My Bahamas Vacation

My Bahamas Vacation ÂÆ' ¢Ã‚‚€‚ÂÅ"The Bahamas,ÂÆ' ¢Ã‚‚€‚  it was a trip of a lifetime. I went there with my girlfriend and a couple of other friends. We were all nervous because it was the first time any of us have flown. We finally got a chance to start boarding, after we arrived at the airport five hours early. Before boarding, we had to show the airport attendants our birth certificate. When I went to show them my birth certificate, they wouldnÂÆ' ¢Ã‚‚€‚™t let me board because mine was a copy and not the original. Luckily, after waiting for twenty minutes, they made a few calls and let me go.ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ As we flew over the ocean the water was crystal clear and the sky was beautiful. I couldnÂÆ' ¢Ã‚‚€‚™t wait to get there, but after two and a half hours, we finally arrived in Nassau, Bahamas. We got off the plane and the weather was beautiful, it was 90 degrees and sunny.We walked in, got our luggage and had to go through customs. We went outside caught our bus and off we went to our resort. When arrived there everyone was very nice and respectful.ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ Our first day their we planned to take a boat over to the Atlantis resort on Paradise, Island. The Atlantis is a resort known to have movie stars and athletes stay. I was only twenty years old when we went there, so I have never been to a casino. We all got to gamble, and I won $300 playing blackjack, it was a blast. The resort also had an underground aquarium with sharks and lots of other odd looking fish.ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ ÂÆ'‚‚ The next few days we sat around the resort and went parasailing, and lots of other activities. Parasailing was an adrenaline rus h and probably one of the funnier things I had done...

Using Meter

Using 'Meter' Meter is one of those verbs that can mean a wide variety of things depending on the context. Much like poner, with which its meanings overlap, it often carries the idea of interjecting someone or something into a place or situation. Meter has no direct English equivalent, although it is a cousin of words such as permit, commit and mission. It has no apparent connection with the verb to mete nor the noun meter. Meter comes from the Latin verb mittÄ•re, which meant to let go or to send. Meter is conjugated regularly, following the pattern of beber and many other verbs. It is frequently used reflexively. The most common translations for meter are to put and to place. Some examples: El empresario metià ³ el dinero en un banco suizo. The businessman put the money in a Swiss bank. Yo metà ­ la cabeza debajo de la almohada para no oà ­rla. I placed my head underneath the pillow so I wouldnt hear her. Cuando vamos a meter peces en el acuario, debemos seguir unas pautas. When were going to put fish in the aquarium, we should follow some guidelines. La chef metià ³ una pizza encima de papel de aluminio en el horno. The chef placed a pizza on top of aluminum foil in the oven. Van a la playa y meten los pies en el agua. Theyre going to the beach and putting their feet in the water. A la edad de ocho aà ±os, su padre lo metià ³ en la escuela jesuita. At the age of eight, his father put him in the Jesuit school. Go into or enter is a good translation in some situations: Un intruso se metià ³ en la casa de la cantante. An intruder entered the singers house. Se metieron en la oficina, cerrando la puerta. They went into the office, closing the door. In sports, meter can mean to score: El otro dà ­a nos metieron dos goles ilegales. The other day they scored two illegal goals against us. Meter can be used to refer to getting involved with something, often in a negative sense such as meddling: No es necesario meter a Dios en estas cosas. It isnt necessary to get God involved in these things. No te debes meter en mi vida. You shouldnt involve yourself in my life. Mis jefes se meten en mis asuntos privados. My bosses are meddling in my private affairs. In some circumstances, meter can mean to give, so once in a while its meaning overlaps with dar: Abrà ­ un mensaje una vez y se me metià ³ un virus. I opened a message one time and it gave me a virus. La policà ­a me metià ³ cuatro multas por tirar papeles. The police gave me four tickets for littering. Sources: Sample sentences have been adapted from a variety of sources that include Perià ³dico Santa Pola, ABC.es, Interzoo, Wattpad, El Paà ­s (Spain), es.Yahoo.com, Taringa.net, Zasca.com and Compartir Tecnologias.

HR Management Essay Example | Topics and Well Written Essays - 750 words

HR Management - Essay Example hree expatriates were assigned the positions of Director of Engineering, Manufacturing and Finance however, they had very little knowledge to Chinese market for example, Director of Finance was from Singapore and he did not have much knowledge about Chinese financial system. Before starting the JV in China Filtration Inc should have also considered the development and maintenance of the competencies of its people especially the expatriates. Although company provided language tutorials to its expatriates and orientation trainings however, to reduce the operational difficulties in an entirely different environment, company did not focus on inadequate health conditions, performance management systems, morale problems and discipline. To select the expatriates company did not follow any strong selection process. When the company showed its intentions to expand internationally, James showed his interest to his international human resource manager to take part in international assignments. Moreover, he has been showing his interest for international assignments during performance appraisals. When the company planned to start its JV in Tokyo, the company announced to hire a younger, more politically connected fast tracker. The company made a formal announcement and the expatriate position was promoted as a consolation prize. However, no interview or any kind of test was conducted. James was selected entirely based on his long term association with the company and because of his interest. Following is the model presented by Ronen to select an expatriate. The model shows that a company should consider job factors, relational dimensions, motivational stat, family situation and language skills while selecting an expatri ate. On the other hand, only motivational state and family situation of James were considered to select him as an expatriate in an entirely different culture of China. Although James was very enthusiastic and motivated for this assignment which makes him a

'Military interventions by Western states, in response to humanitarian Essay

'Military interventions by Western states, in response to humanitarian crisis since the end of the Cold War, have been motivat - Essay Example However, the legality of military interventions where there are humanitarian crisis is always in question. This is so since, there are no legal platforms that allow foreign country’s military forces to occupy or use force in another country without the consent of the invaded country’s government. Thus, this paper will examine how humanitarian interventions have been motivated by moral values rather than legal actions by carefully examining the major humanitarian intervention that western countries have undertaken since the end of the cold war and the ethical and moral theories that are considered when undertaking such interventions. On examining such interventions, it is possible for to determine whether morality is the factor behind humanitarian interventions by western countries. Body (for) Indeed military interventions due to humanitarian crisis have been motivated by moral values and not political or economic interests since there have been various military interven tions around the world where there is no political or economic gain in question. ... This turned into a civil war where the then government ordered the massacre of innocent civilians. The United Nation tried imposing economic sanctions but the atrocities did not end. Were it not for the actions of the United Nation to mandate a military intervention then the violation of human rights by the then Libyan government could not have come to an end. Kosovo is another good example of how military intervention motivated by moral values resulted in positive results. More than 230,000 people had been internally displaced due to the civil war in Kosovo and thousands of innocent civilians had been killed. The western countries could not sit and watch while crimes against humanity were being committed in Kosovo. As a result of their moral obligation in 1998 both the United Nations and NATO agreed and military intervention by western countries took place in Kosovo resulting in the end of the Humanitarian crisis in the country. The situations in the two counties clearly show that m ilitary intervention by western countries is morally right because it resulted in the saving of lives in the respective countries. Body (against) International politics are dominated by western countries that try to impose western ideologies o the other countries raising the question whether moral values or political interests motivate these interventions. This is because, western countries tend to warrant military intervention claiming their moral obligation whereas the truth of the matter is that some military intervention are actually carried out as a result of either economic or political gain. In fact Marxists cite the notion that former United States of America president Nixon comment that the USA offers aid to other countries in order to help themselves to prove that military

Resposibilities and Relationships in the Lifelong Learning Sector Essay Example for Free

Resposibilities and Relationships in the Lifelong Learning Sector Essay It is the responsibility of the teacher to make the teaching area a safe and fair environment to learn in and teachers should be aware of, and keep up to date with key legislation relating to this. The Health and Safety at Work Act (1974) covers a number of duties relating to teaching and learning. Risk assessments should be carried out and risks properly controlled to ensure a safe working environment. Besides the Health and Safety at Work Act itself there are important pieces of legislation that would apply to a sewing workroom environment. 1. Provision and Use of Work Equipment Regulations. 1998: require that equipment provided for use at work, including machinery is safe. 2. Manual Handling Operations Regulations 1992: cover the moving of objects by hand or bodily force. 3. Electricity at Work Regulations 1989: require people in control of electrical systems to ensure they are safe to use and in a safe condition. The Equality Act (2010) aims to eliminate discrimination based on age, disability, race, religion, belief, gender and sexual orientation. It places a duty on teachers to make reasonable adjustments for disabled people. It also provides protection against discrimination relating to pregnancy and maternity. Teachers must also adhere to the Children Act (2004) that places a statutory duty on them to make arrangements to safeguard the welfare of children. The Act gives responsibility to local authorities to make enquiries when anyone contacts them with concerns about child abuse. The aim is for every child, whatever there background or circumstances, to have the support to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being ii) Following the Further Education Workforce Reforms 2007 New Regulatory Requirements state that all new teachers are to hold or acquire within a specified period of time: A ‘Preparing to teach in the Lifelong Learning Sector’ (PTLLS) award or its equivalent as a minimum license to teach for all who have an element of teaching in their role irrespective of job title; and either A diploma in teaching Level 5 status for those in a teaching role; or A Certificate in Teaching in the lifelong learning sector at Level 3 or 4 All new teachers must demonstrate through professional practice that they meet the standards and can use effectively the skills and knowledge acquired in teacher training. iii)The Institute for Learning (IFL) is an independent professional body for teachers, trainers, tutors and trainee teachers across the FE and skills sector. It has a code of conduct which outlines the behavior expected of its members. Briefly it states that members shall: Behave with Professional Integrity Respect the rights of learners and colleagues Take reasonable care to ensure the safety and welfare of learners Provide evidence of CPD according to IFL policy and Professional Practice guidelines Ensure disclosure of any cautioning or conviction of a criminal offence Be responsible for acting in accordance with the conditions of membership and assisting the Institute with any investigation. b) Boundaries The Teaching or Training Cycle consists of five processes namely: Identifying Needs The purpose is to identify if the students face any barriers which may affect their learning or if they have any additional needs. There are many ways to do this and could involve; looking at their initial application if one is completed before the course starts, an informal discussion, observation during a class activity or by an initial test or assessment. It is also important to ensure that the student is on the correct course and to offer any advice perhaps with funding or travel referring them if necessary. The process will also help with the planning of the course as it will help the Tutor design a course suitable for the skills and experience of individual class members. Plan and Design Learning – This stage involves the planning of the content of the course. A scheme of work will be designed to plan the content of each session and lesson plans devised to organize them in more detail. When possible agreeing individual learning plans can be agreed with students and contingency plans made to take into account different needs of the learners. This would also be the opportunity to prepare learning resources and activities. Risk assessments need to be carried out and all attempts made to create a safe, positive and accessible learning environment. Deliver – A Teacher should be well organized, well prepared and enthusiastic when delivering a lesson. They should be able to communicate appropriately and effectively and act and speak appropriately. It is essential to promote equality, value diversity and teach in an inclusive and engaging way with a good sense of humour. Assess Work needs to be assessed within a reasonable time to check that the students have gained the necessary skills and knowledge. Use a variety of assessment methods and keep a record of achievements. Feedback should always be constructive and given within a reasonable time. Evaluate – A programme should always be evaluated in order to improve the teaching and learning process. To evaluate how well the programme was planned and delivered feedback should be encouraged, accepted and acted upon. The teacher should encourage student development and progression as well as maintaining their own teacher development and professional currency. (GRAVELLS 2012) There are boundaries within which a teacher must work and it is important not to overstep these by becoming too personal with the students. It is also important to know where the role of teacher stops and to work within the limits of that role. Some examples are: If a teacher identified that a student was struggling to attend classes because they couldn’t afford the bus fare it would be inappropriate to lend them money. In this instance the student should be referred to the student support staff or the financial support staff. If a teacher was planning a class but found the room had insufficient access to equipment or resource’s it would be unacceptable to voice their concerns to the students. This would be unprofessional, they should address it to the organization, or change the lesson plan to accommodate the resource’s available. Students may choose to confide in their teacher about personal issues and, although a teacher should be understanding and sympathetic, it is important that they maintain a professional role. The student could be referred to a councillor, pastoral staff or support staff depending on the issue concerned. They should avoid getting involved in the personal lives of their students. When assessing students it is important that teachers are fair in their judgments. They should not bebiased towards or against any one student. When evaluating the teaching and learning programme the teacher should be able to listen to and react to feedback in order to improve. If in doubt about the boundaries of their role a teacher should seek advice. This could be from another teacher, a colleague, their line manager or their mentor. c. Points of Referral A teacher may encounter learners with varying degrees of needs. They may be able to deal with some of these needs but some may need the support of other professionals. A Support Worker will help a learner with additional needs. They will have had special training in the particular field required by that learner which the teacher won’t have had and will be able to support them in or outside the classroom setting. There may be a student whose first language isn’t English and has trouble understanding the lesson so there may be a need to work with an interpreter A teacher may also need to work alongside external agencies like the Job Centre. The students may be leaving the learning environment and looking for work and the Job Centre will have the advice and information that they need. d)Promoting Appropriate Behavior i) Having a preventative strategy is a good way to promote appropriate behavior in a lesson. Be prepared and waiting for the learners in the classroom so you can take control of the space and organize it as you wish. Getting the student’s attention with an interesting starter activity shows that you are in control of the class. Present the aims and objectives and share the session plan explaining the purpose and reason for studying it. When planning a lesson ensure there is plenty of variety as students are more likely to behave well if they are stimulated and are not bored. You should have realistic expectations of your class for example, don’t expect a room full of teenagers to sit still through an hour-long power point presentation quietly. ii) Decide for yourself what rules and procedures would create a good atmosphere in your class and will maximize learning. Explain that you want an effective, fair and happy classroom and discuss the rules with the class. There will be rules that are non negotiable for example regarding safety or turning up on time but be prepared to negotiate and compromise to get commitment on others. Encourage the learners to contribute to the rules and procedures. Students are more likely to adhere to rules they have been instrumental in creating. Consider asking the class to devise their own rules and if you reject a popular suggestion be prepared to explain why to justify your decision. The aim is to get the students onboard with the rules and procedures and see them as their own; they will then see them as worth keeping and enforcing. iii) It is important to develop a good rapport with the students as this creates a more positive attitude towards the teacher and to learning. It will also turn the classroom into a co-operative team and reduce antagonism. Get to know the students on a personal level, learn their names and use them. Learn something about each student like what they like to do in their spare time, their hobbies, interests or work and refer to it in conversation. These small details will make the students feel noticed, valued and liked by the teacher and therefore more co-operative. (PETTY 2006)

Tobacco Companies in Our Society Essay -- Smoking Cigarettes Tobacco E

Tobacco Companies in Our Society The tobacco industry seems like a beneficial addition to our economy. It has basically been a socially acceptable business in the past because it brings jobs to our people and tax money to the government to redistribute; but consider the cost of tobacco related treatment, mortality and disability- it exceeds the benefit to the producer by two hundred billion dollars US. (4) Tobacco is a very profitable industry determined to grow despite government loss or public health. Its history has demonstrated how money can blind morals like an addiction that is never satisfied. Past lawsuits were mostly unsuccessful because the juries blamed the smoker even though the definition of criminal negligence fits the industry’s acts perfectly. Some may argue for the industry in the name of free enterprise but since they have had such a clear understanding of the dangers of their product it changes the understanding of their business tactics and motives. The success of the industry has merely b een a reflection of its immoral practices. These practices have been observed through its use of the media in regards to children, the tests that used underage smokers, the use of revenue to avoid the law, the use of nicotine manipulation and the suppression of research. Tobacco companies have relied on the media to lure children. They quickly realized that ‘the company that dominates is that which most effectively targets young†(Imperial Tobacco document.) To counteract the idea of disease and other negative aspects of tobacco, the industry used imagery in the media such as natural settings and healthy actors doing active things. This helps them to insinuate that smoking leads to success, romance, sophistication and other advancements in their lifestyle, which was easily imprinted in the minds of children. A document found among Imperial tobacco files described their priority: â€Å"†¦having our imagery reach those non-reading young people who frequent malls should be our chief goal.†(1.170) Unaware of how important the under 18 market was to the industry, the government could only attempt to lengthen the distance between schools and billboards because they’re ineffective attempts were ignored by the large corporations . With many billboards concentrated in small areas it put the idea in children’s minds that smoking was socially acceptable and that t... ...ut throughout the past two decades, the realization of folly has called for a step in a new direction. For our society to finally rid ourselves of this parasite the change would have to be very slow; it would have to start with putting the entire industry in the hands of the government. In this way the corporation owners would truly be penalized while the product would be safer and the country would benefit from the profits. Marketing to children, testing underage smokers, using money to avoid the law, manipulating nicotine and suppressing research are among many of the immoral practices of the industry. Although they are very numerous and diverse they all share the same motive: to get rich. Money has become more important than compassion in the minds of the industry’s players. The success of the industry is merely a reflection of its immoral practices. Bibliography: 1.) Smoke and Mirrors: The Canadian Tobacco War 1996 Rob Cunningham 2.) Galen.library.ucsf.edu/tobacco   Ã‚  Ã‚  Ã‚  Ã‚   A)/mangina/report/exhibits.html   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  B)/bw.html 3.) www.courts.gov.bc.ca/Jdb%2txt.html 4.) Smoking, The Artificial Passion; 1989 David Krogh 5.) http://www.tobaccopapers.org/DocofWeek-apr28.htm

How different aspects of development can affect one another Essay

Physical If a child has a physical difficulty, disability or delay, this could cause them to withdraw socially; find difficulty socialising; suffer with depression, stress or anxiety; lead to behavioural difficulties; find difficulty in communicating, regarding both speech and body language; and can affect their educational development. A child with a physical disability can often experience stigma concerning their physical competence and appearance, which may lead to impairment in social interactions, bullying and devaluation of an individual. For example: †¢A child that has a disability affecting their motor function will find difficulty participating in school sports activities. If they are unable to participate and have to be kept out of these activities, they may feel socially withdrawn. Team sports help children to create friendships through team building exercises, which in turn develop their social skills. If the child can’t join in, they may struggle to make friends and will be missing out on this social development. †¢Sports activities help promote a healthy lifestyle. Non-participation of children, particularly those in wheelchairs, can become overweight due to lack of exercise. This affects their body appearance and can lower self-esteem, further affecting social skills and emotional wellbeing. †¢Young children will often socialise during break times by playing games in the playground; these often involve running around. If a child finds difficulty running around, they may feel left out and unable to make friends. These break times also burn the excess energy that children have. If this energy is not burned, a child may focus this energy towards misbehaving/acting out. This can also lead to a child finding it difficult to concentrate in classes, affecting their learning. This can lead to a reduced rate of cognitive development regarding reading, writing and problem  skills. †¢Children with severe visual and hearing impairments can find difficulty in building relationships and develop their social skills in the school environment. Often, these children attend schools designed to cater for similarly impaired children, making it easier for them to build these relationships and avoid bullying. However, an adverse effect of these schools may result in impaired children being unable to socialise with ‘normal’ people in the future. †¢Visual and hearing impairments can also affect a child’s ability to communicate. It is particularly common for children with hearing impairments to have speech problems. Children suffering from deafness may communicate through signing, reducing the number of people with which they may communicate. A large part of communication is through body language, with which a visually impaired child may find great difficulty. Cognitive and Communication A child or young person with a cognitive disability has greater difficulty with one or more types of mental tasks than the average person. Cognitive disabilities can be separated into two classes: functional disability and clinical disability. Clinical disabilities include autism, Down syndrome, traumatic brain injury (TBI) and memory loss conditions (e.g. dementia, Alzheimer’s, amnesia and short term memory loss). Those with functional cognitive disabilities may find difficulty with memory; problem-solving; attention; reading, linguistic, and verbal comprehension; math comprehension; and visual comprehension. If a child suffers from a severe clinical cognitive disability they will need assistance with nearly every aspect of daily living. Cognitive disabilities often overlap with communication disorders – for example autism is a developmental disorder that affects the brain’s normal development of social and communication skills. Other communication disorders include specific language impairment; (mixed receptive-)  expressive language disorder; aphasia; learning difficulties such as dyscalculia, dyslexia and dysgraphia; and speech disorders such as cluttering, dysarthria, lisp, stuttering, and phonological disorder. †¢A common example of a clinical cognitive disability is Down syndrome. Children with Down syndrome can suffer problems affecting their physical development. These may include: obstructive sleep apnoea, which may result in sleepiness and fatigue during the daytime; lower rates of fertility; instability of the atlanto-axial joint, which can lead to spinal cord injury; low thyroid; hip dislocations occurring without trauma; slower growth rate; increased risk of epileptic seizures; and an increased risk for obesity with ageing. †¢Children with Down syndrome often have a better understanding of language than ability to speak, and may suffer from a stutter or rapid and irregular speech. However, usually this does not impair their social skills. Children may also experience emotional and behavioural difficulties, such as an increased tendency for misbehaving and anger outbursts (including violence); and suffering with symptoms of depression and anxiety (often occurring during early adulthood). †¢Children suffering from functional cognitive disabilities can struggle when it comes to learning, which can affect their social and emotional well-being. For example, if a child is behind with their reading and struggles during group reading sessions, they may find difficulty mixing with other children due to a feeling of ‘ineptness’. This can affect their social development and can cause the child to feel down or have low self-esteem (feeling ‘stupid’ or inadequate). †¢If a child suffers from a speech impediment, such as a stutter, other children may find difficulty understanding them. This can result in limited interaction with other children, resulting in feelings of frustration, annoyance and a lack of confidence. This may even affect other areas of development as they can feel as though they can’t achieve, possibly causing low self-esteem. Emotional, Behavioural and Social Difficulties arising with emotional, behavioural and social development often occur from emotional and behavioural disorders (EBD); and social anxiety disorder (otherwise known as social phobia). Children with EBD can exhibit characteristics that adversely affect their education. These include: difficulty learning; difficulty building or maintaining interpersonal relationships with other children and teachers; inappropriate behaviour (e.g. acting out against their self or others) and feelings (e.g. low self-esteem/self worth and self harming); unhappiness or depression; and an increased tendency to develop physical symptoms or fears regarding personal or school problems. †¢If a child suffers from depression can experience a loss of interest in social activities, work and life. They may withdraw socially and can often separate themselves from others, which in turn can have a detrimental effect on their ability to make friends. Withdrawal from lessons can affect cognitive development, with children having difficulties in furthering their skills in reading, writing and problem solving. †¢Children with eating disorders can suffer physical and neurological complications. Often, young children who suffer from eating disorders consisting of malnutrition can have an impaired rate of growth; pubertal delay or arrest; increased risk of heart disease and arrhythmia; and neurological disorders such as seizures or tremors. Compulsive overeating can result in obesity, resulting in high blood pressure (hypertension), high cholesterol, type II diabetes and an increased risk of heart disease. †¢Children with attention deficit hyperactive disorder (ADHD) act out their emotions as opposed to internalising them. They often exhibit behaviours such as fighting, bullying, cursing, and other forms of violence. This can have a detrimental effect on their social development if not managed from onset, conditioning them to feel that it is acceptable to act in this manner, and can also find frustration in communicating general information,  thoughts and feelings to others. Children and young people with ADHD that exhibit violent behaviour are often subject to isolation from classes, suspension and exclusion from school, which has an adverse effect on their educational development. This can affect cognitive development, particularly regarding skills such as reading, writing and problem-solving. Children and young people with ADHD often achieve at a lower grade than others. †¢A child with social anxiety disorder may cry a lot, freeze or have tantrums. They often fear the school and classroom environment, and avoid participation in school performances. Social anxiety disorder can result in reduced communicational development, as the sufferer may fear talking in groups, starting conversations, taking to authority figures and speaking on the phone. They may also exhibit physical difficulties due to fears of eating or drinking in front of people, resulting in malnutrition; low self-esteem and insecurity, especially regarding performance and body image, which may lead to the development of eating disorders; and the misuse of drugs or alcohol, which can result in physical complications.

When Some Cities Tend to Modernize and Others Tend to Conserve Traditionalism?

Introduction It can happen that sometimes you have a personal dispute with a family member, friend or neighbour, or a legal dispute involving business. There are three main ways as alternatives to going to court to resolve a dispute in China: negotiation, mediation and arbitration, they are ADR. ADR means â€Å"Alternative Dispute Resolution† and it refers to various processes, commonly used in civil law tradition, which have in common the aim of a better communication between the parties during a dispute and the saving in managerial and legal time, expense and worry (Bevan, 1992).We can clearly distinguish the advantages of the ADR, comparing to the formal dispute settlement at court. ADR processes are quicker, as they can be arranged within days or weeks rather than months or years (example of one case in litigation). They are also less expensive, as earlier settlements save managerial time and they are confidential. They are voluntary, which means that the parties are free to walk out every time without interfering the legal procedures and their rights (Bevan, 1992). Mediation, one of the most used ADR, involves a neutral third party, called a mediator, to help the disputing parties to reach an agreement.Mediation in China has been existed in China for more than 2,000 years. It was used in the Western Zhou Dynasty (1146 BC-771 BC) and then used during the Qin Dynasty (221 BC-207 BC). There was always a preference for mediation throughout all the history of Imperial China. The mediation system and the legal system were developed together after the establishment of the People's Republic of China in 1949. People's Mediation Committees appeared during this period, helping local people to resolve civil disputes and to preserve harmony in the society.However, the Mao's economic reforms have brought some physical and social changes of the Chinese cities. Reforms have promoted the development of the legal system and other formal legal institutions. They have also permitted more individual freedoms, since the decentralization of the political control. Moreover, the fast-growing economic developments, the modernization and the Westernization have led to the apparition of new cities which advocate the ideas of individualism, competition and private space, ideas totally at the opposite of the Chinese traditional culture which advocates he social harmony in community and society. In my essay, I will try to answer to this question: To what extent the role of the People's mediation committees in China now is still significant when some cities tend to modernize and others tend to conserve traditionalism? First, I will present the evolution of the traditional Chinese legal system to the contemporary Chinese legal system. Second, I will focus on the case of mediation, one Alternative Dispute Resolution, and the People's Mediation Committees.And finally, I will explore the importance of the teachings of Confucianism in the evolution of mediation. I. From traditional Chinese legal system to contemporary Chinese legal system Chinese history, even in the last century, has gone through several events which have affected the development of its judicial system. Conscious that traditional Chinese law was backward and that a Western legal system, more modern, would improve a lot the development of Chinese society, Mao attempted to establish a modern legal system based on rules and law in 1949 (Utter, 1987).The Communist Party recruited first former nationalists, who knew all about the Western legal systems: â€Å"To staff the new legal system, the Communists retained a number of legal specialists who had worked for the Nationalists, primarily because the Communists did not have within their own ranks people with skills and knowledge to run a complex legal system†, but they were completely â€Å"politically unreliable and elitist† (Utter, 1987).The Party then replaced them by â€Å"new cadres† selected for their political allegiance to the Mao government, and not for their abilities in legal system, â€Å"[t]he new cadres lacked legal skills and knowledge† (Utter, 1987). This decision of the Chinese Mao’s government influenced the development of the legal system. They were convinced that complex processes were only burdens to the modernization of the legal system, so they developed a system easily understandable and accessible to the people:During the first few years of the communist party, the â€Å"new cadres† helped to establish law codification commissions, judicial and police structures. Law schools opened and some legal books were published. In 1954, the first Chinese constitution which established a tripartite governmental design consisting of the supreme people’s courts, the supreme people’s procuracy, and the state council, all responsible to the standing committee of the national people’s congress, was introduced (Utter, 1987).However in 1 957, the improvements of the Chinese legal system began to stop: During the anti-rights movement, the communist party’s sentiment towards the need for a â€Å"modern† legal system changed dramatically. Many specialists were removed from their posts and then attacked and denounced for the very policies they were initially retained to develop. Law schools were closed and plans for further codification were terminated. The communist party went as far as to undo and supplant existing laws as well as to replace the role of the courts and procuracy with public security bureaus (Utter, 1987).After Mao’s death in 1978, during the â€Å"Four modernizations† (in industry, agriculture, national defence, science and technology in Chine), the new government of Deng Xiaoping (1904-1997) established the 1978 Constitution, which restored the emergence of lawyers, law schools and legal publications. Finally, with the promulgation of the 1990 Procedural Law of Administrati ve Litigation and the 1991 Civil Procedure Law, Chinese legal system significantly evolved to a more structured system. Even with all these progress, mediation remains the most used dispute resolution process.The 1989 legislation, that placed the people’s mediation committees under the jurisdiction of the Ministry of Justice, allowed the modern mediation system to be more independent, professional and efficient. Many cases are diverted from the courts and passed on mediation committees: [T]he mediation committees have settled cases covering a wide variety of topics such as divorce, inheritance, parental and child support, alimony, debts, real property, production, and torts, as well as other civil and economic disputes and criminal misdemeanour cases.They have also played an important role in preventing crime, reducing litigation in the courts, enhancing the people’s unity, and promoting social stability. Over seven million disputes are satisfactorily resolved through the use of mediation each year in China, far surpassing the number of cases brought to Chinese courts (Ge, 1996). However, this support of mediation retarded the development of judicial law and the implement of existing laws because the mediation procedure is based on local beliefs of fairness and communist ideas. The adoption of the 1991 Code of Civil Procedure affirmed the commitment to mediation of China’s government.Mediation and the People’s Mediation Committee In the Chinese legal system, dispute settlements can be classified into two different categories: formal dispute settlement (at courts) and informal dispute settlement or alternative dispute resolution (ADR) (negotiation, mediation and arbitration). ADR has long existed in China and traditionally been preferred to the courts for many reasons. Mediation, as one of the different means of dispute resolution, is widely practised in China. To define it, mediation is â€Å"an effort by a third party to encourage parties to a dispute to voluntarily reach an agreement to resolve their dispute†.There are currently various types of mediation in China: civil mediation, judicial mediation, administrative mediation and arbitration mediation. Civil mediation is also known as the People’s mediation, by People’s Mediation Committees, outside the court. I will focus on it further in the essay. Compared with judicial mediation, People’s mediation offers a more amicable way to resolve disputes and to avoid many disadvantages of judicial mediation, like the rigidity of the judges and mediators in the mediation process. It is used by People’s Mediation Committees which help parties voluntarily reach an agreement.People’s Mediation Committees (PMCs) are, with courts, the most largely known institutions for dispute resolution in China. They are informal mediation institutions, which have been existed in China for centuries, allowing people to avoid a legal system an d court procedures which have always been subjects of fear in the society. Article 111 of the Constitution of the People’s Republic of China states that â€Å"People’s Mediation Committees are a working committee under grassroots autonomous organizations – Residents Committee, Villagers Committee – whose mission is to mediate civil disputes† China’s Judiciary, http://www. china. org. cn). They were established in the early years of the foundation of People’s Republic of China in 1949 and of its legal system and helped to maintain social control, to resolve non-class-struggle disputes and to conserve harmony: Mediation â€Å"serves to articulate and apply the ideological principles, values and programs of the Chinese Communist Party and helps to mobilize China’s people to increase their commitment to party policies and goals.Rather than settling disputes between individuals, mediation also serves to suppress such disputes, whic h are regarded as harmful social conflict that interferes with the construction of a strong socialist China (Utter, 1987). They appeared again in the late 1970s and early 1980s after the Cultural Revolution (1966-1976), with the China's 1982 Constitution, as a way to resolve minor disputes involving families, villages, workplaces and neighbourhoods, or to facilitate parties to find resolution to disputes before reaching court, a process of mediation which still continues today (Clarke, 1991).Excepted the period of the Cultural Revolution, PMCs have traditionally been praised by the press, as we can see in the following citation: The current system of people’s mediation†¦is a great creation in the construction of our country’s socialist legal system, it is a legal system with Chinese characteristics, and it is an important component of our country’s judicial system†¦ [I]t plays an immense role in resolving contradictions among the people, strengthening unity and friendship among the people and promoting socialist material and spiritual civilization†¦[I]t has received praise in international jurisprudential circles and has been called â€Å"the most distinctive system of the Chinese judicial system†. (Mediation Compendium, 1990) People’s Mediation Committees are typical in the contemporary Chinese society in the dispute settlements within neighbourhoods. Their mission, states by the Article 5 of the Regulations for the Organization of People’s Mediation Committees, is â€Å"to mediate civil disputes and, through such mediation, publicize laws, regulations, rules and policies and educate citizens to abide by laws and respect† (China’s Judiciary, http://www. china. org. cn).PMCs are today institutionalized under the direction of the local government department of justice, they are non-governmental organizations and supplement to the judicial system. People’s Mediations Committees are set up by local residential community in villages, workplaces and in regional or professional organizations to handle civil matters and small criminal matters. It is composed of individuals from the community who are believed to be fair and impartial. They are generally selected for 3 years and remunerated by the government for their services as mediator. Mediation by People’s Mediation Committees is completely free of charge. The procedure is more transparent and more institutionalized today. During the mediation, a mediation agreement, which can be in written and/or oral forms, is reached by both parties.This mediation agreement signed by both parties must clearly provide information on facts, resolution methods and enforcement in relation to the dispute. Article 20 of the Several Opinions issued in 2009 states that â€Å"for an agreement in the nature of a civil contract reached through mediation by an administrative organ, a people’s mediation organization, a commerc ial mediation organization, an industrial mediation organization or any other organization with a mediation function, the parties may apply to the people’s court having jurisdiction for confirming validity of such an agreement after the mediation organization and mediator affix their signatures or seals to it†. This judicial confirmation of settlement agreement is a method to improve the enforcement of a mediation agreement.To request this confirmation, parties to the dispute can apply to the people’s court within a period of 30 days by submitting the mediation agreement and a letter of commitment signed by both parties and responded to the two following statements: â€Å"Both parties voluntarily reach the agreement for the purpose of resolving disputes and have no act of malicious collusion or circumvention of law; and if any damage is caused to any other person due to the content of this agreement, both parties are willing to bear the corresponding civil liabi lity and other legal liabilities. † (Wei & Ying, 2011b). If the court validates the mediation agreement, the court can oversee the enforcement of the agreement. If it doesn’t validate the agreement, parties to the dispute can file for lawsuit at the court. The court decision validity of the agreement becomes effective when the court’s decision is communicated to both parties.If a party rejects the decision of the court, the other party may apply to the people’s court for enforcement (Wei & Ying, 2011b). If we take a look at the figures, it is estimated that at the end of 2010, there were 818,100 People’s Mediation Committees, 4,668,900 mediators who resolved more than 8,418,400 cases of mediation, with a success rate of resolution of disputes of 97% (Wei & Ying, 2011a). The teachings of Confucius closely linked to the mediation For decades, Confucian philosophy has been the foundation of the Chinese culture. Its fundamental values structured all the aspects of the Chinese society. Today, the mediation is founded on the principles of Confucian philosophy and Maoist thought. (China Insight issue 2010, http://chinainsight. info/).Two important principles of the Confucianism laid the foundations of the mediation: the principle of Li, which supposes the preservation of natural harmony and the principle of Rang, which supposes the compromise or the yielding to others in resolution of disputes. Moreover, mediation is a mean of â€Å"educating people and implementing Communist party policy†, based on the Maoist principles. China has been one of the world's most committed nations in the use of mediation to resolve disputes. One other reason of that is the troubled court system in China. There are corruption among judges, a lack of meaning qualifications to become a judge and an inaccessibility of published codes and case law. Mediation in China is a natural â€Å"outgrowth of traditional, family-centred support systems and its principles are based on the ethical teachings of Confucius† (Pierce, 1994).The Confucian ethics are based on â€Å"social harmony, moderation, respect for authority, humility, benevolence and so on in contrast to the Western mediation which endorses an individualistic utilitarian value system of fairness, justice, equality, equity and autonomy† (Jia, Ma, Yang, 2009). The respect of the family structures the relations between individuals and the life in community. Therefore, harmony (he), relations among people (guanxi), face (mianzi) and yielding to others (rang), which are major concepts underlying the Confucianism, play an important role in the process of mediation in China and are reflected in Chinese social interaction and conflict resolution. In order to understand how the concepts from the Confucian philosophy are important in the process of mediation in China, I will focus on these different notions.In the Chinese culture, harmony is one of the most important val ues. Chinese people are convinced that harmony is the universal path that everybody should pursue because â€Å"only when harmony is reached and prevails throughout heaven and earth can all things be nourished and flourish† (Legge, 1995). To the Chinese, conflicts are considered more like detractors from harmony rather than problems of communication. Chinese people therefore are only aiming to establish a conflict free interpersonal and social relationship (Chen ; Chung, 1994). The conflict prevention in China is maintained by the principle of li (rites). â€Å"Li refers to norms and rules of proper behaviours in a social context.It is an external means to achieve the ideal state of harmony by showing a feeling of respect or reverence to others† (Chen ; Xiao, 1993). Mediation is mainly based on the li principle. As we know, mediation is an alternative dispute resolution with the priority of a mutual respect and harmony between the two parties during the process. It is also based on the rang principle. Chinese people know how to yield to the other party to end a conflict, in order to keep the relationship â€Å"guanxi†. The harmony pursued in a dispute resolution is supported by two traditional notions: guanxi and mianzi. During the mediation, both parties are trying to reduce the negative impact of conflicts in order to save face and to keep the guanxi.Guanxi means the relationships between two parties. It gives some specific communication rules and patterns in order to avoid an embarrassing encounter or serious dispute. It is deeply connected to the mianzi. Mianzi refers to â€Å"the projected image of ourselves in a relationship network† (Ting-Toomey, 1988). It supposes a mutual respect from the parties to save faces because any conscious act of making the other party to lose face will damage their own image and destruct the relationship. â€Å"It represents our social position and prestige gained from the successful performance of our specific social roles that are well recognized by other members in the society† (Hu, 1944).To conclude, due to the accent heavily put on the harmony, Chinese people have recourse to a mediator to help them to resolve dispute. Conclusion For more than 2,000 years, China has used mediation as its major form of dispute resolution. It has long been recognized that the â€Å"Chinese legal system has been one the world’s most committed institutions in the use of mediation to resolve disputes and a leader in developing ways to maximize its benefits and effectiveness† (Colatrella, 2000). In the traditional China, the popularity of mediation came from the fact that it is grounded on traditional Confucian values, such as social harmony and compromise in resolving disputes. It aims to limit costs and time to resolve civil disputes involving neighbours, families or colleagues.Even during the Maoist period, mediation continued to be largely used in the conflict resolut ion. The Confucian principles and the mediation process were mainly used by the Communist Party as a means of control of the masses and of promotion of social harmony, with the assistance of People's Mediation Committees (Colatrella, 2000). During the many years of economic reform, China has encountered important changes in its culture and society, as well as in its ways of resolve disputes. In Mao era (1949-1976), the dispute resolution institutions were enhanced through reforms which established a code of civil law and officially institutionalized commissions.Because of the weakness of courts in China (costly, inefficient, long and not confidential), institutions like People’s Mediation Committees are extremely important in dispute resolution. Today, while China is entering in an era of modernization, mediation is still largely used in China, as it is usually preferred by the Chinese people over formal dispute settlements for its saving in cost and time and for its deep imp regnation in Confucian and Maoist philosophy. Bibliography Bevan, Alexander, Alternative Dispute Resolution, London Sweet & Maxwell, 1992. Chen G. M. , & Chung, J,  «Ã‚  The impact of Confucianism on organizational communication  Ã‚ ». Communication Quarterly, 1994. Chen, G. M. & Xiao, X-S,  «Ã‚  The impact of â€Å"harmony† on Chinese negotiations  Ã‚ ». Paper presented at the annual convention of the Speech Communication Association, Miami Beach, Florida, November 1993. Clarke, Donald C. ,  «Ã‚  Dispute Resolution In China  Ã‚ » in Journal of Chinese Law, Vol. 5, 1991, 245-296. Colatrella, Michael T , Jr. , â€Å"Court Performed† Mediation in the People’s Republic of China: A Proposed Model to Improve the United States Federal District Courts’ Mediation Programs, Ohio, 2000. Chen, G. M. & Starosta, W. J. , â€Å"Chinese Conflict Management and Resolution: Overview and Implications†, Intercultural Communication Studies VII, N. 1, 1997. http://www. trinity. du/org/ics/ics%20issues/ics%20vii/ics-vii-1-chen. pdf Ge, Jun. Mediation, Arbitration and Litigation: Dispute Resolution in the People’s Republic of China, UCLA, 1996. Gudykunst, Theories in intercultural communication, Newbury Park, CA, 1988. Hu, H. C. , The Chinese concept of â€Å"face. † American Anthropology, 1944. Jia, Wenshan. Ma, Yun & Yang, Libin. â€Å"The Current Status of Mediation in Building and Sustaining Social Harmony in Rural China: A Case Study of Xunyang County, Shaanxi Province, P. R. China†, Paper presented at the annual meeting of the NCA 94th Annual Convention, TBA, San Diego, CA, 2009. Laeuchli, Urs Martin, â€Å"Negotiations and other ADR with the Chinese†, http://www. nadn. rg/articles/Lauechli-NEGOTIATIONSANDADRWITHTHECHINESE. pdf , last accessed 19 May 2012. Legge, J. , The Four Book, Taipei: Wen Yo, 1995. Mealey-Loahmann, Linda.  «Ã‚  Using mediation to resolve disputes – Differences between Chi na and the United States  Ã‚ », issue of China Insight, 28 May 2010. http://chinainsight. info/culture/chinese-3/526-using-mediation-to-resolve-disputes—differences-between-china-and-the-united-states-. html, accessed 20 May 2012. Pierce, L. D. , â€Å"Mediation Prospers in China†, Dispute Resolution Journal, June 1994, Vol. 49 Issue 2, pp. 19-21 Renmin Tiaojie Shiyong Daquan (Practical Compendium of People’s Mediation), Liu Zhitao ed. , 1990. [hereinafter ‘Mediation Compendium’].Several Opinions of the Supreme People's Court on Establishing a Sound Conflict and Dispute Resolution Mechanism that Connects Litigation and Non-litigation, effective from 24 July, 2009 [hereinafter ‘Several Opinions’]. Ting-Toomey, S. , Intercultural conflict style: A face-negotiation theory. Issue from China’s Judiciary, Mediation system, http://www. china. org. cn/english/Judiciary/31185. htm, accessed 19 May 2012. Utter, Justice Robert F. , Tribut e: Dispute Resolution in China, Washington, pp. 387-391, 1987. Wei, He and Ying, Zeng, â€Å"Extra-judicial Mediation System and Practice (Part I of II)†, Issue of King ; Wood China Bulletin, July 2011a

Magnesium Oxide Experiment Lab Report Essays

Magnesium Oxide Experiment Lab Report Essays Magnesium Oxide Experiment Lab Report Paper Magnesium Oxide Experiment Lab Report Paper One objective was to figure out if the burnt MGM ashes weigh more than the product which is Magnesium Metal. Another objective was determining the formula of the compound that results when Magnesium and Oxygen react. Theory: The purpose of this lab was to confirm the chemical formula of magnesium oxide by comparing the masses Of pure magnesium solid prior to any reaction and magnesium oxide solid after a reaction between all of the magnesium and oxygen from the air when heated from a Bunsen burner in a crucible. Sing molar masses of both magnesium and oxygen. An expected percent composition, by mass, was found and compared to our experimental results. Experimental: 1. Setup ring stand 2. Obtain desired amount of Magnesium which was g 3. Weigh the crucible, 13. Egg 4. Weigh the crucible with the lead, 15. Egg 5. Heat the crucible with the MGM present 6. Continue to heat until lead starts to change to an ash color, lead should start ruining very bright 7. Shut burner down and let the MGM cool 8. Add water to the MGM until the crackling and smoking stops (Among+MGM) C Ammonia 9. Now, heat crucible till the water evaporates ICC, Allow a few minutes for cooling 11 Weigh the crucible along with the MGM ashes, 16. Egg Calculations: To find the formula of magnesium oxide, you need the mass of the magnesium and the mass of the oxygen. Also the atomic masses. Magnesium is 24 and oxygen is 16. Divide mass by the atomic mass for each element. This gives the number Of moles Of each. Having done this for both elements, you should find the ratio between the two by dividing them both by the smallest number. The ratio should be close to as the formula Of magnesium oxide is MGM. OMG +02 OMG 2. Smog 3. Gomes . Monologue 02/20 .

Understanding the Cash Nexus in History and Today

Understanding the Cash Nexus in History and Today Cash nexus is a phrase that refers to  the depersonalized relationship that exists between employers and employees in a capitalist society. It was coined by Thomas Carlyle, a nineteenth-century Scottish historian, but is often erroneously attributed to Karl Marx and Friedrich Engels. It was, however, Marx and Engels who popularized the concept in their writings and fueled use of the phrase within the fields of political economy and sociology. Overview Cash nexus is a phrase and concept that became associated with the writings of Karl Marx and Friedrich Engels because it perfectly encapsulates their thinking about the alienating nature of the relations of production within a capitalist economy. While Marx critiqued the social and political impacts of capitalism at length in all of his works, in particular in  Capital, Volume 1, it is within  The Communist Manifesto  (1848), jointly written by Marx and Engels, that one finds the most referenced passage relating to term. The bourgeoisie, wherever it has got the upper hand, has put an end to all feudal, patriarchal, idyllic relations. It has pitilessly torn asunder the motley feudal ties that bound man to his â€Å"natural superiors†, and has left remaining no other nexus between man and man than naked self-interest, than callous â€Å"cash payment†. It has drowned the most heavenly ecstasies of religious  fervour, of chivalrous enthusiasm, of philistine sentimentalism, in the icy water of egotistical calculation. It has resolved personal worth into exchange value, and in place of the numberless indefeasible chartered freedoms, has set up that single, unconscionable freedom – Free Trade. In one word, for exploitation, veiled by religious and political illusions, it has substituted naked, shameless, direct, brutal exploitation. A nexus, simply put, is a connection between things. In the passage quoted above, Marx and Engels argue that in the interest of profit, the bourgeoisiethe ruling class during the epoch of classical capitalismhad stripped away any and all connections between people except for cash payment. What they refer to here is the commodification of labor, whereby the labor of workers is effectively sold and bold on the capitalist market. Marx and Engels suggested that the commodification of labor makes workers interchangeable, and leads to workers being viewed as things rather than people. This condition further leads to commodity fetishism, wherein relations between peopleworkers and employersare viewed and understood as between thingsmoney and labor. In other words, the cash nexus has a dehumanizing power. This mindset on the part of the bourgeoisie, or among todays managers, owners, CEOs, and shareholders is a dangerous and destructive one that fosters the extreme exploitation of workers in the pursuit of profit across all industries, locally and around the world. The Cash Nexus Today The effect of the cash nexus on the lives of workers around the world has only intensified in the more than a hundred years since Marx and Engels wrote about this phenomenon. This has happened because controls on the capitalist market, including protections for workers, have been progressively dismantled since the 1960s. The removal of national barriers to relations of production which ushered in global capitalism was and continues to be disastrous for workers. Workers in the U.S. and other Western nations saw production jobs disappear because corporations were freed to pursue cheaper labor overseas. And beyond the Western world, in places like China, Southeast Asia, and India, where most of our goods are made, workers are forced to accept poverty-level wages and dangerous working conditions because, like commodities, those who run the system view them as easily replaceable. The conditions faced by workers throughout Apples supply chain are a case-in-point. Though the company preaches values of progress and togetherness, it is ultimately the cash nexus that determines its impact on workers of the world. Updated  by Nicki Lisa Cole, Ph.D.

Johnny cupcakes entrepreneur Essay Example | Topics and Well Written Essays - 500 words

Johnny cupcakes entrepreneur - Essay Example Having never attended any school or classes for Marketing, graphics or design and art, the brand was a result of hard work and innovations. Having been nick named as Johnny cupcake, Johnny come late and Johnny cheesecakes when he worked for a company in Massachusetts. It was the t- shirts he designed with the crossbones and a skull silhouette that made him famous. The actual creativity came in when Johnny replaced the skull with the cupcake had that made his motif on the shirts so intriguing to people. The shirts came in demand when co workers and colleagues questioned him each time he wore them. This originally started in 2001. From his interviews to High school students, lectures to numerous colleges and his tours to institutes like MassArt and cities across America,w e find out that he started young , passionate and obsessed with the idea to bring out something new and fun filled. His vision to be unique and different from other top clothing brands in America is seen in his bakery themed shops and flagship boutiques in Massachusetts. And his desire to attract his customers, like children were fantasized by Willy Wonka’s chocolate factory is what sets him and his journey apart from other entrepreneurs in America. According to Earle, he would have made a lot of money had he started young when he was in school just from the essential and golden guidance from his teachers and instructors but that was not the case. Earle also admits that he can save a lot of money by not insisting on having his shops and outlets of Johnny Cupcakes be inspired by bakery items, colors, scents and designs. However, Earle focuses on his goal of providing a unique experience to his customers, mostly kids and the youth. For Earle, it is essential to do what one loves and not worry about making one. The true spirit of work is when one can do what most affectionately inspires and attracts them. For Johnny Earle, dreams become reality when individuals venture down