Thursday, November 28, 2019
Fall of Emily Life is fickle and most people will be a victim of circumstance and the times. Some people choose not to let circumstance rule them and, as they say, time waits for no man. Faulkner's Emily did not have the individual confidence, or maybe self-esteem and self-worth, to believe that she could stand alone and succeed at life especially in the face of changing times. She had always been ruled by, and dependent on men to protect, defend and act for her. From her Father, through the manservant Tobe, to Homer Barron, her life was reliant on men. The few flashes of individuality showed her ability to rise to the occasion, to overcome her dependency, when the action was the only solution available. Like buying the poison or getting money by offering china-painting classes. Life is sad and tragic; some of which is made for us and some of which we make ourselves. Emily had a hard life. Everything that she loved left her. Her father probably impressed upon her that every man she met was no good for her. The townspeople even state, When her father died, it got about that the house was all that was left to her; and in a way, people were glad being left alone. [. . .] She had become humanized (Faulkner 505). This sounds as if her father's death was a sort of liberation for Emily. In a way it was, she could begin to date and court men of her choice and liking. Her father couldn't chase them off any more. But then again, did she have the know-how to do this, after all those years of her father's past actions? It also sounds as if the townspeople thought Emily was above the law because of her high-class stature. Now since the passing of her father she may be like them, a middle class working person. Unfortunately for Emily, she became home bound. She didn't socialize much except for having her manservant Tobe visit to do some chores and go to the store for her. Faulkner depicts Emily and her family as a high social class. Emily did carry herself with dignity and people gave her that respect, based from fear of what Emily could do to them. Emily was a strong willed person especially when she went into the drug store for the arsenic. She said, Arsenic. [...] I want arsenic (Faulkner 506). All along, the druggist wanted to know what she wanted it for and she answered back, I want the best you have. I don't care what kind (Faulkner 506). Needless to say, the druggist never got an answer. The druggist gave Emily poison out of fear and respect, possibly. Yes, Emily didn't socialize much, but she did have a gentleman friend, Homer Barron. Homer was a foreman for a road construction company, Faulkner writes a foreman named Homer Barron, a Yankee-a big, dark, ready man, with a big voice and eyes lighter than his face(505). Emily's father probably would not be pleased with this affair with Homer, considering her upbringing. Homer was a ?commoner' and did not fit the social standards of her father. Of course, Emily, like most women dream of getting married and having a family and most of all, being loved. The gossip around town was spreading; the townspeople said, So when she got to be thirty and was still single, we were not pleased exactly, but vindicated; [. . .] She wouldn't have turned down all of her chances if they had really materialized (Faulkner 505). Emily wanted to be loved, and she was determined that Homer would be her true love to rescue her from fear, fear of being alone. Indeed Emily took a great liking to Homer, but Home r's feelings about the relationship were different. It was rumored that even "[. . .] Homer himself had remarked-he liked men, and it was known that he drank with the younger men in the Elk's club-that he was not a marrying man (Faulkner 506). Homer left Emily and the town for three days, and then came back. While Homer was gone, Emily still was preparing for her wedding. She bought invitations and clothes for Homer. Emily
Sunday, November 24, 2019
Chemical Dependency essays What exactly is chemical dependency? Fortunately, more and more people are coming to believe that chemical dependency is not a sign of moral and psychological weakness. Melenie Mender, a speaker from a drug treatment center, shares the same opinion about addiction as many drug specialists. The disease of chemical dependency can be described; it is primary, progressive, and fatal (McFarland 11). Many people begin covering their problems with drugs or alcohol. Their lives become unmanageable because of their using. Until the drinking or drug use is stopped, the underlying problem cannot be dealt with. Those with psychiatric problems have major emotional problems that become worse as their addiction increases. A progressive disease means that the disease becomes worse and more serious over time. The first change one sees is the behavior of the user. Their behavior becomes more unacceptable to those around them and the user is often very impulsive. Emotional growth is slowed a nd eventually stops. Now, more then ever, young people are showing rapid signs of deterioration. This is due to heavy drug use affecting the body of a young person not fully developed. Alcoholism, along with drug addiction is a chronic disease. Once one becomes an addict, they will always be an addict. It is a disease, it does not go away. The disease is fatal if one does not stop their using. There are three places one ends up if they do not stop using. It has been said those people find themselves in a jail, sanitarium, or in the morgue. Experts agree on some common characteristics shared by chemical dependency: The substance initially triggers pleasure or mood elevation. Also, The body develops a physical tolerance to the substance so that addicts must take even larger amounts to get the same effect(Bender, 59). When one stops taking the chemical, the body goes through painful withdraw symptoms. Finally, addiction ca...
Thursday, November 21, 2019
Risk management and international finance - Assignment Example The main advantages of these methods including variance is that they allow individual forecasting on the default risk conditions that a company may be subjected especially in terms of loan and macro variables (Apel and Jansson, 1999; Pg. 381). The study will also be vital in determining the portfolio credit risk of the selected institutions over time. In addition, the approach and formulae to be applied will be vital in assessing the extent through which new accords may be applied to towards achieving increased credit risk sensitivity within a minimal capital charge (Ganguin and Bilardello, 2005; Pg. 186). Finally, the study will be vital in comparing the current capital requirement of banks under the proposed Basel system thereby comparing the underlying provision with the suitability or applicability of the same to the Marylebone Bank. Banks are usually vital in driving economy especially due to their saving roles as well as providing capital and credit facilities. Nonetheless, other than government regulation and supervision, the deposit capitals usually require a limit risks for the depositors. These limited risks will ensure that systematic and insolvency risks are reduced. Additionally, these regulations and measures are fundamental in providing restrictions on the working and operation of banks (Morris and Morris, 2005; Pg. 79). Therefore, their vital aspects are to control unnecessary capital requirements by restraining credit provision on needless situation or creditors. Moreover, the same regulations and provisions control the level of capital where inadequate capitals are discouraged since they may lead the bank into undesirable systematic risk levels. The Basel Capital accord was adopted in the year 1988 since which in had an international framework and recognition that applies until today. A group of central banks among other national supervisory authorities initiated the accord.
Wednesday, November 20, 2019
Police academy or Finger printing or Federal, state local agency qualifications chose one of the three topic that you feel comfortable with - Essay Example cted the practice of law enforcement, the history of the technique, legal and ethical issues involving the use of the technique, practical implications of the technique for law enforcement personal at various levels, and future prospects for fingerprinting must be analyzed. Finger prints have had many definitions throughout history, and have been used in art, science, and law enforcement. The contemporary definition of a fingerprint states that a finger print can be defined as the unique pattern created by the friction ridges on all or part of a digit, or finger (Ã¢â¬Å"GlossaryÃ¢â¬ , 2009). The term friction ridge is not intuitive. Friction ridges rare the scientific name for the raised portion of the outermost layer of skin, called the epidermis, that forms the unique shapes found in fingerprints (Ã¢â¬Å"GlossaryÃ¢â¬ , 2009). Friction ridges form on the fingers, palm, toes, and soles of the feet of the fetus before it is born (Cowger, 1992, p.1). Despite the growth that occurs in childhood and adolescence, the patter of the friction ridges does not change, and thus provides the only physical characteristic of human kind with the specificity to identify an individual. Human beings first noticed fingerprints in prehistoric times. The earliest fingerprints are included as decorative elements in cave paintings found in Nova Scotia that date back thousands of years (German, 2006). In ancient Babylon, merchants recognized that though many people have similar patterns, no two individuals have the same exact fingerprint. These merchants used fingerprints as official seals on business agreements, much as contemporary merchants would use a Federal Identification or Social Security number (German, 2006). Similar methods of using fingerprints to identify merchants and government officials were found in fourteenth century Persia and China (German, 2006). These cultures made use of the impressions left by fingerprints as a tool for identification on documents, but did little
Monday, November 18, 2019
Poverty Relief - Essay Example A weakness of both approaches is their sensitivity to the choice of (necessarily somewhat) arbitrary poverty lines and of peculiar value judgements regarding the social welfare objectives of the governmentÃ¢â¬âfor instance, that the government cares equally for all the poor, regardless of how far from the poverty line they may be. For instance, the analysis of targeting errors focuses typically on sharp 0/1 indicators, and arguably tends to differentiate too drastically between the poor and the non poor, in particular between those in similar circumstances but who just happen to lie on opposite sides of some poverty line.The working tax benefit is available to anybody aged 25 or over who works sixteen hours a week or more. There is a basic element and a range of additional elements for single parents and couples, for people who work for thirty hours a week or more, and for people with a severe disability; there is also an element to contribute towards the costs of child care. A pe rson earning below a threshold level of income receives the full benefit. For earnings above that, benefit is withdrawn at a rate of 37 pence per pound of earnings. Benefit is normally awarded on an annual basis; thus an increase in earnings, unless large, will not lead to a reduction in benefit until a person is reassessed. Other difficulties in the assessment of program changes come from their differential effects on average deadweight losses. Such differential effects can occur when the programs are funded from different revenue sources.: differences in the cost of public funds that arise from differences in those revenue sources must then be taken into account (Slemrod and Yitzhaki, 1996)2. Differences in the effects on average deadweight losses can also arise from the differential behavioural changes that different program reforms can generate among program beneficiaries. These differential behavioural changes can in general also affect the direct disaggregated welfare impact o f program reforms. None of these categories can readily be dealt with by private insurance; and none except the first can be helped by raising national-insurance benefits or by extending their coverage. Much poverty is associated with children and/or high housing costs, neither of which is an insurable risk. Two conclusions emerge: private insurance is not possible in most of these cases; nor is extending national insurance a complete answer. The state could, of course, do nothing, and let people face the risk of starvation, but, even ignoring equity arguments, this has a range of efficiency costs, including social unrest/ crime among those facing starvation; the death by starvation of dependants including children (the future labour force);
Friday, November 15, 2019
Enhancing Teaching and Learning Practices in Malaysia Education is one of the main fundamentals in building up a nation. In Malaysia, education has always been the top priority of the government. About a quarter of the government 5 years budget is allocated to the ministry of education to maintain good education system in this country. The vision of the government is to make Malaysia a centre of educational excellence. There are three levels of education in Malaysia which are the primary education a period of six years, that is, from Standard One to Standard Six; secondary education five years, that is, from Form One to Form Five; and the tertiary level of education. Upon completion of secondary education, eligible students can opt to pursue two years of post-secondary education, Form Six. This is the university entrance preparatory course. The pre-tertiary education (pre-school to post-secondary education) is under the jurisdiction of the Ministry of Education (MOE) while tertiary or higher education is the responsibility of the Mini stry of Higher Education (MOHE).Ã Ã Education is a priority of the Federal Government of Malaysia and it is committed to provide quality education to all. Most of the Five-Year Malaysian Plans have placed great importance on education, training and lifelong learning. In line with greater focus on human development, an average of about twenty-one percent of the total budget allocation has been allocated for the expenditure of education and training development. The national philosophy of education states that Education in Malaysia is an ongoing effort towards further developing the potential of individuals in a holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. It is designed to produce Malaysian citizens who are knowledgeable and competent, possess high moral standards, and are responsible and capable of achieving a high level of personal well-being as well as to contribute to the betterment of the family, society and nation at large.Ã Ã In order to support Vision 2020 the education system is transforming which entail changing the culture and practices of Malaysias primary and secondary schools, moving away from memory-based learning to an education that stimulates thinking, creativity, caters to individual abilities and learning styles, and based on a more equitable access. At the same time, Malaysia is initiating many approaches in order to keep up with the changing world and current needs which will generate a well-structured development of higher education. The government has also clearly outlined the strategic thrusts in the National Higher Education Strategic Plan to make Malaysia an international centre of educational excellence by 2020.Ã Ã MALAYSIAN EDUCATION SYSTEM Education is the responsibility of the Federal Government. Malaysias national education system is divided into pre-tertiary and tertiary education. There are two governing authorities for the education sector. Pre-tertiary education, that is, from pre-school to secondary education, is under the jurisdiction of the Ministry of Education (MOE) while tertiary education or higher education is the responsibility of the Ministry of Higher Education (MOHE). Under the national education system, a child begins his/her education with pre-school education at the age of four and will be admitted into the first year of the six years compulsory primary education when the child reaches the age of six on the first day of January of the current school year. The government provides eleven years of free primary and secondary education. Most schools in the country are government or government-aided schools and a number of private schools. The school starts in January and ends in November. Students sit f or common public examinations at the end of primary, lower secondary, supper secondary and sixth form levels.Ã Ã Pre-school Education. Pre-school education is part of the National Education System under the Education Act, 1996. The aim of pre-school education is to provide a firm foundation for formal education. Pre-schools are run by government agencies, non-governmental organizations (NGOs) as well as private institutions. The major government agencies that are responsible for pre-school education are the Ministry of Education (MOE), the Ministry of Rural Development, and the Ministry of National Unity and Community Development. Children enroll between the ages of four and six and all pre-schools have to abide the curriculum guidelines set by the Ministry of Education. The curriculum enables pre-school children to acquire sufficient basin communication, social and other positive skills in preparation for primary schooling. The learning components include language and communication, physical development, cognitive development, moral and spiritual growth, socio-emotional development, aesthetic and creativity. Primary Education. Primary education is divided into two phases phase 1: Year 1-3 and phase 2: Year 4-6. Education at this level aims to provide the child with a firm foundation in the basic skills of reading, writing and arithmetic, as well as emphasizing thinking skills and values across the curriculum. While education at this level is not compulsory, more than ninety-nine percent of this age-group are enrolled in primary schools throughout the country. There are two types of schools at the primary level the National Schools and the National-Type Schools. In the National Schools the medium of instruction is the Malay language which is the national language. The medium of instruction in the National-Type Schools is either Chinese language or Tamil language. in both types of schools, the Malay language is a compulsory subject. English is compulsory and is taught as a second language in all schools. Chinese, Tamil and indigenous languages are also offered as subjects in national sch ools.Ã Ã Secondary Education. Secondary education is basically an extension of primary level education. Education at this level is general in nature and is divided into lower and upper secondary level, and a special year transition program known as Remove Class for pupils from the National-Type Chinese and Tamil Primary Schools.Ã Ã Remove Class. Remove Class is a transition year for pupils from the Chinese and Tamil medium schools to acquire sufficient proficiency in the national language to enable them to learn through this medium the following year. However, pupils who have performed well in the Primary Assessment Test (UPSR Ujian Penilaian Sekolah Rendah) at the end of Year 6, are allowed to proceed directly to Form 1. Lower Secondary Level (Form 1-Form 3). This level covers a period of three years. Education at this level is general in nature. All subjects are core subjects and compulsory for all. Chinese, language, Tamil language and Arabic language (Communication) are offered as additional subjects. Upon completion, pupils sit for a common examination, that is, the Lower Secondary Assessment (PMR Penilaian Menengah Rendah). Upper Secondary (Form 4-5). Education at this level covers a period of two years. Besides following the general education program, students begin to specialize in the science, arts, technical, vocational and religious discipline. Specific schools are designated for each discipline. These schools are academic schools, technical schools, vocational schools and religious schools. Upon completion, students sit for the Malaysian Certificate of Education (SPM Sijil Pelajaran Malaysia) examination. Secondary Technical Schools. Secondary technical education is aimed at producing an adequate pool of qualified students who excel in mathematics and science, as well as in basic engineering subjects. Students in secondary technical schools follow the same core subjects of upper secondary school curriculum and choose science and technical subjects as electives. Admission to these schools is through application based on the PMR results, and only students with strong background in Mathematics and Science are selected. Students from these schools are expected to continue their studies in science and technology-related courses at the higher levels as well as in advanced skills. Secondary Vocational Schools. These schools provide courses in pre-employment skills as well as general education. Courses are offered in two streams vocational education stream and skills education stream. In the former, emphasis is given to general and technical subjects in order to provide students with a good foundation for admission into polytechnics or other higher institutions. In the skills stream emphasis is given to practical work to develop competency in trade skills required by related industries. Students are prepared for the National Vocational Training Certificate. Upon completion of eleven years of free education, further education is no longer automatic but is subject to the individuals academic performance and financial stability. These upper secondary school graduates, that is, Form Five leavers, can opt to continue their education in post-secondary schools to obtain a pre-university qualification such as the Sixth Form or Matriculation program or GCE ALevel, or further their education at tertiary or higher institutions. Higher education includes certificate, diploma, undergraduates as well as postgraduate studies. Undergraduate studies consist of Bachelors degree levels and professional studies while postgraduate studies consist of Masters degrees and PhD levels. Generally, higher education at the diploma level is for secondary school certificate holders, that is, Form Five (Sijil Pelajaran Malaysia or SPM) from the age of seventeen onwards. The Bachelors degree is for students from the age of nineteen onwards with post-secondary qualifica tions such Form Six (STPM Sijil Tinggi Pelajaran Malaysia), which is equivalent to the GCE ALevel, or pre-university qualifications.Ã Ã MALAYSIAN SCHOOL CURRICULUM The role of the school curriculum is to ensure the holistic development of the individuals potential, mentally, spiritually, emotionally and physically. The curriculum is to bring faster the Malaysian citizen who is balanced and well-rounded individual, trained, skillful and cherishes the national aspiration for unity. The Malaysian school curriculum has been reframed and realigned to present and future needs. Besides that, rapid developments in technology, new theories of learning and developments within Malaysia itself necessitated the systematic curriculum. The basis of the curriculum took into considerations four main aspects national development, individual development, learning theories, and the national philosophy of education.Ã Ã The basic theoretical principle in the planning and design of the Malaysian curriculum is the integrated approach. Infusion of specific aspects of education such as moral values, patriotism, science and technology, language, environmental education, study skills, creative and critical thinking, and road safety across the subject disciplines is a basic feature in the Malaysian curriculum. Such an infusion is made with the purpose of consolidating these aspects which may already be in the school subjects but needs further emphasis. Patriotism, for example, is already discussed in History and Local Studies but because of its importance, the national curriculum requires that it be taught across other subjects. Others such as environmental education are taught across the curriculum because it cannot be accorded the status of subject due to constraints of time, facilities and the like. The technical, vocational and skills training offered in secondary technical and secondary vocational schools provide students with practical training and employability skills. Besides that, the use of technology as an enabler to facilitate teaching and learning activities have made learning interesting, motivating, stimulating, meaningful and develop skills that will prepare students to face greater challenges.Ã Ã Pre-school Curriculum. The pre-school curriculum focuses on the whole-child development. The curriculum emphasizes on socialization process, the development of personality and the preparation of children to enter primary school. The components in the curriculum include language and communication, cognitive development, socio-emotional development, spiritual development, physical development and aesthetic and creativity. Primary School Curriculum. The Integrated Curriculum for Primary School (ICPS) is divided into two phases phase 1 for Year 1-3 and phase 2 for Year 4-6. The ICPS emphasizes the mastery, reinforcement and application of 3Rs, acquisition of complex skills and knowledge, pre-vocational skill, and the development of personality, attitudes and values. The ICPS consists of three areas, mainly communication, man and his environment, and self development. These areas are further divide into six components basic skills, humanities, art and recreation, living skills, communication, spiritually, values and attitudes. Secondary School Curriculum. The emphasis of Integrated Curriculum for Secondary School (ICCS) is on general education, the consolidation of skills acquired in primary school, the development of attitudes, values, personality, and interests as well as specialization for higher education and career options. CONTEMPORARY CHALLENGES IN EDUCATION In the twenty-first century, education in Malaysia will face significant challenge as it is in this century that the country is set to become industrialized. It is imperative therefore to understand what it is that needs to be given attention for the education system to prepare adequately for the century: Shift to K-economy. Knowledge has to be the basic form of capital in the twenty-first century to position Malaysia for industrialization. The education system must yield knowledge workers to push Malaysia into the K-economy. Knowledge workers are essential for the country to make investments in technology which will contribute to sustainable growth. Malaysian education must enhance knowledge and technology in every facet of its education system.Ã Ã Improving Education Qualities. Given all the qualitative achievements at all levels of education with continuous growth of enrolment rates, Malaysian education has to shift to the dominance of qualitative target. Several factors have to be considered for determining educational quality. The areas of content and delivery that directly affect teaching and learning must be given emphasis. There have to be innovations within the approach for both the content and delivery at all levels of education. To ensure effective delivery, teacher professionalism has to be addressed to induce greater professionalism among school teachers. Recruitments, training and school restructuring should be the primary target areas for introducing professionalism among teachers.Ã Ã Narrowing the Digital Divide. The equity issue in education should aim for providing equal access to education. The focus of democratization of the education in the twenty-first century will be in terms of providing equity in education with emphasis on knowledge and technology between rural and urban school population. Malaysian education has to achieve increase participation and improved performance in science and technology especially among the school population. Apart from providing the necessary infrastructure, science and technology have to be aggressively promoted to harness interest among students.Ã Ã Redifining the Role of the Private Sector. The role of the private sector is vital particularly at the higher level of education. It releases some of the heavy financing load off the government, reduces the capacity constraints of the public institutions, and provide innovation and competition. Nonetheless, profit and commercial motivations have developed a number of problems. These problems if not address adequately will effect the quality of higher education in the country. One broad question that should be addressed is what should be the role of private higher education should they be complementary, supplementary or both.Ã Ã Teaching Methodology. Two shortcoming are identified in the current practice: (i) lecture-based instruction students tend to become passive recipients of knowledge and resort to rote learning; (ii) teacher-centered students tend to rely on their teachers to decide what, when, and how to learn. This worked relatively well but it is not clear that students are learning at higher, conceptual level of thinking.Ã Ã PROPOSED ENHANCEMENTS Several factors ought to facilitate the enhancements of the Malaysian education system, especially the national curriculum such as the introduction of new subjects and programs in schools. The facilitating factors include findings of research and studies, public opinions, world trends, social and economic needs and political pressures. In addition, they are to be facilitated further with the existence of the following supporting factors at varying degrees: The governments continued efforts to expand and improve education and training through increase in the budget for education. The experience over the years of the nations education policy in enhancing quality and access to education to meet the needs of rapid development of the nation. Availability of basic infrastructure and training, that is, in-service teacher training, seminars, forums and workshops to familiarize teachers with the curriculum and to upgrade teachers efficiency. Continuous training received by ministry officers both locally and overseas covering a wide range of topics which helps the officers to gain more knowledge and experience in planning and implementing curriculum reform initiatives. Public awareness and support to carry out educational reforms to fulfill the needs of cultural, social and economic development. Efforts by both the government and private sectors to intensify the acquisition and application of information and communication technologies in all fields of life as a result of globalization and modernisation. The strong commitment and awareness among parents of the importance of education in producing educated, knowledgeable and skillful Malaysians who are prudent, creative and innovative. In the learning process, to develop inter-personal and small-group skills teachers must provide opportunities for group members to know each other, support and accept each other, communicate accurately and confidently, and resolve differences constructively. Promotive interactions individual can achieve promotive interaction by helping each other, exchanging resources, challenging each others conclusion, provide feedback, encouraging and striving for mutual benefits. Individual accountability teachers should assess the amount of effort that each member is contributing. These can be done by giving an individual test to each student and randomly calling students to present their groups work. Group processing teachers should provide opportunities for the class to assess group progress. This would enable group to focus on good working relationship, facilitate cooperation in learning and ensure members get feedback.Ã Ã The curriculum must be so designed and randomly monitored to help students achieve overall and balance development and improvement. Appropriate mix of learning strategies to ensure mastery of basic competencies and promotion of holistic development. More emphasis should be given on students understanding of a particular concept, guiding students in active learning, providing opportunities for discussion and elaboration, and encouraging them to work with peers and teachers. Encourage and support collaborative effort with students from other schools or even from other countries. The curriculum and teaching methodology must cater to students different capabilities, for example, their learning styles and levels of intelligence. Allow students to practice self-paced, self-accessed and self-directed learning which can be facilitated via the use of technology.Ã Ã CONCLUSION The environment and socialisation process to which students are exposed remain as important factors contributing to academic success and character building. The Malaysian educational system, at pre-school, primary and tertiary levels have consistently emphasised on the importance of nurturing, among others, moral values and ethics among students. Thus, the quality of education that teachers provide to students is highly dependent upon what teachers do in the classroom. Teachers should have the knowledge on how students learn and how best to teach. In addition, contemporary learning and teaching methodology should be in line with the technologies of tomorrow where technologies and communications infrastructure are paving the way for a more sophisticated ICT-enabled teaching and learning environment. Indeed, with the advent of globalisation and modernisation, the education curriculum in Malaysia for sustainable development in the new century, call for a total commitments from all Malaysians, with a sense of urgency in the face of increasing competition. The Malaysian policy framework recognises that education development plays an ever important role in building a sustainable, resilient and competitive society. Interestingly, the global education scenario has similar development strategies, namely, by providing wider accessibilities, ensuring quality education, continuous strategic education reforms so that the respective countries can compete as global education providers. In fact, education has already evolved into a big economic entity for some countries. Malaysia ought to be ready to face these challenges in the field of education, both internally and externally, with the advent of globalisation, trade liberalisation, and the development of ICT in this new century.
Wednesday, November 13, 2019
One of the events that stuck out to me from this book is when Le Ly agrees to have sex with an American soldier for $400, about eighty times what the usual Danang prostitute gets for the same service. The person that I see as responsible for this event is Big Mike, an American MP. Here is his side of the story: I had been dealing with this crap my whole life, whenever somebody needs something they call me, Big Mike. Most of the time it's nice because I can get a tidy profit from my dealings. Sometimes, like today, I end up losing out on more than profits. To start from the beginning, I was working over at the Freedom Mill talking shop with some of the Marines, when these two kids who look to be about my son's age walk up with a colonel. The colonel introduces them as Privates Williams and Jensen, and says they are on their way back Stateside. He also adds that they have had a pretty dreary tour and our looking for something fun before they have to go home to their girlfriends and wives. The colonel looked straight at me when he said that last part and I realized that it was going to be my job to go find some 'bum bum' for these two bums. Wanting to impress the colonel I stepped up with a big cheesy grin on my face, "I think I catch your drift Colonel, sir. Let me take care of these Privates." A few of the surrounding officers laughed at my innuendo, but the two privates just smiled sheepishly to each other. The colonel smiled, agreed, and handed me a wad of bills to pay for their good time. It added up to four hundred dollars, more th an enough for the thirty minutes they had before they had to be on the plane home. I started to leave the hangar with them and walk towards the Hoa Phat bar, which I knew to have a few nice clean girls. As we started walking I noticed a familiar figure with a red bucket standing by the gate. It was Le Ly, a black marketeer that I turned a blind eye to in the past in exchange for choice weed and Chinese jade. Now here was a pretty, clean girl. With the boys only having about twenty-five minutes before they had to board the plane I decided to try and bargain with her. Big Mike's Perspective in When Heaven and Earth Changed Places :: essays research papers One of the events that stuck out to me from this book is when Le Ly agrees to have sex with an American soldier for $400, about eighty times what the usual Danang prostitute gets for the same service. The person that I see as responsible for this event is Big Mike, an American MP. Here is his side of the story: I had been dealing with this crap my whole life, whenever somebody needs something they call me, Big Mike. Most of the time it's nice because I can get a tidy profit from my dealings. Sometimes, like today, I end up losing out on more than profits. To start from the beginning, I was working over at the Freedom Mill talking shop with some of the Marines, when these two kids who look to be about my son's age walk up with a colonel. The colonel introduces them as Privates Williams and Jensen, and says they are on their way back Stateside. He also adds that they have had a pretty dreary tour and our looking for something fun before they have to go home to their girlfriends and wives. The colonel looked straight at me when he said that last part and I realized that it was going to be my job to go find some 'bum bum' for these two bums. Wanting to impress the colonel I stepped up with a big cheesy grin on my face, "I think I catch your drift Colonel, sir. Let me take care of these Privates." A few of the surrounding officers laughed at my innuendo, but the two privates just smiled sheepishly to each other. The colonel smiled, agreed, and handed me a wad of bills to pay for their good time. It added up to four hundred dollars, more th an enough for the thirty minutes they had before they had to be on the plane home. I started to leave the hangar with them and walk towards the Hoa Phat bar, which I knew to have a few nice clean girls. As we started walking I noticed a familiar figure with a red bucket standing by the gate. It was Le Ly, a black marketeer that I turned a blind eye to in the past in exchange for choice weed and Chinese jade. Now here was a pretty, clean girl. With the boys only having about twenty-five minutes before they had to board the plane I decided to try and bargain with her.
Sunday, November 10, 2019
In order to get almost any earthly thing on your own, you must first deserve it before it is healthy to desire it. You deserve something Ã¢â¬â in the only sense that ultimately satisfies Ã¢â¬â only when you work for it. At that point it is healthier to desire it. Better to be unattached to the things of this world until they are manifest, lest they confuse the ultimate objective: to act and behave in such a way that we are worthy of our heartfelt desires. This quotation is particularly applicable with regard to the apparent secret to happiness: love. Most earthly love is conditional, we must deserve it in some way before receiving it. If you put yourself in a position to deserve it, you are more likely to receive it, so desiring it becomes rational, rather than wishful thinking. The most common saying is Ã¢â¬Å"First deserve then desireÃ¢â¬ . This is best for the people who have clear goals in life. So, they define their goals, work hard yo achieve it and finally get it. It gives real feeling of accomplishment, feeling of really owning your life i.e. you are what you wanted to be. Then there is other category of people also who are not so sure of their goals. They are bit confused, so they try to get what seems best at the present moment (do not try that hard to get it and do not know about its contribution to their final goal). Sometimes they also get the reward with their little efforts. But their isnÃ¢â¬â¢t any free lunch, so then they have to prove themselves to be worthy of it. It is tougher now then proving before getting reward. Since now they have to compete with the people belong to first category, who have already proven them and habitual of hard work. So there are two main hurdles Ã¢â¬â 1) Overcoming starting inertia. 2) Extra pressure due to increased expectations (including our own expectations). Sometimes these may lead to extreme depression also which is less likely in first category. But if you can prove now, you would get the feeling of being worthy, get inspirationÃ¢â¬ ¦
Friday, November 8, 2019
War is not the way Our country is currently at war and has been in this particular war for seven years. This fact has affected every citizen in the United States, some more than others, but none more than the Military families. Like me, many spouses, family members, and friends of American soldiers anxiously await their loved ones return and the end of this war.Some people believe that war is a necessary occurrence that must take place every so often to maintain a balance among the world or in other words to help create peace. Many other people know that war cannot create peace because these two ideas are completely opposite. To fully understand this concept the search must start at the beginning.In the beginning there was religion; in the end there is prosecution. Where do we draw the fine line or the great divide? We are a country founded on the belief of a god who states "thou shall not kill" and in this who are we to decide whether a man should live or die?In this country that we have come to call our own we have the right to choose what our beliefs are and the right to worship that belief without fear of discrimination.Martin Luther King leaning on a lectern. Deutsch: ...Given that right, it is only fair to respect the fundamental religion that formed this country, whether or not it is a religion you have chosen.Unfortunately, in this day and age, the unique idea that formed this country has not only been over looked, but more importantly over ruled. For a country that was founded on Christianity, it is ironic that a person can be frowned upon and ridiculed for publicly opinionating this belief, yet in an awkward twist an alternate belief is formally accepted.On the other end of the spectrum this...
Wednesday, November 6, 2019
Persuasive Speech essays There is half a million tons of hazardous waste per year in the US. The military is the largest producer of it. Fourteen thousand four hundred military sites are now officially recognized as toxin contaminated, making the U. S. military the countrys leading Earth Abuser. The military now directly manages about twenty-five million acres of public land and borrows around eight million more from agencies such as the U. S. Forest Service which allows one hundred and sixty-three military training activities in fifty-seven national forests, involving three million acres. Which raises the question: How respectfully does the military treat the land they manage? Not too carefully at all. All of this toxic contamination of the grounds will have a tremendous impact on such vital surviving factors as water, air, and the atmosphere. People are not noticing this to the extreme extent right now, but in only eighty years, the earths resources and atmosphere will be so contaminated that only the most primitive and resistant organisms such as bacteria, will have enough power to survive without a weak state of health. We can already see such incipient signs today: the ozone layer has holes that extent over such huge continents as Australia, cancer is becoming a predominant sickness in society, allergies are reoccurring more and more often and showing up in new quantities and new forms. Society has to finally understand how little they can expect to gain from the earths resources in only a few decades, and how nature is going to react to all the contamination brought by human kind. In my opinion the solution to this problem is first of all in understanding what each one of us contributes to pollution in general. Think globally and act locally ...
Monday, November 4, 2019
Disclosure in Financial reports in Industrial Companies in Libya - Research Proposal Example Additionally, Libya has been the focus of much international scrutiny following the high-publicized released of convicted Lockerbie mastermind Abdel Baset al-Megrahi from a Scottish prison early last month and the eyes of the world are once again on Libya, a former pariah state according to many leaders of the Western world but today a partner in economic development and prosperity. Thus, accusations that Mr. al-Megrahi was released by Scottish authorities to facilitate economic relations between Great Britain and Libya emphatically demonstrate the important economic ties between Libya and the rest of the modern, developed world. Seeking to understand economic development and the increased necessity of the disclosure of industrial financial reports in the Libyan context, this research proposal aims to provide a thorough and comprehensive introduction to a new Libyan phenomenon. As Libya opens up its markets to the forces of liberal economics and seeks to compete with Western actors o n the economic stage, the issues of openness and transparency will increase. How salient are issues surrounding the disclosure of industrial financial reports in the Libya today? Is Libya prepared for increased transparency in the realm of financial reporting? Are industrial companies in Libya equipped to fully disclose their personal financial records? Is full disclosure relevant in the Libyan context? (Cowell and Sulzberger, 2009; Otman & Karlberg, 2007) These questions and many more will be elaborated upon further in this analysis. This will be followed by a description of our methodology and questions surrounding measurement and the coding of variables. Seeking to employ a multifaceted qualitative/quantitative analysis, this project aims to utilize both forms of analysis. We will conclude with a concise overview of this important project proposal
Friday, November 1, 2019
Movie with Negotiation theme. (movie- startup.com) - Research Paper Example Its not every day, or every decade, that you get to see a film as eye opening in its timeliness asStartup.com. The movie, which documents the heady rise and even more spectacular fall of an Internet start-up company, feels as if it had been shot through a crystal ball -- it seems to anatomize the whole debacle of the dotcom universe -- yet its remarkable prescience is more than a matter of happenstance. Startup.com is a revelation not merely because a couple of smart filmmakers got lucky, hitting the news headline jackpot just as the Nasdaq nosedived, but because the film, which for sheer dramatic wallop outpowers virtually every fiction feature Ive seen this year, embodies the story of our time, the way that the collusion of money and technology has taken over our dreams. Produced by D.A. Pennebaker, and codirected by his collaborator Chris Hegedus and by a new member of the team, codirector Jehane Noujaim, the movie follows the path of two naively ambitious entrepreneurs in their late 20s. The hulky, high fiving, charismatically bullheaded Kaleil Isaza Tuzman and his nerdish, compartmentalized tech head partner, Tom Herman, have been friends since high school. As the film opens, in 1999, they pool their desire to get rich into a kind of new millennium vision quest. They bark and strategize into their cell phones, pumping up their troops with group cheers. They visit the offices of venture capitalists, raising heroic sums of cash, and they stand around a Manhattan pizza parlor, debating the name of their new company like teenage rockers trying to title their garage band. Theyre digital geek Horatio Algers, and they brandish a willed attitude of locker room swagger descended from the fast lucre Wall Street cowboys of the 80s. With much noise and fanfare, Kaleil and Tom declare their intention: They will launch govWorks.com, a bold new website designed to link people up to local municipalities. In essence, this comes down to a