Comparing Gothic Romanticism in The Fall of the House of Usher and Lige

Gothic Romanticism in The Fall of the House of Usher and Ligeia The Gothic style found in the bulk of Edgar Allen Poes short stories is obvious to the average reader. The grotesque, the desolate, the horrible, the mysterious, the ghostly, and, ultimately, the intense fear atomic number 18 all the primary aspects of the stories which are emphasized. But few writers remain uninfluenced from their coevals and Poe is no exception. He is clearly a product of his time, which in terms of literature, is remembered the Romantic era. Poe combines these two threads in almost all of his stories. For this reason critics a lot call Poes style Gothic Romanticism. The two stories The Fall of the House of Usher and Ligeia are very similar to Poes other short stories, in that they to get under ones skin this thread of Gothic Romanticism. The Gothic and Romantic themes can be analyzed separately in each of these two stories but together these themes shoot the plot of groun d and the ultimate success of each.One park characteristic of Romanticism is the importance of the intuitive and emotional and the rejection of the rational and intellectual. Such is the case in Usher. Those who are questioning of Poes Romantic influences would use this aspect of Romanticism to claim that he is not a Romantic because throughout the story the narrator attempts to apologise the inexplicable with the rational. An example of this is when the narrator attributes an iciness, a sinking, a sickening of the heart merely to the combination of very natural objects which have the power of thus poignant us (Poe, Usher). This argument is week because the narrator fails miserably to provide solid rational explanations for these strange events and f... ...ic thread seek to further Poes boilersuit address of terror. Either they develop the character in such a way that would increase the gloomy, mysterious, and supernatural mood of the stories, establish the mood through the setting, or booster to further this mood in some other way. The combination of the Romantic thread in these two stories is no polar. Poe uses various aspects of Romanticism, such as obscurity and the emphasis of emotion and intuition to increase the terror felt by the reader. But perhaps, the most important aspect of Romanticism is one which is similarly common in the Gothic tradition is the emphasis on one effect. In the Gothic tradition this single effect is that of terror. Ligeia and Usher are no different in that Poe establishes this terror through the use of his own style of Gothic Romanticism. 21771Marlow Engl. 12 Sect. 37 Comparing Gothic Romanticism in The Fall of the House of Usher and LigeGothic Romanticism in The Fall of the House of Usher and Ligeia The Gothic style found in the majority of Edgar Allen Poes short stories is obvious to the average reader. The grotesque, the desolate, the horrible, the mysterious, the ghostly, and, ultimately, the intense fear are all the primary aspects of the stories which are emphasized. But few writers remain uninfluenced from their contemporaries and Poe is no exception. He is clearly a product of his time, which in terms of literature, is called the Romantic era. Poe combines these two threads in almost all of his stories. For this reason critics often call Poes style Gothic Romanticism. The two stories The Fall of the House of Usher and Ligeia are very similar to Poes other short stories, in that they to have this thread of Gothic Romanticism. The Gothic and Romantic themes can be analyzed separately in each of these two stories but together these themes drive the plot and the ultimate success of each.One common characteristic of Romanticism is the importance of the intuitive and emotional and the rejection of the rational and intellectual. Such is the case in Usher. Those who are skeptical of Poes Romantic influences would use this aspect of Romanticism to claim that he is not a Romantic because throughout the story the narrator attempts to explain the unexplainable with the rational. An example of this is when the narrator attributes an iciness, a sinking, a sickening of the heart merely to the combination of very natural objects which have the power of thus affecting us (Poe, Usher). This argument is week because the narrator fails miserably to provide solid rational explanations for these strange events and f... ...ic thread seek to further Poes overall goal of terror. Either they develop the character in such a way that would increase the gloomy, mysterious, and supernatural mood of the stories, establish the mood through the setting, or help to further this mood in some other way. The combination of the Romantic thread in these two stories is no different. Poe uses various aspects of Romanticism, such as obscurity and the emphasis of emotion and intuition to increase the terror felt by the reader. But perhaps, the most im portant aspect of Romanticism is one which is also common in the Gothic tradition is the emphasis on one effect. In the Gothic tradition this single effect is that of terror. Ligeia and Usher are no different in that Poe establishes this terror through the use of his own style of Gothic Romanticism. 21771Marlow Engl. 12 Sect. 37

Othello vs O the Modern Spin Essay -- essays research papers

O is a modern spin on Othello that attempts to address issues that atomic number 18 relevant for a contemporary audition. However, ultimately the literary value of Othello is lost in this appropriationThe flick O directed by Tim Blake Nelson is a prize contemporary interpretation of Shakespeares classic tragedy Othello, which addresses a number of issues that are relevant to a modern day audience compared to that of the past. The director of the frivol away has changed crucial parts of the calculate which makes the adjoin such a classic, which has essentially ruined the literary value of Othello. This is evident for a number of concepts including, the overt think between the play and film, the power of words and language and Iago and his motivesThe director of O has made errors which causes Othello to lose its literary value. Othello is known as classic artistic play however, the director of the film has caused the play to lose this element. Of course the director has made ov ert links between the play and the film. The obvious links between the play and the film include the naming of the characters for example naming Othellos character O and naming Desdemonas character Desi. When Desi and O first have knowledgeable intercourse they are in a hotel called Willow which represents the song sung by Desdemona when she is about to die. The role of women in the play and the film remain the same, the manageable and obedient type. Yet, in todays society women would be more confident and feministic in their ways. These obvious and almost childlike connections between O and Othello does not necessarily mean that O is effective appropriation of the play. The beauty of Othello is the power of words and language. The play uses articulate... ...n/last line, this shows no reasons. Whats the effect? The character Iago doesnt fulfol the audience curisoty.The new give motives (typical hollywood) drugs and dad brings Iago back to audiences reality of the wor ld and hence destroys any substance to character and movie.Nelson goes so far to altogether interpret the character of iago incorrectly, and impress his interpretations on the audience. In the film the director has made the mistake of giving Hugo motives such as the use of steroids and his father say I love Odin like he is my own son. This causes Hugo to rage with anger and jealousy and therefore plan his devious revenge. This is the typical Hollywood film that spoon feeds the audience so they know exactly what is going on. In the original Iago is given know reason to act like this towards Othello, the audience is leftover to interpret

The Physics of Skiing Essay -- Sports Athletics Essays

The Physics of Skiing I consume been going for about five years and I risk it to be one of the most fun and challenging sports there is. A lot of the reason it is so challenging is because of the laws of physics such as gravitation and friction. In this essay I will treat how physics relates to skiing and how this physics makes skiing so fun and challenging. I will also discuss how things like wax and the shape and width of your skis can affect these laws of physics and enhance your skiing.There are really only two main forces playacting on a skier, they are gravity and air tube. The first and most important thing relating to the physics of skiing is the law of gravity. Gravity is the most familiar force in our everyday lives it is the force that keeps us on the ground it is also the force that makes things fall. We have all heard the saying, what goes up must deduct down. This saying is relating to gravity. Near the earths surface the acceleration due to gravity is 9.8 m/s2. When you ski you are taken up to the top of a tidy sum by a chair lift once you reach the top of the mountain gravity wants to pull you back down the mountain. These forces of gravity and air ohmic resistance are what make skiing happen. The air resistance of a skier has a huge effect on how fast a skier is going to go. Air resistance is major factor in ski racing. A skier may reduce his or her air resistance by skiing in a shut in position. This reduces the amount of area that the wind has to hit, thus creating less drag and causing the skier to go a lot faster. Some world class skiers even have helmets that come to a point a few inches behind their head like an airplane wing to further reduce their drag.The reason that gravity is satisfactory to pull ... ...I would ski everyday if I could. I am so glad that there are such things as gravity, friction, air resistance, and energising and electromotive force energy because without some of these skiing would not even be po ssible and without the others skiing would be really boring. If there were no gravity or kinetic andpotential energy skiing could not exist. If there were no friction you would not be able to stop, and if there were too much friction you would not be able to move. And last but certainly not least if there were no air resistance there would be no ski racing. If nobody had any air resistance and they all just went straight down the hill they would all go about the same speed. There would be no way of going into a tighter tuck to go faster that another person. You may have never thought that if there were no such thing as physics there would be no skiing but it is true.

The Holocaust Essay -- History German Jew Nazi Genocide Essays

The HolocaustWe are the children of the holocaust. We are both Germans and Jews. We are the children of the victims. We are the children of the oppressors. We started out on opposite sides but the memory of the holocaust leave behind join us forever. We sh all told never let the victims be forgotten, for if we do, we will forget that the perpetrator can be in all of us. This poem expresses quite strong the sensation that most individuals feel when they hear the word Holocaust. Although they may not have been there, or known someone who was, they may still feel an key sadness or anger due to the events that alsok place during cosmos War II. I myself am neither a Jew nor have German decent, and I too become emotional at just the thought of such a devastating occurrence. It is in this sense that I will discuss how the Holocaust has abnormal not only the Judaic world, but other concourses as well.In 1933, the national socialist party began their reign in Germany, under the malevol ent dictator Adolf Hitler his percentage as prime minister of the county lead to the temporary suspension of civil rights for communists and Jews. The first concentration camp, known as Dachau was erected, which contained over two hundred communists, and all books that included ideas and concepts contrary to Nazi belief were burned. Jewish newspapers were not allowed to be sold in the streets, and as Hitlers power became more and more apparent, he gained the title of Fuhrer, or Leader of Germany. His charismatic ways charmed many people into believing that his ideas were conceptually sound, and within only a few years, the Jewish people were stripped of their liberties, including their right to vote. In 1938, on Kristallnacht the Nazi regime terrorized Jews throughout both Germany and Austria over 30,000 Jews were arrested, having their licenses revoked, car registrations taken away, and securities and jewels stolen as well. Upon the acclimation of World War II in 1939, when France and Britain declared war on Germany, Hitler ordered that all Jews must wear a yellow Star of David, in 1940, he began the deportation of all German Jews to the country of Poland (Morretta).Once in Poland, the Jews were forced to reside in ghettos and concentration camps in 1942, the Final Solution planning had begun by Hitler and his Nazis regime, and by 1943, eighty five percent of all of the Jewish people that ... ... the Holocaust itself, as devastating as it was, may have happened for the Jewish people to acquire a larger capacity than others for forgiveness and understanding. This idea rings true for every other human being in the world as well, because once again, We shall never let the victims be forgotten, for if we do, we will forget that the perpetrator can be in all of us. 1 This poem was written by Rudi Raab, and is from The Acts of Reconciliation Project, where Germans and Jews met to build a common ground.2 The Night of Broken Glass3 An elaborate plan of mass genocid e in which the Nazi officials would annihilate all European Jews. 4 This poem was written by Rudi Raab, and is from The Acts of Reconciliation Project, where Germans and Jews met to build a common ground.Works CitedFeig, Konnilyn. Hitlers Death Camps The sanity of Madness. New York, Holmes & Meier, 1979.Jacobs, Alan. Auschwitz/Birkenau. http//www.remember.org/jacobs/index.html. 1996.Morretta, Theresa. History of the Holocaust Timeline. http//www.remember.org/educate/mtimeline.html. 1997.Watts, Franklin. Auschwitz and the Allies. Voices of History 1942-43 .New York, 1943.

Eyes in Steinbeck’s The Snake Essay -- Essays Papers

Eyes in Steinbecks The Snake Eyes, both human and animal, appear as a rife motif in John Steinbecks The Snake. Eyes serve not only a descriptive function, but signify two different modes of looking. iodine mode, embodied by Doctor Phillips, is scientific the other, embodied by his female visitor, is bestial. Doctor Phillips uses sight to exert control over his environment the womans way of looking proves more powerful, however, by achieving a truer understanding of the irrational impulses that govern the natural world. The description of Dr. Phillips eyeball and the eyes of the woman qualify the two opposing worlds they represent. Dr. Phillips, who represents the scientific world, has mild eyes (74). The adjective mild suggests a lack of emotion the scientific point of view employed by the recreate is wholly rational, and thus negates irrational emotion. Dr. Phillips refusal to acknowledge his emotions is evident in the phrase, he could not kill an insect for pleasure (80 ). If the bear ons mild eyes connote a lack of emotion, then the glitter in the womans eyes suggest excitement, arousal, and an embrace of the irrational emotions that the affect denies (75). The description of the womans eyes also indicates the doctors inability to comprehend the womans mode of looking. The story, though written from a third person perspective, is limited to what the doctor sees, thinks, and feels thus, the description of the womans eyes arise from his interpretations. Words such as dark, veiled, and dusty (78) argon attached to the womans eyes in order to suggest mystery. The womans eyes seem mysterious to Dr. Phillips because her mode of looking is alien to him.In his first interaction... ...heir eyes and body movements the doctor is likened to the rat through his slight build and fair hair (74). The rat sees the snake, but remains unconcerned (83). Just as the rat fails to recognize the danger of the snake, Dr. Phillips initially fails to recognize th e danger of the woman. He presumes, incorrectly, that she is just like his other visitors. Only too late does he realize that he can neither date how she sees, nor exert his own mode of looking over her. She forces him to acknowledge a point of view not only different from his own, but more attuned to the substantial temperament of the natural world. This temperament is defined by the irrational urges that exist in every living thing, including the doctor himself. Note1. All references to The Snake are from John Steinbeck, The Long Valley (New York, NY Viking, 1938) 73-86.

Othello, the Image Machine Essay -- Othello essays

Othello, the Image Machine Shakespe bes drama Othello presents a full panoply of diverse imagery that cannot be described briefly. Lets spend whatever attention on this subject which has so many examples in the play. Alvin Kernans Othello an Introduction explains how the symbolic geography imagery of the play create a concomitant image of space and time We can begin to see this pattern in the symbolic geography of the play. Every play, or work of art, creates its own picky image of space and time, its own symbolic world. The outer limits of the world of Othello are defined by the Turks the infidels, the unbelievers, the general enemy as the play c boths them who, just everyplace the horizon, sail back and forth trying to confuse and trick the Christians in order to invade their dominions and destroy them. Out beyond the horizon, reported but unseen, are also those anters vast and deserts idle of which Othello speaks. Out there is a land of rough quarries, rocks and hills w hose heads touch heaven inhabited by cannibals that each otherwise eat and monstrous forms of men whose heads grow beneath their shoulders. (76-77) There is no shortage of imagery in the play this is for certain. Critic Caroline Spurgeon in Shakespeares Imagery and What it Tells Us sorts finished the plethora of imagery in the play The main image in Othello is that of animals in action, preying upon one another, mischievous, lascivious, cruel or suffering, and through these, the general sense of pain and unpleasantness is much increased and kept constantly before us. More than half the animal images in the play are Iagos, and all these are contemptuous or repellent a plague of flies, a qua... ...ore Evans. Boston, MA Houghton Mifflin Co., 1974. Kernan, Alvin. Othello and Introduction. Shakespeare The Tragedies. Ed. Alfred Harbage. Englewood Cliffs, NJ Prentice-Hall Inc., 1964. Mack, Maynard. Everybodys Shakespeare Reflections Chiefly on the Tragedies. Lincoln, NB University o f Nebraska Press, 1993. Muir, Kenneth. Introduction. William Shakespeare Othello. impudently York Penguin Books, 1968. Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http//www.eiu.edu/multilit/studyabroad/othello/othello_all.html No line nos. Spurgeon, Caroline. Shakespeares Imagery and What it Tells Us. Shakespearean Tragedy. Ed. D. F. Bratchell. New York Routledge, 1990. Wilson, H. S. On the Design of Shakespearean Tragedy. Canada University of Toronto Press, 1957.

Othello, the Image Machine Essay -- Othello essays

Othello, the Image Machine Shakespe bes drama Othello presents a full panoply of diverse imagery that cannot be described briefly. Lets spend almost attention on this subject which has so many examples in the play. Alvin Kernans Othello an Introduction explains how the symbolic geography imagery of the play create a cross image of space and time We can begin to see this pattern in the symbolic geography of the play. Every play, or work of art, creates its own peculiar(a) image of space and time, its own symbolic world. The outer limits of the world of Othello are defined by the Turks the infidels, the unbelievers, the general enemy as the play c eachs them who, just over the horizon, sail back and forth trying to confuse and trick the Christians in order to invade their dominions and destroy them. Out beyond the horizon, reported but unseen, are also those anters vast and deserts idle of which Othello speaks. Out there is a land of rough quarries, rocks and hills whose hea ds touch heaven inhabited by cannibals that each some other eat and monstrous forms of men whose heads grow beneath their shoulders. (76-77) There is no shortage of imagery in the play this is for certain. Critic Caroline Spurgeon in Shakespeares Imagery and What it Tells Us sorts with the plethora of imagery in the play The main image in Othello is that of animals in action, preying upon one another, mischievous, lascivious, cruel or suffering, and through these, the general sense of pain and unpleasantness is much increased and kept constantly before us. More than half the animal images in the play are Iagos, and all these are contemptuous or repellent a plague of flies, a qua... ...ore Evans. Boston, MA Houghton Mifflin Co., 1974. Kernan, Alvin. Othello and Introduction. Shakespeare The Tragedies. Ed. Alfred Harbage. Englewood Cliffs, NJ Prentice-Hall Inc., 1964. Mack, Maynard. Everybodys Shakespeare Reflections Chiefly on the Tragedies. Lincoln, NB University of Nebraska Press, 1993. Muir, Kenneth. Introduction. William Shakespeare Othello. impudent York Penguin Books, 1968. Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http//www.eiu.edu/multilit/studyabroad/othello/othello_all.html No line nos. Spurgeon, Caroline. Shakespeares Imagery and What it Tells Us. Shakespearean Tragedy. Ed. D. F. Bratchell. New York Routledge, 1990. Wilson, H. S. On the Design of Shakespearean Tragedy. Canada University of Toronto Press, 1957.

Gun Control Essay

Should Private gaseous state Ownership Be Banned?Widespread bomber will power in a community could provide a general deterrent to criminal predation, lowering the endangerment to owners and non-owners a ilk. But widespread artillery self- master could too happen to increased risks of various sorts, including the possibility that throttles will be mis apply by the owners or transferred to dangerous stack through theft or unregulated sale. Whether the social costs of gun self-command atomic number 18 positive or negative is arguably the most fundamental question for the regulation of compositions in the coupled States. Gun control laws and polity vary greatly or so the world. nearly countries, such as the united Kingdom, receive very unappeas equal limits on gun possession while others, such as the stick to together States, energize relatively modest limits. In some countries, the topic remains a source of utmost(prenominal) debate with prop unmatched and only (a)nts generally arguing the dangers of widespread gun ownership, and opp geniusnts generally arguing individual rights of self-protection as strong as individual liberties in general. Some in the United States view gun ownership as a civil right (Snyder i-ii), where the Second Amendment to the United States Constitution guarantees the right of citizens to keep and pay up arms.One of the earliest U.S. gun-control ordinance at the state level were the black codes (laws that replaced the pre Civil War era slave codes which, among other things, forbidden black ownership of firearms) in an attempt to prevent blacks having access to the full rights of citizens, including rights guaranteed downstairs the Second Amendment (Halbrook 108). Laws of this type later used racially neutral language to survive effective challenge, only if were expected to be utilized against blacks rather than whites. Following the sandy Hook Elementary School shooting in December 2012, where 20 unsalted children were killed, Wayne LaPierre, vice-president of the National Rifle Association (NRA) proposed, at an NRA press conference, that the solution to such tragedies is to place armed officers in civilises, saying The whole way to stop a bad guy with a gun is a good guy with a gun(Washington post). LaPierre blamed the media, politicians in favor of gun-free zones, U.S. mental health services, and uncultivated movies and video games for the shooting. He issued an NRA-backed proposal to put armed guards in all drills in the U.S., which he called the National Model School Shield Program. In January 2013, the Newtown school board voted unanimously to ask for police officer presence in all of its elementary schools. A 2004 review by the National Research Council think that, high schooler poses of dwelling firearms ownership be associated with higher tempos of gun self-annihilation, that illegal diversions from legitimate commerce be important sources of offensive guns an d guns used in suicide, that firearms are used defensively many another(prenominal) times per day, and that some types of targeted police interventions may effectively lower gun nuisance and force play (Welford). other review conducted in 2011 by the Firearm Injury refer at Penn determined that, the correlation between firearm availability and rates of homicide is consistent across high income industrialized nations in general, where there are more firearms, there are higher rates of homicide overall.A 2004 review of the literature conducted by researchers at the Harvard Injury Control Research Center similarly prepare that, a broad array of evidence indicates that gun availability is a risk part for homicide, both in the United States and across high-income countries (Homicide Firearms Research). Reviews by the HICRC also assessed variation in gun ownership and violence in the United States and found that the same pattern held states with higher gun ownership had higher ra tes of homicide, both gun-related and overall. A review publish in 2011 found that the health risks of a gun in the kinfolk are greater than the benefits, based on evidence that the presence of guns increases the risk of completed suicides and evidence that guns increase the intimidation and rack up rate of women (Hemenway 502). The researchers found no credible evidence that guns in the home reduce the severity of injury in a break-in or clash or act as a deterrent of assault. A previous probe (2003) had similarly found that the presence of a gun in the home significantly increased the risk of suicide and adult homicide (Wiebe 12). A number of studies have examined the correlation between rates of gun ownership and gun-related, as well as overall, homicide and suicide rates internationally. Martin Killias, in a 1993 study covering 21 countries, found that there were significantcorrelations between gun ownership and gun-related suicide and homicide rates. Gun control has a ser ious public health, political and economic concerns that need to be addressed respectively. HEALTH/SAFETYEvery year, more than devil thousand people die in the United States from gun-related injuries. The population groups most affected by these avoidable deaths are children and young adolescents. The misuse of firearms is a paradox worldwide, of course. However, the incidence of firearm use does vary from country to country. match to the United Nations Report on Firearm Regulation, Crime Prevention, and Criminal Justice (1997), the United States has weaker firearm regulations and higher numbers of deaths involving firearms than all other industrialized and even most developing nations. The study also noted that the total firearm death rate in the United States in 1995 was 13.7 per 100,000 people, three times the average rate among other responding countries and the third highest, after Brazil and Jamaica. More than half the homes in the United States possess firearms, so it is h ardly surprising that they rank among the ten leading causes of death accounting for more than 30,000 deaths every year (Wintermute 3107). While most people have guns primarily for sporting activities, many owners also have them for personal protection and security purposes.The public health draw near to violence prevention attempts not precisely to reduce the occurrence of violence, but also to limit the numbers of fatal and nonfatal injuries when such events occur. To prevent gun-related violence, indeed any type of violence, it is important to derive the dynamics of violence as well as the role of different kinds of weapons in both fatal and nonfatal injuries. Research from around the world indicates that socio-structural factor such as high unemployment rates, ethnic and religious hostilities, political instability, financial inequalities, lack of resources, and economic deprivation increase the likelihood of violence. When guns are readily on hand(predicate) in such place dtings, or where legislation to curb their illegitimate use is lax or inappropriate, injuries are more likely to occur, intentional or otherwise. single factors can also precipitate violence, including the use of firearms. Substance and alcohol abuse, mental disorders, feelings of personal inadequacy and social isolation, and an individuals experience with violence in the home areamong some of the factors that have been associated with violence.The more guns there are in circulation, the greater the likelihood that they will be misused. Hence, from a public health perspective, it is important to devise strategies which aim to ensure that those in possession of arms use them for legitimate purposes and not for violent or criminal acts. There are a variety of ways of dealing with the problems caused by guns in society, and legislation is one of the methods most commonly used. Franklin Zimring has noted that laws that regulate gun use impinge on into three categories those that limit the place and the manner of firearm use, those that keep guns out of the hands of high-risk substance abusers, and those that ban high risk firearms. Place and manner legislation sets out to do as it suggests, to limit certain uses of firearms in certain locations. Examples include banning the use of firearms in public places and prohibiting the bundleing of a firearm (except for those carried by security personnel and police). This legislation is difficult to implement, however, without the active backing of the police force, and that support requires additional funding to top sure that police monitor potentially violent events. Successful place and manner legislation has been implemented in the country of Columbia, where firearms are involved in 80 percent of homicides. Here, an innovative gun control intervention was implemented by the Program for Development, Security, and Peace (DESEPAZ), in collaboration with the Mayor of Cali, Colombias third largest city.A police-enforce d ban was introduced in Cali that prohibited carrying firearms on weekends, public paydays, public holidays, and election days because such periods were historically associated with higher rates of homicide (Villaveces 1206). Media-led information campaigns informed the public of the new gun control measure. On the days when the ban was in operation, police set up strategically located checkpoints in areas of the city where criminal activities were commonplace, and they conducted random searches of individuals. During the ban, police polity directed that if a legally acquired firearm was found on an individual, the weapon was to be temporarily taken from the individual and the individual fined. Individuals without proof of legally acquiring the firearm were to be arrested and the firearm permanently confiscated (Villaveces1206). Denying high-risk users access to firearms is the second type of legislative tool to control gun misuse. In order for this nestle to work, the law has to define clearlywho dips into the category of high-risk user. The term is usually applied to convicted criminals, those deemed mentally unfit, and to drug addicts. It also applies to minors. Such legislation attempts to make it difficult for members of these groups to possess a firearm.Every year, in developed and developing countries across the globe, thousands of children and young adolescents die while playing with loaded guns. Additionally, studies have shown that adolescents are vulnerable in terms of firearm misuse and successful suicide attempts. In the United States between 1965 and 1985 the rate of suicide involving firearms increased 36 percent, whereas the rate of suicide involving other methods remained constant. Among adolescents and young adults, rates of suicide by firearms doubled during the same period (Kellermann 467). Restricting minors the access to have weapons can attend to to reduce these events. Many states now attempt to prevent high-risk groups from obtaini ng firearms by identifying ineligible individuals before they can acquire a gun. Minors would obviously fall into this category. The screening system included in U.S. legislation known as the Brady Bill which permits police to determine whether a prospective gun purchaser has a criminal record. If the check turns up nothing the purchaser can obtain the gun (Zimring 53).The third legislative strategy used to combat the misuse of firearms is to introduce legislation regulating the use of very dangerous weapons. Such laws limit the supply of high risk weapons and can complement the strategy of decreasing high risk uses and users (Zimring 53). Such supply reduction laws strive to make the most dangerous guns so scarce that potential criminals cannot obtain them easily (Zimring 52). They also set out rigid requirements that must be met to prove that possession of such a weapon is necessary. Sawed-off pushoverguns, machine guns, and certain military devices are the kinds of weapons cove r by this type of legislation. Research into this area in the United States has shown that states in which such strict laws operate have lower levels of violent crime than states that do not. Another means of legislating for firearm misuse is to introduce stiff penalties for criminals caught using firearms. More than half of the states in the USA have passed such laws. This approach is popular with gun owners because the penalties concern only gun related crime and place no restrictions on firearm ownership (Zimring 52). ECONOMICSAfter the school massacre in Newtown, everyone has been putting out proposals for how to reduce gun violence. President Obama created an inter-agency task force. The NRA asked for armed guards in every school and now economists are measure in with their own, number-heavy approaches (Washington post). In the United States, there are an average of 32,300 deaths (the majority of which are suicide) and approximately 69,000 injuries annually most common in poor urban areas and frequently associated with gang violence, often involving male juveniles or young adult males, with an estimated annual cost of $100 billion(Bjerregaard and Alan 37). American society remains deeply divided over whether more restrictive gun control policies would save lives and prevent injuries. Scholars agree the rate of gun violence in the United States is higher than many developed OECD countries that practice strict gun control. The United States low life expectancy (relative to other wealthy countries) may be attributable to guns, with a reduction in average American lifespan of 104 days (Lemaire, 359).Disagreement exists among academics on the question of whether a causal relationship between gun availability and violence exists, and which, if any, gun controls would effectively lower gun related violence. Cook and Ludwig created a data set that used the number of suicides by firearm in a county as a proxy for gun ownership and checked it against a variety of existing survey data. They figured out the social cost of owning a gun. The two economists determined that a greater prevalence of guns in an area was associated with an increase in the murder rate, but not other types of violent crimes (guns, the authors argue, lead to an intensification of criminal violence). Why does this happen? One possibility The two economists found evidence that if there are more legal guns in an area, its more likely that those guns will be transferred to illegal owners. When the two economists added up the costs of gun ownership, more injuries and more homicides and weighed them against various benefits, they terminated that the average kinfolk acquiring a gun imposed a net cost on the rest of society of somewhere between $100 to $1,800 per year (379-382). Now, usually when economists come across a product that has a negative externality like cigarettes or coal-fired plants, they recommend appraiseing or regulating it, so that the user of the product internalizes the costs that he or she is imposing on everyone else. In this case, an economist might suggest slapping a steeper tax on guns or bullets.Othersmight object that this isnt fair. There are responsible gun owners and irresponsible gun owners. Not everyone with a gun imposes the same costs on society. Why should the tax be uniform? And that brings us to John Wasiks recent essay at Forbes. Instead of a tax on guns, he recommends that gun owners be required to purchase liability insurance (Washington post). Different gun owners would pay different rates, depending on the risks involved. Who pays the least for gun insurance would be least likely to commit a crime with it. Economist John Lott, in his book More Guns, Less Crime, provides data showing that laws allowing law-abiding citizens to carry a gun legally in public may cause reductions in crime because potential criminals do not know who may be carrying a firearm. The data for Lotts analysis came from the FBIs crime stat istics for all 3,054 US counties (Lott 50). University of Chicago economist Steven Levitt argues in his paper, Understanding Why Crime ferocious in the 1990s Four Factors that Explain the Decline and Six that Do Not, that available data indicate that neither stricter gun control laws nor more large concealed carry laws have had any significant effect on the decline in crime in the 1990s. A comprehensive review of published studies of gun control, released in November 2004 by the Centers for Disease Control and Prevention, was unable to determine any statistically significant effect resulting from such laws, although the authors suggest that further study may provide more conclusive information. Fully automatic firearms are legal in most states, but have requirements for registration and restriction under federal law.The National Firearms Act of 1934 required approval of the local police chief, federally registered fingerprints, federal background check and the payment of a $200 ta x for initial registration and for severally transfer. The Gun Control Act of 1968 prohibited imports of all nonsporting firearms and created several new categories of restricted firearms. A provision of the Firearm Owners tax shelter Act of 1986 prohibited further registry of machine guns manufactured after it took effect. The result has been a massive rise in the price of machine-guns available for sequestered ownership, as an increased demand chases the fixed, pre-1986 supply. For example, the Heckler & Koch MP5 submachine-gun, which may be sold to law enforcement for about $1,000, costs a nonpublic citizen about $5,000 (Stewart). POLITICSGun politics addresses safety issues and ideologies related to firearms through criminal and noncriminal use. Gun politics deals with rules, regulations, and restrictions on the use, ownership, as well as distribution of firearms. Gun control laws and policy vary greatly around the world. Some countries, such as Australia, the United Kingdom or Germany, have very strict limits on gun possession while others, such as the United States, have relatively lenient limits. Most nations hold the power to protect them, others, and police their own territory as a fundamental power vested by sovereignty. However, this power can be lost under certain circumstances some countries have been forced to demilitarize by other countries, upon losing a war, or by having arms embargos or sanctions placed on them. Likewise, nations that violate international arms control agreements, even if claiming to be acting within the scope of their national sovereignty, may find themselves with a range of penalties or sanctions regarding firearms placed on them by other nations. National and regional police and security services enforce their own gun regulations. For example, the U.S. Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF) supports the United States global Traffic in Arms Regulations (ITAR) program to aggressively enforce this miss ion and reduce the number of weapons that are illegally trafficked worldwide from the United States and used to commit acts of international terrorism, to subvert restrictions imposed by other nations on their residents, and to organized crime and narcotics-related activities.The issue of firearms has, at times, taken a high-profile position in United States culture and politics. Mass shootings (like the Columbine High School massacre, Sandy Hook Elementary School shooting and Virginia Tech massacre) have continually ignited political debates about gun control in the United States. According to a 2012 CNN/Opinion Research Corporation poll, 10% of Americans support banning all guns except for police and authorized personnel, 76% support gun ownership with some restrictions, and 10% support gun ownership with no restrictions. Michael Bouchard, Assistant Director/Field Operations of the Bureau of Alcohol, Tobacco, Firearms and Explosives, estimates, there are 5,000 gun shows annually i n the United States. In 1959, the Gallup poll showed that 59% of Americans supported banning handgun possession. In 2011, the Gallup poll showed that 26% supported banning handgun possession. In 1990, the Gallup poll showed that78% of Americans supported stricter laws on gun sales than existed at the time, 17% felt the laws were fine as they were, and 2% supported less strict laws. In 2011, the Gallup poll showed that 43% supported stricter laws on gun sales, 44% felt the laws were fine as they were, and 11% supported less strict laws. In 2001, the Gallup poll showed that 51% of Americans preferred that current gun laws be enforced more strictly. In 2011, it was 60% (Gallup politics).A 2009 CNN/ORC poll found 39% prosperous stricter gun laws, 15% favored less strict gun laws, and 46% preferred no change. CNN reported that the drop in support (since the 2001 Gallup poll) came from self-identified independents and Republicans, with support among Democrats rest consistent. There is a sharp divide between gun-rights proponents and gun-control proponents. This leads to intense political debate over the effectiveness of firearm regulation. Democrats are more likely to support stricter gun control than are Republicans. In an online 2010 Harris Poll, of Democrats, 70% favored stricter gun control, 7% favored less strict gun control, and 14% preferred neither. Of Republicans, 22% favored stricter control, 42% favored less strict control, and 27% preferred neither (Krane 1-2). In the same 2011 Gallup poll, 55% of Republicans and Republican-leaning independents had a gun in their household compared to 40% of Democrats and Democratic-leaning independents. Of Republicans and Republican-leaners, 41% personally owned a gun. Of Democrats and Democratic-leaners, 28% personally owned a gun (Gallup politics). Incidents of gun violence and self-defense have routinely ignited bitter debate. 12,632 murders were committed using firearms and 613 persons were killed unintentionally in 2007 (CDC 89). Surveys have suggested that guns are used in crime deterrence or prevention around 2.5 million times a year in the United States (LaPierre 23).In 2004, the NAACP filed suit against 45 gun manufacturers for creating what it called a public nuisance through the delinquent marketing of handguns, which included models commonly described as Saturday night specials. The suit alleged that handgun manufacturers and distributors were guilty of marketing guns in a way that encourage violence in black and Hispanic neighborhoods. The NAACP lawsuit and several similar suits, some brought by municipalities seeking reimbursement for medical cost associated withcriminal shootings were dismissed in 2003. Gun-rights groups, most notably the National Rifle Association, portrayed it as nuisance suits, aimed at driving gun manufacturers (especially smaller firms) out of business through court costs alone, as damage awards were not expected. These suits prompted the passage of the Pr otection of Lawful Commerce in Arms Act (PLCAA) in October 2005. On January 22, 2013, Congressman crack Schiff introduced a bill in U.S. House of Representatives to counter the PLCAA, the The Equal Access to Justice for Victims of Gun Violence Act.CONCLUSIONSince the days of the pioneers, guns have been around as part of the tradition in countries such as the United States of America (USA), Switzerland and Canada. In recent years, issues concerning the ownership and possession of private guns have become a hotly debated topic in these societies because of the rapid growth of gun crimes. However, guns are still valuable for self-defence. Allowance of private gun ownership can step-down crime rates and a gun abolition policy will produce unwanted outcomes to society. One of the arguments against banning private gun ownership is that allowing private use of guns is effective for self-protection. If a person carries a weapon, it can be used as self-defence against criminals. It is bel ieved that citizens who are unarmed have higher chances to be targeted and assaulted by criminals as most lawbreakers would want to reduce their risks when committing crimes. The supporters of total gun confiscation argue that police who are allowed to carry firearms will be able to stop the crimes. Americans are finally beginning to have a serious discussion about guns. One argument were hearing is the central editorial of the case for private gun ownership that we are all safer when more individuals have guns because armed citizens deter crime and can defend themselves and others against it when deterrence fails. Those who put ont have guns, its said, are free riders on those who do, as the criminally disposed are less likely to engage in crime the more likely it is that their victim will be armed. When most citizens are armed, as they were in the Wild West, crime doesnt cease.The criminals get better. Theres some sense to this argument, for even criminals dont like being shot. But the logic is faulty, and a close look at it leads to the conclusion that the United States should ban private gunownership entirely, or almost entirely. One would think that if widespread gun ownership had the robust deterrent effects that gun advocates claim it has, our country would be free of crime than other developed societies. But its not. When most citizens are armed, as they were in the Wild West, crime doesnt cease. Instead, criminals work to be better armed, more efficient in their use of guns (quicker on the draw), and readier to use them. When this happens, those who get guns may be safer than they would be without them, but those without them become progressively more vulnerable. Gun advocates have a solution to this the unarmed must arm themselves. But when more citizens get guns, further problems arise people who would once have got in a fistfight instead shoot the person who provoked them people are shot by mistake or by accident. And with guns so plentiful, any lunatic or criminally disposed person who has a sudden and perhaps only temporary urge to kill people can simply help himself to the contents of Moms gun cabinet. Perhaps most important, the more people there are who have guns, the less effective the police become. As more private individuals acquire guns, the power of the police declines and personal security becomes a theme of self-help.For the police to remain effective in a society in which most of those they must confront or arrest are armed, they must, like criminals, become better armed, more numerous, and readier to fire. But if they do that, guns wont have produced a net reduction in the power of the government but will only have generated enormous private and public expenditures, leaving the balance of power between armed citizens and the state as it was before, the unarmed prominently worse off, and everyone poorer except the gun industry. The logic is as more private individuals acquire guns, the power of the police dec lines, personal security becomes more a matter of self-help, and the unarmed have an increasing incentive to get guns, until everyone is armed. The logic of private gun possession is thus similar to that of the nuclear arms race. When only one state gets nuclear weapons, it enhances its own security but reduces that of others, which have become more vulnerable. The other states then have an incentive to get nuclear weapons to try to restore their security. As more states get them, the incentives for others increase. If eventually all get them, the potential for catastrophe whether through irrationality, misperception, or accident is great. Each states security is then much lower than it wouldbe if none had nuclear weapons. But, as with nuclear weapons, we would all be safer if no one had guns or, rather, no one other than trained and legally constrained police officers.Gun advocates sometimes argue that a prohibition would violate individuals rights of self-defense. Imposing a ban o n guns, they argue, would be tantamount to taking a persons gun from her just as someone is about to kill her. But this is a forged analogy. Although a prohibition would deprive people of one effective means of self-defense, it would also ensure that there would be far fewer occasions on which a gun would be necessary or even useful for self-defense. Guns are only one means of self-defense and self-defense is only one means of achieving security against attack. It is the right to security against attack that is fundamental. In other Western countries, per capita homicide rates, as well as rates of violent crime involving guns, are a fraction of what they are in the United States (New York Times). Gun advocates claim it has nothing to do with our permissive gun laws or our customs and practices involving guns. If they are right, should we conclude that Americans are simply inherently more violent, more disposed to mental derangement, and less moral than people in other Western count ries? If you resist that conclusion, you have little choice but to accept that our easy access to all manner of firearms is a large part of the explanation of why we kill each at a much higher rate than our counterparts elsewhere.REFERENCESMcmahan J. The Stone Why Gun Control Is Not Enough. The New York Times December 19, 2012, 103 pm. http//opinionator.blogs.nytimes.com/2012/12/19/why-gun-control-is-not-enough/. 5th April 2013.Kellermann A. L., Rivara F. P., Somes G., Reay D. T. Suicide in the station in Relation to Gun Ownership. New England ledger of Medicine 327.7 (1992) 467-72. http//www.ncbi.nlm.nih.gov/pubmed/1308093. 10th April, 2013. Villaveces A., Cummings P., Espitia V. E., Koepsell T. D. Effect of a Ban on Carrying Firearms on Homicide Rates in 2 Colombian Cities. Journal of the American Medical Association 283.9 (2000)1205-9.http//www.ncbi.nlm.nih.gov/pubmed/10703790. 10th April, 2013. Wintermute, G. J., Teret S. P., Kraus J. F., Wright M. A., and Bradfield, G. (1987) . When Children Shoot Children. Journal of American Medical Association 257.22 (1987) 208-209. http//www.ncbi.nlm.nih.gov/pmc/articles/PMC1025799/. 7th April, 2013. Zimring, F. E. Firearms, Violence and Public Policy. Scientific American (November 1991). Brad Plumer. The economics of gun control. The Washington Post December 28, 2012 at 342 pm. http//www.washingtonpost.com/blogs/wonkblog/wp/2012/12/28/the-economics-of-gun-control/. 7th April, 2013. Snyder J. Nation of Cowards Essays on the Ethics of Gun Control. Saint Louis Accurate Press, 2001. i-ii. Print. Halbrook S.P. That Every Man be Armed The evolution of a Constitutional Right. 2nd ed., The Independent Institute, Oakland, 1994. 108. Print. Welford, C.F. Firearms and Violence A Critical Review. Washington D.C. National Academies Press, 2004. Print. Hemenway, David (2011). Risks and Benefits of a Gun in the Home. American Journal of Lifestyle Medicine 5.6(2011) 502511. http//www.medscape.com/viewarticle/753058_2. 10th April, 2 013. Wiebe, Douglas (2003). Homicide and suicide risks associated with firearms in the home A national case-control study. Ann Emerg Med 41.6(2003) 12. http//www.ncbi.nlm.nih.gov/pubmed/12764330. 10th April, 2013. Martin Killias. Gun Ownership, Suicide and Homicide An International Perspective 1993. http//www.unicri.eu/documentation_centre/publications/series/understanding/19_GUN_OWNERSHIP.pdf . 10th April, 2013. Bjerregaard, B. and Alan J. L. (1995). Gun Ownership and Gang Membership. Journal of Criminal Law and Criminology 86.1(1995) 3758. http//www.saf.org/LawReviews/BjerregaardAndLizotte.htm. 10th April, 2013. National Center for Injury Prevention and Control. Nonfatal Injury Reports . Web-based Injury Statistics Query and Reporting System, December 7th 2012(WISQARS). CDC. www.cdc.gov/ncipc/wisqars. 10th April, 2013. Cook J. P. and Ludwig J. The social costs of gun ownership. Journal of Public Economics 90 (2006) 379391. www.elsevier.com/locate/econbase.Lott, John R.Jr., More Gu ns, Less Crime Understanding Crime and Gun Control Laws. Chicago Illinois The University of Chicago Press, 1998. 50-122.

Maternal Stress and the Effects of Childhood Development Essay

In conducting my research on developmental studies, I had the chance to review some academic journals with many different studies. I chose to read, The Role of Prenatal Maternal Stress in Child Development, by Janet A.DiPietro in the, Current Directions in mental Science journal. The title of the depicted object itself does identify the independent and dependent vari equal. The independent variable is the effect of stress, and the dependent variable is the childs development. In practice the introduction, I learned that throughout history people scram thought that the emotions and experiences of a pregnant woman impinge on her developing fetus. (DiPietro, 2004) I in any case learned that there atomic number 18 no direct neural connections between the father and fetus. (DiPietro, 2004) The journal went on to describe the physiological processes involved in mother to fetus bio-chemical and hormonal functions. The main studies used in determining theoretical explanations through out history, have been in animal studies.According to DiPietro (2004), the most compelling certainty between maternal physiological functioning and later development in offspring is found in animal studies. (p. 1). The hypothesis of this study suggests that maternal stressors ar more far-reaching on child behavior than previously suspected. (DiPietro, 2004). The main way that this hypothesis has been studied is by utilizing animal research. In a series of studies do with rhesus monkeys, when the mothers were exposed to loud noises throughout pregnancy, the offspring showed delayed motor development and reduced attention. (DiPietro, 2004) It does seem that most of the studies conducted on animals have reported contradict consequences. Although reports of either no effects or beneficial ones make it clear that much is left to be learned about the specific characteristics of stressors that either deepen or retard development. (DiPietro, 2004) The subjects used in the methods secti on were humans.Although, according to the article, this is difficult to study in the human because of the physiological differences during the pregnancies of the different species, and the fact that researchers are uneffective to control events that transpire after birth in humans. (DiPietro, 2004) Therefore, there are no graphs, charts or statistical measures seen in this article. There were several methods used to take apart the data in this article. One was the survey. Surveys were done with mothers who had witnessed a catastrophic even such as the World Trade Center disaster, or an earthquake. Although the study was able to show that the mother was indeed stressed during pregnancy, there was no study conducted on the outcome of the child. (DiPietro, 2004) Another method had mothers report about their stress incurred during pregnancy, and thusly an observer and not a parent rated the infants behavior. The article suggests that even the resulting information in this study may be skewed, because the studies relied on the amazes reports of their childrens problems.It finally became apparent through this study that the only way for the researchers to examine the effects of stressors on the fetus was to subject women to a non-invasive stressor and then measure fetal response. (DiPietro, 2004) They gave these women a standardized test called the, Stroop Color-Word Test. (DiPietro, 2004) The test caused the women to feel cognitively challenged, therefore inducing increased physiological responses in mother, but interestingly, not in the fetus. Fetal motor activity was actually suppressed, according to the study. (DiPietro, 2004) The final results of the study showed that higher maternal anxiety midway through pregnancy were potently associated with better motor and mental development scores on the Bayley Scales of Infant Development. (DiPietro, 2004) Interestingly, the research conducted on humans, showed that the effects on the developing child are mated o f the effects on animals.The article ends with this statement, Too much or too little stress may impede development, but a moderate train may be formative or optimal. It seems that there is really too little research on this area of study to come to a conclusion. I found this study to be very interesting and relevant to todays issues within society, and especially the question of nature versus nurture. It makes me think about children who are displaying such violent behaviors such as shooting their classmates and parents.It makes me ask the question of what was going on in the mothers environment during pregnancy? Did she have an easy, stress free, supported pregnancy, or was there fighting and unrest during the pregnancy? Could factors such as these affect the child and develop into what we label as sociopathic? It would be interesting to conduct a study of pregnant women in a prison setting versus pregnant women in an ideal pregnancy situation, and to study the offspring from bi rth to five years old. Would the affects of the pregnant woman in prison create certain developmental issues in the children? Does it even matter? These questions and many more within the psychology realm are what make this a fascinating discipline to study. It truly is the nature of ourselves that we get to ask questions about, and find the deeper, transcendental meanings.ReferencesDiPietro, J. A. (2004, April). The role of prenatal maternal stress in child development. Current Directions in Psychological Science, 13(2), 71-74. Retrieved from http//www.jstor.org/stable/20182913

Labor Laws Essay

Short title, extent, commencement Definitions CHAPTER II Apprentices and their tuition 3. Qualifications for being engaged as an scholar 3-A. Reservation of culture places for the schedule Castes and the Scheduled Tribes in designated shell outs. 4. Contract of prenticeship 5. Novation of beseech of prepareship 6. Period of learnership grooming 7. Termination of apprenticeship tighten 8. Number of apprentices for a designated mint 9. Practical and basic dressing of apprentices 10. Related instruction of apprentices 11. Obligations of employers 1.The numeral came into force on March 1, 1962 vide GSR 246, date Feb. 12,1962 2. Published in print of India, Pt. II, S. 1, date December 30,1964. 3. Published in Gazette of India, Pt. II, S. 1, dated May 24, 1968 and came into force on August 15,1968. 4. manage 27 of 1973 came into force w. e. f. December 1, 1974 vide GSR 1293, dated November 1974 5. move 41 of 1986 came into force w. e. f. December 16,1987 vide GSR 974(E), d ated December 10, 1987 6. telephone number 4 of 1997 came into force w. e. f. January 8, 1997. 12. Obligations of apprentices 13. Payment to apprentices 14. Health, safety and welfare of apprentices.15. Hours of work, overtime, leave and holidays 16. Employers liability for compensation for injury 17. Conduct and discipline 18. Apprentices are trainees and non workers 19. Records and returns 20. Settlement of disputes 21. Holding of test and grant of certificate and conclusion of procreation 22. tender and acceptance of employment CHAPTER III AUTHORITIES 23. Authorities 24. Constitution of Councils 25. Vacancies non to invalidate acts and proceedings 26. Apprenticeship advisers 27. Deputy and Assistant Apprenticeship 28. Apprenticeship advisors to be public servants 29.Powers of entry, inspection, etc. 30. Offences and penalties 31. punishment where not specific penalty is provided 32. Offences by companies 33. Cognizance of offences 34. Delegation of powers 35. Construction of sources 36. Protection of action taken in good faith 37. Power to marque rule 38 (Repealed) THE SCHEDULE An spell to provide for the regulation and control of rearing of apprentices and for 7 * * * matters connected therewith. Be it enacted by Parliament in the twelfth Year of the Republic of India as follows Prefatory Note The answer was introduced in the form of a bill on August 19,1961.For earthment of Objects and Reasons, see Gazette of India, Extra. , Part II, Section 2, dated August 19,1961. ________________________________________ 7. Omitted by accomplishment 27 of 1973. CHAPTER I PRELIMINARY 1. Short title, extent, commencement and application (1) (2) (3) (4) 2. This fleck whitethorn be c on the wholeed the Apprentices exemplify, 1961. It extends to the whole of India. * * *8 It shall come into force on such(prenominal)(prenominal)(prenominal) date as the exchange judicature may, by notification in the Official Gazette, appoint and varied dates may be app ointed for different States.The provisions of this Act shall not apply to (a) each area or to both manufacture in some(prenominal) area unless the Central regimen by notification in the Official Gazette specifies that area or industry as an area or industry to which the said provisions shall apply with effect from such date as may be menti peerlessd in the notification 9 (b) * * * 10 (c) any such modified apprenticeship scheme for im fractureing training to apprentices as any be notified by the Central political likeness in the Official Gazette.Definition In this Act, unless the context former(a) requires,11 (a) AllIndia Council heart the All India Council of Technical Education established by the resolution of the judicature of India in the former Ministry of Education No. F. 16-10/44-E-III, dated the thirtieth November, 1945) 12 (aa)apprentice means a person who is endureing apprenticeship training 13* * * in pursuance of a look at of apprenticeship _________________ ___________________________ 8.Omitted by Act 25 of 1968. 9. Omitted by Act 27 of 1973. 10. Subs. by Act 27 of 1973. 11. The original clause (a) re beed as clause (aa) and a clause (a) inserted by Act 27 of 1973.12. The original clause (a) re effected as clause (aa) and a clause (a) inserted by Act 27 of 1973. 13. Omitted by Act 27 of 1973 14 (aaa)apprenticeship training means a soma of training in any industry or composition at a lower placegone in pursuance of a contract of apprenticeship and to a lower place visit footing and conditions which may be different for different categories of apprentices (b) Apprenticeship Adviser means the Central Apprenticeship Adviser appointed under sub- divide (1) of Section 26 or the State.Apprenticeship Adviser appointed under sub-section (2) of that section (c) Apprenticeship Council means the Central Apprenticeship Council or the State Apprenticeship Council established under sub-section (1) of Section 24 (d) appropriate Government mean s (1) in relation to (a) the Central Apprenticeship Council, or 15 (aa) the regional Boards, or (aaa) the virtual(a) training of down or technician apprentices or of technician (vocational) apprentices, or (b) any establishment of any railway, major port, mine or oilfield, or (c)any establishment owned, controlled or managed by (i).The Central Government or a department of Central Government, (ii) a company in which not less than fifty-one per cent of the share capital is held by the Central Government on partly by that Government and partly by one or more State Governments, (iii) a corporation (including a co-operative society) established by or under a Central Act which is owned, controlled or managed by the Central Government (2) in relation to (a) a State Apprenticeship Council, or (b) any establishment other than an establishment specified insub-clause (1) of this clause, the State Government 16 (dd).Board or State Council of Technical Education means the Board or State Counc il of Technical Education established by the State Government (e) designated trade 17means any trade or occupation or any subject field in engineering or technology or any vocational course18 which the Central Government, after quotation with the Central Apprenticeship Council, may, by notification in the Official Gazette, specify as a designated trade for the purposes of this Act__________________________________________ 14. Ins. by Act 27 of 1973. 15. Ins. by Act 27 of 1973 and subs. by Act 41 of 1986, S. 2(w. e. f. 16-12-1987) 16. Ins. by Act 27 of 1973. 17. Subs. by Act 27 of 1973. 18. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987). (f) (g) (h) (i) 20 (j) (k) (l) employer means any person who employs one or more other persons to do any work in an establishment for remuneration and includes any person entrusted with the supervision and control of employees in such establishmentestablishment includes any place where any industry is carried on 19and where an establishment cons ists of different departments or energise branches, whether situated in the same place or at different places, all such departments or branches shall be treated as part of the establishments establishment in private sector means an establishment which is not an establishment in public sector establishment in private sector means an establishment which is not led or managed by (1) the Government or a department of the Government (2)A Government company as defined in Section 617 of theCompanies Act, 1956 (1 of 1956) (3) a corporation (including a co-operative society) established by or under a Central, eclogue or State Act, which is owned, controlled or managed by the Government (4) a local potentiality alumna or technician apprentice means an apprentice who holds, or is undergoing training in order that he may hold a degree or diploma in engineering or technology or analogous qualification granted by any initiation recognised by the Government and undergoes apprenticeship train ing in any such subject field in engineering or technology as may be overconfidentindustry means any industry or business in which any trade, occupation or subject field in engineering or technology or any vocational course21 may be specified as a designated trade matter Council means the National Council for Training in Vocational Trades established by the resolution of the Government of India in the Ministry of lying-in (Directorate General of resettlement and Employment ) No. TR/E. P. 24/56, dated the 21st August 1956 22 and re-named as the National Council for Vocational Training by the resolution of the Government of India in the Ministry of Labour (DirectorateGeneral of Employment and Training) No.DGET/12/21/80-TC, dated the 30th September, 1981 _________________________________________ 19. Ins. by Act 4 of 1997 20. Subs. by Act 27 of 1973. 21. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) 22. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) (m) 23 prescribed means prescribed by the rules made under this Act (mm)Regional Board means any board of Apprenticeship Training memoired under the Societies Registration Act, 1860 (21 of 1860), at Bombay, Calcutta, Madras or Kanpur (n) State includes a articulation Territory (o)State Council means a State Council for Training in Vocational Trades established by the State Government (p) State Government in relation to a Union Territory, means the Administrator thereof 24 (pp) Technician (vocational) apprentice means an apprentice who holds or is undergoing training in order that he may hold a certificate in vocational course involving two years of study after the completion of the secondary stage of school education recognised by the All-India Council and undergoes apprenticeship training in such subject field in any vocational course as may be prescribed 25 (q) trade apprentice means an apprentice who undergoes apprenticeship training in any such trade or occupation as may be prescribed 26 (r) worker m eans any persons who is employed for wages in any kind of work and who gets his wages directly from the employer but shall not include an apprentice referred to in clause(aa). ________________________________________ 23. Ins. by Act 27 of 1973. 24. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) 25. Ins. by Act 27 of 1973. 26. Ins. by Act 4 of 1997. CHAPTER II APPRENTICES AND THEIR TRAINING 3.Qualifications for being engaged as an apprentice A person shall not be qualified for being engaged as an apprentice to undergo apprenticeship training in any designated trade, unless he(a) is not less than fourteen years of age, and (b) satisfies such standards of education and physical fitness as may be prescribed Provided that different standards may be prescribed in relation to apprenticeship training in different designated trades 27and for different categories of apprentices. 28 3-A. Reservation of training places for the Scheduled Castes and the Scheduled Tribes in designated trades (1).(2) in every designated trade, training places shall be reserved by the employer for the Scheduled Castes and the Scheduled Tribes 29 and where there is more than one designated trade in an establishment, such training places shall be reserved too on the basis of the total number of apprentices in all the designated trades in such establishment . the number of training places to be reserved for the Scheduled Castes and the Scheduled Tribes under sub-section (1) shall be such as may be prescribed, having regard to the population of the Scheduled Castes and the Scheduled Tribes in the State concerned.Explanation- In this section, the expressions Scheduled Castes and Scheduled Tribes shall eat up the meanings as in clauses (24) and (25) of Article 366 of the Constitution. 30 4. Contract of apprenticeship (1) No person shall be engaged as an apprentice to undergo apprenticeship training in a designated trade unless such person or, if he is minor, his guardian has entered into a contract of apprenticeship with the employer. (2)The apprenticeship training shall be deemed to have commenced on the date on which the contract of apprenticeship has been entered into under sub-section (1). _________________________________________ 27. Ins. by Act 27 of 1973. 28. Ins. by Act 27 0f 1973. 29. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 30. Subs. by Act 27 of 1973. (3) every(prenominal) contract of apprenticeship may contain such terms and conditions as may be agreed to by the parties to the contractProvided that no such term or condition shall be inconsistent with any provision of this Act or any rule made thereunder. (4) (5) (6) 5. Every contract of apprenticeship entered into under sub-section (1) shall be sent by the employer within such close as may be prescribed to the Apprenticeship Adviser for registration.The Apprenticeship Adviser shall not register a contract of apprenticeship unless he is satisfied that the person described as an apprentice in the contr act is qualified under this Act for being engaged as an apprentice toundergo apprenticeship training in the designated trade specified in the contract.Where the Central Government, after consulting the Central Apprenticeship Council, makes any rule varying the terms and conditions of apprenticeship training of any category of apprentices undergoing such training, then, the terms and conditions of every contract of apprenticeship relating to that category of apprentices and subsisting immediately before the making of such rule shall be deemed to have been modified accordingly. Novation of contracts of apprenticeship Where an employer with whom a contract of apprenticeship has been entered into, is for any reason unable to fulfil his tariffs under the contract and with the approval of the Apprenticeship Adviser it is agreed between the employer, the apprentice or his guardian and any other employer that the apprentice shall be engaged as apprentice under the other employer for the un -expired portion of the period of apprenticeship training, the agreement, on registration with the Apprenticeship.Adviser, shall be deemed to be the contract of apprenticeship between the apprentice or his guardian and other employer, and on and from the date of such registration, the contract of apprenticeship with the first employer shall terminate and no obligation under the contract shall be enforceable at the instance of any party to the contract against the other party thereto. 6.Period of apprenticeship training The period of apprenticeship training, which shall be specified in the contract of apprenticeship, shall be as follows(a) In the case of 31trade apprentices who, having undergone institutional training in a school or other institution recognised by the National Council, have passed the trade tests 32or examinations conducted by 33 that Council or by an institution recognised by that Council, the period of apprenticeship training shall be such as may be determined by that Council _______________________________________ 31. Subs. by Act 27 of 1973. 32. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 33. Subs. by Act 27 of 1973. 34.(aa) in case of trade apprentices who, having undergone institutional training in a school or other institution affiliated to or recognised by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the official gazette specify in this behalf, have passed the trade tests 35 or examinations conducted by that Board or State Council or authority, the period of apprenticeship training shall be such as may be prescribed(b) in the case of other 36trade apprentices, the period of apprenticeship training shall be such as may be prescribed 37 (c) in the case of graduate or technician apprentices, technician (vocational) apprentices38 and the period of apprenticeship training shall be such as may be prescribed. 7. Termination of apprenticeship contract (1) The cont ract of apprenticeship shall terminate on the expiry of the period of apprenticeship training. (2)Either party to a contract of apprenticeship may make an application to the Apprenticeship Adviser for the termination of the contract, and when such application is made, shall send by post a copy thereto to the other party to the contract. (3) After considering the contents of the application and the objections, if any, filed by the other party, the Apprenticeship Adviser may, by order in writing, terminate the contract, if he is satisfied that the parties to the contract or any of them have or has failed to carry out the terms and conditions of the contract and it is desirable in the interests of the parties or any of them to terminate the same 39.(4) Notwithstanding anything contained in any other provision of this Act, where a contract of apprenticeship has been terminated by the Apprenticeship Adviser before the expiry of the period of apprenticeship training and a new contract of apprenticeship is being entered into with a employer, the Apprenticeship Adviser may, if he satisfied that the contract of apprenticeship with the front employer could not be completed because of any lapse on the part of the earlier employer, permit the period of apprenticeship training already undergone by the apprentice with his previous employer to be included in the period of apprenticeship training to be undertaken with the new employer. ____________________________________________ 34. Ins. by Act 27 of 1973. 35. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 36. Subs. by Act 27 of 1973. 37. Ins. by Act 27 of 1973. 38. Ins. by Act 41 of 1986. 39. Ins. by Act 4 of 1997. (a) (b) 8.Provided that where a contract is terminatedfor failure on the part of the employer to carry out the terms and conditions of the contract, the employer shall pay to the apprentice such compensation as may prescribed for such failure on the part of the apprentice, the apprentice or his guardian shall re fund to the employer as cost of training such amount as may be determined by the Apprenticeship Adviser.Number of apprentices for a designated trade 40 (1) the Central Government shall, after consulting the Central Apprenticeship Council, by order notified in the Official Gazette, determine for each designated trade the ratio or trade apprentices to workers other than unskilled workers in that tradeProvided that nothing contained in this sub-section shall be deemed to prevent any employer from engaging a number of trade apprentices in excess of the ratio determined under this sub-section. (2) 3) in determining the ratio under sub-section (1), the Central Government shall have regard to the facilities available for apprenticeship training under this Act in the designated trade concerned as well as to the facilities that may have to be made available by an employer for the training of graduate or technician apprentices technician (vocational) apprentices41, if any, in pursuance of any notice issued to him under sub-section (3-A) by the Central Apprenticeship Adviser or such other person as is referred to in that sub-section.the Apprenticeship Adviser may, by notice in writing, require an employer to engage such number of trade apprentices within the ratio determined by the Central Government for any designated trade in his establishment, to undergo apprenticeship training in that trade and the employer shall comply with such requisition Provided, that in making any requisition under this sub-section, the Apprenticeship Adviser shall have regard to the facilities actually available in the establishment concerned. _______________________________________________________ 40. 41. Sub-Sections (1), (2), (3) and (3-A), subs. by Act 27 of 1973 Ins. by Act 41 of 1986 (w. e. f. 16-12-1987).42 Provided except that the Apprenticeship Adviser may, ona representation made to him by an employer and keeping in view the more realistic employment potential, training facilities a nd other relevant factors, permit him to engage such a number of apprentices for a designated trade as is lesser than a number arrived at by the ratio for that trade, not being lesser than twenty per cent of the number so arrived at, subject to the condition that the employer shall engage apprentices in other trades in excess in number equivalent to such shortfall. (3-A) the Central Apprenticeship Adviser or any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the Central Apprenticeship Adviser in writing in this behalf shall, having regard to(i) the number of managerial persons (including technical and supervisory persons) employed in a designated trade (ii) the number of management trainees engaged in the establishment (iii)The totality of the training facilities available in a designated trade and (iv)such other factors as he may consider fit in the circumstances of the case, by notice in writing, require an employer to impart training to such number of graduate or technician apprentices technician (vocational) apprentices43, in such trade in his establishment as may be specified in such notice and the employer shall comply with such requisition.Explanation In this sub-section the expression management trainee means a person who is engaged by an employer for undergoing a course of training in the establishment of the employer ( not being apprenticeship training under this Act) subject to the condition that on successful completion of such training, such person shall be employed by the employer on a fifty-fifty basis. (4) Several employers may join together for the purpose of providing practical training to the apprentices under them by moving them between their respective establishments. (5)Where, having regard to the public interest, a number of apprentices in excess of the ratio determined by the Central Government 44 or in excess of the number specified in a notice issued under sub-section (3-A) should, in the opini on of the appropriate Government be trained, the appropriate Government may require employers to train the additional number of apprentices. (6)Every employer to whom such requisition as aforesaid is made, shall comply with the requisition if the Government concerned makes available such additional facilities and such additional financial financial aid as are considered necessary by the Apprenticeship Adviser for the training of the additional number of apprentices. __________________________________________ 42. Ins. by Act 4 of 1997. 43. Ins.by Act 41 of 1986 (w. e. f. 16-12-1987) 44. Ins. by Act 27 of 1973. (7) 9. Any employer not satisfied with the decision of the Apprenticeship Adviser under sub-section (6), may make a reference to the Central Apprenticeship Council and such reference shall be decided by a Committee thereof appointed by that Council for the purpose and the decision of that Committee shall be final. Practical and basic training of apprentices(1) Every employer s hall make suitable arrangements in his workshop for imparting a course of practical training to every apprentice engaged by him in accordance with the programme okay by the Apprenticeship Adviser. 45.(2) The Central Apprenticeship Adviser or any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the State Apprenticeship Adviser in writing in this behalf shall be given all reasonable facilities for access to each such apprentice with a view to test his work and to ensure that the practical training is being imparted in accordance with the approved programmeProvided that 46the State Apprenticeship Adviser or any other person not below the rank of an Apprenticeship Adviser authorised by the State Apprenticeship Adviser in writing in this behalf shall also be given such facilities in respect of apprentices undergoing training in establishments in relation to which the appropriate Government is the State Government. 47.(3) Such of the trade apprentices as have got undergone institutional training in a school or other institution recognised by the National Council or any other institution affiliated to or recognised by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the Official Gazette, specify in this behalf, shall, before admission in the workshop for practical training, undergo a course of basic training. (3)Where an employer employs in his establishment five hundred or more workers, the basic training shall be imparted to 48the trade apprentices either in abstract parts of the workshop building or in a separate building which shall be set up by the employer himself, but the appropriate Government may grant loans to the employer on easy terms and repayable by easy installments to meet the cost of the land, construction and equipment for such separate building. __________________________________________ 45. Subs. by Act 27 of 1973. 46. Subs. by Act 27 of 1973. 47. Subs. by Act 27 of 1973. 48. Ins. by Act 27 of 1973. 49.(4-A)Notwithstanding anything contained in sub-section (4), if the number of apprentices to be trained at any time in any establishment in which five hundred or more workers are employed, is less than twelve the employer in relation to such establishment may depute all or any of such apprentices to any Basic Training Centre or Industrial Training Institute for basic training in any designated trade, in either case, run by the Government. (4-B).Where an employer deputes any apprentice under sub-section (4-A), such employer shall pay to the Government the expenses incurred by the Government on such training, at such rate as may be specified by the Central Government . (5) Where an employer employs in his establishment less than five hundred workers, the basic training shall be imparted to 50the trade apprentices in training institutes set by the Government. (6).In any such training institute, which shall be located within the premises of the most suitable establishment in the locality or at any other contented place 51 the trade apprenticesengaged by two or more employers may be imparted basic training. 52 (7) In case of an apprentice other than a graduate or technician apprentice, technician (vocational) apprentice53 the syllabus of, and the equipment to be utilised for, practical training including basic training shall be such as may be approved by the Central Government in consultation with the Central Apprenticeship Council.54 (7-A) In case of graduate or technician apprentices technician (vocational) apprentices55 the programme of apprenticeship training and thefacilities required for such training in any subject field in engineering or technology or vocational course56 shall be such as may be approved by the Central Government in consultation with the Central Apprenticeship Council. (8) (a) Recurring costs (including the cost of stipends) incurred by an employer in connection with 57ba sic training.58, imparted to trade apprentices other than those referred to in clauses (a) and (aa) of Section 6 shall be borne(i) If such employer employs 59two hundred and fifty workers or more, by the employer (ii) If such employer employs less than 60two hundred and fifty workers, by the employer and the Government in equal shares up to such limit as may be located down by the Central Government and beyond that limit, by the employer alone and _______________________________________ 49. Ins. by Act 27 of 1973. 50. Subs.by Act 27 of 1973. 51. Subs. by Act 27 of 1973. 52. Subs. by Act 27 of 1973. 53. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 54. Ins. by Act 27 of 1973. 55. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 56. Ins. by Act 41 of 1986 ( w. e. f. 16-12-1987) 57. Subs. by Act 27 of 1973. 58. Subs. by Act 4 of 1997. 59. Subs. by Act 4 of 1997. 60. Subs. by Act 4 of 1997. (b) recurring costs (including the cost of stipends), if any, incurred by an employer in connection with 61practical training, including basic training, imparted to trade apprentices referred to in clauses (a) and (aa) of Section 6 shall, in every case, be borne by the employer. 62.(c) recurring costs (excluding the cost of stipends) incurred by an employer in connection with the practical training imparted to graduate or technician apprentices technician (vocational) apprentices63 shall be borne by the employer and the cost of stipends shall be borne by the Central Government and the employer in equal shares up to such limit as may be laid down by the Central Government and beyond that limit, by the employer alone. 10. Related instruction of apprentices(1) 64 A trade apprentice who is undergoing practical training in an establishment shall, during the period of practical training, be given a course of related instruction ( which shall be appropriate to the trade) approved by the Central Government in consultation with the Central Apprenticeship Council, with a view to giving 65t he trade apprentice such theoretical knowledge as he needs in order to become to the full qualified as a skilled craftsman. (2)Related instruction shall be imparted at the cost of the appropriate Government but the employer shall, when so required, afford all facilities for imparting such instruction. (3) Any time spend by 66a trade apprentice in falling classes on related instruction shall be treated as part of his paid period of work. 67 (4).In case of trade apprentices who, after having undergone a course of institutional training, have passed the trade tests conducted by the National Council or have passed the trade tests and examinations conducted by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the Official Gazette, specify in this behalf, the related instruction may be given on such rock-bottom or modified scale as may be prescribed. (5).Where any person has, during his course in technical instit ution, become a graduate or technician apprentice, 68technician (vocational) apprentice and during his apprenticeship training he has to receive related instruction, then, the employer shall release such person from practical training to receive the related instruction in such institution, for such period as may be specified by the Central Apprenticeship Adviser or by any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the Central Apprenticeship Adviser in writing in this behalf. _________________________________________ 61.Sub. by Act 27 of 1973. 62. Ins. by Act 27 of 1973. 63. Ins. by Act 41 of 1986 ( w. e. f. 16-12-1987) 64. Subs. by Act 27 of 1973. 65. Subs. by Act 27 of 1973. 66. Subs. by Act 27 of 1973. 67. Ins. by Act 27 of 1973. 68. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987).11. Obligation of employers Without prejudice to the other provisions of this Act, every employer shall have the following obligations in relation to an apprentice , to wit(a) to provide the apprentice with the training in his trade in accordance with the provisions of this Act, and the rules made thereunder (b)if the employer is not himself qualified in the trade, to ensure that a person 69who possesses the prescribed qualifications is placed in charge of the training of the apprentice * * *70 71 (bb) to provide adequate instructional staff, possessing such qualifications as may be prescribed, for imparting practical and theoretical training and facilities for trade test of apprentices and (c) to carry out his obligations under the contract of apprenticeship. 12. Obligations of apprentices72 74 (1) 73 Every trade apprentice undergoing apprenticeship training shall have the following obligations, namely(a) to learn his trade conscientiously and diligently and endeavour to qualify himself as a skilled craftsman before the expiry of the period of training (b)to attend practical and instructional classes regularly (c) to carry out all lawful or ders of his employer and superiors in the establishments and (d) to carry out his obligations under the contract of apprenticeship. (2)Every graduate or technician apprentice technician (vocational) apprentice75 undergoing apprenticeship training shall have the following obligations namely(a) to learn his subject field in engineering or technology or vocational course76 conscientiously and diligently at his place of training (b) to attend the practical and instructional classes regularly (c) to carry out all lawful orders of his employers and superiors in the establis.

Concept and Role of E-Commerce

calling may be defined as the relations between the avocation enterprises. Business, on the other hand, is defined as a commercial enterprise as a going concern. In doing the business sure one has to have contact with other. Previously for doing business one has to make a motion through a long distance and carry money in this scoop all the time ready which always be a risk for the carrier.It took a long time to mature even a single act for example if a worldly concernufacturer want to sell his produce, he need to sell it to whole seller first this is as well with the abet of middle man then the whole seller will sell the same product the different retails and the consumer will buy the product this chain will add both(prenominal) more middle man if the distance between producer and consumer is more.This process is very time consuming and also add some margin in cost at every stage which ultimately increase the price of the product and will put and extra burden on the air p ocket of the consumer or buyer. To fasten the above process and to reduce add in esteem in the cost of product or to reduce the burden on the pocket of consumer producer only need to use one miracle word that is e.Here e stands for electronic where ever we prefix this word the speeds will automatically increases with many fold then the traditional methods beared and on the other hand the cost of supply or the price of product will go down many fold as comp be to before. For last few years many business that experiences the Placing e in front of any process or function of their business seemed to be the magic prescription for never ending story of success and rapid returns for enterprises.Internet, for example is becoming one of the most normal medium in transmitting various data. Users can find any kind of tuition within a shorter time compared with conventional method that consumes more time. Here again we assume a situation where for booking any ticketing for all kind of tra vel, bill payment, hotel bookings etc. one need to stand in a long queue to get his work done for himself but now this can be done at home and within few minutes only.E-commerce is also known as click business where one uses all the technology of click operation to do a business. Click business as sounds very easy is not only include click operation it also include all those technologies with allow the click workable on internet which include, domin address,server, electronic network Site, HTML,Electronic Data Interchange,XML,Protocols etc. It is a profitable way to conduct business which goes beyond the simple brick business.Click business can sequel in fast transactions, wide market coverage along with the bundle of benefits much(prenominal) as speed, convenience, cost effective, timeliness, high profit margins, instant customer relations, no loss of customers and many more. A concern can do everything it can to run its business efficiently and profitably.Therefore E-commerce i s buying and selling goods and operate over the Internet.E- Commerce in part if e-business. E-business is a structure that includes not only those transactions that centre on buying and selling goods and services to generate revenue, but also those transactions that support revenue generation. These activities include generating demand for goods and services, withdrawering sales support and customer service, or facilitating communications between business partners.By the help of the flexibility offered by computer networks and the availability of the Internet, E- commerce develops on traditional commerce. E-commerce creates new opportunities for performing profitable activities online. It promotes easier cooperation between different groups businesses sharing information to change customer relations companies working together to design and build new products/services or multinational company sharing information for a major(ip) marketing campaign.The followings are the business us es of the Internet.These services and capabilities are a core part of a successful e-commerce program. They are either part of a value chain or are included as supporting activities? Buying and selling products and services? Providing customer service ?Communicating within organizations? Collaborating with others? Gathering information (on competitors and so forth)? Providing seller support? Publishing and distributing information ? Providing software update and patches Airline and travel tickets, banking services, books, clothing, computer hardware, software, and other electronics, flowers and gifts are some popular products and services that can be purchased online.Several successful e-businesses have established their business models around selling these products and services. E-commerce has the potential to generate revenue and reduce costs for businesses and entities. Marketing, retailers, banks, insurance, government, training, online publishing, travel industries are some of the main recipients of e-commerce. For instance, banks use the Web for diverse business practices and customer service.MAJOR TRENDS IN E-COMMERCE BUSINESSRetail consumer E-commerce continues to grow up at double-digit rates. The online demographics of shoppers continue to broaden. Online website continues to reinforce favorableness by refining their business models and leveraging the capabilities of the Internet. The first wave of E-Commerce transformed the business world of books, music, and air travel.In the second wave, eight new industries are facing a similar transformation telephones, movies, television, jewelry, real estate, hotels, bill payments, and software. The breadth of E-Commerce offerings grow ups, especially each and every one in travel, information clearinghouses, entertainment, retail apparel, appliances, and home furnishings.Each and every one business and entrepreneurs continue to flood into the E-Commerce marketplace, often riding on the infrastructure craft by industry giants such as Amazon, eBay, and Overture. Brand extension each and every one the way through the Internet grow ups as large firms such as Sears, J.C. Penney, L.L. Bean, and Wal-Mart take integrated, multi channel bricks-and-clicks strategies.B2Bsupply chain transactions and collaborative commerce continue to reinforce and grow up beyond the $1.5trillion mark.TECHNOLOGY Wireless Internet connections (Wi-Fi, Max, and 3Gtelephone) grew up rapidly. Podcasting takes off as a new media format for distribution of radio and user-generated commentary. The Internet broadband foundation becomes stronger in households and businesses. Bandwidth prices of telecommunications companies re-capitalize their debts.RSS (Real Simple Syndication) grow ups to become a mayor new form of user- controlled information distribution that rivals e-mail in some applications. Computing and networking component prices continue to fall dramatically. New Internet-based models of computing such as.NET and Web services expand B2B opportunities.SECIETYSelf-publishing (user-generated capacity) and syndication in the form of blogs, wikis and social network grow up to form an entirely new self-publishing forum. Newspapers and other conventional, customary & traditional media adopt online, interactive models. Conflicts over copyright management and control grow up in significance.Over half the Internet user population (about 80 one million million adults) joins a social group on the Internet. Taxation of Internet sales becomes more widespread and accepted by large online merchants. Controversy over content regulation and controls amplify and rises. Surveillance of Internet communications grows ups in s significance. Concerns over commercial and governmental privacy invasion grow up.Internet lampoon and abuse occurrences amplify and rise. First Amendment rights of free speech and association on the Internet are challenged. Spam grows ups despite new laws and promised technology fixes. In vasion of in-person privacy on the Web expands as marketers discover and locate new ways to track users.