Samsung Product Innovations Essay Sample free essay sample

Back in 1994. Samsung’s cell-phone quality was so hapless that its CEO burned inexpensive theoretical accounts in a company balefire. Today. it has the Galaxy S smartphone series. which touts state-of-the-art eyeglasses ( 1 GHz processor. 5-megapixel camera ) . It has sold more than 10 million units since its June introduction and has helped inch Samsung closer to unseating Nokia as the world’s top mobile-phone shaper. hypertext transfer protocol: //www. fastcompany. com/most-innovative-companies/2011/profile/samsung. php Processing Power The first of Samsung’s new merchandises announced at the keynote was the Exynos 5 Octa. the world’s foremost nomadic application processor to implement the ARM ® large. LITTLEâ„ ¢ treating engineering based on the Cortexâ„ ¢-A15 CPU. Following the Exynos 5Dual. which is already on board of market-leading merchandises such as the Google Chromebook and Nexus 10. the replacement is the newest add-on to the Exynos household of application processors. â€Å"The new Exynos 5 Octa introduces a whole new construct in processing architecture†¦designed for high-end smartphones and tablets. We will write a custom essay sample on Samsung Product Innovations Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † said Woo. â€Å"When you want multiple applications to execute at their best. you want the best application processor presently available—the Exynos 5 Octa. † Green Memory Capabilities As advanced treating power on nomadic devices accelerates easier informations creative activity by the multitudes. the nomadic experience will progressively go more dependent upon datacenters mostly responsible for the proliferating informations traffic. Turning in size and capacity. IT systems face challenges both in public presentation and power nest eggs to procure sustainability traveling frontward. Memory devices. the chief merchandises for waiters that make up these datacenters. can present significant additions by following cutting-edge engineering available from Samsung. Woo pointed out that pull offing the power ingestion in these datacenters have become important and that Samsung’s green memory solutions with solid province thrusts ( SSD ) and advanced DRAM ( dynamic random entree memory ) are turn toing this cardinal issue with their powerful. yet energy-efficient processing capablenesss. Compared to traditional datacenters that incorporate difficult disc thrusts ( HDD ) . waiter and storage solutions equipped with green memory pull the informations processing speeds up sextuple while runing with 26 per centum less electricity hypertext transfer protocol: //www. samsung. com/global/business/semiconductor/news-events/press-releases/detail? newsId=12521 hypertext transfer protocol: //global. samsungtomorrow. com/ ? p=22157

The Story Behind Words for Hair Color

The Story Behind Words for Hair Color The Story Behind Words for Hair Color The Story Behind Words for Hair Color By Mark Nichol The conventions for referring to hair color are tousled. Why is it that we refer to someone with light-colored hair as a blonde (and, rarely, a blond) but we call someone with red hair a redhead? Why are blonde and brunette spelled two ways? Blond and its feminine form blonde, both from the Latin word blundus (â€Å"yellow†) by way of French, may have in turn come from a Frankish word that could be related to Old English blondan, â€Å"to mix,† which shares its origins with blend. Blond is usually employed as an adjective, the term as a noun for a man with blond hair, by contrast, is rare. Because blonds and blondes are more likely to be fair-skinned as well as fair-haired, the term is also associated with light complexion. The presence of both masculine and feminine forms for blond/blonde and brunet/brunette is due to their French (and ultimately Latin) roots, as it were, as opposed to the Germanic origins of black and red, the words for the other major hair colors, which have a neutral form. Normally, English might have jettisoned one gendered form for blond/blonde. However, the venerable theme in popular culture of the blonde-haired woman as more sexually attractive and available (as well as flighty, shallow, and dimwitted), as compared to females with hair of another color, has caused the noun form blonde and brunette to endure. The numerous terms for variations in blond hair, not necessarily in order of darkness, include sandy, strawberry, and dirty. Towhead (the first syllable refers to its resemblance to tow, flax or hemp fibers used for twine or yarn) describes a person with yellowish and often unruly hair. Brunet and brunette, from the gender-specific diminutives of the French brun (â€Å"brown†), mean â€Å"brown haired.† (Brun and its diminutives originally also referred to a dark complexion.) As with blond and blonde, the male form is rarely used on its own as a noun, though the masculine and feminine variations persist probably because of the same double standard in association of hair color with female sexuality and with personality characteristics as mentioned in reference to blondes above. (Dark-haired women are stereotyped as serious, sophisticated, and capable.) Words for shades of brown hair, from darkest to lightest, are brunet/brunette, chestnut, walnut (the last two as compared to colors of the respective nuts), golden, and ash. Redhead is yet another term for hair color used as a noun; in contrast to the colors mentioned above, it is not gender specific, though as blonde and brunette are much more common in usage than blond and brunet, it is more likely to refer to a woman than a man. Variations in red hair, listed in alphabetical order rather than according to depth of color, include auburn, copper, ginger, and orange. (Auburn derives ultimately from the Latin word albus, meaning â€Å"white,† but thanks to the influence of brun, the French spelling auborne changed, as did the meaning, to â€Å"reddish brown.†) The prevailing and long-standing cultural stereotype about redheads is that they are hot tempered; the hair color has also been associated with a high libido. Alone among descriptions of people with general hair tones, a black-haired person is never referred to by the word black alone. Hair-color categories are arbitrary strawberry blond is sometimes considered a type of red hair, and auburn might be classified as a type of brown hair though a system called the Fischer-Saller scale, devised for anthropological and medical classification, assigns alphabetical letters and roman numerals to various grades of hair color. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:30 Religious Terms You Should KnowDawned vs. Donnedâ€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

Budgeted Health Promotion Activity Coursework Example | Topics and Well Written Essays - 1000 words

Budgeted Health Promotion Activity - Coursework Example Community based health promotion is the most effective away out to execute such programs. This is because; it gives community members the opportunity to change their health risk habits. It is also easy to execute, as it can be done through individual counseling, focused group discussions, leaflets distribution or local support groups. It is effective when community leaders take part in achieving the set program goals and objectives. This should be focused at culture level since it is the best predictor of health habit change. Behavior change starts at an individual level but, its effectiveness will be realized at community level. Those with information should be able to disseminate the same information to those who do not have it. This can be achieved through community discussion forums need to be organized on a regular basis. Their main theme will be making people practice healthy choices. To ensure that there is overwhelming support toward the newly initiated programs; the communit y should be involved in the planning and implementation phases of the project. The community needs to be enlightened that healthy practices are the key to disease prevention, disability and death. This should involve encouraging people to adopt lifestyles that are beneficial to their well-being, while trying to abandon those lifestyles which make them vulnerable to sickness. Table of fixed, variable, controllable and unrecoverable expenses Fixed expenses Amount ($) Staff Salaries Rent Consultants costs Insurance cover for employees Variable expenses Fuel costs Car Maintenance costs Space and equipment hiring fee Materials Delivery costs Controllable expenses Program curriculum materials Program publicity materials Training of program facilitators Postages costs Unrecoverable expenses Equipment Packaging costs Material Shipping costs Travel costs Material Storage costs Cost-benefit analysis By definition, cost benefit analysis refers to as the act of comparing the cost of setting up a project or a program with the expected outcome. This technique help in making decision on whether to take up a new opportunity or make a change on an ongoing project or programmed. It simply entails summing up the benefits of an intended course and subtracting related costs (Brent, 2009). According to Brent (2009), the most accurate and best common unit of measuring cost benefit analysis is the money value. Despite the fact that at times it becomes difficult to evaluate some services in terms of money, it still remains to be the standard unit of comparison between costs and benefits in any project or program. For this case, the money aspect comes in particularly when the beneficiary access the opportunity of getting free counseling on sexually transmitted infections and even treatment before being circumcised. This would mean they will use this money in solving other day to day problems that they might encounter. The project has several benefits, this range from job creation to re duction in the rate of prevalent rates of HIV/AIDS in the intended area. The reduction in the prevalent rates of the disease might be a long term benefit, which will be realized after a substantial duration of time. For instance, the most immediate benefit is job creation, where the locals will get job opportunities as, project facilitators, monitoring and

The reasons behind the proliferation of electronic over print Essay

The reasons behind the proliferation of electronic over print newspapers - Essay Example The preference of the e- newspaper over the printed ones has been due to its environmental benefits. That is, the electronic newspaper "has enhanced the environmental stewardship for sustainable growth" (Cherian and Farouk 194). The electronic newspaper has enabled zero use of the paper thus a reduction in the number of trees cut down. As a result, the electronic newspaper has made it easy for the reduction of the amount of atmospheric carbon (IV) oxide through the promotion of the development of carbon sink. Its environmental benefit has made it gain more prominence in the wake of environmental sustainability. However, traditional printed products have also been involved in environmentally friendly practices like the reusing and recycling of the papers even though the practices are not a hundred percent eco- friendly. The electronic newspaper has, therefore, proven to be more proactive in conserving the environment as opposed to a print newspaper that is reactive. In addition, it pr events the chances of littering the environment using the read printed papers. For instance, the electronic newspaper prevents the paving of the subways and streets with discarded newspapers. It, therefore, offers a spirit of environmental protection and sustainability, which are critical issues for development goals.  The preference of the electronic newspaper over the print version is due to its convenience. That is, the natural factor like the wind and rainfall affect the readability of the print newspaper and can also be prevented.

Aging (the elderly), the individual, and society Essay

Aging (the elderly), the individual, and society - Essay Example The abuse status outcome was regressed in a hierarchical logistic procedure on indicators† (Zoabi, 2004). The four major explanations for the rise of elder abuse looked at by the author included sociodemographic status, dependency, modernization, and social integration. The author found that these four factors were indeed important in correlating elder abuse in modern society. This research took place in terms of concept in relation to the public’s attitudes about the importance of elder care in this society versus their personal application of these values. The research also considered variables related to quality of care in elderly patients who have particular healthcare needs, such as long-term care. It considered a broad focus of issues dealing with elder care in the present healthcare system and also present recommendations for future changes in the system, based on present problems as identified through survey and literature review. This was a qualitative study that was of the quasi-experimental variety because of its resources. The author highlights how abuse and neglect are too often visited upon older individuals who have lost some degree of their independence, and many areas do not have the programs necessary to effectively counter this threat. There is even abuse and neglect that goes on within healthcare facilities, and this is perhaps the most insidious sort of abuse. In some cultures, the elderly are prized and honored above all other citizens and groups, but unfortunately this is not the case in the present culture of many areas of the western hemisphere. Older individuals are more likely to be seen as being in the way of the young than as role models who should be exalted because of their aged wisdom. Presently, however, many individuals are treated harshly by healthcare facilities and even their own kin, making elder

The Challenges Of The Twenty First Century Education Essay

The Challenges Of The Twenty First Century Education Essay Introduction This chapter reviews the relevant literature used in this study in a thematic and systematic manner. It begins with reviewing texts related to the contemporary local and global challenges. It then discusses the national goals of education in Kenya relating them to the demands of the 21st century. Teacher education in Kenya is then reviewed and finally the system of education in Kenya is examined. 2.2.0 The challenges of the twenty first century The 21st Century has been conceived as: The age of Globalization, the age of Knowledge Economy, and the Information age. Globalization refers to the contemporary social reality, which is characterized by change, uncertainty, unpredictability, complexity, interdependence and diversity. According to Giddens (1990) and Albrow (1994), it refers to the process by which human relations are increasingly being intensified. As a result, economic, political, cultural and social distinctions are becoming less and less inhibitive. Advancement, especially in the information and telecommunication sectors has compressed time and space and the world is gradually becoming a borderless forum for human interaction popularly known as the global village. The educational challenges in a globalized world include: ensuring that learners acquire the technological skills that enable them to access the global information and telecommunication networks, transforming learner attitudes and dispositions to enable them adapt to change and uncertainty, fostering character traits in learners that make them functional in a cross-cultural and democratic setting. Such traits include open-mindedness, tolerance and intellectual autonomy, enhancing learners capacity and attitude to think critically and creatively. Knowledge has become the most important factor in economic development in a globalized world, hence the use of the term Knowledge economy to refer to the contemporary global economy. Consequently, the ability of a society to produce, select, adapt, commercialise, and use knowledge is critical for sustained economic growth and improved living standards (World Bank, 2002). Education needs to go beyond merely informing learners. Learners have to be enabled to learn on their own, make sense of and apply knowledge innovatively. Learners, therefore, need to take charge of their thinking and direct it towards solving problems as wells as formulating and pursuing desired goals. Information and telecommunication technologies that facilitate and support knowledge-based activities have become extremely useful. Information has become easily accessible with the use of the internet hence the use of the term information age to refer to the 21st century. Merely consuming information uncritically is dangerous in a globalized age. Education should therefore enable learners to select, interrogate, evaluate and utilize information efficiently. 2.2.1 The global challenges According to Haag (1982) education systems in the world have expanded quantitatively rather than qualitatively making them unable to address current social problems. Although a lot of resources have been devoted to education, it appears like the systems of education have been ineffective in addressing social ills like inequality, intolerance, resistance to change, crime and violation of human rights among others. These social ills manifest themselves in rising levels of poverty, ethnic and racial conflicts and violation of human rights in many parts of the world. Ward and McCotter (2004) argue that developing thinking skills in educational institutions, though necessary, is inhibited by inappropriate teaching methods used by teachers, ineffective evaluation procedures and rigorous overload of the curriculum. Other negative factors include ineffective educational policies that emphasize content and structure of education while neglecting quality and process of education. Jelinek (1978 ) refers to the dominant expository methods of instruction as didacticism in which it is assumed that education is an act of depositing knowledge into learners who are mere depositories. The process of instruction is lifeless, petrified, motionless, static and compartmentalised and thus strange to the experience of the learners. The approach is irrelevant to reconstruction of the experience of the learners since they are considered to know nothing. Ultimately the approach tends to turn humans into automatons and therefore negates their dignity and abilities as human beings. Without development of thinking skills, graduates from educational institutions are observed to be limited in analytical, creative and innovative abilities that are essential in the modern knowledge based world of work. Leat (1999) blames inability of education systems to address contemporary challenges on faulty academic cultures and traditions. For instance, attainment of good grades and certificates using whatever means is valued as opposed to transformation of learners into effective agents of change in society. Unhealthy competition among learners is tolerated instead of developing the culture of cooperation and mutual responsibility. Rigid adherence to existing academic cultures inhibits ability to respond to change. Unhealthy competition among learners promotes antagonism and undermines team spirit. According to Perkins (1990) the culture in most educational institutions is characterized by minimal informative feedback and emphasis on traditional ways of doing things. This diminishes the exercise of individual initiative and choice. Consequently learners are denied an opportunity to develop essential characteristic of democratic citizenship. Such characteristics include respect for dialogue, freedom of expression and self-determination through individual choice. Barrow et al. (2006) reports that a study done in India revealed that the main challenges facing teacher education include meeting childrens specific learning needs, respecting students cultural and socio-economic context and involving parents and communities in school activities. The teachers therefore require interpersonal and counseling skills that can enable them to empathetically discern the learning needs of pupils. The teachers also need to be able to deal with diversity of learners and forge school-community collaboration. Douglass (2006) perceives preparation of employable graduates as the main challenge of education in the 21st century. According to him, emphasis on employability has led to other challenges. For instance, there are sharp divisions between scientific-technological academic disciplines on the one hand and social science and humanities on the other. He argues that there is an overemphasis on the value of scientific-technological disciplines leading to bifurcat ion of knowledge. According to NCCPPE(2008), the main challenges that education must confront in the world today include: conservation of the environment and sustainability of natural resources; the provision of health care; renewal of economic vitality; coping with change through learning; promoting core human values like justice, peace and equity and protecting human rights. This study endeavoured to find out the extent to which global challenges mentioned above impact on Kenya. It further sought to establish whether and how the system of PTE in Kenya was responsive to them. The study also designed a framework by which the challenges can be classified for effective examination. For instance, the following categories of challenges among others were be included in the framework: cognitive, cultural, political, social, emotional, economic, ethical, technological, and religious. Cognitive challenges include obstacles that hinder effective thinking. Such obstacles render learners incapable of analytical, evaluative and creative thinking. Such learners merely copy and reproduce the ideas of other people without being sensitive to context. Cultural challenges include stereotypes and prejudices that are embodied in traditions and norms of particular social groups. These traditions are passed on from one generation to another without critical scrutiny. In additio n cultural beliefs and practices tend to be ethnocentric. As such they promote conflicts and misunderstanding among social groups. Political challenges include ideologies and policies that are designed to facilitate acquisition and maintenance of political power. Often such ideologies are propagated in a competitive way without regard to sufficient analysis, evaluation and fair-mindedness. Social challenges include the need to accommodate diversity in the contemporary setting that is increasingly becoming multicultural. There is need for tolerance, open-mindedness and humility in interpersonal interactions. Emotional challenges have to do with inability to understand and deal with ones own feeling as well as the feelings of others. This is especially so in a social context that is dynamic, uncertain and stressful. Economic challenges include scarcity of resources and controversial methods of distributing the resources. These challenges are compounded by the increasing needs and wants characterised by the consumerist lifestyles. Ethical challenges arise from disagreements on principles of right and wrong leading to ethical relativism. Such relativism makes moral values difficult to apply across board leading to ethical confusion. Technological challenges include inability to control and manage the use of technology in a way that benefits society without endangering wellbeing. Such challenges include checking abuse of the internet, regulating the mass media and ensuring that nuclear technology does not get into the hands of terrorists. Religious challenges include animosity among different faiths that sometimes expresses itself in overt violent practices. Religious fanatics often engage in breach of human rights and criminal activities in the name of God. All these challenges cannot be effectively addressed unless education empowers the learners and society at large to think for themselves, analyse and evaluate issues, question beliefs and claims as well as develop the ability to creatively solve problems. 2.2.2 The challenges in Africa Assie-Lumumba (2006) perceives the debt burden, ethnic violence, armed conflicts and the scourge of HIV and AIDS as the most visible challenges that impact education in Africa. What is needed is an education system that can empower Africans to participate in the production and application of knowledge relevant in addressing these challenges and promote broad societal advancement. In Ghana, the need to develop thinking skills among learners has been recognized as a viable way of addressing contemporary challenges facing Africa. However in practice, the development of such skills has not been given adequate attention (Acheampong, 2001; Hill, 2000). There exists a mismatch between the professed value of thinking skills in education and actual efforts to develop such skills in teacher training institutions. According to Owu-Ewie (2007), classroom environment in many educational institutions in Ghana inhibit thinking in students. The teachers have been observed to be autocratic and rigid in imposing their views on students. The opinions of students are disrespected and discarded thus discouraging learner participation, curiosity and creativity. Teachers make poor use of questioning and motivation and use the lecture method predominantly. The education system fosters rote learning, drilling and exam orientation. Such a system does not facilitate a healthy teacher-learner interaction. According to Barrow et al (2006), studies done in Namibia and Nigeria reveal additional challenges facing education in Africa. In Namibia, although educational policies are strongly based on active learning and learner-centered theoretical foundation, in practice, these lofty theories are not effectively implemented. The educational policies are poorly understood, interpreted and executed. The study findings support school-based teacher professional development programs, associated with whole-school improvement programs, as very promising ways of increasing understanding and effective implementation of active-learning policies. In Nigeria, religious tensions and economic empowerment are the challenges that education needs to address. Teachers have therefore to be empowered to facilitate inter-faith harmony, creativity and self-reliance among learners. In Ethiopia, poor quality of education, insufficient financing, lack of equity and poor management are the key challenges facing educa tion (Ethiopian National Agency for UNESCO, 2001). Consequently, the ongoing educational reform encompasses every aspect of the educational system- the curricula, teacher training, educational inputs, educational finance, organization and management, structure of education, career structure of teachers, and evaluation. The reform is aimed at total restructuring of the educational system. This study examined the challenges above and related them to those in Kenya and the rest of the world. It also compared the strategies employed to address the challenges with a view to reconstructing a more responsive approach to the challenges relevant to PTE in Kenya. 2.2.3 The challenges in Kenya In Kenya, some of the 21st century challenges are HIV AIDS, gender awareness, and sensitivity to human rights (K.I.E., 2004a and 2004b). Others include poverty, crime, drug abuse, and unemployment. These challenges require that education empowers the learner to reflect and respond to them pro-actively. While informing the learners about these problems is important, empowerment of the learner demands a transformation that transcends the cognitive dimension to include all other faculties of the human person. This study explored these non-cognitive dimensions such as the creative, cultural, ethical and social among others. According to RCE (2007), sustainable development in Kenya (as in any other country) is complex since it encompasses social issues such as peace and security, human rights, gender equality, cultural diversity and intercultural understanding. Other issues include poor governance, corruption, increased incidences of diseases, erosion of cultural values and morals, among others. The economic issues include corporate social responsibility and accountability, ethical marketing, increasing levels of poverty and the widening gap between rich and poor. The other issues include trends of unsustainable production and consumption leading to inefficiency and wastefulness, poor enforcement of policies and regulations governing production and marketing. Environmental challenges include the energy, nutritional and other domestic needs of an expanding population, unsustainable use of natural resources (water, land), rural/urban migration, climate change, rural development, urbanization, disaster prev ention and mitigation concerns. This study examines the extent to which these concerns are addressed in PTE with specific reference to pedagogical approaches employed. Abagi and Odipo (1997) argue that the operation of primary education system in Kenya faces the problem of inefficiency. Low completion rates and national pupil-teacher ratio make inefficiency evident. In addition, teaching-learning time was found not to be utilized efficiently in primary schools. The factors that may be responsible for inefficiencies include: ineffective education policies and management processes, misallocation of resources to various educational levels; school based factors such as teachers attitudes, time utilization, school environment; and household based factors such as poverty. The inefficiencies identified above lead one to question the quality and relevance of education in Kenya. While Abagi and Odipo (1997) discuss inefficiency from the point of view of mismatch between resource inputs and desired output in terms of qualified graduates able to contribute to national development, this study explored another dimension of inefficiency which involves discrepanc y between pedagogical approaches and the achievement of educational goals and objectives. The focus therefore was on the process of teaching and learning in addition to other material resources employed to pursue the achievement of educational goals and objectives. 2.3.0 Global responsiveness to contemporary issues Shah, (1997) discusses the implications of globalization in the 21st century which include information revolution, dynamic demand of relevant skills, uncertainty of a borderless world economy, and intense competition among others. He suggests that responsiveness to this reality demands a paradigm shift in the management of human relationships in all spheres of life. Although he takes a political perspective and dwells on how a shift in modes of governance needs to be effected, this study adapts Shahs ideas to a globalized educational context. For instance the shift from management to leadership in political governance can be equated to the shift from authoritarian teaching to facilitative teaching in education. In both cases, control (of citizens/learners by politicians/teachers) is discouraged while participation, consultation and involvement by all parties is encouraged. This change is so fundamental that Shah refers to it as a cultural transformation. He describes it as follows: The culture of governance is also slowing changing from a bureaucratic to a participatory mode of operation; from command and control to accountability for results; from being internally dependent to being competitive and innovative; from being closed and slow to being open and quick; and from that of intolerance from risk to allowing freedom to fail or succeed (Shah, 1997) While responsiveness as described above is desirable and even necessary in the world today, it is not easy to accomplish. In developing countries for instance, the reform of the public sector has been attempted in many countries without tangible results. Shah (1997) regards attempts to reform the public sector in many developing countries as an illusion or dream. The command and control orientation is so entrenched that developing a client orientation that emphasizes collaboration and service is difficult to achieve. Consequently human relationships are devoid of a sense of responsibility and mutual respect. Relating these ideas to primary teacher education, responsiveness would mean enabling learners to be self-reliant and self-disciplined as well as actively engaging both teachers and learners as partners in the learning process. Leithwood et al (1994) assert that modern education systems have to address broader and complex goals, use a diversity of forms of instruction and strategies for learning to cater for diverse clientele as opposed to the traditional youthful learners. In addition, educational institutions will need technical resources to facilitate independent decision making and collaboration with other agencies. Future institutions of education will need greater decentralization of authority, empowerment of staff, and increased accountability to the stake holders they serve. Much effort will be employed to review the content of the curriculum and the process of instruction in order to enhance learning as well as forge useful links between the educational institutions and their environment. Specifically the following responses will be needed: provision of higher order thinking skills like analysis, evaluation and creativity. use of flexible client-centred forms of instruction and willingness to collaborate with other educational agencies. Addressing of cultural, religious and ethnic diversity and tensions and Increasing respect for the rights of individual, ability, race, age, sex etc which enhances equity as an education goal as well as equal access to knowledge. Beyer (1997) asserts that the best way to respond to contemporary challenges is to empower learners to learn. This implies facilitation of efficient and effective thinking. Such learning involves careful development of learner inclinations as well as their abilities to think skilfully. Barrow et al. (2006) reports that a research carried out in India suggest that one way of facilitating responsiveness among learners is to create a learning environment in which children are motivated to participate actively and are encouraged to think beyond their own context. This concurs with Beamons (1997) and Beyers (1997) view that the classroom environment should be motivating and provide opportunities for learners to use their cognitive and creative abilities. In order to develop the thinking skills of learners, the teachers need to use cognitive instruction approaches and learner-centred strategies which stimulate thinking. This study explored such approaches and strategies and endeavoured to find out whether they were being used in PTE in Kenya. Kea et al. (2006) recommend multicultural teacher education preparation as a viable way of promoting responsiveness to the challenges of the 21st century. Teachers who have learned culturally responsive pedagogy are believed to be more confident and effective in instructing children from diverse social, cultural, religious and economic backgrounds. Culturally responsive pedagogy involves adapting the content of instruction and teaching styles, curriculum, methodology, and instructional materials responsive to students values and cultural norms. Thus, the ultimate challenge for teacher educators is to prepare reflective practitioners who can connect, commit, and practice an ethos of care with diverse students and their families. According to Douglass (2006), responsiveness to contemporary challenges requires cross-cultural and human rights education. Governments should ensure that their primary and secondary educational systems provide for a balance and integration of national history and identity formation with knowledge of other cultures, religions, and regions. Educational approaches should be suitable for transforming the values of young people, their perceptions and knowledge about other civilizations, cultures and peoples across all regions. Critical thinking should be promoted in order to enhance fair-mindedness and objectivity in a world where information is being generated and disseminated at an amazing rate. Critical thinking is essential for analysing, evaluating and applying information. It is useful in combating misperceptions, prejudices, inaccuracies and outright lies among others. Critical thinking enhances the learners ability to separate fact from opinion, to evaluate information for bias, to construct and deconstruct meaning logically and relevantly. Such skills are important for promoting tolerance, mutual respect and responsible citizenship. This study examines the responsive approaches discussed above in the light of the Kenyan context. It aims at developing and recommending a comprehensive proposal of responsive pedagogies for teacher education that are suitable for addressing contemporary issues in Kenya. According to NCPPHE (2008) the most important educational goal is to facilitate learning by students and the society in general and thus create a learning society. In such a society, learning is a way of life and is therefore life-long. Optimized learning is that which helps strengthen democratic and civic institutions in the nation. This concept of learning extends beyond the education of students in classrooms to include educations impact on societal organizations, businesses, corporations, and cultures. This view is also adopted by Partnership for the 21st century (2004), which is a conglomeration of public and private partnership focusing on improving education in the 21st century. The partnership reached out to hundreds of educators, business leaders and employers to determine a vision for learning in the 21st century, to reach a consensus on the definition of 21st century skills, knowledge and expertise which will enable learners to thrive in contemporary world. This work endea voured to bridge the gap between the knowledge and skills most students learn today in school and the knowledge and skills required in the 21st century communities and workplaces. The critical knowledge and skills identified by Partnership for the 21st century (2004) are learning and innovation skills (creativity and innovation, Critical thinking and problem solving, communication and collaboration), information, media and technology skills (information literacy, media literacy and ICT literacy) as well as life and career skills (flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility). The partnership also identified interdisciplinary themes which summarises the content that students should learn in the 21st century. These themes include global awareness, civic literacy, health literacy and financial, economic, business and entrepreneurial literacy. This study used these themes, knowledge and skills to evaluate the success of teacher education in Kenya in equipping primary school teachers to prepare pupils for the demands of the 21st century. 2.3.1 Responsiveness to contemporary issues in Africa According to Barrow et al. (2006) research carried out in Nigeria indicated that responsive approaches in education in Africa should aim at fostering moral values such as patience, tolerance, friendliness, compassion, empathy and fair-mindedness. In addition teaching methods and strategies should create and sustain a stimulating learning environment. Teachers need to use a variety of teaching methods to reach students at different levels of ability. In Namibia, the research recommended teachers reflection on their practice in order to seek way of improving teaching and learning. Learner-centred teaching, variation of teaching methods and strategies and positive teacher attributes like kindness and courtesy were also argued to contribute to responsiveness to contemporary issues in education. Ethiopian National Agency for UNESCO (2001) describes responsive education from the Ethiopian perspective as characterized by access to basic education for all, production of responsible citizens who can solve problems and cooperate with others in productive socio-economic activities. Other characteristics of responsive education include equity, community participation in education, and suitability of academic disciplines to the needs of the country. Quality and quantity need to accompany each other in educational matters; for instance, new educational institutions should be established and the existing ones strengthened in order to produce professionals at a quantity and quality levels that match the requirements of the country. 2.3.2 Responsiveness to contemporary issues in Kenya In Kenya, attempts at making education responsive to contemporary issues and challenges is reflected in the various educational reports that have been generated since independence (Republic of Kenya, 1964, 1976, 1981, 1988 and 1999). This is evident in the review of the said reports below. The Ominde Report (Republic of Kenya, 1964) was the first commission of independent Kenya to address matters of education. It made a lasting contribution by articulating, among other issues, the goals of education in Kenya which are reinforced in the commission reports that followed. Among the recommendations that the report gave included that: partnership should be forged between government and regional and local authorities in the planning and administration of education; educational policy should be consciously directed towards promoting national unity; religious instruction should be handled as an academic subject on educational lines dissociated from the sectarian objectives of any religious group; primary education should provide training in the rudiments of citizenship; education should be responsive to contemporary needs and modern educational practice; education should be child-cantered and child study experts should be included as lecturers in teacher training colleges. The Ominde Report (Republic of Kenya, 1964) identified a number of issues of which the following are relevant to this study and remain relevant to the current situation in Kenya: Education in Kenya should foster as sense of nationhood and promote nationhood. The post 2007 election violence revealed the fact that nationhood and national unity have not yet been successfully achieved in Kenya(Republic of Kenya, 2008a) and education, to be relevant must develop among learners and teachers alike patriotism, tolerance and mutual social responsibility. Education should serve the people and the needs of Kenya without discrimination. It should develop in learners the traits of fair-mindedness, empathy and justice. Education should enable learners at all levels to adapt to change. This requires analytical and evaluative skills that enable one to examine ones context, identify and define problems clearly and accurately. It also requires creative skills to enable one to formulate and implement relevant solutions to problems. The teaching methods prevalent in educational institutions after independence were faulted by the Ominde Report (Republic of Kenya, 1964) because they neglected learner participation, imagination and understanding and emphasised drilling and authoritarian teaching. Little attempt was made to adapt instruction to the needs of learners. In teacher training colleges, few lecturers were well grounded on the crucial question of how children learn or fail to learn. The report appealed for a paradigm shift in teaching and learning as indicated in the following: We do not believe that the students will effectively break loose from the old bookish, rote methods until they have themselves shared in the exhilaration of autonomous learning and have discovered how much more complete is their final mastery (Republic of Kenya, 1964, p.116) Gachathi Report (Republic of Kenya, 1976) expounded on the implications of the ideology of African Socialism on education in Kenya. The Report recommended the following issues which remain relevant to the contemporary Kenyan context: Education needs to continue promoting national unity in order to address social and economic challenges facing the country; education should be a tool for removing social and regional inequalities and creating international consciousness; education should enhance adaptability and management of change; education should foster mutual responsibility and cooperation and education should develop positive attitudes and values that motivate people to serve diligently, honestly and efficiently. The Report recommended that all educational institutions should give increasing emphasis on problem-solving teaching methods that have a bearing on the real life situation of the Kenya environment. This study examines the extent to which PTE has addressed the concerns and recommendation of the Gachathi report. The Mackay Report (Republic of Kenya, 1981) was mainly concerned with the establishment of the second university in Kenya. It recommended the establishment of the 8-4-4 system of education. It reiterated the importance of the following objectives of education in Kenya: fostering national unity based on the adaptations of the rich cultural heritage of the Kenyan people; facilitation of the needs of national development; development of skills, knowledge attitudes, talents and personalities of learners; fostering positive international consciousness and promotion of social justice and morality. The Report observed that formal education had tended to concentrate on imparting knowledge for the sake of passing examinations instead of facilitating problem solving. Kamunge Report (Republic of Kenya, 1988) addressed education and manpower training for the rapidly changing Kenyan society. It recommended

Internet - Ethics of Publicizing Security Vulnerabilities :: Free Essays Online

The Ethics of Publicizing Security Vulnerabilities   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   Abstract:   In 1988, Robert T. Morris Jr. released the Internet Worm Virus, which essentially shut down the entire internet for a day.   Morris wrote the virus using known vulnerabilities in the UNIX operating system.   When these vulnerabilities are discovered, should they be publicized or kept secret to prevent further attacks?   These issues relate closely to the concepts of open source versus proprietary software development.    In 1988, Robert T. Morris Jr., a Cornell graduate student, released a computer virus.   The goal of this virus was to propagate itself across the Internet and to infect as many machines as possible in as little time as possible.   The Internet Worm, as it came to be known, was very successful; it infected millions upon millions of machines and essentially shut down the entire Internet for roughly twenty four hours. As a result of his creation and release of the Internet Worm, Robert Morris spent years in courts and paid significant amounts of money in lawyer and court fees, but never went to prison for his actions.   The Internet Worm case brings up an extremely important issue that increases in importance each year as the world becomes increasingly networked via the internet and through other means; should people have access to information about vulnerabilities in computer systems, or should these vulnerabilities remain secret?      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the time that Robert Morris wrote the Internet Worm, there were known vulnerabilities in the UNIX Operating System's Finger command, and in the Sendmail Daemon, the program responsible for transmitting electronic mail from one machine to another.   Anyone who had some amount of expertise in the UNIX Operating System knew of these weaknesses, yet no one had made an attempt to fix the problem.   Robert Morris apparently viewed this situation as a matter that needed attention, which many people speculate as his reason for creating the Internet Worm.   His ingenious virus used these vulnerabilities to attack systems and to propagate itself across the internet.   One fact is definitely known.   This is the fact that the Internet Worm gave many thousands of computer experts a strong reason to fix these vulnerabilities.    It is necessary to realize one important fact about the internet worm virus; it was not totally malicious.   That is, Morris did not write the virus so that it would try to do any damage to the hardware or software of the machines it infected.

Great Gatsby: American Dream

As time flows everlastingly on, the dreams which man builds Its self upon are prone to change. Throughout American history the American dream has changed from being one which inspired and fed the hopes of people all over the country, to the twenties' mangled interpretation of it, where everything revolved around money and status. This theme is expressed in multiple characters and more specifically Gatsby who is a prime example of such corruption.The untimely demise of Gatsby in F. Scott Fitzgerald The Great Gatsby, signals the unraveling of the American dream. In the beginning of the novel Gatsby dream is pure in its initial form. Starting out his dream is Just like any other's, one with glory and a better life for himself as he believed he deserved. Eventually he gain his dream of riches, this being reflected In his new life In the West Egg with his mansion being brand new apart from the Ivy coating It possesses along with his vast amount of lawn area. Fitzgerald 9) Gatsby pays spec ial attention to his lawn also, cultivating It as he did with his rise to fortune and controlling most details apart from one section allowed to grow wild, which was a Indo to see the inner turmoil of Gatsby. This anxiety within is helped by the fact that one of Gatsby driving notions in the book was to When the realization hits that Gatsby dream is becoming a false sense of its self, the reader is forced to look deeper into the character of Gatsby and who he really is.This leads to the discovery of Gatsby continually living in the past, often times fabricating a story to make himself seem more outgoing and distanced from what he truly is, leaving the reader wondering â€Å"if there wasn't something a little sinister about him after all. (Fitzgerald 69) These tendencies led Gatsby to boast about what materialistic Items he has today and what he can give himself and others. Such as when Gatsby Is feeling anxious about Daisy coming over for tea he mows his own yard for a sense of con trol then extends his control to also â€Å"[send someone] over to cut [Nick's] grass. (Fitzgerald 88) Eventually, Gatsby possessive feelings lead to the corruption of his dream of winning over Daisy because he begins to want to possess her as well. The final turning point In the novel relating to Gatsby distress with his dream is he climaxing fight between Tom and himself over Daisy. Gatsby being so corrupted now, that he yells and forces his supposed true love to tell her husband she never loved him. (Fitzgerald 139) In the end this actually pushes Daisy away more and back into the arms of her husband, Tom.Within Fitzgerald novel the American dream was once seen as a budding new concept but In the end failed to bloom due to the circumstances in which the characters, specifically Gatsby, took to find their route to their believed happiness. Great Gatsby: American Dream By Instrumentalists As time flows everlastingly on, the dreams which man builds its self upon are In the beginnin g of the novel Gatsby dream is pure in its initial form. Starting believed he deserved.Eventually he gain his dream of riches, this being reflected in his new life in the West Egg with his mansion being brand new apart from the coating it possesses along with his vast amount of lawn area. (Fitzgerald 9) Gatsby pays special attention to his lawn also, cultivating it as he did with his rise to fortune hat one of Gatsby driving notions in the book was to materialistic items he has today and what he can give himself and others.Such as when Gatsby is feeling anxious about Daisy coming over for tea he mows his own cut [Nicks] grass. † (Fitzgerald 88) Eventually, Gatsby possessive feelings lead to the The final turning point in the novel relating to Gatsby distress with his dream is the climaxing fight between Tom and himself over Daisy. Gatsby being so corrupted concept but in the end failed to bloom due to the circumstances in which the

Barrack Obama’s Campaign Speech Essay Example

Barrack Obama’s Campaign Speech Essay Example Barrack Obama’s Campaign Speech Essay Barrack Obama’s Campaign Speech Essay Communication can be defined as the act/art of exchanging/transmission of ideas or information by the agencies of address. marks. written agencies and the behaviour. It was the juncture of the America’s Presidential campaigners Campaign when the Illinois Senator Barrack Hussein Obama delivered the address denoting his will of seeking the democratic nomination for presidential term in 2008. It was on Saturday eventide ( 19. 06GMT ) of February 10th 2007 on the Venue of Springfield. when the Senator Barrack Obama now the Elect president of United States of America delivered the persuasive address used on this focus paper. In this Address it magnificently exploits the elements of address. First. The campaigner Senator Obama by that clip was really prepared for the juncture against the rescue of the astonishing address towards the audience. His debut of the address appreciates all the audience nowadays and acknowledge their critical function they do play for that juncture. For cases He starts by thanking all the people for their approaching and gives the grounds why the juncture was really of import to every person. His debut captures the attending of the audience giving clip to present his message. Part of debut was †¦it’s humbling but in my bosom I know you didn’t come here merely for me. you came here because you believe in what this state can be. Second there is use of being yourself ’ while giving the address. The Senator gives personal and professional illustrations and life history exactly. perchance assisting him to derive support to stress his ain points of the run. The self-example messages lucifers with the bound intents of the Campaign. Third. Obama stayed relaxed throughout the address bringing session. really composed and maximum prepared for the result. He remained focused on go throughing the message. He excessively employed other agencies of speech presentation such as movement/ walking. gestures. In add-on. the Senator used the Natural wit and avoided depicting/ nailing an person from the Audience and he didn’t over do it therefore keeping the audience on move of the address. The other component that I figure was the Body programs and manus places. I keenly observed the motion and gestures of the Senator. He moved within the three places – the right. the centre and the left- and the manus place was good managed and maintained throughout the session. He didn’t hide behind the lectern and he magnificently maintained the oculus contact with the audience throughout the address session. Lastly of the elements of address. the Senator was really acute and good informed about every detailed he presented. He used the environmental mention that surrounded the Venue suitably on his address. He understands what is the past. presently and the future occurrence of the immediate land. He keenly observes the audience to an extent of placing some classmates but he didn’t mention their names. †¦friends that I see in the audience. . Speech Accomplishment: The address is carry throughing the existent mission of the Senator while being elected as the president of United States of America. He explains out what he will carry through for the state when he will be in power. He gives new hope the people of America ; to believe that yes he can’ conveying peace where there is war. convey hope where there is desperation. make what is more possible and construct a more perfect brotherhood. The Senator aspires to set up convergence topographic point where the husbandmans. instructors. pupils. business communities. labourers. immature and the aged. male and female. rich and the poor’s clamour can be heard. The address intends to carry through the enlightenment of the US people the being of presumption in the present authorities naming for the alteration. in the faces of the down he will increase the employment chances in order to raise the 1000000s out of poorness. Welcome the immigrants to the shores of America and experience justness and righteousness around the Earth. The Senator contemplates the presently position of the US and around the Earth and promises to carry through missions such as to slake the anxiousness of the feel of lifting wellness attention costs and the semblances of the dead rewards. to convey the war in Iraq to an terminal by conveying the military personnels back place by March following twelvemonth and give Sunni and Shia to decide the job and convey out peace. minimise oil dependence that is endangering America’s hereafter. transfuse an ethic accomplishments in kids by puting high criterions of larning supplying the resources for them to win. enrolling the new ground forces of instructors and giving them the hitter wage and more support for the exchange of answerability. doing colleges low-cost and puting in the scientific researches. to reshape the economic system. beef up the communities. to cut bureaucratism by usage of engineering. free America from the Tyranny Oil. work out the crisis of planetary heating by inve ntion and by cresting the nursery gases. give inducements for the concerns. and destructing the deadliest unguarded arms. The Speech was a persuasive. since it is carrying the people of America to elect the Senator as the President of America by voting for him in the twelvemonth 2008. It was evidenced in his address as persuasive where he says †¦If you will fall in me in this unlikely pursuit. if you feel destiny naming. and see as I see. a hereafter of eternal possibility stretching before us. if you sense as I sense. that the clip is now to agitate of our sleep. and slough off our fright. and do good on the debt we owe the yesteryear and the future coevalss. so I am ready to take up the cause. and lucifer with you and work with you to complete the work that needs to be done. The chief purpose of the address was to carry for ballots that resulted to the bringing of the address. But on the procedure he enlightens the people the critically analyze and keenly do judgement for the best following US president. I can besides state it is enlightening to some extent that it elaborates the incidences that have been taking topographic point and the others that are likely to take topographic point in the United States of America. Audience’s reaction towards the address was really claping during the address presentation and so the audience was really pleased with the astonishing address. contented that Obama can do out to be the best campaigner to be elected and really defeated with the old cloaked authorities. The address disclosed the factual facts to the audience. which was the extinction of the long thirst. the beginning of the new hope and the alteration on which the Americans can believe in. At some points the battalion nodded their caputs as a mark of concession/ understanding to what was spoken. and at some point the audience was commiseration as a mark of how sympathetic and hapless the state of affairs was in as per that clip. The form of address was consecutive. topical and spacial. The address was consecutive since it has the debut. the organic structure and the decision as the construction of the address. Obama welcoming the audience. he presents his address ( The organic structure ) where he factually speaks of what he should make when he will be in power. he identifies what to alter and or better. what to introduce and implement. what changes he is able to convey. what was the defects the old authorities. and eventually he give out his decision of anticipating the people of America to vote for him if they want the alteration they can believe in. The address was besides topical since Obama Generally emphasizes on the Change that that Americans can Believe in. He bases his ain address on alteration and often references change throughout his address. Despite of holding other minor subjects such as talking about instruction. the economic system. war. resources and the political history his chief subject was about alteration. To some extent but non really. the address was descriptive. It entails what to be done. how. when and by whom. Obama described in his address for case that the lone beginning for alteration in America is people. the lone peace in war at Iraq lies between Sunn and Shia. the lone manner to thrive in future is by making the present that needs to be done. Besides Obama gave the graphic description on how to work out some of the durable jobs in America. For case the job of planetary heating can be solved by inventions that can tap the nursery gases. making more occupation chances. investings can work out the job of poorness. pattern of justness and constitution of converges to listen the clamour of each and every one in the US. In decision. Communication is the transmittal of information from one individual to another. The juncture of the address was during the run of the Presidential campaigner of America on Democratic Party at Springfield. The utilised elements of address were such as being prepared for the address presentation. being yourself when stand foring address. being composed and contented when presenting address. organic structure program and hands place. gestures and motions. Accomplishment of the address was to convert the audience to vote for Him/ Change. The type of address was persuasive as he persuades for the ballots. the reactions of the audience was a mark of relieve or being relieved if Obama was to be the president and so he became. Finally the form of the address is Sequential. topical and somehow spacial. Mentions: 1. Public Talking an Audience-Centered Approach By Steven A. Beebe and Susan J. Beebe. ( 2008 ) 2. hypertext transfer protocol: //www. defender. co. uk/world/2007/feb/10/barackobama. 3. hypertext transfer protocol: //www. ljlseminars. com/elements. htm. 4. Organization Pattern Of Speech By Osborn ( 2000 ) .

David Copperfield Essays

David Copperfield Essays David Copperfield Paper David Copperfield Paper On the 28th of November 2008 I attended a performance of David Copperfield written by Charles Dickens at the Mercury Theatre in Colchester. The play was adapted and directed by Giles Havergal, who for 33 years was artistic director of the Citizens Theatre in Glasgow. David Copperfield follows the life of a boy, who was orphaned at an early age and experiences considerable hardship. Throughout the story David experiences love and betrayal but I believe the main theme in the story is ambition.Firstly I would like to comment on how well the actors identified their characters especially the actor who played David himself, although David is played by a fully grown man it is made obvious at the beginning that opposed to playing a fully grown man he is playing a child. This is displayed clearly very early on in the play when we saw David wailing like a child at the front of the stage, to emphasise the fact he was a child his facial expressions and movement where also very childish a good ex ample of this is when he is talking to his Nanny Peggety he tugs on her skirt and looks up to her.The other actors on stage also treat him like a child and talk to him in a different tone than they would to someone closer to their own age. Another well played role was that of Uriah Heap. From the moment he took his place on stage (even before he started to speak) you could begin to recognise that he was villainous, one of the traits I found particularly effective was how he had his hands up by his chest for a considerable amount of time. He also appeared nervous. Charles Dickens himself describes the character of Uriah Heap as probably the most consummate villain that has ever existedThe stage layout was very well suited to the play. It had some slightly raised areas, another raised area at the rear and a gauze. The two small raised were often used to show the significance of the character for example when David was attending school the school master was nearly always standing on a higher level that the pupils. The set was not very realistic but I think this was how it was intended to be. I think it was more symbolic and reflected the themes of the play for example around the edges of the stage books were piled.This could be signifying how during his younger years he had a tendency to immerse himself in a book in order to hide himself from the plight of every day life. The lighting and sound was also very well thought out for instance when David visited the seaside there was faint echoes of seagulls in the background accompanied by the sound of the sea. The lighting helped make it obvious who you should be focusing on for example if the narrator was delivering a monologue a spot light would be on him and there would be limited (if any) movement around him and in the background.Compared all the other plays I have seen the narrator played a totally different role in this one. On Wikipedia it states that a narrators role is;Within any story (literary work, movie, play, verbal account, etc.), the entity that tells the story to the audience.Although the narrator in David Copperfield does all of this he is also acts as the protagonist in the play as he is narrating his own life which is interesting as he reacts to his own actions, and to some degree I think you can sense his regret. I also found it particularly interesting how as David gets to the age of the narrator they swap roles and the narrator steps in and becomes one of the actors involved.I believe amongst many messages hidden in the play one of the most important was regret, I feel that whilst looking back you could sense how he regrets some of the paths he had taken in life but accepts them. The actor playing the older David communicates this well by sometimes stepping in and trying to change things himself. I believe this method displays the point well.I believe the director wanted to change peoples views on the play and make you see it in another light. I believe he achieved this w ell. I also think he adapted the humour to modern day humour, which was very cleverly done as it was subtle but effective. The audience reacted very well to this and laughed in all the right places, you could tell that they stayed interested all the way through and the general atmosphere of the theatre was amazing.Overall I think it was a very original piece of drama. Even compared to some shows I have seen in the West End such as Chitty Chitty Bang Bang or Grease it stood out. Probably the most appealing element for me was the idea of having both the protagonist and the narrator as one person. My favourite scene was the opening one as it drew you in to the play and made you want to find out more about David. It also set the scene well and gave you a taster of whats to come. I would definatly recommend it to other people to see as the acting was superb, the script was well written and the set was memorable.

Financial Accounting principles Essay Example | Topics and Well Written Essays - 1750 words

Financial Accounting principles - Essay Example In actual practice, if a business is to be run at profit, it has to sell goods at such a price as will enable it to meet out not only expenses on account of cost of goods sold but also other numerous expenses like rent, salary, cartage, freight, commission , electricity, etc. Thus for making a profit, sales must be kept sufficiently high to meet all the other expenses. To emphasize the necessity of accounting, it can be said that accounting must provide the following information and we should ensure that we completely understand and analyze them: Accounting is defined as the 'the art of recording, classifying and summarizing in terms of money transactions and events of a financial character and interpreting the results thereof .' The American Accounting Association Committee defined accounting as - The process of identifying, measuring and communicating economic information to permit informed judgment and decision by the user of the information. The Accounting Principles Board of the American Institute of Certified Public Accountants (AICPA) stated "the function of accounting is to provide quantitative information, primarily financial in nature about the economic entities that is intended to be useful in making economic decision." Business Managers and outside interested parties make use of accounting information for decision making that affect the business. The primary purpose of accounting is to provide information about financial transaction, i.e., transaction involving money of a business enterprise. When a person starts a business or even to maintain the accounts of his daily expenditure he must make use of financial accounts. The two primary objective of any business are To earn profit. To have sufficient funds to pay their debts as and when they are required to be paid. This information makes a firm or an individual person take the right business related decision which helps to take the business further. Thus, accounting information, if properly and systematically recorded and reported, can direct a business enterprise to run on successful and efficient lines. Before we move on to understand more about Financial accounting we must clearly understand the advantages-disadvantages and limitations of accounting. Advantages Maintenance of

In what way might The Verb to Kill by Luisa Valenzuela be a political Essay

In what way might The Verb to Kill by Luisa Valenzuela be a political allegory - Essay Example It demonstrates how politicians get riches from the poor people, give empty promises and will always come back ‘with a different story for the poor to give them the votes. The verb to kill therefore demonstrates the capitalism of our politicians who are for selfish gains at the expenses of the lives of the electorates. â€Å"The verb to Kill† is a metaphor for the dehumanizing nature of the politicians. In this story, the poor girls who are also the narrators are eaten away or consumed by the daily lifestyle of the old man who is the protagonist. In this perspective, the writer of this article demonstrated how the individuals are â€Å"consumed† by the powerful politicians and leaders. The concept of consumption has been used in this story as a metaphor or allegory in the store to represent the high level of exploitation that these individuals are experiencing. When the writer of this article portrays the girls as being eaten by the daily life of the old man, the writer of this article outlines the kind of activities of the old man that are not beneficial to the young girls. This is unfortunate despite the fact that the young girls play an important role in the story and are very kind towards the man. The main narrator in â€Å"the verb to kill† asserts that their neighbor, the old man is a â€Å"degenerate murderer† and hence is fascinated by the kind of life style that they perceive this old man is leading. They also assert that the old man may not just be a rapist but also someone who eats â€Å"that last breath† (Valenzuela). In this perspective, the narrator claims here that the actions of the old man and his daily activities consume them. In this text, the idea of consumption has been used severally in the text from the beginning through to the end. The idea of consumption here therefore represents the nature of the old man and the notion of destruction and absorption of the girls by the old man neighbor. This is a llegory for the nature of some politicians who play politics just for their own benefits even if it means overlooking the morals and the norms of the society. It also represents the immoral nature of the politicians and the political game in general which demands for the politicians to leave different lives and compromise their morality at the expense of the society and those whom there are close to. The narrators have also demonstrated the fear for the idea of the old man rather than his reality. The idea of consumption and the presentation of the man as vampire are two causes of worry for the poor girls. This is a phenomenon that is common across the worlds’ politicians and their subjects. In politics people do not win because of what they are but because what the ideas they present to the people. The ideas that politicians often presents to the electorate as well as their past deed play an important role in their success. The electorates are often afraid of the idea and no t the person. This explains why the narrators fear this man’s idea and not his reality as their neighbor and an old man. The action of by the girls also demonstrates how they do not care about the old animals though they complain about the old man because of the nature of vampire. In this story, it is observable that there are three levels of individuals in the society. The top most individuals represented by the old man, the middle represented by the