How to Boat on the Chesapeake :: Expository Process Essays

How to Boat on the Chesapeake An experienced mariner knows that boating can be a very relaxing and rewarding sport that anyone can enjoy. He also knows that there is much more involved in the sport than simply getting into a boat and sailing off on the sun-glistened waters of the Chesapeake Bay. Unfortunately, most people who are new to the sport don' t realize all that is involved in boating, sometimes until it is too late. By taking the time to learn some basic information, picking up some important charts and publications, and buying a valuable marine radio, anyone can enjoy boating safely. Â   The Maryland Department of Natural Resources, U.S. Coast Guard Auxiliary, and U.S. Power Squadron are organizations that offer basic boating safety courses in the Chesapeake Bay area. All three organizations are staffed with experts in boating safely. Classes are available through these groups to anyone who wishes to learn more about boating. The operator of a vessel used for recreation is not required to attend any of these classes, but the U.S. Coast Guard strongly recommends that one of these courses be taken before hitting the water. Information about these classes is available by contacting the U.S. Coast Guard Safe Boating Hotline at (800) 368-5647. Â   Along with taking a boating safety course, all boaters should have the appropriate charts and publications for the area that they wish to use their boat. All charts and publications that are printed for the Chesapeake Bay area are available from most marine dealers or local marinas. A boater should have at least one chart of the area he is operating in, along with a current listing of all buoys and aids to navigation in that vicinity. Again, for information concerning which chart the operator will need, contact the U.S. Coast Guard Safe Boating Hotline. Listings of aids to navigation are published monthly by the U.S. Defense Mapping Agency, and are available to the public at a small cost. The U.S. Coast Guard also issues Notice to Mariner Statements advising of any local changes to the aids every day at 8:00 am and again at 4:00 pm on marine radio channel 22. Â   According to U.S. How to Boat on the Chesapeake :: Expository Process Essays How to Boat on the Chesapeake An experienced mariner knows that boating can be a very relaxing and rewarding sport that anyone can enjoy. He also knows that there is much more involved in the sport than simply getting into a boat and sailing off on the sun-glistened waters of the Chesapeake Bay. Unfortunately, most people who are new to the sport don' t realize all that is involved in boating, sometimes until it is too late. By taking the time to learn some basic information, picking up some important charts and publications, and buying a valuable marine radio, anyone can enjoy boating safely. Â   The Maryland Department of Natural Resources, U.S. Coast Guard Auxiliary, and U.S. Power Squadron are organizations that offer basic boating safety courses in the Chesapeake Bay area. All three organizations are staffed with experts in boating safely. Classes are available through these groups to anyone who wishes to learn more about boating. The operator of a vessel used for recreation is not required to attend any of these classes, but the U.S. Coast Guard strongly recommends that one of these courses be taken before hitting the water. Information about these classes is available by contacting the U.S. Coast Guard Safe Boating Hotline at (800) 368-5647. Â   Along with taking a boating safety course, all boaters should have the appropriate charts and publications for the area that they wish to use their boat. All charts and publications that are printed for the Chesapeake Bay area are available from most marine dealers or local marinas. A boater should have at least one chart of the area he is operating in, along with a current listing of all buoys and aids to navigation in that vicinity. Again, for information concerning which chart the operator will need, contact the U.S. Coast Guard Safe Boating Hotline. Listings of aids to navigation are published monthly by the U.S. Defense Mapping Agency, and are available to the public at a small cost. The U.S. Coast Guard also issues Notice to Mariner Statements advising of any local changes to the aids every day at 8:00 am and again at 4:00 pm on marine radio channel 22. Â   According to U.S.

Property in Second Treatise of Civil Government and Robinson Crusoe Ess

Property in Second Treatise of Civil Government and Robinson Crusoe  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   Both John Locke's Second Treatise of Civil Government and Daniel Defoe's Robinson Crusoe deal with the question of property. In these two texts, the following questions arise: when does common property become an individual's property; and what factors make the appropriation of property justifiable or not? These questions may be answered by looking at each author's political views, followed by how they are incorporated in their work. Locke outlines the procedures for the transition of property to private ownership, while Defoe details the way Crusoe appropriates property (i.e., food, accommodations, and slaves) during the course of his stay on the deserted island. However, in order to really examine the question of ownership, it first must be established how property was viewed during Locke's and Defoe's eras. Property was "a revolutionary force in the seventeenth century" (Larkin 56). A dictionary from that time period distinguished an individual's property by "its independence from others' control, defining it as 'the highest right that a man hath or can have to anything, which is no way depending vpon any other mans courtesie'" (Harris 224). Property was widely distributed in England during Locke's life (Larkin 57). Since it was natural to associate political authority with property during the seventeenth century, Locke's theory of property was "seated with a view to politics" (Harris 226; Larkin 57). His Treatise of Civil Government was written after the civil war of 1642 (Larkin 57). Referring to property as that which individuals have "in themselves, and also in goods," Locke expressed the view that "the supreme power cannot take from ... ...   Works Cited Defoe, Daniel. Robinson Crusoe. New York: Bantam Books, 1991. Harris, Ian. The Mind of John Locke. Cambridge: Cambridge University Press, 1994. Larkin, Paschal. Property in the Eighteenth Century. New York: Howard Fertig Inc., 1969. Locke, John. Two Treatises of Government, The Works of John Locke. Vol. 5. London: Thomas Teggs et al., 1823. 352-367. Novak, Maximillian E. Defoe and the Nature of Man. London: Oxford University Press, 1963. Shinagel, Michael. Daniel Defoe and Middle-Class Gentility. Cambridge, Mass.: Harvard University Press, 1968. Simmons, A. John. The Lockean Theory of Rights. Princeton: Princeton University Press, 1992. Tully, James. A Discourse on Property: John Locke and His Adversaries. Cambridge: Cambridge University Press, 1980. Welch, Dennis. Thesis Statement Feedback. 27 October, 1998.   

Tribal Ressetlement

Displacement, rehabilitation and resettlement of tribal from Indian's protected areas Table of Contents Problem Statement: 1 Relevance/ Rationale: Methodology: 2 Findings: 2 Conclusion:3 Bibliography 3 Problem Statement: To identify the Issues related to displacement, rehabilitation and resettlement of tribal from Indian's protected areas. Relevance/ Rationale: Conflicting claims over natural resources have always been there, whether between man and other species, or among men.With the advent of Industrialization and the burgeoning population, the forests of India are faced with immense pressure, which ranchers to its inhabitants, both human and wild. To safeguard the dimming biodiversity of India, Protected areas have been made, and many tribal who reside in these areas are relocated to areas outside the parks. The tribal have been living in forest and mountainous regions, with in the close proximity of nature. The economy of the tribal has been primarily hunting-foraging and shifti ng cultivation.More than of the tribal, to a large extant depend on forests and forests resources for their livelihood. The scheduled tribes have been facing many socio-economic and psychological problems since historical times. The forest laws have curtailed the free movement of tribal In forest regions. The tribal rights on the forest lands have severely affected. Slightly cultivation (Condo Pod) has been regulated by restrictions on the use of forests. Use of Minor Forest Produces (Maps) by tribal has been reduced to a large extent.Exploitation by money lenders and contractors, problems of credit and market for Minor Forest Produces (Maps), poverty, hunger, malnutrition and impoverishment are the important evils, which the tribal have been facing since long time (Miser, 2000). Land alienation and displacement are the major problems, which eave been haunting, most of the tribal groups. Most of the tribal groups have virtually reached a state of total collapse and seem to be fighti ng a grim battle for survival. The occurrence of tribal revolts for land rights In different parts of the country Is Its testimony.The large scale land transfers to non-tribal culminated In armed tribal uprisings In the late 19th and early 20th centuries. British administration In India Introduced several legislations to prevent tribal land alienation. In order to ensure that the customary rights of the tribal on land are protected, the Agency Tracts Interest and Land Transfer Act (ATILT) were remunerated in 1 ). While there exists a National Rehabilitation Policy, many relocated tribal face issues ranging from discomforts to fatalities.Given the low levels of awareness among tribal residing in protected areas, there is also a chance that many requirements are not met, even because of their being unaware of their rights. It is in this context that we intend to research the issues in resettlement and rehabilitation, covering pre- relocation, post resettlement, and the process in betw een, to see what issues may exist. Methodology: Study Site: Childcare – Tassel, Amalgamate. It is a Scheduled Area and main resident of rear are Koru-a Scheduled Tribe. Koru is the predominant tribe in the region .Their dialect is Koru but Hindi is also commonly spoken among them. The major part of Amalgamate region is covered with Tiger Reserve (buffer zone) and the reserve forest. Data for this assignment was collected in both primary and secondary methods. Primary data was collected prior to the assignment during December 2012. Secondary data was collected mainly through use of the internet, from papers and articles published online, as well as from Journals that were accessed online. Primary data was collected during December 2012.The data collected is mainly in the forms of photographs of the settlement, including amenities provided in the newly established villages, and an unstructured interview of a few affected people which was photographed. The persons to be intervie wed were selected based on Judgment sampling, where we went beyond the main road of the village where the authorities took us to, and interviewed persons living in the homes in the nearby lanes. Due to unfamiliarity with the people's customs, we took along with us a local who showed us other homes.Four families were represented in the interview by members who were available, out of 200 families in the village. Figure 1: Photograph taken at study site Findings: Multiple issues were identified in the course of this assignment, including: * The displaced tribal and other weaker sections are getting normalized. * These people are not skilled they don't find any employment in urban set-up, and they are forced to occupations like rag picking, rickshaw pulling and even bonded labor. As the tribal are illiterate and innocent, they are exploited by the traders and non-tribal in most cases. Most often they take loans from traders and non-tribal and remain indebted. * Lack of general sanitatio n in the new settlement. * Increased mortality rate in the village (as reported by the affected people) – The toll of malaria in Amalgamate is very high. Due to this malaria impact the general vitality of people is very low and people also fall prey to pneumonia, bronchitis and other disease.All these clubbed together known as Amalgamate fever (Kandahar, 2004). * Lack of healthcare facilities, which were provided to them before relocation. * Lack of proximity to modern amenities. * Lack of proximity or access to NTP as well as medicinal plants. Low levels of awareness of financial planning has led to bad investments by people, leaving many people with no option but to be daily wage laborers. * Lack of proximity to schools. Lack of care at government hospitals meaner the people visit private hospitals, and as a result have difficulties paying for treatment, often depleting their savings, which including the 10 lake rupee compensation which is their only solid security Disturbe d social structure as number of family members over 18 years is the criterion for deciding compensation, leading to dissatisfaction among those with argue land holdings in the forest. * Cost of agricultural land is very high in the new location, so the pursuit of agriculture is difficult, as their compensation does not match the high cost. Malnutrition – shortage of food supplies and lack of medical facilities by the concerned departments. * The locals were charged for relocation costs, which very significantly high, given that they were relocated with their homes. Conclusion: There exists a significant gap between policy and requirement, and also between policy and implementation. Rehabilitation and Resettlement (R&R) policies at he National and State Levels, though are expected to safeguard the interests of the displaced persons, they are not practiced in the right spirit.Rehabilitation apart from depriving them of their lands, livelihoods and resource-base, displacement ha s other traumatic psychological and socio-cultural consequences. It is a slow and continuous process, which requires an organized effort over a period of time. There should be more emphasis on improved communication, it results in a more effective grievance redressed process from the perspective of local people, which in turn ensures that robbers in the rehabilitation process are addressed before they become too serious.

Sample Memo for Company Team Building

Memo that informs: Corporate Team Building in Alberta. You are the coordinator of staff development for Imperial Oil. It has been recently announced that Imperial Oil is moving its headquarters from Toronto to Calgary. The news has been greeted positively by employees, but a few are unhappy while others already working in the Calgary office are unsure how well the amalgamation of the two offices with their different cultures will go.Recognizing the feeling of uncertainty, you decide to hold a series of corporate team-building retreats shortly after the headquarters move to Calgary. The retreat will be led by the Great Canadian Adventure Company. Employees will meet in downtown Calgary at 8:00 a. m. and buses will pick them up and take them to the Sylvan Lake area. There, they will spend the day on team-building like map-reading exercises that will require employee teams to find their way through a wooded area to a â€Å"home base† where lunch will be served.The group will retu rn to downtown to Calgary by 7:00 p. m. Your task. As the coordinator of staff development, write a memo to all employees announcing the retreat. You recognize the fact that there may be some friction between the â€Å"new† people from Toronto and the long-time Calgary employees. Draft: To: All Employees of Imperial Oil From: Coordinator of Staff Development Date: October 22, 2012Subject: Corporate Team building in Alberta This is to inform all employees about the company retreat being held by the Great Canadian Adventure Company. Employees will meet in downtown Calgary at 8:00 a. m.Buses will pick them up and take to the Sylvan Lake area.Group will return downtown Calgary at 7:00 p. m.This retreat is being held to recognized the feeling of uncertainty from the two offices after moving of headquarters to Calgary.

Internship Experience

Health Care Management Internship Experience Labovitz School of Business and Economics University of Minnesota Duluth Description of the Program The purpose of the internship program is to provide juniors and seniors with an opportunity to enhance and apply what they learn in their academic program while working in a health service organization. Students are pursuing a degree in business administration and are majoring in health care management.Those that enroll in the Labovitz School of Business and Economics (LSBE) Health Care Management Internship Program will need to accumulate a minimum of 200 hours of work experience over the course of an academic semester or during the summer. The intent of the program is to provide relevant organizational experience to students who otherwise would not have the opportunity to work before completing a degree. Employers are encouraged to participate in the cooperative education internship program.The basic requirements include a clear agreement regarding program requirements, the type of experience being provided, and a line of communication between the student’s mentor/supervisor and the faculty advisor. Internship Objectives The Health Care Management Internship Program enables students to gain added knowledge and skills through structured work experience. Opportunities are available to the student through an internship that cannot be achieved in the classroom. The primary goal of this endeavor is student learning.The specific objectives are to enable students to learn more about health care management; inform the health care community of student abilities and career preparation; give students the opportunity to develop a sense of responsibility for their continued learning by working independently and collaboratively within the parameters of an internship experience; familiarize students with the experiences related to the process of seeking employment; and strengthen ties between LSBE and the health care communi ty by seeking advice from health care leaders concerning curriculum planning, tudent recruitment, and graduate placement. The internship should be designed to provide the student a hands-on experience in a health service organization. It should provide a first hand look at day-to-day operations of a facility and provide the student an opportunity to observe and assist employees in various departments, if possible. It should provide the student an opportunity to observe and be actively involved in management activities using basic management skills of communication, problem solving, management of relationships, and analysis of information. Roles and Responsibilities of the PartiesEmployers of student interns are an integral part of the work experience program. It is important that employers understand that the internship is an educational program integrated with practical work experience. This requires the employer to give careful thought to the utilization of students who will be em ployed. During the internship the student is not a volunteer or an additional staff member but a trainee working to fulfill his/her learning needs in as active a manner as possible with the capability to make positive contributions to the achievement of organizational goals.The following items are basic responsibilities of the employer, mentor, faculty advisor, and student. Employer: 1. Interview students who apply for an internship with your organization to provide them with the added benefit of going through an interview and to help you decide which student best meets your employment needs. 2. Review and discuss student learning objectives during the interview or at the start of the internship, in order to identify means by which they will be accomplished during the employment period. 3.Plan work assignments progressively so that the student will advance from routine activities at the beginning of the internship to more job variety and complexity as needed knowledge and skills are gained. 4. Evaluate student work performance. As a role model and supervisor of students, employers are in a position to provide interns a thorough performance evaluation. The LSBE Internship Office will provide evaluation forms; or you may want to use your organization’s standard appraisal form to assess the intern’s performance and provide feedback. . Provide liability coverage for student intern. The University of Minnesota Duluth Worker’s Compensation and Liability coverage does not extend to student interns. Employers may be concerned about injuries to students on-the-job or problems that could arise due to student inexperience. We recommend that concerns of this nature be addressed to your legal counsel. Your existing worker’s compensation covers paid employees and could possibly be extended to volunteers for a nominal fee if this work arrangement is established. 6.Abide by the University of Minnesota employment policies regarding the treatment of employees, including prevention of sexual harassment in the work place. Detailed descriptions of these policies can be found in the UMD Employer Handbook. 7. Contact Jennifer Schultz, Director of the Health Care Management Program, at 218-726-6695 should problems arise. Mentor/Supervisor: 1. Serve as a model, coach, mentor, and tutor to the student. 2. Assist the student in identification of learning outcomes and activities to achieve them. 3.Assign the student specific and significant duties and projects that contribute to the student’s education but are also beneficial to the operations of the organization. 4. Ensure that opportunity is provided to permit the student to achieve agreed upon learning outcomes within the allotted time. 5. Observe and/or obtain observations of the student’s interactions and work within the organization and provide feedback. 6. Share information and thought processes with the student to provide as much insight as possible into successful approaches to management responsibilities. 7.Provide the student orientation concerning policies, rules and regulations. 8. Provide a concluding evaluation of the student’s performance during the internship upon completion in a manner which will encourage the student to grow in his/her administrative skills. 9. Report misconduct on the part of the student immediately to the faculty advisor and work with the faculty advisor to determine appropriate action to rectify problems or conclude the internship experience at the organization. Faculty advisor: 1. Provide the student and mentor information concerning institutional policies governing internship experiences. . Provide the mentor with written guidelines concerning the content and conduct of the internship and such additional advice and consultation as may be necessary or requested to ensure a satisfactory learning experience for the student. 3. Provide instruction to the mentor concerning learning objectives for a successful internship and procedures to follow to structure and supervise a successful internship. 4. Take action to withdraw a student whose conduct violates organizational rules or who proves not to benefit from the learning experiences provided by the organization. 5.Maintain contact with the student and mentor during the internship to ensure that objectives are being met and that problems are dealt with in a timely manner. At least one on-site visit will be performed. 6. Ensure that all internships are initiated with a signed learning agreement approved by the student, mentor and faculty advisor. 7. Review student’s journal, final written report, and performance evaluations. Student: 1. Apply for academic credit through college registration and work with a faculty advisor for placement with a mentor. 2. Learn and abide by organizational standards as applied to personnel, e. . follow facility hours and dress code policies, etc. 3. Take as active a role as possible in the operations of the organization, performing actual duties within the department as permitted by staff to learn first-hand the activities and their contribution to the overall effectiveness of the organization. 4. Prepare a list of learning outcomes expected from the internship and obtain approval for it from the mentor and faculty advisor, then identify and pursue specific experiences which will achieve those outcomes, again in consultation with the faculty advisor and mentor. 5.Identify and agree with the mentor upon a special project to be completed to satisfy course requirements while providing a learning experience which assists in meeting the student’s learning outcomes. 6. Meet course requirements for completion of assignments including preparation of two reports and weekly journal entries. 7. Taking into consideration course requirements and the student’s personal work and volunteer experience, prepare a schedule of the amount of time to be spent at the organization, obtain approval of the proposed schedule from the mentor and faculty advisor and ensure that it is implemented.

Internet Makes Life Better Essay

Nowadays, with the development of the Internet, our life becomes more convenient than any time in the past. With the click of the mouse, you can find everything on the Internet including shopping, communication, entertainment, study, and so on. Do you know how many percent of people on the Earth have access into the Internet? – 21% In the United States, 74% of American adults use the Internet. 94% of students in the US are using the Internet. 60% of American adults use broadband connections at home.55% of American adults connect to the internet wirelessly, either through a WiFi or WiMax connection via their laptops or through a handheld device like a smart phone. Because of the Internet, we can do shopping without going to the store which is located far away. Online shopping is the process whereby consumers directly buy goods or services from a seller in real-time, without an intermediary service, over the Internet. It is a form of electronic commerce. We can talk with a people who are away 10,000 miles with high quality of voice and images. Brought us closer to people those are in another part of the world: video calls with Skype, Online support calls so I don’t have to drive 2 hours to a client site. Telephone: Voice over IP or VOIP Besides, we can find tons of information by one click on Google.com, Yahoo.com, and so on. Other conveniences of the Internet: Online banking. Driving Directions .We can work or study from anywhere in the world. In conclusion, I believe the Internet makes life better. I cannot live one day happily without Internet.

Patents Rights Essay Example | Topics and Well Written Essays - 2500 words

Patents Rights - Essay Example The invention however should not be a scientific, mathematical discovery, theory or method, a literary, dramatic, musical or artistic work, or a way of performing mental act, playing a game or computer programs or doing business, an animal or plant variety, medical treatment / diagnosis as also things against public policy or morality. If the above points meet your new invention you can consider applying for a patent from the government. The patent has to be renewed every year from the 5th year up to 20 years of protection. (What is a Property, 2007). "Some other types of intellectual property rights are referred to as patents in some jurisdictions: industrial design rights are called design patents in some jurisdictions (they protect the visual design of objects that are not purely utilitarian), plant breeders' rights are sometimes called plant patents, and utility models or Gebrauchsmuster are sometimes called petty patents or innovation patents. This article relates primarily to the patent for an invention, although so-called petty patents and utility models may also be granted for inventions." (Patent, 2008). "The Commissioner of Patents & Trademarks has authority from Congress to establish rules and regulations for conduct of proceedings relating to granting and issuing of patents, known as "Patent Office Prosecution". These rules and regulations are set forth in Title 37' of the code of Federal Regulations." (Hildreth, 1998). The most important thing to consider before applying for a patent is how and when it should be protected, and application should be done before issuing any details or information to public regarding the invention. If this is not taken care of, the scope for protection of the innovation either under patent law or as a trade secret under the law relating to confidential information gets limited. "Whilst international conventions are important in protecting patent rights, such conventions deal primarily with procedural issues, while substantive patent law remains governed by national laws." "In contrast to copyright or the law of confidential information, patent protection does not arise automatically and the filing of an application for a patent, followed by its grant, is necessary in order to obtain protection." (Patents / Designs Law Articles). While applying for a Patent following points should be taken into account: 1) A patent must be filed by actual sole inventor or joint inventor of an invention. 2) If the inventor expires, his legal representative can apply for patent on his behalf. 3) If inventor is insane or legally incapacitated, his legal representative like guardian etc. can apply for patent on his behalf. 4) If there are joint inventors, and one of them does not want to apply, refuses for patent, or cannot be located, the other person can further proceed application of patent on first inventor's behalf. However, the first inventor must have agreed in writing to assign the invention to the other party or the party has proprietary interest in the invention. 5) The applicant of Patent should take care to note the date with appropriate