Impact of Natural Disaster on Infrastructure

Impact of Natural Disaster on Infrastructure We humans cannot envision when a regular calamity happens, and more often than not, when a natural disaster happens it brings a lot of wreckage and demise. Recent events show that a significant increase in number of natural calamities for natural and human made reasons which could have potentially very huge consequences on infrastructure. If those infrastructures fall the chain of accidents could lead to a catastrophic situation, and can affect the environment, the economy and people. This paper will focus on the study of the impact of natural disaster on infrastructure. This paper will analyze the methodology of assessing the risk regarding natural Calamity on critical infrastructure through the analysis of cascade effect. This paper will analyze a series of proposals to reduce the risk of such events. Rationale of the Study The significant increase in natural disasters has serious consequences on the population, environment and economy of the world. This consequence has been extended because of the development of Transport networks industrial plans and infrastructures. According to Rahman (2005), during the year of 1980 to 1990, the major catastrophic natural disasters was caused by a earthquakes, hurricanes, floods, lightning and violent winds. They have also analyzed the contributing factors regarding those natural disasters and its impacts on the infrastructure. Now critical infrastructure is a complex system of components that includes production, Transportation, communication, health, safety and activities that is necessary for social needs. So naturally if the infrastructure or Falls then sodas their communication system as well as the economy of the word. That is why there is a very significant impact of natural disasters on the infrastructure and economy of the world. And because of that this is a very important problem to study. Research Objectives Major objectives of this research are given below. To investigate the importance of infrastructure in modern economy To investigate the contributing factors of natural calamities To investigate the impact of natural calamities on infrastructure To recommend proposed ways to minimize the risks on natural calamities. According to Chen and Mark (2010), critical infrastructure is a series of complex system that involves production, Transportation, health, communication, safety and all the teams that is society needs to run. Now any destruction of this complex system or affect the overall economy as well as the working structure of the word. The potential sources of affecting the infrastructure can come from natural causes, technological causes or human origin causes. The disaster can also be triggered by a simple mistake which has a big consequence over the environment. And those risks can combine with each other to lead to an event complex situations where the consequences are even bigger. Natural reasons involve earthquakes, tsunamis, volcanic eruptions and other natural emissions including floods, hurricanes, tornadoes, storms and climate change. On the other hand, the technological list on infrastructure involves fire, explosion, pick toxic chemicals release and other mechanical explosions that can affect infrastructure. And finally, the human cause two reasons involve human error, defect in design, carbon emission by human civilization that can lead to Natural disasters and many other (Showalter and Myers, 1994). Figure: Infrastructures Damaged by the Effects of the Earthquake. According to Birregah, Muller and Chà ¢telet (2011), earthquakes are one of the main reasons that do more harm to infrastructure than any other natural events. But earthquakes dont kill people, buildings do. They describe the effects of the 7.9 magnitude earthquake in 2008 in China where the main cause of death and injury was because of the collapse of a building due to earthquake. During this event, a lot of industrial facilities, where houses and buildings have destroyed and because of the destruction of those infrastructure a lot of people died and injured. On the other hand, a 9.0 magnitude earthquake occurred in Japan in 2011 who is causes a powerful aftershock that gave rise to a huge tsunami who treats several miles in Japan. The earthquake and tsunami destroyed the overall infrastructure in the country including roads, Bridges, ports, railways, buildings and other infrastructures. And because of the earthquake more than 28,000 people were dead or missing which created a havo c. Because of the earthquake and tsunami, the nuclear plant in Fukushima, Japan was destroyed the creating more disaster because of nuclear radiation. These also created a total blackout in many regions in Japan during the time (Krausmann and Cruz, 2013). This example shows how the combination of natural disasters and technological event can occur simultaneously and affect a whole countrys Industrial infrastructure thus leading to social crisis. Figure: The Accident Sequences Generated by the Earthquake. A natural event can also cause a chain of events that can lead to a complete destruction of a countrys infrastructure. The figure above shows how an earthquake give birth to a series of events that can completely destroy the critical infrastructure of a country. For example, if we consider the destruction of supply because of the chain event caused by an earthquake it can be found that the earthquake can produces a huge shock wave that create a tsunami and that can destroy the Nuclear Power Plant which produce energy. And because of the destruction of the nuclear power plant the whole country can face a complete blackout. And it takes a lot of time and money to rebuild the infrastructure destroyed by the natural disasters. This research will provide several recommendations to reduce the destructions and costs offered by natural disasters. Some proposed recommendations are given below. Dampers, also known as shock absorbers can be a very useful tool to absorb the shock wave during an earthquake while designing an earthquake resistant building. As concrete are able to withstand wind, hurricane, flowers and Fire; powerful concretes can be used to build earthquake resistant buildings. When designing a house or building, hipped roof or with stands can be used instead of flat or gable shaped roof. The reason is because hip shaped roofs are more stable than gable type roof. This paper will present proper methodology of carrying out risk assessments on infrastructure because of natural disaster. As natural disasters have a significant economic, social, environmental and political impact on the country, these disasters can cause a huge loss for a country. And that is why it is very important to always be prepared because natural disasters are very hard to predict. But by taking precautions it is possible to reduce disease done by natural disasters. Aldo tropical cyclones, floods, storms are predictable but severe natural disasters such as earthquakes, volcanic eruptions, tsunami are very hard to predict. Their examples where a single disaster led to a whole destruction of a countrys infrastructure. Besides, because of the difficulty of measuring the actual impact of natural disaster on the, economy continues to be a major challenge, it is not always possible to asses the proper loss caused by those disasters. So, the challenges are always big when it come s to natural disasters part by taking precautions it is possible to reduce the loss caused by those natural events. References Birregah, B., A. Muller and E. Chà ¢telet (2011) Interdependency-based Approach of Complex Events in Critical Infrastructure under Crisis: A First Step toward a Global Framework. In: (C. Soares, ed.) Advances in Safety, Reliability and Risk Management. London: CRC Press, Taylor Francis, pp. 149-155. Campedel, M., V. Cozzani, E. Crausmann and A. M. Cruz Naranjo (2008) Analysis of Natech Accidents Recorded in Major Accident Databases. In: Proceedings of PSAM9 International Conference on Probabilistic Safety Assessment and Management, IAPSAM Int. Association for Probabilistic Safety Assessment and Management, Hong Kong, China, May 18-23, pp. 1-8. Chen, Z. W. and H. Mark (2010) Impact Analysis of Natural Disasters Using Interrelation of Infrastructure and Associated Industries, Journal of Shanghai University (English ed.), 14(6):424-429. Kadri, F., P. Lallement and E. Chà ¢telet (2012) The Quantitative Risk Assessment of Domino Effect on Industrial Plants Using Colored Stochastic Petri Nets. Presented at PSAM11 and ESRELConference, Helsinki, Finland. Krausmann, E. and A. M. Cruz (2013) Impact of the 11 March 2011, Great East Japan Earthquake and Tsunami on the Chemical Industry, Natural Hazards, 67(2):811-828. Krausmann, E. and F. Mushtaq (2008) A Qualitative Natech Damage Scale for the Impact of Floods on Selected Industrial Facilities, Natural Hazards, 46(2):179-197. Krausmann, E., A. M. Cruz and B. Affeltranger (2010) The Impact of the 12 May 2008 Wenchuan Earthquake on Industrial Facilities, Journal of Loss Prevention in Process Industries, 23(2):242-248. Rahman, S. (2005) Impact of Natural Disasters on Critical Infrastructures. In The 1st Bangladesh Earthquake Symposium. Dhaka, Bangladesh, December 14-15. Showalter, P. S. and M. F. Myers (1994) Natural Disasters in the United States as Release Agents of Oil, Chemicals, or Radiological Materials between 1980-1989: Analysis and Recommendations, Risk Analysis, 14(2):169-182.

Blogs and Attention Seeking Bloggers :: Internet

Blogs and Attention Seeking Bloggers Web logs are one of the newest things popping up on the Internet. â€Å"What is a web log?† one may ask. Well, a web log, otherwise known as blog, is a place on the web where a person can go to write down anything that they feel like writing in an archive that they have created. It’s a personal site almost like a diary, but it’s posted where anybody can gain access. Wondering why somebody would want to put their lives online made me think that bloggers are just seeking some kind of attention. I looked into this to see what attention they are looking for and discovered many things. Not all blogs seek attention, but some do. It all depends on which kind of blog the person created. The first thing about blogs that I discovered is that there isn’t one kind. A theory about the kinds of blogs that there are came from one of my classmates Adam who said that there were really three types of blogs. Adam puts blogs into three categories: Advertisement and non-personal informative, Personal, and The Hybrid. I also read an article by John C. Dvorak, a writer for PC Magazine. In his article, ‘The Blog Phenomenon’ Dvorak classifies bloggers into five categories; Ego gratification, Antidepersonalization, Elimination of frustration, Societal need to share, and Wanna-be writers. From this I realized that there must be different types of bloggers and they aren’t all the same. Adam’s theory and Dvorak’s article interested me enough to take a closer look at what blogs are all about. As I looked and thought about it there weren’t only three kinds of blogs, there seems to be more like a million. Then as I was looking I asked myself, Are bloggers looking for some kind of attention, and if so, what attention are they seeking and from whom To begin my research I started observing a blog that I randomly chose. My first instinct was that bloggers are teenage kids looking for a way to tell their boyfriend of girlfriend how much they loved them and that they couldn?t live with out them. Then when I started observing the blog â€Å"We Are Full of Shit,†I noticed that Jeremy Olson who started this blog took news articles and expressed his feelings about them. His blog was about sharing his point of view with the world, and sometimes it gave surprising reactions.

Dalit Discourse in Indian Education Dhanaraju Vulli Essay

Abstract There are two types of school system India in the issue of medium of instruction i.e the regional language system and the English language system. There is a clear cut division between the uppers castes elite children and Dalit children in getting of English medium education in Indian society. The Dalits children are given education in regional language schools while English language school education is meant for the upper castes children. This division has always been reflecting between government and private English medium schools. In the name of mother tongue the state and the upper caste elite always compel the regional medium of instruction in the policy making. This was one of the current problems in Indian Educational system. This paper can be divided into four parts. The first part will highlight the language policy after Indian Independence. The second part discusses the concept of mother tongue and its importance in the contextualizing of educational discourse in India. In the third part I would highlight the current debate on language policy and its importance in the Indian educational system. This is very important in the understanding of politics of medium of language in the present educational discourse. The last part deals with the response of the Dalits towards the English education and how they attack the upper caste nature towards regional medium education. In an attempt to locate the importance of educational policy in the wider socio-historical and political context, I will address an  ideological deconstruction of politics of mother tongue in the present Indian educational system. Keywords: English education, language, mother tongue, globalization. Introduction The question as to which language should be used as a medium of instruction in country like India is a debatable subject. The question is often posed in binary terms: Should the medium of instruction be a regional language or English? Language is a vehicle for learning as well as expression of ideas. An advanced language (English) helps in mentally provide people to  communicate each other across the world. On the other hand, an underdeveloped language has its limitations. It keeps people underdeveloped, more so those in deprived sections. The school system is divided into two types in the context of medium of instruction i.e the regional language system and the English language system. There is a clear cut division between the  uppers castes elite children and Dalit children in getting of English medium education in Indian society. The dalits  cholderns are given education in regional language schools while English language school education is meant for the upper castes childr en. This division has always been reflecting between  government and private English medium schools. In the name of mother tongue the state and the upper caste elite always compel the regional medium of instruction in the policy making. This was one of the current problems in Indian Educational system. India. In the third part I will highlight the current debate on language policy and its importance in the Indian educational system. This is very important in the understanding of politics of medium of language in the present educational discourse. The last part discusses the response of the Dalits towards the English education and how they attack the upper caste nature towards role of mother tongue in the Indian education .In an attempt to locate the importance of educational policy in the wider sociohistorical  and political context, I will address an ideological deconstruction of politics of mother tongue in the present Indian educational system. Historical View of the Language Policy in Indian Education The historical view of the evolution of the language policy in India let know us how the importance of English and its role in Indian Education. India is multilingual country. It has been reflecting in the formulation of the language policy. The Indian constitution has provided that the primary education must be taught through the mother tongue or regional language. However, a status survey of language instruction in the country exposed that of the 1652 mother tongues listed by the 1961  Census, there are 51 languages which are spoken by more than The present paper can be divided into four parts. The first part 100,000 people each. Of these 51 languages, 16 have no script of will highlight the language policy after Indian Independence. their own, and only the remaining 35 languages are accepted as The second part discusses the concept of mother tongue and its media of instruction at the school level1. English is a common importance in the contextualizing of educational discourse in  language and it is an obligatory language in the higher education The National Council of Educational Documented the demand and importance of English language in  the position paper in connection with the National Curriculum The Indian  government has been following three-language Framework (2005) as they stated: â€Å"English in India today is a formula in Education as the National Commission on Education symbol of people’s aspirations for quality in education and fuller 1964-1966 recommended. Subsequently three-language formula participation in national and international life†¦ The level of in Education was reflected in the National Education Policies of introduction of English has now become a matter of political 1968 and 1986. The Commission said that the three-language response to people’s aspirations, rendering almost irrelevant an system is an appropriate formula for the Indian school education academic debate on the merits of a very early introduction†. and it can be good approach to accommodate different language The Commission also mentioned that â€Å"English will continue to people but it has been criticized by the different sections in the enjoy a high status so long as it remains the principal medium of society on the implementation. The Dravidain movement in education at the university stage, and the language of Tamilnadau is the preeminent instance as they vehemently administration at the Central Government and in many of the states. Even after the regional languages become media of  opposed the imposition of Hindi language on south India. Higher education in the universities, a working knowledge of There is no proper planning for formulating language policy in English will be a valuable asset for all students and a India. It can be seen as a question of status planning rather than reasonable proficiency in the language will be necessary for achievement planning. Finally, the three- language formula has those who proceed to the university†. been emerged as a policy after elaborate debates and discussions among political and academic peoples with interest of national However, there is controversial about the English as a medium of instruction in Indian educational system. The contradiction of multilingual languages. The National Focus Group on Teaching of English has taken a  strong position in connection with ‘English language question’: The Central Advisory Board on Education also discussed on the â€Å"English is in India today a symbol of people’s aspiration for issue of English language and recommended that English must quality in education and a fuller participation in national and be compulsory subject in the schools from 6th class onwards and international life. Its colonial origins now forgotten or students must acquire enough knowledge of English so as to be irrelevant, its initial role in independence India, tailored to high able to receive education through this English in the higher education now felt to be insufficiently inclusive socially and education. There is another development took place in the linguistically, the current state of English stems from its development of language policy in India. The first National overwhelming presence on the world stage and the reflection of Education Commission had studied the recommendations given this in the national arena†4. by the Central Advisory Board on Education. Finally they came up with conclusion that three-language formula must be included There is an astonishing faith among all sections of the society in in the context of  multilingual Indian educational system. I argue both rural and urban areas that English has the transformative that once upon a time the English language was important part of power language. English is seen not just as a skill language, but a mechanism of exclusion language due to upper caste as a means of a better life, a pathway out of exclusion and nationalists’ creation as they differentiated native language and suppression from the unequal society. The English language has alien language but now it can be seen as a tool of inclusion. In emerged as a powerful agent for social change in India. the post modern India the English language is important factor to include all the sections of Indian society. The main reason is an Mother Tongue as the Medium of Instruction increasing demand for the language which is an important tool There is a popular perspective that advocates the use of mother for the progress and development of the country. Encourage linguistic diversity in schools. This perspective argue that mother tongues are not merely speech varieties but are  languages that provide social and emotional identity to  individuals, express the essence of their cultures, and give them a sense of rootedness. Schooling in the language of the child reflects respect for her and an appreciation of her culture. The exclusion of the mother tongues from school hence is seen as ‘harmful to the child’s self esteem’. According to Pattanaik5 children are thereby â€Å"reduced to  minorities in their own homes†. Extending the realm of  pedagogy, the argument links the acknowledgement and  acceptance by the school of the language and culture of the child to a positive identity of self and thereby to effective educational achievement. As Edward says, â€Å"the rejection of a child’s language is unlikely to enhance feelings of self worth which are important for educational success†6. Further, this perspective argues that â€Å"the right to education in a language that the child understands is a basic human right and an essential ingredient of equality in education†. Pattanaik forcefully observes that to â€Å"control and dictate the language of access† to knowledge is a â€Å"positive suppression of human talent. It deprives individual and society of free choices, curbs creativity and innovativeness and restricts participation or potential participation in mul tiple spheres of human interaction, thus imposing limits on freedom†. Current Debate on Medium of Instruction Current language politics in India is an exemplary case of the issues and controversies surrounding linguistic globalization. A primary characteristic of linguistic globalization is the increasing spread and domination of the English language, which we can  capture by the term ‘global English’8. As a post-colonial democracy, India provides a context for examining linguistic globalization that is generalizable to other cases. Furthermore, in juxtaposition to the homogenizing tendency of global English, India embraces multilingualism; its federal system is based on its linguistic diversity. India’s first Prime Minister, Jawaharlal Nehru, a modern  socialist at heart and one of the premier leaders at the 1955 Bandung conference, was utterly convinced of this linkage  between the English language and technology and modernity9.  Yet he also â€Å"discovered India† through its rich and enduring diversity. He valued the adivasi, or tribal, cultures of India as much as, if not more  than, for example, the Bengali bhadralok, an early middle-class intelligentsia that emerged under colonial The Chennai Declaration (2012) has emphasized the importance rule. of mother tongue in the multi-lingual country like India as â€Å"One 10 of the significant commonalties of the Common School System As well documented by Robert King (1998), Nehru, as well as will be the plurality of mother tongues in dynamic interface with many others feared that the major regional languages of multilingualism of child’s neighborhood. This would duly independent India, such as local languages, could be divisive by include Braille and other sign languages as well. According to fomenting narrow identities, leading to â€Å"fissiparous tendencies† this radical and dynamic conception of language education, that could tear India apart. The narrative of English as the mother tongue with a multi-lingual interface is acknowledged as language of modernity and regional languages such as regional the most potent medium of education to enable the child to i. as pre-modern, parochial and even reactionary was well given the nostalgia for  think, analyze and act; ii. acquire, internalize and transform established in Nehruvian India. Today, modern language knowledge critically; iii. Learn other the caliber of Nehru’s leadership , such Nehruvian narratives languages, including English, proficiently; iv.catalyze cultural still resonate. Indeed, many of India’s political and economic and literary renaissance; v. Negotiate with the dominant process leaders today espouse the Nehruvian language ideology. of alienation with advantage, thereby avoiding being pushed-out; and vi. Question and resist oppression and explore the path of Nandan Nilekani, the co-founder of Infosys Company has put it; in India today English is a symbol of an economy comes of  age12. It is the language of international business, science and This approach believes in quality education. The quality research. In contrast, Nilekani depicts supporters of Kannada in education begins with mother tongue. Mother tongue is very the English-versus-Kannada controversy as  Ã¢â‚¬Å"chauvinistic† and important that gives high levels of ability in learning many ideologically and politically motivated. As part of Nilekani’s languages in India. Indian constitution also acknowledged the accusation of the ideological nature of pro-Kannada forces is the importance of mother tongue language as the National Curricular claim that they are denying access to English to those who have Framework, 2005 and the Right of Children to free and historically been the have-nots in Indian society, in particular the Compulsory Education Act, 2009 provided the mother tongue as lower-castes and the lowest-of-the low, the Dalits or tool for development critical thinking. However, for most Untouchables. children, particularly for the tribal and minority language children, there is no provision for education in the mother This language ideology of English as a skill, a ‘key’ or tongue. Education of such children imposes an unfamiliar school ‘passport’ critical for â€Å"upward mobility† fits in with a larger language on them, which often leads to large scale dropouts. narrative on globalization. This globalization narrative depicts Mother tongue based multilingual education for at least 6 to 8 globalization as inevitable, a force on its own with no one or no  entity directing or controlling it. Globalization, in this narrative, regional language schools cannot therefore think of achieving is an autonomous, â€Å"invisible hand† process. The linguistic anything in the globalised economy†. dimension of this process is one where English is seen as neutral Accordingly, â€Å"the divide between the English medium schools and inevitably spreading globally. The regional language schools is a caste-class divide†, which In this context, one of the most prominent public intellectuals in can be overcome by the marginalized â€Å"hijacking† the tool of India today, Ramachandra Guha differs with Nandan Nilekani exclusion, English17. As the leaders of a Dalit Association in and claim that support for Kannada is not chauvinistic, except Hyderabad Central University, put it: â€Å"The middle class and the when the private sector is obligated, or forced, to use it. It is rich can afford to send their children to private schools. For the legitimate and indeed preferable for the government to endorse poor and Dalit, the only option is government schools. Then why and approve of changing the official name of Bangalore to the these people were denied an opportunity to learn English†18. For more Kannadiga â€Å"Bengaluru,† according to Guha; it is not these Dalit leaders, those opposing English in state schools are legitimat e for regional language enthusiasts to economically â€Å"regressive and biased† English, and the pro-English linguistic disenfranchise migrants from other parts of India, as for example globalization narrative, are seen as empowering the powerless pro-Marathi fanatics in Bombay have attempted A similar, and a necessary tool for upward mobility. â€Å"soft† liberalism reasoning seems to have been the basis for the Karnatak High Court decision in the summer of 2008 against the In the central schools the medium of instruction is where the state government mandating Kannada as the medium of upper castes and other central government employee children get instruction in private schools13. The court’s decision repeatedly the education. Even though the children of a few reserved referred to the freedom of parents to make choices for their category employees’ children benefit from these schools, the children, i.e., the freedom of the individual and, by extension, divide between the English medium schools and the regional the market based on individua l choices. Language schools is a caste or class divide based on social and economic category. The divide itself was created by upper caste More recently, Kannada activists have been seeking classical intellectuals for their own vested interest. Since the days of language status for Kannada-a further central governmental Indian national movement the upper caste intelligentsia argued categorization. This is the political space opened up for investing  that the colonial rule particularly Lord Thomas Macaulay had Kannada speakers with the â€Å"moral content of a community.† In introduced English education that convert local people into other words, to act politically, i.e., to make political claims, clerks to serve in colonial government. The real character of the regional language activists need to build community, and invest English education was emphasized by Lord Machulay often that community with moral content. There is indeed Kannada quoted ‘flourish India in blood and the colour but European in chauvinists who preach an exclusive Kannadiga identity14, task and manner’, the educational enterprise of the Government giving a â€Å"divisive and dangerous†15 or â€Å"particularist at all levels of education remained within the confines of protectionist† content to their politics. But we need not condemn colonial needs and did not break the limits of colonial interest. all pro-local language politics as such. Language politics in India With this concept, colonial education elevated western is contested because of the moral content with which many local knowledge and culture that represented the colonizer. For language activists have been able to imbue the community, i.e., instance, Grants, the East India Company officer stated that ‘for with a political transformation that is empowering and moral. the continuation of British rule it was necessary to create a cla ss of Indians’ that people brought about only from the western knowledge. This perhaps, was a natural consequence of the ideas Dalit Discourse on Medium of Instruction References 17. Aggarwal Kailash S., ‘English, Laloo: a Bihari Story’, The Independent, (Bombay), 23rd September, (1993) Chaturvedi M.G and Mahel B.V., Position of Languages in School Curriculum in India, NCERT, New Delhi, (1976) 18. Interview with Mr. Gummadi Prabhakar and Dara Suman leaders of Ambedkar Students’ Association, Hyderabad Agarwal S.P. (ed )., Commissions and Committees in India, Central University, Hyderabad, Dated: 12th May, (2013) Vol. 5, Concept Publishing Company, New Delhi, (1993) Government of India., Report of the National Knowledge 19. Terry Eagleton, Ideology,( Longman, New York), 13,(1996) Commission, New Delhi, (2007) NCERT National Council of Educational Research and 20. Dalit Freedom Network http://www.nd Dalit network. org/go?/dfn/about/C33/, Accessed on 22 May, (2013) Training, National Focus Group Position Paper on Teaching of English, NCERT, New Delhi, 1, (2006) International Science Congress Association

Minimum Wage Essay - 2213 Words

Introduction This critical literature review will focus on the impact of the National Minimum Wage on employment. This is an area we have had to familiarise ourselves with more and more throughout the last ten years because of the controversial effect of its instalment in April 1999 and its ever increasing minimum wage amount which causes most concern. The application of a few statistics should help summarise the ever increasing minimum wage and the sheer scale of people affected by its introduction. The national minimum wage has increased by a staggering 59% in the last ten years; from  £3.60 in April 1999 to  £5.73 in October 2008. (HRM, 2008) According to George Sayers Bain (1999) as from April 1999, the year of its instalment , â€Å"some†¦show more content†¦Research from Wilson (1989) has suggested it could lead to consequential job losses. To support Wilson’s suggestion, that a negative effects exists, is the assumption derived from the supply and demand theory. Illustrated below is a diagram similar to that of the research of Power P (2005). When you raise the cost of something (i.e. the minimum wage), demand to employ more workers declines which therefore would imply a negative effect on employment. Cox’s (1999, cited by Pavlenkov, 1999) implementation of the supply and demand theory is more mind friendly, Just as a worker will only offer his labor time for a wage he finds beneficial, an employer will only be willing to pay workers a wage that permits him to earn a profit. The higher the wage, the fewer workers the employer will employ. This is what economists mean when they invoke the law of supply and demand. Inevitably many studies openly criticise this whole supply and demand theory. Card and Krueger (1995, cited in George Sayers Bain, 1998) were amongst the first economists to argue and diminish suggestions that the minimum wage would lead to job loss. They were in fact in complete contrast to this view as evidence collected, with regards to the fast food industry of various states in the USA, implied that in those states where minimum wages were enforced triggered employment growth whilst those states not enforced by the law to use the minimum wage didn’t indicate any growth. Whereas leadingShow MoreRelatedMinimum Wage And The Wage916 Words   |  4 PagesEliminate the Minimum Wage Darity Has described minimum wage as: â€Å"Minimum-wage legislation has been to improve the terms of employment of the least-fortunate wage earners.† (Darity) Since the beginning of minimum wage laws in 1270 France the intentions of minimum wage legislation has been good. The idea is that a worker is worth a certain amount regardless of the work they are able to do. One can see how this could create inefficiencies in an economy. The law was meant to help poor families.Read MoreMinimum Wage And The Wage Essay1208 Words   |  5 Pages Minimum wage requires paying every employee a specific wage regardless of the employee productivity. It is the responsibility of the government to set the minimum wage. To understand this, a biology analogy can be used: some animals are stronger compared to others. In economic perspective, some people are relatively unable to deliver compared to others. Among them include, disabled, unskilled, and the youth. Due to their low productivity, th ey are entitled lower wages corresponding to their effortsRead MoreMinimum Wage And The Wage Essay1728 Words   |  7 PagesRoyer Political Science 120 7 November 2016 Increase Minimum Wage Introduction The United States’ minimum wage has been a concerning issue amongst the low wage earners because of the amount they earn is not enough for them to live on their own. Therefore causing the citizens who earn minimum wage to have an impossible time finding a place to stay and expenses for daily survival. Increasing the minimum wage will solve the issues that the minimum wage earners make, thus increasing the chances of survivalRead MoreThe Wage Is The Minimum Wage1098 Words   |  5 PagesEnglish 9 6/5/16 â€Å"The minimum wage is the minimum hourly wage an employer can pay an employee for work. Currently, the federal minimum wage is $7.25 an hour (part of the Fair Labor Standards Act) and some states and cities have raised their minimum wage even higher than that.† minimum wage was first introduced during the great depression in 1930s. Before it was introduced thousands of people were forced to work in horrible conditions for pennies a week. Early attempts on minimum wage was ruled unconstitutionalRead MoreMinimum Wage And The Wage1437 Words   |  6 Pages Minimum wage was established on October 24, 1938 after President Roosevelt signed the Fair Labor Standards Act. (Grossman) Minimum wage was set to allow working class citizens an opportunity to work a reasonable amount of hours for pay that would enable individuals to maintain a minimal quality life. In today’s economics minimum wage is used as a price control or price floor that the government enforces. A price floor is a minimum price for a product or service above the market’s equilibrium priceRead MoreMinimum Wage And The Wage1269 Words   |  6 PagesMinimum Wage There are a lot of people around the world who struggle with money and a satisfactory way of life. Whether they be in the United States or across the globe, there is a standard minimum wage set for the working class of their country. In the Unites States, there is a federal minimum wage of seven dollars and twenty five cents per hour worked. Almost every state has another set minimum wage, which typically is a little higher than the federal minimum wage, but it cannot be lower thanRead MoreThe Wage Of The Minimum Wage871 Words   |  4 PagesWith the presidential elections right around the corner policy on minimum wage has come up for debate once again. William Hoar from The New American argues in his article â€Å"Misguided minimum wage mandate† that raising the minimum wage will only result in loss of jobs. According to the editorial board at USA Today, â€Å" inflation adjusted income of the top 1 percent has grown by 58 percent and the remaining 99 percent has only gr own by 6.4 percent†. They then state that a raise to 15 dollars an hour onlyRead MoreMinimum Wage863 Words   |  4 PagesMinimum wage is a controversial topic because everybody wants more. People want more money and some think that just increasing minimum wage can increase more money that they get. However, this is far from the truth as sometimes employers can’t pay their employers more than minimum wage. Not to mention that if the minimum wage goes up so does the price of everything else in order to adjust for the new price. So essentially increasing the wage majorly does nothing except maybe lower the value of yourRead MoreMinimum Wage and Its Implications763 Words   |  3 PagesMinimum wage affects everyone. The current minimum wage is at $7.25 and President Obama announced that he wished to see a change in the minimum wage, he wants to raise the hourly wage to $10.10. A rise in the income of those who are employed will also raise the cost of hiring unskilled lab or and can potentially reduce the number of people hired by businesses. Also, if minimum wage is raised then the price of the products that the companies are making might increase which will continue the cycle ofRead MoreMinimum Wage And The Wage1639 Words   |  7 PagesMinimum wage is one of the many microeconomic policies that serve to correct imbalance in the economy. It is defined as the lowest amount of remuneration required of an employer to pay his employees during a given period of work. There exist different laws in different states that can fix the minimum wage policy. A current economic issue is minimum wage, or specifically, its pertinence to social inequality. Many sectors of society would be affected by changes in this policy. Minimum wage relies on