Media kit for small business. Galaxica Media Essay

Media kit for small business. Galaxica Media - Essay Example The role of media in the sustainability of business assumes importance as media largely act as a tool for communication and have a significant role in positioning the firm in the business market. This is completely in tune with the Morgan’s metaphors which states that the business leadership should have abilities to analyze activities and devise alternative strategies. The study would contain the media kit for the firm with regards to its maintenance of sustainability while including elements like company policies as well as financial and human resource strategies of the organization. Company Fact Sheet Company Name Galaxica Media Location & when it was founded Galaxica media was established in November 2010 in London, UK. The company is presently headquartered in London UK. Mission Statement The mission statement of Galaxica media is stated below: The company aspires to be a customized service provider that provides multimedia solutions to businesses. The company aims to provide clear and simple multimedia programs designed to meet the individual needs of retail as well as corporate clients. The company would also provide multimedia solutions at an attractive price and provide continuous customer support to ensure complete satisfaction of the customer. Products Offered Galaxica media is mainly engaged in the entertainment business industry with its main product portfolio being in the area of animations and multimedia. The company’s product offering includes customized support for web design and multimedia effects for the entertainment industry. The company also provides web design support to different organizations. The company also provides 3D visual interfaces to customers engaged in the business of providing fun and entertainment. The web design team helps different organizations to design their websites according to their individual needs. This includes use of high end graphics that are designed keeping in mind the individual needs of the customers. Customers Targeted Galaxica media targets corporate clients which includes participants of the media industry. The company’s customized products are largely being used by media houses for their entertainment programs. The main clientele of the company forms the media a nd advertisement industry players who normally outsource some of their content creation and design to other players that have expertise in the area of graphics and multimedia. The clients of the firm also include business houses that generally outsource their web design aspect to include better graphics and looks. The company also targets different public sector organizations for design and development of their websites. Corporate Social and Ethical Responsibilities of the Company Corporate social responsibilities at Galaxica media would include strategies that tend to

International trade Essay Example | Topics and Well Written Essays - 3000 words - 1

International trade - Essay Example in 20 countries of the world, so far the company has not expanded into one of the most important emerging economies in the world in the world, India. Goldman Sachs, in its world famous BRICs report has predicted that within the year 2050 four emerging economies, Brazil, Russia, Indian and China would have a combined GDP more than the combined GDP’s of G6 countries or the biggest present six economies of the world in terms of US Dollar. Income levels would rise in these economies and as a result there would be huge demand for consumer goods including motorcycles.. The Indian economy is predicted to surpass the economies of Italy, France, Germany and Japan by the years 2015, 2020, 2025 and 2035 respectively. The report also points out that the Indian economy shows the potential of accelerating the fastest for the period of next thirty to fifty years. (Dreaming with BRICs: The Path to 2050, 2003). This high rate of growth presents huge opportunities in front of local and multinational companies and this is the right time to invest in India. Moreover India is already one of the most important motorcycles and two-wheeler markets in the world. The domestic two-wheeler market size of Indian in the year 2007 was 7.86 million units which were 4.2 million units in the year 2004 (Automotive Industry, October 2007). India is already the 2nd largest two wheeler producing country in the world and as of 2007 two wheelers constituted around 76.2% of the total automobile market in the country with CAGR of 14.5%. Moreover out of this huge two wheeler market, 83.3% is constituted of motorcycles. All these data signify how important India is or should be for any motorcycles manufacturer of the world. So it is crucial for Triumph motorcycles Ltd. To venture into the Indian market seriously to leverage its present and future growth potential. On the other hand due to the subprime crisis which started in the US followed by the credit crisis, many economies including UK have suffered

Stats18 Essay Example | Topics and Well Written Essays - 1250 words

Stats18 - Essay Example Answer True False   Question 5    Measures of effect size, such as r2 or Cohen's d, are not greatly influenced by sample size. Answer True False Question 6    Measures of effect size, such as r2 or Cohen's d, are not greatly influenced by sample variance. Answer True False   Question 7    Which of the following is a major difference between a hypothesis test with the t statistic formula and the test with a z-score? Answer a. You must calculate the sample variance (or standard deviation) for the t statistic but not for the z-score. b. You must know the population variance (or standard deviation) for the z-score but not for the t statistic. c. You use the unit normal table to find critical values for the z-score test but not for the t test. d. All of the other options are major differences.   Question 8    If two samples are selected from the same population, under what circumstances will the two samples have exactly the same t statistic? Answer a. If the sample size ( n) is the same for both samples. b. If the samples are the same size and have the same mean. c. If the samples are the same size and have the same mean and have the same sample variance d. None of the other options are correct.   Question 9    A sample of n = 4 scores has SS = 48. What is the variance for this sample? Answer a. 12 b. 16 c. 4 d. 2   Question 10    A sample of n = 9 scores has SS = 72. What is the estimated standard error for the sample mean? Answer a. 9 b. 3 c. 1 d. cannot answer without knowing the sample mean   Question 11    Which set of sample characteristics is most likely to produce a significant t statistic? Answer a. a large sample size and a small sample variance b. a large sample size and a large sample variance c. a small sample size and a small sample variance d. a small sample size and a large sample variance   Question 12    A sample of n = 4 scores has SS = 48. What is the estimated standard error for this sample? Answer a. 12 b. 16 c. 4 d. 2   Question 13    When n is small (less than 30), the t distribution ____. Answer a. is almost identical in shape to the normal z distribution b. is flatter and more spread out than the normal z distribution c. is taller and narrower than the normal z distribution d. cannot be specified, making hypothesis tests impossible   Question 14    With ? = .01, the two-tailed critical region for a sample of n = 20 subjects would have boundaries of ____. Answer a. t =  ±2.845 b. t =  ±2.528 c. t =  ±2.539 d. t =  ±2.861   Question 15    As sample size increases ____. Answer a. the value of df also increases b. the t distribution becomes more like a normal distribution c. the critical values of t become smaller d. All of the other options are true as sample size increases.   Question 16    Two samples from the same population both have n = 10 scores with M = 45. If the t statistic is computed for each sample, then ____. Answer a. the two t statistics will be identic al b. the sample with the larger variance will produce the larger t statistic c. the sample with the smaller variance will produce the larger t statistic d. There is no way to predict the relationship between the two t statistics.   Question 17    In a hypothesis test using a t statistic, what is the influence of using a large sample? Answer a. A larger sample tends to lower the likelihood of rejecting the null hypothesis. b. A larger sample

Free

Free Will vs Determinism Essay Socrates: â€Å"May it be that there is substantial reason to believe things are what they are because of what they were? † Nathan: â€Å"So, you too would be describing determinism as the way things will be as a result of how things are and work of natural laws? Socrates: â€Å"Would you agree that this means there is no human freedom of choice or action that was ours to make in the first place? † Nathan: â€Å"No, I would like to believe humanity has the freedom of choice, since our choices are ours in the first place, although they must have an explanation. Socrates: â€Å"Is it possible that every choice may not have an explanation for why something led to specific effects? † Nathan: â€Å"Yes, it is possible, but I would like to think that some situations do not hold explanations. † Socrates: â€Å"Nathan, is there room for acceptance that human choices or situations may be events? † Nathan: â€Å"That would be to say that they are mere objects in time or instantiations of properties in objects. † Socrates: â€Å"Possibly, but wouldn’t that mean they would hold an explanatory cause? Nathan: â€Å"If what you’re asking determines whether or not there is an explanation for why something happened that led to a specific effect, then yes. † Socrates: â€Å"Would you agree that every choice or event would have an explanatory cause? † Nathan: â€Å"Yes, I would like to believe that sometimes some choices or events are random leading to free will. † Socrates: â€Å"Are these human choices or events we speak of the same or are they different? † Nathan: â€Å"I would believe them to be different. Choices are instances of free will through periodic randomness as where events are often reflections of these spoken choices. Hence, they are different. Often choices may lead to an event, but events often lead to choices. † Socrates: â€Å"So you would entertain the idea that explanatory cause is not to be free? † Nathan: â€Å"No, to be free is having the ability to act at will; not under compulsion or restraint. Therefore to be free is merely an individual idea. † Socrates: â€Å"Are these two worlds of free will and determinism able to coexist within the same realm? Nathan: â€Å"Yes, I believe it is possible that a person’s free will may lead them to a point of determinism. This being they make a choice and then in turn that choice leads them to a predetermined point in life. It was just their choice in when or how they arrived there. † Socrates: â€Å"Can there be external determinism and internal free will? † Nathan: â€Å"It is possible that we may have a predetermination, however I believe that at the same time, we are capable of making our own decisions and making our own free choices. Even if these choices may lead to a determined place it is still our own decision on how we may arrive there. Summary I would like to state that I believe it is possible for determinism to exist in a world that is decided by free will even if our life is predetermined. However, just because our life has a determined end it does not conclude that the contents of our lives were without free will. Our choices all have an explanatory cause, even if we would like to think that some choices are made at random. This is, however, just another example that we control our own free will.

Advantages and Disadvantages of Single-Sex Classrooms

Advantages and Disadvantages of Single-Sex Classrooms Single-Sex Classrooms Imagine attending an all boys or all girls school while you were growing up. For some people this was reality, but for most people they have always attended a coeducational school. There are many opinions on single sex classrooms, as the topic arises in areas as a potential solution to enhancing students performances. According to LynNell Hancock the author of, A Room of Their Own, critics worry that single sex classrooms will create more gender inequality and set us back further in time by creating unfairness in the classroom(Hancock, 1996).[1] However even though some may believe it will create a set back in gender equality, having single-sex classrooms may be exactly what America needs to boost international test scores and students performances.Although many critics think single sex classrooms are insufficient because they separate the sexes, they are efficient because there are many ways that they enhance student’s performances by focusing on gender needs and eliminating distractions.[2][3][4]Currently America is seeing a drop in the youth’s test scores in school and are seeking out options for solutions to these low scores. This poor performance has led to calls for changes in public school education. According to the Article Boys and Girls learn differently! A Guide for teachers and parents by Michael Gurian,Patricia Henley, and Terry Trueman, one solution the country may be thinking of to bring up the low scores in classrooms could be single sex classrooms (2001).The reason for this is because the country wants to see how single-sex classrooms would affect the youth’s scores and change their performance in school overall.For our young ones this may mean they will see less coeducational classrooms and more single sex classrooms being implemented around the country and possibly in their own school. Some believe the reason our youth generation are receiving such low scores is possibly because of the social pressure they face each and e veryday in the classroom. According to Peter Simon the author of, Single Sex Classrooms minimized Distractions at Two Buffalo Schools, Simons claims that boys and girls going through adolescents need their own rooms for teaching, so they can focus on school more and not just on each other(Simon,2008). For kids going through adolescence the only thing they fear is being judged and their self image. So being in front of the opposite sex and performing or presenting can create a lot of pressure and damper their scores. This is one of the many reasons people feel that single-sex classrooms are a very effective way to stop physical and mental distractions. Although many feel that single-sex classrooms can decrease distractions, there are many different views people have when it comes to this topic. Smithers and Robinson the authors of, [5][6][7]The paradox of single-sex and coeducational schooling,had conducted a study of reviewing girls and boys together in classrooms and separately to see how it affects the students(2006).They looked at studies from New Zealand, the U.S., Ireland, Canada,the United Kingdom, and Australia and from their findings the two authors had concluded that single sex classrooms does not bring an advantage or disadvantage to the students or the schools. [8][9][10]This is an example of a point of view where they may feel that single-sex and coeducational classrooms make no difference because it all depends on the students in the study and how the teachers are also making a difference for these students. In this study they found that they believe both single-sex classrooms and coeducational classrooms have advantages and disadvantages but neither is considered better or worse. Single-sex classrooms do have their advantages to a child’s performance. In respect to the previous claim there is a beneficial outcome from single sex classrooms. For example at Houghton Academy in Buffalo, New York in a single-sex classroom the amount of students who had passed the states eighth-grade math exam went from 30.8% of students to 60% of students due to the single sex classrooms implemented into the school(Peter,2008). Also there was a rise in english too. The passing rate improved from 28.6% to 40% of the students passing(Peter,2008). This means because of the single-sex classroom the test scores alone improved almost 50% for both subjects.That is a big improvement from coeducational to single-sex classrooms to show that they can make a difference in students’ performances. Many proponents of single-sex education believe that separating boys and girls increases students’ achievement and academic interest. One of those proponents being â€Å"girl power† and encouraging girls to participate more in subjects that are seen as more masculine. According to the article, Still failing at fairness: How gender bias cheats girls and boys in school and what we can do about it, by David Sadker and Karen Zittleman, teachers and schools worry that subjects seen as more masculine decrease young girl’s interests in pursuing these subjects because they feel intimidated(Zittleman and Sadker,2009)[11][12][13]. This means that when girls are in coeducational classrooms they feel less interested in the traditionally masculine courses such as mathematics, technology, engineering, and science because the boys make the classroom setting seem as if it is very competitive and do not allow for girls to participate as much. Author Erin Pahlke explains this in her article, The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes,she claims that sin gle sex classrooms empower girls because it allows them to enjoy those masculine classes such as math and science without being intimidated by the boys and feeling that they are in a masculine based classroom(Pahlke,2014). This shows that girls have better confidence and can build their performance in mathematics and science when in single-sex classrooms. Although girls feel more comfortable separated from boys in the classes seen as more masculine, boys may not always benefit as much as girls. Nancy Protheroe author of,Single Sex Classrooms, claims that some teachers explain that they feel that boys feel uncomfortable in this type of classroom setting and that teaching in a single sex classroom of all boys is a demanding job for the teachers(Protheroe, 2009). One of those reasons may be because boys always like to compete with one another so the classroom is just a big competition between those students.This shows that even though one gender may feel more comfortable alone,that boy s may not feel as comfortable, and may not be able to perform better because of the pressure they feel in a masculine based classroom. One factor that can affect whether the student’s performance enhances in a single-sex classroom is the teacher. Some teachers may be willing to adapt to the new single-sex classroom. On the other hand some teachers may not want to teach single-sex classrooms so if they are being forced to teach a class they do not want then the children’s performance will suffer because the teacher doesn’t want to give 100%. For example Michael Gurian and Kathy Stevens explain in their writing,Single Sex Classrooms are Succeeding, that if teachers feel uncomfortable teaching a single sex classroom and feel that it goes against their beliefs they have the option to say no(Gurian Stevens, 2005). This means that if a teacher does not feel that single-sex classrooms is the right idea for the children then they will they have the option to say no. If the teacher can not have a say in the decision and is forced to teach single-sex classrooms that is when you will see no benefits comin g from the children’s performance because of the teachers lack of want to be there. Although for those teachers who would like to teach single-sex classrooms there are training sessions they can take. According to Michael Gurian, Kathy Stevens,Patricia Henley, and Terry Trueman,the authors of,Single Sex Classrooms are Succeeding,there are multiple trainings that teachers have already attended through the National Association for Public Single-Sex Education and the Gurian Institute, so that the teachers can be taught and be aware of the naturally different ways that boys and girls learn in the classroom.(Gurian, Stevens, Henley, Trueman 2009). This means for those teachers who would like to experience teaching in single-sex classrooms that they have a chance to be taught how so that there will be a positive atmosphere in the classroom. Overall the country is trying to find an effective way to help improve students’ scores and performances in school. Some schools are tr ying to implement single sex classrooms. However in single sex classrooms it does not just depend on the children’s willingness to participate. The teachers willingness and positive attitude in the classroom will play big role in how the students’ grades will improve. For those who are in single sex classrooms it will take away their social pressure and hormonal distractions for adolescents. It will also help girls succeed more in masculine seen classrooms because they will not feel the social pressure that those programs are just for boys. The feeling of not being judged or pressured helps students’ scores dramatically because while growing up kids are so worried about self image and not embarrassing themselves that they sometimes forget how important school really is. Author’s Note As a whole my strengths in my paper I believe were integrating many different sources and presenting a counter argument. Also I feel I had very strong sources. Some weaknesses my paper has is I had trouble breaking up the paragraphs because I had sources in them and I was explaining them in depth so it made them very long. Also another weakness is my word choice I feel that I could have used better words to describe certain situations. At this point as I turn in my paper I have revised it about 2-3 times and cut down on paragraphs and switched the format so it made more sense. Some of the paragraphs are now moved around to flow better.However, this has been a work in progress since I made my outline during spring break.My request for feeback is do you think I presented my argument very well or do you believe I jumped all over the place? Regardless of what is written above I spent 2 hours changing and paraphrasing my work so that I did not plagiarize. I feel that I paraphrased what th e authors said instead of copied it now that I went back and changed my paper. I Thank you very much for letting me revise and not failing me right away. This is my 4th revision so it should be okay now. Works Cited Page: Gurian, Michael, et al. Boys and Girls Learn Differently. Ebscohost. Ed. Michael Gurian et al. N.p., n.d. Web. 14 May 2015.http://web.a.ebscohost.com.ezproxy.uwc.edu/ehost/ebookviewer/ebook/ bm[emailprotected]sessionmgr4002 vid=0format=EBrid=1>. Gurian, M., K. Stevens, and P. Daniels. Single Sex Classrooms Are Succeeding. Ebscohost. N.p., n.d. Web. 14 May 2015. . Hancock, LynNell. A Room of Their Own. Ebscohost. N.p., n.d. Web. 14 May 2015. http://web.a.ebscohost.com.ezproxy.uwc.edu/pov/detail/[emailprotected]vid=0hid=4214b data=JnNpdGU9cG92LWxpdmU%3d#db=pwhAN=9606187719>. Pahlke, Erin, Hyde Janet, and Allison M. Carlie. The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes: A Meta-Analysis. Ebscohost. N.p., 2014. Web. 19 Apr. 2015. http://web.b.ebscohost.com.ezproxy.uwc.edu/ehost/detail/[emailprotected]vid=1hid=110bdta=JkF1dGhUeXBlPWNvb2tpZSxpcCxjcGlkJmN1c3RpZD1zNTgwNTA4MyZzaXRlPWVob3N0LWxpdmUmc2 NvcGU9c2l0ZQ%3d%3d#db=pdhAN=2014-03898-001anchor=c170>. Peter, Simon. 1. Single-sex classrooms minimize distractions at two Buffalo schools: Principals separate boys and girls in grades seven and eight. ProQuest News and Magazines. N.p., 2008. Web. 19 Apr. 2015.https://ezproxy.uwc.edu/login?url=http://search.proquest.com/docview/ 455627612?accountid=42411>. Protheroe, Nancy. Single-Sex Classrooms. Ebscohost. N.p., May 2009. Web. 19 Apr. 2015. http://web.b.ebscohost.com.ezproxy.uwc.edu/ehost/pdfviewer/ pdfviewer?sid=e933715f-f864-4ca4-8e7a-3ca094fec92a%40sessionmgr110vid=1hid=110>. Sadker, David, and Karen Zittleman. Still Failing at Fairness: How Gender Bias Cheats Girls and Boys in School and What We Can Do about It. Ebscohost. N.p., n.d. Web. 14 May 2015. http://web.a.ebscohost.com.ezproxy.uwc.edu/ehost/pdfviewer/ pdfviewer?sid=9068df59-cbc5-4a39-a0ba-5cf10b5d5796%40sessionmgr4004vid=1hid=42 Smithers, Alan, and Pamela Robinson. The Paradox of Single Sex and Coeducational Schooling. Alansmithers. N.p., n.d. Web. 14 May 2015. http://www.alansmithers.com/reports/Paradox27Jul2006.pdf>. [1]_Re-opened_ [2]Easily identified, and, I think, is a good thesis. [3]_Marked as resolved_ [4]_Re-opened_ [5]Words taken directly from Words taken from https://www.naesp.org/resources/2/Principal/2009/M-J_p32.pdf [6]_Marked as resolved_ [7]_Re-opened_ [8]Words taken directly from Words taken from https://www.naesp.org/resources/2/Principal/2009/M-J_p32.pdf [9]_Marked as resolved_ [10]_Re-opened_ [11]This is taken directly from: http://www.apa.org/pubs/journals/releases/bul-a0035740.pdf [12]_Marked as resolved_ [13]_Re-opened_

What Is the Point of the House of Lords?

What Is the Point of the House of Lords? The House of Lords is a fundamental part of the UKs bicameral legislative system, being an appropriate check and balance to the House of Commons in legislative matters. However, this has been brought into question after the Recent Welfare Reform Bill. This essay aims to examine ‘what is the point in the House of Lords?’ It will first look into its history, then its role in Parliament and how it has changed over time. It will focus on the welfare reform bill and the ban on hunting with hounds as its main examples. The House of Lords are also called the Upper Chamber and are a part of the legislature. Legislature is the part of government that discuss and pass laws (Jones, 2010). It is made up of the Commons, Lords and the Queen, only the Commons are elected. The executive is the party in power and is responsible for implementing the laws and policies made by legislature (Jones, 2010). The Houses of Parliament are divided up into two parts, the House of Lords and the House of Commons. The House of Lords is one of the two chambers of HM Parliament. The House of Lords is the second chamber of Parliament and is also called the Upper House (Jones, 2010). The House of Lords is separate to but works alongside the elected House of Commons. The House of Lords are made up of inherited Lords and Life peers. Modern Lords are appointed by the PM. The appointed peers tend to have a specialist area of knowledge, for example health or education. The House of Commons is made up of elected members (Budge, 2004). The House of Lords has 736 members, 86 more than the House of Commons. There are only 92 hereditary Lords left after they were thrown out by the Labour Government in 1999 as it was deemed undemocratic (Knight 2010). The first part of the House of Lords is the remaining hereditary members, the second part are appointed by the Prime Minister and they are given their titles, for example ‘Lady Margaret Thatcher’ so as she was given the title by the Prime Minister who took over from her she had a seat in the House of Lords. The third part is made up of the court system and the church and people in positions of expertise (Monroe, 2002). Before taking a seat in The House of Lords the peer has to swear an oath of allegiance to the monarch (Jones, 2010). The House of Lords is a combination of tradition and modern legislature (Monroe, 2002) Laws are only made if the Commons, Lords and the Monarch can agree. An unwritten constitution (a convention), states that the Monarch has always got to agree to new laws made by Parliament. The Lords can also only suggest amendments too legislation but does not actually have the power to make the changes, meaning the Commons hold the power (Budge, 2004). The legislative process starts with the draft papers, white and green papers. They are published to allow consultation from interested parties such as professional bodies and voluntary organisations before the bill is introduced into the House of Commons (Jones, 2010). They have their first reading in which it is just read out and then a second reading where there is a debate and a vote to move on to the committee stage which is pre-legislative scrutiny where the draft bill is considered by a departmental select committee this allows the MPs and members of Lords to have an early influence on the Bill (Jones, 2010). In the committee s tage they vote for amendments and send it to the report stage. In the report stage they discuss the amendments; they then go to the Third reading which in the House of Lords. The key purpose of The House of Lords is voting on whether to accept or reject legislation drawn up by The House of Commons (Jones, 2010). Suggesting amendments to legislation drawn up by The House of Commons and debating legislation drawn up by the House of Commons, they can also introduce new laws to be debated. Although the important laws start the legislative process with the Commons, the House of Lords do draw up some legislation, for example ensuring children with special needs and disabilities have access to mainstream education or protecting the right to legal aid in welfare cases and insisting on equality of the NHS treatment for physical and mental illness (www.parliament.uk). Members spend nearly half their time in the House considering draft laws. All bills have to be considered by both Houses of Parliament before they can become law (Jones, 2010). The House of Commons send legislation to the House of Lords, in the form of the white paper, but the 1911 Act has taken away the ability for The House of Lords to stop legislation sent down by The House of Commons. This started when the Chancellor of the Exchequer, Lloyd George, suggested in 1909 the introduction of the first old age pension and a majority of the Lords voted against (Knight, 2010). The main purposes of the Act was 1) The House of Lords can only delay a money bill for one month, and 2) Limiting the time the Lords can delay a bill, meaning if it was rejected three times the Bill could receive Royal Assent without approval from The House of Lords (Gillespie, 2013.) This has only been used four times in the last twenty five years. One of these was to pass The Parliament Act of 1949 which was an amendment of the 1911 Act making it so the Lords could only reject the bill two times rather than three before it could be passed with Royal Assent (Gillespie, 2013). These Acts t ook a lot of power away from the Lords. The current PM is allegedly preparing to use the Parliament Act for the first time in ten years to push through the EU Referendum Bill into Law before the next election (Holehouse, 2014). â€Å"The Act is sometimes described as the nuclear option of parliamentary to break stalemates between the Commons and the Lords† (Holehouse, 2014). An MP was quoted saying â€Å"It shows that they really, really want it to happen. It also shows the Lords that they can’t mess with it†. Although the Lords have been stripped of a lot of their power, there are advantages to the Lords. There can be a lot more individual expression in the House of Lords (Knight, 2010). Many of its members have a lot of experience in different areas of life; with this experience making an important contribution to the progress of legislation and serves to caution the government of the day (Jones, 2010). The House of Lords are also responsible for holding government to account. Members in the Upper Chamber scrutinise the work of the government during question time and debates in the chamber. â€Å"In the 2012-13 session, members held the government to account with 7,324 oral and written questions and 193 debates on issues ranging from child poverty to immigration† (www.parliament.uk). The Lords can also moderate the Commons using their expertise and making sure nothing too radical is put through (www.parliament.uk). Peers have less to lose, being free thinkers. If an MP was to go against their party leader then they could be ignored when looking for a job although some do still have party affiliation and will vote on side of their party (Knight, 2010). Some people however, would argue that having the House of Lords is healthy for our system as it means it isn’t led by political machines with party agendas (Knight, 2010). ‘Ping ponging’ is the toing and froing of amendments to Bills between the House of Commons and the House of Lords. A good example of this is The Hunting with Hounds Act which experienced seven years of ‘ping ponging’ between the two houses. Three private members Bills were introduced by Labour MPs between 1992 and 1995 to ban hunting with no success (Garnett, 2007). However, in a 1997 manifesto Labour offered a free vote on the subject. In 1998 the Bill got its second reading in the Commons and was ‘talked out’ by the third reading (Garnett, 2007). In 2000 a new bill was proposed with a compromise of hunting with a licence, this was rejected by the commons and thrown out by the Lords. The Bill had been introduced too late to meet the terms of the Parliament Act of 1949. After Blair was re-elected in 2001 the ‘ping pong’ effect still continued, with the Commons passing a new Bill and the Lords rejecting it, until 2004 when the conditions of the Parliament Act 1949 had been met and the Bill was given Royal Assent (Garnett, 2007). The House of Lords Reform draft bill was introduced in 2011. The Reform wants to outline the powers and responsibility of the relationships between the two houses. This would define the point of ‘financial privilege’. This could be hard to reach an agreement on when it could be rejected and what kind of amendments the House of Lords could make before they were ‘wrecking amendments’ and what circumstances the Lords would be able to reject secondary legislation (draft house of lords reform bill: report session 2010-12, Vol. 1: Report). Originally ‘Financial Privilege’ was seen as something dealing with Bills dealing with supply and taxation. However in the recent reform bill it was used to reject a lot of the amendments by the Lords and to prevent the bill ‘ping ponging’. The financial implications were seen as big enough by the Speaker to grant financial privilege (Crampton, 2012). Financial privilege is being used a lot more reducing the effect of the Lords scrutiny. Despite the fact the House of Lords do not appear to hold much in the way of power, the House are specialists in different fields offering expertise advice. Also, peers do not have a party agenda and therefore pose employability risk in going against their party. This is useful as these limitations can prevent any radical changes in law. But without any power to have their amendments noted there is really no point in the House of Lords if they can be over ruled completely. Budge etal (2004). The New British Politics. 3rd ed. Essex: Pearson Education Limited. Crampton, C. (2012). Whats the point in the house of Lords?. Available: www.totalpolitics.com/blog/293317/whats-the-pont-of-the-house-of-lords.thtml. Last accessed 6th Jan 2014 Egawhary E. (2010). What is the new face of the house of commons. Available: http://news.bbc.co.uk/1/hi/magazine/8672770.stm . Last accessed 6th Jan 2014. Garnett M (2007). Exploring British Poitics. Essex: Pearson Education Limited. Gillepie A (2013). The English Legal System. 4th ed. Oxford: Oxford University Press. Jones etal (2010). Politics Uk. 7th ed. Essex: Pearson Education Limited. Knight, J (2010). British Politics for Dummies. West Sussex: John Wiley and sons Peele G (1995). Governing the UK. 3rd ed. Oxford: Blackwell Publishers Ltd. What the Lords does. Available: http://www.parliament.uk/business/lords/work-of-the-house-of-lords/what-the-lords-does/. Last accessed 6th Jan 2014. Munroe, T (2002). An Intoduction to Politics, Lectures for first year students. 3rd ed. Mona Kingston 7, Jamaica: Canoe Press. Holehouse, M. (2014). David Cameron prepares nuclear option on EU referendum. Available: http://www.telegraph.co.uk/news/politics/david-cameron/10526825/Cameron-prepares-nuclear-option-on-EU-referendum.html. Last accessed 6th Jan 2014 Draft house of lords reform bill: report session 2010-12, Vol. 1: Report . Y8158485

Argument for Making Hemp Growth Legal Essay example -- Argumentative

Argument for Making Hemp Growth Legal There is vast history of hemp as an agricultural crop in the United States. The crop was grown extensively until its ban in 1937. Prior to the ban on hemp the plant was one of the biggest cash crops of the Southern United States. For instance in Kentucky hemp was the biggest cash crop up until 1915. In these southern states hemp was used as a rotation crop between tobacco crops as well as other crops. Thomas Jefferson even wrote in his own writings that, â€Å"Hemp is of first necessity to the wealth and protection of the country.† Jefferson's theories can offer thought on the hemp ban being lifted during World War II because the crop was needed for industrial products. The United States Department of Agriculture (USDA) produced a film called â€Å"Hemp for Victory† to promote farmers to grow hemp in order to supply a need for rope and clothing in 1942 for the war. The promotion of hemp led to 400,000 acres â€Å"grown† into production all over the United States proving that the crop is profitable to farmers. But, as soon as WWII ended hemp went back to the ban of 1937. The Marijuana Tax Act lead to any plant with tetrahydrocannabinol (THC) outlawed to production. THC is the reason that hemp is no longer available to American farmers. The chemical THC in marijuana makes people â€Å"high† when it is smoked. The levels of THC in hemp are so minuet (one percent) that the plant can not be used as a hallucinogen. In order for a plant, such as marijuana, to work as a hallucinogen it must contain at the least four percent THC. When you hear the word hemp what is your first thought? If it is marijuana then you are mistaken. Hemp, the plant that is grown for agricultural and indu... ...om 5.) http://equalrights4all.us/CMS/index.php Works Cited Alden, Dave M., Phillip W. Gay, and John R. Proops. "Industrial hemp's double dividend: a study for the USA." Ecologial Economics 25 (1998): 291-301. Bennett, Michael, and Randall T. Fortenbery. "Opportunities for Commercial Hemp Production." Review of Agricultural Economics 26 (n.d.): 97-117. Fryxell, Gerald E., Marinilka Kimbro, and Terri Mottershead. "The Boston Trading and Manufacturing Co. Ltd. (HK): Hemp,." Asian Case Research Journal 5 (2001): 203-226. 3 Mar. 2004 78175>. Hemp and Marijuana: Myths & Realities. Comp. Dr. David P. West. Vers. 1. 1994. University of Madison. 3 Mar. 2005 . Hightower, Jim. "High on Hemp ." Humanist 64 (2004): 4-6.