Recruitment Essay Example

Recruitment Essay Certificate to be Signed by the Candidate Appendix F Declaration to be Signed by the Candidate Selected for Training for Grant of Commission Appendix G Bond to be Signed by the Parent/Guardian and the Candidate Selected Appendix H Agreement to be Signed by the Candidate Selected for Grant of Commission Appendix J Service Subjects FOREWORD 1. These instructions have been specifically compiled for candidates selected as trainee officers and joining Indian Naval Academy, Ezhimala for their ab-initio training. They contain guidelines to facilitate your smooth transition into the training environment of the Indian Naval Academy and further on into the Indian Navy. 2. The Indian Naval Academy is located at Ezhimala in the Kannur (Cannanore) District of Kerala, which forms a part of its North Malabar region. The Indian Naval Academy is a national prestigious project which was inaugurated by Dr. Manmohan Singh, the Honourable Prime Minister of India on 08 January 2009. The Academy is the premier training establishment of the Indian Navy conducting basic training for all officers being inducted into the Navy under various schemes. 3. Nestled between the imposing Mount Dilli, serene Kavvayi backwaters and the majestic Arabian Sea, Indian Naval Academy, Ezhimala provides an idyllic setting for training with its picturesque and tranquil environment. 4. The curriculum at the Indian Naval Academy has been specifically formulated to mould you into a morally upright, physically robust, mentally alert and technologically aware professional, dedicated to excellence. The implementation of the curriculum is oriented to ensure a clean break from the traditional strait jacketed mentality and infuse in you a sense of innovativeness, creativity and resourcefulness leading to developing a passion for excellence. 5. At Indian Naval Academy, the staff is committed to impart the highest quality of training, and to mould trainees into officers and gentlemen. We will write a custom essay sample on Recruitment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Recruitment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Recruitment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What we expect from you is sincerity of effort and diligence in an endeavour to bring out the best in you. 4 SECTION I EZHIMALA – GOD’S OWN LAND 1. The name ‘Ezhimala’ is believed to have been derived from the seven hills (‘Ezhu’ means seven and ‘Mala’ means hill in Malayalam) that dominate the skyline of this area. The place was also known as ‘Elimalai’ meaning ‘Rat Hill’ (‘Eli’ in Malayalam means rat). Yet another legend has it that the name was derived from ‘Ezhil Malai’ meaning Land of Beauty (‘Ezhil’ means beauty). Folklore has it that the seven hills are parts of the ‘Rishabadri’ ountain that fell to earth when Lord Hanuman was carrying the mountain with Mrita Sanjivani and other herbs to Lanka for Lakshaman’s treatment after he was critically injured and lying in coma during the epic battle of Ramayana. As though to substantiate this, the ar ea has many rare medicinal herbs. 2. History. During the Sangam era, approximately 1500 years ago, ‘Ezhimala’ was known as ‘Ezhimalai’. Sangam literature gives us a vivid picture of the life of people at Ezhimala. In 500 AD there were three main kingdoms spanning the modern state of Kerala viz, Aynad in the South, Cheranad in the Centre and Ezhimalainad in the North. The modern districts of Kannur and Kasargode were part of Ezhimalainad ruled by ‘Nanan’. At its zenith Nanan’s rule extended up to Wynad and Gudalur in the foothills of the Western Ghats, bordering the present day Mysore district in Karnataka. It is believed that Nanan buried an immense treasure of coins in 491 AD in the foothills of Ezhimala. The Kolathiri Raja took over the reins of the kingdom from the Nanan dynasty in the 14th century AD. The Kolathiri Raja translated the name ‘Ezhimalai’ into ‘Saptasilam’ for the seven hills that dominate the area. In the 18th century Tipu Sultan captured the area and it fell into the hands of the British, after they defeated Tipu Sultan in the third Mysore War. 3. Location. Indian Naval Academy, Ezhimala is situated approximately 35 km North of Kannur (Cannanore) and 135 km South of Mangalore, on the West Coast of peninsular India. 5 4. Accessibility. Indian Naval Academy is well connected by rail and road. The nearest railway station is at Payyanur, a town located 10 km away from the naval base. Payyanur is situated along NH 17 between Mangalore and Kannur. The broad gauge railway line links Payyanur to Mumbai and other major cities in Western, Central and Northern India via the Konkan Railway. The broad gauge rail network also links Payyanur to Chennai and other major cities in Eastern India (via Chennai) and Southern India (via Palakkad). The nearest airport is located at Mangalore, about 135 km from Indian Naval Academy. An international airport is also situated at Kozhikode, 165 km south of the Academy. There is regular private bus service between Indian Naval Academy, Payyanur and Kannur. 5. Climate. Ezhimala has a tropical climate. Exceptionally heavy rainfall is experienced during monsoons, which last from May/June to December. The summer months ie from March to May/June are hot and humid. The period between January to March is mild. The average annual rainfall is about 350 cm and temperatures range between 21 to 31 C during November to February and 27 to 38 C in summers. The relative humidity in the area is fairly high through the year. 6. Clothing. Tropical clothes are worn throughout the year. Light woollens may however be carried for wearing while visiting Ooty/ Bangalore/ Wayanad during the course of training. 7. Languages Spoken. Malayalam is the lingua franca of the area. However English can be understood and spoken by majority of the local population. Hindi is understood, but not spoken by the people. 8. Places of Interest. (a) Towns. (i) (ii) (iii) (iv) Payyanur – 10 km. Kannur (Cannanore) – 35 km. Mangalore – 120 km. Kozhikode (Calicut) – 150 km. (b) Places of Historical Interest. (i) (ii) Pazhassi Dam – 70 km South East of Indian Naval Academy. Paithal Mala – 65 km East of Indian Naval Academy. (iii) Bekal Fort – a grand fort located 55 km North of Indian Naval Academy. (iv) Chandragairi Fort – 65 km North of Indian Naval Academy. Naval (v) St Angelo Fort – located at Kannur, 40 km from Indian Academy. 6 (c) Beaches. (i) Muzhapilngadu a drive-in beach about 55 km South of Indian Naval Academy. (ii) Payyambalam located in Kannur about 40 km South of Indian Naval Academy. (iii) Pallikara – near Bekal fort, about 55 km North of Indian Naval Academy. (iv) (d) Kappil – situated about 5 km North of Bekal Fort. Other Places of Interest. (i) Parassinikkadavu Snake Park – 35 km South of Indian Naval Academy. (ii) Valiyaparamba Islands – located in picturesque Kavvayi backwaters. 7 SECTION II USEFUL ADMINISTRATIVE DETAILS 1. Postal Particulars. The Indian Naval Academy has a full-fledged post office. The postal and telegraphic address during your stay at the Academy will be as follows:(a) Postal Address. Sub Lieutenant Indian Naval Academy Naval Academy PO Ezhimala Kannur, Kerala 670310 Sub Lieutenant Indian Naval Academy Naval Academy PO Ezhimala Kannur, Kerala 670310 (b) Telegraphic Address. (c) Official Address. All official letters must be addressed to The Commandant, Indian Naval Academy on the following address:The Commandant (for Training Captain) Indian Naval Academy Naval Academy PO Ezhimala Kannur, Kerala 670310 2. Official E-Mail Address. trgcaptain. [emailprotected] com 3. Important Telephones/Fax. Ser 1. 2. 3. Designation Commander Training Team Adjutant Flotilla Duty Officer Telephone 04985-223700 04985-224164 9446400188 04985-222 786 9446507980 Fax 04985-224165 04985-224164 04985-222 786 4. Travelling. You are entitled to travel by train in II AC and are to travel at your own expense while joining the Indian Naval Academy. The amount expended on your journey to the Academy will be reimbursed on joining, after producing the journey ticket. The nearest railway station from the Academy is Payyanur. Trainees arriving from various destinations should preferably disembark at Payyanur Station. Payyanur station can be reached as follows:- 8 (a) Rail. All trains on the Konkan Railway route except Rajdhani Express (plying between Delhi Thiruvananthapuram), Sampark Kranti Express (plying between Chandigarh – Thiruvananthapuram), Jodhpur Express (plying between Jodhpur – Thiruvananthapuram) and Jaipur Maru Sagar Express (plying between Jaipur – Ernakulam) halt at Payyanur. The nearest stop for Rajdhani, Sampark Kranti, Jodhpur and Jaipur Maru Sagar Express is Kannur. b) Road. NH 17 connects Payyanur with Kannur and Mangalore. There are regular state government and private bus services connecting Payyanur to Kannur and Mangalore. Trainees arriving by bus are to disembark at Payyanur bus stand (located within Payyanur town, about four km from railway station). (c) Air. Payyanur does not have an airport. The nearest airport is located at Mangalore, 135 km from Payyanu r. Indian Airlines, Jet Airways and a number of privated airlines operate services to and from Mangalore. The other airport is at Kozhikode (Calicut), 165 km from Payyanur. Both, Mangalore and Kozhikode, are well connected to Payyanur by road and rail. 5. Transport to Indian Naval Academy. You are required to intimate your arrival particulars to Indian Naval Academy, Ezhimala, by fax/ telegram / speed post/ e-mail at the earliest. A reception cell would be set up at Payyanur Railway Station on the days mentioned on your call letter. A suitable transport would be provided to convey you from Payyanur railway station to the Academy. If you arrive by any other means, you are requested to reach the Payyanur railway station on your own. The Payyanur/ Kannur bus stand and railway station are well connected by bus service/ auto rickshaw service. If you arrive on any other day, you are to make your own arrangements to reach the Academy. In case of any difficulty or doubt you may contact the Training Office/ Flotilla Duty Officer/ Officer of the Day, Indian Naval Academy on telephone. 6. Acknowledgement of Appointment. The receipt of Appointment Letter/ telegram despatched from Integrated Headquarters, Ministry of Defence (Navy) is to be acknowledged by fax/ speed post/ courier, stating the arrival details as per the format given at Appendix A. . Clothing. (a) Personal Clothing. A list of the minimum essential items required to be brought along by gentleman trainees and women trainees while reporting to the Indian Naval Academy is given at Appendix B and C. It is requested that all clothing/items indicated in the appendices mentioned ibid be necessarily carried while reporting for training. Additional clothing/items req uired thereafter shall be made available at the Academy. (b) Uniform. Various naval uniforms will be stitched for you on arrival at the Academy. You will be required to pay for the uniform cloth and stitching charges as per laid down rates except for Cadet entry who will have free issue of uniforms. You are requested to fax/ speed post/ courier your shoe size and measurements for stitching uniforms, in the format given at Appendix D, to Indian Naval Academy separately. On completion of the course you will be required to carry all the uniforms thus acquired. It would thus be advisable to bring a 32† suitcase or equivalent and a handbag for the purpose. In case you do not bring these along with you, they can easily be purchased from the unit canteen. The money to 9 purchase them will have to be brought in addition to the amount mentioned in Para 9 below. (c) Miscellaneous Clothing. You will be required to purchase/ stitch certain items of personal clothing at the Academy. These would include squadron vests, squadron shorts, squadron T-shirts, Academy T-Shirts, Academy Track Suit, Academy Blazer, a lounge suit, Academy Tie and Academy Muftis. 8. Documents. The candidates are to hand over the original and two unattested photocopies each, of the under mentioned documents on arrival at Indian Naval Academy:(a) (b) Own Risk Certificate (Appendix E). Declaration (Appendix F). (c) Bond (Appendix G to be executed jointly by the parent/guardian and the selected candidate on non-judicial stamp paper of a value of Rs 100/- or as applicable to the state of your residence). (d) Agreement (Appendix H to be signed by the candidate selected for the grant of commission). (e) Appointment letter/telegram sent by Integrated Headquarters, Ministry of Defence (Navy) intimating selection of the candidate. (f) (g) (h) (j) (k) Class X passing certificate (matriculation certificate). Class X marksheet. Class XII passing certificate. Class XII marksheet. Degree certificate. l) Degree final year marksheet (including marksheets for all previous years/ semesters). (m) PAN Card (If applied for but not received then relevant documents) 9. Deposit Money. A minimum sum of Rs 35,000/- in the form of a demand draft in your favour, payable at the State Bank of India, Naval Academy Branch, Ezhimala (Branch Code 8056) or ICICI Bank, New Building Perumba, Payya nur , Kannur, Kerala -670307 is to be brought by you and deposited in your personal bank account, which you would be opening at the State Bank of India, Ezhimala, or ICICI bank in Payyanur on your reporting to Academy. Delays are sometimes encountered in the promulgation of Government of India Gazette pertaining to your appointment as a Sub Lieutenant and consequent remittance of pay into your bank accounts. The deposit money is thus a safety net to cater for basic expenditure during training, if a delay takes place in remittance of your pay into your saving bank account. This deposit money would be used to meet the following expenses:- 10 (a) Pocket/personal expenses Rs 5,000/- @ Rs 1,000/- per month. (b) Expenses on laundry, civilian bearer, hair cutting and other sundry services Rs 4250/- @ Rs 850/- per month. c) Expenses on stitching/ purchase of Academy blazer, Pinstripe Suit, Uniforms, Academy tie, Academy mufti, formal wear including footwear, Academy sportswear, jogging shoes, jungle boots, swimming trunk/suits, satchels and other stationery Rs 20,000/(d) Travelling expenses for proceeding to next duty station or home station on leave on completion of the Naval Orientation Course (though yo u would be entitled to free journey warrants, you will have to meet other expenses enroute) Rs 2,000/(e) Table money charge and subscriptions for Cadets’ Mess Rs 750/- per month. Rs 3,750/- @ 10. Initial Settling Down. When you report at Indian Naval Academy you will be entering a regimented and disciplined environment, which is quite different from civilian life. Not many of you would have experienced such an environment. The stresses and strains that you will feel initially are a part of the settling down process. The academic, physical, mental and moral training that you will undergo is designed to achieve certain minimum standards for your all round development, which is a prerequisite for every officer of the Indian Navy. 1. Encouragement from Parents. Parents/Guardians of trainees may note that the initial stresses and strains that the trainee is undergoing may be evident from his letters to them from the Academy after reporting. They are advised to encourage and guide their child/ward to help him/her in adapting to and settling down in this disciplined environment. One of the ways of taking a step in this direction is to allow your son/daughter to trav el alone from home to the Academy and not accompanying them on this journey. 2. Resignation. Despite all our encouragement and help, should you feel that you are unable to adapt to the service environment, you may resign from the navy after paying the cost of training and allied charges as fixed by the Government of India from time to time. If you apply for resignation within a period of 14 days of reporting to Indian Naval Academy, you shall be sent on leave pending formal and final approval from the Government. If you resign after 14 days, you will be allowed to proceed on leave pending withdrawal only on approval from Integrated Headquarters, Ministry of Defence (Navy) subject to final and formal approval from Government of India and recovery of cost of training and allied charges. 13. Prohibited Items. You are not to bring any of the following to the Academy:(a) (b) (c) Dogs or other pets. Wireless sets (mobile phones are not allowed). Car, motorcycle, bicycles. 11 (d) (e) (f) (g) (h) (j) (k) (l) Air guns, firearms and ammunition. Private servants. Wines, spirits, liquors, drugs and intoxicants. Articles of value or jewellery. Electric heaters. Music system Eatables of any nature. Stuffed toys, decorative items, posters, etc. (m) Cigarettes or other smoking material (smoking is prohibited at Indian Naval Academy). 14. Discipline. You would be subject to Naval Law in accordance with the Navy Act 1957 from the time you report to the Academy for the Naval Orientation Course. 15. Leave. Except for leave on medical or extreme compassionate grounds, no leave would be granted during the period of training. You may, however, be permitted to proceed outside the Academy premises on Sundays and holidays subject to meeting certain stipulations. While proceeding home on leave or travelling to the next duty station, on completion of the Naval Orientation Course, you are entitled to travel in II AC on free railway warrant. 12 SECTION III FACILITIES AT INDIAN NAVAL ACADEMY 1. Sports and Games. Sports and games are conducted every day to develop trainees interest and proficiency in outdoor games as also sportsmanship. To this end, modern facilities are being developed for football, hockey, basketball, volleyball, tennis, badminton, squash, cricket, swimming and all water sports at the Indian Naval Academy. 2. Extra Curricular Activities. Extra curricular activities such as quiz, debates, snap talks, prepared talks and dramatics/ music competitions are conducted to improve the overall personality of a trainee. The trainees are also provided opportunity to take part and develop interest in various hobby club activities such as yachting, trekking, photography, sailing, painting, IT, etc. which could be pursued by them during their leisure time. 3. Cinema. A modern auditorium cum cinema hall is being constructed in the premises of the Academy and is expected to be ready by Dec 2010. At present various classics revealing the traits of military leadership and training documentaries are screened every Sunday evening in the temporary auditorium located within the Academy Main Building Complex ( Aryabhatta). Library. The Indian Naval Academy has a well-stocked library with over 20000 4. books on various subjects including fiction and classics. Several leading periodicals and newspapers in English and Hindi also provide adequate reading material. Trainees are tasked to review books to inculcate the habit of reading in them and to help them hone their English writing skills. 5. Canteen. A Canteen outlet functions within the base for sale of toiletries, clothing and other items of common use. Specific timings are promulgated for trainees to avail the services of the canteen. 6. Cafeteria. A cafeteria functions within the training area of the Academy. It offers fast food, sweets, cold drinks and oriental as well as traditional menu at a reasonable price. The trainees can have meals and snacks against cash payment and also entertain guests and visitors at the cafeteria. Trainees may utilise the cafeteria as follows provided no training activity is scheduled:Days (a) (b) (c) 7. Timing Weekdays 1430 – 1515 h and1730 1815 h Wednesdays/Saturdays 1430 – 1515 h and 1730 2000 h Sundays /holidays 1000 2000 h Amenities. The following facilities are also available: (a) (b) Tailoring service. Stationery and General store. 13 (c) (d) (e) (f) (g) Trainees Saloon. Laundry. STD booth. Broadband Internet (this facility is available within the squadrons). Cobbler facility. 8. Transport. Transport is provided to trainees for training purposes only. The trainees are not allowed to keep any form of private/personal transport. 9. Medical Facilities. A Medical Inspection Room (mini hospital) is available at Indian Naval Academy. A 64-bed hospital with state of the art facilities is under construction. There are many large military and civil hospitals in the vicinity of the Academy where trainees are referred for specialised medical treatment, if required. Medical treatment is provided free of cost to the trainees. 10. Cultural and Social Activities. These activities are conducted from time to time for all round development of the trainees. They include the following: (a) (b) (c) (d) (f) Inter Squadron Dramatics. Inter Squadron Debate. Inter Squadron Quiz. Academy Dinner Night. Squadron Socials 11. Guest Lectures and Practice Public Speaking. Guest lectures by eminent personalities are organised periodically. Prepared talks and snap talks are also conducted regularly, wherein trainees are given the opportunity to develop their oratory skills. 12. Messing. While under training at the Academy, you will be messing in the Trainees’ Mess. You will be provided with entitled messing and allied services (including light, water, and conservancy and part payment of laundry). Entitled messing or allowance in lieu, will not, however, be admissible during vacations, when you are permitted to leave the Academy premises. 13. Accommodation. You will be provided with free accommodation and would be obliged to live in the accommodation allotted. Each trainee shall have an independent cabin of his own. Permission to live out will not be granted in any case. 14. Telephone Calls. An STD booth is located in the Cafeteria where Trainees are permitted to make STD calls. Trainees are not permitted to keep mobile phone at the Academy. 14 15. Incoming STD Calls from Parents/Guardians. Incoming calls from next of kin/guardians will be entertained only on the days and timings as below at designated phones located in the Squadrons: (a) (b) All Saturdays All Sundays/holidays 1830 2030 h 1600 2100 h 16. Civilian Bearers. Civilian bearers or orderlies are employed to carry out various chores, so that the trainees can focus on training activities. 17. Internet. A broadband internet facility operates from the Computer room in each Squadron and from the library during stipulated times. 18. Bank. A branch of the State Bank of India with an ATM facility is functional in the campus. In addition, a branch of ICICI bank, located in Payyanur has an ATM facility in close proximity of trainees’ accommodation. You will be required to open a bank account on arrival (if not opened prior joining) and shall be given an ATM card within two weeks. Alternately, you may choose to open an account in either of these banks at your home town and carry along necessary documents/ATM card for transactions at Ezhimala. Trainees are not permitted to keep more than Rs 1000/- in cash within the Academy. Branches of all major banks and their ATM facilities are located at Kannur. 15 SECTION IV ORGANISATION AND TRAINING 1. Organisational Structure. The Indian Naval Academy organisational structure is designed to provide optimum resources for the conduct of training. The main departments under The Commandant are Training Faculty, Academic Faculty, Administration (including base depot ship, INS Zamorin), Logistics and Medical (including Naval Hospital Navjeevani). All matters relating to trainees fall under the purview of the Training Faculty. The Training Faculty deals with professional training in naval service subjects, and all forms of outdoor training. All matters pertaining to trainees such as accommodation, messing, discipline etc are also dealt by the Training Faculty. The administration, logistics and medical departments provide vital support for the conduct of training. 2. Decorum of Training. Being the ‘cradle’ for all officer entrants of the Navy and Coast Guard, it is imperative that all trainees at the Indian Naval Academy maintain the highest standards of turnout and self-discipline. . Initial Training. The period of initial training is 22 weeks training for trainee SLTs. On completion of ab-initio training you shall proceed for specialised training in your respective branches at various training establishments/ ships of the Indian Navy. Some of you may also proceed on leave prior specialised training as per a detailed plan which will be intimated on arrival at eth Academy. 4. Major Service Subj ects Covered. The list of various service subjects covered for Naval Orientation course is placed at Appendix J. 5. Examination. Examinations are conducted at various stages during the course and trainees are graded for performance based on a prescribed scale. Incentives for excellence in service subjects include book prizes, awards, trophies and medals. 6. Outdoor Training. The following outdoor activities form an important part of the curriculum: (a) Physical Training (PT). PT sessions are conducted in the early mornings and extra coaching is conducted in the afternoons. Beginning with simple exercises, the trainee is gradually conditioned for advanced exercises over a period of ten weeks. The trainee is required to clear the prescribed PT tests by the end of the course. Failure to clear the mandatory physical tests within the laid down period (including grace period) would entail relegation (repetition of the course). (b) Swimming. Swimming is compulsory and all trainees are required to clear the basic swimming test before the end of course. The basic swimming test consists of swimming 50 m (any stroke) followed by floating for three minutes while wearing a full sleeve shirt and a pair of trousers. (c) Watermanship Training (WST). Theoretical as well as practical instructions are imparted in watermanship. Sufficient practical classes are conducted, so as to enable the trainee to understand the parts of a boat, rig the sails of a boat and 16 handle the boats in water. Proficient trainees are also given the opportunity to sail in Enterprise Class dinghies as part of the hobby club activities. Watermanship activities include:(i) Pulling/sailing training in 27 feet service whaler boat (rowing and sailing boat). (ii) (iii) Sailing (yachting) in Enterprise Class dinghy (sailboat). Power boat handling. d) Drill. Drill is the bedrock of discipline. Instructions in squad drill (ie, as part of a contingent) are imparted from the beginning of the course till completion. Rifle and sword drill form an integral part of parade training. Trainees are also taught how to lead a contingent/ squad. Small Arms training is an integral part of the training curriculum. The trainees are taught to handle and fire a variety of small arm s during their stay at the Academy. (e) Camps. During the course, the trainees would proceed for an outdoor camp of four days duration. During the camp, trainee would be acquainted with aspects of map reading, land fighting, survival in hostile terrain as well as long distance sailing. (f) Outbound Visits. The trainees would also visit various civil/military establishments during outbound educational trips organised by the Academy. 7. Passing Out Parade (POP). A Passing Out Parade is held at the end of the course wherein successful trainees pass out of the Indian Naval Academy and proceed for their next phase of training. 17 SECTION V PHYSICAL CONDITIONING 1. Physical fitness is a major attribute of an individual in uniform. Being physically fit enables an individual to utilise his mental faculties better and the Indian Navy desires that all its personnel are able to utilise their potential to the optimum in the service of the navy and the country. Physical training therefore forms an important element of the training curriculum at the Indian Naval Academy. 2. Past experience has revealed that trainees experience considerable difficulty in adapting to the physical training regime. Our analysis shows that this is primarily on account of the fact that a majority of the trainees have had very limited participatory experience in sports activities. 3. Realising the limitations prevalent in our schools and colleges on the physical fitness training front, a very scientific approach is being followed at the Academy to gradually lead the candidates to the required standards of physical proficiency. It would however be prudent for candidates to utilise the time available prior to joining the navy, to condition themselves physically so that they can adapt to the training regime easier. A candidate should endeavour to do the following at least three to four times a week: Ser (a) (b) (c) Activity Running/jogging Sit-ups – straight legs Push ups Remark At least 2 to 3 km 20 10-15 . Proficiency in swimming is another necessity for a person in white uniform. It will help to a great extent if you can avail of the facilities of any water body in the vicinity of your home and gain experience in this field. You will of course be trained by the navy in swimming, but it will help if you already posses the basic skills. 5. Physical Efficienc y Test. During your training at the Academy, you will be required to clear the Physical Efficiency Test (PET). These physical tests are designed for an average person and are the minimum standards expected from an officer in uniform. The PET standards expected to be passed are as follows: Ser No (a) (b) (c) Test For Men 2. 5 km run Bent knee sit ups Push ups Less than 11:30 25 repetitions 21 repetitions Remark 18 Ser No (d) (e) Test 300 m shuttle Swimming Less than 59 s Remark (f) (g) (h) (j) (k) (l) 50 m any style, 03:00 floating and 5 m jump For Women 1 mile run Less than 11:00 Bent knee sit ups 20 repetitions Shot put throw (12 4. 5 m lbs) 60 m sprint Less than 10 s Jump and reach 11† and more Swimming 50 m any style, 03:00 floating and 3 m jump 6. Swimming Test. During your training at the academy, you will also be required to clear a swimming test of swimming 50 m (Breast Stroke) followed by 03:00 min standing floating and 5 m jump(Standing-Feet down) for men and 3 m jump (Standing-Feet down) for women. 19 Appendix A (Refers to Para 6 of Section II) LETTER OF ACKNOWLEDGEMENT (Fax/Speed Post) Name of the Candidate_________________ (In block letters) Address _______________________________ ________________________________________ ________________________________________ Ph No: _________________________________ The Directorate of Manpower Planning Recruitment (OI R Section) Integrated Headquarters, Ministry of Defence (Navy) Room No 204, C Wing, Sena Bhavan New Delhi 110011 Fax No: 011-23011282 SELECTION UNDER PERMANENT/ SHORT SERVICE COMMISSION Sir, 1. I have the honour to acknowledge the receipt of Integrated Headquarters, Ministry of Defence (Navy) Letter OF/ ________ dated _______________ selecting me for training as a Sub Lieutenant (Permanent/ Short Service Commission). 2. I confirm that I will report to the Commandant, Indian Naval Academy on ________________ for the training commencing on ________________. . I expect to reach Payyanur railway/ bus station at ________ (Time) on ___________ (Date) by _______________________________________ (name and number of train/ bus). Yours faithfully, (Signature) Copy to: The Commandant (Fax No: 04985-224165) (for Training Captain) Indian Naval Academy Naval Academy PO Ezhimala, Kannur 670310 Kerala 20 Appendix B (Refers to Para 7 of Section I I) LIST OF CLOTHING- MEN TRAINEES Personal Clothing 1. 2. 3. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Socks (plain black and white) : Six pairs each Neck tie : One Pure white full sleeve ready made shirts with no pleats : Three front borders Vests cotton (white sleeveless eg VIP Bonus) : Twelve Underwear (readymade white) : Twelve Towels (plain white Turkish large) : Three Sleeping suits (Light Blue) : Three Handkerchiefs (plain white) : Twelve Trousers (black colour with single pleat outwards) : Two Civil clothing : Four pairs Alarm clock : One Black shoes – Derby Pattern (without the toe piece, : One pair eg Bata Ambassador) : One Torch pocket (size to suit carrying in shirt pocket) Black leather sandals with back strap : One pair Bathroom slippers : One pair White and black thread with buttons and at least two needles Bedding 19. 20. White bed sheets White pillow covers Sports Clothing 21. 22. 23. 24. 25. 26. 27. White T-shirts with collars (plain white half sleeves) : White shorts (plain white, single pleat, without elastic) : Swimming cap (maroon colour for Sikh personne l only) : Personal sports gear like racquets etc : White cotton sports socks : Swimming trunk (dark sober colours) : White Sports (running) shoes (Reebok/Nike/Adidas) : T Recruitment Essay Example Recruitment Essay Recruitment plays a major role in any organisational structure. It has to do with the selection of the best candidate for a specific and vacant job posting. There are numerous methods and techniques which it uses to accomplish the objective of choosing the right candidate for a role. It is the responsibility of the Human Resources department to carry out the task of recruitment. At the heart of every organization is the recruitment and selection process (Robert 2007). In the process of so doing, there are various methods which it uses in order to come to the decision of hiring a candidate, out of numerous candidates to fill a vacancy. Below is a summary of the whole process of recruitment and selection as illustrated by the Chartered Institute of Personnel and Development: There are various recruitment and selection methods which hiring managers can use to make decisions about recruitment. These include the use of interview techniques, the use of the candidates, resume/CV, assessment centres, work-based tests, competency-based assessments, graphology, simulations, application forms, interest inventories among others (Roberts 2005). All the mentioned types of recruitment and selection processes all have varying unique components which make them applicable for use by different recruiters. There are also limitations to the usage of certain recruitment methods over other methods and hence the need for the recruiter to be aware of the right method for the job description, which in turn will enable them to select the right candidate. What are the benefits of using interviews in the recruitment over non-competency tests? How are assessment centres better than using methods like graphology in selecting candidates? It all depends on the Human Resources team to know what will work best and hence, take the appropriate measures to implement the correct recruitment plan. We will write a custom essay sample on Recruitment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Recruitment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Recruitment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For the purpose of this paper, I will be focusing on the use of assessment centres in the selection process. An in-depth analysis of assessment centres will be carried out. This will involve the evaluation of its strengths, weaknesses and the perceived utility. How these centres work and what is the main purpose of the assessment centre? In what ways is it unique and distinct, when compared to other recruitment and selection processes? These questions will be answered during the course of this analysis. The term assessment centre refers to an approach or method which is used to analyse candidates, through the use of tests that are designed specifically to evaluate individual characteristics by being geared towards a developmental approach. It is very hands-on approach and enables the candidate to be fully involved in the various evaluations used. Therefore, it is typical for candidates to be invited to assessments centres where they are involved in tasks where they are evaluated based on their approach to certain projects, while at the same time being monitored by assessors, whose roles are to provide the feedback at the end of the period. The tasks performed are similar to the actual requirements of the job for which the candidate is being recruited for. It is usually inclusive of general skills tests like teamworking and relationship building, leadership, flexibility, communication, decision-making among others (Pigford 2000:33). The use of psychometric tests as well as interviews are employed. Therefore, it is very important that the candidates prepare thoroughly and try to be as natural as possible. Strengths Assessment centres are very efficient when a large amount of candidates apply for one position. It has the unique effect of short-listing the best candidates using the various tools of assessment. These centres are also very effective in observing the candidates in simulated conditions, in order to ascertain their suitability for the role. This is really important because there are processes of selections, whereby the candidates put up an appearance which is completely false. Hence, when they are offered the job, they cannot meet the expectations of the company because they never had the right skills in the very first place. This danger is easily eradicated by the use of assessment centres. Another advantage of an assessment centre is that it uses various approaches to determine the interpersonal skills of prospective candidates. These skills include communication, leadership, teamworking and decision-making just to mention a few. These centres are also very cost-effective because they usually are held and conducted for not just one individual, but a group of them. The cost benefits are also intangible at first, however upon a closer examination, its cost-effectiveness can be felt. For instance, the cost to the business of making the time to interview candidates at different dates is reduced when all the candidates are invited to be in one venue. As noted, this process is very time efficient as it is cost-efficient. For the same reasons of bringing the hiring managers and candidates together in a very short space of time is definitely an excellent advantage. In addition to the above mentioned, assessment centres are very unique because they can combine numerous selection methods together. For instance, assessment centres also conduct competency based tests, psychometric tests and they also use interview skills in some cases. The result of this is that the feedbacks from such assessments are of very high quality because they have taken various aspects into consideration. A unique advantage of assessments centres are because they can be used interchangeably for the purpose of assessment and for the purpose of development. In other words, assessment centres help both the candidates and employers to re-address aspects of their practises, with the desire to improve upon them. Finally, for the candidate, the assessment centre is serves as an excellent way to demonstrate practical skills which the employer is looking for. More often than not, it is not uncommon to have candidates with a wide variety of skills and attributes which they display at the assessment centre, thereby leading to an impressive display and performance, which the employer is impressed by. These centres are all about performance management (Edenborough 2005:22) Assessment centres are very objective and are used to examine candidates and ‘cross-examine’ them again, in other words, actually proving that the resume and the person specification actually are a definite match. This is an advantage which it has over interviews, where candidates sometimes say what the recruiters would like to hear (Price 2007). Weaknesses Traditionally, assessment centres were known to test candidates to the limit, after which they were given some scores and results indicating their results. This was seen to be a one-sided technique because the candidates were not allowed to actively participate in the activities. Therefore, development was non-existent.   Even with modifications to the original ideology of these centres, there are still occasions when such takes place. In this case,   Ã‚  Ã‚  Ã‚   this serves as a limitation and defeats the entire purpose of assessment centres. Assessment centres do not place a great deal of emphasis on self-assessment. Therefore, the candidates has little self-evaluation and feedback. To the average candidate, the assessment centre tends to be seen as very daunting. Due to the very essence of its nature, a lot of candidates see it as stressful as sitting for examinations. Therefore when they go to these centres, they do not particularly look forward to it. Furthermore, in comparison to selection procedures like interest inventories, the assessment centre cannot be comparable and is often not seen as fun or discovering the true personality of a candidate and matching their personas with the job specification. Interviews, are sometimes incorporated into assessment centres, however, candidates seem to be more forthcoming with interviews than the concept of the assessment centre approach. There is another limitation with assessment centres which is overwhelmingly describable – the duration for which it lasts. The thought of continuous assessment for a couple of days can be viewed as being too long and very rigorous. It puts the candidates under intensive and sometimes under extra strain. It is advised that these centres should not be too pressurised( Sabbagh) Unlike the interview sessions, assessment centres do not afford the candidates and assessors opportunities to develop strong interaction and good rapport. Whereas in face to face and one-on-one selection processes, the candidates and interviewers can communicate more up-close unlike in assessment centres. The reason that this is necessary is because there are certain traits and perceptive characteristics, which the hiring manager can only discover about candidates when there is a more face-to-face selection process. Inasmuch as the assessment centre is a more rigorous and perhaps objective method of selection, there is not enough provision for feedback from the candidate. Expanding on this point further, there may or may not be the incorporation of periods for candidates to ask specific questions regarding the company and the job advertised. Assessment centres generally have few assessors dealing with a large volume of candidates. This may be a cost-effective strategy employed by the business, however, it also has its limitations. With few assessors, the chances are that it can be alot of work on the part of the assessors. When they could be focusing on ways of harnessing the interpersonal potentials of candidates, they are busy trying to meet the needs of all candidates. It is therefore challenging in such regards and has its negative implications. Assessment centres are more interested in the present needs of the company and how these can be fulfilled. In this regards, it can be viewed as an approach to selection which covers short term business needs and not long-term business need. This is reflected in the outcome of the selection of candidates, as only those that can meet the present business needs are chosen. This therefore tends to neglect harnessing opportunities from good candidates that are capable of adding continuous value to the business both in the present and in the future as well. Therefore, it can be suggested that these centres are not exactly the most efficient in terms of harnessing great potential in a wide pool of candidates. More often than not, the assessors at these centres tend to be the actual hiring managers themselves. For this reason, they are not specifically trained in efficient co-ordination of recruitment and selection methodologies. However, because they are perceived to give better feedback on how the candidates react to simulated effects, then it is assumed that they make good assessors. It is important to note however, that the role of the actual manager and the human resources personnel are different, however, they need to work in conjunction with each other to secure the best suited candidate. Therefore, it should not be solely left to the hiring manager to deal with the selection process as it is not entirely the expertise field of the manager. The feedback process for assessment centres tend to be specifically focused on particular needs of the company and may not be as comprehensive to both the candidates and the company as well. There is usually a slow process of feedback for the performance of candidates and this has its consequences. For instance, during the sometimes lengthy period of awaiting feedback, the likelihood of candidates accepting job offers elsewhere is tremendously increased. These limitations are very apparent and in order for a company to secure the best candidates, it is of absolute importance, that these limitations be addressed in a timely and efficient manner. It is undoubtedly of crucial importance because there is alot at stake, which should not be undermined. Utility of the Assessment Centres The assessment centre is a re-invention of recruitment and selection and has many innovative techniques to offer to the organisations. Indeed the testimonials received from various human resources teams are indicative as to the fact that this has been a breakthrough in the area of candidate recruitment. These centres are of tremendous assistance to organisations that have a large number of candidates applying for specific jobs. It makes it easier to narrow down the numbers and retain ‘perceived high-quality’ candidates for future screening. The approach of using this selection method has become popular in recent times and is set to continue to with such a track record (Minden 2004) As assessment centres are used by companies to recruit external candidates. It will be a good prospect in the near future to extend this on to internal candidates who apply for positions. The need to so do is neglected because these candidates are already in the company system. However, it can be viewed distinctly as an approach used to assess suitability of candidates and ensuring that they have been taking advantage of the numerous self-enhancement facilities, courses and programs which are designed to help employees during the course of working within the organisation. Assessment centres do need to place greater emphasis on the developmental aspects of the recruitment process. It is generally geared towards selection and the entire aspects leading up to this process. However, it is just as important for the right candidate to be selected as it is for self-assessments to take place. There is scope for development in this area which will in return reap greater benefits. For instance, with such incentives, companies will see the need to synergise the assessment and developmental functional processes, thereby resulting in greater, efficiency and cost-effectiveness. As stated earlier, most candidates view assessment centres as very rigorous. In order to change such a perception, there is the need to incorporate selection processes which have similar recruitment and selection objectives but are less subjective an intense, and yet still give the same result. There are numerous advantages to be derived by so doing. When different types of selection strategies are used, it becomes more of a multi-assessment which can be customised to the different candidates. For instance, interest inventories can be used to identify the personal preference or liking for specific job types and their corresponding activity. Furthermore, it is helpful in covering a wide variety of areas, ordinarily not identifiable by the assessment centre approach. The use of ability tests are also another aspect that need to be incorporated into assessment centres and are less rigorous than numeracy and psychometric tests. Its techniques need to be harnessed more than it regularly i s. From situational interviews to competency-based interviews or the biographical interviews, there needs to be more interview sessions incorporated into the assessment centre selection process. Biographical interviews tend to focus more on the information provided via the resume of the candidate and is aptly suited in detecting consistencies or inconsistencies and other personal attributes that can only be provided by the face-to-face interviewing of candidates. In conclusion, the availability of many recruitment and selection methods is so vital in the whole process of hiring candidates. The different methods all have unique strengths, weaknesses and utilities. In order to derive the best benefit from whichever process, it is important to ensure that it is the best approach to suit the needs of the business and will definitely attract the brightest potentials on board.

The Best Marketing Workflows to Get Your Team Organized

The Best Marketing Workflows to Get Your Team Organized Managing a marketing team poses unique challenges. You’ve got other departments breathing down your neck†¦ You’re trying to stay on top of multiple deadlines†¦ You’re in so many meetings it’s hard to find time to do your actual work†¦ Tracking projects from start to finish is nearly impossible Has the Designer been sent this blog post? Does the Social Strategist know it’s time schedule the social media posts? Have we run analytics on this and completed the reporting? If everything feels disorganized and like a total cluster, it might be time to implement some workflow processes. Don’t know where to start? We’re making it easy†¦ because we’ve been there. We know the frustration is *real*. In this post, we’re giving you 5, pre-made, marketing workflows for all your campaigns. Time to get organized, fellow marketers. Introducing Team Management Dashboard The number one complaint we hear from Marketing Managers is that it’s nearly impossible to maintain visibility into their marketing strategy while also keeping a pulse on who is doing what and when. This is exactly the problem our new Team Management Dashboard solves. With Team Management Dashboard you can†¦ See everyones workload in real-time. Drag and drop tasks to effectively delegate without a bunch of meetings. Set realistic timelines and better manage your resources. We’re finally giving you a bird’s eye view of each task your team is working on day-by-day, in one place. Say goodbye to that messy spreadsheet you are constantly trying to tame. (Can I get a HALLELUJAH?!) Start With A Free Marketing Project Management Plan Template not only makes planning your marketing workflow a cinch, it also makes staying on top of it a reality, finally. Weve also got some kick-@ss, free PM templates to help you get organized. Download em here. 👇 Email Marketing Workflow 1. Decide content The first thing someone will need to do is choose items to prioritize in your newsletter or email. Common examples are recent blog posts, relevant company news, an upcoming sale, new product launch, or contest. Someone on your team could choose the times on their own, or you could do a quick convo as a team to decide the content. 2. Layout email After  the items to promote have been chosen, someone will need to layout the email. Using a tool like MailChimp or CampaignMonitor makes this step quite simple. 3. Choose or design images Next up, either a Designer or Email Marketer will need to add the images. If your organization wants a more branded feel to your email campaigns, consider assigning this task to a Designer. 4. Write email copy Depending on your team size, it might be necessary to assign this task to a Content Writer. 5. Write test email subject line  with the Email Subject Line Tester âÅ" Ã¯ ¸  6. Send test email Even if your team has hawkeyes and is confident that everything looks perfect, you should still include this step in your workflow. 7. Review test email Set a special task to remind your Email Marketing Specialist to spend a few minutes reviewing their test email. Better yet, assign this task to someone else to review. Sometimes it can be difficult to spot mistakes on your own projects. They’ll want to confirm that the layout, grammar, header/footer, etc. look good on both desktop and mobile devices. 8. Revise This step is mostly only necessary if a separate person is responsible for reviewing the test email. 9. Schedule or hit send 😠¬ 10. Review, track analyze This could be  one task or multiple depending on how often your team needs to report on the email’s performance. You will likely assign this to an Email Marketing Specialist or someone on your analytics team. Who will you need? You’ll need at least one designated person to be responsible for your email marketing campaigns, but you could have up to four. Email Marketing Specialist Graphic Designer Content Writer Analytics Specialist Recommended Reading: The 9 Free Email Marketing Templates You Need to Execute Everything

Marketing Audit of ARAMEX company Research Paper

Marketing Audit of ARAMEX company - Research Paper Example This business model is in stark contrast to other companies which invest heavily in procuring assets such as aircraft and fleets of vehicles. This strategy of differentiation has significantly contributed to the success of the company in its business since it has a strong customer base. Though there are positive signs of growth of the company, it has been noted that it should take certain measures into consideration in order to improve its business. Therefore, it has been recommended that the company should ensure that it adequately trains the managers so that they can cope with the new demands of managing new business acquisitions. . It has also been recommended that the company should invest in infrastructural development such as building warehouses given that this segment of business is the most profitable compared to other segments.This paper is designed to carry out a marketing audit for Aramex Company which operates in the transport and logistics sector. The paper is divided in to various sections and it starts by outlining the historical background of the company. The main part of the paper will analyse the environmental factors that impact on the operations of the company in this sector of the industry which is characterised by stiff competition. The paper will also outline and discuss the strategies used by the company in order to gain a competitive advantage in its operations. ... The main part of the paper will analyse the environmental factors that impact on the operations of the company in this sector of the industry which is characterised by stiff competition. The paper will also outline and discuss the strategies used by the company in order to gain a competitive advantage in its operations. The last part of the paper will outline suggested recommendations that should be implemented by the company in order for it to sustain its operations in a competitive manner. 1.1 Background information about Aramex â€Å"Aramex is a leading global provider of comprehensive logistics and transportation solutions and it was established in 1982 as an express operator. The company also rapidly evolved into a global brand recognized for its customized services and innovative multi-product offering,† (Aramex, 2012). It currently employs more than 12,300 people in over 353 locations across 60 countries, and has a strong presence across the whole globe. According to Aw an (2008), Aramex specialises in six different categories of business outlined below. International express delivery This service is meant for retail and wholesale delivery and this segment includes companies, banks as well as other retail stores. The packages delivered range up to 50 Kg and the customers can track their consignment through the company’s website. Freight Forwarding These services include air, land and sea transport and the route mainly involves all major cities. . Logistics These services include warehousing, inventory management as well as supply chain management and they are offered in the Middle East and North Africa regions Awan (2008). These services can still be tracked using the company website. Domestic

Habituation in Spirostomum Essay Example | Topics and Well Written Essays - 1000 words

Habituation in Spirostomum - Essay Example The unicellular organisms, Spirostomum also undergo changes on habituation. Spirostomum are ciliated protozoa and habituation helps in studying behavioral changes in these parallel to habituation. But it is viewed as a process to filter out iterative stimuli with no significant changes. And the easiest way to judge the changes is that as habituation is a homeostatic process it optimizes the Spirostomum's likelihood of judging the importance of the stimulus in a new iterative series or a change in it. The method to detect the low or high responsiveness to the stimuli is that if we take the initial responsiveness as organism's threshold prior to stimulus occurrence then if it has high initial response it is said to have lower threshold and if low initial response visa versa. In Spirostomum the time course of contraction is very rapid with 4 to 5 mS as the cells contract at a rate in excess of 100 cell lengths sec-1. And as the stimulus strength duration judges the threshold response, Spirostomum is said to have full or no contraction at all. The changes in resting membrane potential do not cause initial contractions while microinjection of calcium buffers induce contractions. The Spirostomum are habituated to a mechanical shock and cause brief contractions. And as the stimulation is repeated the number of contractions decreases. Ribonucleic acid (RNA) and protein have also been found to increase during habituation as per the foundations of Applewhite, Gardner and Lapan. As the RNA and protein increases occur after a few consecutive stimulations RNA and protein inhibitors can also be used in combination. Though large amounts of RNA and proteins are not needed for habituation in protozoan Spirostomum. For the process of habituation firstly place the individuals on the slide. Tap the slide with mechanical stimulus every four seconds. You'll notice a change in Spirostomum behavior after 12 to 20 stimuli. The calculation of the percentage of the protozoa contracting can be done by counting from photographs taken during the process. Various studies have shown that Spirostomum can remember for ten minutes maximum. The term behavior is used to extend the original meaning to the concept of primary internal processes and changes occurred due to habituation in single cellular organisms. It includes their iterative external stimulation, their initial threshold to the initial stimulus and the behavioral changes in them. The shorter life span of habituation in Spirostomum also suggests that synthesis of macromolecules may not be necessary. Therefore, the adaptive significance of habituation in Spirostomum as viewed across the science of phylogeny. Sources / References: 1) Smith. James, Eisenstein. E.M., Eisenstein. D. Research & Development. Federal Bureau of Investigation, Los Angeles, CA. The Evolutionary Significance of Habituation and Sensitization Across Phylogeny: A Behavioral Homeostasis Model. 2) The Department of Zoology. University of Hul. Hawkins. R.B. 3) http://www.nature.com. Journal. 4) Applewhite and Gardner (1968). Applewhite, Gardner and Lapan(1969) 5) http://www.springerlink.com/content 6) http://www.nature.com/nature/journal 7) Protein and RNA Inhibitors and Protozoan Habituation. Gardener. Frank.T, Applewhite.

Response paper about Turkish Letters of Ogier Ghiselin de Busbecq, Essay

Response paper about Turkish Letters of Ogier Ghiselin de Busbecq, Imperial Ambassador at Constantinople, - Essay Example o introduced both the lilac, which generally earned acceptance to the West, and tulip due to his fascination for herbalism local flora according to scholarly records. Based on the scholars, it is interesting to note how Busbecq demonstrated a picture of the international politics at the time through the Turkish letters, especially detailing the relations between the Ottoman Empire and the Holy Roman Empire which is claimed to be given negligible focus in history courses. Hence, Busbecq’s letters are regarded as amply useful as a firsthand reliable source in studying the Western Civilization or European history for students in higher undergraduate levels. Since the inner workings of 16th century European diplomacy are also dealt with, a reader would essentially perceive the historical and personal insights of the Flemish author regarding the culture and society of the great empire of the east. Such undertakings as Busbecq’s become noteworthy of being judged as open-mindedly capable in ridding itself of inevitable biases so as to create a better illustration of the truth which the audience should be left mostly to evaluate. As a polymath who had been able to obtain remarkable education via Europe’s erudite capitals, Busbecq managed to exhibit in the Turkish letters, forwarded to the knowledge of a fellow diplomat at Hungary, the potential to respond to the heightening tensions between the Ottomans and Ferdinand of Habsburg between 1555 and 1562. By chronicling the encounters of his journey in fulfilling the mission assigned him as part of the imperial embassy, the ambassador quite proved that he deserved the position to settle border treaty negotiations between Suleiman ‘the Magnificent’ and the future emperor of Rome. With Ogier Ghiselin’s composition of the Turkish letters, one acquires a perspective of making history through diverse experiential learning like that of Busbecq as he made the most of his stay in Istanbul. Eventually, this establishes

The Location Of Activities Cultural Studies Essay

The Location Of Activities Cultural Studies Essay The Almighty Vice Lord Nation are based in Chicago, Illinois and began to spread over many neighbourhoods and community areas in the 1960s, for example in Garfield Park, Austin, Fifth City and several housing projects, like Cabrini-Green, Rockwell Gardens and Lawndale Gardens. While usually found on the west side in the 1980s they expanded on the south and north side as well to neighbourhoods such as Englewood, Roseland and East Side as well as to housing projects of Altgeld Gardens and Washington Park Homes. Today they can also be found in Wisconsin, where they are predominantly on the north side of Racine County. In summary it can be stated that the Almighty Vice Lord Nation mostly operates in Chicago suburbs at the moment. Furthermore there are different factions and sub-gangs, which can be found all over the United States.http://www.uic.edu/orgs/kbc/maps/Gangstoday.gif Personal comment When I first started doing some research for my gang I was a bit irritated, because it didnt seem to be a real gang. I didnt have the impression that this association could be taken really seriously, especially due to their symbols (a playboy bunny is in my opinion neither threatening nor serious). But when I learned more and more details about the Almighty Vice Lord Nation I was really shocked about how brutal and violent they operate. What surprised me was Bobby Gores attempt to turn a street gang into an activism community which aimed to help children and I was sort of disappointed that his mission failed. All in all I am definitely against violence and brutality, no matter if it happens in gangs or outside such a community. Furthermore I am worried that if you once become a member of a gang it is nearly impossible to leave it. http://i275.photobucket.com/albums/jj300/Lordism5/lordred.jpg Reasons for becoming a gang member There are plenty of reasons why people want to join a gang. Especially teenagers often struggle to find their place in the world and to define themselves. Being a gang member creates the feeling of being part of something and enhances their self-esteem by emotional support, attention, affirmation or simply understanding. Often those young people come from a difficult family or are loners and just want to fulfill their basic needs. Another reason to join a gang is peer pressure: if they live for example in a gang-dominated area or go to a school with a strong gang presence they are very likely to join this gang because most of their friends and acquaintances are already members. Furthermore, Chicago for instance can be very dangerous at night and being a member of a gang means to be protected from rival gangs.http://a3.ec-images.myspacecdn.com/profile01/147/5a3d2502b6ab451bbe150fabc5c827cc/p.jpg History The Almighty Vice Lord Nation is one of the oldest and most violent gangs of Chicago. Their history begins in 1958 in the juvenile detention centre St. Charles in a western suburb of Chicago, where seven incarcerated boys, namely Edward Peppilow Perry, who is credited with the actual founding of the gang and would become their official chief, Ralph Bonds, Leonard Cal Calloway, Bobby Gore, Maurice Miller, Toehold, and Wren, had the idea of founding this gang. The name Vice was chosen, when one of the gang founders looked the term up in a dictionary and found the meaning having a tight hold. After being released from incarceration the gang started to recruit lots of new members and engaged in wars against several clubs. At that time their territory was concentrated at about 21st and Lawndale. By the early 1960s the Almighty Vice Lords were involved in every kind of illegal activity such as robberies, assaults and extortion and their number began to grow and they began to expand in dist ricts beyond the west side. To soften their public image, which was known as very brutal and violent, and to create a structure the gang was renamed the Conservative Vice Lord Nation by one of the founders, Bobby Gore. To reflect their new mission, community activism, the gang turned into a legitimate organisation, trying to protect the neighbourhoods and opening a shop. In 1966 they even became part of the Civil Rights Movement and marched with Martin Luther King Jr. and his Southern Christian Leadership Council in a rally in the Marquette neighbourhood. After getting a lot of positive publicity and support of various politicians and community leaders the Conservative Vice Lords were able to open several legitimate businesses and community establishments with a grant of the Rockefeller Foundation. Despite their attempts of leaving their former image of being a violent gang, it was quickly discovered that the CVL were still violent criminals and had no intention to cooperate with the local police. In 1969 Bobby Gore got arrested for the murder of a young police man, though Gore denied to have committed the crime. Without his leadership the CVLs social activities failed, shutting down all of their programs. They began to engage in another lucrative business, the drug market. In the 1980s several leaders of the Almighty Vice Lord Nation were killed or sent to prison. To give the organisation a spiritual meaning the gang adapted a lot of the Islamic principles and even transformed some of their long time gang symbols. In the 1990s some criminal activities of the Almighty Vice Lords became more sophisticated, such as mortgage fraud, credit card fraud, and money laundering. Rituals They do accept everyone to join their gang. Before becoming a member you are required to take an oath and to memorize and obey all gang laws and rules. You are furthermore required to attend weekly meetings that are held by senior leaders. If you break a law or rule or miss a meeting, you get beaten. Allies and Adversaries Allies (People Nation): Blackstone Rangers, Bloods, Latin Kings, Black Peace Stones, Cobra Stones, Insane Popes, Gaylords, Future Stones, Four Corner Hustlershttp://www.dc.state.fl.us/pub/gangs/images/c-people_sym.gif http://www.dc.state.fl.us/pub/gangs/images/c-folk_sym.gif Adversaries (Folk Nation): Gangster Disciples, Black Gangsters, Black Disciples, Crips, Party People, Imperial Gangsters, La Raza, Latin Eagles, Maniac Latin Disciples Clothes, colours, etc Colors: Black (race), Gold (wealth) and Red* Formerly the gang members used to wear trench coats, trousers and a sweater or a white button shirt. Some of them wore black capes with the word vice lords written in gold and an earring. Nowadays their attire is very mixed, Vice Lords wear everything from old jeans and black hooded sweatshirts to expensive suits. Especially most of the younger members try to keep up with the latest fashion; however some members wear cheap clothing. In order to avoid detection from police and rivals they prefer to wear dark after nightfall. In the Winter Vice Lords wear bottom or tug hoods. *The original gang colours are Black and Gold, however, in cities where Bloods have a presence, gang members of the AVLN tend to wear red in order to identify with that gang. Sizehttp://a3.ec-images.myspacecdn.com/images02/123/c34f115c61e74a779c80364fb1b23671/l.jpg There is an estimated number of 30.000 to 35.000 members, while other sources claim them to be about 27.000. Ethnic Origin The members of The Almighty Vice Lord Nation are mostly African American males. Typical Activities The Almighty Vice Lord Nation engages in many criminal activities, namely vandalism, extortion, armed robbery, murder,  assault, battery, dog-fighting, gang-banging, arson, auto-theft, burglary, armed robbery, shootings, fraud, identity theft, money laundering and street-level distribution of cocaine, heroin and marijuana, the latter being their main source of income. Structure In the early years of the Almighty Vice Lord Nation, the three-top leadership positions consisted of a three-tiered structure, the seniors, the juniors and the midgets. Within the seniors there are ranking positions including the president (chief), the vice president, the war counsellor, the enforcers, and regular members. As the gang developed different branches, they incorporated the above-named rankings into each branch and some even created their own unique positions. Later on the gang established the group SCIA, which was founded to spy on the operations of other gangs. Furthermore they operate in factions, which are all considered legitimate. The current structure of the Almighty Vice Lord Nation Supreme Chief-King of Kings Prince of the Nation Minister of Justice Free and Accepted Almighty Minister Kings of the Nation Universal Elites Ambassadors Minister of Command Lieutenants Minister of Literature Symbols http://gangresearch.net/ChicagoGangs/SouthChicago/images/cvlsymb.jpg

The Scarlet Letter Work Journal :: essays research papers

Whatever the people of Boston take pleasure in seems to interpret as sin. If heaven is supposed to be a placed of paradise, isn’t it pointless to say that all that brings pleasure and happiness is sin? It’s almost like they’re making whatever part of heaven given to them in life into a living hell I think the people of Boston hypocrites because they are trying to build a place of the bible and a place of peace and happiness, yet they are unwelcome to change, narrow minded, and hard and judgmental towards other people I think these people are also fearful of their own emotion because everything because they wear is drab clothing that covers every inch of their body and they act very insensitive, but kind to those who had not done wrong These people are also very frightened of nature and the aboriginal that surround them. I think all the fears that these people have reflect the fear that is inside themselves because they are insecure and they know that they sin and they are so god fearing that they think they will not be forgiven so everything around them symbolizes the demons within themselves. That explains why they act so hard towards it because subconsciously, they think that they are showing their personal strength If God truly exists, does he not want a person to take pleasure of their gifts in life and take pleasure in the gift of life itself? I think Hester Prynne should take more pride and have more faith in herself. Everyone views her as a sinner simply because she got pregnant with someone other than her husband. I know that cheating on your husband is wrong, but her husband was gone and she did not know if he was dead or alive. She was simply doing what a sensible person would do and that was move on I really like Hester Prynne’s character because although she is insecure, she stands out from other people in the novel. The Boston citizens in the novel think she stands out in a bad way, but I think it’s in a good way. She is not afraid to give into her own passion I really like Hester Prynne’s daughter, Pearl, because she is daring and she challenges the people’s beliefs with her own although she is very young. Her mother is always telling her, â€Å"Hush, hush,† because she does not want Pearl to get into trouble with people but I think it’s a wonderful thing that she develops her own opinions.

The Struggle For Social and Economic Equality in America

Discrimination The struggle for social and economic equality of Black people in America has been long and slow. It is sometimes amazing that any progress has been made in the racial equality arena at all; every tentative step forward seems to be diluted by losses elsewhere. For every â€Å"Stacey Koons† that is convicted, there seems to be a Texaco executive waiting to send Blacks back to the past. Throughout the struggle for equal rights, there have been courageous Black leaders at the forefront of each discrete movement. From early activists such as Frederick Douglass, Booker T. Washington, and W. E. B. DuBois, to 1960s civil rights leaders and radicals such as Martin Luther King, Malcolm X, and the Black Panthers, the progress that has been made toward full equality has resulted from the visionary leadership of these brave individuals. This does not imply, however, that there has ever been widespread agreement within the Black community on strategy or that the actions of prominent! Black leaders have met with strong support from those who would benefit from these actions. This report will examine the influence of two â€Å"early era† Black activists: Booker T. Washington and W. E. B. DuBois. Through an analysis of the ideological differences between these two men, the writer will argue that, although they disagreed over the direction of the struggle for equality, the differences between these two men actually enhanced the status of Black Americans in the struggle for racial equality. We will look specifically at the events leading to and surrounding the â€Å"Atlanta Compromise† in 1895. In order to understand the differences in the philosophies of Washington and Dubois, it is useful to know something about their backgrounds. Booker T. Washington, born a slave in 1856 in Franklin County, Virginia, could be described as a pragmatist. He was only able to attend school three months out of the year, with the remaining nine months spent working in coal mines. He developed the idea of Blacks becoming skilled tradesmen as a useful stepping-stone toward respect by the white majority and eventual full equality. Washington worked his way through Hampton Institute and helped found the Tuskeegee Institute, a trade school for blacks. His essential strategy for the advancement of American Blacks was for them to achieve enhanced status as skilled tradesmen for the present, then using this status as a platform from which to reach for full equality later. Significantly, he argued for submission to the white majority so as not to offend the power elite. Though he preached appeasement and a â€Å"hands off† attitude toward politics, Washington has been accused of wielding imperious power over â€Å"his people† and of consorting with the white elite. William Edward Burghardt DuBois, on the other hand, was more of an idealist. DuBois was born in Massachusetts in 1868, just after the end of the Civil War and the official end of slavery. A gifted scholar, formal education played a much greater role in DuBois's life than it did in Washington's. After becoming a Phi Beta Kappa graduate of Fisk and Harvard, he was the first Black to earn a Ph. D. from Harvard in 1895. DuBois wrote over 20 books and more than 100 scholarly articles on the historical and sociological nature of the Black experience. He argued that an educated Black elite should lead Blacks to liberation by advancing a philosophical and intellectual offensive against racial discrimination. DuBois forwarded the argument that â€Å"The Negro problem was not and could not be kept distinct from other reform movements. . . † DuBois â€Å"favored immediate social and political integration and the higher education of a Talented Tenth of the black population. His main interest was in the education of ‘the group leader, the man who sets the ideas of the community where he lives. . . † To this end, he organized the â€Å"Niagara movement,† a meeting of 29 Black business and professional men, which led to the formation of the National Association for the Advancement of Colored People (NAACP). The crux of the struggle for the ideological center of the racial equality movement is perhaps best exemplified in Mr. DuBois's influential The Souls of Black Folk. In it, he makes an impassioned argument for his vision of an educated Black elite. DuBois also describes his opposition to Booker T. Washington's â€Å"Atlanta Compromise† as follows: â€Å"Mr. Washington represents in Negro thought the old attitude of adjustment and submission†¦ † According to DuBois, Washington broke the mold set by his predecessors: â€Å"Here, led by Remond, Nell, Wells- Brown, and Douglass, a new period of self-assertion and self- development dawned†¦. But Booker T. Washington arose as essentially the leader not of one race but of two–a compromiser between the South, the North, and the Negro. † DuBois reported that Blacks â€Å"resented, at first bitterly, signs of compromise which surrendered their civil and political rights, even though this was to be exchanged for larger chances of economic development. DuBois's point and, according to him, the collective opinion of the majority of the Black community, was that self- respect was more important than any potential future economic benefits. Before Washington's conciliatory stance gained a foothold, â€Å"the assertion of the manhood rights of the Negro by himself was the main reliance. † In other words, DuBois resented what he saw as Washington â€Å"selling† Black pride: â€Å"†¦ Mr. Washington's programme naturally takes an economic cast, becoming a gospel of Work and Money to such an extent as apparently almost completely to overshadow the higher aims of life. The compromise included, in DuBois's words, â€Å"that black people give up, at least for the present, three things,– â€Å"First, political power, Second, insistence on civil rights, Third, higher education of Negro youth,–and concentrate all their energies on industrial education, the accumulation of wealth, and the conciliation of the South. † The final point comprised the centerpiece both of Washington's strategy for the ultimate redemption of Black Americans and of DuBois's condemnation of that strategy. Indeed, Washington backed up his assertions by founding the Tuskeegee Institute as a trade school for young Black men. DuBois could not abide this type of appeasement. In his mind, this step was tantamount to the Black community telling the white community that, henceforth, Blacks would cease pretending to be equal to whites as human beings; rather, they would accept an overtly inferior social status as being worthy of maintaining the white majority's physical world, but unworthy of true equality, of conducting socio-cultural discourse with the mainstream society. The paradox must have been maddening for both men, especially Mr. Washington. He no doubt understood that, as a group, Blacks could never hope to progress to the point of equality from their position of abject poverty. Moreover, without skills, their hopes of escaping their economic inferiority were indeed scant. Washington's plan for blacks to at least become skilled artisans and tradesmen must have seemed logical to him from the standpoint of improving the economic lot of the average Black man. At the same time, he must have realized that, by accepting inferiority as a de- facto condition for the entire race, he may have broken the black spirit forever. In considering this matter, the writer is reminded of more recent events in American history–the affirmative action flap that occurred after Clarence Thomas's appointment to the U. S. Supreme Court, for example. Mr. Thomas, clearly a beneficiary of affirmative action, announced that he was nonetheless opposed to it. His argument was that if he had not been eligible for benefits under affirmative action programs, he would have still achieved his current position in the inner circle of this society's white power elite. Similarly, Booker T. Washington enjoyed access to the power elite of his time, but one must wonder whether President Roosevelt, for example, in his interactions with Mr. Washington, was not merely using the situation for public relations value. â€Å"[Mr. Washington] was ‘intimate' with Roosevelt from 1901 to 1908. On the day Roosevelt took office, he invited Washington to the White House to advise him on political appointments of Negroes in the south. † After all, he did not become a popular president by being oblivious to such political maneuvering. Perhaps Mr. DuBois was the more prescient visionary. Perhaps he understood what Mr. Washington did not, that after the critical historical momentum toward social acceptance that had been established prior to the late nineteenth century, if political pressure were not maintained, the cause of true equality would be lost forever. Moreover, DuBois understood that equality would not be earned through appeasement. From our perspective of over 100 years, we must admit that he may have been right. For example, in the aftermath of the â€Å"Atlanta Massacre† of September 22, 1906 and a similar incident in Springfield, Illinois, â€Å"it was clear to almost all the players that the tide was running strongly in favor of protest and militancy. â€Å"For six days in August, 1908, a white mob, made up, the press said, of many of the town's ‘best citizens,' surged through the streets of Springfield, Illinois, killing and wounding scores of Blacks and driving hundreds from the city. † However, it later turned out that DuBois was considered to be too extreme in the other direction. For example, as the NAACP became more mainstream, it became increasingly conservative, and this did not please DuBois, who left the organization in 1934. He returned later but was eventually shunned by Black leadership both inside and outside of the NAACP, especially after he voiced admiration for the USSR. In the political climate of the late 1940s and 1950s, any hint of a pro-communist attitude–black or white–was unwelcome in any group with a national political agenda. We can see, then, that neither Washington's strategy of appeasement nor DuBois's plan for an elite Black intelligentsia was to become wholly successful in elevating American Blacks to a position of equality. However, perhaps it was more than the leadership of any one Black man that encouraged African Americans to demand a full measure of social and economic equality.

Discrimination And The Death Penalty Essays - Capital Punishment

Discrimination And The Death Penalty Essays - Capital Punishment Discrimination And The Death Penalty Discrimination and the Death Penalty By Katie Matthews Twenty years have past since this court declared that the death penalty must be imposed fairly, and with reasonable consistency, or not at all, and, despite the effort of the states and courts to devise legal formulas and procedural rules to meet this daunting challenge, the death penalty remains fraught with arbitrariness, discrimination, caprice and mistake. Justice Harry Blackmun, Feb. 22, 1994. Capital punishment is one of the most debatable subjects, in American society. Proponents of the death penalty believe it is justiceretribution for the crimes committed. The reason underlining Americans' overwhelming support of executions is usually revenge. We believe that most serious crimes deserve the most serious punishment, as we recall the statement from the Old Testament, An eye for an eye, a tooth for a tooth, principle. When we hear about a murderer, rarely do we want to understand what drove him to murder; more often, we wish to kill him. It is difficult to understand that the vengefulness we feel toward a murderer, which drives us to champion execution, is identical to the wish for revenge the murderer feels for what he believes to be the horrendous injustices in his life. Our desire to tame the heart of the murderer is quite limited. We feel as murderous toward them as they do toward those they have killed. We wish either to kill or torture them. This makes a murderer, if he is imprisoned, even more murderous. Just as the murderer's murder accomplishes nothing, so too the death penalty has not in any way decreased murder. The judicial system was created in hopes of providing justice for all people. Although movements such as Civil Rights and Black Power have taken place to ensure justice for all, discrimination still exists in our judicial system. Capital Punishment is applied in an unfair, arbitrary and discriminatory manner. As long as it remains a part of our penal system, it will be used disproportionately against the poor, racial minorities, and those who had received inadequate legal representation. The following essay will cover how racism is applied in the death penalty; the means of discretion that the judges and jury use; and how the poor are discriminated against due to their lack of proper council. Even under the most sophisticated death penalty statutes, race continues to play a major role in determining who shall live and who shall die. Justice Harry Blackmun Throughout American history, the death penalty has fallen disproportionately on racial minorities. From 1930, the first year for which statistics are readily available from the Bureau of Justice Statistics, to 1967, 3,859 persons were executed under civil jurisdiction in the United States. During this period of nearly half a century, over half (54%) of those executed were black, 45 percent were white, and the remaining one percent were members of other racial groups (see fig. 1). Between 1930 and 1976 nearly 90% of those executed for the crime of rape in this country were African-Americans . Between 1930 and 1996, 4220 prisoners were executed in the U.S.; more than half (53%) were black . Currently, about 50% of those on the nations death rows are from minority populations representing 20% of the country's population. In 1972, the U.S. Supreme Court overturned existing death penalty statutes in part because of the danger that those being selected to die were chosen out of racial prejudice. Legislatures adopted the death sentencing procedures that were supposed to eliminate the influence of race from the death sentencing process. That was one of the grounds on which the Supreme Court ruled the death penalty unconstitutional in Furman. However, evidence of racial discrimination in the application of capital punishment continues. Nearly 40% of those executed since 1976 have been black, although blacks constitute only 12% of the population. And in almost every de ath penalty case, the race of the victims is white (see fig. 2). Last year alone, 89% of the death sentences carried out involved white victims, even though 50% of the homicides in America have been black victims . Of all the executions that have occurred since the death penalty was reinstated in 1976, only one has involved a white

Expansionism essays

Expansionism essays The late 19th century through the early 20th century was a time marked by expansion. But it did not begin at that time. Expansion on the American continent occurred many years before and the late 19th/early 20th century is only a continuation of previous expansionism. There were similar motives; however, altered to deal with specific situations dealing with foreign nations. Obtaining land was done similarly, depending on what obstacles were to be dealt with. Despite the United States desire for expansion, there were limits with the western frontier and so contained their continued spread for a time. But once a way to go past these limits was found, they were able to continue from where they left off. The main motive for expansion in the 19th century was the idea of Manifest Destiny. The Americans were supposedly destined by God to expand from ocean to ocean. But soon after this idea was set in place of American citizens minds, President James Polk announced to Congress that the Monroe Doctrine should be enforced allowing the US to forcefully expand westward. The Monroe Doctrine and its Roosevelt Corollary was a continuation of the idea of Manifest Destiny, altered to allow the US to deal with foreign powers standing in their way. However, from the Monroe Doctrine, also came additions to the policy to go for a more forceful approach towards expansion. Roosevelts Big Stick Policy called for amore powerful way to confronting foreign nations. This policy lead to wars dealing with lands in the Western Hemisphere, including the Caribbean. Spanish misrule in Cuba led the US to intervene and push Spanish influence out of the West in the Spanish-American War, which was backed by the Monroe Doctrine. Roosevelt stated that in the Western Hemisphere...the Monroe Doctrine may force the United States...to the exercise of an international police power. (Doc F) This forceful approach had also been disp...

Many topics you can chose from Essay Example | Topics and Well Written Essays - 3000 words

Many topics you can chose from - Essay Example Ground water can also lead to formation of wetlands or oases. There are ways in which ground water can be extracted from the earth’s surface for a score of uses. It can be used for home purposes, industrial usage, in addition to agricultural use for activities like irrigation. This can be possible by construction of extraction wells that draws water underneath the surface of the earth. Ground water has been distributed differently under the surface of the earth. In addition, underground water undergoes movement under the earth’s ground. Study of ground water motions, plus distribution is known as hydrogeology. It is also called ground water hydrology. Ground water can also include soil moisture, immobile water that is found in bedrocks that have very low permeability, and oil formation water that is found very deep in the earth’s surface. Ground water is thought to act as lubricants that cause movement of faults. The points under the surface of the earth where ground water originates are identified as aquifers. An aquifer has layers of porous materials that contain and transmit water. When aquifer is not confined, water can move freely between the earth’s surface and the saturated zone of an aquifer. Since gravity causes water to move downwards, deeper zones of the aquifer are further saturated as compared to the upper parts. Water table refers to the upper zone of the saturated layer of an unconfined aquifer. Below the water table, all spore spaces are saturated with water. This zone is known as phreatic zone. There is a substrate that slight porosity and allows little transmission of ground water. This substrate is called an aquitard. Aquifers have diverse features depending on the geology, and the structure of the substrate as well as the topography in which they happen. Aquifers that contain a high amount of water are situated in sedimentary geologic formations. Crystalline rocks that are weathered and fractured produce a

Health and disease relation to cigarette smoking Essay

Health and disease relation to cigarette smoking - Essay Example port identify that â€Å"among men who smoke cigarettes the death rate from cancer of the lung was 1,000 percent higher than among nonsmokers† and that â€Å"the incidence of coronary artery disease, the leading cause of death in the United States, was 70 percent higher among smokers† (Brandt 494). Brandt points out how the clash between traditional American libertarian ethic and communitarian ethic has influenced debates on cigarette smoking in the nation. The author also provides an elaborate discussion on accountability for tobacco induced diseases and finally concludes that more attention should be paid to the social responsibility theory for addressing the issue. Proponents of cigarette smoking emphasize on traditional American libertarian ethic which stress on individual freedom and individual decisions. As such they regard governmental interference on smoking behavior as an â€Å"unjustifiable intrusion into individual decisions† (Brandt 500). They also hold that rather than regulating the smoking behavior of the public government’s duty is only to inform them of its potential dangers. On the other hand, communitarian ethic holds that exposure to other peoples cigarette smoke cause serious health problems to non-smokers in the community. Various researches on the risks of side stream smoke and the addictive nature of cigarettes also emphasize the need to delegitimize and stigmatize cigarette smoking. The communitarian ethic thus views smoking as a moral issue as its health effects on the non-smoking community are quite dangerous. This tension between traditional American libertarian ethic and communitarian ethic on cigarette smoking raises a number of questions on who should shoulder the responsibility of the risks associated with cigarette smoking. While many attribute this responsibility to the tobacco industry there are others who stress on governmental accountability. The first Surgeon Generals Report emphasizes on governmental intervention and