Ways to Reduce Global Warming

Introduction Global warming refers to â€Å"the rising average temperature of the earth’s atmosphere and oceans† (Houghton, 2004, p. 14). The rise in the temperature of the atmosphere began towards the end of the nineteenth century and is expected to continue rising. This report has been written due to the adverse effects associated with global warming.Advertising We will write a custom report sample on Ways to Reduce Global Warming specifically for you for only $16.05 $11/page Learn More Scientists have proved that increase in global warming is a direct threat to human life and all other organisms that live on the earth’s surface and water bodies. The negative effects of global warming include climatic changes which in turn reduce food supply and cause destruction to ecosystems and habitats (Maslin, 2007, p. 34). The objectives of this report are to identify the causes of global warming, to highlight the expected effects of global w arming and to identify ways of reducing global warming. The scope of this report is limited to the natural causes of global warming, as well as, the causes attributed to human activity. Additionally, the report will cover the existing and potential effects of global warming on all living organisms. Procedures The data or information used in this report was collected through a review of existing literature on global warming. Consequently, a number of primary and secondary data sources were used. The primary sources included research findings published or posted on websites of leading research institutions such as NASA. Secondary data sources included textbooks and journal articles on global warming. The information posted on research institutions’ websites was chosen due to its reliability and ease of access. Institutions such as NASA are renowned for excellent research on climatic and geological matters. Thus, their findings can be considered reliable. Similarly, information from textbooks and journal articles are reliable since they are normally verified before being published. The selected data sources dates from 2001 to 2011. The search results from websites were quite positive in terms of quantity and quality of information, as well as, ease of access. However, accessing data from textbooks and journals was limited by access restrictions to databases and libraries. Analysis of Findings Causes of Global Warming In general, the findings of the research indicate that global warming is attributed to natural phenomena and human activities. The main findings on the causes of global warming can, thus, be explained as follows.Advertising Looking for report on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More External Forcing External forcing are those â€Å"processes that are external to the climate, but influence the climate system† (Weart, 2008, p. 45). The main types of external forcing include volcanic activity, changes in the earth’s orbit and solar luminosity. These processes â€Å"affect the climate by changing the composition of the atmosphere† (Elliot, 2008, p. 67). Changes in solar luminosity and increase in volcanic activities in the nineteenth and twentieth century are the main causes of recent climatic changes (Weart, 2008, p. 47). Changes in the earth’s orbit have significant but slow effect on climate change. This is attributed to the fact that changes in the earth’s orbit takes place over a very long period of time. Thus, the effects might not be felt immediately. Currently, the orbit cycle is expected to be at a cooling stage which should cause an ice age. Contrary to the expectations, empirical research reveals a rapid increase in global temperatures. The sudden increase in temperatures is an indication of global warming. Particulates and Soot Volcanic activities and pollution caused by human beings releases particulates into the atmosphere. The particulates reflect sunlight away from the earth, thereby causing a cooling effect (Dinar, 2009, p. 63). The cooling effect leads to a process referred to as global dimming. Global dimming refers to a steady decline in direct irradiance on the surface of the earth. Soot can cause either cooling or warming effects. Soot usually absorbs solar radiation, thereby heating the atmosphere and cooling the earth surface (Leroux, 2005, p. 67). Greenhouse Gases Greenhouse effect occurs when â€Å"absorption and emission of infrared radiation by atmospheric gases warm the earth’s lower atmosphere and surface† (Hardy, 2003, p. 74). The main greenhouse gases that cause global warming include water vapor, carbon dioxide, ozone and methane (Metz, 2010, p. 98). The amount of greenhouse gases in the atmosphere is mainly increased by human activities such as burning fossil fuels. Increase in deforestation has also led to significant increase in the amount of car bon dioxide in the atmosphere (Saddlerback, 2009, p. 56). Greenhouse gases can also be released into the atmosphere through volcanic eruptions. Solar Activity Variations in the â€Å"amount of solar energy reaching the earth’s surface have also contributed to global warming and climate change† (Mary, 2009, p. 68). Rapid increase in solar activities has warming effects on the stratosphere. This observation has been explained by the fact that the sun’s magnetic activity normally deflects cosmic rays (Haldar, 2011, p. 79). As a result, formation of cloud condensation nuclei is reduced, thereby causing climatic changes.Advertising We will write a custom report sample on Ways to Reduce Global Warming specifically for you for only $16.05 $11/page Learn More Feedback Feedback is a situation whereby a change in one quantity leads to changes in a second quantity and vice versa (Elliot, 2008, p. 122). Thus, feedback has the potential of ampli fying or diminishing any process that cause global warming. Water vapor feedback is considered to be positive while irradiative cooling is considered a negative feedback (Laurie, 2006, p. 47). Effects of Global Warming Significant rise in global temperature will result into proportionate rise in sea levels. Thus, the precipitation pattern will change and deserts will probably expand. Intense warming is expected to occur at the Arctic, thereby causing retreat of glaciers, sea ice, as well as, permafrost (Spencer, 2005, p. 89). Increase in warming is also expected to cause extreme weather conditions such as droughts, heavy rainfall, and heat waves. Warming and the underlying changes in climate will differ from one region to another. Scientists believe that human beings will not be able to survive if the global temperatures rise above the preindustrial levels by four degrees. Additionally, other species will be extinct in most parts of the world. The climatic changes associated with gl obal warming are likely to affect human beings and other species in the following ways. Health Climatic changes are likely to cause natural disasters such as severe floods, wildfires, heat waves and storms. These disasters will cause injuries and lose of many lives in many parts of the world (Brooman, 2001, p. 93). Predicting natural disasters such as floods is often very difficult. Thus, most countries are often caught unawares, and this leads to lose of many lives and destruction of other species. Increase in air temperatures encourages spread of diseases, which further threatens the survival of human beings. Food Supply Food supply heavily depends on the weather conditions such as rainfall, temperatures and humidity. Reduction in rainfall will lower food production since crops, livestock, as well as, fish can not survive without water (NRDC, 2011). As temperatures increase, underground sources of water such as boreholes will dry up. Rivers and water reservoirs such as dams will a lso dry up. Thus, irrigation will not be possible. Lack of sufficient food supply will lead to low productivity and possibly extinction of mankind. Additionally, climatic changes are likely to affect water use. In particular, it will affect the quality, as well as, quantity of water for domestic and irrigation purposes. For instance, rising sea levels can cause contamination of coastal groundwater. Costs Climatic changes are not only costly to cope with, but also require a lot of time to manage. Disasters such as floods and wildfire cause destruction to infrastructure and property (Leroux, 2005, p. 117). Repairing the damaged infrastructure or building new ones normally cost a lot of money which might not be readily available. Besides, natural disasters attributed to climatic changes normally disrupt economic activities.Advertising Looking for report on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The injuries and diseases caused by such disasters also increase medical expenses. As food production decline due to changes in climate, the cost of food tends to increase. Additionally, many countries have had to set aside a significant amount of their financial resources to cater for any disasters that might arise from climatic changes. Land Use Global warming is expected to significantly change or limit land use. Precipitation will increase as the atmosphere holds more water due to warming. Land ices such as glaciers, and ice sheets will rapidly melt as global warming intensifies. Water from the melting ice coupled with expansion of sea water will lead to arise in sea level. The resulting impact will be a reduction of land surface area as water occupies more land space (Andress, 2010, pp. 51-64). Besides, the draughts caused by climatic changes will make a better part of land inhabitable. The habitats of other living organisms will also be destroyed. Ocean Chemistry Climatic chan ges will affect the ocean chemistry in a number of ways. For instance, it is likely to increase or decrease the salinity of the ocean, the level of acidity will increase and the supply of nutrients will reduce (Ashenfelter, 2011, pp. 143-148). These changes will negatively impact organisms that live in oceans and other water bodies such as rivers and lakes. Most of the species living in water bodies will, thus, become extinct. Mitigation Strategy In general, research findings reveal that global warming can not be reduced or stopped through a single solution. Consequently, a set of strategies or approaches must be used simultaneously in order to reduce emission of the greenhouse gases that cause global warming. The following strategies can be used to reduce global warming. Improving Energy Efficiency The energy used in homes, business premises, as well as, industries for heating or cooling purposes is one of the main causes of global warming. Thus, conserving energy through energy ef ficiency technologies become apparent. Such technologies facilitate the use of less energy to get the same level of service or production (Green-space international, 2011). Examples of energy efficiency technologies include the use of florescent tubes instead of regular bulbs. Greening Transportation The emission of greenhouse gases in the transport sector grows faster than in any other sector. The rapid rise in emissions in this sector is attributed to the increase in demand for transport services in the last decade. Reducing emissions in the transport sector can be achieved by reducing the amount of petrol used per mile by encouraging the use of fuel efficient cars, trains and aircrafts (Dauncy, 2001, p. 58). By switching to the use of low-carbon fuels, the emissions in the transport sector can be reduced significantly (NASA, 2012). Vehicle miles can be reduced by encouraging walking and cycling over short distances. Additionally, a reliable and fuel-efficient mass transportation system will help in reducing the number of cars in use. Thus, carbon emission will significantly reduce. Revitalizing the use Renewable Energy This involves encouraging the use of renewable sources of energy and discouraging or terminating the use of fossil fuel. Energy sources that can be renewed include solar, wind, as well as, geothermal power (NASA, 2012). Empirical studies reveal that the renewable energy sources have the ability to meet most countries’ energy needs. The use of nuclear power should also be encouraged since it involves less emission of greenhouse gases. Forests and Agriculture Deforestation and agricultural production account for approximately thirty percent of heat-trapping emissions. Consequently, global warming can be reduced by discouraging deforestation (Hardy, 2003, p. 231). Sustainable food production methods can also help in reducing global warming. Sustainable Development Both poor and developed countries contribute to climate change through emis sion of greenhouse gases. However, the developed countries have greater resources and technologies to fight global warming than developing countries. Thus, developed countries should assist developing countries to adopt low-carbon technologies through financial assistance (Elliot, 2008, p. 156). Conclusions The objective of this report was to indentify the causes of global warming, the effects of global warming and how to prevent global warming. The main conclusions that can be drawn from the investigation are that global warming is caused by human activities and natural occurrences. Human activities such as â€Å"burning fossil fuels and natural phenomena such as volcanic eruption emit greenhouse gases into the atmosphere† (Dinar, 2009, p. 51). As a result, the atmospheric temperature increases, thereby causing climatic changes (NASA, 2012). The changes in climate as a result of global warming are a direct threat to survival of human beings and other species. In particular, such climatic changes lead to destruction of habitats, increase in the spread of diseases and reduction of food supply. Given the adverse effects of global warming, reducing emission of greenhouse gases is highly recommended (Elliot, 2008, p. 158). This can be achieved by adopting energy efficiency technologies, focusing on sustainable development and encouraging the use of renewable energy. Self Evaluation The primary sources of data helped me to focus on the research topic by providing information on the most important aspects of global warming. For instance, having realized the significance of the effects of global warming through the primary sources, I decided to concentrate on the causes, effects and solutions to global warming. The internet sources and print items such as books were the most useful. The internet sources were useful since they had the latest information while the print sources had detailed information about the topic. The mitigation strategy is the most interes ting part of the report. This is because it enabled me to realize that global warming can be reduced. Thus, human beings and other species can be saved from extinction. This report has enabled me to acquire the skills needed to plan, design and complete a report in time. Students who intend to complete a similar report in future should focus on early planning and utilizing reliable sources of information in order to succeed. Given the difficulty in accessing some secondary sources of data such as textbooks, I may use a different method of collecting data in future. For instance, I may use interviews to collect data. References Andress, C., 2010. The Effects of Global Warming on Fisheries. Review of Industrial Agriculture 37(1), pp.51-64. Ashenfelter, J., 2011. Measuring the Economic Effects of Global Warming. Review of Industrial Warming 13(2), pp.143-148. Brooman, A., 2001. The Global Climate Change. New York: John Wiley and Sons. Dauncy, G., 2001. Stormy Weather. New York: John Wi ley and Sons. Dinar, I., 2009. Global Warming: Engineering Solutions. New York: Springer. Elliot, B., 2008. The Global Warming Combat Mannual. New York: Cengage Learning. Green-space International, 2011. Climate Solutions. Web. Haldar, I., 2011. Global Warming: The Causes and Effects. New York: McGraw-Hill. Hardy, J., 2003. Climate Change: Cause, Effects and Solutions. New York: John Wiley and Sons. Houghton, J., 2004. Global Warming. London: Cambrige University Press. Laurie, D., 2006. Stop Global Warming . New York: Cengage Learning . Leroux, M., 2005. Global Warming: Myths of Reality. Boston: Springer. Mary, E., 2009. Global Warming. New York: McGraw-Hill. Maslin, M., 2007. Global Warming: Causes, Effects and the Future. New York: MBI Publishers. Metz, L., 2010. What Can We Do About Global Warming. New York: John Wiley and Sons. NASA, 2012. Global Climate Change. Web. NRDC, 2011. Global Warming Solutions. Web. Saddlerback, J., 2009. Global Warming. Boston: Springer. Spencer, C., 2005. Global Warming: Personal Solutions for a Healthy Planet. Boston: Kogan. Weart, S., 2008. The Discovery of Global Warming. New York: Harvard University Press. 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The theoretical developments of Modernism and Postmodernism The WritePass Journal

The theoretical developments of Modernism and Postmodernism Introduction The theoretical developments of Modernism and Postmodernism IntroductionReferencesRelated Introduction Sociologists Cohen and Kennedy   (2000) have traced the emergence of ‘modernity’ to the 17th century and the dawn of the revolutionary Enlightenment age which brought about historic changes and influenced European societies by dramatically transforming primary and secondary institutions. The term ‘modernity’ encapsulates the progress of society, from primitive civilisation through modern era characterised by industrialisation and capitalism and arriving at the current post-modern state of globalisation which is shaping contemporary society at an ever increasing momentum (Giddens, 2002). The Industrial Revolution in Western Europe throughout the mid-eighteenth century and the French Revolution of 1789 gave rise to the realisation of democracy which free-thinking people demanded (Browning, Halchi and Webster 2000:166). This radical defining feature of Enlightenment brought about significant changes in society and in the way people thought about the world (Cr aib, 1997). In short, science became the basis or the main source of knowledge and the notion of ‘people’ and ‘democracy’ replaced ‘religion and the monarchy’ as the main platform of government (Kirkby, 2000:503). Previously agricultural and rural societies were transformed by urbanisation and industrial productions. These developments collectively led to the emergence of modern society and modernity. Lyotard suggests that modernity is not an epoch but a mode within thought, speech and sensibility and which is governed by the Idea of emancipation (1997:24). Depending on the philosophies of history or the grand narratives that attempt to organise this mass of events, the Idea of emancipation is framed in many ways. There is the Marxist narrative of emancipation from exploitation and alienation through the socialisation of work, the capitalist narrative of emancipation from poverty through techno industrial development, the Aufklrer narrative of emancipation from ignorance and servitude through knowledge and egalitarianism etc.(Lyotard, 1997:25). Whatever the narrative, universal freedom or fulfilment of all humanity is regarded as the end product, however elusive it may be. Similarly, the movement of emancipation in modernity is one in which the third party who are initially external to the emancipator avant-garde, join the community of speakers. It is an only you and me tradition. However, in the course of the last fifty years the principles behind the grand narratives of emancipation have become invalidated. Auschwitz is a prime example that refutes the doctrine that ‘all that is real is rational, and all that is rational is real’. (Lyotard, (1997:29). Hence, Postmodernism developed with the growing signs of the failing of modernity. It grew out of a profound dissatisfaction with the modernist project of enlightenment and reason. It holds that rational thinking and scientific perspectives have fallen short in providing the ‘truths’ they were once presumed to hold. During the industrial era, science, rationality and technology were thought to hold promises of a better, safe and humane world. However, postmodernists now question the validity of scientific enterprise often pointing to the unforeseen and unwanted consequences of resulting technologies. There is however, much difficulty in defining postmodernism. Andreas Huyssen claims that ‘the amorphous and politically volatile nature of postmodernism makes the phenomenon itself remarkably elusive and the definition of its boundaries exceedingly difficult, if not per se impossible’ (Huyssen 1988:58 cited in Earnshaw 1994:24). Hassan also concurs that there is no clear consensus about its meaning among scholars (Hassan 1985:121 cited in Earnshaw 1994:24). Nevertheless, Lyotard describes it as ‘incredulity towards metanarratives’ (1984: xxiv). Basically, Postmodernism rejects the concept of western history as ‘progress’ which was present in the sociologies of both Functionalism and Marx. They have rejected the ‘grand narratives’ and replaced them by a more dispersed and discontinuous set of narratives which, has led to a shift from structuralism to post structuralism. They have also rejected the concept of science and rationalism a s leading to truth about the world and replaced it by a model of sociology which is always open to both falsification and subjectively based biases in the paradigms that are chosen. The French philosophers Michel Foucault and Jacques Derrida were important figures in constructing postmodernism. Foucault completely rejects the premodern idealist and realist claims that there are universal and unchanging truths and contends that what experts pronounce to be objective truth is really a disguised rationale for the elites to hold power and want to use it over others, especially the poor, the minorities, and women (McNicol 2005). Sociology as a discipline arose out of a series of debates which began during the period of Enlightenment between philosophers, scientists and other intellectuals about the origin and nature of human societies (Skidmore, 1979:1). During the period of Enlightenment questions began to be asked about what societies are and how they function, the relationships between individuals and societies and about social change. Different views, perspectives and ideas emerged in response to these questions leading to the development of sociological theories which are explanatory frameworks within which specific social phenomena can be understood as part of a much larger social, cultural or economic processes. Skidmore (1979:4) suggests that most sociological theories are developed out of our desire to find solutions to ‘theoretical problems’. Theories have arisen in order to explain modern societies of which Marxism, Functionalism and Interactionism are important. Marxists believe that modernity was brought about by the development of capitalist societies which comprise of two classes with different aims, always at conflict with each other. Marx’s view of society in The Communist Manifesto states ‘Society as a whole is more and more splitting up into two great hostile camps, into two great classes directly facing each other – Bourgeoisie and Proletariat ‘ ( Marx pg 82, cited in Kidd et al 2004:135). According to Marx the bourgeoisie or the ruling class own the means of production (land and factories) whereas the proletariat or working class work for the ruling class to survive. This forced labour alienates people from their true nature and identity as ‘the work is external to the worker†¦not part of his nature, that consequently he does not fulfil himself in his work but denies himself, has a feeling of misery, not of well-being†¦Ã¢â‚¬â„¢(Marx cited in Kidd et al 2004:135). Thus, capitalism makes peopl e slaves to work, oppressing and dulling their senses and alienating them from their true identities. Marxists view society as a system having an economic base infrastructure which shapes everything in society and a superstructure which includes all the major agencies of social control such as education, politics, medicine, and religion. The superstructure inevitably reflects the interests and desires of the dominant bourgeoisie class. Human relationship in this society is defined in terms of money and position in the division of labour. Individuals are shaped by power and authority and social order is maintained through force. People are seen as commodities that can be brought and sold to the highest bidders (Kidd et al 2004:135). Functionalists, on the other hand believe that modern societies developed out of consensus and mass production using industrial technology. Functionalism emerged from biology and sociology and states that ‘society is an organism which requires people and organisations to perform functions in maintaining social order’ (Rojek 1995:36 cited in Hermans 2003:27). It examines society through a functional framework which stresses that everything no matter how strange, out of place or harmful they may seem all serve a purpose. Functionalists consider society as a system having interconnected parts all working together to form a whole. Hence, social institutions like family, religion are analysed as part of the social system rather than as isolated units. Bohm states that the world is a system of interrelated parts, and each part makes a necessary contribution to the vitality of the system (Bohm, 2001). Division of labour according to Functionalists is based on meritocracy where people are rewarded on the basis of their achievements and capabilities. People are not discriminated on the basis of class, gender, or race. They further contend that roles and identity in modern society are achieved and not ascribed and society ensures that the most important positions are conscientiously filled by the most qualified persons using social stratification. This ensures effective role allocation and performance to the positions in society. Society hence, moulds people to perform societal functions. In short, functionalism maintains that the dominant condition of society is order reinforced by stability and consensus and not conflict based on coercion and dissention. Interactionism in sociology grew out from the works of Charles H Cooley, George H Mead, and John Dewey. According to Interactionists, society is created through our constant action and interaction with each other and not through structures or systems of society. They contend that the structures and systems of society do not create or shape our thoughts, actions, and behaviours but that people as reflective and thinking beings create their own identity in modern society. This is because according to Blumer ‘human beings interpret or define each other’s actions’ (Blumer 1962:19 cited in Rosenberg 1983:153). People are able to anticipate and weigh possible reactions to their behaviour because social situations are seen from the perspectives of others. Interactionists believe that individuals create their own social world through interactions or sharing and it is through that, that social order is maintained. This is in contrast to the views of functionalists and Marxists where social order is imposed upon people. This however leads to difficulty in understanding where power in society comes from. Social change in their view occurs when the position and communication with each other changes. Postmodernism however, is the view that society has now entered into a new phase which is fundamentally different from the societies described by functionalists, Marxists, or interactionists. Society is now increasingly fragmented and not built on the value consensus described by functionalists not class division described by Marxists because new social divisions have arisen based on gender, sexuality, ethnicity etc. People can now have varied identities rather than being classified as middle or working class people. The characteristics of post modernity have been identified in terms of work, culture, identity, globalisation, and knowledge. According to Michael J Piore (1986) capitalist societies have now entered into a post-Fordist era where work is now organised according to the principles of flexible specialisation (Cited in Haralambos et al, 2004: 641). As consumers are increasingly demanding more specialised products, technology is helping industries meet the changing demands resulting in a decrease in the mass-production of articles. These developments have resulted in flexible working practices and flexible specialisation. People no longer expect a job for life but are continuously driven to increase skills that lead on to job satisfaction. Postmodernists believe that people’s behaviour and sense of identity comes from the images that they consume via the media. This is contrary to the meritocracy beliefs of functionalists and class beliefs of Marxists. Taylor states that ‘society has now been transformed into something resembling an endless shopping mall where people now have much greater choice about how they look, what they consume and what they believe in’ (Cited in Moore et al 2001:20). Postmodernism is also characterised by cultural diversity and pluralism in a range of social context like family, media, youth culture etc. Consumption has now become the central defining feature of post-modern culture where global marketing of cultural forms like cinema, music and computer games and global expansion of trans-national companies have enabled consumption on a global scale. Postmodernists also contend that people in the post modern society cannot put their faiths on great truths. They insist that truth is both unattainable and irrelevant in the post modern world. They stress on the relativity of knowledge, ideas, and lifestyles and that one explanation is in principle as good as another and should be judged on how useful and helpful people find them. Since society is changing education is also going through profound changes in terms of purpose, context, and methods. The difference in modern and post-modern conditions of knowledge lies in the purpose of knowledge (Lyotard, 1984). The dissemination and generation of knowledge in modernity is justified in relation to the grand narratives and its contribution to liberty, pursuit of truth and the betterment of humanity. Rationality, discipline, and scientific investigations are legitimised by the grand narratives which also form the basis for the development of state supported educational practices. In post modernity however, the purpose of knowledge is ‘performativity’ which is taken to mean ‘the optimising of efficient performance’ (Usher et al 1997:14). Education is necessary in order to develop transferable skills, self-motivation, self-supervision, and creativity to meet the rapid pace of globalisation and technological changes in the present world. According to Usher (1997, cited in Webb et al 2004: 145) education in the modern society is controlled by the state and takes the ‘one size fits all’ approach whereas in the post-modern society it is controlled by the communities and is diverse and customised to the needs of individual learners. Education is fixed in time and space and takes place during a fixed period of an individual’s life in modern society whereas it is more flexible and learning takes place throughout an individual’s life in order to meet the needs of the changing economy in post-modern times. Similarly, in modern society education is teacher led where learners are passive recipients of knowledge whereas in post-modern education the learners are active participants who learn through their own experiences. Thompson (1992) too, argues that education is changing to meet the differing needs of diverse communities as societies become more fragmented. Postmodernists reject the fact that education produces class inequalities but rather diversity. They envisage a diverse education system that responds to the need of different individuals and groups. They are sceptical of the functionalist claims that education produces shared values and social solidarity, of liberal claims that human potential can be achieved through education and radical claims that education can produce equality of opportunity in a just society. Usher and Edwards (1994) say, ‘Postmodernism teaches us to be sceptical of foundationalism in all its forms, of totalising and definitive explanations and theories and thus of the dominant taken-for-granted paradigms in education, whether these be liberal, conservative or progressive’ (cited in Haralambos et al 2004:128). In their analysis of education postmodernists us e the concept of subordination where the powerful elite control disempowered groups and classes, and marginalisation where the social, political, economic, and educational processes push powerless groups to the edges of society. Consequently, as demarcation between formal and informal education institutions are continuously breaking down adult education is filling up some of the spaces created by the fragmentation of the modern educational systems and is closely linked to post-modern consumption. According to Usher et al (1997) adult education has been particularly responsive to the post-modern trend towards greater choice and diversity. Individual needs are met through greater tailoring of the content and pace of education through flexible and distance learning programmes. According to Bryson adult education in modernity is seen as ‘all the activities with an educational purpose that are carried on by people engaged in the ordinary business of life’ (1936:3-4). It is a voluntary learning activity initiated by learners themselves. The motives being personal improvement, remedial, occupational, liberal, political, or relational. However, in post-modern times adult education has become more of a consumer product involved in lifestyle choices where it is more of a playful leisure activity rather that a purposive goal orientated one. Knowledge is valued on the basis of its usefulness and its ability to be exchanged for money in the labour market rather than for just providing ‘the truth’. Furthermore, since it can be consumed, many people are consuming it to escape from oppression and disadvantage. Usher et al say ‘there are many groups who see empowerment in terms of the increased consumption of desired goods†¦Ã¢â‚¬â„¢ (1997). Therefore, new forms of provision and delivery in the contemporary education landscape are developing. Open and distance learning has increased in prevalence where ‘the post-modern phenomenon of space-time compression has meant that learners and providers become increasingly available to each other on a global scale’ (Edwards 1994 cited in Usher et al 1997:23). The diverse desires of a diverse range of adult learners are readily satisfied by ODL provision. The relationship between learning, face-to-face interaction and pre-planned curricula is fractured without the need to attend specific places of learning at specific times. The postmodernist interpretation of contemporary society is that fragmentation, diversity, difference and multiple identities are replacing cohesion, convergence sameness, and singular identities in working, civic, and private lives. This is true of the UK’s population which has become inundated with immigrants from different nations, speaking many different languages and dialects. There are refugees, asylum seekers, migrant workers, family migrants and members of settled communities who are in turn, not homogeneous (Dalziel and Sofres (2005), Ivanic et al (2006), Baynham et al (2007) and Pitt (2005). Although diverse, there are some commonalities within and across these groups and there is a wide spectrum of needs and expectations. Learners from these groups bring diverse educational, cultural, employment backgrounds, life experiences, histories and skills. Their circumstances affect what they want to learn as well as where and how they want to learn. Their motives to learn t he English language varies from securing and progressing in sustainable employment, accessing services, supporting children and taking up opportunities to participate in community and cultural activities. Hence adult education in the form of ESOL (English for Speakers of Other Languages) as an activity is seen as becoming more urgent and central. The nature of ESOL how it is talked about, how it is practised, and how it is affected by other areas of social policy has changed over time and continues to do so. The 2000’s saw an unprecedented policy focus on adult education via the Skills for Life strategy which in turn grew out of the Moser report to the Department of Education (DfEE 1999). Adult ESOL in the UK has been included under the Skills for Life policy umbrella along with adult literacy and numeracy. The attempt to fit adult ESOL into generic Skills for Life pedagogy built up tensions as it is distinct, and a generic one-size-fits-all focus threatened to sideline the needs of ESOL learners. With the publication of the working group report, Breaking the Language Barriers (DfEE 2000) ESOL entered wholly into the adult basic skills agenda. This brought about the creation of a statutory ESOL Core Curriculum (DfES 2001), a new teacher training framework and qualifications mapped against the national standards. With t he Leitch (2006) report, the drive for an across-the-board improvement in the skills base of the UK arose so that the country could compete in the global market. This strengthened the connections in policy between learning in the Further Education sector and business. ESOL departments in colleges are expected to provide work linked courses and cooperate closely with local employers through various programmes. Similarly, the rapid rate of globalisation, technological and social changes is making it extremely imperative to up skill or reskill. Firms are being forced to increase efficiency through down sizing, out sourcing and providing flexible working practices. Even low skilled workers are expected to have basic literacy, numeracy, and IT skills along with the ability to learn and adopt. Both the government and individuals themselves are seeking opportunities to raise their qualifications and skills to enhance employability and avoid the fate of being marginalised in developed societies. (Hutton, 1995). As such, education and training programmes are required to produce more people who have higher levels of language competency and skills. The ESOL policy therefore aims to respond to the global economic changes by seeking ways to increase the general level of language competency and skills of learners. The values expressed in the Adult ESOL Core Curriculum (AECC) mainly corresponds to the Reconstructivism value system which focuses on the knowledge and skills relevant to the learner’s everyday life needs and the practical needs of society. The strategies used are community-based learning, group work, role-playing, inquiry, and discussions which are in line with post-modern perspectives of learning. These strategies require learners to process new materials and make personal sense of it. It involves the practise of high-order mental skills such as creativity, evaluation, synthesis and analysis and also practise common skills like the ability to work with and communicate with others (Petty 2004:219). Learners and teachers work together to uncover, solve, and propose solutions to selected problems. Reconstructionists believe that students learn more, remember it longer, and apply it to new situations better if they learn through experience rather than through being told to do s omething. Hence, AECC is a learner centred curriculum which focuses on the learning needs and future goals of learners and finds meaning from student feedback. Since focus is on learners it provides direction for the curriculum and forms the basis of a post-modern curriculum design. As the nation’s population has become diverse with multiple identities, educators have sought instructional practices that will expedite English language acquisition in a practical, efficient, and meaningful way. Amongst the plethora of theories that have evolved Constructivism is deemed as the post-modern technique of knowledge. It is the main underlying learning theory in post-modern education (Braund 1966). The basic idea behind this theory is that knowledge is constructed or invented in the mind which opposes the modernist mindset which says that knowledge is discovered rather than constructed. Knowledge is seen as a human construction, tentative and conjectural, which keeps on undergoing revision as learners acquire more experience. Usher and Johnston assert that this experience is not to enumerate the knowledge gained and become a better person but, is an end in itself, leading to further experience (1997:10). Constructivists and postmodernists ‘leave behind one-size-fits-all methods and negotiate activities and objectives based on the needs of the learner, using knowledge of learning styles and multiple intelligences and encouraging meta-cognition and self-reflection in order to increase students’ self knowledge and capacity for making conscious meaning’ (Diaz-Rico, 2008). Likewise, they stress on the fact that collaborative learning or the sharing of experiences and ideas through language makes language both a personal and social construction (Zahorik, 1995:10-13). This is in contrast to the modernist view where individual consciousness is seen as the absolute origin of knowledge and action (Hadden, 1997:19). Consequently, Task based instruction has been chosen as the best method of language teaching by post-modern ESOL teachers. The ‘learning task provides a framework for meaningful interaction to take place, using ‘purposeful’ situations which ref ine cognition, perception and affect’ (Breen and Candlin, 1980:91). According to Ellis, tasks can be seen as tools for constructing collaborative acts. He states that tasks cater for learning by providing opportunities for learners to use new language structures and items through collaboration with others, subsequently engaging in more independent use of the structures they have internalized in relatively undemanding tasks and finally using the structures in cognitively more complex tasks (Ellis, 2003:178). Task based learning combine many features of post-modern education, viz. collaboration, autonomy, student-centeredness and negotiation of meaning. Tasks involve the learners in their learning which in turn promotes active decision making, problem-solving, critical thinking and responsibility of learning. It also includes formative self-assessment which requires learners to set goals, assess their achievements and reflect on their needs. This is a key aspect of post-modern education which considers every learner to be unique having a unique learning style. Despite education being greatly influenced by postmodern practice, according to Taylor (1992:2) Postmodernity is not just a new theory in sociology but rather a challenge which questions the very bases of conventional sociological understanding. Incredulity as referred to by Lyotard is a scepticism that results from discrepancy between modernity’s ideas and promises and the actuality of the oppression and destruction that characterises the contemporary world. Postmodernity however cannot provide an alternative grand narrative making it impossible for adult educators to completely disinvest from the ‘grand narratives’ despite gradually losing faith in them. This is evident in the fact that adult educators cannot avoid talking in terms of ‘progress’ while at the same time doubting whether more of the same will automatically continue to do so (Usher et al 1997:7). In other words, modernist discourse provide us with ways of talking and knowing which we ca nnot readily dispense with and postmodern attitudes enable us to recognise this. Although postmodernism lacks a concrete model, consumerism has taken the place of science, religion, and reason. People see themselves as consumers and producers. One implication of this on education is that it is seen as a product having a customer service. Learners are viewed as customers who are allowed to select the products they desire and the nature of the delivery of the products. This is a fundamental paradigm shift from the traditional model of education where students accepted the school’s prerogative in defining the nature, purpose, and methods of the educational experience. Learners are now able to look for the best deals, feel a sense of entitlement, negotiate, and can become litigious if disappointed. Education these days teach that truth is relative, all cultures are equally deserving of respect, and all values are subjective. We cannot however ignore the fact that Western culture continuously comes under severe criticism and racism, sexism, classism, and homophobia are considered to be universally evil. Subject matter of courses have shifted dramatically away from traditional fare as colleges and universities are increasingly offering courses that are non traditional which focus on themes of sex, race, gender. Similarly, the Open University is an example of a postmodern education organisation which uses a more flexible approach to teaching. It uses electronically mediated communication to advertise and teach within higher education both domestically and globally. Although postmodernism seems to have evolved in the higher education sector of the UK it has not been openly received by the education system as a whole. Schools are still bound to the concept of performativity like nationwide league tables and standard attainment target tests and the education system continuous to be shaped by wider political and economic forces which postmodernists tend to ignore. According to Apple (1997 cited in Haralambos 2004:730) types of knowledge that are valued by postmodernists particularly cultural theory, are not highly valued or seen as important in the exercise of power. Instead he believes that ‘technical/administrative knowledge’ is considered to be of the highest value and people gain position, power, and influence by possessing such knowledge. Apple argues that contemporary societies are still run by capitalism and we should not allow postmodernists make us think otherwise. Furthermore, although consumption has increased in importance the nature of consumption still depends upon income which is in turn is determined by occupation and social class. Hence, much disparity still exists in education as it relates to racial, ethnic, or disadvantaged groups. The national curriculum still represents a male-dominated, European-centred, Western and capitalist culture and contributions of underrepresented groups like Asians, Africans, the economically disadvantaged etc. are still not included. A culturally diverse curriculum is still to be created in order to reach all the learners especially those marginalised in contemporary schools. This however remains at odds with the centralisation of power in the hands of the government. Hence, although postmodenists have been anxious to attack all grand narratives they have avoided claiming their approach as a coherent theory. Conversely, they have attempted to offer an explanation for what and how education works which in itself can be regarded as a theory. Having said that, postmodernism lacks sufficient empirical research to test its propositions. Although it does represent an important social theory, it fails to live up to the promise of sociology or to develop a set of scientifically and empirically tested propositions about how the social world works. References Baynham, M., Roberts, C., Cooke, M., Simpson, J., and Ananiadou, K., (2007) Effective teaching and learning ESOL London: NRDC Bohm, R. M., (2001) A Primer on Crime and Delinquency Theory Wadsworth Belmont CA Breen, M.P., and Candlin, C. (1980) The essentials of a communicative curriculum in language teaching Applied Linguistics 1/2, 89-112 Browning, G., Halcli, A., and Webster, F. (Eds) (2000) Understanding Contemporary Society: Theories of the Present London: Sage Publications Ltd Bryson, L., (1936) Adult Education New York NY: American Book Company Cohen, R. and Kennedy, P., (2000) Global Sociology Hampshire: Palgrave Macmillan Craib, I. (1997) Classical social Theory: An Introduction to the Thought of Marx, Weber, Durkheim and Simmel Oxford: Oxford University Press Dalziel, D. and Sofres, T.N., (2005) ESOL Pathfinder Learner’s Survey and Prisons Report London: DFES Danaher, G., Schirato, T., and Webb, J., (2000) Understanding Foucault London: .Sage Publication DFEE (2001) Skills for Life: the national strategy for improving adult literacy and numeracy London: Department for Education and Employment Diaz-Rico, L. (2008) Strategies for Teaching English Learners (2nd edn) Boston: Pearson Education Inc DIUS (2007) Leitch Implementation Plan: World Class Skills: Implementing the Leitch Review of skills in England, London: Department for Innovation, Universities and Skills Earnshaw, S., (1994) Postmodern Surroundings Rodopi Ellis, R., (2003) Task-based Language Learning and Teaching   Oxford: Oxford   University Press Giddens, A. (2002) Runaway World: How Globalisation is Reshaping our Lives London: Profile Books Ltd Hadden, W. R., (1997) Sociological Theory: an introduction to the classical tradition University of Toronto Press Haralambos, H. and Holborn, M., (2004) Sociology: Theories and Perspectives 6th Ed Collins London Hermans, A. M. C., (2003) Participatory Learning: religious education in a globalising society Brill Hutton, W., (1995) The State We’re In Chatham: Mackays Ovanic, R., Appleby, Y., Hodge, R., Tusting, K., and Barton. D., (2006) Linking Learning and Everyday life: a social perspective on adult language, Literacy, and numeracy classes London: NRDC Jayapalan, N., (2001) Sociological Theories Atlantic Publishers and Distributors Kidd, W., Abbott, D., and Czerniawski. G., (2004) Sociology A2 Heinemann Kirkby, M., (2000) Sociology in perspective Heinemann Lawson, T., Heaton. T., and Brown, A., (2010) Education and Training 2nd Edition Palgrave, Macmillan Basingstoke Lyotard, F, J., (1995) Toward the Postmodern Humanities Press New Jersey Lyotard, F, J., (1997) The Postmodern Explained University of Minnesota Press McNicol, J, G., (2005) Foucault and Education New York: Peter Lang Moore, S., Chapman, S., and Aike, D., (2001) Sociology for AS level Collins Olssen, M., (2006) Michel Foucault: Materialism and Education Boulder, Col: Paradigm Publishers Petty, G., (2004) Teaching Today A Practical Guide 3rd Edition Nelson Thornes Pitt, K., (2005) Debates in ESOL Teaching and Learning London: Routledge Rosenberg, M., (1983) Introduction to Sociology Routledge Schaefer, R,T., and Lamm, R. P., (1998) Sociology New York : The McGraw Hill Companies, Inc Skidmore, W., (1979) Theoretical Thinking in Sociology, Cambridge: Cambridge University Press Slattery, M., (2003) Key Ideas in Sociology Nelson Thornes London Taylor. S., (1999) ‘Postmodernism: a challenge to Sociology’, ‘S’ Magazine No. 4 Pg 14 Trifonas, P, P. and Peter, M., (2004) Derrida, Deconstruction, and Educations: Ethics of Pedagogy and Research Oxford UK: Blackwell Usher, R., Bryant, I., and Johnston, R., (1997) Adult Education and The Postmodern Challenge Routledge London Usher, R., and Edwards, R., (1994) Postmodernism and Education (Different voices and different worlds) Routledge Zahorik, A.J., (1995) Constructivist Teaching, Bloomington Ind: Phi Delta Kappa Education Foundation

Chalice Wine Essay Example for Free

Chalice Wine Essay Chalice Wine Group is a publicly traded company that, through numerous partnerships, owns and/or operates a number of vineyards and wine manufacturing companies in California’s Sonoma valley. Previously, they enjoyed a time of profitability. Yet in recent years, expansion has saw a decrease in their level of profitability, followed by a repeating period of net income losses. The goal of the case is to determine whether the operation of a small winery can be a profitable venture. Upon reading the Chalice Wine Case, the primary issue that I have identified, is that the management of the company has not crafted a clear and identifiable mission. †¢As currently structured, Chalice Wine Group is attempting to be a â€Å"vertically† integrated company. In this they are attempting to accomplish ever step in the wine business. They are making their own grapes, processing their own grapes, bottling, and lastly shipping them to various distribution outlets. This is fine, as long as they are able to create an extremely efficient model to do so. But unfortunately, as their results indicate, they are not efficient enough to make this current model work. There are a number of possible avenues that Chalice Wine Group needs to explore, among those are: -Why are they paying a price for grapes(from themselves! ) that is so in excess of the market rate? There are currently some transfer issues in place, management needs to explore these costs. -Pressing and manufacturing of the wine: The costs of the machinery involved, is extremely expensive. What is Chalice doing with their equipment during the time periods in which there is no production? How are they utilizing this excess capacity? They can either outsource this to another company, or utilize this capacity to process wine for others. -Shipping and distribution: Why are they handling this process themselves? This is easily something that should be handled outside. †¢Secondly, they wish to be a niche wine provider, by manufacturing a high quality, high cost product. The problem is that this statement essentially contradicts their company’s vertical structure. This is illustrated through examination of some of their shipping/bottling practices and part of their distribution chain. -They do not package and bottle their products according to the same quality standards. For example, they are using different quality bottles and boxes for different products. In this eyes of the consumer, this can be inferred as different levels of wine quality. -Next, the desire to be a small niche provider is a direct contradiction to the thought of distribution through food markets. This alone can allow the consumer to infer a mass marketed, broadly distributed product of lower quality. If they want to be a niche provider, they need to market and distribute themselves as such. Chalice Wine Group needs to decide what kind of company they want to be, and as such, needs to structure themselves in a way that will help best meet that mission and goal in the most efficient manner possible. Chalice Wine. (2017, Mar 18).

History and Development of Human Resource Management Essay

History and Development of Human Resource Management - Essay Example Traditionally, there was no clearly organized personnel management as most trades were carried out by individuals and their families (Koster, 2002). As time progressed and industries established, it became necessary to find innovative ways of managing human resources in order to achieve business success hence the introduction of personnel management which evolved into HRM and other concepts such as strategic HRM and international HRM. In view of this, the paper will discuss the history, development and the importance of HRM. History and Development of Human Resource Management Personnel management can be traced back to the time of Hammurabi, the king of Babylon who developed a code of laws that set wages for labourers (Bach & Sisson, 2000). Other aspects of personnel management were found in the way the craftsmen handled their trades and passed on skills to apprentices. There were no special people to oversee the work of others but each individual was responsible for his/her own work . However, as technology advanced the nature of work changed and also the manner in which work was managed. Most craftspeople started organizing into guilds to guard their trade from intruders and take care of the welfare of each other such as providing mutual insurance for those in need of assistance (Ivancerich, 2006). The industrial revolution which began in the middle of the 18 Th century changed the face of working relationship completely and prompted the search for ways of managing workers. It led to the introduction of the factory system and wage labour instead of workers utilizing their skills to make items for sale on their own. They also started specializing in tasks as opposed to the old system where one performed a range of tasks to complete an item hence interdependence of tasks (Koster, 2002). The nature of the factory system required rules to govern the behaviour of employees and to end sure they produced results hence the beginning of personnel management.

An aspect of Caribbean Culture Essay Example | Topics and Well Written Essays - 250 words

An aspect of Caribbean Culture - Essay Example Barbados which is a former British Colony can be called â€Å"little England† as its name suggests that is greatly reflects the British culture. Jamaica mostly relies on pre-colonial heritage and is well developed .it maintains a very peaceful environment of the Caribbean. Aruba, another part of the Caribbean reflects a little bit Dutch culture. Dominican Republic which is underdeveloped. Puerto Rico is one of the most modern island of the Caribbean and is greatly influenced by the American and Spanish cultures. The official symbols of the Caribbean include parrot, palm and the shell. The literature of the Caribbean is divided into Spanish, French, and English literature. The music of the Caribbean is a combination of Spanish, French and English people who have added to the music heritage of the Caribbean culture. After the first permanent establishment of Columbus in the Caribbean, the islands have produced their own musicians, composers etc. The main sport of the Caribbean i s very unique which includes football and cricket. Here the football refers to the British football which is known as soccer. Other sport include rugby, softball etc. at present cricket the most important sport of the Caribbean. The theatre of the Caribbean is mind blowing as it attracts the tourists from far off places.

The Awakening :: essays research papers

The Awakening In the book The Awakening, by Kate Chopin, Edna Pontellier is an unhappy, married, mother who finds an outlet from her life through a welcoming ocean. "A certain ungovernable dread hung about her when in water, unless there was a hand nearby that might reach out and reassure her."(p.27) Edna is frightened by the ocean and very overwhelmed by its massive strength. Then she learns to swim and becomes fascinated by what was once an intimidator. "How easy it is!" It is nothing."(p.27) Edna is very pleased with this new found joy; Edna is estatic over conquering her fear. "She could have shouted for joy, she did shout for joy."(p.27) Edna feels happy with herself for the first time in many years. "She felt like some new-born creature, opening its eyes in a familiar world it had never known."(p.115) Edna begins swimming regularly and thoroughly enjoys it. "Edna plunged and swam about with an abandon thrilled and invigorated her."(p.49) "She remained a long time in the water."(p.49) Swimming, for Edna, provides a much needed recess from her home life and the typical role of a woman and a wife in the 19th century. "I have a notion to go down to the beach and take a good wash and even a little swim," "before dinner? The water is too cold. Don't think of it." "Well I might go down and try-dip my toes in."(p.114) Edna is growing very fond of the ocean and so adorns her swims. No one will keep her from this new pleasure that brings such satisfaction to her life. Edna feels free for the first time since her childhood. She loves so much this mysterious new being that is so wonderful to her. The ocean proves to be a place where she can transcend her life into the life of who she wants to be. "The touch of the sea is sensuous unfolding the body in its soft, close embrace."(p.115) Edna feels closer to the sea than anyone she has ever known. "She thought of Leonce and the children. They were a part of her life, but they need not have thought they could posses her."(p.116) Edna is slowly beginning to awaken from the marriage and life that has held her comatose for so long. She realizes why she is unhappy and looks to the sea for commiseration and answers, but finds none. Edna can only continue her love affair with the ocean and appreciate her newly-discovered soulmate.

Welfare and Drug Testing

The welfare program was designed to be a temporary solution to help families in need to get back on their feet, and meet their basic needs. It Is estimated that 50 to 80 percent of family based services involve drugs or alcohol abuse (Chug 2001). Some advantages of mandatory drug testing for welfare recipients are that it fosters self-reliance, averts abuse of the welfare system, gives people an opportunity to receive treatment, and ensures correct allocation of tax dollars. So why not drug test the recipients before a person an get qualified for services? Drug abuse has been a problem in the United States for a very long time.In the beginning before there were regulations narcotics were freely used In elixirs and other medical and homemade remedies. It was not until the effects of these drugs were known, and the damage was already done that government regulations were put into place. It has been determined that the use of drugs has been the main cause of most crimes in the United St ates. Statistically it has been shown that nearly half of the current inmate population has some history of drug abuse. It has been brought to the attention of legislators that there is a drug abuse problem within the welfare system.When the welfare reform act of 1996 was passed there was a provision stated to allow drug testing on an as needed basis. This protocol has not been widely used, and seems to have been forgotten, until now that is. The government has identified a problem within the welfare system, and would like to recoup some of the losses, and also help some of the individuals that do have a problem. Welfare was meant to be a temporary fix† to help a person get back on their feet. If a drug problem Is present, a person will tend to stay on the system, not be employable, and use the benefits for which they were not Intended.To get this issue in check law makers would like to see people be drug tested before being approved for benefits, and periodic random tests whi le they are receiving them as well. There are also provisions for persons who have a drug problem to receive the treatment they need. This pale chart represents the results off poll Fox News did In 2010. The question was, â€Å"Do you Delves welfare recipients snouts De Aragua tested There are many different types of tests used to detect drugs in a person's yester. The type of testing used will be determined on the types of drugs being tested for and the cost effectiveness and time allotment.Some states are proposing the individual will pay for the testing, but will be reimbursed once the results come back negative. Other states are proposing the amount of money they will save by cutting back on benefit fraud will be more than enough to cover the costs of testing. The most cost effective and time efficient method of testing is urinalysis. This test can be administered in an office setting and the results are available immediately. The only down fall to this test is it can be beat b y taking herbal supplements that are made to mask the drug.It is also not accurate in testing for substances like cocaine and alcohol as they are not testable in the urine after 3 days. Hair testing is another option. This test is administered in a clinical setting, and requires small amounts of hair taken from different areas of the head. One inch of hair gives the clinician sixty days of history, and cannot be faked. Blood tests also require a clinical setting and a laboratory to read the results. With the last two options of testing turnaround time an be days, weeks, or months, and can be quite expensive.There are already a few states such as Michigan, Florida, and New Hampshire that have this protocol in place. The strongest argument for the testing of individuals is having such a program in place will help reduce the miss use and miss appropriation of taxpayer's monies. Governor Rick Scott, R Florida, states † It's not right for taxpayer money to be paying for somebody's drug addiction, On top of that, this is going to increase personal responsibility, personal accountability. We shouldn't be subsidizing people's addiction. (Scott, 2011). The state of Florida approved this bill that took effect July 1, 2011.Governor Scott also stated â€Å"It's the right thing for taxpayers,† Scott said after signing the measure. â€Å"It's the right thing for citizens of this state that need public assistance. We don't want to waste tax dollars. And also, we want to give people an incentive to not use drugs. † (Scott, 2011) It is perceived it would help reduce domestic violence and other drug related crimes. Individuals would also receive intervention and care they might not normally have access to without this program. If an individual were to fail a drug test they would be given the option to enter a state treatment program.If the person was to refuse treatment or have a second offense after completing the treatment they would lose their benefits fo r a period of one year. As with all new laws trying to be passed there are also those who are against it. Opponents of drug testing believe that it is violating the constitutional protections in the Fourth Amendment. The Fourth Amendment to the U. S Constitution states, the right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated.Columnist William Safari in The New York Times writes, Not only is my home my castle, my body is my citadel. Unless I give you a probable cause to suspect me of a crime, what goes on in my home and body and mind is my business Robin Merrill of Maine Equal Justice, which provides legal services for the poor states, â€Å"Random drug testing is very questionable legally with respect to constitutional issues. If the government has the right to drug- test people based on receipt of aid from public assistance programs, what is to stop en government Trot requiring Aragua tes ting Tort anyone won receives a student loan or any other government benefit?This law would create a very slippery slope with respect to infringement on people's right to privacy. † Another point in question is will this really save the tax payers any money? How much will the added administrative personal and the testing itself cost? The Miami Herald reports that the savings in Florida could reach one hundred thousand dollars, but no reports of administrative costs have been reported. Adversaries also raise the question about discrimination and alienation. They believe that singling out individuals because of their financial status could be disastrous and have negative effects.Cutting off families benefits because of the actions of an individual could do more harm than good. Just because an individual has a substance abuse problem, how can you prove they are not using their benefits appropriately? (Dona 2005) Whether you are in favor or opposed to welfare recipients being drug tested, the issue is one that most people will encounter on Election Day. People who are in favor say testing will allow people to get help that otherwise would fall through the cracks. It would also raise the UN employment rate by allowing those individuals to become better qualified to obtain and keep Jobs.