American Horror Story Animal Farm - 1114 Words

Hanna Gutierrez Gutierrez 1 Ms. Baker English IV- 5 01 February 2016 American Horror Story: Animal Farm â€Å"A rat is a pig is a dog is a boy† (â€Å"Animal Rights†). For decades, animal rights activist along with organizations such as PETA have been lobbying for legislative action on animal equality. Activists believe non-human animals should be granted the same protection under the law as humans, because they are implemented unethical treatment in factory farms, used needlessly for scientific research, and have a similar biological make up to humans, while the opposition argues that animal equality is immoral because of the Christian belief only humans are made in the image of God. Across the world farms, even organic, are mistreating†¦show more content†¦The animals are supposed to be able to graze freely, but instead they are locked up in overcrowded cages. Gutierrez 2 Clearly, new legislation on animal equality and improvement of standards of living need to be passed immediately. With new technology expanding the field of science, animal testing to find human cures has become irrelevant. â€Å"Most of these new alternatives that are emerging are coming from fields of biotechnology, hi-res scanning, and computer science† (Dvorsky). These new techniques make animal testing seem medieval. With biotechnology human organs are being replicated to practice test on. â€Å"Biotech firm Hurel has developed a lab grown human liver that can be used to break down chemicals† (Dvorsky). Animals who are known to be similar to humans, are no longer needed for research because the technological alternatives are much better. They are able to have stimulations of actual human organs and get better understandings of diseases and what is needed to cure it. Ultimately, in a world taken over by technology, out dated methods are not needed. Because animals are biologically similar to humans and achieve the same level if awareness, they should be granted the same rights. At Georgia State University’s Language and Research Centre studies are conducted on a female ape. She communicates using a keyboard and a synthesized voice (Cohen 58). Not only is the ape able to communicate via nonverbal cues, but nw is speaking at the same level as

Family Issues Free Essays

string(92) " of Finance and Economics ISSN 1450-2887 Issue 52 \(2010\)  © EuroJournals Publishing, Inc\." International Research Journal of Finance and Economics ISSN 1450-2887 Issue 52 (2010)  © EuroJournals Publishing, Inc. You read "Family Issues" in category "Essay examples" 2010 http://www. eurojournals. We will write a custom essay sample on Family Issues or any similar topic only for you Order Now com/finance. htm Does Education Alleviate Poverty? Empirical Evidence from Pakistan Imran Sharif Chaudhry Associate Professor of Economics. Bahauddin Zakariya University Multan, Pakistan E-mail: imranchaudhry@bzu. edu. pk Shahnawaz Malik Professor of Economics, Bahauddin Zakariya University Multan, Pakistan E-mail: shahnawazmalik@bzu. edu. pk Abo ul Hassan Ph. D Research Fellow, Department of Economics, Bahauddin Zakariya University Multan, Pakistan E-mail: adam_smith_17@hotmail. com Muhammad Zahir Faridi Lecturer, Department of Economics, Bahauddin Zakariya University Multan, Pakistan E-mail: zahirfaridi4u@yahoo. com Abstract Poverty has become a sensitive and ever remained issue almost in all developing countries of the world. Education plays a vital role in poverty alleviation. Therefore, it is important to investigate that whether different levels of education or literacy cause to alleviate poverty. The major objective of this study is to evaluate the effects of different levels of education and literacy on the incidence of poverty in Pakistan. Our results suggest that poverty alleviation process would be accelerated if resources are targeted at education sector especially in higher education. Pakistan presents a paradoxical situation. Until the late 1980s Pakistan had achieved a spectacular record of economic growth and reduced incidence of poverty remarkably, but the country had horrible social indicators. However when social indicators began to improve in the 1990s for a variety of reasons, both internally and externally driven, the average rate of economic growth declined. Contrary to the said situation, the general perception about Education is that the role of education in poverty alleviation, in close co-operation with other social sectors, is crucial. This paper is mainly intended to explore the reality that to what extent education is affective in poverty alleviation in Pakistan. In addition, some important macroeconomic variables have also been taken understudy to find out the reality of the problem. Keywords: Education; Poverty; Inflation; Economic Growth; Openness; Pakistan International Research Journal of Finance and Economics – Issue 52 (2010) 135 I. Introduction Poverty is a multidimensional phenomenon, encompassing inability to satisfy basic needs, lack of control over resources, lack of education and skills, poor health, malnutrition, lack of shelter, poor access to clean water and sanitation, vulnerability to shocks, violence and crime, lack of political freedom and voices. The poor are the true poverty experts. They assert on material well being, physical well being, social well being, security of food, security of law and order, public safety, safety from violence and civil conflicts, freedom of choice and action, being a part of the decision making body rather to be a victim of decision making body and the security of jobs. Poverty can be looked at from different angles and depending upon the perspective one adopts definitions of poverty may vary. It differs from country to country and from context to context. Poverty may be absolute or relative. Absolute poverty can be eradicated but relative poverty cannot. Relative poverty is a dynamic concept because it involves comparison between groups. It exists in all parts of the world, either in packets or on a much larger scale. In Pakistan both absolute and relative poverty exists normally, poverty is measured in monetary terms. The causes of poverty are also multidimensional. 1 There is no single cause that can explain it fully. Poverty is often related to a number of factors: physical, psychological, economic and sociocultural. Among the physical factors accounting for poverty are an unfavorable natural environment and lack of basic physical and economic infrastructure. These may also relate to poor health and malnutrition. Psychological factors refer to feel of hopelessness, helplessness, lack of confidence in one’s self and poor self-image resulting from inappropriate value system, cultural deprivation and undeveloped potential. These factors may also be related to an inability to participate in democratic processes and behavioral inadequacies aggravated by low levels of literacy and education. Education is the most important factor that distinguishes the poor from the non-poor; according to Pakistan’s Interim Poverty Reduction Strategy Paper 2001, the percentage of literate of households heads is 27 in poor households while for non-poor households it is 52. Though the origins of human capital theory can be traced to the earlier economists – from Adam Smith (1776) to Alfred Marshall (1920) – it is Theodore Schultz (1961) who created a ‘human investment revolution in economic thought’ by emphasizing the role of human capital in economic growth. Schultz (1961), Gary Becker (1964), Jacob Mincer (1972) and many others with their voluminous pioneering contributions placed education at a high pedestal in the theories of economic growth. Amartya Sen (1999) rightly argues that education constitutes a part of human freedom and human capability. . Over the period under study many important factors like unemployment, current account deficit and services growth rate have been contributed to why poverty is increasing even though education has increased consistently. We have tried to give a brief description of the debate of researchers that if increased education has significant impact on income and thus poverty or not or whether there are other factors mitigating or attenuating the impact of education on poverty. However in our analysis, the central focus has been on the role of education in poverty alleviation. Education has important implications for the analysis of changes in a poverty profile in a country. Keeping in view the issues high lighted above, this paper tries to answer following related questions. Does education play its role to alleviate poverty? What is the role of other key macroeconomic variables in poverty alleviation? What can be generalized about the impact of education on poverty? What are the important policy implications? These questions keep their extreme importance as answering the said questions will bring a solution to the hitherto puzzle that’s why Pakistan is lagging behind on the development path as compared to some developed countries who got independence later than us. 1 Technical consultation on literacy as a tool for the empowerment of the poor, Lampang, Thailand, 1997. 36 International Research Journal of Finance and Economics – Issue 52 (2010) To pursue the problem understudy, this paper is technically divided into several parts. Firstly we have attempted to explain the conceptual and theoretical framework of education and poverty alleviation. So far as the empirical analysis is concerned, we have divided it into two portions. The first por tion presents the descriptive analyses and the second portion presents the econometric analysis which has been undertaken by considering autoregressive regression equations. II. Education and Poverty: A Theoretical Framework The economists often define education as having ‘direct effects’ and ‘indirect effects’. The direct effects of education are the imparting of knowledge and skills that are associated with higher wages. The indirect effects, also often referred to as external benefits, include fulfillment of basic needs, higher levels of democratic participation, better utilization of health facilities, shelter, water and sanitation and the additional effects which occur in woman’s behavior in decisions relating to fertility, family welfare and health. The relationship between education and poverty can also be examined by rate of return analysis, and production function analysis – at individual as well as social/national levels. Rates of return are estimated using either Mincerian earnings function (Mincer, 1972), or using the concept of marginal efficiency of capital that relates costs of education to the lifetime benefits, essentially earnings associated with education. III. Data and Methodological Issues In order to study the impact of education on poverty, the study chooses time series data, for thirty five years (1972-2007) for Pakistan. The poverty data sets are collected mainly from Malik (1988), Amjad and Kemal (1997), Jamal (2003) and various issues of Pakistan Economic Survey since 2005, while the data on other variables is collected from World Bank, World Development Indicators (WDI), April 2008, ESDS International, (Mimas), University of Manchester. To make time series data on poverty incidence, a linear interpolation technique is employed. The selected time period presents the paradoxical situation of Pakistan as both growth and social indicators move in opposite directions. That is why it is selected to understand this paradoxical situation. Thirty five years time period is long enough to capture long run effect of most of the variable constructed in this study. We have tried to keep in view the problem of endogeniety while selecting the explanatory variables for our analysis. The study chooses the absolute poverty (poverty headcount index), education literacy rate, primary school level enrollment rate, middle school level and the university level enrollment widely used proxies for education) as the key variables. In addition, some useful variables (Growth rate, inflation rate, and Trade openness) have also been included in our model. In this study, autoregressive models are employed for econometric empirical investigation. In our first poverty autoregressive regression model, growth, literacy rate, CPI, and hcr(-1) are used to analyze while in the second model, some enrollment rates at various levels are considered. In order to achieve the objectives of the study, trade openness is also considered to check the robustness of globalization. Log values of the variables are used in the analysis. We postulate that the incidence of poverty prevailing in the economy is significantly dependent on higher education level. International Research Journal of Finance and Economics – Issue 52 (2010) 137 IV. Results and Discussions a) Descriptive Analysis Our complete data set consist of 35 years of annual observations from 1973-2007 on the selected variables. The descriptive statistic is reported in table 1 which states that the average of head count ratio (HCR) for our study period is 27. 63% with a standard deviation (SD) of 6. 74. The average of primary school enrollment rate is 11316. 8 with 6204. 18, the value of its standard deviation (SD). Middle school enrollment is 2667. 611 on an average and with standard deviation (SD) 1326. 06. The average values for university enrollment rate, real gross domestic product (RGDP) and openness are 83045. 19, 22879. 24, 33. 81 with the value of standard deviations 65444. 71, 5756. 76, 3. 18 are given accordingly. As far as skewness of v ariables is concerned head count ratio (HCR), primary school enrollment rate, middle school enrollment rate and university enrollment rate are skewed on the rightward whereas openness is skewed leftward. All the variables are skewed a little. Table 1: Descriptive Statistics HCR 27. 63 25. 20 45. 75 20. 71 6. 74 1. 04 3. 26 6. 64 0. 04 LITR 36. 93 34. 35 55. 00 22. 10 10. 92 0. 24 1. 56 3. 47 0. 18 MIDDLE 2667. 61 2350. 00 5368. 00 963. 00 1326. 06 0. 36 1. 83 2. 84 0. 24 PRIMARY 11316. 78 9827. 00 24465. 00 4210. 00 6204. 18 0. 57 2. 02 3. 36 0. 19 UNIV 83045. 19 65642. 00 296812. 00 17507. 00 65444. 71 1. 76 5. 59 28. 74 0. 00 OPEN 33. 81 34. 35 38. 91 27. 72 3. 18 -0. 30 2. 19 1. 53 0. 47 RGDP 22879. 24 23859. 71 33820. 04 14033. 11 5756. 76 -0. 06 1. 86 1. 97 0. 37 CPI 56. 51 39. 73 149. 0 7. 40 41. 73 0. 67 2. 16 3. 77 0. 15 Mean Median Maximum Minimum Std. Dev. Skewness Kurtosis Jarque-Bera Probability Kurtosis is a measure whether the data set is peaked or flat relative to a normal distribution. Kurtosis statistic of the variables shows that only HCR and university enrollment is Leptokurtic (long tailed or high peakedness) and all other variables are Platykurtic (relatively nar rower tailed then the normal curve. However the value of HCR is though high compared to the value of Meso-kurtic curve but it is not too high from the value desired for a normal distribution. The Jerque-Bera (JB) test of normality gives joint hypothesis of skewness and kurtosis. Jerque-Bera test of normality suggest that if the computed P-value of JB-statistic of university enrollment rate is sufficiently low as the value of the statistic is very different from zero, we state that the residuals for university enrollment rate is not normally distributed. For all other variables included in the present study, it is concluded that residuals for these variables are normally distributed. Table 2: Correlation Matrix HCR 1. 00 -0. 35 -0. 37 -0. 28 -0. 30 -0. 9 -0. 53 -0. 27 LITR 1. 00 0. 99 0. 98 0. 84 0. 25 0. 97 0. 98 MIDDLE 1. 00 0. 99 0. 86 0. 28 0. 97 0. 98 PRIMARY UNIV OPEN RGDP CPI HCR LITR MIDDLE PRIMARY UNIV OPEN RGDP CPI 1. 00 0. 89 0. 20 0. 95 0. 99 1. 00 0. 18 0. 84 0. 91 1. 00 0. 39 0. 17 1. 00 0. 94 1. 00 The degree of the relationship of the variables is also estimated and reported in table 2. All the variables are negatively correlated with each other. The result s state that openness is highly correlated and primary, middle, university enrollment rates and RGDP are moderately correlated with HCR. 138 International Research Journal of Finance and Economics – Issue 52 (2010) b) Autoregressive Regression Analysis In our analysis, we have used a data set using time series ranging from 1973-2007. To investigate the significance of education (literacy) on the incidence of absolute Poverty, we have following autoregressive regression models. The robustness of the models is examined by including and excluding some important macroeconomic variables in our analysis. The model is given as below: The Poverty Autoregressive Regression Model- 1 LHCR = ? 0 + ? 1 LRGDP + ? LLITR + ? 3 LCPI + ? 4 LOPEN + ? 5 LHCR (? 1) + ? i Table 3 presents the estimation results in which head count index (HCI) is the dependent variable and the variables such as growth rate, literacy rate, consumer price index (CPI) and head count index (HCI) for the previous year are all explanatory variables in the present analysis. The value of adjusted Rsquared is 94. 5%, implying that 94. 6% of the variation in the d ependent variable is explained by the independent variable. The value of R-squared clearly shows robustness of our results. The value of hstatistic is 1. 8, the results indicates that there is no significant autocorrelation problem in the error. The coefficient for growth verifies our theoretical expectations, implying an inverse relationship between poverty and growth. The coefficient for growth is highly significant putting an immense effect on poverty. The results verify the findings of Sarris who could find that overall economic growth reduces overall poverty. The coefficient for literacy is significant in the poverty regression analysis. However the variable is inversely related with the dependent variable which verifies the theoretical relationship of the two variables. The above results follow the findings of Dollar and Kraay (2002) who have concluded that growth is a prominent factor in eliminating poverty and that the impact of low level of educational attainment is not so much important. The coefficient of the consumer price index (CPI) having an expected theoretical sign, implies a positive relationship with poverty. However coefficient is not statistically highly significant. Our results also second the findings of Romer and Romer who believed that an increase in inflation will be associated with a decline in the unemployment in the short run that may well relatively benefit the poor. The findings of Agenor (1998) also strengthen our faith on the outcome of our analysis implying the fact about the poverty rates to be positively related with inflation. The previous year’s poverty is highly significant with the incidence of poverty. The coefficient of the variable is keeping a postulated positive sign. The best justification of the result is given by the Ragner Nurkse who could observe that a â€Å"country is poor because it’s poor. † Although the theoretical expectations of our present study are fulfilled yet we have included some more important variables pertaining to the human capital. We have included primary, middle and university enrollment rates instead of the literacy rate in our model. In order to check the impact of globalization on the incidence of poverty, we have included the trade openness in our analysis. The coefficient of openness is negative and insignificant. Table 3: Estimates of the Model-I Coefficient 5. 77051 -0. 62553 0. 512801 0. 004567 -0. 123046 0. 713883 0. 94 0. 93 1. 58 Std. Error 2. 62493 0. 300753 0. 263391 0. 085448 0. 137595 0. 094954 t-Statistic 2. 198348 -2. 079882 1. 946923 0. 053446 -0. 89426 7. 518185 F-Stat Prob Prob. 0. 0361 0. 0465 0. 0613 0. 9577 0. 3785 0. 0 99. 93 0. 00 Variable C LLGDP LLITR LCPI LOPEN LHCR(-1) R Squared Adj R Squared h-Statistic International Research Journal of Finance and Economics – Issue 52 (2010) 139 The Poverty Autoregressive Regression Model-2 It is a vivid fact that a problem like poverty cannot be eradicated at all. Owing to the said fact study is intended to explore the answer of the ques tion â€Å"Does education alleviate poverty? † To investigate the query, we have followed the regression model. We have developed the poverty regression model. Primary, middle and university enrollment rates as a proxy for education are used in our model. The model is given below: ? ? 0 + ? 1 LRGDP + ? 2 LPRIMARY + ? 3 LMIDDLE + ? 4 LUNIV + ? Poverty = ? ? ? ? 5 LCPI + ? 6 LOPEN + ? 7 LHCR(? 1) +  µ i ? Table 4 presents the estimation results for the poverty regression analysis where the dependent variable is the poverty had count index (HCI) and remaining seven variables namely log of real gross domestic product, log of primary school enrollment, log of middle school enrollment, log of university enrollment, log of consumer price index, log of openness and the log of head count ratio of the previous year are all independent variables. Note that the adjusted R-squared is 95. 9% implying that the approximately 95. 9% variation in the dependent variable is explained by the independent variables. The coefficient for LRGDP is keeping a negative sign implying the inverse relationship of LRGDP with the incidence of poverty. The theoretical relationship of LRGDP and LHCR also supports the negative relationship of these two variables. But the coefficient for LRGDP is statistically insignificant pervading a little effect on the incidence of poverty. The coefficient for log of primary enrollment rate and log of middle enrollment rate both keep a positive relationship with the incidence of poverty implying that both the standards minutely aggravate the incidence of poverty. The coefficients for both the levels are statistically insignificant which shows lesser nuisance value of primary and middle standards of education. The results also match with the findings of Rodriguez K Smith (1994) and Coulombe and Mckay (1996) who believe that the likelihood of being poor is higher for the lower levels of education. The coefficient for the log of university enrollment rate is statistically highly significant in the poverty regression analysis as shown in the table 3. The variable is inversely related with the dependent variable which verifies the theoretical relationship of the two variables. The estimation results verify the findings of all those who believe in an effective role of human development of poverty alleviation. The estimation results stay in line with the findings of Tilak (1994) which emphasize on the role of education. The results also explain that higher education is one of the most powerful means to reduce poverty. Our results also match with the findings of King (2005) who has argued that the agenda of the millennium development goals for education cannot be achieved without giving right consideration to higher education. All the prominent approaches of development like the human capital approach, the basic need approach, the human development approach and the capability approach which recognize the inverse relation of education and human poverty stay in line with our results. The coefficient for inflation rate in the poverty regression analysis for log values has become significant statistically and it is positively related with the poverty head count index. The postulated positive sign of inflation portrays the fact that inflation is regarded as more of a problem by the poor. The fact was also found by William Easterly and Stanlay Fischer (2001). According to them the rich are better able to protect themselves against, or benefit from; the effects of inflation then are the poor. The coefficient of openness is keeping a postulated negative sign, implying an inverse relationship between the incidence of poverty and openness. The estimation result shows that openness is powerfully influencing the poverty head count index as the coefficient of openness is found highly statistically significant. The results match with the findings of Derek H. C. Chen, Thilak Ranawera and Andriy Storozhuk who argue that high level of globalization, globalization would tend to increase poverty. The coefficient for the poverty of previous year is statistically highly significant, keeping a positive relationship with poverty. 40 Table 4: International Research Journal of Finance and Economics – Issue 52 (2010) Estimates of the Model-2 Coefficient 3. 707976 -0. 205005 0. 060653 0. 042189 -0. 154165 0. 127132 -0. 186327 0. 796384 0. 96 0. 95 -1. 68 Std. Error 1. 937434 0. 246698 0. 1637 0. 190211 0. 04069 0. 0777 0. 110726 0. 081578 t-Statistic 1. 913859 -0. 830995 0. 370514 0. 221801 -3. 788787 1. 63619 -1. 682781 9. 762301 F-Sat Prob Prob. 0. 0663 0. 4133 0. 7139 0. 8261 0. 0008 0. 1134 0. 1039 0. 00 114. 37 0. 00 Variable C LLGDP LPRIMAR LMIDDLE LUNI LCPI LOPEN LHCR(-1) R Squared Adj R Squared h Statistic V. Conclusion and Some Policy Recommendations In this paper, we addressed a key issue in the current debate on economic development: the role of education in poverty alleviation. We have reviewed the empirical evidence on the relationship between education and poverty. The link of education to poverty is one of the most important dimensions of policies towards poverty. Education may affect poverty in many ways. It may raise the incomes of those with education. It may in addition, by promoting growth in the economy raise the incomes of those with given levels of education. To measure education we used, among others, the literacy rate, primary education level, middle education level and university education level as proxies for education. To measure poverty, we emphasized on the concept of absolute poverty, using the poverty headcount index and as a proxy for relative poverty. We have used the econometric techniques to sketch a few stylized facts in a very complex framework of relationship. The present study incorporates macroeconomic, structural and policy variables to poverty headcount index and education. More specifically, the poverty equation links the incidence of poverty to CPI, growth, literacy rate, primary school education, middle school education and university education level and openness. The said relationship thus enables the changes in poverty due to the changes in macroeconomic or policy variables to be projected. The relationship is empirically estimated using time series regressions, based on thirty five years data of Pakistan from 1973 to 2007, which determined the magnitudes of the effects of the above mentioned macroeconomic, structural and policy variables on poverty. The results from the empirical analysis indicate that the university education significantly alleviates the incidence of absolute poverty. It is concluded that university education comes up with a powerful tool for poverty alleviation, keeping an inverse relationship with the dependent variable. As the higher education increases, the level of poverty decreases in the country. This result confirms the expectations that poverty is highly influenced by education. Local universities help developing countries in improving the skills of human capital which ultimately become helpful in poverty alleviating. University graduates have the specialized skills to earn a living and infuse their sector of employment- whether in the private industry, the public sector or civil society-with the enterprise that underpins success. Getting universal primary education, one of the millennium development goals, without the higher education would simply mean increasing the burden of unskilled population on the economy. Some people consider university education a luxury for developing countries. It is not a luxury, it is essential. Our estimation results confirm the best known approaches like the human capital approach, the basic needs approach, the human development approach and the Sen’s capabilities approach as all four approaches mainly emphasize on the attainment of education for economic development. Our estimation results carry an important policy implication-namely that the spread or the distribution of higher education among the population can have a powerful impact on their welfare. A household with no education among any of its members may benefit from even one member gaining access to International Research Journal of Finance and Economics – Issue 52 (2010) 141 education, beyond the immediate gains to that particular individual. And this is not only the case when an improvement in the education of the family’s children, but also it becomes the better and immediate source of earning opportunities for other members. Our empirical results confirm that education plays an effective role in poverty alleviation. Accordingly, a focus of economic policies on education in order to reduce poverty and to speed up development appears to be justified. Inflation also becomes the cause of poverty while trade openness reduces poverty significantly. Nevertheless, it is recommended that inflation controlled and trade opened policies will definitely and significantly address this issue of poverty alleviation in Pakistan. References [1] [2] [3] [4] Agenor, Pierre-Richard (1998). Stabilization policies, poverty and the Labour Market, Mimeo, IMF and World Bank. Amjad, Rashid, and Kemal, A. R. (1997). Macroeconomic policies and their impact on poverty alleviation in Pakistan. The Pakistan Development Review, 36(1), 39-68. Becker, Gary S. (1964). Human Capital. New York Colombia University Press for NBER Chen, Derek H. C. , Ranaweera, Thilak and Storozhuk, Andriy, (2004). The RMSM-X+P: A Minimal Poverty Module for the RMSM-X (May 11, 2004). World Bank Policy Research Working Paper No. 3304. Available at SSRN: http://ssrn. com/abstract=610349 Dollar D, Kraay A (2002). Growth is good for the poor. Journal of Economic Growth, 7,195-225. Irfan, Muhammad (2001). Global Trends on Education. The Oxfam Education Report (2001), Chapter 2. Jamal, H. (2003). Poverty and inequality during the adjustment decade: Empirical findings from household surveys. The Pakistan Development Review, 42(2), 125-136. Khan, Mosin (1990). Macroeconomic Policies and the Balance of Payments in Pakistan. 197286, IMF Working Paper /90 /78, Washington D. C. Malik, Muhammad Hussain (1988). Some New Evidence on the Incidence of Poverty in Pakistan. The Pakistan Development Review, 27(4), 509-516. Marshall, Alfred. Principles of Economics. London: Macmillan 1890 (1st edition); (1920) (8th edition). Book VI, Ch. IV, 2, 3 and 4 (pp. 560—566); Chapter XI, 1 (pp. 660—661) and Chapter XII,  § 9 (pp. 681—684). Mincer, Jacob (1972). Schooling, Experience and Earnings. New York: NBER. Mincer, Jacob (1958). Investment in Human Capital and Personal Income Distribution. Journal of Political Economy, 66. Ministry of Finance Pakistan (2001). Combating Poverty in Pakistan, www. finance. gov. pk Pakistan Economic Survey (various Issues), Ministry of finance, Government of Pakistan, Islamabad. Romer, Christina and David Romer (1998). Monetary Policy and the Well-Being of the Poor. National Bureau of Economic Research Working Paper 6793, November Sarris, Alexender H. (2001). The Role of Economic Development and Poverty Reduction: An Empirical and Conceptual Foundation. University of Athens, Athens. Schultz, Theodore W. (1961). Education and Economic Growth. In N. B. Henry (Ed), social factor influencing education. Chicago: University of Chicago Press. Sen, Amartya (1999). Development as Freedom. New Delhi: Oxford University Press. Smith, Adam (1776). An Inquiry into the Nature and Causes of the Wealth of Nations. London. (First edition). London: George Rutledge Sons. 1903. pp. 78-79. World Bank, World Development Indicators (WDI). (April 2008). ESDS International, (Mimas): University of Manchester. [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] How to cite Family Issues, Essay examples

Organs And Organ Systems To Organelles Essay Example For Students

Organs And Organ Systems To Organelles Essay The human body consists of many different organs and organ systems, which are made up of billions of cells. Inside these cells there are ?ˆ?tiny organs?ˆ?,or organelles. These organelles act in many ways like the organs and systems of the body. To better understand the relationship between them, I am going to compare and contrast their differences and their similarities. The brain is the control center of the human body. It sends and receives messages to the rest of the body. The brain is made up of many different parts, and each part has its own job. The nucleus of a cell is very similar to the brain because it is the control center of the cell. It too sends and receives messages, only throughout the cell. The nucleus is made up of many other parts, which have all have special jobs also. The brain and nucleus are alike in several ways, but contrast in one primary area. The brain sends messages by neurons and electric impulses, while the nucleus does it by means of messenger RNA. The body has a shape that is contributed to by the muscular and skeletal systems. Bones provide the body with framework, and the muscles allow movement. The cell has similar organelles, the cytoplasm and the microtubules, which provide the cell with form. The microtubules are tube-like structures that act like bones do in humans, they give shape and support to the cell. The cytoplasm is a jelly-like substance that keeps things in place, and restricts the movement of organelles in the cell. The main difference between them is the fact that microtubules aren?ˆâ„ ¢t joined by anything like a ligament or a tendon and cytoplasm doesn?ˆâ„ ¢t contract like muscles do. The digestive system of the human body is made up of several organs that work together to break down food so it can be used in the body. Similar organelles in the cell are endoplasmic reticulum, ribosomes, and the golgi body. Endoplasmic reticulum is used in the synthesis of molecules entering the cell. The ribosomes produce protein and send them to the places in the cell that needs it. The golgi body is the ?ˆ?packaging site?ˆ?. All three of thes organelles play an important role in processing molecules in the cell. However, they are different from the digestive system in their anatomy and the way they are arranged. In the human body, the largest organ, the skin, is responsible for protecting the body. It is the outer covering and it allows things in and out of the body through pores. In the cell, the largest organelle is the cell membrane and it too is responsible for protecting the cell. Both the skin and the cell membrane have more than one layer. The primary difference in the two is the cell membrane is selectively permeable. In order for human life to continue itself, it must reproduce. The same applies to cells. The reproduction system in the human body is responsible for this. The organelle in the cell which is compared to reproduction are the centrioles. They aid in the distribution of parts in the nucleus to newly formed cells. Although the two share the job of reproduction, they are different in many ways. The uniting of sperm and egg is the main difference. This doesn?ˆâ„ ¢t occur in cell reproduction. In cells, organs, and organ systems the anatomy may be very different in some ways, but the physiology in some cases is very similar. When you think of an organelle now, you?ˆâ„ ¢ll know why they call them ?ˆ?tiny organs?ˆ?. Anatomy and Physiology

The Relationship between the European Union and the United States

Introduction The European Union is generally a group of European countries, and/or nations that work together in the quest of improving the lives of their respective citizens and build a better world1. Cooper describes the EU as not a federation like the United States or other federations in the world; neither is it a state replacing already existing states, nor an organization for co-operations between governments, just like the United Nations2.Advertising We will write a custom critical writing sample on The Relationship between the European Union and the United States specifically for you for only $16.05 $11/page Learn More Over the last decade, EU’s success has been owed a lot to the unique way in which it generally works. It is unique because the member countries that form the EU have exclusively remained independent sovereign countries who, however, agree to pool their diverging sovereignties to gain strengths and global influences that none of them could have on their own3. This paper tries to discern the relationship that exists between the EU and the United States. It will focus on the political, economic and foreign relation that exists between the two. The historic relationship that exists between the United States and the EU is a very unique and crucial relationship. Both the EU and the U.S. have a deep sense of widely shared values and a strong belief in democracy as a way of governance, adherence to principles of the rule of law, respect for human rights and the market economy. Most of these values are fundamentally entrenched in governance practices of both the EU and the US. Moreover, deep ties between the two are not only evident in the political and economic spheres, but also in issues such as promoting the use of clean energy, combating climate change, aiding the developing world in dealing with poverty and terrorism among many other issues. The EU and the U.S. have also been at the forefront of ensuring a ccess of adequate healthcare with key investments by the two in fighting the spread of infectious diseases such as HIV/AIDS. These are but some of the main areas that the EU and the United States have shown deep co-operation over the last half of the last century to date. Arguably, it is suffice to say that the United States and the EU are close allies. As has been stated above, their relationship goes beyond mere economic and political ties. Over the last century to date, the EU and the U.S. have increasingly been seen to be sharing the opportunities and responsibilities facing global leadership4.Advertising Looking for critical writing on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Through co-operation, the EU and the U.S. have indeed been playing an important role in promoting global norms that helped bring to an end of such things as the Cold War that consequently encouraged practices that were geared towards global market integration and democratization. However, just like any relationship between two partners, various differences do exists between the EU and the U.S. Cooper points out some of the differing positions between the two partners such as on the issues of the legality of the death penalty and certain trade agreements. Political Relations Political relations between the US and EU are hard to discern. They vary from one member country to another in the EU. This is because; member countries of the European Union do maintain their independent sovereignty even though they are still members of the EU. For instance, the US-French relations are stronger today in the Obama administration than in the past. This is a trend that can be witnessed all over the European Union mainly because the United States is spending much more time to focus on strengthening relationships in the region unlike during past administrations5. Economic Relations According to Cooper, the economic relationship b etween the European Union and the United States is currently the largest is the world6. These is majorly because the current economic relationship between the EU and the U.S has gradually been evolving since the World War II, when the European Community just comprised 6 countries to the present day 27 member European Union. The EU member countries and the U.S. are said to have roughly equivalent levels of economic development. Undoubtedly, they are among the most highly advanced regions in the world. Together, they produce the world’s wealthiest nations, and consequently produce the world’s most educated populations. Furthermore, these two partners, with a few exceptions in the EU, produce major technological advancements in the world annually. All this makes trade trends have a deep nexus since the EU and the U.S. find themselves trading in similar products and services. This further connects the relation between the industries in the two regions.Advertising We w ill write a custom critical writing sample on The Relationship between the European Union and the United States specifically for you for only $16.05 $11/page Learn More Cooper further suggests that the EU and U.S. economic relationship has dominated the world economy virtually due to the sheer size of the combined economies7. He further notes that a combined population of the U.S. and the EU is close to 800 million people who are generating a combined GDP that is equivalent to 40% of the world’s GDP in 2010. Basically, what this means is that the EU –U.S. economic relationship has EU –U.S. economic relationship has a ‘clout’ over all other global economic ties. The EU as a single unit is reported to be the largest trading partner of the United States in merchandise8. For instance, in 2010, the EU accounted for 18.7% of total U.S. exports and 15.4% of total U.S. imports9. The United States is again the major and largest non-E U trading partner of the whole European Union10. Chief among the top U.S. exports to the EU are aircrafts, computers and their accessories. On the other hand, the EU mostly exports cars, machineries such as gas turbines and organic chemicals among many other products to the United States. The EU is also the largest trading partner when it comes to trade in services. Foreign trade and investment statistics that have been produced over the past century have indicated a stronger and interdependent EU-U.S. economic relationship. This relationship will further grow in its significance especially due to advancements in the global technology sectors and other forces affecting globalisation. As more and more countries are joining the European Union, the United States is also finding itself adding its list of trading partners since more trading barriers are being eradicated due to membership of these countries to the EU11. Foreign Policy Relations Close relations between the EU and the Unite d States have formed a vital component of the foreign relation’s policies of both partners. They have consequently played a key role in how global developments have been shaped over past years. Furthermore, the election of President Obama and the implementation of the Lisbon Treaty have further created a vital window of opportunity for both partners as far as foreign policy relations are concerned12. Unlike in the Bush administration, what is different under the Obama presidency is that he captured a big popularity in Europe that were critical in the healing of divisions in relations that were as a result of the Iraq war. Moreover, through the creation of the European Council President and the new High Representative for External Affairs offices in the EU, there is seen a move by the EU beyond mere institutional belief to actual foreign policy identity.Advertising Looking for critical writing on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More When President Obama was elected as the president of the United States in 2008, his first main duty in re-shaping America’s foreign policy was to restore a multilateral approach in the way the U.S. solved international problems. Partnership and co-operation was his main emphasis to nations that wanted to protect world security and advancements in humanity13. The EU had always argued over the years of the Bush administration that through global governance, then world would find it possible to get solutions that would effectively deal with global challenges. Therefore, the Obama administration was from the beginning seen as have a close agenda to the perspectives that the EU believed in as far as foreign relation is concerned. Personal Relationship between the U.S. and the UK President George W. Bush Snr. once referred the special personal relationship between the UK and the US as the rock upon which dictators of the last century fell14. By this reference, he was trying to show the importance that the personal relationship that the UK and U.S. had in dealing with communism and fascism that had rocked the 20th century. This just shows one of the many aspects that the two nations have heard a personal and very close relationship at the envy of many other nations. For instance, the sharing of the common law tradition is one of the historical pillars that keep the two nations close to each other. Trade is the other factor that really cements this personal relationship. Both the U.S. and the UK are very great and old trading partners. Alcaro and Alessandri additionally state that both countries have major investments in each other’s economies than any other country in the world, and they are further reported to be leading in cross-border mergers and acquisitions15. Another area that has made their relationship more personal is the unique diplomatic and security partnership that the two nations have formed. Ever since World War II, the U.S. and the UK ha ve displayed a deep collaboration in each other’s defence and national security fields. However, in the recent past, many British officials who are involved in UK’s defence and foreign relations have taken a relaxed position on whether the UK can play a leading role in European defence16. In the early 2000s, most of these officials would argue that the UK would still work on its defence and foreign policies at the same time benefiting from access to U.S. intelligence while continuing like any other EU member country in adhering to the European Common Foreign and Security Policy stipulations17. Other EU member countries were convinced that if Europe was to become a good player in foreign and defence policies, then the UK would have to cut its close ties with the U.S. if she wanted to be a leading player in EU’s defence policy. This had undoubtedly placed the UK at a very awkward position especially after the Iraq invasion by the United States in May 2003. At this time, EU member countries that were not at good terms with the U.S. found themselves colliding with the UK who also a played a big part of the Iraq invasion. UK’s image and influence was majorly dented since it was believed that Britain’s influence in global affairs was dependent on the U.S. Russia’s role in the EU-US Relation Just after the Cold War, both the US and Western European leaders made an agreement that it was good for Russia to be integrated into the newly emerging world order18. This decision was made on the assumption that the costs incurred in sidelining and isolating Russia were going to be higher than those of allowing here in the new order. Alcaro and Alessandri further add that Russia was desperate at that time and saw an engagement with the west as a viable option if it was to play a significant part in the new era19. Unfortunately, Russia’s relationship with the western world between the 1990s to the 2000s became more hard and diffic ult. Russia does not mainly share the close values that the EU and the United States do share. This makes it more isolated from the economic and political benefits that these two partners enjoy. This is especially detested by post Balkan countries which are either in the European Union or are in the process of joining the union. Most of them would demand a change of governance of Russian affairs so as to create a good trading atmosphere between the U.S.-EU relations. Russia also seems to have a lack of choice in the type of allies and partners which limits it from fruitful EU-U.S. relations20 References Alcaro, R. Alessandri, E. 2009, ‘Re-setting US-EU-Russia Relations: Moving beyond Rhetoric’, Document IAI 09, vol.12, no.32, pp.13-48. Web. Cooper , W. 2011, ‘EU-U.S. Economic Ties: Framework, Scope, and Magnitude. CRS Report for Congress’, Congressional Research service, 7-5700. Web. European Commission 2010, ‘Mapping the Future of the EU-US Partners hip: Policy and Research Perspectives’, A Synthetic Overview of the Proceedings. Web. European Union Institute for Security Studies 2009, ‘European Perspectives on the new American Foreign Policy Agenda’, The EU and the World in 2009, Report No.4. Web. European Commission 2007, ‘How the European Union Works: Your Guide to the EU Institutions’, Directorate General for Communication Publications, B-1049 Brussels. Web. Grant, P., 2000, Democracy in America, United States: Hackett. Rothkopf, D. 2011, ‘The Special Relationship between the EU and the United States’, The Independent, Web. U.S. Census Bureau News 2011, ‘U.S. Goods Trade: Imports and Exports by Related-Parties 2011’, Census.gov, Web. Footnotes 1 European Commission, How the European Union Works, 3 2 Cooper, EU-U.S. Economic Ties: Framework, Scope, and Magnitude, 5 3 European Commission, How the European Union Works, 3 4 Ibid. 5 Rothkopf, The Special Relationship betw een the EU and the United States, 18 6 Cooper , EU-U.S. Economic Ties: Framework, Scope, and Magnitude, 14 7 Ibid., 1 8 Ibid., 3 9 U.S. Census Bureau News, U.S. Goods Trade: Imports and Exports by Related Parties 2011, 5 10 Cooper , EU-U.S. Economic Ties: Framework, Scope, and Magnitude, 4 11 Cooper , EU-U.S. Economic Ties: Framework, Scope, and Magnitude, 14 12 European Commission, Mapping the Future of the EU-US Partnership: Policy and Research Perspectives, 7 13 European Union Institute for Security Studies, European Perspectives on the new American Foreign Policy Agenda, 10 14 Alcaro, R and Alessandri, Re-setting US-EU-Russia Relations: Moving beyond Rhetoric, 17 15 Ibid., 7 16 Grant, Democracy in America, 12 17 Grant, Democracy in America,36 18 Alcaro, R and Alessandri, Re-setting US-EU-Russia Relations: Moving beyond Rhetoric, 13 19 Ibid., 7 20 Ibid., 23 This critical writing on The Relationship between the European Union and the United States was written and submitted by user Jimena Robles to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Register for the SSAT 5 Simple Steps

How to Register for the SSAT 5 Simple Steps SAT / ACT Prep Online Guides and Tips The SSAT can be an important test for students hoping to attend a private school, but how do you register for it?In this guide, we walk you step-by-step through the SSAT registration process and include screenshots from the SSAT website to makes things as simple as possible. At the end of the guide, we also include a chart with upcoming SSAT registration dates so you know exactly when you need to register for each exam date to avoid late fees. What to Know About the SSAT Before Registering If you’re planning on applying to a private school, you’ll likely need to take the SSAT and submit your scores as part of your application. There are three levels of the SSAT depending on the grade you’re in. (Students take the test based on their current grade, not the grade they’ll be entering next year, so make sure you register for the correct test.) Elementary for students in grades 3 and 4 Middle for students in grades 5 through 7 Upper for students in grades 8 through For more information on the SSAT, including an in-depth look at what topics it tests, check out our guide to the SSAT. The SSAT sign up process is pretty simple, but before you start, you should gather all the information and materials you’ll need for registration. This will make the registration process much easier and faster to complete. Here’s what you need for SSAT Registration: Your address and contact info The names of up to three schools where you’d like the results to be sent (you can also add these schools after the exam) A credit card for payment 5 Steps to Register for the SSAT Follow these five steps to register for the SSAT and get your choice of exam date and location. #1: Create an Account Before you can begin the registration process, you’ll need to visit the SSAT website and create an account. You’ll create both an account for the student taking the SSAT and a parent/guardian account so you can manage the student account. To create the accounts, you’ll need to enter some basic information such as your address and contact info and your child’s age and grade. Each student who’ll be taking the SSAT needs their own account, so if you have several children who’ll be taking the test, you’ll need to create separate accounts for each of them. You’ll only need one parent account. #2: Begin the Registration Process After you’ve created your account, click â€Å"Manage My SSAT† then â€Å"Register for SSAT.†You’ll see a page (below) outlining the steps you’ll need to take for SSAT test registration. #3: Choose a Test Location and Date After selecting whether the student needs additional accommodations or a Sunday exam due to religious reasons, you’ll select the grade of the student taking the exam. You’ll then see a page with the location and dates of upcoming SSAT exams, with the closest test center at the top of the list. Select the test that works best for you. #4: Add Score Recipients (Optional) You’ll next have the option of choosing the school(s) you want the SSAT scores to be sent to. You can send SSAT scores to up to three schools for no additional charge. If you’re not sure yet where you’d like the SSAT scores to be sent, you can also complete this step anytime before or after the exam date.SSAT score reports are sent about two weeks after the test date. #5: Select Add-Ons and Complete Payment The next step is choosing if you want to purchase any additional add-ons such as rush reporting or practice materials.The final step of SSAT test registration is payment. You’ll need a credit card to pay for the SSAT test fee (plus fees for any add-ons you chose). Below is a chart showing SSAT fees. Domestic tests refer to those administered in the US, Canada, American Samoa, Puerto Rico, Saipan, or the US Virgin Islands. International exams are those administered in any countries other than those just listed. All fees are in USD. SSAT Exam Type Fee Elementary Level (Domestic) $80 Elementary Level (International) $157 Middle or Upper Level (Domestic) $132 Middle or Upper Level (International) $257 After you’ve paid, you’ll receive a confirmation email, and the SSAT registration process is complete! SSAT Test Dates and Registration Deadlines Below is a chart of recent and upcoming SSAT registration dates and deadlines.You should register for the SSAT at least three weeks before the exam date to avoid late fees. It’s possible to register for the SSAT up to three days before the exam, but you’ll end up paying $45 to $85 in late fees, depending on how late you register for the test. SSAT Exam Date Regular Registration Deadline Late Registration Begins ($45 fee) Rush Registration Begins ($85 fee) Last Day for Registration Oct. 14, 2017 Sep. 23, 2017 Sep. 24, 2017 Oct. 1, 2017 Oct. , 2017 Nov. , 2017 Oct. 21, 2017 Oct. 22, 2017 Oct. 29, 2017 Nov. 8, 2017 Dec. 9, 2017 Nov. 18, 2017 Nov. 19, 2017 Nov. 26, 2017 Dec. 6, 2017 Jan. 6, 2018 Dec. 16, 2017 Dec. 17, 2017 Dec. 24, 2017 Jan. 3, 2018 Feb. 3, 2018 Jan. 13, 2018 Jan. 14, 2018 Jan. 21, 2018 Jan. 31, 2018 March 3, 2018 Feb. 10, 2018 Feb. , 2018 Feb. 18, 2018 Feb. 28, 2018 April 21, 2018 March 31, 2018 April 1, 2018 April 8, 2018 April 18, 2018 June 9, 2018 May 19, 2018 May 20, 2018 May 27, 2018 June 6, 2018 If your student needs additional testing accommodations or needs to take the SSAT on a Sunday due to religious reasons, you’ll need to apply for testing accommodations.You’ll need to apply for testing accommodations at least four weeks before the desired test date and have any requested materials submitted at least two weeks before the test date. Summary: SSAT Registration The SSAT is an exam many students hoping to attend private schools take. There are versions of the SSAT available for elementary, middle, and high school students.SSAT test registration is a pretty simple process, but knowing what to expect ahead of time will make it easier and faster to complete. There are five main steps to SSAT registration: #1: Create an account #2: Begin the registration process #3: Choose a test location and date #4: Add score recipients #5: Choose add-ons and pay There are several SSAT registration dates throughout the year, and you should aim to register for the SSAT at least three weeks before the test date to avoid late fees. However, if you’re willing to pay late fees, you can register up to three days before the exam. What's Next? Want help with your SSAT prep? Check out our SSAT study tips and complete collection of SSAT practice tests. Vocab is an important part of the SSAT, but it can be hard to find high-quality practice materials. Our guide to SSAT vocabulary has done the hard work for you and compiled every top SSAT vocab resource in one place. Want to learn more about what's covered on the elementary, middle, and upper-level tests? Then be sure to read our complete guide to the SSAT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Ap English Free-Response Questions Essay

John Downed writes a letter to his wife Jukes from the United States to England. Downers purpose in the letter is to persuade his wife Jukes into coming to America. He adopts an objective tone in order to glorify America in his letter to Jukes using ambiguity, repetition, and pathos. Downed begins his letter to Jukes by describing the incredibility of what America has given him. He then shifts to pathos when he begins using repetition. He appeals to repetition by repeating my dear when addressing Jukes. He does this in order to emphasize his feelings awards his wife through his writing. When Downed moves to pathos, he uses guilt to persuade her. He describes that without her and the family he couldnt be happy, but if they were to come and Join him he could be happy again. He does this in order to motivate her into coming. Keys husband then opens the letter by loosely describing the crossing of Atlantic. He states that [she] will find a few inconveniences, and that after she has made the Journey over he knows It will be worth it all because he feels that she will like America.He does this in order to glorify America and not focus on any negatives because his goal to persuade her. If he was to tell her fully what the cross would be like, she would not wish to go, and thus defeating Downers purpose. He wants her to believe that America is a good place, so he coaxed her into coming by creating America into something superb instead of the truth. He told her that America Is not like England, thus making it seems America is a better place. Jukes would have no other choice, but to come to America and see her husband.

What you want Essay Example | Topics and Well Written Essays - 1750 words

What you want - Essay Example Through this paper, I will share my life experience from my own perspective of being in a country that has a mixture foreign students and professionals from different cultural, religious and ethnic backgrounds. This will be done in relation to the concepts highlighted in The Fifth Agreement: A Practical Guide to Self-Mastery by Don Miguel Ruiz, Don Jose Ruiz and Janet Mills. Humans are unique basing on how they were brought up, cultural background, religion, education level and a myriad of many other factors. However, we are all humans and our brothers’ keepers. I have previously been both hurt and encouraged by the words of others towards me and also hurt others by my words towards them. This has a direct bearing with the book The Fifth Agreement: A Practical Guide to Self-Mastery. In their first agreement, Ruiz, Ruiz and Mills (38) urge readers to be impeccable with their word. On the contrary, I have seen students from my years in schools and employees in my professional career suffer emotionally and psychologically from what a colleague said recklessly. This was mainly through stereotypes that people have against different cultures, ethnicities or even races. This remains a major problem both among individuals and societies because they do not want to seek out the truth first before openly airing their views but rather, only rely on age-old s tereotypes. While The Fifth Agreement: A Practical Guide to Self-Mastery teaches that people should speak with integrity and only say what they mean, the opposite is being done. I now realize that the perpetrators should have taken their time to learn more about their targets. This will contribute in mutual social cohesion and avoid hurting others. For example, I was once told in school that I was not fit to sit at a certain table in the cafeteria because of my ethnicity, yet it was the only one with space and I ended up eating standing.

Security Managers Should Be Managers First And Security Specialist Essay

Security Managers Should Be Managers First And Security Specialist Second - Essay Example Most companies are still far from having an elevated, coordinated security unit. However, the kind of leadership and management drives an organization or a company towards either success or failure. Though everything can be learned and mastered after further experiences and further studies, present activities and accomplishments are qualifications for higher and bigger opportunities that influence others to get involved in the stated missions and visions. Managing and addressing security carries a significant and potential critical responsibility on whatever number of human resource. Security managers' extensive scope of responsibilities require a trivial task - from risk assessment to the implementation of security policies, from human resource issues to the definition of security duties, including global exposure, and strategic planning, must be embraced and managed. The assertion that, security managers should be managers first, and security specialists second, it is but right to present the role of a security manager in the arena of securing potential assets. Where and how they're involved, and let the evidences for qualifications, be seen on why they should be managers first. The importance of continuous attention ... Such attention is important for all types of internal controls, because of the factors that affect security are constantly changing in today's dynamic environment. Managing the increased risks associated with a highly interconnected computing environment demands increased central coordination to ensure that weaknesses in one organizational unit's systems do not place the entire organization's information assets at undue risk. Security managers on the other hand, should filter what senior managers see, and even before that, ensure they only collect information someone both cares about and takes responsibility, for Security managers need to easily position information in the context of risk policy, policy enforcement, and related business imperatives. Risk assessments improve business managers' ability to make decisions on controls needed in the absence of quantified risk assessment results, and engender support for policies and controls adopted, thus helping to ensure that policies and controls would operate as intended. Through the reporting procedure, business managers take responsibility for either tolerating or mitigating security risks associated with their operations. And such procedures provide a relatively quick and consistent means of exploring risk with business managers, selecting cost-effective controls, and documenting conclusions and business managers' acceptance of final determinations regarding what controls were needed and what risks could be tolerated. ...global exposure and strategic planning... What an organization can and can't do strategy wise is always constrained by what is legal, by what complies with

Makes analysis Essay Example for Free

Makes analysis Essay An interview can be defined as a purposeful discussion between two or more people (Kahn and Cannell, 1957, cited in Saunders et al, 2003). There are several types of interviews, including structured, semi-structured and unstructured. Structured interviews have the advantage of all respondents being asked the same set of questions, which makes analysis of the results easier in terms of comparison and spotting trends. Semi-structured interviews are non-standardised, which indicates that the researcher may simply be using a list of themes and questions that need to be covered, but each interview is different, and will cover different topics, dependant on the variation in respondents. Unstructured interviews are informal and give the interviewer the freedom to discuss any topic, while keeping the research objective the main focus. The interviewee has the freedom to discuss their experiences without being restrained by pre-set questions. The author believes that the most effective interview technique for this type of research is to use structured interviews, with respondents that can be recruited to fit a set quota, which stipulates the age, sex and socio-economic group of each. An interviewer-administered questionnaire is thought to be preferable to a self-administered questionnaire, because of the nature of the questions, which will require the interviewer to record verbatim. A fixed quota requires the interviewer to recruit a preset group of people, and other quota requirements can be set to ensure that the interviewees are in a position to discuss the main topic (i. e. a condition of fulfilling the quota would be having purchased a house within a set time frame). The topics to cover during the interviews could include the interviewees experiences with their mortgage provider and estate agent during the process of buying their house; how they think the process could be improved, and a list of suggestions on how to improve the system, for respondents to select for themselves. By using a combination of open and closed questions, it allows personal opinions to be recorded, and specific attributes to be measured (e. g. the level of satisfaction of service that the mortgage provider offered, using the likert scale). Additional services to be offered would be identified using the research as outlined in section 4. 0. The element of aftercare needs to be considered, as any action recommended by the seller should be undertaken by the buyer, after the sale has completed, e. g. if plumbing is not up to standard, and the buyer has been informed of this, it is their responsibility to fix the problem when the property transfers hands. The proposed service is supposed to make life easier on its customers, by doing all the hard work for them. This may be an easier task once government legislation has passed stipulating the necessity for information to be provided by both parties before offers are made on the property. Changes in the overall process will eventually change the outcome and impact on consumers, but until then, consumers will simply have to cope.

Evaluating National Environmental Health Association’s (NEHA) Performan

A mission statement is what defines an organization’s reason for existing and is the foundation for everything they do (Aguinis, 2009). Furthermore, the vision statement is where the organization desires to be in the future (Cady, Wheeler, DeWolf, & Brodke, 2011). Therefore, it is important to make sure that the organization has a good mission and vision statement that is clear and concise. According to Aguinis (2009), an ideal mission and vision statement booth have eight different characteristics. The mission statement must describe what they do, their market, their unique benefits, what technology they use, concern for their survival, managerial philosophy, what public image they want, and their self-concept of business (Aguinis, 2009). In contrast, the vision statement must be brief, verifiable, bound by a timeline, current, focused, understandable, inspiring, and not easily attainable (Aguinis, 2009). The National Environmental Health Association’s (NEHA) mission statement is â€Å"to advance the environmental health and protection professional for the purpose of providing a healthful environment for all† (NEHA, 2011,  ¶ 1). In addition, NEHA does not have a vision statement. Instead, they have a strategic direction that focuses on directions and not destinations. It is the organization’s belief that by focusing on directions, it will allow them to change course quickly should a change be appropriate. In addition, NEHA’s strategic direction includes training, education, credentialing, advocacy, and organizational capacity (NEHA, 2011). Therefore, based on Aguinis’s criteria, NEHA’s mission statement is missing seven of the eight elements and only really addresses who their customers are, the environmental health and ... ...ization is, where they are going, and how they plan to achieve it (Cady, Wheeler, DeWolf, & Brodke, 2011). Unfortunately, NEHA is lacking a real strategic direction since their mission statement is too vague and they have no vision for the future. While they have a strategic direction statement, it is not tied to a clear mission or vision so it is also not very useful in aligning the organization. For an organization to realize their full potential and to stay competitive, they must have a strong mission and vision statement. â€Å"A vision alone is only a dream. Coupled with a mission, the vision is a destination† (Dossenbach, 2001). NEHA must have a destination if they want to continue to be the association that the environmental health and protection specialist turns to for education, professional advancement, and knowledge of the environmental health field.

Darwinism vs. Creationism

The Battle of Creationism verses Darwinism Jessica S. Murphy American Military University Abstract This paper includes the explanation and history of Darwinism and basic principles of Natural Selection. It will cover different aspects of Creationism. This paper will show the differences between Darwinism, and Creationism and discuss recent court battles within the United States between the two theories. The Battle of Creationism verses Darwinism The question, â€Å"Where did humans come from? † has plagued the earth for as long as humanly recorded.There are many theories that are believed to answer this question. Two of the most controversial theories are Darwinism, and creationism. Throughout the years both creationist and evolutionist have worked to disprove the others theory. The battle between creationism and Darwinism can also be categorized as the battle between science and religion. Though both have been generally accepted around the world, the war continues between bot h theories due to their differences. Charles Darwin’s â€Å"The Origin of Species was published in 1859. The book was about Natural Selection, and ultimately the evolution of species. His theory presumes that life can begin a non-life organism and stresses â€Å"descent with modification†. This means, creatures or organisms can evolve from more simplistic creatures or organisms over time. Basically, irregular genetic transformations take place inside an organism's genetic code. The valuable transformations, or mutations are saved within the organism because the help with survival. This process is known as â€Å"natural selection. The valuable mutations move on to the next generation of the species, organism or creature. Over time, the valuable transformation of the original specie builds up. This eventually results as a completely different species, or organism. Darwin is credited with this information largely in part because of a study done while he was in the Galap agos Islands. He learned that it was home to species that could not be found in any other parts of the world. Darwin noticed that some birds on the island were different than others based on what island they inhabited.He collected thirteen different species of finches to observe differences with their beak size. He realized that their differences were because of the need for the species to live in different environments. The sizes of their beaks had changed to allow them to get enough food in the parts of the islands they inhabited so that they may survive. This was verified with extensive research at the end of the twentieth century. From the time that Charles Darwin published â€Å"On the Origin of Species† in 1859 on up to the present; the presumptions of many people led them to misread the title.They assumed that it was â€Å"On the Origin of the Species†. The implication of inadvertently adding â€Å"the† is that his book was about human evolution. In fact, that was not the case, though it had implications for human evolution. It focused on non-human animals and the mechanisms of evolution. He did not pointedly address the question of human evolution until the publication of his 1871 book â€Å"Descent of Man and Selection in Relation to Sex†. This set the tone for future evolutionist all around the world.Charles Darwin theory of natural selection, and evolution threatened many Christians and what they believed to be as Creationism. The theory of evolution gives human the idea that the universe is here by chance and takes away hope and purpose. Creationism is the concept that we were created as we are today by God, or a Supreme Being mainly due the account of Genesis. Many believe that account of creation listed in Genesis is to be taken literally. There are three types of creationism: old earth creationism, young Earth creationism and intelligent design creationism.In old earth creationism, people believe that Genesis’ six day account of creation stretches the time span out to consider scientific evidence. Young earth creationism believe the six days are actually twenty-four hour time periods, and that God suspended the laws of science and designed each species specifically. Intelligent design Creationist focus less on â€Å"proving† creationism and more on rejecting evolution and redefining science to make it more compatible with their version of Christianity.The first court case between evolution and creationism in America was the so-called â€Å"Scopes Monkey Trial† of 1925. The court case was about an enforcement of a Tennessee statute that prohibited teachers from using theories of evolution in public school. This trial included Clarence Darrow battling with three-time presidential candidate William Jennings Bryan. Unfortunately it did not resolve the question of whether the First Amendment permitted states to ban teaching of a theory that contradicted religious beliefs.This set the stage for oncoming trials and the battle of evolution and religion in American Courts everywhere. It wasn’t until 1968 did the Supreme Court rule in Epperson vs. Arkansas that such bans contravene the Establishment Clause because their primary purpose is religious. The Court used the same rationale in 1987 in Edwards vs Aguillard to strike down a Louisiana law that required biology teachers who taught the theory of evolution to also discuss evidence supporting the theory called â€Å"creation science. † The controversy continues in new forms today.In 1999, the Kansas Board of Education voted to remove evolution from the list of subjects tested on state standardized tests, in effect encouraging local school boards to consider dropping or de-emphasizing evolution. In 2000, Kansas voters responded to the proposed change by throwing out enough anti-evolution Board members to restore the old science standards, but by 2004 a new conservative school board majority was pr oposing that intelligent design be discussed in science classes. In 2006, the Kansas tug-of-war continued, with pro-evolution moderates again retaking control of the Board.Charles Darwin had no idea his theories or studies of finches in the Galapagos Islands would be the beginning of a battle that would go on until the end of the world. As science continues to evolve, so does Darwin’s legacy as scientist build off of his theory. Creationist also continues to fight against Darwinism as science evolves. However, based on a recent Gallop Poll in 2012, forty-six percent of Americans accept creationist explanation for human existence which is up two percent since 1982. Only thirty-two percent believe in evolution.It’s not likely that the war between creationism and Darwinism will end in the near future. The end of the debate would truly be the end of science, or the end of religion, and within those means, the end of mankind. References Creationism (Stanford Encyclopedia of Philosophy). (n. d. ). In  Stanford Encyclopedia of Philosophy. Retrieved  January  11, 2013, from http://plato. stanford. edu/entries/creationism/ Darwinism (Stanford Encyclopedia of Philosophy). (n. d. ). In  Stanford Encyclopedia of Philosophy.Retrieved  January  12, 2013, from http://plato. stanford. edu/entries/darwinism/ Parry, W. (2012, June 1). Gallup Poll: Americans' Views On Evolution, Creationism Little Changed. Breaking News and Opinion on The Huffington Post. Retrieved from http://www. huffingtonpost. com/2012/06/01/gallup-poll-americans-creationism-evolution_n_1563800. html The Evolution, Creationism, and Intelligent Design Controversy. (n. d. ). UMKC School of Law. Retrieved  January  15, 2013, from http://law2. umkc. edu/faculty/projects/ftrials/conlaw/evolution. htm

Explain why it is both necessary and helpful to study the context of prior history Essay

Explain why it is both necessary and helpful to study the context of prior history, especially the experiences of participants in that history, in order to understand what is valued by these participants. Also, what resources will be most helpful to you as a student of history? Introduction: It has long been said that, â€Å"if we don’t know where we are coming from we will not know where we are going†. In other words knowledge of prior history allows us to avoid making past mistakes and serve as a guide to the future. In addition a well-rounded understanding of history can help us to make more informed present and future decisions. â€Å"History requires us to think outside of our own experiences in time and place, fostering empathetic thinking, appreciation of diversity, and understanding of the relationship between context and judgment† (The National History Center, 2013). Valuable and beneficial sources of history include Primary and Secondary sources. Primary sources as it relates to history are the â€Å"raw materials† gathered from the same time period of the topic/event, which forms the foundation of historical research and writing. Secondary sources are gathered from primary resources and have been analyzed then presented in the form of books or articles by historians. History can be thought of as never changing; but history, like memories actually is always changing. Though the dates and statistics may not change, how they are interpreted can vary. For example, historians are always at work re-evaluating the past, asking new questions, examining new sources and finding new meanings in old documents to highlight the perspective of new knowledge and experience for a better understanding of the past (McNeill, 2013). Knowledge of prior history allows for a better understanding of the â€Å"who, what, were, and when† at that particular time in history. We do not always learn from the mistakes that history has shown us; as observed in recent events with the war on terror where, the United states seem to have repeated  the same mistakes in Iraq as were made in Afghanistan. One can argue that if knowledge of the past has been collected and learned over the centuries, then poverty, injustice, immorality and war should not exist. For this reason it is important to recognize that knowledge of the past does not assure avoidance of its failures and mistakes, however understanding the past and its patterns improves one’s ability to analyze the present and make better predictions of future outcomes. As a student engaging in the study of history valuable sources as mentioned in the introduction are Primary sources which include personal diaries, journals, letters or videos from witnesses of the event. Secondary sources can be considered as arguments/interpretation of a primary source and include library databases, textbooks, journal articles and news articles. Conclusion It is both necessary and helpful to study the context of prior history as it creates a view of other people’s feelings and opinions, allowing people to place situations in an appropriate context in the present. Secondary sources of history are valuable. However to best understand the context of history and the values of the participants, nothing is as valuable as a primary resource which include the personal accounts of people having experienced the event. References: The National History Center. (2013). The history major and liberal education. Association of American Colleges and Universities, 95(2), Retrieved from http://www.aacu.org/liberaleducation/le-sp09/le-sp09_history.cfm McNeill, W. (2013). Why study history?. Retrieved from http://www.historians.org/about-aha-and-membership/aha-history-and-archives/archives/why-study-history-(1985

French Surname Meanings and Origins

French Surname Meanings and Origins Coming from the medieval French word surnom translating as above-or-over name, surnames or descriptive names trace their use in France back to 11th century when it first became necessary to add a second name to distinguish between individuals with the same given name. The custom of using surnames did not become common for several centuries, however. Most French surnames can be traced back to one of these four types: 1) Patronymic Matronymic Surnames Based on a parent’s name, patronyms and matronyms are the most common method French last names were constructed. Patronymic surnames are based on the fathers name and matronymic surnames on the mothers name. The mothers name was usually used only when the fathers name was unknown. Patronymic and matronymic surnames in France were formed in several different ways. The typical form of attaching a prefix or suffix that means son of (e.g., de, des, du, lu,  or  the Norman fitz) to a given name was less common in France that in many European countries, but still prevalent. Examples include Jean de Gaulle, meaning John, son of Gaulle, or Tomas FitzRobert, or Tomas, son of Robert. Suffixes meaning little son of (-eau, -elet, -elin, elle, elet, etc.) may have also been used. The majority of French patronymic and matronymic surnames have no identifying prefix, however, being direct derivations of the parents given name, such as August Landry, for August, son of Landri, or Tomas Robert, for Tomas, son of Robert. 2) Occupational Surnames Also very common among French surnames, occupational last names are based on the person’s job or trade, such as Pierre Boulanger [baker], or Pierre, the baker. Several common occupations found prevalently as French surnames include Berger (shepherd), Bisset (weaver), Boucher (butcher), Caron (cartwright), Charpentier (carpenter), Fabron (blacksmith), Fournier (baker), Gagne (farmer),  Lefebvre (craftsman or blacksmith), Marchand (merchant) and  Pelletier (fur trader). 3) Descriptive Surnames Based on a unique quality of the individual, descriptive French surnames often developed from nicknames or pet names, such as Jacques Legrand, for Jacques, the big.Other common examples include Petit (small), LeBlanc (blonde hair or fair complexion), Brun (brown hair or  dark complexion), and Roux (red hair or ruddy complexion). 4) Geographical Surnames Geographical or habitational French surnames are based on a person’s residence, often a former residence (e.g., Yvonne Marseille means Yvonne from the village of Marseille). They may also describe the individuals specific location within a village or town, such as Michel Là ©glise (church), who lived  next to the church.  The prefixes de, des, du, and le which translate as of may also be found used in geographical French surnames.   Alias Surnames or Dit Names In some areas of France, a second surname may have been adopted to distinguish between different branches of the same family, especially when the families remained in the same town for generations. These alias surnames can often be found preceded by the word dit. Sometimes an individual even adopted the dit name as the family name and dropped the original surname. This practice was most common in France among soldiers and sailors. Germanic Origins of French Names As so many French surnames are derived from first names, it is important to know that many common French first names have Germanic origins, coming into fashion during German invasions into France. Therefore, having a name with Germanic origins does not necessarily mean that you have German ancestors! Official Name Changes in France Beginning in 1474, anyone who wished to change his name was required to get permission from the King. These official name changes can be found indexed in: L Archiviste Jà ©rà ´me. Dictionnaire des changements de noms de 1803–1956 (Dictionary of changed names from 1803 to 1956). Paris: Librairie Francaise, 1974.   Meanings Origins of Common French Surnames 1. MARTIN 26. DUPONT 2. BERNARD 27. LAMBERT 3. DUBOIS 28. BONNET 4. THOMAS 29. FRANCOIS 5. ROBERT 30. MARTINEZ 6. RICHARD 31. LEGRAND 7. PETIT 32. GARNIER 8. DURAND 33. FAURE 9. LEROY 34. ROUSSEAU 10. MOREAU 35. BLANC 11. SIMON 36. GUERIN 12. LAURENT 37. MULLER 13. LEFEBVRE 38. HENRY 14. MICHEL 39. ROUSSEL 15. GARCIA 40. NICOLAS 16. DAVID 41. PERRIN 17. BERTRAND 42. MORIN 18. ROUX 43. MATHIEU 19. VINCENT 44. CLEMENT 20. FOURNIER 45. GAUTHIER 21. MOREL 46. DUMONT 22. GIRARD 47. LOPEZ 23. ANDRE 48. FONTAINE 24. LEFEVRE 49. CHEVALIER 25. MERCIER 50. ROBIN

Sellers Remedies for Breach of Contract by a Buyer Essay

Sellers Remedies for Breach of Contract by a Buyer - Essay Example The aim of the paper is to analyze the adequacies of the remedies available to a seller in the event of the breach of contract by a buyer. B. Remedies Available To the Seller in Case a Buyer Breaches Contract Any breach of a valid and binding contract gives the aggrieved party the right to sue for damages from the party that has breached the contract4. The English law of contract provides certain remedies to an aggrieved seller whose contract has been breached by a buyer as noted by Whincup5. It is worth noting that unlike buyer’s remedies that are dependent on the acceptance of an offer, seller’s remedies for breach of contract does not depend on the acceptance of the contract6. According to Rowan, regardless of whether the buyer has accepted the goods or not, a breach of the contract entered into with the seller gives the seller the right to sue for incidental damages or sue the buyer for fraud or third-party tort in case the seller still has an interest in the goods7 . The law of contract states that in the event that a buyer wrongfully revokes acceptance, rejects goods, or refuses to pay the amount due in respect of the goods before delivery, the seller is entitled by law to withhold the goods until the buyer pays the total amount due as agreed in the contract. Secondly, the seller also has the right under the law to stop delivery of the goods by any bailee or resell the goods to recover the damages. The law also permits the seller to recover damages from the buyer for non-acceptance of the goods or a price in some cases8. In addition, the seller is also allowed by law to cancel the contract altogether after giving the buyer in breach a notice and after allowing them more time to make up for their breach according to Article 64(1)(b) and Article 63(1) of the CISG9. 1 Seller’s Right to Damages The seller can claim damages from the buyer as long as they result from a breach of contract and the damages are not too remote according to Articl e 61(1)(b) of the CISG10. Essentially, the damages that the buyer pays the seller is aimed at putting the seller in the position he/she would otherwise have been had the contract well performed (Robinson v Harman [1848]) 11. Hadley v Baxendale ([1854]) 12 present the principles of remoteness in respect of damages. For damages to be applied to a party in breach of contract, the losses that the aggrieved party suffers must naturally flow from the breach. Alternatively, the losses that arise from possible breach of contract must have been contemplated by the parties to the contract. Some specific types of contracts are subject to legislation that prescribe remedies in the event a party breaches the contract. A contract that involves the sale of goods, for example, allows a party to recover special damages in line with section 54 of the Sale of Goods Act 1979 (SGA). A seller can claim compensation for reliance loss in case it is not easy to prove loss of expectation (Anglia TV v Reed [1 972])13. As exemplified in Jarvis v Swans Tours Ltd [1973]14and Jackson v Horizon Holidays  [1975]15, a seller can successfully claim damages for mental distress or disappointment in case the contract is, for example, a holiday contract.  

Privacy Essay Example | Topics and Well Written Essays - 1250 words - 1

Privacy - Essay Example The government and other influential people have been very vocal in monitoring social networks, arguing that it helps the government understand how the public is receiving its policies and practices (Rennie). For instance, the UK government has responded to a law suit brought to court by a civil rights agent about privacy by saying that the government has a right to carry out what they call legal spying. (Queally, Para 1). Americans are also not left behind. According to Damon (Para 1), the US government is working with social media companies to plan for back-doors to help government spy in peoples social media accounts. This shows that governments are increasingly looking to spy on people’s live through social media. Although there may be an advantage for allowing the government to access personal information for investigation purposes, the problem is that this is prone to abuse. At the same time, the basic principle of justice and liberty require that the freedom of an indiv idual should not be scarified, not even when it is for the good of the public. In this regard, the government should look for alternative ways to do their investigation, and not interfere with the private lives of everybody else. No one should ever have the moral authority to interfere with people’s privacy, not even for the sake of national security. I believe that it is obscene for the government to look through people’s private information on social networks and phones because this goes against the constitutional right that guarantees privacy of individuals. Invading people’s privacy on the social networks and mobile phones by the government is a heinous practice that might result in illogical judgment about the social networks users. For example, most young people use the social media for dating and organizing youth oriented events. The dating language might look immoral to the government and parents, but the sender and