Andes - The Worlds Longest Mountain Chain

Andes - The World's Longest Mountain Chain The Andes are a chain of mountains that extends 4,300 miles along the west coast of South America and bisects seven countries- Venezuela, Columbia, Ecuador, Peru, Bolivia, Chile, and Argentina. The Andes are the longest chain of mountains in the world and include many of the highest peaks in the Western Hemisphere. Although the Andes is a long mountain chain, they are also narrow. Along their length, the east-to-west breadth of the Andes varies between about 120 and 430 miles wide. The climate throughout the Andes is highly variable and depends on latitude, altitude, topography, precipitation patterns, and proximity to the ocean. The Andes are divided into three regions- the northern Andes, the central Andes, and the southern Andes. Within each region, there is much variation in climate and habitats. The northern Andes of Venezuela and Colombia are warm and wet and include habitats such as tropical forests and cloud forests. The central Andes- which extend through Ecuador, Peru, and Bolivia- experience more seasonal variation than the northern Andes and habitats in this region fluctuate between a dry season and a wet season. The southern Andes of Chile and Argentina are divided into two distinct zones- the Dry Andes and the Wet Andes. There are about 3,700 species of animals that live in the Andes including 600 species of mammals, 1,700 species of birds, 600 species of reptiles, and 400 species of fishes, and more than 200 species of amphibians. Key Characteristics The following are the key characteristics of the Andes: longest mountain chain in the worldincludes the Atacama desert, the driest desert in the worldincludes the Andean Plateau, the second-highest plateau in the worldlocated on the Pacific Ring of Fireincludes of the highest active volcano in the world, Ojos del Salado, which lies on the border of Argentina and Chilesupports a number of rare and endangered species including short-tailed chinchillas, Andean flamingos, Andean condors, spectacled bears, Junin rails, and Titicaca water frogs Animals of the Andes Some of the animals that inhabit the Andes include: Alapca (Vicugna pacos) - The alpaca is a domesticated species of even-toed hoofed mammal that belongs to the camel family. Alpacas are native to South American. They are kept in herds in the high altitude plateaus in Peru, Bolivia, Ecuador, and northern Chile. Alpacas are grazers that feed on hay and grasses.Andean condor (Vultur gryphus) - The Andean condor is found throughout the Andes, although it is far less common in the mountain ranges of Venezuela and Columbia. Andean Condors inhabit grasslands and alpine habitats up to 16,000 feet. It prefers open habitats where it can locate carrion as it soars above.Short-tailed chinchilla (Chinchilla chinchilla) - The short-tailed chinchilla is one of just two species of chinchillas alive today, the other being the long-tailed chinchilla. Short-tailed chinchillas are an endangered species of rodent that once inhabited areas of the central and southern Andes. The species was heavily exploited for its fur and as a result their numbers declin ed drastically. Short-tailed chinchillas are currently classified as critically endangered on the IUCN RedList. Andean mountain cat (Leopardus jacobita) - The Andean mountain cat is a small cat that inhabits high montane regions of the central Andes. The Andean mountain cat is rare, with less than 2,500 individuals remaining in the wild.Titicaca water frog (Telmatobius culeus) - The Titicaca water frog is a critically endangered frog that is endemic to Lake Titicaca. Titicaca water frogs were once common but have declined due to hunting, pollution, and predation  by trout that have been introduced to the lake.Andean goose (Chloephaga melanoptera) - The Andean goose is a large sheldgoose with black and white plumage, a pink bill, and orange legs and feet. The Andean goose inhabits elevations of the Andes above 9,800 feet in Peru, Bolivia, Argentina, and Chile.Spectacled bear (Tremarctos ornatus) - The spectacled bear is South Americas only native species of bear. It inhabits forested areas of the Andes mountain range including Venezuela, Colombia, Ecuador, Bolivia, and Peru. Spectacled bears have black fur, keen eyesight, and distinctive golden-colored rings of fur framing their eyes.

Northern Renaissance of European Art

Northern Renaissance of European Art When we talk about the Northern Renaissance, what we mean is Renaissance happenings that occurred within Europe, but outside of Italy. Because the most innovative art was created in France, the Netherlands, and Germany during this time, and because all of these places are north of Italy, the Northern tag has stuck. Geography aside, there were some significant differences between the Italian Renaissance and the Northern Renaissance. For one thing, the north held on to Gothic (or Middle Ages) art and architecture with a tighter, longer grip than did Italy. (Architecture, in particular, remained Gothic until well into the 16th century) This isnt to say that art wasnt changing in the north - in many instances, it kept apace with Italian doings. The Northern Renaissance artists, however, were scattered about and few initially (very unlike their Italian counterparts). The north had fewer centers of free commerce than did Italy. Italy, as we saw, had numerous Duchies and Republics which gave rise to a wealthy merchant class that often spent considerable funds on art. This wasnt the case in the north. The only notable similarity between northern Europe and, say, a place like Florence, lay in the Duchy of Burgundy. Burgundys Role in the Renaissance Burgundy, until 1477, encompassed a territory from present-day middle France northward (in an arc) to the sea, and included Flanders (in modern Belgium) and parts of the current Netherlands. It was the only individual entity standing between France and the enormous Holy Roman Empire. Its Dukes, during the last 100 years it existed, were given monikers of the Good, the Fearless and the Bold. Although apparently, the last Bold Duke wasnt quite bold enough, as Burgundy was absorbed by both France and the Holy Roman Empire at the end of his reign. The Burgundian Dukes were excellent patrons of the arts, but the art they sponsored was different from that of their Italian counterparts. Their interests were along the lines of illuminated manuscripts, tapestries, and furnishings. Things were different in Italy, where patrons were more keen on paintings, sculpture, and architecture. In the broader scheme of things, the social changes in Italy were inspired, as weve seen, by Humanism. Italian artists, writers, and philosophers were driven to study Classical antiquity and explore mans supposed capacity for rational choice. They believed that Humanism led to more dignified and worthy humans. In the north, possibly in part because the north did not have works of antiquity from which to learn, the change was brought about by a different rationale. Thinking minds in the north were more concerned with religious reform, feeling that Rome, from whom they were physically distanced, had strayed too far from Christian values. In fact, as northern Europe became more openly rebellious over the authority of the Church, art took a decidedly secular turn. Additionally, Renaissance artists in the north took a different approach to composition than did Italian artists. Where an Italian artist was apt to consider scientific principles behind composition (i.e., proportion, anatomy, perspective) during the Renaissance, northern artists were more concerned with what their art looked like. Color was of key importance, above and beyond form. And the more detail a northern artist could cram into a piece, the happier he was. Close inspection of Northern Renaissance paintings will show the viewer numerous instances where individual hairs have been carefully rendered, along with every single object in the room including the artist himself, distantly inverted in a background mirror. Different Materials Used by Different Artists Finally, its important to note that northern Europe enjoyed different geophysical conditions than did most of Italy. For example, there are lots of stained glass windows in northern Europe partly for the practical reason that people living there have more need for barriers against the elements. Italy, during the Renaissance, produced some fabulous egg tempera paintings and frescoes, along with glorious marble statuary. Theres an excellent reason the north isnt known for its frescoes: The climate isnt conducive to curing them. Italy produced marble sculptures because it has marble quarries. Youll note that Northern Renaissance sculpture is, by and large, worked in wood.   Similarities Between the Northern and Italian Renaissances Until 1517, when Martin Luther lit the wildfire of Reformation, both places shared a common faith. Its interesting to note that what we now think of as Europe didnt think of  itself  as Europe, back during  Renaissance  days. If you had had the opportunity, at the time, to ask a European traveler in the Middle East or Africa where he hailed from, he likely would have answered Christendom regardless of whether he was from Florence or Flanders. Beyond providing a unifying presence, the Church supplied all artists of the period with a common subject matter. The earliest beginnings of northern Renaissance art are eerily similar to the Italian  Proto-Renaissance, in that each chose Christian religious stories and figures as the predominant artistic theme. The Importance of Guilds Another common factor that Italy and the rest of Europe shared during the Renaissance was the Guild system. Arising during the Middle Ages, Guilds were the best paths a man could take to learning a craft, be it painting, sculpture or making saddles. Training in any specialty was long, rigorous and comprised of sequential steps. Even after one completed a masterpiece, and gained acceptance into a Guild, the Guild continued to keep tabs on standards and practices amongst its members. Thanks to this self-policing policy, most of the money exchanging hands, when works of art were commissioned and paid for, went to Guild members. (As you might imagine, it was to an artists financial benefit to belong to a Guild.) If possible, the Guild system was even more entrenched in northern Europe than it was in Italy. After 1450, both Italy and northern Europe had access to printed materials. Though subject matter might vary from region to region, often it was the same, or similar enough to establish commonality of thought. Finally, one significant similarity that Italy and the North shared was that each had a  definite artistic center during the 15th century. In Italy, as previously mentioned, artists looked to the Republic of Florence for innovation and inspiration. In the North, the artistic hub was Flanders. Flanders was a part, back then, of the Duchy of Burgundy. It had a thriving commercial city, Bruges, which (like Florence) made its money in banking and wool. Bruges had cash aplenty to spend on luxuries like art. And (again like Florence) Burgundy, on the whole, was governed by patronage-minded rulers. Where Florence had the Medici, Burgundy had Dukes. At least until the last quarter of the 15th century, that is. Chronology of the Northern Renaissance In Burgundy, the Northern Renaissance got its start primarily in the graphic arts. Beginning in the 14th-century, an artist could make a good living if he was proficient in producing  illuminated manuscripts.   The late 14th and early 15th centuries saw illumination take off and,  in some cases, take  over  entire pages. Instead of relatively sedate red capital letters, we now saw whole paintings crowding manuscript pages right out to the borders. The French Royals, in particular, were avid collectors of these manuscripts, which became so popular that text was rendered largely unimportant. The Northern Renaissance artist who is largely credited with developing oil techniques was Jan van Eyck, court painter to the Duke of Burgundy. Its not that he discovered oil paints, but he did figure out how to layer them, in glazes, to create light and depth of color in his paintings. The Flemish van Eyck, his brother Hubert, and their Netherlandish predecessor Robert Campin (also known as the Master of Flà ©malle) were all painters who created altarpieces in the first half of the fifteenth century. Three other key Netherlandish artists were the painters Rogier van der Weyden and Hans Memling, and the sculptor Claus Sluter. Van der Weyden, who was the town painter of Brussels, was best known for introducing accurate human emotions and gestures into his work, which was primarily of a religious nature. One other early Northern Renaissance artist that created a lasting stir was the enigmatic Hieronymus Bosch. No one can say what his motivation was, but he certainly created some darkly imaginative and highly unique paintings. Something that all of these painters had in common was their use of naturalistic objects within compositions. Sometimes these objects had symbolic meanings, while at other times they were just there to illustrate aspects of daily life. In taking in the 15th century, its important to note that Flanders was the center of  the Northern Renaissance. Just as with Florence, at this same time, Flanders was the place that northern artists looked to for cutting edge artistic techniques and technology. This situation persisted until 1477 when the last Burgundian Duke was defeated in battle, and Burgundy ceased to exist.

Effects of science on the environment Essay Example | Topics and Well Written Essays - 2500 words

Effects of science on the environment - Essay Example Science has introduced various forms of environmental pollutions. The thesis of my research attempt is to look into the relationship between science and environment and analyze this relationship to be able to conclude whether or not science harms the environment. Modern environmental pollution is attributed to burning of fossil fuels, which is used to run industries and increase in industries. It is also attributed to transport of raw materials and machines. One of the principal environmental concerns is the conduct of oil industries and the multinational companies in the oil producing area. The oil industry is involved in a number of activities that lead to direct environmental pollution. These activities range from exploration, refining, production and transportation. These activities have lead to both social and ecological disturbances. Pollution from pipeline oil leaks and seismic surveys that cause explosions are some of the negative effects of the science on environment. Most o f the scientific wastes are none biodegradable. Offshore drilling oil leaks, flaring refinery effluents and drilling floods are known to cause terrible negative impact on the environment. This has resulted in land alienation and extreme disruption of natural terrain due to oil exploration and oil drilling. Oil related infrastructure and installations are known to cause deforestation which leads to desertification (Molina and Zaelke, 5). Most of The oil exploration and drilling activities happen on virgin land with natural vegetation causes significant changes in the natural ecosystem. Gas flaring has been having tremendous environmental impact from these multinational companies. According to World Bank, gas flaring had contributed greenhouse gases on the atmosphere of the earth than any other source by 2002. Moreover, these gases are not used as fuel. According to a research done in 2010, over 191 billion cubic feet of the gases produced at the time, 145 billion cubic feet were flar ed. All this happened at the detriment of the environment. Gas flaring is known to contribute to climate change, which is one of the biggest global threats in the world today. Climate change is said to cause skin cancer, food insecurity and other significant diseases. Climatic changes and extreme weather conditions like El Nino are said to cause a rise in the cost of living directly or indirectly. Gas flares are known to contain toxins like benzene. This means that rain water becomes contaminated (EPA, 9). They pollute the air leading to respiratory challenges and health conditions like bronchitis and asthma. Science has been causing environmental degradation. Gas flaring has led to alteration of vegetation and destruction of soil nutrients due to the presence of chemicals in the rain water (Hester and Harrison, 87). Scientific activities continue to pump destructive gases into the ozone layer leading to depletion of the ozone layer. This has had an adverse effect on cultivation whi ch is a source of livelihood for mankind (Molina and Zaelke, 5). Places, which were fertile, are now covered with stubborn grasses and natural vegetation has been replaced by emerging resistant species. Intense heat, which has resulted from these flared gases, has caused the vegetation in affected areas to become extinct. The destruction brought by science is gradual and possible that is why the impacts caught the world unawares. The world has become to appreciate the

Frightening Incident Essay Example | Topics and Well Written Essays - 500 words

Frightening Incident - Essay Example The incident, which I am going to relate, is an on-the-job incident in which I saved my friend from a big injury. The injury would have made him disabled for his whole life. My friend and I worked in my uncle’s sugar mill in New Orleans a couple of years ago. We had summer holidays at that time. We wanted to spend that time in a useful way. Therefore, my uncle suggested me to join his sugar mill to pass the time and get some professional experience. I also asked my friend to accompany me. My friend agreed and we started working. We worked in that mill for 3 months as sugarcane chopping machine operators. Here, I would like to mention that a number of processes take place that convert raw form of sugar into the usable form. Sugar cane chopping is one such process in which large moving gears chop the sugarcanes. Operating the chopping machine is not an easy task. One needs to apply force on the paddle through hands to keep the gears moving. Therefore, managers of sugar mills usu ally hire more than one operator to reduce the workload. Each operator operates the machine usually from 60 to 90 minutes in each turn.

Labor Laws Essay Example for Free

Labor Laws Essay Short title, extent, commencement Definitions CHAPTER II Apprentices and their Training 3. Qualifications for being engaged as an apprentice 3-A. Reservation of training places for the Scheduled Castes and the Scheduled Tribes in designated trades. 4. Contract of apprenticeship 5. Novation of contract of apprenticeship 6. Period of apprenticeship training 7. Termination of apprenticeship contract 8. Number of apprentices for a designated trade 9. Practical and basic training of apprentices 10. Related instruction of apprentices 11. Obligations of employers 1. The Act came into force on March 1, 1962 vide GSR 246, dated Feb. 12,1962 2. Published in Gazette of India, Pt. II, S. 1, dated December 30,1964. 3. Published in Gazette of India, Pt. II, S. 1, dated May 24, 1968 and came into force on August 15,1968. 4. Act 27 of 1973 came into force w. e. f. December 1, 1974 vide GSR 1293, dated November 1974 5. Act 41 of 1986 came into force w. e. f. December 16,1987 vide GSR 974(E), dated December 10, 1987 6. Act 4 of 1997 came into force w. e. f. January 8, 1997. 12. Obligations of apprentices 13. Payment to apprentices 14. Health, safety and welfare of apprentices. 15. Hours of work, overtime, leave and holidays 16. Employers liability for compensation for injury 17. Conduct and discipline 18. Apprentices are trainees and not workers 19. Records and returns 20. Settlement of disputes 21. Holding of test and grant of certificate and conclusion of training 22. Offer and acceptance of employment CHAPTER III AUTHORITIES 23. Authorities 24. Constitution of Councils 25. Vacancies not to invalidate acts and proceedings 26. Apprenticeship Advisers 27. Deputy and Assistant Apprenticeship 28. Apprenticeship Advisers to be public servants 29. Powers of entry, inspection, etc. 30. Offences and penalties 31. Penalty where not specific penalty is provided 32. Offences by companies 33. Cognizance of offences 34. Delegation of powers 35. Construction of references 36. Protection of action taken in good faith 37. Power to make rule 38 (Repealed) THE SCHEDULE An Act to provide for the regulation and control of training of apprentices and for 7 [* * *] matters connected therewith. Be it enacted by Parliament in the Twelfth Year of the Republic of India as follows: Prefatory Note – The Act was introduced in the form of a bill on August 19,1961. For Statement of Objects and Reasons, see Gazette of India, Extra. , Part II, Section 2, dated August 19,1961. ________________________________________ 7. Omitted by Act 27 of 1973. CHAPTER I PRELIMINARY 1. Short title, extent, commencement and application – (1) (2) (3) (4) 2. This Act may be called the Apprentices Act, 1961. It extends to the whole of India. [* * *]8 It shall come into force on such date as the Central Government may, by notification in the Official Gazette, appoint; and different dates may be appointed for different States. The provisions of this Act shall not apply to – (a) any area or to any industry in any area unless the Central Government by notification in the Official Gazette specifies that area or industry as an area or industry to which the said provisions shall apply with effect from such date as may be mentioned in the notification: 9 (b) [ * * *] 10 (c) [any such special apprenticeship scheme for imparting training to apprentices as any be notified by the Central Government in the Official Gazette]. Definition In this Act, unless the context otherwise requires,11 [(a) All  India Council means the All India Council of Technical Education established by the resolution of the Government of India in the former Ministry of Education No. F. 16-10/44-E-III, dated the 30th November, 1945;)] 12 [(aa)]apprentice means a person who is undergoing apprenticeship training 13[* * *] in pursuance of a contract of apprenticeship; ____________________________________________ 8. Omitted by Act 25 of 1968. 9. Omitted by Act 27 of 1973. 10. Subs. by Act 27 of 1973. 11. The original clause (a) renumbered as clause (aa) and a clause (a) inserted by Act 27 of 1973. 12. The original clause (a) renumbered as clause (aa) and a clause (a) inserted by Act 27 of 1973. 13. Omitted by Act 27 of 1973 14 [(aaa)apprenticeship training means a course of training in any industry or establishment undergone in pursuance of a contract of apprenticeship and under prescribed terms and conditions which may be different for different categories of apprentices;] (b) Apprenticeship Adviser† means the Central Apprenticeship Adviser appointed under sub-section (1) of Section 26 or the State. Apprenticeship Adviser appointed under sub-section (2) of that section; (c) Apprenticeship Council means the Central Apprenticeship Council or the State Apprenticeship Council established under sub-section (1) of Section 24; (d) appropriate Government means (1) in relation to (a) the Central Apprenticeship Council, or 15 [(aa) the Regional Boards, or (aaa) the practical training of graduate or technician apprentices or of technician (vocational) apprentices, or;] (b) any establishment of any railway, major port, mine or oilfield, or (c)  any establishment owned, controlled or managed by (i). The Central Government or a department of Central Government, (ii) a company in which not less than fifty-one per cent of the share capital is held by the Central Government on partly by that Government and partly by one or more State Governments, (iii) a corporation (including a co-operative society) established by or under a Central Act which is owned, controlled or managed by the Central Government; (2) in relation to (a) a State Apprenticeship Council, or (b) any establishment other than an establishment specified in  sub-clause (1) of this clause, the State Government; 16 [(dd). Board or State Council of Technical Education means the Board or State Council of Technical Education established by the State Government;] (e) designated trade 17[means any trade or occupation or any subject field in engineering or technology [or any vocational course]18 which the Central Government, after consultation with the Central Apprenticeship Council, may, by notification in the Official Gazette, specify as a designated trade for the purposes of this Act; __________________________________________ 14. Ins. by Act 27 of 1973. 15. Ins. by Act 27 of 1973 and subs. by Act 41 of 1986, S. 2(w. e. f. 16-12-1987) 16. Ins. by Act 27 of 1973. 17. Subs. by Act 27 of 1973. 18. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987). (f) (g) (h) (i) 20 [(j) (k) (l) employer means any person who employs one or more other persons to do any work in an establishment for remuneration and includes any person entrusted with the supervision and control of employees in such establishment; establishment includes any place where any industry is carried on; 19[and where an establishment consists of different departments or have branches, whether situated in the same place or at different places, all such departments or branches shall be treated as part of the establishments]; â€Å"establishment in private sector† means an establishment which is not an establishment in public sector; establishment in private sector means an establishment which is not led or managed by (1) the Government or a department of the Government; (2) A Government company as defined in Section 617 of the  Companies Act, 1956 (1 of 1956); (3) a corporation (including a co-operative society) established by or under a Central, Provincial or State Act, which is owned, controlled or managed by the Government; (4) a local authority; graduate or technician apprentice means an apprentice who holds, or is undergoing training in order that he may hold a degree or diploma in engineering or technology or equivalent qualification granted by any institution recognised by the Government and undergoes apprenticeship training in any such subject field in engineering or technology as may be prescribed; industry means any industry or business in which any trade, occupation or subject field in engineering or technology [or any vocational course]21 may be specified as a designated trade;] National Council means the National Council for Training in Vocational Trades established by the resolution of the Government of India in the Ministry of Labour (Directorate General of Resettlement and Employment ) No. TR/E. P. 24/56, dated the 21st August 1956 22[ and re-named as the National Council for Vocational Training by the resolution of the Government of India in the Ministry of Labour (Directorate  General of Employment and Training) No. DGET/12/21/80-TC, dated the 30th September, 1981;] _________________________________________ 19. Ins. by Act 4 of 1997 20. Subs. by Act 27 of 1973. 21. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) 22. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) (m) 23 prescribed means prescribed by the rules made under this Act; [(mm)Regional Board means any board of Apprenticeship Training registered under the Societies Registration Act, 1860 (21 of 1860), at Bombay, Calcutta, Madras or Kanpur;] (n) State includes a Union Territory; (o) State Council means a State Council for Training in Vocational Trades established by the State Government; (p) State Government in relation to a Union Territory, means the Administrator thereof; 24 [(pp) Technician (vocational) apprentice means an apprentice who holds or is undergoing training in order that he may hold a certificate in vocational course involving two years of study after the completion of the secondary stage of school education recognised by the All-India Council and undergoes apprenticeship training in such subject field in any vocational course as may be prescribed; ] 25 [(q) trade apprentice means an apprentice who undergoes apprenticeship training in any such trade or occupation as may be prescribed;] 26 [(r) â€Å"worker† means any persons who is employed for wages in any kind of work and who gets his wages directly from the employer but shall not include an apprentice referred to in clause(aa). ] ________________________________________ 23. Ins. by Act 27 of 1973. 24. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) 25. Ins. by Act 27 of 1973. 26. Ins. by Act 4 of 1997. CHAPTER II APPRENTICES AND THEIR TRAINING 3. Qualifications for being engaged as an apprentice A person shall not be qualified for being engaged as an apprentice to undergo apprenticeship training in any designated trade, unless he(a) is not less than fourteen years of age, and (b) satisfies such standards of education and physical fitness as may be prescribed: Provided that different standards may be prescribed in relation to apprenticeship training in different designated trades 27[and for different categories of apprentices]. 28 [3-A. Reservation of training places for the Scheduled Castes and the Scheduled Tribes in designated trades – (1). (2) in every designated trade, training places shall be reserved by the employer for the Scheduled Castes and the Scheduled Tribes 29[ and where there is more than one designated trade in an establishment, such training places shall be reserved also on the basis of the total number of apprentices in all the designated trades in such establishment ]. the number of training places to be reserved for the Scheduled Castes and the Scheduled Tribes under sub-section (1) shall be such as may be prescribed, having regard to the population of the Scheduled Castes and the Scheduled Tribes in the State concerned. Explanation- In this section, the expressions Scheduled Castes and Scheduled Tribes shall have the meanings as in clauses (24) and (25) of Article 366 of the Constitution]. 30 [4. Contract of apprenticeship (1) No person shall be engaged as an apprentice to undergo apprenticeship training in a designated trade unless such person or, if he is minor, his guardian has entered into a contract of apprenticeship with the employer. (2) The apprenticeship training shall be deemed to have commenced on the date on which the contract of apprenticeship has been entered into under sub-section (1). _________________________________________ 27. Ins. by Act 27 of 1973. 28. Ins. by Act 27 0f 1973. 29. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 30. Subs. by Act 27 of 1973. (3) Every contract of apprenticeship may contain such terms and conditions as may be agreed to by the parties to the contract: Provided that no such term or condition shall be inconsistent with any provision of this Act or any rule made thereunder. (4) (5) (6) 5. Every contract of apprenticeship entered into under sub-section (1) shall be sent by the employer within such period as may be prescribed to the Apprenticeship Adviser for registration. The Apprenticeship Adviser shall not register a contract of apprenticeship unless he is satisfied that the person described as an apprentice in the contract is qualified under this Act for being engaged as an apprentice to  undergo apprenticeship training in the designated trade specified in the contract. Where the Central Government, after consulting the Central Apprenticeship Council, makes any rule varying the terms and conditions of apprenticeship training of any category of apprentices undergoing such training, then, the terms and conditions of every contract of apprenticeship relating to that category of apprentices and subsisting immediately before the making of such rule shall be deemed to have been modified accordingly. ] Novation of contracts of apprenticeship Where an employer with whom a contract of apprenticeship has been entered into, is for any reason unable to fulfil his obligations under the contract and with the approval of the Apprenticeship Adviser it is agreed between the employer, the apprentice or his guardian and any other employer that the apprentice shall be engaged as apprentice under the other employer for the un-expired portion of the period of apprenticeship training, the agreement, on registration with the Apprenticeship. Adviser, shall be deemed to be the contract of apprenticeship between the apprentice or his guardian and other employer, and on and from the date of such registration, the contract of apprenticeship with the first employer shall terminate and no obligation under the contract shall be enforceable at the instance of any party to the contract against the other party thereto. 6. Period of apprenticeship training The period of apprenticeship training, which shall be specified in the contract of apprenticeship, shall be as follows(a) In the case of 31[trade apprentices] who, having undergone institutional training in a school or other institution recognised by the National Council, have passed the trade tests 32[or examinations] conducted by 33 [that Council or by an institution recognised by that Council], the period of apprenticeship training shall be such as may be determined by that Council; _______________________________________ 31. Subs. by Act 27 of 1973. 32. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 33. Subs. by Act 27 of 1973. 34. [(aa) in case of trade apprentices who, having undergone institutional training in a school or other institution affiliated to or recognised by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the official gazette specify in this behalf, have passed the trade tests 35[ or examinations] conducted by that Board or State Council or authority, the period of apprenticeship training shall be such as may be prescribed;] (b) in the case of other 36[trade apprentices], the period of apprenticeship training shall be such as may be prescribed; 37 [(c) in the case of graduate or technician apprentices, [technician (vocational) apprentices]38 and the period of apprenticeship training shall be such as may be prescribed. ] 7. Termination of apprenticeship contract (1) The contract of apprenticeship shall terminate on the expiry of the period of apprenticeship training. (2) Either party to a contract of apprenticeship may make an application to the Apprenticeship Adviser for the termination of the contract, and when such application is made, shall send by post a copy thereto to the other party to the contract. (3) After considering the contents of the application and the objections, if any, filed by the other party, the Apprenticeship Adviser may, by order in writing, terminate the contract, if he is satisfied that the parties to the contract or any of them have or has failed to carry out the terms and conditions of the contract and it is desirable in the interests of the parties or any of them to terminate the same: 39. [(4) Notwithstanding anything contained in any other provision of this Act, where a contract of apprenticeship has been terminated by the Apprenticeship Adviser before the expiry of the period of apprenticeship training and a new contract of apprenticeship is being entered into with a employer, the Apprenticeship Adviser may, if he satisfied that the contract of apprenticeship with the previous employer could not be completed because of any lapse on the part of the previous employer, permit the period of apprenticeship training already undergone by the apprentice with his previous employer to be included in the period of apprenticeship training to be undertaken with the new employer. ] ____________________________________________ 34. Ins. by Act 27 of 1973. 35. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 36. Subs. by Act 27 of 1973. 37. Ins. by Act 27 of 1973. 38. Ins. by Act 41 of 1986. 39. Ins. by Act 4 of 1997. (a) (b) 8. Provided that where a contract is terminatedfor failure on the part of the employer to carry out the terms and conditions of the contract, the employer shall pay to the apprentice such compensation as may prescribed; for such failure on the part of the apprentice, the apprentice or his guardian shall refund to the employer as cost of training such amount as may be determined by the Apprenticeship Adviser. Number of apprentices for a designated trade 40 [(1) the Central Government shall, after consulting the Central Apprenticeship Council, by order notified in the Official Gazette, determine for each designated trade the ratio or trade apprentices to workers other than unskilled workers in that trade: Provided that nothing contained in this sub-section shall be deemed to prevent any employer from engaging a number of trade apprentices in excess of the ratio determined under this sub-section. (2) 3) in determining the ratio under sub-section (1), the Central Government shall have regard to the facilities available for apprenticeship training under this Act in the designated trade concerned as well as to the facilities that may have to be made available by an employer for the training of graduate or technician apprentices [technician (vocational) apprentices]41, if any, in pursuance of any notice issued to him under sub-section (3-A) by the Central Apprenticeship Adviser or such other person as is referred to in that sub-section. the Apprenticeship Adviser may, by notice in writing, require an employer to engage such number of trade apprentices within the ratio determined by the Central Government for any designated trade in his establishment, to undergo apprenticeship training in that trade and the employer shall comply with such requisition: Provided, that in making any requisition under this sub-section, the Apprenticeship Adviser shall have regard to the facilities actually available in the establishment concerned. _______________________________________________________ 40. 41. Sub-Sections (1), (2), (3) and (3-A), subs. by Act 27 of 1973 Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 42 [Provided further that the Apprenticeship Adviser may, on  a representation made to him by an employer and keeping in view the more realistic employment potential, training facilities and other relevant factors, permit him to engage such a number of apprentices for a designated trade as is lesser than a number arrived at by the ratio for that trade, not being lesser than twenty per cent of the number so arrived at, subject to the condition that the employer shall engage apprentices in other trades in excess in number equivalent to such shortfall. ] (3-A) the Central Apprenticeship Adviser or any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the Central Apprenticeship Adviser in writing in this behalf shall, having regard to(i) the number of managerial persons (including technical and supervisory persons) employed in a designated trade; (ii) the number of management trainees engaged in the establishment; (iii) The totality of the training facilities available in a designated trade; and (iv)  such other factors as he may consider fit in the circumstances of the case, by notice in writing, require an employer to impart training to such number of graduate or technician apprentices [technician (vocational) apprentices]43, in such trade in his establishment as may be specified in such notice and the employer shall comply with such requisition. Explanation – In this sub-section the expression â€Å"management trainee† means a person who is engaged by an employer for undergoing a course of training in the establishment of the employer ( not being apprenticeship training under this Act) subject to the condition that on successful completion of such training, such person shall be employed by the employer on a regular basis. ] (4) Several employers may join together for the purpose of providing practical training to the apprentices under them by moving them between their respective establishments. (5) Where, having regard to the public interest, a number of apprentices in excess of the ratio determined by the Central Government 44[ or in excess of the number specified in a notice issued under sub-section (3-A)] should, in the opinion of the appropriate Government be trained, the appropriate Government may require employers to train the additional number of apprentices. (6) Every employer to whom such requisition as aforesaid is made, shall comply with the requisition if the Government concerned makes available such additional facilities and such additional financial assistance as are considered necessary by the Apprenticeship Adviser for the training of the additional number of apprentices. __________________________________________ 42. Ins. by Act 4 of 1997. 43. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 44. Ins. by Act 27 of 1973. (7) 9. Any employer not satisfied with the decision of the Apprenticeship Adviser under sub-section (6), may make a reference to the Central Apprenticeship Council and such reference shall be decided by a Committee thereof appointed by that Council for the purpose and the decision of that Committee shall be final. Practical and basic training of apprentices(1) Every employer shall make suitable arrangements in his workshop for imparting a course of practical training to every apprentice engaged by him in accordance with the programme approved by the Apprenticeship Adviser. 45. [(2) The Central Apprenticeship Adviser or any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the State Apprenticeship Adviser in writing in this behalf] shall be given all reasonable facilities for access to each such apprentice with a view to test his work and to ensure that the practical training is being imparted in accordance with the approved programme: Provided that 46[the State Apprenticeship Adviser or any other person not below the rank of an Apprenticeship Adviser authorised by the State Apprenticeship Adviser in writing in this behalf] shall also be given such facilities in respect of apprentices undergoing training in establishments in relation to which the appropriate Government is the State Government. 47. [(3) Such of the trade apprentices as have got undergone institutional training in a school or other institution recognised by the National Council or any other institution affiliated to or recognised by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the Official Gazette, specify in this behalf, shall, before admission in the workshop for practical training, undergo a course of basic training. ] (3) Where an employer employs in his establishment five hundred or more workers, the basic training shall be imparted to 48[the trade apprentices] either in separate parts of the workshop building or in a separate building which shall be set up by the employer himself, but the appropriate Government may grant loans to the employer on easy terms and repayable by easy installments to meet the cost of the land, construction and equipment for such separate building. __________________________________________ 45. Subs. by Act 27 of 1973. 46. Subs. by Act 27 of 1973. 47. Subs. by Act 27 of 1973. 48. Ins. by Act 27 of 1973. 49. [(4-A)Notwithstanding anything contained in sub-section (4), if the number of apprentices to be trained at any time in any establishment in which five hundred or more workers are employed, is less than twelve the employer in relation to such establishment may depute all or any of such apprentices to any Basic Training Centre or Industrial Training Institute for basic training in any designated trade, in either case, run by the Government. (4-B). Where an employer deputes any apprentice under sub-section (4-A), such employer shall pay to the Government the expenses incurred by the Government on such training, at such rate as may be specified by the Central Government . ] (5) Where an employer employs in his establishment less than five hundred workers, the basic training shall be imparted to 50[the trade apprentices] in training institutes set by the Government. (6). In any such training institute, which shall be located within the premises of the most suitable establishment in the locality or at any other convenient place 51[ the trade apprentices]engaged by two or more employers may be imparted basic training. 52 (7) [In case of an apprentice other than a graduate or technician apprentice, [technician (vocational) apprentice]53 the syllabus of], and the equipment to be utilised for, practical training including basic training shall be such as may be approved by the Central Government in consultation with the Central Apprenticeship Council. 54 (7-A) In case of graduate or technician apprentices [technician (vocational) apprentices]55 the programme of apprenticeship training and the  facilities required for such training in any subject field in engineering or technology [or vocational course]56 shall be such as may be approved by the Central Government in consultation with the Central Apprenticeship Council. ] (8) (a) Recurring costs (including the cost of stipends) incurred by an employer in connection with 57[basic training]. 58, imparted to trade apprentices other than those referred to in clauses (a) and (aa) ] of Section 6 shall be borne(i) If such employer employs 59[two hundred and fifty] workers or more, by the employer; (ii) If such employer employs less than 60[two hundred and fifty] workers, by the employer and the Government in equal shares up to such limit as may be laid down by the Central Government and beyond that limit, by the employer alone; and _______________________________________ 49. Ins. by Act 27 of 1973. 50. Subs. by Act 27 of 1973. 51. Subs. by Act 27 of 1973. 52. Subs. by Act 27 of 1973. 53. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 54. Ins. by Act 27 of 1973. 55. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 56. Ins. by Act 41 of 1986 ( w. e. f. 16-12-1987) 57. Subs. by Act 27 of 1973. 58. Subs. by Act 4 of 1997. 59. Subs. by Act 4 of 1997. 60. Subs. by Act 4 of 1997. (b) recurring costs (including the cost of stipends), if any, incurred by an employer in connection with 61[practical training, including basic training, imparted to trade apprentices referred to in clauses (a) and (aa)] of Section 6 shall, in every case, be borne by the employer. 62. [(c) recurring costs (excluding the cost of stipends) incurred by an employer in connection with the practical training imparted to graduate or technician apprentices [technician (vocational) apprentices]63 shall be borne by the employer and the cost of stipends shall be borne by the Central Government and the employer in equal shares up to such limit as may be laid down by the Central Government and beyond that limit, by the employer alone. ] 10. Related instruction of apprentices(1) 64 [A trade apprentice] who is undergoing practical training in an establishment shall, during the period of practical training, be given a course of related instruction ( which shall be appropriate to the trade) approved by the Central Government in consultation with the Central Apprenticeship Council, with a view to giving 65[the trade apprentice] such theoretical knowledge as he needs in order to become fully qualified as a skilled craftsman. (2) Related instruction shall be imparted at the cost of the appropriate Government but the employer shall, when so required, afford all facilities for imparting such instruction. (3) Any time spend by 66[a trade apprentice] in attending classes on related instruction shall be treated as part of his paid period of work. 67 [(4). In case of trade apprentices who, after having undergone a course of institutional training, have passed the trade tests conducted by the National Council or have passed the trade tests and examinations conducted by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the Official Gazette, specify in this behalf, the related instruction may be given on such reduced or modified scale as may be prescribed. (5). Where any person has, during his course in technical institution, become a graduate or technician apprentice, 68[technician (vocational) apprentice] and during his apprenticeship training he has to receive related instruction, then, the employer shall release such person from practical training to receive the related instruction in such institution, for such period as may be specified by the Central Apprenticeship Adviser or by any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the Central Apprenticeship Adviser in writing in this behalf. ] _________________________________________ 61. Sub. by Act 27 of 1973. 62. Ins. by Act 27 of 1973. 63. Ins. by Act 41 of 1986 ( w. e. f. 16-12-1987) 64. Subs. by Act 27 of 1973. 65. Subs. by Act 27 of 1973. 66. Subs. by Act 27 of 1973. 67. Ins. by Act 27 of 1973. 68. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 11. Obligation of employers Without prejudice to the other provisions of this Act, every employer shall have the following obligations in relation to an apprentice, namely(a) to provide the apprentice with the training in his trade in accordance with the provisions of this Act, and the rules made thereunder; (b)  if the employer is not himself qualified in the trade, to ensure that a person 69[who possesses the prescribed qualifications] is placed in charge of the training of the apprentice; [ * * *]70 71 [(bb) to provide adequate instructional staff, possessing such qualifications as may be prescribed, for imparting practical and theoretical training and facilities for trade test of apprentices; and ] (c) to carry out his obligations under the contract of apprenticeship. 12. Obligations of apprentices72 74 [(1) 73 [Every trade apprentice] undergoing apprenticeship training shall have the following obligations, namely:(a) to learn his trade conscientiously and diligently and endeavour to qualify himself as a skilled craftsman before the expiry of the period of training; (b)  to attend practical and instructional classes regularly; (c) to carry out all lawful orders of his employer and superiors in the establishments; and (d) to carry out his obligations under the contract of apprenticeship. [(2) Every graduate or technician apprentice [technician (vocational) apprentice]75 undergoing apprenticeship training shall have the following obligations namely:(a) to learn his subject field in engineering or technology [or vocational course]76 conscientiously and diligently at his place of training; (b) to attend the practical and instructional classes regularly; (c) to carry out all lawful orders of his employers and superiors in the establis.

Organizational Culture in Turkish :: Foreign Turkey Turkish Essays

Organizational Culture in Turkish Ãâ€"rgà ¼t kà ¼ltà ¼rà ¼ ile ilgili à §alà ½Ãƒ ¾malarà ½n 1970’li yà ½llarda baà ¾ladà ½Ãƒ °Ãƒ ½ ve 1980’lerde ise aà °Ãƒ ½rlà ½k kazandà ½Ãƒ °Ãƒ ½ gà ¶rà ¼lmektedir . Bunun sebeplerinden ilki, à ¶rgà ¼tte à §eà ¾itli kà ¼ltà ¼rlerden gelen insanlarà ½n oluà ¾turduklarà ½ alt kà ¼ltà ¼rlerin birbirleri à ¼zerinde kurmak istedikleri iktidar mà ¼cadelelerinden kaynaklanan olumsuz à §atà ½Ãƒ ¾ma ortamà ½nà ½ engellemek ià §in bir à ¼st kà ¼ltà ¼rà ¼n tanà ½mlanmasà ½na ihtiyaà § duyulmasà ½dà ½r. Bà ¶ylece à ¶rgà ¼te gelen à §alà ½Ãƒ ¾anlar kapà ½dan ià §eri girerken dà ½Ãƒ ¾arà ½dan getirdikleri kendi kà ¼ltà ¼rel kimlik ve deà °erlerini tà ½pkà ½ paltolarà ½nà ½ askà ½ya asar gibi dà ½Ãƒ ¾arà ½da bà ½rakacaklar ve ià ¾ à ¶nlà ¼klerini giyer gibi à ¶rgà ¼tà ¼n à ¼st kà ¼ltà ¼rel kimlià °ini takà ½nacaklardà ½r. à kincisi, 1970’li yà ½llardan itibaren Japonya’nà ½n, yà ¶netim ve ià ¾letmecilik alanà ½nda Amerika’nà ½n à ¼stà ¼nlà ¼Ãƒ °Ãƒ ¼nà ¼ kà ½rmaya baà ¾lamasà ½dà ½r. Bilindià °i à ¼zere, 1960’là ½ ve 1970’li yà ½llar arasà ½ Amerika’nà ½n dà ¼nya ekonomisinde yà ¶netim ve ià ¾letmecilik alnà ½nda à ¼stà ¼nlà ¼Ãƒ °Ãƒ ¼nà ¼n tartà ½Ãƒ ¾masà ½z kabul edildià °i bir dà ¶nem olma à ¶zellià °i taà ¾Ãƒ ½maktadà ½r. Oysaki II. Dà ¼nya Savaà ¾Ãƒ ½nà ½n hemen arkasà ½ndan Japon ià ¾letmelerinin birà §ok alanda Amerikan ià ¾letmelerinin à ¶nà ¼ne geà §mesi ve à ¼lkelerini ekonomik bir sà ¼per gà ¼Ãƒ § olmaya doà °ru gà ¶tà ¼rmeleri birà §ok araà ¾tà ½rmacà ½yà ½ bunun nedeni ile ilgilenmeye yà ¶neltmià ¾tir (Morgan, 1998). Bu ilgi à ¶rgà ¼t kà ¼ltà ¼rà ¼ ile ilgili bir takà ½m kavramlarà ½n gelià ¾mesini saà °lamà ½Ãƒ ¾tà ½r. Bu à §alà ½Ãƒ ¾ma iki bà ¶là ¼mden oluà ¾maktadà ½r. Birinci bà ¶là ¼m Ãâ€"rgà ¼t Kà ¼ltà ¼rà ¼ kavramà ½nà ½ atomize ederek baà ¾ta à ¶rgà ¼t ,ardà ½nda kà ¼ltà ¼r kavramlarà ½nà ½ ià ¾leyecek adà ½ndan ise bir bà ¼tà ¼n olarak Ãâ€"rgà ¼t Kà ¼ltà ¼rà ¼nà ¼ irdeleyecektir. à kinci bà ¶là ¼m ise Ãâ€"rgà ¼t Kà ¼ltà ¼rà ¼nà ¼n temel unsurlarà ½ olanVarsayà ½mlar,deà °erler, Normlar ve dià °er unsurlarà ½n tek tek ele alà ½nà ½p incelenmesinden oluà ¾maktadà ½r. Bà Rà NCà  BÃâ€"LÃÅ"M:Ãâ€"RGÃÅ"T KÃÅ"LTÃÅ"RÃÅ" Ãâ€"rgà ¼t: Ãâ€"rgà ¼tà ¼n deà °ià ¾ik tanà ½mlarà ½ yapà ½lmà ½Ãƒ ¾tà ½r. Barnard (1994), â€Å"à ¶rgà ¼tà ¼, iki veya daha fazla bireyin bilinà §li olarak koordine edilmià ¾ etkinliklerinin veya gà ¼Ãƒ §lerinin bir sistemi† olarak tanà ½mlamà ½Ãƒ ¾ ve bir à ¶rgà ¼tà ¼n, ortak bir amacà ½ baà ¾armak ià §in aksiyona katkà ½da bulunmaya gà ¶nà ¼llà ¼, birbirleriyle iletià ¾ime girebilen bireyler olduà °unda ortaya à §Ãƒ ½ktà ½Ãƒ °Ãƒ ½nà ½ à ¶ne sà ¼rmà ¼Ãƒ ¾tà ¼r. Schein (1970) à ¶rgà ¼tà ¼; â€Å"ià ¾ ve ià ¾ bà ¶là ¼mà ¼ yapà ½larak, bir otorite ve sorumluluk hiyerarà ¾isi ià §inde, ortak amaà § ya da amacà ½n gerà §ekleà ¾tirilmesi ià §in bir araya gelen insanlarà ½n, gerà §ekleà ¾tirdikleri faaliyetlerinin ussal eà ¾gà ¼dà ¼mà ¼Ã¢â‚¬ , Etzoni (1964) â€Å"belirli amaà §lara ulaà ¾mak ià §in kurulmuà ¾ toplumsal birimler†, Marc ve Simon (1958) ise, â€Å"à ¼yeleri arasà ½nda ilià ¾kiden oluà ¾an toplumsal bir yapà ½Ã¢â‚¬  olarak tanà ½mlamà ½Ãƒ ¾lardà ½r. Genià ¾ anlamà ½yla à ¶rgà ¼t; belirli amaà §lar doà °rultusunda kià ¾ilerin à §abalarà ½nà ½n eà ¾gà ¼dà ¼mlendià °i bir yà ¶netim ià ¾levi; amaà §, insan, teknoloji boyutlarà ½nà ½n etkileà ¾tià °i bir sistem; kià ¾ilià °ini belirleyen ve kendine à ¶zgà ¼ bir kà ¼ltà ¼rà ¼ olan; ià ¾leri, mevkileri, à §alà ½Ãƒ ¾anlarà ½ ve aralarà ½ndaki yetki ve iletià ¾im ilià ¾kilerini gà ¶steren bir yapà ½dà ½r. Kà ¼ltà ¼r: Kà ¼ltà ¼r kavramà ½ birà §ok bilimsel araà ¾tà ½rma disiplini ya da uygulama alanà ½nda kullanà ½la gelmektedir. Bu à §ok alanlà ½là ½k kà ¼ltà ¼re pek à §ok farklà ½ yaklaà ¾Ãƒ ½mà ½ ve farklà ½ kà ¼ltà ¼r tanà ½mlarà ½nà ½ da beraberinde getirmektedir. Dolayà ½sà ½yla biyoloji, sosyoloji,tarih, antropoloji, gà ¼zel sanatlar,felsefe vb. konularda ele alà ½nan kà ¼ltà ¼r kavramà ½nà ½ tek bir tanà ½mla belirlemek olanaksà ½z hale gelmektedir. Genel olarak bir à §ok tanà ½mdan ortak bià §imde à §Ãƒ ½karà ½labilecek tanà ½ma gà ¶re kà ¼ltà ¼r, insanlarà ½n dà ¼nyaya bakà ½Ãƒ ¾ aà §Ãƒ ½sà ½nà ½, olaylarà ½ ve bireyleri algà ½lama bià §imlerini belirlemektedir ve aynà ½ topluluà °a ait bireylerce paylaà ¾Ãƒ ½lan, bir nesilden dià °erine geà §en tutum, davranà ½Ãƒ ¾,deà °erlendirme, inanà § ve yaà ¾am bià §imlerini yorumlamayà ½ saà °layan bir olgu olarak tanà ½mlanabilir.

Quinte Magnetic resonance imaging Essay

Brenton-Cooper Medical Centre (BCMC) has outsourced its MRI operations to Quinte MRI, a seasoned and highly recognized MRI service provider. Unfortunately, after six weeks of operations Quinte MRI’s leased MRI machine is not meeting its expected outputs as projected and is causing concern to both Quinte MRI and BCMC which has begun to lose revenue via referrals away from its clinic. Further, BCMC’s reputation is now at risk which could result in additional loses to the centre. The root cause of the problem appears to lie with the scheduling of the scanning operations. Dr. Syed Haider, the owner of Quinte MRI, has tasked his business development coordinators with finding a solution to this problem and to report back within 2-days. Acting as David Wright and Kevin Saskiw, the business development coordinators, my solution to these issues are to regain control of the scheduling process as this is an integral part of the operations. Streamline the scheduling process to reduce variability and improve reliability. Introduce the use of technology to remove manual processes, improve process efficiencies, minimise errors and improve communication across the business lines of operation. I would also hire a new employee to support the scanning operations as there is no backup or adequately trained support for the only Technologist running the operations. Issues Identification Brenton-Cooper Medical Centre (BCMC) has outsourced its MRI operations to Quinte MRI, a seasoned and highly recognized MRI service provider. Unfortunately, after six weeks of operations Quinte MRI has not lived up to expectations and is not fulfilling its contractual obligations. Quinte MRI’s leased MRI machine is not meeting its expected outputs as projected and is causing concern to both Quinte MRI and BCMC which has begun to lose revenue via referrals away from its clinic. Further, BCMC’s reputation is now at risk which could result in additional loses to the centre. Quinte MRI is well aware of this as it stands to lose in both areas as well. If the firm cannot meets its contractual obligations and have its leased machine produce its expected output the loss of revenue would surely spell business failure and a subsequent loss of reputation. As well, the firm would probably be sued for breach of contract. On another level Quinte MRI has also identified potential issues with a stressed out, overworked employee whom is critical to the success of their business. Potentially, this employee could actually be one of the reasons of the problem that the firm is experiencing. He has identified issues surrounding the scheduling of patients for scanning and has indicated that the process needs to be fixed as it is not working. He further went on to indicate that the expectations from the radiologist for speedy delivery cannot be met due to the time it takes for him to process the patients’ MRI films. Environmental and Root Cause Analysis In my opinion there are several operational issues causing problems in the MRI scanning process. First, I believe that there is a problem with the scheduling of patients in that it lacks accuracy, consistency and clarity. Since this operation is being handled by BCMC, Quinte MRI is finding itself at a disadvantage in terms of being able to control this part of the operation. The operation appears to be purely manual, handled by several persons and is prone to input and interpretive errors. Since patients can be sent for scanning via two means (scheduled and same day(unscheduled)) some amount of variability will result. It is therefore imperative that the scheduling function be properly controlled and managed to reduce variability to minimum possible levels. Variability and uncertainty in the scheduling operation is negatively impacting capacity utilization resulting in an overall reduction of efficiency in the scanning process. Quinte MRI must balance the flow and increase capacity for greater efficiencies and to remain competitive. The bottleneck of the scanning process is the MRI machine and the time it takes to do each scan. Each scan may have different times associated with it depending on the type to be performed, limiting the capacity of the overall process. Each step in the scanning process is dependent upon the previous one therefore improvements need to start at the beginning. The objective here is to improve the process flow up to the point that the actual scan will take place. I also believe that patients are not being properly screened prior to arrival which is causing Quinte MRI losses in revenue and time. If a patient turns up and has to be turned away, or rescheduled for misdiagnosis there is a resulting disruption in the flow of patients which will impact the schedule and process and ultimately the pocket and reputation of the company. Further, it appears that the technologist is engaged in performing pre-screening services and this is a highly paid employee who should not be pre-screening patients. This tasked could best be left to a lower paid trained staff. From an operational perspective it appears that the initial implementation process of the new machine had a learning curve. This resulted in longer lead times for processing patients during the first few weeks until Jeff had found a rhythm. It appears that Jeff was either not properly trained or did not have sufficient experience in the use of that model machine. Communication, and barriers to, seems to be a fundamental problem in the whole scanning process. People and processes are not talking to each other in an efficient and effective manner. The patients are unsure of the process and what is expected of them resulting in missed dates, tardiness, improper attire, rescheduling, lost revenue, lack of confidence, etc. Responsibilities appear not to be clearly defined, or assigned, leading to inefficiencies in the process. As well, expectations of persons are not clearly defined and communicated ahead of time leading to missed schedules, frustrations and delays. Alternative and Options In my opinion Quinte MRI could request the transfer of the responsibilities of the scheduling process over to their firm. This could benefit the firm in that they would now have ultimate control of the scheduling process from start to finish. As it is the firm has to rely on BCMC to manage this function and this is causing many issues. I believe that an MR Technician could be hired to perform the scheduling tasks and also provide support to Jeff Sinclair. Quinte MRI is already paying for these services but not receiving value. Revenue loss from turn-aways alone (1.2 p/day) could adequately cover the costs of hiring someone to provide these services. Additional benefit would be backup support for Jeff during vacation or other away days. Training would be provided on the job to support Jeff and add additional new skills to the technician. Screening could be done well ahead of time before the patient arrives because someone with the knowledge and expertise is handling this. Quinte MRI could invest some capital in technology to support the scheduling and communication functions. The technology would be able to support scheduling combinations for more efficient processing of patients in the scanning process. Many persons (from BCMC and Quinte MRI) could have visibility into the system with relevant authority to administer or make changes. This technology would be able to eliminate some amount of confusion and errors based on interpretation as is currently happening. Savings from a smooth flowing process with no disruptions would easily cover upfront costs as well as any operating costs.

Emotional Intelligence Quotient

The concept of Emotional Intelligence (EIQ) may seem foreign to some. However, its lack of popularity does not mean that it is significant. Emotional Intelligence provides individuals with an insight into their personality. It helps people to identify the areas of their behavior that they may need to improve. Just like the IQ, the EIQ serves as a valuable measure by which people can learn about their weaknesses and strengths. There are various free EQ surveys available online. One of the websites that provide a free EIQ test is Discovery Health. The test I took was composed of a series of questions that required me to rate myself based on how much I feel the given statement applies to me. While I was taking the test, I remembered the multitude of personality tests that were administered in high school. The statements I was answering were very similar in nature to those I used to answer in school. As I responded to each question, I tried to look back on situations where the given statements applied. For each statement, I tried to remember the number of instances where I did as the statement said. At the end of the test, I found out that I scored average. Quite frankly, I was relieved to find out that I was the same as most people. However, the results also enlightened me to the fact that there is room for improvement in my life. There is so much that I can do to make myself a better person most especially in the way I relate to people and on how I maximize my talents and abilities. As the website’s explanation said, â€Å"You are not taking full advantage of your potential.† Basically, my results suggest that I should constantly seek for improvement in how I deal with others and in how I utilize my skills. As earlier mentioned, my results suggest that there is still room for improvement. I can still change and become a better person. There is still a chance for me to increase my EIQ. The website suggested that one way by which I can improve my score is by learning new skills and honing the skills that I have already acquired. Also, it was suggested that I learn new ways by which I deal with people. Indeed, these are the two primary ways by which I can develop myself. New skills will be greatly beneficial for it will make me more competent and capable of handling a wider range of tasks. However, learning new skills is not enough. In order to become a better person, I should be able to develop the ability to fully utilize such skills and to discern which ones will be needed for certain situations. Better decision making is key in enhancing one’s EIQ. In terms of improving the way I deal with people, I know that I must develop better communication skills. Relationships with others rely heavily on communication. Logically, better communication will mean better relationships. As such, it is evident that improving my communication skills is a key element in the development of my personality and in the enhancement of my emotional intelligence. Tests such as the one I took should not be taken as a complete assessment of an individual. It must be considered merely as a possible indication of how a person behaves. Having said such, I believe that every person has always room to grow and develop. There is always something new to learn or something to improve. Learning and developing has no end. They are constant processes that are a part of life.

Obesity Nutrition and Foods Essay

Obesity Nutrition and Foods Essay Obesity: Nutrition and Foods Essay Kristy Bryant-Berg Writing 122 November 4, 2013 Obesity: Who is Responsible? America is one of the most obese countries in the world, and this has continuously become worse over the past 30 years. Eating healthier and exercising frequently can decrease the percentage of obesity in America, but does everybody have that opportunity? Low-income areas are filled with families who need to find ways to support themselves with the least of money they can, so they purchase what’s cheap, and what’s cheap is junk food. Whether it’s junk food in the grocery store, or junk food through fast food industries, these unhealthy options are the only options for many families due to the in-prices when compared to healthier options. The origin of this problem can be explained through subsidies, and they also provide the solution. The government needs to subsidize healthier crops, and not so much crops involved in processed foods, because it would allow a more equal opportunity for purchasing healthier items. Once these healthy options are readily available a nd affordable for all Americans, they are given the responsibility of managing their own health. By changing what is subsidized, it would provide cheap but healthy options for those who previously couldn’t afford it, especially for those in low-income areas. Families located in these low-income areas are, in a way, forced into obesity. Fast food franchises aggressively target these cities (Critser 42), offering abundant meals for a fraction of the cost that a full meal at a grocery store would cost. This leaves heads of households with the choice of purchasing a small amount of healthy food and risking their families being hungry, or supplying their families with plentiful meals that has high risks of heart disease and diabetes. Fast food companies aren’t concerned with the effects of their product, they care about maximizing their profit, and these inner cities and their increasing need for cheap meals is what fuels the fast food industry (Critser 42). Much of what we subsidize now, such as corn and soybeans, is used in processed foods, including fast food. The Un ited States Department of Agriculture supports these subsidies, yet at the same time promotes healthy eating habits. What needs to happen is the government must â€Å"begin subsidies to those who produce and sell actual food for direct consumption† (Bittman). Ironically, consumer habits essentially control what is subsidized because the government subsidizes what is highest in demand. Americans seem to have developed a thirst for unhealthy food items over the past few decades. By giving into this thirst, they’ve inadvertently changed the ways of the food industry. The Farm Bill is what determines what foods and crops are to be subsidized, and it is determined by the demand of consumers in America. In her discussion of the Farm Bill, Alice Waters states, â€Å"Between 1985 and 2000, the price of sugary and high fat foods declined nearly 25 percent, while the cost of fruits and vegetables grew by almost 40 percent† (Waters 31). While this statistic is alarming, it is not surprising. She proceeded to explain â€Å"†¦the farm bill offers little, if any, support to the California farmers who produce nearly half of our nation’s fruits, nuts, and vegetables†¦Ã¢â‚¬  (Waters 31). An immediate question to this stat ement is why aren’t these farmers receiving more support if they’re supplying a sizable amount of the nations fruits and vegetables? These farmers still have to make a living, so they must sell their products at a higher price to stores, and the stores then sell it at an even higher price in order for them to make a profit. It’s a vicious cycle, but can be fixed if we begin subsidizing these farmer’s healthier crops, rather than crops such as corn and soybeans. While corn and soybeans appear to be a type of healthier crop, it is the way they are used in the production of foods that promotes unhealthy eating habits. Mark Bittman stated in his

All About the French Expression Avoir une faim de loup

All About the French Expression Avoir une faim de loup Expression: Avoir une faim de loup Pronunciation: [ ah vwah roon feh(n) deu loo] Meaning: to be ravenous, famished Literal translation: to have a wolfs hunger Register: informal Notes The French expression​ avoir une faim de loup indicates great hunger. Its a bit like the English expression to wolf something down, except the approach is different: avoir une faim de loup describes how you feel, while the English expression indicates what you might do when feeling that way. Avoir une faim de loup and its synonyms can be translated by any of these English equivalents: to be able to eat a horse (I could eat a horse!)to be (absolutely) famishedto be ravenousto be ravenously hungryto be starving, starved Example Je nai pas pris mon petit dà ©j ce matin, du coup jai une faim de loup  !Translation: I didnt have breakfast this morning, so Im starving! Synonyms avoir lestomac / le ventre creux- literally: to have an empty stomachavoir une de ces faims- literally: to have one of those hungersmourir de faim (je meurs de faim)- literally: to be dying of hunger (Im dying of hunger)​ More Expressions with avoirFood in French

Critically discuss the key elements of positive practice relationships Essay

Critically discuss the key elements of positive practice relationships with children and their families. To what extent are they influenced by different settings in childrens services - Essay Example According to Cohrssen, Church and Tayler, â€Å"close relationships enable early childhood professionals to better understand individual children and their broader cultural contexts† (n.d., p. 4). Accustomed engagement between a grown up and an infant is a feature of a responsive relationship. Responsive engagement comes inform of caring. According to Cohrssen, Church and Tayler, â€Å"throughout the early years, learning takes place in the context of relationships; the relationship between a teacher and a child may have a special influence on children’s development† (n.d., p. 7). The child teaching practice in this case begins from the parent and family member. Tassoni (2005) urges that for children to feel nurtured and valued, the way in which they are handled should change according to the child’s need. The environment where we live and operate has a great impact in our lives. Equally for children, their living and operating environment has a great influence in their lives and must be ensured, safe and healthy. The child’s physical environment is full of potential and opportunities for them to learn about things, people and other children. This learning can inspire, encourage or challenge the child. It is therefore the duty of educators to make this environment comfortable and interesting to children, thus providing a rich opportunity for children to achieve experience, learn and develop. Early childhood assessment includes making observation, documenting and making other assessment strategies. According to Couchenour and Chrisman â€Å"effective teaching of young children begins with thoughtful, appreciative, systematic observation and documentation of each of the child’s unique qualities, strengths, and needs† (2013, p. 339). Proper observation gives proper insight on how children develop and respond to opportunities and challenges in their lives. In recent times,

Art & science Essay Example | Topics and Well Written Essays - 250 words

Art & science - Essay Example The artist for the first time precisely recorded their mathematical observations through their graphical paintings and illustrations, which gave the people a pictorial representation that became the basics for mathematical studies. Nineteenth century has seen major breakthroughs in the domain of natural sciences. One of the fundamental concepts in this field is the survival of animals, which is an elementary unit of living things. On the other hand, it was for the first time in the history of arts that concept of realism came under implementation through the artwork of Audubon’s World (AAU, 2011). Artists (Shlain, Chapter 12) focused on drawing the real life and nature images of animals, specifically, birds; portraying their observations and experiences without making alterations based on their imaginations. Realism also focused on architecture, music, dance, and literature. Man’s insatiable thirst for knowledge has lead to innumerable inventions and discoveries in the twentieth century and is in continuation to date. In particular, light remained a significant notion of attraction during the nineteenth century. In contrast, the scope of art embraced a new form of painting namely Earth art (AAU, 2011). This form of art facilitated the artists to paint down mysteries and different aspects of Mother Nature (Shlain, Chapter 13), as it do not require figures and shapes. Considering the trends of scientific discoveries and artistic creations, it can come under conclusion that next key discovery in the area of science might come from the branch of health sciences in the form of cure for lethal diseases. In the field of arts, the next invention can be in the form of paintings, which can mark an end to the biggest enormity of present time that is terrorism. AAU. â€Å"Outline.† The Art of Science, the Science of Art, 2011. Retrieved on May 21, 2011: