Patterns of Subsistence Essay Example | Topics and Well Written Essays - 750 words

Patterns of Subsistence - Essay Example The area is an arid desert with scattered vegetation in certain zones and large sands that favor the practice of the strategy. The region experiences scarce water with only five permanent springs and an annual rainfall average of 10 inches with enhanced rate of evaporation. The pastoralists stay approximately 60 days or two months then move seasonally to other favorable areas. They move in search of water and food for their livestock. The kind of settlement in the region is dispersed settlement as people live far from each other. The type of food taken in the region is rabbits, small lizards, fruits and vegetables. Population /area of the territory = 200000/750. The population density is 267 persons per unit square mile. The population density has significance in that it is used in calculation of the maximum amount of people an area can carry. The major strategy optimal for the region is intensive agriculture. Intensive agriculture is the most common strategy of subsistence patterns used in many large scale societies. Intensive agriculture includes large areas of lands for farmers who produce large amounts of food; more than any other type of subsistence patterns. It began more than 5,000 years ago and has developed its form over the years. As the human societies grew larger and highly dense, the farming methods improved and land capacity also increased. It is a low follow ratio and a high use of inputs such as labor and capital. Due to high density population, the area left for cultivation is too small that it only favors intensive agriculture to sustain the population and income generation. People stay permanently in their homesteads as the land size does not permit migration at all. There is a nucleated settlement as many people settle together. The food that exist there is edible nuts, vegetables, fruits, wild animals and

Root Causes of Terrorism Essay Example for Free

Root Causes of Terrorism Essay Fieldman and Shapir (2004) noted that â€Å"some of the latest figures involving international suicide terrorists, their actions and the outcome of these actions, mentioning that there were eleven suicide attacks in Chechnya since 2003 involving fifteen terrorists, eleven of which are women. Their actions killing 200 and sixty one suicide attacks until June 2004 in Iraq involving seventy nine suicide terrorists that killed 840 people, and that suicide terrorism is significant in Israeli-Palestinian conflict as anti-Israel suicide attacks were numbered to 26 2003 to June 2004 (Fieldman, Shapir, 2004, p. 46). † This is proof of one of the many similar characteristics and nature of these different suicide terrorist groups: the measure and extent of their resolve. â€Å"In other areas around the world, fifty-four terrorists identified with Al Qaeda or its affiliated took part in nineteen suicide attacks in which over 280 people were killed. Overall, more than 170 suicide terrorists carried out 117 suicide attacks, a figure that does not include the numerous frustrated suicide attacks, mostly but not exclusively in Israel (Feldman, Shapir, 2004, p. 46). † Suicide terrorist groups around the world and the shared parallelism in management, nature and characteristics Despite the differences present between different suicide terrorist groups operating in different parts of the world, there is a noticeable set of parallelisms that render each group closely similar with one another, creating in a certain degree a sense of uniformity in the manner by which suicide terrorist groups are being managed, run and operated by its leaders. Suicide terrorist groups often share the same set of motivation that allows for the effective management of the personality and overall state of being of its suicide terrorists; they also share nearly the same M. O. , as well as target preferences and the penchant for an attack the lethality of which is guaranteed to extend to a large number of people victimized by the attack; politically, the goals of suicide terrorist groups (the creation of pressure to remove usurpers and modern day colonial rulers and exercise genuine governance and sovereignty over their own lands) are radically aligned with each other. Suicide terrorists and the personality management skill of its leaders An important aspect of suicide terrorism and of the suicide terrorists groups that needs to be discussed is the ‘management’ of these particular individuals. Because the tasks of suicide terrorists are not similar to any other ordinary tasks since their job has a significant level of certainty of death and the finality of life in it, leaders of either small, independent terrorist cells or national level commanders of an umbrella organization for terrorist group (or any leadership or management-level individual belonging to a terrorist group that has in its method of operation suicidal attacks) should have an intensive knowledge on how suicide terrorists should be handled and how each aspect of the suicide terrorist’s personality – emotional, psychological, spiritual, mental and physical – is ‘managed’. Recruiting suicide terrorist may appear either easy or difficult depending on the person who holds the particular opinion. People who see how emotional, psychological and other types motivation easily convinces a prospective suicide bomber to take on a mission and end his/her life for something which the suicide terrorist believes is worth it will think that all leaders need to do is manipulate people into becoming suicide terrorists by using pressure points to which the prospective recruit will easily yield or bend. Religion and militant fanaticism is one of the popular notions that people used to believe as the main reason for the recruitment of suicide bombers. There are those who believe that patriotism or the love for the country is the key motivation for suicide terrorists, while others, who recruit from areas which are economically and financially depressed, pay money or promise a better life for the family that they will leave behind. There are some reported cases of blackmail or the use of threat, as well as the presence of pressure coming from political groups to which a person belongs to, or the pressure of socially-shared political ideology that compels members to undertake such tasks. â€Å"Men become suicide terrorists in extraordinary cases, and each case requires its own explanation. There are some indirect data to suggest that a psychological trauma is an obligatory component. The trauma should be related not only to the death of relatives and/or personal threat to life but also to humiliation, personal but most particularly to a perception of national dignity (Wessely, Krasnov, 2006, p. 112). † Regardless of the particular motivation at play in a particular organization in a particular situation (since the motivation of suicide terrorists around the world varies in detail from one another in different occasions), the important thing that this illustrates is the role of effective management of the terrorist group leaders of its own suicide terrorist squads. They seldom retreat or abort missions because of last minute realizations, but this does not mean that they are crazy – professional researchers and analysts simply believes that the motivation and pressure existing is too much that it is impossible to dissuade suicide terrorists from undertaking their tasks of taking not just their lives, but that of other people as well. â€Å"Although research indicates that individual suicide attackers make choices and are not technically crazy, according to experts they are often manipulated by the pressures and belief structures of the group. Because of this, it is important to study the role of the organization in the phenomenon (Linden, 2002, p. 82). † The political significance, role and impact of suicide terrorist groups – The nature of the different suicide terrorist groups around the world is reflected in how they assert and create political significance for their group. Through their efforts towards political significance, observers can identify the essence of these groups, enumerate them and in the process allow the creation of paradigms from which terrorist groups are the nature of future terrorists groups are characterized. This aspect shows the core nature of suicide terrorist groups – a group of individuals that resorted to the use of lethal force and deadly weapon in the effort to effect change in the political landscape, a band of radical fighters who use the lives of innocent individuals as leverage to gain such power and influence, people who are motivated by different things (but nonetheless equally highly motivated, enough to die and to kill), these are the people who rely on scare and fear tactics to create pressure. Their actions create pressure – towards their enemies and sometimes towards themselves when the end product of an attack backfires and becomes a cause of problem for terrorist groups themselves – while at the same time allowing for the style and personality of this particular group to change over time, altering as well the manner by which the world responds and reacts to terrorism, particularly to suicide terrorists and their actions. â€Å"Al Qaeda’s coordinated multiple suicide airborne attacks aimed at destroying three outstanding US landmark targets the World Trade Center in New York City, the Pentagon, and Congress on September 11, 2001, demonstrated the escalating terrorist threat posed to civilian and military infrastructure With 9/11, the worst terrorist attack ever, the threshold for terrorism world-wide increased. Terrorism has moved from tactical to a strategic threat, prompting governments to invest unprecedented resources both in pre-empting terrorist attacks and in managing mass casualty attacks (Steven, Gunaratna, 2004, p. 2). † Because of the group’s political significance, analysts now grow more observant towards the efficiency by which suicide terrorist group leaders handle the organizations to make protracted and long battles like the ones being fought by terrorist group possible and sustainable over the years and over the number of suicide bombers lost and needs to be replaced time and again. Nature of suicide terrorism: political strategy versus religious undertaking – One of the most common and distorted ideas about suicide terrorism is that it is an act resulting from radical Islamist beliefs or the manifestation of the will of certain religious beliefs that glorify and moralize the use of lethal force and the taking of innocent lives. Historians clear out the confusion in this particular aspect of the nature of suicide terrorist groups around the world: historians and analysts believe that religious will is not the motivation of suicide terrorist groups; rather, it is the means by which strategic political actions are justified to the people and most especially to the suicide terrorists. For actions that carry with it severe moral stigma, there is a need for the presence of moral righteousness for the undertaking to be enacted without doubt, and here, religious and other non-political aspect of the set of beliefs comes into play; sometimes, suicide bombers are not even fully aware of the political repercussions of his/her actions nor the real political reasons why such act is necessary; for the suicide terrorist, it is enough that there is a sufficient reason wherein he can directly relate to and understand. â€Å"Suicide terrorist attacks are not so much driven by religion as by a clear strategic objective: to compel modern democracies to withdraw military forces from the territory that the terrorists view as their homeland. From Lebanon to Sri Lanka to Chechnya to Kashmir to the West Bank, every major suicide terrorist campaign over 95 percent of all incidents has had as its central objective to compel a democratic state to withdraw (LeMay, 2006, p. 252). † Religion is the balm that soothes the wounds and calms the fears of suicide bombers. At this level, the understanding and appreciation of goals is still shared by most since everyone understands and experiences the state of spirituality and religious belief necessary to make religion a powerful influence and motivation for the suicide bomber. â€Å"Other Muslims would argue the Koran supports actions of suicide bombers. These latter groups include radical and/or militant terrorist organizations with which we are familiar (Williams, Waltrip, 2004, p. 139). † The leader might not bother the suicide bomber/terrorist with the political complexities of such actions since this usually requires a level of mental capability similar to that of the learned and the educated, and not every suicide terrorist that pulls plunges himself/herself and the bomb inside a crowded place are educated, or did not have the chance to be one. â€Å"The suicide terrorist no longer thinks; he finds his inspiration and refuge in prayer, as outlined in Mohammad Atta’s letter to his comrades before the attack of September 11, 2001. There should be a ritual of washing and shaving, and the night is to be spent in prayer trying to forget the world. Then there should be further prayers, and after this Atta advises the others, ‘Smile and feel secure. For God is with the believers and the angels are guarding him without him feeling it. ’ We do not know, however, whether all or any of the suicide bombers did indeed spend the last night praying; some reportedly spent it in a bar or a night club (Laquer, 2003, p. 95). † References Bjorgo, Tore (December 2005). Root Causes of Terrorism: Myths, Reality and Ways Forward. Taylor Francis, Inc.

Revelations and Parker?s Back Essay -- essays research papers fc

Revelations and Parker’s Back   Ã‚  Ã‚  Ã‚  Ã‚  The story â€Å"Revelations† by Flannery O’Connor portrays the character of Ms. Turpin as a very hypocritical Christian. It’s absurd how obvious she is in her view of society; it could not be less unchristian like. Her opinions towards other people and their intelligence are Ms. Turpin’s greatest flaw. â€Å"Parker’s Back† also written by Flannery O’Connor is just the opposite of Revelations, Parker spends his entire life trying to fill a void that has grown so deep inside him it becomes unbearable. His continual dislike and downgrading of Christianity plays into his problems even more. The stories have very unique approaches, both of which prove to be very intriguing.   Ã‚  Ã‚  Ã‚  Ã‚  The character of Ms. Turpin shows from the very start that she is going to encounter many problems as the story progresses. Her dislike for Negroes or as she referred to them as â€Å"niggers† and her constant distinction of social class ranking showed that she was not the Christian she claimed to be. When she talks about cotton she says â€Å"you can’t get the white folks to pick it and now you can’t get the niggers-because they got to be right up there with the white folk.â€Å" When she looked at herself she saw a very good Christian. She always congratulated herself on how she always helped everyone and was always there to take care of her slaves. Nevertheless she had hidden meaning for all of these; she only helped the slaves so that she co...

Psychology 101

Course Information Fundamentals of Acoustics: Applications in Speech, Hearing and Language Description: This course will provide students with a basic and working knowledge of acoustics and the physics of sound. It will provide the basis for measurement and description of speech stimuli. It will have direct application to Speech, Hearing and Language intervention as well as application into communicative sciences. CSD 221 Student Name __________________ Course Fundamentals of Acoustics Course Code CSD 221 FacultyPhyllis J. Washington College of Education and Human Sciences Faculty Department Communicative Sciences and Disorders Suggested prerequisite None Length of Course One semester Degree Bachelor of Arts Credit 3 credit hours Assessment Tasks Assessment 1 Test 1 Test 2 Test 3 Assessment 2 Assignments/Labs/Quizzes Assessment 3 Acoustic Study Prepared by Al Yonovitz, PhD  © University of Montana First published 2010 Contents Introduction UM Mission Statements Welcome About the In structor Class Organization Learning ObjectivesClass Times Class Attendance Policy Private Study Commitments Occupational Health and Safety Learning approaches Classroom Lectures Moodle Study Resources Required Texts Additional Resources Support Services and Resources Student Resources Students with Disabilities Foreign Exchange Students and Scholars Directory of Assistance Study plan/Course Outline Assessment information Overview Delivery and submission Helpful tips for submission of your assessments Extensions and late submission Resubmission University Plagiarism PolicyAssessment and examination rules Special examinations and special consideration Assessment tasks Introduction UM Mission Statements MISSION STATEMENT THE UNIVERSITY OF MONTANA The University of Montana capitalizes on its unique strengths to create knowledge, provide an active learning environment for students, and offer programs and services responsive to the needs of Montanans. The University delivers education an d training on its four campuses and through telecommunications to sites inside and outside of Montana.With public expectations on the rise, the University asks its students, faculty, and staff to do and accomplish even more than they have in the past. The dedication to education for and throughout life reflects the commitment to service learning and community building on and off the campuses. The University enhances its programs through continuous quality review for improvement and remains fully accountable to the citizenry through annual audits and performance evaluations. MISSION STATEMENT THE UNIVERSITY OF MONTANA-MISSOULAThe University of Montana-Missoula pursues academic excellence as indicated by the quality of curriculum and instruction, student performance, and faculty professional accomplishments. The University accomplishes this mission, in part, by providing unique educational experiences through the integration of the liberal arts, graduate study, and professional traini ng with international and interdisciplinary emphases. Through its graduates, the University also seeks to educate competent and humane professionals and informed, ethical, and engaged citizens of local and global communities.Through its programs and the activities of faculty, staff, and students, the University of Montana-Missoula provides basic and applied research, technology transfer, cultural outreach, and service benefiting the local community, region, state, nation and the world. Welcome Welcome to CSD 221 – Fundamentals of Acoustics: Applications in Speech, Hearing and Language Understanding the nature of the speech and acoustic stimulus form the primary bases for your clinical education and your career in speech pathology. As you progress in your program the role of understanding the bases of the sound and acoustics will become evident.It is a great privilege to be your instructor in this inaugural autumn class within the new program in Speech Pathology at the Univers ity of Montana. I have been a practicing audiologist and speech and hearing scientist for many years. I look forward to offering you both the historical speech and hearing perspective and that of current practice. These perspectives will provide you with a basic understanding of the needed vision and available opportunities for Speech Pathologists. Your study will, in turn, help improve diagnosis and service delivery within the practice of Speech Pathology.Acoustics of speech production and the auditory stimulus will provide you with a foundation for your clinical process. It will also offer you the basic skills necessary to assess speech and hearing disorders and to plan intervention programs. This is a course which will enable professional preparation. Through study, your increased knowledge and skills will greatly benefit your future clients. In this course, I believe you will also experience the joy of learning and satisfaction of understanding new concepts and procedures. I wil l do my best to present the material in a clear and understandable manner.Finally, I want you to think that you are here to learn and not here to just ‘earn the grade'. If you concentrate on learning, the grades will take care of themselves. Make sure that you design a reliable study schedule and I guarantee your efforts will be rewarded. I hope to have the chance to meet all of you (including the external students) sometime soon in the near future. Of course, you may contact me at anytime via the information in the announcements. Kind Regards Al Yonovitz, Ph. D. , CCC-A, MAudSA (CCP) Professor Communicative Sciences and Disorders The University of MontanaMissoula, MT 59812-6386 Telephone:   406-243-2408 Fax:   406-243-2362 Email: al. [email  protected] edu Mobile: (406) 241-2364 Postal: Al Yonovitz Department of Communicative Sciences and Disorders Curry Health Center, Lower Level University of Montana Missoula, MT 59812 About the Instructor Dr Yonovitz has been active in research issues in abnormal development of central auditory processing abilities in Aboriginal and non-Aboriginal children. His concentrated interest has been in deaf and hearing-impaired children. He has also published widely in areas of speech and hearing science.He has been the Unit Head for the Ear Health and Education Unit of the Menzies School of Health Research and a Manager for Australian Hearing, a Commonwealth Agency, providing hearing improvement for children and pensioners. He was with Charles Darwin University in Darwin, NT Australia before accepting the position as Chair of the new Department of Communicative Sciences and Disorders. Phone: (406) 243-2408 Email: al. [email  protected] edu Mobile: (406) 241-2364 Postal: Al Yonovitz Department of Communicative Sciences and DisordersCurry Health Center, Lower Level University of Montana Missoula, MT 59812 Course Organization The Spring 2012 semester is 16 weeks long, beginning January 23, and ending May 4, with a 1-we ek spring vacation. This class is duplicated as both a face-to-face (F2F) section and an online section. The F2F class meets 2 times each week, 8:10 – 9:30 am Monday and Wednesday in the CSD classroom in the lower level of the Curry Health Center. All lectures and laboratory demonstrations will be uploaded that day. Grading opportunities will be consistent between sections.Any questions regarding the course, any unit, or any assignment should first be posed to the instructor via the discussion board on Moodle called â€Å"Queries†. Before you submit your question, however, please check to be sure your question has not already been answered in that forum. These questions will be addressed within a 24-hour period, M-F. Learners who have signed up for the face-to-face mode should expect to attend every lecture. Learners who have signed up for the online mode are welcome to attend the face-to-face lectures at any time. There are five (5) summative assessments.Summative ass essments include multiple choice tests and a number of assignments. Formative assessments, which are indicative of student progress, will be conducted in class. These formative assessments can be viewed either synchronously or asynchronously by online learners. Formative assessment will include review of multiple choice questions at the end of chapters of the text. You will also notice a discussion board entitled â€Å"Student Lounge. † You may use this board to communicate with your classmates. Course Organization 1. Introduction to wave analysis 2. Standing Waves 3. Resonance . Wave Analysis 5. Speech Production 6. Acoustics of Speech Signals 7. Computing and Measurement Techniques for Acoustics Lectures can be accessed either in real time or asynchronously from the CSD website. (There is a tutorial for website access under ‘Start Here’). Lectures are usually posted to the website the same day. On rare occasions, the lecture is posted the next day. Learning obj ectives This course is divided into areas that will allow the student to gain mastery of the following topics: 1. Describe the acoustic signals in the time and frequency domain 2.Understand how the structures of the speech system are used to produce speech (consonants and vowels). 3. Analyze acoustic and speech signals with both Hardware and Software 4. Utilize their knowledge finding application in clinical matters Any questions regarding the course should be directed to the course instructor, Al yonovitz. Hours and Required Discussion Lectures – 8:10-9:30am Mondays & Wednesdays The class will be live at the times above. Students may access the live classes and all other archived class meetings this semester by going to the Elluminate links posted to the Calendar of Moodle.The PowerPoint presentations, discussion board, etc. will be available via Moodle. For UMOnline students it is not necessary to view live classrooms, but you must watch the archived class sessions. Attenda nce will be taken for students attending class. In class discussion for internally registered students and discussion board submission for UMOnline students will be recorded. Study Commitments You should expect to spend 8 to 12 hours per week on this course. This time should be spent completing the required reading for this course, reflecting on your reading, completing the weekly activities and preparing your assignments.Occupational Health and Safety There are no out of the ordinary risks associated with this unit. General Content overview 1 Introduction to wave analysis Mathematics and calculating systems Types of Waves Wave Shapes Propagation Velocity and Medium Velocity Sinusoidal Waves: More Terminology Oscillating Systems and Sinusoidal Waves Application of the Concept of Waves to Sound Relationship Among v, f and[pic] Wave Velocity and Properties of the Medium Elastic Properties of Air Reflection and Transmission of Waves Interference and Superposition 2. Standing Waves Long itudinal Displacement WavesNormal Modes for an Air Column Closed at Both Ends Normal Modes for an Air Column Open at Both Ends Normal Modes for an Air Column With One End Open a and One End Closed 3. Resonance Resonance in Mechanical Systems Resonance in the Speech Production System Resonance in the Outer and Middle Ear 4. Wave Analysis Wavefronts Wavefronts and Space Interference Diffraction of Wave Phase of a Wave Complex Wave Forms Complex Traveling Waves Complex Standing Waves Beats Sound Quality Non-Repetitive Sounds 5. Speech Production Vocal Organs Vocal Fold Vibration Acoustic Properties of the Vocal Tract Sound Spectrographs . Acoustics of Speech Signals Vowels Consonants Glide and Liquid Consonants Nasal Consonants Fricative Consonants Stop Consonants Coarticulation 7. Computing and Measurement Techniques for Speech Analysis Sound Spectroscopy Fourier Analysis Learning approaches Moodle Moodle is the University of Montana’s on-line learning system. It is critically important that you maintain an accurate e-mail address with the University of Montana. In this unit, Moodle will be used to: Provide important announcements regarding your course †¢ Provide discussion questions and responses †¢ Provide assessment documentsCSD 221– Fundamentals of acoustics relies significantly on Moodle participation. The Discussion Board is the mode of communication which allows for face-to-face and online learners to share. Postings should be succinct, yet comprehensive (about one paragraph). In addition to your posting, you must reply to at least one other learner’s posting in, again, a succinct, yet comprehensive posting. The instructor facilitates the discussions, carefully monitors the Discussion Board, and provides considered responses. These responses are usually provided after the particular Discussion Board question has closed for the week.Learners are encouraged to use the Discussion Board for ‘Questions to the Instructorâ₠¬â„¢. Postings will be viewed daily and instructor responses will be offered daily. Netiquette expectations are expected on any online submission. For the Core Rules of Netiquette, please visit http://www. albion. com/netiquette/corerules. html. In addition, the instructor expects formal rules of standard American English language to be followed in the Discussion Board. Informal, non-standard English language approaches are not acceptable. You will need to connect to the Internet to access Moodle, at: http://umonline. umt. edu/ Conceptual FrameworkThis course provides a learning community that a) integrates ideas, b) encourages cooperative endeavors, and c) respects diversity and individual worth. These concepts are illustrated through the following activities:   a) by understanding acoustics you will be able to appreciate the linkage between this course and other CSD courses, you will have an understanding of the nature of the conversational element; b) you will also participate in laboratories designed to mutually assist each other, and c) you will be challenged to combine both the science and mathematical nature of speech with some reference to various dialectical patterns. )  Ã‚  Ã‚  Integration of Ideas:   Members of a learning community look beyond the traditionally subject-oriented curriculum and think about the interrelationships among and between subject areas. They work with a variety of fields of study and search for unifying themes that cross disciplinary lines. There is an emphasis on explaining realities and bringing differing kinds of knowledge to bear on dealing with actual problems. b)  Ã‚  Cooperative Endeavors:   In a learning community knowing and learning are viewed as communal acts, and members are encouraged to assist each other o learn and grow. There is a commitment to engage all learners cognitively and emotionally in acquiring knowledge that is personally meaningful. In the process members create a cohesiveness that encoura ges personal responsibility and commitment to the group and its goals. c)  Ã‚   Respect for Diversity and Individual Worth:   A learning community embraces diversity with respect to ideas, abilities, viewpoints, experiences, learning styles, cultural backgrounds. Diversity is valued because of the inherent worth of each individual who brings his or her strengths to the community.The ethics of caring and mutual respect are viewed as essential for supportive learning environments that enhance each member’s self-esteem and foster risk-taking, creative conflict, and excellence. Study resources Required text: Required texts: INTRODUCTION TO SOUND, Acoustics for the Hearing and Speech Sciences. Charles E. Speaks, Singular Publishing, 1999. Several additional readings will be assigned throughout the semester. These may include journal articles, chapters from books other than your textbook, and other related materials. Support services and resources UM Academic Honesty PolicyThe student Conduct Code, embodying the ideals of academic honesty, integrity, human rights, and responsible citizenship, governs all student conduct at The University of Montana-Missoula. You are expected to adhere to this code: (http://liffe. umt. edu/SA/documents/fromWeb/StudentConductCode1. pdf). Student Resources Two tutoring programs are available to students, one administered by the TRiO and the other by the Undergraduate Advising Center; both are located in Corbin Hall. More information on TRiO, visit TRiO at Lommasson Center 154, call 406-243-5032, or log on to www. mt. edu/eop. The Undergraduate Advising Center is located in the Lommasson Center 269, or you can visit www. umt. edu/ucoll/. The Writing Center is available to help you improve your writing skills. Writing instructors are available to help you plan and develop your thoughts. For more information, visit them online at: http://www. umt. edu/writingcenter/, email [email  protected] umt. edu or call (406) 243-2266. S tudents with Disabilities Students with disabilities are encouraged to plan ahead and can contact Disability Services for Students (DSS).For additional information, contact DSS Director Jim Marks, Lommasson Center 154 or (406) 243-2243 (Voice/Text) or jim. [email  protected] edu. Please visit http://www. umt. edu/dss/ to find details about the available services. Foreign Exchange Students and Scholars The office of Foreign Student and Scholar Services (FSSS) is available for general counselling and provides direct support services, consultation, and liaison. Staff members at FSSS are available to help with academic advising, cultural adjustment, financial problems, and other issues.The FSSS office is in the Lommasson Center, Room 219. For more information, contact [email  protected] edu or visit http://ordway. umt. edu/sa/fsss/. |DIRECTORY OF ASSISTANCE | |Concern |Contact |Contact details | |Matters concerning the course |Instructor – Al Yonovitz |al. [email  protected ] edu | |General academic issues relating to |Department Chair – Al Yonovitz |al. [email  protected] edu | |your course | | | |Moodle difficulties |UM Online Tech Support Desk |Ph: (406) 243-4999 or (866) 225-1641 (toll free) | | | |E-mail: [email  protected] edu | | | |Website: http://umt. du/xls/techsupport | |Difficulties accessing your Student |IT Helpdesk |Ph: (406) 243-4357 | |Computer account | | | |Technical difficulties in PC Labs | | | |Library enquiries |UM Library |Ph: (406) 243-6866 | |Help with library databases, Internet| | | |searching and Reference queries | | | |Purchasing of text books and |UM Bookstore |Ph: (406) 243-1234 | |stationery | |Fax: (406) 243-2001 | | | |email: [email  protected] com | | | |website: http://www. umtbookstore. om | | | |University of Montana Bookstore | | | |University Center, 1st & 2nd Floor | | | |5 Campus Drive, Missoula, MT 59801 | |General administration enquiries |Registrar |Ph: (406) 243-2995 | |e. g. admissions/ enro lments, course | | | |information, graduation | | | Class Schedule Week |Lecture Topic |Readings |Assessments | | | | |& Labs | |Week 1 |The Nature of Sound Waves |Chapter 1 | | |1/23/11 | |The Speech Chain, Chapters 1 | | |Week 2 |The Nature of Sound Waves |Chapter 1 | | |1/30/11 | | | | |Week 3 |Simple Harmonic Motion |Chapter 2 | | |2/6/11 | | | | |Week 4 |Simple Harmonic Motion |Chapter 2 | | |2/13/11 | | | | |Week 5 |Logarithms and Antilogarithms |Chapter 3 |Exam 1 (20%) | |2/20/11 | | | | |No Class on 2/20/11 | | | | |Week 6 |Logarithms and Antilogarithms |Chapter 3 | | |2/27/11 | | | | |Week 7 |Sound Intensity and Sound Pressure: The |Chapter 4 | | |3/5/11 |Decibel | | |Week 8 |Sound Intensity and Sound Pressure: The |Chapter 4 | | |3/12/11 |Decibel | | | |Week 9 |Complex Waves |Chapter 5 | | |3/19/11 | | | | |Week 10 |Complex Waves |Chapter 5 |Exam 2 (20%) | |3/26/11 | | | | |Week 11 |Spring Break | | | |4/2/11 | | | | |Week 12 |Resonance and Filtering |Chapter 6 | | |4/9/11 | | | | |Week 13 |Resonance and Filtering |Chapter 6 | | |4/16/11 | | | | |Week 14 |Distortion |Chapter 7 | | |4/23/11 |Sound Transmission |Chapter 8 | | |Week 15 |Summation and Revision | | | |4/30/11 | | | | |Final Exam | | |Exam 3 (20%) | |5/7/11 | | | | Topical Description of Course Material Assessment Information 5 Assessment items are required. All assessment tasks must be completed for you to obtain a pass in this course. I would expect a significant commitment on your part to achieve a deep and effective understanding of topics in this course. I would therefore expect a high commitment to learning. Note: unless stated otherwise, the due date for an assessment refers to the date by which the assessment must be received by the Instructor. Assessments for CSD 221 – Fundamentals of Acoustics Assessment |Focus |Percent Value |Length |Due date | |item | | | | | |Assessment 1 |Test 1 |20% |50 M/C Questions |Week 5 | |Assessment 2 |Test 2 |20% |50 M/C Questions |Week 10 | |A ssessment 3 |Test 3 |20% |50 M/C Questions |Week 16 | |Assessment 4 |Submission of Acoustic Study |20% |4-6 Pages |Week 14 | |Assessment 5 |Assignments/Labs/Quizzes (10) |20% |TBA |Throughout Semester | Descriptions of Assessments Three tests (20% each test) Test 1 (20%) Available from Monday, February 23–Sunday, February 26 Test 1 must be submitted electronically by 11:55pm Sunday, February 26 2-hour timed test Multiple choice & true/false Test 2 (20%) Available from Monday, March 29 – Sunday, April 1 Test 2 must be submitted electronically by 11:55pm Sunday, April 1 2-hour timed test Multiple choice & true/false Test 3 (20%) Available from Wednesday, May 7 – Thursday, May 10Test 3 must be submitted electronically by 11:55pm Thursday, May 10 2-hour timed test Multiple choice & true/false Assignments/Labs/Quizzes (20%) There will be ten assignments/quizzes during the semester. Each assignment/quiz will be discussed in class demonstrated in class and a teaching a ssistant will be available for individual help. Separate descriptive hand-outs will be available for each lab. Acoustic Study (20%) The acoustic study will be a project that you will be able to accomplish. The project should not relate to speech but should consider the analysis of an interesting acoustic event. A separate handout will be available. *Note – Tests are electronically marked and are automatically submitted to Gradebook.After taking a test, your mark will be immediately available; however, your test will only be made available for you to view after the closing date of the test. Delivery and submission of Assessments Note: The three tests are electronically marked by Gradebook. You are expected to keep your own copy of the assignments. On the PowerPoint assignment, please attach an introductory slide with the following details: Your name and student number Course code, title and date submitted Helpful tips for submission of your Assessments There are several ways t hat you can assist with the efficient processing and return of your assessments. †¢ Turn in your assessments on time. Additional time will not be readily offered.Extensions and late submission Note: Apply for extensions before the due date. You must apply for extensions at least 2 university business days before the due date. All extension requests must be in writing to the Instructor. If you do not follow these procedures and have an extension formally approved, your assessment will be considered late if it arrives after the due date. Extenuating circumstances do arise from time to time such as illness or a family crisis. In such circumstances, you are required to contact your tutor to discuss your options. Poor time management is not considered an extenuating circumstance and is not grounds for an extension.Normally work commitments will not be sufficient grounds for an extension. Resubmission In this course, you cannot resubmit your work for reassessment. Plagiarism Policy P lagiarism is the presentation of the work of another without acknowledgement. As defined by the University of Montana’s Student Conduct Code, plagiarism is â€Å"Representing another person's words, ideas, data, or materials as one's own. † Staff and students may use information and ideas expressed by others, but this use must be identified by appropriate referencing. Students who plagiarize may fail the course and may be remanded to Academic Court for a possible suspension or expulsion from the University.More information regarding student policy, academic misconduct, and plagiarism can be found at: http://www. umt. edu/catalog/policy_procedure. htm Assignment and examination rules Exams will involve multiple choice and true/false questions. They will cover the material provided both in the lectures and in the assigned readings. Exams/tests must be submitted by the assigned date. If you do not submit a test by the assigned date, you will not receive credit for the tes t, unless arrangements are made with the instructor in advance. Test 1 (20%) Test 2 (20%) Test 3 (20%) Assignments/Labs/Quizzes (20%) Acoustic Study (20%) Applying the university assessment grading to Assessments A | | | |Demonstrates imagination, originality or flair, based on proficiency in all learning outcomes of the unit; | |(90. 0-100) |work is interesting or surprisingly exciting, challenging, well read or scholarly. | | | | | |-For this assessment an A response answers all the set questions in a very informed, applied, cogent manner. | |B | | | |Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to | |(80. 0-89. ) |identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and| | |apply ideas to new situations, and ability to evaluate new ideas. | | | | | |-For this assessment a B response answers all the set questions in an informed manner and applied manner. | |C | | | |Demo nstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere | |(70. 0-79. ) |replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, | | |some use of analytical skills, and some originality or insight. | | | | | |-For this assessment a C response answers all questions correctly. There is a basic application of ideas. | |D | | | |Satisfies all of the basic learning requirements of the unit, such as knowledge of fundamental concepts and | |(60. 0-69. ) |performance of basic skills; demonstrates satisfactory, adequate, competent, or capable achievement of the | | |objectives of the unit. | | | | | |-For this assessment a D response answers most the questions correctly. Theses answers cover only the | | |fundamentals and lack application. | |F | | |(59. 9 and below) |Fails to satisfy some of the basic requirements of the assessment task. | ———————â₠¬â€œ [pic] [pic] [pic] Psychology 101 We all come in different shapes and sizes. We all have strengths and weaknesses. What is right for one person may not be right for another. How we feel, think, behave and react in different situations are shaped from when we are born throughout the rest of our lives. Our environment influences our personality, our experiences from when we first walk to the last day we breathe. There are a number of psychologists who support that individuals environment is the key aspect to influencing personality. Sigmund Freud believed that our childhood experiences are what influence our personality as an adult.The nurture theory proposes that environment is what influences each individual and determines their personality. B. F. Skinner and John Watson both suggest that personality is a result of interaction between the individual and the environment. The case study of â€Å"Genie, the wild child† comes to show how much we require all of the environmental factors in Maslow’s Hierarchy of needs to live a healthy and standard life. Sigmund Freud (1856- 1939) believed that the psychosexual stages affect your personality and your experiences as you grow up influence your personality as an adult.Each of Freud’s five stages determines certain characteristics in our personality as we become adults (see appendix 2 for details on stages). It was developed from patients' recollections, dreams and free associations. He â€Å"asserted that sexual instinct was the most important influence on personality. † (WiseGEEK, 2011). The oral stage develops a sense of trust and comfort. The next period, the anal stage, increases accomplishment and independence. The differences between males and females are developed throughout the phallic stage, as the individual wants to possess the opposite sex parent and has the desire to replace the same gender parent.The latent period is important in the improvement of social and communication skills and self confidence. The individ ual will develop a strong sexual interest in the opposite sex throughout the last stage, the genital stage. â€Å"Fixation gives each problem at each stage a long-term effect in terms of our personality or character. †(Boeree, George. 1997) This means that if difficulty occurs in the stages, it can affect your personality, such as independence can transform to becoming dependant on others. Everything you become is determined by your first few years.The adult is exclusively determined by the child's experiences, because whatever actions occur in adulthood is based on an outline laid down in the earliest years of life. Personality comes from adaptive patterns associated to an individual’s specific environment. Nature versus nurture is a debate upon the importance of an individual’s inborn qualities against personal experiences in influencing or causing individual’s personality and traits. Nurture is the influences on development occurring ‘from prenat al, parental, extended family and peer experiences, extending to influences such as media, marketing and socio-economic status. (Answers, 2011). Nature is the genetic predispositions that determine how people behave. It provides us with inborn abilities and traits. A case study that supports the influence of nurture is John B. Watsons and his partner, Rayners, experiment on ‘Little Albert’. This case study conveys that Little Albert did not display any fear towards the white rat or anything furry, until associating the rat with the load noise. This event produced Little Albert’s fear of furry objects and demonstrates that experiences play a large role in developing our personality and particularly our traits.If environment didn't play a part in shaping an individual's personality, then identical twins should, supposedly, be exactly the same. â€Å"Although identical twins are genetically identical and share the same family environment, identical twins raised tog ether do not have identical personalities. These differences must then be explained entirely by non-shared environmental effects. † (Haimowitz, Avi. 2005) It is evident through the case study of ‘Little Albert’ and the quote above, that people think and behave in certain ways because they are taught to do so. B. F.Skinner (1904 -1990) proved that human behavior could be conditioned and individuals condition their behavior accordingly to each role and responsibility they undertake. You may find yourself juggling different roles as a parent, child, husband or wife, sibling, worker, and friend. The way we act and react in different positions and situations has been formed by our environment and how we have been taught to respond through our experiences. The ‘Skinner box’ is an example of operate conditioning (see appendix 1 for image of the Skinner box). It is an experiment, created by B.F. Skinner to demonstrate a behavior followed by a reinforcing stim ulus, which results in an increased likelihood of that behavior occurring in the future. B. F. Skinner placed a rat in the Skinner box. The rat pressed the response lever, releasing a food pellet into the food dispenser. It was not trying to do anything when it first touched the lever, but once the rat learned how to release the food, it began repeating the process. â€Å"The behavior is followed by a consequence, and the nature of the consequence modifies the organism’s tendency to repeat the behavior in the future. (Boeree, George. 1997). As you learn from your experiences and environment, you condition yourself in response to it. Skinner suggests that psychologists focus on observables, that is, the environment and our behavior in it. â€Å"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select†¦ regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. †- John Watson.This well known behaviorist, John Watson, conveys that no matter what the individual’s nature is, the environment and experiences in one’s life can condition the individual and shape their personality. Genie, a thirteen year old girl, was found on the 4th of November in 1970. She had suffered severe sensory and social deprivation as a result of being locked in her room, completely isolated, for almost her entire life. She was haunted by her traumatic upbringing and trapped by memories of her suffering. Her father, Clark Wiley, turned his back on the world after his mother had been killed by a hit and run driver.The result of his lose was taken out on his family. Genie was particularly targeted by her father, after he was told she may have a slow development. This case study expresses how important parenting is on a child’s personality. The lack of interaction and speech f rom Genie resulted in having no language or cognitive ability. â€Å"The left part of the cerebral cortex in Genie’s brain, which is responsible for speech and language, has not received the stimulation required for normal development† (ExtraOrdinaryChildren, 2008)(See appendix 4 for image).This lack of development has left her speech centres irreparably damaged. Maslow’s hierarchy of needs show that Genie did not meet any of the levels of need (see appendix 3 for Maslow’s hierarchy of need’s pyramid). According to this theory â€Å"they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function†. (Wikipedia, 2011) She had the physical development of a 7-year old due to her prolonged malnutrition. Genie had a poor quality diet consisting of milk, oatmeal and sometimes an egg. The house was completely dark, all the blinds were drawn and there were no toys, no clothes, nothing to indicate that a child of any age had lived there†. (ExtraOrdinaryChildren, 2008)These experiences of Genie’s entire life, comes to show how much each individual needs their environment and the result of not having nurture in one’s life. Bibliography A2zpsychology, 2006, Freud's Psychosexual Theory. Viewed March 16, 2011, http://www. a2zpsychology. com/great_psychologists/freud_psychosexual_thoery. htm About, 2011, Personality Psychology.Viewed March 21, 2011, http://psychology. about. com/od/personalitydevelopment/Personality_Psychology. htm Answers, 2011, Nature or Nurture. Viewed March 4, 2011, http://wiki. answers. com/Q/What_influences_personality_more_nature_or_nurture#ixzz1HIvrEH1D Boeree, George. 1997, Sigmund Freud. Viewed March 13, 2011, http://webspace. ship. edu/cgboer/freud. html. Boeree, George. 1998, B. F. Skinner. Viewed March 12, 2011, http://webspace. ship. edu/cgboer/skinner. html Changingminds, 2011, Freud’s Psychosexual Stage Theory.Viewed March 15, 2011, http://changingminds. org/explanations/learning/freud_stage. htm Dr. Westrope. 2010, Personality. ViewedMarch 18, 2011, http://answers. yahoo. com/question/index? qid=20091119000820AALKEuL ExtraOrdinaryChildren, 2008, Genie Wiley. Viewed March 13, 2011, http://www. mymultiplesclerosis. co. uk/misc/wild-child. html Haimowitz, Avi. 2005, Heredity vs. environment. Viewed March 21, 2011, http://www. personalityresearch. org/papers/haimowitz. html Powell, Kimberly. 2011, nature vs nurture.Viewed March 22, 2011, http://genealogy. about. com/cs/geneticgenealogy/a/nature_nurture. htm Stennes Barbara (2009), How Different Roles Influence Your Personality. Viewed March 14, 2011, http://www. resourcesunlimited. com/How_Different_Roles_Influence_Your_Personality. asp Wikipedia, 2011, Personality Psychology. Viewed March 21, 2011, http://en. wikipedia. org/wiki/Personality_psychology#Trait_theories Wikipedia, 2011, Maslow’s Hierarchy of Needs. Viewed March 1 4, 2011, http://en. wikipedia. org/wiki/File:Maslow%27s_Hierarchy_of_Needs. svg Psychology 101 We all come in different shapes and sizes. We all have strengths and weaknesses. What is right for one person may not be right for another. How we feel, think, behave and react in different situations are shaped from when we are born throughout the rest of our lives. Our environment influences our personality, our experiences from when we first walk to the last day we breathe. There are a number of psychologists who support that individuals environment is the key aspect to influencing personality. Sigmund Freud believed that our childhood experiences are what influence our personality as an adult.The nurture theory proposes that environment is what influences each individual and determines their personality. B. F. Skinner and John Watson both suggest that personality is a result of interaction between the individual and the environment. The case study of â€Å"Genie, the wild child† comes to show how much we require all of the environmental factors in Maslow’s Hierarchy of needs to live a healthy and standard life. Sigmund Freud (1856- 1939) believed that the psychosexual stages affect your personality and your experiences as you grow up influence your personality as an adult.Each of Freud’s five stages determines certain characteristics in our personality as we become adults (see appendix 2 for details on stages). It was developed from patients' recollections, dreams and free associations. He â€Å"asserted that sexual instinct was the most important influence on personality. † (WiseGEEK, 2011). The oral stage develops a sense of trust and comfort. The next period, the anal stage, increases accomplishment and independence. The differences between males and females are developed throughout the phallic stage, as the individual wants to possess the opposite sex parent and has the desire to replace the same gender parent.The latent period is important in the improvement of social and communication skills and self confidence. The individ ual will develop a strong sexual interest in the opposite sex throughout the last stage, the genital stage. â€Å"Fixation gives each problem at each stage a long-term effect in terms of our personality or character. †(Boeree, George. 1997) This means that if difficulty occurs in the stages, it can affect your personality, such as independence can transform to becoming dependant on others. Everything you become is determined by your first few years.The adult is exclusively determined by the child's experiences, because whatever actions occur in adulthood is based on an outline laid down in the earliest years of life. Personality comes from adaptive patterns associated to an individual’s specific environment. Nature versus nurture is a debate upon the importance of an individual’s inborn qualities against personal experiences in influencing or causing individual’s personality and traits. Nurture is the influences on development occurring ‘from prenat al, parental, extended family and peer experiences, extending to influences such as media, marketing and socio-economic status. (Answers, 2011). Nature is the genetic predispositions that determine how people behave. It provides us with inborn abilities and traits. A case study that supports the influence of nurture is John B. Watsons and his partner, Rayners, experiment on ‘Little Albert’. This case study conveys that Little Albert did not display any fear towards the white rat or anything furry, until associating the rat with the load noise. This event produced Little Albert’s fear of furry objects and demonstrates that experiences play a large role in developing our personality and particularly our traits.If environment didn't play a part in shaping an individual's personality, then identical twins should, supposedly, be exactly the same. â€Å"Although identical twins are genetically identical and share the same family environment, identical twins raised tog ether do not have identical personalities. These differences must then be explained entirely by non-shared environmental effects. † (Haimowitz, Avi. 2005) It is evident through the case study of ‘Little Albert’ and the quote above, that people think and behave in certain ways because they are taught to do so. B. F.Skinner (1904 -1990) proved that human behavior could be conditioned and individuals condition their behavior accordingly to each role and responsibility they undertake. You may find yourself juggling different roles as a parent, child, husband or wife, sibling, worker, and friend. The way we act and react in different positions and situations has been formed by our environment and how we have been taught to respond through our experiences. The ‘Skinner box’ is an example of operate conditioning (see appendix 1 for image of the Skinner box). It is an experiment, created by B.F. Skinner to demonstrate a behavior followed by a reinforcing stim ulus, which results in an increased likelihood of that behavior occurring in the future. B. F. Skinner placed a rat in the Skinner box. The rat pressed the response lever, releasing a food pellet into the food dispenser. It was not trying to do anything when it first touched the lever, but once the rat learned how to release the food, it began repeating the process. â€Å"The behavior is followed by a consequence, and the nature of the consequence modifies the organism’s tendency to repeat the behavior in the future. (Boeree, George. 1997). As you learn from your experiences and environment, you condition yourself in response to it. Skinner suggests that psychologists focus on observables, that is, the environment and our behavior in it. â€Å"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select†¦ regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. †- John Watson.This well known behaviorist, John Watson, conveys that no matter what the individual’s nature is, the environment and experiences in one’s life can condition the individual and shape their personality. Genie, a thirteen year old girl, was found on the 4th of November in 1970. She had suffered severe sensory and social deprivation as a result of being locked in her room, completely isolated, for almost her entire life. She was haunted by her traumatic upbringing and trapped by memories of her suffering. Her father, Clark Wiley, turned his back on the world after his mother had been killed by a hit and run driver.The result of his lose was taken out on his family. Genie was particularly targeted by her father, after he was told she may have a slow development. This case study expresses how important parenting is on a child’s personality. The lack of interaction and speech f rom Genie resulted in having no language or cognitive ability. â€Å"The left part of the cerebral cortex in Genie’s brain, which is responsible for speech and language, has not received the stimulation required for normal development† (ExtraOrdinaryChildren, 2008)(See appendix 4 for image).This lack of development has left her speech centres irreparably damaged. Maslow’s hierarchy of needs show that Genie did not meet any of the levels of need (see appendix 3 for Maslow’s hierarchy of need’s pyramid). According to this theory â€Å"they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function†. (Wikipedia, 2011) She had the physical development of a 7-year old due to her prolonged malnutrition. Genie had a poor quality diet consisting of milk, oatmeal and sometimes an egg. The house was completely dark, all the blinds were drawn and there were no toys, no clothes, nothing to indicate that a child of any age had lived there†. (ExtraOrdinaryChildren, 2008)These experiences of Genie’s entire life, comes to show how much each individual needs their environment and the result of not having nurture in one’s life. Bibliography A2zpsychology, 2006, Freud's Psychosexual Theory. Viewed March 16, 2011, http://www. a2zpsychology. com/great_psychologists/freud_psychosexual_thoery. htm About, 2011, Personality Psychology.Viewed March 21, 2011, http://psychology. about. com/od/personalitydevelopment/Personality_Psychology. htm Answers, 2011, Nature or Nurture. Viewed March 4, 2011, http://wiki. answers. com/Q/What_influences_personality_more_nature_or_nurture#ixzz1HIvrEH1D Boeree, George. 1997, Sigmund Freud. Viewed March 13, 2011, http://webspace. ship. edu/cgboer/freud. html. Boeree, George. 1998, B. F. Skinner. Viewed March 12, 2011, http://webspace. ship. edu/cgboer/skinner. html Changingminds, 2011, Freud’s Psychosexual Stage Theory.Viewed March 15, 2011, http://changingminds. org/explanations/learning/freud_stage. htm Dr. Westrope. 2010, Personality. ViewedMarch 18, 2011, http://answers. yahoo. com/question/index? qid=20091119000820AALKEuL ExtraOrdinaryChildren, 2008, Genie Wiley. Viewed March 13, 2011, http://www. mymultiplesclerosis. co. uk/misc/wild-child. html Haimowitz, Avi. 2005, Heredity vs. environment. Viewed March 21, 2011, http://www. personalityresearch. org/papers/haimowitz. html Powell, Kimberly. 2011, nature vs nurture.Viewed March 22, 2011, http://genealogy. about. com/cs/geneticgenealogy/a/nature_nurture. htm Stennes Barbara (2009), How Different Roles Influence Your Personality. Viewed March 14, 2011, http://www. resourcesunlimited. com/How_Different_Roles_Influence_Your_Personality. asp Wikipedia, 2011, Personality Psychology. Viewed March 21, 2011, http://en. wikipedia. org/wiki/Personality_psychology#Trait_theories Wikipedia, 2011, Maslow’s Hierarchy of Needs. Viewed March 1 4, 2011, http://en. wikipedia. org/wiki/File:Maslow%27s_Hierarchy_of_Needs. svg

Ethical and Moral Issues in Business

Ethical and Moral Issues in Business LaTonya Beeler September 13, 2010 MGT 216 Ray Crum Ethics and morals are essential to the success of a business. The two are synonymous with one another. According to DeGeorge, â€Å"ethics is a systematic attempt to make sense of our individual and social moral experience†¦ to determine the rules that ought to govern human conduct, the values worth pursuing, and the character traits deserving development in life (DeGeorge, 2010, pg. 13). † Consumers rely on business to make moral and ethical decision regarding all business transactions.If the consumer does not believe that a business is moral or ethical he or she will not patronize the business, which in turn causes the business to lose money causing adverse effects on the economy. This essay will ascertain the differences between ethical and moral issues, the difference between personal and business ethics as well as provide examples of common ethical problems in business for each of the aforementioned ethics. Ethics and morals are words that people use interchangeably in regards to conduct and how people interact with society.However, some differences exist between the two in business. Ethics are a set of rules or codified system implemented by a company that explains how one should act on-the-job whereas morals are set in stone and is principles by which an entire society is supposed to live by. One can distinguish between ethics and morals by understanding that ethics is the action or conduct of what an individual deems right or wrong, therefore morals are the basis to which ethics stand on.For instance, if two big businesses were in competition with one another for the same customers one of the companies may choose to bribe an employee of the other company for internal information to use against the other company to gain a competitive advantage. Bribery is a common ethical problem that occurs in business. Personal ethics can refer to an individual’s life outside of work whereas business ethics pertain to the moral aspects of business to consumer interaction or business to business interaction. The foundation of personal and business ethics are equivalent.What differentiates the two are how they are enacted. For example, there are retail stores that require their employees to promote the sale of store credit cards. The customers may not be knowledgeable of the rules in the fine print; however the customer service associate is well aware but cannot disclose certain information because he or she has to comply with code of ethics of the company. This directly conflicts with the personal ethics of the employee and the business ethics to which he or she has to comply with.The aforementioned example is a common ethical problem seen in the retail business. Ethics and morals are essential in the success of a business because they determine whether or not a customer will continue to patronize the business or take his or her money to anot her business. A company is only as successful as the people who work there. The employee in a business goes to work and employs his or her personal ethics in conjunction with the code of ethics implemented in the place he or she works. Differences are apparent in morals and ethics.The difference is ethics are a codified system in a business to which employees have to adhere to and morals are the basis to which one determines right from wrong. Just as there are differences in ethic and morals, there are differences between personal and business ethics. The difference is how personal and business ethics are enacted. Businesses can prevent scandals within the company by ensuring that all employees including management adhere to the business code of ethics.Reference DeGeorge, R. T. (2010). Business ethics (7th ed. ). Upper Saddle River, NJ: Prentice Hall. Ethical and Moral Issues in Business Ethical and Moral Issues in Business Mgt/216 Steve Fletcher October 18, 2010 One Ethics and moral issues in business become factors that individuals encounter at several times in one’s daily life. An individual becomes greeted each morning in the newspaper, confronted in the fundamentals of one’s daily jobs, and bided good night on the evening news. In a professional setting, a person’s behavior to act in a manner that upholds the good of society becomes expected. To understand ethical and moral issues in business, their differences must become imperative, the differences between personal ethics and business ethics become essential, and examples of common ethical problems in businesses become important. Ethics become extremely important to everyone in the workplace, and are the beliefs, values, and morals that an individual possess. â€Å"The discipline dealing with what is good and bad and with moral duty and obligation,† defines ethics according to according to  Merriam-Webster, Incorporated  (2010). These values, belief, and morals become usually instilled in the individual from family, church, society, peer groups, profession, or other sources. A variety of ethical issues that becomes apparent within various organizations today include â€Å"conflict of interest,† â€Å"discrimination,† â€Å"harassment, Sexual and otherwise,† â€Å"recruitment and staffing,† â€Å"customer confidence issues,† and â€Å"corporate resources. † These ethical issues occur within today’s business environments and have a tremendous effect on organizations. Two â€Å"Moral principles, teachings, or conduct,† defines moral according to  Merriam-Webster, Incorporated  (2010). A variety of moral issues that becomes apparent within various organizations today include â€Å"falsification of facts, deception, concealing information,† â€Å"misrepresenting correspondence or publications,† â€Å" the swaying of people's feelings,† â€Å"cheating, rule-bending, misleading people,† â€Å"exploitation of weakness and vulnerability,† â€Å"excessive profit,† â€Å"greed,† â€Å"resistance to reasonable investigation,† â€Å"recklessness or irresponsible secrecy and lack of transparency and use of authority, power, reputation,† â€Å"breaking confidentiality,† â€Å"lack of compassion and humanity,† and â€Å"unfairness. Several influences define personal Ethics, which include family influences, religious beliefs, culture affects, personal experiences, and internal reflection. Parents or guardians dictate one’s morality during the early years of an individual’s life. They bec ome the first to voice and demonstrate ethical boundaries. Religious beliefs become important by allowing a person to accept an established set of moral rules. By following these moral rules, an individual behave ethically with the promises of rewards in the afterlife as a motivation. Culture dictates the ethical norms simply because of the customs and traditions in the society surrounding him or her, and becomes ingrained in an individual’s psyche. Personal experiences shift one’s ethics, which become events that happen in an individual’s life. Emotional and personal experiences cause changes one’s beliefs. Internal reflection becomes developed by one’s inward feelings. When an individual Three does something that goes against one’s moral code, a feeling of guilt or shame results. When an individual does something that fits into one’s ethical idea of â€Å"right† he or she becomes proud or happy. Business ethics become what constitute a business to its employees, customers, the community, vendors doing business with them, and all business relationships. Although guidelines, basic laws, and rules became created to maintain a business, the codes of conduct enforce ethics, and make an organization successful. When values in the workplace become viewed as fair and just with a collective willingness to provide services and products in an ethical manner; trust and confidence becomes stronger. When management adheres to company ethics, it sends a strong message to employees and often set strong ethical standards for what the company stands for. The Madoff investment scandal that became the largest â€Å"Ponzi scheme† ever committed by an individual becomes an example of ethical and moral issues in business. Money laundering, securities fraud, perjury, mail fraud, wire fraud, and making false fillings with the SEC became the federal crimes that Bernard Madoff pleaded guilty. â€Å"He actually managed to fool 4,800 clients. None of this money was ever invested; it was simply deposited into his  business  account. The losses of his clients were almost $65 billion and now Madoff faces a lifelong sentence and up to $170 billion in restitution,† according to (Articles base, 2010). Four The Enron failure that caused thousands of people to lose their jobs and pensions because of unethical practices by management becomes a prime example of personal and business ethical problems. â€Å"The SEC has uncovered several instances of financial fraud committed by high-ranking executives at Enron, and many of the executives have been charged with wire fraud, money laundering, securities fraud, mail fraud, and conspiracy,† according to (Lawyer Shop, 2008). Appropriate business ethics become vitally important in businesses; both large and small. Several ethical issues may arise within an organization, but acquiring the right training, policies, procedures, and guidelines available and comprehensive to all employees, businesses will aid in a decreasing amount of ethical and moral issues in the workplace. Reference: Articlesbase. com, (2010), retrieved from http://www. articlesbase. com/law-articles/how-the-madoff-investment-scandal-was-uncovered-927189. html Lawyershop. com, (2008)  retrieved from http://www. lawyershop. com/practice-areas/criminal-law/white-collar-crimes/securities-fraud/lawsuits/enron Merriam-Webster, Incorporated,  (2010),  Merriam-Webster Dictionary,  retrieved Ethical and Moral Issues in Business While ethics refers to understanding and adopting moral values such as code of conduct, morals are the beliefs of individuals determining what is right and wrong in behavior. Although organizations may have set rules to standardize a working environment, individuals may follow standard procedures while the morality solely lies in individual behavior. While groups and organizations may provide values of establishment within a working environment, moral issues may obtain examples of lying, stealing and cheating. Personal ethics may also obtain morality and may affect an individual’s goals which may differ from business ethics. Business ethics have company policy and standards in which employees must follow such as being respectful within the environment. As there are many differences to compare between ethics and morality, common problems do occur in businesses because of the human traits of greed. Why do ethical problems occur in businesses today? The majority of times, invidividuals can be selfish obtaining values of self interest which may lead to unethical conduct (William, 2009). Whether issues lie in management, work centers or between individuals, the results of the companies may be directed towards poor company performance and bad reputable perceptions from overall consumers. Research has shown that companies with poor and lower in profits are more prone to commit unethical acts (William, 2009). Fixed-pricing is an example of unethical problems which, avoids fair competition between companies. This is an unlawful agreement between manufacturers, which is considered illegal in the United States (William, 2009). Stealing and lying is also one of many common problems within businesses. For example, individuals working in IT may take and steal computer parts like HDMI cables rather than going to Fry’s electronics to pick one up for personal use. When it is time to install or troubleshoot a client’s computer or network, missing resourceful products may lead to bad customer service. Software piracy in IT is also considered unethical and many programmers and IT businesses may lose profits. When IT businesses lose profits, so do employee jobs. It is important for individuals to hold ethical personal conduct and hold morals to never steal from any company because it increases the efficiency of work performance and cost benefits. These company resources are valuable and stealing is unethical within any company. Another example is making personal phone calls on a corporate phone which may cost the company’s bills to increase. It is up to individuals to separate personal ethics such as personal phone calls with business ethics in this situation. These ethics are usually in the majority of all company policies. Also such unethical business practices may include discrimination against protected classes, bribes, sexual harassment and dishonesty. Ultimately ethical issues require people or organizations to choose actions which may judge their character of right and wrong. While organizations may want preserve customer relationships and employee concerns, business ethics may promote standard policies for diverse individuals. Such examples of unethical and immoral doings within businesses were stealing IT resources for personal use, using company resources for personal use and fixed pricing. Other examples were lying and cheating. These are choices individuals are expected not to commit and hold moral values so that companies and businesses may prosper towards a bright future. References: William, P.  (2009).  Why Ethical Problems Occur in Business.  Yahoo! Contributor Network.  Retrieved from http://www.associatedcontent.com/article/1429755/why_ethical_problems_occur_in_business.html?cat=3 Ethical and Moral Issues in Business Ethical and Moral Issues in Business LaTonya Beeler September 13, 2010 MGT 216 Ray Crum Ethics and morals are essential to the success of a business. The two are synonymous with one another. According to DeGeorge, â€Å"ethics is a systematic attempt to make sense of our individual and social moral experience†¦ to determine the rules that ought to govern human conduct, the values worth pursuing, and the character traits deserving development in life (DeGeorge, 2010, pg. 13). † Consumers rely on business to make moral and ethical decision regarding all business transactions.If the consumer does not believe that a business is moral or ethical he or she will not patronize the business, which in turn causes the business to lose money causing adverse effects on the economy. This essay will ascertain the differences between ethical and moral issues, the difference between personal and business ethics as well as provide examples of common ethical problems in business for each of the aforementioned ethics. Ethics and morals are words that people use interchangeably in regards to conduct and how people interact with society.However, some differences exist between the two in business. Ethics are a set of rules or codified system implemented by a company that explains how one should act on-the-job whereas morals are set in stone and is principles by which an entire society is supposed to live by. One can distinguish between ethics and morals by understanding that ethics is the action or conduct of what an individual deems right or wrong, therefore morals are the basis to which ethics stand on.For instance, if two big businesses were in competition with one another for the same customers one of the companies may choose to bribe an employee of the other company for internal information to use against the other company to gain a competitive advantage. Bribery is a common ethical problem that occurs in business. Personal ethics can refer to an individual’s life outside of work whereas business ethics pertain to the moral aspects of business to consumer interaction or business to business interaction. The foundation of personal and business ethics are equivalent.What differentiates the two are how they are enacted. For example, there are retail stores that require their employees to promote the sale of store credit cards. The customers may not be knowledgeable of the rules in the fine print; however the customer service associate is well aware but cannot disclose certain information because he or she has to comply with code of ethics of the company. This directly conflicts with the personal ethics of the employee and the business ethics to which he or she has to comply with.The aforementioned example is a common ethical problem seen in the retail business. Ethics and morals are essential in the success of a business because they determine whether or not a customer will continue to patronize the business or take his or her money to anot her business. A company is only as successful as the people who work there. The employee in a business goes to work and employs his or her personal ethics in conjunction with the code of ethics implemented in the place he or she works. Differences are apparent in morals and ethics.The difference is ethics are a codified system in a business to which employees have to adhere to and morals are the basis to which one determines right from wrong. Just as there are differences in ethic and morals, there are differences between personal and business ethics. The difference is how personal and business ethics are enacted. Businesses can prevent scandals within the company by ensuring that all employees including management adhere to the business code of ethics.Reference DeGeorge, R. T. (2010). Business ethics (7th ed. ). Upper Saddle River, NJ: Prentice Hall. Ethical and Moral Issues in Business Ethical and Moral Issues in Business Mgt/216 Steve Fletcher October 18, 2010 One Ethics and moral issues in business become factors that individuals encounter at several times in one’s daily life. An individual becomes greeted each morning in the newspaper, confronted in the fundamentals of one’s daily jobs, and bided good night on the evening news. In a professional setting, a person’s behavior to act in a manner that upholds the good of society becomes expected. To understand ethical and moral issues in business, their differences must become imperative, the differences between personal ethics and business ethics become essential, and examples of common ethical problems in businesses become important. Ethics become extremely important to everyone in the workplace, and are the beliefs, values, and morals that an individual possess. â€Å"The discipline dealing with what is good and bad and with moral duty and obligation,† defines ethics according to according to  Merriam-Webster, Incorporated  (2010). These values, belief, and morals become usually instilled in the individual from family, church, society, peer groups, profession, or other sources. A variety of ethical issues that becomes apparent within various organizations today include â€Å"conflict of interest,† â€Å"discrimination,† â€Å"harassment, Sexual and otherwise,† â€Å"recruitment and staffing,† â€Å"customer confidence issues,† and â€Å"corporate resources. † These ethical issues occur within today’s business environments and have a tremendous effect on organizations. Two â€Å"Moral principles, teachings, or conduct,† defines moral according to  Merriam-Webster, Incorporated  (2010). A variety of moral issues that becomes apparent within various organizations today include â€Å"falsification of facts, deception, concealing information,† â€Å"misrepresenting correspondence or publications,† â€Å" the swaying of people's feelings,† â€Å"cheating, rule-bending, misleading people,† â€Å"exploitation of weakness and vulnerability,† â€Å"excessive profit,† â€Å"greed,† â€Å"resistance to reasonable investigation,† â€Å"recklessness or irresponsible secrecy and lack of transparency and use of authority, power, reputation,† â€Å"breaking confidentiality,† â€Å"lack of compassion and humanity,† and â€Å"unfairness. Several influences define personal Ethics, which include family influences, religious beliefs, culture affects, personal experiences, and internal reflection. Parents or guardians dictate one’s morality during the early years of an individual’s life. They bec ome the first to voice and demonstrate ethical boundaries. Religious beliefs become important by allowing a person to accept an established set of moral rules. By following these moral rules, an individual behave ethically with the promises of rewards in the afterlife as a motivation. Culture dictates the ethical norms simply because of the customs and traditions in the society surrounding him or her, and becomes ingrained in an individual’s psyche. Personal experiences shift one’s ethics, which become events that happen in an individual’s life. Emotional and personal experiences cause changes one’s beliefs. Internal reflection becomes developed by one’s inward feelings. When an individual Three does something that goes against one’s moral code, a feeling of guilt or shame results. When an individual does something that fits into one’s ethical idea of â€Å"right† he or she becomes proud or happy. Business ethics become what constitute a business to its employees, customers, the community, vendors doing business with them, and all business relationships. Although guidelines, basic laws, and rules became created to maintain a business, the codes of conduct enforce ethics, and make an organization successful. When values in the workplace become viewed as fair and just with a collective willingness to provide services and products in an ethical manner; trust and confidence becomes stronger. When management adheres to company ethics, it sends a strong message to employees and often set strong ethical standards for what the company stands for. The Madoff investment scandal that became the largest â€Å"Ponzi scheme† ever committed by an individual becomes an example of ethical and moral issues in business. Money laundering, securities fraud, perjury, mail fraud, wire fraud, and making false fillings with the SEC became the federal crimes that Bernard Madoff pleaded guilty. â€Å"He actually managed to fool 4,800 clients. None of this money was ever invested; it was simply deposited into his  business  account. The losses of his clients were almost $65 billion and now Madoff faces a lifelong sentence and up to $170 billion in restitution,† according to (Articles base, 2010). Four The Enron failure that caused thousands of people to lose their jobs and pensions because of unethical practices by management becomes a prime example of personal and business ethical problems. â€Å"The SEC has uncovered several instances of financial fraud committed by high-ranking executives at Enron, and many of the executives have been charged with wire fraud, money laundering, securities fraud, mail fraud, and conspiracy,† according to (Lawyer Shop, 2008). Appropriate business ethics become vitally important in businesses; both large and small. Several ethical issues may arise within an organization, but acquiring the right training, policies, procedures, and guidelines available and comprehensive to all employees, businesses will aid in a decreasing amount of ethical and moral issues in the workplace. Reference: Articlesbase. com, (2010), retrieved from http://www. articlesbase. com/law-articles/how-the-madoff-investment-scandal-was-uncovered-927189. html Lawyershop. com, (2008)  retrieved from http://www. lawyershop. com/practice-areas/criminal-law/white-collar-crimes/securities-fraud/lawsuits/enron Merriam-Webster, Incorporated,  (2010),  Merriam-Webster Dictionary,  retrieved

Frankenstein Society and Alienation Essays

Frankenstein Society and Alienation Essays Frankenstein Society and Alienation Essay Frankenstein Society and Alienation Essay Essay Topic: Frankenstein Alienation in Frankenstein In Mary Shelley’s Frankenstein, the monster is used to show how society alienates people because of certain characteristics. Victor Frankenstein’s creation is rejected by everyone that it comes into contact with. The reason that the monster is so abhorred is because of its hideous appearance. Although the monster has amiable intentions, the people around him immediately assume that he is completely evil. The monster is rejected by complete strangers, by people he loves, and even by his own creator. The importance that society places upon a person’s appearance is evidenced by the way that Frankenstein’s monster is judged based on his monstrous facade. The monster’s appearance causes anyone who sees him to flee, depriving the monster from having the chance to show its inner goodness. The monster’s first encounter with a human that it can recall occurred when he entered a small hut belonging to an old man. Immediately upon seeing the monster the man screamed and ran away. The creature never made any threatening gesture nor said any aggressive phrase. The mere sight of the monster was enough to make the man assume that the unknown creature was a monster with evil thoughts and intentions. The monster had a similar experience in a village the following day. In this case, the villagers reacted in different ways. One of them faints, some scream, and the majority of them attack the monster. Society tends to judge people according to their appearance, and in this case the villagers judged that the creature was evil, dangerous, and something to be feared. Their decision was to either hurt or drive away the monster before it would the chance to hurt them. : They fact that the monster might not want to hurt them never enters their minds. A similar experience occurs later in the novel when the monster witnesses a young girl slip into a river. Although the monster has been spurned by humans before, he still has enough good feeling left inside of him to want to save the girl. He pulls her from the river and attempts to resuscitate her. A man who had been with the girl sees the monster crouched over her and concludes that the monster must be hurting, or have already hurt her. He takes the girl away from the monster and runs away. The monster follows due to his concern and the man shoots him. Again this was a case of a person judging the monster due to the way he looks. The man assumed that the creature was an evil monster intent on hurting others. This resulted in him shooting the monster, someone that he should really have been grateful to for saving the life of the girl. Not only is the monster alienated by complete strangers, but he is also rejected by the people that he loves because of his appearance. Early in his life the monster comes to live by the home of the De Laceys. The monster watches them daily, and feels nothing but respect and admiration for them. He looks for ways to ease their suffering. When he discovers that eating their food distresses them, he stops at once. He observes Felix leaving the cottage and returning later with wood and decides to chop wood for the cottagers at night in order to make Felix’s life easier. The monster spends months preparing for the day when he will finally be able to talk to the family, his happiness dependent upon the outcome. He hopes that he will be able to persuade them to see past his deformity using the eloquence that he has developed while watching them. The monster first attempts to talk to the old man. This person is the only one who ever gives the monster the chance to talk without immediately judging him. The thing that sets the man apart from the others is the fact that he is blind. Although the monster has a breakthrough with the old man, when the rest of the De Laceys return and see the monster they react the same way that everyone else has. Felix sees the monster by his father and assumes that he is trying to hurt him. In response, he attacks the monster. The family is so scared of the monster that they leave their home, at a great financial loss. They hate the creature that had nothing but warm feelings for them, thereby helping to turn him into the monster that they had assumed he was. Victor Frankenstein also rejects the monster and is disgusted by his appearance. Although Frankenstein constructed the monster and therefore had control over the way he looked, he creates something that he despises. It seems that Frankenstein hates the monster because it is unnatural, a creature that is different to everything that has ever existed. Victor also judges the monster by his appearance. He believes that he has brought some great evil upon the earth. He doesn’t take the time to learn the monster’s true nature. He abandons his creation, rejecting his responsibilities as a creator because of the disgust he feels. Society continually alienates the monster because he is hideous. Beauty is associated with goodness, while ugliness is coupled with evil. Due to the cruel actions of the people who judge him, the creature who is initially good is gradually turned into the evil monster that society automatically assumes he is.

The Role of Master in Commercial Law to Ship Operations for transportations of Goods by Seas. The WritePass Journal

The Role of Master in Commercial Law to Ship Operations for transportations of Goods by Seas. Introduction The Role of Master in Commercial Law to Ship Operations for transportations of Goods by Seas. IntroductionQ 1.Q.2Q.3BIBLIOGRAPHY: References fromRelated Introduction Q 1. As a Common Carrier the ship Owners/Master are absolutely responsible for the safe carriage of the Goods and for the delivery of a same, without un-reasonable delay, at the destination in the same Apparent Order and a Condition as was received. The contractual obligations of the Carrier, where in the an Owner/Master are responsible under the various governing Charter Party Terms and conditions would a be obliged to comply with the clauses of Carriage of a Goods under COGSA 71/92, Hague-Visby Rules. Lay can (Lay time and Cancellation)   it is the period where lay days commencement and a cancellation for an agreed terms and conditions of Cargo/Goods Transportation by Sea. Demurrage  Ã‚     is the monetary value payable to the owner of the ship for any delay or extra time the vessel would be kept under the charter for which the owner is not responsible in loading and/or discharging operation after the lay time period. On demurrage will mean that the lay time has expired and unless the charter party has at expressly provide to the contrary the time on demurrage will not be a subject to the lay time exceptions. Once on demurrage always on demurrage clause may apply. ‘’Reference from notes page 2 STC’’ Dispatch   it is the charges paid by the owner of the ship to the charter, a usually half of the demurrage rate, could be called as an incentive for a charterer to load and discharge faster a than lay time allowance. ‘’Reference from notes page 3 stc’’ ‘’Owners are obliged to exercise due a diligence to ensure that she is an sea worthy vessel at all the times of’’ As per the a Hague-Visby rules Article III with respect to the liability and responsibilities compensation the carrier is bound through out the voyage to an exercise of due diligence to make the vessel sea worthy and properly equipped, a manned and supply in stores the ship requires and the cargo spaces would be made fit for Cargo reception, a carriage and delivery. And as per the Article IV it states that a if the carrier is un liable for the loss or the damage resulting or arising due to un-sea worthiness at en-route unless caused by want of due diligence on the part of carrier to a make the accident in manner confronting with the of conditions. In paragraph 1 of Article III of â€Å"any damage or loss resulted from un-sea worthiness the burden of proving the exercise of due diligence will a be up to the carrier or those persons claiming exemption an under this article â€Å"college notes reference’ Reference from college notes page 1 , 2010 â€Å"carriage of goods by sea en acted 1971 and amended there on, applies to any contract, for COGSA in ships from a UK port which provides for the issue of a OBL or similar document of Title; any OBL’s if contract in or evidence by it expressly provides that the amended HRV shall govern the contract; any non-negotiable receipt, marked, if it expressly provides that the rules are to govern the contract as were an OBL†. â€Å" Article X says rules apply to every bill of lading relating to the carriage of goods between ports in two different states if, the bill is issued in a contracting state or; the carriage is from a port in contracting state; the contract contained in or evidence by the bill provides that the rules, or legislation of any state giving effect to them, are to govern the contract, whatever may be the nationality of the ship, the carrier, the shipper, the consignee, or any other interested person†. College notes Reference: hand out, STC â€Å"English law relating to bills of lading, rights and/or duties of the carrier, S1 (2) COGSA 1971 gives the force of a law to the HVR, as appended to the Act. Burden of proof un-seaworthiness – claimant as to a lack of seaworthiness of vessel at the relevant time (damage to cargo is prima facie evidence) claimant that un-seaworthiness a was proximate cause for damage to the goods, a rather than excluded peril. Carrier as to damage caused by excluded peril at sea. Carrier has duty of to due diligence had been fulfilled as per Article IV (1) HVR, carrier can a still claim ‘limitation of liability†Ã¢â‚¬  Rotterdam rule, Hamburg rule, Hague rules, review into HVR, a Hamburg rules would be applicable if Bill lading issued in the port of a contracting states Article X (a) as mentioned in the contracting agreement. In this case, the carrier because of a malfunction of statutory equipment probably makes the ship un sea worthy and henceforth the subjugated carrier liability and therefore there was a   breach of a contractual carriage under COGSA therefore vessel will be held liable responsible under Hague-Visby Rules III for damage of goods in clause. A Bills of lading in Original (OBL’) with out an endorsement by ship, the OBL now is a clean which entitles   a benefit or privilege to shipper receivers that goods are in good condition and same to delivered at the discharge port. The issue of clean OBL allows the charter/ receiver to pursue a claim against the carrier for the rusty pipes, and/or short landing of the cargo, because OBL are not appropriately remarked or re-written now says the cargo that is to be discharge at the Korean port would be in good condition, as per clean OBL’. LOI does not have court of law sustained. The G/C vessel Master should have brought Steel Pipes stained matter to the attention of the owner immediately, but his neglect or over look, has this mitigate in owners profit, restricts the ship owner from claiming any protection against the loss with respect to claim of the cargo which may arise. The master of the ship should have with due diligence requested the owner for a separate or independent surveyor to inspect the cargo loading operation. This could have saved the ship owner from the claims at future stages as legal aspects are taken care. Or the second option was the master should have clause the OBL, or should have recorded that the cargo was rusted supported, his statement with photographic evidence or note of protest with proofs and witness statement with letter of protest by Telex informing all parties concerned. During the survey at Port of Refugee (whilst Dry Docking) un seaworthiness were proved as vessel sailed with the Radar equipment not working, as per the SOLAS and the certification of statutory requirement this clearly indicates that the master and the owner choose not shown due diligence for compliance regulations. Company and master knew about the faulty Radar and in the later part one of the probable reason resulting in collision with container ship, the un seaworthiness of own ship may   deny the owner from General Average contribution from the owners of the cargo, if any jettison of undertaken, under P n I, H M covers. The container vessel which was short manned would also be under scanner before claims for as the both the vessels would to be blamed for the incidence that took place. The owners will be subject to the claims from the receivers/charterers, and both the vessels to be blamed for the accident and claim from ship owners been taken up and such claims for the damages from either ends and the case is in Arbitration for resolve and insurers. Reference from: The shipmasters business companion- Malcolm Mac Lachlan, 2004 edition Commercial Management Shipmasters- Robert L. Q.2 â€Å"Salvage involves the provision of services to maritime property in danger that result in the saving or partial saving of that property thus entitling the provider to a reward. Works under common law, statutory law, contract law† reference from hand out STC page 1 of 2010 â€Å"page 5 two types of agreement , one services rendered on the basis of ordinary tariff, fixed amount, daily rate, second is services rendered on the basis that remuneration will be settled later, whether by agreement or arbitration or court. LOF 2000, salvor may use SCOPIC clause, this agreement is made in easy manner, not likely to be disputed, no cure no pay, English Law applies, salvor will be awarded, underwriters liability can not be increased beyond that for total loss, excessive claims by salvors avoided. General Average â€Å"there is a GA when, and only when, any extraordinary sacrifice or expenditure is intentionally and reasonably made or incurred for the common safety for the purpose of preserving from peril the property involved in a common maritime adventure’’ reference from college notes STC page 2010 The jettison cargo on Container ship, sacrifice was intentional for preserving the property therefore she is eligible for General Average, the cost of the lost, damaged cargo claimed from the insurer as per prior agreed terms. Hull and Machinery will cover the loss incurred of the hull damaged which was caused because of collision if and so, as is an un intentional act and will come under Particular Average. If the master of both the ships have taken reasonable precautions then it would have been sufficient to mitigate the losses the ship owner. The company would have loss incurred due to salvage under LOF or daily hire, General   Average as far as it complies with clause, HM and P+I insurers would cover only their parts they are agreed upon. Where as the evidences has proved that the container vessel sailed in seaworthy condition but a day before the accident of their Sec/officer was evacuated on medical grounds and made short manned, which was un foreseen or un planned. This short manning has caused fatigue and might be resulted in the non compliance of STCW 95 chapter VIII and require to have an exemption certificate copy onboard prior arrival next port. Both the vessel has to exchange the particular information as per MSA 95 sec 92. Duty of ship to assist the other in case of collision. If Owner/master proves that she has exercised due diligence, will be paid by the cargo insurers of the shipper and if she has not done the same then will lieu under PA and the cargo insurer will be claimed against by the shipper cargo specific damage/ lost cargo who in turn will claim the same from the from P+I Swedish club or from the ship owner and the hull damage, will be covered by is 3/4th RDC by HM , and 1/4th by P+I reference from college handout Particular Average (PA) Losses caused by accident are said to lie where they fall viz., the owner of the property bears the loss, though cargo owners have right against carriers. Protection and Indemnity insurance provides their ship owners and charterers members with incident and claims handling services through a world wide network of correspondent. P and I clubs are those non profits making organization which is a joint venture between shipping companies; it offers the ship owners the coverage against the risks which are not covered by the Hull and Machinery. Hull and Machinery under writers under marine insurance act 1906 the principle would be insurable interest, utmost good faith, proximate cause, indemnity, subrogation. Insurance covers the hull and machinery of the insured ship against certain peril, clause as ‘inchmaree’ viz., peril of the sea, piracy, fire, 3/4th of run down clause, the ship owners proportion of salvage, ship owners contribution of GA. Q.3 Reference notes commercial management page 28 ‘‘Salvage in marine is a method used for rescuing a vessel, goods, or any ship property from peril. It encompasses rescue towing, re-floating a incident prone boat, or repairing a vessel, environmental protection as main motto due to from cargos’’. The positive aspects of LOF2000, it is a No Cure No Pay agreement and is not likely to be disputed and the disputes will be referred to arbitration. Negative point is could end up expensive. Time factor put the master in an defensive position or puts him in hesitant position to make a decision, so considering the safety of crew, environment, inform the owners and can go ahead with the LOF, where agreement can be sort by phone/vhf as well. In view of the incident the master of general cargo ship choose the LOF, which could be considered as a Right move for this scenario. And save a lot of time and further catastrophes. This has increase the percentage of positive out come in sights of crew safety and environment hazard, and property loss. Since own vessel due to collision had severe damage to hull and ingress of water. There was immediate requirement of assistance as there was threat to life, environment and property and limited time for negotiations/bargains. Vessels owner to be kept posted with all the developments by the masters of both vessels, while under salvage / towage. The container vessels decision to go for Daily hire is the probable most best suited towage option could be choose as her extent of damage is minor and had reasonable time for negotiations and select the best established salvor to have a safe operation. All entry formalities to be considered prior arrival to the port of refuge namely, Agents, Customs, Immigrations, PSC, P+I, Quarantine, ISPS, with all possible evidence regarding the incident. MAIB would be informed within 24 hours of arrival to port. Both the vessels were taken to port of refuge, and after a thorough inspection of repairs carry out the class and insurers would be issuing an interim certificate. All the necessary information of ship to send to the Owner and the Insurance company. Complete all the out ward clearance port formalities. Vessel’s can sail to the port of destination. BIBLIOGRAPHY: References from a) STC handout and materials b) The shipmasters business companion- Malcolm Mac Lachlana, 4th Ed 2004 c) Commercial Management Shipmasters- Robert L. tallacka. d) Shipping law by Chlorey Giless (8th edition) e) Business and Law for the Shipmasters by F.N.Hopkinns (7th edition). f) www.marine-salvage.com; marineclaimsconference.com/2010/index.html g) www.sailor today.com/maib.com