony from starvation. Because of his ability to speak fluent English and his willingness to help the Pilgrims, Squanto was revered by the people of the Plymouth colony. He taught the Pilgrims how to plant their corn, where to fish, and led them to places where they could more easily live off the land. In his History of Plymouth Plantation, Bradford explains his belief that the Indian, Squanto, was sent as an â€Å"instrument of God† to help them (95). Bradford was a devoted friend

International business Essay Example | Topics and Well Written Essays - 500 words - 5

International business - Essay Example In fact, it is a rate at which currency of one country is exchanged for another. Generally, correspondences between currencies, exchange rate reflect correspondence between two national economies. That is why it is not surprising that exchange rate is sometimes called a temperature of a national economy. Generally, there are two types of exchange rate regime – fixed exchange rates and floating exchange rates. According to the fixed exchange rate regime, monetary authorities set some particular exchange rate, which does not change because of the market conditions. This opinion can be proved by the following words. â€Å"A set price will be determined against a major world currency (usually the U.S. dollar, but also other major currencies such as the euro, the yen or a basket of currencies). In order to maintain the local exchange rate, the central bank buys and sells its own currency on the foreign exchange market in return for the currency to which it is pegged† (Currency Exchange: Floating Rate Vs. Fixed Rate). Under the floating exchange rate regime, exchange rate of a particular currency is determined by the market forces. The exchange rate is set by relation between supply and demand for this currency. Central bank of a country cannot influence the market in order to affect the exchange rate. It is quite difficult to say which exchange rate is better. The final choice depends on the particular macroeconomic conditions, international conjuncture, instruments of macroeconomic policy, particular period of time, etc. Therefore, opinions of experts have been divided in this context. Generally different periods in history were characterized with the different exchange rate regimes. Under the gold standard the currencies of all the countries were linked to gold. It was a period of the fixed exchange rate regime – from 1870 to 1914. The regime was quite affective, but growing imbalances in international economy, lack of stocks of gold have ruined the

Marines Essay Example for Free

Marines Essay The organization I chose is the U. S. Marines. I have a few friends who are in the Marines and thought I would like to know more about the inner workings of the core, from what my friends have to say to what can be read in articles and books. â€Å"The Marine Corps in the only general-purpose force in the Department of Defense trained and equipped as the Nation’s first responder. † (Conway, 2010) So, basically, the mission of the Marines is to be completely trained and ready to go if ever needed on short notice. The philosophy and vision for the Marines is to have the most courageous soldiers who possess the mental ability to think of their own and follow orders given to them to protect our people from all enemies. The Marines are a branch of the military, which means they are obviously similar to the Navy, Army and Airforce. Their motto, â€Å"the few and the proud†, refers to the many people who may try to join and the elite who actually make it though. They are the first to enter a warzone and are highly trained to make sure they know exactly what to do if that situation arises. Operating â€Å"far from the flagpole†, without the direct supervision of senior leadership but under the unforgiving scrutiny of the media, our young Marines must be integrated with the quality of character necessary to permit effective, independent decision making under extreme stress. † This quote directly relates to the idea of the Marines because they are usually in small groups with minimum leadership and sent into unfamiliar places, in which they must assess the situation in front of them and act accordingly. Although all branches of our military are equally important in my eyes, each has their own views of importance inside our military. Marines are viewed as an elite group of individuals from the top chain of command to the grunts in the field. The Marines run as any other company, they are recruited and trained and sent off to do their respective job s. They are compensated for their service and can choose to go career and spend their entire lives in the military. I believe their espoused values do align with their enacted values because they are said to be courageous and brave, and that is what we hear about and see when they are portrayed in the media. There are many factors, such as secret missions, that may be going on as we speak that we may never know about that could question the way we interpret their values but as an American I believe the missions they carry out are in our best interest.

Maine Lobster: Soft-shell versus Hard shell :: Essays Papers

Maine Lobster: Soft-shell versus Hard shell A lobster must shed its shell in order to grow. It takes about five to seven years for a lobster to become a legal size harvestable adult. Soft-shell is the term used for a newly molted lobster. A soft-shell lobster has a shell with room for growth. Soft-shell lobsters are not as full of meat because their new shell is larger than the muscle inside the body. The part not filled with its body’s muscle tissue is filled with water. Soft-shell lobsters may look big on the outside, but they have a much lower meat yield on the inside. Most adult lobsters molt from June to September depending upon location and water temperatures. Hard-shell lobster is a lobster with an old shell whose body has completely filled its shell. A hard-shell lobster is a fully meated lobster which is mainly caught during the winter and spring months of the fishing season. During these months, lobsters are at their peak health and condition, and the meat yields are at their highest. Why do consumers prefer soft-shell lobsters to hard-shell lobsters? Many consumers prefer soft-shell lobsters over hard-shell lobsters because of several reasons. According to some people, meat from soft-shell lobsters is more tender than from hard-shell ones. They contend that the meat is sweeter and juicier than the hard-shell lobsters. In addition, some people prefer soft-shell lobsters because they do not need any tools to crack them apart. Moreover, some people prefer soft-shell lobsters because they are less expensive than hard-shell ones. If you are looking for cheap and abundant soft-shell lobsters, then the summer months are good because the weather does not keep lobstermen from fishing them. Why do consumers prefer hard-shell lobsters to soft-shell lobsters? Many consumers prefer hard-shell lobsters over soft-shell lobsters because of several reasons. Hard-shell lobster contains fifty percent more meat than the same size soft-shell lobster. Hard-shell meat is firmer, while soft-shell meat is softer and tends to have more water. Furthermore, hard-shell lobsters ship better than soft-shell lobsters because they are less likely to crack en route. If you are looking for hard-shell lobsters, the winter months are ideal for this, but prices are higher because it is more trying for lobstermen to be out in the elements.

Explore Models Of Disability

The medical model: is presented as viewing disability as a problem of the person, directly caused by disease, trauma, or other health condition which therefore requires sustained medical care provided in the form of individual treatment by professionals. In the medical model, management of the disability is aimed at a â€Å"cure,† or the individual’s adjustment and behavioral change that would lead to an â€Å"almost-cure† or effective cure. In the medical model, medical care is viewed as the main issue.The Social Model : The social model of disability sees the issue of â€Å"disability† as a socially created problem and a matter of the full integration of individuals into society. In this model, disability is not an attribute of an individual, but rather a complex collection of conditions, many of which are created by the social environment. Hence, the management of the problem requires social action and is the collective responsibility of society at larg e to make the environmental modifications necessary for the full participation of people with disabilities in all areas of social life.The issue is both cultural and ideological, requiring individual, community, and large-scale social change. From this perspective, equal access for someone with an impairment/disability is a human rights issue of major concern. The Moral Model: Refers to the attitude that people are morally responsible for their own disability. For example, the disability may be seen as a result of bad actions of parents if congenital, or as a result of practising witchcraft if not.The empowering Model: Allows for the person with a disability and his/her family to decide the course of their treatment and what services they wish to benefit from. This, in turn, turns the professional into a service provider whose role is to offer guidance and carry out the client’s decisions. In other words, this model â€Å"empowers† the individual to pursue his/her own goals. The examples above are only some of the ‘models’ of disability which have been defined over the last few years.The two most frequently mentioned are the ‘social’ and the ‘medical’ models of disability. The medical model of disability views disability as a ‘problem’ that belongs to the disabled individual. It is not seen as an issue to concern anyone other than the individual affected. For example, if a wheelchair using individual is unable to get into a building because of some steps, the medical model would suggest that this is because of the wheelchair, rather than the steps. The social model of disability, in contrast, would see the steps as the disabling barrier.This model draws on the idea that it is society that disables people, through designing everything to meet the needs of the majority of people who are not disabled. There is a recognition within the social model that there is a great deal that society can do to r educe, and ultimately remove, some of these disabling barriers, and that this task is the responsibility of society, rather than the disabled person. Many people are willing to adopt the social model and to make adjustments for people who have a visible disability.However, they are not as accommodating with people who have a hidden disability, or a disability that is not clearly understood. People with impairments are disabled by the fact that they are excluded from participation within the mainstream of society as a result of physical, organisational and attitudinal barriers. These barriers prevent them from gaining equal access to information, education, employment, public transport, housing and social/recreational opportunities. However, recent developments promote inclusion.Anti-discrimination legislation, equal-opportunity policies and programmes of positive action have arisen because it is now more widely recognised that disabled people are unnecessarily and unjustly restricte d in or prevented from taking part in a whole range of social activities which non-disabled people access and take for granted. In my day service, working in a person centred manner is imperative for all the individuals that attend. Respecting their individuality and uniqueness is paramount.Whilst understanding the medical model is essential to treat conditions, receive pain relieving drugs and identify necessary assistive aids, understanding the social model of disability is equally as essential. As a service we undertook with our service users the task of going out in our local town and seeing firsthand what barriers people with physical/sensory disabilities faced. We identified several venues, e. g. library, bank, park and local indoor market and we set out to identify what barriers, if any our service users faced trying to access the facilities.The social barriers were evident immediately. The library had stairs with no lift, so it was inaccessible for wheelchair users, the park had extremely uneven footpaths, which was extremely dangerous for people with walking aids and the bank had an electronic door, but only stayed open for 3 seconds so the individual I had accompanied there in a wheelchair would have actually got stuck in the door had I not been there to press the door again quickly to reopen it.As a service, we supported our service users in writing letters to the organisations explaining the difficulties disabled people faced trying to access their buildings and our service users told us they felt empowered and liberated having done that. As a service, which is named ‘Our Choice’ that is exactly what it is, the service users choice in what they want to do with their time with us, how they want to do it and with whom.My role is to ensure I am properly trained to work with a range of person centred planning tools and implement them tools in a person centred way. I ensure that our agency staff and our volunteers understand the ethos of pe rson centred planning and maintain high training standards so that our service users feel respected and empowered at all times.

Math Ib Ia Sl

Jonghyun Choe March 25 2011 Math IB SL Internal Assessment – LASCAP’S Fraction The goal of this task is to consider a set of fractions which are presented in a symmetrical, recurring sequence, and to find a general statement for the pattern. The presented pattern is: Row 1 1 1 Row 2 1 32 1 Row 3 1 64 64 1 Row 4 1 107 106 107 1 Row 5 1 1511 159 159 1511 1 Step 1: This pattern is known as Lascap’s Fractions. En(r) will be used to represent the values involved in the pattern. represents the element number, starting at r=0, and n represents the row number starting at n=1. So for instance, E52=159, the second element on the fifth row. Additionally, N will represent the value of the numerator and D value of the denominator. To begin with, it is clear that in order to obtain a general statement for the pattern, two different statements will be needed to combine to form one final statement. This means that there will be two different statements, one that illustrates the numerators and another the denominators, which will be come together to find the general statement.To start the initial pattern, the pattern is split into two different patterns; one demonstrating the numerators and another denominators. Step 2: This pattern demonstrates the pattern of the numerators. It is clear that all of the numerators in the nth row are equal. For example all numerators in row 3 are 6. 1 1 3 3 3 6 6 6 6 10 10 10 10 10 15 15 15 15 15 15 Row number (n)| 1| 2| 3| 4| 5| Numerator (N)| 1| 3| 6| 10| 15| N(n+1) – Nn| N/A| 2| 3| 4| 5| Table 1: The increasing value of the numerators in relations to the row number.From the table above, we can see that there is a downward pattern, in which the numerator increases proportionally as the row number increases. It can be found that the value of N(n+1) – Nn increases proportionally as the sequence continues. The relationship between the row number and the numerator is graphically plotted and a quadratic fit determ ined, using loggerpro. Figure 1: The equation of the quadratic fit is the relationship between the numerator and the row number. The equation for the fit is: N= 0. 5n2+0. 5n or n2+n2, n>0 Equation 1 In this equation, N refers to the numerator.Therefore, N= 0. 5n2+0. 5n or n2+n2, n>0 is a statement that represents step 2 and also step 1. Step 3: In relation to table 1 and step 2, a pattern can be drawn. The difference between the numerators of two consecutive rows is one more than the difference between the previous numerators of two consecutive rows. This can be expressed in a formula N(n+1) – N(n) = N(n) – N(n-1) + 1. For instance, N(3+1) – N(3) = N(3) – N(2) +1. Using this method, numerator of 6th and 7th row can be determined. To find the 6th row’s value, n should be plugged in as 5 so that N(6) can be found.As for the 7th row’s numerator, n should be plugged in as 6. 6th row numerator is therefore: N(5+1) – N(5) = N(5) – N( 4)+1 N(6) – 15 = 15 – 10+1 N(6) = 15+6 N(6) = 21 7th row numerator is therefore: N(6+1) – N(6) = N(6) – N(5)+1 N(7) – 21 = 21 – 15 +1 N(6) = 42 – 15 + 1 N(6) = 28 Not only by this method, but from the equation found in step 2, figure 1, 6th and 7th row numerator can be found also. 6th row numerator: N(6)=0. 5? 62+0. 5? 6 N(6)=0. 5? 36+3 N(6)=21 th row numerator: N(7)=0. 5? 72+0. 5? 7 N(7)=0. 5? 49+3. 5 N(7)=28 Consequently, these are the values of numerators up to the 7th row. 1 1 3 3 3 6 6 6 6 10 10 10 10 10 15 15 15 15 15 15 21 21 21 21 21 21 21 28 28 28 28 28 28 28 28 Using the method in step 3 and equation 1 in figure 1, it is evident that the numerator in the 6th row is 21. Since both equations have brought same values, it can be concluded that equation 1 is a valid statement that demonstrates the pattern of the numerator.Equation 1 will be used later also, in order to form a general statement of the pattern of whole LACSAP Fract ions. Step 4: When examining the denominators in the LASCAP’S Fractions, their values are the highest in the beginning, decreases, and then increases again. For example, the denominators in row 5 are; 15 11 9 9 11 15. From this pattern, we can easily see that the equation for finding the denominator would be in a parabola form. Element | 0| 1| 2| 3| 4| 5| Denominator | 15| 11| 9| 9| 11| 15|The relationship between the denominator and the element number is graphically plotted and a quadratic fit determined, using loggerpro. Figure 2: This parabola describes the relationship between the denominator and element number. The equation for the fit is : D = r2 – nr+r0 . In this equation, r refers to the element number starting from 0, and r0 being the first denominator value in the row. n refers to the row number starting from 1. To see if this equation work, the 3rd denominator value in the 3rd row was measured. D = 22 – 3 ? 2+6 D = 4 – 6 +6 D = 4With this equat ion, it is evident that the 6th and 7th row denominator values can be found. We already know the first and last denominators from when numerators were found; which are 21 and 28. 6th row second and sixth denominator: D = 12 – 6 ? 1+21 D = 1- 6+21 D = 16 6th row third and fifth denominator: D = 22 – 6 ? 2+21 D = 4- 12+21 D = 13 th row fourth denominator: D = 32 – 6 ? 3+21 D = 9- 18+21 D = 12 7th row second and seventh denominator: D = 12 – 7 ? 1+28 D = 1- 7+28 D = 22 7th row third and sixth denominator: D = 22 – 7 ? +28 D = 4- 14+28 D = 18 7th row fourth and fifth denominator: D = 32 – 7 ? 3+28 D = 9- 21+28 D = 16 Now, since the denominators in the 6th and 7th row are found, the sixth and seventh rows can be drawn and added in the LACSAP’S Fractions. Consequently, these are the fractions up to the 7th row. 1 1 32 1 1 64 64 1 1 107 106 107 1 1 1511 159 159 1511 1 1 2116 2113 2112 2113 2116 1 1 2822 2818 2816 2816 2818 2822 1 Now th at the patterns for the LASCAP’S Fractions are found, all fractions can be expressed in the form En (r) when it is the (r+1)th element in the nth row, starting with r=0. The general statement of the pattern is clearly found when using the equations for the nominator and the denominator.Therefore, the general statement for En r will be En (r) = 0. 5n2+0. 5n r2 – nr+r0 In order to see if the equation works correctly, we can plug in number and figure out if the general statement works out. For example, E7 (3) = 2816 = 0. 5n2+0. 5n r2 – nr+r0 = 0. 5 ? (7)2+0. 5 ? (7) 32 – 7? 3+28 = 2816 . Here, it is clear that the formula is applicable. In order to make sure that the general statement is valid, finding the additional rows of the recurring sequence of fractions by using the general statement above would be useful.Here, I chose to settle on 2 additional rows which are the 8th and 9th rows in the pattern. 8th row numerator: N(8)=0. 5? 82+0. 5? 8 N(8)=0. 5? 64+4 N8=36 9th row numerator: N(9)=0. 5? 92+0. 5? 9 N(9)=0. 5? 81+4. 5 N9=45 8th row second and eighth denominator: D = 12 – 8 ? 1+36 D = 1- 8+36 D = 29 8th row third and seventh denominator: D = 22 – 8 ? 2+36D = 4- 16+36 D = 24 8th row fourth and sixth denominator: D = 32 – 8 ? 3+36 D = 9- 24+36 D = 21 8th row fifth denominator: D = 42 – 8 ? 4+36 D = 16- 24+36 D = 28 9th row second and ninth denominator: D = 12 – 9 ? 1+45 D = 1- 9+45 D = 37 9th row third and eighth denominator: D = 22 – 9 ? +45 D = 4- 18+45 D = 31 9th row fourth and seventh denominator: D = 32 – 9 ? 3+45 D = 9- 27+45 D = 27 9th row fifth and sixth denominator: D = 42 – 9 ? 4+45 D = 16- 36+45 D = 25 Thus, these are the fractions up to the 9th row. 1 1 1 32 1 64 64 1 1 107 106 107 1 1 1511 159 159 1511 1 1 2116 2113 2112 2113 2116 1 1 2822 2818 2816 2816 2818 2822 1 1 3629 3624 3621 3628 3621 3624 3629 1 1 4537 4531 4527 4525 4525 4527 4531 4537 1 This shows th at the general statement for the symmetrical, recurring sequence of fractions is valid and will continue to work.