The Earliest Forms Of Writing - 1432 Words

The Earliest Forms of Writing, A Better Understanding of History Writing is a key root in the history that we learn today. It serves as a very useful translator for historians. This is made possible as historians can use the first forms of writing-which derive from 3,500 BCE, to serve as a direct source of hearing a point of view from a witness of that time period. Writing began with pictographs, and emerged onto cuneiform, hieroglyphics, ideograms, and phonograms that were carried out by scribes. Writing served its purpose of developing a way to document trades and business accounts, cultural practices- especially those of religion, and government issues and orders. Writing of the past cultures serves as an essential factor in understanding the previous cultures, as the earliest forms of writing can indicate events of their causes, but what is left unsaid, can be interpreted as something which has derived from an earlier period of time. The different forms of writing display what the people’s values, needs, and expectations once were. Understanding history is much more clear as artifacts portray actual documentations of earlier cultures. The first form of writing, cuneiform, was a system of symbols that was used by Sumerians in order to represent and somewhat describe the type and amounts of goods traded. Cuneiform was simply a form of symbols, therefore it was a very vague description, but it served the purpose of establishing a form of documentation which was needed byShow MoreRelatedSumerians, Egyptians, and Chinese Contributions868 Words   |  4 Pagesyou know that Sumerians developed the world’s first form of writing? That many of todays household objects were invented or used by the ancient Egyptians (lock and keys, combs, scissors, wigs, makeup, deodorants, toothbrush and toothpaste)? Or that for the last 4,000 years China has been the oldest continuous civilization on Earth? The Sumerians, Egyptians, and Chinese created flourishing civilizations filled with many achievements in writing, architectu re, and technology that made lasting contributionsRead More Mesopotamia Urbanization Essay1389 Words   |  6 Pagessystem) .The two rivers provided everything the earliest civilizations needed in order to survive. The Sumerians, who were considered the greatest of the earliest civilizations, depended on the two rivers for food supply, water and a vehicle for their trade. The two rivers had a major impact on the earliest civilizations advancement in technology and agriculture. Also, the Tigris and Euphrates rivers contributed to the development of the earliest civilizations beliefs systems and values. Read MoreCuneiform Vs. Cuneiform : Cuneiform1199 Words   |  5 Pagesdevelopment of early writing methods? The answers to this questions lies in the uncovering of the past remains of our oldest deciphered evidence of writing: Cuneiform. Cuneiform is a style of writing that is the earliest known. The oldest archaeological evidence of it was found in the ancient city Uruk in Mesopotamia where they have unearthed nearly 4000 clay tablets. Their estimated age is dated to roughly 3000 BC; any more specific of a time frame is debated. Cuneiform was a style of writing written onRead MoreThe Invention Of Writing Is A Fundamental Pillar Of Human Interaction879 Words   |  4 Pagesvisual examples, that the invention of writing was the decisive turning point in the evolution of human growth. From primal hunter-gathers to functioning members of an ancient civilization, writing has acted more than a mere stepping stone in the technological and cultural advancement of mankind, writing is a fundamental pillar of human interaction. The essay will also convey how computers, when acting as the main medium of writing, write upon layers of more writing opposed to a slate, piece of paperRead MoreEssay on Writing and Technology1120 Words   |  5 PagesWriting and Technology The fact that we do not commonly feel the influence of writing on our thoughts shows that we have interiorized the technology of writing so deeply that without tremendous effort we cannot separate it from ourselves or even recognize its presence and influence (Ong, 317). In this modern age of computers, disposable pens, and mechanical pencils, it is easy to forget that at one time writing was not so simple or convenient. Most of us have . . . become so used toRead MoreRiver Valley Civilizations Essay726 Words   |  3 Pagescivilizations are one of the earliest societies in the world. The rises of these ancient river valley civilizations started the first cradle of civilization. The Indus Valley Civilization, Ancient Egypt, Ancient Mesopotamia, and Ancient China are the earliest civilizations that were successful enough to make enough food for everybody. Every one of these civilizations had three things in common: they all had a special relationship with the river, they created their own writing system, and they all reliedRead MoreThe Mayan Civilization And The Maya Empire1677 Words   |  7 Pages The Mayan civilization or the Maya Empire, centered in the tropical lowlands of what is now Guatemala, reached the peak of its power and influence aroun d the sixth century A.D. The Maya excelled at agriculture, pottery, hieroglyph writing, calendar-making and mathematics, and left behind an astonishing amount of impressive architecture and symbolic artwork. Most of the great stone cities of the Maya were abandoned by A.D. 900. The Maya civilization was one of the most dominant indigenous societiesRead MoreEssay on Egyptian Mathematics664 Words   |  3 PagesEgyptians are one of the earliest known and most well documented people to inhabit the Earth. They were one of the first people to respond to practical needs within agriculture, business, and industry. Moreover, archaeological and historical artifacts suggest that the Egyptians were among the first to develop the study of mathematics. This paper will discuss the development of mathematics in ancient Egypt, focusing on the use of hieroglyphs, the decimal system, and hieratic writing and numerals to demonstrateRead MoreAncient Greeks And The Sumerians1143 Words   |  5 Pa gesSumerians, from 4800 to 1750BC, with 19 dynasties and 103 kings that developed into one of the earliest civilizations on earth. Their existence as a civilization was not even discovered until the middle of 1800AD. As a result of the ancient Greeks and Egyptians who wrote about the Babylonians most people did not realize that the Sumerians preceded the Babylonians. Furthermore, it was the Sumerians that developed writing, a religion and numerous agricultural methods, which continued on with the following civilizationsRead More What is Art? Essay845 Words   |  4 Pagesmean many different things to many different people and was one of the earliest ways in which man has expressed him or herself to others, whether it was through cave drawings or hieroglyphics. It does not begin or end with just drawing or painting, items typically considered art, or the many other recognized facets of art including architecture, drama, literature, sculpting, and music. The writing of Beowulf, one of the earliest known written prose, or the Greek plays which have influenced drama since

Study of Education During the Republic of Kampuchea Free Essays

Having gained independency from France in 1953, Cambodia started construct its nation-state through paying attending to developing and implementing the educational field. New schools were built in both towns and rural countries. Higher establishments which the French had ignored to supply during its settlement were made into exist in the capital and a few chief provincial metropoliss. We will write a custom essay sample on Study of Education During the Republic of Kampuchea or any similar topic only for you Order Now However, the most singular educational advancement wholly disappeared during the 1970s, particularly at the 2nd half of 1970s ( International Educational Journal Vol.5, N0 1, 2004, p.90 ) . After the prostration of Khmer Rough control and under the strong support from Vietnam and other socialist states in 1979, the People ‘s Republic of Kampuchea ( PRK ) led by Heng Samrin started to reconstruct the state from immense desolation of twelvemonth nothing ( Scholarly Journal by Gene V Glass, volume 11, 2003 ) . The freshly liberated government ‘s top precedence between 1979 and 1981 was to reconstruct instruction establishments. Its policy on heightening instruction was in the interview with a senior instruction functionary who had been involved in basic instruction and instructor preparation since 1979: â€Å" 1979-1981 was a period of restructuring and rehabilitating both substructure and human resources. The restructuring and rehabilitation I refer was roll uping school- age kids and seting them in school despite the hapless status of the school and even carry oning categories in the unfastened air or under the trees. We appealed to all those instructors and literate people who survived to learn nonreaders. There were no licences or any high demands for keeping a teaching occupation. We merely tried to open school and literary categories ; we did n’t care about quality † ( Scholarly Journal by Gene V Glass, volume 11, 2003, pp 6-7 ) . The instruction system used by the government was 4 + 3 + 3, which means pupils had to pass four old ages at primary school, three old ages at lower secondary and another three old ages at upper secondary 1. The system was implemented in answer to emergent demands for human resources for state rehabilitation. The chief aim of the system of instruction was to organize new and good hard-working citizens with a luggage of civilization, of proficient consciousness, of a capacity for work, of good wellness and of a radical morality ready to function Kampuchea revolution with efforts to construct a socialist province through the development of instruction. † ( Ayres, 2003, pp.137-139 ) The first school twelvemonth began on September 24, 1979, which was announced by Heng Samrin, the PRK president seting every incrimination on the about four-year Khmer Rough government led by Pol Pot ( Ayres, p. 126 ) . What really obstructed the quality of instruction, particularly at primary and high school degrees during the PRK from 1979 to 1989? To understand that, the undermentioned factors should be raised and considered. Initially, there was a bad deficit of good and qualified instruction staff for the state ‘s schools. The PRK claimed in 1984 that 75 per cent of instructors were murdered by the Khmer Rough ( Ayres, p.126 ) . â€Å" The state had merely 13,619 instructors, at a ratio of 1 instructor for every 53 pupils. Merely 4,000 had formal makings. In add-on to their deficiency of experiences and makings, instructors had other concerns like traveling about the state looking for losing relations they had lost under the Khmer Rough, believing about their parents who had died, hapless physical wellness, psychological injury, hapless memory and concentration, so the instruction force was certainly really weak. ( Ayres, 2003, pp132-133 ) . To promote school engagement, the authorities used the mottos like those who know more Teachs those who know less and another 1 was traveling to learn and traveling to school is nation-loving. Peoples with any degree of instruction who survived from the killi ng government was asked and encouraged to go instructors, professors, and administrative officials in the educational field. Potential instructors were given short- term preparation for one month, three hebdomads, or even two hebdomads and so started learning. ( Ministry of Education, Youth and Sport, 1998 ) . Second, there was a monolithic registration of pupils at primary and secondary schools. For illustration, by November 1979, 716,553 pupils had officially enrolled in primary schools throughout Cambodia, which was impossible for the government to deviate resources to preparation and retraining of school instructors, doing schoolroom instructions at low criterion ( Ayres, p.132 ; p.138 ) Third, there was a deficiency of qualified instruction leader and direction staff at the ministry. One former functionary said, â€Å" because we did non cognize where to we should get down. We were lost † ( Ayres, p.129 ) . Chan Ven, the new curate of instruction, who had been a high school natural philosophies instructor, said that he and his qualified Kampuchean co-workers did non hold any thoughts and had no sense of where to get down and make. The most attending they paid to was to set the pupils in schools every bit rapidly as possible so that they could construct Kampuchea into a state of new socialist workingmans, and when asked about the enlistings and preparation of instructors, the quality of instruction and what would be taught, he replied that it was beyond the capacity of Cambodia ministry of instruction. They surely needed the aid of Vietnamese experts ( Ayres, p. 128 ) . The 4th point was the hapless status of educational infrastructure. â€Å" With every bit much as 90 % of the school edifices destroyed in Cambodia † ( Ledgerwood, J. ( N.d ) . Education in Cambodia. Retrieved from hypertext transfer protocol: //www.seasite.niu.edu/khmer/Ledgerwood/education.htm ) . Some schools had no Windowss, deficient furniture, so the pupils had to sit and analyze on the floor. The figure of school edifices and schoolrooms did non fit the big figure of the pupils ‘ registration. There were excessively many pupils that some of them had to take categories in the unfastened air under the trees, in antecedently used infirmaries, or at countries surrounded by mines and cemeteries ( Ayres, p. 133 ) . The following factor was the learning capacity of the state ‘s pupils. Many pupils were enduring from malnutrition or diseases, particularly malaria, that they had got from old old ages, and like their instructors, they had other concerns about looking for their surviving relations, believing about their parents who had passed off, their basic shelters, necessary nutrient, apparels, etc. , which could impact their learning memory and concentration ( Ayres, p. 135 ) . â€Å" In primary school about 30 per cent of the kids had no male parent, 10 per cent had no female parent, and between 5 and 10 per cent were orphans † ( Postlethwaite, 1988 ) . In add-on to the five facets mentioned earlier, larning and learning stuffs were in a bad deficit. Although some stuffs used in old governments were non wholly destroyed by the DK, those stuffs could non be used as the government used new text editions so as to accomplish their purpose. Some instructors used clay as a pen to compose on the board. Seven or eight pupils shared one book and a stub of pencil. By 1980, the Centre for Program Writing and Textbooks had produced 39 texts for the usage in primary schools, several for secondary schools, and a individual text for usage in grownup literacy instruction classs ( Ayres, pp, 129 ; 133 ) . Next, although the PRK held the power of the state, the government was non internationally recognized. As a consequence, the Kampuchean place at the United Nation phase was non given to the PRK, but to the authorities of the DK because the international community was non certain whether Vietnam had liberated or invaded Cambodia, which caused a hold in supplying the human-centered aid to the PRK, and the assistance trade stoppage that was to follow it, both impact the PRK government ‘s capacity to rehabilitate Cambodia and devastated Kampuchean people ( Ayres, pp. 126 ; 136 ) What is more is that the government chiefly aimed to construct a socialist province with socialist workingmans through the development of instruction. So, it focused more on higher instruction and grownup literacy instruction than the lower degrees ( Ayres, pp. 137-138 ) Besides, contending between the PRK and DK and its confederation still continued at Cambodian-Thai boundary line, so immature work forces were needed for national defense mechanism ( Ayres, p. 125 ) . Last, the course of study was non from the ministry of instruction, but by lasting instructors severally. The first schools opened were non province schools but private 1s. The lessons largely focused on literacy, and instructors taught from their memory as what Suon Serey, a instructor who opened her ain school, said. To sum up, the summarized factors mentioned above indicate intelligibly why the quality of instruction during the PRK was so hapless. Decision All things seen and considered, the cause of hapless quality of instruction at primary and secondary degrees during the PRK was chiefly resulted severely from the Khmer Rough government, and partially from the presence of Vietnamese soldiers in Cambodia during that period. How to cite Study of Education During the Republic of Kampuchea, Essay examples

Economic Growth Essay Example For Students

Economic Growth Essay Common IdeaEconomic growth is the most important study in economics today. The first book on economics was by Adam Smith The Wealth of Nations the full title was the Inquire Into The Nature And Sources Of The Wealth Of Nations. Economic growth determines a countries future, and economic growth in the past determines a countries present as far as its material values are concerned. (Buechner Recording) So every material value of the modern world is a result economic growth in the past, or your standard of living is the result of economic growth in the past. Economic growth in the future will determine whether or not there is rising or falling economic wealth, and coordinated with that whether or not the standard of living in the future continues to rise or fall. For example: In 1870 England was the leading industrial power of the globe, and as a consequence it also was the leading political power of the globe. According to M. Northrup Buechner the real wage rate in England is estimated to have been about 50% higher than the real wage rate in other European countries at that time. (Recording) It was about 1870 because of the rise of statist policies and ideologies that rate of growth in England started to lag behind that of the other European Countries. It didnt lag a lot Buechner states the statistical estimate was less than one percent a year, however for a period of 10 or 20 years thatll make a difference hardly anybody would notice. Yes maybe so, but if you compound that interest rate over 100 years what you get is what you see today. England is essentially a third rate economic power, and the real wage rate in England today is estimated to be about 33% less than the real wage rate in other European countries. (Buechner Recording) In 1870 the United States in 1870 was an economically backward, internationally insignificant, and unimportant country in the world with respect to matters regarding foreign affairs. According to Buechner it was about 1870 when the United States embarked on a growth rate of over 5% percent a year, which was sustained for a period of over 40 years. (Recording) No country in the history of the world matched that record. At the end of that period about the time of World War I the United States took Britains place as the leading industrial power of the globe. IntroductionHere is the subject, and the direction on which I would like to approach my thesis. In the 19th century the United States rate of growth was over 5% a year. According to Wayne D. Angel et al., chief economist for Bear, Stearns CO. its estimated the best we can do is estimated at somewhere between 2 or 3 % a year. (Online) The long term expected growth rate in the United States has been cut in half. What has happened? As a student of economics I have an economic answer. Im going to be looking at this from the perspective of the material, physical, and economic means of economic growth. That is the economic causes of economic growth or decline. Im not talking about philosophy here Im just looking at basic mechanics. What has to be done in reality? Well it is no surprise that the fundamental answer that question is thought; then, there is action that has to been taken based on the thought. What specific actions are required? I dont want to be accused of ignoring philosophy so let me just state briefly the philosophical preconditions of economic growth because these are really fundamental. Any Rand, the infamous author of Atlas Shrugged states the belief in the reality of this earth, and the world we see around us is real, not just an imperfect reflection of a higher reality. Also the belief in the power of reason to grasp the world, to know the world, to grasp reality in order to deal with the facts, and that the mind is competent to guide life. Some sanction on the pursuit of personal happiness is also a precondition. Some belief apart from the idea of that to be selfish is irredeemably evil; you cant believe that and have economic progress. (1075-84) There has to be some degree of economic freedom, men must be able to act to some extent within some significant range. The underlying assumption for everything that I am going to write that follows is a free or at least semi-free country. If you want to push me when all is said, and done I would say if you get the philosophical preconditions you will get economic growth; not without effort but probably without any additional abstract knowledge. Increasing Economic GrowthWhen you get it how do you get? So lets begin with a definition economic growth Im defining economic growth as an increase in the total productive capacity of an economy. (Buechner Recording) Now what is productive capacity? Well its the capacity to produce output, goods, and services. (Buechner Recording) What does productive capacity consist of? According to Buechner these are the primary components of an economies productive capacity?Here are the components:1. Knowledge and skills2. Machinery and tools3. Plants and structures4. Raw materials5. Parts, materials, ingredients, intermediate goods (Recording)Productive capacity consists of the knowledge and skills of the population; this of course is the fundamental productive capacity, or in more objective terms mans mind is the fundamental productive capacity. (Rand 1075-84) Everything else in this paper depends on knowledge, and knowledge depends on thought. Those are the fundamentals of all productive capa city. Numbers 2-5 fall under the general heading of capital goods or producer goods. Machinery and tools economists usually put this under a triumberant of machinery tools and equipment. Plants and structures of the economy are a big category, and includes factories, office buildings, damns, highways, bridges, power lines, telephone lines, pipe lines, railroad tracks, airports etcetera. Sources of raw materials include mines, cleared land, oil wells, lumber, fisheries, and things of that nature are what economists call intermediary goods. Intermediary goods are the parts, the materials the ingredients that are passed from stage to stage through the productive process, and are used to produce the things that come out at the other end of the factory. Economic growth means that the total quantity of these things increases, and when the total quantity of these things increases more can be produced. Now there are two essentially different ways, which they can potentially increase. We can produce more of the same thing or we can have more of the same machines, tools, and factories of the same kind producing the same output, more raw materials of the same kind etcetera. More of the same would mean economic growth signifying that the total productive capacity of the economy had increased. But historically, and this is a crucial point historically there has been no economic growth with out better machines and tools, better factories, better products, better goods, better sources of raw materials. (Buechner Recording) I am going to take that as a basic fact. Economic growth fundamentally, and essentially takes the form of better goods and services of all kinds. Im now going to assume that the marginal product of capital does not decrease(Hazlitt 40) the assumption that it does I think is clearly contrary to fact. That makes a huge difference in the theory of economic growth. Where do we start with better? We start with better know how in the means of new ideas, technological discoveries, and inventions. These ideas have to be put into a concrete material form of better machinery, plants, structures, and tools that can be classified under the general heading technological progress. According to Hazlitt if you get that, and you get total productive capacity increasing faster than the population grows you get a rising standard of living. (90) How do we get these things? How do we get more and better? Of all of these components I have a very simple minded answer; they have to be produced. I am going to use a circle to represent the economies total productive capacity. Table 1In order to have an increase in productive capacity you have to use productive capacity to produce more capacity. Now this starts with one-man alone thinking a new idea, a new product, he or she; then, communicates this to others. They have to figure out how the idea or product can be produced, and at the same time raise capital in order to hire the labor, buy the tools, and erect the plant. Once the structure has been created all those involved need go to work, and produce it; thus using the existing productive capacity to produce more capacity. This process becomes a reality by using your existing labor force to train, and communicate skill to other portions of the labor force; therefore utilizing men, old machines, and old factories to produce new factories, new tools, and new sources of raw materials. This is very simple, and at every stage in this processes your using your existing productive capacity to produce more capacity. Well what else can you do with productive cap acity? The alternative is to use productive capacity to produce consumer goods and services. According to Buechner for the purposes of economic growth these are the only two alternatives uses of an economies productive capacity-you can use your existing capacity to produce more capacity, or you can use your existing productive capacity to produce consumer goods and services. (Recording) So economic growth involves a trade off here is the trade off. Table 23Each circle represents the total productive capacity in these two economies, and those circles are the same size so each of these economies have the same total productive capacity, and lets also assume they both have the same population. Now Case I is using about 1/3 rd of its capacity to add productive capacity, and about roughly twice as much capacity to produce consumer goods. The Case II economy is using about 2/3 rd of its capacity to add productive capacity, and roughly as much to produce consumer goods. So the Case I economy is going to have a higher standard of living. Actually twice the standard of living because it is using twice a much of its capacity to produce consumers goods as the Case II economy is. So the people in the Case I economy are better off today, and the people in the Case II economy are poorer because they have a lower standard of living; theyre not as well off. Other things being equaled rich are better than poor, but other things are not equal. Ac cording to Buechner the Case I economy is also using less of its capacity to add capacity meaning that the economy is going to grow more slowly assuming that its even using enough capacity to actually grow. (Recording) So here is the Case I economy 10 years later 2009. Table 4The inner circle represents 1990s total productive capacity the red lines branching out from the inner circle to outer circle of the pie represent the total productive capacity in the year 2009. The red lines represent the increase of productive capacity in the economy. The proportions are identical to what they were in 1990 there has been no change if we assume that the population hasnt changed in those 10 years the standard of living has risen. How does that compare to Case II, which was using a much larger portion of its capacity to add capacity? Here is Case IITable 5As you can see the Case II economy for 2009 when compared with Case I economy for 2009 has grown much more in course of 10 years signified by the shear size of the diagram. According to Buechner this is because in the previous diagram for the Case II economy for the year 1999 that economy was using twice as much of its capacity as the Case I economy in 1999 to add capacity, and again as a result it has grown a lot more in those 10 years. (Recording) The standard of living has raised now so much so that the standard of living in the Case II economy is now higher than the standard of living in the Case I economy. You could say big deal of course you drew it that way. Thats right I did draw that way to illustrate this elemental truth about economic growth. A country that uses more capacity to add capacity has a higher standard of living over the long run. (Hazlitt 43) Attention should be paid to that difference because the more capacity that is used the shorter that long run would be. Japan is a stunning, unavoidable, and modern example of that truth. The cause and effect relationship for economic growth is you consume less than possible today by accepting a standard of living below collectively now, the population, the people, the economy what it could be will result in economic growth. As a result of that economic growth your able to consume more than would have been possible if you had not consumed less. That is the essence of economic growth. In summation the fundamental determinant of economic growth is the portion of an economies productive capacity that is used to add more capacity. Amidst an increasing mound of research the next question that came my mind is, what determines that portion. In a free economy thats determined by the decisions of the individuals to consume and save thus it is a joint product of the decision of the millions and millions of people who live in the economy, and there decisions of how much to consume and how much to save. (Rand 782) According to Hazilitt savings for the individual is a decision of economic growth.(180) Assuming here an income of 100,000 if the individual making this income spends all of it on consumption that will be the maximum standard of living he or she can achieve on that income leaving out the possibility of borrowing. If this individual decides to save there current standard of living will be below what it could be; therefore, when you save you deliberately reduce your standard of living below what you could enjoy if you spend everything on consumption. Why do people do that? This is what happens if you deliberat ely reduce you standard of living. In diagram Savings and Economic Growth 1Table 6$90,000 is spent on consumer goods and services and $10,000 is saved, however the individual could be consuming $100,000. What happens? By next year and as the result of saving now I should let you know the assumption is $10,000 is saved at annual interest rate of 10% so over a year a period of a year the 10% interest rate will yield an additional $1,000 dollars. Table 7Now that means the income has increased from the $100,000 of 1999 to $101,000 of 2000. The red lines that extend to the outer band of the pie signify this. That additional band represents the additional $1,000 dollars that is derived from the interest on savings of $10,000. Now additional income is available for consumption if the individual wants to spend it on consumption. Im also assuming that the additional $1,000 that the individual gets from the 10% interest rate return on the $10,000 will continue to be saved at the rate of 10% of his income. In 2000 the individual is going save $10,000 + 10% of the $1000, which is $100. The individual now has an extra $900 to spend on consumption total spending is $90,900. Now thats not too impressive but its important to remember savings is a stock. (Hazlitt 177) If you save $10,000 in 1999 and you add $10,000 in 2000 you get $20,000 you save another $10,000 in 2001 you have $30,000 together with interest the individuals total savings by the end of 2001 is $30,301. Looking out at 2009 assuming the individuals income continues to be $100,000 each year and the individual saves 10% of it at 10% the total savings in 2009 will be $126,825. Now this individuals wealth 10 years latter is $126,825 this is the equivalent of economic growth for the economy. The individuals income is $100,000 plus 10% of that $126,825 so the income including the interest on saving is $111,567. Case in point the individual is now consuming 90% of income instead of 100%; the consumption in 10 years will be higher than it could have been, and would have been if he hadnt saved at all. Why because the individuals income is now over $100,000 by $410 dollars, and of course as time goes by this effect just continues to multiply. So you have this same effect of saving for the individual that you have for economic growth for a country. You have increasing wealth, and you have the ability to increase consumption over time. So what! Thats just an exac t parallel that doesnt prove a connection. Whats the actual connection? How does saving cause economic growth for an economy? There are two parts to this answer. According to Hazlitt every dollar saved is a dollar less demand for consumer goods every dollar that is saved is a dollar that wasnt spend on consumer goods. (179) That means that the productive capacity that would have been necessary to produce those consumer goods is instead available for producing additional capacity. Savings reduces the demand for consumer goods and releases capacity to add to capacity. The way that is brought about in reality is through financial intermediaries. This is because the money saved is not tucked in a mattress not if youre sane. Money saved is put into a bank, a savings and loan, into an insurance policy, mutual funds and, or pension funds these institutions loan it out to business to invest in their business to add productive capacity. This I believe is the essential theory of the origins o f economic growth. How Photography Began EssayIt also very helpful if you can reduce the amount they want to save that is if you want to reduce economic growth. How can you reduce the amount they want to save? Well why do people save? Or why did they save? In the 19th century the primary motive for saving by people up until the 1930s the reason people saved fundamentally was for there retirement for there old age, so they would not be destitute in there old age, so they wouldnt be a burden on there children they saved. They dont do that today, or they certainly dont do it the way they did 100 years ago. Why not? Well today the government is saving for you. That system is called social security according to Franklin D. Roosevelt the government will provide for your old age you dont need to worry about it anymore. (Online) Now if in fact the government were saving it wouldnt be so bad, but the governing is not saving; the social security system is a simple transfer system from the young to the old ther e is no saving going on. (Hazlitt 53) This totally undermines the fundamental personal motive that people have to save in the absence of a welfare state. What is the second motive for saving? The secondary most important personal motive people would have to save used to be called saving for a rainy day. Saving for hard times, saving in case of loss of employment, saving for in case somebody gets sick, saving for a rainy day; I dont know whether young people are even familiar with that expression anymore. Well what happens on a rainy day? Well there is a safety net a whole welfare system of constructing a safety net. On a rainy day you just fall into the net you dont need to provide for yourself anymore the government will pick it up. Again the personal motive is destroyed or at least is seriously undermined by the whole welfare system, and in the case of the safety net there is not even the pretence of safety. Reduce the amount people want to save inflation is great for this. Infla tion reduces the real return on savings. The reward you get for savings is the interest that you are paid if you invest a $1000 dollars at 5% interest at the end of the year you will have $1050; that $50 dollars is your reward for saving, for making those funds available for productive purposes. What if the inflation rate is also 5%? If the inflation rate is 5%; then, at the end of that year you will need $1050 to buy what you could have of bought at the beginning of the year with a $1000. So the 5% interest return in real terms is 0% you need a $1050 to purchase the same amount you could buy with a $1000 at the beginning of the year. If the interest rate and the savings rate are the same percentage you are making no interest. Without real interest your money is just retaining its value. What happens if the inflation rate goes above the interest rate? Youll end up having negative interest, therefore the value of your savings are shrinking over time-you can buy less. Suppose inflatio n rate is 7% is, and the interest return on your savings is 5%. That means at the end of the year you need $1070 to buy the same things you could have bought with a $1000 at the beginning of the year, but the with the interest return you have $1050 your $20 dollars short you can buy less with the additional money. This is depressing. From roughly 1978 to 1981 when the inflation rate was the highest in this country there was three years of almost continuous negative interest where everybodys saving became less and less valuable over time. According to Buechner this lead to a near permanent decline in the savings rate in the United States before that period the saving rate in the United States was around 7 or 8% which, is half of what it was in Japan, but at the end of the period around 1982 the saving rate was around 3%. (Recording) It takes people a while to learn but eventually they get the idea you know this is not a good deal. Now its crept up since then very slowly according to Angel were up around 5%, which is still a pathetic savings rate. (Online)Even better you combine inflation with a tax on your interest income. You know a tax which, doesnt recognize that most of that interest income is necessary to just to stay even, and to make up for the inflation rate. Thats what the government does for the people. I used to live in New York City, and I can personally testify the total tax rate if you add up the federal rate of almost 40%, and the income tax rate of the city, and the state tax its over 50%. In New York City the income tax rate over 50%! Suppose that your making an interest return of 5% on your savings. The government takes more than half of that. Lets say they take only half that reduces your interest return to 2.5% the according to Angel consumer prices for the last half year have been running around 3% (Online) so you got a 2.5% percent rate of return after you pay taxes. The prices youre paying are increasing at a 3% rate. What is your real in terest return? Minus .5% its a negative real return. Now I think this is worth doing everybody should do this. When you take account of the inflation rate, and taxes you pay the odds are pretty good that you will find yourself very close if not in the negative range. You may be asking yourself why should I save. The point of this is not that you shouldnt save; there are reasons to save even if the value of your saving is slowly shrinking over time. You can still increase you wealth by savings, but talk about discouraging you get nothing out of the interest. The third way of reducing the rate of economic growth is divert savings from financing production to financing consumption. (Buechner Recording) Anything that can be done which, can divert savings away from financing, investment, production, additions to productive capacity-anything at all along those lines of taking savings, and instead giving them to people to finance consumption purchases will reduce the rate of economic growth. In an effort to further clarify a subheading anything that you can to do that will increase borrowing for consumption, and anything that you could do to encourage people to borrow for consumption purposes. Now suppose you really wanted to do that one really good way might be to give people a tax break on the funds that they borrow for consumption we could let them say deduct the interest they pay on there consumer debt. Now up until fairly recently in fact you could do that with credit card interest run up a huge credit card bill the interest was horrifyin g on credit cards but all the interest payments you paid on your credit card installment debt were deductible from your taxable income. So you got a little plus going along with that debt. Now that has been eliminated and that is one small step in the right direction but there is still a huge factor that is still working in a huge way. That is called mortgage interest. You can deduct all the interest you pay on your mortgage from your taxable income. A house is a consumer good its not a part of the economies productive capacity, and by this tax deduction for the interest you pay on your mortgage debt the government encourages people to incur that debt, and increases the demand for the particular type of consumption item. All of the labor, and the materials that go to build houses lumber, bricks, motor, concrete, pipes, all of it, that labor could all be used to add productive capacity in the economy instead it is being used to build houses. Now is that necessarily terrible? No its n ot necessarily terrible. But it does reduce the rate of economic growth. Another move in this direction the opposite not a plus is you reduce the penalties for bankruptcy. In the last five years the laws past significantly reduce the penalties for bankruptcy. So you declare yourself bankrupt you can keep your house, car, furniture, pool, and, the other house in Florida. What do you lose? I have family member that has just went through bankruptcy as far as I can tell nothing has changed in her life. But in terms of diverting saving this is the champion government deficit financing. The deficit is: the deficit is the difference between what the government spends, and what the government collects in tax revenues. (Buechner Recording) If the government spends $900 billion, and it collects $800 billion in taxes the deficit is $100 billion the government is spending $900 billion, and only has tax revenues of $800 billion. Its important to grasp this the government is actually spending $900 billion. The government only got $800 in tax revenues where is it getting that extra $100 billion since is really spending $900 billion. There really only two alternative places the government can get that extra $100 billion. One-way is to print the money. Print the money and spend it. Now if the government does that- that takes goes back to the first thing I discussed under the heading of how to reduce economic growth, and you have the government spending new money on consumer goods. I showed how that reduced economic growth. The other alternative is for the government to sell debt in the financial markets. For government to print up government securities, promises to pay-promising a certain interest return the principal due at a certain date, and sell these to people. These are very eagerly sought in the financial markets. This is a little different from the other three diagrams I have shown. Table 11As you can see I have added in producer goods and services. I have included again these two mutually exclusive alternatives A is the financial intermediaries loan out $100 billion in savings accumulated from all the savers. There are two possible ways these loans can go. They can be loaned for productive purposes to business, or they can be loaned to consumers I have divided this up goings to production increases in capacity going to consumers to finance consumption purposes. I have no idea what proper division is according to Buechner I am pretty sure that as a rule more of it goes for production. (Recording) The alternative however is that all it-the whole $100 billion goes to the government, and all of it is spend on consumer goods and services. This is a giant net sucking of wealth out of financial markets funds, which could and would be used to finance additions to productive capacity in the economy, but instead it goes to finance government purchases of consumer items. Now the statistics are very confused on this general subject of whats been happening but the in general there seems to be a consensus that the real wage rate in the United States hasnt risen since about 1974 the real wage rate. That doesnt mean that households standard of living hasnt risen because since that time we have had a massive movement into the labor force by the female population. The prosperity of the 1980s which is attributed to Reagan statistically does not seem to be meaningful, and I think that has to be understood at least in part because according to Buechner Reagan multiplied the federal deficit by a factor of three or four, and we went from a $1 trillion dollar national debt- the national debt is a summation of all the deficits in the past added onto each other to where we are now approaching $6 trillion dollars. (Recording) This is pretty horrifying, but nonetheless the other side of this is anything you can do to discourage borrowing for production. The governme nts regulations and controls in the economy are extremely discouraging for people to borrow for productive purposes or for people to produce anything. (Hazlitt 687) The whole environmental movement has not just increased regulations it has erected absolute prohibitions all over the place in the economy. Among other things for example its illegal to drill for oil wells in what the oil companies have identified, as the best locations where they might find oil you just cant do it. In addition the government has done many things to increase the risk of loss which also discourages borrowing for production inflation makes the whole economy more uncertain, thus; increasing risk, together with the possibility of new regulations, and controls descending on you at anytime to destroy the product of your effort is also very discouraging. (Buechner Recording)ConclusionNone of these methods none of the things I have discussed not one existed in the 19th century. There was no government spending o ut of new money in 19th century. Money was gold, and it was limited by the gold supply. There were no phantom goods in the 19th century. There was no phantom labor in the 19th century. There was no income tax in the 19th century. There was no corporate profits tax, or at least at the federal level. There was no social security. There was no inflation in fact Buechner points to a period which I would like to emphasize when the United States had 30 years out of this 40 plus year period when we were growing over 5% a year when the economy was actually deflating thats when the average price level was falling 1 or 2% a year. (Recording) There were no taxes on interest income, there were no tax breaks on consumption debt because there was no income tax, there was no safety net you had to build your own net. Bankruptcy was a disaster to go bankrupt was a true horror at that time. There was no federal deficit, there were no federal government regulations and controls, and very little on the state level. So if you want to increase economic growth I believe we need to move in that direction. I believe as a matter of political realism there is very little that is possible politically today. There is some significant concern about the deficit, and if the deficit could really be eliminated I think that would positive move. For today I believe it is much more important to fight for the philosophic preconditions which I have mentioned in the beginning on the paper which we are also losing, and if we lose those philosophical preconditions nothing originating in economics will make any difference at all. As Henry Hazlitt so aptly puts it only minds corrupted by generations of misleading propaganda can regard this conclusion paradoxical. (80)BibliographyAngel, Wayne D., John Ryding, Melanie Hardy and Conrad DeQuadros. Global Economic Watch. Index. Online. Bear, Stearns Co. Available: http://www.bearstearns.com/atbear/ewatch/econindex.htmBuechner Northrup, M. Economic Growth. S econd Renaissance Books, DB45C Recording, 1996Hazlitt, Henry. Economics In One Lesson. New York: Three Rivers Press, 1979. Rand, Ayn. Afterword. Atlas Shrugged, 1957-1992, By Rand. Ed. Signet. New York: Penguin Group, 1957. 1075-84. The White House, Thirty-Second President 1933-1945. Marist College. Available:http://www.whitehouse.gov/WH/glimpse/presidents/html/fr32.htmlUnited States Department of Treasury, Publication 550. 15093R. Internal Revenue Service. Available: http://www.irs.ustreas.gov

Uniqlo Assessment Presentation and Project Report Environmental Analysis free essay sample

As international brand, UNIQLO set up their design studio for own products development next year. As of August 2011, UNIQLO international had 181 stores including China, Taiwan, Hong Kong, Korea, Singapore, Malaysia, UK, USA, France and Russia, Japan had 843 stores, totally 1,024 stores in worldwide. There are at least 5 major factors of macro-environment that will impact the apparel brand management of UNIQLO. Political / Legal Previously most of the UNIQLO’s products were made in China but in year 2008, China had set up a new Labor law to protect the labors against wage default, forced labor and also strengthen China’s economic, the new law also requires employers to contribute to employee’s social account and sets standard wages for employees on probation or overtime. If any employers fail to conclude a contract against the law, the employers need to pay the workers double amount of his monthly salary back dated the first working day of the worker. We will write a custom essay sample on Uniqlo Assessment Presentation and Project Report Environmental Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In a result the labor law of 2008 would have meant bigger redundancy payment and higher operation cost for production. Introduction to Marketing @ SCOPE (CityU) Social Demographic – Focus on Women’s clothing Market â€Å"LOVE BEAUTY† is women’s nature. Women are willing to spend their whole life and money in pursuit of beauty. Absolutely, women’s clothing is a key account in apparel market. However, UNIQLO’s market share of women’s clothing (47. 6%) is nearly close with men’s clothing (41. 3%). Therefore, UNIQLO aims to win female customers of all ages by offering a reasonably rice, product development. Corporate Culture: Consumer orientation UNIQLO concerns about consumers’ satisfaction with setting up a Customer Center to receive customer opinions and requests, making use of all relevant data on improvement of production, stores and service. UNIQLO also provides the assistance dog seals service to the persons who rely on the dogs. Furthermore, UNIQLO conducts promotional campaigns for core products seasonally to get closer with consumers. Japanese National Culture Japanese possess a sense of high quality and safety requirements on products. UNIQLO has taken measures to maintain and control the products quality and safety, such as controlling the whole business process, inspection by 3rd parties. Shopping patterns (Japanese) Online shopping is a mature and popular means in Japan. Besides, the price of UNIQLO’s products is middle and low which is cater for customers’ need and taste in the economy recession since 2000. Introduction to Marketing @ SCOPE (CityU) Economic ?Consumers’ Disposable Income: UNIQLO Japan reported a fall in both sales and income in the year to August 2011. Collected items are separated into wearable and unwearable clothing. About 10% unwearable clothing are converted into fuel for generating electricity or recycled into industrial fiber. Wearable items about 90% separated into categories. UNIQLO’s staffs directly participate in distributing clothing deliver to refuges camps. In the past 5 years, UNIQLO has delivered 4. 3 million pieces of clothing to refugees, and others people in need in 22 countries around the world. This initiative starting in Japan, the program has spread to South Korea, France, the UK the USA. Plan to roll out in all countries where UNIQLO stores are present. Conclusion UNIQLO aims to be a biggest SPA (Specialty store retailer of Private label Apparel), Acceleration in new store openings mainly in Asian region and enhance the promotion. They expand the women line of apparel in business and continue for â€Å"MADE FOR ALL† apparel policy to develop and produce high quality and speciality products. For pricing, UNIQLO will expand the production in other Asian countries (e. g. Bangladesh, Vietnam etc†¦) instead of China because of the cost growth. Also reduce the risk of excessive reliance on China.

Extra Classes Essays

Extra Classes Essays Extra Classes Essay Extra Classes Essay Extra classes a waste of time and resources SOME schools extend schooling time to hold extra classes. The schools think that this will guarantee straight A’s students. I do not think so. After-school hours are for students to play games, join some social events or other beneficial activities. And the school holiday is a very crucial time for students because they can rest and indulge in their favourite pastimes like reading, playing outdoor games, travelling, etc, which they would not otherwise have the time for. All these activities are beneficial to them as they are in their growing years. Malaysia is a tropical country with a hot and humid climate and it is not conducive for students and teachers alike to study and teach in the hot afternoon. Extra classes are normally an extension of school hours, which make it very uncomfortable, and coupled with their tiredness make these lessons a waste of time and resources for both teachers and students. One thing about extra classes is that control and supervision by the school authorities tend to be lax. And because of this, students often flout school rules by playing truant and bringing mobile phones to class. This then defeats the whole purpose of having tuition classes! So why have tuition classes? It is a waste of time and resources to parents and the school authorities, not to mention the desired end-results. Students should be committed to their studies when in school. Schools should develop each student’s talents according to his or her potential. That will effectively nurture students. Extra classes burdening and unnecessary? EF International Academy www. ef. com/academy More parents are sending their children, aged between 7 and 10, for private tuition. They cite competitive school environment, crowded classrooms and changing standards of language as reasons. But there are also perceptions that extra tuition places unnecessary stress on the child, writes Rozanna Latiff SHARON Lieu, a 36-year-old mother of three, sends her eldest daughter, aged 8, for Mathematics and English tuition twice a week. Even though Lieu does not believe that primary school children should be attending tuition classes, her daughters struggle to catch up with her classmates had forced the matter. In school, her class is so big that the teachers dont have time to help the few who cannot follow the lessons. Some have even told the students, Ask your tuition teacher when the child says they cant understand. Lieu said she had little time to teach her daughter on her own as she was often busy with work and taking care of her younger children. I wish that I did not have to send her for tuition, but it is the only way she will be able to keep up. I think many paren ts feel the same way, especially as schools have become more competitive. School authorities and parent groups generally agree that sending children under 10 years old for private tuition was unnecessary. Some, such as the National Collaborative Parent-Teacher Associations of Malaysia president Associate Prof Datuk Dr Mohd Ali Hasan, believe that sending pupils for tuition too early could even be detrimental to their social development. Children should be allowed time to play and learn at their own pace. Putting too much pressure on them to succeed academically at an early age means that there will be less time for them to learn to socialise or communicate effectively with others. Stress can also affect them emotionally. Ali said the most important part of early education was learning the basic skills of reading, writing and counting, which weaker students can master under the education ministrys learning and numeracy (Linus) remedial programme. He said tuition should be a measure of last resort when the student is truly struggling with schoolwork. It is crucial that they learn to read and count by Year Three. But apart from that, parents should just let children be children. Nevertheless, the Education Ministry believes that there is little to stop parents from sending their children to tuition outside school hours. Ultimately, it is the parents choice. Im not saying it is healthy, but parents just want the best for their children. If they believe tuition is the way to go, then there is nothing to stop them, deputy education minister Dr Puad Zarkashi said. Puad, however, remained sceptical on whether private tuition centres offered the best education for children. The best kind of tuition allows th e child to study one-on-one with the teacher. But most centres usually have several students to one teacher. Some centres even crowd up to 40 students in one class. So, I dont believe they make much of a difference. Read more: Extra classes burdening and unnecessary? Top News New Straits Times nst. com. my/top-news/extra-classes-burdening-and-unnecessary-1. 52841#ixzz2IFQypuPW [pic]About EF Founded in 1965, EF Education First is the worlds largest private education company. We offer language education for students and professionals in more than 50 countries. [pic]EF Research Unit at University of Cambridge EF has established a Research Unit at the University of Cambridge Department of Theoretical and Applied Linguistics to collaborate on fundamentally improving the way students learn English. EF International Academy Admissions Office Haldenstrasse 4 Luzern 6006 Switzerland Tel: +41 41 417 46 31 [pic]EF International Academy in New York, Oxford and Torbay are IB world schools. [pic]The EF schools in London, Cambridge, Oxford, Manchester, Brighton and Bournemouth are accredited by the British Council. [pic]The EF school in Torbay is accredited by the British Accreditation Council for Independent Further and Higher Education [pic]The EF school in New York is a member of the American Association of Intensive English Programs. [pic]EF International Academy schools are accredited by the University of Cambridge International Examinations Centre.

The Best ACT Diagnostic Test and How to Use It

The Best ACT Diagnostic Test and How to Use It SAT / ACT Prep Online Guides and Tips An ACT diagnostic test is an important part of your ACT prep, but there’s a lot more to it than just answering a few questions and seeing how you score.A diagnostic test can be one of the best tools for shaping your ACT study plan, but you need to know where to find the right ones and how to take them properly. In this guide, we explain what an ACT diagnostic test is, why it’s such an important study tool, where you can find the best diagnostic tests, and every step you should take to get as much valuable info from your diagnostic test as possible. What’s an ACT Diagnostic Test and How Can It Help You? An ACT diagnostic test is a practice test that you take at the beginning of your studying. This is more than just any practice test though. You can use your diagnostic test results to figure out your strengths and weaknesses on the ACT, how well you’re currently scoring, and how much you need to improve.All of these are key pieces of information for developing an effective study plan that’ll get you the ACT results you're aiming for. Without an ACT diagnostic test, you’ll find it much harder to study effectively for the ACT because you won’t know how much progress you need to make or which areas you should be focusing on. We recommend that every person studying for the ACT take a diagnostic test early in their prep. What Are the Best ACT Diagnostic Tests? There are lots of free ACT diagnostic tests out there, but the best ones to take will always be official ACT practice tests.Official ACT practice tests are retired real ACTs, so they'll be very similar to the ACT you see on test day. This is key because, if your diagnostic test isn’t a good replica of the real ACT, your diagnostic test results won’t give you a very accurate idea of how well you’d score on the ACT, so you could end up studying too little, studying too much, or studying the wrong subjects. It’s key that your diagnostic test mimics the difficulty, content, and format of the real ACT.Fortunately, this is easy to do. There are lots of high-quality and free ACT diagnostic test pdfs out there.We actually have links to every free and official ACT practice test available online. Use one of these for your diagnostic. If you’re looking for a shorter free ACT diagnostic test, your options are somewhat limited. There are many unofficial practice quizzes available, but we don’t recommend them since they aren’t as high-quality as official resources.ACT Inc. offers short quizzes for each section of the exam. There are five quizzes for each exam section, and each quiz has five questions. If you choose to take some of these quizzes for your diagnostic test, know that you won’t be able to get an accurate score estimate from them since their format is so different from the format of the actual ACT.Instead, you can use the quizzes to get a general idea of the areas where you’re doing well and where you need to study more. How Should You Take an ACT Diagnostic Test? When you take your ACT diagnostic exam, it’s crucial to mimic real testing conditions as closely as possible so that you can get the most accurate score from your diagnostic.If you give yourself more breaks or time than you’d get on the real test, your diagnostic test results won’t be as useful. Here are the main rules you should follow when taking your diagnostic: Take the test with pencil and paper (You’ll be taking the real ACT this way, so we don’t recommend taking your ACT diagnostic online.) Take the test all in one sitting Keep strict timing for each section (don’t give yourself even one minute extra to complete a section!) Use only the breaks you’d get on the official exam (10 minutes after the Math section and 5 minutes before the Writing section if you’re taking it) Minimize distractions (no music, TV, people talking in the room, etc.) For a more in-depth look at the best way to take ACT practice tests, check out our guide specifically on the topic. How Should You Analyze Your ACT Diagnostic Test Results? Big Picture Questions After you’ve taken your diagnostic test, you’ll need to break down your test results to understand exactly what you need to work on and where you can improve. Here are three of the first questions you should ask yourself. Which Sections Were Your Best? Your Worst? After you’ve looked at your overall score, review your section scores for English, Math, Reading, and Science. How do they compare to each other? Are some section scores significantly higher than others?Students often divide their study time equally between each of the ACT sections or read entire prep books all the way through to make sure they’re learning everything they can. However, if your section scores vary widely, this isn’t the most efficient use of your time. You want to concentrate more study time on the section(s) where you need to make the biggest improvement. So if, say, your Science score is the lowest of your section scores, you’ll want to spend more time studying Science than you would studying for Math, English, or Reading. Which Types of Questions Did You Struggle the Most With? When your review the results of your ACT diagnostic test, you’ll be able to see not only which sections you were stronger or weaker on, but also which question types you struggled with the most.For example, the Science section has three different types of questions. Maybe you did pretty well on Data Representation questions but struggled on the Conflicting Viewpoints questions. The more detailed your analysis is, the more it’ll help you develop a study plan that effectively targets your weaknesses and helps you raise your score.We have guides that explain the different question types you’ll see on each section of the ACT: English, Math, Reading, and Science. Were You Pressed for Time? The ACT is strictly timed, and if you ran out of time on any section of your diagnostic, that’s absolutely something you need to focus on during your studying.Leaving just a few questions blank on each section because you didn’t have time to answer them can have a major impact on your score. The ACT expects you to answer many questions in a limited amount of time, and many students struggle with completing the test within the time limits.If you felt you knew most of the information being tested but just didn’t have the time to answer all the questions, working on your timing skills will be key to improving your ACT score. How Should You Analyze Your ACT Diagnostic Test Results? Nitty Gritty Questions Once you’ve looked at the big picture info you got from your diagnostic, it’s time for a more detailed analysis. To do this, you should go through every question you got wrong (or just guessed on) on your diagnostic ACT and figure out why you answered it incorrectly. For each question you answered incorrectly, think about why you got it wrong. There are generally four reasons people make mistakes on exams: Time Issue: You didn’t have enough time to answer the question. Question Comprehension Issue: You knew the information needed to correctly solve the question, but the question was too complicated, you weren’t sure what exactly was being asked, or you were tricked by the question. Procedural/Content Issue: You weren’t sure how to solve a question, or you didn’t have the background knowledge needed to solve it. Careless Error: You knew how to solve the question, but you made a silly mistake that caused you to choose the wrong answer. We give detailed explanations for how to overcome each of these issues in our guide to going over ACT questions you got wrong, but below are key solutions for each of the four issues. Time Issue To get a better handle of the ACT’s timing and maximize the amount of time you get on each section, there are several techniques to try.First, don’t get stuck on a single question and waste so much time on it you don’t have a chance to answer other questions. If you’ve stared at a question for 60 seconds and have no idea how to solve it, skip it and move on. You can always come back to it at the end of the section if you have more time.Second, for many questions, you’ll see some questions that are obviously incorrect. Do yourself a time-saving favor and cross these off in your booklet immediately. The faster you can eliminate wrong answer choices, the faster you can solve for the correct answer. Finally, one of the best ways to get faster on the ACT is to take lots of practice tests. By doing so you’ll become more familiar with the test and know what to expect and what shortcuts you can use to answer questions. Question Comprehension Issue This issue is especially common with people who read questions quickly in hopes of saving time. Even though you’ll be pressed for time on the ACT, spending an extra few seconds to figure out exactly what a question is asking you is well worth your time. Many students underline key parts of a question to make sure they’re not missing any important information when they read it.This can be particularly helpful for Reading and Science questions, where you’ll need to get your information from long passages. Knowing exactly what you’re looking for can help you save time and ensure you’re looking for the right information. Procedural/Comprehension Issue Both of these issues can be solved by building up your knowledge of what the ACT tests and how its questions are worded.For procedural problems, the best way to improve is to answer lot of practice questions so you become familiar with what ACT questions look like. ACT prep books can also give you insight into how to solve questions.For comprehension issues, you can brush up on the content the ACT tests by using class notes, textbooks on the material, or an ACT prep book. Careless Error In order to stop making careless errors, you need to figure out what’s causing them in the first place.Were you pressed for time? Then improving your time management skills will help.Did you get tripped up by one of the ACT’s common tricks, like only solving for x when you were supposed to solve for 2x? Reading prep books to learn common tricks can help you avoid making those mistakes again.Leaving yourself a few minutes at the end of each ACT section to go over your answers can also help you catch any careless mistakes you may have made. 6 Steps to Creating the Best ACT Prep Plan for You After you’ve taken your ACT diagnostic test and reviewed your results, you can use that information to create your ACT study plan. Below are the six steps to follow to create a study plan that’ll help you strengthen your weaknesses and get the ACT score you’re aiming for. #1: Set an ACT Goal Score Once you have the results from your ACT diagnostic, you need to set a target score so you know what your goal is when you take the actual ACT.To set a target score, first make a list of the colleges you want to apply to. Then find the average ACT scores of admitted students for each of those schools. (This info is usually available on each school’s class profile.)Find the highest average ACT score on your list. That's your goal score because reaching it will give you a good shot at getting into each of your potential schools. Once you have your goal score, compare it to your diagnostic score. Are they close? Far apart? Are there certain sections where you met your goal score but others where you didn’t?Having this info will help you determine your actions for the rest of the steps in your study plan. #2: Figure Out How Long You Need to Study How much you need to study for the ACT depends on the difference between your diagnostic test results and your goal score.Here are our estimates for the total number of hours you'll need to prep based on the ACT score improvement you want: Composite ACT Points You Want to Improve Hours of Study Needed 0-1 points 10 hours 1-2 points 20 hours 2-4 points 40 hours 4-6 points 80 hours 6-9 points 150+ hours Once you know how long you plan on studying, you can decide how many hours you want to study a week and work backwards to figure out how many weeks/months you’ll need to prepare and when you should take the ACT. #3: Get High-Quality Study Resources In order to have a great study plan, you’re going to need to use the best study materials out there.We’ve already discussed the importance of using official practice tests when you study for the ACT. Unofficial practice tests can sometimes vary greatly from the real exam, which means you’ll be taking tests that don’t help or, worse, prepare you for the wrong material. Always use official practice ACTs when you can. A prep book can also be one of the most useful tools for your ACT studying. They can be especially helpful at explaining tricky concepts and breaking down how to solve different types of ACT problems.Check out our guide to the top ACT prep books to learn which are the best prep books out there. #4: Focus on Your Weaknesses As we discussed above, it’s important for you to identify your weak areas and prioritize strengthening them. Once you know which subjects or question types you want to improve in, there are several ways to go about doing this: Reviewing content: either in a prep book or school notes Answer practice questions Asking for help if needed: If you’ve read through all your relevant notes on a subject, you may want to try asking a classmate who is also taking the ACT for help or look into getting a tutor. #5: Take Regular Practice ACTs Your ACT diagnostic isn’t the only practice test you should take before exam day. Regular practice tests will help you track your progress and get more familiar with the exam.We recommend taking three to six full-length practice ACTs before test day.There are currently five official practice ACTs available for free, so definitely make use of them. #6: Regularly Check Your Progress As you study for the ACT, you should regularly step back and analyze how things are going. Are you making the progress you’re wanting? If not, what do you think you should change about your study plan? Are you able to get in the number of study hours you want to? Where are you still struggling? How can you fix that issue? This is a key step to follow because if something’s not working, you’re not going to see the improvements you want, no matter how often you keep doing it.If you’re stuck you might consider looking at tutors or reading our list of the 18 best tips for the ACT to get some new study ideas. What's Next? Ready to get a perfect ACT score? Read our famous guide on what it takes, written by an expert 36 scorer. Looking for more ACT practice tests?Check out our massive collection of official and unofficial ACT practice tests. Not sure when you should take the ACT?Get a complete study plan for the ACT to figure out the best date for you. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

'The Secret Garden' by Frances Hodgson Burnett, it is frequently said, Essay

'The Secret Garden' by Frances Hodgson Burnett, it is frequently said, shows us the triumph of patriarchy. To what extent is this statement valid - Essay Example Mary is sent to live temporarily at the English clergyman, Crawford's house until she was to travel to her uncle in England. It seems Mary is passed from one patriarch to another in a patriarchal world. Basil Crawford acts like a young patriarch by singing and leading the other children to sing a rhyme to make fun of Mary and bully her. Mary goes to live at her uncle Archibald's Misselthwaite Manor, where the staff relate stories about Archibald's patriarchy. Mrs. Medlock, Archibald's housekeeper, tells Mary that she sacrificed attending her niece's wedding because she wanted to keep her job and 'do at once what Mr. Archibald Craven told her to do. She never dared ask a question.' (Burnett 1994). Mary is introduced to the patriarchal world of Archibald. Martha, the maid, reveals that the secret garden used to be the lovers' paradise that only Mr. and Mrs. Craven were allowed to access.. The secret garden is an enclosed space that symbolises the woman's space that is sharply defined away from the man's space. (Knauss 1987). Archibald appreciated the honor of sharing in it. He understood that it was his wife's sanctuary in her male dominated world of patriarchy. He allowed it when she was alive. After her death, Archibald felt helpless and needed to regain some control. The secret garden is opened with a symbolic key . This key denotes power and understanding. When Mrs. Craven died, Archibald does not understand his grief. He hides the key because he desires to exert his power through his patriarchy, which keeps his staff subdued and powerless. (Russell 2002). Martha's mother, Mrs. Sowerby, understands the need for a lonely female to do some gardening. She predicts correctly that Mary might like to do some gardening of her own. The garden is viewed as a type of female utopia where the female has her own private domain to rule. (Qian Ma 2004). Mary may not understand the psychology behind her action and none of this explanation is necessary in this work as it belongs to 'children's literature. Burnett uses an older or adult character (Martha) to explain the difficult concepts in the story in a simple way. Martha helps Mary to settle into Misselthwaite Manor by making her as comfortable as possible in Archibald's patriarchal household. Even the male gardener, Ben Weatherstaff, exercised his own ai r of patriarchy when he deliberately avoids her. Although Mary has a higher social status than himself, he is not a servant to 'be merely commanded by them (members of his employer's family) to do things'. (Burnett 1994). However, Ben is subject to his employer, Archibald's patriarchy, which rules over his own.Archibald finally consents to see Mary only after Mrs. Susan Sowerby talks to him about it. This is evidence that Archibald is a flexible patriarch who listens to advice. He is kind to Mary and readily gives her permission to do and have what she likes. Archibald does not seem to be a triumphant patriarch who gives orders to his charge. Mary observes that 'he is really a nice man, only his face is so miserable and his forehead is all drawn together.' Mary loves her secret garden. The secret garden with its isolation is a sign of rebellion against the surroundings of patriarchy. (Abalos 2002). She is under the control of her uncle, who exerts secondary control over her by his orders to his servants. Mary complained that she has nothing to do and nothing

Adult Learner Essay Example | Topics and Well Written Essays - 8000 words

Adult Learner - Essay Example According to Slaney personal or collective interference can assist adult learners look at the optimistic feature of interrupting satisfaction to complete higher education. Contributors should assist adult learners concentrate on all three predilections. Even with the difficult family and professional responsibilities adult learners discover to cope: attain educational objective becomes supreme. The changeover in the educational surroundings itself can be a test for adult learners. Adult learners create equilibrium in habitat, employment, and school tasks. While tackling with individual matters adult learners are also required to concentrate on the requirements of formal learning. Adult learners who know the political character of education are being sensible about the method and atmosphere of higher education. Beginners may at first need assistance with this job. The openings propel an obvious note of greeting to adult learners. Educational surroundings that make easy learning for adults are friendly places. The replica proposes a heuristic instrument for investigation on the apprehensions of adult learners. Adult learners vary in their ability of tackling with the structure; establishment of higher education vary in their consideration to the requirements of adult learners. The Adult Persistence in Learning approach offers a deliberate road map to direct counseling involvement with adult learners in higher education. So MacKinnon Slaney’s article directly relates to our course material as the writers agree that adults should be able to change

Life and career Essay Example for Free

Life and career Essay Singers parents were Viennese Jews who escaped the German annexation of Austria and fled to Australia in 1938. His grandparents were less fortunate; they were taken by the Nazis to Lodz, and were never heard of again. [1] Singers father imported tea and coffee, while his mother practised medicine. He attended Scotch College. After leaving school, Singer studied law, history and philosophy at the University of Melbourne, gaining his degree in 1967. He received an MA for a thesis entitled Why should I be moral? n 1969. He was awarded a scholarship to study at the University of Oxford, obtaining a B. Phil in 1971 with a thesis on civil disobedience, supervised by R. M. Hare, and subsequently published as a book in 1973. [2] After spending two years as a Radcliffe lecturer at University College, Oxford, he was visiting professor at New York University for 16 months. He returned to Melbourne in 1977, where he has spent most of his career, apart from many visiting positions internationally, and until his move to Princeton in 1999. Animal LiberationPublished in 1975, Animal Liberation[3] was a major formative influence on the animal liberation movement. Although Singer rejects rights as a moral ideal independent from his utilitarianism based on interests, he accepts rights as derived from utilitarian principles, particularly the principle of minimizing suffering. [4] Singer allows that animal rights are not exactly the same as human rights, writing in Animal Liberation that there are obviously important differences between human and other animals, and these differences must give rise to some differences in the rights that each have. [5] So, for example an animal does not have the right to a good education as this is meaningless to him, just as a male human does not have the right to an abortion. But he is no more skeptical of animal rights than of the rights of women, beginning his book by defending just such a comparison against Mary Wollstonecrafts 18th-century critic Thomas Taylor, who argued that if Wollstonecrafts reasoning in defense of womens rights were correct, then brutes would have rights too. Taylor thought he had produced a reductio ad absurdum of Wollstonecrafts view; Singer regards it as a sound logical implication. Taylors modus tollens is Singers modus ponens. In Animal Liberation, Singer argues against what he calls speciesism: discrimination on the grounds that a being belongs to a certain species. He holds the interests of all beings capable of suffering to be worthy of equal consideration, and that giving lesser consideration to beings based on their having wings or fur is no more justified than discrimination based on skin color. In particular, he argues that while animals show lower intelligence than the average human, many severely retarded humans show equally diminished mental capacity, and intelligence therefore does not provide a basis for providing nonhuman animals any less consideration than such retarded humans. Singer does not specifically contend that we ought not use animals for food insofar as they are raised and killed in a way that actively avoids the inflicting of pain, but as such farms are few and far between, he concludes that the most practical solution is to adopt a vegetarian or vegan diet. Singer also condemns most vivisection, though he believes animal experiments may be acceptable if the benefit (in terms of improved medical treatment, etc. ) outweighs the harm done to the animals used. [6] Due to the subjectivity of the term benefit, controversy exists about this and other utilitarian views. But he is clear enough that humans of comparable sentience should also be candidates for any animal experimentation that passes the benefit test. So a monkey and a human infant would be equally available for the experiment, from a moral point of view, other things being equal. If performing the experiment on the infant isnt justifiable, then Singer believes that the experiment shouldnt happen at all — instead, the researchers should pursue their goals using computer simulations or other methods. Applied ethics His most comprehensive work, Practical Ethics,[7] analyzes in detail why and how beings interests should be weighed. His principle of equality encompasses all beings with interests, and it requires equal consideration of those interests, whatever the species. The principle of equal consideration of interests does not dictate equal treatment of all those with interests, since different interests warrant different treatment. All have an interest in avoiding pain, for instance, but relatively few have an interest in cultivating their abilities. Not only does his principle justify different treatment for different interests, but it allows different treatment for the same interest when diminishing marginal utility is a factor, favoring, for instance, a starving persons interest in food over the same interest of someone who is only slightly hungry. Among the more important human interests are those in avoiding pain, in developing ones abilities, in satisfying basic needs for food and shelter, in enjoying warm personal relationships, in being free to pursue ones projects without interference, and many others. The fundamental interest that entitles a being to equal consideration is the capacity for suffering and/or enjoyment or happiness; mice as well as human beings have this interest, but stones and trees do not. He holds that a beings interests should always be weighed according to that beings concrete properties, and not according to its belonging to some abstract group such as a species, or a set of possible beings, or an early stage of something with an as yet unactualized potential. He favors a journey model of life, which measures the wrongness of taking a life by the degree to which doing so frustrates a life journeys goals. So taking a life is less wrong at the beginning, when no goals have been set, and at the end, when the goals have either been met or are unlikely to be accomplished. The journey model is tolerant of some frustrated desire, explains why persons who have embarked on their journeys are not replaceable, and accounts for why it is wrong to bring a miserable life into existence. Although sentience puts a being within the sphere of equal consideration of interests, only a personal interest in continuing to live brings the journey model into play. This model also explains the priority that Singer attaches to interests over trivial desires and pleasures. For instance, one has an interest in food, but not in the pleasures of the palate that might distinguish eating steak from eating tofu, because nutrition is instrumental to many goals in ones life journey, whereas the desire for meat is not and is therefore trumped by the interest of animals in avoiding the miseries of factory farming. In order to avoid bias towards human interests, he requires the idea of an impartial standpoint from which to compare interests. This is an elaboration of the familiar idea of putting oneself in the others shoes, adjusted for beings with paws or flippers. He has wavered about whether the precise aim is the total amount of satisfied interests, or instead the most satisfied interests among those beings who already exist prior to the decision one is making. Both have liabilities. The total view, for instance, seems to lead to Derek Parfits Repugnant Conclusion[8] — that is, it seems to imply that its morally better to have an enormous population with lives barely worth living rather than a smaller population with much happier lives. The prior-existence view, on the other hand, seems questionably indifferent to the harm or benefit one can do to those who are brought into existence by ones decisions. The second edition of Practical Ethics disavows the first editions suggestion that the total and prior-existence views should be combined in such a way that the total view applies to sentient beings who are not self-conscious and the prior-existence view applies to those who are. This would mean that rats and human infants are replaceable — their painless death is permissible as long as they are replaced — whereas human adults and other persons in Singers expanded sense, including great apes, are not replaceable. The second edition dispenses with the requirement of replacement and the consequent high population numbers for sentient beings. It asserts that preference-satisfaction utilitarianism, incorporating the journey model, applies without invoking the first editions suggestion about the total view. But the details are fuzzy and Singer admits that he is not entirely satisfied with his treatment of choices that involve bringing beings into existence. Ethical conduct is justifiable by reasons that go beyond prudence to something bigger than the individual, addressing a larger audience. Singer thinks this going-beyond identifies moral reasons as somehow universal, specifically in the injunction to love thy neighbor as thyself, interpreted by him as demanding that one give the same weight to the interests of others as one gives to ones own interests. This universalizing step, which Singer traces from Kant to Hare, is crucial and sets him apart from moral theorists from Hobbes to David Gauthier, who regard that step as flatly irrational. Universalization leads directly to utilitarianism, Singer argues, on the strength of the thought that my own interests cannot count for more than the interests of others. Taking these into account, one must weigh them up and adopt the course of action that is most likely to maximize the interests of those affected; utilitarianism has been arrived at. Singers universalizing step applies to interests without reference to who has them, whereas a Kantians applies to the judgments of rational agents (in Kants kingdom of ends, or Rawlss Original Position, etc. ). Singer regards Kantian universalization as unjust to animals. Its their capacity for suffering/happiness that matters morally, not their deficiency with respect to rational judgment. As for the Hobbesians, Singer attempts a response in the final chapter of Practical Ethics, arguing that self-interested reasons support adoption of the moral point of view, such as the paradox of hedonism, which counsels that happiness is best found by not looking for it, and the need most people feel to relate to something larger than their own concerns. Abortion, euthanasia and infanticide Consistent with his general ethical theory, Singer holds that the right to physical integrity is grounded in a beings ability to suffer, and the right to life is grounded in, among other things, the ability to plan and anticipate ones future. Since the unborn, infants and severely disabled people lack the latter (but not the former) ability, he states that abortion, painless infanticide and euthanasia can be justified in certain special circumstances, for instance in the case of severely disabled infants whose life would cause suffering both to themselves and to their parents. In his view the central argument against abortion is It is wrong to kill an innocent human being; a human fetus is an innocent human being; therefore it is wrong to kill a human fetus. He challenges the second premise, on the grounds that its reference to human beings is ambiguous as between human beings in the zoological sense and persons as rational and self-conscious. There is no sanctity of human life that confers moral protection on human beings in the zoological sense. Until the capacity for pain develops after 18 weeks of gestation, abortion terminates an existence that has no intrinsic value (as opposed to the value it might have in virtue of being valued by the parents or others). As it develops the features of a person, it has moral protections that are comparable to those that should be extended to nonhuman life as well. He also rejects a backup argument against abortion that appeals to potential: It is wrong to kill a potential human being; a human fetus is a potential human being; therefore it is wrong to kill a human fetus. The second premise is more plausible, but its first premise is less plausible, and Singer denies that what is potentially an X should have the same value or moral rights as what is already an X. Against those who stress the continuity of our existence from conception to adulthood, he poses the example of an embryo in a dish on a laboratory bench, which he calls Mary. Now if it divides into two identical embryos, there is no way to answer the question whether Mary dies, or continues to exist, or is replaced by Jane and Susan. These are absurd questions, he thinks, and their absurdity casts doubt on the view that the embryo is a human being in the morally significant sense. Singer classifies euthanasia as voluntary, involuntary, or non-voluntary. (For possible similar historical definitions of euthanasia see Karl Binding, Alfred Hoche and Werner Catel. ) Given his consequentialist approach, the difference between active and passive euthanasia is not morally significant, for the required act/omission doctrine is untenable; killing and letting die are on a moral par when their consequences are the same. Voluntary euthanasia, undertaken with the consent of the subject, is supported by the autonomy of persons and their freedom to waive their rights, especially against a legal background such as the guidelines developed by the courts in the Netherlands. Non-voluntary euthanasia at the beginning or end of lifes journey, when the capacity to reason about what is at stake is undeveloped or lost, is justified when swift and painless killing is the only alternative to suffering for the subject.

Cloning :: essays research papers

Cloning  Ã‚  Ã‚  Ã‚  Ã‚   What is a Clone? A clone is a group of genetically identical cells. For example, tumors are clones of cells inside an organism because they consist of many replicas of one mutated cell. Another type of clone occurs inside a cell. Such a clone is made up of groups of identical structures that contain genetic material, such as mitochondria and chloroplasts. Some of these structures, called plasmids, are found in some bacteria and yeasts. Techniques of genetic engineering enable scientists to combine an animal or plant gene with a bacterial or yeast plasmid. By cloning such a plasmid, geneticists can produce many identical copies of the gene. Uses of Cloning:   Ã‚  Ã‚  Ã‚  Ã‚  Researchers said the cloning of animals, especially those that have been genetically modified in certain ways, could have a number of medical, agricultural, and industrial applications. For example, cloning could result in the mass production of genetically modified cattle that secrete valuable drugs into their milk. But the cloning of animals indicated that it might also be possible to clone humans. Much of the public expressed revulsion toward the prospect of human cloning, and some politicians vowed to outlaw it. Its proponents, however, saw human cloning as a way to help people, such as by allowing infertile couples to have children. Early Scientific Experiments of Cloning: Scientists have long been intrigued by the possibility of artificially cloning animals. In fact, people have known since ancient times that just just cutting them into two pieces can clone some invertebrates, such as earthworms and starfish. Each piece grows into a complete organism. The cloning of vertebrates (animals with back bones) is much more difficult to clone. The first step in the cloning the complex organisms (vertebrates) came in the 1950's with experiments done on frogs.   Ã‚  Ã‚  Ã‚  Ã‚  In 1952, Robert Briggs and Thomas King, biologists at the Institute for Cancer Research (now the Fox Chase Cancer Center) in Philadelphia, developed a cloning method called nuclear transplantation, or nuclear transfer, which was first proposed in 1938 by the German scientist Hans Spemann. In this method, the nucleus--the cellular structure that contains most of the genetic material and that controls growth and development--is removed from an egg cell of an organism, a procedure known as enucleation. The nucleus from a body cell of another organism of the same species is then placed into the enucleated egg cell. Nurtured by the nutrients in the remaining part of the egg cell, an embryo (an organism prior to birth) begins growing. Cloning :: essays research papers Cloning  Ã‚  Ã‚  Ã‚  Ã‚   What is a Clone? A clone is a group of genetically identical cells. For example, tumors are clones of cells inside an organism because they consist of many replicas of one mutated cell. Another type of clone occurs inside a cell. Such a clone is made up of groups of identical structures that contain genetic material, such as mitochondria and chloroplasts. Some of these structures, called plasmids, are found in some bacteria and yeasts. Techniques of genetic engineering enable scientists to combine an animal or plant gene with a bacterial or yeast plasmid. By cloning such a plasmid, geneticists can produce many identical copies of the gene. Uses of Cloning:   Ã‚  Ã‚  Ã‚  Ã‚  Researchers said the cloning of animals, especially those that have been genetically modified in certain ways, could have a number of medical, agricultural, and industrial applications. For example, cloning could result in the mass production of genetically modified cattle that secrete valuable drugs into their milk. But the cloning of animals indicated that it might also be possible to clone humans. Much of the public expressed revulsion toward the prospect of human cloning, and some politicians vowed to outlaw it. Its proponents, however, saw human cloning as a way to help people, such as by allowing infertile couples to have children. Early Scientific Experiments of Cloning: Scientists have long been intrigued by the possibility of artificially cloning animals. In fact, people have known since ancient times that just just cutting them into two pieces can clone some invertebrates, such as earthworms and starfish. Each piece grows into a complete organism. The cloning of vertebrates (animals with back bones) is much more difficult to clone. The first step in the cloning the complex organisms (vertebrates) came in the 1950's with experiments done on frogs.   Ã‚  Ã‚  Ã‚  Ã‚  In 1952, Robert Briggs and Thomas King, biologists at the Institute for Cancer Research (now the Fox Chase Cancer Center) in Philadelphia, developed a cloning method called nuclear transplantation, or nuclear transfer, which was first proposed in 1938 by the German scientist Hans Spemann. In this method, the nucleus--the cellular structure that contains most of the genetic material and that controls growth and development--is removed from an egg cell of an organism, a procedure known as enucleation. The nucleus from a body cell of another organism of the same species is then placed into the enucleated egg cell. Nurtured by the nutrients in the remaining part of the egg cell, an embryo (an organism prior to birth) begins growing.