Engineering Failure Case Study

Failure Analysis at DMRC On July 12th 2009 a metro bridge that was under construction collapsed due to negligence by an office in-charge of the Badarpur Metro line. The failure of the bridge killed 6 and injured another 15 when the pier cap sheared from the connecting pillars. The Delhi Metro Rail Corporation took major heat from this incident because the roadway was a major milestone of providing a reliable and easy mean of transportation to the capitol of India.The DMRC is considered the most reputed infrastructure organization of India and neglecting roadways to the point where they fail is not an option. During that day the pier cap collapsed causing the collapse of the launching girder, span between p-66 and p-67 piers which had already been erected and pre-stressed, and also segments of the superstructure for the span between p-67 and p-68. The pier cap (p-67) sheared from the connecting point of the pier and pier cap.The top reinforcement of the cantilever beam did not have an y development into the pier itself which caused the shear itself. The launching girder has failed due to the failure of the pier cap. This failure also caused the span between piers 67 and 68 causing it to be inclined supported by the ground on one end and the pier cap on the other. With the failure of the pier cap and span between piers the crane used for lifting the launching girder also failed on July 13th 2009.Bending of the crane shows the clear sign of overloading which was caused by not analyzing the amount of stress the crane could handle. The causes of the failure are many and once one portion of the roadway failed it caused a chain reaction to the entire infrastructure collapsing. The pier (p-67) was initially designed as a leg of a portal frame between piers but then was changed to support the pier cap. The same method was used for piers p-66 and p-68.The top reinforcement was poorly engineered; the pier cap had a reinforcement of 36mm diameter and a length of 500mm which was an insufficient bond length for the structure. During the launching operation the launching girder itself developed a crack that was grouted in crack areas and further strengthened by introducing prop or jacketing. During the launching of superstructure 6 segments where lifted and the whole system collapsed when the seventh segment was hooked up for lifting.It was concluded that the failure of the pier cap occurred to the improper jacketing done when a crack had occurred. This was also coupled with inadequate length of support and reinforcement of the cantilever pier cap. The failure of the cranes was the fact that the capacity of 2 cranes where not able to hold the weight of the superstructure which caused the larger 3rd crane to fail. The Delhi Metro Rail Corporation sacked the official in charge of the Badarpur Metro line, Vijay Anand for neglecting his duty.Structural designs should have been proof checked by an experienced structural engineer. Also once failure had been ob served the structure should have been abandoned and a new structure should have been built. Make shift reinforcement to save a failed structure was a major neglecting issue and engineering failure. The lack of professionalism that lead to the superstructure failure started with trying to fix the failed pier cap and neglecting the fact that the cranes used to lift the structure where not engineered to hold the amount of weight that needed to be supported.The support reinforcement should have been checked by an experienced engineer that should have easily seen the reinforcement issue between the pier and pier cap. The information for this case study was found from www. engineeringcivil. com/theory/civil. engineering-disaster. com and www. thaindian. com. The entire structural failure was found on these sites including who was a fault and why the structure failed.

Logitech Case Essay

1.In a world without trade, what would happen to the costs that American consumers would have to pay for Logitech’s Products? World trade refers to buying and selling across national borders. It would be difficult to predict or estimate the prices of the product of one company like Logitech in one market like America. 2.Explain how trade lowers the costs of making computer peripherals such as mice and keyboards. 1. Components are procured from any part of the world where they can be produced and manufactured at the best cost. (Motorola plant in Malaysia makes the mouse’s chip; Agilent Technologies supplies optical sensors). 2. The intellectual capital going into any product is created at the place where the right talent is available. (Ergonomics design is done in Ireland, software programming is done in Switzerland and Fremont). 3. The actual assembling/manufacturing is done at the place where is can be done most cost effectively. (Assembling is done in Taiwan and China). 4. The products reach the customers the most efficient way by taking the service s of the most efficient logistics company. (Marketing and operations from Fremont). 3.Use the theory of comparative advantage to explain the way in which Logitech has configured its global operation. Why does the company manufacture in China and Taiwan, undertake basic R&D in California and Switzerland, design products in Ireland, and coordinate marketing and operations from California? Comparative advantage, as proposed by Ricardo, says that it is beneficial for nations to involve in trade even when there is absolute advantage for them to produce all the goods. So nations will invest a major portion of their resources to produce what they can produce with advantage. This theory is being applied to the case in the following way 4.Who creates more value for Logitech – the 650 people it employs in California and Switzerland, or the  4,000 employees at its Chinese factory? What are the implications of this observation for the argument that free trade is beneficial? Logitech make $8 for every mouse being sold. Let us assume that $3 of this is spent on R&D and software programming. Free trade is beneficial because, it is the free trade which is allowing Logitech to take advantage of the low cost manpower available in China. If free trade w ere not available, Logitech would be forced to manufacture it’s mice in U.S. at a much higher cost. 5.Why do you think the company decided to shift its corporate headquarters from Switzerland to Fremont? It helps Logitech to stay close to its customers. It can respond to the demands of the customers more promptly. Fremont is also the place where a lot of technological innovations are happening. Logitech being in the high-tech industry, continuous innovation is a key success factor for its business. Fremont is also an important in terms of managerial talent. All these reasons make it convenient for Logitech to move to Fremont. 6. To what extent can Porter’s diamond help explain the choice of Taiwan as a major manufacturing site for Logitech? Porter’s diamond considers four important attributes which will create an environment that helps the domestic industries. The four attributes can be applied to Taiwan becoming a manufacturing hub for electronics goods as shown below:Taiwan has well qualified people for manufacturing electronic goods. It has good infrastructure and transport facility. There is demand throughout the world for electronic products produced in Taiwan. All major global companies source their electronic components from Taiwan. Taiwan has a well-developed supply base for parts and rapidly expanding local computer industry. There is tough competition and rivalry among local companies which help in better efficiency. The government has created Science-based industrial parks through which they encourage companies to invest in Taiwan. Land is given at very subsidized rates in these parks. 7. Why do you think China is now a favored location for so much high-technology manufacturing activity? How will China’s increasing involvement in global trade help that country? How will it help the world’s developed economies? What potential problem are associated with moving to China? All the factors in Porter’s diamond are at play in China very efficiently. It has huge human resources, land, water and other natural resources. It has good infrastructure for transportation, ports and communication. It has created special zones for promoting exports, thus ensuring a good demand for the goods they manufacture. The rivalry among the domestic firms is also very strong. Government supports export oriented firms through funds. The cost of labor is very low. Technical human skills are available. These factors make China a favored location for high-technology manufacturing. China’s increase in global trade will ensure that investment flows into China for manufacturing. Its balance of payment position will become very strong. It can use the trade as a lever for political mileage. As more investment happens it w ill help China to reap the advantages of economics of scale. It can provide better living conditions for its citizens. It will also generate funds for planned investments. The world’s developed economics will be able to take advantage of the low cost manufacturing available in China. The global companies can improve the efficiency of their supply chain by manufacturing in China. The following are the potential problems associated with moving work to China: The political changes, when they happen, can lead to disruption of work. Decision making at the government level is opaque, which can cause problems if unfavorable decisions are taken. When there is trouble in the political relationship between the home country and China. The companies may lose an opportunity to develop an alternate to China as a manufacturing hub.

Market Risk Essay Example | Topics and Well Written Essays - 2000 words

Market Risk - Essay Example However, despite such innovation, risk management has not been able to prevent the distortions in markets as the use of sophisticated financial engineering methods have only contributed towards covering up the true nature and value of the economies. The traditional tools of risk management group the overall risks run by financial institutions into market risk, credit risk, liquidity risk, operational risk, legal risk, business risk as well as strategic risk. Based on above broader categories different methods have been devised which measure the respective risks which can then be effectively managed through prudent risk management policies. This paper will study the market risk and the developments which are taking place in market risk assessment methods due to changes in the economic conditions besides assessing their adequacy for current economic environment. Market risk is the risk that the changes in the prices and rates prevailing in the market can reduce the dollar value of any security or portfolio of assets. Generally speaking, market risk can be broken down into two components i.e. the risk of the overall market that the prices or rates will generally fall or rise and the second element involves the market risk which specific to that particular security or assets i.e. the changes in prices or rates taking place solely due to individual characteristics of that particular asset. (Crouhy et.al, 2006). Effectively, market risk is defined as the risk of incurring losses, which may be incurred from off and on-balance sheet items which arise due to changes in the prices in the market. Market risk is important for banks and other financial institutions because they hold different positions in financial instruments on their balance sheets. Carrying such financial instruments on balance sheet therefore put them under the risk of movements in the market prices. It is because of this unique nature of the market risk that the market risk is further split into sub categories of interest rate risk, equity position risk, foreign exchange risk and commodity position risk. It is however, important to note that all the sub-categories of market risk are not mutually exclusive as changes in one type of risk can potentially create or increase another risk. Steps involved in market risk management Before discussing the market risk assessment and different methods, it is critical that a comprehensive review of how the market risk is managed by the financial institutions. The management of market risk is a very systematic process and involves different steps which needed to be taken so that the risk can effectively be managed. These steps are: 1. Risk Identification: any good risk management system must first have the capability to identify the risks as accurately as possible. Identification of the risks therefore involves accurately what are the different types of risks which are faced by the bank or financial institutions. 2. The next step involves the measurement of risk i.e. the employment of different market risk measurement models which effectively capture and measure the risk with better degree of accuracy and predictability. 3. Based on the risk measurement parameters, banks and financial institu

An Investigation Into E-marketing Strategies That Could Be Applied to Literature review

An Investigation Into E-marketing Strategies That Could Be Applied to a Failing DVD & Rental Company - Literature review Example However this could be done by the promotion of the company through e-mail messages. The company has to structure a proper opt-in list through e-mail and make awareness to receipt of the emails. Network marketing is the fourth form in which the relationship would develop only within a specific network of people, both individuals as well as the company people. There would be less scope for this in case of the DVD rentals. Blogs may also be written about the brand to make awareness about the products or the various kinds of services so that the people get necessary feedback about the brand (McQuail, 2005, pp. 45-67). E-marketing on the other hand would be the new entrant in the group in which the marketing would take place by means of the internet, through the social websites or the other popular websites that people access. There are several reasons are contributing to the success of e-marketing. The authors like Davis and Abhor have recognised the worldwide acceptance of the credibili ty of information technology. The firms that are operating on a large scale find it easier to integrate their processes with information technology (Davis and Arbor, 1989, pp. 318–340). Studies have proved that the companies that have that have taken the help of the Database Marketing and Network Marketing and have integrated it with the e-marketing strategies have performed in a much better manner. The e marketing strategies can be best implemented depending on the age group that would access a particular website. For example the social networking sites like Facebook and Twitter would have acceptability among the young as well as the old people and therefore particular advertisements should be on the specific pages to... This paper stresses that Marketer’s around the world use a number of Technologies for their E-marketing strategies. Social Media is a powerful tool for E-marketing their products or services to specific groups. Business use different social media marketing platforms like Facebook, Twitter etc. to help their product reach the customers. This report makes a conclusion that nowadays most of the markets use Facebook online Marketing platform to target their customer segments. Facebook keeps updating their features year on year to improve their advertising portal, so that the business community adopts the platform for their marketing strategy. Over the year Facebook has been the most successful social media Technology. The e marketing strategies can be best implemented depending on the age group that would access a particular website. Pinterest is a content sharing service which allows their members to pin videos, images to their pin boards. It reminds us of the importance of such pictures and videos in reaching out to their customers. Text may convey a messed abut it is said that a picture has more impact as compared to text. The author of the report declares that E-mailing for E-marketing is not new in the Internet. Nowadays most of the companies try to avoid sending emails to their target customer because they donâ⠂¬â„¢t eventually grab attention of them. They either fall in the spam box or the customers delete them with a degree of annoyance. But using this company can gain information from them and do research on their part to know what works on their subscriber and what does not.

Alternative media Case Study Example | Topics and Well Written Essays - 250 words

Alternative media - Case Study Example The conventional methods are getting old for consumers and a new method which caught my eye when I received a text message informing me about the new pizza place that had opened recently, in my vicinity. I had no clue, about the advertising method and the method they acquired my number. Bulk SMS Advertising After a little research it got clear that texting a list of cell phone numbers for a specific product is the latest method of advertising. It is cheap and a specific consumer community can be targeted. Teenagers in our community hang out a lot in pizza restaurants, filling out forms in which they leave their contact numbers, as it is a part of the feedback card in these restaurants. These pizza restaurants contact companies like squidoo.com which are online ventures setup for the convenience of people and companies that do not have a lot of funds or advertising. Conclusion This latest method of advertising is cheap and is hassle free. Neither do a lot of companies have to be paid nor people, to take fliers across the town to tell about something new or old for that matter of fact. Intelligent and innovative methods like SMS marketing have a big role in the future for the product-consumer relationship. Works Cited squidoo. â€Å"SMS Advertising†. (06-04-2011).

See notes Essay Example | Topics and Well Written Essays - 500 words

See notes - Essay Example A final demonstration of sensitivity is the teachers willingness to accommodate the parents work schedule by agreeing to stay until 8:00 on some evenings. First of all, I feel that these displays of sensitivity to the parents will show the parents that the teacher really is concerned about not only their child, but also about their personal situation that may prevent them from helping their child at home. This type of communication will help form a relationship of trust between the parents and teacher. This is especially true of the teachers explanation of jargon. Parents want technical information about their children from professionals, but they do not understand or appreciate jargon (Mendoza, 2003). By avoiding this, the teacher appears to be approachable and sincere. There were two quotes from the speech that were a bit insensitive. The first was commenting on the employment situation of the parents. The teacher said, "I realize that many of you work during school hours, so once a week I will stay at school until 8:00 PM." In this urban setting of low-income families, unemployment is probably higher than average. This statement could be misconstrued by those that dont work during school hours to be saying, "I will make exceptions for hardworking families, but not for people that have all day to contact me at school." Another insensitive comment is the teachers exclamation, "E-mail is one of the best ways for us to communicate!" Parents without internet access may feel that the teacher refers e-mails to other forms of communication. These two instances of insensitivity could lead to a breakdown in communication between the teacher and parents. The unemployed parent might not be able to meet with the teacher due to family obligations or the labor involved in searching for employment. The teachers insensitivity might dissuade this person from coming in to speak during the evening. The emphasis on e-mail communication might keep parents

Analysis of Articles about Economic Growth Annotated Bibliography

Analysis of Articles about Economic Growth - Annotated Bibliography Example The author showed evidence to support his argument that the recent housing market boom bears many similarities to the stock market bubble of the late 1990s, and may eventually be followed by declining home prices for years to come. All this information helped me understand the real estate market more clearly; therefore, I can deeply analyze the internal connections in both markets. Solomon, S. (1995). The confidence game: How Unelected Central Bankers are governing the changing world economy. New York: Simon and Schuster. The author studied the interaction of the world’s financial markets by looking at the way Central Bankers in the U.S., Germany, Japan, England, and France coordinate their economic decisions, whether related to interest rates, exchange rates or target economic growth and inflation rates. The book showed how the world’s financial markets are connected and controlled by a small group of government officials and economists, which is frightening because people who are not elected are in control, but also somewhat reassuring because it also shows that different countries are helping each other to prevent the global financial crisis from happening. The discussion on the past bubbles, especially the 1987 Black Monday crash in the New York Stock Exchange, and how the market corrected to save itself from a major crisis, are very dramatic and a good learning experience. Tully, S. (2007, September 3). â€Å"Risk returns with a vengeance.† Fortune Magazine, 156 (4), 30-36. This is part of the same issue of Fortune Magazine on the market crash of 2007. This article is a discussion of the issue of risk, what it is, how it is measured, how banks and lenders try to avoid it, how borrowers regard it or not, and how overconfidence and greed result in the lowering of the perception of risk by the market. Although a bit cynical, since the author wrote that financial markets seem to go from one crisis to another, the article is also very enlightening because it shows how a free market economy makes adjustments that market forces learn to abuse.  

Writing a report about my self Assignment Example | Topics and Well Written Essays - 2500 words

Writing a report about my self - Assignment Example raining Needs†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 Personal SWAT Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9 Motivation and Career Goals†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Action Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦13 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 Plagiarism and Unfair Practice It is dishonest not to acknowledge the work of other people and you open yourself up to the accusation of plagiarism. All content of this assignment must be your own independent work. No text, code, diagram, or other content (not even a sentence or phrase) should be taken from another source unless this source is referenced. Referenced phrases should be placed in quotes. Each item should be referenced separately. For more information in respect of plagiarism please refer to the University Assessment Regulations at the following web address: http://quality.newport.ac.uk Plagiarism Statement I have read and understood the statement above concerning plagiarism. I confirm that the work attac hed is my own and that I will follow the College and University Regulations in respect of plagiarism or any other examination offence. Signed: _________________________________________________ Print Name: _________________________________________________ Student ID No: _________________________________________________ Module: Personal Development and Ethics : G106771 Assignment: Assignment 1 PDP Analysis Pathway: BEng/HND/HND Top Up/HNC/Fd (state:) _____________ Date: _________________________________________________ Lecturer: Dr. Louise Hung Introduction The ability to achieve specific goals is one that is dependent on continuous studies and development of skills. Having the right attitude when going through specific programs helps to add into this motivation while providing a different outlook on what is required for the success that one can have in a future career. When analyzing my development and studies in electrical engineering, there are specific strengths and weaknesses whi ch I have noted as well as futuristic goals that I continue to work toward to achieve the goals desired. As I continue to analyze this specific perspective, I recognize that my educational influences will set the pace for a future career in electrical engineering. More important, I understand that my attitude and the desire to be a part of this specific career field will require continuous educational achievements, personal motivation and the ability to collaborate with others in the field with expected focuses on achieving innovative alternatives in electrical engineering. Development for Future Engineering Profession The development that I have had for moving into an engineering professional begins with the personal associations that I have toward electrical engineering. I am originally from Saudi Arabia and decided to study electrical engineering because of the noted alternatives that are available for future careers. My interest is specifically in understanding the mechanics of computers and how this works to change specific

Dis Post Poll 211 7 Essay Example | Topics and Well Written Essays - 250 words

Dis Post Poll 211 7 - Essay Example Modern societies also exhibit social structural differentiation with distinct definitions of political and national institutions. Modern societies also have a differentiated political structure and secularized political culture. Many modern societies are in a position to advance the political system of a society (Crain 67). Promoters of the modernization theory highlight that modernization occurs in phases. The five phases include the existence of a traditional society, the emergence of preconditions for takeoff, the real takeoff process, the drive to maturity, and finally the emergence of a high content consumption society. Modernization theorists reveal that the process began in Europe and America. The modernization process is highly transformative. The modernization process has been moving to the traditional societies in other continents. However, the completion of the process will take a long time. Other theories such as the theory of dependency and the theory of world systems do not explain the existence of income gaps effectively. For example, the theory of dependency cannot explain why countries such as Brazil, Russia, India, and China have the highest level of economic growth, yet they do not appear in the list of the developed countries (He 34). In addition, the theory of globalization does not explain why there is increasing income inequality in both developed and developing

World War I, World War II Essay Example for Free

World War I, World War II Essay Technological innovation has played a significant role in most modern twentieth century armed conflicts In both the great wars- World War I, World War II and in the consequent Cold War era ,technology was used to enhance and develop weapons to garner military advantage and turn the conflict in favour of a particular country or respective front. In fact technology has helped to revolutionize the manner in which both the great wars were fought and eventually won. The cold war was actually more of a foreign policy exercise than an actual war. After the Second World War the new world order stipulated the polarization of most of the world into two blocs- the Capitalist Bloc headed by the United States and the Communist Bloc headed by the USSR. Though the cold war was never fought as a military battle the accumulation of weapons of destruction was a major feature of the foreign policy tactics of both the USSR and the US. Known aptly as the arms race this tactic was a key factor that helped determine regional power play in the thirty to forty odd years of the cold war. Some of the weapons introduced by various countries to secure military advantage in the first and Second World War as well as the cold war have been developed and widely adopted to form the military arsenal of most countries world wide Today when we look at armed conflict it is difficult to imagine a battlefield without machine guns, grenade and tanks. But prior to world war one most battles were fought with bayonets, swords, rifles and muskets. The use of technology to develop new weapons to be used in conflict revolutionized combat in World War One. Combat underwent a metamorphosis from a battle fought by infantrymen on a battle ground to a new model: trench warfare. This new style of warfare is attributable to technological development that was taking place in the factories of an industrial Europe. The innovative weapons that helped changed the course of the First World War can be essentially categorized as follows: Machine guns: Though machine guns were first developed and employed in the American Civil War to achieve a devastating effect it was in World War One that the effectiveness of these weapons reached a new height. These weapons achieved the capability to fire up to 600 bullets a minute- the equivalent of 250 men firing bullets with rifles and were classified as a weapon of mass destruction. This was highly beneficial to the armies deploying the weapons because it increased both effectiveness and reduced the number of infantry men employed in combat. These additional infantry could be trained and deployed in Ariel and naval combat Artillery: The First World War set a new standard in the number of cannons used. Never before were so many cannons used in one war. German scientists were responsible for developing Big Bertha the deadliest artillery of the time. This cannon was so powerful it had the potency to fire into the heart of Paris from a distance as far away 120 kilometres away. The scientists of the time did not only work on improving the cannons they also developed high-explosive shells. Instead of using the conventional materials these shells used thin casings filled with tiny lead pellets. These shells were highly effective and artillery power killed hundreds and thousands of men during the course of the war. The artillery was also used to blow up the ground and render trench warfare ineffective as it mad hiding underground in trenches more difficult. Gas Warfare: the First World War introduced humanity to the horrors of gas warfare. Invented by the Germans gas grenades were extremely toxic and highly effective in wiping out battalions of enemy soldiers. There were 3 main types of gas warfare which was used in the First World War. The first type of warfare employed a tearing agent which was responsible for causing temporary blindness and resulted in greatly inflaming the nose and throat of the victim. The second type of Warfare employed poisonous gases, including chlorine, phosgene and diphosgene which were highly toxic and resulted in almost certain death. Though gas masks were used during the war to protect against these gases they did not prove to be very effective. The third type of warfare employed the most dreaded of all chemical weapons in World War I mustard gas. Mustard gas burnt the lungs and skin of the inhaler leaving them to die a slow agonizing and extremely painful death. Thousands of troops were forced to die a painful death as a result of the gas warfare employed in the First World War. Tanks: Manufactured and deployed during the First World War to aid trench warfare the early tanks were no more than giant blocks of metal that could carry 1-2 people and travelled at 5 kilometres per hour. The benefits of these early tanks were that they served as moving armour car that could stand machine gun fire and could move over bared wire and destroy the machine gun nests of the enemy. Though they still required considerable developments the early version of the tank did meet with some success and created a permanent place for itself in the contemporary battle field. Planes: In the First World War planes were not armed and air combat did not play an active role in the war. Warplanes were developed in 1914 and were used primarily to observe enemy troop movements provide support to ground troops and provide information about artillery deployment. The Germans in particular deployed a number of aircrafts to help their war efforts including mini scout planes to huge floating blimps called Zeppelins that were used to carry bombs and throw them at the unsuspecting enemy. Naval Units: Naval combat played a very important and significant role in the First World War. The majority of the conflicts were fought at sea with the Allied powers aiming to negotiate a blockade of the Central Powers by sea and the Central powers attempting to break this blockade. Technoloy was used to create and deploy battleships that could carry weapons and engage in naval warfare. While the British excelled at producing and deploying Battleships the Germans developed the initial version of a submarine which would attack these battleships with stealth and speed and benefit from the element of surprise by submerging itself in the water. Technological warfare played a crucial role in determining the outcome of World War II. By the time the Second World War broke out in 1939 Scientists and researchers had already developed most of the weapons that were initially deployed in the First World War including tanks, and submarines and also developed new technology to accommodate a new brand of warfare known as aerial combat. The war greatly escalated technological development in most nations throughout the world and when the war ended many nations found them in possession of invaluable technological knowledge. This research and technological knowledge initially carried out during the war to develop new weapons of technological warfare later lead to several new sciences and developments after the war ended like cybernetics and the production of nuclear energy to name a few some innovative weapons that defined and characterized the course and outcome of the Second World War include Air Bombs Torpedoes and Missiles. Air combat was one of the biggest strategies used during the Second World War to bomb and eliminate enemy targets. Considerable research was put into developing aerial â€Å"smart bombs† which could be manoeuvred to destroy enemy targets. The German Military lead the development and deployment of these aerial weapons. Some of the weapons developed for air combat by Germany include the Glide bombs which were the world’s first smart bombs and the Fritz X anti-shipping missile, which was operated using radio remote control. The German Military also developed and deployed the world’s first jet fighter known as Messerschmitt 262 as well as the first jet bomber called Arado 234 as well as first operational military helicopters known as Flettner Fl 282 and the worlds first rocket-powered fighter (Messerschmitt 163) The war also witnessed the development of the worlds first cruise missile known as the Pulse jet powered V-1 flying bomb as well as the creation of self guiding weapons such as Torpedoes. Considerable research and development was also done on aiming devices for bombs, torpedoes, artillery and machine guns. Radar The development of digital electronics was given a massive boost by war-related research one such important invention which was used to garner significant military advantage during the Second World War was an instrument known as the radar. The UK and the US achieved prominent breakthroughs in the development and deployment of these devices which were used to track and destroy enemy aircraft, ships, submarines and carriers these devices proved to be very useful and extremely strategic in helping the Allies win the various battles. After the war these radars were deployed in various capacities for policing, monitoring and supervisory purposes in the civilian context. Submarines and Air craft Carriers Though submarines were initially deployed during the First World War they developed increased capability during the Second World War and helped change the face of naval combat. Another major development which changed the manner in which naval battles were fought was the production of the world’s first aircraft carrier. These ships made it easy for fighter planes to launch aerial attacks on enemy battleships and destroy them. Atomic Bomb: The extensive research and the quest to develop new and dangerous weapons to advance the cause of the war lead to the institution of what came to be known as the Manhattan Project which was dedicated to the endeavour of developing an atomic bomb. Today the atomic bomb remains the most profound military development of the Second World War and the ultimate weapon which helped the allies win the war irrevocably. Though there is evidence that Germany was endeavouring to develop the bomb before America the German atomic Bomb project did not come to fruition. The world’s first atomic bomb was developed and deployed by the American military against Japan in 1945. The use of the nuclear bomb against the Japanese cities of Hiroshima and Nagasaki was the turning point and also the virtual end of the Second World War. The devastating effects of the bomb in these two cities made the bomb a horrendous weapon of mass destruction which grew to be feared by most nations. The atomic bomb thus became a symbol of the ultimate power the possession of which gave a country significant leverage over others. After the Second World War ended the new world order was dominated by a conflict between two ideologies: communism and Capitalism. After the defeat of Nazism and fascism the Allied forces of the Western World found a new enemy: the USSR and its doctrine of Communism. Though the USSR had been among the allied nations during the Second World War it soon became apparent that the ideological differences between the country and its neighbours could mot let them exist together peacefully? The ensuing cold war between the Western Bloc led by the United States and the Eastern Bloc led by the Soviet Union was essentially a clash of the two rivalling ideologies of Communism and Capitalism. The cold war never played out an actual war between the two super powers. It was manifested in the arenas of espionage diplomacy and to some extent in the early 80’s in the field of sports. It was also manifested in lands ravaged by internal strife and struggling to find a new political system to function under. Over the course of the cold war there were several conflicts and wars which were connected and influenced by this ideological conflict. These wars include The Korean War of 1952, the Cuban Missiles Crises 1962, the Vietnam War of 1969 and the Soviet invasion of Afghanistan in 1980 to name a few. The majority of the weapons used in these wars were developed and manufactured by the US and the USSR The Cold War witnessed the development of may new weapons ranging from improved fire arms to new technology deployed in tanks , jets submarines ships helicopters , explosives and missile guidance systems. In the Korean War the American military supplied technologically advanced weapons to the UN forces as well as the South Korean forces. Since the battles in South Korea and Vietnam involved jungle warfare the weaponry involved in both battles followed a similar pattern. However the weapons used in Vietnam were more technologically advanced than those used in Korea. Some of these weapons include: M1 Garand the world’s first successful semiautomatic rifle which had the capability to dominate the battle field. A more advanced variation of these rifles was used in military hand combat in Vietnam. The Sioux and Huey Helicopters these were used predominantly by Allied troops in Korea to ferry troops to battle fields. Advanced versions of these helicopters were also used in Vietnam by the American troops T-34 Tanks These technologically advanced tanks were designed in Russia and used by the Communist forces in North Korea. A highly technological advanced version of this tank was also used in Russia Fighter Jets F-86 Sabres and the MIG-15 Fagot The Korean War is known for some of the intense jet fights which took place between USAF pilots flying their F-86 Sabres and North Korean and Russian pilots flying the MiG-15 â€Å"Fagot†. Both of these planes incorporated the latest technology and set the standard for future jet planes designed and deployed by both the countries Napalm Gas: Used as a biological weapon of mass destruction by American troops in the Vietnam War, the Napalm gas was developed for use in the Second World War but was never deployed. It gained notoriety in Vietnam for destroying both the agricultural lands of Vietnam and poisoning the Vietnamese people. The Cold war also led to the development of technology to aid espionage activity. The U2 spy plane was one such weapon which was developed in the United States to record and photograph military activity in the USSR and other communist States. These planes used especial technology that was not easily distinguishable on the radar and could easily take pictures and document confidential activity without detection. The pictures from one of these spy planes had led to the escalation of Cuban Missiles Crises of 1962 when the US discovered that Cuba was building a missiles program with USSR’s backing The so-called stealth bomber should be able to penetrate the Russian air defence system better than existing American bombers. The Cuban Missiles Crises was perhaps the closest the world ever came to a nuclear confrontation. The Cold war and the policy of brinkmanship often cantered on the crucial deployment of both the super powers ability to use nuclear bomb. In 1949 the US lost its monopoly over the atomic or hydrogen bomb as it was called at the time when the tested their first nuclear weapon The importance of the hydrogen bomb, and its even more powerful successors lead to a competition between the two superpowers to develop the most deadliest weapon first . This mad rush to build nuclear weapons lead to an arms race with each nation spending billions of dollars to build a military arsenal designed to effectively eliminate enemy weapons. One of the weapons that were given considerable importance from both sides was the ballistic missile. This is essentially a rocket which shoots its warheads into space and then guides them towards the desired targets. The ballistic missiles were developed by both sides at a cost of billions of dollars to ensure that neither party retains the upper hand in the arms race. The development and search for elusive technology to create weapons deployed in the First World War second war and the cold war has left an enduring legacy. Though these weapons help determine the fate of the war they also left humanity with a source to wreck endless destruction and havoc. The negative effects of the race to build nuclear weapons were witnessed in the Chernobyl disaster in 1986. With the end of the cold war the endless arsenal of weapons of mass destruction that both the USSR and the US spend billions of dollars to build was rendered useless. However as evidenced in history as one conflict ends another begins and the US has found other battles and causes to fund more development of new weapons to fight new enemies. Many of the weapons used in all three of the conflicts are the predecessors of the modern weapons deployed in modern military combat throughout the world and therefore present considerable historical significance Works Cited History on the Net dot com. World: War One Weapons Retrieved May 27 2010 from the website, http://www.historyonthenet. com/WW1/weapons. htm First World War dot com: Weapons of War Retrieved. May 27 2010 from the website, http://www. firstworldwar. com/weaponry/machineguns. htm World War Two dot net :Weapons . Retrieved May 27 2010 from the website http://www. worldwar-two. net/armamento/ Military Discovery dot com: Korean War Weapons and Vehicles. Retrieved May 27 2010 from the website http://military. discovery. com/history/korean-war/weapons/weapons. html

Relationship Between Adult Education And Democracy Education Essay

Relationship Between Adult Education And Democracy Education Essay Throughout history, adult education has played a role in many significant social, cultural, and political movements. With regard to this role, one of the most prominent theorists within the field, Malcolm Knowles (as cited in Merriam and Brockett, 2007) suggests that that ideals and methodologies often associated with adult education have tended to become more prominent in response to specific needs (p. 9). Similarly, democratic ideals have often emerged when the needs of individuals have met in some manner. Both adult education and democracy have traditionally focused on supporting the growth, freedom, and development of the individual as well as the larger community and society. This author would argue that the individual, social, and organizational philosophical concepts associated with adult education are directly related to and have played a significant role in the growth and development of democratic principles over time. Before one may effectively examine the significance of the relationship between adult education and democracy, it is important to have a clear understanding of the components of each individual concept. Democracy is a concept that emphasizes the rights, freedoms, and ultimate power of the individual. Democratic ideals, principles, and practices sustain and protect these rights and freedoms. As Ellis (1993) attempts to argue the importance of education and the participation of informed citizens within the democratic process, he contends that the true purpose of the democracy is to improve the lives of citizens as opposed to it being simply a demonstration of power and authority of those in high positions. Chickering (2008) takes a somewhat critical approach to viewing current aspects of the democratic society, and argues that in order for the fundamental principles of democracy to be effective, systematic changes and a greater emphasis on personal and community development should occu r. He suggests that these changes will encourage and allow all individuals to able to play a more role in the democratic process. It is important to note that although democratic ideals have existed for centuries and are considered the preferred form of government by many, a number of democratically related concepts are not universally valued. In some cultures, they actually serve a source of conflict for many individuals and groups for a variety of reasons. Democracy lends heavily on the idea that individuals are capable of creating and maintaining an effective government through informed decision-making and continued participation in the process. Ellis (1993) argues that On the whole people are only able to participate effectively when they have acquired through education the knowledge, skills and attitudes that are essential for active and meaningful participation (Education for Participation, para. 3). Many adult education theorists contend that adult education is one of the most effective means of developing informed and active participants within a democracy. John Dewey was one of the most prominent figures associated with the progressive movement in education and his ideas influenced a number of recognized figures within the field of adult education. Darkenwald and Merriam (1982) suggest that Dewey believed that democracy was essentially a collective form of existence that was dependent on education to sustain growth and developme nt. Adult education is grounded in the idea that one should never stop learning and emphasizes practices and methods of educating individuals who are considered adults. Much of the fields focus revolves around improving outcomes for both individuals and the larger community. Although somewhat broad in nature, the primary purpose of adult education is the foster change. From a historical perspective, adult education has been prominent for centuries. From the methods used by Socrates to the current use of social networking to aid in the spread of democratic ideas, adult education has significantly influenced society and culture. Grattan (1955) noted that adult education focuses on individuals in the business of life (p. 7). This argument is central to associating adult education with democracy because adults often have the power, means, and ability to create and maintain significant change within their own lives and the lives of others. Adult education focuses its attention on those in thi s position of power and democracy depends on their consistent and meaningful participation. The connection between adult education and democracy exists within the shared goals of each concept. According to Proulx (1993) Adult education is a process through which groups and individuals become able to play a significant role in protecting their rights and building a society which reflects their reality (Introduction, para. 5). Adult education has been used to build upon and support the individual and collective freedoms at the core of a democracy. Through education, citizens may become more aware of fundamental governmental processes, unfair practices, and the importance of participation. Adult education may also encourage citizens to take advantage of opportunities that have the potential to improve their financial, emotional, and social outcomes. Throughout adult education literature, authors and theorists consistently contend that, in addition to addressing individual outcomes, adult education also affects larger communities and the culture as a whole. With regard to democ racy, this author would argue that without the principles of adult education to engage and maintain an informed citizenry, democratic ideals would be more difficult to sustain and authoritarian controlled governments would have a greater prominence in our society. As previously stated, an important theme within the field of adult education is the consistent focus on the growth and development of the individual, community, and ultimately society. Many of the philosophies associated with adult education revolve around these components. Merriam and Brockett (2007) suggest that understanding the philosophies associated with adult education will help individuals to more effectively grasp the innate values and true nature of the field. Although many aspects of the various philosophies encompassed under the umbrella of adult education differ, there are a number of similarities. Each philosophy emphasizes the importance of learning and active participation the learning process. The prominent philosophies also recognize that education is a powerful tool for change. However, the proposed outcomes and the believed impact resulting from these changes sometimes differ between the philosophies. Some focus primarily on the individual while others focus on or ganizational and/or societal outcomes. This author would argue that democracys relationship to adult education is significant and unavoidable regardless of philosophically touted outcome. Early adult educators, prominent philosophers, and the architects of democracy in both the United States and around the world ascribed to the adult education philosophy of liberal education. Much of the adult educations early history is rooted within philosophical perspective. According to Merriam and Brockett (2007), those approaching adult education from the liberal perspective contend that the goal of education should be to support the creation of informed, cultured, and moral citizens (p. 33). By becoming knowledgeable about a variety of subjects, the individual citizen is believed to become more well rounded, able to address issues, and solve problems more effectively. Democracy requires the individuals with a strong knowledge base and problem-solving ability to remain fluid and effectively adapt over time. As previously stated, the architects of democracy from both a theoretical and more a practical standpoint supported the principles of adult education and designed democracies to revolve around educated and informed citizens who could effectively address the issues of the day. Thomas Jefferson and Benjamin Franklin exhibited many of the previously noted characteristics as they supported the growth of democracy within the United States. Franklins success and development may be attributed to liberal adult education and is a prime example of the potential positive impact that democratic rights and freedoms can have on society through the individual. He was an inventor, politician, world traveler, and adult education pioneer with the development of his Junto group. When discussing Franklins support for education during a comprehensive review of his political theory Rossiter (1952) states, Franklins faith in education had a dozen outlets. The American Philosophical Society, The Library Com pany, the University of Pennsylvania, and the Franklin Funds of Boston and Philadelphia are present-day reminders of his high regard for formal and informal education of all classes, ages, and conditions of men (p. 269). The support and participation in liberal adult education by Franklin and others during the formation in the United States played a major role in the success and development of democracy in this country. Another prominent philosophical perspective within the field of adult education emphasizes personal and social improvement. Within this perspective, the focus is on the individual and his or her social circles and/or community. Eduard Lindeman was an adult educator, social worker, and author who often discussed the expounded upon the relationship between adult education and democracy in terms of an informed citizenry and active participation in the democratic process. Without responsible participation, democracy cannot exist nor endure. And responsible participation implies that the citizen is informed (Lindeman, 1956, p. 154). Lindemans ideas suggest a clear connection between adult education and democracy and suggest that democracy necessitates that individuals be knowledgeable in order to for the individual and society to be successful. Adult educators work to meet the needs outlined by democratic principles on a regular basis. Titus (2010) describes specific methods associated wi th adult education that are believed to be effective in terms of educating citizens about democracy and the political process. He suggests that observational and experiential learning may be particularly effective because they allow the individual to become directly involved a process that is sometimes complex. These methods also emphasize both the personal and social aspects of adult education. Individual self-actualization is another philosophy associated with adult education. This perspective specifically focuses on the individuals development and growth into his or her best possible self. Knowles is a key figure within the individual self-actualization perspective. According to Darkenwald and Merriam (1982), Knowles emphasized the liberation of the individual and believed that societys primary purpose was to serve as a vehicle for providing a full range of choices to a potential participant (p. 47). Knowles is directly supporting the basic principles of democracy with this contention. Societies provide the framework from which the individual operates. In authoritarian cultures, the individuals choices and the opportunities are limited; however, democracies allow citizens the freedom to become whomever they choose to be. Upon further examination, this author contends that both individual self-actualization and democracy tend to assume that individuals are good and will ma ke choices that will benefit themselves, their communities, and the larger society. Some within the field of adult education contend that social change should be the primary focus of adult education initiatives and have worked tirelessly to use education as a means of societal change. Although somewhat different in their ideologies, many of the major philosophies within the field of adult education emphasize some aspect of social action or social change. Social Transformation is a philosophical perspective that places a great deal of emphasis on empowering oppressed individuals with an overall goal of fostering transformative cultural and/or societal changes. One of the primary figures within this philosophical perspective of adult education was Paulo Friere. Although his may not be directly associated with all democratic principles, much of Frieres work revolved around educating oppressed individuals with the intention of providing them with the knowledge to recognize their rights as individuals and the need for change. Providing individuals with the knowledge to f oster change and encourage freedom is analogous with the democratic principals previously noted. According to Darkenwald and Merriam (1982), Friere believed that to be human is to seek to guides ones own destiny (p. 60). He truly believed that significant societal changes were possible by supporting and educating the individual, and he worked much of his life to provide these supports to his people. The problems and oppression endured by African Americans within the United States is somewhat similar to those described by Friere in his writings. Although the United States was founded on the democratic principles previously described, this particular portion of the population was segregated, demeaned, and not allowed to have the same rights as others for centuries. These oppressive actions were contrary to the freedom-focused democratic principals established by the founding fathers. Those who benefited from the labor of African Americans recognized that education would have changed the status quo and, as a result, fought vehemently against improved educational opportunities for African Americans. For many of these oppressed individuals, adult education was the only means attaining an education. Throughout history, many prominent and influential African Americans, such as Booker T. Washington, relied on adult education to gain the tools necessary to obtain the rights and freedoms that were suppose to be at the core of a democracy. Another example of an African American adult educator attempting to support individual learning and ultimately societal freedom was Alain Lock. He was a professor who spent a great deal of time developing programs and organization adult education initiatives that were geared toward the African American population. According to Gyant (1988), Locke believed that learning must be meaningful and must relate to ones own experience (p. 104). Adapting the educational environment to focus on the individuals experiences is one of the key principles associated with adult education. As previously suggested, participation is one of the primary factors in a successful democracy. Adults, particularly from marginalized backgrounds, often do not feel connected with the larger society. Adult education improves the democratic process for these individuals by altering the conversation to fit their needs. This author believes that adapting educational practices with regard to democratic and political pr ocesses will increase engagement, and ultimately participation among targeted groups. Historically, adult education has proven to be an effective means increasing awareness for individual rights of immigrants, women, and others minority groups. This author would also argue that the organizational effectiveness philosophy, as it relates to adult education, may be associated with the growth and development of democratic principals and ideas. Those who approach adult education from the organizational effectiveness perspective contend that supporting and improving practices for both individuals and organizations will eventually lead to improved outcomes individual workers, the organization, eventually the larger society. Casey (2003) contends that the increased autonomy and freedom in the workplace that typically results from adhering to adult education principles reflects and encourages the revitalization of models of civil, democratic society. Individuals spend a good portion of their lives within the work environment. Through knowledge and skills gained within the workplace, individuals often learn to become increasingly independent and knowledgeable, and many participate in adult education programs in hopes of improving the ir quality of life and becoming more successful. In terms of affiliation, a number of people tend to associate themselves with larger groups or communities in relation to their particular work environment. All of these factors suggest that the workplace permeates through several aspects of an individuals life and is often associated with the ability to achieve better outcomes. Democratic principles encourage and accommodate individual growth and development while adult education is often the means by which it occurs. Industrial growth and development had a signification impact on both democracy and the field of adult education. With increased opportunity, the freedoms and rights supported by democracy were more accessible to a larger portion of the population. This accessibility fostered demographic and cultural changes. Many African Americans moved to the industrial parts of the county in search of jobs and the promise of a better life for themselves and their families. Immigrants also moved to this country for similar reasons, and women increasingly began to pursue available opportunities within the workplace. During this transitional phase, adult education became increasingly prominent in both the workplace and within the larger community as a means of addressing the needs of the changing population. According to Merriam and Brockett (2007), the emphasis of adult education began to shift somewhat from the more liberal perspective to providing increased organizational and community support (p. 35). Individuals needed to be trained to complete assigned tasks within the workplace, many immigrants participated in courses that were touted as a means of helping them acclimate to the dominant culture, and increased attention was given to teaching individuals in need of basic academic skills. Ultimately, adult education, organizational effectiveness, and democracy can interconnect and play a role in shaping society as well as supporting the citizens within a democracy Adult education is a field that is consistently changing and adapting to address the needs of individuals and communities. Some of the significant changes involve the infusion of technologies, such as social networking, that are often used as a means of providing and spreading information. This technology has been instrumental in the spread and growth of democratic ideals in several Middle Eastern countries. Technology and the internet are making it more difficult to control the spread of information. As citizens of these countries become more informed, they are beginning to call for many of the rights and freedoms associated with democracy. As previously noted, this author believes that the basis of democracy is an informed citizenry and increased participation. Although the medium has changed, adult education is continuing to support the democratic process around the world. From a theoretical perspective, much of the fields focus has become increasingly geared towards theories such as postmodernism and critical theory. One goal underlying this trend within the field of adult education is to continuously evaluate and determine if commonly accepted concepts, such as democracy are actually effective and inclusive. Similar to other adult education perspectives, the goal is to bring about change and develop more effective programming that addresses the needs of all individuals. Adult educators have increasingly become focused on encouraging the learner to critically assess traditionally accepted processes, and consider the positive and negative effects that these processes have on various cultural, ethnic, or other potentially marginalized groups. Adult educators have begun to challenge the status quo, as well as policies and practices that are believed to be ineffective and unfair. This author believes that these challenges and the questioning of authority are excellent examples of the manner in which an effective democracy works. The power to question and create change should be given to the individual. In his discussion of critical adult education in terms of democracy, Martin (2003) suggests that adult educators should expand our notions of what it means to be active citizens in a democratic society (p. 566). Although the field of adult education is consistently changing, adult educators and theorists are continuing to prompt citizens to take action and participate in the process. Adult education is a field that encompasses a number of philosophies and ideals that are aimed at supporting improved individual, community, and societal outcomes. Democracy is a framework through which individuals are provided with the opportunities and freedoms to seek these improved outcomes. Through an examination of the major philosophies associated with adult education, this author has demonstrated the close relationship between adult education and democracy. Despite their differences, each philosophical perspective under the umbrella of adult education is directly related to the development of an informed citizenry. Adults have the power to foster change, and democracy is dependent on the participation of citizens who are knowledgeable about the issues facing both themselves and society. Throughout history, adult education has supported democratic principles by expanding ideas and providing information to citizens. This exploration into the nature of democracy and adult educat ion has demonstrated that adult education is a crucial and necessary component of democratic process.

Essay on African-American American Nightmare in Song of Solomon

American Dream or African-American American Nightmare       The Declaration of Independence was written so Americans could achieve this dream, but the African slave was never intended to be a part of this American Dream. To the African-American, there were and still are many restrictions that go along with the American Dream.    In Toni Morrison's novel, Song of Solomon, Macon Dead craved for the American Dream. He was in denial and believed that he could be just as successful as the white man. Macon desired to own everything, including people. Macon tells Milkman the following:    Let me tell you right now the one important thing you'll ever need to know: Own things. And let things you own own things. Then you'll own yourself and other people too (Morrison 55).    Macon must have suffered from a memory loss because when his father acquired a house and land, he was blown five feet in the air. Was striving for the American Dream really worth dying for?    Striving for the American Dream ruined Macon's relationship with his family and his community. This is a perfect example of The Dream becoming the American Dream gone wrong or the American Nightmare. Macon lost his family while gaining property and "things."    Milkman's dream, on the other hand, was to become a man on his own terms not on his father's terms. He obtains his dream by finding his heritage and learning about his ancestors. Unfortunately, obtaining his dream ends in the ultimate dream, which is death.    Morrison's use of magic realism keeps the reader guessing what is real and what is imaginary. Milkman often had dreams or nightmares as a child:    He had had dreams as a child, dreams every child had of the w... ...ll African-Americans ever obtain the American Dream? They still hope for it or it would not be a recurring theme in black literature. By making white Americans aware of black history and black plight, maybe one day African-Americans will be considered "true equals" in white society.    Works Cited and Consulted Hughes, Langston. "Dream Deferred". Literature, Reading Fiction, Poetry, Drama & the Essay. 4th Edition, Published by McGraw Hill, 1998. Jefferson, Thomas. The Declaration of Independence. 1776. The Norton Anthology of American Literature, 4th ed. v.1,ed. Nina Baym et al (NY: Norton, 1994), 729. King, Jr., Martin Luther. "I Have a Dream." A Testament of Hope: The Essential Writings of Martin Luther King Jr., Ed. J. M. Washington. Harper & Row, 1986. 217, 219. Morrison, Toni. Song of Solomon. New York: The Penguin Group, 1977.      

Educational Philosophy :: Education Teaching Learning Classroom Essays

Educational Philosophy Education is the key to opening many opportunities in ones lifetime. People can learn, grow, and dream through education and its recourses. Many opportunities are because of education and the educational system in America. I have always enjoyed education and going to school. I am interested in chemistry and enjoy working with the science subjects. Chemistry is something that I like to share with others. Children need the guidance and information that education provides. I want to make a difference in a child’s life and show them that a hard subject such as chemistry can still be fun. My classroom is going to be very organized and mostly of a traditional style. The seating should be in rows on one side of the room, closest to the chalkboard, for when working problems or teaching. The other side of the classroom in lines will probably be lab desks and lab equipment. Hopefully there will be a separate room for storage of chemicals and the larger scale equipment. All of my bulletin boards will be covered with information relating to the subject area. Supplemental materials and projects will go hand in hand in studying labs for chemistry. Safety equipment will also be easily accessible from anywhere in the classroom. I feel a teacher should have enough authority in a classroom to be respected but not feared. I feel when teachers intimidate students then they have taken their authority too far. This factor can lead in to discipline and teaching, leadership styles. If a teacher is respected in the classroom then discipline will not be a major problem. As far as teaching and leadership styles I want to be new to the students, like no other teacher they have ever had before. I want them to be as excited about science as I am. I hope to remain traditional as far as standards and values, yet exciting and attention holding as a teacher. Hopefully with the children interested in what they are learning they can be motivated by their own will as well as motivated by their teachers.

Los Vendidos: Farm Workers Views :: History Historical Spanish Essays

Los Vendidos: Farm Workers' Views Los Vendidos, the movie that we viewed was performed by El Teatro Campesino, the farm workers theatre. The movie was made to show the views and ideas of the farm workers, who were just regular people who wanted to be heard. They were not extraordinary, exceptional, highly skilled and paid actors. They were just normal human beings who wanted what everyone else wanted: equality. The concept of Los Vendidos was, in my opinion, simple. The movie was a satirical view at how that Anglo-Americans chose to see the Mexican-Americans, Spanish-Americans, Latinos, Hispanos, etc. It was used to incite controversy. Los Vendidos was also used to show how some Mexican-Americans chose to ignore their ethnicity and upbringing in an attempt to separate themselves from their people. The main theme was that the Mexican-American people needed to be a part of society, as a whole. They no longer, and never really, wanted to be separated for m the rest of the country. The Mexican-American people were just as intelligent and prepared for anything, as was everyone else in the U.S. It was used to make the Mexican-American people want to get up and say, "I no longer wanted to be treated like this." The aspects of the movie that were brought out, for me, were the individual characteristics of each of the individual characters. They characteristics are drawn out and over dramatized, some came from generalities made by the Anglo-Americans but some were real aspects of the people. Most of the characteristics that came out were unfavorable but they did what they were supposed to. They told of the generalities that the groups place upon one another. The story opens with Ano Sancho talking about how he previously was a labor contractor and is now a businessman. He now has opened "Ano Sancho’s Used Mexican Lot" This is a strike at those people who have been using the immigrants and the Mexican-Americans for their own personal gain. This brings the thought that no matter the place and time, there will always be someone there to exploit the weaker people. This person is sometimes someone that the people trust ands relate to, one of their own. The next person that we come across is Ms. Jimenez (pronounced Jimmy-nes, not he-me-nez). The way that this lady was portrayed was, as stated earlier in the Introduction, an attack on the "white washed" Mexican-Americans.

George Orwell’s Politics and the English Language vs. Jonathan Swift’s A Modest Proposal: Essay

George Orwell’s â€Å"Politics and the English Language† and Jonathan Swift’s â€Å"A Modest Proposal† are essays from two different times; the former written in 1946, and the latter in the 18th century. Both essays aim to spark people’s attention and address important national issues of their countries. â€Å"Politics and the English Language† basically presents Orwell’s opinion about the then-current state of the English Language—that it was decaying, just like what was happening to civilization at that time. He attributed the decay of the English Language to politics and economics, arguing that it is not just the fault of the writer that his words lack precision and has stale imagery, but it is rooted from political and economic causes, saying â€Å"†¦an effect can become a cause, reinforcing the original cause and producing the same effect in an intensified form.† On the other hand, â€Å"A Modest Proposal For Preventing The Children of Poor People in Ireland From Being Aburden to Their Parents or Country, and For Making Them Beneficial to The Public† presents Swift’s satirical critique of the English and Irish government, wherein he sarcastically suggested that in order for the Irish government to solve the national issues of poverty and overpopulation, they must sell the children of the poor, specifically one-year old babies, as food for the wealthy Irish and English people. He presented staggering calculations and economic strategies on how to achieve necessary solutions to end their national problems. He argued that the use of poor children as food for the wealthy will reduce the country’s population and improve the condition and living state of the poor Irish people because of the increased income they will get from selling their children. The points in which these two essays try to impose on their readers are much influenced by what was going on in their respective countries at the time the famous literary pieces were written. In Swift’s time, which was the early 18th century, several astounding issues were present in Ireland that struck Swift and led him to write his famous essay. One of these is the oppressive treatment of the Catholic peasants of Ireland by the English, which resulted in the peasants of Ireland to be experience extreme poverty. Swift published his essay as a pamphlet. On the other hand, Orwell’s essay was written in 1946, a time when Britain was in a hazy after-war state. Therefore political speeches were prevalent at that time; writers and speakers, as observed by Orwell, lack precision in their words and has a stale imagery in their messages. The way the two authors attacked their respective adversaries (in Swift’s case, the Irish government, and in Orwell’s, political writers and all writers in English in general) are completely different in a variety of ways. There is significant amount of   diversity of their style of writing even though they have the same goal in general, which is, in a shallow point of view, to spark, take hold—grope people’s attention through their essays to get them to read intently what the message of their essays bring. In terms of the persona of the essay, Orwell attacked writers as a linguist, analyzing what was faulty behind the use of language of writers in his time. The essay even has a persona of an English language instructor, as Orwell pointed out rules that he proposed everyone must use when writing: â€Å"(i) Never use a metaphor, simile, or other figure of speech which you are used to seeing in print.   (ii) Never us a long word where a short one will do.(iii) If it is possible to cut a word out, always cut it out. (iv) Never use the passive where you can use the active. (v) Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent. (vi) Break any of these rules sooner than say anything outright barbarous.† Meanwhile, Swift attacked the Irish government in the persona of an economist, calculating how much percentage of the population will be decreased in case his proposal is applied, and other economic statistics in his time. A part of his essay presents then-current statistics of the kingdom of Ireland: â€Å"†¦ The number of souls in this kingdom being usually reckoned one million and a half, of these I calculate there may be about two hundred thousand couple whose wives are breeders; from which number I subtract thirty thousand couples who are able to maintain their own children, although I apprehend there cannot be so many, under the present distresses of the kingdom; but this being granted, there will remain an hundred and seventy thousand breeders. I again subtract fifty thousand for those women who miscarry, or whose children die by accident or disease within the year. There only remains one hundred and twenty thousand children of poor parents annually born†¦Ã¢â‚¬  The essays also differed in the type of language their authors used. Orwell’s â€Å"Politics and the English Language† used literal language. He said his points straight and direct, with no figurative speech whatsoever. Neither did he used euphemisms in criticizing the words and sentences and essays of the writers who, according to him, are faulty in their use of the English language: â€Å"These five passages have not been picked out because they are especially bad — I could have quoted far worse if I had chosen — but because they illustrate various of the mental vices from which we now suffer. They are a little below the average, but are fairly representative examples. I number them so that i can refer back to them when necessary: 1. I am not, indeed, sure whether it is not true to say that the Milton who once seemed not unlike a seventeenth-century Shelley had not become, out of an experience ever more bitter in each year, more alien [sic] to the founder of that Jesuit sect which nothing could induce him to tolerate. Professor Harold Laski (Essay in Freedom of Expression)†¦Ã¢â‚¬  On the other hand, the language of Swift’s essay, â€Å"A Modest Proposal†, is entirely figurative. The essay is classified as a political satire, incorporated with much sarcasm and irony. His irrational argument, which is to use the babies of poor families in Ireland as food for the wealthy English and Irish people, intensified by exaggeration, is actually a metaphor to attack the policies of the Irish government at that time. â€Å"†¦and therefore whoever could find out a fair, cheap, and easy method of making these children sound, useful members of the commonwealth would deserve so well of the public as to have his statue set up for a preserver of the nation†¦ †¦a young healthy child well nursed is at a year old a most delicious, nourishing, and wholesome food, whether stewed, roasted, baked, or boiled; and I make no doubt that it will equally serve in a fricassee or a ragout.†

Critical Reading and Response on the Article “Letting Go” Essay

In the article â€Å"Letting Go† that was being published in The New Yorker, Atul Gawande addresses the issues regarding to the current medical care system that fails to meet the needs of the patients with terminal illness. Gawande points out that the patients want to spend more quality time with their family members and having some special last moments rather than struggling to stay alive when they know that the chances are thin. Knowing the time to let go was one of the crucial part of the art of dying which people nowadays has forgotten. Gawande argues that choosing the hospice care would sometimes be a better choice for the terminally ill patients. He uses statistics such that the patients that choose hospice lives longer or than other patients and they tend to suffer lesser to support his argument. Hospice care tends to go with less pain treatment and focuses on the needs of the patients. It increases the quality of life of the patients during the last moments of their live. The patients’ family members are less likely to suffer from depression when they have chosen to go with the hospice care mainly because they have prepared themselves to face the death of the patient when time has come. Gawande’s argument is that the medical care system nowadays fails to meet the needs of the patients. His argument is convincing because he appeals to the emotions of his reader through both his own and others experience and statistics. Gawande reels in his readers’ attention and interest through some of the real life experience before he educates them. That makes it easier for the readers to absorb what Gawande is trying to deliver to his audience. In order to make it even more convincing, Gawande uses two extreme cases as a comparison to prove his point that hospice care would be the better choice for terminally ill patients. He uses the story of the â€Å"lucky† guy-Dave Galloway who died â€Å"at home, at peace, and surrounded by family† contrast with the poor old lady-Lee Cox who was died due to cardiac arrest and followed by a series of actions to bring her back to live. â€Å"They pulled off her clothes and pumped her chest, put a tube in her airway and forced oxygen into her lungs, and tried to see if they could shock her heart back† (Gawande 133). Such contrast comparison and strong words that would impact the readers’ thoughts on how the process of death can vary through different circumstances. After that, he again embraces the benefits of choosing hospice care rather than going to hospital for intensive medical treatments. Other than that, Gawande uses research statistics to support his argument. â€Å"A study led by the Harvard researcher Nicholas Christakis found out that sixty-three percent of doctors overestimated survival time and the average estimate was 530 percent too high† (Gawande 136). The statistics shows that how the medical system is failing to help the patients to get a grasp on how much time they still have in order to achieve the things that they want in live before their last breath. Since the research was carried out within the well-known institution-Harvard University, readers tend to believe the statistics more and agree upon Gawande’s view. By doing this, Gawande was trying to point out the flaw in our medical system so that his reader would be agreeing upon his argument. Gawande also uses different statistics to support his argument. â€Å"Executives at Aetna, the insurance company, started a two-year study on letting a group of policyholders with a life expectancy of less than a year to receive hospice services without forgoing other treatments. The result is that the people that have chosen hospice service leaped from 26 percent to 70 percent† (Gawande 142). The result shows that people were visiting the hospital lesser after they were introduced to hospice care. Gawande was trying to use the statistics to tell the readers that there were a lot of people that was in the same situation as they are, and they have chosen hospice care over hospital treatment after trying it. That implies that the hospice care would benefit the patients more than the hospital would. The overall structure of the Gawande’s article was well organized. He was able to convince his readers by giving a main idea of what he is trying to deliver through stories and then continue by some straight-forward points that he made. He then supports his arguments with examples to further enhance his point. The wording that he uses is simple yet it gives the readers some images that connect with their emotion. For example, â€Å"Sara would always arrive smiling, makeup on and bangs bobby-pinned out of her eyes. She’d find small things to laugh about, like the tubes that created strange protuberance under her dress† (Gawande 137). Gawande was trying to show that how sad it could be when a person is going through those surgery and treatment in order to get â€Å"fixed†. He would then use that emotion to bring up the point that is other solution to this problem which is the hospice care. I do think that the current medical care system doesn’t meet the needs of the patients as there are some miscommunications between doctors and their patients. Doctors were always looking at the bright side of the illness of their patients which is good in some sense but at the same time, they have to prepare the patients for their worst case scenario. It is hard for the patients to accept the truth that their illness were beyond â€Å"repair† and doctors educate them to accept the truth so that they could go through a less torturing path for their spare life. So, what I am trying to say is that we shouldn’t lose hope but at the same time we have to prepare our self for the worst outcome. If prolonging the patients’ life means that they have to suffer from surgeries and treatment that they need until the end of their life, why not just do things that are more meaningful? Despite all the flaws that we had in our current medical care system, hospice care seems to be the solution for the problem because it offers comfort and satisfaction in the ending life of the patients.

Educational Preparation Essay

There are many differences in the competencies of Associate Degree in Nursing (ADN) and Bachelor’s of Science in Nursing (BSN) graduates. To start, I think it is best to look at the through the perspective student’s eyes when they are deciding which type of program to attend. The first question one may ask is â€Å"How long is this going to take?† On average, an ADN program takes 3 years to complete, the BSN requires a minimum of 4 yeas. The difference in the length of programs is first based on the amount of prerequisites required. â€Å"While Associate Degree in Nursing students do need to take science prerequisites and some liberal arts classes, they don’t have to earn nearly as many credits in this area as BSN students do.† (ADN vs BSN Debate I Difference in Competencies, Salary & Education.2013) â€Å"Instead of the sixty-six nursing credits that a BSN student must complete, the student in the associate degree program needs forty-nine nursing credits† (ADN vs BSN Debate I Difference in Competencies, Salary & Education.2013) Therefore, the ADN program takes less time to complete, is more condensed, and is more focuses on clinical skills. BSN programs have a direct goal of not only graduating clinically competent nurses, but nurses that understand that this profession is deeply rooted in science and theory. The differences in competencies between the ADN and BSN nurse is based on this understanding of science. If you had to explain what science is in one word that word would be â€Å"why†. BSN programs are typically centered around critical thinking and evidence based practice – they â€Å"why† of nursing. â€Å"Numerous research studies have demonstrated that the ADN and BSN nurses are not different in skill competency when they graduate, but within a year, the BSN nurses show greater critical thinking skills, better problem solving, and the development of clinical judgment; three skills of increasing importance for the increase in acuity of patients in hospitals and other health care settings.† (West Coast University: Dean’s Corner – The Differences Between Associate Degree Nurses and the Baccalaureate Degree Nurses.2009) The ability to use critical thinking when caring for a patient is what defines all other competencies. Competencies aren’t based on just the task the nurse is about to complete, but knowing why she is working towards completing this task. Without that training in understanding the â€Å"why†, her competencies are limited to just tasks. A fast growing trend in nursing today is complex technology used in patient care. Often times the nurse finds herself faced with not only caring for the patient, but managing high-tech equipment involved in that patient care. Being a resourceful nurse is not just beneficial, but crucial to patient care. BSN prepared graduates are experts in research due to the expectations in the BSN curriculum. â€Å"A major concern in an era of evidence-based practice is that the majority of practicing nurses have not experienced a formal research course. These classes are generally lacking outside of the baccalaureate curriculum. It would seem that an understanding of the research process would be necessary to deliver optimal patient care† (Ayers & Coeling, 2006; Thorpe & Smutko, 1998). The ability to conduct research appropriately is a skill that is taught. We live in an age where information is just a click away. If a nurse isn’t using the correct resources, the patient is the one that suffers. The push for continuing education in nursing is one of the many forces that shaped what nursing is today. The BSN prepared nurse encompasses the ability to be resourceful, a bold and capable critical thinker, and one that will lead the profession into a strong future. As a nurse, we should never settle for just the standards put in front of us. We should always be looking for a way to improve patient care for the individual patient, as well as the practice of nursing as a whole. To settle for just the minimal requirements and standards of nursing is to just complete the tasks assigned to us. Developing critical thinking is what brings us to better patient outcomes. Learning to think ahead – planning for the worst, expecting the best is what restores patient health. The human body is a dynamic, complex integration of systems working in unison to maintain life. If one of those systems is not working correctly the nurse is cued in because of our critical thinking skills. It is what keeps the nurse’s brain â€Å"on†, assessing at a constant. It’s not always the system we’re â€Å"caring for† that tells us what is wrong. This is where the critical thinking comes in. We should always be asking â€Å"why† as a nurse. References ADN vs BSN Debate I Difference in Competencies, Salary & Education. (2013). Best Nursing Schools, Degrees & Online Nursing Programs. Retrieved January 13, 2013, from http://www.bestonlinenursingprograms.com/3356/adn-vs-bsn-debate Ayers, D., & Coeling, H. (2006). Incorporating research into associate degree nursing curricula. Journal of Nursing Education, 44(11), 515-518. West Coast University: Dean’s Corner – The Differences Between Associate Degree Nurses and the Baccalaureate Degree Nurses. (2009, February). West Coast University – Nursing Programs – Los Angeles, Orange County, Inland Empire. Retrieved January 13, 2013, from http://www.westcoastuniversity.net/deanscorner/print.php?article=22

Is an Invitation to Treat an Offer Essay

An invitation to treat is an action inviting other parties to make an offer to form a contract. These actions may sometimes appear to be offers them, and the difference can sometimes be difficult to determine. The distinction is important because accepting an offer creates a binding contract while â€Å"accepting† an invitation to treat is actually making an offer. Advertisements are usually invitations to treat, which allows sellers to refuse to sell products at prices mistakenly marked. Advertisements can also be considered offers in some specific cases. A proposal or an offer must be distinguished from an invitation to treat. It is provided in section 2(a) of the Contracts Act 1950 which states that a proposal is made when â€Å"one person signifies to another his willingness to do or abstain from doing something with a view to obtaining the assent to that other for such an act or abstinence†. A proposal can be accepted and it amounts to an agreement. If the agreement is breached, it can be a breached of contract. A proposal can either be made to a particular person or to the general public. The person who is making the offer is the offeror whereas the person who is accepting the offer is the offeree. As for invitation to treat, the Contracts Act does not provide any provision respecting this aspect of contract. An invitation to treat is not a proposal but it is a preliminary communication between the parties at the stage of negotiation, for instance, a price display of goods with price tags in the self-service supermarket or an advertisement. This is applied in Pharmaceutical Society of Great Britain v Boots Cash Chemist Ltd [1953] 1 QB 401 HELD: that the display was only an invitation to treat and a proposal to buy was made when the customer placed the article in the basket and takes them to the cashier’s desk. Therefore, the shop owners had not made an unlawful sale. An invitation to treat cannot be accepted because it is not an offer therefore it does not amount to an agreement and there cannot be a breached of contract. Whenever there is a unilateral arrangement, there will be an offer and where there is a bilateral arrangement, that situation will give rise to an invitation to treat. An advertisement could be either an offer or an invitation to treat, depends on the intention of the parties in the case. In the case of Majumder v Attorney General of Sarawak (1967) 1 MLJ 101. HELD: That an advertisement in the newspaper for the post of a doctor was not an offer but merely an invitation to treat. Auctions are sometimes invitations to treat which allows the seller to accept bids and choose which to accept. However, if the seller states that there is no reserve price or the reserve price has been met, the auction will be considered an offer accepted by the highest bidder. An Invitation to treat will be anything that is displayed to a large number of people with an undefined way of choosing who can accept. An offer will be directed at a specific person with specified terms. So if an item is displayed saying it will be sold to the highest bidder or to the first to accept the labeled price, it will be considered an offer. As per Payne v Cave case (1789) 3 Term Rep 148; 100 ER:- The defendant made the highest bid and withdrew it before the fall of the hammer. HELD: That the bid itself constituted the proposal or the offer which the auctioneer was free to accept by the fall of the hammer or to reject it. Since the bid was withdrawn before the fall of the hammer there was no contract between parties. Offer’s can sometimes get confused with an Invitation to treat’. It is important not to get the two confused as there are different rules regarding both. An example of an invitation to treat would be an item on display with a price label in a shop window. This is an invitation to open negotiations with a view to forming a contract; in other words, it can be seen by anyone that happens to walk past the shop at the time of the window display. As per related case Fisher v Bell (1961) 1 QB 394 CA. The defendant was charged with offering for sale a flick knife in his shop-window which against the law. HELD: it is perfectly clear that according to the ordinary law of contract the display of an article with a price on it in a shop window is merely an invitation to treat. It is no sense an offer for sale the acceptance of which constitutes a contract.

Explain how each of the following can be a source of new laws; a party Essay

Explain how each of the following can be a source of new laws; a party manifesto, the Queens Speech, the Law Commission and a social situation - Essay Example During the elections, they release what is called their respective manifestos in which they undertake to bring certain measures into effect if their party is elected. And in the event they win, it becomes their moral duty to fulfil their commitment made in the party manifesto. Such measures in order to be implemented may some times require legal sanction. And it is for this purpose they enact law in the parliament incorporating what they promised in the manifesto. To this extent, the party manifesto becomes a new source of law. The parliament justifies the commitment made in the manifesto to make new law. However there is no legal duty on the part of the newly elected Government to enact law based on the party manifesto, though they are morally bound to the electorate who will not hesitate to defeat the party responsible, in subsequent elections. The party manifesto once thought of as a sacred document has now lost its sheen due to dilution of morals on the part of elected representa tives. In the earlier periods of revolution aiming to dethrone the colonial powers and to set up a Government of their own, freedom fighters had released documents having the force of manifesto. Few examples are The United Sates Declaration of Independence in 1776 and The declaration of the Rights of Man and Citizen during the French Revolution. In the labour party’s manifesto of 2005, the party makes several promises to make new laws. 1 . Mitchell and Dadhania 2 state that while origins of law making are varied, the most obvious source would be when a new Government comes into power, having been elected on the basis of the respective party’s manifesto. Thus when the Labour Government took office in 1997, it fulfilled its manifesto promise of incorporating Bill of Rights into the English Constitution by means of Human Rights Act 1998. It also achieved devolving of decision making power to the regions from the centre pertaining to Wales and Scotland through the