College Admissions Essay: Dilemma of the Deserted Island :: College Admissions Essays

Dilemma of the Deserted Island    The following question has been asked: What three things I would take with me if I were forced to live on a deserted island? Here are my thoughts:-    1. A YOUNG JACK RUSSELL TERRIER - Training him might keep me occupied for a while and he could guard the camp at night (Hey, there might be large animals prowling the night. Which reminds me of my neighbor, Colin.) My main reason though, is to provide companionship.    My first thought was to bring a human companion, (me Jane, you Tarzan), but I don't know anyone who would want to be stranded with me and I wouldn't want to live alone with someone I had brought against their will. Catch 22.    2. A MACHETE - It can act as a knife, ax, sword and if desperate, it could be used as a hot plate over a fire.    No one told me what sort of island it would be, so I've tried to think of the most versatile tool to bring. With a machete I should be able to make a shelter, fashion other tools and spend many hours learning to whittle. But I really think I would feel more secure with one in my hand if I was attacked by say, a hungry lion. You might be surprised what a sharp machete is capable of and I hope the lion would be too.    3. A MEDIUM SIZED COOKING POT - I've done enough camping to know how difficult things can get without an easy way of cooking.    It would also come in handy for rendering animal fat for my home made lanterns, distilling salt water if there is no running water, (Most Australian islands are dry), it would catch the drips from the mandatory leak in my man-made shelter and finally I could use it to make monotonous music to amuse the dog.

Shakespeare?s Sonnets: The Theme Of Love Essay -- essays research pape

Shakespeare’s poems are the monument of a remarkable genius but they are also the monuments of a remarkable age. The greatness of Shakespeare’s achievement was largely made possible by the work of his immediate predecessors, Sidney and Spenser. Shakespeare’s sonnets are intensely personal and are records of his hopes and fears, love and friendships, infatuations and disillusions that in turn acquire a universal quality through their intensity. The vogue of the sonnet in the Elizabethan age was brief but was very intense. Sir Thomas Wyatt and The Earl of Surrey brought the Petrarchan sonnet to England and with that an admiration for lyrical poetry. This had major consequences on English verse; it was not only due to the beauty of the form of the sonnet but also because the Sonnet had become the vehicle of expression of one’s personal feelings. It was with the sonnet that Lyricism entered English Poetry. The Elizabethan sonnets show the mingling of the conventional with the original. There was a greater influence of Italy and France on the English sonnet form but in the hands of the three great masters Sidney, Spenser and Shakespeare it took a unique form. The sonnets had marks of sincerity that were in direct relation to life and their authors. In the Elizabethan Age there were dramatic authors who wrote verse as secondary to their plays and the songs or the lyric were the best in these collections. The songs of this period had the blending of the genius of the people and the artistic sense awakened by humanism. England became the impassioned lover of songs. Most were love-songs, some very free and profane but there were religious songs as well and many were purely fantastic. But Shakespeare’s songs were the most original and spontaneous and they were rich in their impression of Nature. They contained a sort of fresh and rustic realism. Like in ‘Winter’s Tale’ the image of â€Å"when daffodils begin to peer† and the white sheet is â€Å"bleaching on the hedge.† And also the purely fantastic songs, which borrow from Nature as in ‘Midsummer Night’s Dream’, banishing the â€Å"spotted snakes with double tongue.† Shakespeare’s sonnets cannot be classified. They are embedded in a scene and lose their special beauty and subtlety when taken out of context. The majority of Shakespeare’s poems were written in the early stage of his career. The narrative poems ‘Venus and Adonis... ...t displayed when he says, â€Å"Against my love shall be as I am now, With Time’s injurious hand crush’d and o’erworn†¦Ã¢â‚¬  (LXIII) Shakespeare’s sonnets are concerned with the relationship of individual experience (personal ties of love and friendship) with Time. The poems express a conviction of the permanence and validity of emotion in all its different forms, as sonnet 116 does â€Å"Love’s not Time’s fool, though rosy lips and cheeks Within his bending sickle’s compass come†¦Ã¢â‚¬  Shakespeare felt that under the pressure of mutability ‘love’ becomes ‘lust’; it changes form being an intense human experience to an expenditure of ‘spirit’. As love and friendship are born in time they are subjected to impermanence and so he believed that â€Å"what is rooted in time, time itself destroys.† And so in sonnet XCIV he says â€Å"Lilies that fester smell far worse than weeds.† The Sonnets of Shakespeare hold a dominant place among the development of the Sonnet sequence in the Elizabethan period. His poems show how the sonnet form in it’s strict formal limits imposes upon the language a distinctive economy and intensity. The sonnets might be based on historical events but they have a Universal significance.

Children of the World †Romero Britto Essay

The art of Romero Britto gathers symbiotic elements of popular culture from Pernambuco – a state in Brazil -with sophisticated graphic composition, in the presence of the hybridism of the postmodern art and the â€Å"glocalization† (global and local) culture of the Contemporary. Romero started drawing very young, copying the works of other artists he saw in books. He used to articulate compositions in a way that was simplified and naive, but always in bright colors. When he was about twenty-five years old he had the opportunity to go to Europe and then he moved to Miami, in the United States. There, he was painting walls and selling his paintings through the streets to survive. His amazing compositions with cheerful colors were pleasing to the public of this city. In 1989, Michel Roux, American importer of Absolut Vodka, saw his work and hired him to do the advertising campaign of the drink. The three works created by the artist were broadcast in over 60 international publications, promoting the drink quickly on the world stage. From this event on he has not stopped. He was satisfying to universal desires to live happily. In 1995 he did the campaign for Pepsi and had his designs printed on 1. million cans of soft drinks. In 1997 he was hired to portray the stars of Disney within the context of his art. He has also developed projects for IBM and Apple. His works have been printed on various products from packaging to cars and even fabrics and accessories for the fashion industry. Romero Britto settled in Miami, married an American, and built the first gallery of his various galleries in Brazil, Europe and USA. In the United States the artist seems to have turned the country idol of Pop Art, with collectors and admirers in high places in Hollywood and American government. For example: Eillen Guggenheim, a descendant of the founders of the Guggenheim Museum, considers him as a Pop artist at the same level of Andy Warhol, Keith Haring and Roy Lichtenstein. The themes depicted in his works are daily, with simple lines and colors that give the artist an aspect of fun and humor to the figures portrayed. The character of his works publicity and array of colors, shades, and lines put him in the pop art scene and some call it neo pop. The painting explored in this work, called â€Å"Children of the World†, was created in 2006, in celebration of National Hispanic Heritage Month (September 15 – October 15). It was in exhibition in the Governor’s Gallery by Miami Beach artist Romero Britto. This exhibition was part of a statewide celebration initiated by Governor Jeb Bush to commemorate five centuries of Hispanic history, culture, and prosperity in Florida. The Colors The painting contains numerous colors. It is hard to define the predominant one, so a bunch of them will be defined to try to explain better the message of this painting. We can see the pink in different tonalities. Pink is the color of universal love. Also, pink is a quiet color and brings calm feelings, acceptance, contentment, relaxation, and neutralized disorder. This is one of the colors most evident in the painting, and those meanings define the purpose which is the celebration of a foreign culture (the Hispanic one) in the USA, in harmony with the American one. It wouldn’t be possible without the disorder neutralized, the acceptance of the differences, and mainly, love. Another color in evidence is the purple. According to Crystalcure. com, â€Å"Purple is the color of good judgment. Purple has been used to symbolize magic and mystery, as well as royalty. † Also, most children love this color. I believe that Britto used this color because it is well accepted by children, and they are one of the focuses in the painting. This color is also used because of the good judgment necessary to deal with the differences when you have opposite cultures. The yellow is also another evident color in the art. Yellow symbolizes wisdom, joy and happiness. This is the message that Romero Britto wants to show in all his paintings – the celebration of a happy life. We can observe a little bit of blue on the globe that the children are holding, which represents the ocean, but also we can observe it on the children’s body, with another meaning. The dark blue is the color of truth and moderation. The turquoise, found on the hair of the boy is the symbol of youth, and also the color of communication. It contains the growth quality of green with the blue quality of communication. Finally, the aqua is the color of high ideals. Brown and green are other colors found in the art. Combined, they represent wholesomeness and earthiness. They can signify growth and represent the simplicity, friendliness, dependability, renewal, and environment. The Shapes and Lines Talking about the lines, we can observe that the picture contains curves, parallel lines, and diagonal lines. Analyzing the shapes, we can find circles and organic shapes (for example, the flowers). Circles represent the eternal whole and in every culture are the form that represents the sun, the earth, the moon, and the universe. They have free movement, are warm, comforting and give a sense of sensuality and love. Their movement suggests energy and power. Their completeness suggests the infinite, unity, and harmony. Finally, they offer safety and connection. Circles suggest community, integrity, and perfection. The Organic shapes are irregular. They have more curves and are uneven. They tend to be pleasing, comforting and lovely. They are free and asymmetrical form and bring feelings of spontaneity. Organic shapes add interest and reinforce themes. In this case, the flowers reinforce the theme of purity, since children are one of the focuses in the art. Another organic shape found is the wing around the globe, which represents the freedom for people in the earth. The curved lines are softer than straight lines. They can be calm or dynamic depending on how much they curve. The less active the curve is the calmer is the feeling. In this art the lines are less active and represents calmer feelings and peace. The parallel lines are combined with the diagonal lines. Parallel lines of uniform width and spacing create a static and orderly effect. The diagonal lines are unbalanced though. They are filled with restless and uncontrolled energy. They can appear to be either rising or falling and convey action and motion. Diagonal lines are more dramatic than either horizontal or vertical lines. Light and Space The feeling of space in a drawing or painting is always an illusion. The artists combine the use of light and dark value with other techniques. One of these found in the art is the simple overlapping, with the globe on the children’s hand. This simple overlapping partially hides an object that’s supposed to be behind it. The globe and its wings are covering part of the hair of the children and their hand as well, so that makes it look like is closer to us. Also, the asymmetrical balance is used, so that means the patterns are placed an unbalanced way in the composition. It promotes feelings of stress, energy and excitement. The light reveals shape, texture, and color. A flat light attempt to eliminate all shadows of the image, and it’s what we can observe in the art. Romero Britto hardly uses Chiaroscuro’s lighting (this one creates strong shadows and is typically associated with emotion or suspense). His works are known mainly because of the brightness and live colors, which make his arts more happy and alive. Conclusion  This art was created by Britto to celebrate the National Hispanic Heritage Month. He decided to have two children as his focus, who were happy and in harmony despite their different culture (we can see by their eyes that one is oriental and the other one is not. The name of the art also brings this notion that they are from different parts of the world. ). The children are holding a globe, which has white wings. This action represents the world is moving toward peace and freedom, and the children can be the agents for that. The colors used combined bring harmony to the art. The pink represents the love, calm feelings, acceptance and contentment. If combined with the purple, good judgment becomes easier, which is the main meaning of this color. The happiness created by the yellow join with the youth and communication created by the blue, make the world a better place to live. The friendliness and the renewal represented by the green and the brown express the power that children have to have good relationships with everybody and make the next generation more harmonious. The circles represent the connection between people in the world, and the power that we have as well. We can find this shape everywhere in the art, so Britto wants to reinforce the idea of the integrity and community. That is the purpose of this art for this event in which it was exposed. The lines bring a contradiction though. At the same time that the parallel lines bring the order, the fact that they are in diagonal show restless and uncontrolled energy. That is exactly how the world looks. Right now it is not balanced and there are different forces coming from every direction. So, at the same time those children represent the next generation, the old one is still present and causing disorder. The soft curves balance the art bringing the peace and calm feelings to this conflicted world. The message passed by The Children Of The World went further than just a celebration of a month. It went further than a celebration of Hispanics living health in the USA. The message is that actually this new generation filled with love, energy, good feelings and friendliness has the power to change the future, and maybe one day all the world will be able to live in harmony and peace, not only this Hispanic community in the USA.

 Star Goup Essay

Investigation The modern time is about change in variables existing in the environment that surrounds any organization. The corporate therefore has to plan the uncertainty in a limited time span focusing on training and development of staff ( Delahaya,2011,p.2). The most critical component for success of the organizations rest on how competent and knowledgeable their staffs are. Likewise the investment has to made on the human resource so that they are efficient and effective enough to reach the company goals. HRDNI is a process that identifies the flaws in the incident that is happening in any organization. The main motive of HRDNI is to find out what is the defect that is preventing the organization to reach the target. Therefore HRDNI helps to identify the deviation between what is currently happening and what should be occurring. Star Group, a company which has a number of staffs to reach the goal of the organization has a global onboarding processes and the materials. It onboards new employees to the organization in order to make the entrants get familiar with the organization’s culture. As HRDNI focuses on gap analysis to reach the standards of the organization, the modern concept believes that HRDNI should be future oriented and positive rather than being reactive and negative. Star group therefore introduces Johnson & Associates to analyze the on boarding process to find out if the on boarding process is actually being effective to the new employees to get the overview of the organization. Like any growing company, Star group has faced many challenges in creating standard global processes and controls. Onboarding materials across the group reflect this, with the sites developing their own documents over a number of years. Consequently these artifacts vary greatly in style, branding, content, formatting and quality. Analysis of the process-related information and interviews with key stakeholders highlighted a number of â€Å"pain points’ commonly experienced with the existing onboarding process. The step of data gathering was further elaborated through a qualitative approach  i.e. developing a questionnaire and distributing it to the participants of the induction program because ‘the survey questionnaires can gather hard data that can be ana lyzed objectively from large groups of people’, (Sofo,2012,p.110). Finally the other data gathering process that was actually implemented was through the formation of the pilot group. The pilot group thus was interviewed with a number of questions to decide if the onboarding process was actually effective to new starters. Some of the ‘pain points’ were summarized in six common themes: 1. Lack of documented processes and procedures Each stake holder reported a worrying lack of documented processes and procedures, not just in onboarding but other Human resources and Shared Business Services functions. Particular concern was raised about visibility to geographically dispersed processes. 2. Quality and consistency of onboarding information The pilot group along with the stakeholders reported that onboarding materials had some flaws in it. Inconsistent content Lack of Standardization Lengthy induction presentations Time and accuracy challenges in manually copying employee details provided during the recruitment to other systems such as SAP and Active Directory Challenges in delivering the LOG ON information to non- PC or kiosks users. 3. Lack of manager accountability Managers believe that they do not include the responsibility for onboarding Managers do not receive training in successful onboarding practices, processes or strategies Onboarding commonly viewed as an HR function Onboarding commonly viewed as a series of administrative task rather than an opportunity to provide new starters with a great first impression No evaluation of the success of the onboarding experience for the new  employees. The review also suggested that the manager had to call the new starter to congratulate them which was rarely done by the managers. 4. Delay in conformation of commencement date The commencement date for a new starter is not negotiated in the recruitment process which led to the delay of other downstream processes such as SAP and network set up. 5. Lack of SAP training resources IT and systems training is not provided in any formal way due to resource and time constraints. One SAP trainer divides time between locations which results in inadequate training among new starters and existing employees. 6. Lack of Workflow No process exists to drive or track completion of onboarding tasks. Sites rely heavily on the use of checklists, follow-up emails and phone calls from the human resources. Specific pain points reported by the stakeholders included: Allowance of sufficient lead-time for pre-commencement activities such as visa and work permit applications Lack of mechanisms to ensure mid-year new starters were fully engaged in different program sessions. No controls or process to trigger onboarding processes for contractors, particularly non-payroll and short-term consultants such as PTA Timing of prerequisite compliance checks such as medical clearances.

The Role of a Trainer / Assessor

The role of a Trainer / Assessor In my opinion, the role of a trainer / assessor is:- * Liaise with clients / learners and the sponsoring organisation. * Completing Individual learning plans with learners. * Preparing session plans / Scheme of work. * Conducting inductions where appropriate. * Delivering of training sessions. * Carry out one to one sessions. * Conduct assessments and tests. * Marking learners work and providing feedback to learners on progress throughout the course. * Complete assessment results forms that has to be submitted to awarding bodies within the stated deadline. Complete course reports that have to be submitted to awarding body within the specified deadline. * Maintain learners’ attendance records. * Handing out certificates at the end of course and submitting evaluation to the awarding body at the required time. * Carrying out duties including collection of enrolment forms that are forwarded to central administration by specified times. * A trainer / assessor is expected to monitor the behaviour of learners and advise management where incidents which causes concern to staff or learners.Such matters may include discrimination, bullying, equity issues, language and literacy problems that are affecting student performance. * Monitor classroom safety and OH&S issues (Duty of Care) and advices of matters that need to be reported for follow up in premises that have been provided by clients. * Must always source out ways of providing help and support for learners. * Must have an understanding of the Equality Act with the ability to set boundaries. * Excellent Time management skill Plan for first 30 days at work|Week 1| Date| Topics| Details| Time| Notes| MondayTuesdayWednesdayThursdayFridaySaturday| Getting to know the ethos of the organisation, | * Understand the rules and regulations * Who are my learners / my client group * My duties and work structure * Get to know my boss / verifier and colleagues * Work materials and resources available to me * Start building folders for learner / clients * Go through the list of learners / Clients * Booking one to one sessions * Sending out letters where needed. 9:00am to —–pm| (1) It is important for me to understand the rules and regulations of the organisation in order for me to know the boundaries set for learners and me. | | | | | (2) Important to understand how my workload and duties has been structured, set targets, deadlines etc. | | | | | (3) Meeting the team, seeing and understanding how they work is useful and will guide me. A meeting with the verifier is important. | | | | | (4) Imperative to see what work materials that I need to use and what resources that are available for my learners and I. | | | | (5) If there is a list of clients already, seeing the list of learners and their files will be useful. | | | | | (6) Booking learners to meet with me for a one to one session to complete individual learning plans and getting to know each other and their needs. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Week 2| Date| Topic| Details| Time| Notes| MondayTuesdayWednesdayThursdayFridaySaturday| Initial assessments and planning| * Getting to know my learners / clients. Understanding their needs * Agreeing mile stones with learners * Planning and sourcing various training materials and resources for my learners / clients * Planning training sessions / assessments * Booking training sessions / assessments * Consulting with management / verifier to give and gain feedbacks| 9:00am to —–pm| (1) The plan is to see approximately 7 learners per day booked at 30 minutes intervals. | | | | | (2) Using the one to one information to source out what resources and support needed for each learner / client. | | | | (3) A design for the training session to commence, it needs to include various methods to include all learners, i. e, visual, audio, handouts and games. | | | | | (4) Booki ng in house training sessions, group and individual sessions, source out the needs and work materials for each learner. | | | | | (5) Consulting with verifier and management to ensure that I am on the right track. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Week 3| Date| Topics| Details| Time| Notes| MondayTuesdayWednesdayThursdayFridaySaturday| Start of training / assessments. | * Start first training session * Hand learners feedback form to rate session * Next session with learner * Agree on review dates * Updating of learners data base * Send management feedbacks * Liaise with management / verifier. * Prepare for the next day. | 9:00am to —–pm| (1) The amount of clients seen in a week for training will depend on the amount of clients in group sessions or a one to one sessions and locations. | | | | (2) Review dates will be on a fortnightly plan or as designed by the orga nisation. | | | | | (3) At the end of each session / day learners data base must be updated. | | | | | (4) Ensure feedbacks are handed in and liaise with line manager. | | | | | (5) Make calls to learners to be visited the next day to ensure they remember the appointment, liaise with their managers to ensure that the session is still ok to go on. | | | | | (6) Ensure that all learning materials and resources for the next day sessions are ready. | | | | (7) Liaise with management / verifier for feedback and support where needed. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Week 4| Date| Topics| Details| Time| Notes| MondayTuesdayWednesdayThursdayFridaySaturday| | Training sessions| * Continue training sessions * Making appointments for new sessions and booking review dates. * Liaising with management / verifier. * Ensuring resources and work materials available. * Complete all documents. * Assess learner’s work * Update learner’s database. Confirming next day’s appointments. | 9:00am to —- pm| | | | | | | (1) Continue training sessions and re-capping on previous session, confirming the next session. | | | | | | (2) Ensure reviews are booked with learners, send out emails to notify / remind learners. | | | | | | (3) Review learners work handed in. | | | | | | (4) Ensure that all documents are completed on a daily basis to avoid back log and loss. All learners database must be updated each time new information comes in and after each review, assessment or test. | | | | | (5) Always ensure that there are work materials and resources available for learners. | | | | | | (6) Ensure that all appoints for the next day are confirmed, a re-booking should be made on the same day of receiving a cancellation. | | | | | | (7) Ensure communication with verifier / management, complete feedbacks, submit feedbacks etc. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Week 5| Date| Topics| Details| Time| Notes| MondayTuesdayWednesdayThursdayFridaySaturday| Training and Review sessions. * Conduct training sessions * Start first review session using individual learning plan. * Provide feedbacks and set new mile stones. * Complete learners database * Liaise with management / verifier. * Book sessions and confirm next day’s sessions / meetings * Complete all needed documents. | 9:00am to —- pm| (1) Ensure that there is a feedback from learners after each session. | | | | | (2) Ensure all reviews are carried out promptly, fairly, with positive and encouraging notes to it. Set new goals after a review of previous goals set in the individual learning plan.Adopt the PSP Mode. | | | | | (3) Ensure learner’s database is completed and booked next review session and one to one tutoring if need be. | | | | | (4) Ensure all documents are completed promptly and correctly. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Week 6| Date| Topics| details| Time| Notes| MondayTuesdayWednesdayThursdayFriday| Training, Reviews and Tests| * Continue training sessions. * Continue reviews, setting new mile stones and providing feedbacks. Set Tests where needed depending on awarding body. * Liaise with management / verifier. * Book new appointments and confirm next day’s appointments. * Update Learners database * Complete various documents needed. | 9:00am to —-pm| (1) Set tests when required to do so by verifier and management. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

Law of Obligations (Tort Law)LLB Essay Example | Topics and Well Written Essays - 1000 words

Law of Obligations (Tort Law)LLB - Essay Example The employer, on the other hand, may have a claim for damages against Beatrice for her negligence. Employer's Duty of Care and its Breach. In the recent case of Jones v BBC, 2007 WL 2187023 (QBD), where Jones, a freelance sound recordist for defendant BBC claimed that he suffered personal injury when a windmill rotor fell onto his back causing severe spinal injury rendering him paraplegic. In ruling for the claimant, the court stated that since BBC's safety crew had identified a risk of the falling mast, a discussion before filming should have been made to warn the crew not to go beneath it. But the safety crew did not give the warning. Such failure of BBC, through the safety crew, is considered negligent which caused Jones' accident. Thus, the BBC was liable for Jones' injuries. Also, the cameraman and Jones worked as a team because their equipment was linked. Jones with his equipment was following the cameraman who had decided to pass beneath the mast thereby leading Jones into the hazardous area. The cameraman was then in breached of his duty of care and the BBC was vicariousl y liable for that negligence. In Wilsons & Clyde Coal Company, Limited v English, [1938] A.C. 57, the House of Lords stated as follows: " primarily the master has a duty to take due care to provide and maintain a reasonably safe system of working in the mine, and a master, who has delegated the duty of taking due care in the provision of a reasonably safe system of working to a competent servant, is responsible for a defect in the system of which he had no knowledge" By the Jones and Wilsons cases, it is clear that the employer is under a duty of care to provide the employee with competent fellow employees including a qualified medical personnel, properly maintained site and facilities, and to provide a safe place and system of work. The question of whether the employer breached that duty of care depends on the standard of care owed by the employer to its employee and whether it has taken reasonable steps considering the circumstances. (Latimer v A.E.C. Ltd.[1953]) In Jones, the bre ach of the employer's duty consists in BBC's failure (through its safety crew) to discuss with the cameraman and Jones the risk of the falling mast and to warn the cameraman and Jones in unequivocal terms that they must not go beneath it. In Wilsons, the breach by the employer consists of its failure to provide competent fellow employees, properly maintained mine and equipment, and to provide a safe place and system of work. In the case of the employee here, the failure of the employer considering its nature of business to properly provide and maintain a safe place and system of work free from insects such as wasps, to provide sufficient number of medical personnel and qualified immediate treatment which caused the employee's permanent disability to do manual work constitute a breach of the standard care required from the employer. Considering that the company is engaged in hazardous chemicals, not having any emergency doctor onsite is a breach of its standard of care. It can reason ably be expected that injuries are bound to occur in a chemical factory because, by the very nature of its business alone, the environment with chemicals is susceptible to accidents. Hence, the

China's Economic Analysis Research Paper Example | Topics and Well Written Essays - 2500 words

China's Economic Analysis - Research Paper Example This paper illustrates that the total fertility rate of the Chinese women, which account for the average number of children a woman in her child-bearing age can expect to have during her lifetime has also gone down to a figure of 1.4, lower than that which has been recorded for the past years Since the introduction of the one-child policy, which was designed to reduce the birth rate in China, the statistics on the birth rates have gone tremendously to lower heights. This slower growth rate in China has been matched by the aging of the population. People above the age of 60 have been on the rise and represent a significant proportion of the population. The effect of this economy is that if the trend goes on, then an increasing dependency on the young working population by the elderly will be experienced. The government too would be affected in the sense that it would have to increase its pension funding and the health care systems for the elderly. Gender disparity though poses a futur e huge challenge for China. According to its 2010 census, the male population was recorded at 51.27% of its 1.34 billion population. The females, on the other hand, accounted for a 48.73% of the total population. At present, the number of boys in China is more than that of girls by a figure recorded at 9 million. As much China remains the most populated country in the world, there exist major variations in the population densities in its different regions. The northern and the western regions only have a few million people while the eastern area has close to 1.3 billion people. The majority of the citizens live in the eastern areas in the major cities and it is concentrated towards the eastern parts of the mountains and south of the northern steppe. China has had a rise in its economic growth in the reform period and this too has led to the rise in the per capita income. Over the past decades, China as a country has exhibited dramatic economic growth which has also been accompanied by a sharp increase in income inequality. Its GDP per capita increased from 311 yuan, in 1974 within the pre-reform period to 1644 yuan in 1990 and later to 12,336 yuan in 2004 as reported by the National Bureau of Statistics. During the years 2001 to 2003, the Chinese economy was reported by the World Bank to have increased by 10% in every year through the real income of the 10% poorest people decreased, by the same report, by 2.4%.