The World We Dont Live In Essays - Teen Dramas, Dawsons Creek

The World We Don't Live In Steve Lippo Final TV Essay 10/26/00 The World We Don't Live In Television is not real life. It's not even close. From Friends to Frasier, people's lives do not resemble TV show plots by any means. Television's number one goal is to portray what viewers would want their lives to be like. Dawson's Creek is no different. The world does not revolve around a small group of high school students, yet in this show it seems to. Dawson's Creek chronicles the wry humor the undeniably intense period of awakening known as teenage years. Set in the Boston suburb of Capeside, this series explores the blooming self-awareness and growing pains that go hand-in-hand with the triumphs of growing up. Dawson's Creek's fantasy lifestyle and unrealistic dialogue create a world where consumerism rules over conflicting relationships and the search for true love. Wisely intelligent and yet naively open, four teens are at the heart of this drama as they unknowingly embark on the road less traveled, going against the norm in the paths they choose. Together in this passage from adolescence to young adulthood, the series stars Dawson Leary, Joey Potter, Pacey Witter, and Jen Lindley. Dawson is a 17-year-old Steven Spielberg fanatic who is charmingly obsessive and passionate about his love of movies. Dawson's longtime best friend Joey is the tomboy and emerging beauty who lives a less functional home life down the creek. Pacey's gift for sarcasm is topped only by an over-confident knack for stumbling awkwardly and unprepared into adult situations. Rounding out the inseparable foursome, Jen may appear to be the girl next door, but she has an air of mystery surrounding her as she harbors a dark secret from her past. Together, they learn that growing up is never as easy as it seems in the movies. Blindly testing the waters towards young adulthood, th ese four astute teens shed their childlike innocence and endure the compromise of morality that accompanies so-called maturity. Exploring the passions that lie beneath the surface of Dawson's Creek, they deal with friendship, jealousy, family, school and love in their struggle to attain adulthood. The opening of Dawson's Creek features these lyrics sung by Paula Cole: ?I don't want to wait for our lives to be over. I want to know right now what it will be. I don't want to wait for our lives to be over. Will it be yes or will it be?sorry.? Each episode begins with this song as clips of the group sitting around and laughing with each other are flashed by the viewer's eyes. The opening resembles one of the music videos commonly seen on MTV. This is significant because Dawson's Creek and MTV try to obtain the same teenage viewer demographics. By using this strategy for the opening package, the show relates to the pop culture side of their audience. It is that MTV lifestyle, that livelihood, which the show tries to focus on. The obvious consumeristic success of MTV is a desirable trait to networks. Teenagers today are savvy consumers, and this is becoming more and more evident to networks. If you tap into the consumer side of teens, you have opened up a whole new world of ratings n ever seen before. The lyrics themselves also relate a message about the show. As in real life, the characters in the show grow up way too fast at this stage in life. Our society, along with our parents and authority figures, places such an emphasis on ?adult-like? behavior in teenagers that Dawson's Creek epitomizes the socially acceptable way to behave. Teens in real life along with the characters in the show are being pressured to grow up too fast. They're ready to go out and experience what life has to offer, and that's what this show is all about. The fact that this show takes place in Capeside, Massachusetts, a Boston suburb, tells us that we should be prepared for anything. Arthur Berger states that ?Boston has an identity due, in part, to it's being on the east coast?The fact that this takes place in Boston prepares us for all kinds of characters? (236). There are noticeable differences between the large urban empire of Boston and the small

dual labor market essays

dual labor market essays Even with all the gains women have made on the job market, they will always be a step behind there fellow male coworkers. Women have made significant gains with their numbers in the workforce, but they still fall behind in the their average wages made. There a many major factors for this, but they are all brought about by the dual labor market. Women cannot compete with men on the job market because they do not belong to the same market. It is the belief that an executives secretary should not be making the same amount as the executive. It is felt that because women work jobs that have less impact, that they obviously should be paid less money. It was cited in class that women have begun on a whole to catch up to men in there average wages, now making roughly seventy eight percent of there male counterparts. But this statistic does not break down the actual numbers. When that is done a new truth is brought to light and that is that women have only caught up to men because the men have simply been forced into lower paid jobs. Women are continually given less pay because there are different qualifications for women than men on the job market. As Professor Stokes said, when a man has a picture of his family on his desk he is viewed as a stable man, when a women has a picture on her desk, she is viewed as putting her family first. It is fairly difficult to put women in the same job market as men with thought patterns like that are still around. And because of that women are constantly finding themselves working in a very limited number of jobs. I believe that the crowding theory is a very important factor to why women are having difficulties catching up in the job market. Because women are so clustered in so few jobs, i.e. nursing, sales, receptionist, they are in a sense driving their own wages down. Employers see such an abundance of women available for those jobs there is no need to attract women to them with high wages. But i ...

North and South Korea Essay Example | Topics and Well Written Essays - 500 words

North and South Korea - Essay Example About 57 years ago, North Korea together with her allies and US along with her allies mutually declared a cease fire. North Korea misunderstands South Korea thinking that she wants to exercise power on North Korea. In the recent years, enmity between North and South Korea has started to flare up because of killing. On 25 July, 2010, while military drills were taking place in the demilitarized zone of Korea which makes the interface between North and South Korea, it was quite unexpected of North Korea to start firing the troops in South Korea across the border. It was only after two rounds of fire were completed by the soldiers in North Korea that the South Korean soldiers began to counter-shoot. This was an overt expression of disrespect and humility made by North Korea towards South Korea. North Korea is supported by China whereas South Korea is supported by the US. China and US happen to be the two strongest countries of the world. Through interfering in the politics of Korea, US a nd China are actually availing the opportunity to express their strengths against each other. The tension may rise to the extent of causing the Third World War to break out.

Critical Perspectives on Information--- Technology Landscape Assignment

Critical Perspectives on Information--- Technology Landscape - Assignment Example In order to learn more about the topic, this document seeks to discuss more on email use and what past research has documented about it. All the different aspects concerning email will be discussed herein. Computers have become a very much needed tool to accomplish everyday activities. They have created and are continuing to work to create an avenue for communication that has changed the lifestyle of many. Electronic mail, chat rooms and instant messaging services have made a major stride in the technology world. The most used mode of communication in the office setup and in person-to-person is the email (electronic mail). These are being carried on by people to communicate because they are seen as very good and easy to use. They are also preferred by many because of computers are used in the process of sending them. They also provide the opportunity for the workers to improve their productivity, satisfaction and also they are for the good of the organization at large (Rice R. & Bair J., pp 185-216). Among those using the Internet, the email is considered as the most important application (Katz J. & Aspden P. 1997). For example, like in Sweden, the number of people that are connected to the Internet has been doubling every year for several years now. This growth makes email a very important subject of discussion in the community that cannot be ignored. With the increase of the numbers of people who are sending and receiving emails, this also means there will be plenty of emails to read. These emails are sometimes stored and can pile to big numbers. When these are so many, the user cannot read all of them. This will push them to want to delete them. There will also be another challenge to face if the emails contain work related data that an individual might not want to dispose. At times the emails can be used as a to-do list There are various forms of communication that

Advantages and disadvantges of the genetically modified crops Essay

Advantages and disadvantges of the genetically modified crops - Essay Example For instance genetic engineers can extract a gene that causes drought resistance then insert it into another plant. The genetically modified plant now possesses the trait of resisting drought that is a trait of the first plant. This practice can be applied even for genes from non-plant organisms (Bijaya, 2013). A noteworthy point is that even though this practice can be applied on plants and animals, it is more commonly used on plants rather than animals. One advantage of GMOs is that they grow more rapidly than traditional organisms. Conventionally, traditional crops can only be grown during the season and only in the climate that is conducive for the growth of that plant; genetically modified crops on the other hand can be grown out of season and even in unfavourable climate. Despite the cost of genetically modified seeds being higher, the overall cost of production is marginally lower than that of traditional crops (Bijaya, 2013). Another advantage of genetically modified crops is that they are more nutritious than traditional foods according to Kantor  (2013). This is because there is no limit to the kind of manipulation that engineering can do. Swiss scientists are said to have created a strain of rice that contains high amount of vitamin A (Health Research Funding, 2013); this could go a long way intohelping eradicate blindness in third world countries caused by vitamin A deficiency. Most also agree that genetically modified foods taste better and do not rot as quickly as traditional foods (Health Research Funding, 2013). Some properties of traditional crops is that in their natural state, they contain allergens and can, therefore, not be consumed by people allergic to them. With genetically modifying these plants, these properties can be removed (Bijaya, 2013). Genetically modified plants are more resistant to pests; farmers can, therefore, use less amounts of pesticides; most people prefer crops grown with

Determination of coefficient of expansion of air

Determination of coefficient of expansion of air INTRODUCTION This experiment is based on investigating the coefficient of expansion of air using a simple laboratory set up; the stopper flask method, where pressure is constant throughout the experiment. The increase in volume of a gas is directly proportional its temperature increase and is expressed as a fractional changed in dimensions per unit temperature change. Air will easily expand when it is heated and contract when it is cooled. The aim of the experiment was to: * Determine the coefficient of expansion of air using a stoppered flask method. The flask was stoppered and a thick tube allowed interactions with the outside. The flask was heated in a beaker (with water) and then transferred immediately to cold water where the cold water was allowed to enter and air within the flask decreased. The initial and final volumes of air and water was calculated (directly or indirectly whichever appropriate) and the coefficient was calculated from these. The experiment in its design allowed the calculation of the coefficient of expansion of air to be 3.22 * 10-3 K-1. This was calculated at a temperature of 24oC and pressure of 1 atm, which gives a good approximation compared to the theoretical value of 3.37 * 10-3 at a temperature of 24 oC (297 K). THEORY Dooley (1919) indicates that gases are said to be perfectly elastic because they have no elastic limit and expand and contract alike under the action of heat. That is to say, every substance when in the gaseous state and not near its point of liquefaction has the same coefficient of expansion, this coefficient being 1/273 of its volume for each degree Centigrade. He further goes on to say that since a gas contracts 1/273 part of its volume when its temperature is lowered 1 ° C, such a rate of contraction would theoretically reduce its volume to zero at a temperature of 273 ° C. Since all gases reach their liquefying point before this low temperature is attained, however, no such contraction exists. At the same time, it may be said that if heat is considered as a motion of the molecules of a substance, that motion is to be considered as having ceased when the temperature has reached 273 ° C. This is the expansion coefficient of an ideal gas. GAY LUSSACS LAW Madan (2008: 81) indicates that the coefficient of expansion of a substance at any given temperature, t, is the small fraction of its volume by which one cubic centimeter of the substance will increase when heated from to. * Gases are affected by changes of temperature in the same general way as liquids and solids, expanding when heated and contracting when cooled. * For a given change in temperature, they change in volume to a far greater extent than either liquids or solids. * All gases, at temperatures considerably above their liquefying points, have practically the same coefficient of expansion. This was first observed by Gay Lussac and Charles, and is a very remarkable one, and a great contrast to what has been noticed in the case of solids and liquids, each of which has its own special coefficient of expansion, often differing widely from those of others. EXPANSION AGAINST CONSTANT PRESSURE Atkins (2006: p35) indicates that: By definition: At constant pressure: This indicates that the work done is actually the difference between the final and initial volumes multiplied a unit of pressure (which is constant). Once can say therefore that a gas expands (independent of pressure) but dependant on temperature as given by: METHOD Method as per hand out, however, a small beaker with water was used to heat the flask and atmospheric pressure was used instead of reading the barometric height (which was not available). MATERIALS/APPARATUS  · Conical Flask (100 mL)  · Rubber Stopper  · Metal Clip  · Short Glass Tube  · Heater  · Beakers (500 mL) 2  · Thick Walled Rubber Tube  · Thermometer (0 100oC)  · Electric Balance Weight of flask + fittings 136.4 + 0.1 g Weight of flask + fitting + water sucked in 168.6 + 0.1 g Weight of water sucked in 032.2 + 0.1 g Weight of flask + fittings + full water 279.8 + 0.1 g Weight of full water 143.4 + 0.1 g Temperature of boiling water 103.0 + 0.1 oC Temperature of cold water 024.0 + 0.1 oC Atmospheric Pressure 1.00 atm Volume of gas @ 103.0 oC 143.4 + 0.1 cm3 Volume of gas @ 24.0 oC 111.2 + 0.1 cm3 DISCUSSION The experiment investigated the coefficient of expansion of air. This value was found to be 3.22 * 10-3 experimentally. One would infer, at first glance, that the volume of air initially would have been the volume of the flask (100 mL), as the volume of a gas is the actual volume of the container. But why was the mass of the beaker found (filled with cold water)? Was it to give a better estimation of the volume of the air? By finding the volume using the density of water, it was found to be 143.2 cm3 which is a large difference compared to the 100 mL of the flask. Then one realized that the flask was filled to the top close to the stopper itself, and therefore assuming that the volume of air was 100mL would have been a grave mistake and calculating the volume by density was the best and accurate method to use. The experiment relies on the fact that the volume of a substance, in this case, air, is dependent on the temperature of the system. The flask (opened) was heated in boiling water, this was indirect heating of the flask, it allowed the inside of the flask to be dry and consequently allowed the air to be dry. In addition, by heating the flask in boiling water, the temperature of the air inside the flask increased as well (according to the zeroth law of thermodynamics), indicating that there will be some form of thermal equilibrium. At this point, the initial volume and temperature of the air will be obtained. The tube was closed with a clip and placed in the water at a lower temperature. The question that arises at this point is why was the clip closed? A logical assumption is that to disallow further interaction between the atmospheric air (at a lower temperature) and the flasks air (at a higher temperature), also one can say that because of the temperature gradient, their will want to escape and in so doing create a thermal equilibrium between the two. The water was allowed to enter, to replace the air and thus the volume of air decreased. This method was unique in its design that it used a backward approach. Rather than obtaining the expansion of air from a lower to a higher temperature, it measured the contraction of the air from a higher to a lower temperature. In the end, the initial and final volumes and temperatures of the air being considered were obtained, and thus the coefficient was able to be calculated. SIGNIFICANCE OF EXPANSION COEFFICIENT The value ascertained experimentally was 3.22 * 10-3. This can be termed a fractional change as it is very small (0.001th of a value 3.22). It can be inferred that this fractional change affects the volume of the sample when a rise in temperature occurs. It means therefore, that for every change in temperature from to to (t+1)o, the volume of air in one cm3 of air will increase by 3.22 * 10-3 at 1 atm (experimental condition). A small value of ÃŽÂ ±, indicated by Atkins (2006) implies that it responds weakly to changes in temperature i.e. the air responds weakly to changes in temperature which is important in life itself, as air responding strongly to temperature changes would be hazardous to our health, and may even result in cardiac arrests with sudden decreases in temperature (during winter time in north America and Europe among other places) and where there are heat surges. COMPARING EXPERIMENTAL AND THEORETICAL EXPANSION COEFFICIENT The theoretical value of the expansion coefficient should be, since. The deviation is (3.37 * 10-3- 3.22 * 10-3) = 1.5 * 10-2. This deviation represented almost 4.66% of the theoretical value! What can account for this deviation? It all leads to experimental errors, since pressure is constant. Obviously, by looking at the formula, the process of obtaining the final and initial volumes and temperatures will have an effect on the expansion coefficient. The volume of water sucked in may not have been at maximum due to hindrances in the tubing attached to the flask, or the water was not allowed to go in as fast as it should. Also, one can consider that the density of water used to calculate the volume of air after the water had been sucked in may have been different and hence affected the calculated the volume). All of these can contribute uncertainties to the coefficient of expansion and can be used to explain the difference observed. SOURCES OF ERRORS * The difference between the experimental and established values is therefore attributed to factors such as temperature, volume, and the accuracy at which these values were obtained as described above. * The density of water probably affected the results when it was used to calculate the final volume of air and initial volumes of air. * Within the limits of experimental error, the value ascertained was close to the theoretical value with only about 5% deviation. * The volumes and temperatures had uncertainties of + n, where n represented the volume and temperature. The final result of the coefficient had an uncertainty of 0.41%. LIMITATIONS * The method did not allow the calculations of the volumes and temperatures directly but indirectly. A direct method, if possible, would have contributed to a more accurate value of the coefficient of expansion. * The experiments were not repeated to ascertain different values of the volumes and temperatures. Averaging the values would have allowed a more accurate value of the temperatures and volumes and by extension the coefficient of expansion. ASSUMPTIONS * It was assumed that air was ideal in nature and followed the ideal gas equation. Introduction of van der waals coefficient would have proved to be more tedious in calculating the coefficient of expansion of air. * It was assumed that the volume of dry air in the flask was the volume of the water in cm3. As mentioned previously, the water was filled to the top of the flask (close to the stopper), and assuming 100mL would have been grossly inadequate contributing to more uncertainties and thus a more inaccurate value of the expansion coefficient. * It was assumed that rate at which the temperature and volume decreased when the flask was placed in the water allowed the expansion coefficient to be ascertained. This was very important, as it implied that the temperature affected the expansion and or contraction of air and water which ultimately enabled the calculation of the coefficient. CONCLUSION With reference to the aim, it can be concluded that the experiment in its design allowed the calculation of the coefficient of expansion of air to be 3.22 * 10-3 K-1. This was calculated at a temperature of 24oC and pressure of 1 atm. BIBLIOGRAPHY Anand, A and Negi, S. A Textbook of Physical Chemistry. USA: John Wiley Sons, 1985. Atkins, Peter and De Paula, Julio. 2006. Physical Chemistry 8th Edition. USA : W. H Freeman Company, 2006. Castellan and Gilbert. 1983. Physical Chemistry 3rd Edition. Massachusetts: Addison Wesley Publishing Company, 1983. Chirlian and L.E. Chemistry 103 Home Page. Department of Chemistry 103. [Online] [Cited: November 7, 2009.] http://www.brynmawr.edu/Acads/Chem/Chem103lc/chem103.html. Daley, Henry and OMalley, Robert. 1988. Problems in Chemistry 2nd Edition. USA: CRC, 1988. Dooley, William. Applied Science for Metal Workers. USA: Kessinger Publishing, LLC, 2008. Flowers and James. 2004. Cracking the MCAT with CD-ROM. USA: Princeton Review, 2004. Haven, Mary, Tetrault, Gregory A and Schenken, Jerald R. 1994. Laboratory Instrumentation 4th Edition. USA: Wiley, 1994. Kaufman, Myron. 2002. Principles of thermodynamics . USA: CRC, 2002. Lide, David. 1993. Handbook of Chemistry and Physics 74th Edition. USA: CRC, 1993. Madan, G.H. An Elementary Treatise on Heat. USA: Law Press, 2008. Mortimer, Roger. 2008. Physical Chemistry 3rd Edition. Canada: Elsevier Academic Press, 2008. Orme, T. A. An Introduction to the Science of Heat. USA: BiblioLife, 2008.

Promoting good governance makes vigilance awareness Essay

Vigilance makes preparedness to be watchful always and sense the happening around oneself. People always have wrong approach towards vigilance as they perceive vigilance as enquiry, fixing responsibility etc. Vigilance is not investigation but it is prevention. To punish and not to prevent is like pumping the water through a pump without arresting the leakages which result in wastage of water, energy and time. Why do organizations need vigilance:- An organization protects itself from external dangers through creating security and posting manpower to guard against such threats. The role of vigilance is to protect organization from internal dangers which are more serious than external threats. Responsibility of Employees in Vigilance Matters: Vigilance officer should be own officer;All men are vigilance people-raising awareness level. Vigilance very essential ; All officers should work for the same target/goal. Vigilance is not confined to a particular individual or set up. All public servants should be honest. They also have a responsibility towards the nation to help the organization to discharge vigilance functions effectively by bringing to the notice of organization about the activities of dishonest employees. Need for Preventive Vigilance Preventive vigilance plays an important role in strengthening the vigilance set up of any organization. There has been a wide spread realization that punitive vigilance alone cannot be the foundation of an efficient vigilance machinery. In punitive vigilance, the vigilance wing reacts to complaints or information of specific instances of mala fide action, verifies such information and then proceeds against the erring officials. VIGILANCE AND E-GOVERNANCE Vigilance means watchfullness or to bring awareness. Vigilance came into existence mainly for the purpose of fighting corruption. Corruption involves misuse of power , money ,government property etc. Though corruption can’t be brought down to zero level, we can try to bring it as low as possible. This can be ensured by watchfulness, caution and vigilance. Or in other words it can be achieved by E-Governance. Corruption is anti national, anti poor and anti economic development. According to the UNDP Report on Human Development 1999 on South Asia, if the corruption level in India goes down to that of Scandinavian Countries, the GDP will grow by 1.5% and Foreign Direct Investment will go up by 12%. Corruption is anti poor because nearly 30% of the food grains and sugar meant for the public distribution system disappear in the black market. Corruption literally takes away the food from the mouths of the poor people for whom food security by way of the public distribution systems is devised by the government. Corruption is anti national as revealed by the Bombay blasts of 1993 when the customs officials who were bribed permitted the smuggling of the RDX which resulted in the death of 300 people. M/s Transparency International, a Berlin based non-government organisation has ranked India 73 out of 99 countries in the Corruption Perception Index. This refers to the perception of the degree of co rruption as seen by business people, risk analysts and the general public. It ranges from 10 (highly clean) to zero (highly corrupt). Denmark appears at the top of the list with a score of 10 and India figures at 73 with a score of 2.9. Fighting corruption is too important an activity to be left only to the Central Vigilance Commission. The Commission therefore proposes to launch a systematic campaign against corruption by involving all members of the civil society in fighting this social evil. The first step in this campaign is to educate the people about the dangers of corruption and sensitize them about the evil consequences of corruption. Participative Vigilance Definition Participative Vigilance refers to participation of everyone in curbing the corruption. At organization level it refers to participation of all internal and external stakeholders in curbing the corruption. Necessity In recent times many scams such as 2G, COLGATE, Procurement of Tatra Trucks and allocation of defence spectrum by ISRO has rocked the country. The spread and magnitude of the amount involved indicates that the corruption is deeply rooted in our democracy. Widespread corruption cannot be rooted out â€Å"just by 300 people sitting in the CVC but each and every citizen of the country must contribute towards building a TEAM India where T stands for technology and transparency, E for efficiency and empowerment, A for audit trail and accountability and M for metrics measurement and mutual cooperation,† After the move by the Civil Society led by Anna Hazare the awakened citizens might ask from themselves what is it that I can do to check corruption in my country instead of merely expecting that somebody else can do something to check corruption. CVC Approach First time on 31 October -2011 Participative Vigilance was the theme of Vigilance Awareness Week circulated by CVC. The practice of observing the Vigilance Awareness Week was initiated by the CVC in 2000. 31st October was chosen as the commencement date for the Vigilance Awareness Week, because that was the birthday of Sardar Vallabhbhai Patel, who represented the best tradition of integrity in Indian politics. CVC has recently-launched â€Å"Vig-Eye†, a user-friendly platform for citizens to complain against corrupt officials by an SMS, was aimed at participative vigilance and would be able to reach 50 million people in the country. Tools in the hands of citizen to curb Corruption At the individual level, there are adequate resources available for any concerned citizen to play a role in checking corruption. 1. Right to Information Act 2005. 2. Lokpal bill E-Governance is the use of various modern information and communication technologies such as internet, local area networks, mobile phones,etc., by the government to promote democracy and minimize the corruption level. Simply e-governance is electronic management and electronic controllership. Therefore vigilance and e-governance are required for ensuring corruptionless functioning of any private, public or government organisation. In order to achieve this purpose, govenment has implemented various online services under national e-governance plan like property registration, railway reservation, pensions, passport, visa , company affairs, land records, e-courts, etc.Here we will discuss some of the examples and we will see how they are proven to be effective, not only for fighting against corruption but also for improving the efficiency, effectiveness and comfortness of public. Following are the examples of online service under National E-Governance Plan Income Tax A. Central Excise B. Passport/VISA C. Road Transport D. Property Registration E. Pensions F. Gram Panchayats (Rural) G. Agriculture H. Municipalities I. Employment Exchange J. Land Records K. Company Affairs L. Police M. Railway Reservation N. E-Courts Here we will discuss some examples and we will see how they are proven effective tools of vigilance for not only fighting against corruption but also improving effectiveness, efficiency and comfortness of public. Online Delivery of Land Titles in Karnataka, India Previously(i.e. Before the computerization of The Department of Revenue in Karnataka), farmers had to seek out the Village Accountant to get a copy of the Record of Rights, Tenancy and Crops (RTC) — a document needed for many tasks such as obtaining bank loans. There were delays and harassment. Bribes had to be paid. Land owners find it difficult to access the Village Accountant, as his duties entail traveling. The time taken by Village Accountants to provide RTCs has ranged from 3 to 30 days depending upon the importance of the record for the farmer and the size of the bribe. A typical bribe for a certificate could range from Rs.100 to Rs.2000. If some details were to be written in an ambiguous fashion, out of selfish motives, the bribe could go up to Rs.10,000. Land records in the custody of Village Accountant were not open for public scrutiny. But Now (i.e. after the computerization of The Department of Revenue in Karnataka) for a fee of Rs.15, a printed copy of the RTC can be obtained online at computerized land record kiosks (Bhoomi centers) in 140 taluk offices. Without delaying and any bribe. The Bhoomi software incorporates the bio-logon metrics system, which authenticates all users of the software using their fingerprint. A log is maintained of all transactions in a session. This makes an officer accountable for his decisions and actions. The government also has plans to web-enable the database to make available to the farmer a copy of the land record locally through an Internet kiosk — although without signature such a copy will only have an informative value. This scheme also useful for preventing lands-scam Due to availability of all the data related to land is at a common server. Computerized Interstate Check Posts in Gujarat Gujarat has an extensive road network, which carries a large volume of commercial traffic. Major highway systems link Dehli to Mumbai and provide the principal link to the Kandla sea port on Gujarat’s west coast. Gujarat’s 10 check posts are positioned at the border with three neighboring Indian states. Nearly 25,000 transport vehicles enter daily through these check posts. Trucking companies want to maximize their earnings from each vehicle. Often this has prompted transporters to load their trucks beyond permissible axle load, creating a serious safety hazard. Previously (i.e. before the computerization), a suspect vehicle is flagged to a stop, and then weighed on a weigh bridge located away from traffic. The legal penalty for overload is Rs 2,000 per ton. However, any fine often has been (illegally) negotiated The problem of corruption was particularly difficult to attack as the corrupt were backed by politicians. In the absence of any systematic inspection of vehicles, the transport companies also adopted various illegal practices. Duplicate copies of a single registration book from the Regional Transport Office (RTO) have been used for many different vehicles, using fake license plates. In the computerized process, all the check posts are monitored at a central location using video cameras installed at every check post cabin. The video camera captures the registration number of all trucks approaching the check post. (There are flood-lights and traffic lights which make the check posts appear like a runway at night.) Software converts the video image of the registration number to a digital form and the details of the truck are accessed from a central data base. An electronic weigh bridge captures the weight and the computer issues a demand note for fine, automatically. Through the use of computers and other electronic devices at 10 remote interstate border check posts in Gujarat, India, a team of savvy public officials have reduced corruption and significantly increased the state’s tax revenue. Online Indian Railway Train Status and reservation System: Before the computerization system it was very difficult to know the availability of seat and getting reservation without paying additional money. Passenger has to pay additional money inside the train also. But after computerization availability of seat are known to all also passenger can himself book ticket online, it reduces the money handling (dealing) in other words we can say its reducing the corruption. Also auto up gradation of passenger tickets increases the revenue to Indian railways and decreases the additional income (bribe) to TTC. Work Progress Monitoring System: This software is intensively used in all type of industry to monitor the work progress of company/ section/ individual. This is not directly relate with money corruption but it is dealing with monitoring corruption which include delaying of projects/works which leads to increase hidden cost of company also leads to inefficient work. Conclusion: Now we can say vigilance and e governance are complementary to each other. To prevent or minimize the corruption we have to have transparent system which can be achieve by deploying E-governance in all sector and everywhere. But the biggest challenge of deploying e-governance is not technology but change management. Change management is important not only in terms of cultural change but also in terms of changing operations and processes workflow that the automated environment will introduce. â€Å"E-governance, however, is not really the use of IT in governance but as a tool to ensure good governance. E-governance does not mean proliferation of computers and accessories; it is basically a political decision which calls for discipline, attitudinal change in officers and employees, and massive government process re-engineering

Referencing and Paraphrasing

Preparation for mandatory test: Introducing Referencing Referencing is the key means by which you can avoid plagiarism and is central to the practice of academic honesty. The basic idea is that any time you use information, ideas or words from another source you need to use referencing to acknowledge the original author. Using someone else’s ideas without clearly identifying that this is what you have done is an obvious breach of the principles of trust and fairness which support academic endeavour.It can sometimes be difficult to know what  you are required to reference, and many students mistakenly believe that it is only academic publications which need referencing. In fact any time you use someone else’s ideas or information you need to reference: if you do not, you are plagiarising. The following lists help you understand when referencing is necessary and when it is not. When completing an assignment, the following sources must be referenced: * books and textbook s journal articles * newspapers and magazines * pamphlets and brochures * films, documentaries, TV programs and advertisements * web pages and all computer-based resources including blogs and blog posts, podcasts and vodcasts * letters and emails * personal interviews * lecture and tutorial notes * communications with lecturers, tutors and other professionals (emails and conversations) * reproduced * tables * charts * graphs * formulae * diagrams * illustrations * images * photographsWhen completing an assignment there is no need to reference: * your own observations – for example, in the experiment results section of a report * your own writing about your own experiences – for example, in a reflective journal * your own thoughts, comments or conclusions * your own analysis or evaluation – for example, in the opportunities and risks and recommendations sections of a report * your own interpretations of the significance of data or facts * your relation of data or facts to the argument of a report or essay – for example, in the recommendations section of a report * common knowledgeCommon knowledge There are some kinds of information that do not need to be referenced. Common knowledge – that is, knowledge held in common in the public domain – does not need to be referenced. For example, it is common knowledge that Australia is a democracy, and therefore a statement to this effect in an assignment does not need to be referenced. However, if you are discussing nuances of opinion from various Australian political parties on a topical issue, these views need to be referenced because they represent specialised knowledge.If in doubt about what can be assumed as common knowledge, consult your unit of study coordinator or tutor. The validity of information As a general rule, only credible sources should be used in university assignments. Information and ideas from websites, general members of the public and other students is not necessarily credible. Credibility stems from a quality assurance process. For example, articles in academic journals are usually peer reviewed, and have therefore been through such a process. University lecturers and tutors have been through an equivalent process.The internet does not have a standard quality assurance process. Information is frequently published with no checks for accuracy or substantiation. For these reasons you need to make sure that you assess the validity of information sourced from the web. Why should I reference? Beyond issues of academic honesty there are other good reasons to reference. As well as helping you to work in an honest manner, by making clear what is the work of others, referencing ensures that your marker knows what is your own work and that your assessments are marked fairly.Three good reasons to reference * Referencing is central to the development of your own knowledge and ideas * Many students feel confused about what is expected in terms of their use of sources and the presentation of their own ideas. While you are expected to present your own ideas in an assignment, a personal response to the assignment question is not adequate. Your marker looks for evidence that you have developed your ideas after close consideration of existing academic knowledge and ideas.In order to demonstrate that your ideas are based on thorough research, you need to refer to all relevant sources and present them in such a manner that you document their influence. * Referencing allows the marker to clearly identify your own ‘ voice’ * An important function of referencing is that it makes clear where a particular fact or idea has come from. Since your assignment will include a mix of your own ideas and ideas and information from other sources, it is crucial that your marker can easily identify the difference.If you do not include references, or do not adequately and accurately reference, you will be implying that ideas and informat ion are your own when they are not. This is plagiarism. * References are an important signpost for your marker In an assignment, your marker is looking for evidence that: * you have understood and assimilated ideas and information from your sources * you are able to analyse the significance of the ideas and nformation from your sources in the context of your assignment – for example, in the opportunities and risks section of a report * you are able to evaluate the relative relevance of the ideas and information from your sources in the context of your assignment – for example, in the recommendations section of a report * you are able to develop an argument based on the ideas and information from your sources  Ã¢â‚¬â€œ for example, in an essay. Good referencing helps your marker to clearly identify these qualities in your work. When should I reference? Knowing when you need to reference is only the first step in avoiding plagiarism.The second step involves learning ho w to integrate the information and ideas of others into your own work. Whenever you incorporate source material into your assignment you have a choice: to use the same exact words as the original, or to use your own words to express the idea or information. Summarising and paraphrasing offer alternatives to using direct quotations and ensure that you are able to develop your own voice and make clear your own contribution. Direct quotation A direct quotation is a word-for-word reproduction of someone else’s words, either written or spokenWhen you choose to use a direct quotation in your assignment, you need to: * Enclose the direct quotation in single quotation marks ‘†¦. ’, ensuring that all the words you have reproduced are included * Double-check your quotation to ensure that it is a word-for-word replication of the original and that the punctuation is also the same * Include the author’s family name (or source name), publication date and page numbe r, immediately after the quotation (or within the sentence where you use the quotation) * Ensure that the referencing details are accurate: your reader needs to be able to locate the original using this information.Quoted special words or phrases also need to be enclosed in quotation marks, even though they may not express an entire idea or sentence. A word of warning†¦ You should not rely too heavily on direct quotations in your assignments. While direct quotations can be useful in ensuring that you accurately transcribe a complex idea, if you use too many direct quotations in your writing you are letting your sources speak instead of establishing your own voice. This makes it difficult for your reader to ascertain what you have understood and what contribution you are making.When using sources it is important to ensure that you frequently re-express ideas in your own words and phrasing. Using your own words Paraphrasing and summarising are alternatives to using direct quotati ons, and allow you to express your source’s information and ideas in your own words. Paraphrasing A paraphrase is a short section of text that retains the source’s original meaning but expresses it in different words. In order to paraphrase you need to do more than simply change one or two words.To paraphrase legitimately, you need to first understand the original meaning, and then express this meaning in your own words, phrasing and sentences. Here is an example of how to paraphrase. The following passage is taken from page 180 of Schminke, M. , Arnaud, A. and Kuenzi, M. 2007, ‘The power of ethical work climates’ ? , Organizational Dynamics, vol. 36, no. 2, pp. 171-186. Moral sensitivity can be improved through training. To enhance moral awareness, organizations first need to explain clearly what constitutes unethical and illegal behaviour, and to clarify desired employee behaviours with respect to all organizational stakeholders.This requires clearly com municating formal, comprehensive ethics policies and procedures (e. g. , ethics codes) to employees at all levels, including managers, so as to provide formal boundaries for decisions, activities, and behaviours in the organization. However, awareness training should also probe the informal gray areas of comprehensive ethics policies. It may do so through the use of scenario studies, games, and interactive videos, which include ethical dilemmas that employees may face in their workplace.Such training opportunities allow individuals sufficient exposure to the practice of identifying ethical issues in realistic settings. Acceptable paraphrase Below is a legitimate rephrasing of the original text: Organizations can take steps to improve the ethical sensitivity of their employees by providing clear guidance on what is appropriate ethical behaviour and where the grey informal difficulties may lie through variety of methods including dilemmas, games and scenarios (Schminke, Arnaud and Kue nzi 2007). Unacceptable paraphrase Below is an unacceptable paraphrase.Rather than a legitimate rephrasing, this is a collection of direct quotes from the original, which have just been organised in a different order: Moral sensitivity can be improved through training, which can be delivered through the use of scenario studies, games, and interactive videos, which include ethical dilemmas that employees may face in their workplace (Schminke, Arnaud and Kuenzi 2007). Unacceptable paraphrase Below is another unacceptable paraphrase. In this case, it is unacceptable because it merely involves the alteration of a few words in the original:In enhancing moral awareness, organizations should explain clearly what constitutes unethical and illegal behaviour, and specify desired employee behaviours for all stakeholders in the organisation (Schminke, Arnaud and Kuenzi 2007). Hint: As well as highlighting your understanding, paraphrasing information and ideas allows you to integrate them more e asily into your own writing. Summarising A summary is an outline of the main or most relevant ideas presented in a source. When summarising, be absolutely sure to use your own words, phrasing and sentence structures!Hint: Summarising can be useful when you want to focus on particular ideas or particular information in a source. When paraphrasing and summarising, you need to: * Ensure that the words, phrasing and sentence structure are your own. If you paraphrase or summarise and your words are too similar to the source’s, this is plagiarism. * Include the author’s family name (or source name) and publication date immediately after the paraphrase or summary (or within the sentence). * Ensure that the referencing details are accurate: your reader needs to be able to locate the original source using this information.Remember, your own contribution includes your ability to clearly express someone else’s ideas or information in your own words and demonstrate understa nding of the relevance of this information in the context of your assignment. How do I reference? There are a variety of different referencing systems used to acknowledge sources in academic texts. Often, within a given unit of study, one particular system will be favoured so it is important that you check with your unit of study coordinator. It is imperative that you choose a single recognised system and use it consistently and accurately throughout your assignment.This includes paying close attention to the presentation of referencing details, including the order of information, and the precise use of commas, full stops, italics and quotation marks. The Harvard referencing system as specified in The University of Sydney Business School Referencing Guide is used in The University of Sydney Business School. This section provides a number of examples of how to reference sources, both in-text (i. e. , in the body of your work) and in the accompanying reference list. Reference lists an d bibliographiesA reference list only includes the sources directly referred to in the body of your work. A bibliography includes all works that have informed your work, both those directly referred to in the body of your work and those not. Note: Most assignments require a reference list only. If you are unsure whether or not a bibliography is also required, please check with your unit of study coordinator or your tutor. Direct quotation When a word-for-word quotation is integrated into the text of your essay, you must always provide referencing details in the sentence where the quotation is introduced.In both the reference list and the bibliography you must also provide full details of the  source quoted. To reference a short direct quotation of about 30 words or less, place single inverted commas around the author’s words, and place his/her family name, the date of publication, and the page number in brackets after the quotation, for example: Truly difficult ethical conf licts in the work place exist ‘between one’s deeply held, subjectively informed relational ways of being in the world and more objectively fashioned general rules’ (Ladkin 2006, p. 8). The corresponding entry in the reference list would look like this: Ladkin, D. 2006, ‘When deontology and utilitarianism aren’t enough: how Heidegger's notion of ‘ dwelling’ might help organisational leaders resolve ethical issues’, Journal of Business Ethics, vol. 65, no. 1, pp. 87-98. Below is an instance of using a direct quotation to refer to someone else's idea in your writing: Gilles Deleuze and Felix Guattari propose an unusual idea of philosophy. They define philosophy as the ‘art of forming, inventing, and fabricating concepts’ (1994, p. ). This idea is useful for exploring ways in which various forms of intellectual work can be seen not as a reflection on the world, but as an opportunity to intervene in the world. The correspo nding entry in the reference list would look like this: Deleuze, G. and Guattari, F. 1994, What is philosophy? , Verso, London. Quotations which are more than about 30 words must be set apart in the text by indenting in a block format, without using quotation marks. A font size one point smaller can also be used.Below is an instance of using a direct quotation to introduce someone else’s argument. Rowold and Heinitz (2007) make a link between trust and the transformation of followers in the following way: In addition, if the leader is a trustworthy model and represents a code of conduct, transformation occurs more easily. As a consequence of the leader's charismatic qualities and behaviours, followers identify with the leader. In turn, values and performance standards are more likely to be adapted by followers.Finally, transformational and charismatic leaders foster performance beyond expectations (p. 122). The corresponding entry in the reference list would look like this: R owold, J. and Heinitz, K. 2007 ‘ Transformational and charismatic leadership: assessing the convergent, divergent and criterion validity of the MLQ and the CKS’ ? , The Leadership Quarterly, vol. 18, no. 2, pp. 121-133. Quoting a fact Whenever you include a fact that is not commonly known information in your writing, you must use in-text referencing to identify the source.For example: The recent global financial crisis has led to significant rises in unemployment levels throughout the developed world. The November 2009 Australian unemployment rate of 5. 7 per cent (Australian Bureau of Statistics 2009) is a welcome sign that the economy may be on the road to recovery. The corresponding entry in the reference list would look like this: Australian Bureau of Statistics 2009, 6202. 0-Labour Force Australia – November 2009, viewed 15 December 2009, http://www. abs. gov. au/AUSSTATS/[email  protected] sf/mf/6202. 0 Paraphrasing and summarising If you use your own wor ds to express a source’s ideas or information, you must still reference the source by providing the author’s surname and the date of publication in brackets at the end of the relevant passage. For example: Marketing potentially harmful products, like genetic tests, poses a challenge for corporate decision-makers in making sure they appropriately balance the benefits and harm of their product in their advertising (Williams-Jones and Ozdemir 2008).The corresponding entry in the reference list would look like this: Williams-Jones, B. and Ozdemir, V. 2008, ‘Challenges for corporate ethics in marketing genetic tests’, Journal of Business Ethics, vol. 77, no. 1, pp. 33-44. Referencing according to the type of assessment task Although you need to reference in all university assignments (unless it is explicitly stated otherwise), what you are expected to reference – and how references must be expressed – depends on the type of assessment task. For ex ample, research essays require full referencing.However, other assessments, such as a closed book exam, are unlikely to require you to memorise entire quotations and page numbers. Reference requirements in some assessment tasks – for instance, oral presentations – are not as clear, and in such cases you should consult your unit of study coordinator or tutor. A note on using referencing systems This module helps you understand the principles and practice of academic honesty. It is essential that you learn and use the referencing system prescribed by each unit coordinator for any particular course of study.

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Gunnar Myrdal essays Born in Gustafs parish, Sweden on December 6, 1898 Graduated from the Law School of Stockholm University in 1923 and began practicing law while continuing his studies at the University. In 1927 he received his juris doctor degree in economics and was appointed docent in political economy. He studied in Germany and Britain from 1925-1929 In 1929 Myrdal took his first trip to the United States and stayed until 1930 as a Rockefeller Fellow. While in the United States he published his first books including The Political Element in the Development of Economic Theory. He then returned to Europe and served for one year as Associate Professor in the Post Graduate Institute of International Studies in Geneva, Switzerland. In 1933 he was appointed to the Lars Hierta Chair of the Political Economy and the Public Finance at the University of Stockholm as successor of Gustav Cassel. Myrdal was active in Swedish politics and was elected in 1934 to the Senate as a member of the Social Democratic Party. Myrdal was commissioned by the Carnegie Corporation of New York in 1938 to direct a study of the American Negro Problem. In 1944 the material collected in his study of the American Negro Problem was interpreted and published as An American Dilemma: The Negro Problem and Modern Democracy. Upon returning home to Sweden in 1942 Myrdal was re-elected to the Swedish Senate, served as a member of the Bank of Sweden, and was Chairman of the Post-War Planning Commission. From 1945-1947, Myrdal served as Swedens minister of commerce; he left this position though to accept an appointment as Executive Secretary of the United Nations Economic Commission for Europe. In 1957 he left this position to direct a study of economic trends and policies in South Asian countries for the Twentieth Century F ...

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