Financial Statement Review

Financial Statement Review University of Phoenix ACC/561 Financial Statement Review Introduction Financial statements play a significant role in each and every type of business. The financial statements provide a wealth of information to auditors, creditors, investors, suppliers and other important venues that need access to this type of information. This paper will discuss four different types of financial statements and how they are utilized by vendors, creditors and others. The four financial statements that will be reviewed are the income statement, balance sheet, cash flow statements and statement of retained earnings.Income Statement Beginning with the income statement, the information provided includes the amount of revenue that the company earns over a certain period of time. The period of time is usually a year or some a portion of a year. An income statement reveals the net worth or loss of a company reporting on the costs and expenses associated with the revenue earnings. Balance Sheet The balance sheet is a snapshot which examines the business. This statement records assets, liabilities and the equity of a company at a particular point in time.The equation used for the balance sheet is assets = liabilities + shareholdersequity. Assets are those things that the company actually owns or controls. The liabilities are represented by the debt or financing that was taken out to acquire those assets. Equity is that money that has been provided by people or stockholders to keep the business afloat. Statement of Cash Flows The statement of cash flows statements reports over a period of time and covers cash inflows and outflows. Generally the statement of cash flows refers to the day to day operations or operating cash flows, cash from investing and cash from financing.It is difficult for a company to manipulate the cash flow and therefore is a very important financial statement. Statement of Retained Earnings The statement of retained earnings reports on cha nges in retained earnings for a specific period. The statement of retained earnings reconciles the beginning and ending retained earnings for that period and will include net income from other statements. It is an inclusion to either the balance sheet or the income statement and not a stand-alone financial statement. Importance of Financial Statements Financial statements have a significant impact on the successfulness of a company.Depending on whether you’re an investor, creditor or manager, the information that is most crucial will depend on who you are. An investor is concerned with the bottom line and the overall value and growth of a company. A company’s earnings and revenue can be compared to the stock price. As an investor the balance sheet, income statement and statement of cash flows is important. Investors will review the information and determine if the company overcame any obstacles and if there is still room for growth. They will also review the net income / loss and the history over previous years to determine any growth or potential for growth.As a creditor, information that is important is the current amount of debt and the amount of cash that is available to pay back that debt. The statement that would be most beneficial would be the balance sheet. The balance sheet contains all of the assets to include cash and cash equivalents and current liabilities as well. It is important to know the current ratio for a creditor to determine the worthiness of the company and the ability to pay both short term and long term debts. A manager is going to be concerned with all statements.When questions are asked by investors and creditors it usually falls back on the manager. It is important for a manager to know the financial position of an organization as it relates to them. Conclusion It is clear that all financial statements play an important role within an organization. The information needed is dependent on who is reviewing the information . The information needs to be reported accurately and efficiently and will cover a specific point in time or a certain period. References Kimmel, Paul D. (2009) Accounting: Tools for Business Decision Making (3rd ed). John Wiley & Sons, Inc.

The Impact of Information Technology Infrastructure Flexibility on Strategic Alignment and Applications Implementation

The Impact of Information Technology Infrastructure Flexibility on Strategic Alignment and Applications Implementation Sock H. Chung Department of Computer Information Systems College of Business Eastern Michigan University Ypsilanti, MI 48197 sock. [email  protected] emich. edu R. Kelly Rainer, Jr. ** Department of Management College of Business Auburn University Auburn, Alabama 36849 (334) 844-6527 [email  protected] auburn. edu Bruce R. Lewis Calloway School of Business Wake Forest University Winston-Salem, NC 27109 (336) 758-7195 [email  protected] edu ** Corresponding Author: Kelly Rainer The Impact of Information Technology Infrastructure Flexibility on Strategic Alignment and Applications Implementation Abstract IT infrastructure flexibility is now being viewed as an organizational core competency that is necessary for organizations to survive and prosper in rapidly-changing, competitive, business environments. Utilizing data from 200 U. S. and Canadian companies, this study examines the impact of the four components of IT infrastructure flexibility (compatibility, connectivity, modularity, and IT personnel) on strategic IT-business alignment and the extent of applications implementation within an organization. The findings from analysis of a structural model provide evidence that connectivity, modularity, and IT personnel have significant, positive impacts on strategic alignment and that all four components have significant, positive impacts on the extent of applications implementation. The study reinforces the importance of IT infrastructure flexibility to organizations as one source for sustainable competitive advantage. Key Words: IT infrastructure flexibility, strategic IT-business alignment I. INTRODUCTION In the early 1990s, Johnson & Johnson faced new business pressures when large customers, such as Wal-Mart and K-mart, made new demands on the company, such as cost savings and just-in-time stock replenishment. Johnson & Johnson’s business and IT managers acted in partnership to develop a new set of information technology (IT) infrastructure capabilities which enabled the company to provide the necessary services for its large customers while at the same time reducing costs at Johnson & Johnson [Weill & Broadbent, 1998]. In the late 1990s, Charles Schwab focused on delivering customized information to its investors in a timely manner. Using the company's IT infrastructure and applications aligned with its business focus, Schwab became a full service brokerage firm. The firm was able to provide information and process transactions in meeting its business objectives. Customers could retrieve stock quotes and place orders via Schwab's Web site. As a result, the corporation continues to be an industry leader. These two examples demonstrate that an organization’s IT infrastructure can provide tangible benefits and a continuity of business practices [Kettinger, Grover, Subanish, & Segars, 1994]. A particularly important characteristic of IT infrastructure is flexibility [Byrd & Turner, 2000]. Researchers have stated that IT infrastructure flexibility should be viewed as an organizational core competency and that IT infrastructure flexibility is necessary to handle increased customer demands without increased costs [Davenport & Linder, 1994; Weill, 1993]. As we discuss next in developing the theoretical framework for our study, two important aspects of IT infrastructure flexibility emerge from previous research: the core business applications of an organization and the strategic IT-business alignment. That is, an organization’s IT infrastructure flexibility should be reflected in its implementation of core business applications and the extent of its strategic IT-business alignment. Therefore, the purpose of this study is to empirically examine the relationship between IT infrastructure flexibility and the extent of applications implementation in the organization and the relationship between IT infrastructure flexibility and strategic IT-business alignment. II. THEORETICAL FRAMEWORK We develop our theoretical framework by first reviewing definitions of IT infrastructure and its components. We then define the concept of IT infrastructure flexibility and its relationship to strategic IT-business alignment and to applications implementation in the organization. Information Technology Infrastructure The topic of IT infrastructure has been a key issue for both researchers and practicing managers for some time [see e. g. , Brancheau, Janz, & Wetherbe, 1996]. The organization’s IT infrastructure basically integrates technology components to support business needs but the IT infrastructure concept is more complicated. The definition of IT infrastructure encompasses a variety of components. Based on previous studies, Duncan [1995] stated that IT infrastructure includes a group of shared, tangible IT resources that provide a foundation to enable present and future business applications [Broadbent & Weill, 1997; Davenport & Linder, 1994; Earl, 1989; Keen, 1991; McKay & Brockway, 1989; Niederman, Brancheau, & Wetherbe, 1991; Weill, 1993]. These resources include: (1) computer hardware and software (e. g. , operating systems); (2) network and telecommunications technologies; (3) key data; (4) core data-processing applications; 5) shared IT services. Duncan [1995] also stated that IT infrastructure includes the alignment of IT plans to business objectives, the IT architecture, and the skills of IT personnel. Broadbent and Weill [1997] noted that IT infrastructure capabilities enable the various types of IT applications required to support current and future business objectives, and enable the competitive positioning of business initiatives. McKay and Brockway [1989] describe d IT infrastructure as the enabling foundation of shared IT capabilities upon which the entire business depends. This foundation is standardized and shared by business functions within the organization, and typically used by different organizational applications. Byrd and Turner [2000, p. 172] provided a thorough definition of IT infrastructure as: â€Å"†¦ the shared IT resources consisting of a technical physical base of hardware, software, communications technologies, data, and core applications and a human component of skills, expertise, competencies, commitments, values, norms, and knowledge that combine to create IT services that are typically unique to an organization. These IT services provide a foundation for communications interchange across the entire organization and for the development and implementation of present and future business applications. † As can be seen from these definitions, the IT infrastructure is composed of two components: a technical IT infrastructure and a human IT infrastructure. The technical infrastructure consists of the applications, data, and technology [Broadbent & Weill, 1997; Broadbent, Weill, O'Brien & Neo, 1996; Henderson & Venkatraman, 1993]. The human IT infrastructure consists of the knowledge and capabilities required to manage organizational IT resources [Broadbent & Weill, 1997; Lee, Trauth & Farwell, 1995]. Davenport and Linder [1994] suggested that a robust IT infrastructure enables employees to be able to perform their respective jobs, both from having the available technology and the necessary technological skills. Information Technology Infrastructure Flexibility Early work on IT infrastructure flexibility described the concept without actually defining it. Weill [1993] asserted that an IT infrastructure should be flexible to be able to handle increased customer demands without increased costs. Davenport and Linder [1994] stated that IT infrastructure flexibility should be viewed as a core competency of the organization and suggested that an effective IT infrastructure is flexible and robust. Duncan [1995] observed that one organization’s IT infrastructure may enable strategic innovations in business processes, while another’s IT infrastructure may limit such innovations. She referred to this characteristic as IT infrastructure flexibility and suggested that both business and IT application development capabilities reflect the flexibility of infrastructure components. She suggested that infrastructure flexibility improves systems developers' ability to design and build systems to meet organizational business objectives. She described IT infrastructure flexibility through the characteristics of connectivity, compatibility, and modularity. She maintained that an organization with high modularity, compatibility, and connectivity would have high technical IT infrastructure flexibility. Compatibility is the ability to share any type of information across any technology component throughout the organization [Duncan, 1995; Keen, 1991]. Tapscott and Caston [1993] noted that IT compatibility helps span organizational boundaries, empower employees, and make data, information, and knowledge readily available in the organization. Connectivity is the ability of any technology component to communicate with any of the other components inside and outside of the organizational environment [Duncan, 1995]. Tapscott and Caston [1993] emphasized that IT connectivity enables seamless and transparent organizations that are independent of time and space. Connectivity facilitates the sharability of IT resources at the platform level. Modularity is the ability to easily reconfigure (add, modify, or remove) technology components [Duncan, 1995]. She also stated that modularity is the standardization of business processes for sharability and reusability (e. g. , structured programming and component-based software architectures). Schilling [2000] suggested that modularity is a continuum describing the degree to which a system's components can be separated and recombined. Byrd and Turner [2000, p. 172] defined IT infrastructure flexibility as â€Å"†¦the ability to easily and readily diffuse or support a wide variety of hardware, software, communications technologies, data, core applications, skills and competencies, commitments, and values within the technical physical base and the human component of the existing IT infrastructure. Historically, the flexibility of the IT infrastructure has been viewed as necessary to accommodate a rapidly changing business environment [Byrd & Turner, 2001]. This flexibility enables businesses to effectively use IT to prosper in dynamic environments. The literature review points out that strategic IT-business alignment and core business applications are embedded in the definitions of IT infrastructure and IT infrastructure flexibility. However, the actual relationships between IT infrastructure flexibility and strategic IT-business alignment and between IT infrastructure flexibility and business applications have not been empirically tested. We test these relationships through our conceptual model. III. CONCEPTUAL MODEL IT Infrastructure Flexibility and Strategic IT-Business Alignment Strategic IT-business alignment refers to the extent to which the IT mission, objectives, and plans support, and are supported by, the organization’s mission, objectives, and plans [Hirscheim & Sabherwal, 2000]. This alignment creates an integrated organization in which every function, unit, and person are focused on the organization's competitiveness. Sambamurthy and Zmud [1992] suggested that IT management is a problem of aligning the relationship between the business and the IT infrastructure to take advantage of IT opportunities and capabilities. Duncan [1995] first included the alignment of IT plans to business objectives in her description of IT infrastructure. She continued by noting that an organization’s IT infrastructure could be considered flexible if it enabled strategic innovations in business processes. Broadbent and Weill [1997] stated that IT infrastructure capabilities provide the foundation for â€Å"†¦competitive positioning of business initiatives. † From this discussion, we propose the following hypothesis: Hypothesis 1: Each component of an organization's IT infrastructure flexibility will positively affect the organization's strategic IT-business alignment. IT Infrastructure Flexibility and Applications Implementation Today, IT applications not only process data and provide management information reports. Corporations now use IT applications to gain competitive advantage [Earl, 1989; Porter & Millar, 1985; Powell, 1992; Saunders & Jones, 1992; Smith & McKeen, 1993]; to create new business opportunities [Earl, 1989; Rockart & Scott-Morton, 1984; Smith & McKeen ,1993]; to improve customer service; to enhance product and service quality; and to integrate supplier and customer operations [Luftman, Lewis, & Oldach, 1993]. Several studies have included business applications as part of IT infrastructure [see e. . , Broadbent & Weill, 1997; Byrd & Turner, 2000; Duncan, 1995]. Duncan [1995] addressed business applications when she asserted that IT infrastructure flexibility enabled organizations to build applications that more closely satisfy business objectives. Broadbent and Weill [1997] stated that IT infrastructure capabilities are the â€Å"base for computer applications. † Byrd and Turner [2000] noted that IT infrastructure flexibility enabled organizations to â€Å"†¦easily diffuse and support†¦core applications. For this study, we use the extent to which organizations have implemented a variety of business applications to examine the concept of â€Å"applications implementation. † These eleven business applications in our study include transaction processing systems, management information systems, executive information systems, decision support systems, expert systems, data warehousing, data mining, interorganizational information systems (e. g. , electronic data interchange), knowledge management, network management, and disaster recovery. From this discussion, we propose the following hypothesis: Hypothesis 2: Each component of an organization's IT infrastructure flexibility will positively affect the organization's extent of applications implementation. Conceptual Model This study utilizes four previously identified measures of IT infrastructure flexibility: the technical components of modularity, compatibility, connectivity, and IT personnel skills [see Duncan, 1995; Byrd & Turner, 2000]. The conceptual model representing the relationships addressed in this study is presented in Figure 1. [pic]* p

Organ Transplantation Personal Statement Example | Topics and Well Written Essays - 1500 words

Organ Transplantation - Personal Statement Example Rithalia et al. (2009) state that in the UK most cases involving alive donors are reported in the donation of kidneys. Most of the other organs come from deceased people. Despite the benefits of organs’ transplantations, this procedure has its share of limitations. For example, as Voo, Campbell, & De Castro (2009) state, the organs available for transplants are usually in short supply, yet the number of people in need of transplants is ever increasing. This translates into a long waiting list, while demand continues to grow and more people die from organ failure. As Lawson (2008) states, the problem with the current healthcare setting is that organ transplantations rely so much on informed consent that many unnecessary deaths are occurring, yet good organs, which can be used to save people’s lives, are being buried and cremated. Presumed Consent during Organ Transplantation To increase the supply of organs, medical practitioners have been forced to use various means to obtain organs. As Voo, Campbell, & De Castro (2009) state, the conventional method is â€Å"opt-in†, in which a person voluntarily donates his/her organs to needy patients. Using this method, the donor should authorize the removal of organs after his/her death, by, for example, carrying a donor card, or being a member of the national registry (Price, 2000). However, since these donations still do not meet the growing demand, practitioners tend to use the â€Å"presumed consent† method. According to Liddy (2000), presumed consent assumes that everyone wishes to donate their organs after death, unless the person has â€Å"opted out† of the system. This is despite the absence of a clear indication that the individual donating the organs have given their consent for the procurement process. According to Lawson (2009), the presumed consent system allows for organ procurement after the death of a person, unless the deceased had objected to this procedure before their death. This scenario, according to Voo, Campbell, & De Castro (2009) creates an â€Å"ethical crisis†, where critics argue that the deceased may not have known the laws governing organ donations, and would not have, therefore, objected. Legal and Ethical Issues Affecting Presumed Consent during Organ Transplantation On legality grounds, Ammann (2010) writes that from a legal standpoint, every adult of sound mind should have the ability to make decisions concerning any actions towards one own body. It is, therefore, argued that the presumed consent model violates free and informed decision making; thus, undermining personal autonomy. In addition, some critics argue that presumed consent is not legal since it assumes that every person who does not opt-out of the system wishes to donate their organs after death. This, however, is not the case, considering that majority of people are ignorant about such an option and may, therefore, be unwilling to donate, yet fail to opt-out. As a result of not opting-out, such people may end up donating organs even though they never intended to become donors (Liddy, 2000). Presumed consent can either be â€Å"hard opt-out† or â€Å"soft opt-out† depending on the available legislations, as well as ethical considerations (Ammann, 2010). The hard system does not consult the family, while the soft one considers the wishes of the family before starting on the organ procurement proces

Journal 6 Essay Example | Topics and Well Written Essays - 250 words - 4

Journal 6 - Essay Example She is a feminist and therefore, feminism is a belief which is evoked by this representation. Grahn, being a feminist herself, seeks to protect Monroe’s body from the eyes of merciless cameramen and media reporters. She blames all such men who have taken power from women and have become the decision-makers. These men are to be blamed for victimizing and harassing women like Monroe. Like Monroe lying dead, the speaker of the poem is also a woman. So, she describes how the male reporters want to have a crack at her too, which signifies the harassment women have to go through at hands of men. According to her, it is the media which is responsible for objectifying and influencing women to the point of helplessness. These are the women who end up killing themselves for being pretty. I ordinarily regard this cultural icon as being the epitome of American female beauty. This icon stands for ultimate beauty in my own world. The meaning attached by me to this cultural icon differs from that attached by Grahn to Monroe. The meaning attached by Grahn is deeper and more meaningful. It seeks to expose the real bitter truth hidden behind the glitz and glam of

Should the United States Constitution be rewritten Research Paper

Should the United States Constitution be rewritten - Research Paper Example Yet, history itself reveals that the US Constitution has been partially rewritten on a number of occasions, and rewriting the US Constitution has been a part of its history. To begin with, the Bill of Rights which forms a fundamental part of the US Constitution was not a part of the original document. The Bill of Rights contains inalienable fundamental rights and freedoms that further guide the state and federal system of government. The US Constitution was amended nearly two years after its ratification to define and articulate these basic human liberties (Shain, 2007). It has been argued however, that the addition of the Bill of Rights to the original US Constitution does not represent a rewriting of the US Constitution. Instead, the addition of the Bill of Rights represented a mere completion of the original US Constitution. As Zuckert (1992) explains, the purpose of the Bill of Rights was to â€Å"complete the constitution† not â€Å"reform it† (p. 69). History informs that the US Constitution has been amended 27 times since its inception (Bardes et al, 2010). Indeed Article V provides the formula for amending the US Constitution and thus gives some support to advocates in favor of amending the US Constitution. The argument thus directs that Article V is an enabling clause and takes account of the fact that the US Constitution can be and probably should be rewritten when necessary. It has been argued too that the US Supreme Court is constantly rewriting the US Constitution (Napolitano, 2006). However, when the contents of Article V and the manner in which the US Supreme Court purportedly rewrites the US Constitution, it becomes increasingly clear that the original language of the US Constitution prior to any and all amendments are substantially preserved. Article V of the US Constitution mandates a two-step process

Analysis of the demonstration of philosophy in Platos Alcibiades Essay

Analysis of the demonstration of philosophy in Platos Alcibiades - Essay Example The dialogue provides the reader with an insight to the truth of ethics. The dialogue serves as the best means of discussion about such an abstract term as â€Å"ethics†, because the reader gains the most rational understanding of ethics based on his/her personal analysis of each and every aspect of the whole dialogue instead of the author convincing the audience by imposing his/her beliefs on it through the text. The articles presents a dialogue between Alcibiades, a young and energetic man, and Socrates who astonishes Acibiades by making him contradict his own beliefs, based upon which, Alcibiades was all set to guide the Athenians. Socrates expresses his lack of faith in Alcibiades’ premature assertions, realizing which Alcibiades makes an attempt to address the query of Socrates. Socrates first makes Alcibiades think of the division between just and unjust, and then between just and expedient. Alcibiades feels very confident in his concepts of these terms but looses his confidence as Socrates plays with words to turn the meanings opposite. This leads both of them to an argument in which Socrates confuses Alcibiades with concepts, beliefs and experiences in such a way that Alcibiades feels like loosing his argument to Socrates in the end, and makes a confession that he knows too little to influence the Athenians, and chooses Socrates as his â€Å"master†. An in-depth analysis of the dialogue suggests that Socrates’s arguments were too generic and often misleading, though Alcibiades did not realize it in the heat of discussion. Socrates’s arguments reflect idealism. He tends to draw conclusions by slithering the concepts through such paths which were full of pitfalls.

EDLE 636 - Discussion Posts Essay Example | Topics and Well Written Essays - 1500 words

EDLE 636 - Discussion Posts - Essay Example The school’s principal aim is to aid its pupils in getting assimilated within the present culture rather than fearing the world. The catholic school essential nature is that it is amongst the great opportunities of the church’s salvilic mission. Catholic education pays reverence to individuals’ transcendence, enlightening them on the manner in which to live within this world while fixing their eyes on the God’s vision. It is also essential to acknowledge that the catholic education has a counter-cultural position and it is largely multi-leveled in nature (Gilchrist, 1994). On one side, the catholic school can be considered as a ‘civic institution’ whose targets, procedures and characteristics are similar to any other school. On the other side, the said school can be considered as a ‘Christian community’ which possesses educational goals which are founded on Christ along with his gospel. In regard to the previously mentioned sedime nts, Gilchrist’s article can be said to have given the true picture of the catholic education. Gilchrist’s article has sampled various studies carried out by different researchers regarding the Australian catholic schools’ ‘catholic’ character. ... Evidence-based leadership role is viewed as vital in the promotion of data utility (Pettit, 2012). However, there is the general perception that evidence-based leadership is absent within the analysis and utilization of results within the school level. This kind of leadership comprises of components such as the recognition of the data leader’s role along with providing operational elements which facilitate efficient, as well as, effective analysis along with utilization of the given information. These may entail of proper school structures along with satisfactory time to carry out such analysis. Moreover, it comprises of the whole-school plans formulation in order to make thorough utilization of the information. In accordance to the featured LTLL model within the Bezzina’s article, the shared moral purposes versus shared leadership relationship is dynamically interplaying (Bezzina, Burford & Duignan, 2007). The model makes an illustration of the manner in which the shar ing of moral purpose along with leadership closely intertwines within the trusting relationships network. In the absence of that, it seems uncertain that instructors would possess the confidence in engaging in picking up of the educational leadership mantle within a mutual fashion that promotes shared moral purpose deepening. Pettit articulates that the ‘moral potency’ along with context role in shifting to moral action from the moral purpose is to function as a filter sandwiched amid the moral action and moral purpose; amid the leader’s readiness and perceived capacity to act, as well as, the enacted observed behavior (Pettit, 2012). Importantly, in accordance to Pettit’s analysis, the context within which student achievement data is viewed has the

Who would you rather study with. Aristotle or Plato Essay

Who would you rather study with. Aristotle or Plato - Essay Example Aristotle on the other hand believed in logical reasoning. He is credited with laying the foundation of the use of logic as a basis for study and scientific thought. Thus, whereas Aristotle’s philosophical values are heavily influenced by Plato, there exist huge differences in their way of thinking. Based on my personal values, ethics, religion affiliation, beliefs, and philosophical orientation, I would rather study with Aristotle than Plato. Aristotle believed that when we breakdown and classify the natural world in a systematic and analytic way, we can reach a true argument where we can come up with a conclusion that is concrete and correct. This is against the arguments brought forward by Plato who insisted on making valid arguments that made sense logically but could not be either considered factually true or false. An example of a valid argument would be to suggest that old people are bad drivers. Therefore, when you meet let’s say Jack, who is old, you out righty judge him as being a bad driver. While this may be a valid argument, it may not be entirely true without seeing him driving. On the other hand, a true argument as presented by Aristotle would probably suggest that all fruits have seeds. Therefore, regardless of whether he picks an apple or an orange, he will know that these are fruits and thus they all have seeds. Therefore, Aristotle would make a better person to learn with because of his valid sci entific arguments. While both Plato and Aristotle contributed hugely to political philosophy and shared some sentiments on the ideal state, Aristotle still had some of his reservations on some of Plato’s philosophical teachings. While Plato advocated for communism in which he called for abolition of ownership of private property, Aristotle was a harsh critic on the abolition of private property. Plato was of the

Teaching Of Primary Science Essay Example | Topics and Well Written Essays - 2000 words

Teaching Of Primary Science - Essay Example It also provides examples of schools that have experimented context-based teaching in science in classrooms, and a curricular example that teachers can modify to increase student understanding of any curricular area. Finally, it provides online resources and a podcast that provide teachers with additional ideas for making their lessons more interesting and engaging, empowering, and enlightening classrooms. There have been many studies that indicate context-based approach is essential in order for student learning to take place. Research reveals that teaching Strategies are necessary in schools for teachers to effectively increase student achievement. The focus of this research study is to examine effects of context-based approaches in teaching science in Classroom. The review of literature will look at several factors related to teaching strategies. Those factors include the Traditional view of teaching science, problematic questions that arise in this research, importance of context-based teaching, in classroom. ... Context-based approaches to teaching science in primary school have become widely used over the past two decades. They aspire to foster more positive attitudes to science while, at the same time, provide a sound basis of scientific understanding for further study. One of the most distinct trends of the last two decades in science curriculum development across a number of countries has been to use contexts and applications of science as a means of developing scientific understanding. Teaching in this way is often described as adopting a context-based approach. The trend toward the use of context-based approaches is apparent across the whole age spectrum from primary through to university level, but is most noticeable in materials developed for use in the secondary age range. Traditional Teaching Style of Science Over the last two decades reports have traced students' increasingly negative attitudes to Science in Australia over the primary years of schooling, and the associated decrease in student participation in post-compulsory science (Goodrum, Hackling, & Rennie, 2001; Tytler, 2007). This decline in interest in Science in the early years of primary education is of particular concern, since it is in these years that attitudes to the pursuit of science subjects and careers are formed (Speering & Rennie, 1996). A number of studies have explicitly linked this decline in student interest with the nature of the traditional science curriculum and its inability to make science meaningful and interesting to students (Fensham, 2004; Lyons, 2006). By making Science more relevant to a broader audience we can prepare prospective science degree students and professionals, as well as

SCIE210 U3DB Research Paper Example | Topics and Well Written Essays - 250 words

SCIE210 U3DB - Research Paper Example Proper sealing and insulation can help reduce the energy consumption at home (Leonard, 2007). For instance, a home with cracks that allows excessive airflow in the house causes the heating and cooling appliances to over work thereby consuming a lot of energy. To achieve this, there is need for homeowners to use the recommended R-valued insulators during construction, which may be a challenge especially when one is buying a home. The use of energy saving appliances is another simple step towards reducing energy consumption at home (Chiras, 2011). For instance, there are energy saving bulbs recommended by the U.S department of energy. These are just a few steps of reducing energy consumption at home. The development and production of vehicles that can use alternative energy sources has also been seen as advancement towards energy conservation. The U.S Department of energy (2013) gives the use of natural gas as one of the alternatives. The use of natural gas has one major advantage that it is renewable thereby offering energy security compared to using gasoline. In addition, I would consider using natural gas because it gives the same results of engine power just like gasoline and conserve the environment at the same time being it has low emissions (PNSC energy,

Child Abuse and Maltreatment Essay Example for Free

Child Abuse and Maltreatment Essay Child abuse is a global problem, which unfortunately happens in every society, culture and communities. The term â€Å"Child Abuse† refers to intended acts that result in physical or emotional harm to children. Child abuse covers a wide range of behavior from physical assault by parents or other adult caretakers to neglect of child’s basic need. Child abuse is a social problem that affects millions of children each year, children less than 3 years of age being the most frequent victims. (Edelman Mandle, 2010) For this article, the author chose to discuss child abuse and maltreatment in preschool age children. There are many forms of child abuse such as sexual abuse, physical abuse, verbal abuse, emotional abuse, neglect and abandonment/ separation. In this age most common abuses are physical, sexual, emotional and negligence. As a health care provider when we are assessing a case of child abuse, we always need to check the background of the child’s family child, by checking parenting skills of caretakers, employment and education status of the parents, financial conditions at home and environment of the house (safe and clean for the child). We also need to check for any history of drug and alcohol abuse among family members, care taker’s personal limitations and certain cognitive or medical conditions (such as mental retardation or depression) of care takers, all these can effect child’s care tremendously. (Jarvis, 2011) Signs and symptoms nurses need to check for when they are assessing a preschool child for abuse are as follows: Physical Child abuse: Child has unexplained recurrent injuries, burns, fractures, bruises and bald patches. Child shows sign of fear and hesitation during physical exam (he is trying to pull himself away from examiner). Child has difficult time concentrating and shows self-destruction tendencies aggression towards others. Child is wary of adults and injuries on the body are inconsistent with the childs age and developmental phase. (Center of Child Protection and Family Support, 2012) Sexual Child Abuse: Child has unusual or excessive itching in the private areas. Genital or anal area is torn, stained or underwear has blood spots. Child’s genital or anal areas could be injured, due to bruising, swelling or infection. Child plays inappropriately with his toys and makes inappropriate drawing according to his age. Suddenly child starts thumb sucking or brings out discarded cuddly toys to play. Child also exhibits a sudden loss of appetite or on the other hand eats compulsively, he starts being isolated or  withdrawn from family/friends and becomes worried when clothing are being removed. Child frequently wets him/herself and often has nightmares. (Center of Child Protection and Family Support, 2012) Emotional Child Abuse: Parents or caretakers frequently yell, threaten or bully the child. They are ignoring the child as a form of punishment, giving him the silent treatment for his needs and also show no signs of affection and love (i.e. hugs kisses and tapping the back). Child shows severe sign of depression, extreme withdrawal or aggression towards other people. Child could be overly compliant with his caretaker orders, too well-mannered and too neat or clean. Child also displays extreme inhibition while playing. Child could have extreme attention seeking behavior or failure to thrive behavior. (Center of Child Protection and Family Support, 2012) Child Neglect: Child has poor personal hygiene, unkempt clothes and hair. Child stays constantly hungry and seems very thin compared to the peer age group. Child has many unattended physical problems or medical needs, eg dental work and glasses. Child is frequently absent from school and forgets his lunch. Child has no social relationship with other kids and shows destructive tendencies. (Center of Child Protection and Famil y Support, 2012) If children been abused by parents and care givers during infancy, toddler and preschool age. They show sign of developmental delay in displaying language, motor and social skills. Abused preschoolers respond to peers and other adults with more aggression and anger than do non-abused children. It is important for the nurse to understand certain cultural health practices that may be misidentified as child abuse. For example In Southeast Asian countries like Laos and Vietnam, people from Mien cultural beliefs in natural healing and use homemade remedies to treat most of the child disease. When a child suffers from restlessness, unremitting crying, agitation, constipation and loss of appetite, parents of the child use string of inner pulp (found in a special reed).The pulp is then dipped lightly in pork fat and lit. The flame is passed quickly over the skin above the pain site, which raises blisters on the skin or sometimes burn the skin which can easily misidentified as child abuse. To cover the blister and burn areas, they use Tiger Balm afterward. Only older person in the family can do this ritual to cure child pain. (McIntyre Silva, 1992) To report the child abuse in California State, nurse needs contact the California Department of Social services  (toll-free number is 1- 800-422-4453) or call Sacramento county Child Protective Services child abuse hotline at 916-568-6635. Any person who has knowledge of or observes a child whom he or she knows or reasonably suspects has been a victim of child abuse or neglect may report the known or suspected instance of child abuse or neglect. (California Department of social services, 2012) Description of report mechanism: Mandated reports of child abuse or neglect must include: †¢ The name, business address, and telephone number of the mandated reporter; †¢ The capacity that makes the person a mandated reporter; and †¢ The information that gave rise to the reasonable suspicion of child abuse or neglect and the source or sources of that information. If a report is made, the following information, if known, also must be included in the report: †¢ The child’s name, child’s address, present location and if applicable child’s school, grade, and class. †¢ The names, addresses, and telephone numbers of the child’s parents or guardians. †¢ The name, address, telephone number, and other relevant personal information about the person or persons who might have abused or neglected the child. (California’s Child Abuse and Neglect Reporting Act, 2006) References: California’s Child Abuse and Neglect Reporting Act: Reporting Rules for Health Care Providers, (2006). Retrieved from November 27, 2012 from: http://www.teenhealthlaw.org/fileadmin/teenhealth/teenhealthrights/ca/06_CA_ChildAbuseChapter.pdf California Department of social services. (2012). Child Abuse Prevention Services. Retrieved November 27, 2012 from: http://www.childsworld.ca.gov/PG1319.htm Center For Child Protection and Support,( 2012). Retrieved November 26, 2012 from: http://www.centerchildprotection.org/report_abuse.htm Edelman, C., Mandle, C. (2010). Health Promotion Throughout the Life Span. (7th ed.). Retrieved November 26, 2012 from http://pageburstls.elsevier.com/books/9780323056625/S6/0 Jarvis, C. (2011). Physical Examination and Health Assessment (6). Retrieved November 26, 2012 from http://pageburstls.elsevier.com/books/978-1-4377-0151-7/id/B9781437701517000078_c00007 McIntyre, T., Silva, P. (1992). Beyond Behavior. Culturally Diverse Childrearing Practices: A busive or Just Different? Volume 4,

A Serious Games Overview Education Essay

A Serious Games Overview Education Essay Computer and video games are normally known understood as a form of entertainment. However, surprisingly and rapidly they are becoming recognized as providing a powerful means for learning and being called Serious Games, both among educators and the game development community. A lot of research is being conducted to explore Serious Games possibilities. This paper investigates the notion of games as means for learning/training Serious Games, will look to the available definitions, investigate its relations with other terms and categories Entertainment/ Learning /Gamification show its applicability, limitations and lastly we will suggest future studies to be conducted about it. Introduction: Todays serious games is a big and serious business; the serious game sector is expected to grow significantly in the medium term. In 7th of July 2010 IDATE (market analysis and consulting firm) released its Serious Games market report where is estimated that serious games in 2010 generated 1.5 billion EUR in revenue around the globe, and that by 2015 sales will be almost seven times what they are in 2010 with an average annual growth rate of 47% between 2010 and 2015. [1] A key question, when discussing serious games, is what the concept itself actually means. Even a brief survey of the literature soon reveals that there seems to be as many definitions available as there are actors involved, but most agree on a core meaning that serious games are (digital) games used for purposes other than mere entertainment. Another question of interest concerns the claimed positive effects of such games, or of applications from related and sometimes overlapping areas Entertainment, Learning and Gamification. In addition to obvious advantages, like allowing learners to experience situations that are impossible in the real world for reasons of safety, cost, time, etc. (Corti, 2006 [2]; Squire Jenkins, 2003 [3]). However, it is not the case that all games are good for all learning outcomes (van Eck, 2006 [4]). The aim of this paper is to take a closer look at some aspects of these issues. A lot of emphasis is putted into gaming, gaming types, gaming advantages and disadvantages. There been many studies about it, as people looking to it as the new innovative way that may enhance our life. We will start our research by defining Games in general to subset from it Serious games, then explore SG definitions, explore SG relation with Entertainment games, Learning and Gamification. After that we will look to SG attributes, applicability, limitations to finally suggest some potential research area. An overview of Games: This paper focuses on the domain of serious games and since SG is a subset of games we will take first a look at Game definition to conclude from their a start point for our research. A game is a system in which players engage in an abstract challenge, defined by rules, interactivity, and feedback, that results in a quantifiable outcome often eliciting an emotional reaction. By Koster is his seminal work A Theory of Fun [5] According to Caillois play and games fall on a continuum between what he terms ludus, rule bound games and paidia, anarchic playing, therefore we need first to differentiate between game and play. Whereas the word play is used for games as well as for toys, there is a difference. Following Caillois concept in his book Man, Play and Games (2001)[6] we can light on the difference, Caillois describes paidia and ludus as two poles of play activities. Where paidia (playing) describes free-form, expressive, improvisational behaviors and meanings, ludus (gaming), on the other side, characterizes rule-based playing with determined goals. In matter of serious games we are talking about ludus with a context of having a purpose behind playing the game. So we can define play as it is less the opposite of seriousness than the vital ground of spirit as nature, a form of restraint and freedom at one and the same time. (Gadamer, 1986) [7] The Concept of Serious Games: The term serious game is not new; the first time term was introduced by Clark Abt who discussed the term in his Serious Games book in 1970. [8] Serious games usually refer to games used for training, advertising, simulation, or education that are designed to run on personal computers or video game consoles. However searching the web, a number of different definitions are available, such as: Games that do not have entertainment, enjoyment, or fun as their primary purpose (Michael Chen, 2006, p. 21) [9] The use of computer game and simulation approaches and/or technologies for primarily non entertainment purposes by (PIXELearning.com, 2006) [10] Game-based learning/serious games is all about leveraging the power of computer games to captivate and engage end-users for a specific purpose, such as to develop new knowledge and skills. According to Corti (2006, p.1) [2] Serious game is a mental contest, played with a computer in accordance with specific rules, that uses entertainment to further government or corporate training, education, health, public policy, and strategic communication objectives. by Zydas (2005, p.26) [11] When comparing serious games with just computer games, Zyda argues that serious games have more than just story, art, and software. It is the addition of pedagogy (activities that educate or instruct, thereby imparting knowledge or skill) that makes games serious. However, he also stresses that pedagogy must be subordinate to story and that the entertainment component comes first. [11] Some consider fun the prime factor in games and education and, according to Prensky (2001) [12], games should be fun first and then should encourage learning. Similarly, Michael and Chen (2006) [9] argue, with regard to serious games, that the main point is to get players to learn something, and, if possible, have fun doing it. Fun, however, is neither the only form of entertainment, nor the only way to engage players in a game. Besides fun, there are several elements that contribute to players engagement. According to Corti (2006) [2], the motivational virtues of video games are what initially attract training and development professionals to turn to game-based approaches, but there is a lot more to game based learning/serious games than simply using fun as a means to engage learners. Related Concepts to serious Games: There are related and sometimes overlapping domains to Serious Games (Entertainment, Learning and Gamification) which we need to distinguish their relativity to Serious Games. Serious Gaming vs. Entertainment Gaming: An adequate question to ask is how serious games differ from entertainment games. The below table compare Serious Games and Entertainment Games from Michael and Chen (2006) [9] view points where they discuss it from a design and development perspective following four criteria to compare Task/Experience, Focus, Simulations and Communication Serious games Entertainment games Task vs. rich Experience Problem solving in focus Rich experiences preferred Focus Important elements of learning, To have fun Simulations Assumptions necessary for workable simulations Simplified simulation Processes Communication Should reflect natural (i.e., non-perfect) Communication Communication is often Perfect The differences between entertainment games and serious games -Table 1 For serious games it is more important for the players that the model or simulation can be used to solve a problem, than providing rich experiences of the kind sought by hardcore gamers. Further, for serious games it is essential that the most important elements of learning are in focus and that the assumptions necessary for making a simulation workable are correct, which if not; the simulation will teach the wrong kinds of skills. Entertainment games, on the other hand, allow players to focus on the fun parts and to use a number of techniques for simplifying the simulation processes. In serious games, Michael and Chen (2006) [9] argue, it may be important to rethink the use of such simplifying techniques. For example, serious games should respond more to the conscious decisions made by players than to chance, and therefore randomness may be inappropriate. Another example is communication, which often is perfect (i.e., without delays and misunderstandings, etc.) in entertainment game s, whereas some serious training applications should rather reflect that communication hardly perfect. As with simulations and serious games, the distinction between entertainment games and serious games is not very clear either. It is evident that it is the goal of the first to entertain, and of the latter to educate/train/inform the player. However in some situations entertainment games are used for serious purposes as well. In addition to that serious game designers, researches argue that fun can be a crucial element to motivate a player to continue playing a serious game. SG and Learning: The recognition and adoption of games as learning technologies has helped educators in utilizing games as a means for providing serious learning opportunities for players. With games understood as learning technologies, the question arises as to whats different about the learning when games compared to that typically within schools. One of the more obvious differences resides with the control afforded to the learner as player, where the state of control is typically afforded to players in games and teachers in schools. Games, therefore, present a learner-centered approach to learning, whereas traditional education presents a teacher-centered approach. The other different is that in games it is up to players to construct for themselves, their own knowledge, whereas in the latter, it is up to teachers to transfer knowledge to the learner. So the two processes of teaching and learning can be argued as quite different. Learning can be understood as a process whereby learners active construct knowledge through experience and interaction, whereas teaching traditionally is a process by which teachers distribute knowledge to learners through transmission The design of serious games games with a focus on education should be about creating meaningful experiences and activities for players, rather than a means for transmitting knowledge from the game to the player Serious Games and Gamification: Serious games and gamification are both trying to solve a problem, motivate people, and promote learning using game-based thinking and techniques. Serious games tend to take the approach of using a game within a well-defined game space, while gamification tends to take the use of a game outside of a defined space and apply the concept to items like walking up steps piano stairs. So we can say that serious games are created by using game-based mechanics, philosophy, and game thinking to engage people, motivate action, promote learning, and solve problems. In other words, they are created through the gamification of traditional learning content. [8, 11, 13] Serious Games Attributes: Now after defining serious game and discuss it, in relation to other related concept, we need to highlight some of the common game attributes that must be taken in consideration when developing it .These are some suggested attributes by Anne Derryberry [14]: Back-story and story line: Every game has a story upon which it is based, and a story line that it follows, even if inferred. The story line is not the game play itself, but rather the rationale for the game play. Game mechanics: These handle all the specific functions within a game, including such things as how the games physical world behaves; in-game weather; and the actions a character takes when given a command. Rules: The corollary to game mechanics are the rules of the game ,the constraints in game play that exist on every players actions and abilities Immersive graphical environment: This is the sensory representation of the experience layer of the game, including 2D/3D graphics, sound, and animation. This environment can be static (it resets at the end of each player session) or persistent (it continues to evolve even when a player isnt logged in). Interactivity: This focuses on the impact a players actions have on the world and includes issues of persistence and player interaction Challenge/competition: This is at the heart of any game. The competition might be against the game, against ones self, or against other players. Risks and consequences: These must attend every challenge, but they exist in the safe game environment where the consequences of an action or decision do not impact the real world. Serious Games Advantages: The idea of using games for work and in workplace generates a lot of excitement and appeal to both employer and employees. This excitement is a result of the advantages games. Some of this advantageous are as follows [15]: Engagement: Games are compelling and maybe addictive and the engagement it produces is hard to match with other training methods. Games feel safe: Games provide a safe place to practice, where learners know they will not be penalized for their mistakes. Playing games can be a safe place to try different approaches, to experiment, and to make mistakes and to fail. Reduce Cost and Complexity of training: The cost of developing game is usually lower than cost of other types of training. Get direct feedback: It is often possible for the educator to watch or replay complex learner actions during the game, something that would be difficult to achieve in a real-life demo. Situated cognition: Games are effective partly because the learning takes place within a meaningful (to the game) context. What you must learn is directly related to the environment in which you learn and demonstrate it; thus, the learning is not only relevant but applied and practiced within that context By researcher Van Eck, The most common application areas for Serious Games are: Health Care: Applications range from patient treatment to health education for medical practitioners. As an example of SG in medical staff training, haptic technology provides people a sense of touch in computer-generated environments [16]. Military/ Government: Using game-based simulations, the military saves significant amounts of money, cutting expenditures in fuel, ammunition, maintenance, and so on. In addition, games are generally orders of magnitude safer than live training while still offering significantly realistic and useful training experiences. For example, Americas Army [AME 05] [17] Corporate: The use of games in the corporate environment represents one of the fastest growing sectors of the serious games industry. Companies like IBM, CISCO and other technically savvy companies already use simulations and games to motivate staff to learn specific job-related skills [18] Games for Good: Games for Good leverages game mechanics for social benefit. Games created for this segment of the industry hope to teach, train or simply generate awareness of a topic, an issue or a societal problem, therefore creating change in thinking, actions or attitudes. Ex: Games that teach young people to become globally conscious citizens, contributing their own solutions to social issues [18] Education: Games are changing the way children learn, helping them think differently and stimulating new ways people of all ages can use their minds. Limitations of Serious Games: Although games can be effective learning environments, not all games are effective, nor are all games educational. Similarly, not all games are good for all learners or for all learning outcomes. By- Diana Oblinger, 2006 Some of the possible issues that may limit Serious Games benefits and that need to be considered are as follows: Playing the game becomes more important than the learning Cost of producing a game exceeds learning return on investment Game takes a long time to produce and is ineffective at training Game too easy or too hard Learning curve to start playing game is too high for the target audience Learner remembers game but not content Other learning tools may be more effective Information incomplete or inaccurate in the game The game is too difficult to maintain or keep up to date Keys to Success in Serious Games How to make it work? How to ensure the purpose of the serious game is achieved? Suggesting here some tips to make serious games achieve its purpose and get the ultimate desired result. [19, 20, 21] Know your target audience: People are different and so can be learners who will like different types of games, so its recommended to provide more than one game, targeted to different audiences as to cover the different needs of people. Focus in on specific objectives and outcomes: Choose a game that supports the learning objectives and content, but balance this with the requirements of game play. Dont make the game too easy: Easy learning games do not produce good learning outcomes. Learners are more likely to remember when things go wrong Use competition and/or collaboration: As competition motivates learners and collaboration allows social learning that is effective in motivating behavioral change. Test: Even the simplest games can have unexpected faults. Consider having learners create their own games: This can be useful exercises because it requires the student to think through the subject thoroughly and think of challenges they may like to have. Future Research: How to prove that Serious Games business is really worth it and how to calculate the ROI? I believe this is one of the hardest question facing serious games, as such a 1:1 relationship between a game and a desired outcome is often hard to tease out in something as nebulous as diversity training. Another interesting search area will be a Customized Serious Games design represents a new, complex area of design for the game world. Where designers have unique opportunities to make a significant contribution to game design, by organizing game play to focus on changing, in a predefined way, the beliefs, skills, and/or behaviors of those who play the game, while preserving the entertainment aspects of the game experience all based on different users needs. Conclusion: The fact that games are part of our everyday life in one way or another cannot be ignored; and examples can vary from our direct gaming plays a game on your smart phone or online using your social network profile with your direct intent to play to indirect gaming collecting points via grocery shop cards without your intent to play. Games main goal is entertainment, but they have more universal applicability that gave extra functions in various aspects of everyday life. Which produce Serious Games, the games that are intended to not only entertain users, but have additional purposes such as education and training. They can be similar to educational games, but are primarily focused on an audience outside of primary or secondary education. Serious Games can be of any genre and many of them can be considered a kind of edutainment, but the main goal of a serious game is not to entertain, though the potential of games to engage is often an important aspect of the choice to use games as a teaching tool. When deciding to use a game for training, its important to clearly state your learning objectives and to determine exactly what advantages the game will provide to the player. If the game is too easy or too hard, or does not focus on the objectives, it may simply waste the learners time. Depending on the type of game you intend to use, you may need to go through a substantial testing phase to ensure success. A serious game is usually a simulation which has the look and feel of a game, but is actually a simulation of real-world events or processes. The main goal of a serious game is usually to train or educate users. Furthermore, in order to stimulate the learning effect of the players/trainees experiments, direct feedback from the game on the actions of the players is essential. Designing effective, engaging serious games requires theoretical understanding of learning, cognition, emotion, and play.

What The Socratic Method Is

What The Socratic Method Is First, we must understand what the Socratic Method is, and how it applies to the notion that the unexamined life is not worth living. The Socratic Method is a process of questioning in which Socrates would have an opponent state a thesis and would then deconstruct their argument through the use of questioning and critical thinking. Better ideas are found by identifying and eliminating those that lead to contradictions. The Euthyphro offers a wonderful example of the application of this methodology. Socrates questions each of Euthyphros definitions as to what piety is, and constantly shows how these definitions fail when examined critically. Socrates contention is that Euthyphro is only giving descriptions and examples of pious things, rather than actually offering an objective answer to the essence of which makes a thing pious. Socrates complains that Euthyphro is stringing him along as he is not teaching him what piety actually is. It is important to note the way in which Socrates u ses his method with Euthyphro. Socrates acts as the student, and elevates Euthyphro to that of a mentor, which allows Socrates to lead Euthyphro though the process of critical analysis, as opposed to simply dictating information directly to him. In this way, Socrates allows Euthyphro to examine his own argument, and realize the mistakes that plague it. This begins to give an understanding of what Socrates meant by his notion of the unexamined life. What Socrates was trying to convey with his notions of the unexamined life was not that one must examine their own life for it to have worth, but rather that if one would claim that their life is worthy, they would need to examine it themselves to understand its worth. Socrates argues that living a life where one does not realize their ignorance is a life not worth living because he views knowledge to be directly tied to virtue. In order to live a worthy life, one must seek knowledge, which is a necessary component of his ethics. Using this parallel we can infer that because knowledge can be learned, it must also be possible to learn virtue. From this it follows that virtue can be taught, and we begin to understand that the Socratic Method is Socrates attempt to act as a catalyst for others self-examination. This is exactly what Socrates does with his dialogue in the Euthyphro. He feigns ignorance to elevate Euthyphro to a higher level, and guides him along the path of self-examinati on with his Socratic Method. Virtue then, becomes the pursuit of knowledge through self-examination. To put this in other words; one finds their life to be virtuous or ethical through the answers to the questions that are brought forth through internal examination. Without asking the questions, one will never receive the answers. The Apology and Crito offer strong examples of Socrates ethical philosophy. The Apology deals with the defense offered by Socrates to his accusers for allegations of impiety and corruption of the youth of. Socrates usages of the Socratic Method for the purpose of promoting others into self-examination lead him to question those who claimed to have wisdom, and ultimately he exposed them as ignorant. Questioning the beliefs of the wise men led to his charge of impiety, and the admiration he gained by the youth of Athens as a result of his actions led to his charge of corrupting the youth. Part of Socrates defense in the trial was that through his actions he was simply trying to act as a catalyst for the people of Athens to ultimately find knowledge and gain an understanding of virtue. Socrates is found guilty of the charges against him, and is sentenced to death by ingestion of hemlock. In the face of death, Socrates had the option to flee the city of Athens, but refused as it would h ave been in direct violation of his moral principles. In the Crito, Socrates discusses why he has a duty to stay and face his charge, as well as why the action of fleeing would be unethical. To Socrates, breaking one law would be an injustice to all laws and would cause great harm to the city of Athens. To escape would have been an injustice to Athens itself. As a citizen of Athens, Socrates was endorsing, and willing to abide by the law, and to break the law now after 70 years of life would in effect negate everything that he had advocated throughout his life. The Phaedo discusses notions of life, death, and the soul. With his sentence looming overhead, Socrates contemplates the idea of death and suicide with Cebes and Simmias. He says that a true philosopher should look forward to death, but at the same time however, Socrates also says that though philosophers should be willing to die, it is wrong for them to commit suicide, as he views the gods as the guardians of people and views suicide as a destruction of the gods possession void of any permission to do so. Because death is the separation of the body and the soul, the philosopher is then able to shed all of the distractions of the body wants, desires, and fears which gives them the ability to acquire the knowledge and wisdom that theyve been seeking in their lives. The practice of philosophy then, according to Socrates, is likened to a sort of training for dying in which the philosopher is called to remove himself from his bodily attachment. This offers a stark contrast between the philosopher and the layman. The layman has an illusion of virtue, while the philosopher truly becomes virtuous. The philosopher approaches death with courage, gained from the pursuit of knowledge, while the layman can only have an illusion of virtue as they do not participate in the practice of philosophy, and therefore cannot receive the knowledge and wisdom, and cannot separate themselves from the hindrance of bodily attachments. The Republic establishes that justice is in the class of things that ought to be practiced for their own good, as well as for the good of their consequences. In order to understand exactly what justice is and what it means to live ethically, Socrates gives an example of a city as a large scale concept, and then examines it on a smaller more specific level. He discusses how the people of a city will have their own basic needs, but that the city as a whole will be shared and will have a structured system of education. Socrates also explains that there are four excellences in the city: wisdom, courage, temperance, and justice. Socrates compares the city to a person and says that these four excellences must also exist in a person within the soul. Since they all exist in the soul and can often contradict, it is established that the soul is made up of parts and is not a whole. The soul consists of the rational, which judges truth, and makes wise and knowledgeable decisions in accordance wi th an examined life. The spirited part of the soul is the source of desires within a person such as love, and honor, while the appetitive aspect of the soul is the source of basic cravings that act as an anchor to the material and menial word. Within the city exists different classes of individuals; the guardians, the auxiliaries and the working class, all of which represent a different aspect or nature of the soul. The guardians are considered to be the rational, and ought to be the rulers of the city as they will be the best suited to attain knowledge and live and act ethically because the guardians act on their own knowledge and wisdom through their inherent rationality, just as the rational part should rule of the soul should rule over the other three aspects. From this, Socrates says that justice is establishing the parts of the soul so that they dominate and are dominated by each other according to nature and allow for the person and for the soul to pursue wisdom. In conclusion, it is shown that the ethics of Socrates can be understood by examining the works of the Euthyphro, Apology, Crito, Phaedo, and Republic. Socrates uses the Socratic method as a tool to catalyze self-examination of others so that may seek out knowledge. From this quest for knowledge, virtue is obtained, and this is the main goal of philosophy in Socrates mind. Laws must be made in accordance with wisdom by those who practice philosophy, and must seek to benefit the city as a whole. Breaking one law is an injustice to all laws, and is an act of ignorance. Ethics, virtue, justice and morality all stem from what Socrates calls the examined life, in which philosophy is used as a means to gain wisdom and knowledge which act as the basis for these values. Philosophy then, is not just an occupation, but rather an integral part of life, and a necessary component of what it means to be ethical.

Propaganda And Its Uses By Countries, Especially During War Essay

Propaganda and Its Uses By Countries, Especially During War In order to gain the support of the public, countries use propaganda. During the Gulf War, Saddam Hussein and George Bush used propaganda to gain the support of their respective public. Propaganda was everywhere. It was on the radio and television and it brought the war into millions of homes. Propaganda was a vital part of the Gulf War because it provided the US and Iraq with the support of their public. Propaganda is always geared towards the populace claiming that the other country is the oppressor. The truth is often stretched or even fabricated to garner a public outcry for justice. The real truth, however, is very difficult to distinguish from fiction.   Ã‚  Ã‚  Ã‚  Ã‚  The blame is often pushed to towards the other country. Iraq claimed that they were the victims and that the United States was the aggressor. Hussein declared that they had been victimized by Kuwait. According to Iraq, they had to pay back money that they did not have and Kuwait was responsible for the cutback on healthcare and other vital services. Since Kuwait voted against raising the price of oil, Iraq was unable to receive any revenue. It was because of this that Iraq invaded Kuwait. The United States claimed that Iraq was the aggressor. In the American media, Iraqi tanks were shown to enter a defenseless Kuwait amidst destroyed buildings. The American public was convinced that their troops were only there to protect and that...

Fatherhood, Responsibility, and the Internet :: Technology Parenting Essays

Fatherhood, Responsibility, and the Internet â€Å"As if you needed another reason not to trust a skank†(Diatribes, par 1). This is the opening statement on one of the endless amounts of websites on the internet. This particular website, and many others, is about a certain aspect of fatherhood. On the web one can find a site about pretty much anything, and when looking into a particular subject like fatherhood they can find all different types of views on fatherhood, organizations of fathers, and even advice about fathering. The website that contains the above sentence is a site that discusses stories about some men that do not believe they should pay child support. In some of the cases, the man is unaware that he was the biological father of the child, but was ordered by court to pay to help support the child. Other cases were about divorced couples where the man is upset about providing for the children after the separation even if they are his biological children. In the view of Daniel Callahan, the author of the article â€Å"Bioethics and Fatherhood†, this website is nonsense. He argues that, â€Å"given the obvious importance of procreation in bringing human life into existence, fathers have a significant moral responsibility for the children they voluntarily procreate†. In the situations where the biological fathers just don’t want to give up their money for the children, Callahan’s argument can be directly applied. For the other cases, the argument ca n still be used because those men had believed that they were the real fathers at first. The fact that they aren’t obligated to take on the responsibility of caring for that child, does not mean that all responsibility should be taken off the real biological father and put on the man that thought he was. The website, Women’s Health Care Services, also agrees with argument and says, â€Å"The father of a child has a legal responsibility to provide for the support, educational, medical and other needs of that child.† Therefore the dad should at least be there financially for their child. The men in the Diatribes site also are hostile and put the blame on the mothers. Fatherhood, Responsibility, and the Internet :: Technology Parenting Essays Fatherhood, Responsibility, and the Internet â€Å"As if you needed another reason not to trust a skank†(Diatribes, par 1). This is the opening statement on one of the endless amounts of websites on the internet. This particular website, and many others, is about a certain aspect of fatherhood. On the web one can find a site about pretty much anything, and when looking into a particular subject like fatherhood they can find all different types of views on fatherhood, organizations of fathers, and even advice about fathering. The website that contains the above sentence is a site that discusses stories about some men that do not believe they should pay child support. In some of the cases, the man is unaware that he was the biological father of the child, but was ordered by court to pay to help support the child. Other cases were about divorced couples where the man is upset about providing for the children after the separation even if they are his biological children. In the view of Daniel Callahan, the author of the article â€Å"Bioethics and Fatherhood†, this website is nonsense. He argues that, â€Å"given the obvious importance of procreation in bringing human life into existence, fathers have a significant moral responsibility for the children they voluntarily procreate†. In the situations where the biological fathers just don’t want to give up their money for the children, Callahan’s argument can be directly applied. For the other cases, the argument ca n still be used because those men had believed that they were the real fathers at first. The fact that they aren’t obligated to take on the responsibility of caring for that child, does not mean that all responsibility should be taken off the real biological father and put on the man that thought he was. The website, Women’s Health Care Services, also agrees with argument and says, â€Å"The father of a child has a legal responsibility to provide for the support, educational, medical and other needs of that child.† Therefore the dad should at least be there financially for their child. The men in the Diatribes site also are hostile and put the blame on the mothers.

Employee-Customer Relations in a Retail Store Essay -- Work Environmen

Employee-Customer Relations in a Retail Store In a department store, where customers come to shop, customer-employee relations are a key element for the stores survival.Shopping is a major part of the life of almost every person in the country.The flow of money keeps business flowing.If no one spent his or her money, Business would cease to exist.The customer comes to the store expecting to be served, and the employees are trained (or are supposed to be trained) to please the customer.Businesses exist to serve the customer, or at least that’s what the common belief is.Businesses strive to please the customer.If the customer isn’t pleased with the store, then the customer won’t spend his or her money.The customer’s money is the businesses â€Å"bread and butter† The setting for this essay takes place in the checkout area of a popular department store, in the Detroit area, similar to K-mart, Target, or Meijers during the year 2001.It has been in its present location for about 30 years.It has been remodeled several times, it’s departments rearranged, and has had new additions added onto it.It is a place where many people can buy almost any thing that they need, from food, to clothing, to entertainment items.It has a variety of merchandise.Almost anything that can be found in a competitor store that specializes in a certain type of merchandise (like electronics or grocery goods) for usually an equal or lower price. It is almost constantly busy, since it is a 24-hour store. As one is about to enter one can see the parking lot usually cluttered with carts.The parking lot is designed so that it slopes towards the sewer drains so that rain can be drained quickly.As you enter the store one can notice the two pop machines that are ... ...at.If they don’t get what they want, now, they get angry.Even the most patient customers have their breaking point.Though the customer might be â€Å"tired and cranky† from a long day, what they need to understand is that the employee is probably working all day too.So they both could probably in a bad mood.â€Å"If one of them looses their tempers, the other will soon go off as well.†If the customer and employee became more understanding, then mostly everything would run more smoothly.Things happen, and when a problem does occur, it is often unpredictable.If no one became quickly upset, and just waited for the problem to be solved, the store would run more smoothly in the end (so that the next customer could be taken care of). Works Cited Hairston, Maxine. â€Å"Diversity, Ideology, and Teaching Writing.† College Composition and Communication 43.2. May 1992: 179-195.

Newspaper article Essay

In this essay I talked about literary elements such as symbolism, imagery, and metaphors being used very well in the book â€Å"The Things They Carried: by Tim O’Brien. I wrote about Tim O’Brien who is the author of The Things They Carried; O’Brien was born in Austin, Minnesota. When he was twelve, his family, including a younger sister and brother, moved to Worthington, Minnesota. His writing career was launched in 1973 with the release of If I Die in a Combat Zone, Box Me Up and Ship Me Home, about his war experiences and how in on attribute of O’Brien’s work is the blur between fiction and reality; labeled â€Å"Verisimilitude,† his work contains actual details of the situations he experienced. Although this is a common literary technique, his conscious, explicit, and metafictional approach to the distinction between fact and fiction is a unique component of his writing style. In the chapter â€Å"Good Form† in The Things They Carried, O’Brien casts a distinction between â€Å"story-truth† (the truth of fiction) and â€Å"happening-truth† (the truth of fact or occurrence), writing that â€Å"story-truth is sometimes truer than happening-truth.† Story truth is emotional truth; thus the feeling created by a fictional story is sometimes truer than what results from reading the facts. I wrote about some symbolism such as the dead young Vietnamese soldier being killed by O’Brien with a grenade. I wrote about imagery such as â€Å"The Man I Killed†, because it goes into details with things like â€Å"thinking repeatedly of the star-shaped hole that is in the place of his eye and the peeled-back cheek† and also like â€Å"a Vietnamese girl of fourteen dances through the wreckage though most of her village has burned to the ground and her family has been burned to death by the American soldiers†. I also wrote about metaphors such as the sewage field and how in â€Å"In the Field,† (the field here being both the sewage field that drowned Kiowa and the combat zone) O’Brien discusses the blame for Kiowa’s death in the sewage field – or, the drowning of American goodness in poop. Outline I. Introduction Thesis Author II. Symbolism Kiowa â€Å"The Dead Young Vietnamese Soldier† III. Imagery â€Å"The Man I Killed† â€Å"Style† IV. Metaphors The Lake/ Field â€Å"The Things They Carried† VI. Conclusion Thesis In the book â€Å"The Things They Carried† many literary elements such as symbolism, imagery, and metaphors are used very well. Tim O’Brien is the author of The Things They Carried; O’Brien was born in Austin, Minnesota. When he was twelve, his family, including a younger sister and brother, moved to Worthington, Minnesota, a city that once billed itself as â€Å"the turkey capital of the world.† Worthington had a large influence on O’Brien’s imagination and early development as an author. The town is located on Lake Okabena in the western portion of the state and serves as the setting for some of his stories, especially those in the novel The Things They Carried. He earned his BA in Political Science from Macalester College, where he was Student Body President, in 1968. That same year he was drafted into the United States Army and was sent to Vietnam, where he served from 1968 to 1970 in the 3rd Platoon, Company A, 5th Battalion, 23rd Infantry Division. He served in the division that contained a unit involved in the infamous My Lai Massacre. O’Brien has said that when his unit got to the area around My Lai (referred to as â€Å"Pinkville† by the U.S. forces), â€Å"we all wondered why the place was so hostile. We did not know there had been a massacre there a year earlier. The news about that only came out later, while we were there, and then we knew. Upon completing his tour of duty, O’Brien went on to graduate school at Harvard University and received an internship at the Washington Post. His writing career was launched in 1973 with the release of If I Die in a Combat Zone, Box Me Up and Ship Me Home, about his war experiences. One attribute in O’Brien’s work is the blur between fiction and reality; labeled â€Å"Verisimilitude,† his work contains actual details of the situations he experienced. Although this is a common literary technique, his conscious, explicit, and metafictional approach to the distinction between fact and fiction is a unique component of his writing style. In the chapter â€Å"Good Form† in The Things They Carried, O’Brien casts a distinction between â€Å"story-truth† (the truth of fiction) and â€Å"happening-truth† (the truth of fact or occurrence), writing that â€Å"story-truth is sometimes truer than happening-truth.† Story truth is emotional truth; thus the feeling created by a fictional story is sometimes truer than what results from reading the facts. Certain sets of stories in The Things They Carried seem to contradict each other, and certain stories are designed to â€Å"undo† the suspension of disbelief created in previous stories; for example, â€Å"Speaking of Courage† is followed by â€Å"Notes†, which explains in what ways â€Å"Speaking of Courage† is fictional. O’Brien won the 1979 National Book Award for, Going After Cacciato. Also his novel, In the Lake of the Woods, won the James Fenimore Cooper Prize for Best Historical Fiction in 1995. His most recent novel is July, July. In these paragraphs I will talk about examples of symbolism and what they mean. Kiowa is a good example of symbolism, a compassionate and talkative soldier; he demonstrates the importance of talking about one’s problems and traumatic experiences. He is also a devout Baptist and a Native American that occasionally feels contempt and distrust towards white people. However, he appears to be Tim O’Brien’s best friend in the company. Kiowa often helps other soldiers deal with their own actions, such as taking the lives of other human beings. Kiowa’s death is symbolic of the senseless tragedy of war. He dies in a gruesome way, drowning under the muck of a sewage field about which his lieutenant, Jimmy Cross, has a bad feeling. Kiowa’s entirely submerged body represents the transitory nature of life and the horrifying suddenness with which it can be snatched away. There is no dignity to Kiowa’s death; he becomes another casualty in a war that strips men of their identity and turns them into statistics. The dead young Vietnamese soldier is another example of symbolism. O’Brien is unclear about whether or not he actually threw a grenade and killed a man outside My Khe, his memory of the man’s corpse is strong and recurring, symbolizing humanity’s guilt over war’s horrible acts. In â€Å"The Man I Killed,† O’Brien distances himself from the memory by speaking in the third person and  constructing fantasies as to what the man must have been like before he was killed. O’Brien marvels at the wreckage of his body, thinking repeatedly of the star-shaped hole that is in the place of his eye and the peeled-back cheek. The description serves to distance O’Brien from the reality of his actions because nowhere in its comprehensive detail are O’Brien’s feelings about the situation mentioned. His guilt is evident, however, in his imagining of a life for the man he killed that includes several aspects that are similar to his own life. In these next paragraphs I will be talking about some examples of imagery. The chapter â€Å"The Man I Killed† is an example, because it goes into details with things like â€Å"thinking repeatedly of the star-shaped hole that is in the place of his eye and the peeled-back cheek† (chapter 12). The chapter â€Å"Style† has great imagery with quotes like â€Å"a Vietnamese girl of fourteen dances through the wreckage though most of her village has burned to the ground and her family has been burned to death by the American soldiers.† (Chapter 14). In The book The Things They Carried, Metaphors are also used. Tim O’Brien uses examples such as The Lake/ Field as an example, in â€Å"In the Field,† (the field here being both the sewage field that drowned Kiowa and the combat zone) O’Brien discusses the blame for Kiowa’s death in the sewage field – or, in keeping with our metaphor, the drowning of American goodness in poop. The soldiers all feel guilty in one way or another – for following orders instead of trusting the Vietnamese, for a moment of stupidity in the field, or for their own brutal and disrespectful natures. Jimmy Cross and Norman Bowker both reflect that the blame is universal. The ignoble death of American decency in war is everybody’s fault, in one way or another. O’Brien also uses chapters like â€Å"The Things They Carried† as metaphors such as, First Lieutenant Jimmy Cross carried letters from a girl named Martha, a junior at Mount Sebastian College in New Jersey† (667). This begins Tim O’Brien’s short story â€Å"The Things They Carried.† The author will go on to list all the items carried by these soldiers, including helmets, canteens and ammunition. O’Brien uses the list of physical objects that the members of the Alpha Company carry in Vietnam as a window to the emotional burdens that these soldiers bear. One such burden is the necessity for the young soldiers to confront the tension between fantasy and reality. The realization of this tension disrupts Cross’s stint as the resident dreamer of the Alpha Company. Cross thinks  that because he was so obsessed with his fantasy of Martha and the life they might lead after the war, he was negligent. He sees Ted Lavender’s death as the result of his negligence. If â€Å"The Things They Carried† is the illustration of the conflict between love and war, then the death of Ted Lavender and the subsequent disillusionment of Lieutenant Cross signify a triumph for war in this conflict. The emotional burdens that the soldiers bear are intensified by their young age and inexperience. Most of the men who fought in Vietnam were in their late teens and early twenties—they were children, students, and boyfriends who had no perspective on how to rationalize killing or come to terms with their friends’ untimely deaths. From the beginning, O’Brien the author uses explicit details to illustrate what the experience was like for the scared men. Among the things the men carry are guilt and cowardice that they are neither able to admit to nor negotiate. Although they are sad for the loss of their friend Lavender, their predominant feeling is of relief, since they are still alive. So as you can see, in the book â€Å"The Things They Carried† many literary elements such as symbolism, imagery, and metaphors are used very well.

Legalizing Physician Assisted Suicide

As I stand in front of you, my thoughts go to thousands of patients in the world today that are undergoing intense suffering and tormenting experience for they have been denied to exercise that one great decision regarding their life. My thoughts also go towards hundreds of medical practitioners charged with the responsibility of caring for such patients. To what length should I go to save this patients life? For how long can this patient hold on to life and is the pain worthy it? It is more than certain that almost each and every medical practitioner has ever mulled over these two questions alongside many others. In the same breath he or she has also thought of the ethical dilemma involved should a rash decision be made on the issue. The debate on whether physician assisted suicide should be legalized has raged on for sometime now and has taken an emotion twist (Cook, Earleen H., 1982). It is my opinion that this debate should be put to rest. A look at the positive side of legalizing physician assisted suicide leaves no doubt that it is the only way to go. It is the only way to relieve a patient who is undergoing a moment of immeasurable suffering and whose end is certainly nigh (Beauchamp, T.L., 1989). There are a number of reasons why physician assisted suicide should be legalized. The most basic reason is mercy .As human beings, we are endowed with loads of emotions and a conscience that cannot allow us to sit back and watch as our beloved ones wallow in a miasma of suffering, especially when we have the ability to end such suffering. It hence would be inhumane to watch as patients undergo a slow and painful death. Secondly, we talk abut individual rights and freedom, what more freedom would there be than allowing a patient to make that crucial decision in determining his/her hour of death and quell the bouts of pains tormenting him her. Finally, the huge cost of maintaining life in the face of sure death cannot be rationalized. Why should we spend millions in taking care of people in a vegetative state while million others are dying due to lack of basic drugs? (Kenneth Cauthen, 1998) The opponents of legalizing suicide are only afraid of change. Their arguments do not hold any water. They talk of difficulties in regulation, sanctity of life and further state that sometimes miracles do happen. These arguments are just but empty words and cannot be compared to the suffering our beloved ones go through as they try to grapple with the last painful moments of their lives. It is the high time that bold steps are taken. It the time to bend the Hippocratic oath, at least for a just cause. It is the time to â€Å"change the rules† as Jack Kevorkian, an American pathologist and the pioneer of the latest debate of legalizing physician-assisted suicide, puts it. (Ed Newman, 1996) References Ed Newman, 1996. Making the final choice: Should physician-assisted suicide be legalized? Truth seeker. Retrieved on 03/11/07 from http://www.banned-books.com/truth-seeker/1994archieve/121-5/ts215m.html Beauchamp, T.L., 1989, â€Å"Suicide in the Age of Reason,† in Suicide and Euthanasia: Historical and Contemporary Themes, ed. B.A. Brody (Dordrecht: Kluwer Academic Publishers. Cook, Earleen H., 1982.  Euthanasia and the right to die:   the medical and legal viewpoint.   Monticello, IL:   Vance Bibliographies.

Advantages & Disadvantages of E-Learning

E-learning is a broad term that generally refers to any kind of learning done with a computer and Internet connection or CD-ROM. It is used by individuals, educational institutions and businesses. As with any type of learning, it works better for some than others. The quality of e-learning has improved in recent years, as teachers and students have become more comfortable with the technology. 1. Considerations * E-learning is an excellent option in education, particularly when there are hindrances to traditional learning situations.For example, some people wish to continue their educations but do not live within driving distance of a college or university and don't find it feasible to relocate. E-learning is a viable alternative for these students. Another hindrance to traditional learning, especially in grades K through 12, is the â€Å"one size fits all† mentality it embraces. Many students just do not learn well in a traditional learning environment, but thrive in a more fl exible setting. To address this issue, parents are turning to e-learning opportunities for their children.Some choose full-time enrollment in a virtual school, while others use e-learning to supplement a home school curriculum. In the business world, e-learning provides a way for companies to train and instruct employees without requiring them to travel to a central location. Advantages * Convenience is one of the major advantages of e-learning. It allows students to work and learn at their own pace without the unyielding time restrictions of traditional learning. Because e-learning provides access to learning materials at any time, students have the flexibility to schedule around families, jobs and other activities.Another major benefit of e-learning is the accessibility it provides. Students can learn from anywhere in the world. This is an especially important consideration for students who wish to study in a different country. In addition, because e-learning can be done from home , students have less clothing and driving expenses than with traditional learning. Disadvantages * A major disadvantage to e-learning is the self-discipline it requires. While being able to work at your own pace can be an advantage, it can also be a disadvantage.This is especially true for students who have difficulty with time management and procrastination. These students tend to be more successful with the structure of traditional learning. Another disadvantage to e-learning is the technology involved. Some people do not have ready access to a computer and Internet connection. And some who do have the required equipment feel ill-equipped to use it. Lack of interaction between teacher and student is another drawback to e-learning. Some students need the immediate feedback that interaction provides. Types * There are several types of e-learning situations.The most common include taking a single course online, full-time enrollment in an online high school or college, distance learni ng via satellite and learning from information on a CD-ROM. Many businesses and organizations offer training for their employees using various e-learning methods. Warning * E-learning greatly increases the availability of educational opportunities. Unfortunately, it also increases the number of scams related to online education. Persons considering e-learning possibilities should be alert to such scams and thoroughly investigate any program before making a commitment.