Eddies action Essay Example for Free

Eddies action Essay Beatrice is responsible for eddies death because she didnt act soon enough. If Beatrice acted sooner Eddie could have calmed and a lot of this wouldnt have happened. Marco wants revenge on Eddie because Eddie contacted immigration to inform them of him and Rodolpho. This angers Marco and makes him want to seek revenge. He believes that Eddies action was the start of a downward spiral leading to the unfortunate fate of his children. He confirms this in the quote, That one! He killed my children. Marco could be blamed for eddies death because of his personal vendetta. He went to Eddies house fuelled with aggression, shouting, Eddie Carbone outside of Eddies house demanding that Eddie steps outside to settle this. If you were trying to clear Marco of international murder you could argue that Eddie pulled a knife out. Another reason you can state is that Marco was using self defence to prevent getting hurt these reasons is what can clear Marco from international murder. Marco kills Eddie at the end of the final scene. Eddie lunges at Marco and they begin to fight. Eddie pulls out a knife and attempts to stab Marco. Eddie tries to stab Marco but Marco twists the knife and stabs Eddie instead, it results in Eddie dying. There is evidence in this which tells us that Marco is responsible for eddies death such as when Marco says, in my country, he would have been dead by now. He would not live this long this gives me more knowledge which tells me that Marco is responsible for eddies death. This quote tells us that Marco is a man of vendetta, this is the way he settles his problems. Eddie is a man of honour dying like this suits him because he has fought for what he believes in. I have come to the conclusion that Eddie is fully responsible for his death. I believe he bring everything on himself such as calling immigration because he couldnt control his jealousy which resulted into angering Marco, this leaded into a vendetta. By settling this feud Marco wants to fight, as Eddie comes out he brings a knife; if he had not brought that knife the damage would have been so much less. The writer directing the final words towards Alfieri is aimed at touching each member of the audience, each feeling mixed emotions throughout the play however, whoever is to blame becomes irrelevant and you can not help but morn and feel a sense of loss over I life that has been taken. The writer points out that for all Eddies wrong doings he was unable to control his actions due to his belief in what he felt was right. I think a view from a bridge is a tragedy because throughout the play Eddie goes through so much. He loses respect from others, he drifts apart from his niece on the strengths of his personal beliefs and lack of control over his jealousy and consequently loses his own life. The line in which sums up the main point for is when Alfieri says sometimes we settle for half and I like it better.

Reflection on Research and Analysis Project

Reflection on Research and Analysis Project First Meeting: Before having my first meeting, I attended an open day with Mr. Collin Biggs who gave brief lecture on the requirement of RAP and topics which can be chosen to do a successful RAP. The topic I chose from the Oxford Brookes Project topic areas is number 8 which is The business and financial performance of an organisation over a three year period. For the 1st meeting my mentor Ashley Cooke asked me to write The Introduction of the RAP before having the first meeting. I decided to analyse the financial and business performance of GlaxoSmithKline and Astra Zeneca as a comparator. After choosing the topic and organisation I started to research the information about GlaxoSmithKline and Astra Zeneca. From the website of GlaxoSmithKline and Astra Zeneca, I downloaded their audited financial statement and annual reports for three years periods from 2007 to 2009. Situation: My mentor asked me to send the Introduction of my RAP three days before the meeting so that he can go through the work I had completed and prepare feedback for my 1st meeting. I was unable to send him the Introduction part of my RAP three days before the meeting as I underestimated the work required and I also was not quite familiar with Microsoft Word. I was able to send him the email with the Introduction of my RAP just two days before the meeting. During the first meeting, my mentor was not satisfied with my approach which I adopted to write Introduction of my RAP. Introduction about the company was very much in detail. My mentor told me to be precise and write only relevant information about the company. He also told me that my work was lacking quality as I only used Companys official website and did not refer to independent opinions and views. Lesson Learned: I learnt that I have to manage my time better as I need extra time to deliver my assignments on time as I am lacking the skills of effective use of Microsoft Word. I also learnt that I have to use third partys opinions and reviews about the companys performance which tend to be less biased. Second Meeting: As my first meeting was not up to the scratch so I was advised by my mentor to take some extra time to do sufficient work for my second meeting. He asked me to finish most of the research and analysis work prior to the second meeting. I tried my best to finish all the analysis work necessary to evaluate my project objectives such as trend analysis, ratio analysis, market research and strategic analysis of GlaxoSmithKline Plc and Astra Zeneca Plc. At the end of my second meeting my mentor shocked me when he asked me to prepare Microsoft Power Point slides for presentation. I was not sure how to make such slides using Microsoft Power Point. And I told my mentor there and then that I do not know how to use Microsoft Power Point to prepare slides. He was very helpful and he taught me how to prepare slides using Microsoft Power Point on his laptop. Situation: I was working very well according to the suggestions of my mentor. But I was unable to finish most of the work before time and could not email all the required work to my mentor three days before the second meeting. The reason was that my niece suddenly became sick and she was taken to the Hospital just five days before the second meeting.She was very seriously ill and I had to take my family couple of times to the Hospital. I could not finish my whole work. But I managed myself to attend the second meeting. My mentor told me that he was expecting more work from me. I explained the whole story to him. He inquired about the health of my niece and advised me that I have to be well planned and ready for such incidents and leave some buffer time for such uncertainties. Lesson Learned: I realised that if I would have left some buffer time, I would have completed my work well before the second meeting. Now I realised that I should try my best to finish my work and the task given before time to avoid any mishap or uncertainty. Third Meeting: My mentor asked me to give ten minutes presentation which should be summarised but comprehensive. My mentor told me that my presentation should be a glimpse of my overall RAP. My presentation will be followed by short question and answer session where I will be questioned on my work and my findings about the chosen organisation Situation: I was quite time pressured for my third meeting as I had some work left from my second meeting to complete and extra work to be done for the third time including the preparation of slides for presentation. I had to do rehearsal for my presentations as I have not given any presentations before this. I was a bit worried and nervous about my presentation. Lesson Learned: I learnt I should not leave the work till the last minute from my previous experience as unknowns can happen and delay the process. I gave myself an earlier deadline so that I could finish my work before the original deadline. Due to this I managed to finish my RAP on time. I also learnt a lot from the presentation part of my RAP. I learnt how to make slides on Microsoft PowerPoint as evidence; slides are attached with the submission of my RAP. I made my presentation to the Mentor. I ran out of time and could not complete the presentation well in time. I spent too much time on the introduction and the reason why I choose the organisation. I failed to present the conclusion and recommendation part of my presentation. I could not do justice with my efforts I put in my research work because of the way I presented my report to the mentor. I was not successful because of the lack of planning of my presentation. I did plan what I will present but due to the lack of practice I could not deliver what I was expecting from myself. Nevertheless, I learnt a lot from this experience. I learnt not to be over focused on the irrelevant things and properly giving time to more important areas. Question 2: How well do I think that I have answered the research questions? At the initial stage of my RAP I was confident that I will be able to do my RAP easily on the chosen topic. But in reality the chosen topic and finding information on organisation proved to be hard and challenging for me. I was not sure in the beginning from where should I gather information about GlaxoSmithKline and AstraZeneca. I was carrying out my RAP research on limited information available but I came to know from a friend of mine that British Library is loaded with information regarding any organisation. I got financial and non financial information from British Library about GlaxoSmithKline and AstraZeneca which was enough to do RAP analysis properly. During my secondary research, internet played a pivotal role in gathering data. Internet was of great help when reading up results of GlaxoSmithKline and AstraZeneca for the first quarter of 2010 as this data was not easily accessible from other sources. It was hard for me to decide which ratios should be calculated in ratio analysis as each and every ratio has its own significance and importance. Time was a real issue in this project. I could not allocate time properly to the different areas of my research which I could have done better if I would have had more time. More time would have allowed me to visit more business libraries to get an in depth knowledge of the Pharmaceutical industry and its competitive environment. Question 3: How have you demonstrated your interpersonal skills and communication skills during the project work? Interpersonal and Communication skills are two skills which are not only important in academic life but in professional life as well. These skills facilitate in academics during presentations, class discussions, and project report writing and during professional life like dealing with customers, suppliers, peers and management. During my RAP, I used my interpersonal skills which I learnt through my studies, especially paper F7 (Financial Reporting) of ACCA. Initially the communication with my mentor was not very effective as I struggled to communicate properly with my mentor. My mentor sometimes could not understand my accent and he asked me to repeat few times during my interactions with him. I lost precious time of my meetings with him due to this communication problem. English is not my mother tongue. Even though my English have improved significantly after studying ACCA in England, native English speakers sometime find it difficult to understand me because of my strong accent. My mentor Ashley Cooke has been very patient with me and he never showed any signs of discomfort whilst communicating with me. I realised that in order to communicate effectively I had to be more confident when facing somebody face to face and I should speak slowly and clearly so that even with my strong accent, people could understand me. I have to improve my oral, verbal and non-verbal skills so that Ill be able to perform better both in academics and in work environment. Question 4: How has undertaking the Research and Analysis Project helped me in my accountancy studies and/or current employment role? I learnt a lot by doing my RAP which will help me in my reaming ACCA studies and also when I start my professional job. One of the things, I learnt whilst doing my RAP was how to do a research and gather information about a real world organisation, this helped me in developing my research skills. The research skill will be beneficial to me for my further studies and career. Communicating with people in an effective way was the new learning experience and it is very important for me when I will start my professional job in the future. My communication skills have improved significantly by doing this RAP. I think I would be in a better position to cope with the challenges in the future, which really would not have been possible without undertaking a project like this. Other thing, I learnt a great deal about is IT skills which I lacked before doing this RAP. I was not very familiar with Microsoft Word, Excel and PowerPoint. This project taught me a great deal about these packages as I had to use them to draw graphs, make tables and prepare slides for my presentation. Graphs and appendices in my RAP are evidence of my learnt skills. IT skills are very crucial for a modern accountant to have in order to succeed in this day and age. I knew a little about these software packages before but this project has given me an opportunity to draw graphs using data from tables which I did not know before. This skill will assist me a great deal in my further studies and career. In a nutshell, whilst doing my RAP I learnt how to manage time effectively and meet deadlines, which will not only help me in my academic and professional life but will also, bring positive changes in my life.

Feminist Perspective of John Steinbeck’s The Chrysanthemums Essay

A Feminist Perspective of John Steinbeck’s The Chrysanthemums   John Steinbeck, in his short story "The Chrysanthemums" depicts the trials of a woman attempting to gain power in a man's world. Elisa Allen tries to define the boundaries of her role as a woman in such a closed society. While her environment is portrayed as a tool for social repression, it is through nature in her garden where Elisa gains and shows off her power. As the story progresses, Elisa has trouble extending this power outside of the fence that surrounds her garden. In the end, Elisa learns but does not readily accept, that she possesses a feminine power weak for the time, not the masculine one she had tried so hard to achieve through its imitation. The work begins with a look at the story's setting. "The Chrysanthemums" was written in 1938, and the story takes place roughly around the same time. It is winter in Salinas Valley, California. The most prominent feature is the "gray-flannel fog" which hid the valley "from the rest of the world" (396). The mountains and valleys and sky and fog encapsulate everything inside as a "closed pot" (396). Inside this shut-off habitat the environment is trying to change. Just as the farmers are waiting for an unlikely rain, Elisa and all women   are hopeful for a change in their enclosed lives. Steinbeck’s   foreshadows, "It was a time of quiet and waiting" (396). The action of the story opens with Elisa Allen working in her garden. She is surrounded by a wire fence, which physically is there to protect her flowers from the farm animals. This barrier symbolizes her life; she is fenced in from the real world, from a man's world. It is a smaller, on-earth version of the environment in which they live. This man's... ...mean she couldn't still be strong. The peddler's business of selling his service of fixing pots closes women out of his world just as natural fog closes of the valley. Although we hope her tears can be compared to the pruning she does to her precious chrysanthemums, clipping them backed for future and stronger growth, Steinbeck leaves the reader questioning the future for women. Elisa's tears will not rid the valley of the fog, for as Steinbeck tells us in the beginning, "fog and rain do not go together" (396). While Elisa will continue to dominate her immediate surrounding inside the fence using her power from nature, but she will not gain power outside of it, in a man's world. Work Cited Steinbeck, John. "The Chrysanthemums." Literature: An Introduction to Fiction, Poetry, and Drama. Ed. X. J. Kennedy and Dana Gioia. 6th ed. New York: Harper Collins, 1995.

What Is The Most Effective Way To Discipline Student :: essays research papers

School is the battleground for too many participants. For most teachers and students, a main battlefield revolves around discipline. Maintaining good discipline is a necessary condition for establishing a classroom climate that is conducive to learning. There are many ways to provide discipline, but one of the most productive is motivating students because they care about what they are learning. Enthusiastic teachers who present their material in stimulating, meaningful ways motivate students. When students are actively learning content that has personal meaning for them, they have neither the time nor the energy to create discipline problems. Conversely, when students feel that they are passive receptacles for knowledge, they become bored, turned off, and find satisfaction in acting out. Stimulating lessons require competition, high-level thinking, working cooperatively, and create products that evoke pride. Teacher has to increase students’ response, ask more low-risk, open-ended questions, see that low-ability students have an equal chance to respond. Of course, it is not easy work. Only teachers, who love their work and give all their time to make their lessons in such way can increase interest of their students and therefore provide discipline. I used to work as a teacher in a school for children with difficult behavior. When I started my job, the question of discipline was the main. And only after I could concentrate students’ attention on mathematics, when I knew how to work with students with different ability at the same time, when I did not give them a moment for relaxation, the discipline problem was solved. Competition is highly stimulating and motivates students to achieve their best. When competition focuses on the means, or process, the results are rewarding and high levels of learning can be achieved. Teamwork is a positive experience. Winning is important as playing. In my practice, the process of playing always was stressed above the final score. I often used games without score that supplemented the more competitive activities. Cooperative learning or working in groups is very important as well. Students work together in small groups in the classroom.

The 1819 Manchester Massacre and Percy Bysshe Shelley’s Masque of Anarc

The 1819 Manchester Massacre and Percy Bysshe Shelley’s Masque of Anarchy Sometimes a person is beyond all reach of society. Percy Bysshe Shelley was in Italy on August 16, 1819, during an event which shook his native England. The next month, word reached Italy, and upon receiving word of the protest gone awry, he immediately started work on a poem, and finished it before the end of the month (White 105). It became â€Å"The Masque of Anarchy.† Written in light of the 1819 Manchester Massacre, it demonstrates Shelley’s political stance, in that he detested the British government yet was terrified of the chaos and violence of a revolution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Manchester Massacre, also called the Peterloo Massacre due to the name of the specific location--St. Peter’s Field--as well as its temporal proximity to the battle of Waterloo, took place on the field in the city, and featured such noted speakers of the day as Richard Carlile, John Cartwright, and Henry Hunt, all known for their contrarian views of the government (Bloy). The people there had gathered--fifty to sixty thousand outside of the city of only two hundred thousand, a fourth of the normal population--to protest, among other things, misrepresentation in Parliament (Manchester and other new industrial cities didn’t have any parliamentary representation, but much, much smaller townships did). However, such a large gathering, peaceful or not, would and did arouse the suspicions of the government, especially a bloated and corrupt government like England’s in the early nineteenth century. The English government, fearful of a violent uprising, took the first strike and sent more than sixteen hundred troops: cavalry, infantry, artillery, and even dispatched the local yeomanry and co... ... but also refreshes and soothes the mind from its radical feelings. Sources Cited: Bloy, Marjie. â€Å"The Peterloo Massacre, 16 August 1819.† A Web of English History. 18 Aug. 2001. 9 May 2002 . Cameron, Kenneth Neill. Shelley: The Golden Years. Cambridge: Harvard, 1974. â€Å"Map of Peterloo.† Peterloo. 29 Dec. 2000. 9 May 2002 . â€Å"Peterloo Massacre.† Peterloo. 29 Dec. 2000. 9 May 2002 . Noyes, Russell. â€Å"Percy Bysshe Shelley.† English Romantic Poetry and Prose. New York: Oxford, 1967. 954-965. Shelley, Percy Bysshe. â€Å"The Mask of Anarchy.† English Romantic Poetry and Prose. Ed. Russell Noyes. New York: Oxford, 1967. 1052-1057. White, Newman Ivey. Shelley. Vol. 2. New York: Octagon, 1972.

Reading Written Works And Watching TV Essay

Books are known as the first medium bearing the function of conveying information to people; they were invented about 5000 years ago. If books can be considered as the traditional medium, television is the modern one. In fact, it was first introduced in public in the late 1920s and soon became a significant part of the daily life. Both of these media provide people with information, news as well as knowledge, but each kind has some distinct features. The similarities as well as the differences between reading books and watching TV vary, but they can be divided into three main aspects: the activity factor, entertainment and social interaction. The first critical aspect differentiating reading written works and watching television is the activity factor. The activeness of mental activity between reading and watching TV is significantly different. While reading book, one can readily imagine the scene of the book in his or her mind and decode what the author means, which can help one imp rove his or her imagination. see more:tv is better than books In contrast, watching TV makes one receive images passively, which means his or her imagination is controlled by others. Ordway (2010) states that compared to reading books, watching TV is noticeably less strenuous. In addition, when reading, one can control his or her time and activated more effectively than watching TV. For instance, one can either increase or reduce his or her reading speech, re-read pages or chapters he or she likes, all of which one cannot do while watching TV. However, both reading printed works and watching TV are involved in little physical activities. Secondly, the similarities and differences between reading and watching TV can be demonstrated through the entertainment. In general, the target that both reading and watching TV aim at is to entertain people. People often either read books or watch TV when they have free time or want to relax after a hard working day. However, the levels of entertainment are not the same. Reading books requires one more power and time to transfer words into images; thus, one is more likely to keep in his or her mind the content of the books. As a result, it can be said that reading a deeper level of entertainment. However, every stick has two ends; certain kinds of entertainment may not be available in books such as live sports, news, etc. Meanwhile, one can watch a live football march or a performance on TV.  Through watching TV, one can relax and enjoy many kinds of entertainment with fewer attempts (Rubenoff, 2012). In short, watching TV has greater variety of entertainment. The last aspect displaying the similarities and differences between reading and watching TV is: social interaction. Both of them can be used as conversation starters. The information shown on TV or books can be a favorite subject for everyone to discuss with each other. Moreover, reading book and watching TV are activities that can ease the sense of isolation. When being home alone, one can lie in bed and watch TV or read books. The sound and images on the screen or books can distract one’s attention from the loneliness and the negative thinking. However, one is more likely to get addicted to watching TV; he or she may spend much time watching TV, become a couch potato and not feel like communicating with others. On the other hand, reading books is different. One can also enjoy a book himself or herself so much that he or she â€Å"gets lost† in it. â€Å"In other words, his brain simulates real experiences, just as if he were living them himself† (Hilary, 2012). However, unlike those who watch TV, readers are less likely to get addicted; when their eyes get tired, they can put the books down and go out for a walk or talk with friends. As a result, readers may interact with society better than viewers. To sum up, reading written works and watching TV have both similarities and differences in the activity factor, entertainment and social interaction. Through reading, one can extend the boundary of his or her imagination and relax without being afraid of getting addicted to it. In comparison, watching TV requires less thinking and is easier to become addicted to, but it can supply one with various kinds of entertainment. Taking everything into account, we can say that both reading and watching TV have pros and cons; the point is that we need to know how to balance between them and benefit from them the most. References Hilary, F. (2012, August 25). Getting lost in a good book can help you keep healthy. Retrieved August 19, 2014, from http://www.dailymail.co.uk/health/article-2193496/Getting-lost-good-book-help-healthy.html Ordway, H. (2010, Jan 17). Reading Versus Television: Which is better? Retrieved August 18, 2014 from http://www.hieropraxis.com/2010/01/reading-versus-television-which-is-better/ Rubenoff, T. (2012, October 23). Television vs. Book? Retrieved August 16, 2014 from http://tomrubenoff.hubpages.com/hub/Television-or-Book

Industrial Sociology Essay

1) Europeans-particularly Germans have permanent `Voice `inside the firm, the company for which they work, while American workers have a `Voice` (When they have, hence not permanently) only outside the firm, the Company. Co-determination, practiced within Germany from 1951, implies the model where workers have a role to play in company management. Workers are entitled to playa role in workplace management as well as in the management of the entire firm through chosen board delegates. This principle also applies in Luxemburg, Austria and Scandinavia and involves worker involvement on both public and private organizations via works committees. Various laws related to worker representation on decision-making boards and works committees govern co-determination in Germany. 1972’s Works Constitution Act governs Worker participation and requires private firms with in excess of 5 permanent workers to have works committees. The firms’ managerial directors and employers are excluded from such committees with such committees coexisting with worker unions. Committee members’ numbers depend on the enterprise size with salaried workers, females and males, and income earners being represented in ratios similar to their respective numbers (http://www. allbusiness. com/management/business-process-analysis/339707-1. html). Employers and Committees work with cooperation and trust to benefit the firm and the workers. Committees as well ought to abide by the law plus defend employee interests. The issue in question determines relative powers. The committee ought to be consulted by the management regarding setting shift durations, rest and overtime periods, employing machines to track worker perfoamce or behavior, establishing performance-based motivation rates, establishing unique compensation plans called for by a restriction of processes, classifying, transferring, dismissal , and hiring workers , organization structures, manpower scheduling, staff management, worker training, and work setting. 976’s Co-determination Act governs Co-determination within the decision making board. It stipulates that decision-making boards have equal stockholder and employee representation in firms with own official identity, and with not less than 2,000 workers. For Firms having 500-2,000 workers, 1952,s Works Constitution Act applies with firms with less than 500 workers exempt form such stipulation. Managerial boards mainly select management boards; they also oversee the running of the firm. Additionally, firm by-laws stipulate that managerial boards be consulted regarding venture decisions, choosing and maintenance of executive personnel, and loans over specific limits. Such managerial board’s sizes are dictated by employee numbers, with 2,000 worker firms having not more than 20 board members with equal stockholder-worker representative representation. Out of the 10 worker representatives, 7 should be the firm’s employees including a minimum of 1 income earner representative, 1 from paid workers, plus 1 senior executive worker. The other 3 positions are taken up by unions having representation in such a firm. American organizations were particularly worried whether such a principle could dictate future labor management relations could be handled. Such a topic is currently even extra crucial when regarded as a constituent of the push towards greater employee involvement and confirmed by the initiation of plans within America like labor-management collaboration, excellence circles, and work-life quality. Within the United States, the dominant impediment is the charitable character of group action where employees determine if they want a union to represent them. Employers may, and usually do, undertake actions to evade unionization. Despite the fact that employees could derive greater benefits from an employee committee, such employees may not want such a concentrated action. US laws do not call fro whatever co-determination features and it questions the validity of issues like work quality life plans. Works committees , unless set up as genuine collective negotiation mediators and set up by persons voting within representation polls, are likely to breach current US labor regulations (ueapme, 2000). In the US, if workers choose union representation, the function of such works committees is essentially displaced by such local unions. Through restricted union jurisdictions, either for whole workplaces or among employees with similar occupational interests, all equally situated employees get represented by one organization. Such, merged with the conventional local US labor union concerns, implies that issues tackled by works committees are usually topics of group bargaining. Local matters tackled by such works committees are like the ones embodied by the US labor pact, however such works committees are based on legally authorized provisions, like dismissals, hiring, pensions and medical insurance, plus union-negotiated financial advantages , from where dialogue on local matters may originate (http://www. llbusiness. com/management/business-process-analysis/339707-1. html). The likelihood of employee involvement ion decision-making boards within America is nearly useless to talk about, because works committees’ analog, is hard to determine. Only in unique circumstances has US management conceded to even a small labor official representation on management boards. Without legal compulsion, the executive is unlikely to consider the co-determination notion. In addition, majority of US labor union leaders do not like such a concept; they believe they are able to represent employees better via conventional bargaining systems (http://www. allbusiness. com/management/business-process-analysis/339707-1. html). 2) Write a review of Jeremy Rifkin, `The Jobs Letter – A Rifkin Reader` available in Google. In his 1994 End of Work , Jeremy Rifkin posits that the world is going into a new era typified by a steady but unavoidable lack of employment. He argues that current global joblessness is at an all time high. Unemployment or underemployment figures are sharply rising as many new candidates face an unusual high-tech revolution where sophisticated machines are rapidly substituting humans in almost all industries and sectors. Such machines include: computers, telecommunication and robotics. Numerous job opportunities, like secretarial, blue-collar jobs, receptionist, clerical, sales clerks, telephone-related, librarian, middle executives, and wholesaler, are gradually being forever lost. Despite the fact that new opportunities are getting created, they mainly are usually temporary and low-paying. The globe, rapidly polarizing into 2 potentially incompatible forces namely: Information Technology elite which manages and controls the ultra-modern world economy; and a growing population of permanently-displaced employees with limited hope and prospects for significant employment. At eh same time, in excess of 15% of US citizens are living under the global poverty line. Rifkin proposes that the world move past the illusion of re-schooling for imaginary jobs and urges for pondering of the absurd, that is getting ready for the reality of phasing out a lot of employment related to manufacture and selling of services and goods. Rifkin states that people should anticipate a novel, post-market period where new official work substitutes have to be invented. Fresh approaches to income plus purchasing ability provision should be applied. Greater emphasis ought to be placed upon the rising third segment to help restore societies and build sustainable nations. An end to work would imply the end of societies, or herald the commencement of some huge social makeover and a renaissance of the human will (http://www. jobsletter. org. z/art/rifkin01. htm). 3. List and explain the `Three Social Deficits` brought about by economic and structural changes Structural and economic modifications lead to social shortfalls such as: absence of economic progress and demand; absence of confidence; and structural issues. Regarding structural issues, unsettled structural issues result to increased costs, such as administration expenses and service costs, for firms, which hinder investment as well as generation of fresh job opportunities. This leads to issues like: increased structural financial plan shortfalls; reduced labor market reorganization development; unconstructive motivation from social security systems, which prevent workers from taking fresh jobs or staying employed; reduced advancement in the liberalization of community services such as postal services, power markets and transport; and shortfalls pertaining to the execution of internal markets (http://www. obsletter. org. nz/art/rifkin01. htm). Regarding absence of assurance, the reduced industry and consumer confidence rates result from: uncertainty pertaining to the additional stock markets progress; doubts regarding petroleum price developments; and constant debate regarding growth and stability agreement. Absence of economic progress and demand result from: great increases in share values , thus reducing the purchasing ability and creating losses for numerous firms; relatively high actual interest rates in comprising with economic dynamics as well as the productivity gap; large states have inadequate room for economic policy maneuvering because of elevated structural shortfalls; and increasing joblessness result to public income reduction plus public expenditure increases (UEAPME, 2002).