The FBI Essay Example For Students

The FBI Essay The FBITo uphold the law through the investigation of violations of federal riminallaw; to protect the U.S. from foreign intelligence and terrorist activities; toprovide leadership and law enforcement assistance to federal, state, local, andinternational agencies; and to perform these responsibilities in a manner thatis responsive to the needs of the public and is faithful to the constitution ofthe U.S.: this is the mission of the Federal Bureau of Investigation. The agency now known as the Federal Bureau of Investigation was foundedin 1908 when the Attorney General appointed an unnamed force of Special Agentsto be the investigative force of the Department of Justice (DOJ). Before thattime, the DOJ had to borrow Agents from the U.S. Secret Service to investigateviolations of federal criminal laws within its jurisdiction. In 1909, theSpecial Agent Force was renamed the Bureau of Investigation, and after a seriesof name changes, it received its present official name in 1935. We will write a custom essay on The FBI specifically for you for only $16.38 $13.9/page Order now During the early period of the FBIs history, its agents investigatedviolations of mainly bankruptcy frauds, antitrust crime, and neutralityviolation. During World War One, the Bureau was given the responsibility ofinvestigating espionage, sabotage, sedition (resistance against lawfulauthority), and draft violations. The passage of the National Motor VehicleTheft Act in 1919 further broadened the Bureaus jurisdiction. After the passage of Prohibition in 1920, the gangster era began, bringingabout a whole new type of crime. Criminals engaged in kidnapping and bankrobbery, which were not federal crimes at that time. This changed in 1932 withthe passage of a federal kidnapping statute. In 1934, many other federalcriminal statutes were passed, and Congress gave Special Agents the authority tomake arrests and to carry firearms. The FBIs size and jurisdiction during the second World War increasedgreatly and included intelligence matters in South America. With the end of thatwar, and the arrival of the Atomic Age, the FBI began conducting backgroundsecurity investigations for the White House and other government agencies, aswell as probes into internal security matters for the executive branch of thegovernment. In the 1960s, civil rights and organized crime became major concerns of theFBI, and counterterrorism, drugs, financial crime, and violent crimes in the1970s. These are still the major concerns of the FBI, only now it is to agreater extent.. With all of this responsibility, it is logical to say that the FBI is afield-oriented organization. They have nine divisions and four offices at FBIHeadquarters in Washington, D.C. These divisions and offices provide directionand support services to 56 field offices and approximately 10,100 Special Agentsand 13,700 other employees. Each FBI field office is overseen by a SpecialAgent in Charge, except for those located in New York City and Washington, D.C. Due to their large size, those offices are each managed by an Assistant Directorin Charge. FBI field offices conduct their official business both directly from theirheadquarters and through approximately 400 satellite offices, known as residentagencies. The FBI also operates specialized field installations: two RegionalComputer Support Centers; one in Pocatello, Idaho, and one in Fort Monmouth, NewJersey and two Information technology Centers (ITCs); one at Butte, Montana,and one at Savannah, Georgia. The ITCs provide information services to supportfield investigative and administrative operations. Because they do have so much responsibility, their investigative authorityis the broadest of all federal law enforcement agencies. The FBI also stresseslong term, complex investigation, emphasize close relations and informationsharing with other federal, state, local, and foreign law enforcement andintelligence agencies. A significant number of FBI investigations are conductedwith other law enforcement agencies or as part of joint task forces. .u05e3c2e1e80f5b0ce54e1df4b6429985 , .u05e3c2e1e80f5b0ce54e1df4b6429985 .postImageUrl , .u05e3c2e1e80f5b0ce54e1df4b6429985 .centered-text-area { min-height: 80px; position: relative; } .u05e3c2e1e80f5b0ce54e1df4b6429985 , .u05e3c2e1e80f5b0ce54e1df4b6429985:hover , .u05e3c2e1e80f5b0ce54e1df4b6429985:visited , .u05e3c2e1e80f5b0ce54e1df4b6429985:active { border:0!important; } .u05e3c2e1e80f5b0ce54e1df4b6429985 .clearfix:after { content: ""; display: table; clear: both; } .u05e3c2e1e80f5b0ce54e1df4b6429985 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u05e3c2e1e80f5b0ce54e1df4b6429985:active , .u05e3c2e1e80f5b0ce54e1df4b6429985:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u05e3c2e1e80f5b0ce54e1df4b6429985 .centered-text-area { width: 100%; position: relative ; } .u05e3c2e1e80f5b0ce54e1df4b6429985 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u05e3c2e1e80f5b0ce54e1df4b6429985 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u05e3c2e1e80f5b0ce54e1df4b6429985 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u05e3c2e1e80f5b0ce54e1df4b6429985:hover .ctaButton { background-color: #34495E!important; } .u05e3c2e1e80f5b0ce54e1df4b6429985 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u05e3c2e1e80f5b0ce54e1df4b6429985 .u05e3c2e1e80f5b0ce54e1df4b6429985-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u05e3c2e1e80f5b0ce54e1df4b6429985:after { content: ""; display: block; clear: both; } READ: Nelson Mandela EssayAs part of this process, the FBI has divided its investigations into thefollowing programs:Applicant ProgramDepartment of Energy and Nuclear RegulatoryCommission ApplicantsDepartment of justice CandidatesFBI Special Agents and Support Applicantsand othersCivil Rights ProgramCivil Rights Act of 1964Discrimination in HousingEqual Credit Opportunity ActCounterterrorism ProgramHostage takingSabotageAttempted of Actual Bombingsand othersFinancial Crime ProgramBank Fraud and EmbezzlementEnvironmental CrimesFraud Against the Governmentand othersForeign Counterintelligence ProgramsEspionageForeign Counterintelligence MattersOrganized Crime/Drug ProgramDrug Matt ersMoney LaunderingOrganized Crime/Drug Enforcement Task Force Mattersand othersViolent Crimes and Major Offenders ProgramTheft of Government PropertyCrime Aboard AircraftKidnapping Extortionand othersThese programs cover most everything that the FBI investigates, and someindividual cases in a program often receives extensive investigative attentionbecause of their size, potential impact, or sensitivity. Because FBI Special Agents are responsible for handling so manydifferent things, they have to go through rigorous training in the followingareas: Academics, Firearms, Physical Training/Defense Tactics, and PracticalExercises. Within these four major areas are components like interviewingtechniques, communications, computer skills, and drug investigations. Altogether there are 15 components in the four areas I listed previously. Theyreceive all of this training at the FBI academy in Quantico, Virginia and mustcomplete 645 hours (15 weeks) of instruction before they graduate. The training in the academy is difficult, but those who have made itthere have already passed the first test. To qualify for training as an FBIAgent, you must be:1. a U.S. citizen2. between the ages of 23 and 37 when entering on duty;3. hold a bachelors degree obtained in an accredited four-year resident program at a college or university; and4. have three years full-time work experience, or fluency in a language for which the Bureau has a need for. After graduation from the FBI Academy, a new Special Agent is assignedto an FBI field office. This assignment is determined by the individualsspecial skills and the needs of the bureau. As part of their duties, SpecialAgents are required to relocate during their careers. Special Agents enterservice in Grade GS 10 on the federal governments General Schedule pay scale andcan advance to Grade 13 in field assignment. In our society today, one of the most important things to us is oursafety. Organizations like the FBI help protect us and investigate crimes tohelp prevent future ones. Their motto is Fidelity, Bravery, and Integrity, andI think that each one of those words is justified when it comes to describingthe Federal Bureau of Investigation. When the duties of the FBI are stated inthe mission it says to perform these duties in a manner that is responsive tothe needs of the public and is faithful to the Constitution of the United States. . Law

buy custom Social Psychology essay

buy custom Social Psychology essay The article titled Storybooks Get Kids to Eat Their Veggies (Gripshover, n.d.) is selected from the SPARQ website and summarizes a research article (Gripshover Markman, 2013). The problem that the researchers are refering to is the child's obesity. Centres for Disease Control and Prevention declare that during the past thirty years the norms of child's and adolescent's weight had increased more than twice (CDC, 2015). Moreover, obesity can cause both immediate and future health problems, such as high cholesterol, diabetes, or different types of cancer. Besides, these children suffer from low self-esteem and stigmatization that accomplish social and psychological obstacles. The current paper evaluates the main goals of the research article and examines methods and methodology with the correspondence to the ethical norms. The importance of the issue deserves serious consideration, as well as possible solutions have to be seriously and broadly studied. Developmental psychologists Gripshover and Markman want to make contribution to the nation's present and future health. In the conducted experiment they are aimed to teach preschoolers to choose vegetable snacks and to argue the need to eat healthier food. The scientists designed five storybooks for the age of four and five that simply and colourfully depict the way the body uses the nutrients from food and how do they influence it's various functions. During the next step, they divided 160 children into two groups. One group was supposed to read these books in a snack time for a three months. The other group had no changes in their schedule. After the mentioned period, the research team observed what children ate during the meal time. Eventually, they found that those who were working with the nutrition books chose approximately from four to nine pieces of vegetables (Gripshover, 2013). The rest of the children did not eat extra vegetables. The results also revel that children understand the process of digestion and the influence of different kinds of food on the body better. Having the curiosity in their nature, children are likey to learn to choose better products that is based on the studied information. Understanding of the digestion process and the food's influence can help to make deliberate actions towards personal health. The purpose of further research is to assess the duration of such healthy choices during other mealtimes or at home. Moreover, this approach to the health education can contribute to other studies, for instance, behavioral approach to the nutrition. The presented research article uses such methods as the experiment, comparative method and observation. Thus, the study of the issue was conducted with the help of designed technique, namely testing on the two groups of preschoolers held in a real time. The method of comparison and observation gives the information about the differences between two groups of children and the impact of the experiment on their food choice. The results of the test, as well as the distinctions between children were observed and examined during the snack time, which demonstrated the overview of vegetables consumption. The outcomes of the experiment show that the research methodology was properly accomplished, and they also prove the connection between knowledge and actions. Furthermore, the difference in the results provides the posibility to observe the division of the children and the difference in their learning framework. However, the number of the participants can not depict the general view. The presented methodology can work better in combination with other studies of child's behaviour. The technology that was described in the research article fulfils the main purpose of a study. The results of the test showed the direct relation between learning and establishment of a new pattern of behaviour. As can be seen in the results, the psychologists used the methods that were the most suitable for the study, suchh as experiment, comparison and observation.The research team observed children during their mealtime at school, when the new information was still actual and fresh. Evidently, children were more attached to the interesting facts that contributed to their awareness of the hidden processes of their body and nourished the primary curiosity sense. The information about their food choices at home or during another mealtime is left uncovered. Thus, this aspect diminishes the objectiveness of the research. That is why, there is the need to collect further information about child's nutrition behind the school walls. For this purpose, the interview or questioning of parent s about the behaviour of their adolescence can be used. The ethical norms of the study were accomplished, and the rights of the selected children were not infringed. The entire experiment was conducted in school where teachers were responsible for the pupils. The process of implementation of variations into the curriculum was not fast that gives the opportunity to master a new knowledge. The observation was held secretly and without children's disturbance during their mealtime at school. However, the parents were aware and consented for the experiment. As the study was implemented in school, children were not taken from their safe and familiar surrounding, that gave the opportunity to evaluate their natural common reactions and behaviour. The storybooks were designed according to the participant's age, developmental level, and were simple, vivid and comprehensive. Moreover, children showed interest to such material that made it easy to memorize. In conclusion, it can be stated that the article depicts modern problem of nation's health and suggests the practical ways for its solution. The entire research process was conducted with the adherence to the ethical norms. The methods were chosen properly and contributed to the achievement of clear results of the experiment. The methodology that was used in the article is suitable for other behaviour related studies. Buy custom Social Psychology essay

Bubble Popping

â€Å"Aren’t you hot?† â€Å"Were you forced to put that on your head?† â€Å"How many scarves do you have?† These were all questions I had received upon making my decision to wear the hijab, or Muslim headdress. However, there was one question that had not been asked. The answer had been lounging in the back of my mind since July, dangling on the edge of my tongue and waiting to exercise. And finally, â€Å"Why do you wear that?† accompanied with a circular motion around the head. I looked up and found a boy staring back at me, wearing a genuine expression on his face, one of solemn curiosity. I had been preparing for this question for months, yet I did not want to launch into a 20-minute speech preaching about my religion, so I opted for a relatively simple answer. â€Å"I wear this,† pointing to my scarf, â€Å"because it’s a really important part of my religion. It represents modesty, so people won’t judge me by my body shape or appearance, but they’ll like me for my personality and character.† An uncomfortable silence followed. â€Å"Does that make sense?† I prodded. He smiled thoughtfully. â€Å"Yeah, it actually does.† I breathed a sigh of relief and a wave of satisfaction washed over me as I realized I had taken a huge step toward reaching my goal. More experiences similar to this one arose, yet one in particular seemed to clear away the uncertainty of my dreams and aspirations. Every Wednesday the Global Relief club would drive down to El Cajon, California and tutor Iraqi refugees at Emerald Middle School. It became my favorite day of the week—the eager children waiting for us outside the classroom, the Arabic circulating around the room in rapid breaths, and the feeling of contentment I received when I knew I had helped someone. That Wednesday was different though. As we approached the regular classroom, I noticed a small girl standing alone against the wall, staring down at her sneakers. I walked over to her, smiled, and said hello. She replied back in a small voice, and from her accent, I deduced that she had recently immigrated. I knew I could never imagine what she had been through, but I immediately felt a connection to her. In that scared, self-conscious girl, I saw my previous self. Her name was Rana, and she had the quiet, nervous voice I had adapted when I started wearing the hijab. She avoided direct eye contact and almost all conversations that were not in Arabic. My constant attempts to engage her in conversation were dismissed. Communication with her was difficult. While I tutored her, we struggled to understand each other, but after experimenting a few Arabic words in a horrible accent, I managed to make her smile. I learned to say, â€Å"Is this right or wrong?† and â€Å"friend.† In retrospect, I learned many new Arabic words, but those held no hope with my terrible language skills. Instead, Rana taught me other things. By the end of the year, Rana was speaking English at a fast pace, and, laughing, I had to tell her to slow down so I could understand her. She bickered with young boys who were bothering her, and giggled with other girls her age. The same girl who was standing alone against the wall was now chattering away in the large group of kids that waited for us outside the classroom. I watched her grow, and in a way, Rana showed me how much I had grown in the past year as well. Coming from a Muslim background and wearing the hijab has had a lasting impact on who I am, and my dreams of who I wish to be. An ordinary engagement with a peer, a learning experience with a young girl, and the feelings that followed pushed me in the direction of helping others, breaking down barriers, and overcoming communication obstacles. I have learned to communicate with and relate to people who may not be in my immediate religious circle, yet have faced similar experiences of discovering identity and trying to fit in. After a long year of struggling to blend in with 2,500 students, I have not succeeded, yet this â€Å"failure† has benefited me in the long run. I am now not afraid of what people think of me, I can speak my opinions without stuttering, and I do not hesitate to make silly faces at friends across the classroom, just to earn a smile. At some point in each of our lives, we have stared up at the tall, intimidating walls of difference, contemplating the best way to jump, climb, or dig under them to make it to the other side. Some may walk away from these walls, ignoring wonderful opportunities to meet someone who may be different from them, but someone who, nonetheless, they may be able to form a connection with. Our ability to tear down these walls, break out of our molds, and communicate with and relate to others is what truly makes us unique, social beings, and I believe that, with the help of many, including Rana, I have succeeded.

Discuss the role of Haskole (Jewish Enlightenment in Eastern Europe) Essay

Discuss the role of Haskole (Jewish Enlightenment in Eastern Europe) and of Hasidism in the formation and development of modern Yiddish culture - Essay Example From the initial days of the Yiddish, there were a few prayer books for women but were merely translations of existing Hebrew scripts. The first of the books published originally in Yiddish was â€Å"Come Out and See†, more commonly known by a slurring of the name as ‘Tsenerena’; written in the early 1600s. It was written for women, who generally did not read Hebrew and were not as well-versed in biblical commentary, so it is an easier read than some of the Hebrew commentaries written for men. When secular Jewish fiction began to emerge, the religious authorities of that time did not approve of these irreverent Yiddish writings dealing with modern secular and frivolous themes. Some strictly observant people refused to even set type for these writers because they were so offended by their works, but Jewish people throughout Europe embraced them wholeheartedly and treasured them. Foundations of the Yiddish theatre can be traced back to Abraham Haim Lipke Goldfaden w ho was (at that time) a pioneer of Yiddish plays. He wrote and produced numerous plays while travelling throughout the Eastern Europe. The culture, as we all know, was not preserved and was laid bare to the brutalism of the Nazis and the communists†¦ however; certain movements took place during that period in order to modernize the Jews and the Yiddish culture. Two off these movements are of great significance regarding the enlightenment of the Jews in Eastern Europe i.e. Haskole (Haskalah) and Hasidism (Hasidic Judaism). Haskole is a word of Yiddish, the alternative of which in Hebrew is Haskalah. The movement began in the late 1880s its aim being to enlighten the Jews of Eastern Europe through better mixing of the Jews with the eastern societies so that they could learn and live the ways of their neighbors in order to acquire a wider horizon. Haskole encouraged

Macroeconomic Environment of Business - Limitations of the Use of Fisc Case Study - 1

Macroeconomic Environment of Business - Limitations of the Use of Fiscal Policies - Case Study Example There was a continuous rise in the staple food prices resulting in runaway inflation close to 6%. The European central bank raised the interest rates and increase in the unemployment rate at the end of 2008 due to the outbreak of the housing bubble all contributed in resulting the recession. The US GDP showed its slowdown in 2008 (Suffolk County Council, 2008, pp.3-4) and fell further in 2009, the first time since the 1950s. There was a decline in capital investment since the last quarter of 2006 and the pace of residential investment dropped down in the first part of 2009. The US domestic demand is a record breaker dropping down to 2.6% per quarter. Unemployment also started to rise and matched with that of the early 1980s. Fiscal stimulus played an important role in nullifying recessionary spiral. However, the impact seems to be much less for economies with higher amounts of public debt. In order to support the aggregate demand, the need of the time is aggressive monetary policies. Economists who follow Keynes argues that an expansionary fiscal policy act as an incentive to increase aggregate demand. Even such a step may not be fruitful because steady economic growth depends on the health of the economy. Restoring the confidence of the financial sector is the key to move out from such a situation (International Monetary Fund, 2009, pp. 111-112). The need is to analyse the effects of discretionary policies on the severity of recessions. Expansionary fiscal policy acts to increase demand either directly through an increase in government expenditure or indirectly through a reduction in tax which will stimulate the private consumption to take effect. There may be a few limitations of using fiscal policy in order to increase aggregate demand. The time factor is to be taken into account. The government needs time to change its fiscal plans and once implemented the new plan will take time to increase the aggregate demand. Again increasing aggregate demand may be the factor in causing crowding out which means that if the government tries to increase its expenditure then it may lead to falling in private sector spending.  Ã‚  

The Napoleonic Era Essay Example for Free

The Napoleonic Era Essay Napoleon’s impact has been so great that an entire historical time period bears his name, the Napoleonic Era. For over a decade, he was to be the master of Europe—but he was also a man. During the Triumvirate and Despotate in 1799 to 1804 CE and 1804 to 1815 CE, respectively, Napoleon made several errors (Rose, 2006). First of all, he suffered greatly due to an impediment at Eylau, Leipzig, Borodino, and the ultimately at Waterloo.   Napoleon’s decision not to establish a treaty with other players such as Austria (in a Paris-Vienna axis) in the balance of power was his first major setback. The treaty could have helped him maintain the power of Britain and simultaneously gain and improve his peripherals and palatinates within Italy. Not only will this improve his power over Italy but also to the Autarchy of Naples, Dutch-Belgian demarcation, the Helvetian Republic and the Piedmont Kingdom. Another mistake that he committed was the two-front war. Napoleon wages war over Russia and Iberian promontory in the year 1807 up to 1814 CE. He even made an error regarding the unity among his troops, which was divided when he appointed four different marshals having different military and social backgrounds. Napoleon also misjudged military activities by the sea, which resulted to a weak line of defense, or no defense at all, from the Mediterranean up to the Atlantic (Coakley, 1992). Second, with regards to economic warfare, Napoleon’s Berlin Blockade, then modified to Continental Blockade, ultimately produced negative effects or results for France, exciting dissidence and unrest. In the east, he failed with a tripartite incursion of the Swedish throne. He also failed with the Ottoman Empire’s symmachia that was directed to Russia. As a result, the attention of Russia was brought upon Napoleon’s intentions, putting him near the edge of winning. Lastly, Napoleon miscalculated the size of the phalanxes at the Russian Campaign (Stocqueler, 1852). This eventually rendered him unable to gain victory over Russia. In the end, all of Napoleon’s mistakes are the fruit of his unwavering ego. References Coakley, T. P. (1992). Command and Control for War and Peace: Diane Publishing Company. Rose, J. H. (2006). The Revolutionary and Napoleonic Era, 1789-1815: Adamant Media Corporation. Stocqueler, J. H. (1852). The Life of Field Marshal the Duke of Wellington. New York: Ingram, Cooke and Co.

Do the Friday the 13th films have more to offer than just gore? :: essays research papers

Do the Friday the 13th movies have more to offer then just gore? -=-=-=-=-=-=- If you have ever been to a Friday the 13th movie and thought that it was nothing more than ninety minutes of tasteless gore, you are not alone. However, the movies do have more to offer. In this horror series, there are many hidden messages. Although not everyone chooses to analyze them, they do play a role in the feeling people get when leaving the theatre or taking the video back to the rental store. The hidden messages in the films are presented differently, and have different meanings. The three most prominent messages involve having sex, doing drugs, and illegal drinking. If teens embark in any of the three, they usually die. Other messages include insecurity, swearing, taunting, trespassing, and smoking, but none are as prevalent as the first three mentioned. The enforcer of the hidden rules in the majority of Friday the 13th movies is Jason Voorhees (the killer). In the movie he was born in 1946. He lived in the woods close to Crystal Lake. In 1957, Jason drowned in Crystal Lake. Counselors were making out rather than paying attention to the swimming child. The body was never recovered, leaving speculation about Jason's demise. Pamela Voorhees goes insane, vowing to get revenge for her son. Many attempts to keep the camp running over the next twenty years end in murder, and the nickname of "Camp Blood" is given to Camp Crystal Lake. Though the nickname remains, the camp is finally set to reopen in 1979. A deranged Pamela would not let it happen, as she kills all of the counselors except one girl who finally stops the vicious attack, murdering her. The deaths do not stop, however, as Jason vows revenge for his mother. Although no proof is ever found of Jason, the locals derive that he has been living in the woods for over twenty years. Many people try, but no one has been able to stop Jason for good. The Crystal Lake murders are directly associated with young people and their flaws. Sex, drugs, and alcohol are always associated, with other character flaws inciting the murders. In the first two installments of this series, revenge plays a factor. Pamela murders to avenge the death of her son in Crystal Lake. In the second movie, Jason kills to avenge the death of his mother.

Bilateral and Unilateral Contracts Essay

There are two many types of contracts in the world of business: Bilateral contracts and Unilateral contracts are two of them. Each type with its special form and rules. In the world of business, a bilateral contract† is one where both parties are to perform their promises or obligations at some future time but not necessarily at the same time†. And a unilateral contract â€Å"is one where one of the parties performs his promises at the time of making the contract and the other party promises to perform in the future† (Contracts, 2006). Which one is more common in the world of business? There are some reasons that make the bilateral contracts more common than the unilateral contracts in the world of business. Bilateral contracts have something called â€Å"mutuality of undertaking† which means each party of the contract has the same level of commitment. But in unilateral contracts there is only one party who undertakes the contract (offeror), and he will never pay the other (the offeree) party until he complete the commitment ,and he (the offeree) is not obligated to do it (Contracts, 2006). Under what circumstances would someone prefer one or the other? What really determines which type of contract to use is the type of business: 1. Bilateral contracts: A Bilateral contract is the perfect choice in trading processes. For example, if John (the offeror) offers to pay $20,000 for Jack (the offeree) if Jack gives John his car, then this is a bilateral contract (Contracts, 2006). 2. Unilateral contracts: It is the suitable choice in any business depends on offering from one side, and it is up to the other party to agree or disagree. For example, â€Å"An insurance contract is a unilateral contract because only the insurer has made a promise of future performance and only the insurer can be charged with breach of contract† (Unilateral Contract, 2006). Offering a â€Å"reward† to anyone helps arresting a criminal is also an example of unilateral contract (unilateral contract). What are the advantages of each type for the offeror? 1. Bilateral contracts: For the offeror, the advantage that he gets using this type of contracts is that he guarantees that the other party in the contract will do his duties in the contracts. And the reason for that is that this contract is an exclusive contract between two parties, and the contracts includes â€Å"mutual contractual obligation† (Contracts, 2006). 2. Unilateral contracts: The nature of this type of contracts gives the offeror an advantage by giving him many opportunities to make contracts. And that’s because this type of offers is like an invitation for any party who is willing to make a contract. What are the advantages of each type for the offeree? 1. Bilateral contracts: The offeree guarantees that the offeror will not break the rules of the contract, and he will get his rights. Both parties have the same position in the contract. The offeror and the offeree have the same level of obligation because of the â€Å"mutual contractual obligation† (Contracts, 2006). 2. Unilateral contracts: This type of contracts includes certain conditions, and the offeree enters the contract only if he is agree with it and able to do his duties. This contract guarantees the offree’s rights because if the offeree did his part of the contract, the offeror is enforced by the law to pay the offeree. The offeror doesn’t have the authority of â€Å"obligating the second party to perform† (Unilateral Contract, 2008). Conclusion Two different types of contracts with two different natures. A combination of obligation and freedom in every type. In bilateral contracts, there is a complete level of obligation between the offeror and the offeree. In unilateral contracts, it is not the same level of obligation, there is a high level of obligation if the offeree did his duties (Unilateral Contract, 2008). References Bilateral Versus Unilateral Contracts. (2006). Retrieved August 3, 2008, from http://www. echeat. com/essay. php? t=30968 Unilateral Contract. (2008). Retrieved August 3, 2008, from http://www. answers. com/topic/unilateral-contract-3 unilateral contract. (n. d. ). Retrieved August 4, 2008, from http://www. businessdictionary. com/definition/unilateral-contract. html

Nuclear Power Vs Coal Burning Environmental Sciences Essay

Nuclear and coal discharged power Stationss provided about half of the electricity generated in the UK in 2007. Figure 1 shows a dislocation of the parts made by all of the beginnings of fuel used to bring forth electricity in that twelvemonth. Figure 1: Fuel used for UK electricity coevals on an end product footing in 2007 [ 1 ] . Coal is an cheap fuel that is comparatively easy to mine and the UK still has big militias. In 2001 the universe militias of recoverable coal were 1083 billion metric tons which is adequate to last over 200 old ages at current World ingestion degrees. [ 2 ] Unlike oil and gas, the bulk of which is concentrated in the politically sensitive country of the Middle East, the largest militias of coal are in North America, Russia, China and India. Nuclear power Stationss use comparatively little sums of fuel compared to char, so uranium can be easy stock piled. Known uranium stocks are merely plenty for approximately 50 to sixty old ages at current ingestion degrees. However, much of the U is available from less sensitive parts such as Australia, Canada and the United States, { see Appendix 1 } . Nuclear workss are powered by enriched uranium pellets. To guarantee continuation of electricity supply, up to 100 dozenss of pellets may be stored at each reactor at any clip. Each one inch pellet can bring forth the same sum of energy as one ton of coal [ 3 ] . This is because power station class coal has a calorific value of about 26 GJ/tonne and U has a calorific value of between 420,000 and 672,000 GJ/tonne i.e. about 20,000 times as big. [ 4 ] The mean thermic efficiency for atomic workss in the UK in 2005 was 38 % [ 5 ] . The newest coal engineering can accomplish about 48 % efficiency [ 6 ] . For comparing, typical efficiencies for the assorted ways of bring forthing electricity in the UK are shown in Appendix 2. Nuclear and coal discharged power Stationss work in much the same manner. Water is heated to do steam which turns turbines connected to generators which produce electrical power. The difference is that in atomic power Stationss a concatenation reaction is used to do the heat alternatively of firing coal. Nuclear power workss create heat through the fission of U atoms that are split by slow traveling neutrons bring forthing tremendous sums of energy. Figure 2 shows the basic designs of ( a ) dodo fuel workss and ( B ) atomic workss. Figure 2 Comparison of typical designs of fossil fuel and atomic workss [ 7 ] With coal fired Stationss the immediate pollution job is air borne atoms. The ash produced in the burning chamber besides presents a major waste control job because of the immense sums created. For illustration, a 1000MW coal fired station produces about 400,000 metric tons of ash per twelvemonth [ 8 ] . Whereas, 12,000 metric tons of waste is generated by all of the universe ‘s atomic reactors per twelvemonth. [ 8a ] Nuclear power workss do non bring forth the air pollution associated with coal, but the spent fuel is a risky waste that can stay a radioactive menace for 1000s of old ages. The fact that the atomic station needs a containment edifice to envelop the reactors highlights the possible danger of atomic power. The containment edifice has a strengthened concrete shell lined with steel which acts as a radiation shield to forestall any release of radiation in the event of an accident. It is designed to be strong plenty to defy temblors, aircraft impacts and sabotage efforts. The three major events that have slowed the advancement of the atomic industry worldwide are the Windscale fire of 1957, the Three Mile Island partial reactor meltdown in 1979, and the more serious Chernobyl reactor meltdown in 1986. The incidents showed the demand for a containment edifice because with the Three Mile Island accident the radioactive dust was successfully contained. Whereas, the Chernobyl and Windscale reactors did non hold a containment edifice which resulted in big countries of the environing countryside being contaminated by radioactive dust. The Windscale incident was on a much smaller graduated table than Chernobyl with a thousand times less radioactive Iodine 131 being released. [ 9 ] In all of the incidents hapless on the job patterns, faulty or unequal equipment and complacence about safety issues were involved. These incidents and the tremendous cost of decommissioning the reactors has meant that for many old ages at that place have been no programs to construct any more atomic reactors in the UK. Coal fired power workss have been associated with smog, acerb rain and planetary heating. They besides release metals such as quicksilver, arsenic, Be, Cd, lead and Se which can be deposited on dirt, in lakes and in watercourses where they become long term environmental pollutants. Gass associated with firing coal include C dioxide, the chief nursery gas blamed for planetary heating and clime alteration ; sulfur dioxide which can do acerb rain ; and N oxides which are responsible for ground-level ozone. Particulate affair, which includes dust, carbon black, nitrates and sulfates is besides emitted doing respiratory jobs and asthma onslaughts. Natural coal besides contains trace sums of radioactive U and Th. This is non a job until coal is burned bring forthing fly ash, which concentrates the original degrees of U and Th by a factor of 10. Surprisingly, ‘the fly ash emitted by a power works carries into the environing environment 100 times more radiation than a atomic power works bring forthing the same sum of energy ‘ . [ 10 ] The environmental jobs associated with coal have led to a push for ‘clean coal ‘ steps to restrict emanations and to capture the CO2. For illustration, fluke gas desulphurisation systems can take up 99 % of the sulfur dioxide. The procedure besides produces gypsum which is used in the building industry. Nitrogen oxides are controlled utilizing particular burners which cut down the O supply to the hottest portion of the burning chamber where the coal is burned. Electrostatic precipitators can take more than 99 % of the particulates from the fluke gas by making a charge on the atoms which are so attracted by aggregation home bases. Fabric filters and wet particulate scrubbers are besides used. As CO2 is a nursery gas the proposed method is to capture the gas and shop it underground before it can get away to the ambiance. Figure 3 shows an illustrations of how a CO2 gaining control system might be used.Key1. CO2 pumped into obsolete coal Fieldss displaces methane which can be used as fuel 2. Carbon dioxide can be pumped into and stored safely in saline aquifers 3. CO2 pumped into oil Fieldss helps keep force per unit area, doing extraction easier Figure 3 Options for informations gaining control and storage The construct of C gaining control and storage has been proven by little scale systems but commercially feasible large-scale systems have non yet been developed. Coal mines can be unsafe and soiled topographic points and unfastened dramatis personae excavation in peculiar can go forth an unpleasant landscape. Coal mineworkers can be affected by pneumonoconiosis, or black lung disease, and emphysema if they breathe in excessively much of the coal dust. Transporting coal by lorry and train from the mine to the power station causes pollution. As the older coal fired and atomic power Stationss reach the terminal of their utile lives, determinations will hold to be made about their replacing. Should atomic or coal be considered for the following coevals of power Stationss in the UK? In an ideal universe the reply would likely be no ; but in the existent universe the concerns of authoritiess are energy security and supplying a uninterrupted supply of electricity at a sensible monetary value. Therefore, it is likely that one or both will play a important portion in the proviso of base burden electricity for the foreseeable hereafter because feasible options are non yet available. The instance for atomic power must get down by sing the fact that installed safety systems have non prevented three major atomic accidents in the last 50 old ages. No 1 could give a 100 % confidence that a major catastrophe will non go on in the hereafter ; but the atomic industry has been scrutinised more than any other industry in history and hence the safety steps are as near to state-of-the-art as possible. Progresss in nanotechnology may bring forth better control and feeling devices to farther better safety steps. In recent old ages ‘while the agreements for storage have proved to be satisfactory and the installations have been operated without major jobs, it is by and large agreed that these agreements are interim, that is, they do non stand for a concluding and lasting solution ‘ . [ 12 ] However, work on atomic transubstantiation, that can potentially cut down the clip that the waste is unsafe from 1000s of old ages to possibly five hundred old ages, [ 8a ] , may do it more toothsome. Nanotechnology research into disassemblers may bring forth applications in atomic risky waste direction. Coal generated power is a good established engineering that people are familiar with. However, it has a repute for being a dirty industry that can be unsafe for its workers and bring forth a visually unpleasant environment. In recent old ages the clime alteration argument has intensified and coal, which produces the most greenhouse gases of the fossil fuels, has been targeted as a major cause of planetary heating. The efforts to clean up the industry will potentially cut down the job but will be dearly-won and may take many old ages to demo any betterments. One factor that may work in its favor is the recent discrediting of scientists look intoing clime alteration. Allegations were made that ‘climate scientists had doctored informations to show that worlds are responsible for planetary heating ‘ and ‘the universe ‘s most of import administration for supervising clime alteration claimed that the Himalayan glaciers would vanish by 2035 without the backup of peer-reviewed research ‘ . [ 11 ] This has allowed advocates of coal fired Stationss to propose that the instance for planetary heating has been overstated and that coal and other dodo fuelled power Stationss may be acceptable after all. China, India and other developing states are likely to be constructing 100s of coal fired power Stationss in the close hereafter. If the clime alteration anteroom has got it right it would look irresponsible for the UK to add to the job. Furthermore, a new coevals of atomic power Stationss would assist the UK authorities to run into its mark of cutting nursery gas emanations by 80 % by 2050. There is grounds that determinations are being made within authorities to unclutter the way for new atomic power Stationss. [ ] hypertext transfer protocol: //www.guardian.co.uk/environment/blog/2010/jul/27/decc-carbon-calculator } } . The trust on imported gas from some of the universe ‘s most unstable parts is considered unacceptable and favorable remarks associating to atomic power coevals have been made. The most recent grounds is EDF Energy uncovering programs to pass ?1billion in 2011 on new contracts and readying work for the Hinkley Point atomic power station in Somerset. [ ] { 13/02/11 Mail on Sunday Tom McGhie } After due consideration, I would give probationary support to a revitalized atomic industry in the UK working under the strictest of examination. I would trust that the major technological jobs with the handling of risky atomic waste will be solved in the close hereafter. Besides, if atomic power coevals receives more public credence, research into the fast breeder reactors and the long term end of power from atomic merger may have a encouragement. These developments would ease the waste job and do atomic power more sustainable in the long term.Appendix 1Table 1 Known recoverable resources of uranium [ 3a ] The top portion of the tabular array shows the â€Å" sensible assured resources † and â€Å" inferred resources, † at cost less than $ 130 per kilogram of U, as of 1 Jan 2005. These are the estimated resources in countries where geographic expedition has taken topographic point. There is besides 1.3 million dozenss of low uranium sitting about in reserves, a byproduct of old uranium activities.Appendix 2Source – Eurelectric hypertext transfer protocol: //www.mpoweruk.com/energy_efficiency.htm

SAT Essay Examples for the 6 Types of Essay Prompts

SAT Essay Examples for the 6 Types of Essay Prompts SAT / ACT Prep Online Guides and Tips There's a persistent myth about the SAT Essay: the idea that you can't prepare content because you don't see the prompt until the day of the test. This is a myth because, in order to be standardized, the test has to require the same complexity of argument in every SAT essay question: yes or no, this or that, what causes what. And since all these arguments are very simple, almost every SAT essay argument can be boiled down to one of the 6 we list here. In addition to that, though, we also explain how to argue each one, and give you sample support for both sides of every argument. Read on for the inside scoop on this important aspect of the SAT. Overview SAT Essay prompts are unlike any other writing assignment. The questions are extremely general, asking things like "is the world changing for the better," but they only ever require a very simplistic thesis statement about a complex idea. There are, for example, many ways in which the world is and is not changing for the better. The most "accurate" answer would have to be "yes AND no," but that's the opposite of what you should say on the SAT. Because on the SAT Essay, simplicity and clarity is the name of the game. You are expected to make a broad, definitive statement about what people 'should' do or whether something is possible. You don't have to believe it, you just have to present a few examples (between one and three) that can show why your statement is correct. In this way, the SAT Essay is easier than most students think. All of the essay questions in this article are taken from real SATs or College Board prep materials. We've categorized them not by their contentfor example, "success" or "personality"but rather by their reasoning. This is because the logic of the question, not its content, is what determines the best argument on which to build your essay. For each type of SAT essay question below, we give you 3 sample prompts similar to what you'll run into, and a breakdown of how to argue either side of any SAT essay question of that type. You'll get detailed SAT essay examples that guide you through how to construct an argument. SAT Essay Prompt Type 1: Discuss what people should do This type of SAT essay question lends itself to many different kinds of examples. Anything that involves people and their choices is fair game. See the diagram below for more information on how this works. Should people†¦. be valued according to their capabilities rather than their achievements? weight all opinions equally, or place more weight on informed opinions? always value new things, ideas, or values over older ones? Step 1: Pick a side. "Yes, people should always value new things, ideas, or values over older ones," or "no, people should not always value new things, ideas, or values over older ones." Step 2: Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). For example, if you argue "Yes, people should value new things" as your thesis, you can give evidence of a time when people valued new things and it turned out well, or of a time when people didn't value innovation and it turned out poorly. Step 3: Quickly think of 1-3 real-world or literary examples that fit the criteria in Step 2 (see blue boxes for ideas). To support the Yes thesis with evidence of when people valued new things with success, we could talk about Civil Rights in the United States, the Industrial Revolution, FDR's new deal, or any other example dealign with positive innovation. We could also discuss evidence where refusal to accept new things turned out poorly, like fear of vaccinations and Galileo being excommunicated for his (true) scientific beliefs. SAT Essay Prompt Type 2: Discuss which of two things is better These questions can be fodder for 12-scoring essays because they can be answered so simply: this thing is better than that thing. Then you just have to think of 1-3 examples in which that thing worked and/or in which the other thing didn't work. See the diagram below for more information on how this can be done. Is it better... to take an idealistic approach or a practical approach? to do fulfilling or high-paying work? to use cooperation or competition to achieve success? Step 1: Pick a side. "It is better to use cooperation to achieve success," or "it is better to use competition to achieve success." Step 2: Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). Similar to Prompt Type 1 above, in this case you can use evidence that supports your thesis, or argues against the opposite thesis. For example, if you write that "Cooperation is better to achieve success," you can use evidence on a time when cooperation led to success, or when competition led to failure. Step 3: Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (blue boxes). Following our "cooperation is better" thesis, we can talk about when people cooperated to great success - like the Civil Rights movement, or Abraham Lincoln's cabinet during the Civil War. We could also discuss how competition is inferior through examples like the subprime mortgage crisis of 2008, or the North Korea vs South Korea standoff. SAT Essay Prompt Type 3: Support or refute counterintuitive statements These can be the toughest SAT essay promptsif you don't know how to tackle them. The easiest way to really knock this essay type out of the park is to say yes, it is possible, and then think of an example. The other sideno, it isn't possibleis harder to logically prove, but it can be done. See the diagram below for more information on how this works. Is it possible for†¦. deception to have good results? working to reach an objective to be valuable even if the objective is not reached? any obstacle to be turned into something beneficial? Step 1: Pick a side. "Yes, it is possible for any obstacle to be turned into something beneficial," or "no, it is not possible for any obstacle to be turned into something beneficial." Step 2: Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). Unlike the two prompt types above, this one is more simplistic - just find evidence that can support your thesis in a straightforward way. If you write "No, it's not possible for any obstacle to be turned into something beneficial," you just need to find evidence for when obstacles exist but don't lead to anything helpful. Step 3: Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (see blue boxes). To support the No thesis, we could use the example of how gender discrimination against women and income inequality has caused far more harm than the good it has caused. SAT Essay Prompt Type 4: Cause and effect These can be logically complicated, depending on which side you choose. If you say x is the result of y, then you just have to think of 1-3 examples that illustrate it. If you choose the other side, though, then you have a harder logical task in front of youyour examples have to fit a much narrower definition to make sense. See the diagram below for more information on how this works. Is __ the result of __? Is a successful community the result of individuals sacrificing their personal goals? Is accomplishment the result of freedom to do things one's own way? Is learning the result of experiencing difficulties? Step 1: Pick a side. "Yes, learning is the result of experiencing difficulties," or "no, learning is not the result of experiencing difficulties." Step 2: Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). For example, if our thesis is "Yes, learning is the result of experiencing difficulties," we can either argue with evidence of a time when learning IS the result of difficulty, or when a lack of difficulty led to an absence of learning. Both types of evidence support your thesis. Step 3: Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (see blue boxes). For our Yes thesis, we could talk about how the difficulty of unmanageable healthcare costs in the USA led to learning and the Affordable Care Act. We could also use the other type of evidence and talk about how Jay Gatsby's lack of difficulty in having immense wealth led to poor learning about what really makes him happy. SAT Essay Prompt Type 5: Generalize about the state of the world These kinds of SAT essay prompts are so open-ended that they lend themselves to all kinds of examples and interpretations. But for this same reason, they can be overwhelming and confusing. See the diagram below for more information on how this works. What is the modern world like? Is the world more in need of creativity now more than ever? Is the world actually harder to understand due to the abundance of information now available? Is the world changing in a positive way? Step 1: Pick a side. "Yes, the world is changing in a positive way," or "no, the world is not changing in a positive way." Step 2: Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). Let's consider the Yes thesis. We can use evidence that problems in the past that are being solved today, or innovations today that didn't previously exist. Step 3: Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (see blue boxes). To support our Yes thesis, we can find examples of problems that are better now - women's rights, slavery, and reduced violence. We can also discuss recent innovations that dramatically improve quality of life, like the Internet and widespread access to education. SAT Essay Prompt Type 6: Generalize about people Much like the "state of the world" questions, these can be supported by almost anything, but can also get away from you if you're not careful. See the diagram below for some ideas of how to manage these prompts. What are people like? Do people underestimate the value of community due to our culture of individualism? Are people defined by their occupations? Do people learn from the past? Step 1: Pick a side. "Yes, people learn from the past," or "no, people do not learn from the past." Step 2: Consider what would logically support your statement (see green boxes for a breakdown of the types of support you should use). Let's consider the No thesis that people don't learn from the past - we would have to find an example of when someone repeated a mistake that they could have avoided from history. Step 3: Quickly think of 1-3 real-life or literary examples that fit the criteria in Step 2 (see blue boxes). A great example to use for our No thesis is comparing Hitler and Germany to Napoleon. In 1812, Napoleon fought a war on multiple fronts, fighting the Spanish army and the Russian Empire simultaneously. This led to a drastic dilution of focus and led to his defeat. A century later in World War 2, Hitler fought on two fronts as well, facing the Allies in Europe and Russia at the same time. He too was defeated through this mistake. What do I do now? Now that you know the basic types of SAT essay prompts and the types of arguments they require, what can you do with this information? A few different things: one is to practice with these questions, thinking of one or two examples to support at least one answer to each question. We've written a guide to 6 SAT essay examples you can use to answer nearly every prompt. We show you how to construct an SAT essay, step by step. If you want to get a perfect SAT essay score, read this. Another is to take a look at our comprehensive SAT essay prompts article, which gives you lots more questions to think about answering and supporting with the arguments above. Finally, make sure you read our 15 SAT essay tips to know how to get an edge on the essay. Want to get serious about improving your SAT score? We have the leading online SAT prep program that will raise your score by 240+ points, guaranteed. Exclusive to our program, we have an expert SAT instructor grade each of your SAT essays and give you customized feedback on how to improve your score. This can mean an instant jump of 80 points on the Writing section alone. Check out our 5-day free trial and sign up for free:

River Woods Case Assignment Example | Topics and Well Written Essays - 500 words

River Woods Case - Assignment Example Once a horizontal powerbase is established, the employees will feel more inclined to work as a team and less inclined to go directly to the CEO, as would occur in a vertical power base. In order to assist in establishing a horizontal structure as quickly as possible, I plan to be a flexible and visible as I can, while setting clear expectations that all employees buy into and feel empowered by. In terms of weekly meetings, each employee needs to understand their role and what’s expected and single person has all of determinants or information. Clear communication channels will be established which include my office as the first stop for any new ideas or if employees are having problems. I plan to become more relevant to my employees by increasing the amount on which I rely on the concept of centrality or in other words, my network. As part of this strategy, I will be ad I will encourage my employees to display certificates for courses they completed and I will begin to show them my close relationship with the CEO to establish trustworthiness by demonstrating that I am indeed, close to the powerbase. This should help ease the problems and drive productivity up as everyone will feel more confident. The short answer is that the key to getting my management team on board with me is trickle up leadership and in order to â€Å"lead up†, it is time for me to speak up. My team needs to be refocused and the artificial constraints and excuses for the rise in customer complaints needs to be ended by renewing their dedication to the specialized role that them and their units play in this special company. I must act assertively to neutralize those individuals in my company who are having a toxic effect by being late or having attendance issues. This is an opportunity for employees to have input and take the lead in solving the issues and I will certainly be open and encouraging of any viable solutions

Business Economics Essay Example | Topics and Well Written Essays - 2500 words - 4

Business Economics - Essay Example There are many reasons behind this phenomenon. Kapferer (2008) has argued that one of the main reasons added in this list is that United Kingdom had been counted among the agricultural sector but now the country’s agricultural sector has been replaced with the manufacturing one. This replacement took place during the end of the eighteenth century. Since then economic growth seen in the United Kingdom has been because of the manufacturing sector rather than the agricultural one. Recently the manufacturing sector has been replaced by the service sectors. The effect of manufacturing as well as the service sector on the economy of United Kingdom has to be kept in mind. The replacement of the manufacturing sector with the service sector might be one of the main factors because of which the economy of United Kingdom has been affected. Here the main factor that affects the economy of United Kingdom is de industrialization. The term de industrialization needs to be defined as it has been used very frequently. In the business world the de industrialization is rather a concept and by many researchers it is defined as a decline in the ratio of the workforce that work in the industrial sector of the particular country. Ingram and Hong (2007) have argued that the greater the work force in the country, greater is the economic boom and greater is the development. There are many measures that have been seen to affect industrialization. Some of the main factors that have been counted to analyze the de industrialization within the country is the number of the people that are employed in the manufacturing industry within a certain country. Moreover, some of the other main factors that have been added in this list is the manufacturing output in the form of the export and imports that are generated from this manufacturing industry. As de industrialization has been the main change noticed in the country, the change in the