Steel drums :: essays research papers

The recording I listened to is called Carnival Favorites. It is Caribbean steel drum music. It is the majority of what people listen to and play in the Caribbean. It can be related to the genre of music known as techno. Usually a basic beat is repeated while a featured instrument such as steel drums plays a melody or song. Caribbean bands are mostly comprised of a drum set player, steel drum player, and a guitar and bass player. Other bands will add in other instruments such as a keyboard, bongos, or African drums. It is played so that people will be entertained, is played to keep people’s spirits high. Steel drum music is also about dancing. Any song that is played you will most likely be able to dance to it. The music makes you want to get into groove. Unless a band is playing a cover song, the band might not have a singer. Steel drum bands, in particularly, use the steel drums to â€Å"sing† to the audience. Steel drum players are fascinating to watch because of how difficult it is to play, and players can play every note perfect in the steel pan with ease.   Ã‚  Ã‚  Ã‚  Ã‚  It differs from any American music because there are usually not any words, and is different from techno because the steel drum is used as a voice instead of a sound machine. Most music that I listen to is based on the guitar and the vocalists. Being a drummer makes me focus more on the drum parts, which is why I like steel drum bands because they are percussion featured. The steel drums, and other percussion instruments are the main attractions. The tempos of what I listen to, and Caribbean music, differ greatly. The genre of music I listen to can be up to twice as fast as Caribbean music. Caribbean music is at a mild tempo so it is relaxing and so nobody is over worked, either dancing or playing. Most steel drum players could not play at a fast speed.

Lis Pendens Essay

CHAPTER 1 INTRODUCTION The doctrine of lis pendens1contained in Section 52 of the Transfer of Property Act, 1882 (hereinafter â€Å"TPA†) and expressed by the maxim ut lite pendente nihil innoveturem bodies the principle of law that â€Å"†¦pending a litigation nothing new should be introduced, and provides that pendente lite2, neither party to the litigation, in which any right to immovable property is in question, can alienate or otherwise deal with such property so as to affect his opponent.†3 The basis of this doctrine rests on the idea that â€Å"†¦the very purpose of seeking relief against any grievance [through a judicial proceeding] would be meaningless and ineffective†4 â€Å"†¦if alienations pendente lite were permitted to prevail†5 as despite having a decree of the Court in his favor, the plaintiff would have to commence proceedings de novo in order to reclaim his rights from the person to whom the property right was transferred by the defendant. The do ctrine can be said to be an aspect of the principle of res judicata6and has its basis in â€Å"expediency and necessity of fine adjudication†7 and the need of having â€Å"finality in litigation†.8The doctrine is based on the notions of justice, equity and good conscience9 and has emerged out of public policy considerations.10 This paper deals with the doctrine of lis pendens as it is contained in the Transfer of Property Act 1882 and analyses the doctrine under the following heads: (A) Theoretical Basis (B) Essential Conditions and (C) Effect of a transfer pendente lite. STATEMENT OF PROBLEM Why this project? This is a project in the subject of Property Law for the completion of assessment and evaluation as it is part of the curriculum. The above project titled ‘Doctrine of Lis Pendens (Section 52): A Critical Analysis’ is part and parcel of course of Property Law subject in eighth semester. The project lies for the complete analysis of the theme through which we will be able to find out and highlight the basis and their relevance in the subject. SCOPE The project deals with some of the questions arising out of Section 52 of the Transfer of Property Act, 1882 which deals with the transfer of immovable property pendente lite. The research will be restricted to the given topic and secondary sources are used for the purpose of this research. OBJECTIVE The objective of the research is to study in depth Section 52 and critically analyze it referring to various books and Law Commission Report. Also, to find out the limitations and loopholes which are there in the Section in light of different case laws and judicial pronouncements. HYPOTHESIS Pendency of a suit or a proceeding shall be deemed to continue until the suit or a proceeding is disposed of by final decree or order, and complete satisfaction or discharge of such decree or order has been obtained or has become unobtainable by reason of the expiration of any period of limitation prescribed for the execution thereof by any law for the time being in force RESEARCH METHODOLOGY Doctrinal Research This project is mainly the outcome of the library based research. The research is of the systematic exposition, analysis and critical evaluation of legal rules and their inter-relationships. Articles, books, case study and secondary data are referred for the literature review and reference and based on it analysis and conclusion are drawn. CHAPTER 2 THEORETICAL BASIS This part will enquire into the theoretical basis of the doctrine of lis pendens. The broader question that is sought to be answered here arises in a situation when a person unknowingly acquires title to a property which is involved in a civil dispute which is yet to be decided upon. In this situation, the question that is often raised is that on what basis the rights of the ignorant transferee can be subverted under the doctrine of lis pendens in order to recognize the rights of the victorious party in the  dispute over the disputed property. Two theories have been out forth in this regard. The first theory states that a pending suit is a constructive notice to the entire world and thus an ignorant transferee is consequently deemed in law to be aware of the disputed condition of the property and is barred from making the claim that s/he was a bonafide purchaser.11 However this theory is being increasingly displaced by another which relies on public policy considerations to justify the doctrine of lis pendens. Accordingly â€Å"†¦the doctrine is not founded on any theory of notice at all, but is based upon the necessity†¦ [for] preventing litigants from disposing of the property in†¦such manner as to interfere with execution of the court’s decree. Without such a principle†¦ all suits for specific property might be rendered abortive by successive alienations of the property in suit, so that at the end of the suit another would have to be commenced, and after that, another, making it almost impracticable for a man ever to make his rights available by a resort to the courts of justice.†12 This theory does away with need of inferring a constructive notice from fact of existence of the dispute. The transferee’s rights are not affected because the suit amounts to a constructive notice but because â€Å"†¦law does not allow litigant parties to give to others, pending the litigation, rights to the property in dispute, so as to prejudice the opposite party.†13 â€Å"The intention of the doctrine is to invest the Court with complete control over alienations in the res which is pendente lite, and thus to render its judgment binding upon the alienees, as if they were parties, notwithstanding the hardship in individual cases.†14 It has been argued that such a stringent version of this doctrine imposes an undue burden on innocent purchasers who buy disputed property. This is particularly so in cases where the lis is not duly registered under Section 18 of the Indian Registration Act, 1908. The states of Maharashtra and Gujarat have enacted state amendme nts which restrict the application of this doctrine to the cases where the parties to the dispute have registered the lis under the Indian Registrations Act 1908. This affords protection purchasers who may not have any means of determining the existence of a dispute in relation to the property they intend to deal with.15 CHAPTER 3 ESSENTIAL CONDITIONS The following conditions have to be satisfied for the application of Section 52 of TPA: (I) A suit or proceeding â€Å"in which any right to immovable property is directly and specifically in question†16 must be pending in an appropriate Court (II) The suit should not be a collusive one. In such a case, the property â€Å"cannot be transferred or otherwise dealt with by any party to the suit or proceeding so as to affect the rights of any other party thereto under any decree or order which may be made therein, except under the authority of the court and on such terms as it may impose.†17 The following parts deal with each of these elements in detail. Pending Suit â€Å"A suit is commenced by the filing of a plaint, and appeals and execution proceedings are a continuation of the suit.†18 According to of Section 52 a transfer of property involved in a suit while the pendency of the suit is hit by the rule of lis pendens enshrined therein. For a suit to be pending the Court must have the necessary jurisdiction. In the absence of such jurisdiction, â€Å"the decree pronounced by the Court will be a nullity†19 and hence would not attract the rule of lis pendens. An appeal or execution is included in the continuation of the suit and the bar of lis pendens extends over such proceedings. â€Å"The explanation to the said section indicates that the pendency of a suit would encompass the stage after the final decree till complete satisfaction and discharge of such decree or order. It is, therefore, obvious that legislature †¦ has thought it fit to extend the scope and ambit of the terminology â€Å"suit† even for covering the execution proceedings in connection with decrees passed in such suits†20 A transfer made before the pendency of the suit is not subjected to this rule.21 A suit filed in a foreign court cannot be a lis pendens under this rule.22The rule cannot apply to properties situated outside India.23 Furthermore the right to an immovable property24 must be directly and specifically be involved in the suit.25 Suit must not be collusive Section 52 of TPA becomes operative as soon as a bona-fide suit is instituted which is not in any way collusive.26 A collusive proceeding27 is different from a fraudulent proceeding. In a fraudulent proceeding, the claims made are false and are instituted to injure the plaintiff. Whereas in a collusive  proceeding, there is a secret arrangement between the parties to the suit and the object of instituting such proceedings is to utilize the judicial forum to curtail the claims of bona-fide transferees over the disputed property.28 A collusive proceeding would bind the parties but not their transferees.29 CHAPTER 4 EFFECT OF TRANSFER PENDENTE LITE â€Å"The transfer when it falls within the mischief of [Section 52 of TPA] will be deemed to be non est for the purpose of lis pendens.†30 The right to the property will continue to vest in the transferor notwithstanding he transferred it. However, there is no indication in the section that the transfer is rendered void. Rather, the transfer has been held to be â€Å"valid and operative as between the parties thereto.†31 The doctrine of lis pendens merely subordinates the rights of the transferee to the rights determined by the Court upon the completion of the proceedings. If the rights do not conflict, then the transfer would act as a valid transfer. This is can be inferred from the words, â€Å"so as to affect the rights of any other party thereto under any decree or order which may be made therein.†32 CHAPTER 5 CONCLUSION This paper reviews the doctrine of lis pendens under Section 52 of TPA. It is evident from the analysis of the doctrine that the basis of the doctrine lies in public policy considerations and the expediency to ensure finality of litigation. While the doctrine does invalidate a transfer pendente lite it renders the rights of the transferor subservient to those determined by the Court in the ongoing proceedings. The doctrine demonstrates a classic case wherein individual rights of parties are rendered dormant to satisfy a public policy objective. The broad principle underlying Section 52 of the Transfer of Property Act, 1882 is to maintain the status quo unaffected by the act of any party to the litigation pending its determination. Even after the dismissal of a suit, a purchaser is subject to lis pendens, if an appeal is afterwards filed. If such a view is not taken, it would plainly be impossible that any action or suit could be brought to a successful  termination if alienations p endente lite were permitted to prevail. The explanation to Section lays down that the pendency of a suit or a proceeding shall be deemed to continue until the suit or a proceeding is disposed of by final decree or order, and complete satisfaction or discharge of such decree or order has been obtained or has become unobtainable by reason of the expiration of any period of limitation prescribed for the execution thereof by any law for the time being in force. INDEX OF AUTHORITIES 1. Legislations: a. Transfer of Property Act 1882. 2. Cases Cited: a. Thakurai Bhup Narain Singh v. Nawab Singh And Ors. [1957] AIR Pat 759 (HC). b. Bellamy v. Sabine [1857] (1) De G & J 566. c. Digambararao v. Rangarao [1949] AIR Bom 367 (HC). d. Lov Raj Kumar v. Daya Shankar [1986] AIR Del 364 (HC). e. Chanda Sab v. Jamshed Khan [1993] AIR Kant 338 (HC). f. Minakshi Saini v. Gurucharan Singh Sharma (2002) 2 Punj LR 439, 441 (HC). g. Simla Banking Industrial Co. Ltd. v. Firm Luddar Mal [1959] AIR Pun 490 (HC). h. Ghantesher Ghosh v. Madan Mohan Ghosh and Ors.[1997] AIR 471 (SC) . i. Umesh Chunder v. Zaboor Fatima [1956] AIR 593 (SC). j. Palani Chetti v. Subramanyam Chetti (1896) ILR 19 Mad 257. k. Sivaramakrishna v. K. Mammu (1957) 1 Mad LJ 14 (HC). l. Hans Nath v. Ragho Prasad (1932) ILR 54 All 159 (HC). m. Md. Shafiqullah Khan v. Md. Samiullah Khan [1929] AIR All 943 (HC). n. Gouri Dutt v. Sheikh Sukur Md. [1948] AIR PC 147 (PC). o. Nuzbat-ud Daula v. Dilband Begam 21 IC 570. p. Nagubai Ammal v. B. Sharma Rao [1956] 1 SCR 451 (SC) 3. Books: a. Sorabjee S, Darashaw J.Vakil’s Commentaries on the Transfer of Property Act (2nd Edn., Wadhwa Nagpur 2004). b. Bharuka G, Mulla: The Transfer of Property Act 1882 (10th Edn., Lexis Nexis 2006). 4. Dictionaries: a. Black H.C., Black’s Law Dictionary (4th Edn, West Publishing Company 1968). 5. Law Commission Reports: a. Law Commission of India, Section 52: The Transfer of Property Act 1882 and It’s Amendment (Law Com No. 157, 1998).

Mass Relationships in Chemical Reactions Essay

Aim The aim of this experiment is to show that a reaction doesn’t have always 100% yield by reacting NaHCO3 and HCl and determining the amount of the products to calculate actual yield. Introduction A chemical reaction will be quantitative if one of the reactants is completely consumed. In this experiment sodium bicarbonate and hydrochloric acid start a reaction. The formula of this reaction is below. NaHCO3 + HCl –> NaCl + H2O + CO2 Observations In this experiment, sodium bicarbonate is put in an evaporating dish and some amount of HCl is added in the dish and the reaction started. Bubbles are formed and CO2 gas is produced and the reaction started to make sound. There was also water vapor formed. White NaHCO3 started to turn into a colorless liquid after adding HCl. As the reaction takes place water is started to form. NaCl was dissolved in water, so salty water is heated to obtain NaCl. As the liquid is heated it turned into a yellowish color for a few seconds. Then it started bubbling and water vapor is formed. Raw Data: Trial # Mass of Dish+NaHCO3+Lid +- 0.1 (g) Mass of NaCl+Water+Dish+Lid +- 0.1 (g) Mass of NaCl+Dish+Lid +- 0.1 (g) 1 64.14 g. 72.16 g. 63.28 g. 2 65.14 g. 72.95 g. 63.91g. Mass of Evaporating Dish + Lid: 62.14 +-0.1 g Processed Data: Trial #1 64.14 – 62.14 = 2 g NaHCO3 72.16 – 62.14 = 10.02 g NaCl + H2O 63.28 – 62.14 = 1.14 g NaCl Trial # 2 65.14 – 62.14 = 3 g NaHCO3 72.95 – 62.14 = 10.81 g NaCl + H2O 63.91 – 62.14 = 2.07 g NaCl Trial # Mass of NaHCO3 (g) Mass of NaCl + H2O (g) Mass of NaCl (g) 1 2 g 10.02 g 1.14 g 2 3 g 10.81 g 1.77g Calculations Na: 14.01 g/mol, H: 1.01 g/mol, Cl: 35.45 g/mol, O: 16 g/mol, C: 12.01 g/mol NaCl= 49.46 g/mol H2O= 18.02 g/mol NaHCO3: 75.03 g/mol Mole number of NaHCO3 = mole number of NaCl Trial #1 2 / 73.03 = 0.0274 mol NaHCO3 1.14 / 49.46 = 0.0230 mol NaCl Theoretical Yield: 0.0274 mol NaCl Percent Yield: 0.0230 / 0.0274 = 0.8394 x 100 = 83.94% Trial #2 3 / 73.03 = 0.0411 mol NaHCO3 1.77 / 49.46 = 0.0358 mol NaCl Theoretical Yield: 0.0411 mol NaCl Percent Yield: 0.0358 / 0.0411 = 0.8710 x 100 = 87.10% Conclusion The results are 83.94% for trial #1 and 87.10% for trial #2. Trial #2 is more accurate. The accepted value is 100%. The percentage errors are 16.06% for trial #1 and 12.90% for trial #2. The uncertainties are too small to calculate on the results. Random errors presented in this experiment. All the errors were done by human beings. There weren’t any errors due to a flaw of a machine or the procedure. Evaluation When salty water is heated on the first trial, the substance started to spill around, because the substance is heated with high amount of heat and faster than it should be. As a result, some of the NaCl which stuck on the lid and spilled around was lost, so the result of the first experiment is not accurate. Other reasons that changed the results may be all NaHCO3 may not be dissolved. Too much HCl may be added on the dish. There may be still water molecules left on the salt after heating. To get more accurate results, the experiment should be done more slowly than this experiment. Especially the heating process should be done slowly, so the evaporation can be observed more carefully.

Anzaldua’s Struggle with Language Essay

Gloria Anzaldua, the author of â€Å"How to Tame a Wild Tongue,† expresses a very strong tie that she has to her native language. Anzaldua grew up in the United States, but spoke mostly Spanish. She did not speak the normal form of Spanish though; she spoke Chicano Spanish, a language very close to her heart. The text focuses on the idea of her losing her home accent, or tongue, to conform to the environment she is growing up in. From a very young age, Anzaldua knows that she is not treated the same as everyone else is treated. She knows that she is second to others, and her language is far from second to others as well. Anzaldua stays true to her language by identifying herself with her language and keeping it alive, when everyone else wants it gone. She strategically expresses herself in the text through her personal experiences with the language, the use of narration and structure, and her gender role within her language. Anzaldua uses appeals such as ethos, pathos, and log os to show the audience the use of these three strategies. Anzaldua’s text begins with her visit to the dentist. This is where she introduces the main, reoccurring, theme of â€Å"taming a wild tongue.† This theme, depending which way it is looked at, can be seen as a rhetorical question in the sense that her â€Å"tongue† cannot be tamed. In this case it metaphorically represents her native language she speaks. The dentist is getting frustrated with her tongue getting in the way of his work, and he mentions how her tongue is so strong and stubborn. He states that something must be done about her untamed tongue. Ironically, everything the dentist says about to tongue is true for her native tongue as well. Anzaldua knows that she cannot stand up for herself and her tongue, because her language is frowned upon in America. There is no way to tame her tongue; she must completely get rid of it. In these first opening paragraphs, Anzaldua is using the rhetorical strategy of her personal experience at the dentist. When reading this, one may think that the author is trying to portray a young girl at the dentist and that her tongue is being stubborn. The author is using a metaphor, and is not only talking about her actual tongue, but her accent as well. Anzaldua is showing an appeal such as pathos. The author shows this emotional appeal to demonstrate the love that she has for her language. Anzaldua identifies herself with her language, and is very emotional about it. The author has many personal experiences with the language that she is punished for. At school if she was caught speaking Spanish, she would be punished for it. For instance, she was once punished and accused of â€Å"talking back† to the teacher when all she was trying to do was tell her how to pronounce her name. The teachers were very disrespectful to her and her companions who spoke Spanish. One of the teachers stated, â€Å"If you want to be American, speak American. [i]f you don’t like it, go back to Mexico where you belong† (59). The Spanish speaking students were frowned upon and were not only taught to speak English, but to speak English without slang or a Mexican accent. Anzaldua identifies herself with her language, and is offended if someone talks poorly about it. The author uses her emotional tie to her language to connect with the audience and give the reader a sense of how she feels. She uses ethos to show her strong connection with her background. She speaks her â€Å"home† tongues only with her sister and brothers, and her friends. There are five different languages but the two that she feels closest to are Chicano Spanish and Tex-Mex. She also speaks Pachuco, the language of rebellion, which she speaks in secret with kids and people her own age. According to Americans, her language is considered a bastard language and that it is illegitimate. This is something that she takes to heart because her language is so important to her and it is so close to her and her family. Anzaldua shows this in the narration and structure of her writing. Her reading is bilingual instead of just in English. She will write a whole sentence in English but change one or two words in the sentence to Spanish. An example is when she says, â€Å"Often with mexicanas y latinos we’ll speak English as a neutral language† (64). Here is just a small example of how she includes her Spanish language in her English text. There are many different times when Anzaldua does this in her reading. This is something that may confuse an English reader with no Spanish experience. Often times when I came across words in Spanish I got confused and almost embarrassed because I had no clue what she was trying to say. I think this is a great way to show readers how she felt as a Chicano trying to learn a whole new language. Anzaldua’s strategy of narration and structure of the text really catches a reader’s eye. She also italicizes any Spanish words that she includes in her text. This is just another way of showing the audience how important her language is to her. Another strategy she uses in her writing is how she splits up her story. She has many different titles throughout her text including: Overcoming the tradition of silence, Oyeá ¿ ½ como ladra: el lenguaje de la frontera, Chicano Spanish, and Linguistic terrorism. These titles all represent a new important part of her life and her life growing up in America. This is a strategy that works well with an audience because it attracts a reader to want to know more about the next topic of her life. Anzaldua uses these strategies to build appeals with the audience. She demonstrates ethos to the audience because of the emotional tie she has with her background. A reader can connect with her when she reveals her emotion to the audience. The use of her two languages in the text also exhibits her use of logos. Anzaldua struggles to keep her language alive because it is something that is so dear to her heart, but in turn she is not treated as well as she should be treated. In her text, Anzaldua explains how women are treated differently within the language. From a young age, girls are taught not to talk much, and to not talk back. In Spanish when speaking about a group of girls, including yourself in the group, you would say nosotras, and when speaking about a group of guys you would say nosostros. Anzaldua did not know that the word nosotras, the feminine reference, even existed until an older age. A group of women was always referred to as the masculine meaning. She states, â€Å"We are robbed of our female being by the masculine plural. [l]anguage is a male discourse† (60). Although women are treated differently than men, she does not take this to heart because she has grown up this way, and she still loves her heritage and language. She stands up for her language because it is part of who she is as a woman. She is proud of whom she is, and the language she speaks. Anzaldua values her language because it is a part of her identity. She says, â€Å"Ethnic identity is twin skin to linguistic identity-I am my language† (65). If you really want to make her mad or hurt her feelings, say bad things about her language. She takes pride in her language and respects it. This is the closest thing to her and is part of who she is. Anzaldua’s gender role within the language shows a reader how she is viewed as a woman. This established ethos to the reader because of how she feels about the illegitimacy of the language. She cannot accept legitimacy of herself until she is free to be like a typical American and do all the same things as them. Anzaldua says after this is done, â€Å"I will overcome the tradition of silence† (65). Throughout the text, â€Å"How to Tame a Wild Tongue,† by Gloria Anzaldua, she consistently refers to the pride she takes in the language. Her Chicana Spanish is something that is very important to her, and very dear to her heart. A reader realizes this by the author’s use of personal experiences with the language, the use of narration and structure, and her gender role within her language. Anzaldua also uses these strategies to aid in the use of her appeals such as ethos, pathos, and logos. She uses ethos frequently throughout her text because Chicano Spanish is something that is so important to her. Anzaldua takes pride in who she is and where she is from, and she will never let anyone take that away from her.

Ecological Modernisation as an approach for solving of Environmental Coursework

Ecological Modernisation as an approach for solving of Environmental problems - Coursework Example This study looks into the concept of ecological modernisation started to gain attention in the 1990s. This concept evolved in the industrialised democratic states as a dominant way of addressing environmental policies. It was also aimed at identifying the root causes of these environmental problems and to suggest possible policies or solutions. These environmental problems include global pollution, global warming, Ozone depletion, soil erosion, overpopulation, natural resources’ exploitation, destruction and fragmentation of natural habitats, water crisis, loss of biodiversities etc. These environmental problems are creating adverse effects on health and well-being of human beings. Ecological modernisation has been developed in order to fight against these environmental problems at large. It was also developed to ensure sustainability of natural resources and natural well-being, maintaining environmental justice and preserving the rights and beauty of the nature. The concept o f sustainability or sustainable development considers that the present generation must consume goods and services in such a way that the consumption of these goods and services by the future generation is not hampered. The notion of sustainable development has been used to preserve and conserve natural and environmental resources, mainly non-renewable resources like coal, petroleum etc. Sustainable use of these resources by the present generation can help future generations to acquire benefits from these resources. According to Brundtland Commission, it means ‘meeting the needs of the present without bargaining the capability of future generations to meet their needs (Berger et al., 2001, p.57). The concept of environmental justice deals with the preservation of the nature and natural resources. This paper is aimed at critically assess the importance of ecological modernisation as an appropriate approach for solving environmental problems. Brief history of the concept of ecolo gical modernisation: Since a long time, a conflicting relationship exists between economic development and environmental sustainability. There are conflicting opinions regarding the relationship between economic growth and environmental policies as well. Those people in favour of rapid economic growth and development argue that the policies aimed to act in favour of the environmental protections are creating obstacles against the economic growth of industrialised nations of the world. They have argued that environmental policies like reducing environmental pollution create larger problems for producers to produce goods and services at lowest possible costs and hence, hamper the process of economic development of countries by reducing their national output and national income (Berger et al., 2001, p.56). But the opposite side argues that without proper environmental protection it will be difficult for these industrialised countries to achieve their desired pace of economic growth. Th ey also argue that in the presence of sustained ecological society the pace of economic growth gets accelerated. The need for environmental awareness started at the end of the 1980s and at the beginning of the 1990s, mainly in the industrialised nations of the world. In this time the concept of environmental protection and environmental awareness was seen differently from previous periods. Before this time environmental problems were largely seen as natural phenomena which were beyond the control of human beings. But in this time people started to believe that those environmental problems are largely dependent upon human activities. People also realised that controlled and protected human activities can easily reduce the prevalence of those environmental problems. The main reason for the conceptualized difference was the emergence of a new concept called

Compensation And Employment Ethics Essay Example | Topics and Well Written Essays - 250 words

Compensation And Employment Ethics - Essay Example You don't necessarily know the inherent assumptions which went into the design of the software, nor do you know with certainty what its limitations are. These computer programs and the computers themselves are wonderful tools but don’t use them blindly. The E&C contractor lost the job, one that was worth over $500 million. I don't know but I would not be surprised if some engineers also lost their jobs – they should have. In this case, blind faith in a piece of software cost the firm a lot of money. In another set of circumstances, this type of error could have cost lives. Protection of the public, the basis for requiring the engineering â€Å"seal† in the first place, is only afforded when an engineer qualified in the relevant discipline is responsible for all aspects of planning, design, and field supervision of the project. Engineering is an exciting field, and one of the best things about it is the wide range of career opportunities it affords. However, as professionals, engineers must remain vigilant so that they do not overestimate their abilities in fields outside their chosen discipline. The American Society of Civil Engineers serves my field of study. In order to be a member of the society, one must be certified as a land surveyor or engineer intern and licensed in the US as an L.S or P.E. additionally, one must have a bachelor’s and master’s degree from an ABET/EAC accredited civil engineering school. the society requires engineers to comply with the ASCE code of ethics It was ethical for Most to decline the job since someone cannot be forced to undertake a job he feels uncomfortable with. Also, Ball acted ethically by highlighting that Most had the required qualifications. This is because lying to the administrative board would have been unethical.

Engineering Changes Through Technology Improvement Over The Past 50 Thesis

Engineering Changes Through Technology Improvement Over The Past 50 Years - Thesis Example Burkins and Grasso (2009), state that the engineering fraternity and its multitude of professions and dimensions have engineered structures, chemicals, DNA, materials, machinery and so much more that has been responsible for shaping the current society in to the structure that is seen today. The great revolutions in the fields of industrial and agricultural technology are examples that show how engineering and technology had a greater influence on how human beings lead their lives when compared to the influence of the political and social revolutions of time. New discoveries in preventive medicine and sanitation have led to population explosion as well as its control. Weaponry from the time of arrows and bows to nuclear power and gun powder have also contributed to changes on how wars were fought; in the field of computers, the microprocessor has changed how people bank, shop, run businesses, communicate with other people and conduct research activities. While these are very minor ex ample, there is no dispute that the engineered technologies are responsible for large scale transformations that have contributed to the increase of urbanization in society and developing interdependence of societies worldwide (Ahlgren & Rutherford, 1990). All these changes in the world have been as a result of gradual development of artisan skills in engineering professions which have in turn gradually contributed to scientific knowledge and increased technological discoveries. Most of the technological and scientific discoveries have been a result of engagement in artisan skills of engineering. These artisan skills have gradually led to new discoveries and developments which occurred through empirical observations and regular experimentation. The artisan skills was the main way through which technological and scientific discoveries were arrived at prior to the development of active science skills that could anticipate situations and conditions as well as maneuver situations to ach ieve results in the experimental field. Practical engagement in various engineering artisan skills has directly led to vast acquisition of engineering experience and the building of a wealth of knowledge which has contributed to greater scientific advancements (Hughes and Hughes, 2000). In fact, most early scientific and technological discoveries were made by individuals who were practically engaging in engineering fields as either professionals or apprentices in their respective roles. It is for this same reason that engineering has always acclaimed practical old world artisan skills as the best mode of development of engineering skills. Prior to the emergence of formal science training and engineering studies, much of the learned skills in all forms of engineering were passed down generations by craftsmen and specialist through apprenticeship programs that attached learners to professionals for a length of time through which they could extensively develop their artisan skills in v arious engineering practices (Martin & Christensen, 2009). Throughout the apprenticeship period, all of these apprentices would learn their skills through practical engagements that would make their experiences ingrained to their personality as they learned from their actions. It was through the process of apprenticeship that construction skills such as building structures, roads, bridges and many other forms of constructions got developed and passed on to the others. Apprenticeship – Over the years However, with advancement, the mode of learning and engaging in scientific studies the acquisition of