Wedding Insurance Essays

Wedding Insurance Essays Wedding Insurance Essay Wedding Insurance Essay My paper is going to cover what is supposed to be one of the happiest days in peoples lives, their wedding day. I spoke to my cousin who is a Farm Bureau insurance agent and asked her for some ideas on insurance that is out of the ordinary and she directed me to Wed-sure, a specialized agency that covers wedding. When I think of that type of insurance, I was thinking that would be used when either the bride or groom backs out at the last minute. I was surprised to see how many different situations can occur to cause a wedding to be delayed. The story that I have chosen to tell is about an unexpected death that occurred on the eve of a well lanned, very expensive, wedding Sol and Chaya planned their wedding in downtown Washington, D. C. , at a grand, historic hotel. It would be a formal event with 300 guests and a four-course meal at the reception. Sols father was a retired senator, so the guest list was diverse and included many influential and well-known people. The night before the big event, a more casual, albeit quite swanky, rehearsal dinner was scheduled at the historic bar and grill attached to the hotel. Sols 88-year-old father, David, was riding the train from New York and two of his favorite indulgences, lobster nd prime rib, were on the menu. David was quite proud of his son and fond of his soon-to-be daughter-in-law. He relished the thought of mingling with old friends and spending time with his family. All was going according to plan until the evening of the rehearsal dinner, when Sol went to the train station to pick up his father. As riders exited the train, David was nowhere to be found. Sol called his fathers cell phone, but there was no answer. He then went to the ticket counter at the train station to see if his father, David had purchased a ticket. Indeed, he had purchased a icket so his disappearance was disheartening. Sol noticed a policeman and an EMT boarding the emptied train, and his heart started pounding in his chest. He asked a few onlookers what was happening and he learned from others on the train, that a passenger had been found unconscious. Soon, Sols worst fears were realized and that the passenger in question was indeed his father. Worse yet for Sol, his father was deceased and not unconscious as initially believed. The whole situation was so surreal, sad, and unexpected that Sol struggled to think clearly. His heart was broken and all he wanted to do was grieve. Thankfully, his wife to be, Chaya was his rock. One thing he had always admired was her ability to remain calm under pressure and today although the pressure was more than anyone should have to bear was no exception. After consoling Sol, and logistically discussing the next steps, she calmly stated that the wedding could not proceed under these circumstances with Sol being so distraught about the death of his father. She called a group of her closest friends and family members to help her dispatch the news to all expected guests. Then, once Sol was quieted, she called Wed- Sure, the insurance agency Chaya had visited prior o planning the wedding. Just as she expected, Wed- Sure confirmed that she had in fact purchased wedding cancellation coverage on her wedding insurance policy and that she and Sol would be reimbursed for all expenses the couple had incurred. At this late date, final payments were already required for the major expenses and had been paid by Sol and Chaya. The costs incurred totaled $103,000! Thanks to their Wed- Sure policy, Sol and Chaya recouped every penny. They were greatly relieved and able to put the wedding behind them and truly focus on the moment at hand aying goodbye to their beloved father. From extreme weather to severe sickness to job loss, there are numerous unplanned scenarios and events that can wreak havoc with your wedding plans. Thats why its Just plain smart to have wedding cancellation insurance. Wedsures cancellation and postponement insurance helps young couples safeguard there investment into their wedding and their future. This type of coverage pays the nonrefundable expenses incurred when the rehearsal, rehearsal dinner, wedding or reception must be canceled or postponed for reasons beyond anyones ontrol. If the wedding is canceled for a covered reason many times the honeymoon expenses are also covered. View Sample Policy Wed [emailprotected] is endorsed by the National Alliance of Special Event Planners, Inc. (NASEP), www. nasep. org Sitemap I Privacy Policy I Contact Wedsure I Home The information presented on Wedsure. com, is only a summary; it is not all inclusive, nor does it alter or waive any of the actual policy language. Read your policy. OCopyright 2011-2013. All rights reserved. R. V. Nuccio Associates, Inc. [emailprotected] is a registered trademark of R. V. Nuccio Associates Insurance Brokers, Inc.

What Is Point of View First, Second, and Third Person

What Is Point of View First, Second, and Third Person SAT / ACT Prep Online Guides and Tips One of the best ways to prepare for the AP Literature exam is to learn about different literary devices and how you can use them to analyze everything from poetry to novels. Not only will this help you on the multiple choice section of the test, it’s critical for earning perfect scores on your essays, too! Today, we’re going to take a closer look at one specific device: point of view. First, we’ll give you the point of view definition, then we’ll explain how the work’s narrator affects its point of view. Then we’ll explain the four types of point of view and provide examples and analysis for each one. By the end of this article, you’ll be a point of view expert! So let’s get started. Point of View: Definition and Meaning In literature and poetry, point of view is defined as the perspective from which a story is told. Put another way, a story’s point of view is a way to articulate and analyze the position of the narrator in relation to the story they’re telling. Is the narrator a participant in the story they’re telling? Or are they describing events that happened to someone else? Both of these perspectives are different types of point of view (which we’ll talk about in a lot more depth later in this article, so hang tight)! So how do you figure out the point of view in a text? In order to find the point of view of a story, you first have to identify whose perspective the story is told from. That’s because the perspective of the story determines a piece of literature’s point of view! That means that in order to establish a text’s point of view, you have to figure out the narrator of the text first. What Is a Narrator? Okay...so obviously figuring out the narrator of a piece of literature is important. But what’s a narrator, exactly? No matter what type of text you’re reading- whether it’s a newspaper article, a textbook, a poem, or a best-selling novel- someone is communicating the story to the reader. In literary terms, we call that someone the text’s narrator. In other words, the narrator of a piece of literature is the person telling the story. And you know what’s even more helpful than that? Almost all written texts- whether they’re fiction, non-fiction, poetry, or otherwise- have a narrator. And since a narrator and point of view go hand in hand, that means that almost all texts have a point of view, too! Finding the Narrator So how do you figure out the narrator of a text? Sometimes the narrator of a text is pretty easy to determine. For example, for a newspaper article, the narrator of the story is obviously the reporter who’s written the piece to report the facts. They’re the person who followed the story’s trail, and now they’re sharing the story with you! Another good example of an â€Å"easy to find† comes from Herman Melville’s Moby Dick. The very first sentence of the book reads, â€Å"Call me Ishmael.† Because that’s a line in the text rather than a piece of dialogue that uses quotation marks, you know it’s the narrator speaking to the audience. In other words, the narrator of Moby Dick identifies himself and tells you his name in the very first line of the book! But figuring out the narrator of the text isn’t always that easy. For example, the Harry Potter books by J.K Rowling don’t have an easily identifiable narrator. Neither do some classic works, like The Giver by Lois Lowry or Pride and Prejudice by Jane Austen. What do you do in those situations? Well, just hang tight: we’ll walk you through how point of view can help you figure out the narrator in these tricky situations! Narrator vs. Point of View: What’s the Difference? Before we start really digging into point of view, it’s worth pausing a minute to talk about the differences between point of view and narration. Because narration and point of view are closely linked, it’s tempting to think of them as interchangeable terms. But the narrator of a text and the point of view of a text are two different things. The narrator is who is telling the story. In contrast, a text’s point of view is the perspective the story is being told from. If you think of the narrator as a person, their point of view is the angle they’re taking on the story. Think of it this way: in literature, point of view and narrators go together like...well, like thunder and lightning. You can’t have one without the other, but they’re definitely not the same thing. The 4 Types of Point of View Okay, let’s look more closely at the four different types of point of view found in literature. In the following sections, we’ll explain each type of point of view, give you tips for figuring out if something is written in that perspective, and then walk you through a real-life example of that point of view in literature. In first person point of view, you seethe story through the narrator's eyes First Person Point of View In first person point of view, the story is told from the narrator’s perspective. This allows the narrator to give readers their first-hand experience, including what they saw, felt, thought, heard, said, and did. Think of it kind of like The Blair Witch Project: in first person point of view, it’s like the narrator is wearing a GoPro camera strapped to their forehead. The reader sees exactly what the narrator sees and gets their singular perspective on the events that unfold. In other words, a first person point of view makes the narrator the eyewitness to the plot of the story. Using a first person point of view allows an author to dive much more deeply into the narrator’s character, since the reader gets to hear the narrator’s inner thoughts and experience the narrator’s emotions. Additionally, it makes the narrator the main character, or protagonist, of the story. If something is written in first person, it’s a pretty big indicator that the narrator is going to play a pivotal role in communicating the text’s messages or themes. But there are also some pretty major limitations to a first person point of view, too. Just like real life, readers won’t be able to get the thoughts and feelings of other characters in the novel. Also, the narrator’s observations might be skewed depending on how they feel about other people. Because of that, first person narrators can be unreliable, meaning that their perspective skews the accuracy of the story they’re telling. That means it's up to the reader to determine whether they believe the narrator is being truthful or not. Tips for Identifying First Person Point of View In many ways, a first person point of view is one of the easiest to pick out because it uses first person pronouns, like I, we, me, my, our, and us. If the book is written using these terms, then you can pretty much guarantee that the author is using first person! Keep in mind that not all first person narrators are the book’s main character, like Moby Dick’s Ishmael or The Hunger Games’ Katniss Everdeen. That’s because first person narrators aren’t always the main characters in the work. Take, for instance, the Sherlock Holmes stories, where Dr. John Watson is the narrator. While he’s an important character in the story, he’s definitely not the main characterSherlock Holmes is! Additionally, sometimes first person narrators are anonymous, like third person narrators often are. (Don’t worry: we’ll get into third person narration in just a minute.) That’s why it’s best to look for pronouns when trying to figure out a work’s point of view! If you’re trying to find the narrator’s name, it might not always be there. A good example of this is Shakespeare’s â€Å"Sonnet 130,† where the narrator is describing the woman he loves. The narrator of the poem is never named, but because he uses pronouns like â€Å"I† and â€Å"my,† you know it’s written in first person. Example of First Person Point of View: Shakespeare’s â€Å"Sonnet 29† Many of Shakespeare’s sonnets are written in first person, and â€Å"Sonnet 29† is no different. Let’s look at the full poem and see why it qualifies as being written in first person: When, in disgrace with fortune and men’s eyes, I all alone beweep my outcast state,And trouble deaf heaven with my bootless cries,And look upon myself and curse my fate,Wishing me like to one more rich in hope,Featured like him, like him with friends possessed,Desiring this man’s art and that man’s scope,With what I most enjoy contented least;Yet in these thoughts myself almost despising,Haply I think on thee, and then my state,(Like to the lark at break of day arisingFrom sullen earth) sings hymns at heaven’s gate; For thy sweet love remembered such wealth brings That then I scorn to change my state with kings. Remember, we can tell that something’s written in first person if it uses first person pronouns outside of dialogue. Since there’s no dialogue in this poem at all, we can look at the entire text to find evidence of the first person point of view. Notice that the narrator (or speaker, as the narrator is often referred to in poetry) uses words like â€Å"I,† â€Å"me,† and â€Å"myself† throughout the poem. This is a clear indicator that this poem is written in a first person point of view! Actually, â€Å"Sonnet 29† is a good example of something written in first person where the narrator isn’t named. But we can still learn quite a bit about them through the poem itself! For example, we learn that he’s an outcast (line 2) who is unhappy with his current status (line 4). Despite his all-encompassing misery (line 9), when he thinks upon his love, his spirits are lifted (lines 10, 11, and 12). As we start piecing the evidence together, we begin to get a clearer picture of who the narrator of the poem is, and the power love has to lift us out of even the bleakest circumstance. Other Works Written in First Person Point of View First person is a really popular writing technique, so it’s no surprise that there are tons of books written in this point of view! Here are a few other poems, books, and book series that you might be familiar with that use first person point of view: Shakespeare’s â€Å"Sonnet 18† Suzanne Collins’ The Hunger Games book series Harper Lee’s To Kill a Mockingbird Arthur Conan Doyle’s Sherlock Holmes stories Second person point of view uses pronouns like "you" and "your" to tell the story. Second Person Point of View In second person point of view, the story is told from the perspective of another character. Sometimes this character is another person in the book, but it can also be the reader themselves! More importantly, when a writer uses second person, they want readers to connect emotionally with the topic they’re writing about! Here’s an example of what we mean. Say you’re reading an article about the amount of plastic pollution in the ocean. If the writer wants to pull on your heartstrings and make you take the issue they’re writing about seriously, they might use a second person point of view and write something like this: â€Å"Imagine you’re on the vacation of your dreams sailing across the Caribbean. You can’t wait to get out into the open water, where everything will be calm, peaceful, and gorgeous. You take a nap as the captain sets sail, and when you return to the deck, you’re shocked by what you see. Instead of a vast expanse of sparkling blue water, you see a huge, bobbing mound of trash. Fast food containers, plastic bags, and discarded water bottles bob along the surface as far as you can see. It looks like you’re sailing through a garbage dump, and you feel equal parts disgust and despair.† Using the second person point of view in a passage puts the reader into the story- in this case, it’s a story about pollution. Second person makes the reader feel like they’re making every move...from the joy of going on vacation, to the shock of seeing so much plastic in the water, to the â€Å"disgust and despair† of realizing what pollution is doing to the sea. Suddenly, the reader becomes more invested in what the author has to say about the problem, since the second person point of view makes them feel like they’ve experienced it first-hand! While it’s very rare to find a text that’s written completely in second person, many authors will switch to this perspective when they want readers to feel connected to the topic they’re writing about. Tips for Identifying Second Person Point of View Like first person point of view, it’s pretty easy to spot the second person point of view...when you know what you’re looking for, that is. When something is written in second person, the writer uses second person pronouns (like â€Å"you,† â€Å"yourself,† and â€Å"your†) in the text that falls outside of dialogue, too. Like we just mentioned, it’s pretty rare to find a whole text that’s written this way. More than likely, you’ll find a few paragraphs written in second person, rather than an entire work. The one exception to this rule is the classic Choose Your Own Adventure book! You probably remember these from when you were a kid: each book had a topic, and at the bottom of each page, you were given decisions to make. Depending on what you chose, you’d flip to a different page in the book, and your decisions would affect the story! Example of Second Person Point of View: Bright Lights, Big City by Jay McInerny Jay McInerny uses second person to open his book, Bright Lights, Big City, which tells the story of life in the fast lane in 1980s New York. Let’s look at the first paragraph to see the second person point of view in action: You are not the kind of guy who would be at a place like this at this time of the morning. How did you get here? It was your friend Tad Allagash. Your brain is rushing with Brazilian marching powder. You are talking to a girl with a shaved head. You want to meet the kind of girl who isn't going to be here. You want to read the kind of fiction this isn't. You give the girl some powder. She still doesn't want you. Things were fine once. Then you got married. Notice that all the pronouns in this section are either â€Å"you† or â€Å"your,† which is a clear indicator that this is written in second person! It’s also a good example of how using second person can immediately pull someone into a narrative by making the reader and the main character one in the same. In this case, McInerny is creating a whole backstory for your character- from giving you friends like Tad to hinting at your dysfunctional marriage. Other Works Written in Second Person Point of View Second person is probably the rarest of the points of view. Usually writers will use second person in sections of their work to emphasize a point, rather than throughout their entire work. Here are some pieces of literature that use a second person point of view (at least in part): Langston Hughes’ â€Å"Hard Luck† Italo Calvino’s If On A Winter’s Night A Traveller Claudia Rankine’s Citizen: An American Lyric Emma Campbell Webster’s Lost in Austen: Create Your Own Jane Austen Adventure In third person omniscient point of view, the narrator is god-like and tells the reader everything! Third Person Omniscient Point of View The third type of perspective you can find in literature is a third person omniscient point of view. In third person omniscient, the narrator uses third person pronouns like â€Å"he,† â€Å"she,† â€Å"they,† and â€Å"their† to refer to all the characters in the work. As a result, the narrator removes themselves as a critical character in the work (unlike the narrators that use a first or second person point of view). Additionally, because this is a third person omniscient perspective, the narrator is given god-like qualities over the story. (Merriam-Webster defines an â€Å"omniscient† person as someone who has â€Å"universal or complete knowledge†!) That means the narrator can dive into any character’s head and share their thoughts and emotions with the reader. Additionally, the narrator can move around in time and place to show the reader events that the characters themselves may not be aware of! That includes jumping around from location to location, or even moving backward and forward in time. Using a third person omniscient narrator lets an author show the reader the whole gameboard, so to speak. There’s no real limit to what a narrator can show the readers! Consequently, it allows the author to build a robust world full of well-developed characters, since the author no longer has to contend with the single-character limits of a first or second person point of view. It’s also a particularly useful technique in works with large casts of characters, since the narrator can introduce the reader to each character more quickly- and with more detail- than other points of view would allow! Example of Third Person Omniscient Point of View: Middlemarch by George Eliot The narrator of George Eliot’s Victorian novel, Middlemarch, is an excellent example of how a third person omniscient narrator can give readers a comprehensive view of a text. Let’s take a look at the book’s opening paragraph to see this type of point of view in action: Miss Brooke had that kind of beauty which seems to be thrown into relief by poor dress. Her hand and wrist were so finely formed that she could wear sleeves not less bare of style than those in which the Blessed Virgin appeared to Italian painters; and her profile as well as her stature and bearing seemed to gain the more dignity from her plain garments, which by the side of provincial fashion gave her the impressiveness of a fine quotation from the Bible,- or from one of our elder poets,- in a paragraph of to-day's newspaper. She was usually spoken of as being remarkably clever, but with the addition that her sister Celia had more common-sense. Nevertheless, Celia wore scarcely more trimmings; and it was only to close observers that her dress differed from her sister's, and had a shade of coquetry in its arrangements; for Miss Brooke's plain dressing was due to mixed conditions, in most of which her sister shared. The pride of being ladies had something to do with it: the Brooke con nections, though not exactly aristocratic, were unquestionably "good:" if you inquired backward for a generation or two, you would not find any yard-measuring or parcel-tying forefathers- anything lower than an admiral or a clergyman; and there was even an ancestor discernible as a Puritan gentleman who served under Cromwell, but afterwards conformed, and managed to come out of all political troubles as the proprietor of a respectable family estate. Young women of such birth, living in a quiet country-house, and attending a village church hardly larger than a parlor, naturally regarded frippery as the ambition of a huckster's daughter. Remember: omniscient narrators are god-like in that they can give you more information than a single character could provide from their limited perspective. In this case, Eliot’s omniscient narrator gives us tons of information about Miss Brooke. We know that she’s beautiful but not financially well off ( the narrator calls this living in â€Å"mixed conditions†), which is reflected in her â€Å"plain garments.† Regardless, Miss Brooke is also â€Å"remarkably clever.† Beyond that, the narrator tells us about Miss Brooke’s family by looking into her past- which is easy given that the narrator is omniscient! We learn that she and her sister, Celia, aren’t aristocratic, but they come from a good family that includes admirals, clergymen, and politicians. This helps Eliot develop characters and situations quickly, which is important in a book with a large cast of characters like Middlemarch. Other Works Written in Third Person Omniscient Point of View Third person omniscient is a common point of view, especially in longer texts. Here are some examples of other works that feature an omniscient point of view: Louisa May Alcott’s Little Women Oscar Wilde’s The Importance of Being Earnest Nathaniel Hawthorne’s The Scarlet Letter Philip K. Dick’s Do Androids Dream of Electric Sheep? In third person limited point of view, it's as if the narrator is standing behind one character's shoulder. Third Person Limited Point of View The last point of view an author can use is the third person limited point of view. Just like the omniscient perspective we talked about earlier, texts written in a third person limited point of view use third person pronouns to discuss characters outside of dialogue. The difference between the two is in how much information the narrator shares with the reader.With a third person limited perspective, the narrator is limited to giving you the perspective of a single character. The narrator can peek inside the character’s head to share their thoughts, feelings, and experiences, similar to a first person point of view. Unlike first person, however, a narrator using a third person limited point of view can also zoom out to give readers a better understanding of how the character they’re following fits into the text’s plot, setting, or situation!Here’s an easy way of understanding the difference between a first person, third person omniscient, and a third perso n limited point of view. Think of the narrator as a person holding a camera. You, as the reader, get to see everything the camera sees. With first person point of view, it’s like the character has had the camera implanted in their brain. You can see whatever the character looks at and nothing more.With a third person limited point of view, on the other hand, it’s like the narrator is standing behind one character and filming over his shoulder. Not only can you get a sense of what the character is seeing, the narrator can also step back a little bit to show readers what’s going on around the character...as long as the character stays in the frame. Third person omniscient is the most comprehensive view. It’s as if the narrator is filming from the rafters of the building. They can zoom out to show everyone for a global perspective, or they can zoom in on different events to give you a better idea of what’s happening in specific situations.So why would a writer use a third person limited point of view? Well, it’s great for situations where knowing every single detail of a story would spoil the plot. Mystery novels, for instance, often use third person limited point of view. It allows the narrator to give you the detective’s thoughts and feelings while not spoiling the whodunit! It also allows the writer to focus on developing a single character while giving readers a better view of what’s going on around that character. Example of Third Person Limited Point of View: Harry Potter and the Sorcerer’s Stone by J.K. RowlingLike we mentioned earlier, all texts have a point of view...which means that the Harry Potter stories do, too! Let’s look at a passage from Harry Potter and the Sorcerer’s Stone to get a better idea of how a third person limited point of view works. In this scene, Harry and his friends, Hermione and Ron, are looking through the library to learn more about the sorcerer’s stone: Hermione took out a list of subjects and titles she had decided to search while Ron strode off down a row of books and started pulling them off the shelves at random. Harry wandered over to the Restricted Section. He had been wondering for a while if Flamel wasn’t somewhere in there. Unfortunately, you needed a specially signed note from one of the teachers to look in any of the restricted books, and he knew he’d never get one. These were the books containing powerful Dark Magic never taught at Hogwarts, and only read by older students studying advanced Defense Against the Dark Arts. It’s clear that this passage is written in third person: the narrator uses pronouns like â€Å"he,† â€Å"she,† and â€Å"them,† instead of first person pronouns like â€Å"I† or second person pronouns like â€Å"you.† But how do we know it’s third person limited? Well, we get Harry’s thoughts and feelings- like his curiosity about Nicholas Flamel- but no one else’s. We don’t know what Hermione and Ron are reading, or if they’re excited, nervous, or scared.Rowling wrote all seven Harry Potter books using a third person limited point of view that made Harry the focal point. The narrator can tell us what Harry’s thinking, feeling, and seeing- as well as zoom out to tell us more about the precarious situations he finds himself in. But because the narrator is tied to Harry, they can’t give us a glimpse into other characters’ minds, nor can it show readers what’s happening in other par ts of Hogwarts (where Harry isn’t). That helps readers get to know Harry, even as it helps Rowling maintain the mystery around the sorcerer’s stone (or the chamber of secrets, or the half-blood prince, etc.). Other Works Written in Third Person Limited Point of ViewThe third person limited point of view is a popular perspective for writers to use, so there’s no shortage of examples! Here are a few works you might be familiar with that feature a third person limited point of view: Samuel Taylor Coleridge’s â€Å"Christabel† Eudora Welty’s The Golden Apples Jane Austen’s Pride and Prejudice Madeleine L’Engle’s A Wrinkle In Time What’s Next? If you’re studying for the AP Literature exam, you’ll need to know about more literary devices than point of view. Why not check out our other comprehensive guides, like this one on personification? The more familiar you are with literary terms, what they mean, and how to use them, the better your test score will be! Did you know that there are two English AP tests? One is the literature exam, which focuses on literary analysis and comprehension. The second test is the language exam, which tests your ability to understand argument and write persuasively. Click here to learn more about the AP Language exam, how it differs from the literature exam, and what you need to do to knock it out of the park! After you learn the fundamentals, the best way to prepare for an AP exam is to take practice tests. Check out this article on how to find the best AP practice exams, and learn how to use them to boost your score!

Total reward -Job Satisfaction Literature review

Total reward -Job Satisfaction - Literature review Example Total Rewards pertains to all the tools that an employer has at one’s disposal, which could be used to attract, retain and motivate employees.Total Rewards approach takes into cognizance all the factors and attributes that are the direct outcome of an employment relationship, which are perceived by an employee to be of valueThe objective of the Total Rewards approach is to optimize the rewards offerings facilitated by an organization so as to yield the optimal results for the money spent on configuring and delivering awards This approach may involve an integration of a wide range of programs within an organization, which may not be directly perceived to be rewards by everyone (Fitz-Enz 2009). A wide range of practices that may involve enhancing the employee productivity by making the work hours more flexible, curtailing employee turnover by extending career advancement and training opportunities within an organization, making the management system within an organization more p articipative and interactive to encourage employee participation could be blended with the direct and indirect monetary compensation to yield maximal results from a reward system that is inherently bold and innovative (Fitz-Enz 2009). A Total Rewards approach do takes into consideration that the fact that when it comes to foster a workforce that is committed and motivated, the tangible reward forms and systems are important, but are certainly the be all and end all of a viable reward system (Fitz-Enz 2009). In that context, the question that deserves the attention of researchers is that why the reward approach has suddenly become very important in the contemporary context. One of the reasons for this is that there is a war for talent in the job market out there. Though going with the current economic meltdown and the recessionary trends, the labour market may have softened somewhat, still, employee retention has emerged to be a pivotal issue in many organizations (Jensen, Mcmullen & Stark 2007, p. 62). Companies do incur massive expenditure in training and grooming talent and hence attracting and retaining a staff that is experienced and skilled stands to be the top priority for many managers. With the compensation budgets getting more constrained, the competition to attract skilled and experienced employees has tremendously increased (Jensen, Mcmullen & Stark 2007, p. 62). To be able to cope up with such budgetary squeezes, managers need to delve on an assortment of tangible and intangible rewards and benefits to hold on to their employees. Then there is an enhancing focus on employee engagement (Jensen, Mcmullen & Stark 2007, p. 63). By making the jobs more rewarding and meaningful, the managers can encourage the employees to put in a discretionary effort so as to deliver better results (Jensen, Mcmullen & Stark 2007, p. 63). The challenging global environment is pushing the organizations to make the most of the human resources that they have at their disposa l, and hence it has become essential for the managers to directly depend on their employees to perform and act in a way that is in consonance with the organization’s objectives, values and culture (Jensen, Mcmullen & Stark 2007, p. 63). The increasing diversity of workforce is one other reason necessitating a Total Rewards approach towards management (Jensen, Mcmullen & Stark 2007, p. 64). Globalization has given way to dilution of borders and has augmented the diversity within organizations (Jensen, Mcmullen & Stark, p. 64). Besides with women getting an enhanced access to education and career building opportunities, the participation and proportion of women within the workforce has increased (Jensen, Mcmullen & Stark, p. 64). Changes in social attributes and demographic aspects have also contributed to the

Mine kafon Essay Example | Topics and Well Written Essays - 500 words

Mine kafon - Essay Example The mine detector has three major parts; the nucleus where the GPS tracking chip and all the other parts of Mine Kafon are attached. The legs are made using strong bamboo sticks and at the base the feet are attached. The feet are made using biodegradable plastic material and are designed to be heavy enough to tramp on landmines and also light enough to get the propulsion. The core of Mine Kafon is made using 17 kilogram iron casing, and is surrounded by several protruding bamboo legs. The core carries a GPS tracking unit equipped with a GPS chip used for tracking the mine detector. The GPS chip can be remotely controlled using mobile applications and hence a GPS map can be drawn to trace the path of minefields. The GPS data can be downloaded in real-time or accessed online. The data can be used to map the areas that have been cleared of landmines by the device. The legs act as the locomotion unit of Mine Kafon. The legs are made using strong bamboo sticks which are around one meter in length. The legs are attached to the core and act as a link between the feet and the core. The tip of the bamboo is slightly reduced to allow a perfect fit with the foot. The choice of material was made after considering the strength characteristics of bamboo and the weight properties. The feet also add weight to the mine detector, and are spaced in a manner that will enable air to blow through the inside of the feet, therefore enabling propulsion. With each detonation, Mine Kafon loses a few legs, like one or two and therefore under normal working conditions, the device will be able to destroy three or four landmines in a single journey. The feet form the most important part of Mine Kafon. It provides the suspension mechanism that enables the device to roll over rough terrain. The entire weight of the landmine detonator is about eighty kilograms, heavy enough to detonate a landmine. The foot is

Biography of Kate Chopin Essay Example for Free

Biography of Kate Chopin Essay Kate Chopin was an American author of short stories and novels. Considered as one of the earliest feminist authors of the 20th century, she was one of the most-celebrated female writers of her time. She wrote several short stories including The Story of an Hour (1894), Euphrase (1850), Mrs. Mobrys Reason (1891), A Shameful Affair (1893), and many others. Her literature usually described her own life, reflecting the time she lived in and the life she led. When readers look into her literature, they do not only read what is on the text but also try to understand the context. When you look through her fiction, you might notice that the contexts include the life of the author, the time it was written and the social condition during the time it was set, among others. One of her short stories, The Story of an Hour, depicts a woman’s reactions to the news of her husband’s death, upon reading which I found connections between her life and the life of the main character of the short story. Background and early life After Kate Chopin’s father was killed in a train accident, she moved into a household of women in St. Louis. As a girl she was mentored mainly by women her mother, her grandmother, and her great grandmother. She also had deep bonds with her family members, the sisters who taught her at school, and with her life-long friend Kitty Garasche. A lot of the fiction Kate wrote was hugely influenced by the women she grew up with, especially regarding her views about feminism, and women. In 1870, at the age of 20, she settled in New Orleans. Oscar, her husband, bought a general store in Cloutierville, but in 1882 he died of malaria and left Kate with $12,000 in debt (approximately $229,360 in 2005 dollars). Kate Chopin was widowed at 32. She attempted to run the plantation and store alone but with no success. Two years later, she sold her Louisiana business. Her mother wanted her to move back to St. Louis. The following year, her mother died. After the loss of both her husband and the mother, Kate Chopin found herself drifting into the realms of depression. Her doctor felt that writing would be a good way for her to heal this developing depression. Her doctor understood that writing could serve as a focus for her energy as well as a source of income. She thus indulged herself and became successful, and found many of her work getting published. However, some of her writings were far too ahead of their times and she faced lack of acceptance for almost 12 years. Literary works with examples Kate Chopin commented on the importance of describing human existence in its subtle, complex, true meaning, stripped of the veil with which ethical and conventional standards have draped it† (1894). An interview on the PBS website for Kate Chopin says, I think she was much more interested in the excitement, the civilization that came in her circle of intellectual friends. That was freedom, the freedom to explore ideas† (PBS, 1999). Kate was neither a feminist nor a suffragist, she said so. She was nonetheless a woman who took women extremely seriously. She never doubted the womans ability to be strong. She came from a long line of strong women whom she loved and respected, owing to the affiliation with her great-grandmother, grandmother, and mother. She had strong intellectual women friends. Her lack of interest in feminism and suffrage did not have anything to do with a lack of confidence in women, nor did it have a lot to do with a lack of desire for freedom. She simply had a different understanding of freedom. She saw freedom as much more a matter of spirit, soul, and character than anything else, of living your life within the constraints that the world makes [or] your God offers you, because all of us do live within constraints. There is no indication that â€Å"she regretted her marriage, or regretted being a mother† (PBS, 1999). Early 1970s was the period thriving with womens rights movements, and Kate Chopin was one leading contributor to the said phenomenon. She contributed a lot through her writings about women, daytime dramas, the feminine mystique, women’s liberation, Mars vs. Venus, self-help and commentary on open marriages. You can see how Kate Chopin’s life event (train accident, A Widow, and Freedom for Women) influenced her fictions through The Story of an Hour. One of the main events in the story is a man’s loss, namely Mrs. Mallard’s husband. Josephine, Mrs. Mallard’s sister, brought the sad message that there was a railroad disaster and of those listed as killed included Brently Mallard, who was Mrs. Mallard’s husband. In Kate’s life, there had been a similar loss. That someone was her father who passed away in a railroad accident in 1855. Furthermore, Mrs. Mallard is in due course assumed to be a widow, but readers will soon find out that Mr. Mallard is alive. In Kate’s life, her father had widowed her mother. Both had experienced what it’s like to be a widow but of course, the response to the loss may entirely be different. In the end, before she learnt of Brently’s return from the accident, Louise died of heart disease of joy that kills. This could suggest that she had a moment of monstrous joy, which consumed her and overwhelmed her to death. Perhaps Chopin would just let Louise die instead of seeing Brently again, causing her to remain imprisoned and be confined to her husband’s hands. Lastly, in The Story of An Hour, Chopin made no suggestion to the readers that Mrs. Mallard was sorry for her husband’s loss. Instead, she uttered under her breath, â€Å"free, free, and free! † which suggests how happy Mrs. Mallard was to have lost her husband, because she now has freedom of herself. The joy she feels after regaining her freedom is something which consumes her. In Kate’s life, a lot of her work mentioned the rise in the rights of women. She experienced a period where there was a decline in those rights and women were deprived of public needs like education, the right to vote, the right to property and their children. Those events drove her to write the kind of feminist text she did instead of dedicating herself to other themes. As observed, literature can bring us to the world of the author. Literary works reflect the time, state of mind, and the life of the author. By understanding the connection between Kate Chopin and Mrs. Mallard in the short story, The Story of an Hour, it can be confirmed that the novel portrayed a reference to Kate Chopin’s life since most of the events (train accident, A Widow, and Freedom for Women) in Louise’s life are similar to, or at least greatly influenced by her own. References Chopin, K. (1894). One Story. PBS (Director). (1999). Kate Chopin: A Re-Awakening [Motion Picture].

Thomas Hobbes Leviathan and the Fundamental Principle of a Society Ess

At the core of Thomas Hobbes’ Leviathan rests one fundamental value of a society, from which Hobbes derives all other laws: the duty to self-preservation. At the same time, many of Hobbes’ claims rest on his assumption that there is very little difference between men in their physical and mental abilities. By these two ideas, Hobbes asserts that it is to the advantage of every individual’s duty to self- preservation to seek peace with all other men (Hobbes Ch. 13, p. 2). But, in reading this text we must ask ourselves: Does Hobbes consider what would happen if a person were both confident and skilled enough that he or she could subvert the confederate power of all other men? What difficulties might such a person present to the ethical solidarity of the Hobbesian state? To answer these questions, I will first deliver a short story that brings the ethical trustworthiness of the Hobbesian state into question. With this story I will then illuminate the flaws of the Hobbesian state, which can be traced back to its fundamental principle of self-preservation. Finally, I will present a different fundamental principle for the laws of a state, equal and fair love, enumerating its advantages. To begin, imagine the following story. In a time very similar to the current one but not our own, the state exists exactly as Hobbes had presented in The Leviathan. The Sovereign rules absolutely; every citizen holds the right of self-preservation as the fundamental value of their society; and Hobbes is remembered as a national hero. However, the nation currently suffers from a great recession, and many live in terrible poverty. Trusting all their rights to the state, the citizens cling to a hope for a better future. But among these citizens, no one is more passionate or more devout for the state than Aminta1. As a criminal investigator for the state police, Aminta has received plentiful training and experience which distinguishes her as an above-average individual in terms of general intelligence. However, Aminta possesses one great idiosyncrasy that sharply distinguishes her from the rest of her people. She 1 From the Greek word for â€Å"protector† or â€Å"defender† (English-Greek Dictionary) holds no fear or belief in God and believes there is only this life and its punishments. Aminta deems belief in the divine as the folklore... ...obbesian state. For one, there is nothing inherent to the preservation of one’s own freedom that would enable a man to have regard for another man’s well-being. Just like the duty to self-preservation, this principle may permit the American citizen to disregard the needs of his fellow man, so long as his freedoms have not been infringed. Thus, we begin to see the incredible influence Hobbes’ work has had in much of today’s political theory. If a state were to decide to alter its fundamental principle, it appears it would take years of pulling up bricks to lay the groundwork for a new fundamental principle. Equal and fair love may be more advantageous, but it would take incredible amounts of energy to implement in a state today. Works Cited Hobbes, Thomas. The English Works of Thomas Hobbes of Malmesbury; Now First Collected and Edited by Sir William Molesworth, Bart. Vol. 3. London: Bohn, 1839-45. Electronic. Locke, John. The Works of John Locke in Nine Volumes. 12th ed. Vol. 4. London: Rivington, 1824. Electronic. â€Å"Defender,† â€Å"Protect.† English-Greek Dictionary. 2nd ed. London: Routledge & Kegan Paul Ltd., 1959. Print.

Inclusive Growth of India: a Study of the Informal Sector in India Essay

India’s post 1990’s economic growth has made it one of the world’s fastest growing economies in the world. Its GDP growth rates of about 9% in the last few years are historically unparalleled except by the neighbo ring China. With the rapid growth rates, however, come new challenges and new questions. One such challenging question concerns the spread of the benefits of growth across different segments of society. To ensure that growth has been well distributed, India’s Planning Commission has made Inclusive Growth their explicit goal in the eleventh five-year plan. The concept of Inclusive Growth has dominated discussions across India. Its popularity has sparked intense discussions among politicians, economists, policymakers and the general public. In addition, Inclusive Growth has been the focus of studies by bilateral and multilateral aid agencies such as the UN, World Bank, Asian Development Bank, Foundations such as the ICICI Foundation, NGOs, and Civil Society Organizations alike. However, Inclusive Growth should not be confused with Poverty Reduction Strategy Papers (PRSP). Despite all the attention that Inclusive Growth has received in the last few years, there lacks a precise and agreed upon definition of the te rm. Overall, the literature is divided between two concepts; whether the benefits reach the poor and whether the benefits reach the poor proportionately more than it reaches the non-poor. By the first definition, India may have performed quite remarkably i n the last two decades, although the magnitude is hotly debated. By the second definition, India’s performance against inclusive growth seems more lackluster. Gini coefficient indicates that income inequality in India has increased from 0. 209 in 1980-81 to about 0. 257 in 2005-06 both at an overall level as well in almost all f the states both for urban and rural areas . There are evidences suggesting that growth in the lower income states is relatively lesser than the growth in high income states. Not only this, but studies have shown that the rising disparity is also present at an intra-state level too. To address these challenges going forward, evidence suggests that there are a number of macro and micro level interventions that are poverty reducing and th us conducive to Inclusive Growth. At macro level, there is little doubt about the usefulness of the augmented Washington Consensus (Rodrik, 2006). At micro level, evidence suggests that improving the following factors will help accelerate poverty reduction : reduction of inequality, not limited to income inequality, access to public infrastructure and services especially health and education, access to markets, accountability and voice, good governance, and the role of civil society organizations, women empowerment. Inclusive growth can also be studied as a clash between the informal as the formal sector. Various literatures are available in the following context by noted economists and policy makers. A firm stand to improve the condition of the economy is subsided in the entrepreneurship sector of the country, which holds huge potential. The Indian economy today boasts of many magnificent opportunities but sadly enough, not many of them are fully utilized. The entrepreneurship front of the country epitomizes such a condition. Liberalization of economy started by the PV Narasimha Rao government in 1991 and the Information Technology boom of the mid and late 90? s have ushered in tremendous changes and set the stage for a wave of entrepreneurship taking India by storm. The capacity of Indians for entrepreneurship is substantial. However, the society and government have not been very encouraging towards entrepreneurship in India. The rankings of India have also been deteriorating in the recent years. From a rank of 2 in the field of Total Entrepreneurship Activity (TEA) according to the Global Entrepreneurship Monitoring Reports, India’s position has been slipping ever since and has reached a level rather close to the world average. In spite of the shortcomings, it ranked ninth in the survey of entrepreneurial countries by Global Entrepreneurship Monitor (GEM). India ranks the highest among a group of countries in n ecessitybased entrepreneurship, which is associated with developing countries. Conversely, it ranks fifth from the bottom in opportunity -based entrepreneurship. Indians have entrepreneurial capacity. However the society and government are not very encoura ging towards entrepreneurship. To a large extent, the Indian society is risk averse. People usually seek secure and long -term employment, such as government jobs. The physical infrastructure needs to be improved. Social Attitudes, lack of capital, inadequa te physical infrastructure and lack of government upport are major factors of hindrance. While the growth trends of India and China are similar, both had initiated different policies in their approaches. While China was mostly growing on FDIs, India was b uilding a rather self-sustaining model for growth as it concentrated on the institutions that supported private enterprise by building a stronger infrastructure for its development. The Government has encouraged entrepreneurship by providing training and also the facilities to succeed, particularly in the rural areas. One style of innovation that really works in a country as large and diverse as India, is grassroots innovation: this includes inventions for a milieu that is quintessentially Indian. The middle-class Indian has been growing rapidly in context to the global economy. In an era of globalization, a middle class of 250million and rising can be considered a â€Å"veritable gold mine†. The G7 economies account for almost 67% of the global GDP at a market exchange rate and this has been the scenario since 1965. Underpinning the performance of the G7, and indeed driving the global economy, is a large middle class. The midd le class is an ambiguous social classification, broadly reflecting the ability to lead a comfortable life. The middle class has played a special role in economic thought for centuries. It emerged out of the bourgeoisie in the late fourteenth century, a group that while derided by some for their economic materialism provided the impetus for an expansion of a capitalist market economy and trade between nation states. Ever since, the middle class has been thought of as the source of entrepreneurship and innovation—the small businesses that make a modern economy thrive. Middle class values also emphasize education, hard work and thrift. Thus, the middle class is the source of all the needed inputs for growth in a neoclassical economy — new ideas, physical capital accumulation and human capital accumulation. The role of Asia, who accounts for just les s than 1/4th of the middle class population of the world, could boast of doubled figures of the same by 2020, accounting for around 40% of the global middle class GDP. With the exception of Japan and Oceania, Asia’s rapid growth has not been driven by a la rge domestic middle class. The expansion of factors of production driving potential output has happened without a significant middle class. Saving and education have been willingly undertaken even by poor households, in the face of large returns to such ac tivities in a globalized world, as well as by governments. Technology has been imported from abroad by corporations through FDI, imported machinery and participation in global supply chains. Thus with the American consumers retreating back after facing fears of a double dip recession now, it suits well for the emerging Asian economies like China and India to step up and fill the consumption voids. Within Asia there is significant talk of rebalancing towards domestic demand (more specifically domestic consumption) as a way of sustaining growth in the face of potentially sluggish exports. But the policy prescriptions to achieve such a rebalancing are not easy. They involve creation of a social safety net, medical insurance schemes, and better public education services. In short, Asian consumption is tied in the minds of many analysts to long -term institutional changes. Given the difficulties of implementing such changes, it is hard to be very confident that this rebalancing will happen in the medium term. The lack of inclusivity is again clearly shown in the Indian scenario. The middle class consumption levels are far below the average global levels. There exist such disparities on the expenditure side due to the fact that the middle class is largely inactive in this process. Moving back to the production side of the economy, the retail industry in India has been showing tremendous potential amidst the bullish growth trends of the economy as a whole. To prove this point, we see that the penetration of the organized retail sector in the US is about 85% while that in India is just about 8% (Velagapudi, 2011). The retail industry can be divided into registered as well as unregistered sectors. The unregistered sector, which usually includes all the small grocery shops, street vendors etc, accounts for over 93% labor force. Although as seen earlier, the value added to the SDP and consequently the GDP isn’t even comparable to that by the organized sector. The initial target is to bring the contribution of the organized sector to 9-10%. Retail industry is also the 2 nd largest employment provider in India after agriculture. The penetration of organized retail will happen much faster in the coming decade, even in tier and tier 3 cities, because of the changing demographic s of our population and a healthy rate of economic growth. With good underlying economic growth, increase in disposable income, increased awareness due to penetration of broadband and mobile devices with internet accessibility, the demand for consumer goods will rise. With better systems and processes in place, all this is bound to assist in increasing the penetration of the organized retail sector in India. The organized retail market in India is expected to grow to 14-18% by 2015 of the total retail market in India from 8% in 2008. Its value is estimated to be around US$450 billion by 2015 (Mckinsey Reports). The BMI India Retail Report for the first quarter of 2011 forecasts that the total retail sales will grow to US$ 674. 37 billion by 2014, from US$ 392. 63 billion in 2011. The growing wealth with the middle-class in India, the population size and the big percentage of population being in 30s, makes immense possibilities for entrepreneurial growth in the retail sector. Some of the fastest growing segments of this industry are food & beverages, electronics and apparels. The consumer electronics segment is expected to grow at about 55% between 2011-2014, with most of the growth driven by demand for TVs, mobile devices and laptops and desktops. With changing lifestyles and habits, food segment is also expected to double to US$ 150 billion by 2025. Inclusive Growth: A Review of Literature This section is a review section of the disproportionality between the registered and the unregistered manufacturing secto rs. The causes that have been suggested by various authors through their studies have been put forward with an aim to assemble and study the registered as well as the unregistered sector thoroughly. The section starts off with the causes of differentiatio n between the registered as well as the unregistered sector and their differences in productivity , followed by how a thrust can propel the unregistered sector into the registered sector. This is followed by literature about the employment scenario in India for both the sectors and how there exists a large disproportionality. Finally the section ends with a study of the registered manufacturing sector and a study on the role of infrastructure in the economic developments. The growing divergence between the i nformal and the formal sectors, especially in the manufacturing sector can be seen as one of the major causes for lack of inclusive growth in the country. The paper by Goldar, Mitra and Kumari shows us useful evidences regarding the same. The paper claims that the economic reforms of 1991 had a negative impact on the informal sector since import restrictions had been removed and the informal manufacturing sector started facing even more stringent competition from producers whose products were of a better qu ality. It shows evidences that the value added by the informal nonagricultural sector kept on falling even though the employment rate increased from 76% in 1983 to 83% in 1999-2000, thus exhibiting a downward trend in productivity. Empirical data study suggests that the growth of employment in the informal manufacturing sector has always been higher than the employment growth rate of the total manufacturing sector (3. 3% over 3. 1% in 1961-87) which includes the period of â€Å"Jobless Growth† in the 1980s where the employment rate of the organized manufacturing sector was -0. %per anum. But when it comes to value added, the informal sector lags behind, which is the chief cause of serious concern of the Indian economy. Data trends show us that post liberalization, the value added by the informal manufacturing sector fell from 6. 1% (1980 -90) to 4. 89%(1990-2005). In this context, a paper by Sreepriya S. lays emphasis on the development of the informal sector and how government policy measures should be taken to increa se the productivity of the sector. The paper points out that in an economy which is labor abundant and is developing, the significance of the small -scale sector which is less capital intensive and generates employment for over 86% of the workforce of the country is of utmost importance. The informal sector constitutes a major component of the small sector industries in the manufacturing sector. The problem lies in the fact that 86% of the workforce only adds on 25% value to the economy, 20. 5% of the fixed capital and 16. 9% of the total output produced. A particular significant result in this context can be seen in the agricultural sector. A study by the NSSO shows us that even in 2009-10 around 67% of the rural population as well as 6. 7% of the urban populat ion is dependent on the agricultural sector even though it contributes to only 14% of the GDP. This further enhances the stand on the widening disparity amongst the distribution of income amongst the population. In a paper by Maiti & Mitra ( January 2011), the proposition is put forward that since the informal sector only caters to the local and regional demands and with ubstantial exposure to education and technical skills, the producers in the informal sector will be elevated to the formal level. With this perspective, the paper looks into the supply push component of the informal sector across Indian states. But a paper by Chowdhury (EPW August 2011) on the employment structure of India suggests that that there has been a decline in the labor force participation rate (LFPR) for both rural and urban women in the NSSO surveys of 2004-05. This, he concluded, was due to the increased interest in attaining education for the women were the cause of the fall in LFPR. Similar is the explanation for the slow gro wth in LFPR for women through 2004-05 and 200910. But this explanation does not adequately explain the employment scenario of the country. This is because the gap created by the fall in employment of the age group 15-24 due to the desire of attainment of education should have been filled up by the other age divisions. This brings forth the point that in order to attain inclusive growth the employment structure needs to be structured on stronger grounds so as to accommodate the growth as well as the metamor phosis of the informal sector. Another interesting paper by Rana Hasan shows how the Indian employment scenario is condensed in either small or large enterprises where the medium enterprises lose out completely. He suggests that the formal sector with la rge enterprises offers better perks and incentives but the layoff risks are much higher resulting in lesser job security. While in the case of the unregistered sector, it accounts for most of the total manufacturing employment. This contradiction, he explained, is due to the labor regulations which are in place within the country. A strong urge here is made to liberalize the labor market finally. Hasan used empirical and statistical data to show that 85% of the workforce of India is working in firms with a total workforce of less than 50. This suggests a strong implication that large enterprises are more productive and pay more to their workforce (as per statistics). Thus the dominance of the work force in smaller informal sectors suggests that most of the workforce has to settle for a low wages as per comparisons. Rana uses the concept of economies of scale to explain the problem of the â€Å"missing middle†. He shows as to how the highly productive large sectors are usually more capital intensive, maintaining a very low labor to capital ratio while the other traditional industries like textiles is more labor intensive. Hence since the textile industry employment rate is 12times more than that of the automobile industry; it has a significant claim on the total emp loyment structure of the economy. As our economy is more dominated by industries like the textile industry rather than capital intensive automobile industry, we can see why the middle economy is still undeveloped. A study by Das &Kalita shows empirical evidences regarding the context of inclusivity of growth in the registered sector. The paper addresses the issue of declining labor intensity in India’s organized manufacturing in order to understand the constraints on employment generation in the labor intensive sectors. Using primary survey data covering 252 labor intensive manufacturingexporting firms across five sectors—apparel, leather, gems and jewelry, sports goods, and bicycles for 2005-06, they attempted to find out the factors which constrain employment generation in labor intensive firms. Their study shows several constraints in the path of employment generation in labo r intensive sectors—non-availability of trained skilled workers, infrastructure bottlenecks, low levels of investment, labor rules and regulations, and a noncompetitive export orientation. They also shed light on the decade of â€Å"jobless growth† where the economy was witnessing an increase in output and value added in the manufacturing sector but there was no increase in the employment scenario of the sector. As per statistics, only 484,000 jobs were created in the registered factory sector between 1980-90. There are many a reasons cited amongst which it can be considered that maybe the difficulty in labor retrenchment post the job security regulations in 1970 which forced employers to shift to a more capital intensive mode of production. They also cited another reason as the capital deepening technique adopted by firms which increased the real cost of labor in the 1980s. Their study also points out towards the inefficiency of the economic reforms in migrating the majority of the workforce from the unregistered sector to the registered sector. A mere 13% employment generation of the registered manufacturing sector after a decade of liberalization highlights the inefficiencies. This was not however the case throughout the decade. As per Nagraj, the initial years of the reforms showed us a growth in the employment of the registered sector but this boom soon turned bust as the momentum could not be sustained in the latter half of the decade. As per statistics, around 1. 1 million people of around 15% of the workforce of the registered sector lost their jobs during 1995 2000. The problem of inclusive growth is again witnessed as we face a quest ion as to why the labor intensive section of the organized sector failed to generate employment potential despite good performances by some of these sectors individually.

The Increase of Illicit Stimulant Use on College Campuses

The Increase of Illicit Stimulant Use on College Campuses Stephanie Lobe Upper Iowa University December 5, 2011 ABSTRACT Numerous studies are finding that college students in the United States are relying on stimulant medications prescribed for ADHD without a prescription and for nonmedical reasons, most commonly because students believe these medications can enhance their cognitive performance. Research finds that students report these stimulants have become a part of the college culture and are easier to obtain than alcohol.This paper will discuss the prevalence of use on college campuses in the United States and both the academic and nonacademic motivations these students use prescription stimulants illicitly. In the United States, the domestic sales for prescription stimulant ADHD (Attention Deficit Hyperactivity Disorder) medications such as Ritalin, Adderall, and Dexedrine are increasing at significant rates. Between 1991 and 1999, sales of these prescription stimulants increas ed over 500 percent. As the rate of legal use increases, so does the rate of illegal or nonmedical use, especially on our college campuses.Data shows that these drugs have high abuse potentials and produce effects very similar to cocaine. Because of the potential for physical and psychological dependency and risk of abuse, the US Drug Enforcement Administration classifies these stimulants as Schedule II substances (Woodworth, 2000). Unfortunately, most students consider these drugs safe and do not realize the potential side effects and risk for abuse. There is a perception that nonmedical use of these drugs is morally acceptable if used for academic rather than recreational purposes (DeSantis, 2008).In, 2002, there had not yet been a lot of research conducted on illicit stimulant use on campus. At this time, Graf Low and A. E. Gendaszak surveyed undergraduates at a small college in the United States to gather information on the legal and illegal use of stimulants on the college camp us. The authors also wanted to explore how perfectionism and sensation seeking behavior contributed to abuse of both legal and illegal stimulants. Low and Gendaszak hypothesized that students influenced by perfectionism would be likely to abuse prescription stimulants (i. e.Ritalin, Adderall) and sensation seeking students would be more likely to abuse both prescription stimulants and illegal stimulants (i. e. methamphetamines, cocaine). Of 160 questionnaires distributed to students in an undergraduate psychology course, 150 questionnaires were returned. The questionnaires assessed selected demographic variables and the abuse of prescription and illegal stimulants during the previous 12 months. It is important to note that for this study, illicit stimulant use is defined as taking prescription stimulants (Adderall, Ritalin, etc) without a prescription.Illegal stimulant use is defined as taking the illegal â€Å"street† stimulants cocaine or MDMA (ecstasy). Participants were a lso questioned about their reasons for using stimulants. Two measures that have demonstrated reliability and validity with college students were administered to assess possible correlates of use: the Multidimensional Perfectionism Scale and the Sensation Seeking Scale. Ten percent of the students participating were prescribed stimulants by a medical professional and researchers automatically categorized them as non-abusers.In this journal article, the authors do not report the total number or percent of participants that were considered illicit users. They do report that analysis of the illicit users showed that 10% abused stimulants monthly and 8% weekly. There were a significantly higher number of men than women reporting illicit use, but no difference in their motivations for use. The common motivations for use were: to improve intellectual performance, to be more efficient and to use in combination with alcohol. Of the total of students participating, 34% reported taking cocaine , MDMA or both within the last 12 months.It was found that illegal stimulant use was highly correlated with illicit use of prescription stimulants. Researchers also found there was a correlation between having a prescription for stimulants and using illegal stimulants. Eighty-eight percent of the illegal users reported using MDMA vs. cocaine with men reporting greater use than women. Almost always, the motivation for illegal stimulant use was for recreational purposes. Sensation seeking and perfectionism were dichotomized based on a median split to produce categorical variables for analysis of variance.A two by two analysis of variance was carried out (high or low perfectionism by high or low sensation seeking) with the illicit use of prescription drugs as the dependent variable and gender as a covariate. The main effect for sensation seeking was significant, but perfectionism was not associated with self-reported use. However, the two-way interaction between sensation seeking and p erfectionism was significant. High sensation seeking perfectionists had the greatest self-reported abuse of prescription stimulants (Low, 2002).In the research study, Illicit Use of Prescription ADHD Medications on a College Campus: a Multimethodical Approach, both quantitative surveys and qualitative interviews were conducted to collect data on college students’ perceptions of illicit prescription stimulant use and the prevalence of use. With the combined methods, 1,811 undergraduate students from a large, public, southeastern research university participated. Seventy-eight of these students had a prescription to treat ADHD and were removed from the study, leaving a total of 1,733 participants.This study found that of those participants, 34 % of used prescription stimulants illegally and for nonmedical reasons. The results suggested that illicit use of the stimulants was more common in Caucasians, men, upperclassmen, and students belonging to Greek organizations. Interviews with students allowed researchers to gather detailed information about their perceptions of stimulant prescription drugs, the circumstances of the first time they used a stimulant and what their motives were.During the interviews, it was discovered how prevalent illicit use of these medications are as well as how casually this use was discussed on campus with many students stating, â€Å"it’s no big deal†. Of the illegal users in the study, 63% used stimulants for the first time in college and for most the first time of use was at a time of high academic stress. For more than two-thirds of these users, this occurred during finals or when they had multiple tests in one day. First time users had little knowledge about the side effects of stimulant medication, the appropriate doses, or the legal consequences of using these drugs illicitly.Of illegal users, 72% reported using the drugs to stay awake and study longer or to concentrate on work. Many students claimed they cou ld be more productive and reported being able to study for up to 3-5 hours straight without getting distracted or taking a break. Others reported the stimulants made them â€Å"smarter† because they were able to memorize & retain information, grasp ideas and recall information better. One participant’s description of the drug Adderall was, â€Å"the stuff is like an academic anabolic steroid†. There were a few students that reported use of the stimulants for nonacademic purposes.Some these reasons included that the drugs gave them the ability to stay up all night for parties, be more talkative and social at parties and feel the effects of alcohol quicker. Students also reported that when crushed and snorted, the drugs produced a high similar to cocaine (DeSantis, 2008). In the study, Illicit Use of Prescription Stimulant Medication Among College Students, authors also investigate how prevalent illicit use is at a Midwestern campus as well as why students are abu sing these drugs. Three different methods were used to recruit students for the study.A list of randomly selected students residing in residence halls, 500 female and 500 male, was obtained from the university’s registrar office. A cover letter and questionnaire were sent to these students and then a second questionnaire was mailed to those who had not responded within two weeks. The researchers also held three sessions that were open to introductory psychology students who would receive credit for completing the questionnaire. The last effort to recruit students included researchers going door to door on men’s wings in residence halls.The combined total of responses was 552. The survey completed consisted of 85 items with the first section including questions about demographics and personal information. The questions on the remainder of the survey used a Likert-type scale (1=strongly disagree, 2=disagree, 3=neutral, 4=agree, 5=strongly agree). Questions were separated into two sections for statistical analysis. The second section obtained specific information from individuals who reported they had illicitly taken stimulant medication.Results from the survey found that 17% of the men surveyed and 11% of the women surveyed had used prescription stimulants for non-medical reasons. Forty-four percent of the students surveyed reported that they knew someone who had used prescribed stimulant medication illicitly for academic or recreational reasons. Authors found that the main reason for use was to increase alertness and energy and use was associated with experiencing time and academic pressures of college life (Hall, 2005). The purpose of a study published in the Journal of Human Pharmacology andDrug Therapy was to explore illicit use of specific prescription stimulants among college students and the reasons and routes of administration associated with illicit use of these drugs. The study was conducted at a large Midwestern university in 2005. A ran dom sample of 5,389 full-time, undergraduate students were selected from the total population of 20, 138 full-time students. In order to produce reliable prevalence estimates for minority racial and ethnic groups, researchers oversampled 652 Hispanic, 634 African American and 244 Asian students.Students in the sample were mailed a letter describing the study and inviting students to self-administer a confidential web survey. Participants were eligible for a sweepstakes that included cash prizes, travel vouchers and other prizes. The final response rate exceeded the average rate for national college based studies of alcohol and other drugs with a 66% response rate. The final sample closely resembled the demographics of the overall student population and consisted of 4,580 undergraduate students.The results from the survey indicated that 8. 3% of the participants had used illicit prescription stimulants in their lifetime and 5. 9% had used them in the past year. Three out of four of t he illicit users reported taking Adderall and one out of four illicit users reported taking Ritalin. Unlike other studies of this nature, the authors report there were no differences in past year illicit prescription stimulant use between men and women. They did find statistically significant ethnic-racial differences in past year use with 8. % of Hispanics having used illicit prescription stimulants, 7% of Caucasians, 3. 4% of Asians, 1. 9% of African Americans and 3. 6% of those categorized as other. Sixty-five percent of the lifetime users began using illicit prescription stimulants during college rather than before starting college. Logistic regression showed students who began using prescription stimulants illicitly before entering college were three times as likely to use these drugs during college compared to those who had not used them before entering college.When looking at the motivations of students using illicit prescription stimulants, researchers found significant diff erences between gender and ethnic-racial groups. Men were more likely than women to report using these drugs to experiment, get high, and counteract the effects of other drugs. Women were more likely than men to report using prescription stimulants to lose weight, to help study, and to increase alertness. There was not a difference between sexes regarding the most frequently cited motive which was to help with concentration.There were no African Americans that reported using illicit prescription stimulants to get high, but over 20% of Caucasians, Hispanics, Asians, and others reported this as a motive. The results for experimenting as a motive were similar. Most African American students who reported using prescription stimulants illicitly listed the motives to help concentrate or to help study. Students who reported using prescription stimulants illicitly before entering college were more likely to use these drugs during the past year to get high, lose weight or experiment.Students who did not start using prescription stimulants until enrolled in college were more likely to report the motive to help study. The results of this study also revealed findings about the routes in which students administered illicit prescription stimulants. Ninety-five percent of illicit users reported oral administration. Thirty-eight percent reported snorting the prescription stimulants and a very small percentage reported smoking, inhaling or injecting these drugs. Neither gender nor race-ethnicity were associated with routes of administration.However, students who began using illicit prescription stimulants before college were more likely to report snorting the drugs than those who started using during college. The authors report their study is the first to empirically document the claim that use of Adderall is the primary prescription stimulant used illicitly by college students. Hypothesizes to why the use of Adderall may be growing relative to other stimulants such as Ritlan, generally fall into three categories: availability, pharmacokinetic differences between stimulant drugs, and pharmacologic differences.In another study cited by the authors, college students reported Adderall was used more frequently because it was easily accessible, caused fewer emotional ups and downs, and was believed to work better overall. The authors explain that there are differences in the mechanism of action of Adderall that may result in this drug being more appealing to college students. The effects of the drug will last longer and may generate higher dopamine levels in the brain than occur when taking Ritalin (Teter, 2006).A study done by Rachel Judson & Susan W Langdon investigated illicit use of stimulant medications on college campuses considering the theory of planned behavior. This theory states that attitudes, beliefs about social norms, and perceived control work together to create intentions which predict health related behavior. The study included a total of 33 3 participants from two small competitive New England college campuses. Two survey forms were distributed – one for current stimulant prescription holders and one for non-prescription holders. The surveys were self-administered online.The study found that 20% of all participants reported illicit use of stimulants. Of the prescription holders, 46% reported illicit use (using for reasons other than prescribed or at increased doses) and of the non-prescription holders, 18. 3% reported illicit use. The two most predominant motives were to improve concentration and to increase alertness or stay awake. This indicates that academic reasons were more prevalent than recreational reasons for taking the medication. For non-prescription holders, the results were consistent with the theory of planned behavior.Attitudes, perceived norms and a sense of low control held by illicit users may act as rationalizations for their illicit use of stimulant medication (Judson, 2009). Many studies hav e been done investigating how perceived harmfulness influences nonmedical drug use and there have also been separate studies done investigating the association between nonmedical drug use and high sensation-seeking characteristics. This study takes both variables into consideration and explores whether the association between perceived harmfulness and nonmedical drug use vary by level of sensation-seeking.Participants included 1, 253 first year college students from a large, publicly-funded university in the mid-Atlantic region with an ethnically diverse student body. Personal interviews were conducted with participants and then participants were followed up with twice at six month intervals. Researchers examined the association between the two variables of perceived harmfulness and level of sensation-seeking characteristics because they believed it was important to consider the possibility that sensation-seeking characteristics can influence risk perception.Results from this study indicated that one in four students perceived a great risk of harm from occasional nonmedical use of prescription stimulants and analgesics. Low perceived harmfulness and high sensation-seeking were independently associated with increased risk of nonmedical use. At most levels of sensation-seeking, high perceived harmfulness did affect nonmedical prescription drug use; however, among high sensation-seekers, perceived harmfulness was not related to nonmedical use of prescription analgesics.This study found that individuals with low perceived harmfulness were approximately 10 times more likely to use prescription drugs for both stimulants and analgesics, as compared to those individuals with high perceived harmfulness. Another important finding was that individuals with low or moderate sensation-seeking tendencies were especially susceptible to the influence of perceived harmfulness (Arria, 2008). An article published online, New Findings on the Misuse of ADHD Medications by College S tudents, reviews one of the largest studies conducted regarding nonmedical use of stimulants on college campuses.In 2001, nearly 11,000 students attending 119 nationally representative, 4-year colleges in the United States were surveyed about their nonmedical use of prescription stimulants. The involvement of such a high number of universities across the country overcomes one of the major limitations of other studies done on this topic. Because most studies collect data from only one college, the results cannot be accurately generalized to college populations outside of that type of institution or region. This study found that the average rate for nonmedical use of stimulants during the participant’s lifetime was 6. %; during the last year was 4. 1% and during the last month was 2. 1%. The rate of use of stimulants varied dramatically across the campuses surveyed with rates ranging from 0% to as high as 25%. Findings from this study indicate that the highest rates of nonmedic al use of prescription stimulants are highest at colleges with competitive admission standards. More than 80% of schools with a past year prevalence rate higher than 10% had highly competitive admission standards and were located in the Northeast or Southern United States.Results of the motives for illicit stimulant use were comparable to other studies with the three top motivations being to help with concentration, to help with alertness and to get high (Ashley Children's Psychology Center, n. d. ). Most research studies regarding the illicit use of prescription stimulants on college campuses use a randomly selected sample size of over 1,000 participants. In the study, Illicit Use of Prescription ADHD Medications on a College Campus: A Multimethodological Approach, students participating in part I of the research, a quantitative survey, are recruited through a large introductory communications course.This course is a social science requirement and was selected to represent students from different majors across the campus. To ensure the upperclassmen were also represented in the study, additional surveys were distributed in an upper division communications course as well as the general student body. The second part of the study included qualitative interviews with 175 full-time, undergraduate students. The authors fail to report how these students were recruited.It is not know if these students were randomly selected from the general student population or if they were selected from the group of students who completed the survey. This research was done at a large, southeastern research university in the United States (DeSantis, 2008). Studies relating to the illicit use of stimulants on college campuses have found a significant variance in the prevalence of usage depending on factors such as admission standards and location of the university (Ashley Children's Psychology Center. (n. . ). Due to this, the study done at this southeastern research university canno t be generalized to the college population as a whole. This study used both quantitative and qualitative studies. Data was collected from surveys administered in the classroom as well as from scripted, in-depth interviews with students. The authors designed and pretested the 25-item survey for this study by conducting a pilot study of 94 students. After receiving feedback from the students, question wording and survey structure were revised.The interviews were conducted by students who had all completed an upper-division research methods course and were certified by the university’s institutional review board. Interviewers were assigned specific demographic groups to facilitate the comfort and trust levels of interviewees. Interviews with students allowed researchers to gather detailed information about their perceptions of stimulant prescription drugs, the circumstances of the first time they used a stimulant and what their motives were. Interviews revealed that many student s viewed illicit prescription stimulant use as part of the culture of ampus life (DeSantis, 2008). This study showed that 34% of the students who participated in the study had used prescription stimulant medications for nonmedical purposes. This rate is significantly higher than most published studies about stimulant use on college campuses; however, studies have found that rates vary greatly depending on demographic factors (Teter, 2006). The authors offer three explanations as to the reason their study reported a significantly higher prevalence rate of use on campuses: 1.ADHD stimulant use may be rising nationwide and as time passes, this phenomenon continues to grow; 2. Rates of use may vary on different college campuses and this campus may have a higher prevalence of use; and 3. The relatively high proportion of Greek students in the student body may have contributed to the higher prevalence rate. In relation to explanation 2, it was also noted that this study took place in a st ate that has been ranked as one of the top three states in the nation for ADHD diagnosis.To estimate the proportion of individuals who used illicit stimulants by demographic category, the number of users in each category was divided by the total number surveyed in each category. Using results displayed by demographic category use and non-stimulant use, data was cross tabulated by the same demographics factors and a chi-square analysis was conducted to examine statistically significant differences. The resulting data suggested that illicit prescription stimulant use was more common in men, white students, upperclassmen, and members of Greek organizations. Most other studies have published similar results (DeSantis, 2008).The study, Illicit Use of Specific Prescription Stimulants Among College Students: Prevalence, Motives and Routes of Administration found that there is a significantly higher prevalence of use in Caucasian and Hispanic students. These two ethnic groups reported rates of use at 8. 5% and 7%, respectively. Use for African Americans students was only 1. 9%. Another notable difference related to ethnicity was that while over 20% of Hispanic and Caucasian students reported one of the motives of using prescription stimulants was to get high; 0% of African American students reported that motivation (Teter, 2006).Quantitative data showed students’ primary motive for taking ADHD medication was to earn better grades in school. With the augmentation o the qualitative data, researchers discovered a myriad of more subtle motives defining when and why these students took stimulants. Researchers found that most students used prescription stimulants during finals week or periods of high academic stress. They also discovered some what some of the non-academic motives were such as staying up all night for parties, getting drunk quicker, and to be more social (DeSantis, 2008).Other studies have revealed similar findings with other non-academic motives bein g to help with losing weight, to get high, to experiment and to counteract the effects of other drugs (Teter, 2006). As discussed, the possible biases of this study were the fact that there was a high number of students in Greek organizations in the student body and that the study focuses on one campus noting the prevalence of use can vary greatly depending on the region the university is located in as well as other factors such as the competiveness of the school.The authors did not attempt to control these biases in their study, but in future studies an oversampling of students not involved in Greek organizations as well as a sample from several schools across the country could help control these biases (DeSantis, 2008). Each of these studies identifies the prevalent, increasing illicit use of stimulant medications for nonmedical uses, primarily motivated by academic reasons. It is apparent that most students do not know the dangers or risks of taking these medications and prescrip tion stimulants are more socially acceptable than other drugs.Many students appear rationalize their use because it is for academic reasons rather than recreational reasons. This is a terrifying trend that can result in many unwanted outcomes, the worst being death. References: Arria, A. M. , Calderia, K. M. , Vincent, K. B. , O'Grady, K. E. , & Wish, E. D. (2008, July 17). Perceived harmfulness predicts nonmedical use of prescription drugs among college students: Interactions with sensation-seeking. In National Institutes of Health. Retrieved November 10, 2011, from http://www. ncbi. nlm. nih. gov/pmc/articles/PMC2574828/ Ashley Children's Psychology Center. (n. d. . New Findings on the Misuse of ADHD Medications by College Students. In Ashley Psychology. Retrieved December 2, 2011, from http://ashleypsychology. com/Articles/010608. html [pic] DeSantis, A. D. , Webb, E. M. , & Noar, S. M. (2008, November). Illicit Use of Prescription ADHD Medications on a College Campus: A Multimet hodological Approach. Journal of American College Health, 51(3), 315-325. Retrieved November 12, 2011, from EBSCOhost. Hall, K. M. , Irwin, M. M. , Bowman, K. A. , Frankenberger, W. , & Jewett, D. C. (2005, January). Illicit Use of Prescription Stimulant Medication Among College Students.Journal of American College Health, 53(4), 167-174. Retrieved November 30, 2011, from EBSCOhost. Judson, R. , & Langdon, S. W. (2009, January). Illicit Use of Prescription Stimulants Among College Students: Prescription Status, Motives, Theory of Planned Behaviour, Knowledge and Self Diagnostic Tendencies. Psychology, Health & Medicine, 14(1), 97-104. doi:10. 1080/13548500802126723. Low, G. K. , & Gendaszek, A. E. (2002, August 1). Illicit Use of Psychostimulants Among College Students: A Preliminary Study. Psychology of Health and Medicine, 7(3), 283-287. doi:10. 1080/13548500220139386Teter, C. J. , McCabe, S. , LaGrange, K. , Cranford, J. A. , & Boyd, C. J. (2006, October 26). Illicit Use of Speci fic Prescription Stimulants Among College Students: Prevalence, Motives and Routes of Administration. The Journal of Human Pharmacology and Drug Therapy, 26(10), 1501-1510. doi:10. 1592/phco. 26. 10. 1501 Woodworth, T. (2000, May 16). DEA Congressional Testimony. Presented to the Committee on Education and the Workforce: Subcommittee on Early Childhood, Youth and Families. Retrieved November 13, 2011 from http://www. dea. gov/pubs/cngrtest/ct051600. htm.

buy custom False Confessions essay

buy custom False Confessions essay A false confession refers to an admission of guilty in a criminal offence in which the confessor is not the real culprit (Siegel, 2010). False confession can occur because of a number of instances such as coercion through police investigative tactics or techniques, incompetence of the accused, and disease or mental disorder. False confessions might seem to be an unlikely event and exceptional, but they regularly occur in case law, which is among the reasons for why jurisprudence has laid down a series of rules to determine the presence of false confessions, and subsequently reject them (Siegel, 2010). This discussion will consider the reasons for choosing false confession, the responsibility of an investigator upon discovering a false confession in case he or she is investigating, consequences for ignoring the knowledge of a false confession, the relationship between false confession and Miranda warnings, and whether the Criminal Justice System should compensate the wrongly imprisone d individuals because of false confession. A number of individuals with mental disorders encounter the police as suspects and falsely confess to criminal offenses that they did not commit (Siegel, 2010). Research has shown that the probability of arrest for persons with symptoms of mental illness is about 67 times greater than that of the mentally normal individuals (Siegel, 2010). People with mental disorders often falsely confess to criminl offenses they did not commit because of a temptation to reconcile and agree with authority figures. Most of the law enforcement interrogators do not receive any training concerning questioning suspects suffering from mental illnesses (Siegel, 2010). Therefore, an impaired state because of mental illness, alcohol, or drugs may also evoke false admissions of guilt. Another cause of false confession is police coercion. This is an involuntary confession that occurs when a suspect overbears police behavior instead of a free will and rational intellect. The police employ physical abuse or psychological abuse to intimidate, bully, confuse, exhaust, and cajole the suspect so that he or she can confess to a criminal offense that they did not commit (Siegel, 2010). A suspect can confess to a crime that he or she did not commit in order to placate interrogators and avoid bullying. An example of cases that involved coercion includes Brown v. Mississippi (Brooks, 2001). In this case, the defendants confessed to murdering Raymond Stuart because the police officers subjected them to brutal whippings as well as tree-hangings. When an investigator discovers that a suspect has confessed falsely to a crime, he or she is responsible to process for the exoneration of the suspect (Siegel, 2010). An investigator can discover false confession through DNA testing. It is extremely significant for investigators to consider the knowledge of ffalse confessions. Ignoring the knowledge of false confessions brings about grievous consequences such as wrong convictions, which may lead to life imprisonment and death penalties (Siegel, 2010). Miranda warning refers to a police warning given to a criminal suspect who is under interrogation or in the custody of law enforcement within the United States before the suspect can ask questions, concerning what occurred during the crime (Goldstein Goldstein, 2010). False confession has a close relationship with Miranda warning because both of them may involve psychological and physical intimidation of the suspect. A suspect may falsely confess to an offence so that to avoid psychological and physical intimidation. The police may use psychological or physical intimidation to get a suspect to make a statement after receiving a proper Miranda warning. Information that the suspect willingly offers to the police after receiving a Miranda warning is admissible in court (Goldstein Goldstein, 2010). The Criminal Justice System should not compensate the wrongly imprisoned individuals because of false confession. This is because some individuals may falsely confess to crimes that they did not commit in order to get compensation after exoneration. Therefore, compensation of wrongly imprisoned individuals due to false confession may encourage people to confess to criminal offenses that they did not perpetrate. Buy custom False Confessions essay