Dollar Diplomacy Definition and Examples

Dollar diplomacy is the term applied to American foreign policy under President William Howard Taft and his secretary of state, Philander C. Knox, to ensure the financial stability of Latin American and East Asian countries, while also expanding U.S. commercial interests in those regions. In his State of the Union Address on December 3, 1912, Taft characterized his policy as â€Å"substituting dollars for bullets.† Despite some successes, dollar diplomacy failed to prevent economic instability and revolution in countries like Mexico, the Dominican Republic, Nicaragua, and China. Today the term is used disparagingly to refer to the reckless manipulation of foreign affairs for protectionist financial purposes. Key Takeaways Dollar diplomacy refers to the U.S. foreign policy created by President William Howard Taft and Secretary of State Philander C. Knox in 1912.Dollar Diplomacy sought to bolster the struggling economies of Latin American and East Asian countries while also expanding U.S. commercial interests in those regions.U.S. interference in Nicaragua, China, and Mexico in order to protect American interests are examples of dollar diplomacy in action. Despite some successes, dollar diplomacy failed to achieve its goals, resulting in the term being used negatively today. American Foreign Policy in the Early 1900s During the early 1900s, the U.S. government largely abandoned its isolationist policies of the 1800s in favor of using its growing military and economic power to pursue its foreign policy goals. In the 1899 Spanish-American War, the U.S. took control of the former Spanish colonies of Puerto Rico and the Philippines, and also increased its influence over Cuba. Taking office in 1901, President Theodore Roosevelt saw no conflict between what his critics called American imperialism and demands by political progressives for social reform at home. In fact, to Roosevelt, control of new colonies represented a way to advance the American progressive agenda throughout the Western Hemisphere.    In 1901, Roosevelt moved to build—and control—the Panama Canal. To gain control of needed land, Roosevelt supported an â€Å"independence movement† in Panama resulting in the reorganization of the government under a pro-canal American sympathizer. In 1904, the Dominican Republic was unable to pay back loans from several European countries. To prevent possible European military action, Roosevelt toughened the Monroe Doctrine of 1824 with his â€Å"Corollary to the Monroe Doctrine,† which stated that the United States would use military force in order to restore order, stability, and economic prosperity in other nations of the Western Hemisphere. Along with weakening European influence in Latin America, Roosevelt’s corollary further established the U.S. as the world’s â€Å"policeman.†Ã‚   Roosevelt’s foreign policy of â€Å"confident intervention† was not limited to Latin America. In 1905, he won the Nobel Peace Prize for leading negotiations that ended the first Russo-Japanese War. Despite these apparent successes, the backlash from the anti-American violence of the Philippine-American War drove Roosevelt’s progressive critics to oppose U.S. military intervention in foreign affairs. Taft Introduces His Dollar Diplomacy In 1910, President Taft’s first year in office, the Mexican Revolution threatened U.S. business interests. It was in this atmosphere that Taft—with less of Roosevelt’s militaristic â€Å"carry a big stick† bluster, proposed his â€Å"dollar diplomacy† in an attempt to protect U.S. corporate interests around the globe. William Howard Taft Campaigns from a Train. Bettman / Getty Images Nicaragua While he stressed peaceful intervention, Taft did not hesitate to use military force when a Central American nation resisted his dollar diplomacy. When Nicaraguan rebels attempted to overthrow the American-friendly government of President Adolfo Dà ­az, Taft sent warships carrying 2,000 U.S. Marines to the region to put down the insurrection. The rebellion was suppressed, its leaders were deported, and a contingent of Marines remained in Nicaragua until 1925 to â€Å"stabilize† the government. Mexico In 1912, Mexico planned to allow Japanese corporations to purchase land in the Mexican state of Baja California, which included Magdalena Bay. Fearing that Japan might use Magdalena Bay as a naval base, Taft objected. U.S. Senator Henry Cabot Lodge secured passage of the Lodge Corollary to the Monroe Doctrine, stating that the U.S. would prevent any foreign government—or business—from acquiring territory anywhere in the Western Hemisphere that might give that government â€Å"practical power of control.† Faced with the Lodge Corollary, Mexico abandoned its plans. China Taft then tried to help China withstand Japan’s increasing military presence. At first, he succeeded by helping China secure international loans to expand its railroad system. However, when he tried to help American businesses become involved in Manchuria, Japan and Russia—having won shared control of the area in the Russo-Japanese War—were outraged and Taft’s plan collapsed. This failure of dollar diplomacy exposed the limitations of the U.S. government’s global influence and knowledge of international diplomacy. Impact and Legacy While it was less dependent on military intervention than Theodore Roosevelt’s foreign policy, Taft’s dollar diplomacy did the United States more harm than good. Still plagued by foreign debt, the Central American countries came to resent U.S. interference, fostering anti-American nationalist movements. In Asia, Taft’s failure to resolve the conflict between China and Japan over Manchuria further heightened tensions between Japan and the United States, while allowing Japan to build its military power throughout the region. Aware of the failure of the dollar diplomacy, the Taft administration had abandoned it by the time President Woodrow Wilson, took office in March 1913. While he attempted to maintain U.S. supremacy in Central America, Wilson repudiated dollar diplomacy, replacing it with his â€Å"moral diplomacy,† which offered U.S. support only to countries that shared American ideals. Sources and Further Reference â€Å"Dollar Diplomacy, 1909-1913.† U.S. Department of State. Langley, Lester D. â€Å".†The Banana Wars: United States Intervention in the Caribbean, 1898–1934 Rowman Littlefield Publishers (2001). Beede, Benjamin. â€Å"The War of 1898 and U.S. Interventions, 1898 to 1934.† p. 376. Books.google.com.Bailey, Thomas A. (1933). â€Å".†The Lodge Corollary to the Monroe Doctrine The Academy of Political Science

Abstract Expressionism And Dada - 873 Words

Art is a reflection of society and the First and Second World Wars, two major international conflicts that dominated the world affairs and culture of the times, are reflected in the art of their respective time periods. Dada was the primary art movement in response to World War One, while Abstract Expressionism was in response to World War Two. Dada was an art movement launched in protest to the political, social, and cultural norms that were thought to have caused the war by its disillusioned creators. Dubbed the â€Å"anti-art movement†, Dada works were irrational and outrageous. More emphasis was placed on the politically charged messages inherent in Dada works than the aesthetics. Abstract Expressionism is viewed as the first purely†¦show more content†¦In a world full of propaganda, one was expected to support the state. One could not voice their opinions to the contrary, at least not publicly. The dull, lifeless, expressionless head emphasizes this. The Meaning of the Hitler Salute serves as a critique of the hypocrisy of Hitler secretly receiving political donations from corporations while preaching about populism and how the German working class was unfairly treated. Photomontage, a common medium in Dada, is utilized in this work. The scale is very important in this work as big business is presented as looming over Hitler. The Nazi party’s hand gesture was seen as powerful and the fact that it is turned into a hand accepting money is mocking this. Other Dada works, such as Marcel Duchamp’s Fountain and L.H.O.O.Q., are not nearly as politically charged in their content but the context behind the Dada movement remains the same. Regardless of the subject matter, Dada’s purpose was to reflect the absurdity of the war. While on the surface Jackson Pollock’s gestural paintings, such as Number 1, 1948 and Shimmering Substance, might not seem to reflect the time period they very much do. The colorful, abstract, and highly emotional Abstract Expressionist movement was a reflection of the anxious and depressing mindset of the era. Even when the war ended in 1945 there was still a lot of emotions such as uncertainty and downright disgust about the events that had just transpired. AbstractShow MoreRelatedThe Influence of Dadaism on Surrealism and Abstract Expressionism1175 Words   |  5 Pagesï » ¿TOPIC: IMAGINATION VALUES ORDER ID: A2098372 The Influence of Dadaism on Surrealism and Abstract Expressionism When the groundbreaking philosophers of psychology, Sigmund Freud and Karl Jung, presented the world with their ideas about the subconscious, they prompted a surge of human introspection. The idea of an unexplored, and perhaps unknown self, lurking beneath the social faÃÆ' §ade intrigued and tortured many artists who began to shift their focus from the outer world to more personal strugglesRead MoreExpressionism : An International Artistic And Literary Movement1176 Words   |  5 PagesTo understand Surrealism, we must first look at Dadaism, the art movement from which Surrealism stems. Dadaism was an international artistic and literary movement which began in 1916 and lasted until the mid 1920s. Artists involved in the Dada movement were experimental and controversial. They constantly pushed and broke the boundaries of what art is defined as and what art-making could be. 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Code of Ethics in Engineering for Humanity - MyAssignmenthelp

Questions: 1.What is engineering? 2.What are the Code of Ethics in Engineering? 3.What is professionalism in engineering? 4.What else is considered in these codes of ethics? Answers: 1. Engineering is the innovative procedure of creating and using the experience and knowledge of humanity to provide safety, wellbeing and health to all individuals in society, with due concern to the surroundings in which they live and the availability of the resources they use (Lollino, 2014). Individuals in the Organization of Engineers, Australia are bound by similar values to support engineering and enhance its knowledge for the greater good based upon certain principles. This values include; competent performance, innovative practice, engineering excellence, sustainable development, equality of opportunity, and social justice. The society entrusts its integrity and decision of individuals to enhance the above ethics and to work in a professional way that focuses on the interests of the society above personal or sectional interests (Cameron O'Leary 2015). 2. The code of Ethics gives a list of guidelines which have been stipulated by the board of the organisation as the basis upon which individuals shall perform their work in order to gain the trust of the community. In addition, it is the structure from which principles of conduct are created. Over time, this code of ethics are subject to changes. Therefore, it is important to periodically inform the society about the changes in the code of ethics. In 1994, there was a revision of the code of ethics that enhanced changes in perceptions of the society and the greater responsibility of the organisation in peoples activities (Stappenbelt 2013).The principle has a part which gives specific guidelines on the applicability of the values to manage the needs of the communities. According to Whitebeck, members are supposed to follow the guidelines as highlighted in order to be involved in the activities of the institution. Most importantly, all participants are supposed to provide continuous s upport to the proper control of practice, employment and qualifications in engineering (Whitebeck, 2015). It is significant to note that the members working according to the guidelines are supported fully by the Institution (Harris, 2015). The extent of the support will depend on the Councils decision on the achievements of every case. 3. Harris suggests that Engineers working as self-employed consultants are usually dependent on the decision of the clients and that decision is determined on how they perceived in order to work according to the requirements of the client (Harris, 2015). Hence, engineers who do not work according to the clients instructions are less likely to be given contracts in future. In most areas the number of potential clients is minimal and consultants facing problems due to social responsibility will easily be identified. Moreover, if an engineer suspects that the project does not affect the health, welfare, and safety of the society they have an obligation to work on the project unless themselves would negatively impacted by the project. However, engineers are expected to work according to the interests of the community. At a minimal level, the code of ethics should limit an engineer from creating a good Engineering Information System (EIS) for the employer if there is a possibility of enda ngering the welfare of the community. If the engineers entirely depend on ethical values for moral reasoning then there is no doubt that they should consider the interest of their clients in creating an EIS unless they will be directly impacted by the project. This is because majority of the engineering principles also include a tenet that requires them to use their knowledge and skills according to the instructions of the employer (Oladinrin Ho 2014). The code of ethics does not include the environment in the tenet which has contributed to an ongoing debate with the Australian Institution of Engineers. This leaves the contracted engineers to make a decision on whether environmental protection is an important part of society welfare. Regarding their responsibility in creating EISs, majority of engineering contractors highlight a different form of moral reasoning, they suggest that they have integrity and hence their EIS report are not only focused on the client. In general, engineering code of ethics tenets. For instanc e, all engineers are required to act with honesty, good faith and fairness. However, most contractors creating an EIS will not consider making a decision based on scientific credibility as being dishonest and unfair. It is common to find most engineers manipulating an EIS in order to provide a reasonable outcome and that they are mostly concerned with integrity than ethical behavior. Therefore, engineering consultants than attain a reputation with the community for distorting and manipulating an EIS will affect those clients who want to gain community approval for their construction (Baillie Levine 2013). On the contrary, contractors who create an EIS that gives the community an opportunity to reject the project would not get more work in future. Integrity for engineering contractors involves being careful while preparing a favourable EIS without biasness on both parties. This means that you should be within the range of scientific credibility (Cropley 2014). 4. Additionally, emphasizing on individuals ethics, which is a professional code, tends to focus on ethics that surrounds single projects. In particular, an EIS targets individual projects which has a minimal impact on the environment. Mostly it is the continued effect of such construction that deteriorates the environment. Hence, a contractor working on a certain EIS may feel guaranteed that the project will not impact the environment, therefore, it is important for the engineer to be aware of cumulative effect of those projects. Clearly, the institution of Engineers, Australia have doubts that this possible (Dyehouse, 2017). They have highlighted that EISs cannot estimate the additional effects of projects on the environment and that it was wrong to consider the Environmental impact assessment to assess the long-term sustainability problems. To conclude, an EIS is not an accurate tool for assessing environmental affects and excessive environmental problems does not suggest that the project will not be commissioned. Furthermore, the ethic of sustainable development is that development which meets the current needs without affecting the ability of future individuals to meet their own needs. References Abdul-Rahman, H., Hanid, M., Yap, X. W. (2014). Does professional ethics affect quality of constructiona case in a developing economy?. Total Quality Management Business Excellence, 25(3-4), 235-248. Baillie, C., Levine, M. (2013). Engineering ethics from a justice perspective: A critical repositioning of what it means to be an engineer. International Journal of Engineering, Social Justice, and Peace, 2(1), 10-20. Cameron, R. A., O'Leary, C. (2015). Improving ethical attitudes or simply teaching ethical codes? The reality of accounting ethics education. Accounting Education, 24(4), 275-290. Whitbeck, C. (2011). Ethics in engineering practice and research. Cambridge University Press. Stappenbelt, B. (2013). Ethics in engineering: Student perceptions and their professional identity development. Journal of Technology and Science Education, 3(1), 3-10. Oladinrin, T. O., Ho, C. M. F. (2014). Strategies for improving codes of ethics implementation in construction organizations. Project Management Journal, 45(5), 15-26. Lollino, G., Arattano, M., Giardino, M., Oliveira, R., Peppoloni, S. (2014). Engineering Geology for Society and TerritoryVolume 7. Springer International Publishing. Behm, M., Culvenor, J., Dixon, G. (2014). Development of safe design thinking among engineering students. Safety science, 63, 1-7. Harris, H. (2015). The Influence of Professional Associations on Organizational Ethics: The Case of Veterinarians. In The Ethical Contribution of Organizations to Society (pp. 161-175). Emerald Group Publishing Limited. Dyehouse, M., Weber, N., Fang, J., Harris, C., David, R., Hua, I., Strobel, J. (2017). Examining the relationship between resistance to change and undergraduate engineering students environmental knowledge and attitudes. Studies in Higher Education, 42(2), 390-409. Cropley, D. H. (2014). Engineering, ethics and creativity: Ner the twain shall meet. The ethics of creativity, 152-169. Ho, C. M. F. (2014). Strategies for improving codes of ethics implementation in construction organizations. Ethics.

Eymp1 Context and Principles for Early Years Provision †Parents as Partners free essay sample

The expectation of parent shall be address through discussion with parents with methodology followed in the setting and how it | |addresses and complements needs of parent and child. | |Information Brochures and Parents handbook: The goal of a handbook is to provide all the pertinent information related to setting, | |methodology followed, content of education, development techniques, parent teacher feedback mechanism and meeting frequency, quality of | |teacher and their qualifications, health and safety measures, administrative details such as fees, teachers contacts etc. Additionally, | |information about what parents need to provide on first day and on an ongoing basis shall be outlined clearly to allow parents to remain | |organized to ensure flawless inclusion of child in the new setting or beginning of term after break. | |Understand the views of parents: Parent is front and center for child and understanding parent is critical. Their views on education, | |methodology, development and care are useful to know about their needs and wants. We will write a custom essay sample on Eymp1 Context and Principles for Early Years Provision – Parents as Partners or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The culture and ethnic background helps teachers to know | |more about child and language preferences. | |Parents keeping records: Teacher shall gather as much information about child and teacher shall ask parent to complete a form about their | |child’s current interest and needs to help with the individual planning for the child. The observation sheet can be leverage to know more | |about child in situational questions For Ex. Child’s approach towards plays that are physical demanding. The observation sheet helps in | |developing a better plan for child and helps parent to correlate with plan and methodology followed in the setting. | |Inviting parent to setting: The objective is to build the relationship of trust and care offered in the setting. The trust building commences| |with how teacher deals in the classroom and how each child has been touched upon in each session. The parent would always like to see how | |developmental needs are addressed in the classroom. |Establishing and maintaining a professional relationship: Teacher shall always maintain their independent and professional assessment of | |child’s development needs. Professional relationship begins with having following set methodology of setting and providing unbiased feedback | |on development. Moment trust is developed at the outset of engagement then building professional relationship become relatively easier as | |opinion of teacher matters for parent and parent may willingly work with te acher on development. 3. 2 Review barriers to participation for carers and explain ways in which they can be overcome. |There are few barriers to participation for parent and teachers and they could be overcome through active communication and continuous dialogue. The| |partnership model of trust plays vital role to overcome barriers. The relationship of trust leads to providing constructive feedback while raising | |concerns without prejudice. This includes providing feedback and sharing concerns such as: | |A child has a special educational needs based on behavior pattern demonstrated in the setting | |A child is falling behind class due to lack of sufficient support and help at home or that his or her needs are being neglected | |A child is malnutrition and lacks drive to engage in physical activities | |Parents becoming angry or upset: When parents become upset almost because they are under emotional stress or non receptive to feedback for their | |loved ones. Parents always love their child and often times they do not want to engage in dialogue and will get upset and angry. These situation | |demands calmness from teacher and these are immediate reactions from parent. If parent is persistently angry then teacher shall consider seeking | |help from senior member of the setting to provide independent view of development of child. The objective here is to ensure that child development | |is not neglected due to reaction f ormation. |Parents and carers with other priorities: Sometimes parent have other pressing priorities such as job stress, long work hours, household work etc, | |which may lead to neglect of the child’s welfare. These type of parent needs extra time to meet teachers and would like to hear updates on their | |child development through email and other mode of communication rather than in-person dialogue. Teachers may have to accept the fact that parent may| |not act in desired fashion always and may have to be creative to address development needs through engagement during their free time and pre-booked | |open appointment slots for exchange of information. The positive attitude and understanding of parents problem helps in resolving the gap between | |parent and the teacher. |Parents and carers having prejudicial attitude: Occasionally a child in nursery will show discriminative behavior that has come from home environment| |or other play area setting. The child will display a prejudice behavior to other child or teacher this may create negative environment in the | |setting. The parents need to be clear that such views are not acceptable in early years setting and does not help in developmen t of other children. | |Differences in rules and expectations: Families have a range of approaches to the problem they face. These approaches may contradict what is | |expected in an early years setting or school. These approaches may come from ethic background or religious belief and does not necessarily align | |with principles of setting or teaching methodology. The best approach to difficulties like these is to build bridges between home and setting | |through education of parent on methodology and their engagement on reading texts that are useful. Teacher and parents can explain the child that | |there is a different role or expectation in the setting. | 3. 3 Explain strategies to support carers who may react positively or negatively to partnership opportunities. |There are various strategies that can be deployed in variety of situations to address positive or negative reactions of parent. The positive | |reaction can be leverage to further build trust to achieve more with child development while negative reactions can be used constructively to | |address heart of the problem in the mind of carer. | |It’s important to understand that not all parents wish to take part with working in partnership and some parents may react in a negative | |manner but by not putting any pressure on them it may result in them having a more positive attitude. Those parents who act in a positive way | |will tend to be more at ease with discussing their child’s progress. Some carers may find it difficult to accept their child needs assessments| |to identify possible learning difficulties. This can be helped with being sensitive and listening to any concerns the parent may have and | |offering lots of support and information and give plenty of time for discussions, explain that they will be informed about any changes and | |that their child will not be singled out. Involve parents and the child with details of what they should expect during phase of development. | |If parents/carers are still not happy get SENCO to offer advice and also the head teacher to offer support to the parents and staff. Parents | |tend to accept it more if it’s about their child’s learning but find it more difficult to accept if it’s about their child’s behavior. It’s | |important to listen to what the carers and the child are saying and trying your best to explain it in the best interest of the child. Explain | |that by getting outside agencies advice may help to staff and parents in the best ways to deal with the situation in order for their child to | |reach their full potential, and hold meetings in school if it’s more convenient for the parents/carers. | |In the complex situation the strategy to engage head teacher is useful to calm negative reactions and help in development of child. The | |strategy to share experience of successful development with parent in similar situation helps in empathizing in situations during negative | |reaction forming. |

The First 30 Days of the George W. Bush Presidency

The First 30 Days of the George W. Bush Presidency Setting priorities for his first term in 1933 was easy for President Franklin D. Roosevelt. He had to save America from economic ruin. He had to at least begin to pull us out of our Great Depression. He did it, and he did it during what has now become known as his First Hundred Days† in office. On his first day in office, March 4, 1933, FDR called Congress into a special session. He then proceeded to drive a series of bills through the legislative process that reformed the U.S. banking industry, saved American agriculture and allowed for industrial recovery. At the same time, FDR wielded the executive order in creating the Civilian Conservation Corps, the Public Works Administration, and the Tennessee Valley Authority. These projects put tens of thousands of Americans back to work building dams, bridges, highways and much needed public utility systems. By the time Congress adjourned the special session on June 16, 1933, Roosevelts agenda, the New Deal, was in place. America, though still staggering, was off the mat and back in the fight. Indeed, the successes of Roosevelt’s First 100 Days gave credence to the so-called â€Å"stewardship theory† of the presidency, which contends that the President of the United States has the right, if not the duty, to do whatever best addresses the needs of the American people, within the limits of the Constitution and the law. Not all of the New Deal worked and it took World War II to finally solidify the nations economy. Yet, to this day, Americans still grade the initial performance of all new presidents against Franklin D. Roosevelts First Hundred Days. During their first hundred days, all new Presidents of the United States try to harness the carryover energy of a successful campaign by at least starting to implement the main programs and promises coming from the primaries and debates. The So-Called Honeymoon Period During some part of their first hundred days, Congress,  the press, and some of the American people generally allow new presidents a honeymoon period, during which public criticism is held to a minimum. It is during this totally unofficial and typically fleeting grace period that new presidents often try to get bills through Congress that might face more opposition later in the term. The First Thirty-or-so of the First Hundred Days of George W. Bush Following his inauguration on January 20, 2001, President George W. Bush spent the first one-third of his First 100 Days by: Getting himself and his successors  a raise in presidential salary to $400,000 a year as approved by Congress in the closing days of its last session;Reinstating  the Mexico City policy denying US aid to countries that advocate abortion as a method of family planning;Introducing  a $1.6 trillion tax cutting program to Congress;Launching  a Faith-Based Initiative to help local charitable groups;Launching  a New Freedom Initiative to help disabled Americans;Filling out  his Cabinet including the controversial appointment of John Ashcroft as Attorney General;Welcoming a pistol firing visitor to the White House;Launching renewed air strikes against expanding Iraqi air defense systems.Taking  on big labor unions in government contracting; andFinding  out that an FBI agent may have spent years spying for Russia. So, while there were no depression-busting New Deals or industry-saving reforms, the first 30 days of the presidency of George W. Bush was far from uneventful. Of course, history will show that most of the rest of his 8 years in office would be dominated by dealing with the aftermath of the September 11, 2001 terror attack a mere 9 month after his inauguration.

Law of Obligations (Tort Law)LLB Essay Example | Topics and Well Written Essays - 1000 words

Law of Obligations (Tort Law)LLB - Essay Example The employer, on the other hand, may have a claim for damages against Beatrice for her negligence. Employer's Duty of Care and its Breach. In the recent case of Jones v BBC, 2007 WL 2187023 (QBD), where Jones, a freelance sound recordist for defendant BBC claimed that he suffered personal injury when a windmill rotor fell onto his back causing severe spinal injury rendering him paraplegic. In ruling for the claimant, the court stated that since BBC's safety crew had identified a risk of the falling mast, a discussion before filming should have been made to warn the crew not to go beneath it. But the safety crew did not give the warning. Such failure of BBC, through the safety crew, is considered negligent which caused Jones' accident. Thus, the BBC was liable for Jones' injuries. Also, the cameraman and Jones worked as a team because their equipment was linked. Jones with his equipment was following the cameraman who had decided to pass beneath the mast thereby leading Jones into the hazardous area. The cameraman was then in breached of his duty of care and the BBC was vicariousl y liable for that negligence. In Wilsons & Clyde Coal Company, Limited v English, [1938] A.C. 57, the House of Lords stated as follows: " primarily the master has a duty to take due care to provide and maintain a reasonably safe system of working in the mine, and a master, who has delegated the duty of taking due care in the provision of a reasonably safe system of working to a competent servant, is responsible for a defect in the system of which he had no knowledge" By the Jones and Wilsons cases, it is clear that the employer is under a duty of care to provide the employee with competent fellow employees including a qualified medical personnel, properly maintained site and facilities, and to provide a safe place and system of work. The question of whether the employer breached that duty of care depends on the standard of care owed by the employer to its employee and whether it has taken reasonable steps considering the circumstances. (Latimer v A.E.C. Ltd.[1953]) In Jones, the bre ach of the employer's duty consists in BBC's failure (through its safety crew) to discuss with the cameraman and Jones the risk of the falling mast and to warn the cameraman and Jones in unequivocal terms that they must not go beneath it. In Wilsons, the breach by the employer consists of its failure to provide competent fellow employees, properly maintained mine and equipment, and to provide a safe place and system of work. In the case of the employee here, the failure of the employer considering its nature of business to properly provide and maintain a safe place and system of work free from insects such as wasps, to provide sufficient number of medical personnel and qualified immediate treatment which caused the employee's permanent disability to do manual work constitute a breach of the standard care required from the employer. Considering that the company is engaged in hazardous chemicals, not having any emergency doctor onsite is a breach of its standard of care. It can reason ably be expected that injuries are bound to occur in a chemical factory because, by the very nature of its business alone, the environment with chemicals is susceptible to accidents. Hence, the

Three strikes laws Research Paper Example | Topics and Well Written Essays - 1000 words

Three strikes laws - Research Paper Example w if usually less than ideal and that people are being sent to prison for life for such things as stealing slices of pizza and cookies under the three strikes law just because of the inflexibility of such laws (Walker, 2006). The legislature of Alabama got hard-hitting on the offenders in 1980 when it passed the Habitual Offender Act which had a mandate that persons found with prior convictions of felony subsequently convicted of another felony gets vital enhanced sentences which can probably include life imprisonment with no parole depending on the weightiness of the crime and the number of the felony convictions there before. The law of Alabama is actually not a three strikes and one is out like what California, the Congress and 24 other states passed in early 1990 that does not involve any enhancement of sentence until the offender acquires a third conviction actually. On the other hand, the law in Alabama is actually a one strike law which mandates enhanced sentences for any offe nder with a single felony conviction there before. All these are classified under a habitual offender statute (Sellin, 2007). On average, the three strikes law asserts that after committing three felonies, a person must face life imprisonment, with the likelihood of parole after being in prison for at least 25 years. The history of the crime must also include a history of serious or violent crimes. For instance, if a person is committed of battery, rape and felony theft as separate charges, he or she would be imprisoned under the three strikes law (Farrington, 2008). This paper seeks to review two articles and describe the pros and cons of a three strikes law. The articles reviewed are Strikes laws by S.E. Smith and evaluating the impact of habitual offender law, final report by Gordon Waldo. According to Gordon Waldo in his article, evaluating the impact of habitual offender law, those in support of habitual offender law have argued that the nations that implement the three strikes