Big Time Toymaker Essays - Contract Law, Contract, Mistake

Big Time Toymaker Essays - Contract Law, Contract, Mistake Big Time Toymaker LAW/421 November 10, 2014 Big Time Toymaker An agreement recognized by a court of law is called a contract. A binding contract is the result of an agreement, whether the agreement is verbal or written, providing certain requirements be met (Melvin, 2011). The purpose of contracts is to provide protection to both parties involved in the agreement. In this simulation, Chou had invented a revolutionary game, Strat, which had piqued the interest of Big Time Toymaker (BTT). Chou and BTT entered into an agreement that gave BTT exclusive rights to Chous inventory for the period of 90 days in exchange for a monetary transaction of $25,000 (Melvin, 2011). Evaluation of this particular situation will lead to the discovery of some of the pros and cons a contract can provide, how to determine if a contract is necessary in a situation, as well as a few remedies should a breach of contract occur. Contract Melvin (2011) stated, BTT was interested in distributing Strat and entered into an agreement with Chou whereby BTT paid him $25,000 in exchange for exclusive negotiation rights for a 90-day period. The exclusive negotiation agreement stipulated that no distribution contract existed unless it was in writing (p. 155). These are concrete terms that form a verbal agreement, which was held in place, that lead to the creation of a written agreement. Even though none of the e-mails exchanged between Chou and BTT ever actually contained the word contract, the e-mails clearly showed that all of the terms were agreed upon by both parties involved, which meets the requirements that outline a contract. Positive and Negative Facts of Agreement This particular simulation provides several facts that are in favor of and against Chou in terms of the parties objective intent to form a contract. The first fact in Chous favor is the first meeting where an agreement was made with BTT regarding the monetary exchange for exclusive negotiation rights. BTT sending over a follow-up e-mail that clearly stated their agreed upon terms was a second fact in favor of Chou, as well as the fax from BTT requesting that Chou create a draft for an actual contract. Chou also had in his favor the fact that both parties spent a notable amount of time acting under the agreed upon terms of the drafted contract. However, because the negotiation agreement stated that there would be no contract for distribution unless otherwise stated in writing, and BTTs e-mail that repeated the agreed upon terms did not contain signatures from either party, binding the contract, the oral negotiation agreement passed the 90-day deadline with no technical contract in pla ce. It was not until several months had passed that that BTT had requested a draft of a contract. Impact of E-mail Thanks to the evolution of technology, in the paperless world of electronic communications, a paper communication is no longer necessary to hold to the bond of an agreement. The e-mails exchanged between Chou and BTT outlines an agreement made by both parties based on the terms agreed upon in the meeting regarding distribution. Without the e-mail exchange identified as a contract by written words, it displays an acknowledgment by Chou and BTT of an existent contract. According to Melvin (2011), because the e-mail provided a senders name at the bottom of the message, the Mailbox rule applies, and the name is to be considered an electronic signature. Statute of Frauds Melvin (2011) states, Under the Uniform Commercial Code, the statute of frauds applies to any contract for the sale of goods for $500 or more, and any lease transaction for goods amounting to $1,000 or more (p. 151). Because the $25,000 was received by Chou under the negotiation agreement, the sale of goods should be considered for the Strat game. The electronic signature at the bottom of the e-mail from BTT to Chou is also considered, especially since the e-mail clearly stated the agreed upon terms. Chou could use the fact that the whole scenario was misleading because there was an exchange of money for goods, a verbal agreement, and an e-mail containing all of the elements of a contract. Doctrine of Mistake Melvin (2011) defines a mutual mistake as A mutual mistake may be the basis for canceling a contract (also

Definition and Examples of Paralinguistics

Definition and Examples of Paralinguistics Up to 90 percent of communication is nonverbal. Getting ones message across is made easier through voice inflection, facial expression and body gestures. Paralinguistics is the study of these vocal (and sometimes non-vocal) signals beyond the basic verbal message or speech, also known as vocalics. Paralinguistics, Shirley Weitz explains sets great store on how something is said, not on what is said. What It Is Paralanguage  includes accent, pitch, volume, speech rate, modulation,  and fluency. Some researchers also include  certain non-vocal  phenomena  under the heading of paralanguage:  facial expressions, eye movements,  hand gestures, and the like. The boundaries of paralanguage, says Peter Matthews, are (unavoidably) imprecise. Although paralinguistics was once described as the neglected stepchild in language studies, linguists  and other researchers  have recently demonstrated greater interest in the field.  Ã‚   The rise in recent decades of non-face-to-face communication through email, text messaging, and social media led to the use of emoticons as a substitute for paralanguage. Etymology From Greek and Latin, beside language Cultural Differences Not all cultures interpret these nonverbal cues the same way, which can cause confusion when people of different backgrounds are trying to communicate. In Saudi Arabia, speaking loudly conveys authority and speaking softly conveys submission. Americans, on the other hand, are often perceived as brash for their loudness by Europeans. The Finnish language is spoken more slowly than other European languages, leading to a perception that the Finnish people themselves are slow. Some people have a similar perception of the Southern drawl accent in the United States. Examples and Observations We speak with our vocal organs, but we converse with our entire bodies. ... Paralinguistic phenomena occur alongside spoken language, interact with it, and produce together with it a total system of communication. . . . The study of paralinguistic behavior is part of the study of conversation: the conversational use of spoken language cannot be properly understood unless paralinguistic elements are taken into account.- David Abercrombie Paralinguistics is commonly referred to as that which is left after subtracting the verbal content from speech. The simple cliche, language is what is said, paralanguage is how it is said, can be misleading because frequently how something is said determines the precise meaning of what is said.- Owen Hargie, Christine Saunders, and David Dickson Loudness in Different CulturesA simple example of the adverse effects of paralinguistics is quoted in [Edward T.] Hall concerning the loudness with which one speaks (1976b). In Saudi Arabian cultures, in discussions among equals, the men attain a decibel level that would be considered aggressive, objectionable and obnoxious in the United States. Loudness connotes strength and sincerity among Arabs; a soft tone implies weakness and deviousness. Personal status also modulates voice tone. Lower classes lower their voices. Thus, if a Saudi Arab shows respect to an American he lowers his voice. Americans ask people to talk more loudly by raising their own voices. The Arab then has his status confirmed and thus talks even more quietly. Both are misreading the cues!- Colin Lago Vocal and Nonvocal PhenomenaThe more technical discussion of what is loosely described as tone of voice involves the recognition of a whole set of variations in the features of voice dynamics: loudness, tempo, pitch fluctuation, continuity, etc. . ... It is a matter of everyday observation that a speaker will tend to speak more loudly and at an unusually high pitch when he is excited or angry (or, in certain situations, when he is merely simulating anger and thus, for whatever purpose, deliberately communicating false information). ... Among the most obvious non-vocal phenomena classifiable as paralinguistic, and having a modulating, as well as punctuating, function is the nodding of the head (in certain cultures) with or without an accompanying utterance indicative of assent or agreement. ... One general point that has been continually stressed in the literature is that both the vocal and non-vocal phenomena are to a considerable extent learned rather than instinctive and differ fro m language to language (or, perhaps one should say, from culture to culture).- John Lyons Detecting Sarcasm Based on Paralinguistic CuesThere was nothing very interesting in Katherine Rankins study of sarcasm- at least, nothing worth your important time. All she did was use an M.R.I. to find the place in the brain where the ability to detect sarcasm resides. But then, you probably already knew it was in the right  parahippocampal gyrus. ...Dr. Rankin, a neuropsychologist and assistant professor in the Memory and Aging Center at the University of California, San Francisco, used an innovative test developed in 2002, the Awareness of Social Inference Test, or Tasit. It incorporates videotaped examples of exchanges in which a person’s words seem straightforward enough on paper, but are delivered in a sarcastic style so ridiculously obvious to the able-brained that they seem lifted from a sitcom.I was testing people’s ability to detect sarcasm based entirely on paralinguistic cues, the manner of expression, Dr. Rankin said. ...To her surprise, ...  the magnet ic resonance scans revealed that the part of the brain lost among those who failed to perceive sarcasm was not in the left hemisphere of the brain, which specializes in language and social interactions, but in a part of the right hemisphere previously identified as important only to detecting contextual background changes in visual tests.The right parahippocampal gyrus must be involved in detecting more than just  visual context- it perceives social context as well, Dr. Rankin said.- Dan Hurley Sources Khalifa, Elsadig Mohamed, and Faddal, Habib. Impacts of Using Paralanguage on Teaching and Learning English Language to Convey Effective Meaning. Studies in English Language Teaching, 2017. file:///Users/owner/Downloads/934-2124-1-SM.pdfIntra-personal Communication http://faculty.seattlecentral.edu/baron/Spring_courses/ITP165_files/paralinguistics.htmEmoticons and Symbols Arent Ruining Language – Theyre Revolutionizing It, Lauren Collister - https://theconversation.com/emoticons-and-symbols-arent-ruining-language-theyre-revolutionizing-it-38408Weitz, Shirley. Nonverbal Communication. Oxford University Press, 1974, Oxford.  Matthews, Peter. Concise Oxford Dictionary of Linguistics. Oxford University Press, 2007, Oxford.Abercrombie, David. Elements of General Phonetics. Edinburgh University Press,1968, Edinburgh.Hargie, Owen; Saunders, Christine and Dickson, David.  Social Skills in Interpersonal Communication, 3rd ed. Routledge, 1994, London.Lago, Colin.  Race, Culture an d Counselling 2nd ed. Open University Press, 2006, Berkshire, England. Lyons, John. Semantics, Vol. 2. Cambridge University Press, 1977, Cambridge.Hurley, Dan. The Science of Sarcasm (Not That You Care). The New York Times, June 3, 2008.

Reading Responses 9 Case Study Example | Topics and Well Written Essays - 250 words

Reading Responses 9 - Case Study Example Birth control can be supported on economic and social grounds with the big families being an economic strain to any family. The social limits show that, in the modern era, the socially acceptable family size is the small family. It is necessary to  make sure that the members of the community are well informed to make choices that will favor the family. Making sure that the society has adequate knowledge so as to make informed decisions will enable the society to progress. Controlling the birth levels of the human race is crucial in the evaluation of living standards. Increased population causes a strain on natural resources, which causes competition for available resources (Sanger 3). Birth control needs to be done to maintain socially acceptable behaviour or morals in the society. Maintaining high moral standards in the society will determine the nature of interactions in the society. The issue of birth control is thus a sensitive issue in the society and should be resolved by ensuring that the members of the society are provided with adequate information. It is noteworthy that the members of the society make their own decision with regards to the matter since they have the information required (Sanger 4). The question arises, is the information available to the citizens enough for them to make the right decision? The article evaluates birth control in the society and the factors that affect the perception of the community towards the action. Birth control has been a discussion topic for some time with the moral side of the activity being evaluated. The main questions asked with regards to the need of birth control is the issue of the population effect on global peace, the legal issues affecting birth control, effect of birth control on moral attitude and the amount of knowledge in the society with regards to the issue. The need for birth control needs to be

Alcohol Market Assignment Example | Topics and Well Written Essays - 1500 words

Alcohol Market - Assignment Example Traditions are notoriously difficult to break within an culture, especially those that are associated with good times, excitement and an escape from the more somber aspects of life. The market is also influence by the fact that a tee-totaler is often regarded with a mixture of suspicion and derision by the very customers that would need to buy NAB/LAB. A person who does not drink alcohol is seen as someone who will lessen the jovial spirit at any social gathering. A sober person among the drunk is somewhat out of place. The drinking people feel it and that person is often not welcome. Kaliber overcame this in a number of ways. First, it was produced by Guinness corporation, which is associated with one of the most famous beers in the world. Thus there was at least a chance this NAB would stand a chance of at least being considered. Second, the choice of a Billy Connolly as a spokesperson was an attempt to transform the idea that non-alcoholic drinks are "not fun" into the idea that one could indeed have a good time while drinking them. Connolly's public image was one of the drunken Scotsman, a near out-of-control comedian who lived a legendary wild life of debauchery. This was an attempt to overcome the most basic and overriding problem that Kaliber faced: that non-alcoholic drinks are somehow less macho and/or feminine than alcoholic drinks. A perhaps disarming, but in hindsight brilliant move was to have Connolly talk about the beer in a serious manner. His deadpan delivery of the advert was not expected, but in a sense placed the beer as a "straight man" to the funny man of alcoholic beer. By the straight man is just as much part of the entertainment within a comedy routine, and by association, a NAB such as Kaliber could be part of the overall, happy social experience of a pub. The idea was to suggest that alcohol is not the defining factor, but rather the sociability and conviviality of the drinking situation. The choice of Billy Connolly as a spokesman personified this idea. Why did Guinness and the agency then feel it was necessary to reposition the Kaliber brand The basic reason for the repositioning of Kaliber was that, while the market was growing and Kaliber had a 30% share of that market, but by 1989 the market had stagnated and it appeared that low alcohol beers would become dominant as the public perceived them as tasting better and also that they were easier to brew. The Kaliber brand needed to be repositioned because it was in danger of losing its leadership position, not because of any particular weaknesses within the product itself, but because of the changing fortunes of the NAB versus LAB dynamic in general. How successful was the campaign The campaign involved Connolly in sober tones stating that you could drink as much NAB as you liked, but that LAB could get you drunk, with all the bad possibilities thus appearing. The results were startling and overwhelming positive. Thus awareness of Kaliber as an alcohol-free brand rose from 40% to 70%, and preference for NAB in general over LAB in general grew from 39% to 52%. As the case study states, "between July 1989 and the end of 1990, Kaliber's share grew from 12% to 20%." Again, the campaign itself was effected by

High Drop Out from School Among Girls in Tanzania Essay Example for Free

High Drop Out from School Among Girls in Tanzania Essay Education enables girls to make their own decisions and to influence their families positively. Education saves and improves the lives of girls and women. It allows them greater control of their lives and provides them with skills to contribute to their societies. UNICEF (2004) report indicates that girls’ education leads to more equitable development, stronger families, better services, better child health and effective participation in governance. Despite the obvious benefits of Education to national development, research findings indicate that girls’ dropout rate from school is higher than that of boys. It observed that Tanzanian girls, for various reasons bordering on religious, cultural, socio-economic and school related factors, are not given a fair chance in the educational sector. In Tanzania, about 7. 3 million children do not go to school, of which 62% are girls (UNICEF 2004). The same UNICEF report indicates that girls’ primary school completion rate is far behind that of boys, at 76% compared with 85% for boys. This gender gap means that millions more girls than boys are dropping out of school each year. This goes to show that the majority of children not in school are girls. Mohammed (2004) equally reported that a girl may be withdrawn from school if a good marriage prospect arises. Early marriage is a sociocultural factor that hinders the girl child’s access to school. Some parents, in an attempt to protect their teenage daughters, give them out to wealthy old friends. Some of these girls who attempt to escape from such forced marriages end up in disaster. Alika and Egbochuku (2009) found that the socio-economic status of the girls imposes considerable constraints upon their continuing stay in school. In fact, they asserted that a girl’s particular socio-economic inheritance may have a direct and important effect on educational attainment. The Problem Education, which is the right of every child, is a mirage in the lives of some Tanzanian girls because some of them are forced into early marriage as from age 12. Poverty has been known to force most parents to withdraw their children from school UNICEF (2004) report indicates that some 121 million children are out of school for various reasons and 65 million of them are girls. With the educational rights of 65 million girls unmet, something should be done to ensure that they complete their education. The same report indicates that Tanzania is one of the 25 developing countries of the world with low enrolment rates for girls, gender gap of more than 10% in primary education and with more than 1 million girls out of school. This is a problem that requires emergency action if the nation is to advance technologically, considering the multiplier and intergenerational benefits derivable in the education of the girl child. It is the aim of this study, therefore, to find out reasons why girls dropout of school in Tanzania and, consequently, based on the findings proffer counselling strategies that could be adopted in order to check the incidence of drop out from school among girls in Tanzania. Research Question  To guide this investigation, one research question will be formulated 1. What are the reasons for high dropping out of school by girls in Tanzania? The descriptive survey design will be adopted for this study. The study sought to determine the reasons for dropping out from school among girls in Tanzania. The population of the study will comprised all girls who dropped out of school and re-enrolled in schools in Tanzania. Four primary schools, four secondary schools and four skill acquisition centres will be used for the study. A stratified random sampling procedure will be adopted in selecting the secondary schools, on the basis of their status i. e. all girls’ schools and all co-educational schools. For the primary schools, the upper primary classes will be used for the study while for the skill acquisition centres, two government skill acquisition centres, one nongovernmental skill centre and one private skill centre will be used for the study. The research instrument used will be a checklist on reasons for dropping out of school.

Buddhism Essay -- essays research papers

Before Buddha had started teaching, many people were ignorant of their feelings and could not understand a lot of their senses. Before Buddha, people suffered without understanding why. Buddha taught people how to release themselves from this daily suffering. They learned that the pathway to self-righteousness was bordered with the release from suffering. Buddha’s way of life has benefited the whole world because now people can choose to understand why we are suffering, and how we can be released from it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the depths of India in C.563 b.c., a child was born. His parents named him Siddartha Guatama, and it was prophesized that he would one day become a universal emperor or teacher. Siddartha’s father was a wealthy ruler of an important tribe called “shakya';1 Young Siddartha spent his early life enclosed within the walls of the palace, where he was sheltered from anything but luxury, and serenity. He was not satisfied with only material possessions. Siddartha felt like he needed something else in his life. So he pleaded to his father that he could become a follower of the polytheistic religion that was at that time the only religion in India. When his father refused, Siddartha stood in one place for days on end, until his father agreed. So Siddartha left his enclosed palace and set out on his own.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Not long after he started ... Buddhism Essay -- essays research papers Before Buddha had started teaching, many people were ignorant of their feelings and could not understand a lot of their senses. Before Buddha, people suffered without understanding why. Buddha taught people how to release themselves from this daily suffering. They learned that the pathway to self-righteousness was bordered with the release from suffering. Buddha’s way of life has benefited the whole world because now people can choose to understand why we are suffering, and how we can be released from it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the depths of India in C.563 b.c., a child was born. His parents named him Siddartha Guatama, and it was prophesized that he would one day become a universal emperor or teacher. Siddartha’s father was a wealthy ruler of an important tribe called “shakya';1 Young Siddartha spent his early life enclosed within the walls of the palace, where he was sheltered from anything but luxury, and serenity. He was not satisfied with only material possessions. Siddartha felt like he needed something else in his life. So he pleaded to his father that he could become a follower of the polytheistic religion that was at that time the only religion in India. When his father refused, Siddartha stood in one place for days on end, until his father agreed. So Siddartha left his enclosed palace and set out on his own.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Not long after he started ...

Journal Article on Juvenile Delinquency Essay

The study made by Kaplan and Johnson corresponds to the value of how people and corresponding social institutions perceive juvenile delinquency. In particular, it tackled the capacity of creating punishments and sanctions as an ideal norm that needs to be pursued. Such direction then fostered better means of analyzing the response of different social institutions towards these actions. Similarly, the aspect of labeling within the social model was also studied. In particular, it takes into consideration how this process corresponds to how individuals ascertain relationships and function towards functioning effectively within the specific standards established (Kaplan and Howard, p. 99). To achieve this perspective, the process of labeling was studied and determined by its capacity to promote deterrence. Similarly, careful study was also made in how a relationship may exist between the processes of social sanctions and the application of appropriate standards related to a model of deviant behavior (Kaplan and Johnson, p. 100). Through this, the study was able to establish specific patterns that allow the labeling process during deviant behavior to explain the motivation and resistance towards engagement. Such actions then help explain the manner on how people relate with social institutions and others accordingly. After careful analysis, the study then illustrated the value of utilizing labeling within the deviant behavior. Here, the principle is used to create better means of fostering distinctions between responses among individuals and social institutions (Kaplan and Johnson, p. 116). Seeing this, the idea then of labeling becomes both constructive in its capacity to motivate a change in behavior and deterrence of deviance. On the other hand, it also brings about a negative outcome that it promotes biased views and alienation among individuals who engage in such actions. Due to this, the principle then opens up greater opportunities to correlate in the process of role development and the creation of identity and behavior according to specific norms and establish specific responses due to negative social sanctions especially in the formulation of deviance. Reflecting on the article, it can be seen that the process of labeling remains to be an important component shaping perceptions among individuals concerning deviant behavior. It carries along the principle of facilitating norms and maintenance of status quo especially within different social institutions. Due to this, it both serves as deterrence for those who try to engage in such actions and hampers the relationship among peers. Such action then ensures the validity of ensuring stability among individuals and the manner they act and react to their specific environments. Similarly, the idea then of social controls provided towards deviant behavior remains to be innate in social norms. Analyzing these realities, it can be surmised that it functions towards establishing better means for people to act. By setting up these rules and standards, the manner of relationships and functions among people becomes effective and viable. Overall, the usefulness of this article revolves around its capacity to effectively understand the relationships surrounding deviance, social control, and social sanctions. It also tries to support the tenets of deviance theory by providing specific principles shaping and supplementing both its development and application of control. Such actions then increase the likelihood of establishing concrete definition and analysis. Lastly, this direction then opens up the capacity to understand the process of deviant behavior in the lens of sociology; as it tries to understand how it creates specific roles, develops relationship, and maintenance of control.

Compare Two Deontological Theories Essay

‘Deon’ means duty in ancient Greek and a deontological theory is concerned with the morality of an act rather than its consequences (or the ‘motive/intention’ behind the act). Kant’s theory of categorical imperatives (I ought to do X rather than a hypothetical; if I want to achieve X then I should do Y) consists of three main principles. The first of these is the universal law which states that you must only act on the maxim (principle) when you can at the same time will it to become a universal law. This means that you must be content that if everybody took the same action as you chose in similar situations, it would remain a moral action. The second of his principles asks you to act in a way that treats others as an end in themselves rather than a means to an end. This relates to Jesus’ teaching to ‘Do to others what you would have them do to you’ (Matthew 7:12) and says humans should not use other humans to gain something for th emselves, as we would not like to be treated in this way. The final categorical imperative is the ‘Kingdom of Morals’ which says that we should always act as though we were the legislators for the kingdom of morals – we are in charge of what is fair and just. Kant placed great faith on human beings as being able to work rationally to such a conclusion and act according to principles. This contrasts with the Natural Moral Law theory which claims that we must find the purpose God has set for us and follow this path accordingly; our own personal beliefs are irrelevant. ‘Natural Moral Law’ was coined by Thomas Aquinas (influenced by Aristotle’s idea of the ‘final cause’) and the theory states that every action must work to fulfil its purpose; every action against it is immoral. According to the theory natural law is accessible through the natural order of the world and is unchanging. It is arguable that part of the theory is teleological as it is concerned with our ‘end’ by tryin g to fulfil our ‘God-given purpose’. Both Aquinas and Kant agree that our morals are absolute, a priori truths, however Kant believes that our reason will lead us to these truths whilst Aquinas has set primary and secondary precepts which he believes humans should follow. His primary precepts are to self-preserve and preserve the innocent, reproduce, learn, order society and worship God. These are absolutist as he believes all societies should share these values. He believes that these are universal and so he is fulfilling Kant’s first imperative. However the theories, when applied work very differently. An example of this is the case of abortion, a girl that is thirteen years old gets raped and becomes pregnant; she cannot care for the child and feels like she would be wrong in keeping it. According to Kant’s theory she would not be able to abort as she could not will every woman who became pregnant to abort their child, if they did then the human race would not survive, making this a contradiction of the ‘Laws of Nature’. Kant also argued that all humans have intrinsic worth and therefore by aborting so that she has an easier life the girl is treating the foetus as a means to an end. As for natural law, abortion goes against two of Aquinas’ primary precepts, largely the precept of ‘reproduction’. But also ‘preservation of the innocent’ suggests that issues such as euthanasia and abortion would not be permitted. The only acceptance to abortion in the natural law theory would be if the mother’s womb had to be removed to save her life – consequently aborting the foetus (this is the doctrine of the double effect). Both Aquinas and Kant assume God, Kant says that we must presuppose God, immortality and freedom in order for his theory to function whilst Aquinas believes that God gave us the ability to reason to find our morals – which God set. Whilst on surface level they appear similar theories, both being absolutist and deontological, when applied to ethical decisions they usually counteract each other with the viewpoint given. Assess the strengths & weaknesses of one of these theories (9 Marks) An obvious problem for the natural moral law theory is that it provides us with legalistic morality, because it is absolutist it means that it does not accommodate for individual circumstances. An example of this is a homosexual couple. According to the theory, the purpose of all sexual acts is to reproduce; any sexual act which does not fulfil this purpose is immoral. We can see that we are biologically ‘set up’ to reproduce in this way, and so Aquinas believes that masturbation, contraception and homosexual intercourse are all immoral because they do not perform the function that they are destined for. However the fact that it is an absolutist theory also has its advantages – it is a source of clear values and moral certainty, it would be very easy to follow, without considering the complexity of circumstances or consequences. Its focus on reason and universalism also helps the simplicity of the theory and can help it to transcend over a variety of cultures and religions. The only problem with it being a religious theory rather than a secular one is that the primary precept of ‘worshipping God’ will not come naturally to those who do not believe in the Christian God, or to atheists/agnostics. The fact that Aquinas maintains that the absolute laws come from God and that we ought to obey them may lead him into the trap of the naturalistic fallacy – obeying God is a value judgement and therefore he is turning and is into an ought. However an advantage is that the theory’s emphasis on the purpose of humanity gives people a structure and meaning in their lives, it is humanistic in its assertion that we all have intrinsic worth. Overall I believe that the weaknesses outweigh the strengths of this theory – it fails in its precepts which determine how people should live – people do not all hold the same values and therefore it is presumptuous to say that our morals were given by God and we all share them. It is also interesting that Aquinas himself went against his primary precept of ‘reproduction’ by being a celibate priest.

Submit Forms Using TWebBrowser in Delphi

Populate/Submit Forms Using TWebBrowser in Delphi The TWebBrowser Delphi control provides access to the Web browser functionality from your Delphi apps - to allow you to create a customized Web browsing application or to add Internet, file and network browsing, document viewing, and data downloading capabilities to your applications. Web Forms A web form or a form on a web page allows a web page visitor to enter data that is, in most cases, sent to the server for processing. The simplest web form could consist of one input element (edit control) and a submit button. Most web search engines (like Google) use such a web form to allow you to search the internet. More complex web forms would include drop-down lists, check boxes, radio buttons, etc. A web form is much like a standard windows form with text input and selection controls. Every form would include a button - a submit button - that tells the browser to take action on the web form (typically to send it to a web server for processing). Programmatically Populating Web Forms If in your desktop application you use the TWebBrowser to display web pages, you can programmatically control web forms: manipulate, change, fill, populate fields of a web form and submit it. Heres a collection of custom Delphi functions you can use to list all the web forms on a web page, to retrieve input elements, to programmatically populate fields and to finally submit the form. To more easily follow the examples, lets say theres a TWebBrowser control named WebBrowser1 on a Delphi (standard Windows) form. Note: you should add mshtml to your uses clause in order to compile the methods listed here. List Web Form Names, Get a Web Form by Index A web page would in most cases have only one web form, but some web pages might have more than one web form. Heres how to get the names of all the web forms on a web page: function WebFormNames(const document: IHTMLDocument2): TStringList; var   Ã‚  forms : IHTMLElementCollection;   Ã‚  form : IHTMLFormElement;   Ã‚  idx : integer; begin   Ã‚  forms : document.Forms as IHTMLElementCollection;   Ã‚  result : TStringList.Create;   Ã‚  for idx : 0 to -1 forms.length do   Ã‚  begin   Ã‚  Ã‚  Ã‚  form : forms.item(idx,0) as IHTMLFormElement;   Ã‚  Ã‚  Ã‚  result.Add(form.name) ;   Ã‚  end; end; A simple usage to display the list of web form names in a TMemo: var   Ã‚  forms : TStringList; begin   Ã‚  forms : WebFormNames(WebBrowser1.Document AS IHTMLDocument2) ;   Ã‚  try   Ã‚  Ã‚  Ã‚  memo1.Lines.Assign(forms) ;   Ã‚  finally   Ã‚  Ã‚  Ã‚  forms.Free;   Ã‚  end; end; Heres how to get the instance of a web form by index.  For a single form page the index would be 0 (zero). function WebFormGet(const formNumber: integer; const document: IHTMLDocument2): IHTMLFormElement; var   Ã‚  forms : IHTMLElementCollection; begin   Ã‚  forms : document.Forms as IHTMLElementCollection;   Ã‚  result : forms.Item(formNumber,) as IHTMLFormElement end; Once you have the web form, you can list all the HTML input elements by their name, you can get or set the value for each of the fields, and finally, you can submit the web form. Web pages can host web forms with input elements like edit boxes and drop down lists which you can control and manipulate programmatically from Delphi code. Once you have the web form, you can  list all the HTML input elements by their name: function  WebFormFields(const  document: IHTMLDocument2;  const  formName :  string): TStringList;  var  Ã‚  Ã‚  form : IHTMLFormElement;   Ã‚  field : IHTMLElement;   Ã‚  fName : string;   Ã‚  idx : integer;  begin  Ã‚  Ã‚  form : WebFormGet(0, WebBrowser1.Document  AS  IHTMLDocument2) ;   Ã‚  result : TStringList.Create;   Ã‚  for  idx : 0  to  -1 form.length  do  Ã‚  begin   Ã‚  Ã‚  Ã‚  field : form.item(idx, ) as IHTMLElement;   Ã‚  Ã‚  Ã‚  if  field   nil then  Continue;   Ã‚  Ã‚  Ã‚  fName : field.id;   Ã‚  Ã‚  Ã‚  if  field.tagName INPUT  then  fName : (field  as  IHTMLInputElement).name;   Ã‚  Ã‚  Ã‚  if  field.tagName SELECT  then  fName : (field  as  IHTMLSelectElement).name;   Ã‚  Ã‚  Ã‚  if  field.tagName TEXTAREA  then  fName : (field  as  IHTMLTextAreaElement).name;   Ã‚  Ã‚  Ã‚  result.Add(fName) ;   Ã‚  end;  end; When you know the names of the fields on a web form, you can programmatically  get the value  for a single  HTML  field: function  WebFormFieldValue(   Ã‚  const  document: IHTMLDocument2;   Ã‚  const  formNumber : integer;   Ã‚  const  fieldName :  string):  string;  var  Ã‚  Ã‚  form : IHTMLFormElement;   Ã‚  field: IHTMLElement;  begin  Ã‚  Ã‚  form : WebFormGet(formNumber, WebBrowser1.Document  AS  IHTMLDocument2) ;   Ã‚  field : form.Item(fieldName,) as IHTMLElement;   Ã‚  if  field   nil then  Exit;   Ã‚  if  field.tagName INPUT  then  result : (field  as  IHTMLInputElement).value;   Ã‚  if  field.tagName SELECT  then  result : (field  as  IHTMLSelectElement).value;   Ã‚  if  field.tagName TEXTAREA  then  result : (field  as  IHTMLTextAreaElement).value;  end; An example of usage to get the value of an input field named URL: const  Ã‚  Ã‚  FIELDNAME url;  var  Ã‚  Ã‚  doc :IHTMLDocument2;   Ã‚  fieldValue :  string;  begin  Ã‚  doc : WebBrowser1.Document  AS  IHTMLDocument2;   Ã‚  fieldValue : WebFormFieldValue(doc, 0, FIELDNAME) ;   Ã‚  memo1.Lines.Add(Field : URL, value: fieldValue) ;end; The entire idea would have no value if you would not be able to  fill in web form elements: procedure  WebFormSetFieldValue(const  document: IHTMLDocument2;  const  formNumber: integer;  const  fieldName, newValue:  string) ;  var  Ã‚  Ã‚  form : IHTMLFormElement;   Ã‚  field: IHTMLElement;  begin  Ã‚  Ã‚  form : WebFormGet(formNumber, WebBrowser1.Document  AS  IHTMLDocument2) ;   Ã‚  field : form.Item(fieldName,)  as  IHTMLElement;   Ã‚  if  field   nil then  Exit;   Ã‚  if  field.tagName INPUT  then  (field  as  IHTMLInputElement).value : newValue;   Ã‚  if  field.tagName SELECT  then  (field  as  IHTMLSelectElement) : newValue;   Ã‚  if  field.tagName TEXTAREA  then  (field  as  IHTMLTextAreaElement) : newValue;  end; Submit  a Web Form Finally, when all the fields are manipulated, you would probably want to submit the web form from Delphi code. Heres how: procedure WebFormSubmit(   Ã‚  const  document: IHTMLDocument2;   Ã‚  const  formNumber: integer) ;  var  Ã‚  Ã‚  form : IHTMLFormElement;   Ã‚  field: IHTMLElement;  begin  Ã‚  Ã‚  form : WebFormGet(formNumber, WebBrowser1.Document  AS  IHTMLDocument2) ;   Ã‚  form.submit;  end; Not All Web Forms Are Open Minded Some web forms might host a captcha image to prevent web pages from being manipulated programmatically. Some web forms might not be submitted when you click the submit button. Some web forms execute JavaScript or some other procedure gets executed handled by the onsubmit event of the web form. In any event, web pages can be controlled programmatically, the only question is how far are you prepared to go?

For Counselors How to Write a Strong Recommendation Letter for Your Student

For Counselors How to Write a Strong Recommendation Letter for Your Student SAT / ACT Prep Online Guides and Tips As a counselor, you play a huge role in helping students along the path to college. Throughout their four years, you support them in setting goals and making plans for after high school. When it comes time to apply, you write their letters of recommendation. Having worked as a college counselor and spent the past year as a grad student intern in a high school counseling department, I saw how much counselors do in the college planning and application process. I also saw the challenges of supporting large caseloads of students and writing hundreds of letters of recommendation, often around the same hectic time. Despite the mad rush, these counselors crafted eloquent letters customized to each and every one of their students. Based on my observations and my own experience writing letters for my students, I've compiled what I think is the most helpful advice for writing memorable and effective recommendations. I'll go over key content, structure, and style, as well as discuss what not to include in a recommendation letter. Since it's always good to keep your goals in sight, I'll start by going over the purpose of the counselor letter of recommendation. What are they for, and how do they differ from a teacher recommendation? What's the Purpose of the Counselor Letter of Recommendation? The counselor recommendation letter is givenserious consideration by admissions committees.Writing a strong letter of support is one more way that counselors can advocate for their students and help them achieve their academic and personal goals. While a teacher's recommendation may emphasize a student's academic abilities and attitude toward learning, a counselor can focus more on the student'spersonal growth and role within the school community.As a counselor, you can speak to the student's strength of character and interpersonal skills, as well as the student's goals during and following college. The best recommendations are specific and in depth, which can be a challenge for counselors with large caseloads. The national average ofstudent to counselor ratio is 471 to 1!How can a counselor get to know all her students well enough to write a personalized letter? Most schools ask students to fill out a "brag sheet," or to answer self-reflective prompts like, "Discuss a significant experience that shaped who you are today" or "Share an obstacle or challenge you overcame and what you learned from it." These brag sheets, combined with college meetings, can reveal a great deal about the student. This material, along with observations and the relationship you've had with the student over her four years in school, can go a long way toward informing your letter. To help you and students make the most of these meetings and brag sheets,what's the key content that you need for a strong letter of recommendation? What Should Go Into a Letter of Recommendation? Intuitively, most recommenders know that they should talk about their students' strengths and how great they would be at college. Most recommendation letters say positive things about a student. Butwhat makes some of them stand out among the restand truly impress admissions officers? What can you do as a counselor to boost your student's chances of getting in? The most effective letterspaint a specific portrait of a student.Rather than listing everything under the sun, they zero in on key strengths and qualities. They use powerful words, give a high ranking, avoid cliches, and tell specific stories to prove their characterization of a student. A good recommendation speaks to a student's past achievements and indicates confidence in her future success. Let's look more in depth at how to accomplish each of these things. Highlight Major Strengths and Impressive Personal Qualities The most memorable recommendation letters tell a specific story. Youdon't have to list everything on a student's resume, or strive to present them as the most well-rounded candidate the school will ever see. Often, admissions officers are impressed by a student's commitment to developing expertise or cultivating skill in a certain area. Deep achievement is generally more noteworthy than general dabbling, and your recommendation letter can reflect that. Stella's greatest strengths are her sensitivity to others and commitment to social justice. A budding intellectual, Jon is fascinated by new ideas and has a tremendous capacity to weigh many different opinions at the same time. An excellent student and strong leader, Maria stands out with her strong inner voice and assured sense of self. From Potions to Divination to History of Magic, there's no subject that Hermione hasn't mastered through sheer cleverness, effort, and determination. (This one might only work for magical universities.) I'm not suggesting that you leave out major strengths of your students, as you want to paint a dynamic picture of them as multifaceted individuals. But you should highlight the most important ones and avoid writing a list of everything they've done and been involved in. Plus, simply repeating a resume says nothing aboutyour relationship with the student.By highlighting her passion for volunteer work, love of historical research, commitment to sports, or fascination with physics, you're giving insight into what drives a student to do what she does and how she communicates and demonstrates her passions to those around her, including yourself. To best narrow down your thoughts, I've found it helpful to brainstorm what comes to mind when I think about a student. Is she especially intellectually curious, compassionate towards others, or interested in other cultures? Does she excel at creative problem-solving or at energizing others in a group setting? Once you've chosen the most important qualities that an admissions officer should know, think aboutspecific anecdotes and examplesyou can give to prove them. Let her actions speak even louder than your words. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Give Specific Examples and Anecdotes Your recommendation letter should definitelyinclude examples.Think of examples as proof of what you're saying. You can say a student is intellectual or philosophical, but that doesn't communicate very much or explain how you know that. Additionally, you could describe a conversation you had with the student about the role of technology in relationships and how she challenged you with ideas you'd never thought about before. Not only do stories help the student come to life and differentiate her from others with similar qualities, but they also show that you have a strong relationship with the student. By showing that you know her well, yourletter carries even more weight.In the eyes of admissions officers, you become especially qualified to assess her and provide a meaningful statement of support. Since I should practice what I preach, here are a few examples of using examples! Noah has an outgoing and inspiring presence in our school. As the star of our school's spring musical, he impressed everyone with his beautiful singing voice and flare for comedy. I remember laughing along with the crowd during one of his monologues, wondering how he managed to already have such tangible stage presence. Monica is remarkable for her caring and kindness toward others. After noticing that some students didn't have appropriate winter attire during last year's polar vortex, she organized a Hope Chest and donations closet, where students could "go shopping" for free gloves, scarves, boots, and coats. She even designed the closet to look like a store, with fancy coat hangers and colorful shopping bags. This extra touch and attention to detail showed me how sensitive and attuned she is to the feelings of others. To best depict your student in a memorable way, you should be careful with your language.Powerful adjectives and statements of high rankingwill stand out a lot more than language that sounds generic or lukewarm. Use Powerful Language and Rankings I found word banks of strong adjectives to be helpful when composing and revising letters. When I first sat down to write, all the cliches bounded into my head, eager to be of service. "Let's write about how she's is a good student with a lot of dedication and a heart of gold!" they'd insist. Not only would these sound cheesy and unspecific, they also don't do much to differentiate the student from anybody else. Sorry, cliches. I know you were just trying to help. Maybe next time. When drafting, and especially when revising, your letter, be on the lookout forambiguous, generic, or cliche language.Then think about what words you can use that would be more impactful and communicate exactly what you want to say. Instead of writing about how smart a student is, do you want to comment on her creative problem solving or nuanced understanding of complex issues? Is she particularly innovative in her insights or thorough in her research? Some powerful words includeanalytical, insightful, curious, observant, innovative,ormastery (of a specific subject area).Others that fall more in the arena of personal and professional strengths includemature, flexible, generous, empathetic, leader, versatile, ethical, motivated, ambitious, resourceful, andstrong communication skills. Of course, these descriptors are not sufficient on their own. As discussed above, you want touse examples from observations or interactionsto illustrate what you mean. Two students might both be ambitious but in very different ways. You always want to differentiate the applicant from all the others and comment on what makes her unique. Ahigh ranking,furthermore,can also go a long way from a counselor, especially one who has worked in the school for years. Statements like these say a lot. Always ready with a book suggestion and eager to get to English class, Juan is the most literary student I've ever worked with in my twelve years at Cumberland High School. In terms of academic talent, passion, and drive, Kate is one of the top three students I've known in my ten years as an educator. In my decade counseling students at Forks High School, I've never met a student as self-aware or driven as Edward. Saying someone is "above average" doesn't sound too strong, though, so you should probably leave out a statement of ranking unless it's particularly glowing. Finally, your letter can speak to a student's potential and talk about what you envision her doing at college and beyond. Speak to a Student's Future Success Admissions officers are aiming to build a class of dynamic, diverse students with a range of talents and interests. They want students whose past achievements point to their future success. As a counselor who has likely seen the student grow and develop over a transformative four years, you can speak to her continued growth in college. Assure admissions officers that your students will contribute academically and socially at college. Speak to what you see them doing, and how they'll be a major asset to their community. If the student has struggled in school, you could speak to her potential for growth. Statements like these can usually come in the conclusion of your letter. Based on the incredible resilience Ashley has shown throughout the challenges in her life, I have no doubt that she will continue to handle anything that comes her way with strength, grace, and a positive outlook. Considering all she's accomplished as Class President, I am confident that Sara will have a strong voice and leadership role on her college campus. Even with his mysterious absences, Edward has risen to top of his class. I'm sure he will continue to excel academically during this next chapter of his eternal life (Twilight: The College Years). While all of these elements are key for your letter of recommendation, are there any types of content that you shouldn't include in your letter? I touched upon a few of them above, but let's review what could make your letter ineffective. What Shouldn't Go Into a Letter of Recommendation? To reiterate the point, simplylisting out a student's activities and achievementswould make for a weak letter. It's not personal or insightful, and it's a reiteration of information that's present in other parts of the application. While you should speak to significant involvements, you should do so in a personal way - what drives the student and how has she demonstrated her skills, interests, or personality. On a similar note, writing about quantitative data, like GPA or number of years involved in each club, won't add much to a student's chances. It's like confirming that the student attended your school, without actually giving an assessment or recommendation. When you go through your letter, be on the lookout for generic language that could apply to a number of students. Similarly, revise anything that'sambiguous or hyperbolic. Overblown enthusiasm could sound insincere, while lukewarm praise could sound forced. Make sure you're not listing adjectives without examples. When you read over your letter, it should add value to an application by providing insight and differentiating the student from other applicants with similar grades and activities. Finally, you don't want to use a template that's very similar for a lot of students, especially if they're applying to the same colleges. Nearly identical letters would make you lose credibility in the eyes of admissions officers, and then your letter would do little to help a student get accepted. Once you've brainstormed the qualities you want to highlight and stories you want to tell, it's helpful to draft your letter with aclear structurein mind. How to Structure Your Recommendation Letter Your recommendation letter should be one page. In exceptional circumstances, you might continue onto two pages, but generally speaking it should be one full page. Less than that could look like you don't have much to say about a student. That might be the case, but admissions officers will notice that and interpret it as they will. In the introduction, you should state your recommendation for the student. Say who you are and how long and in what contexts you've known the student. This shows that you're qualified to make an assessment. As Sofia's counselor for the past four years at Degrassi High, I have had the pleasure of watching her grow into one of the most successful students in her class. James: inventor, sci-fi fan, coder extraordinaire. In my twelve years as a counselor at High School High, I've never seen a student more passionate about technological innovation than James, who has a skill for computer engineering far beyond his years. In the middle two to three paragraphs, you can dive into your assessment of the student, using the content and techniques talked about above. Highlight her impressive personal qualities, and talk about her growth. If there are any important challenges the student has had to overcome, you should share that as well. If the challenge is especially personal, I would double check with the student that she feels comfortable sharing that information. If you can tailor your assessment to the specific college, all the better. For highly selective colleges, you could attest to the student's ability to thrive in an academically rigorous environment. You could speak to her collaboration, communication, or leadership skills, to her flexibility or ambition, or to her resourcefulness and resilience. One of the most ethically driven and global minded students I've known in my 12 years as a counselor, Laura founded the Amnesty International Club at our school and worked tirelessly to involve her fellow students, faculty, and community in her campaigns for human rights and international justice. Tufts University, with its renowned international relations program, would be an ideal fit with her interests and goals for the future. As a creative, mature, and self-directed learner, Ana would thrive in Brown's environment, where she could explore her passion for science and build a rigorous curriculum that would match her goals. Finally, in the conclusion you should restate your support for the candidate. Provide a vision of what you see her accomplishing at college. Conclude with an invitation for admissions officers to contact you with any questions or for any further information. Be intentional with how you conclude your letter. Will readers be left with a strong impression of the student? Did your letter communicate exactly what you wanted to say? To review, let's go over the do's and don't's of writing a letter of recommendation. Key Points The best letters take time and thought to personalize, which can be tough to come by when you have hundreds of letters to write. By honing in on the key content and structure of good letters, you can streamline the process for yourself and cut out approaches that waste time or produce mediocre letters. Below are the key points that helped me the most when writing recommendation letters for students with all different interests, plans, and personalities. Do Be asspecificas possible, highlighting a student's major strengths and impressive personal qualities. Show, don't tell.Be demonstrative with stories and examples, rather than just descriptions. Use powerful, enthusiastic language and statements ofhigh ranking. Be careful not to use phrases that could be interpreted negatively. Talk aboutpersonal challengesthe student has overcome. Give your vision for how you see the studentcontributing to her college community. Don't Restate everything on a student'sresume. List quantitativedata. Describe a student without having examples to illustrate your points. Use generic, ambiguous, or hyperbolic language. Leave out essential insightsinto the student's character or motivations. Sound lukewarm or downright critical. Go too long or too short. Copy and paste from other letters. As a counselor, you're an indispensable part of a student's journey of self-discovery and post-high school planning. While all those letters can feel overwhelming, you're also one of the best people to advocate for your students and expertly write letters of recommendation that will help them get accepted to their dream schools. What's Next? What makes a strong letter of recommendation here?Check out ourfull guide and new examples here. For more insight on writing letters of recommendation, check out theseexamples of great college recommmendation letters from counselors. And to see what not to do, read these examples of bad recommendations from counselors (coming soon). Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Researh paper exploring overtime among salaried government employees Research

Researh exploring overtime among salaried government employees - Research Paper Example The Fair Labor Standards Act also advocates for bonus pay as part of workers’ salary. Extra payment and compensatory time for employees should be discussed by the employee and employer (Stone, 2005). This paper will look at a case involving a director of agency and employees who are demanding compensatory time, Florida administrative codes that focus on overtime, and how the agency can deal with such issues. Question 1 Compensatory time is an alternate method of paying overtime to employees for time worked over 40 hours for nonexempt workers. As a result, compensatory time should be agreed upon in advance as overtime. Moreover, there is a similarity between Compensatory principles and overtime principles. Compensatory time is only given to nonexempt workers as an alternative to compensation for the work they do overtime. In addition, employees are prohibited from working additional hours so that they can attain compensatory time off for utilization in the future. The directors ’ complaints are invalid. This is because workers of local organizations’ do not enjoy the privilege of compensatory time. Compensatory time should be an agreement between employees and employers (Ulrich, 1996). This will facilitate employers to pay employees their compensation in the form of compensatory time instead of actual payment for overtime. Nevertheless, the agreement between employers and employees before the employees engage in overtime work. Additionally, employees must voluntarily and deliberately accept to be paid in compensatory time instead of actual payment in case of overtime work. The employees must also be aware that the compensatory time is not guaranteed; it may be eliminated, preserved, or employed according to the rules on the same. In addition, employees who request compensatory time are the only ones who are permitted to enjoy the benefits. The compensatory time can only be awarded if the request time is appropriate and does not affect the dep artment’s operations (Stone, 2005). From these instances, it is evident that the directors’ claims are invalid. From the different viewpoints, the agency employees have not met the requirements for receiving compensatory time. We are not informed of a contract between the management and workers on compensatory time as a means of compensation for overtime work. Question 2 The directors of the agency do not have a valid claim on compensatory time. According to The Florida Administrative code section 112.061(6), organizations or agencies should pay the employees according to their regular time rate per hour. The normal working hours for excluded employees, including holidays, weekends, and additional time in which the employee receives payment, and time in official, overtime. Moreover, the Florida Administrative code maintain that workers who occupy excluded employment positions in the senior management service and an individual exempt service, for example, the agency adm inistrators, recognized as excluded career service employees, are supposed to perform their duties in relation the rules of the agency (Ulrich, 1996). In this case, the agency does not incorporate compensatory time as a form of overtime payment. Question 3 The agency should create a labor department to examine and compile employee information on working hours, wages, and additional