Disaster in Franklin County Essay Example for Free

Disaster in Franklin County Essay The role of the major public health personnel, including the public health nurse, is to provide the public with accurate information, and to assure the community, as well as ensure the immediate safety and well-being of the members of the community, while being competent compassionate and accessible. The public health director was contacted by the incident commander to attend the incident briefing due to immediate and long term public health impacts. The fire chief gave report concerning how many people were confirmed dead, what time it occurred and what county(s) were affected. He made the public aware if any hazardous materials had been released and where and whether the hazardous materials team had been dispatched. He also notifies the community of areas of flooding, and any impassable roads and the roads that are closed, as well as any power outages, and possible long term problems that may occur from power loss such as water contamination, and food loss due to spoilage. The fire chief also informs the public that the plan for search and rescue has been initiated. The public health staff had previously had National Incident Management System (NIMS) training. The deputy director sets up the incident command center and does the head count of available responders. The most ideal personnel were not totally available; there were an appropriate number to set up section chiefs and command staff. The chain of command that was used in the simulation consisted of the Public Health Team which included the County Public Health Director, Environmental Health Specialists, and Community Health Nurses, as well as Franklin county staff members, mental health, and social workers, which allowed the community health nurse to have resources available that were used to deal with situations that were outside the nurse’s scope of practice included reporting to EOC well treatment hazardous waste removal. Actions taken by the community health nurse when she encountered possible emergency situations during the door-to-door interviews was to Calm and triage families and offer reassurance and instruction on safety. The public health personnel had to deal with multiple problems both during the initial period and after the immediate danger had past. Actions taken by the community health nurse to help the people who were interviewed cope with the situations after the flooding were: to advise them to stay at shelter where there is electricity and food to contact Environmental health specialists for toxic waste To contact Social services to address immediate needs and resources. To arrange for instruction on safe use of generators in English and Spanish. To make arrangement for medications to be delivered the next day. Techniques that were used or could have been used to calm the fears of the people interviewed are to use short and concise statements. Perform active listening and confirm statements by repeating it back to the person being spoken with, use confrontation avoidance, and De-escalation. The other nursing personnel could be prepared to help in responding to a similar emergency with a much larger affected area (e.g., the effect of Hurricane Katrina). Through the development of a well-organized disaster response plan. Public health staff requires National Incident Management System (NIMS) training. Emergency preparedness training should be performed at least every six months. There needs to be a method of communication in case power lines, towers and electricity are not available; have a backup system in place and know where they are located (e.g. include, walkie talkies, Morse code and emailing). Community nurses should have car stock that includes protective gear (PPE) such as N-95 mask, barriers for CPR, gloves, biohazard containers and isolation gowns. Knowledge of the basic steps that are needed to take to ensure patient safety, such as safe evacuation, and early notification will help prevent unnecessary casualties during emergencies (Agency for Healthcare Research and Quality. www.ahrq.gov/prep. Accessed July 21, 2006. References Centers for Public Health Education and Outreach. (n.d.). Retrieved from https://cpheo1.sph.umn.edu/fcs/index.asp Health Care: Public Health Emergency Preparedness. (n.d.). Retrieved from http://www.ahrq.gov/prep

Rape Law Reform in England and Wales

Rape Law Reform in England and Wales 1. Introduction The beginning of the 21st Century has seen a major overhaul of the sexual offences legislation in England and Wales. Prior to this reform the law on sexual offences was based on legislation implemented in 1956[2], with some parts dating as far back as the 19th Century. It goes without saying that this legislation was grossly dated and unsuitable for the 21st Century. A number of important amendments had been made since the 1956 legislation, including the inclusion of marital rape and male rape in 1994[3]. However, these piecemeal changes resulted in very confusing laws, to the extent that many different Acts had to be accessed in order to decipher where the law stood on any given matter. The Home Office acknowledged that this had led to a ‘patchwork quilt of provisions (Home Office, 2000, pg. iii). The previous law was also plagued by anomalies, inappropriate language[4] and discrimination, some of which may have been construed as violating human rights legislation. Starting with a pledge by the newly elected 1997 Labour government to help victims of sexual offences obtain justice, a detailed and lengthy review process was initiated in 1999 (the Sexual Offences Review). This was followed by a Sexual Offences Bill and then, finally, the arrival of the Sexual Offences Act 2003, which came into force in May 2004. This article outlines the criticisms feminists have previously made about rape law in England and Wales and describes and evaluates as far as possible the new legislation as it relates to rape. 2. The attrition problem The criticisms feminist academics and activists have highlighted in terms of rape law in England and Wales are similar to those described in other countries with adversarial legal systems. These include: the difficulties in proving non-consent; cross-examination; rape myths; the use of sexual history evidence in court; and the 1976 ruling in Morgan[5] that an ‘mistaken but ‘honest belief in consent should lead to an acquittal even if this belief in consent is not a ‘reasonable one. The incredibly high attrition rate for rape cases has been a major concern underpinning many of these criticisms and acted as a strong push factor towards the strengthening of the law on sexual offences. Quite simply, most rape victims who report the offence to the police will never even see their case reach court, never mind see the perpetrator convicted for rape. Many studies have documented the high attrition rate and how it has increased over time. While more and more men are being reported to the police for rape, the proportion that are convicted for rape has been steadily falling since records began (Smith, 1989; Chambers and Miller, 1983; Lees and Gregory, 1993; Harris and Grace, 1999; HMCPSI and HMIC, 2002; Lea, Lanvers and Shaw, 2003). These studies show that the ratio of rape convictions to reported rapes has steadily fallen from one in three in 1977 to one in 20 in 2002 (Kelly, 2004). Comparative analysis has found that the high rape attrition rate is not confined to England and Wales but is echoed to different extents across Europe (Kelly and Regan, 2001). Bearing in mind that most rapes are not even reported to the police[6], this of only one in twenty is particularly concerning and has been the basis of much campaigning by activist groups. Moreover, Kelly (2002) warns that attrition may actually be even higher than research has fo und because such studies do not take into account rapes that are reported to but not recorded by the police, or any convictions that are overturned on appeal. New research has found that around one in ten convicted rapists later have their convictions overturned or sentence reduced on appeal (Cook, 2004). 3. The reform process The Sex Offences Review began in 1999 and aimed to achieve ‘protection, fairness and justice within the Home Offices overall aim of creating a ‘safe, just and tolerant society (Home Office, 2000b)[7]. The reviews terms of reference were: ‘To review the sex offences in the common and statute law of England and Wales, and make recommendations that will:  · provide coherent and clear sex offences which protect individuals, especially children and the more vulnerable, from abuse and exploitation;  · enable abusers to be appropriately punished; and  · be fair and non-discriminatory in accordance with the ECHR and Human Rights Act. This third point is likely to have been an important factor in why the Government felt the pressing need for legislative reform; in October 2000 the Human Rights Act 1998 came into force and thereby incorporated the rights guaranteed by the European Convention of Human Rights (ECHR) into the domestic law of England and Wales. Although the Human Rights Act 1998 did not actually give citizens any ‘new rights it gave judges the power to make a statement of incompatibility if a piece of legislation failed to respect an individuals human rights. Moreover, the European Court of Human Rights has in the past held states accountable for violations of human rights where they failed to enact appropriate rape legislation[8]. An internal steering group and external reference group were set up as part of the review; the latter including established feminist academics[9], representatives from feminist organizations working with victims of rape[10] and feminists campaigning for rape law reform[11]. Intentionally or unintentionally, the review was therefore guided by a strong feminist influence. Two lengthy documents were then produced, consisting of literature reviews, reports from consultation seminars and recommendations (Home Office 2000a, 2000b) and from this review, the white paper ‘Protecting the Public was published (Home Office, 2002) setting out the Governments proposals. In the foreword by Home Secretary David Blunkett, he described the existing law on sexual offences using words such as ‘archaic, ‘incoherent and ‘discriminatory. The Sexual Offences Bill was introduced in January 2003 into the House of Lords, where some amendments were made. The Bill was passed to the House of Commons in June 2003 where it was reviewed by a Home Affairs Committee. In July 2003 this review was published, along with oral and written evidence submitted as part of an inquiry into specific sections of the Bill (House of Commons Home Affairs Committee, 2003). The Sexual Offences Bill was given Royal Assent on the 20th November 2003 and became the Sexual Offences Act 2003 with effect from May 2004. This replaced the Sexual Offences Act 1956 and its various amendments. It is widely acknowledged that the new Act represents the largest overhaul of sexual offences in over a century (Editorial, Criminal Law Review, 2003). 4. The Sexual Offences Act 2004 In order to secure a conviction for rape it is necessary to prove beyond reasonable doubt not only that the defendant committed an act that meets the legal definition of rape but also that the defendant knew that the victim was not consenting. These are known as the actus reus (the guilty act) and the mens rea (the guilty mind, or criminal intent). These two aspects of rape are now described in turn in terms of the reforms that have taken place. 4.1 The actus reus (guilty act) The actus reus of rape within the Sexual Offences Act 1956 was simply defined as unlawful sexual intercourse with a woman, which was amended in 1976[12] to unlawful sexual intercourse with a woman without her consent. The 1990s saw two major changes relating to the actus reus of rape. In 1991, after over 100 years of feminist campaigning rape within marriage became illegal within the common law system and this was placed into statute in the Criminal Justice and Public Order Act 1994 when the word ‘unlawful was removed from the definition. It had previously been judged in common law that married women had no capability or authority to ‘not consent: ‘The sexual communication between them is by virtue of the irrevocable privilege conferred once for all on the husband at the time of the marriage †¦ (R v Clarence, 1888). ‘But the husband cannot be guilty of rape committed by himself upon his lawful wife, for their matrimonial consent and contract the wife hath given up herself in this kind unto her husband, which she cannot retract. (Sir Matthew Hale, 1736 History of the Pleas of the Crown) The criminalisation of marital rape was controversial within legal circles. This is because when it was criminalized in 1991 it was seen as being criminalized by judge-made law rather than the elected government. The case in question was R v R[13] where it was alleged a husband had attempted to have sexual intercourse with his estranged wife without her consent and physically assaulted her by squeezing her neck with both hands. In this case the issue was not whether he had attempted to force his wife to have sexual intercourse without her consent, but rather whether this fell under the legal definition of ‘unlawful sexual intercourse. Relying upon Hales now infamous statement (cited above) the defence argued that because the acts were against his wife this could not be classed as unlawful. In considering this defence, Mr Justice Owen argued that Hales statement could not longer be seen as valid because it was ‘a statement made in general terms at a time when marriage was indissolvable. However, this dismissal of Hale appeared to relate more to the fact that there was physical force used in the attempted rape than the lack of consent per se: ‘I am asked to accept that there is a presumption or an implied consent by the wife to sexual intercourse with her husband; with that, I do not find it difficult to agree. However, I find it hard to believe †¦ that it was ever the common law that a husband was in effect entitled to beat his wife into submission to sexual intercourse †¦ If it was, it is a very sad commentary on the law and a very sad commentary on the judges in whose breasts the law is said to reside. However, I will nevertheless accept that there is such an implicit consent as to sexual intercourse which requires my consideration as to whether this accused may be convicted for rape. Mr Justice Owen ruled that the act could be classed as attempted rape and sentenced the defendant to three years imprisonment. The defendant appealed, arguing that Mr Justice Owen had been wrong to rule that rape within marriage was against the law when the marriage had not been revoked. The appeal was dismissed unanimously at the Court of Appeal[14], where Lord Lane dismissed Sir Matthew Hales statement as being a ‘statement of the common law at that epoch, where ‘the common law rule no longer remotely represents what is the true position of a wife in present-day society. The Court of Appeal concluded: ‘We take the view that the time has now arrived when the law should declare a rapist a rapist subject to the criminal law, irrespective of his relationship with his victim. This judgement was later upheld on appeal to the House of Lords[15] and at the European Court of Human Rights[16]. The second of the two previously mentioned changes was also made within the 1994 Act when it was acknowledged that a man could be a victim of rape and the actus reus of rape was amended to cover vaginal or anal intercourse against a woman or another man without their consent. Although other parts of the Sexual Offences Act 1956 were revised between 1995 and 2003, the actus reus of rape retained its definition as in the Criminal Justice and Public Order Act 1994 until the new definition in the Sexual Offences Act 2003. The Sexual Offences Act 2003 defines the actus reus of rape as penile penetration of the vagina, anus or mouth of another person without their consent. Therefore, in terms of its actus reus, rape has slowly changed over nearly half a century from unlawful sexual intercourse with a woman to penile penetration of the vagina, anus or mouth of another person without their consent. The widening of the actus reus to include penile penetration of the mouth is based on arguments made in the Sexual Offences Review that other forms of penetration (for example: penile penetration of the mouth, or vaginal or anal penetration with an object or another part of the body) should be treated just as seriously as penile penetration of the vagina or anus. It was decided that rape should be extended to include penile penetration of the mouth, on the basis that ‘†¦ forced oral sex is as horrible, as demeaning and as traumatising as other forms of penile penetration (Home Office, 2000a, pg. 15)[ 17]. This means that it remains a gender-specific offence with regard to the perpetrator (i.e. the act requires a penis) but a gender-neutral offence with regard to the victim. A new offence of assault by penetration was introduced to cover penetration by objects other than a penis, as with rape carrying the maximum sentence of life imprisonment[18]. The second part of the actus reus relates to a lack of consent. There are generally three lines of defence used in rape cases; that intercourse never took place, that it took place but not by the accused or that it took place but that the victim consented to it or that the accused believed that the victim consented to it (Baird, 1999). Baird (1999) highlights that there are very few rape cases that are ‘whodunnits, and the defence that sexual intercourse never took place is also rare. These defences are likely to have become even less common since developments in DNA testing (Lees, 1996). The issue of consent is therefore what many rape defence arguments focus on, and one of the aims of the review of sexual offences was to ‘clarify the law on consent'[19]. The root of the ‘consent problem lies with the requirement of the prosecution to prove the absence of consent (rather than requiring the defence to prove that they had taken steps to ascertain consent), and in many ways this problem is unique to rape cases. If, for example, a person reported that their car had been stolen it would not be necessary to prove that it had been taken without their consent. Similarly, if an individual were physically assaulted, for example punched in the face, they would rarely be asked if they agreed to be punched in the face. A further problem in rape cases is that the only direct witness is likely to be the rape victim, which means that cases often come down to one persons word against the other. If the defendant says that the victim consented and the victim says she did not consent then it is difficult to validate either persons statement of the act[20]. Because of the nature of sexual offending it is unlikely there would be a third party availab le to directly corroborate either statement. The Sexual Offences (Amendment) Act 1976 was the first to use the term ‘consent in statute – previously it had been force that was named as the relevant factor. However, consent had been an issue within common law since 1845 in Camplin in which the woman was drugged with alcohol and it was ruled that, although no force had been used, it was clear that the act was against the womans will and that she could not have consented to it. Since then, there have been other cases where consent is automatically deemed to be absent[21], which Temkin (2000) refers to as the ‘category approach. The case of Olugboja[22] in 1981 however, appears to have changed the standards needed to show non-consent. In this case it was ruled that consent was a state of mind and that the jury should be directed to make up their own minds as to whether consent was present based on the victims state of mind at the time of the rape. This appears to overturn the legal standards that had been develop ed using the ‘category approach. However, this is unclear and Temkin (2000) described the situation as having a ‘threefold uncertainty. The first element of uncertainty was because there was no statutory definition of consent. Secondly, the Olugboja decision individualised cases regarding consent hence moved away from the idea of a legal standard of non-consent. Finally, there was uncertainty regarding whether or not Olugboja had replaced the previous common law ‘category approach. The Sexual Offences Act 2003 addressed these uncertainties by defining consent as ‘a person consents if he agrees by choice, and has the freedom and capacity to make that choice (section 74) and by returning to the category approach by listing the categories in statute. However, the 2003 Act differentiates between six categories where consent is presumed to be absent, unless there is sufficient evidence to the contrary to raise an issue that the defendant reasonably believed that the victim consented, and two categories where consent is conclusively presumed to be absent. This means that the issue of consent still, to some extent, relies upon the mental state of the defendant, even in cases such as where the victim was asleep, experiencing violence from the defendant, or unlawfully detained[23], although the burden of proof is reversed in these situations with the defendant required to demonstrate the steps he took to ascertain consent. 4.2 The mens rea (guilty mind) This second part of the offence of rape – the mens rea – is based on the premise that an individual should not be punished for an act that they did not know they were committing at the time of the act. Although the actus reus and the mens rea are components of all crimes, the mens rea only becomes relevant when the conduct in question contains some level of ambiguity. The need to prove both the actus reus and the mens rea is applicable to other crimes besides rape. The most regularly used example is the crime of trespass; it is against the law to trespass onto anothers property, but a person cannot be convicted if they did not know they were trespassing (i.e. if private property was not clearly marked). Whether or not a person intended to commit a crime is probably more central in rape cases than for other criminal offences when it comes to proving the ‘guilty mind. Previously, if a man committed the actus reus of rape – the guilty act, but he honestly believed that the woman was consenting regardless of how unreasonable that belief was, he can not be convicted of rape because the mens rea[24] – the guilty mind – was not present. This was known formally as the ‘mistaken belief clause and informally as the ‘rapists charter (Temkin, 1987) because it meant that a woman could be actively non-consenting, even shouting ‘no and struggling to free herself, and a man could still be acquitted of rape. It is a defence that is very difficult, if not impossible, to disprove because the defence relies upon what was going on the defendants mind. The ‘mistaken belief clause was first introduced in Morgan[25] in 1976 when a husband colluded in the raping of his wife by three of his friends. He allegedly told his friends that his wife would struggle and say ‘no, as though she did not want to have intercourse with them, but that this ‘turned her on because she was ‘kinky. The accused men claimed that they honestly believed she was enjoying it and consenting and that they did not intend to rape her – in other words they never had a guilty mind. Although in the Morgan case the men were convicted, and the husband convicted of aiding and abetting, this case set a new precedent. The House of Lords ruled that if a man honestly believed that a woman consented, regardless of how unreasonable this belief was, he could not be found guilty of rape. Feminist activist groups campaigned for many years that the mistaken belief defence should be based on some test of reasonableness or that the mistaken belief clause should be abolished altogether. These are issues that have been widely debated throughout the common-law world. In Australia this issue divided rape law reform campaigners into two groups; the ‘subjectivists who argued that the Morgan ruling should be upheld – i.e. if a man honestly believes that a woman consents to sexual intercourse regardless of how unreasonable that belief is he should not be found guilty of rape, and the ‘objectivists, who argue that the belief should be reasonable (Gans, 1997). In Victoria, Australia, the argument against the amendment or abolishment of the ‘mistaken belief defence was based upon data from an empirical study commissioned by the Law Reform Commission of Victoria. This research found that in an examination of 51 rape trials the ‘mistaken belief defence was used in 23 per cent of cases. Furthermore, it was found that acquittals were actually less likely in these cases (Law Reform Commission of Victoria, 1991a, 1991b). They concluded that although the adoption of objectivism would have some effect on the outcomes in rape trials, this impact would be very slight (Law Reform Commission of Victoria, 1991b). This opinion did not meet with universal agreement, and Gans (1997) argues that the methodology, and hence the findings, of this part of the research was fundamentally flawed, invalid and misleading. He criticises the research for not taking into account pre-trial decisions on attrition, and argues they should have included all reported rape cases when publicising the conviction rate rather than just those cases that got to court. Gans also argues the Victorian research ignored the role of the ‘honest belief within juror decision making and had vague coding categories around consent and honest belief. He suggests that, by re-c oding the data, at least 74 per cent rather than 23 per cent of the trials actually had at least some element of the ‘mistaken belief defence and warns that while successful law reform should be based upon empirical research, caution should also be exercised. In England and Wales no empirical research has ever addressed this subject, and it is therefore impossible to know the scale of the problem here[26]. In the Sexual Offences Review there was much debate about the mistaken belief defence, but no clear agreement was reached as to what should be recommended. Around a third of the respondents to the rape and sexual assault section of the Review argued that Morgan should be changed so that a belief must be both honest and reasonable (Home Office, 2000a). Alongside these responses, a postcard campaign to Jack Straw (then the Home Secretary) was organised by the feminist activist group Campaign to End Rape, which called for a total dismissal of the Morgan ruling. The debate within the review was not whether Morgan should be changed per se (the Home Office rape seminar and the Reviews External Reference group agreed that it should be changed), but rather how it should be changed, and what, if anything should replace it. After much debate, the Sexual Offences Act 2003 defined the mens rea of rape as if ‘A does not reasonably believe that B consents (section 1c). Whether or not the belief is classed as reasonable is determined after regarding all the circumstances, including any steps A may have taken to ascertain whether B consents. It is too early to consider what impact this may have had, and the lack of any baseline s makes evaluation difficult unless this were to be conducted retrospectively or using interviews with lawyers. 5. Conclusions The reformed rape law, as of May 2004 can thereby be summarised as if ‘A intentionally penetrates the vagina, anus or mouth of ‘B with his penis, and if ‘B does not consent to the penetration and ‘A does not reasonably believe that ‘B consents (paraphrased from section 1 of the Sexual Offences Act 2003). Although there were piecemeal reforms made between 1956 and 2003, none of these had any impact on the continued decrease in the conviction rate. It is too soon to know how the 2003 Act will be interpreted and what, if any, impact it will have. Although consent has now been defined in statute, this does not solve many of the issues relating to consent. It remains a problem that the law equates passivity or non-resistance with consent (Henning, 1997), especially when there is no evidence of physical violence or if the victim had consented in the past (Harris and Weiss, 1995). The re-wording of the mens rea so that the belief in consent must be reasonable is a significant step forwards, however it is too early to know how ‘reasonable will be interpreted in case law (i.e. reasonable to who? under what circumstances?). There was some scepticism relating to what impact the Sexual Offences Act 2003 would have even during the consultation stages. In 2001, for example, Rumney warned that the review might lead to ‘another false dawn (pg. 890) because of its sole focus on the black letter law. In other words, it is unlikely that men will ‘decide not to rape simply because the laws have been slightly strengthened. Similarly, the high attrition rate is not solely related to how rape is defined in law, so the impact here may also be marginal. Goldberg-Ambrose (1992) suggests that law reform should focus on the trial process, particularly on how rules of evidence and the ways in which rape cases are constructed relate to social perceptions of gender, coercion and sexuality. This suggests that it may be necessary to look further than the ‘black letter law towards the trial process in an attempt to explain why the problems around the prosecution of rape persist. Although campaigning for rape law reform is important it may not be enough. This has been acknowledged by feminists for some time; for example, in 1984 Jeffreys and Radford argued that reforms can only ever be effectively implemented alongside a transformation of mens attitudes. In its most simple terms, it is likely that laws are easier to change than prejudiced attitudes (Gaines, 1997). Although there remain many issues relating to the prosecution of rape defendants, few feminists in England and Wales will deny that the reformed rape law represents a huge step forwards. The same can be said for the other sexual offence laws that were reformed and with regard to the new offences that the legislation created. Decades of previously dismissed feminist campaigning have now come to fruition and the new legislation tempts ‘told you so type comments in some places. The major achievements of the legislation can be held as being: the retention of rape as a gendered offence in terms of its perpetration; the need for an ‘honest belief in consent to also be ‘reasonable; and a complete revision of what it means to truly consent. However, it is highly unlikely that a new law alone will see an end to the problems women who are raped face within the criminal justice system and it is important that monitoring of the new Act begins and is made publicly available as s oon as possible. References Baird, V. (1999) Changes to section 2 of Sexual Offences Act 1976, Medicine, Science and the Law, 39 (3), 198-208. Chambers, G. and Miller, A. (1983) Investigating Rape, Edinburgh: HMSO Cook, K. (2004) Rape Appeal Study: Summary Findings, available at www.truthaboutrape.co.uk Gans, J. (1997) Rape Trial Studies: Handle with Care, The Australian and New Zealand Journal of Criminology, 30, 26-35. Hale, M. (1736, published in 1971) The History of the Pleas of the Crown, London: Professional Books. Harris, J. and Grace, S. (1999) A question of evidence? Investigating and prosecuting rape in the 1990s, London: Home Office. Harris, L.R. and Weiss, D.J. (1995) Judgements of Consent in Simulated Rape Cases, Journal of Social Behaviour and Personality, 10 (1), 79-90. Henning, T. (1997) Consent in sexual assault cases: the continuing construction, Violence Against Women, 3, 4-10. HMCPSI and HMIC (2002) A Report on the Joint Inspection into the Investigation and Prosecution of Cases involving Allegations of Rape, London: HMCPSI and HMIC. Home Office Review of Sex Offences (2000a) Setting the Boundaries: Reforming the law on sex offences (Volume 1), London: Home Office Communication Directorate. Home Office Review of Sex Offences (2000b) Setting the Boundaries: Reforming the law on sex offences (Volume 2), London: Home Office Communication Directorate. Jeffreys, S., and Radford, J. (1984) Contributory negligence or being a woman? The car rapist case, in P. Scraton and P. Gordon (eds) Causes for Concern, London: Penguin books. Kelly, L. (2002) A research review on the reporting, investigation and prosecution of rape cases, London: HM Crown Prosecution Service Inspectorate and HM Inspectorate of Constabulary. Kelly, L. (2004) Legal Reform, Sexual Autonomy and the Justice Gap: Sexual Offences Law in the 21st Century, paper presented at the European Rape Congress, Brussels, 1st – 2nd April 2004. Kelly, L. and Regan, L. (2001) Rape: The Forgotten Issue? A European research and networking project, University of North London: Child and Woman Abuse Studies Unit. Law Reform Commission of Victoria (1991a) Rape: Reform of Law and Procedure: Appendixes to Interim Report No 42, Melbourne: LRCV. Law Reform Commission of Victoria (1991b) Rape: Reform of Law and Procedure, Report No 43, Melbourne: LRCV. Lea, S.J., Lanvers, U. and Shaw, S. (2003) Attrition in rape cases; developing a profile and identifying relevant factors, British Journal of Criminology, 43, 583-599. Lees, S. (1996) Carnal Knowledge – Rape on Trial (1st edition), London: Hamish Hamilton. Lees, S. and Gregory, J. (1993) Rape and Sexual Assault: A Study of Attrition, London: Islington Council. Rumney, P.N.S. (2001) The Review of Sex Offences and Rape Law Reform: Another False Dawn? Modern Law Review, 64 (6), 890-910. Smith, L.J.F. (1989) Concerns About Rape, Home Office Research Study No. 106, London: HMSO. Temkin, J. (1987) Rape and the Legal Process, London: Routledge and Kegan Paul. Temkin, J. (2000) Literature Review: Rape and Sexual Assault, in Setting the Boundaries, London: Home Office www.bristol.ac.uk/sps [1] Nicole Westmarland is a Research Associate in the area of gender and violence at the University of Bristol, UK and a PhD candidate at the University of York, UK. Her activism work includes Tyneside Rape Crisis Centre and the Truth About Rape Campaign. [2] Sexual Offences Act 1956 [3] Criminal Justice and Public Order Act 1994 [4] For example the use of the term ‘defective for individuals with learning disabilities. [5] Morgan v DPP [1976] AC 182 [6] Research on non-reporting in England and Wales vary depending on who is conducting the research and when the research was conducted. Recent governmental research found that two in ten women who have been raped reported the incident to the police (Myhill and Allen, 2002). However, dated non-governmental research suggested this may be even lower at one in ten women (Painter, 1991). [7] This is part of an overall Labour strategy to put support victims of crime and bring more criminals to justice. (c.f. ‘Justice for All; ‘Speaking up for Justice; the Criminal Justice Act 2003, and plans for a new Victims and Witnesses Bill in the future) [8] In X and Y v The Netherlands in 1985 the Netherlands was held to have violated the rights of a mentally handicapped 16 year old girl because of a loophole in the law which meant that she was not able to make a rape complaint. In M.C. v Bulgaria in 2003 Bulgaria was held to have violated the rights of a girl because she could not prove non-consent because the legal definition of non-consent required force to be used and she was not physically restrained during the rapes. [9] Including Professor Jennifer Temkin and Professor Liz Kelly [10] Rape Crisis Federation [11] Campaign to End Rape [12] Sexual Offences Amendment Act 1976 [13] R v R [1991] 1 All England Law Reports, 747 [14] R v R [1991] 2 All English Law Reports 257 [15] R v R [1991] 4 All England Law Reports 481 [16] CR and SW v UK [17] Previously, pe

Regulation of Genetic Engineering

Regulation of Genetic Engineering At 43 years old, Bruces life was almost completely destroyed by one disease that infected 1.7 million people and killed 594,690 thousand people in 2016 just in America according to the American Cancer Society. This disease is famously known as cancer. Bruce went to his doctor for a regular check-up and took a routine blood test. Bruce felt fine and felt no symptoms of any disease. The next day, Bruce got a call from his doctor. The doctor told him he had an elevated level of alkaline phosphatase, an enzyme in his blood he never heard. The doctor explained to Bruce that there could be problems with his liver or bones and more tests were conducted. The tests returned and Bruce found out his liver was fine, so the doctor recommended a full-body bone scan. The doctor told Bruce, Dont worry, its not like you have cancer. The full-body bone scan took place and halfway through scan, the technicians began to speak in hushed tones. Did you injure your leg recently? they asked. I broke my leg when I was five, Bruce explained, hopeful that would help explain things. The technicians started chattering more intensely. More tests were ordered, an x-ray, then an MRI. Then one afternoon, Bruce got a call from his doctor. The tumor in your leg is not consistent with a benign tumor, the doctor said. It took a second for Bruce to convert that negative info into a much more horrifying affirmative: he realized he had cancer. Bruce sat and thought about how his life would change. He was not worried too much about himself, he was worried about his twin three-year-old daughters. Would they wonder who I was? Bruce thought. Would they yearn for my approval, my love, my voice? Bruce was facing the reality that he might never be able to walk again. Thankfully, Bruce found a doctor that was able to cure his cancer after 15 hours of surgery and chemotherapy. Afterwards he had 500 additional hours of physical therapy. Bruces life could have been saved by genetic engineering if researched more, but could have negative effects even worse than cancer if done incorrectly. Genetic engineering, if researched more, has the potential to be able to completely eliminate cancer. Genetic engineering does need to be researched more and researched very carefully. If genetic engineering is researched incorrectly and something or someone was genetically modified, possibilities of consequences could happen. Not only can Genetic engineering incorrectly lead to physical consequence, genetic engineering can also have moral consequences. Genetic engineering has the ability to also play the role of God. Genetic engineering can allow a person to create a human workshop, allowing them to build humans in however they want. Genetic engineering can be very confusing so some definitions needs to be explained. Genetic engineering and genetic cloning are often referred to as the same thing. Genetic engineering and genetic cloning are actually two different things. Genetic engineering refers to the technology used to alter and transport genomes and organisms, effectively shaping them to the desire or will of the geneticist. Genetic engineering can also be referred to as Genetic Modification or Genetic Manipulation (Genetics). Organisms that undergo or are created by the process of genetic engineering are referred to as Genetically Modified Organisms or GMOs for short. Genetic cloning produces genetically exact copies of organisms. Another definition needed to be described is aesthetics. Aesthetics is described as cosmetics or individual reasons personal own benefit that does not involve with any medical issues. Because genetic engineering is tied to many major areas in science, limitations are needed. Genetic engineering can also be used in domestic breeding, but I will only talk about molecular genetic engineering on DNA. This discussion will be talking about genetic engineering globally. Genetic engineering is an issue that happens outside America as well as inside. In fact, the first genetically engineered embryo was in china. To understand genetic engineering more, the history and background will need to be discussed.ÂÂ   Genetic engineering is trying to be used in medical uses as of right now. Genetic engineering is very similar to surgery in many ways. The original intention of surgery and genetic engineering is to heal people. The first surgeon dates back to around 800 BC, the surgeon was named Sushruta Samhita.ÂÂ   Francis Bacon foretold genetic engineering in 1627. The first genetically engineered organism was created by Herb Boyer and Stanley Cohen in 1972. According to an article in New Statesman by Caroline Daniel, the Human Genome Project is an international scientific collaboration, this project started in 1990. More than two billion pounds were funded by the European public to this project. The United States is the main country in favor of this research into genetic engineering. The human Genome Projects goal was to sequence every human gene before the year 2005. In late 1997, 50,000 genes had been mapped. As of 1998, around 250 gene therapy trials were being conducted around the world. Leroy Walters, the project director, said gene transfer might eventually cure genetic disorders. After ten years in the operation, there is only one successful gene transfer, as opposed to the 400 unsuccessful protocols conducted worldwide. The first genetic engineered human embryo happened in 2015. This embryo was not created to be given birth, just tested. There will be three points talked about in the following discussion. The first point is genetic engineering needing regulations in the moral aspect. The second point is genetic engineering needing regulations in the commercial aspect. The final point is genetic engineering needing regulations in the medical aspects. These three points will specify why there are regulations needed for genetic engineering. Widely known as a revolutionary scientific breakthrough, genetic engineering has been on a path toward changing the world since its introduction in 1973. However, as genetic engineering slowly enters the lives of humanity, the morals and ethics are entering public attention, and as a culture we are left to question whether the change brought on by such a discovery brings benefit and positive change, or damage and destruction to everyone. Genetic engineering is justified through applied bioethics and despite arguments against its societal implantation, should be utilized in efforts to develop into the 21st century to create a better society. There is the concern that mankind is playing God, that we as a species and as a society are exceeding our natural reach and thus operating outside of our traditional boundaries, where our cultural sense of ethics and morality may not even be right. In more research and studies, scientists will be able to design children however they want. Using genetic engineering will allow parents to choose what traits their child will have. For example, the color of the childs eyes, skin and hair will be decided. As well as, choosing the height of the baby and weight it will be able to be. Using genetic engineering to help the child live a healthy, disease free life is one thing, but as soon as that becomes blurred with the desires of the parents of trying to control every possible genetic outcome, that is when genetic engineering crosses the lines of genetic manipulation. The dictionary defines manipulation as, to control something by yourself. Parents would be manipulating their unborn child to be something that they do not even know if it wants to be. Genetically engineering children for personal gain of the parents is lazy parenting. There are plenty of other ways to improve a childs intelligence and athletic capabilities without interfering with genes. If genetic engineering doesnt start to raise enough ethical concerns for the greater population, there will be an uproar on discrimination. In the past whites and colored people werent allowed to be married, and in the future those who were genetically engineered will not be advised to marry those who were conceived without being altered. Society has a problem with the way they look, talk, and act now. Designing children isnt natural. Natural would be in the womb and not in a petri dish. Those who design children are just lazy. They are practically saying they have no time to put into their childs future so they will just pay for it. God created everyone in his own image in his way. Regulations are needed for this because allowing humans to change Gods creation on humans is immoral. Another way that genetic engineering can play the role of God is benefiting ones self. Researchers have found that genetic engineering could have the capability to make a humans life longer. Many people are even looking to use genetic engineering to make humans live forever. Due to sin in the world, humans are selfish and just want to make themselves as happy as possible, even if the action is immoral. Some humans love themselves so much that they want to clone themselves. Genetic cloning has been successfully tested and is in current research as of right now. Regulations on cloning humans are definitely needed because God has created each person in a unique way. The only benefit of having a clone is so that the person does not have to do work and so they can be lazy. The bible even talks about being lazy. Proverbs 13:4 says The soul of the sluggard craves and gets nothing, while the soul of the diligent is richly supplied. The only reason to create a clone of ones self is for selfish reasons. There are also ethical concerns in cloning. Many people would just have twins walking around and one would be real and one would not be a clone. This could cause an outrage in humanity. If a regulation is not set between using genetic engineering for treatment and using genetic engineering for enhancement, many parents could use it for eugenic purposes. This could cause ethical concerns but also social concerns as well. This would give the rich even more advantages than they already have to begin with and drive the social classes even farther apart. The use of genetic engineering may also lead towards genetic discrimination. As the world is already full of discrimination, genetic engineering would increase the numbers of discrimination against people. With genetic engineering, scientists would be able to change unborn children to make them acceptable to the human world. Every genetic engineered human would be fake, and not be of Gods creation but the creation of somebody else. The entire world would be composed of humans that would not be themselves, but rather other people they wish to become. People would wish they would have been genetically engineered because of advantages in genetic engineering. Some might say that genetically engineering humans for enhancements and cosmetics makes the person happy and we should not get rid of happiness. The purpose of our life is not to be happy, but to glorify God in whatever we do. Treatments in genetic engineering is different than aesthetics. God has given humans to have free will and choice but just because something is available for us to do, does not mean it is good. God already gave us our lives the way he made them. Exodus 4:11 says, The LORD said to him, Who gave human beings their mouths? Who makes them deaf or mute? Who gives them sight or makes them blind? Is it not I, the LORD? This does not mean that we should not heal the blind or the deaf, God created us in his own way specifically. God allowed humans to have medicine, but just because allows sickness in the world does not mean that we should not use medicine. Regulations are needed in genetic engineering in the moral aspect. References B. (n.d.). Bruces Story | Memorial Sloan Kettering Cancer Center. Retrieved from https://www.mskcc.org/experience/hear-from-patients/bruce Beatty, J. (2016, June 8). My Polio Story is an Inconvenient Truth to Those Who Refuse Vaccines | Shot of Prevention. Retrieved from https://shotofprevention.com/2016/06/08/my-polio-story-is-an-inconvenient-truth-to-those-who-refuse-vaccines/ Ifgene home page: Students Help Desk A History of Genetic Engineering. (n.d.). Retrieved from http://www.sciencegroup.org.uk/ifgene/history.htm Kamat, K. (n.d.). Genetic Engineering: Playing God? How Far is it Ethical? Retrieved from http://www.jivdaya.org/genetic_engineering.html Long, K. (n.d.). What is the Difference Between Cloning and Genetic Engineering? | Education Seattle PI. Retrieved from http://education.seattlepi.com/difference-between-cloning-genetic-engineering-4545.html Saraf, S. (n.d.). Internet Scientific Publications. Retrieved from http://ispub.com/IJPS/4/2/8232

Analysis Of O. Henrys art And The Bronco :: essays research papers

Art and the Bronco summary O. Henry’s "Art and the Bronco" tells the story of Lonny Briscoe, a cowboy who is also an aspiring artist. It follows his quest to sell his first painting to the state legislature; to have it hung in the capital building. Lonny sees the sale of the painting as validation of his talent and worth as a painter. What he ends up learning is that the actual value of the painting turns out to be secondary to what other feel they can gain from it. The story takes place in San Saba, a place trying to shed its image of "†¦barbarism, lawbreaking, and bloodshed." It presents itself as a much more refined place now, one which is now safe for tourism and business. The Legislature was lending subsidy to the arts to enhance this image. Lonny’s painting is hanging in the capital building. It is a large painting "†¦one might even say panorama," depicting a cowboy and steer, hung in a gilt frame. At the capital, we are introduced to senators Kinney and Mullens, who only care about getting what they want from each other and getting re-elected. They see Lonny’s painting as a means to both ends. In the beginning, Kinney sees nothing of value in Lonny’s picture. In fact, he implies that it is awful, saying that he "†¦wouldn’t give six bits for the picture without the frame." Mullens agrees with Kinney’s assessment of the painting. He says that the painting is secondary to the artist—the grandson of Lucien Briscoe, a legendary local hero who is said to have "†¦carved the state out of the wilderness." The painting quickly fades to the background as both the senators see that pushing the state to give this hero’s grandson money is a quick way to gain public favor. Lonny’s cowboy friends ride into town to push the paintings merits as well, adding their admiration for the gilt frame, so big and beautiful. They are very simple and undereducated, as evidenced by Skinny Rogers’ act of leaping away from the painting yelling "†¦Jeeming Cristopher! Thought that rattler was a gin-u-ine one," and are not as concerned about the merits of the painting as they are with the idea of one of their own getting money for it. They always speak loudly when they think there might be someone around to whom their comments might be "†¦profitably addressed."

Gateway Essay -- essays research papers

Gateway Inc. Issues:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The US personal computer market continued to struggle and Dell had just lowered its prices about 20%. As a result, its stock price rose 13% and it gained more market share.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  How should Gateway respond to Dell and its recent price cuts? o  Ã‚  Ã‚  Ã‚  Ã‚  Lowering Gateway prices could jeopardize gross profit margins o  Ã‚  Ã‚  Ã‚  Ã‚  Conversely, unit sales were already down so there was the threat of additional sales loss  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Resource Allocation: o  Ã‚  Ã‚  Ã‚  Ã‚  Should Gateway focus on US consumer sales more or US business sales?  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Keeping in mind that Gateway planned to discontinue company-owned operations outside North America at the end of 2001 o  Ã‚  Ã‚  Ã‚  Ã‚  How should Gateway run its sales and advertising operations? (Keeping in mind, the 2001 advertising budget is about $20 million less than in 1999 at $239.6 million)  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  How much emphasis should be placed on PC’s and PC-related units v. â€Å"beyond-the-box† products and services?  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Where should Gateway’s marketing efforts be directing customers: telephone and its website or to its Country Stores?  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Operating issues in regards to selling, general and administrative (s, g, a) expenses: o  Ã‚  Ã‚  Ã‚  Ã‚  Overall company s, g, a expenses would decline due to:  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Closing of North America manufacturing, sales and service operations  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Reduction in the number of Country Stores  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Less advertising fees and expenditures  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  End of alliance with OfficeMax o  Ã‚  Ã‚  Ã‚  Ã‚  However, decisions about continued s, g, a expenses still needed to be made:  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Does the Gateway store concept need more thought pertaining to Gateway’s business model of operating as built-to-order?  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Gateway’s gross margin and operating costs needed attention in order to once again be profitable o  Ã‚  Ã‚  Ã‚  Ã‚  The influential aspects among its customer sales mix, its product sales mix and its sales mix across its 3 distribution channels needed to be monitored a... ...f both and combat Dell’s lower prices. Ways in which this could potentially happen is by offering basic beyond-the-box products with the purchase of a PC and aggressively encourage upgrades and additional features customers can’t refuse. Another way to counter other PC manufactures is through differentiation. By Gateway focusing on operating its build-to-order method as efficiently as possible, exploiting its distinct third channel of stores and staying technologically as innovative as possible, it is able to differentiate itself apart from its competitors.   Ã‚  Ã‚  Ã‚  Ã‚  Lastly, in addition to its pursuit of the consumer market, I think Gateway could benefit from more assertively targeting the business segment that has been ruled by Dell. It’s a fact, that PC’s sold for business-use tend to be of a higher quality and therefore, more expensive with higher margins. In 2000, 65% of Dell’s PC sales went towards the business sector whereas Gateway’s main market was from consumer sales, which is often less profitable. If Gateway could go after the business market, without completely losing its consumer sales base, it would be able to better compete, especially with Dell.

Human Resource Management Essay

Acknowledgment First of all I am thankful to Almighty ALLAH, the Beneficent, the Merciful, for giving me so much strength and strength to work on this internship report and complete it successfully. I would like to express my gratefulness to all my teachers especially for giving me kind guidance and providing me a chance to work on this project right through from the start my courses. I am also thankful to all TEVTA Staff and training staff for his valuable suggestions, gentle supervision and encouragement throughout my internship. Along with all this I am very awful to the Human Resource Department of TEVTA and their cooperation during my stay in the organization. Especially I am thankful to those people of HRM Department who helped me in completing my Internship Report. VIRTUAL UNIVERISTY OF PAKISTAN vi TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY vii Executive Summery TEVTA was formed by an Ordinance No XXIV of 1999 promulgated by Governor of the Punjab. Government of Punjab passed an ordinance to provide for the constitution of the Technical Education and Vocational Training Authority (TEVTA) of the Punjab. The prime aim of TEVTA is to provide technically and skilled trained human resources to the Industry in the province, as per their demand. Another function of TEVTA is Develop and offer Need Based Short Courses in the sector of new technologies to the Industry and also to offer services for solutions regarding associated production problems and establish a Staff Development System to offer demand oriented teacher & instructor training and upgrading performance. TEVTA Regulate and develop standards of technical education and vocational training including internationally recognized curriculum, examination and  certification system and assess the Manpower Training Needs in the context of domestic and global markets. Technical Education and Vocational Training Authority (TEVTA) was set up by Government of the Punjab for promoting & enhancing technical education & vocational training in the province. TEVTA is operating about 25 Technical institutes/colleges, 114 commerce colleges, 303 vocational institutes and 17 Service Centres total 472 Institutions for this purpose & more than 11000 Staff is working under its umbrella. TEVTA also providing Training to their employees and students all over the Punjab in various technical courses. There are two sub-departments of Human Resource Management department. One is Training Department and second one is Career Planning department. This report briefly discussing the functions of HR department in TEVTA. This report also including the suggestions and points out the area in improvements can be. In this report I briefly discussed the business sector of TEVTA organization, history of the organization, nature of the organization, service lines of TEVTA organization. I have also presented the organization hierarchy chart with details of each department and introduction, I have also given the comments on organization structure that what is the impact of organization hierarchy on different factors and I VIRTUAL UNIVERISTY OF PAKISTAN vii TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY viii have also discussed the decision making impact, chain of command and span of control. I have also discussed the brief introduction of my department where I worked in and wrote the detailed description of operation and activities of the departments I worked in. Next I described HRM department hierarchy and its subdepartments. Next I explained the HR needs, sources of candidates, employment selection process, Training Need Assessment (TNA), Performance Appraisal, types of compensation and benefits, organization job changes, separations, layoff, labour management relations, terminations, resignation and retirement I have also discussed the promotion, transfer, demotion. After going through all these topics I have also included Critical Analysis and SWOT analysis of organization in the service sector. After that reader will find conclusion and recommendation for improvement of services. In this report I have explained all my observations and experience got in TEVTA during my internship tenure regarding HRD, recruitment and selectio n, performance appraisal. I go into the assignments with details given by the internship supervisors with detail of each assignment. I spent good time in learning and learnt to deal with different situations and had experience of organization environment. I would like to highlight that my experience with TEVTA organization was very memorable and full of learning’s. VIRTUAL UNIVERISTY OF PAKISTAN viii TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY  ix Table of Contents S. No Description Introduction Of Technical Education Sector 8-Brief introduction of the organization’s business sector 9-Overview of TEVTA a. History b. Nature of TEVTA c. Business volume d. Product lines e. Competitors 10-Organizational Structure a. Organizational Hierarchy chart b. Number of employees c. Main offices d. Introduction of all departments e. Comments on the organizational structure 11-Plan Of Your Internship Program a. Introduction of TEVTA Secretariat Lahore b. Starting & ending dates of internship c. Description of the departments 12-Training Program a. Descriptions of the operations/activities of the departments b. Descriptions of the tasks assigned 13-Structure Of The HR Department a. Department hierarchy b. Number of employees c. Descriptions of Sub Departments. 14-Functions of HR Department a. Human resource planning and forecasting ? HRP process ? Forecasting HR requirements ? Methods to forecast HR needs b. Employees Recruitment & Selection ? Sources of candidates ? Employment selection process c. Training & Development ? Training need assessment ? Employee development Page No 1 3 4 4 4 9 10 13 13 14 22 24 25 25 26 28 36 36 36. 39 39 39 41 41 42 46 VIRTUAL UNIVERISTY OF PAKISTAN ix TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY x d. Performance Management ? Setting performance standards & expectations ? How performance reports are written e. Employee Compensation & Benefits ? Type of compensation & benefits f. Organizational Career Management ? Employee job changes ? Job changes with the organization ? Promotion ? Transfer ? Demotion ? Separations ? Layoff ? Termination ? Resignation ? Retirement g. Labor Management Relations 15-Critical Analysis a. Success and failure b. Future prospects 16-SWOT Analysis a. Strengths b. Weaknesses c. Opportunities d. Threats 17-Conclusion Evaluation & Assessment 18-Recommendations For Improvement Solution of Discrepancies 19-Reference & Sources Used 20-Annexes 46 47 56 57 57 57 57 58 59 59 60 60 61 62 65 66 67 68 68 67 70 71 72 VIRTUAL UNIVERISTY OF PAKISTAN x TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 1 8-Brief introduction of the organization’s business sector The nature of this organization is to develop a skilled workforce for the local industry. TEVTA develops the skilled and technically experienced workforce for local industries. TEVTA also provides business solutions to industrial units. TEVTA playing very important role for Re-engineering and consolidate the existing technical education and vocational training system under one management structure. TEVTA Established close relationships with various sectors of economy namely Agriculture, industry, Services and Commerce. TEVTA Regulate and develop standards of technical education and vocational training including internationally recognized curriculum, examination and certification system and assess the Manpower Training Needs in the context of domestic and global markets. Another function of TEVTA is Develop and offer Need Based Short Courses in the sector of new technologies to the Industry and also to offer services for solutions regarding associated production problems and establish a Staff Development System to offer demand oriented teacher & instructor training and upgrading performance. E D U C A T I O N & T R A I N I N G SE C T O R Labour Market Bachelor of Technology (B. Tech. ) Diploma of Associate Engineers (D. A. E. ) Technical Education M. Com. B. Com. D. Com & DBA Apprenticeship Training Certificate G-II & G-III Certificate. Vocational Diploma/ Certificate Commerce Education Vocational Training High School Middle School Primary School VIRTUAL UNIVERISTY OF PAKISTAN 1 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 2 TEVTA is engaged in imparting technical education and vocational training through its 472 institutions which fall under the below mentioned categories. ? ? ? ? ? ? Government Technical Training Centres Government Technical Training Institutes Government Vocational Training Institutes Government Commercial Training Institutes Government Polytechnic Institutes Government Colleges of Technology. TEVTA in service sector also providing technical solutions to the industry. It registers the organizations through website interface and provides the solution of their problems registered with TEVTA. Courses of different levels and of different duration are being offered in TEVTA institutions to address the public and employer’s demand. In addition to vocational / technical courses of up to 3 years. â€Å"Degree courses for B-Com, B-Tech (Pass) and B-Tech (Honour) are also offered in Government Colleges of Commerce and Government Colleges of Technology†. In education sector TEVTA provides the cheapest education and training to their students that low cost syllabus books and practical and in some cases TEVTA charge no fee from students, free training materials is provided by the institutions and students are supported with stipend. TEVTA in education sector providing technical, commerce and vocational training education and occupied the large part of technical education sector in Punjab. All institutes registered with TEVTA are funded by TEVTA. TEVTA approves PC-1 and issues the finance to the concerned institutes. TEVTA helps all registered institutes with procurement, purchasing machinery and construction of institute buildings. TEVTA is in direct relationship with industry sector, education sector, agriculture, commerce and service sector. TEVTA develops the curricula with the consultation of industry sector like leather, textile and agriculture. VIRTUAL UNIVERISTY OF PAKISTAN 2 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 3 9-Overview of the organization TEVTA is a Technical Education & Vocation Training Authority board who is responsible for the technical education & training throughout the Punjab. It is formed by an Ordinance No. XXIV of 1999 promulgated by the Governor of the Punjab to fulfil the needs, wants and workforce of local industry by utilizing the vast network of training institutions. a. History TEVTA in collaboration with Chambers of Commerce & Industry, Lahore has established its help-Desk within the premises of Chambers of Commerce & Industry, Lahore. To assist/help the local industry by utilizing its vast network of training institutions, qualified and experienced faculty, to achieve the objectives of the project. Before TEVTA many technical institutes were working independently or under PSIC (Punjab Small Industries & Export Corporation). PSIC was established by the government of Punjab to support, development and promotion of all small industrial units in Punjab. In 1999 PSIC handover many technical institutes to TEVTA authority. In 1999 TEVTA started work and start serving the all technical institutes in the Punjab and conduct first academic session in Punjab. In 1999 all technical institutes in Punjab started registration with TEVTA authority. The session was conducted of all technical institutes in 1999. The TEVTA board was fully functional at the end of year 1999 and all academic activities started under TEVTA board in 1999. Mission Statement To enhance global competitiveness in Punjab, through a quality and productive workforce by developing demand driven standardized, dynamic and integrated technical education and vocational training service. Service Volume TEVTA’s business volume is spread through out the Punjab serving 459 colleges. TEVTA has 17 Service Centres in all over the Punjab, providing services to all the institutes. And PBTE (Punjab Board of Technical Education) is also working under TEVTA. 45000 students enrol every year in TEVTA and PBTE. 3 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 4 b. Nature of TEVTA TEVTA is a vocational authority board who is responsible for vocation training all over the Punjab. For this purpose TEVTA board has established PBTE (Punjab Board of Technical Education). There are 472 vocational colleges who are working under TEVTA. TEVTA provides full funds and services to all registered institutes. And planning, organizing, leading and controlling all vocational institutes. The nature of this organization is to develop skilled workforce for the local and international industry. TEVTA also provides business solutions to industrial units. TEVTA playing very important role for Re-engineering and consolidate the existing technical education and vocational training system under one management structure. c. Service Lines TEVTA has a very long list of services providing. TEVTA offering many type of short and associate engineering courses in all o ver the Punjab. The list of TEVTA’s product line is given below. TEVTA providing Commerce Education, Training Education and vocation Education. d. Courses Offered Degree B. Tech Auto & Diesel Chemical Civil Mechanical Refrigeration & Air Conditioning Electrical Electronics Auto and Farm B. Tech (Hons) Auto & Diesel Electronics and Communication Chemical Civil Mechanical Refrigeration & Air Conditioning Electrical Auto & Diesel Electronics and Communication DAE Duration 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 years years years years years years years years years years years years years years years years years VIRTUAL UNIVERISTY OF PAKISTAN 4 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 5. Architecture Auto & Diesel Chemical Civil Mechanical Refrigeration & Air Conditioning Auto and Farm Automation Bio Medical Computer Information Technology Electrical Electronic Textile Weaving Technology Foundry & Pattern Making Instrumentation Printing & Graphic Arts Textile Spinning Welder Food Technology Telecom Petroleum Petrochemical Dress Designing & Making Diploma Diploma in Electronics Publishing Technology Higher National Diploma (Telecom) Higher National Diploma (Chemical) Higher National Diploma (Electronics) Higher National Diploma (Mechanical) Higher National Diploma (Textile). Diploma in Commerce Diploma in Information Technology Diploma in  Office Management Post Diploma Bio Medical Technology Environmental Control Technology Commerce Education Master Degree M. Com Graduation Degree B. Com Diploma (2 year) Diploma in Business Administration Diploma in Commerce Diploma in Information Technology 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 years years years years years years years years years years years years years years years years years years years years years years years 1 year 2 Years 2 Years 2 Years 2 Years 2 Years 2 Years 1 year 1 year 1 Year 1 Year 2 Years 2 Years 2Years 2 Years 1 Year 5 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 6. Diploma in Vocational Girls Certificate Certificate in Computer Applications Certificate in Computer Applications Spoken English Spoken English Vocational Education Vocational Diploma (1-2 years) Diploma in Commerce Diploma in Information Technology Dress Designing & Making Diploma in Vocational Girls Diploma in Vocational Girls Diploma G-II (2 years) Diploma in Commerce Diploma in Information Technology Dress Designing & Making Diploma in Vocational Girls Diploma in Vocational Girls Diploma G-III (1 year) Mechanical (G-III) Refrigeration & Air Conditioning (G-III). Auto and Farm (G-III) Electrical (G-III) Electronics (G-III) Auto & Farm Machinery (G-III) Auto Electrician (G-III) Auto Mechanic(G Carpenter (G-III) Commercial Arts / Graphics (G-III) Computer and Electronics (G-III) Computer Operator (G-III) Draftsman Civil (G-III) Draftsman Mechanical(G Electrician (G-III) Fitter General (G-III) Industrial Electronics (G-III) Machinist (G-III) Mechanist (G-III) Painter (G-III) Electronics Application (Radio & TV) (G-III) Tractor and Auto Mechanic (G-III) Welder (G-III) Computer Hardware (G-III) General Mechanic (G-III). 2 Years 3 Months 6 Months 3 Months 4 Months 2 Years 1 Year 2-Year 2 Years 2 Years 2 Years 1 Year 2-Year G-II 2 Years 2 Years 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 6 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 7. Motor Winding (G-III) Tailoring (G-III) Wood Work (G-III) Auto Mechanic(Diesel (G-III) Auto Mechanic(Petrol) (G-III) Heating Ventilation Air Conditioning (HVACR) (G-III) Turner (G-III) Electrical Wiring Technician (G-III) Machine Shop (G-III) Bulldozer Operator (G-III) Textile Printing (G-III) Office Secretary (G-III) Mill Wright (G-III) Sports Goods Leather Work (G-III) Sports Goods Wood (G-III) Office Management Assistant (G-III) Dress Designing & Making (G-III) Machine Embroidery (G-III) Beautician (G-III) Hair and skin Care (G-III) Fashion Designing (G-III). Certificate Refrigeration & Air Conditioning Auto and Farm Auto & Farm Machinery Auto Electrician Carpenter Computer Operator Computer Operator Electrician Machinist Mechanist Welder Driving Motor Winding Plumber Plumber Plumber Tailoring Tailoring Wood Work Auto Cad Auto Cad Auto Mechanic(Diesel) Auto Mechanic(Petrol) 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 6 6 6 6 6 3 6 6 6 6 6 3 6 3 12 6 3 6 6 3 6 6 6 7 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 8. Certificate in Computer Applications Certificate in Computer Applications Electronics Equipment Repair Home Appliances & Repair Heating Ventilation & Air Conditioning Mason/Bricks Layer Tractor Operator Turner Electrical Wiring Technician Machine Shop Bulldozer Operator Sheet Metal Civil Surveyor Mobile Repairing Mobile Repairing Certificate in Computer Graphics Wireman Paint Polish Electrical Appliances Machine Process for Wood Furniture Motor Cycle Mechanic Dress Designing & Making Dress Designing & Making Hand Embroidery Hand Embroidery Knitting Hand Machine Embroidery Machine Embroidery Beautician Beautician Certificate Vocational Girls (1 Year Certificate). Diploma in Vocational Girls (Additional) (Diploma 1 Year) Handicraft Industrial Stitching Machine Operator Leather Work Painting Painting Rural Poultry Spoken English Spoken English Stain Glass Painting Cooking & Baking Domestic Tailoring Drawing & Designing Electrical Mechanical (Vocational ) 3 6 3 6 6 6 6 6 6 6 6 6 6 3 6 6 6 6 6 6 6 3 6 3 6 3 3 6 3 12 12 12 6 3 3 3 6 6 3 4 3 3 3 3 6 8 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 9. Diploma in Vocational Teacher Training (Diploma 1 Year) Decoration Printing English Language e. Competitors There is not any considerable competitor in Punjab Province. 12 3 3 3 VIRTUAL UNIVERISTY OF PAKISTAN 9 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 10. 10-Organization Structure a. Organizational Hierarchy chart Organizational hierarchy is the formal framework by which job tasks are divided, grouped and coordinated. To achieve the main objective of the TEVTA structure is designed which is given asunder. Chairman TEVTA Secretary TEVTA Chairman PBTE COO Chairman TEVTA has the final authority in TEVTA to make amendments in TEVTA organization Structure. The Secretary TEVTA, COO (Chief Operating Officer) and the Chairman of PBTE (Punjab Board of Technical Education) is reported to Chairman TEVTA. Secretary TEVTA Manager P. Relations Manage HRM Manager Establishment Manager Inquiry Manager Legal All Managers of TEVTA, 1. Manager Public Relations (PR), 2. Manager Human Resource Management (HRM). 3. Manager Establishment, 4. Manager Inquiry and 5. Manager Legal matters are make reports to Secretary TEVTA. And all managers are also reported to their General Managers. COO TEVTA General Manager Finance General Manager SCs General Manager HRM General Manager Projects General Manager Operations General Manager Academic VIRTUAL UNIVERISTY OF PAKISTAN 10. TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 11 Chairman PBTE Trade Testing Board (Development Cell) General Manager Finance Manager Audit Manager Finance Manager MIS General Manager Human Resources Manager Career Planning Manager Training General Manager Projects Manager Works General Manager Operations Manager Planning Manager Operations-I Manager Operations-II Manager Monitoring Manager Technical General Manager Academics Manager AA Manager AT Manager Curriculum Manager R&D VIRTUAL UNIVERISTY OF PAKISTAN 11 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 12 General Manager Service Centres Manager Service Centres Organization Hierarchy Chart Organization Structure Of TEVTA. Chairman TEVTA BOARD Director (R&D) (D) Secretary/C. O. O. (A) District Boards of Management Chairman (PBTE) Manager PR (I) Manager Legal (C) Manager HRM (A) Manager Enquiry (S) Manager Estt (B) GM Finance (A) Manager (MIS) (M) GM (Projects) (N) Manager (Admin) (Z) Advisor (P&P) (G) GM Operations (A) GM Service Center (L) GM HRM (K) GM Academics (A) Dy. GM Finance (L) Dy. GM Service Centers (O) Manager Development (N) Manager Accounts (M) Manager Finance (A) Manager Works (N) Manager Projects (N) Manager Service Centers (F) Manager Training (A/R) Manager C625. 2areer Planning (P/R) Manager Ops. I (E) Manager Ops. II(E) Manager Tech. 3(E) Manager M&E (E) ZN-N (A).1 ZM-C (A) ZM-S (A) Manager (AA) (M) Manager Apprenticeship (J) Manager Curriculum (A) Manager (A&C) (K) 07 DMs 07 DMs 07 DMs (A) (A) (A) Principals Principals Principals VIRTUAL UNIVERISTY OF PAKISTAN 12 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 13 b. Number of Employees Civil Employees. TEVTA Secretariat Institutes Zonal Office DM Office RDAT Development Cell Total 155 7830 24 71 58 31 8169 TEVTA Employees. 308 3285 20 162 12 2 3789 PSIC 2 663 0 0 0 0 665 Total 465 11778 44 233 70 33 12623 Vacant 145 3183 21 87 20 11 3467 c Main Offices Sr# 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. Offices Public Relation Office Gulberg Human Resource Management Office Gulberg Career Planning Office Gulberg Establishment Office Gulberg Operations Management Offices Gulberg Inquiry Office Gulberg Research and Development Office Gulberg Curriculum Office Gulberg Service Centers Office Gulberg Training Office Gulberg A&D Office Gulberg Academic Audit Office Gulberg Project Management Office Gulberg Administration Office Gulberg Examination and Certification Office Gulberg Govt. Institute of Leather Technology, Gujranwala. Cutlery & Small Tools Industry Service Centre, Wazirabad. Light Engineering Service Centre, Gujranwala. Institute of Ceramics, Gujrat. Wood Working Service Centre, Gujrat. Govt. Wool Spinning & Weaving Cum-Training Centre, Jhang Centre for Agricultural Machinery Industries, Govt. Weaving & Finishing Institute, Shahdara. Govt. Polytechnic Institute, Shahdara. Pak German Institute of Cooperative Agriculture, Multan Institute of Blue Pottery Development, Multan (Productive/Service Centre) 13 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 14 27. 28. 29. 30. 31. Wood Work Centre, Kot Addu (Productive/Service Centre) Wood Working Service Centre, Rawalpindi Metal Industry Development Centre, Sialkot Cantt. Govt. Weaving & Finishing Centre Shahdara Knitwear Hosiery Centre, Faisalabad d. Introduction of All Departments Human Resource Management Department. The main function of Human Resource Management department is to recruitment, conducting staff training, handling pension cases, handling promotion cases, enquiry matters, service matters, amendments in service rules and union matters. Main functions of HRM department. ? ? ? ? ? ? ? ? ? ? Employee’s performance evaluation Evaluation performance and improve organizational performance Job Evaluation Job analysis Develop job Descriptions/positions according to the organization needs. Staffing. Issuance of vacancies of civil employees. Employee’s promotions and transfers. Recruitment and selection of people. Record Maintenance. Training Department Training department is a sub department of Human Resources department. Training department is responsible for conducting training programs. Training department assess the weak areas of the organization’s employees and conduct the training program for them. If there is any development in TEVTA curriculum and sallybus then training department conduct the training program for teacher for effectiveness in studies. Main functions of Training Department. ? Study gap analysis. 14 VIRTUAL UNIVERISTY OF PAKISTAN TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 15 ? ? ? ? ? ? ? ? ? ? ? ? ? ? Trraining need assessment.. All skill up-gradation trainings. Pedagogy Trainigs. Matters relating with curriculum % manuals. Create training or development specification. Plan training and evaluation. Prepare Annual Training Plan/ Calendar. Finalization of Nominations, Venue & Master Trainer Monitoring of Training activity. Proposal of nominations after short listing. Forward Nominations to P&D. Preparation of cost / budget estimates & release of funds. At the end of training program conducting Feedback from students. Data entry in MIS. Career Planing Department Career planning department is working under Human Resource Management department. Career planning department is a new personnel function. Career planning department of TEVTA is focusing on to motivate their employees towards their jobs with high efficiently and effectiveness. Career planning department of TEVTA has deep focus on individual employee potentials for promotion towards the organization needs and opportunities. Career planning department also help and cooperate with all internees came in TEVTA. Main functions of Career planning department. ? ? ? ? ? ? ? Guidance of students, internees, and organization employees. Developing of job specifications and job descriptions. Maintaining of some sort of HR records of employees. Conduct of workshops/seminars for Placement Officers. Placement of Internees under NIP. Leave Account Termination of contract VIRTUAL UNIVERISTY OF PAKISTAN 15 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 16 ? ? Control absenteeism Short leave and late Attendance Fianancial Management Financial Management department handles the all money & tax matters of and manages the financial resources of TEVTA and also leads the Administration department of TEVTA. Financial Management department performs the extensive responsibilities. Main function of Financial Management department ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Policy forming. Financial dicipline Financial analysis Tax matters Bugdeting Auiditing Internal Audit Physical Stocktaking Preparation of financial statements Sanctioning of Purchase Cases Release of Salary Development of Annual Budget and all procedures till approval Handling Financial Assistance Cases GPF Advance, Marriage, Funeral Grants Pension of PSIC Employees Release of LFA Administration Department Administration department perform all managerial functions. It handles three further departments, Diary and Dispatch department, Transport department, store department and to carry out any kind of security arrangements. Functions of Administration department ? Recruitment of contract employees in TEVTA secretariat and institutes all over the Punjab. VIRTUAL UNIVERISTY OF PAKISTAN 16. TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 17 ? ? ? ? ? ? ? ? ? ? ? Maintenance of time in / time out register. Number of approval for local vehicles Record keeping of diary and dispatch, LFA, store section and transport section. Tenders open in the presence of purchase committee and the Bidders Examining demand & preparing advertisement Submitting advertisement to Public Relation section Request for interview schedule to Appointing authority Short listing of candidates Call letters are issued Preparation of Marks Sheets/Files Consolidated marks sheet for signatures Establishment Department Functions of Establishment department ? ? ? ? ? ? ? ? ? ? ? ? ? Examination & Give proposal Final shaping of the Case for getting Approval of the Competent Authority Preparing summary For S&GAD / Finance etc Issuance of NOC to the nominee Decision / Minutes are put up for approval of authority to convey for implementation Coordinate meeting Receiving Complaints Preparing the case for probe / inquiry Amendments in service rules of TEVTA Postings and transfers House building advances Matters relating to PBTE. Managing all kind of leaves such as, medical leave, earned leave, study leave, extra ordinary leave. ? ? ? Deputation of cases. Marriage grants and funeral grants. Finance assistance cases. VIRTUAL UNIVERISTY OF PAKISTAN 17 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY 18 ? ? To deal with Chief Minister’s complaint cell. Governments Circulars and Notifications. Legal Department Legal department is responsible for preparation of cases and proposals on TEVTA activities to help TEVTA to avoid from legislations. Finalize the parawise comments and submit to the competent authority, get signed the parawise comments from the Authority, present the rough draft of parawise comments, file the parawise comments in the Court, attend the Court on each date of hearing & present/explain the case if necessary, put up the court order to the authority for implementation, attend the Court on each date of hearing and present/explain the in the Court and to provide legal opinions to TEVTA authorities. Enquiry Department Enquiry department is responsible of conducting enquiry of inefficiencies, misconduct, corruption, absence record of teacher and employees all over the Punjab, subversive activities and disciplinary actions. They investigate the activities/cases against the state in TEVTA institutions and all district managers and zonal managers. The competent authority of Enquiry department is secretary TEVTA. Enquiry department receive the cases of enquiry from grade 17 scale officers to 22 grade scale officers from all over the Punjab. Functions of inquiry department is to generate enquiry report, conducting enquiry of absence, corruption, misconduct, inefficiencies and activities against state matters, prepare the charge sheet / penal of enquiry officers / departmental representative. Research and Development Department Research and development department is responsible for overall development of TEVTA and its institutions, exercise market research, training need assessment and to coordinate with curriculum department for in development of curricula. Research and Development have to identify new trades and technologies in the market and TEVTA intuitions all over the Punjab. Functions of research and development department, approval of action plans industry visits, meetings with the stakeholders, review of draft TNA report, preparation of organization plans, coordinate with curriculum department and keep on eye on VIRTUAL UNIVERISTY OF PAKISTAN 18 TECHNICAL EDUCATIONAL & VOCATIONAL TRAINING AUTHORITY. 19  changes & development in sallybus, to plan, supervise and coordinate research and development activities in Punjab and to identify technologies trades at new intuitions Curriculum Department The responsibility of Curriculum development is to develop the curricula of TEVTA institutions. They develop the curricula of 3 year DAE classes, B. Tech classes, 1 year, 6 months and 3 months courses. But they have they authority of authentication the curricula of courses below the period of 3 years. 3 years a curriculum is approved by the NEVTEC the higher authority of TEVTA. Curriculum department evaluates revision and develop the curricula. Functions of Curriculum department ? Proposal for curricula development committee, curricula revision committee and curricula evaluation committee. ? ? ? Scrutiny of Proposal Approval of CDC/CRC/CEC Proposal for manual development committee.

Pluribus Unum: How Then/How Now

E Pluribus Unum is a Latin term that has been used in the US coin since 1776. The term which directly translates to ‘out of may one' became a de facto motto for the US till it was replaced by ‘In God We Trust' in 1956. Understanding the relevance of the phrase and the role that it has played in the ideas that have been and are being adopted by the US is important in developing an understanding of its implication. In its original employment the term E Pluribus Unum was used to portray the nature of US as a nation originating from an amalgamation of thirteen kingdoms.The use of E Pluribus Unum as a leading ideology in strategies that the US employed in its involvement in the world wars and those that it employed thereafter led to its being labeled a melting pot. It is worth noting that the US did not engage in the initial phases of both the second and first word war but only played parts in the last critical stages and rebuilding nations that engaged in the wars. E Pluribus Unum implies that the US as a nation embraced a culture where different communities and cultural backgrounds came together in peaceful coexistence.The involvement of the US in the Second World War was thus aimed at ensuring the end to a threat to development of homogeneous nations. Under this consideration, the US was against war not the Germans and the ideals driven by the Nazi who sought superiority over other races. The engagement of the US in rebuilding nations that were appreciative of capitalism goes in hand with developing a homogeneous society; an objective that is central to E Pluribus Unum. Development of a common ideology through different approaches in a society that is appreciative of this ideology is important to propagation of E Pluribus Unum.Employment of different approaches is allowed; however, the ideologies that underpin the different approaches should be uniform throughout the different groups. Capitalism as a system that brought together Western Europe nations that were worst affected by the Second World War and the US is basically developed under the same principles that define E Pluribus Unum. It is worth noting that capitalism employed in an economic environment is defined by an environment where there are a number of players who seek common goals but have different resource ability due to the free market ideology.Capitalism as an ideology ensures the development of markets where different players are presented with the same opportunities and success is thereby defined by resource ability and levels of organization that the different business entities afford in harnessing their opportunities. Such environments as it current is are defined by a large number of players and high levels of competition though the rules that players have to pay by are equally defined for all players. No one nation allows more immigrants into its society than the US.Open immigration policies that defined the period just after the second world war and have be en a hallmark of US foreign policy before increase in awareness on the effects of immigration and terrorism are all in line with the development of a society where different nationalities can come into the US and get absorbed into its culture to aid the development of its economy. The US allows more immigrant than any other nation and plays an important part in global policies especially in addressing issues that it feels are of global importance.One of the key reasons given by successive US Presidents before invasion of nations or pronouncement of war against terrorism or even drugs is based on such nations' purported support for ideologies that are detrimental to the development of a homogeneous society. The war against Vietnam, invasion of communist nations, war against terrorism and the Iraq invasion to seek weapons of mass destruction have all been done under the premise of ensuring global peace and unity by dealing with threats that are of global stature.Globalization and tech nological development are variables in the present environment that define the levels of success that nations attain harnessing opportunities present in their environments. In fact globalism and technological development especially information technology plays a large part in shaping up a global economy that is predominantly capitalistic. The US has played large part in globalization for it is the home of many multinationals that shape the global economy.The European Union which is a global economic force resulted from a pronounced need for common bargaining and so are a number of regional trading blocks that have come into existence. A technological development like the GPRS global positioning system that is under the control of the US government places it in a position where it is able to monitor other nations while providing them with a critical technology the same can be said of satellite technology.A recent manifestation of the E Pluribus Unum is the 2008 economic crisis which shows that the ideology has spread all over the globe. Each nation is defined by its own approaches to economic development despite the advent of globalization. The SubPrime crisis that started in the US had negative effects on other nations hence the global stature of the crisis. This is a manifestation of the E Pluribus Unum in a wrong light where all feel the negative effect of an act or a crisis even if they were not involved in its perpetuation.‘In God We Trust' may have replace E Pluribus Unum as the official motto for the US government and its people however its manifestation is clear in both policies developed by the US government and variables that affect the economic environment defined by the US. Both negative and positive effects of its manifestation have been experienced thus though E Pluribus Unum came into being as depiction of the thirteen kingdoms that originally merged to from the US it has developed to be representative of the US and the globe.