Renewable Energy Essay Example

Renewable Energy Essay Topic Canada should subsidize renewable energy options such as wind and solar power in order to increase the share of renewables in Canada’s energy balance. Introduction Canada government subsidizes a number of socially beneficial services, including health care, education and energy services. Subsidies to the energy sector mainly are for oil and gas production, however, they are not all socially beneficial[figure 1]. In fact, they have negative impact for the environment and hinder developments of environmentally friendly alternative energy options. Indeed, Canada’s implementation of the Kyoto Protocol is seriously threatened by continued government support for oil and gas production, a sector with large and rapidly growing greenhouse gas (GHG) emissions[1]. There are two main reasons for us to switch to renewable energy. First, there are exhaustible supply of alternatives, non-renewable energy; Second, the earth’s limited assimilative capacities[2]. Benefits Increase usage of renewable energy sources will provide a wide range of benefits to Canada’s environment, economy and society. There are some important reasons why Canada government should support the development of renewable energy technologies. Renewable energies are environmental friendly, they do not contribute to climate change, air pollution, acid deposition, or large-scale habitat destruction, and they do not face the safety and waste disposal issues characteristic of nuclear power[2]. For example, such as biomass, it simply releases the CO2 and absorbs back when their feedstock is growing, so the net effect on the atmosphere is zero. We will write a custom essay sample on Renewable Energy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Renewable Energy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Renewable Energy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In contrast, the combustion of fossil fuels release greenhouse gases to the ozone and contribute to climate change by affecting the composition of our atmosphere. The National Center for Atmospheric Research conclude, there is no doubt that the composition of the atmosphere is changing because of human activities, and today greenhouse gases are the largest human influence on global climate[2]. Canada has unlimited supply of widely available renewable energy resources, like solar and wind. Renewable energy technologies can be implemented cost-effectively in a number of applications, including solar water heating, space heating and cooling with heat pumps, passive solar design, micro-hydro electricity generation and remote power generation with solar and wind technologies[2]. Renewable energy sources can also help to diversify Canada’s energy portfolio – an important consideration, as Canada’s carbon-intensive economy will become a liability with the implementation of the Kyoto Protocol[2]. Renewable energy sources are the fastest growing energy sources in the world – the quantity of electricity produces by wind and solar power globally has increased by 20% and 16% per year, respectively, in the 1990s[2]. Costs With government’s subsidies we are able to implement more renewables projects. However, the subsidies come from higher taxes now or in the future, because people engage in activities to avoid taxation, the cost of the tax exceeds the revenue yielded by the tax, this is known as deadweight loss[figure 2]. Deadweight loss is wasteful but they are an unavoidable part of any kind of government subsidies, unless the subsidy is use to correct a market failure. Government subsidy will increase public spending and reduce the net benefit of the subsidy. Switch to renewable energy also have a huge impact on the labour market. Whether renewable energy generates more jobs or destroys current jobs, it depends on the labour intensity. Many green jobs are substitutes for existing jobs, an increase in electricity generation from wind, solar, or biomass will substitute for energy from coal-fire plan, which in turn will reduce employment in coal mining and processing[3]. The labour intensity for renewable energy is much higher in the renewable energy sector[4]. High labour requirement can be beneficial and problematic. It is obvious that higher labour requirement is beneficial because it will tend to increase employment. However, it can also be problematic because it confuses an end (goods and services valued by consumers) with a means (labour)[3]. Increase in energy price will cause price distortion and result of inefficient production in the market, it tend to reduce consumers and producers’ net benefit, and it lead a higher production cost to domestic goods, which will become more costly to compete in the world market. Policy Implication In case to shift Canada’s energy balance toward renewable energy without externalities, we need government’s actions. One possible way is to raise tax on the amount of carbon emitted to the atmosphere. If taxes are appropriately calculated, they can help raise the marginal costs of producers of non-renewable energy to equal the social and environmental costs that their activities create. Countries such as Norway, Sweden, Denmark, the United Kingdom, Finland, Switzerland and the Netherlands have already adopted carbon taxes[3]. Sweden, for example, raises US$1 billion per year from its carbon tax and approximately US$10 billion per year in energy taxes, some of which is part of a â€Å"tax shift† that goes to help develop renewable energy[3]. Paul Anderson, the CEO of a major carbon-dioxide emitting power company in US, he said â€Å"reducing greenhouse gases has become a worldwide political and social imperative†¦ It is an imperative where American leadership is not just needed; American leadership is required. †[3] Barriers There are several barriers before Canada is ready to increase renewables in its energy share. The main barrier is that Canada governments have not yet been willing to make a long-term commitment. They have for the most part failed to implement any significant policies to encourage the development of renewable energy in Canada[5]. From figure 3 we can tell that our federal government reacted to two energy crises by spending more money on non-renewable energy. In total, it spends $40. 4 billion on non-renewable energy and only $0. 2 billion on renewable energy. This failure to act ignores the fact that many other energy sources developed in Canada have received significant government support. Canada’s oil sands, off-shore oil and nuclear industries would not exist today had federal and provincial governments not provide generous research and development support as well as significant direct financial contribution, low-interest loans, loan guarantees, or special tax treatment to the implementation of specific projects[4]. As the International Energy Agency notes, â€Å"renewable energy can play a much bigger role and the pace of installation can be accelerated†¦ but that will occur only if renewable energy gets the same policy advantages that conventional fuels have received and continue to receive. [6] Without new federal and provincial government support, the Canadian renewable energy industry is unlikely to expand significantly beyond current level[5]. Conclusion Energy is the lifeblood of the economy. The result of scientific assessments around climate change and other environmental issues it has recently become clear that the environmental impacts associated with conventional energy sources will necessitate a shift to cleaner and less carbon-intensive renewable energy technologies[5]. The benefits from shifting to renewable energy are far more than the costs; it is also Pareto Improvement for our society as a whole. U. S President Obama said â€Å"to truly transform our economy, protect our security, and save our planet from the ravages of climate change, we need to ultimately make clean, renewable energy the profitable kind of energy †.

GRANT Surname Meaning and Origin

GRANT Surname Meaning and Origin The origins of the Grant surname are uncertain, but the following theories are the most widely accepted: A nickname from the Anglo-Norman French graund or  graunt, meaning tall, large- derived, in turn, from the  Latin grandis- bestowed due to the individuals size, or to distinguish two bearers of the same personal name, often different generations within the same family (e.g. grant denotes the elder or senior).Clan Grant says that tradition suggests that the name comes from Sliabh Grianais - the moor above Aviemore, believed to be the first land in Scotland occupied by the Grant progenitors. Grant may also be a spelling variant of the German surname Grandt or Grant Surname Origin: Scottish, English, French Alternate Surname Spellings: GRAUNT, GRAWNT, GRANTE   Where in the World is the GRANT Surname Found? According to Forebears, the Grant surname is most prevalent in the United States (used by over 156,000 people), but most common in Jamaica (where the surname ranks as 10th most common) and Scotland (ranked 29th). Grant is also common in Guyana (46th), New Zealand (49th), Canada (88th), Australia (92nd) and England (105th). Historical surname distribution data from Scotland identifies the areas where Grant was most common in 1881 as Moray, where it was the most used name, as well as Banffshire (2nd most common), Nairn (6th), Inverness-shire (9th) and West Lothian (10th). WorldNames PublicProfiler identifies the Grant surname as being especially popular in Donegal, Ireland, as well as Australia, New Zealand and most of northern Scotland.   Famous People with the Last Name GRANT Ulysses S. Grant -  U.S. general and commander of the Union armies; 18th U.S. presidentCary Grant - British-American film actorHugh Grant - British actorAmy Grant - American singer-songwriterAnne Grant - Scottish poetJedediah Morgan Grant - leader in The Church of Jesus Christ of Latter-day SaintsNatalie Grant - American singer-songwriter Genealogy Resources for the Surname GRANT Clan GrantExplore a wealth of resources made available by Clan Grant, including history, genealogy, gatherings, membership and more. Grant DNA ProjectJoin over 400 individuals with the Grant surname who are interested in combining Y-DNA testing with genealogical research to help identify various Grant genetic lines and ancestries. Trace your Scottish roots back to Scotland and beyond with the steps outlined in this Scottish genealogy guide. Learn how to locate your ancestors county and/or parish in Scotland, plus access vital records, census records and parish records in Scotland. Grant Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Grant family crest or coat of arms for the Grant surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. FamilySearch - GRANT GenealogyExplore over 2.9 million historical records and lineage-linked family trees posted for the Grant surname and its variations on the free FamilySearch website, hosted by the Church of Jesus Christ of Latter-day Saints. GRANT Surname Family Mailing ListsRootsWeb hosts a free mailing lists for researchers of the Grant surname. DistantCousin.com - GRANT Genealogy Family HistoryExplore free databases and genealogy links for the last name Grant. The Grant Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the popular last name Grant from the website of Genealogy Today.- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.    Back to  Glossary of Surname Meanings Origins

1936 Coca Cola Print Advertisement Essay Example | Topics and Well Written Essays - 1000 words

1936 Coca Cola Print Advertisement - Essay Example This "1936 Coca Cola Print Advertisement" essay outlines the characteristics and peculiarities in the advertisement industry in the 1920's-1930. The image of this particular advertisement seems to show an opposition of the trend happening at that time. It was bold enough to create an image that women were still capable to do the things that ought to do during this time. The good point about this is that they slowly introduced safety and slowly erased fear in the majority of the women population. The concept of a male-dominated society was not taken for granted as the poster was created. An image of a male opera conductor was included to convey an equal treatment between the two genders. The male object indicates the importance of men in the slow liberation of women in the society. It provides a clear intention of making masculine concept bold and important in producing the advertisements. Looking at the totality of the printed advertisement and comparing it with the printed advertise ments of the contemporary era, it can be seen that there are more similarities in conveying information and catching attention. Both eras use colorful schemes that were important to catch the attention of persons passing by. The bright color schemes and hues were an upgrade of the old version of black and white advertisements. The incorporation of worded information is still being used to provide information to most individuals. These are primarily helpful in clarifying doubts about the message that might be drawn from the image alone.

How can we make the roads safer for those who share the road with Thesis - 1

How can we make the roads safer for those who share the road with bicyclists - Thesis Example The roads must be safer for all those who share them with bicyclists. Every life is precious, that of the rider on the bicycle or the gentleman driving the car. An accident is an accident and we know that it is an accident only when it happens! Deaths and injuries from car-bike collisions are common. The blame game-the motorists claiming the exclusive rights on the road, and the cyclists demanding equal rights-- is no solution to the issue. For road fatalities, cyclists are not alone responsible. The reasons are varied. Carelessness of the adventurous rider, mechanical problems, and bad road conditions are some of them. The cyclists demand their right on the road along with safety. An individual must first live to exercise the right! It is not a posthumous award! The argument that if there is no bicycle lane, the road should be out of bound for the cyclists, may be technically correct, but it defies solution. The motorists need to give up the stand that they are born to race the car at 100-120 km per hour, from the moment it is out of the garage till the final destination, is a greedy and one-sided approach. Limit the speed and accommodate the bicycle riders, instead of going ballistic over them. While tendering the advice I would address the session for the bicyclists first and urge them to follow the rules scrupulously. It is not a circus performance. Never zigzag to challenge the oncoming cars. Self-discipline is the life-saver. Cyclists demand rights on a city road, and that underlines perfect regard for the traffic rules. The end-results should be a win-win situation for all. The argument of the motorists that they have the exclusive rights to use the roads, for which they pay tax in dollars, is not perfect. Cyclists too have paid taxes at the time of purchasing the bicycle (though indirectly) and they are citizens of the country subject to all

North Africa Essay Example | Topics and Well Written Essays - 1500 words

North Africa - Essay Example It is a common misconception that the clusters of nations that make up the continent of Africa are just that, and nothing more. The lack of familiarity, and hence appreciation for these uniquely diverse groups of peoples and cultures perpetuates a stigma of uniformity that belies the truth. What many fail to realize is that, approximately one billion people, made up of nearly 3000 ethnic groups speaking in 2000-3000 different languages (Kaiser 15 January 2013), inhabit this majestic continent. All general notions of uniformity dealt and disposed with, I would like to take a closer look at the specific region of North Africa in order to discuss the larger historical, cultural and social influences, and the effect that they have impressed upon the music in this subcontinent.North Africa has a very influential historical background which is distinctively composed of many civilizations, empires and kingdoms; for instance, the Nok Civilization which remained in power from 500BCE to 200CE (approximate figures) similarly the Kingdom of Ghana which maintained its authority over the continent from 830 to 1235. The African continent is inhabited by emigrants belonging to different parts of the world who until the 20th century did not even consider themselves as Africans (Kaiser, Africa and Ethnomusicology). The word ‘Africa’ is derived from Arabic term Ifriqiye which was an expression for the coastal areas of North Africa. Slavery carried diverse groups of people to the African land who were then recognized as one, which ultimately developed the basic thought of Africa among the residents of many countries. The extremely brutal form of slavery led the scholars of the black population; particularly those who had left their ancestral land and migrated to North Africa to conduct anti-slave campaigns. By the end of the 19th century the term ‘Africa’ was familiar among traders and intellectuals surrounding the coastal towns as the ‘rich diversi ty’. Due to this the modern day Africans are known to be the descendants of aboriginal Berber and Egyptian populace, in addition to the people of Greek, Phoenician and Roman civilizations, Moor as of Iberian Peninsula along with Arabs and Jewish. Also Sub-Saharan African who came and settled in North Africa due to distant trading and slavery. People from France, Corsica, Malta, etc. are also found in the present day North Africa (Kaiser, CD Problems?). Africans because of their rich historical background and affluent diversity among inhabitants have different religious beliefs and practices in addition to integrated music, art, drama and dance. As a result of diverse Diaspora the music of North America is influenced by their religious beliefs, spirituality, and nature; it characterizes the groups and individuals as per their prior conditions and musical abilities (Kaiser, Africa and Ethnomusicology). Material cultural Africans have their own distinctive music style which comp els Westerners to recognize their special music as the ‘African Sound’. The basic idea behind their unique music style is concealed under racial unity, geographic harmony, communal politics/history/economy and above all the cultural concord. African maintain their own cultural attitude which is closely associated with the folklore and actual life events, incorporated in to routine life, active participation in music, drama, dance or visual arts. Ultimately all of these are related to their religious beliefs and nature (Kaiser, Africa and Ethnomusicology). The concept of music does not only encompass the typical music style rather it also includes education, sports and work in addition to visual art, playing instruments, poetry, singing and dancing. Furthermore it includes sounds of humans, animals and instruments as voices, there is a call and response relationship, strong link between motion and rhyme, sound, shape and feeling in the music (Kaiser, Africa a

Relationship between the headmaster and teachers

Relationship between the headmaster and teachers INTRODUCTION The relationship between the Head master and teachers in the school organization has always been the focus of much discussion. The discussion has centered on how the actions and behaviors of the Head master affect the work that teachers do and ultimately the students they instruct. Teachers willingness to persist in their efforts to tech difficult student, to try different strategies, even to participate in innovations has been related to their sense of efficacy (Hoy Woolfork, 1993). Ross (1995) in his research on teachers sense of efficacy demonstrated that teachers who believe they are effective set more challenging goals for themselves and their student, take responsibility for student outcomes, and persist longer when faced with obstacles in teaching students who are having difficulty. Researchers has supported the position that teachers efficacy significantly relates to student achievement (Nemman Rutter Smith, 1989) and teachers receptivity to change. In this work, Ross (199 5) suggests that efforts to improve student learning should include attention to teachers sense of efficacy. Leithwood (1992) provides support to the claim that principals demonstrate strategies and behaviors that can increase teachers efficacy. In his studies, he described Heads leadership behaviors as having a direct affect on innovation and change as well as teacher performance both in class and out of class. Leithwood (1994) defined behaviors such as models behavior, inspires group purpose, provides contingent reward, holds high performance expectations, and provides support as being important to teachers in the school organization. Blasà © and Blasà © (1989) found that Heads who gave constant and immediate feedback fostered among their teachers stronger feeling of efficacy. Teachers effectiveness may also be correlated to background variables such a gender, in-service training, years of experience, and educational level. (Ross, 1995). Edwards (1996) in her study indicated that females responded with stronger sense of efficacy with regard to problems in the classroom than males and that there is no correlation with educational level. Bibson and Brown (1982) found that experienced teachers (more than five years) have a strong sense of efficacy than beginning teachers. Other studies fail to substantiate the findings that years of experience relate to efficacy. There is limiting and conflicting evidence that background variables of gender, years of experience, in-service training and educational level may have moderating effects on teachers efficacy. If teacher efficacy affects teacher performance and student achievement, than it is worth looking at what background variables affect teacher efficacy in order to better understand what we can do in the school organization to make teachers feel more able to do their work. Statement of the problem In Pakistan, at the time of independence, the education system was largely comprised of private and local schools run by district councils and municipal governments. At that time these schools were much independent and much decisions of the school matter were taken by the head and teachers of the schools. It was a system in which the central and provincial ministries of education played only a limited role in the operation of schools (Ahmad and Mirza, 1975). This trend continued till the year 1972. That year marked the nationalization of all private schools with the implementation of Martial law regulation 118 (Government of Punjab, 1982). Under its provisions, the rights, properties and assets of private colleges and schools were taken over by the central and provincial governments without compensation to the owners. The salary scale and conditions of employment for teacher previously in private institutions were brought to par with those in government schools. This situation was a great dismal for the democratic and decentralized school system in Pakistan. Not only Head teachers but teachers also were affected in terms of decision making and authority. The head masters and principals of the schools came under the direct control of ministries of education. Top level officers started to decide the matters related to the admissions, curricula and teacher affairs instead of teachers of the school or the head masters of the school. Due to this centralized situation Head teachers also became rigid and undemocratic which resulted ineffective teachers. Research has supported that teacher is the main actor in the education of a child, therefore he must be well equipped with necessary tools of teaching e.g certification status, experience and necessary teacher training (demographic characteristics), moreover with these things he must be satisfy with his profession, knowledge and skills (Hipp, 1995), This study will examine how the leadership behaviors of Head masters as perceived by teachers at the secondary school level correlate with their efficacy in the Schools of Hyderabad Division. Also, the extent to which this relationship is moderated by the select teacher background variables of gender, years of experience, and educational level will be studied. Research questions In order to guide this study following research questions are developed for investigation in this study: What is the relationship between teachers sense of efficacy, both general and personal, and teachers perceptions of their principals leadership behaviors? Does the level of teachers sense of efficacy, both general and personal, differ with respect to the select background variables of gender, years of teaching experience, and educational level? How do principals foster teachers efficacy in their schools? The significance of Study: The purpose of this study is to better understand how Headmaster affects a teachers sense of efficacy. The decisions a Head makes, activities, and behaviors that describe what he does on a day to day basis will be explored in this study, and an attempt will be made to relate these behaviors with teachers efficacy. This study also examined how background variables of teacher affect their sense of efficacy. The select teacher background variables described in this study are gender, years of teaching experience, in-service training and educational level. . Limitations of the study This study is limited to teachers and principals employed in secondary schools located in Hyderabad Division Therefore, the generalization of the results of this study is limited to Districts with similar socioeconomic characteristics. The credibility and dependability of the data in the qualitative part of the study will be established through taped interviews. Insuring confidentiality of all teachers who will respond to both surveys and the interviews, every effort will be made to have the interviews remain confidential Definitions Leadership behaviors: The principal leadership behaviors used in this study are: fostering vision and goals; holding high expectations; providing intellectual stimulation; providing individualized support, developing collaborative decision-making structure and symbolizing good professional practice. Self efficacy: Self efficacy is a construct originated by Albert Bandura to describe an individuals belief in his or her own capabilities. Teaching efficacy: Teaching efficacy refers to a belief in the power of teaching. Personal efficacy: Personal efficacy refers to ones perceived ability to influence classroom events. Methodology The major focus of this study will be to examine how teachers efficacy is affected by their principals leadership behaviors in 20 Secondary schools of Hyderabad Division. It will also be examined that how variables among teachers such as gender, years of experience, and educational level affect teachers efficacy. The study will be conducted in two phases and will combine both quantitative and qualitative methods of investigation in secondary schools of Hyderabad Division.(With the implementation of Devolution Plan of present Government, the boundaries of Hyderabad Division are changed. As the topic was approved for Hyderabad Division, therefore the same geographical areas are included in this study which were previously included in Hyderabad Division). Population of the study Population of this study is all the secondary school teachers of four districts which were previously included in Hyderabad division i.e. Hyderabad district, Dadu district, Badin district and Thatta district. Sample of the study A sample of ninety five teachers and twenty five Head masters will be drawn for this study from the population of all the twenty schools of four districts. The random sampling will be stratified by dividing the schools in clusters of male and female. Methods and procedures The study will be conducted in two phases. In phase one quantitative data will be collected to address the first two research questions. The instruments will be developed by the researcher according to the local conditions. In the preparation of instruments a number of formats are considered to be evaluated particularly the pattern of Teacher Efficacy Scale (TES) by Gibson and Dembo (1948). The data, using instrument will be used to make the quantitative analyses in order to determine the relationships between teachers perceptions of leadership behaviors and teacher efficacy, both general and personal. Data from background information that the teachers completed and the Teacher Efficacy Scale will be analyzed in order to determine the relationship between teacher efficacy and the selected back ground variables of gender, years of teaching experience, and educational level. In addition to check teachers efficacy, student performance of the teacher will also be measured. In phase two a qualitative follow-up study will be conducted to address the research question-How Head masters at the secondary school level can foster teachers sense of efficacy in their schools? In order to address this question, the five schools with the highest aggregated efficacy scores will be selected. At least three teachers will be interviewed at each school. They will be randomly selected from those teachers who will indicate that they are willing to participate in the follow-up study. The questions that will be asked will be designed to give more in-depth information on how Head of schools foster teachers sense of efficacy.

Affirmative Action Essay -- essays research papers

The American government takes affirmative action very seriously as demonstrated in the methods it has implemented to combat discrimination in the workplace. Although it can be argued when affirmative action actually emerged, the government’s efforts to protect the rights of all American citizens with regard to employment began in 1941. President Roosevelt created the Fair Employment Practices Commission (FEPC) when A. Phillip Randolph, president and founder of one of the most powerful black labor unions, threatened to organize a mass march on Washington D.C. if Roosevelt did not take action on behalf of black workers. It was the responsibility of the FEPC to increase the number of black citizens employed by defense contractors. The commission continued its efforts throughout World War II and then was eliminated. President Truman signed Executive Order 9980 in 1948. This order created the Fair Employment Board within the Civil Service Commission. It was the purpose of this commission to increase the employment of minorities within the federal government. Although the board was very idealistic, there was also a great deal of politics involved. The board was terminated soon after President Eisenhower took office. While holding office as vice president in 1961, Lyndon B. Johnson expressed a great deal of interest in the economic flourish of black Americans. He asked a black attorney from Detroit, Hobart Taylor Jr., to assist him in drafting an executive order to present to President Kennedy for his signature. Executive Order 10925 â€Å"required federal contractors to take â€Å"affirmative action† to hire more minority employees† (Darien A. McWhirter, pg.31). This order created the Presidential Commission on Equal Employment Opportunity. While Executive Order 10925 was a step in the right direction, it had limitations. President Kennedy knew that congressional action would increase civil rights efforts. Kennedy passed the Equal Pay Act in 1963. This act demanded equal pay for equal work, prohibiting women from being paid less than men for the same work. In addition to the Equal Pay Act, â€Å"he also proposed sweeping civil rights legislation, which southerners managed to bottl e up in committee†(Melvin I. Urofsky, pg.17). Before he could continue his efforts for civil rights, Kennedy was assassinated. In memorial, Lyndon Johnson urged passage of the Civil Rights act of 1964 ... ... legal action in this case. In Lorance v. AT&T, the issue was that a union contract was changed to reduce the seniority f a group of women employed by AT&T. Although they had a legitimate argument, the Supreme Court rued against them claiming that they waited too long to file their case. In the fifth and final court case, Patterson v. McLean Credit Union, A black woman by the name of Brenda Patterson filed charges of racial harassment against her employer. The decision was to be made if she could sue under the civil rights act passed after the civil war and receive more damages, or would she be required to settle for the provision of the Civil Rights Act of 1964. The court ruled that she was stuck with the 1964 Act. When President Bush signed the Civil Rights Act of 1991, the decisions in all but one of these cases were either modified or overturned. The act gave more protection to the rights of victims of employment discrimination. Although the fight for equality in everyday society sometimes seems like a relentless battle, it is apparent that the government is striving toward equality in the workplace by demanding employers to conform to the laws that it has established.