Ethics - Should Heinz steal Essay Example | Topics and Well Written Essays - 500 words

Ethics - Should Heinz steal - Essay Examplef the functional theory of ethics, it is important to first look at the main example principle that guide decision making in the functional theory of ethics. According to the utilitarian theory of ethics, the guiding principle in making moral judgements and moral decisions is to always involve the action that maximizes the happiness for the majority of people who will be affected by the moral decision in other words, the utilitarian theory of ethics hold that in making moral decisions, we should always choose the action that will result in the highest good for the majority of people (Singer, 14). This means that, in judging the morality of Heinzs action in barge of the utilitarian theory of ethics, we should ask ourselves whether or not Heinzs action will result in the highest good for the majority of people.A critical synopsis of Heinzs action in this case study shows that Heinzs action will inevitably result in the highest good for the majority of people. This is because the healing of Heinzs wife will make Heinzs family members and friends happier, than would the $2000 that the druggist would earn from the drug that Heinz store from him, make the druggist family members and friends happy. Given that there was no other acquirable drug that could heal Heinzs wife from the lethal cancer, and also, given the fact that Heinz had exhausted all the available means to raise the $2000 required for the radium drug, Heinzs action of breaking into the druggists store and stealing the drug so as to save his wife is morally justifiable on the utilitarian ground.Heinzs action of stealing the drug from the druggist is also morally justifiable under the Kantian Deontology. According to Kantian categorical imperative, which is the Kantian moral principle guiding moral decisions, in making moral decisions, we should always choose the moral action that we should at the same time wish to be made into a universal law (Kant, 18). In other words,

Relationship between American Revolution and French Revolution Essay

Relationship between American Revolution and French Revolution - Essay ExampleNo other revolution that occurred either in Europe or in Americas during that period could be compared to the French Revolution in terms of violence (Doyle 2002). The American Revolution that began in 1776 and pursued the alike(p) principles of the natural human rights the French Revolution later did was over in 1787 without leaving any disgraceful legacy of terror that might be use by the participants of the French Revolution as an example to follow.Perhaps the major reason for this was that the American Revolution took place in an dead new res publica without almost any history, while the French Revolution occurred in one of the eldest European states. Consequently, the participants of the American Revolution did not have to overthrow the ceremonious aristocratic society and absolute milkweed butterflyy in order to proclaim either equality of people (because they were equal) or sovereignty of their n ew state (the British monarch was geographically too far from them). In other words, the birth of the new society in the United States occurred without major tension. The French Revolution began in an absolutely different topographic point. It was a daring attempt to establish the principle of equality in the traditionally aristocratic society and cultivate political freedom in the most powerful European monarch (Doyle 2002).Economic factors played equally important role in the onset of both revolutions. The American Revolution was mostly caused by the economic pressure of Britain, which was economically dependent on the colonies, but often failed to adequately justify the increasingly burden heavy burden of taxes. This task often termed taxation without representation is reported to be one of the most essential factors that eventually led to the revolutionary situation (Wood 1998).A similar situation was observed in the pre-revolutionary France where the absolute monarch kept increasing the

Bones Essay Example | Topics and Well Written Essays - 250 words - 1

Bones - Essay ExampleI consent with Mary kern about bones. The development of bones comprises of three processes bone modeling, bone growth, and bone remodeling. The three processes occur at various stages in an individuals life. on that point are three kinds of bone cells osteocytes, osteclasts and osteoblasts. The cells comprise the living component of the bone. In addition, the cells play a critical role in bone remodeling (Plowman & Smith, 2014).I agree with Kim Pappas about the difference in anatomic location and purpose bursa, heftinesss and ligaments. The ligaments are structures of fibrous, dense connective tissue. In addition, they link the aspects of the bony skeleton and other soundbox organs. The purpose of ligaments is to increase the mechanical strength of the joints, prevent strenuous movement and direct motion. The tendons attach massiveness to bone and transport tensile loads from muscle to bone, generate joint movement and preserve the body posture. The bursae are flattened sac consisting of a synovial membrane that has a capillary film of synovial fluid. They are situated at the underlying bone and deeper skin layers between bone, tendons and independent muscles. Their function is to create a protective sleeve around the tendon (Watkins & Mathieson, 2009).I agree with Sheila Eidson about ligaments, tendons, and bursae. The ligaments and tendons comprise of fibers of fibrous type I collagen. They are mostly parallel-fibred, dense tissues. The tendons link muscle to bone and give unfaltering passive channel for the conveyance of force. The ligaments, on the other hand, strengthen the joint capsule and give passive solidity to the joint. The bursae is a synovial structure that call up tendons and joints in particular positions to permit freedom of motion and normal limb movement. A recurrent pressure or trauma on bursae results in upheaval that causes olecranon bursitis (Ma & Elisseeff,

Human Resource Management Process Research Paper

Human Resource Management Process - Research Paper drillHuman resource, as the name implies, refers to the rangeforce, and the management of the human resource is essentially the management of the workforce. The workforce is one of the most fundamental resources of an organization because all work is conducted through the workforce. Management of human resource includes addressing the singularistic and collective needs of the workers and keeping a check on their daily performance so that their salaries or other organizational benefits can be adjusted to suit their performance. Planning is the first phase of human resource management process. In this phase, managers assess the specialised skills required to accomplish the tasks that need to be done in the project at hand. Different tasks require people with different sets of abilities. Some tasks require more than physical input, so they need to be assign to physically strong employees. Other kinds of tasks that require more men tal input need to be assigned to employees that atomic number 18 mentally sharp and have a good academic record. Once the required sets of skills have been identified, the managers assess the various options for recruiting the employees. There is a in all range of methods that can be used to recruit the workforce. These methods include but are not limited to a face-to-face audience, interview over phone or skype, physical test, and tests directed at checking the intelligence quotient (IQ). Interviews can also be classified according to types in addition to the means of conversation. There are behavior-based interviews that tend to estimate an individuals personality by listening to the individuals behavioral response to a situation that he/she is apt(predicate) to experience in the kind of job he/she is applying for. Interviews may be structured or unstructured depending upon the choice of the manager. In structured interviews, the manager assesses the responses of individual a spects against a particular set of questions. There is no addition or subtraction to these questions. The questions are chosen with the mutual consensus of expert professionals. In unstructured interviews, on that point is no definite set of questions that are to be asked to the candidate. The conversation can take any route but it ultimately leads the manager to make a rational assessment of the skills of the candidate. Interviews may be conducted individually or in the group. In the individual interviews, candidates are called into the office one by one for interview whereas, in group interviews, candidates are called in in groups. Big companies usually recruit the employees by conducting panel interviews of each candidate individually. In such interviews, the candidate is supposed to satisfy a whole group of experts, that tend to analyze the candidates abilities in their own ways. The candidate is first given a brief demonstration of the organization, it works, and its culture, and then each professional avails his/her turn to ask the question.

Institute Cargo Clauses Essay Example for Free

Institute transferment Clauses EssayYatch Insurance entails providing dream upage for qualifyinges incurred on pleasure craft and also includes financial obligation coverage. weight Insurance has a broader scope, which I intend to weigh into more, as far as restitution coverage is concerned. It is a contract infra written on the Institute Cargo Clauses offering coverage on an A, B or C basis. Whereas on the on contact A offers a wide cover, C on the different offers a relatively circumscribed angiotensin-converting enzyme.Institute Cargo Clause A stipulates that the insurer will, upon the incurrence of the loss verify against, cover for all the damage to the subject head insured. It is however important to note that all damage in this particular case is used to refer only to accidental loss and not that which would eventuate from intentional acts or that are inevitable. Some of the losses that would be excluded from the coverage of this cargo clause include The abov e mentioned exclusions are substituted by two former(a) clauses The War and Strikes Exclusion Clause and The Unseaworthiness and Unfitness Exclusion Clause.Given the nature of structure of the Institute Cargo Clauses B and C, it is important, in the interest of an exhaustive analysis, to attend to into the content of C before that of B. This is attributable to the fact that to a large extent the content of clause B subsumes that of C and has additional provisions. Institute Cargo Clauses C cover damage to the insured that is attributable to The insurance also provides coverage for damage or loss to the insured caused by jettison.This covers scenarios where, for instance, a ship caught in a tempestuous sea has to throw into the water certain cargo in the interest of keeping it afloat and protect the remaining. (Donald, OMay. Julian, H. 2003) The B clauses provide coverage for all that is available in the C clauses but stretches farther to include coverage for loss or damage to the subject matter insured that may come about as a consequence of vol gageicity, lightening or earthquakes and other tectonic disturbances. It also covers loss caused by Total loss of any package lost overboard or while loading onto or unloading out of the vas. Washing overboard. Entry of sea, lake or river water into the vessel or storage place. The clauses entailed in B provide for enormous additional coverage that include, among many others, river or sea water and accidents in loading and unloading. It is discernible, however, that in that respect is a vaccum left as far as coverage for theft, delivery affliction and shortages are concerned. The contract that would be most ideal for the ship means in question is the Cargo Insurance, clauses C.These clauses offer a provision that distinctly caters for loss or damage incurred by the subject matter insured referable to collision or destructive contact with other vessels while on trip. The greatest concern being the damage it ma y cause to other ships and terce party property, the ship owner would have to bear in the mind the work framework of the contract as seed by the Hulls and Machinery( HM) and the Protection and premium Clubs( PI) stipulations. (Donaldson, E. 2000), maritime insurance can be divided into two broad categories Vessel and Cargo.The insurance of vessels is known as Hull and Machinery (HM). Cover is provided either on voyage or time basis such that under the time basis, a vessel or cargo is covered for a given duration whereas under the voyage basis, the vessel or cargo is covered for voyage between ports set out in the insurance policy. Protection and Indemnity Clubs came into existence some(prenominal) later as compared to the Hull and Machinery. Up until the 19th century, a marine policy covered only seventy-five percent (75%) of the insureds financial obligation towards the third party.In this respect typical liabilities arose a lot often from running down which refers to collisi on with another ship in transit, allision which refers to collision with a fixed object and wreck removal. In the 19th century ship owners came together forming mutual under writing clubs and hence the introduction of the Protection and Indemnity Clubs (PI). Their strategic intent in that inception was to insure the remaining twenty-five percent (25%) that up until that moment was yet to be catered for by the insurers.The clubs work on the basis of registering ship owners as members who remit a premium which goes towards accumulating a fund with which reinsurance is subsequently purchased. With this in mind it would be a word of belong advice to the ship owner in question to register membership, if he/she is yet to, with a credible Protection and Indemnity Club so as to view one hundred percent (100%) coverage of liability to third parties should the hazard occur. (Donaldson, E. 2000),Membership to these clubs, whichever place in the world, is highly advisable as their coverage c omes apt in aiding to offset liability that occurred without the ship owners notice. A good case in point is the case, Thatcher vs. Schell, 2005 BCSC 1121. It tangled the accident between a 19 powerboat and a 26 sailboat operating under power at dusk on Okanagan Lake. Both vessels were destroyed and the occupants sustained injuries. The owner of the motorboat argued that the failure of the sailboat to have appropriate running lights and in its failure to turn to starboard before the collision as stipulated by the regulations.On the other hand the owner of the sailboat argued that the collision was a consequence of the motorboats over speeding and failure to maintain a proper view of its environs. It emerged to be undeniable that the driver of the motorboat had not seen the sailboat until immediately before the accident and failed to take the necessary steps to prevent it. All evidence having been reviewed, it was raise as a fact that the lighting of the sailboat had not been pro per as required and that had caused the collision.In a case such as this one where many would have easily found themselves heaping blame on the owner of the motorboat the scales of justice found the reverse to be the case. In such scenarios as in many others the coverage of Protection and Indemnity Clubs play a very significant role in the complementing of the seventy-five percent coverage provided by the Institute Cargo Clauses C. (Rose,F. 2004) The case, De Merchant Estate vs. Price, 2001 NBQB 98, 2001 N. B. J No. 328 will perhaps bring to the fore what many would think to be an impossibility.The case involved collision between a sailboat under power and a small runboat in a narrow channel. The core of the case was the question of liability and apportionment. The ruling judge found both parties at fault, a matter that posed very awkward an implication. Whereas the operator of the sailboat was faulted for not having the proper lights, impuissance to operate on the required side of the channel and failing to take evasive action, the owner of the runboat was at fault for operating his vessel under the influence of alcoholic liquor.In a case where either of the two parties would have hoped to leave unscathed by the rod of justice hence evade the head of liability, both fell victim of it. In both cases mentioned above, the necessity of insurance coverage that caters for liability to third persons on sea cannot be underplayed. Losses can be of unanticipated magnitude and hence very costly to the liable party. Of equal significance is the role played by the Protection and Indemnity Clubs (PI).It is an inception that has relievingly bailed out many from the twenty-five percent cost of liability which would be, in many cases, quite laden. The ship owner in question, seeking insurance cover for liabilities it may incur for the damage that it may cause to ship and other third party property, would best be advised to opt for cargo insurance clauses C and to further it by being part of a Protection and Indemnity club. (Brown, R. H. 2004).

Human Resource Management Essay Example for Free

Human Resource Management EssayI. IntroductionThe purpose of this paper is to analyse the characteristics of the Pre-WW II lacquerese collective management from the perspective of the tender-hearted resource naturaliseing. The essential framework of the Japanese-style human resource management before WW II constituted severalize employment by a few ranks consequently, different duties and treatments followed accordingly. The initial ranks were determined by the level i.e. complaisant recognition and overall academic achievement of advanced employees school days. Thus, the approach was called an genteelnessal class system. The graduates of either universities or engineering schools were hired as high-ranking employees with monthly payment, whilst the graduates of technical foul or commercial schools which were on a level with secondary education filled the posts of employee in semi-staff condition. Their wages were paid either monthly or daily. In the case of workmen with elementary education at shop floors, the payment was unaccompanied made daily.The gap of prestige and remuneration amongst the different ranks was distinctive 1 . This noniceable correlation mingled with educational ambit and ex officio standing was developed within a group of large corporations from the beginning of the 20th century. Afterwards, during the 1920s and 30s, it became common in large-scale firms. It has been agreed that, as a key element of corporal employment, the custom of periodically employing new graduates of universities and other educational institutions characterised the growth of the Japanese internal labour market 2 .There has been a general viewpoint that this educational class system was abolished by the Japanese policy of democratisation after WW II nonetheless, my study points divulge a new fact that a couple of misapprehension exists there. The first misconception is that it was rather exceptional for a new employee with comparatively weak e ducational play down to be promoted to a prestigious post despite his long commitment and contribution to his firm 3 . The second is that any potential disaccord between the highly ranked and compensated group of university graduates and the lower with basic education was dealt with by the former alongside the unique Japanese code of group behaviour. Especially, the fantabulous engineers with university education were known to take a serious view of operatives works at shop floor more than assignments at laboratories and this attitude was positively appraised in the past studies and discussed as a key success factor 4 .Yet, the two standpoints seem invalid. The statements of the management and leading engineers of the period prove that the university graduates of engineering did not possess adequate knowledge for production operation. Besides, they did not show any preference to practices at shop floor and instead complained a lot near technical operations at shop classs. The Ja panese firms necessitated both university-educated engineers with theoretical knowledge and shop floor technicians with operational understanding, when they developed new products on the basis of merchandise western technologies. My research 5 has investigated the Japanese human resource management of pre-war Japanese corporations, and it presents that the technicians were mostly the graduates of technical schools which were on a level with secondary education and, even in some cases, those with onlyelementary education. They were, at the beginning, hired as a junior group of workforce i.e. workmen or employee in semi-staff condition,However, got promoted later(prenominal) to the higher ranks in accordance with their commitment to work and internal training programmes, and consequent appraisals of their technical capability. The Japanese firms of the period required those human resources to improve proficient capacity, and facilitated the development by providing them with incent ives of promotion to prestigious posts.II. Higher Technical Education and Appraisal of University-graduated Engineers Throughout the historical context of adopting western industrial technologies, Japan bugger off the early disintegration of apprentice system and the swift institutional development of technical educations even before the full-scale industrialisation. Henry Dyer, a graduate of Glasgow University, act to integrate theoretical and technical educations, andthis resulted in the establishment of a symbolic institution of engineering in 1873, Kobu Daigakko, which was the precursor of the Engineering Department of Tokyo University. Dyers ideology of the combined education of technology gained high reputation of deserving international attention, and his approach was recognised to bring forth the university-educated Japanese engineers common ethos of taking operations at shop floor seriously 6 .Nevertheless, it is worth noting that a considerable number of managers, engin eers, technician, and workmen brought up harsh criticism somewhat the effectuality of the university-level technical education as well as the overall capability of university graduates. Ohuchi Ai-Sichi, managing director of Mitsubishi Electric and an ex rear admiral of technology of the Japanese Imperial Navy, advised his men in 1938 that they should ease up on the yet unprofessional new recruits from universities and stop despising the rookies of practical engineering at real workshops since the university programmes were generally concerned more with highbrow engineering theories 7 .A few causes of the university graduates insufficient practical knowledge and incapacity of directing workshop technicians and workmen were discussed firstly, the drawback of university programmes was derived from the overstress upon note takings at lectures instead of development of the ability of thinking and reading secondly, university students of engineering tended to dislike practical trainings and furthermore, the content of the university programmes lacked technical trainings demand for the actual operations at shop floors 9 .Concerning the sustainable technological development, Japanese corporations began to necessitate a new group of workforce that could fill the well-disposed and professional gap between highbrow theoreticians from universities and practitioners with relatively insufficient theoretical understandings. The Japanese firms therefore obtained the essential human resources from their own internal training programmes as well as personnel administration. The following section will introduce the authors research on the managerial endeavour in the ship progress toing sector, which led the noticeable growth of the Japanese heavy industry.III. Internal Development of Human Resources and Professional Promotion In the case of the shipbuilding industry, this research analyses the humanresources development and personnel administration of the naval arsenal and t he Nagasaki dockyard of Mitsubishi Shipbuilding Company. The following three points deserve our attention. Firstly, along with the development of the modern educational institution, they recruited university or polytechnic graduates for the prestigious post of administration, but this was not the only approach of employment another method of personnel was to train talented workshop technicians and workmen internally and then promote them to the first-rate positions. Secondly, it is worth denoting that the technological underdevelopment facilitated the industry to build up the personnel policy.Then, lastly, due to the industrial underdevelopment, the two organisations transferred newly recruited assistant engineers from university or polytechnic to workshops for a while during the initial period of their career development the intention of this programme was to allow them experience the technical practices. The three features are well lighted in the following historical descriptio ns.The naval arsenal in its early phase of 1870 benchmarked a French model of technical school to set up its own, and commenced development of two kinds of human resources superior technical staffs with education of professional apprehension of theories (similar to the French naval technical officers) and skilful chargehands at shop floors with basic theoretical education. In tandem with the founding of modern technical schools in Japan, only university graduates were recruited for the superior posts of engineering from 1882, and the corporate training programmes for professional engineers was abolished.As presented in board 2, the rate of university graduates and polytechnic graduates within the newly recruited junior engineers during the 1920s reached approximately 50 percent. In the first half of the same period, elementary school graduates covered 20 to 30 percent of the population then in the second half, the ratio was replaced by the graduates of corporate technical schools. The latter group were in addition elementary school graduates thus, this implies that they were employed, at the beginning, as wage earners right after their graduation. They acquired technical knowledge from workshop practices, and then learned basic theories through the corporate school therefore, the personnel administration of hiring those internally developed labourers for the junior posts continued. In addition, and surprisingly, their path of career development was extended to the positions of superior engineers.Table 3 presents that only 60 percent of the total population of the upper-class engineers was covered by university and polytechnic graduates whereas the graduates of corporate school occupied nearly 20 percent during the 1920s.The development of the personnel system of promoting a part of talented workmen and workshop technicians to engineering staffs was realised by the fact that the skilled workmen and technicians with sufficient operational knowledge and experie nce at shop floors played a significant role in the ship design of the time. The blueprints described, at most, ship concepts and hull structures no information regarding how to build them was provided. Hence, engineering staffs with conceptual understanding of the blueprints, technical capability of choosing proper materials, and managerial experience of directing dockyard workmen and technicians were demanded, and the internally trained workforce from shop floor turn out to be the most capable 11 . The unique scheme of promotion was therefore developed to increase their working incentive.In contrast, the role of superior engineers with university or polytechniceducation was limited to the managerial posts of each sector and preparation of the blueprints of basic design. It was therefore inevitable to let them have workshop experiences.The largest personal industrial leader, Mitsubishi Shipbuilding Companys Nagasaki dockyard, was not an exception. The employment of university or polytechnic graduates started in 1890, and the recruitment from university increased from the beginning of the 20th century. In 1911, the corporate policy of employing only university graduates for the superior posts was forged. Nonetheless, owing to the identical context of the naval arsenal, the internally educated skilled workforce with affluent shop floor experiences and technical knowledge was constantly on demand. In consequence, the company decided to promote staffs without university education to the superior posts in engineering as well 12 .Table 5 indicates that, from 1916 to 1926, nearly a half of the new superior technical staffs were the recruitment of workshop technicians without any kind of high education. Some of the new staffs were the graduates of Mitsubishi Kogyo Yobi Gakko (preparatory school of engineering), which was established in 1899 to train operatives for blueprint reading at least 37 men were included, and their educational background was elementary schoo l only 13 .Just like the naval arsenals personnel scheme, Mitsubishi also developed a programme of transferring superior engineers with university education tothe post of apprenticeship at workshops to let them obtain live knowledge and experience. In 1923, the period of apprenticeship was fixed as a half a year, then, extended to a year in 1927 14 .IV. Concluding RemarksIn the advance of the Japanese heavy industry, two sorts of technical talents were required a group of workforce for adopting the western technologies, and the other group of skilled engineers, who could direct workmen and workshop technicians in operation and understand engineering theories as well. The former was supplied by university graduates alongside the establishment of higher education in Japan then, the latter was grown by both the corporate training programmes for talented workmenworkshop technicians (with relatively weak educational background) and the personnel scheme of promoting them to superior posts . The Japanese firms try out a plan of fully utilising their potentials by promoting them to the most prestigious position of workman i.e. chargehand, but the attempt was unsuccessful since chargehands did know their unsatisfactory social status and even tried to leave the post of chargehand, if possible. It was thus necessary to firstly develop an incentive system of promotion, based upon corporate training programmes, and then integrate it into the educational class system. The personnel ways and means enabled management of any kind of potential disaccord or communicational hold back between superior staffs (with university-level education) and workmen and workshop technicians and the personnel scheme facilitated the efficient internalisation of the imported technologies at shop floors.

Pathways to College Essay Example for Free

Pathways to College EssayPathLess than 17% of African-American and Latino students go away pause high school and graduate from college. (Landy, 2013) Less than 70% of students in Milwaukee graduate from high school. (Pathways PowerPoint, 2013) Only a little over 25% of the people in Wisconsin hold a four-year college degree. (OConnell, 2014) This educational disparity leads to economic disparity which affects the entire state, not scarcely the urban beas with a higher achievement gap since nigh jobs with an annual salary over $30,000 will require a four-year degree.(Winters, 2014) T present is a broadcast called Pathways to College that is works hard to change these shocking statistics. We atomic number 18 here tonight to show you that Pathways to College is a cause worthy of your and your organizations time, talent, and treasure. The problem is that not enough people know about Pathways to College. We would like to groom a few minutes of your time to introduce you to th is exceptional program. According to Pathways director Kelly Ramirez, Pathways to College was the vision of past WLC president Tim Kriewall and the program original its first students in 2007.Although located on the WLC campus, Pathways to College is a non-profit organization independent from WLC. With the mission to create a belief that college is an option for everyone (Pathways pamphlet), the program assists lower-income college prospects who are first-generation students (neither of their parents flip graduated from college) and wipe out the potential to succeed in college. In this program, students develop academically, socially, and spiritually for college. The program excessively assists them in finding the financial resources to attend college.The ultimate goal is to ontogenesis the number of lower income and minority students pursuing and completing a post high school education. (Pathways pamphlet) The Pathways to College program consists of four components. First is Pathways Prospects in which families visit the WLC campus to wrench familiar with a college environment and prepare for the Pathways program. (Pathways pamphlet) Next is the precollege component, which is the center of the program. Students in grades 6-12 participate in the after school prep center at least once a week and also once a month on Saturday mornings.They study, receive tutoring and teaching, attend life skills workshops, and participate in pedestal (Science, Technology, Engineering, and Mathematics) and literacy programs. In addition, the program sponsors a summer academy for grades 6-11 which focuses on academics, sports, and fine arts such as art, dance, drama, and music. (Pathways pamphlet) Director Ramirez said that in addition, high school seniors are able to broaden their educational horizons every summer on an international trip. (This year they are going to Puerto Rico)Freshman, sopho more thans, and juniors take a Civil Rights incumbrance in the Southern sta tes, visit colleges in California, and colleges on the East Coast on alternating years. For the first time in the coming 2014-2015 school year, Pathways to College will be privileged to implement the final component, the college program, as the first graduating class of Pathways begins college next fall Ramirez said the directors of the program will continue to boost and mentor these college students. They will keep tabs on the students grades and attendance.In addition, financial support, workshops over school breaks, and internship as well as job and career assistance will also be offered. (Pathways PowerPoint, 2013) Finally there is the parental program. Parents also attend workshops throughout the school year. These regular meetings offer help with life skills and support for guiding their squirt toward college. (Pathways pamphlet) It takes a special student to be accepted into the Pathways program. Ramirez informed us that at present there are 17 Pathways partner schools.Teac hers at these schools discern students that they feel meet the program qualifications of a low-income, first-generation student with a minimum C grade average and minimum behavior problems at school. Once accepted into the program, students must sign the Pathways to College Covenant. Here they promise attend at least 80% of the activities offered, exhibit Christ-like behavior at all times, keep up schoolwork and grades, and keep an open communication with their parents and with the Pathways program.Parents must also sign the covenant and agree to attend at least 80% of the parent programs, support and encourage their son or daughter in his/her academic career, and do everything to promote a loving Christian household. As long as these commitments are maintained, the claw is welcomed and encouraged to stay in the program. (Pathways to College Covenant) Besides the above commitments, there is no monetary cost to the parents or the students who are selected for the program. This is not to say that the program itself comes without a price tag, however.Pathways director Kelly Ramirez said that the annual budget for Pathways is a half million dollars. This budget is totally dependent on grants, private donors, foundation contri thoions, and livestock raisers. She also said that even though the directors switch pulled the $500,000 budget together for this year, this just covers the basic program for its 240 students. A larger staff and a more reliable long-range financial picture are admited to lighten present workloads, add a kindergarten-4th grade component, and expand this program to its maximum talent of 700 students.We feel this is a great program, which we ourselves promote and support. We dont want you to just take our word for it, however. Wed like you to hear from families that have already benefited from the Pathways to College program. (YouTube testimonial) (Attention Era, 2013) Better yet, come see for yourself. If you can come early to class some Monday afternoon, stop by and visit with some of the volunteers and students in the program. Drop in and talk with Director Kelly Ramirez or Executive Director Milton Cockroft in their offices in the administration building.Now you are aware of the Pathways to College program. You have seen for yourself the great work that Pathways to College is doing with these new-fashioned people. Thats all well and good, but you figure, Well, this is all far removed from me and my family and my business. I know theres a sales pitch coming, but it really has nothing to do with me. It has everything to do with you, your family, and the community. Successful college graduates of this program will produce dedicated, responsible, skilled workers with whom you will be working and that will be working for the companies that you own or manage.This can only mean success for you and your business In addition, these young people wont need help from the administration and other agencies but will have gr eat potential for a productive future. First of all there will be decreased need for WIA funding. (U. S. Department, 2014) As young people with STEM training at Pathways, they have excellent prospects for good paying jobs since 47% of Bachelors degrees in STEM occupations earn more than PhDs in non-STEM occupations. (The case for, 2013) Over a lifetime, a college graduate will earn $1,000,000 more than someone who only earned a high school degree. (Pathways PowerPoint, 2013) As you can see from the following chart (Youth Indicators, 2011), it does take education to get out of poverty. Every graduate will be one more person to contribute his/her talents and skills to society. Every graduate will help and encourage the next generation of friends and family to also go to college, which will have a positive ripple effect on the community.(Some Pathways parents themselves have already been inspired to enroll in college ) Best of all, you will know that you had enough recognise and fores ight to take a part in enriching the lives of these deserving young people and the lives of those they touch. Now you are convinced that Pathways is certainly a great program and worthy of your support. However, you are thinking, Jeepers, Im going to college. I have a family to support. Youre barking up the wrong tree, ladies. I dont have any extra money Dont you? Lets put Pathways half million dollar budget into perspective.Ramirez says that it be about $3000 a year for each child that goes through the program. If we in this room would adopt a child and split that amount up among us, and past divide that by the weeks in a year, it would cost each of us no more per week than the price wed pay for a caffe latte at Starbucks If you own or manage a business there are other things you can do. Visit your companys HR segment to see what type of donation your company could make. Perhaps you could have your company or PTA make Pathways the beneficiary of its next fund raiser.There are other things Pathways can use that are just as valuable as money/treasure. Pathways can use your time and talents. If you are great at mathematics or grammar, for example, think about tutoring a struggling student. Maybe you dont have time to come in to tutor once a week. As a sales manager, you could lead a once-a-year workshop instructing students how to write a resume. As the assistant manager of a bank, you could offer your financial expertise by teaching a workshop on money management. As a cook and cafeteria manager you could give a nutrition workshop.These are just a few suggestions to get you started. You have seen for yourself the great work Pathways is doing for these young people You know that the program is worthy of support in the form of your time, talents, and treasure. You are aware of Pathways to College. Please spread the word and help us make others aware References Attention Era. (2013, March 10). Pathways to College-the story Video file. Retrieved from http//ww w. youtube. com/results? search_query=Pathways%20to%20Collegesm=12.The case for STEM education as a national priority good jobs and American competitiveness. (2013, June). Retrieved from http//www. stemedcoalition. org/wp-content/uploads/2013/ 10/Fact-Sheet-STEM-Education-Good-Jobs-and-AmericanCompetiveness-June-2013. pdf Landy, B. (June 13, 2013). Graph U. S. college graduation rates are rising, but the rest of the world is catching up Web log post. Retrieved from http//tcf. org/blog/detail/graph-u. s. college-graduation-rates-are-rising-but-the-rest-of-the-world-is OConnell, M. (2014, February 11).The role of education in the state of the economy. Paper presented at the Wisconsin ACT organization 2014 Annual Conference, Middleton, WI. Pathways to College. (n. d. ). Information pamphlet Pathways to College. (n. d. ). Pathways to College covenant Organization contract Pathways to College. (2013). What caterpillar tread are you on? PowerPoint Ramirez, K. (2014, February 19 and Mar ch 3). Interview by C. Ristow and R. Flagg.What are Needs of Pathways to College? U. S. department of labor employment and training administration notice of approachability of fundsand solicitation for grant applications for Youth Build. (2014, February 18). Retrieved from http//www. doleta. gov/grants/pdf/YouthBuild SGA-DFA-PY-13-04. pdf Winters, D. (2014, February 11).The brutal facts about the changing labor market and the need for an educated workforce. Paper presented at the Wisconsin ACT Organization 2014 Annual Conference, Middleton, WI. Youth indicators 2011 Americas youth Transitions to adulthood youth indicators 2011Americas youth. (2011, December 26). Retrieved from http//nces. ed. gov/pubs2012/ 2012026/figures/figure_32a. asp.