Russell On Platonic Universals Essays - Ontology, Universal

Russell On Platonic Universals The consideration of Platonic universals consequently rouses controversy among philosophers. Thinkers like Bertrand Russell and Thomas Hobbes contribute reflective explanations for the undeniable usage of question-begging ideas in language and thought. While the deliberation of Platonic universals might seem to be fruitless and, at best, obscure to the layperson, it does function as a critical foundation for metaphysics and epistemology. Whether a philosopher agrees or disagrees with the idea of Platonic universals is irrelevant to the certain truth that he or she must form some opinion of them preceding most any philosophic endeavor. To attempt to summarize Plato's theory of universals in a paragraph would do it a great injustice but a simple, working definition of the theory is necessary to move any further. Plato's theory can be condensed as follows: A universal (or form) is an independently existing, nonspatial, nontemporal "something" known only through thought and that cannot be known through the senses; independently existing objects of thought; that which makes a particular thing uniquely and essentially what it is. In even simpler terms, a universal would be something like the "redness" of an apple. According to Plato, the red quality of the apple must exist because the apple is red. But"redness" itself isn't a tangible thing that can be directly experienced with the senses. You cannot produce "red" itself, only things that are red. But it is not only the fact that an apple is red that distinguishes it from other objects in the world. In addition to its "redness", an apple is an apple. An apple is not a pear. The quality unique to the apple is its "appleness". Thus, by appealing to the Platonic universals one can make a distinction between an apple and a pear, or all other things in the world. I. Thomas Hobbes' Nominalism Plato concluded that universals must actually exist. That is, that when "appleness" is appealed to, something ?out there' provides classification for the thing in question. This was (and still is) a radical notion that demanded explanation and was highly susceptible to criticism. Among those critics was Thomas Hobbes, a 16th Century social and political philosopher. In his work, The Leviathan, Hobbes argued that thought is a purely material event and that universals are just a result of language. Hobbes was a nominalist. Nominalism is the view that there are no universals over and above particular individuals2. For Hobbes, one of the answers to the question of universals could be found in the commonality of things. For instance, if a rock and a table are both hard, it is not because we refer to a universal, "hardness" for them, it is because we use the word "hard" to describe both of them. Another point made by Hobbes was that humans place things into categories in order to satisfy certain needs. Heimir Geirsson made a good analogy of this idea in his Metaphysics textbook, Beginning Metaphysics. He uses a weed for the analogy: A good example of this is the term "weed," which is defined as a plant that is not desired or cultivated by human beings and grows profusely. This is not a natural species that would exist even if human beings had never decided to classify some plants as "weeds." Many human beings are interested in having a special category for plants they don't like and that grow abundantly, and they create that category for plants they don't like, and they create that category with that name and definition. If human beings had not worried about weeds, then there would be no weeds. Of course, there would still be plants that we now call "weeds," e.g. dandelions and crabgrass, but they would not be weeds. Whether or not there are weeds depends on human beings classifying these plants as weeds.2 Geirsson's analogy is an interesting one because of the question it evokes. Why aren't all definitions like that of the weed, i.e., human classification? Hobbes thought that they were. For Hobbes, there were no real universals. Those things, which we refer to as universals, are simply created by humans out of a need to organize the world. II. Bertrand Russell on Platonic Universals Bertrand Russell attempted to defend the theory of Platonic universals. In order to do this he first thought it necessary to distinguish between universals that were qualities of things and those that were relations between things. The most practical way to separate qualities and relations is to understand them through their linguistic functions. Adjectives and common nouns express qualities or properties of

Childrens fairy tales Essays

Childrens fairy tales Essays Childrens fairy tales Essay Childrens fairy tales Essay The Pardonner and the Summoner are the last two portraits in the prologue and perhaps two of the most interesting. They appear to be not only partners in work but also in a homosexual relationship. The bond is strong and they are open about their affections; on the journey they sing a love song together, and rather loudly too! Ful loude he soong come hider, love to me! / this the Summoner bar to him a stif burdoun. They are both quite similar in their visage, both being relatively ugly, and yet at the same time they have something about them of the fascination of the incongruous in childrens fairy tales. A Summoner was a person appointed to bring the ecclesiastical courts to those who transgressed against the laws of the church. The position offered many chances for corruption and abuse of power, and we see that this Summoner readily indulges in doing so. In Chaucers era the face told many tales and was reflective of inner character. We see almost immediately that the Summoners face epitomises his inner torment and struggle with morality. The reference to his fyr reed cherrubinnes face reminds us hells fire and therefore symbolises his lecherous nature. The ironic juxtaposition of fyr reed and cherrunbinnes highlights the darker side of his personality. The description of the Pardonner is equally as repelling. His hair is as yelow as wex,,/But smothe it heeng as dooth a strike of flex hanging in greasy rats tails, his eyes narrow and these, coupled with an unbroken voice and boyish complexion, appear inappropriate for a grown man and force the Pardonner to cover his inadequacies by pretending to be a stylish, homosexual, young man. Both men work for the church, and both exploit people to the full. The Summoner is prepared, if adequately bribed, to condone most offences, as he believes money is more important than the excommunication that the courts can give, purs is the ercedekenes helle. For only a quart of wine he will permit the priests to have a mistress, in fact he will allow almost anything; for the right price! We can overlook nearly all of this as most sins no longer punishable in todays society, but perhaps the most chilling and disturbing aspect to his character is that he has the girles1 in his diocese at his mercy. After hearing of his lecherous nature we wonder just what this man does with these young people. The Pardonner, like the Summoner, earns his living through deceiving people. Pardonners were sellers of Papal indulgences, whereby a sinner could buy penance; but this Pardonner earns extra money to that which he gains selling penances; he sells relikes. A pilwe-beer which he claims is the veil of the Virgin Mary, pigges bones masquerading as those of a saint, fragments of the sail and a cheap cross and with these and feyened flaterie and japes,/ He made the person and the people his apes. Perhaps, howver, the ultimate irony is that this loathsome creature is extremely convincing in church But trewely to tellen at laste,/ he was in chirche a noble ecclesiate. In writing the portrait of the Summoner, Chaucer appears to be flattering the man when he is in fact his scathing satire is reaching new intensities. When describing the Pardonner, on the other hand, Chaucer is openly hostile. One source claims that this si so that we can empathise with his spiritual sterility, but in my opinion Chaucer merely created a character to be totally loathed and detested. The Friar is third ecclesiast in the prologue and the last of the trio of deviants who set their desires against the ordained patterns of behaviour. Of all of them, the Friar is by far the worst. This Friar, like others, has moved form being an itinerant teacher and defender of the faith, to being an exploiter of the poor and a parasite on the community. Perhaps Chaucer was trying to warn us when he opened the portrait by describing the Friar as a wantowne and a merie,/ A limatour, a ful solempne man. These adjectives seem to have been randomly thrown together by Chaucer and in fact this sort of moral chaos is perfectly fitting for the Friar. He hadde maad ful many a marriage/ Of yonge wommen at his owene cost. This altruistic gesture seems more in keeping with the duties of a devoted Friar, but I discovering his lecherous nature the gesture begs the question why? The Friar is not selfless and we wonder what was in it for him? It becomes apparent that these marriages are merely a despicable front, a way of offloading his own sexual mistakes and a means of allowing him to negate responsibility for his actions. Unto his ordre he was a noble post, This is heavily ironic as we find it hard to conceive that this man is the pillar of any community. Chaucers use of adverbs such as sweetly and plesaunt only serve to highlight the sarcastic and ironic tone of this portrait. The Friar abuses his power of confession He was an esy man to yeve penaunce, /Ther as he wiste to have a good pitaunce which is a great contrast to the Parson who would snibben sharply for the nonis any man who transgressed, regardless of his social position.

Learn German Numbers, Dates, and Arithmetic Terms

Learn German Numbers, Dates, and Arithmetic Terms For each number below, two forms are shown for German language learners: Kardinalzahl (Cardinal  number: 1, 2, 3, etc.)Ordinalzahl (Ordinal  number: 1st, 2nd, 3rd, etc.) Notes on Fractions, Decimals, Articles, and Gender In some cases, a  fractional  number (Bruchzahl: 1/2, 1/5, 1/100) is also given. To make fractions (Brà ¼che) for five and above, just add -el  to the number, or -tel  if the number does not end in t: acht  Ã‚  el  Ã‚  achtel  (an eighth)zehn  Ã‚  tel  Ã‚  zehntel  (a tenth) For Dezimalzahlen (decimal numbers), Germans use das Komma (a comma), not a decimal point: 0.638 0,638 (null Komma sechs drei acht)1.08 1,08 (eins Komma null acht) Fun Fact The German expression in null Komma nichts (â€Å"in zero point zero†) means in an instant or in a flash. Although the masculine (calendar date) form is shown for the ordinal numbers, they can also be feminine (die), neuter (das) or plural, depending on the noun they are used with: das erste Auto  (the first car)die zweite Tà ¼r  (the second door)die ersten Menschen  (the first humans) When referring to individual numbers in German, you say die zwei (two) or die einundzwanzig (twenty-one), short for die Nummer/Zahl. An example would be naming the winning numbers for the lottery on television. Numbers From One to Ten (1-10) 0:  null  (zero or nought)1:  eins (one)der erste,  der 1.  (first)Time Construction: no ending on ein in ein Uhr (one oclock); but eine Uhr (one clock or a clock)  with -e ending on the article eineDate Construction: am ersten (on the first);  am ersten Mai or  am 1. Mai (on May first, on the first of May, on 1 May, or on May 1st)2:  zwei (two); the alternative form  zwo  is often used to avoid confusion with  dreider zweite,  der 2.  (second)halb, die Hlfte  (half or one-half)Time Construction: zwei Uhr (two oclock), but zwei Uhren (two clocks)3:  drei (three)der dritte,  der 3.  (third)drittel  (one third or a third)4:  vier (four)der vierte  (fourth)viertel-, das Viertel  (one fourth, one quarter, a fourth, a quarter or quarter)5:  fà ¼nf (five)der fà ¼nfte  (fifth)6:  sechs (six)der sechste  (sixth)7:  sieben (seven)der siebte  (seventh)8:  acht (eight)der achte  (eighth)9:  neun (nine)der neunte  (ninth) 10s, Tens, or Teens 10: zehn (ten)der zehnte,  der 10.  (tenth)11: elf (eleven)der elfte,  der 11.  (eleventh)12: zwà ¶lf (twelve)der zwà ¶lfte,  der 12.  (twelfth)13: dreizehn (thirteen)der dreizehnte,  der 13.  (thirteenth)am dreizehnten (on the thirteenth)14: vierzehn (fourteen)der vierzehnte,  der 14.  (fourteenth)am vierzehnten (on the fourteenth)15: fà ¼nfzehn (fifteen)der fà ¼nfzehnte,  der 15.  (fifteenth)am fà ¼nfzehnten (on the fifteenth)16: sechzehn (sixteen)der sechzehnte,  der 16.  (sixteenth)17: siebzehn (seventeen)der siebzehnte,  der 17.  (seventeenth)18: achtzehn (eighteen)der achtzehnte,  der 18.  (eighteenth)19: neunzehn (nineteen)der neunzehnte,  der 19.  (nineteenth) 20s or Twenties In German, to say in the twenties, short for the 1920s, you say in den zwanziger Jahren. The same method is used for the following decades. The 1900s and the teens are a little different. 20: zwanzig (twenty)der zwanzigste, der 20.  (twentieth)am zwanzigsten Juni, am 20. Juni  (on the twentieth of June or on June 20th)21: einundzwanzig (twenty-one)der einundzwanzigste,  der 21.  (twenty-first)am einundzwanzigsten Juni,  am 21. Juni  (on the twenty-first of June or on June 21st)22: zweiundzwanzig (twenty-two)der zweiundzwanzigste,  der 22.  (twenty-second)23: dreiundzwanzig (twenty-three)der dreiundzwanzigste,  der 23.  (twenty-third)24: vierundzwanzig (twenty-four)der vierundzwanzigste,  der 24.  (twenty-fourth)25: fà ¼nfundzwanzig (twenty-five)der fà ¼nfundzwanzigste,  der 25.  (twenty-fifth)26: sechsundzwanzig (twenty-six)der sechsundzwanzigste,  der 26.  (twenty-sixth)27: siebenundzwanzig (twenty-seven)der siebenundzwanzigste,  der 27.  (twenty-seventh)28: achtundzwanzig (twenty-eight)der achtundzwanzigste,  der 28.  (twenty-eighth)29: neunundzwanzig (twenty-nine)der neunundzwanzigste,  der 29.  (twenty-ninth) 30s or Thirties Note that unlike the other tens,  dreißig  has no z in its spelling. 30:  dreißig (thirty)der dreißigste,  der 30.  (thirtieth)31:  einunddreißig (thirty-one)der einunddreißigste,  der 31.  (thirty-first)32:  zweiunddreißig (thirty-two)der zweiunddreißigste,  der 32.  (thirty-second)33:  dreiunddreißig (thirty-three)der dreiunddreißigste,  der 33.  (thirty-third)34 to 39: consistent with the system from the 20s 40s or Forties 40:  vierzig (forty)der vierzigste,  der 40.  (fortieth)41:  einundvierzig (forty-one)der einundvierzigste,  der 41.  (forty-first)42:  zweiundvierzig (forty-two)der zweiundvierzigste,  der 42.  (forty-second)43:  dreiundvierzig (forty-three)der dreiundvierzigste,  der 43.  (forty-third)44 to 49: consistent with previous systems 50s or Fifties 50:  fà ¼nfzig (fifty)der fà ¼nfzigste,  der 50.  (fiftieth)51:  einundfà ¼nfzig (fifty-one)der einundfà ¼nfzigste,  der 51.  (fifty-first)52:  zweiundfà ¼nfzig (fifty-two)der zweiundfà ¼nfzigste,  der 52.  (fifty-second)53:  dreiundfà ¼nfzig (fifty-three)der dreiundfà ¼nfzigste,  der 53.  (fifty-third)54 to 59: consistent with previous systems 60s or Sixties 60:  sechzig (sixty)der sechzigste,  der 60.  (sixtieth)61:  einundsechzig (sixty-one)der einundsechzigste,  der 61.  (sixty-first)62:  zweiundsechzig (sixty-two)der zweiundsechzigste,  der 62.  (sixty-second)63:  dreiundsechzig (sixty-three)der dreiundsechzigste,  der 63.  (sixty-third)64 to 69: consistent with previous systems 70s or Seventies 70:  siebzig (seventy)der siebzigste,  der 70.  (seventieth)71:  einundsiebzig (seventy-one)der einundsiebzigste,  der 71.  (seventy-first)72:  zweiundsiebzig (seventy-two)der zweiundsiebzigste,  der 72.  (seventy-second)73:  dreiundsiebzig (seventy-three)der dreiundsiebzigste,  der 73.  (seventy-third)74 to 79: consistent with previous systems 80s or Eighties 80:  achtzig (eighty)der achtzigste,  der 80.  (eightieth)81:  einundachtzig (eighty-one)der einundachtzigste,  der 81.  (eighty-first)82:  zweiundachtzig (eighty-two)der zweiundachtzigste,  der 82.  (eighty-second)83:  dreiundachtzig (eighty-three)der dreiundachtzigste,  der 83.  (eighty-third)84 to 89: consistent with previous systems 90s or Nineties 90:  neunzig (ninety)der neunzigste,  der 90.  (ninetieth)91:  einundneunzig (ninety-one)der einundneunzigste,  der 91.  (ninety-first)92:  zweiundneunzig (ninety-two)der zweiundneunzigste,  der 92.  (ninety-second)93:  dreiundneunzig (ninety-three)der dreiundneunzigste,  der 93.  (ninety-third)94 to 99: consistent with previous systems 100s or One Hundreds 100: hundert  or  einhundert (hundred, a hundred or one hundred)der hundertste,  der 100.  (hundredth)(ein) hundertstel  (one-hundredth or one out of one hundred)101: hunderteins (hundred-and-one)der hunderterste,  der 101.  (hundred-and-first)102: hundertzwei (hundred-and-two)der hundertzweite,  der 102.  (hundred-and-second)103: hundertdrei (hundred-and-three)der hundertdritte,  der 103.  (hundred-and-third)104 to 199: continue in the same way 200s or Two Hundreds, and Other Hundreds 200:  zweihundert (two hundred)der zweihundertste,  der 200.  (two-hundredth)201:  zweihunderteins (two-hundred-and-one)der zweihunderterste,  der 201.  (two-hundred-and-first)202:  zweihundertzwei (two-hundred-and-two)der zweihundertzweite,  der 202.  (two-hundred-and-second)203:  zweihundertdrei (two-hundred-and-three)der zweihundertdritte,  der 203.  (two-hundred-and-third)204 to 899: continue in the same way 900s or Nine Hundreds 900:  neunhundert  (nine-hundred)der neunhundertste,  der 900.  (nine-hundredth)901:  neunhunderteinsder neunhunderterste,  der 901.  (nine-hundred-and-one)902 to 997: continue in the same way998:  neunhundertachtundneunzig  (nine-hundred-ninety-eight)der neunhundertachtundneunzigste,  der 998.  (nine-hundred-ninety-eighth)999:  neunhundertneunundneunzig  (nine-hundred-ninety-nine)der neunhundertneunundneunzigste,  der 999.  (nine-hundred-ninety-ninth) 1000s or One Thousands In German, one thousand is written or printed as either 1000, 1.000 or 1 000,  using a Punkt (decimal point) or a space instead of a comma. This also applies to all German numbers above 1,000. 1000:  tausend  or  eintausend (thousand, a thousand, or one thousand)der tausendste,  der 1000.  (thousandth)tausendstel  (one-thousandth or one out of a thousand)1001:  tausendeins (thousand-one or one-thousand-and-one)der tausenderste,  der 1001.  (thousand-first)1002:  tausendzwei (thousand-two)der tausendzweite,  der 1002.  (thousand-second)1003 to 1999:  continue in the same way Fun Fact 1001 Arabian Nights becomes Tausendundeine Arabische Nacht, but its 1001 Nchte (tausendeine Nchte) otherwise. 2000s or Two Thousands, and Other Thousands 2000:  zweitausend (two-thousand)der zweitausendste,  der 2000.  (two-thousandth)2001:  zweitausendeins (two-thousand-one or two-thousand-and-one)der zweitausenderste,  der 2001.  (two-thousand-first)2002:  zweitausendzwei (two-thousand-two)der zweitausendzweite,  der 2002.  (two-thousand-second)2003:  zweitausenddrei (two-thousand-three)der zweitausenddritte,  der 2003.  (two-thousand-third)2004:  zweitausendvier (two-thousand-four)der zweitausendvierte,  der 2004.  (two-thousand-fourth)2005 to 9998: continue in the same way9999:  neuntausendneunhundertneunundneunzig (nine-thousand-nine-hundred-ninety-nine)der neuntausendneunhundertneunundneunzigste,  der 9.999. (nine-thousand-nine-hundred-ninety-ninth) Talking About Jahre (Years) For the years 1100 to 1999 in German, you must say the  hundert rather than the tausend, as for 1152 (elfhundertzweiundfà ¼nfzig) or 1864 (achtzehnhundertvierundsechzig). 1100:  elfhundert  (year, number)tausendeinhundert  (number only)1200:  zwà ¶lfhundert  (year, number)tausendzweihundert  (number only)1800:  achtzehnhundert  (year, number)1900:  neunzehnhundert  (year, number)2000:  zweitausend  (year, number) In the year 2001 can be spoken or written in German as im Jahre 2001 or im Jahr 2001 (zweitausendeins). The phrase im Jahre means in the year, as in: Im Jahre 1350 (dreizehnhundertfà ¼nfzig) (In the year 1350). If the word Jahr is left out, then the year is used by itself, with no im (in the). For example: Er ist im Jahre 2001 geboren. | Er ist 2001 geboren. (He was born in (the year) 2001.)Er ist im Jahre 1958 geboren. | Er ist 1958 geboren. (He was born in 1958.)Kolumbus hat 1492 (vierzehnhundertzweiundneunzig) Amerika entdeckt. (Columbus discovered America in 1492) To convey the Christian calendar use of A.D. (anno domini, year of our Lord) and B.C. (Before Christ), German uses  n.Chr.  (nach Christus) for A.D. and  v.Chr.  (vor Christus for B.C. C.E. and B.C.E., for Common Era and Before Common Era, were used mostly in East Germany like so:  u.Z. (unserer Zeitrechnung) for C.E., and v.u.Z. (vor unserer Zeitrechnung) for B.C.E. 10,000 and Up 10,000:  zehntausend (ten-thousand)der zehntausendste,  der 10.000.  (ten-thousandth)20,000:  zwanzigtausend (twenty-thousand)der zwanzigtausendste,  der 20.000.  (twenty-thousandth)100,000:  hunderttausend (hundred-thousand)der hunderttausendste,  der 100.000. (hundred-thousandth)1,000,000: (eine) Million (million, one million, or a million)der millionste,  der 1.000.000.  (millionth)2,000,000: zwei Millionen (two million)der zweimillionste,  der 2.000.000. (two-millionth)1,000,000,000: (eine) Milliarde (billion, one billion, or a billion)der milliardste, der 1,000,000,000. (the billionth)1,000,000,000,000: (eine) Billion (trillion, one trillion, or a trillion)der billionste, der 1,000,000,000,000  (the trillionth) Fun Fact In German, one million is  eine Million, but two million is  zwei Millionen  (two millions). An American billion is a German Milliarde. A German Billion is an American trillion.​ Mathematische Ausdrà ¼cke (German Math Terms) German English addieren "add" die Algebra "algebra" das Differentialrechnendas Integralrechnen "calculus" dividieren "divide" durchzehn durch zwei (10/2) "divided by""ten divided by two" istgleichfà ¼nf und sechs ist elf "equals""five plus six equals eleven" die Gleichunge Gleichungsformel "equation" die Formel "formula" die Geometrie "geometry" minusweniger "minus""less" multiplizieren "multiply" plusundzwei und/plus zwei "plus""and""two plus two" subtrahieren "subtract" die Trigonometrie "trigonometry"

Electronic Banking Case Study Example | Topics and Well Written Essays - 2000 words

Electronic Banking - Case Study Example According to New Dawn Magazine (1995, pg. 1), "Money - in the traditional sense no longer exists. It died two decades ago when Richard Nixon forever abolished the gold standard. Since then, money as we once knew it has been replaced by an unstable new global medium of exchange that is called 'megabyte money'... megabyte money is a threat not only to our country's long-term growth and prosperity, but to the individual as well." The public now has quite a few electronic money counterparts available at their disposal. The United States Bureau of Engraving and Printing still prints greenbacks in sheets of 32. "In fiscal 2007, the government will print about 9.1 billion individual bills. But 95 percent is to replace worn currency, not to expand the supply. THE BUCK STARTS HERE, say signs on some printing presses. In reality, today's buck usually begins (and ends) as a mere data entry" (Samuelson, 2007, pg. 1). * U.S. currency (dollar bills of all amounts) totaled $784 billion in 2006, but probably half or more is held outside the United States by foreigners who prize dollars--especially $100 bills--as a store of value. That suggests that less than $400 billion in currency supports a $13 trillion economy. In 1970, the economy's relative need for cash was almost twice as high. * In 2005, Americans held 1.7 billion credit and debit cards (about seven for everyone over 15), says The Nilson Report, an industry newsletter, and in the past decade, debit-card use has soared. In 1996, checks and cash represented almost 80 percent of consumer payments, estimates Nilson; they're now less than half. (The latest firm figures for 2005 show all paper payments at 50.3 percent of the total, with cash at 20.7 percent; by 2010, Nilson expects electronic payments to exceed 70 percent of the total.) * From a peak of almost 50 billion in 1995, the number of checks written in the United States fell to 36.6 billion in 2003, while the number of electronic payments rose from 15 billion to 44 billion, estimates the Federal Reserve. (The Fed survey doesn't directly measure cash use.) Companies are even marketing products to kids that are supposed to help get them used to the cashless society that supposedly lies ahead. For instance, Mastercard came out with a credit card made just for children. One of the biggest dangers of this card is that it can allow children to go into debt by purchasing and consuming large amounts of products without using cash. "Supporters regard the cards, which are issued by Bluecorner, as the natural step in an increasingly cashless society. They argue that the prepayment cards will familiarise children with plastic without spending too much. The cards are designed to get children used to the fact that cash is obsolete and their money, and the amount they are allowed to spend is controlled by someone else who also profits from their spending" (Watson, 2006, pg. 1). The Role of Information Systems According to New Dawn Magazine (1995, pg. 1), "Certainly there are jumps in technology that have facilitated this. For instance, a product that we market at Norwest is a debit card. It is a Visa Card (credit) but it's a debit card, so the money comes out of your checking account. This year [1994] across the country, Visa's volume (the number of times that the Visa Card is used) is up massively. Check

Ethical professional and cultural issues of ICT Essay

Ethical professional and cultural issues of ICT - Essay Example around the world, rights which have already legally been recognized are daily being violated, whether it is in the name of economic advancement, some religious causes, political stability, the fight against terrorism, or for various personal greed and interests. These violations of rights has created new problems in the human social systems, such as the digital divide, digital security, cybercrime and a number of privacy concerns, all of these have affected people’s lives either indirectly or directly. It is important for the countries like Britain to come up with an assessment of the current situation, followed by a guideline for a plan of action to combat the incidence of malicious attacks on the integrity, confidentiality and availability of electronic data and systems, forgery and fraud, computer crimes, content related offenses, such as those which are related to child pornography and violations of the intellectual property rights (IPRs). Taking this another step forward there are threats to the critical infrastructure and national interests are arising from the use of the internet for criminal and terrorist activities which has become a growing concern over the past few years. The damage incurred to governments, businesses and individuals in these countries in which the internet is used widely, is fast gaining scope and importance. Consumers have started losing confidence in transactions and businesses, due to this opportunity costs may rise to substantial heights. Information technology has had a massive impact on people from all walks of life, all around the world. Major developments in ICT has made it possible for a transition of information processing, storage and dissemination, from paper to virtual, which is now setting new heights of speed, accuracy and efficiency in all human activities. Latest computerized databases are being extensively used to store all forms of confidential data of political, economic, social or personal nature for the support

The KBR Swindon Essay Example for Free

The KBR Swindon Essay INTRODUCTION The KBR Swindon warehouse facility is responsible for the receipt, storage, maintenance and out-loading of equipment in support of KBR global contracts. It is also the long-term storage and logistic facility for UK KBR based projects. The Warehouse Manager has overall Health and Safety responsibility for all the projects working out of this facility. The Swindon Safety Management System is based on BS OHSAS 18001:2007 certification. As part of KBR Management System review, the Swindon Warehouse completes quarterly Project Status Review (PSR) to feed information in to the overall KBR management system review. AIMS AND OBJECTIVES The aim of this report is to ensure that all projects working in this facility are in compliance with the KBR Health and Safety management system and is meeting legal requirements. This report will also provide an opportunity to review the effective communication and cooperation between different projects sharing one facility and identify the effectiveness of the management system, conclusions, recommendations and an action plan if improvements are required. METHODOLOGY The methodology of this audit is to review the policies, objectives and management system of the KBR Swindon warehouse facility for the safe receipt, storage and maintenance of equipment. This will entail reviewing the implementations of risk assessments, communications between the management and the workforce which includes compliance with current legislation, KBR Instructions and Procedures, various safety meetings and the KBR Safety Policy. The documentation that will be used in the audit will include: The warehouse Health and Safety plan to ensure that there is management commitment to health and safety in the warehouse. Emergency procedures to ensure suitable and sufficient procedures are in place in case of an emergency. Minutes of meetings to review whether Health and Safety concerns are being discussed and review the outcome and corrective actions. Accident records to assess whether there are any trends and significant near miss incidents. Risk assessments to ensure that all risks has been assessed and that mitigation measures put in place is suitable and sufficient to control the risk as low as reasonably practicable. Method statements to ensure that the tasks are being conducted in a safe manner. Training records to ensure that all employees and visitors are aware of the Health and Safety arrangements. DESCRIPTION OF THE ORGANISATION The building is a large 240,000ft2 open-plan warehouse containing two-storey offices on the North end of the warehouse. The warehouse also has 2 integral two-storey offices, welfare and canteen units. The warehouse is a rented facility and the Warehouse Manager has regular meetings with the landlord representative to deal with issues regarding the fabric of the buildings, services and surrounding hard standing within the tenanted estate. The occupancy of the warehouse consists of six KBR staff including the warehouse manager. Approximately five agency employees are used dependant on the activities scheduled for the week. Main work patterns for the warehouse staff are to move the equipment in to the testing area, test the equipment,  clean and fix any defective equipment to ensure the readiness for deployment. The main risks to the warehouse staff include forklift truck operations, manual handling and mechanical hazards working with power tools. In addition, the offices at the warehouse are used as a call centre which is completely separate from the work being conducted in the storage facility. This is a secure access area and is set up in an open-plan office environment with approximately 30 desks. This call centre is manned 24 hours a day and will always have a minimum of 2 occupants. However, occupancy could increase to 30 for training days, interviews and meetings. The main risks to the call centre operators are Work Related Upper Limb Disorders as a result of poor ergonomics and lone working hazards. LEGAL ENVIRONMENT There is no Health and Safety Executive (HSE) or Environmental Agency (EA) censures or improvement notices placed on the site by the HSE or EA. Pertinent hazards addressed by risk assessments at this facility are categorised below. There is a duty on the Warehouse manager to ensure that adequate arrangements are in place for work equipment as described in The Provision and Use of Work Equipment Regulations 1998 (PUWER). A lot of different types of machinery will be used in the warehouse area which the warehouse manager will need to ensure complies with the PUWER before they are commissioned for use. Regulations 4 to 10 sets out the management duties of PUWER covering the selection of suitable equipment, maintenance, inspection, specific risks, information, instructions and training. Seeing as the equipment has been bought second hand, it will need to be inspected by a competent person, producing a risk assessment and providing information, instruction and training to all warehouse staff on the use of the machinery. Regulations 11 to 24 of PUWER cover guarding of dangerous parts of work equipment, the provision of appropriate stop and emergency stop controls, stability, suitable and sufficient lighting and suitable warning markings or devices. The inspection of machinery will identify dangerous parts of the equipment  and the warehouse manager will need to ensure that the guards are fitted to the machines before the machines are commissioned. The Lifting Operations and Lifting Equipment Regulations 1998 (LOLER) apply in relation to all work activities undertaken by KBR where lifting equipment and operations as defined by the regulations are used. This legislation expands on the general requirements of the Health and Safety at Work etc. Act 1974 and complements the requirements of the Provision and Use of Work Equipment Regulations 1998 (PUWER). KBR has a duty under these regulations in situations where lifting equipment is used by employees at work, to ensure that the lifting equipment and associated lifting operations are carried out safely. In addition, persons who have any control of lifting operations, or who supervise or manage the use of lifting equipment also have a duty under the Regulations, but only to the extent of their control. LOLER requires the Warehouse manager to conduct a risk assessment on the forklift trucks which will be used inside the warehouse and the measures needed to eliminate or control the ris ks. Regulation 6 of the Workplace (Health, Safety and Welfare) Regulations 1992 and its supporting Approved Code of Practice (ACOP) provides the warehouse manager with general requirements about ventilation of the warehouse and equipment used to ventilate the warehouse. Regulation 7 of The Control of Substances Hazardous to Health Regulations 2002 (COSHH) requires the warehouse manager to prevent or control the exposure of employees to substances hazardous to their health. Compliance with this Regulation is particularly important as incident reports from the warehouse has indicated a near miss incident where an employee took receipt of a delivery and spilled a chemical due to poorly packaged bottles. If any of the risk assessments identifies that personal protection is required, then the Warehouse manager will need to ensure that personal protection equipment (PPE) is provided in accordance with the Personal Protective Equipment at Work Regulations 1992. The Warehouse manager needs to ensure that a stock of PPE is available for visitors and employees who do  not have the right PPE when entering the warehouse. The Warehouse manager also has a duty under The Regulatory Reform (Fire Safety) Order 2005 (RRFSO) to conduct a suitable and sufficient Fire Risk Assessment and to ensure that Fire safety arrangements are in place to elimination or reduction of risks from dangerous substances. The warehouse manager faces the challenge to manage both the warehouse and the call centre employees during an emergency. Under the same regulations the Warehouse manager should ensure means are available for fire-fighting and fire detection and that there are adequate emergency routes and exits from the warehouse. KBR will have generally assessed fire evacuation routes, means of detection and raising the alarm at all of its sites. Details of these arrangements are usually contained in the fire risk assessments kept at each site. KBR managers are required to do the following to maintain fire prevention measures: Ensure that a suitable fire risk assessment is in place. Ensure that any actions arising from external inspections are acted upon in an appropriate and timely manner. Often this will mean monitoring improvements to be carried out by the client, and in all cases will require the addition of information to local health, safety and environmental plans. Carry out regular housekeeping checks to ensure that items are not being stored inappropriately, especially near hot or electrical equipment, that escape routes are not blocked and that fire safety equipment has not been interfered with. Ensure employees do not increase the fire risk at an office or similar by using faulty electrical goods, smoking in a non-designated area or storing refuse inappropriately. Ensure that records are completed whenever there have been any checks or maintenance of fire safety equipment/fixtures using Fire Equipment Inspection Sheet. Ensure fire prevention measures are communicated to staff, contractors and visitors. The Health and Safety (Consultation with Employees) Regulations 1996 (HSCER) requires the Warehouse manager to consult employees on the information required about risks to their health and safety and preventative measures in place. All management and staff in a working environment need to follow the KBR FIRST AID guidance as a minimum standard in order to ensure the health, safety and welfare of KBR employees and other persons who may be affected by our undertakings. First Aid at work covers the initial management of any injury or illness suffered at work. First Aid can save lives and prevent minor injuries becoming major ones. Under the Health and Safety (First Aid) Regulations 1981 (as amended 2009), all workplaces must make provisions for first aid, to be readily available at appropriate times. The Control of ASBESTOS Regulations 2012 requires KBR to prevent the exposure of its employees to asbestos so far as is reasonably practicable. To achieve this KBR must ensure perform suitable and sufficient assessments in accordance with HSG 264 Asbestos: the survey guide that determines whether asbestos is present on the premises. This was arranged by the premises owner prior to KBR occupying the premises and Asbestos areas were identified within the warehouse. KBR must ensure that the warehouses owner: †¢ Determines the risk from the asbestos. †¢ Prepares a written plan identifying the area of the premises concerned and the measures necessary for managing the asbestos risk. †¢ Implement the measure in the plan. †¢ Record the measures taken to implement the plan. These measures should include adequate means for: †¢ Monitoring the condition of any asbestos or suspected asbestos. †¢ Maintaining the asbestos or its safe removal. †¢ Providing information identifying the location and condition of identified asbestos to any person likely to disturb it and making this information available to the emergency services. The Control of NOISE at Work Regulations 2005 will need to be considered for a backup generator placed inside the warehouse where Warehouse staff will be working during their normal working day. The Control of Noise at Work Regulations 2005 places the following duties on to the Warehouse manager: †¢ Carry out a suitable and sufficient assessment of the risk to the health and safety of employees who are liable to noise exposure at or above any Lower Exposure Action Levels. †¢ Record the significant findings of the assessment and ensure that it is reviewed regularly and revised as required. †¢ Record any measurements taken. †¢ Ensure that the risk assessment has been carried out by a competent person. †¢ Reduce noise exposure to as low as is reasonably practicable, by means of organisational and technical measures other than personal hearing protectors, where any employee is likely to be exposed above any Upper Exposure Action Levels. †¢ Hearing protection is to be available on request for any employee exposed above the lower exposure action value, and must be provided to any employee exposed at or above the upper exposure action level. †¢ Designated areas where employees are likely to be exposed to or above the upper action level as hearing protection zones. †¢ Ensure that no employee enters designated hearing protection zones unless they are wearing ear protectors. †¢ Provide employees with information, training and instruction about risks, control measures, hearing protection and safe working practices. Warehouse staff will be conducting manual handling activities during their normal working day so the warehouse manager will need to ensure compliance with the MANUAL HANDLING Operation Regulations 1992. The Warehouse manager need to ensure a suitable and sufficient assessments of all such manual handling operations are undertaken and have taken into account all foreseeable risks. In addition to the legal environment in the warehouse, the Warehouse manager needs to ensure compliance with The Health and Safety (Display Screen Equipment) Regulations 1992 to minimise to eliminate or reduce possible eyesight or musculoskeletal disorders due to the effects of continual display screen equipment use. REVIEW OF THE HEALTH AND SAFETY MANAGEMENT SYSTEM The KBR Swindon Safety Management System is based on BS OHSAS 18001:2007 Standard and follows the Plan-Do-Check-Act methodology. DESCRIPTION The general requirement of the Planning stage is to define and document the scope of the management system. This information is captured in the KBR Corporate HSE Policy which is a global document and is written in a very general and broad manner in an effort to comply with all possible projects on a global level. The management system has a process in place for hazard identification, risk assessment and determining controls covered in various  work methods. The HSE Risk Assessment work method provides guidance on the specific duty placed upon KBR to carry out a suitable and sufficient assessment of all risks to the health and safety of employees and others, arising at or from a work activity. The Identification and Evaluation of HSE Legislative and Other Requirements process map identifies relevant HSE legislative requirements applicable and is recorded in the HSE Requirements Register. The KBR Swindon HSE Plan contains an organisation charts which clearly identifies roles, responsibilities and accountability for everyone working at the warehouse. KBR needs to ensure that everyone working in the warehouse is competent and experienced for the work that they are doing. The KBR Swindon Training Strategy contains a Training matrix to ensure appropriate level of competence at different levels of authority. The HSE Management system is available to all employees on the KBR intranet and regularly reviewed, updated and communicated via the intranet. KBR operates a three-tiered emergency response procedure whereby all projects and locations will ensure a Local Emergency Response Plan (LERP) is in place to manage low level emergencies. The KBR warehouse can then escalate the emergency to a Level 2 Incident Commander if it is deemed necessary and the Level 2 Incident Commander can escalate to a Level 3 global status in severed circumstances. KBR operates an integrated management system so the Audit Management System process required by the Quality Management System is used to conduct audits to determine the effectiveness of the controls in place. Health and Safety performance is measured using incident and accident statistics and completing monthly project reviews. Each project is set a target, usually a 10% reduction from the previous years incident rate, and is monitored against this target. This information is then discussed in a management review meeting on a quarterly basis.

The Nike Essay -- Greek Greece Symbolism History Athletics Essays

The Nike A Greek would say, "When we go to battle and win, we say it is Nike." According to Greek Mythology, The Nike was the winged goddess of victory. Daughter of the titan Pallas and the river Styx, Nike sat at the side of the omnipotent Zeus for the duration of his plight with the titans. The goddess Nike came to be an everlasting symbol of victory and dominance on the battlefields of ancient Greece. In light of her conquests, a popular footwear company of the 20th century designed products in her name to push new levels of achievement in athletes worldwide. The Swoosh logo at the side of each shoe is intended to represent the wing of the Greek Goddess Nike. The vibrant spirit of this ancient goddess has bridged the gap between ancient mythology and modern technology, and manifested itself through the most successful shoe company of all time. The Nike of Samothrace captures the essence of the goddess in a dramatic pose. Her body leans forward as her robust wings heave upwards, creating a magnificent balance and sense of motion. Recovered in the Sanctuary of the Great Gods by a French explorer in 1863, the statue stands 8 feet tall. The deep lines and contrasting textures of the feathers, fabric, and skin allude to the elegance of past Greek style. Of all similar remains from ancient Greek art, this famous Hellenistic sculpture best reflects the sense of pride, honor, and victory associated with the goddess. The Swoosh logo was created by Caroline Davidson in 1971. Davidson was asked by Phil Knight, co-founder of Nike, to create a logo that could be placed on the side of the shoe. She gave him the Swoosh, and he in return gave her $35.00. When the Swoosh is inverted and placed next to the wing of The Nike of Samoth... ...oddess of victory, a company of highest ideal was born. As depicted in The Nike of Samothorace and Nike Adjusting Her Sandal, honor and achievement were of highest importance to the Ancient Greeks. The victory Nike brought the Greeks in the war with the titans is analogous to the victories our athletes bring us in the Olympic games. The vibrant spirit of the ancient goddess has bridged the gap between centuries, and proved itself as the paramount shoe company. The Nike Swoosh embodies the vitality of the winged goddess who brought inspiration to the most courageous and chivalrous warriors at the dawn of civilization . Bibliography Stokstad, Marilyn, Volume One Art History. Prentice Hall, and Harry Abrams Inc., 1995. The History of Nike, http://www-personal.engin.edu/~jhwiii/nikehist.html alt.culture:Nike, http://www.altculture.com/site/entries/nike.html

Accounting Theory

Accounting Theory Construction The function to study accounting theories is to classify them according to the assumptions they rely on, how they were formulated, and their approaches to explaining and predicting actual events. There are some classification which are pragmatic, syntactic, semantic, normative, positive, and naturalistic approaches. Pragmatic approaches are based on observing the behavior of accountants or those who use the information generated by accountant. Syntactic approaches rely on logical argument, based on a set of premises. Semantic approaches concern how theories correspond to real-world events.Normative theories rely on both semantic and syntactic approaches. Positive approaches test hypotheses against actual event . Positive approaches test hypotheses against actual and the last is Naturalistic approaches consider individual cases and do not try to generalise. PRAGMATIC THEORIES Descriptive Pragmatic Approach Descriptive pragmatic approach based on continua l observation of the behavior of accountants, a theory can be developed from observations of how accountants act in certain situations. The theory can be tested by observing whether accountant do act in the way the theory suggest.This approach is probably the oldest and most universally used method of accounting theory construction. Criticisms of descriptive pragmatic approach: * does not consider the quality of an accountant’s action * does not provide for accounting practices to be challenged * focuses on accountants’ behaviour not on measuring the attributes of the firm Psychological Pragmatic Approach Differetnt with Descriptive pragmatic approach, this approach require theorist to observe users responses to the accountants output ( ex:financial report).There are also some problem with this psychological approach that are : * some users may react in an illogical manner * some users might have a preconditioned response * some users may not react when they should SYN TATIC AND SEMANTIC THEORIES Semantic inputs of the system are the transactions and exchanges recorded in the vouchers, journals, and ledgers of the business. These are then manipulated on basis of the premises and assumptions of historical cost accounting. Some accounting theorists are critical, they argue that the theory has semantic content only on the basis of its inputs.There is no independent empirical operation to verify the calculated outputs for examples, ‘profit’ or ‘total asset’. Historical cost accounting has also been criticised on the basis of its syntactic element, for example with respect to the practice of summing several different money amounts assigned to specific assets In defence of the historical cost system, accountants argue that there is no requirement that accounting outputs should have any semantic content or be subject to falsification rules.NORMATIVE THEORIES The 1950s and 1960s saw what has been described as the ‘golden ag e’ of normative accounting research. Accounting researches become more concerned with policy recommendation and with what should be done, rather than with analysing and explaining the currently accepted practice. Normative theories concentrated either on deriving the ‘true income’ for an accounting period. True income : true income theorists concentrated on deriving a single measure for assets and a unique profit figure.Decision usefulness ; the decision usefulness approach assumes that the basic objective of accounting is to aid the decision making process of certain ‘users’ of accounting reports by providing useful, or relevant, accounting data. The normative theories of the 1950s and 1960s began with a statement of the domain (scope) and objectives of accounting, the assumptions underlying the system and definitions of all the key concepts. POSITIVE THEORIES During the 1970s, accounting theory saw a move back to empirical methodology, which is oft en referred to as positive methodology.Positivism or empiricism means testing or relating accounting hypotheses or theories back to experiences or facts of the real world. The main different between normative and positive theories is that normative theories are prescriptive, whereas positive theories are descriptive, explanatory or predictive. DIFFERENT PERSPECTIVES Focused on what may be considered to be a highly structured approach to theory formulation – the scientific approach. This approach has an inherent assumption that the world to be researched is an objectives reality capable of examination in terms of large scale or average statistics.This type of research is carried out by incremental hypotheses which are then combined to provide greater understanding, or better predictions of accounting. The implied assumption is that a good theory holds under circumstances that are constant across firms, industries and time. The criticism of the scientific method are the large-s cale statistical research tends to lump everything together and it is conducted in environments that are often remote from the world of or the concerns of accountants. SCIENTIFIC APPROACH APPLIED TO ACCOUNTINGA great deal of misunderstanding exists about the attempt to apply a scientific approach to accounting. The attempt is to make scientists out of accounting practitioners. Accountants who believe in a scientific approach want empirical evidence and logical explanation to support accounting practices so that practitioners can recommend the most appropriate methods for given situation based on this evidence. Another common misunderstanding about the application of the scientific view in accounting is that ‘absolute truth’ is desired, which of course is not possible.ISSUES FOR AUDITING THEORY CONSTRUCTION Auditing is a verification process that is applied to the accounting inputs and processes. Auditor provide an opinion on whether the financial statements are in accor dance with the applicable reporting framework, and also provide on whether the statements present fairly, in all material respects, or give a true and fair view. The normative era of accounting theory and research also coincided with a normative approach to auditing theory. The positive ere of accounting has led to a positive approach to auditing theory Accounting Theory Accounting Theory Construction The function to study accounting theories is to classify them according to the assumptions they rely on, how they were formulated, and their approaches to explaining and predicting actual events. There are some classification which are pragmatic, syntactic, semantic, normative, positive, and naturalistic approaches. Pragmatic approaches are based on observing the behavior of accountants or those who use the information generated by accountant. Syntactic approaches rely on logical argument, based on a set of premises. Semantic approaches concern how theories correspond to real-world events.Normative theories rely on both semantic and syntactic approaches. Positive approaches test hypotheses against actual event . Positive approaches test hypotheses against actual and the last is Naturalistic approaches consider individual cases and do not try to generalise. PRAGMATIC THEORIES Descriptive Pragmatic Approach Descriptive pragmatic approach based on continua l observation of the behavior of accountants, a theory can be developed from observations of how accountants act in certain situations. The theory can be tested by observing whether accountant do act in the way the theory suggest.This approach is probably the oldest and most universally used method of accounting theory construction. Criticisms of descriptive pragmatic approach: * does not consider the quality of an accountant’s action * does not provide for accounting practices to be challenged * focuses on accountants’ behaviour not on measuring the attributes of the firm Psychological Pragmatic Approach Differetnt with Descriptive pragmatic approach, this approach require theorist to observe users responses to the accountants output ( ex:financial report).There are also some problem with this psychological approach that are : * some users may react in an illogical manner * some users might have a preconditioned response * some users may not react when they should SYN TATIC AND SEMANTIC THEORIES Semantic inputs of the system are the transactions and exchanges recorded in the vouchers, journals, and ledgers of the business. These are then manipulated on basis of the premises and assumptions of historical cost accounting. Some accounting theorists are critical, they argue that the theory has semantic content only on the basis of its inputs.There is no independent empirical operation to verify the calculated outputs for examples, ‘profit’ or ‘total asset’. Historical cost accounting has also been criticised on the basis of its syntactic element, for example with respect to the practice of summing several different money amounts assigned to specific assets In defence of the historical cost system, accountants argue that there is no requirement that accounting outputs should have any semantic content or be subject to falsification rules.NORMATIVE THEORIES The 1950s and 1960s saw what has been described as the ‘golden ag e’ of normative accounting research. Accounting researches become more concerned with policy recommendation and with what should be done, rather than with analysing and explaining the currently accepted practice. Normative theories concentrated either on deriving the ‘true income’ for an accounting period. True income : true income theorists concentrated on deriving a single measure for assets and a unique profit figure.Decision usefulness ; the decision usefulness approach assumes that the basic objective of accounting is to aid the decision making process of certain ‘users’ of accounting reports by providing useful, or relevant, accounting data. The normative theories of the 1950s and 1960s began with a statement of the domain (scope) and objectives of accounting, the assumptions underlying the system and definitions of all the key concepts. POSITIVE THEORIES During the 1970s, accounting theory saw a move back to empirical methodology, which is oft en referred to as positive methodology.Positivism or empiricism means testing or relating accounting hypotheses or theories back to experiences or facts of the real world. The main different between normative and positive theories is that normative theories are prescriptive, whereas positive theories are descriptive, explanatory or predictive. DIFFERENT PERSPECTIVES Focused on what may be considered to be a highly structured approach to theory formulation – the scientific approach. This approach has an inherent assumption that the world to be researched is an objectives reality capable of examination in terms of large scale or average statistics.This type of research is carried out by incremental hypotheses which are then combined to provide greater understanding, or better predictions of accounting. The implied assumption is that a good theory holds under circumstances that are constant across firms, industries and time. The criticism of the scientific method are the large-s cale statistical research tends to lump everything together and it is conducted in environments that are often remote from the world of or the concerns of accountants. SCIENTIFIC APPROACH APPLIED TO ACCOUNTINGA great deal of misunderstanding exists about the attempt to apply a scientific approach to accounting. The attempt is to make scientists out of accounting practitioners. Accountants who believe in a scientific approach want empirical evidence and logical explanation to support accounting practices so that practitioners can recommend the most appropriate methods for given situation based on this evidence. Another common misunderstanding about the application of the scientific view in accounting is that ‘absolute truth’ is desired, which of course is not possible.ISSUES FOR AUDITING THEORY CONSTRUCTION Auditing is a verification process that is applied to the accounting inputs and processes. Auditor provide an opinion on whether the financial statements are in accor dance with the applicable reporting framework, and also provide on whether the statements present fairly, in all material respects, or give a true and fair view. The normative era of accounting theory and research also coincided with a normative approach to auditing theory. The positive ere of accounting has led to a positive approach to auditing theory

Perceptions of African American Women Essay

I am taking some classes that will eventually qualify me to major in Astro – Physics, or Chemical engineering, I also want to work with NASA and train as an astronaut. It was amazing to know that Dr. Mae C. Jemison who happens to be the youngest of three children born to a middle class African American family, Charlie Jemison, a maintenance worker and his wife, Dorothy, a teacher. Dr. Mae C. Jemison was the first black woman astronaut to be in space in an era filled with segregation and racism, she is a Chemical engineer, scientist, physician, teacher and astronaut, she has a wide range of experience in technology, engineering, and medical research. In addition to her extensive background in science, she is well-versed in African and African-American Studies, speaks fluent Russian, Japanese, and Swahili, as well as English and is trained in dance and choreography. Dr. Mae C. Jamison was an inspiration to me, and probably to many African American women. She was full of resilience and determination especially to have reached and achieved success in an unusual field of endeavor for many African American women, I applaud her determination to make a difference among the African American women and blacks in Diaspora. After graduating from Morgan Park High School in 1973 at the age of 16, Dr. Mae Jemison earned a BS in Chemical Engineering from Stanford University, while also fulfilling the requirements for a BA in African-American Studies. After earning these degrees in 1977, she attended Cornell University and received a Doctor of Medicine degree in 1981. During medical school she traveled to Cuba, Kenya and Thailand, providing primary medical care to people living there. This is an indication of her humanitarian efforts and eagerness to reach out to the less privileged population. Having a desire to do more with her life, she enrolled in graduate classes in engineering and applied to NASA for admission to the astronaut program. She was turned down on her first application, maybe because she is a black woman, but she persevered and in 1987 was accepted on her second application. She became one of the fifteen candidates accepted from over 2,000 applicants. When Dr. Mae Jemison successfully completed her astronaut training program in August 1988, she became the fifth black astronaut and the first black female astronaut in NASA history. In completing her first space flight, Dr. Mae Jemison logged 190 hours, 30 minutes, 23 seconds in space, making her the first African-American woman in space. She says, â€Å"I had to learn very early not to limit myself due to others’ limited imaginations. I have learned these days never to limit anyone else due to my limited imagination. † This is an inspiration to other blacks in general who normally assume a second class citizen and believe that they will never do well or will be appreciated in whatever they do. This is a wake-up call, and manifestation of the saying â€Å"Determination is the mother of invention†. In 1993, Dr. Mae Jemison resigned from NASA and founded the Jemison Group, Inc.to research, develop and implement advanced technologies suited to the social, political, cultural and economic context of the individual, especially for the developing world. Current projects include: Alpha, (TM) a satellite based telecommunication system to improve health care in West Africa; and The Earth We Share, (TM) an international science camp for students ages 12 to 16, that utilizes an experiential curriculum. Among her current projects are several that focus on improving healthcare in Africa. She is also a professor of environmental studies at Dartmouth College. Dr. Mae Jamison made a name for herself and name for blacks in general; Her entrepreneurial spirit put her in the limelight and acts as a boost to determined black men and women in Diaspora. Ellen Johnson-Sirleaf. It was quite surprising to read about Ellen Johnson-Sirleaf, I know almost nothing about this â€Å"giant and queen of modern Africa† who is presently the current president of Liberia. According to what I have read so far about this â€Å"queen of Africa† she was born In Monrovia, the capital of Liberia on October 29, 1938. During this period, Liberians had no clue that the First female president of an African country had been born into their mist. Ellen Johnson-Sirleaf is a daughter to descendents of original colonists of Liberia (ex-African slaves from America, who promptly on arrival set about enslaving the indigenous people using the social system of their old American masters as a basis for their new society). These descendents are known in Liberia as Americo-Liberians. From what I read, I noticed that Ellen Johnson-Sirleaf was truly an intellectual power house, a charismatic leader and destined to make a change in Liberia and contribute her quota in Africa. From 1948 to 1955 Ellen Johnson studied accounts and economics at the College of West Africa in Monrovia. After marriage at the age of 17 to James Sirleaf, she travelled to America (in 1961) and continued her studies, achieving a degree from the University of Colorado. From 1969 to 1971 she read economics at Harvard, gaining a masters degree in public administration. Ellen Johnson-Sirleaf then returned to Liberia and began working in William Tolbert’s (True Whig Party) government. Ellen Johnson-Sirleaf also served as Minister of Finance from 1972 to 73, but left after a disagreement over public spending, this is an indication of her prudence and will power. As the 70s progressed, life under Liberia’s one-party state became more polarized to the benefit of the Americo-Liberian elite. On 12 April 1980 Master Sergeant Samuel Kayon Doe, a member of the indigenous Krahn ethnic group, seized power in a military coup. With the People’s Redemption Council now in power, Samuel Doe began a purge of government. Ellen Johnson-Sirleaf narrowly escaped – choosing exile in Kenya. From 1983 to 1985 she served as Director of Citibank in Nairobi. I will say that Ellen Johnson-Sirleaf had a lot of courage, because it was quite unusual for a woman to challenge a dictatorial incumbent president in Africa without being kidnapped, tortured or killed in the process, although She was later sentenced to ten years in prison. Ellen Johnson-Sirleaf spent just a short time incarcerated, before being allowed to leave the country once again as an exile. During the 1980s she served as Vice President of both the African Regional Office of Citibank, in Nairobi, and of (HSCB) Equator Bank, in Washington. Ellen Johnson-Sirleaf played an active role in the transitional government as the country prepared for the 2005 elections, and eventually stood for president against her rival the ex-international footballer, George Manneh Weah. Despite the elections being called fair and orderly, Weah repudiated the result, which gave a majority to Johnson-Sirleaf, Ellen Johnson-Sirleaf eventually became Liberia’s first elected female president, as well as the first elected female president in the continent Africa. . In 2005 She established a Truth and Reconciliation Commission with a mandate to â€Å"promote national peace, security, unity and reconciliation† by investigating more than 20 years of civil conflict in the country and in November 2007, she received the United States Presidential Medal of Freedom, the U. S. government’s highest civilian award. She is truly a giant and â€Å"queen of modern Africa†. References: 1. http://space. about. com/cs/formerastronauts/a/jemisonbio. htm 2. http://www. k-grayengineeringeducation. com/blog/index. php/2008/09/12/first-african-american-women-in-space. 3. http://www. joinafrica. com/africa_of_the_week/ellenjohnsonliberia. htm.

Ceratosaurus Facts and Figures

Ceratosaurus Facts and Figures Name: Ceratosaurus (Greek for horned lizard); pronounced seh-RAT-oh-SORE-us Habitat: Swamps of southern North America Historical Period: Late Jurassic (150-145 million years ago) Size and Weight: About 15 feet long and one ton Diet: Meat, fish and reptiles Distinguishing Characteristics: Row of bony plates on back; small horns on head; sharp teeth; bipedal posture About Ceratosaurus Ceratosaurus is one of those Jurassic dinosaurs that gives paleontologists fits: although it bore a distinct resemblance to other large theropods of its day (notably Allosaurus, the most common predatory dinosaur of late Jurassic North America, and the comically short-armed Carnotaurus of South America), it also possessed some distinct anatomical quirks- such as the line of bony plates along its back and the modest horn on its snout- that werent shared by any other meat-eaters. For this reason, Ceratosaurus is usually assigned to its own infraorder, the Ceratosauria, and dinosaurs that resemble it are technically classified as ceratosaurs. There is one generally accepted species of Ceratosaurus, C nasicornis; two other species erected in 2000, C. magnicornis and C. dentisulcatus, are more controversial. Whatever its place in the theropod family tree, its clear that Ceratosaurus was a fierce carnivore, gobbling up pretty much any living thing it happened across- including fish, aquatic reptiles, and both herbivorous and carnivorous dinosaurs (the marine component of its diet can be inferred from the fact that Ceratosaurus had a more flexible and crocodile-like tail than other carnivores, which presumably allowed it to swim with greater agility). Compared to the apex predators of late Jurassic North America, though, Ceratosaurus was fairly small (measuring only about 15 feet from head to tail and weighing no more than two tons), meaning it couldnt have hoped to win a standoff with a full-grown Allosaurus over, say, the carcass of a deceased Stegosaurus. (Interestingly, many dinosaur fossils have been discovered bearing Ceratosaurus tooth marks!) One of the most misunderstood features of Ceratosaurus is its nasal horn, which was actually more of a rounded bump, and nothing to compare with, say, the sharp, tapered horns of Triceratops. The famous American paleontologist Othniel C. Marsh, who named this dinosaur on the basis of remains discovered in Colorado and Utah, considered the horn an offensive weapon, but the more likely explanation is that this growth was a sexually selected characteristic- that is, Ceratosaurus males with more prominent horns had precedence when mating with females. Assuming it was thickly lined with blood vessels, the bump may even have been brightly colored during mating season, making Ceratosaurus the Jurassic equivalent of Rudolph the Red-Nosed Reindeer!

Analyze the Effect of Education on the Development

The first is the economic growth, the second is the population and employment in society and the third is stability and fair in politic. In addition, this essay will also show education of different levels has impacts on different aspects of different countries. Universal education has a significant effect on developing economy growth of countries. Developed educational system is better than undeveloped educational system to economic increase. An example of successful developed educational system can be found in China and India. More than 30 percent population of the world lives in China and India totally, and most of them are still stay in poverty. Facing such a large problem, Chinese government enacted Nine-Year Compulsory Education Policy to improve the quality of primary education, and Indian government provides more educated chances for girls and women. With more and more people being educated, the economy of two countries increases dramatically. One of the reasons is that educated farmers who can read the agriculture instructions get more skills to farm well, which results in a growth in agricultural productivity (Brown, 2008). These educated farmers know how to water, apply fertilizer more efficiently, and finally they harvest more crops which results in a higher income. Dollar and Gatti’s research (1999) illustrates that increase one percentage point chances for women with secondary education results in a 0. percentage points for a country’s annual per capita increase. To sum up, it would appear that economic growth and developed education system cannot be separated. The more investment in education system, the more positive influences be reflected in the economy increase. Compared with developed education system, undeveloped educational system has an opposite consequence that is economy decline. Firstly, children who are not educated as well as their children will stay at low class, which is the reason why the gap between poverty and wealth becomes wider. Naturally, if a country has a large amount of destitute people, the economy is decreasing (Brown, 2008). Next, it is unreasonable for government to pay less attention to education, because there is a close connection between less education, poverty and instability. Nobel Prize-winning economist Amartya said (2008):†Illiteracy and innumeracy are a greater threat to humanity than terrorism. † That means no education is a source of instability. It is possible that most violence and conflicts are caused by the poor, because they are lacking of food, clothes, fresh water and their homeland. They do not have enough knowledge to protect themselves and they do not know where they can get justice. Finally they will have to take such violent means to seek their own interests, and it leads to serious consequence, such as the war. The two different countries that conduct different education systems have opposite results in higher education. Mauritius is a small island which is connected with Tanzania surrounded by the Indian Ocean. Numerous nature resources can be made use of by Tanzania, such as gold, gas, diamonds, tin, and coal while Mauritius does not have (Bloom et al. 006). With these disadvantages, Mauritius government intensifies their efforts to increase the chances for children being educated and the quality of higher education. The UIS cited in Higher Education (2005) suggests that half of the populace in Mauritius are tertiary students, and the number is increasing from 1 per cent in 1985 to 15 per cent now (TFHE cited in Higher Education, 2000). The system also lays a foundation for the primary and secondary education, and the subjects of university are added to meet the needs of students (2005). In contrast, the government of Tanzania does not pay attention to higher education, and the gap between female students and male students is wider, more male students. The subjects connected with science are not performed well by students. Finally, Mauritius has a high per capita gross domestic product (GDP) of $12,800 and it is still growing dramatically. In contrast, the GDP in Tanzania is lower, no more than $700. Today Mauritius has become a middle-income nation since 1960 while Tanzania is still one of the poorest countries in the world (Bloom, 2005). It appears that education can help dispose of poverty. If a country has an appetite to be stronger, the government must invest more time and energy in education system. As well as affecting the economy, education also affect on the society. Women’s education, which affects the population growth rate, has strong impact on fertility. Women who have a good education will consider their own targets and will spend more time in achieving the target, which could lead to them having fewer children, and the fertility will be lower. Ethiopia is a dramatic example of this. Besides Population Reference Bureau (2007) shows that Ethiopian women without education have an average of 6. 1 children. In contrast, women with at least a secondary education have an average of 2. 0 children. Moreover, woman who receives high level education will think over the family’s expenses and social burden. So well educated women know how much will they undertake for a child as a parent. Cleland and Kaufmann (1993) argue that attempting to explain the relationship between education and fertility should pay more attention to distinguishing the determinants of reproductive decision making. To sum up, women’s education is the emphasis for fertility. Education, which can increase the children’s health and decrease the number of disease, is one of the most important factors for mortality. The population growth rate is fertility plus mortality. Hence both fertility and mortality should be low. Firstly, hungry and malnutrition is important to the health of children. If students are hungry and malnutrition, they will get ill and will result in giving up education in that they have no power and money to study, which will cause negative affects for the society. Sachs (2008) states that most ill children give up going to school forever because of healthy problem. Furthermore girls who have not been educated appear to have no consciousness about serious diseases, such as HIV and AIDS. Countries such as Brazil and Bangladesh are implementing policies to overcome this problem; such supporting scholarships for girls or stipends to their parents where needed. Girls are inspired spending more time in school and marrying in older age, paying more attention to health care. Finally, both fertility and mortality will be apparently lower; the social problem of population may be alleviated. The effect of education on employment, which is one of the most important factors in the society, has been becoming stronger and stronger. Employment is associated with individual income, the families’ life quality and the social development. In addition, unemployment can cause hunger, poverty and social problems, such as crime . In China, because of the serious employment situation, there are numerous graduates who are unemployed every year. It seems that if someone has low level education, the opportunity to be employed is quite small. In contrast, those who achieved high level education will have more chance to be successful and have high salary. Evidence suggests that literate abilities have large economic impacts on individual income and on development of countries (Hanushek and Woessmann, 2007) and that workers’ efficiency are decided by both the time and content of education (Heckman, Layne-Farrar, and Todd 1995; Murnane, Willett, and Levy 1995). However, because most people in European or North American countries focus on high level education, the supply and demand for high-tech skilled workers is imbalanced now. Williams (2009) states that the demand for skilled workers is greater than the supply. Therefore high-tech education seems to be an opportunity for someone who is illiterate and it may relieve the severe employment situation. Finally, it will have a positive impact on social development. In addition, since politic is based on economy and society, education of different grades could also be thought as one of the main causes which affects politic well. Firstly, universal primary and secondary education can stabilize the society and country, which is the base of the development of a country, especially in African countries. Basic education offers uneducated child and adult knowledge that can instruct them to contribute to their society and country instead of committing crimes to make a living. According to Brown (2008), the implementation of a school lunch programme in some African countries have kept students staying at school longer, studying to gain a proper knowledge of behaving well but not follow terrorism that does serious harm to countries. Basic education of individuals also keeps people’s life over a good level. Furthermore, education is an efficient way to narrow the gap between the rich and poor that could lead to the conflict between different classes. Such situation could result in the revolution and leads to the turbulence of the country, which is considered as a serious threaten to societies and countries as well as the terrorism (Sen cited by Brown 2008). Furthermore, education also improves the political environment of countries. Primary and secondary education that can be conducted widely in countries promotes the national quality of countries, which make people have more knowledge and participate in political activities such as elections. Moreover, women benefit politically from education. Women political status is greatly increased by the different grade of education received. In all ages, in male dominated and traditional communities, girls’ education is considered as unnecessary luxury in that men fear that woman independence would threaten their main position in the political area (Plan 2008). Education on girls and women can ameliorate this unfair situation. The ignorance of educating women has done great harm to some African countries. World Bank (2008) issued that Human Development Network that the damage of failing to educate girls as boys in 65 â€Å"low and middle income and transitional countries† is about 92 billion dollars per year (cited in Plan 2008). Such a shocking number shows that creating a fair political environment will bring countries great good and the vital impacts of education on politics. Not only the universal education but also the tertiary one contributes to the development of politic of countries. Government of both developing and developed countries invests great quantity of expenses in tertiary education. The research of Yao, John, Shunming and Xiliang (2008) shows that the policy of education of China pays more attention to improving tertiary education. Such policy results in the situation that more and more talented politicians trained and elected from the country. One of other countries which focus on higher education is United States. Statistics shows that 8 out of 10 best universities in the world such as Harvard University and Massachusetts Inst Tech (MIT) come from United States, which means tertiary education of America greatly contributes to cultivating talents who is important to the development of American politics. Such great effort on improving tertiary education leads to a better consequence than China. Franklin Delano Roosevelt, one of the grandest president of United States, was sent to Groton School where is famous for training political talents. Then he majored politic science in Harvard University, which is the base of his success in political field. More than 10 of the America presidents come from these top universities, which shows the significant contributions tertiary do to the politics of United States. So, different grades of education can greatly promote politic of countries which also pushes the procedure of spreading education. The more education affects politic the more it promotes education. Universal education has great impacts on the development of countries in three main aspects. Firstly, it promotes the economy of countries worldwide, changing the life of people in poverty and improving the national strength. Secondly, education also contributes to the balance of the population of the world, including fertility and health care of different people, and the employment of countries which are important factors that influences countries’ procedure of development of society. Finally, different grades of education improve the politic development of countries. It stabilizes countries in poverty through primary and secondary education and improves the political environment through the tertiary one. Therefore, education counts in the development of countries, so improving the education of different levels in order to benefit countries in different aspects is an important issue for people to consider. Analyze the Effect of Education on the Development The first is the economic growth, the second is the population and employment in society and the third is stability and fair in politic. In addition, this essay will also show education of different levels has impacts on different aspects of different countries. Universal education has a significant effect on developing economy growth of countries. Developed educational system is better than undeveloped educational system to economic increase. An example of successful developed educational system can be found in China and India. More than 30 percent population of the world lives in China and India totally, and most of them are still stay in poverty. Facing such a large problem, Chinese government enacted Nine-Year Compulsory Education Policy to improve the quality of primary education, and Indian government provides more educated chances for girls and women. With more and more people being educated, the economy of two countries increases dramatically. One of the reasons is that educated farmers who can read the agriculture instructions get more skills to farm well, which results in a growth in agricultural productivity (Brown, 2008). These educated farmers know how to water, apply fertilizer more efficiently, and finally they harvest more crops which results in a higher income. Dollar and Gatti’s research (1999) illustrates that increase one percentage point chances for women with secondary education results in a 0. percentage points for a country’s annual per capita increase. To sum up, it would appear that economic growth and developed education system cannot be separated. The more investment in education system, the more positive influences be reflected in the economy increase. Compared with developed education system, undeveloped educational system has an opposite consequence that is economy decline. Firstly, children who are not educated as well as their children will stay at low class, which is the reason why the gap between poverty and wealth becomes wider. Naturally, if a country has a large amount of destitute people, the economy is decreasing (Brown, 2008). Next, it is unreasonable for government to pay less attention to education, because there is a close connection between less education, poverty and instability. Nobel Prize-winning economist Amartya said (2008):†Illiteracy and innumeracy are a greater threat to humanity than terrorism. † That means no education is a source of instability. It is possible that most violence and conflicts are caused by the poor, because they are lacking of food, clothes, fresh water and their homeland. They do not have enough knowledge to protect themselves and they do not know where they can get justice. Finally they will have to take such violent means to seek their own interests, and it leads to serious consequence, such as the war. The two different countries that conduct different education systems have opposite results in higher education. Mauritius is a small island which is connected with Tanzania surrounded by the Indian Ocean. Numerous nature resources can be made use of by Tanzania, such as gold, gas, diamonds, tin, and coal while Mauritius does not have (Bloom et al. 006). With these disadvantages, Mauritius government intensifies their efforts to increase the chances for children being educated and the quality of higher education. The UIS cited in Higher Education (2005) suggests that half of the populace in Mauritius are tertiary students, and the number is increasing from 1 per cent in 1985 to 15 per cent now (TFHE cited in Higher Education, 2000). The system also lays a foundation for the primary and secondary education, and the subjects of university are added to meet the needs of students (2005). In contrast, the government of Tanzania does not pay attention to higher education, and the gap between female students and male students is wider, more male students. The subjects connected with science are not performed well by students. Finally, Mauritius has a high per capita gross domestic product (GDP) of $12,800 and it is still growing dramatically. In contrast, the GDP in Tanzania is lower, no more than $700. Today Mauritius has become a middle-income nation since 1960 while Tanzania is still one of the poorest countries in the world (Bloom, 2005). It appears that education can help dispose of poverty. If a country has an appetite to be stronger, the government must invest more time and energy in education system. As well as affecting the economy, education also affect on the society. Women’s education, which affects the population growth rate, has strong impact on fertility. Women who have a good education will consider their own targets and will spend more time in achieving the target, which could lead to them having fewer children, and the fertility will be lower. Ethiopia is a dramatic example of this. Besides Population Reference Bureau (2007) shows that Ethiopian women without education have an average of 6. 1 children. In contrast, women with at least a secondary education have an average of 2. 0 children. Moreover, woman who receives high level education will think over the family’s expenses and social burden. So well educated women know how much will they undertake for a child as a parent. Cleland and Kaufmann (1993) argue that attempting to explain the relationship between education and fertility should pay more attention to distinguishing the determinants of reproductive decision making. To sum up, women’s education is the emphasis for fertility. Education, which can increase the children’s health and decrease the number of disease, is one of the most important factors for mortality. The population growth rate is fertility plus mortality. Hence both fertility and mortality should be low. Firstly, hungry and malnutrition is important to the health of children. If students are hungry and malnutrition, they will get ill and will result in giving up education in that they have no power and money to study, which will cause negative affects for the society. Sachs (2008) states that most ill children give up going to school forever because of healthy problem. Furthermore girls who have not been educated appear to have no consciousness about serious diseases, such as HIV and AIDS. Countries such as Brazil and Bangladesh are implementing policies to overcome this problem; such supporting scholarships for girls or stipends to their parents where needed. Girls are inspired spending more time in school and marrying in older age, paying more attention to health care. Finally, both fertility and mortality will be apparently lower; the social problem of population may be alleviated. The effect of education on employment, which is one of the most important factors in the society, has been becoming stronger and stronger. Employment is associated with individual income, the families’ life quality and the social development. In addition, unemployment can cause hunger, poverty and social problems, such as crime . In China, because of the serious employment situation, there are numerous graduates who are unemployed every year. It seems that if someone has low level education, the opportunity to be employed is quite small. In contrast, those who achieved high level education will have more chance to be successful and have high salary. Evidence suggests that literate abilities have large economic impacts on individual income and on development of countries (Hanushek and Woessmann, 2007) and that workers’ efficiency are decided by both the time and content of education (Heckman, Layne-Farrar, and Todd 1995; Murnane, Willett, and Levy 1995). However, because most people in European or North American countries focus on high level education, the supply and demand for high-tech skilled workers is imbalanced now. Williams (2009) states that the demand for skilled workers is greater than the supply. Therefore high-tech education seems to be an opportunity for someone who is illiterate and it may relieve the severe employment situation. Finally, it will have a positive impact on social development. In addition, since politic is based on economy and society, education of different grades could also be thought as one of the main causes which affects politic well. Firstly, universal primary and secondary education can stabilize the society and country, which is the base of the development of a country, especially in African countries. Basic education offers uneducated child and adult knowledge that can instruct them to contribute to their society and country instead of committing crimes to make a living. According to Brown (2008), the implementation of a school lunch programme in some African countries have kept students staying at school longer, studying to gain a proper knowledge of behaving well but not follow terrorism that does serious harm to countries. Basic education of individuals also keeps people’s life over a good level. Furthermore, education is an efficient way to narrow the gap between the rich and poor that could lead to the conflict between different classes. Such situation could result in the revolution and leads to the turbulence of the country, which is considered as a serious threaten to societies and countries as well as the terrorism (Sen cited by Brown 2008). Furthermore, education also improves the political environment of countries. Primary and secondary education that can be conducted widely in countries promotes the national quality of countries, which make people have more knowledge and participate in political activities such as elections. Moreover, women benefit politically from education. Women political status is greatly increased by the different grade of education received. In all ages, in male dominated and traditional communities, girls’ education is considered as unnecessary luxury in that men fear that woman independence would threaten their main position in the political area (Plan 2008). Education on girls and women can ameliorate this unfair situation. The ignorance of educating women has done great harm to some African countries. World Bank (2008) issued that Human Development Network that the damage of failing to educate girls as boys in 65 â€Å"low and middle income and transitional countries† is about 92 billion dollars per year (cited in Plan 2008). Such a shocking number shows that creating a fair political environment will bring countries great good and the vital impacts of education on politics. Not only the universal education but also the tertiary one contributes to the development of politic of countries. Government of both developing and developed countries invests great quantity of expenses in tertiary education. The research of Yao, John, Shunming and Xiliang (2008) shows that the policy of education of China pays more attention to improving tertiary education. Such policy results in the situation that more and more talented politicians trained and elected from the country. One of other countries which focus on higher education is United States. Statistics shows that 8 out of 10 best universities in the world such as Harvard University and Massachusetts Inst Tech (MIT) come from United States, which means tertiary education of America greatly contributes to cultivating talents who is important to the development of American politics. Such great effort on improving tertiary education leads to a better consequence than China. Franklin Delano Roosevelt, one of the grandest president of United States, was sent to Groton School where is famous for training political talents. Then he majored politic science in Harvard University, which is the base of his success in political field. More than 10 of the America presidents come from these top universities, which shows the significant contributions tertiary do to the politics of United States. So, different grades of education can greatly promote politic of countries which also pushes the procedure of spreading education. The more education affects politic the more it promotes education. Universal education has great impacts on the development of countries in three main aspects. Firstly, it promotes the economy of countries worldwide, changing the life of people in poverty and improving the national strength. Secondly, education also contributes to the balance of the population of the world, including fertility and health care of different people, and the employment of countries which are important factors that influences countries’ procedure of development of society. Finally, different grades of education improve the politic development of countries. It stabilizes countries in poverty through primary and secondary education and improves the political environment through the tertiary one. Therefore, education counts in the development of countries, so improving the education of different levels in order to benefit countries in different aspects is an important issue for people to consider.

Medical Technologies Essay Example | Topics and Well Written Essays - 500 words

Medical Technologies - Essay Example Also, the operator or the clinician is in a position to choose which sections to operate like the brain or even any other part of the body (Seeram 4). This type of scanner has various impacts on both the clinicians and the hospitals. To start with, the clinician can get better and accurate details. Secondly, it is quick as compared to magnetic resonance imaging as it takes less time; hence saving on time. Further, it exposes clinicians to the risk of high dosages of radiation when treating the patients. Additionally, the hospitals have to invest heavily in human capital development due to the changing trends in technology to ensure that their staff operates these machines in the right way. This is a scanning procedure that uses strong magnets and radio-frequency pulses to generate signals from the body (Partain 2). The greatest advantage of using this method is that it does not use radiation, hence, favoring both the clinician and the patients. The method also has a long term effect provided all the safety precautions are followed in the right way. All clinicians are supposed to follow the required instructions when operating this machine. Additionally, it makes the works of the clinicians easier as the machine provides a wide range of details concerning the body even for information about particular illnesses. Also, the machine can make the image on most body parts clearly provide the information that is required. This is because it gives accurate details about various processes and structures in the body even in the forms of data and graphs. These are machines that are used to conduct the dialysis in patients with kidney illnesses. Although the patient can live longer when he or she follows the dialysis procedures, there are various impacts associated with the machines. To start with, these machines are very