Issus on Populr Journlism Essay Example | Topics and Well Written Essays - 4000 words

Issus on Populr Journlism - Essay Example In rð µcð µnt timð µs Ð ° numbð µr of issuð µs Ð °nd thoughts hð °vð µ Ð °ppð µÃ° °rð µd in thð µ fið µld of journð °lism Ð °s its dð µvð µlopmð µnt hð °vð µ broð °dð µn Ð °nd gð °inð µd morð µ Ð °rð µÃ° °s to discovð µr. Onð µ of such issuð µs rð µfð µrs to tð °bloidisð °tion which is Ð ° tð µrm frð µquð µntly usð µd in journð °lism Ð µnvironmð µnt. Journð °lists, mð µdið ° pundits Ð °nd Ð °cð °dð µmics Ð °pply this tð µrm to chð °rð °ctð µrizð µ rð µcð µnt trð µsnds in thð µ mð °ss mð µdið °. Ð ° move to nð µw Ð °nd morð µ Ð µntð µrtð °ining sorts of journð °listic contð µnt with thð µ dominð °ncð µ of visuð °l prioritið µs ovð µr thð µ vð µrbð °l tð µstifið µs thð µ involvð µmð µnt of tð °bloidisð °tion. Thð µ move in thð µ sort of lð °nguð °gð µ usð µd, Ð °nd thð µ strð µss upon thð µ sð µnsð °tionð °l Ð °nd thð µ Ð µmotivð µ, Ð °nd thð µ incrð µÃ° °sing dominð °tion of v isuð °lly dð µtð µrminð µd discoursð µ, undð µrminð µ thð µ plð °cð µ of rð µÃ° °son. Ð °t thð µir most Ð µxtrð µmð µ, pundits of tð °bloidisð °tion sð µÃ° µ it Ð °s onð µ mð °jor Ð µlð µmð µnt inciting Ð ° emergency of open lifð µ thð °t is Ð µroding thð µ bð °sis of dð µmocrð °cy. On thð µ othð µr hð °nd, thð µrð µ Ð °rð µ thosð µ who Ð °rguð µ thð °t thð µrð µ is littlð µ or no Ð µvidð µncð µ for developing tð °bloidisð °tion, Ð °nd thð °t thð µ trð °ditionð °l elements of thð µ mð °ss mð µdið ° continuð µ to bð µ dischð °rgð µd Ð °t lð µÃ° °st Ð °s wð µll Ð °s thð µy hð °vð µ bð µÃ° µn in thð µ pð °st. Othð µrs wð µlcomð µ thð µ sprð µÃ° °d of tð °bloidisð °tion, which thð µy sð µÃ° µ Ð °s broð °dð µning Ð °nd dð µmocrð °tizing thð µ contð µnt of thð µ mð °ss mð µdið °. Thð µ old wð °ys of thð µ mð µdið ° wð µrð µ thð µ prð µsð µrvð µ of Ð °n Ð µlitð µ minority.

Ideologies Aimed at Understanding the External World and Essay

Philosophies Aimed at Understanding the External World and Commercialization of Culture and Emergence of Cults in Popular Culture - Essay Example As indicated by the exploration the translation of the outer world depends on the away from of the real world and recognition. From a philosophical point of view, information begins with the experience of the outer world through the sensesâ€from the possessing an aroma like an organic product or the becoming aware of a child’s giggling. It is through the sense-information got (the aroma of the organic product or the chuckling of the youngster) that man can know the things around him. Information, in this sense, is shaped when man intellectually makes decisions about his encounters (the smell of the natural product is sweet or the giggling of the youngster is noisy). The issue among the real world and recognition originated from basic yet fundamental inquiries: (1) is the information acquired through sense-experience valid? In what manner can man guarantee himself that what he sees to be genuine is lined up with what is in reality genuine? As per a scholar named Bertrand Rus sell, reality existsâ€an target space where every target object are precise arranged. Man can acquire information about these articles, right off the bat, through the experience gave by his detects; and furthermore, through the judgment made by his psyche on such experience. The psychological idea that is built is along these lines called recognition. In this light, Russell regarded that man can't actually get a handle on reality since his faculties don't have the features that would take into account him to catch these articles totally and simply. Basically, notwithstanding, man’s request toward the outer world strengthens an intriguing knowledge about his natureâ€the want to know. ... Two General Worldviews about the External World As referenced already, man’s extreme objective is to comprehend the idea of the outer world by gaining facts about it, yet in addition by assessing the psychological and physical procedures he utilizes. In this sense, we start by inspecting the two differentiating practices of information creation that are intended for clarifying the idea of the outer world: target induction and hermeneutic observation. Both perspectives give philosophical and logical investigations about the outer world. A. Target Empiricism Objective observation accept that different marvels in the outer world are normally arranged to be perceptually available however self-ruling of impression of man. Since the target attributes of these marvels are autonomous of mental decisions, the truth is consequently conveyed totally and simply to the seeing man. Experimentation of this sort is regularly respected to be grounded on materialismâ€that which propels the v aluation for physical articles as the head model of the genuine, as Anderson (1996) states. As set by target induction, as man moves the focal point of his requests from the idea of physical articles and into the subjective development of importance, he loses the capacity to observationally approve the decisions he made since the physical items are missing from his examination. Beside being legitimately connected to realism, target induction is additionally connected with reductionism, which further separates the idea of physical items into one single field of information. Through this, Anderson (1996) accepts that reductionism turns into the reason for the solidarity of-science speculation. This theory

Freedom costs a buck-oh-five

Freedom costs a buck-oh-five Despite the fact that Ive lived in the Boston area for the past four years, Ive actually never walked the Freedom Trail, the red brick path winding through the city which connects many of the historical sites for which Boston is famous. My parents have done it two or three times while I was in college, but I had just never done it. Mostly I use the city for a) sitting in the Common reading the newspaper on my lunch break and b) shopping. And c) shopping. So this morning, I was psyched when Adam suggested that we join the herds of tourists and walk the trail. It was gorgeous today 82F with a light sea breeze and very little humidity so we hopped in the car and parked in a parking garage downtown. (Normally, we would take the T. But today they were running a shuttle between MITs stop and Park Street, and a crowded shuttle bus wasnt on the list of things with which I felt like dealing today.) We only walked the Boston part of the trail, but we got a nice long walk in today almost four miles! 1. Stars and Stripes cow Boston is in the middle of a Cow Parade. I thought Id look like a super-tourist and pet the cow for the camera. (Note: Only tourists take pictures with the cows. Boston residents are WAY too cool for this sort of thing. When you get to MIT for orientation, you have approximately a two-week grace period in which you are allowed to act like a tourist, but after that you have to pretend to be a jaded Bostonian.) 2. Old statehouse The old statehouse is Bostons oldest surviving building. Right next to the statehouse is a marker commemorating the Boston Massacre, which happened right there. Theres a museum in the statehouse, but it costs money, and Adam and I were determined to spend as little as possible. 3. Waterfront Next, we headed to the waterfront park. Its very nice there, and it smells like the sea! We havent had a hurricane in Boston since Ive been here, other than the remnants which come up the coast, but we do get some pretty sweet noreasters, especially in the winter. Noreasters are like hurricanes, only way more fun. 4. Veggie cow Adam met this veggieburger cow in the waterfront park. 5. Sox cow I like this Red Sox cow because of the World Series ring on the front leg. When the Red Sox had their amazing comeback in the 2004 ALCS to beat the Yankees, my friends and I (and pretty much all of Boston) ran to Fenway Park to celebrate in the streets. I could hear the World Series from my river-facing MacGregor window believe me, its really tough to study for a 7.20 (Human Physiology) test on the liver when the World Series is going on outside your window. 6. Old North Church At the Old North church, we learned that Paul Revere didnt really hang the lanterns in the church himself (he sent somebody else to do it), and that the it was really one if by land, two if by water the British were either going to march to Charlestown by land, or they were going to go via the Charles River. Hope they brought their hazmat suits. 7. Copps burial ground Copps is one of the oldest graveyards in Boston. This guy died in 1747! 8. Haymarket Haymarket is a farmers market held in downtown Boston on Fridays and Saturdays. You can get pounds and pounds of produce at ridiculously cheap prices a dozen oranges for a dollar, six red peppers for two dollars, five pounds of potatoes for a dollar. Its great. I like to go to Haymarket on Saturday mornings and make a nice cheap vegetable stew for dinner. 9. T cow! This is where we live! 10. Frog pond The Boston Common Frog Pond is a wading pool in the summer and an ice skating rink in the winter. By the time we got to Frog Pond, it felt really good to wade in the cool water. 11. Other buildings From Boston Common, you can see the old Hancock Tower, the new Hancock Tower, and the Prudential Center. But thats an entirely different walking tour. :)

An Analysis Of Lorraine Hansberry s A Raisin Of The Sun

â€Å"A Raisin in the Sun† is an autobiographical play written in 1950 by Lorraine Hansberry, an African American writer. The main characters are the Younger family, Mama, his son Walter and her daughter Beneatha. The play dramatizes a conflict between the main characters’ dreams and their actual lives’ struggles in poverty and racism. The main characters’ lives as African-Americans contribute to their feeling of entrapment by poverty and racism. The play predicts the black society struggles in the years to come. Although their day to day lives in poverty put their individual dreams on hold, each one’s pursue to realize their dreams continues. For example, Walter, though constantly frustrated on not able to become rich quickly, he maintains his dream of finding a new way to support his family. For Mama, Walter’s mother, dreams are more important than material wealth, so she takes care and holds onto her plant. Her plant symbolizes her dream, her dream of taking care of her family by owning a house with a garden and a yard. Hence, she uses half of her husband’s death insurance money to make a deposit to buy a house. Dream that she shared with her husband before he dies. Walter depends on the rest of the insurance money from his father’s death to invest the money in a liquor store with his friends. Likewise, Walter’s sister, Beneatha, fights to hold on onto her dream of becoming a doctor and realizes she also depends on her father’s death insurance money to be able to attendShow MoreRelatedAnalysis Of Lorraine Hansberry s A Raisin And The Sun Essay2363 Words   |  10 PagesPoverty is always a great place to start a story, yet is there a lesson to be learned if the characters ends up right where they started? That is one of the several predicaments in the story â€Å"A Raisin in the Sun† by Afro American writer Lorraine Hansberry. The story takes place in Chicago during the late 1950â⠂¬â„¢s the civil rights era, and the most prevalent question is what makes an African American different to any other person. The story dives deep into what that is through the use of money, as theRead MoreAnalysis Of Lorraine Hansberry s A Raisin Of The Sun 1876 Words   |  8 PagesA Raisin in the Sun is a play written by Lorraine Hansberry in 1959. This is a story about an African American family striving to reach the American Dream despite significant financial difficulties and a racially oppressive environment in the postwar era. The passage I chose was from Act 2, scene 3 of the play. This is when the chairmen of the neighborhood committee in Clybourne Park, Mr. Lindner comes to speak with the Younger family about their future presence in the neighborhood. This passageRead MoreAnalysis Of Lorraine Hansberry s A Raisin Of The Sun 1343 Words   |  6 Pagesâ€Å"A Raisin in the Sun† is play written by Lorraine Hansberry about a struggling African American family. Set in the nineteen-fifties, the play explores the dynamics of how the family operates in a time era Chicago that challenges the family with poor economic status and racial prejudice. Hansberry uses dreams as one of her main themes in this play. Three of the characters, Walter, Beneatha, and Mama, all have a similar goal in their respective dreams, to improve the life of the whole family, butRead MoreAnalysis Of Lorraine Hansberry s A Raisin Of The Sun 1854 Words   |  8 Pageseven drink from the same water fountain. Schools being desegregated has helped young American people grow together in an educational environment, where they can build friendships with students of other races. Throughout the play, â€Å"A Raisin in the Sun†, Lorraine Hansberry vividly portrays the racism and discrimination of white people towards African-Americans in the fifties, as well as similarities to her own childhood. Walter Lee Younger, husband of Ruth Younger, works as a chauffeur for a rich whiteRead MoreAnalysis Of Lorraine Hansberry s A Raisin Of The Sun 1797 Words   |  8 Pages Worthless money itself All money brings is nothing but dreams and evil. Where there is money there is also dishonesty or corruption.. In a play called â€Å"A Raisin In The Sun† by Lorraine Hansberry, she focuses on the struggle that was faced by one African American family from late 1950s. As the play opens, the family are about to receive an insurance check for $10,000. This money comes from the death of Mr.Younger’s insurance policy. Everyone was very excited and were waiting for the money to beRead MoreCharacter Analysis Of Beneatha In A Raisin In The Sun1487 Words   |  6 PagesCharacter Analysis â€Å" A Raisin in the Sun† is a play written by Lorraine Hansberry about the life of an African American family during the era of segregation. The play starts off with the Younger family receiving a 10,000 dollar check from Mr. Younger’s insurance policy. The family argues over what they are going to do with it. Mama wants to buy a house with it, Walter wants to invest in a liquor store, and Beneatha wants to use the money to go to medical school. The contrast of the characters’ personalitiesRead MoreThe American Dream By Lorraine Hansberry1570 Words   |  7 Pagesabout it their whole lives? Many families struggle to even get close to the American Dream. In Lorraine Hansberry’s â€Å"A Raisin in the Sun†, the Younger family struggled for money, despite having numerous jobs, and a descendant living space. Being African American in the 1950’s made it difficult for the family to move up in class to achieve the American Dream. In â€Å"A Rai sin in the Sun† by Lorraine Hansberry, the Younger’s cannot fully achieve the American Dream due to societal obstacles they experienceRead MoreA Raisin in the Sun by Lorraine Hansberry2035 Words   |  8 PagesLorraine Hansberry’s A Raisin in the Sun is a remarkable play written in 1959 by an African American author about an African American family. This time period was in the early days of the modern awakening of civil rights awareness. It was a timely play challenging the then current stereotypical view of a black family by depicting a realistic portrayal of a specific black family with aspirations, hopes, dreams, dignity, and ambition as would be expected from all families regardless of race. TheRead MoreThe Matriarchs of the House in A Raisin in the Sun by Loraine Hansberry814 Words   |  3 PagesIn A Raisin in the Sun by Loraine Hansberry, the three strong-willed women of the story have varying opinions, views, and beliefs on life. The story is set in the Southside of Chicago, Illinois. The Younger’s are an African-American family that has struggled to survive financially for many years. With a large injection of money from Mr. Younger’s death, the family struggles to make a unanimous decision on what they will use the 10,000 dollars for. The three major female characters differ in a varietyRead MoreA Raisin In The Sun Archetypal Analysis1452 Words   |  6 Pagesarchetypal analysis that enables one to gain insight into the conventional and universal experiences within the society of which that form of literature is based upon. These repeating and shared experiences are especially prevalent in the literature of the 1950s, as it is a period of time characterized by social injustice and prejudice targeting not just individuals but entire groups such as blacks, women and other disenfranchised communities within American society. Accordingly, Lorraine Hansberry’s

The Minimum Wage Should Be A Basic Right For Worker

What I Wanted To Know If you are born poor in America today there is a great possibility that you are probably going to stay poor. The purpose of minimum wage was to keep America’s workers out of poverty. I selected this topic because minimum wage applies to everyone entering the work force. This topic resonate with me because am about to start working and I would like to know is I can support myself financially, with only one job. I wanted to know if living wage should be a basic right for worker, should we raise the minimum wage and how does changing the minimum wage affect the economy. Increasing the minimum wage will help minorities in earing a higher equality in regards to income. The Result According to the information on pbs new, 3.3 million Americans work at an hourly rate or below the federal minimum of $7.25. These 3.3 million Americans represent just 4.3 percent of hourly paid employees. Employees 16 and older are paid hourly; they make up nearly 60 percent of the workforce. Minimum wage workers are usually young, female and white who are often working for scandalously low paying industries. 88 percent of the young works are going to be affected by the raise in minimum wage are at least 20, half of the works are over 30, who these jobs are essential to their families incomes. The real uncertainty about the debate over raising the minimum wage has beginning about big the increase should be. â€Å"The trade unions want the wage to be raised by 1000 to 10,200 crowns aShow MoreRelatedAdvantages And Disadvantages Of Minimum Wage In Taiwan1541 Words   |  7 PagesIntroduction Nowadays, minimum wage is very important for workers in this world. In addition, minimum wage is also a core element of public policy in lots of countries. For example, minimum wage has become a hot topic in Taiwan recently. The Taiwanese complained that the working hours are too long, and the wages are too low. Because of that reason, workers in Taiwan have come forward to protest this policy. Therefore, according to this example, minimum wage has become an issue that cannot be ignoredRead MoreShould Minimum Wage Be Increased?1691 Words   |  7 PagesShould Minimum Wage be Increased? Introduction The term, â€Å"minimum wage† refers to a lowest payment that an employer is bound to pay to its workers. Today minimum wage is made compulsory in more than ninety percent of nations including Canada where workers are demanding to increase minimum wages for a long time. Minimum wages are revised by governments in order to met growing needs of workers. There is a difference of opinion on the issue of increasing minimum wages among people of Canada. EmployersRead MoreMinimum Wage Laws Do Not Meet The Basic Needs Of People850 Words   |  4 PagesThe Universal Declaration of Human Rights set forth by the United Nations in 1950, article 25, paragraph 1 states, â€Å"Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary socital services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livel ihood in circumstances beyond his control† (â€Å"Universal DeclarationRead MoreThe Minimum Wage Should Be Increased976 Words   |  4 Pagesthe federal minimum wage. The post may have a picture of a soldier, a disheveled EMT in the back of an ambulance, or a waving American flag with overlying text stating something to the effect of ‘â€Å"Burger flippers† think they should be paid as much as these minimum wages workers? No way!’ If my experience on social media is any indicator, the most popular posts always contain â€Å"burger flipper† or â€Å"baconator.† Posts like the ones described above make moral judgements about the minimum wage with littleRead MoreThe Minimum Pay For Labour Or Services868 Words   |  4 Pagesto the Concise Law Dictionary, ‘wage’ means the giving of a security for the performance of anything. The money paid for labour or services usually according to specified interval of work. Wages, in the widest sense, mean any economic compensation paid by the employer, under some contract, to his workers for the services rendered by them. Wages, therefore, include family allowance, relief pay, financial support and other benefits. But, in the narrower sense, wages are the price paid for the servicesRead MoreShould Minimum Wage Be Raised?1337 Words   |  6 Pagesdisgrace that millions of full-time workers are living in poverty and millions more are forced to work two or three jobs just to pay their bills† (Wolf 1). Sanders has said this frequently and is referring to the drastic amount of Americans who are currently struggling, despite already having a job. The issue of whether or not to raise the minimum wage in America has been a widely discussed topic for years. Minimum wage refers to the smallest amount of money a worker can legally be paid in the U.S. ItRead MoreMinimum Wage Is A Touchy Subject1454 Words   |  6 PagesMinimum wage is a touchy subject for most in this state of Michigan and in the nation as well. The fact that people who work jobs for menial pay, and are expected to survive on this limited budget is absurd. The prices for basic necessities have skyrocketed and has never ceased from creeping upward, and the largest expense for families is child care. Paying a living wage cuts down on absenteeism, decreases employee turnover, and saves on retraining costs. In a recent study of calculating expensesRead MoreThe Impact Of Minimum Wages On Society1741 Words   |  7 Pagestalking about how minimum wages can have impacts on society as well as if there are new laws coming into place to help the common person with a family. Also see if households are impacted by how much they are getting paid and see what companies are doing to help with those that are just making minimum wage. Providing minimum wage to workers ensures that he or she will be able to provide for him or her, as well as the family his or she is taking care of. â€Å"The federal minimum wage is not tied to inflationRead MoreThe Benefits Of Raising The Minimum Wage1656 Words   |  7 Pagesseem to be should the minimum wage be raised or should it be lowered or eliminated altogether. From where I stand minimum wage should be raised. Everyone is more successful when people are paid a living wage. Changes to the minimum wage would strengthen the economy and business, Lift Americans out of poverty, and will be unlikely to significantly impact prices. The only way to grow the economy in a way that benefits 90% is to change the structure of the economy. Paying people a fair wage is a signRead MoreBenefits Of Minimum Wage Law990 Words   |  4 Pagesthere are still workers who work all day and still can not afford the basic necessities in life like, decent living conditions, food to feed their fam ilies or even clothes to put on their backs. But here in the United States, we are fortunate enough to have a law in order to complete the bare minimum to afford a decent living condition, food for their families and even to put on decent clothes to keep themselves warm. The minimum wage law was set so employees have a decent living wage and are not in

Poverty Notes Free Essays

Poverty: Poverty is the lack of basic human needs, such as clean water, nutrition, health care, education, clothing and shelter, because of the inability to afford them. . Relative poverty is the condition of having fewer resources or less income than others within a society ,or compared to worldwide averages. We will write a custom essay sample on Poverty Notes or any similar topic only for you Order Now About 1. 7 billion people live in absolute poverty; before the industrial revolution, poverty had mostly been the norm CAUSES OF POVERTY: Education: Lack of education keeps children from obtaining jobs that would lift them and their families out of poverty.Often, children are kept from school because they are needed at home to support their family with additional income. Health: Poor health decreases the amount of work impoverished individuals can do, lowering their income and driving them deeper into poverty. The onset of disease, such as HIV/AIDS or malaria, can result in death (which can cut off a major source of income for a family), or high medical costs that many impoverished families cannot afford. Economics: The poor often have very limited economic choices – they are often prevented from receiving loans and other financial benefits.This makes it hard for them to establish businesses, increase their income, and break out of poverty. Government: The governments of many developi ng countries are often dysfunctional, unstable, and corrupt. Lack of government infrastructure (public sanitation, schools, social welfare, etc. ) can be crippling for the poor. I. Types of causes of poverty A. Individual Poverty is explained by individual circumstances and/or characterstics of poor people. Some examples: amount of education, skill experience intelligence health handicaps age work orientation time horizon culture of povertyDiscrimination, together with race, sex, etc. B. Aggregate There are two types of aggregate poverty theory: case generic. There is no agreement on which is the correct explanation of most poverty. 1. Case. Add up all poverty explained by individual theories, and that is equal to total or aggregate poverty. In other words, according to case theories of poverty, individual and aggregate explanations are really the same. According to these theories, aggregate poverty is just the sum of individual poverty. 2. Generic. Poverty is explained by general, economy-wide problems, such as inadequate non-poverty employment opportunities nadequate overall demand (macro problems, macro policy) low national income (Less Developed Country) If generic theories are correct, poverty is caused by one set of forces (general, economy-wide problems) but distributed according to individual theories. II. Case vs. Generic Theories of Poverty A. What difference does it make whether poverty is caused by case or generic causes? Answer: It makes a lot of difference. Example 1: Suppose somehow we significantly reduce racial discrimination. Will total poverty fall? Case answer: Yes. Generic answer: No. Poverty will only be redistributed. ompensatory education. 1. If case theories are correct: Address the individual cause of poverty. For example, if poverty is caused by inadequate skills or education, then the solution is skill training or compensatory education. If poverty is through direct test. 2. There’s some indirect evidence pointing to generic theories: For example, there is the failure of poverty to fall during periods of large training programs, and the failure of poverty to fall with rise in general educational level of population. Further indirect evidence later on in the course. 3. Most people assume case theories are correct. Why? Micro experience (fallacy of composition — assuming that what’s true of the part must be true of the whole). Poverty scholars study the poor instead of the economy. Antipoverty policy would be too hard (expensive) if generic theories were true. Blaming the victim. A desire to help the poor. (P. S. If generic theories are true, how can you help the poor? ) Acute causes of poverty: Warfare: The material and human destruction caused by warfare is a major development problem. For example, from 1990 to 1993, the period encompassing Desert Storm, per capita GDP in Iraq fell from $3500 to $761.The drop in average income, while a striking representation of the drop in the well-being of the average Iraqi citizen in the aftermath of the war, fails to capture the broader affects of damages to the infrastructure and social services, such as health care and access to clean water. Agricultural Cycles: People who rely on fruits and vegetables that they produce for household food consumption (subsistence farmers) often go through cycles of relative abundance and scarcity. For many families that rely on subsistence production for survival, the period immediately prior to harvest is a ‘hungry period. During these periods of scarcity, many families lack sufficient resources to meet their minimal nutritional needs. Being familiar with these cycles has enabled development practitioners to anticipate and prepare for periods of acute need for assistance. Droughts and Flooding: Besides the immediate destruction caused by natural events such as hurricanes, environmental forces often cause acute periods of crisis by destroying crops and animals. Natural Disasters: Natural disasters such as hurricanes and earthquakes have devastated communities throughout the world.Developing countries often suffer much more extensive and acute crises at the hands of natural disasters, because limited resources inhibit the construction of adequate housing, infrastructure, and mechanisms for responding to crises. Entrenched factors associated with poverty: Colonial Histories: One of the most important barriers to development in poor countries is lack of uniform, basic infrastructure, such as roads and means of communication. Some development scholars have identified colonial history as an important contributor to the current situation.In most countries with a history of colonization, the colonizers developed local economies to facilitate the expropriatio n of resources for their own economic growth and development. Centralization of Power: In many developing countries, political power is disproportionately centralized. Instead of having a network of political representatives distributed equally throughout society, in centralized systems of governance one major party, politician, or region is responsible for decision-making throughout the country. This often causes development problems.For example, in these situations politicians make decisions about places that they are unfamiliar with, lacking sufficient knowledge about the context to design effective and appropriate policies and programs. Corruption: Corruption often accompanies centralization of power, when leaders are not accountable to those they serve. Most directly, corruption inhibits development when leaders help themselves to money that would otherwise be used for development projects. In other cases, leaders reward political support by providing services to their followers.Warfare: Warfare contributes to more entrenched poverty by diverting scarce resources from fighting poverty to maintaining a military. Take, for example, the cases of Ethiopia and Eritrea. The most recent conflict over borders between the two countries erupted into war during 1999 and 2000, a period when both countries faced severe food shortages due to drought. Environmental degradation: Awareness and concern about environmental degradation have grown around the world over the last few decades, and are currently shared by people of different nations, cultures, religions, and social classes.However, the negative impacts of environmental degradation are disproportionately felt by the poor. Throughout the developing world, the poor often rely on natural resources to meet their basic needs through agricultural production and gathering resources essential for household maintenance, such as water, firewood, and wild plants for consumption and medicine. Thus, the depletion and contamination of water sources directly threaten the livelihoods of those who depend on them.Social Inequality: One of the more entrenched sources of poverty throughout the world is social inequality that stems from cultural ideas about the relative worth of different genders, races, ethnic groups, and social classes. Ascribed inequality works by placing individuals in different social categories at birth, often based on religious, ethnic, or ‘racial’ characteristics. In South African history, apartheid laws defined a binary caste system that assigned different rights (or lack thereof) and social spaces to Whites and Blacks, using skin color to automatically determine the opportunities available to individuals in each group.Addressing the Underlying Causes of Poverty Building a more widespread commitment to overcoming poverty is an essential first step in overcoming poverty, and actions to address this are discussed below. Share the benefits of economic growth through an emphasis on more widespread employment. The phenomenon of jobless economic growth that increases income inequalities and generates too few jobs for low income groups poses a serious threat to the well-being of many nations, both North and South. Government policies should consider not only aggregate economic impact b ut also the distribution of employment.Socially responsible venture capital and microcredit initiatives can foster employment-generating businesses that complement the local culture and environment. Rout out corruption, which harms society as a whole. Corruption, both in government and business, places heavy cost on society. Businesses should enact, publicize and follow codes of conduct banning corruption on the part of their staff and directors. Citizens must demand greater transparency on the part of both government and the corporate sector and create reform movements where needed.Broaden access to education and technology among marginalized groups, and especially among girls and women. The educational attainment of women has strong bearing on the well-being of their families, and efforts to improve education for women and girls must be strengthened. At the same time, steps should be taken to ensure that the current revolution in information technology benefits marginalized groups. This must begin in school. Improve government capacity to provide universal access to essential goods and services, including potable water, affordable food, primary health care, education, housing and other social services.Governments around the world have made commitments to this through the 20/20 Initiative, which calls for 20% of national budgets and 20% of foreign aid to be spent on human services. But raising adequate resources through effective taxation and other mechanisms is often politically difficult. New mechanisms for public policy dialogue that enable citizens of all classes to recognize the benefit of universal access to key services must be put in place. Nonprofit groups and even corporations can provide essential support here, helping articulate a vision of a healthy society.These nongovernmental actors can also help in the actual provision of services. Poverty In The United States Of America. Poverty in the United States roughly 13 to 17% of Americans living below the federal poverty line at any given point in time, and roughly 40% falling below the poverty line at some point within a 10-year time span. Poverty is defined as the state of one who lacks a usual or socially acceptable amount of money or material possessions. ? English: US poverty rate estimate for all ages in 2008. Data comes from US census bureau data. ? SOURCE: Federal Register, Vol. 74, No. 14, January 23, 2009, pp. 4199–4201[14] Poverty and family status According to the US Census, in 2007 5. 8% of all people in married families lived in poverty, as did 26. 6% of all persons in single parent households and 19. 1% of all persons living alone. By race/ethnicity and family status Among married families: 5. 8% lived in poverty. This number varied by ethnicity with5. 4% of white persons,8. 3% of black persons, and14. 9% of Hispanic persons (of any nationality) living in poverty. Among single parent families: 26. 6% lived in poverty.This number varied by ethnicity with30% of white persons,40% of black persons, and30% of Hispanic persons (of any nationality) living in poverty. Among unrelated individuals living alone: 19. 1% lived in poverty. This number varied by ethnicity with18% of white persons 27. 9% of black persons and27% of Hispanic persons (of any nationality) living in poverty Poverty and race The US Census declared that in 2008 13. 2% of the general population lived in poverty:8. 6% of all non-Hispanic White11. 8% of all Asian-American23. 2% of all Hispanic (of any nationality)24. 7% of all African-American.About half of those living in poverty are non-Hispanic white, but poverty rates are much higher for blacks and other minorities. 57% of all poor rural children are non-Hispanic white, compared with 28% of poor urban children. Poverty and age The US Census declared that in 2007 12. 5% of the general population lived in poverty:18% of all people under age 1810. 9% of all people 19-64, and9. 7% of all people ages 65 and older The Organization for Economic Co-operation and Development (OECD) uses a different measure for poverty and declared in 2008 that child poverty in the US is 20% and poverty among the elderly is 23%.The non-profit advocacy group Feeding America has released a study (May 2009) based on 2005-2007 data from the U. S. Census Bureau and the Agriculture Department, which claims that 3. 5 million children under the age of 5 are at risk of hunger in the United States. The study claims that in 11 states, Louisiana, which has the highest rate, followed by North Carolina, Ohio, Kentucky, Texas, New Mexico, Kansas, South Carolina, Tennessee, Idaho and Arkansas, more than 20 percent of children under 5 are allegedly at risk of going hungry. The study was paid by ConAgra Foods, a large food company. A Problem with Lasting EffectsUnfortunately, poverty becomes an obstacle to future success before a child is even born. Since poor women are more likely to be uninsured, they often wait to seek proper prenatal care. In addition, they may suffer from high blood pressure, diabetes, or other medical conditions that place their child at risk of premature birth. This often leads to physical and/or developmental delays that cause a child to lag behind his or her peers. Even accounting for the problems associated with their mother’s poor prenatal care, children in poverty have greater health concerns than their more affluent counterparts.For example, problems with asthma are more common among kids who live in older buildings with poor ventilation. Obesity is also significantly more common among poor children, since a diet rich in lean protein and fresh produce is typically too expensive for a low income family even with the assistance of food stamps. Mental health is another area which is impacted by growing up in poverty. The stressful situations that often accompany poverty, such as divorce, death, job loss, or drug addiction, can create feelings of anxiety and depression that can last well into adulthood.Parents who are struggling to provide basic necessities are often unable to spend much quality time with their children, leading to low self esteem and lifelong difficulties forming strong relationships with others. Spending large amounts of time in poor quality daycare, a situation which is much more common among children in poverty, can also have a negative impact on a child’s emotional health. Once they reach elementary school, children who live in poverty often receive a substandard education because they are forced to move frequently or attend under-funded schools. This is one of the most troubling long term effects of poverty.A child who does not learn to read and write proficiently while in elementary school is likely to continue to struggle as a high school student. With poor grades in high school, his/her prospects for attending college are seriously limited. Since career advancement in the modern economy is often tied to educational attainment, the lack of a college degree sets the poor child up for a lifetime of struggle. Teenagers who live in poverty are significantly more likely to experiment with drugs, alcohol, and risky sexual behavior. Poor teens are also more likely to engage in unlawful acts, ranging from minor shoplifting to serious gang activity.At a time when they should be laying the foundation for their success as adults, teenagers who live in poverty are often making bad decisions that will only serve to further complicate their lives. Poverty and Its Effects on Children According to the Oxford University dictionary poverty is the â€Å"state of being extremely poor,† or â€Å"the state of being insufficient in amount. † This particular issue is, and had been a, problem in America fluctuating with the passing year s. What’s more is the effect it has on children living in homes plagued with poverty.Not only does poverty affect the child’s well being, but it impacts their education as well. In general, children from homes living under the poverty line have poorer performance in school. Such performance has also been linked as far back as cognitive and emotional development which is lower in poverty stricken children than those children who live in homes whose income is above the poverty line. Although data has not yet been gathered to give specific details of all the cognitive effects, especially in older children, it is clear that the effects are not only present but threatening to the well being of the children involved.So what is it exactly that creates a rift between children from low income homes and those living above the poverty line? For one, these children lack the stability that comes with a higher income home. This means having the things that other children have from adeq uate nutrition to weather appropriate clothing. In addition, less income generally means there are less opportunities for educational activities and learning experiences. In this way low income students have less experience to draw upon when learning new concepts.As a result it can also mean fewer chances to apply the newly acquired knowledge, and in turn retention of this knowledge can be minimized. The census bureau of the United States routinely calculates the poverty lines for families during their census every four years. This number is not only calculated based on the total income of the family, but on other details the family provides as well. One such detail is the age of the people running the household, and the number of people in the family. The official poverty rate for the nation rose from 12. 5 percent in 2003 to 12. percent in 2004. The exact increase was some 37 million people. However, the good news is the poverty rate for children remained stable and unchanged. According to a US Census press release the Office of Management and Budget stated that â€Å"the average poverty threshold for a family of four in 2004 was an income of $19,307; for a family of three, $15,067; for a family of two, $12,334; and for unrelated individuals, $9,645. † (2004 Press Release, 2004) At this point schools in the US are ill-equipped and ill-prepared for the influx of poverty stricken children entering the system.The teachers lack the proper training to deal with a more diversified classroom as well as the means by which to implement appropriate curriculum. One of the key needs is support from both local and national government and their local school board teachers need to become more aware of the need to implement new types of lessons that cater to all students and allow them building blocks to use in the future. children who live in impoverish homes lack the kind of experience to draw upon for future lessons, as well as the opportunities to use the knowledge that they have acquired.It then becomes the schools duty to provide these children with these kinds of opportunities by implementing a more hands on, â€Å"learn by doing† sort of approach. In this way children can gain something of a jumping point by which to begin their base of learning. (The Effects of Poverty on Teaching and Learning, 2005). Persons in Family Unit 48 Contiguous States and D. C. Alaska Hawaii 1 $10,830 $13,530 $12,460 2 $14,570 $18,210 $16,760 3 $18,310 $22,890 $21,060 4 $22,050 $27,570 $25,360 5 $25,790 $32,250 $29,660 6 $29,530 $36,930 $33,960 7 $33,270 $41,610 $38,260 8 $37,010 $46,290 $42,560 For each additional person, add $3,740 $4,680 $4,300 How to cite Poverty Notes, Papers

Is Human Cloning Acceptable In Todays Society Essays - Cloning

Is Human Cloning Acceptable In Today's Society Is Human Cloning Acceptable in Today's Society? Imagine a twelve-year-old girl that has been diagnosed with an illness that will be fatal in the next ten years. This disease targets the heart and slowly deteriorates the myocardium of the heart. The twelve-year-old girl is placed behind fifty people on a list for a heart transplant. For that little girl, there seems to be no faith to which she can depend on for her heart transplant. What options does this girl have besides waiting for a heart transplant or waiting to die? Now, imagine a set of parents who are about to have a baby that was cloned from the father. The parents went for a regular check-up with their doctor and found out that their child was going to be physically retarded due to the cloning of the child. The parents are devastated and outraged that the cloning did not turn out successfully. Unfortunately, the responsibility of raising a physically retarded child has been put into their hands. Would this type of genetic altering be acceptable in today's society? How can cloning a person be ethical if the risks of retardation come into play? These two scenarios draw just a few of the questions that scientists and people all over the world are faced with as human cloning is introduced to the world. In the past few years, many people all over the world have read about the cloned sheep called Dolly. Dolly has been one of the most talked about experiments in the twentieth century. When the concept of cloning emerged, the possibilities that could emerge from it floated in the minds of scientists all around the world. Could we really create an exact copy of any living thing by altering the DNA of the particular organism? To many people, the possibilities are endless but to others, it seems like one of the biggest mistakes that man may have stumbled on throughout our entire human existence. In an article in the The Sunday Times written by Steven Connor and Deborah Cadbury, the issue of human cloning is addressed in a positive way. ?Scientists have created an embryo of a frog without a head, raising the prospect of engineering headless human clones which could be used to grow organs and tissues for transplant surgery.? This type of engineering could bring many answers to questions and problems concerning organ transplanting. With any organ transplant, the patient is required to stay on drugs, which lower the immune system in order to keep the transplanted organ from rejecting its recipient. By using the method that scientists predict will soon be available, the recipient would have no problem accepting the newly transplanted organ. With any type of cloning, the issue of ethical behavior arises. Researchers believe that ?because without a brain or central nervous system the ?organ sacs' may not meet the technical definition of an embryo.? In order to produce the headless frogs, scientists have to pinpoint a certain gene and alter that gene. Fortunately, the frogs ?could be applied to human embryos because the same genes perform similar functions in both frogs and humans (1A).? In Scotland, scientists are trying to create a genetically altered cloned pig that can produce harvestable pig organs that the human body will not reject (?Better? 19). The cloning of pigs could one day benefit humans but in order to insure success, the headless human clone would be the guaranteed project. This type of cloning could save hundreds of people everyday but it is a question of whether it's acceptable or not to the public. In an article from The Atlanta Constitution by Jeff Nesmith, scientists are trying to reach a decision on whether human cloning should be legal and how best to prevent it. The article stresses the importance of how human cloning should not be allowed for the use of parents to clone themselves. At a cloning forum sponsored by the American Association for the Advancement of Science, ?participants grappled about ethical and moral issues raised by the unexpected appearance of Scotland's cloned sheep, Dolly.? At the forum, the total consensus was directly pointed at making the procedure illegal for human cloning. The real question

Event Essays - Taking Back Sunday, Free Essays

An Influential Person/Event Essays - Taking Back Sunday, Free Essays An Influential Person/Event It seemed like it would make her die, just speaking it. So I didnt tell anyone, not even my best friends. At school I would slip into a fantastical dreamland, nobody there knew that I should be troubled, pensive. I put on my best front and paraded around the school halls with some sort of smile plastered on my face. At lunchtime Id stare at my food thinking that my friends should know. I thought of a million different ways to tell them. Each time that I came close to telling them, I would think about their potential reactions. There would be the normal lunchtime banter going on, complaints about the ranch dressing, and I would blurt out, Hey guys, my mom has breast cancer. The whole cafeteria would turn silent and the plastic forks would drop from their hands, making a sad little clinking noise. Then I would stare at my food mentally kicking myself for having opened my mouth. I chose to say nothing. I remember very clearly the day that I went to go sit with her while she got her chemotherapy. I only did this once because it was too hard for me. I walked down an overly-lit sterile hallway trailing behind my dad. When we reached her room I wished that I could just keep walking, pretend I hadnt seen her. I went in and sat down. Her shirt was partially unbuttoned so that the IV could be inserted into the porto-cath surgically implanted under her collarbone. She was hooked up to three different kinds of poisons, and one normal IV. There were some knitting things spread across her lap and the ever present bag of lemon drops was faithfully at her side. Her head was laid back in the chair, she was tired. She and my dad tried to involve me in some nice chit-chat, I met and shook hands with the doctors and nurses, Its nice to meet you Dr. McCoy. Yeah right. They complimented her on what a beautiful daughter she had. I blushed, smiled politely then excused myself to the bathroom. I wiped a way my forming tears and gave myself a mental pep talk to be cheery. As long as I didnt look at her tired eyes I was OK. Half an hour later, she was done and we got to go home. I stayed alone in my room that night. Out of courtesy to my mom and fear that my friends would find out, I didnt have them over to the house for a long time. I didnt want them to notice anything, like the bottles of medicine all lined up at my moms place at the table. Each pill a tiny soldier waging war on my mothers body. There were always huge quantities of lemons in the refrigerator. A friend would come over, Hey Karen, why so many lemons? Its the middle of winter! I couldnt risk having to explain to them that the taste of lemons made my mom less nauseous. The ceiling of the bathroom had hair on it. She tried so hard to camouflage her hair loss by blow drying her hair for over half an hour every morning. She would turn her head upside down, use some hairspray, then blow dry, then more hairspray and more blow drying. I dont think she realized her effect on the ceiling. Eight months after she had discovered the tumor, she was done with treatment. Eventually her hair began to grow back in. She and I played with new ways to fix her short hair and since it grew in curly, we referred to that phenomenon as, Post-chemo curls. We were both disappointed a few months ago when it dawned upon the two of us that the curls were finally falling out. So she got a perm. I became best friends with my mother during the course of the cancer. I really grew up during those eight long months of fixing the family dinners, trying to be strong for her and trying to take over certain aspects of her role as mom when she couldnt. I think that while hard to endure, her cancer has been good for the family. It

Tu Quoque - Ad Hominem Fallacy That You Did It Too!

Tu Quoque - Ad Hominem Fallacy That You Did It Too! Fallacy Name:Tu Quoque Alternative Names:You did it too! Fallacy Category:Fallacies of Relevance Ad Hominem Arguments Explanation of the Tu Quoque The Tu Quoque fallacy is a form of the ad hominem fallacy which does not attack a person for random, unrelated things; instead, it is an attack on someone for a perceived fault in how they have presented their case. This form of the ad hominem is called tu quoque, which means you too because it typically occurs when a person is attacked for doing what they are arguing against. Examples and Discussion of the Tu Quoque Usually, you will see the Tu Quoque fallacy used whenever an argument has gotten very heated, and the possibility of civil, productive discussion may have already been lost: 1. So what if I used an ad hominem? You insulted me earlier.2. How can you tell me not to experiment with drugs when you did the same thing as a teenager? As you can see, the arguers in these examples are trying to make the case that what they have done is justified by insisting that the other person has also done the same. If the act or statement in question was so bad, why did they do it? This fallacy is sometimes referred to as two wrongs dont make a right because of the implication that a second wrong makes everything alright. Even if a person is completely hypocritical, though, this does not mean that their advice is not sound and should not be followed. Tu Quoque and Sincerity This fallacy can also occur more subtly, for example, by attacking a persons sincerity or consistency: 3. Why should I take your arguments for vegetarianism seriously when you would accept a transfusion of blood that has been tested using animal products, or accept medication that has been tested using animals? The reason this example qualifies as a tu quoque fallacy is because the argument reaches the conclusion I dont have to accept your conclusion from the premise you dont really accept your conclusion either. This looks like an argument against the consistency of an argument for vegetarianism, but it is actually an argument against a person arguing for vegetarianism. Just because a person fails to be consistent does not mean that the position they are arguing for is not sound. You can be inconsistent in following a sound principle and consistent in following an unsound principle. This is why the consistency with which a person follows what they are arguing for is irrelevant when it comes to the validity of their position. Of course, this doesnt mean that it is illegitimate to point out such glaring inconsistencies. After all, if a person does not follow their own advice, it may be that they dont believe it themselves - and if that is the case, you can ask why they want you to follow it. Or maybe they dont understand what they are saying - and if they dont understand it, it is unlikely that they will be able to present an effective defense for it. You Would Do It Too A closely related tactic is to move from saying you did it, too to saying you would do it too if you had the chance. In this way, people can construct arguments like: 4. The leaders of that country are insane, and would attack us if they had the chance - so we should attack them first and thus protect ourselves.5. Christians would persecute us again if they were given the opportunity, so whats wrong with persecuting them first? This is fallacious for the same reason that the usual tu quoque is a fallacy - it doesnt matter what someone else would do if they had the chance because that alone doesnt make it right for you to do it yourself.

Private security Coursework Example | Topics and Well Written Essays - 1000 words

Private security - Coursework Example Additional options of where it is sourcing funds are from partnerships, client advance payments and vending. The firm also relies heavily on any of the funds that they have generated, second mortgages and credit cards (Krueger, 2002). The firm intends to use the start up funds to cover build out costs, purchase the necessary equipment and software and also to cover the facility. Initial costs of operating will also be covered by the funds, that is, taxes, payroll and utilities. The firm intends to spend forty five percent of the funds on assets so that the remaining fifty five percent could be spent on operations until it starts to make profits. The new business venture tends to accept government grants or guarantees as part of the capital structure because it will receive huge monetary rewards from it which will be in millions of dollars. The venture will also find it easier to raise more money from other government and private sectors once it receives government grants. It will therefore have high chances of being prestigious, getting instant credibility and also gaining public exposure as noted by Krueger (2002). Government grants do no have to be paid back and when the venture accepts them it means that the government will have already done research on the necessary activities that will ensure satisfaction of the public needs. This may mean that the venture will have ready customers because of the great demand for its services and products. Ratio of depth to equity measures the amount of money that a venture should borrow safely over a long time period. This is done by comparing the total debts of the venture and dividing it by the total amount of owner’s equity. The result is the total percent of what the firm is indebted. In the initial capital structure of the venture, equity consisted of both the common and preferred stock and also

Ceremony & Wisdom Sits in Places Essay Example | Topics and Well Written Essays - 1000 words

Ceremony & Wisdom Sits in Places - Essay Example In this book, Basso also argues that places can be identified with sacred stories and ancestors. According to Basso (83), landscape connects sacred names and stories of ancestors to everyday life. He suggests that people tend to speak about strong place-names. Basso argues that place-names is not mere telling of stories but is adopted in Western Apache as a kind of shorthand during conversation. Using names enables individuals to remember about places and the story about them. In the book, Lola conversation serves as a perfect example of how places connect people to historical meanings. In the conversation, Lola explained â€Å"We didn't speak too much to her... that way she could travel in her mind... we gave her clear pictures with place-names. So her mind went to those places, standing in front of them as our ancestors did long ago. That way she could see what happened there long ago... perhaps (she could) hear our ancestors speaking'(83). This reveals the fact that place-names o f Western Apache are firmly embedded in the historical and moral meaning or imagination. Basso believes that there exist reciprocal relationship between people and landscape by which people and communities get connected to voice of their ancestors. The author believes that place-names enable people to develop mental pictures and images of Western Apache or any other geographical location. ... For instance, when an individual makes a mistake in the society, he/she is brought to a landscape that was named after an event occurred. Consequently, this would help remind the person who has committed mistake of the important morals of that event, which they can apply them to their lives. Basso argues that place naming is critical on the grounds that landscape is an instrument in human living. Names of places or geographical features such as mountain are used when teaching people about moral values because they are believed to be sacred. A Mountain is sacred because it is a hub of most natural resources. Western Apache have a close relationship with geographical features especially land because of the belief that land should be taken care of in order to improve the lives of people (90). Even though the book has had significance meaning to human life, it has certain shortcomings. Martin Ball is one of the scholars who sharply criticised Basso’s book Wisdom Sits in Places. Ba ll argues that Basso failed to represent the emic Western Apache view of places. He did not write directly on sacred lands in the Western Apache as the way they are being dealt with today. Basso also failed to include geographical locations where certain spiritual events occurred. Basso knew that Western Apaches would claim that these landscapes are sacred. As such, this claim is distinct from considerations of a sacred landscape connected to certain group of people in Western Apache (100). Question Two Tayo is the main character in Leslie Marmon Silko’s novel, Ceremony. Having returned from World War II, Tayo must cope up with life and come to terms with himself. As Silko indicates, Tayo is suffering from post traumatic stress disorder that has had far-reaching negative effects on his

The Roles Of Non-Formal Education

The Roles Of Non-Formal Education Gandhi once said that Live as if you were to die tomorrow. Learn as if you were to live forever. The saying shows that education is undeniably important in our daily life. Without education, we probably still wasting time washing clothes by using hands. Education is not only important for the purpose to get a good job but it is also to make our life easier. The definitions exist of education are numerous. Education to me means learning new things or knowledge, including attitudes and skills. I also believe that all of us are lifelong learners because we actually learn something new every day with or without our realisation. Learning process is not only happening in the classroom but also happen accidently outside the classroom. There are few concepts of education that we can analyze especially the formal education and non formal education. Generally, people know about formal education but unaware of non formal education. Formal and non formal education is two different terms. Formal education is an organized education model, which is systematic, well structured and also administered according to the laws and regulations that are set by the ministry of education (Dib, 1988). As an obvious example is, the education in schools, colleges, and universities are considered as formal education. Formal education institutions are organized curricularly, administratively, and physically and also require the minimum number of students that will attend the class (Dib, 1988). In formal education, the interaction between teachers and students are usually direct with each other. In general, formal education is restricted to a certain credit hours according to each institution and a full time learning process, but still based on the curricular provided by the education department of the country. Other than that, students need to comple te the assessments given by the teachers that lead to some form of qualification and accreditation which will be required to continue to the next learning stage. The assessments are regularly made on a general basis, where it is used for administrative purpose and also to improve the learning process. The method used in formal education normally does not really show the progression of the students. This is because the students are only receiving any information from their teachers and most probably they do not really paying attention since it is a one way interaction. On the contrary, non formal education includes skills and knowledge that are unusual in part throughout formal education whether in primary schools or secondary schools even in higher education institutions (Non-formal Education, 1979). Non formal education can be divided into three broad categories which the first one is oriented activities particularly for development of skills and knowledge of labour force who is employed, secondly, activities that are planned mainly to provide people, predominantly the youth, to get into the job and lastly, activities designed to develop skills, knowledge and understanding beyond the work world (Harbison, 1971). Unlike formal education, non formal education does not require a specific time such as timetable or school hours. It can happen anywhere and anytime as long as the knowledge is passed on. Non formal education does not need the studentà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s attendance and also decreasing the interaction between teachers and st udents because most of the activities happen outside of the institutions, for example, girlà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s scouts or any outdoor activities. Besides, the techniques and materials used in non formal education often do not require a high standard as the typical schooling methods (Non-formal Education, 1979). The process can be conducted by semi-professionals such as activities in religious centres, youth groups, or any voluntary organizations (Non-formal Education, 1979). In view of the fact that non formal education occurs outside the curricular provided by schools, thus the learning process may only use simple and low-cost technologies like story books, radio and others (Non-formal Education, 1979). In addition, non formal education is flexible because it is adaptable according to the condition or situation and also the needs of the society at a time (Non-formal Education, 1979). Non formal education has started at early years of the formation of Malaysia as a country especially during the expansion of Islam in Peninsular Malaya and the Malay islands in the 14th century (Abd. Hamid et al., 2003). Arabian and Indian traders who are Muslims came to the Southeast Asia and spread the knowledge about their religion to the local people (Abd. Hamid et al., 2003). At that time the existence of education institutions called hut school that is developed together by mutual cooperation among the communities and it is not considered as formal education yet. This is the starting point of the non formal education in Malaysia. During the British colonisation, the British administration formed five types of schooling which are Malay Vernacular School, Chinese Vernacular School, School Vernacular India, English Vernacular School and Religious School (Madrasa) (Abd. Hamid et al., 2003). These types of schools are formed as taking into consideration the political, economic, soci o-cultural and religious. After few decades, the non formal education system has been changed along with the modernisation. Nowadays, non formal education has emphasis more on Skill Training Programmes such as Vocational Education, Engineering and Trading. The Malaysian government has built few vocational schools for the children that have more interest in skills related education rather than going to the school and learn things they do not like. At the tertiary level of education, Polytechnics are provided for those who want to complete Advanced Diploma, Diploma and Special Skills Certificate in skills-based programmes. The newest programme, the National Service Training Programme is established for youth community in Malaysia to develop patriotic, loyal and full with positive attitudes young generation for the future. It is also become a practice for the potential employees to do internship before starting the real job. There are still some religious talks, or campaigns about info rmation that the society may need to know happening in Malaysia. For example, the campaigns about health care, recycle and many others are conducted to educate the society. All of these programmes are specially formed to teach values and knowledge that are not being taught in schools. One of the roles of non formal education is to make a difference in the community by raising the awareness of the changes in environment. Other than that, non formal education also help in providing youth for production activities by way of giving them relevant courses so that can improve themselves to be a better person for the country. Furthermore, non formal education will help to produce generation with good values and attitudes in order to form a developed country. Besides, formal education mostly applies only the theories of the lesson but non formal education let the students explore things by themselves especially in the skills knowledge that will make the students has higher capability in using skills and techniques to perform job. This will result in many potential employees have the skills that can increase the efficiency and productivity of workers in this country and it is also will help the national development especially in producing the best quality of employees that are properly trained to obtain the skills. This means that it can reduce the number of unemployed because they have larger opportunities to get a job which requires skills (Yassin Muhamad, 1990). Non formal education also assists in conveying information that may be regarded not significant to the community that will lead the society into a well-informed society and not be left behind by the modernization of the world. To sum up, non formal education should not be considered as less important because it is in fact as important as formal education. In some situation, non-formal education is the only useful way in the development of skills and knowledge. It also acts as an alternative and normally more effective education and training for formal education. Non formal education may not be fully organized and well structured, but it is still provides important information for the generation. Somehow, non formal education is undoubtedly helps in formal education to make it more proficient for the students to acquire knowledge.

Learning management system Essay

Department of Applied Finance and Actuarial Studies Faculty of Business and Economics Unit Guide S1 External Session 1, External 2013 Table of Content Table of Content General Information 2 3 Convenor and teaching staff Credit Points Prerequisites Corequisites Co-badged status Unit Description 3 3 3 3 3 3 Learning Outcomes Assessment Tasks 4 5 Assignments Case Study Quizzes 5 5 6 Unit Schedule Delivery and Resources 7 8 Classes Prizes Required and Recommended Texts and/or Materials Technology Used and Required Unit Web Page Teaching and Learning Strategy Policies and Procedures 8 8. 8 8 8 8 9 Academic Honesty Grades Grading Appeals and Final Examination Script Viewing Special Consideration Policy Student Support UniWISE provides: 9 9 9 9 10 10 Student Enquiry Service Equity Support IT Help 10 10 10 Graduate Capabilities 11 Capable of Professional and Personal Judgement and Initiative Learning Outcome Assessment Task 11 11 11 Problem Solving and Research Capability Learning Outcome Assessment Task 11 11 11 Socially and Environmentally Active and Responsible Learning Outcome 11 11 Discipline Specific Knowledge and Skills 11 Learning Outcome Assessment Task 12 12. Critical, Analytical and Integrative Thinking Assessment Task 12 12 Research and Practice 13 Page 2 of 13 General Information Convenor and teaching staff Unit Convenor: Peter Mordaunt Email: peter. mordaunt@mq. edu. au Consultation Hours: As this course is an online course students can consult with staff through iLearn or through the e-mail addresses above. Students experiencing significant difficulties with any topic in the unit must seek assistance immediately. Other Staff: Sue Wright Email: sue. wright@mq. edu. au Credit Points 2 Prerequisites 45cp Corequisites N/A Co-badged status This unit is not co-badged. Unit Description For details of this unit contact the Faculty of Business and Economics. Page 3 of 13 Learning Outcomes 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Select appropriate investment instruments to support budget results and achieve financial goals 4. Recognize the features and implications of common financial contracts 5. Compare and contrast different â€Å"employment† structures Page 4 of 13 Assessment Tasks Task Weight Due Date. Linked Learning Outcomes Linked Graduate Capabilities Brief Description Assignments 10% See timetable in iLearn 1, 2, 3 1, 2, 3, 8 Tasks set for students Case Study 50% See timetable in iLearn 2 1, 2, 8 A case study covering material in Modules 1,2 & 3 Quizzes 40% See course timetable in iLearn 3, 4 3 A series of online multiple choice quizzes Assignments Due Date: See timetable in iLearn Weight: 10% Warning This is an online course and therefore it is the student’s responsibility to have available and access to the technology to access the material and to complete the tasks. No exceptions or extensions will be granted because of issues with the student’s technology,the student’s internet provider or the student’s internet connectivity. S ubmission Submission is on-line. Module 1 assignment due by mid-night 11th March 2013. Module 2 assignment due by mid-night 25th March 2013. Extension No extension will be granted. Students who have not submitted their assignment prior to the due date will be awarded a mark of 0 for the assignment, except for cases in which an application for special consideration is made and approved. Penalties See extension. What is required to complete the unit satisfactorily. In order to pass this subject, students m ust pass the case study, which enables them to dem onstrate their accum ulated and integrated understanding of the unit m aterial. If perform ance in the case study does not dem onstrate this level of achievem ent, a passing grade overall can be achieved by higher perform ance in the quizzes and the assignm ents. Case Study Due Date: See timetable in iLearn Weight: 50% Warning This is an online course and therefore it is the student’s responsibility to have available and access to the technology to access the material and to complete the tasks. No exceptions or extensions will be granted because of issues with the student’s technology, the student’s internet provider or the student’s internet connectivity. Submission Subm ission is on-line. C ase Study answer due by m id-night 20th May 2013. Page 5 of 13 Extension No extension will be granted. Students who have not submitted the case study prior to the deadline will be awarded a mark of 0, except for cases in which an application for special consideration is m ade and approved. Penalties See extension What is required to com plete the unit satisfactorily. In order to pass this subject, students m ust pass the case study, which enables them to dem onstrate their accum ulated and integrated understanding of the unit m aterial. If perform ance in the case study does not dem onstrate this level of achievem ent, a passing grade overall can be achieved by higher perform ance in the quizzes and the assignm ents. Quizzes Due Date: See course timetable in iLearn Weight: 40% Warning This is an online course and therefore it is the student’s responsibility to have available and access to the technology to access the material and to complete the tasks. No exceptions or extensions will be granted because of issues with the student’s technology, the student’s internet provider or the student’s internet connectivity. Submission Subm ission is on line. Module 1:Q uiz 1 on the 8th April 2013 Q uiz 2 on the 29th April 2013 Q uiz 3 on the 6th May 2013 Q uiz 4 on the 20th May 2013 Module 4:Q uiz on the 3rd June 2013 Module 5:Q uiz on the 7th June 2013 Extension No extensions will be granted. Students who have not attempted a quiz prior to the deadline will be awarded a mark of 0, except for cases in which an application for specila consideration is m adenand approved. Penalties See extension. What is required to complete the unit satisfactorily? In order to pass this subject, students m ust pass the case study, which enables them to dem onstrate their accum ulated and integrated understanding of the unit m aterial. If perform ance in the case study does not dem onstrate this level of achievem ent, a passing grade overall can be achieved by higher perform ance in the quizzes and the assignm ents. Page 6 of 13 Unit Schedule Modules 1. Goals (anticipated student workload 4 hours) Online presentation of content Online discussion Reading/website reference. Set your own goals Individually written discussion 2. Budgets (anticipated student workload 5 hours) Online presentation of content Your Money – ASIC resource and associated activities Online discussion Complete, explain & submit your own budget 3. Investments (anticipated student workload 50 hours) Basic Principles Interest calculations Tax Overview of Financial Scams Overview of investment options Overview of debt management Overview of Superannuation Asset protection issues Case Study Complete online tests 4. Common Contracts (anticipated student workload 20 hours) Introduction. Overview of common contracts Online Test 5. â€Å"Employment† Structures (anticipated student workload 12 hours) Introduction Overview of common employment structures Online Test Again, please note: it is the student’s responsibility to have available or access to the technology to access the material and to complete the assigned tasks. No exceptions or extensions will be granted because of issues with the students’ technology. Page 7 of 13 Delivery and Resources Classes 5 x online modules delivered via iLearn Prizes There are no prizes for this unit. Required and Recommended Texts and/or Materials. Students will be referred to online resources via iLearn as required for each module. Technology Used and Required Technology used iLearn Microsoft Office Internet Voice boards Technology requirements Access to a computer Access to Microsoft Office Access to the Internet Unit Web Page Course material is available on the learning management system (iLearn). The web page for this unit can be found at www. iLearn. mq. edu. au Teaching and Learning Strategy Students are expected to listen to online lectures and read the material supplied via the Learning Management System. Students are expected to apply the knowledge in answering the various quizzes and assignments. Page 8 of 13 Policies and Procedures Macquarie University policies and procedures are accessible from P olicy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching: Academic Honesty Policy http://www. mq. edu. au/policy/docs/academic_honesty/policy. html Assessment Policy http://www. mq. edu. au/policy/docs/assessment/policy. html Grade Appeal Policy http://www. mq. edu. au/policy/docs/gradeappeal/policy. html Special Consideration Policy http://www. mq. edu. au/policy/docs/special_consideration/policy. html In addition, a number of other policies can be found in the L earning and Teaching Category of Policy Central. Academic Honesty The nature of scholarly endeavour, dependent as it is on the work of others, binds all members of the University community to abide by the principles of academic honesty. Its fundamental principle is that all staff and students act with integrity in the creation, development, application and use of ideas and information. This means that: all academic work claimed as original is the work of the author making the claim all academic collaborations are acknowledged academic work is not falsified in any way when the ideas of others are used, these ideas are acknowledged appropriately. Further information on the academic honesty can be found in the Macquarie University Academic Honesty Policy at http://www. mq. edu. au/policy/docs/academic_honesty/policy. html Grades Macquarie University uses the following grades in coursework units of study: HD – High Distinction D – Distinction. CR – Credit P – Pass F – Fail Grade descriptors and other information concerning grading are contained in the Macquarie University Grading Policy which is available at: http://www. mq. edu. au/policy/docs/grading/policy. html Grading Appeals and Final Examination Script Viewing If, at the conclusion of the unit, you have performed below expectations, and are considering lodging an appeal of grade and/or viewing your final exam script please refer to the following website which provides information about these processes and the cut off dates in the first instance. Please read the instructions provided concerning what constitutes a valid grounds for appeal before appealing your grade. http://www. businessandeconomics. mq. edu. au/new_and_current_students/undergraduate_current_students/how_do_i/grade_appeals/ Special Consideration Policy The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. A special consideration policy exists to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level. The policy is available at: http://www. mq. edu. au/policy/docs/special_consideration/policy. html Page 9 of 13 Student Support Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://students. mq. edu. au/support/ UniWISE provides: Online learning resources and academic skills workshops http://www. mq. edu. au/learning_skills/ Personal assistance with your learning & study related questions. The Learning Help Desk is located in the Library foyer (level 2). Online and on-campus orientation events run by Mentors@Macquarie. Student Enquiry Service Details of these services can be accessed at http://www. student. mq. edu. au/ses/. Equity Support Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies. IT Help If you wish to receive IT help, we would be glad to assist you at http://informatics. mq. edu. au/help/. W hen using the university’s IT, you must adhere to the Acceptable Use Policy . The policy applies to all who connect to the MQ network including students and it outlines what can be done. Page 10 of 13 Graduate Capabilities Capable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. This graduate capability is supported by: Learning Outcome 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Recognize the features and implications of common financial contracts Assessment Task 1. Tasks set for students 2. A case study covering material in Modules 1,2 & 3 Problem Solving and Research Capability. Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. This graduate capability is supported by: Learning Outcome 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Select appropriate investment instruments to support budget results and achieve financial goals Assessment Task 1. Tasks set for students 2. A series of online multiple choice quizzes Socially and Environmentally Active and Responsible We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability. This graduate capability is supported by: Learning Outcome 1. Select appropriate investment instruments to support budget results and achieve financial goals 2. Recognize the features and implications of common financial contracts Discipline Specific Knowledge and Skills Page 11 of 13 Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. This graduate capability is supported by: Learning Outcome 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Select appropriate investment instruments to support budget results and achieve financial goals 4. Recognize the features and implications of common financial contracts Assessment Task 1. Tasks set for students 2. A case study covering material in Modules 1,2 & 3 Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. This graduate capability is supported by: Assessment Task 1. Tasks set for students 2. A case study covering material in Modules 1,2 & 3 Page 12 of 13 Research and Practice This unit uses research from external sources. This unit gives you practice in applying research findings in your assignments.

Relationship Between Co Workers And Workplace - 1104 Words

Do you believe at love at first sight? Well, love or attractions you have for someone is not something that can be controlled, and can happen at any time at any place. It is often considered as a taboo issue, but workplace romance and relatives relationship at work is a reality. Workplace can be considered a second home for most people, as they spend nearly half of a day or even more there. Thus, it can become a dating environment; affinities with co-workers can develop and can lead to workplace romance, friendship and sexual relationship. Workplace relationships can create major issues to companies, and the interesting aspect of this topic is the fact that companies to not know how to deal with this problem unlike other common issues. In this paper we will talk about different types of relationships that can grow at work, we will start by the relationship between co-workers, then relation with a subordinates, and we will also talk about family, and friends relationships at work. 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What Is the Role of an Entrepreneur in Economy and Society

What is the role of an entrepreneur in economy and society Introduction Entrepreneur is a hot topic for both academic scholars and people ambitious for business success. They are a group of persons who can significantly influence many aspects of economy and society. This paper will critically discuss the role of entrepreneurs by examining their contributions to the economy and society, using examples from various articles on the topic. Starting by defining the entrepreneurs to be discussed, this paper examines the contributions to economy from the aspects of employment, innovation, productivity and growth, utility; certain costs or drawbacks are also considered. Though the business activities of entrepreneurs produce social†¦show more content†¦Based on recent academic studies and research, there are four main indicators commonly used to analyze how entrepreneurs make contributions to the economy, employment, innovation, productivity/growth and utility. To Employment Firstly, companies contribute to the amount of employment generated, in which not only the quantity, but also the quality is to be seriously considered. By quality, it refers to aspects of employees remuneration, in forms of salaries and other benefits; and also their job satisfaction levels. According to many studies, entrepreneurial companies have been making a significant contribution to the creation of jobs, which is disproportionately high compared to larger, established companies. According to Fritsch (1997), a region characterized by a higher start-up rate is associated with higher employment increase (cited by Praag and Versloot, 2008). Fà ¶lster (2000) also claims a similar positive correlation for Sweden. However, recent studies have begun to examine both the direct and indirect effects of entrepreneurial companies on employment. 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