Accounting Fraud in Daedalus Capital LLC Essay Example | Topics and Well Written Essays - 500 words

Accounting Fraud in Daedalus Capital LLC - Essay Example This fraud scheme where Coleman was taking people’s money and promising them huge returns on their investments but then fail to deliver due to the unpredictability of the marketplace. The Illinois department prohibited the company from selling securities for a period of 90 days in which investigations would follow. The Illinois securities department would charge him with fraud in offering and selling securities, offering and selling of unregistered securities and offering investment advice while he was unregistered to do so. The Illinois Securities Department hope to prosecute through seeking as much evidence against him as possible something which the court in Missouri failed to do leading to the current situation being experienced in Chicago at the moment. Despite the charges brought against him in the court of law and the pending investigations, Coleman still maintains that his company is able to get the clients the promised 100% reward on their investment as promised despite the conditions in the market (Yerak, 2014). The first thing that humans when accused of fraud or inappropriate misconduct do is to deny any allegations. This happens even in cases where there is evidence of whatever magnitude or the individuals charged have a prior record of the same offense in the past. This is the case with Coleman where he has recorded in court as well as with the securities department in Missouri about committing fraud to his investors but he still maintains that it is not the case (Ferrell & Fraedrich, 2012). He strongly stands for his company’s activities and promises even though it is evident that he cannot fulfill them without any fraud occurring in the process and there is evidence to that effect. Coleman would have been better off keeping quiet about the whole situation until cleared or charged by the court for committing the fraud. Talking would only worsen the situation in case his claims were proven to be untrue.  

Money in Baseball Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Money in Baseball - Research Paper Example This was the reason for the increase in the revenues of MLB. To increase the revenues, MLB had signed a deal with the eBay’s unit StubHub that permitted people to buy and sell tickets. This had affected the revenues of MLB and they were being benefited in rising revenues (Isidore, â€Å"Baseball close To Catching NFL as Top $ Sport†). The other sources of revenue generation that was utilized by MLB were the options such as official website of MLB selling different merchandises, tickets and other items through ‘satellite radio broadcasts’, television game packages and other options for revenue (Isidore, â€Å"Baseball Close To Catching NFL As Top $ Sport†). The radio broadcast at the initial phase was merely for free publicity, but as the game became more professional there were contracts between the radio broadcaster and the leagues. At the initial stage there were less revenue generated and it was only at a local level from the local radio broadcasts. Later around the year 1950, Liberty Broadcasting System added National radio broadcasts of the games played in the regular season. The inclusion of national radio as well as television broadcasts has helped in the teams in MLB to generate more revenues (Haupert, â€Å"The Economic History of Major League Baseball†). The television was used as the source for revenue. The league had contract with the television broadcaster and this became the source of revenue that started from 1946. There has been immense increase in the revenue from this source from 1946 till the current situation (Haupert, â€Å"The Economic History of Major League Baseball†). From the franchise value MLB earned revenues. They have created their brand value and this assisted in franchise value appraisal. In the year 1998, the latest team to join MLB had paid US $130 million to MLB for the privilege (Haupert, â€Å"The Economic History of Major League Baseball†).

Tourism and globalisation

Tourism and globalisation INTRODUCTION The overall world making (tourism and globalisation) highlights the trade which is going on in existing tourism industry. It also explains the effects of globalizing forces of post industrial movement of tourism. Moreover, it also emphasises the function of tourism which helps to produce the new global orders. During the whole session Prof Keith Holinshed have expressed different views towards worldmaking in tourism and globalisation of different authors. Some of the authors have highlighted about Disjuncture and Differences in the global economy, Globalization, Travel Migration and images of social life, Orientalisam, Worldmaking and ethnocentrism in tourism and also about sightseeing and sight exerperiencing from the article ‘intelligent tourist by Horne. Prof Keith Holinshed has also explained about the writing of Meethan who focuses on issues relating to problems of culture commodification in terms of social production of place, culture and consumption. He also shows the re lationship between tourism, globalisation, people and place. Discussion by Prof. Keith Hollinshead in the sessions Prof Keith Holinshed have explained during the Worldmaking session about different writing of authors out of which Colin Michael Hall focuses on tourism which is worlds largest industry and has many major economic environmental and social effects which are politically significant. He also addresses in the book about politics of tourism and gives us knowledge about the problems which are faced in tourism like terrorism and political instability, development and dependency, urban tourism development and its political problems etc. The author Appadurai highlights the relationship of the global cultural economy and globalisation in the worldmaking. He tells that globalization is a way to de-territorialisation but some boundaries are still existing that is he tells that there should be no deteritorialisation. He has divided the world into five dimensions that is ethnoscapes, finanscapes, mediascapes, ideoscapes, and technoscapes. The author Axford says that globalization is a single place . It involves interconnection between some boundaries and dissolving of other boundaries. It is the interaction between economic, political and cultural forces to making the single world. Sardar has explained about Orientalism which is the knowledge of Asian culture, people and languages. He also provides highly original Asian view point and highlights how orientalism has modified and reinvested during the middle ages. (Sardar 1999, 78-4) Keith has also discussed about the importance of World Disney in America. He tells that Fjellmans writings offer a review of the theoretical insights which shows the representation and signification in culture. The representation and significant in making of culture is enclosed in Fjellmans work for commodification.He has also explained about the attention which turned to Fjemllman sees the creative techno-corporate ways in which the Disney companies catch the narratives in heritage/culture and reduce them via his preferred forms of destroy and it purely match to his own national and transnational interest. (Keith 1998. Current Issues in tourism. Vol. 1, pp 58). Meethan Text Kevin Meethan have mentioned about the analysis of tourism as a global phenomenon.It examine the links between the political economy and culture. It also produces a critical analysis of concepts like authenticity, the modern and primitive , and the problem of cultural commodification.It also provides the traditional ways in which the tourism have been formulated and calls for a new approach which concentrates on the role of tourism in dynamics of change and alteration to place and cultures in a globalised world. Globalisation is not entirely the part of international and transnational connections between places but rather include a different order of relationships structured across space and time. (Meethan, 2001, pp 34, ch-2).He has also explained that the production of tourist space which involves the material environment and the socio economic circumstance which give rise to its form as well as shortening symbolic orders of meaning for both hosts and guests. He also mentioned that tourism is best conceptualised as global process of commodificaiton and consumption involving sequences of people, image and culture.Meethan have covered the issues of identity in relation to culture and place and the themes of the place, identity and authenticity which will be investigate the complexities involved in the give and take between the tourist and host population.(Meethan, 2001: 7) .Some chapters have also examine the global political economy of tourist space which deal with a symbolic and cultural economy. He said it is also important to focus on the ways in which tourism used as form of economic and social development and how this in relations to the development of a global economic order. Conclusion: From the whole unit according to me Prof. Keith make us understanding about the issue of globalisation in todays world. He tries to give us the review of how to be a part of Worldmaking and knowledge about inter connection between tourism and globalisation. He also makes us understands the Muslim view western culture through the concept of Orientalism which was written by Sardar.Meetan tries to explain the old traditional view of tourism and he argues transformation of tourism which playes dynamic role in change and reformation of place and cultures in the globalised world. While Hall highlights the negative impact of modern tourism through giving the brief overview regarding terrorism, urban tourism development and political and economic instability. Moreover Meethan tells that after seeing the complexities of modern tourism the tourist and the host population will finally get involved in culture of tourist who comes from diffent countries and different religion. On the otherside Pr of Keith explains us the writing of Sardar as the impact of western culture on Muslim people through orientlaism. He tells that Orientalism has been used as a tool of representation of western culture and impacts on host population through exploring different tools like films, television, fictions and CD -Rooms. Conclusively I would like to tell that Prof Keith has given us a deep understanding about worldmaking tourism and globalisation and how the modern tourism has shown the impact of western culture where they consider the globalisation as a single place in the whole world.

The Singing School: An American Tradition :: essays research papers

The Singing School: An American Tradition   Ã‚  Ã‚  Ã‚  Ã‚  The Singing School was an institution that was uniquely American. it was established to serve a dual purpose: the desire to create music and the need for sociability. Generations were taught to read and sing music by itinerant singing masters, who developed characteristic methods and materials of instruction, and distinctive performance practices. Through this institution, many people were given the opportunity to participate in music, either as a singer, a teacher, or as a composer. The Singing School foreshadowed the development of church choirs and musical societies.   Ã‚  Ã‚  Ã‚  Ã‚  Early settlers in this country brought with them their native English music, both sacred and secular. They made use of various Psalters compiled in Europe. It was not until 1640, however, that the Puritan ministers in America made their own translation of the psalms. The Bay Psalm Book was the first book printed in British North America and was widely used. The most distinguishing feature of this book was its rhymed and metered English poetry. This allowed a few tunes, having the same rhythms as the poetry, to be used as melodies for many psalms. In addition, the text employed the vernacular, and consequently promoted memorization. The ninth edition of the Bay Psalm Book, published in 1698, was the first edition published with tunes. This edition had printed the letters F-S-L-M, representing the solmization syllables fa, sol, la, and mi, under the notes. This indicates that there was a familiarity with and an interest in music instruction as applied to psalmody.   Ã‚  Ã‚  Ã‚  Ã‚  It was not until the early 18th century, however, that as a direct result of agitation by ministers for a reformation in congregational singing, arguments were advanced promoting regular singing and the eventual establishment of singing schools.   Ã‚  Ã‚  Ã‚  Ã‚  The singing school grew out of the employment by the churches in New England of regular singing. Records indicate that the first singing school was probably established in Boston, the most advanced town in New England, around 1720.   Ã‚  Ã‚  Ã‚  Ã‚  The singing school gradually spread throughout New England during the next twenty-five years. Throughout the eighteenth century, the scope and span of the singing schools continued to grow. The advent of the 19th century saw singing schools established from Maine to Pennsylvania.   Ã‚  Ã‚  Ã‚  Ã‚  The first singing schools were church-oriented, due to the face that the original purpose of the schools was to improve congregational singing. After selecting a date (usually two to four weeks during the winter or between planting and harvesting of crops), a teacher was secured (in most cases, the local school master or an itinerant singing teacher), and location was established (either in the local school house or some other public building).

Philosophy of the Mind Essay

Kant’s Critique of Pure Reason Introduction The Critique is a treatise on metaphysics. Kant defines metaphysics as â€Å"a speculative cognition that is wholly isolated and rises entirely above being instructed by experience. It is a cognition through mere concepts (not, like mathematics, cognition through the application of concepts to intuition), so that here reason is to be its own pupil† (xiv). This remark alone indicates that the attempt to answer the question â€Å"How is metaphysics as science possible?†, places the question of the bearing of our empirical judgments on objects qua ontologically independent. Patently, that does not imply that the transcendental deductions will not have any ultimate bearing on such issues. It means nothing more or less than that the transcendental deductions are concerned with the question of the mere possibility of pure a priori judgments – i.e., how it is possible that we are cognitively capable of making synthetic a priori judgments at all – as an independent problem in its own right. The results of the investigation would provide the basis for a subsequent series of investigations into the bearing such judgments have or could have on ontologically independent objects independent of perception and judgment of them. But it is a simple matter of first things first – let us first see what transpires when we attempt to draw on our indigenous cognitive resources alone. The treatise is accordingly a â€Å"propadeutic† and a â€Å"preparation† and a â€Å"treatise on the method† for an ultimate system of pure reason (xxii). The first Critique is about finding the mind in nature hence nature’s dependence on that mind. The second Critique then shows us what efficacy that mind can have in actively shaping at least one aspect of nature — the phenomenal self. Although, this shaping of the self through reason has a wider impact in that through freedom, we gain a new perspective on the entire phenomenal world, the world of nature and value. That said, it is not a small matter to describe in such specificity and detail the particular faculties or powers of the mind. It seems plausible that by granting a mind-dependent nature, a different accounting for that nature could be constructed; the mind and its faculties could be sliced and diced in different ways than does Kant, although then we would be different creatures entirely — something Kant does not rule out. (For Kant, clearly, a creature with a different mental make-up could experience a different nature from the same things-in-themselves.) Given his particular recipe for the mind, Kant’s theory of freedom and morality reveals numerous things we can say about the faculty of reason. Kant begins by setting reason, which is not merely a receptive but an active faculty, apart from everything to do with physical or sensory matter, but he must ultimately find a way to unite it with matter, in the form of experience, in order for there to be freedom since, perhaps oddly, freedom as we think of it can only exist in the context of its lack — determinism. That we might see these realms as disparate only reflects a failure to take Kant’s mind-dependent construction of nature at its word. The answer to many of the apparent impossibilities many find in Kant’s theory of freedom is to see freedom not as an attempt to marry freedom and nature, but rather to marry reason (as author of freedom) and the understanding (as author of nature). Through reason’s law-imposing nature emerge moral entities — indeed, a phenomenal moral realm — and through the understanding (and sensation) emerge objects of nature — a realm of nature. If we take nature (as we experience it) as in any way a given, or even if mind-dependent, as somehow prior to freedom, the impossibilities are impossible to avoid. An Intelligible Faculty Understanding, reason and judgment are most often described, as faculties, that is, as faculties of the mind. Kant appears to distinguish between the passive (sensibility), the empirically conditioned but active (understanding) and the unconditionally active (reason). (575) From this we see that reason is unique among the faculties as being both wholly intelligible and active. Immediately we also see that, from one point of view, the problem of freedom is simply the problem of reason: how can an unconditionally active mental power that is outside space and time be efficacious with respect to that which is in time? How can the purely rational mind cause something? â€Å"Pure reason,† Kant writes, is â€Å"a purely intelligible faculty [that] is not subject to the form of time.† (579) As such, we can have no direct experience of it — other than the bare awareness found in the Fact of Reason. (Our psychological experience of ourselves is as appearances, not as things in themselves.) Pure practical reason is what comprises the intelligible will because it is the faculty that underlies all maxims (or actions) determining that will. Although it is law-giving (this is how it is active), it does not impose particular laws, that is, laws with empirical content, for to do so would remove its purely intelligible and a priori status. Rather, all it can offer is the form of a law. We see an example of this in the Categorical Imperative, with its admonition to test a maxim by universalizing it. It could perhaps be argued that reason simply is the intelligible will; or rather, that the intelligible will is reason. Yet the foundation of freedom, as Kant frequently points out, lies in the noumenal realm of which we can cognize nothing. Only pure practical reason can fit the bill with respect to freedom (Neiman, 1994, p.62-7). Logical Reasoning How does the reason we encounter in its logical guise lead to the reason that produces the problem of freedom, and the other troublesome ideas of the Dialectic? Reason’s logical role as the faculty of inference is perhaps its most celebrated aspect. Here, as elsewhere, its raw material is not the empirical object/sensory manifold but the unifying law or principle that, through inference, reveals some knowledge of an object to us, for example, in the simple syllogism.[1] Kant uses this kind of reasoning from which to extract reason’s guiding principle — its primary characteristic. He argues that â€Å"in inference, reason endeavors to reduce the varied and manifold knowledge obtained through the understanding to the smallest number of principles,† (361) revealing that reason is seeking â€Å"the highest possible unity,† but that this is â€Å"not the unity of a possible experience, but is essentially different from such unity, which is that of understanding.† (363) He ultimately reaches the following principle of reason: â€Å"to find for the conditioned knowledge obtained through the understanding the unconditioned whereby its unity is brought to completion.† Thus, Kant has traced the genesis of the â€Å"supreme principle of pure reason† that ultimately yields the transcendental ideas, and distinguishes reason’s role from that of the understanding (373). This also lies at the basis of Kant’s distinction between reason’s logical and transcendental, or â€Å"real,† use where reason is a the source of concepts and principles â€Å"which it does not borrow either from the sense or from the understanding.† (356) It is this principle of reason and what it yields that Kant then spends the major part of the Dialectic testing and examining, concluding that the principle itself appears sound, but warning of its seemingly unavoidable misuse. His way out, ultimately, is to fall back on the regulative-constitutive distinction: Thus pure reason, which at first seemed to promise nothing less than the extension of knowledge beyond all limits of experience, contains, if properly understood, nothing but regulative principles†¦But if†¦they be misunderstood, and treated as constitutive principles of the transcendent knowledge, they give rise, by a dazzling and deceptive illusion, to persuasion and a merely fictitious knowledge, and therewith to contradictions and eternal disputes. (730) As we have already seen, this seemingly intractable position is itself resolved in favor of freedom via another distinction that is tightly linked to (if not emerges out of) constitutivity-regulativity — that between theoretical and practical — which reintroduces the possibility of a valid use of constitutive reason. In the entire faculty of reason only the practical can provide us with the means for going beyond the sensible world and provide cognitions of a supersensible order and connection, which, however, just because of this can be extended only so far as is directly necessary for pure practical purposes. (706) Thus pure practical reason’s principle takes in us the form of the moral law as the ultimate principle that strives systematize and unify our rules of action (our maxims), just as it sought to unify the rules of nature. And, like the principle we found to be at the root of logical reasoning, this law lies a priori in pure practical reason. Pure or Absolute Spontaneity Kant frequently describes freedom as pure or absolute spontaneity. He also ties freedom to reason and reason to spontaneity. As Kant also points out here, the understanding, as reason’s close cousin, if not identical twin, is also a faculty of spontaneity, but it is one that is limited by the requirements of possible experience and so applies itself to appearances. For the understanding, that which is given (sense, sensation) drives the production of nature, and the understanding’s spontaneity is what allows us to think any object of cognition, regardless of its actuality.[2] Thus, the understanding, which gives us nature, does not and cannot suffice to give us freedom precisely because it is too shackled to sensation and experience. For reason, unrestricted in the practical realm by the â€Å"is,† allows us to create moral entities (through creating the morally situated self), that is, reason as law-giving, as pure spontaneity is also freedom. A Given Nature Among the things that Kant’s various descriptions of reason tell us, is that it has a certain nature (that is, characteristics or features) that endows it with inevitable tendencies or drives. We become aware of these faculties or powers through what we do, and what and how we think, and of course we act and think by virtue of the faculties. (574) This nature appears to be given and, as such, it seems (at least from what Kant says of it) that it cannot be further explained nor analyzed. Of course, this nature is essentially our nature as rational beings. Kant frequently appeals to the nature of reason in explaining why it is that we seem always and everywhere inevitably ask the questions we ask (and draw the often erroneous conclusions we tend to draw about the world): There has always existed in the world, and there will always continue to exist, some kind of metaphysics, and with it the dialectic that is natural to pure reason. (xxxi) They [transcendental ideas] are not arbitrarily invented; they are imposed by the very nature of reason itself, and therefore stand in necessary relation to the whole employment of understanding. (384) Guyer finds Kant’s appeal to nature with respect to reason problematic, arguing that that â€Å"idea that our freedom itself is actually a product of nature† is paradoxical because â€Å"what is merely natural is precisely what would seem to be unfree rather than free.† (2000, p.375) Conclusion Kant insists that freedom has a central role in his philosophy; that freedom and its metaphysics are wholly bound up with the metaphysics of nature; and that at the root of both is the mind. Kant’s Critical corpus is built on the fact of our having minds composed of certain faculties or powers, passive (receptive) and active (spontaneous or even causal), which Kant analyzes based on the manner and matter of the experiences they yield us. Clearly, even if everything about reason upon which my case for understanding Kantian freedom is based is true, what seem to be antecedent assumptions about the mind and its faculties arguably remain unproven, and perhaps improvable. Since so much of what Kant argues makes up the mind is labeled intelligible — the faculty of reason for one — it seems we are still left, at the end of the day, with an even more crippling Kantian unknowability than that met with earlier. This unknowability covers that which is the foundation of the theory, and Kant could be accused of being more dogmatic than the dogmatists in asserting such a starting point. Yet, on another view, there are no â€Å"antecedent assumptions† in Kant’s theory about the mind, since it is precisely the make-up of the mind that the critical system is intended to uncover. This is at least part of Kant’s point when he argues we must consider having objects conform to our faculties of cognition, rather than the other way around — his famous second Copernican revolution (xvi-xvii). On that view, nature is a reflection of the mind, and so an investigation of nature is for Kant simply an investigation of the mind. The Hume: Mitigated Skepticism and Skeptical Conclusions Introduction Hume’s biographer, Ernest Mossner, offers this pertinent insight on Hume’s religious skepticism: How can we recognize [Hume’s] personal convictions on religion? The answer is plainly that we cannot—certainly not without considerable effort on our part and even then not definitively. The conclusions of a sceptic—even a mitigated sceptic—cannot be summarized in a one-two-three pattern or creed if for no other reason than that a sceptic, unlike other types of philosophers, is not altogether stable in his thinking, is perpetually rethinking his principles. Scepticism, first and last, is a frame of mind, neither a collection nor a system of doctrines. (Mossner, 1976, p.5) This section will demonstrate just how restless and inquiring Hume’s skepticism was in his An Enquiry Concerning Human Understanding. In the Enquiry’s first section, Hume compares those who attempt to indoctrinate their religious dogmas to thieves who are unable to win a fair fight (that is, honestly persuade men to believe their delusive message) and who will then hide behind superstitious â€Å"intangling brambles to cover and protect their weakness.† Chaced from the open country, these robbers fly into the forest, and lie in wait to break in upon every unguarded avenue of the mind, and overwhelm it with religious fears and prejudices. (i, 11) Hume concludes the Enquiry’s first section by expressing the hope (indeed his intent) that his philosophical skepticism â€Å"can undermine the foundations of an abstruse philosophy, which seems to have hitherto served only as a shelter to superstition, and a cover to absurdity and error.† (i, 16) Although Hume is always careful to state that he is fighting dogmatism and â€Å"religious superstition†, it is not difficult to see that in the early sections of the Enquiry this amounts to anyone who believes that they possess knowledge of God. The easiest way to see the Enquiry’s skeptical pattern of reasoning is to see that Hume wages war on religious dogmatism on two fronts. The first front is in the early sections of the Enquiry where Hume will mount a general assault on abstruse metaphysics and dogmatic theology with his account of â€Å"true metaphysics† (i, 12), which is an understanding and application of the general principles of human nature. The second front is in sections x and xi where Hume launches particular attacks on theistic bastions of revelation and natural theology. General Assault: True Metaphysics We must first determine whether God is a possible object for human understanding. The first test for the idea of God is â€Å"from what impression is that supposed idea derived?† (ii, 22) The answer must be â€Å"none†, for we can find no vivid and forceful impression corresponding to that abstract and complex idea, â€Å"God†. Thus, if God’s existence is an â€Å"object of human reason or enquiry† (iv, 25) then God’s existence must either be a relation of ideas or a matter of fact. Clearly, God’s existence is not a â€Å"Proposition†¦ discoverable by the mere operation of thought, without dependence on what is anywhere existent in the universe† (iv, 25). God is a being—indeed the Supreme Being—so if God exists. His existence must be a matter of fact. â€Å"All reasonings concerning matter of fact seem to be founded on the relation of Cause and Effect.† (iv, 26) Knowledge of God (the original cause) thus must arise from causal knowledge. For Hume there are only two types of causes: particular and general causes. So God, the original cause, must either be first particular cause or the highest general cause or principle. Particular causes are the constant conjunction of two species of objects found in phenomena. God’s uniqueness precludes the possibility that God can be a particular cause: It is only when two species of objects are found to be constantly conjoined, that we can infer the one from the other and were an effect presented, which was entirely singular, and could not be comprehended under any known species [i.e.. Nature] I do not see, that we could form any conjecture or inference at all concerning its cause [i.e., God]. If experience and observation and analogy be, indeed, the only guides which we can reasonably follow in inferences of this nature; both the effect and cause must bear a similarity and resemblance to other effects and causes, which we know, and which we have found, I many instances, to be conjoined with each other. (xi, 148) In the Enquiry Hume also rejects as impossible a knowledge of God, the ultimate general cause or principle: It is confessed, that the utmost effort of human reason is to reduce the principles, productive of natural phenomena, to a greater simplicity, and to resolve the many particular effects into a few general causes, by means of reasonings from analogy, experience, and observation†¦ Elasticity, gravity, cohesion of parts, communication of motion by impulse; these are probably the ultimate causes and principles which we shall ever discover in nature; and we may esteem ourselves sufficiently happy, if by accurate enquiry and reasoning, we can trace up the particular phenomena to, or near to, these general principles. (iv, 30) Hume limits the human understanding to knowledge of common life and experience (xii, 162). Clearly, however, God transcends human experience, so God cannot be an object of the understanding. Since the idea of God does not arise from the understanding, it must arise from some other faculty. Hume analyzes the idea of â€Å"God† (an infinitely powerful, wise and just entity) and shows that â€Å"God† is generated by the imagination through reflecting on human capacities and faculties and expanding them infinitely (ii, 19; and vii, 72). Hume’s general assault is directed against speculative metaphysics and dogmatic theology, which believes that God can be known by humans. And nothing can be more requisite than to enter upon the enterprize with thorough care and attention; that, if it lie within the compass of human understanding, it may at last be happily achieved; if not, it may, however, be rejected with some confidence and security. (i, 15) Particular Arguments for Theism From a religious viewpoint, Hume’s â€Å"true metaphysics† can be read as an assault on any dogmatic belief in God. In Enquiry sections x and xi Hume focuses his attack specifically on Theism (or one could be even more specific and say â€Å"Christianity†). In these two sections, Hume mounts an attack on the two pillars of Christianity: revelation and natural theology. Hume argues that neither revelation (reports of miracles) nor natural theology (the Design argument) can yield a belief in God that a reasonable man would assent to. By â€Å"reasonable man† here, Hume means the man who follows his â€Å"natural unprejudiced reason, without the delusive glosses of superstition and false religion† (x). As it can be seen from Hume’s argument in Enquiry x, he attempts to undermine the reasonableness of a belief in reported miracles1 using four lines of reasoning. First, â€Å"miracles† are violation of laws of nature. Any belief-system (secular or religious) must take as its foundation that there are inviolable laws of nature. Therefore, it is inconsistent to have a belief-system that is based on the testimony of miraculous events occurring. Miracles can thus never serve as the rational foundation for any belief system. Second, even if we knew miracles occurred, this would only establish a supematural entity who through â€Å"particular volitions† intervenes in nature and history. But miraculous events are useless in establishing what kind of supernatural power (or powers) it is that caused such events. This argument cannot establish whether the supernatural power is wise, foolish, or capricious. Or for that matter, this argument cannot establish that this supernatural power is God (the original cause and sustainer of the world). Third, admitting miracles based on testimony is self-defeating for theism. Other non-theistic and counter-theistic religions (the Gnostics, for example, who hold the creator is malevolent) also have miraculous testimonies that have as much claim to belief as reported Theistic miracles. Fourth, Theists who build their faith on miracles have it backwards: miracles can never justify religious faith. Rather, it is religious faith that justifies a belief in miracles. Section x arrives at a skeptical conclusion: we cannot know if a miraculous violation of law of nature occurred, and even if we could know they did occur such events could never be the foundation for a belief system such as Theism. In Section xi, Hume attacks the second pillar of theism, natural theology or reason’s attempt to understand God unaided by revelation. Hume’s argument against the Design argument of natural theology occurs in two levels: the first level is given by â€Å"the friend who loves skeptical paradoxes† (xi, 132) who draws out the consequences of accepting the Design argument. Let us grant (the â€Å"friend† argues) that there is a Divine Architect who designed nature. Humans can infer the nature or essence of this Architect only by carefully studying the design or order in the Architect’s creation, Nature. Has the Divine Architect designed this world in a way that a moral agent (one who is benevolent and just) would have designed it? The numerous gratuitous evils we discover in our world that appear unnecessary and unavoidable block us from inferring that the designer of our world is a benevolent and just moral agent. The second level of argument against natural theology is given by Hume himself, in his own voice. Whereas the first level granted the Design argument and drew out the anti-theistic consequences of the Design argument; in the second level Hume argues that there are compelling reasons against granting the Design argument. Because we discover a design in our world does not allow us to infer the existence of a designing intelligence. To put this point in another way: this argument states that because there is a causal order in our world, there must have been an original cause, God. But our knowledge of causation is only through experienced constant conjunction between two species of objects. We expect objects of type x to bring about changes in objects of type y because we have experienced this many times in the past. However, the original cause, God, is unique. Therefore we cannot make the required jump which is required by the Design argument that because there is causal order or design in our world there must be an original cause or designer (xi, 148). Faith in the Enquiry The outcome of both Hume’s general account of â€Å"true metaphysics† as well as his particular arguments against miracles and natural theology are skeptical. On the basis of reason we have no grounds to assent to God. Thus, if one assents to God, this assent is based not on reason but on faith: Divinity or Theology, as it proves the existence of a Deity, is composed partly of reasonings concerning particular, partly concerning general facts. It has a foundation in reason, so far as it is supported by experience. But its best and most solid foundation is faith, and divine revelation. (xii, 165). To draw the implication here, since Hume has shown in section xi that God has no foundation in reason or experience, a belief in God is therefore founded totally on faith. Hume’s appeals to faith in the Enquiry should be taken seriously and not regarded as sarcastic asides. We must understand that for Hume faith is a domain entirely outside of natural reason (i.e., understanding): And whoever is moved by faith to assent to it (the Christian Religion) is conscious of a continued miracle in his own person, which subverts all the principles of his understanding, and gives him a determination to believe what is most contrary to custom and experience. (x, 131) Hume’s argument is intended to show that a belief in God is, literally, unreasonable: it is outside the domain of reason. Hume is not endorsing faith, but pointing out the status of belief in God. One who accepts Hume’s position on God in the Enquiry recognizes that a belief in God, since it is unsupported by reason, must float in mid-air as if by a sorcerer’s trick. Some theists will face up to this consequence of theistic belief. But for most theists, upon realizing that their belief in God in unsupported by reason, their faith will come crashing down. Conclusion The Enquiry carefully lays out a program of Mitigated Skepticism: all knowledge must be limited to experience and common life. In his general account of â€Å"true metaphysics† Hume shows that given the weakness and limits of human nature, knowledge of God is impossible.   Then in his particular arguments of x and xi, Hume shows that neither reports of miracles (revelation) nor natural theology (reason) provide support for the theistic God. Hume’s aim in the Enquiry was skeptical or â€Å"agnostic†. A century before T.H. Huxley coined the term, in the Enquiry Hume wrote the first agnostic manifesto (Mossner). Comparison and Contrast Hume’s conception of reason and the role it plays are widely disputed, but enough can be agreed upon to at this stage make the points, in particular, that a feeling- or passion-based reason does not allow non-instrumental freedom. Korsgaard notes that Hume discusses several varieties of reason, but says that â€Å"Hume seems to say simply that all reasoning that has a motivational influence must start from a passion, that being the only possible source of motivation, and must proceed to the means to satisfy that passion, that being the only operation of reason that transmits motivational force.† (1996, p.314).   Onora O’Neill argues that for Kant, there can be no such thing as a merely instrumental reasoner: â€Å"Not only does he deny that reason is or ought to be the slave of the passions; he actually insists that there are and can be no merely instrumental reasoners.† (1989, p.52) Before looking at the differences, it is as well to point out what Kant and Hume have in common with respect to reason and cause. Both are trying to grapple with a similar tension — between reason as the fount of what can be known with certainty as set against the metaphysical tangles into which it so often leads us (manifest, for example, in antinomies for Kant and discussions of the infinite divisibility of space and time for Hume). In the end, Kant resolves this tension with his account of the roles of the faculties, particularly in the construction of knowledge, with an a priori reason and a distinction between reason as acting regulatively with respect to cognition and constitutively in the moral realm. In this, he sees reason as an unconditionally active faculty. Hume, on the contrary, while acknowledging the tension, holds that ultimately it cannot be resolved, and that while we continue to debate issues such as whether or not reason has efficacy or dominance over the passions, we will to all intents and purposes remain in nature’s leading rein. And, for Hume, reason is passive, inert. For both thinkers, reason has a nature or tendency that drives our thinking with a certain inevitability. Kant, as we have seen, frequently refers to reason’s â€Å"nature,† while Hume describes it in terms of instinct. In the end, though, their differences far outweigh what they share. For Hume, reason is subordinate to experience in a way that for Kant it is not, indeed cannot be. And this is where the contrast gains particular relevance with respect to freedom. Simon Blackburn describes it this way: Reason can inform us of the facts of the case. †¦ And it can inform us which actions are likely to cause which upshots. But beyond that, it is silent. The imprudent person, or the person of unbridled lust, malevolence, or sloth is bad, of course. We may even call them unreasonable, but in a sense that Hume considers improper. For, more accurately, it is not their reason that is at fault, but their passions. (1998, p.239) Hume considers several species of reason, for example demonstrative versus probable reasoning, and it is difficult to describe and choose one that can be considered the Humean or â€Å"empiricist† counterpart to Kantian reason.   In addition to his view of reason in general, Hume is quite specific in ruling out the possibility that such reason can in any way ground morality, and so it clearly cannot ground the kind of freedom we find in Kant. Consider Kant’s famous confession, that it was Hume’s critique of causality that woke him from his â€Å"dogmatic slumber†. Now, it seems to me that the significance of this remark is completely lost if it is thought to license a reading of the Critique as a ‘refutation of Hume’, that the Analogies are attempting to restore the epistemic foundation for Newtonian physics that Hume’s critique of causality had undermined, etc. As Kant explicitly states, what was for him significant about Hume’s critique of causality is that it was the thin end of a very large wedge, and a gateway into a vastly greater problem. Kant, in short, begins his investigation by agreeing with Hume’s conclusions regarding causality, but then goes further, formulating the problem in its most general form and then determining its corollaries with absolute rigor. Kant attests to the legitimacy of Hume’s critique of causality – for him Hume has incontrovertibly demonstrated that an a priori concept cannot be derived from a series of particulars. Accepting Hume’s conclusion, Kant then raises the next question: what, then, is the origin of such concepts? The skeptical conclusions Hume draws are, Kant contends, the result of his having considered â€Å"not the whole of his problem, but a part, which by itself can give us no information†. In sum, rather than presenting an alternative program, we see that by his own admission Kant sought to elaborate on, to extend and probe in greater depth the same process of rational self-scrutiny that Hume had begun. His objective was not to refute but to develop Hume’s insight by grasping the entire problem of which Hume considered only a particular instance. What, then, is Hume’s problem considered in its most general form? Kant’s remarks indicate that, for him, the generalized version of Hume’s problem is the problem of the possibility of synthetic a priori judgments – i.e., Kant’s generalization of Hume’s problem is the question of the possibility of a scientific metaphysics. Since Hume had shown that a priori concepts do not originate in experience, for Kant the resolution of the problem requires demonstrating the way in which all such concepts â€Å"spring from the pure understanding† While Hume had discovered a mere instance of the way in which in â€Å"judgments of a certain kind we go beyond our concept of the object† (Kant, p.792), we are required to examine what is common to the entire range of   such judgments.   Hume did not grasp the general problem since â€Å"he did not systematically survey all the kinds of a priori synthesis of understanding† (795). It is such a systematic survey, and an attempt to identify what they all have in common in order to consider the general phenomenon of our employing concepts that exceed the empirical content provided a posteriori as a single problem. Kant tells us is nothing other than â€Å"the working out of Hume’s problem in its greatest possible expansion†. The following definitions are submitted accordingly: a) Hume’s insight: Judgments about causality employ a concept that claims universal validity. But a concept derived from a series of particular instances cannot be universally valid. b) Kant’s generalization of Hume’s insight: We employ a range of concepts that claim universal validity. Each concept moreover presupposes an idea of universality as such.   No such concepts can originate from the particular instances perceived by the senses. Therefore, none of our ideas claiming universal validity, nor the idea of universality as such, can be derived from the particular instances perceived by the senses. Thus, for Kant, the general problem instantiated by Hume’s critique of causality is the following: c) Hume’s Point: No conception of universality, qua conception of universality, can be derived from empirical input in general. Our synthetic a priori judgments thus employ concepts whose content cannot be derived from experience. But there is more to the problem than this for Kant, since his question concerns not only the concepts that such judgments employ, but the very possibility of our making such judgments. Kant’s formulation of his central question thus covers not only the concepts that are employed in the judgments, but also the judgment considered as an act, as a cognitive process and achievement. The question of the very possibility of synthetic a priori judgments thus encompasses not only the question of how it is possible that we could make a judgment that makes so much as a mere claim to universal validity (given Hume’s Point), but also the problem of our cognitive capability to execute the act that employs such concepts. The reader should expect, as Kant states in the Introduction, a â€Å"critique of our power of pure reason itself† (27). Kant’s transcendental deductions are employed in an attempt to derive the necessary conditions of possibility our cognitive constitution must independently fulfill in order to account for the mere capacity to employ universal concepts in judgments that we in fact possess. Since, by Hume’s Point, universal concepts by definition cannot be derived from empirical content, we must attempt to discern what is contributed to empirical experience and judgment by the pure principles of subjectivity, considered in utter isolation from empirical input as such. References Blackburn, Simon (1998). Ruling Passions A Theory of Practical Reasoning. Oxford: Clarendon Press. Guyer, Paul. (2000). Kant on Freedom, Law, and Happiness. Cambridge: Cambridge University Press. Hume, David. (1976). Enquiry Concerning Human Understanding. Edited by LA. Selby-Bigge, revised by P.H. Nidditch. Oxford: Oxford University Press. Kant, Immanuel. Critique of Pure Reason. Trans. Norman Kemp Smith. New York: St. Martin’s Press, 1965. Korsgaard, Christine M. (1996). Creating the Kingdom of Ends. Cambridge: Cambridge University Press. Mossner, Ernest Campbell. (1980). The Life of David Hume (2nd edition). Oxford: Clarendon Press,. Neiman, Susan. (1994) The Unity of Reason, New York: Oxford University Press. O’Neill, Onora. (1989). Constructions of Reason Explorations of Kant’s Practical Philosophy. Cambridge: Cambridge University Press. [1]   â€Å"Reason, considered as the faculty of a certain logical form of knowledge, is the faculty of inferring, i.e., judging mediately (by subsumption of the condition of a possible judgment under the condition of a given judgment.)† (386); â€Å"Every syllogism is a mode of deducing knowledge from a principle.† (357) [2]   â€Å"If the receptivity of our mind, its power of receiving representations in so far as it is in any wise affected, is to be entitled sensibility, then the mind’s power of producing representations from itself, the spontaneity of knowledge, should be called the understanding.† (75)

The Second Half of Adolf Hitler’s Life

The world-renowned dictator of Germany, Adolf Hitler, was actually born as Austrian in 1889. It was during the second half of Hitler’s life that he began to realize German nationalism and anti-Semitism in Vienna, Austria.He had internalized and absorbed these ideas and decided to transfer to Munich, Germany where he gave up his Austrian citizenship by seeking the endorsement from the German nation. This happened in the year 1913.In 1914, World War II broke out and Hitler and used this occurrence to prove his loyalty to Germany which he considered as his new homeland. He served as a corporal in an infantry regiment and was decorated after being wounded in 1917 (â€Å"Adolf Hitler Biography,† n.d.).By 1918, Germany declared defeat and eventually surrendered and attributed this failure to the betrayal and treachery of the Jews as well as the Communist’s political rebellion. Hitler believed that in order to avoid this unpleasant incident from transpiring again, these so-called traitor groups must be abolished.Taking a different direction, Hitler decided to involve himself in politics by the year 1919 in that he signed up for the German Workers Party.In a year’s time he became the organization’s leader and later changed its name to National Socialist German Worker's Party or more popularly known as the Nazi. Hitler's platform was simple: create a new nation that included all German people and rebuild the German military forces (â€Å"Adolf Hitler Biography,† n.d.).Following World War I, the German army signed the Treaty of Versailles after which they were trimmed down in number and was obliged to disburse billions of dollars to the Allied powers for war damages thereby downgrading German reputation and resulting to economic depression and downfall.Subsequently, Hitler and the Nazis failed to recapture Germany in the supposed Beer Hal Putsch in 1923. This act was considered treason. As such, Hitler was punished for five years imprisonment, however, he only served it for nine months due to political demands. During Hitler’s stay in the penitentiary, he was able to write Mein Kampf (My Struggle), his political declaration and proposal for a Nazi government.In this manuscript, he proclaimed German superiority above other races and condemned the Jews as tainted among others. After the war, he even ordered the genocide of about six million Jews termed as the Holocaust. Hereon, Hitler advanced a dictatorial leadership to have power over the German population and inhibit those who rebel against him.During the 1930s, Hitler urged for a transformation of the German society upon the advent of political and economic flux and regression and this was heeded by the German people. In 1933, the Nazis gained recognition for these innovative agenda thus Hitler was appointed chancellor of Germany.His leadership was tremendous in that he used media and press propaganda, large security force which used terror and inc arcerated Jews in concentration camps to signify Nazi authority in Germany.

Accounting Essay Example

Accounting Essay Example Accounting Essay Accounting Essay Importance of IFRS Name: Course: Institution: Date: Accounting The Amazon site experienced an outage, which ended up affecting other websites and servers. The problem began when the services at Amazon’s elastic block store service were interrupted. The main problem was a memory leak in the system. The monitoring system also failed, leading to the outage. The technicians had replaced the data collection server. The failure of the monitoring system enhanced the memory leak, leading it to get out of control (Williams, 2012). The replaced server did not work with the system well because it failed to transmit its domain name system in the right way, and this meant that the message did not reach some servers. The elastic block store provides much needed services to the elastic compute cloud, because it provides it with storage space. The elastic block store is one of the components in elastic computer cloud. The elastic compute cloud is one of the most important services because it provides the computing and networking bandwidth for websites and web applications. Therefore, interruptions of this service caused major interruptions and outages on the websites relying on the cloud computing offered by elastic compute cloud. Some of the other websites that were affected because of this outage included Reddit, Heroku, Imgur, Minecraft, HipChat, and foursquare among others. Customers to these sites could not access them. The systems could not perform the customers’ request. Initially, the company’s technicians were able to solve the problem in some areas, and the outage lasted for a few hours in most areas. However, the technicians were not able to resolve the problem, and the outages lasted for several more hours in many areas (Hutchinson, 2012). The problem had caused a lot of customer dissatisfaction after the outage. The company was able to find the main cause of the problem and they were able to resolve it, but not before affecting many customers in the process. The company initiated some measures, which it hoped would prevent such problems from happening in future. Among the measures that the company took, include developing a monitoring system that will alert the system when there is such a problem. The new system will sound the alarm, whenever there is a memory leak in the system. The company had to find ways of solving the problem with the memory leak. This process took some time, and some servers were down for more than three days, before the technicians could resolve the problem (Williams, 2012) One has to know the root cause of the problem when dealing with web outages. Some technicians fail at identifying the main cause and they end up taking a longer time to deal with the problem. Websites offer many valuable functions for companies. Companies have to find ways of preventing web outages, detecting them when they are about to occur, and dealing with the outages whenever they occur. One way to prevent web outages is to use an online processing system that operates in real time. This will reduce the chances caused by improper transmission within the system, and the server will get all the information (Gelinas, et al., 2011). Companies can depend on the customers input to detect whether there are any problems with the system. They can provide the needed space where the customers report bad experiences with the server. Most of the problems that the customers complain about may seem minor, but reporting them and looking into them earlier will prevent a small problem from escala ting. Companies need to use flexible technologies, which will allow for any changes within the system, and this will solve any future problems if the company decides to increase the amount of input data or to increasing processing (Croll Power, 2009). Other measures include encouraging customers to use web caches and reducing the server load. Looking for the less obvious problems, such as the functioning of the domain name systems is a sure way of preventing possible outages (Safe Resolve, 2011) References Croll, A., Power, S. (2009). Complete web monitoring: Watching your visitors, performance, communities, and competitors. Sebastopol, CA: O’Reilly Media, Inc Gelinas, J. U., Dull, R. B., Wheeler, R. P. (2011). Accounting information systems. New York, NY: Cengage Learning Gibson, D. (2010). Managing risk in information systems. Sudbury, MD: Jones Bartlett Publishers Hutchinson, L. (2012). Amazon web services outage once again shows reality behind â€Å"the cloud†. Retrieved from http://arstechnica.com/information-technology/2012/10/amazon-web-services-outage-once-again-shows-reality-behind-the-cloud/ Safe Resolve (2011). Prevent internet outages. Retrieved from http://help.saferesolve.com/index.html?internet_outages.htm Williams, A. (2012). Amazon web services outage caused by memory leak and failure in monitoring alarm. Retrieved from http://techcrunch.com/2012/10/27/amazon-web-services-outage-caused-by-memory-leak-and-failure-in-monitoring-alarm/

Guide to The Communist Manifesto

Guide to The Communist Manifesto The Communist Manifesto, originally known as The Manifesto of the Communist Party, was published by Karl Marx and Friedrich Engels in 1848, and is one of the most widely taught texts within sociology. The text was commissioned  by the Communist League in London and was originally published there, in German. While at the time it served as a political rally cry for the communist movement throughout Europe, it is so widely taught today because it offers a shrewd and early critique of capitalism and its social and cultural implications. For students of sociology, the text is a useful primer on Marxs critique of capitalism, which is presented in much more depth and detail in  Capital, Volumes 1-3. History The Communist Manifesto is the product of the joint development of ideas between Marx and Engels, and rooted in debates held by Communist League leaders in London; however, the final draft was written solely by Marx. The text became a significant political influence in Germany and led to Marx being expelled from the country, and his permanent move to London. It  was first published in English in 1850.   Despite its controversial reception in Germany and its pivotal role in Marxs life, the text was paid rather little attention until the 1870s, when Marx took a prominent role in the International Workingmens Association, and publicly supported the 1871 Paris commune and socialist movement. The text also captured wider attention thanks to its role in a treason trial held against German Social Democratic Party leaders. Marx and Engels revised and republished the text after it became more widely known, which resulted in the text that we know today. It has been popular and widely read around the world since the late 19th century, and continues to serve as a basis for critiques of capitalism, and as a call for social, economic, and political systems that are organized by equality and democracy, rather than exploitation. Introduction to the Manifesto A spectre is haunting Europe- the spectre of communism. Marx and Engels begin the manifesto by pointing out that those in power across Europe have identified communism as a threat, which they believe means that as a movement, it has the political potential to change the power structure and economic system that was currently in place (capitalism). They then state that the movement requires a manifesto and that this is what the text is meant to be. Part 1: Bourgeois and Proletarians The history of all hitherto existing society  is the history of class struggles. In Part 1 of the manifesto, Marx and Engels explain the evolution and functioning of the unequal and exploitative class structure that resulted from the rise of capitalism as an economic system. They explain that while political revolutions overturned the unequal hierarchies of feudalism, in their place sprung a new class system composed primarily of a bourgeoisie (owners of the means of production) and proletariat (wage workers). They wrote,  The modern bourgeois society that has sprouted from the ruins of feudal society has not done away with class antagonisms. It has but established new classes, new conditions of oppression, new forms of struggle in place of the old ones. Marx and Engels explain that the bourgeoisie have done this not just by control of industry, or the economic engine of society, but also because those within this class seized state power by creating and controlling the post-feudal political system. Consequently, they explain, the state (or, government) reflects the world views and interests of the bourgeoisie classthe wealthy and powerful minorityand not those of the proletariat, who are actually the majority of society. Next Marx and Engels explain the cruel, exploitative reality of what happens when workers are forced to compete with each other and sell their labor to the owners of capital. An important consequence, the offer, is the stripping away of other kinds of social ties that used to bind people together in society. Within what has come to be known as a cash nexus, workers are mere commoditiesexpendable, and easily replaceable. They go on to explain that because capitalism is premised on growth, the system is gobbling up all people and societies around the world. As the system grows, expands, and evolves its methods and relations of production, ownership, and thus wealth and power are increasingly centralized within it. (The global scale of todays capitalist economy and the extreme concentration of ownership and wealth among the global elite show us that the 19th-century observations of Marx and Engels were on point.) However, Marx and Engels wrote, the system itself is designed for failure. Because as it grows and ownership and wealth concentrate, the exploitative conditions of wage laborers only worsen over time, and these sew the seeds of revolt. They observe that, in fact, that revolt is already fomenting; the rise of the Communist party is a sign of this. Marx and Engels conclude this section with this proclamation: What the bourgeoisie therefore produces, above all, are its own grave-diggers. Its fall and the victory of the proletariat are equally inevitable. It is this section of the text that is considered the main body of the Manifesto, and is most often quoted, and taught as an abridged version to students. The following sections are less well-known. Part 2: Proletarians and Communists In place of the old bourgeois society, with its classes and class antagonisms, we shall have an association, in which the free development of each is the condition for the free development of all. In this section, Marx and Engels explain what it is exactly that the Communist Party wants for society. They begin by pointing out that the Communist Party is not a political workers party like any other because it does not represent a particular faction of workers. Rather, it represents the interests of workers (the proletariat) as a whole. These interests are shaped by the class antagonisms created by capitalism and the rule of the bourgeoisie and transcend national borders. They explain, quite plainly, that the Communist Party seeks to turn  the proletariat into a cohesive class with clear and unified class interests, to overthrow the rule of the bourgeoisie, and to seize and redistribute political power. The crux of doing this, Marx and Engels explain, is the abolition of private property, which is the manifest of capital, and the essence of wealth hoarding. Marx and Engels acknowledge that this proposition is met with scorn and derision on the part of the bourgeoisie. To this, they reply: You are horrified at our intending to do away with private property. But in your existing society, private property is already done away with for nine-tenths of the population; its existence for the few is solely due to its non-existence in the hands of those nine-tenths. You reproach us, therefore, with intending to do away with a form of property, the necessary condition for whose existence is the non-existence of any property for the immense majority of society. In other words, clinging to the importance and necessity of private property only benefits the bourgeoisie in a capitalist society. Everyone else has little to no access to it and suffers under its reign. If you question the validity of this claim in todays context, just consider the vastly unequal distribution of wealth in the U.S., and the mountain of consumer, housing, and educational debt that buries most of the population. Then, Marx and Engels state the ten goals of the Communist Party: Abolition of property in land and application of all rents of land to public purposes.A heavy progressive or graduated income tax.Abolition of all rights of inheritance.Confiscation of the property of all emigrants and rebels.Centralization of credit in the hands of the state, by means of a national bank with State capital and an exclusive monopoly.Centralization of the means of communication and transport in the hands of the State.Extension of factories and instruments of production owned by the State; the bringing into cultivation of waste-lands, and the improvement of the soil generally in accordance with a common plan.Equal liability of all to work. Establishment of industrial armies, especially for agriculture.Combination of agriculture with manufacturing industries; gradual abolition of all the distinction between town and country by a more equable distribution of the  populace over the country.Free education for all children in public schools. Abolition of children’s factory labor in its present form. Combination of education with industrial production, etc. While some of these might seem controversial and troubling, consider that some of them have and do exist in a variety of nations around the world. Part 3: Socialist and Communist Literature In Part 3 Marx and Engels present an overview of three different types of socialist literature, or critiques of the bourgeoisie, that existed at their time, in order to provide context for the Manifesto. These include reactionary socialism, conservative or bourgeois socialism, and critical-utopian socialism or communism. They explain that the first type is either backward-looking and seeking to return to some kind of feudal structure, or that seeks to really preserve conditions as they are and is actually opposed to the goals of the Communist Party. The second, conservative or bourgeois socialism, is the product of  members of the bourgeoisie savvy enough to know that one must address some grievances of the proletariat in order to maintain the system as it is. Marx and Engels note that economists, philanthropists, humanitarians, those that run charities, and many other do-gooders espouse and produce this particular ideology, which seeks to make minor adjustments to the system rathe r than change it (for a contemporary take on this, see the differing implications of a Sanders versus a Clinton presidency). The third type is concerned with  offering real critiques of the class structure and social structure, and a vision of what could be, but suggests that the goal should be to create new and separate societies rather than fight to reform the existing one, so it too is opposed to a collective struggle by the proletariat. Part 4:  Position of the Communists in Relation to the  Various Existing Opposition Parties In the final section Marx and Engels point out that the Communist Party supports all revolutionary movements that challenge the existing social and political order, and close the Manifesto with a call for unity among the proletariat with their famous rally cry, Working men of all countries, unite!

7 Rules For Formatting Lists

7 Rules For Formatting Lists 7 Rules For Formatting Lists 7 Rules For Formatting Lists By Mark Nichol Conventions for formatting lists are simple and straightforward, but many writers (and their editors) seem not to have gotten the memo. Here’s an outline about how to outline: 1. Numbered and Unnumbered Two basic categories for lists exist: numbered and unnumbered. Many numbered lists that people use online and in print have no need for numbers, because numeration implies a prioritized sequence, such as one of chronology. Number your lists only if there’s a rationale for ordering the items exactly as they’re listed. 2. The Bullets The items in unnumbered lists are often preceded by dots or other symbols known collectively as bullets, though such markers are technically not necessary, especially in a recipe or a materials list. (In those cases, it’s implicit that the ingredients or components are added or constructed in the order listed it’s actually a numbered list that needs no numbers.) 3. The Introductory Sentence When you set a numbered or unnumbered list up with an introductory sentence, it can be a complete sentence or an incomplete one, depending on how the list items are constructed. But follow it with a colon only if it’s a complete sentence. For example, you can write â€Å"To ensure success, consider these tips:† Alternatively, you can write, â€Å"To, ensure success, make certain that you† but only if each item in the list can independently complete a sentence starting with that setup. 4. The Single Items If the setup is a complete sentence, each list item can be a single word, a phrase, or a complete sentence, but it’s best if you’re consistent within a list. In this case, capitalize, and use a period, only in complete sentences. (And don’t deviate in how you form words, such as whether verbs appear in their root form or with -ed or -ing endings, for example.) 5. Punctuation If the setup is incomplete, only phrases that complete the setup are appropriate, and each one should end with a period. Don’t use commas or semicolons, and don’t append and to the second-to-last item. 6. List or Not? Before formatting a list, make sure it’s best displayed as such. A group of just a few items might better be run in, meaning simply included in a sentence. (Commas are sufficient to set off the items in a simple list; use semicolons only if list items themselves contain commas.) Conversely, lists consisting of items more than one sentence long are cumbersome, and these elements are usually more effectively presented within paragraphs or as separate paragraphs. In the latter case, they can be numbered, if necessary, or perhaps equipped with a heading for each item, if the items are more than a couple of sentences long. 7. Separators Also, in run-in lists, avoid separators like â€Å"1)† or â€Å"(a)† unless the wording or the punctuation fail to distinguish the items; even then, consider whether revision or reorganization can improve the clarity of the list. For simple outlines that have a couple of levels, use, in turn, roman numerals and lowercase letters. When constructing complex outlines, however, follow this standard sequence to identify items in each level: roman numeral uppercase letter arabic numeral lowercase letter arabic number followed by parenthesis or within parentheses lowercase letter followed by parenthesis or within parentheses Formatting lists correctly supports your efforts to communicate them clearly. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Cost-Effective vs. Cost-EfficientLatin Words and Expressions: All You Need to KnowWhat Is a Doctor?

Media Ethics Essay Example | Topics and Well Written Essays - 1500 words

Media Ethics - Essay Example For Kant, principles of reason or a system of clear-cut needs is where morality is rooted in since every individual has the ability to reason. No matter what culture or society a person belongs to, these needs apply. Per Kant, every individual has an obligation to discern what the right conduct is in a given situation by exercising his mind. As much as an action's universal and logical application, the ultimate arbiter of correctness are not necessarily the consequences of one's actions. Per Kant, sense of duty requires every person to acknowledge another person's rights. This also asserts that the general satisfaction of many people cannot overshadow moral claims (Solomon, 127-129). Utilitarianism, on the other hand, asserts that the greatest good for the greatest number is the utmost legacy (Christians, Ferre, and Fackler, 11-13). It is totally contradictory to Kant's ethics model. It maintains that every person should have the consideration to act for his own benefit if it will also benefit the society as a whole. In pluralism, acknowledging the opposing ethical principles present in a diverse world is the ethics model. These competing ethics principles are called duties (Patterson and Wilkins, 12). These duties can be identified as not causing harm to other people, personal development, beneficence, integrity, appreciation, and loyalty. This vivid viewpoint for reflecting the every day challenges numerous professionals deal with and for acknowledging the several roles various individuals bear is praised. An individual recognition of the distinction between duty proper and prima facie duties is required in this ethics model. Duty proper involves particular awareness for the introduction of new or unusual situations and challenges while prima facie duties can be taken as daily responsibilities each person decides to advocate. Putting social justice at the core of its guiding principle is the communitarianism ethics model (Patterson and Wilkins, 14). As component of the human condition, it maintains that every person should be sensitive to the corollaries of their behaviors both worldwide and within a society (Christians, Ferre, and Fackler, 14). This ethics model highlights the dynamic relationship among social, financial, judicial, and biological systems and centers on the interdependence of people. Experts state that it is a framework exceptionally relevant in assessing the function and operation of the media in society. It increases the combined achievements that the media and their Surname 3 organizations have and silences the rivalry among media organizations in the society (Patterson and Wilkins, 15). 2. An example case study of information ethics is in chapter 2 of the Media Ethics book entitled "The New York Times vs. Wen Ho Lee." It is all about responsibility in gathering of information, biases, and political agenda. The investigative reporters failed to gather sufficient information that would allow them to weigh any possible biases that may be intentionally or unintentionally included in the reports. Also, political contexts that may have possibly hindered obtaining the actual and complete facts were not thoroughly investigated. It was a major blunder on the side of the publication at the expense of the "victim." They reported a major case against a Chinese-American without a thorough and independent investigation on their end. Their

Competency Training (Fire Service) Essay Example | Topics and Well Written Essays - 1750 words

Competency Training (Fire Service) - Essay Example Fire fighters need up-to-date, comprehensive training materials to thoroughly prepare for any situation that may arise. The mission is to provide leadership to career and volunteer chiefs, chief fire officers, and managers of emergency service organizations through vision, information, education, services, and representation to enhance their professionalism and capabilities [2]. The main goal is that the firefighters in the operation department would execute their duties professionally, and with confidence, which would result in reduction of property loss and damage, subsequently re-instating stakeholder confidence in the Fire Department to carry out its mandate. One of the major challenges today to attain this goal is that a number of independent systems of training and education staggers fire service professionals. Besides, as the professional qualification series has grown, it is becoming increasingly difficult for firefighters or departments to find the necessary time to accomplish these levels of competency [3]. Efficient training systems are those that identify what they do well and take advantage of the strengths and opportunities provided by other systems to supplement their efforts. There should be a national system for fire service training and education because, as with other professions, a theoretical core of academic courses should be a prerequisite for entering these fields. The fire and emergency services should move towards becoming a full-fledged profession just like doctors, lawyers, nurses and other professions [4]. In theory providing emergency fire service is a ‘portable’ skill. Right now, there is no one un iversally recognized and reciprocal system to acquire the knowledge and skills required in the Fire and Emergency Services. The Fire Service training has important roles to play in the reform agenda. They should be re-modeled in order to be more effective. There is a need for

The Economics of Wheat in Australia Essay Example | Topics and Well Written Essays - 1000 words

The Economics of Wheat in Australia - Essay Example The essay "The Economics of Wheat in Australia" discusses the macroeconomic aspects of wheat production and consumption in Australia. The crop is grown on a large scale basis and accounts for a significant percentage of the global wheat exports. About 25,000 out of the 121,000 farms in Australia have wheat as one of the major crops planted by farmers. Crop land devoted to wheat in the country averages 2,250 acres. Domestic demand and consumption of wheat in Australia is much less than the country’s production. While the country accounts for only 3% of the global wheat production by volume, it meets 18% of the global export value. Clearly, the country exports a larger percentage of the cereal than the fraction of world’s wheat it produces. The Australian Bureau of Statistics noted that the country produced wheat worth $5.6 billion in the financial year 2003-2004, which made up 15% of all farm production in value. Over 60% of this was sold in overseas markets, underscorin g the significance of the country as a major player in the global wheat market. According to the Australian Bureau of Statistics, wheat accounted for 22% of the total crop production for the country in 2010. The volume of wheat produced in the country has been rising over the last four decades. Australia has a GDP ($ 999.6 billion; the equivalent of USD 1454 billion) and a GDP growth rate of 2.4%. Inflation (CPI) stands at 2.5% while unemployment is at 5.6%. Â  Statistics show that the GDP growth rate fell by a small margin towards 2015.

Consumer Behaviour Essay Example | Topics and Well Written Essays - 750 words - 4

Consumer Behaviour - Essay Example This essay stresses that the attitude of a consumer is a major factor as it has a major role in influencing the decision making process of the consumer. Talking on this note, it can be said that for the purpose of changing the attitudes of the consumers towards a specific brand of breakfast cereal, the AIDA model of marketing can be followed. The AIDA model talks about awareness, interest, desire and attraction and help to influence the mindset of the customers. For changing beliefs about the brand, the marketer needs to create awareness about the brand amongst the target consumers. The marketers need to bring in to highlight some other popular product of the same brand. For changing the beliefs about rival brands, the company needs to focus on the process of generating the interest among the consumers. For doing so, the marketer needs to communicate the unique values of the own brand. This paper makes a conclusion that the British airways advertisement was designed to focus on the patriotic as well as national feeling of the consumers and passenger of Britain. Talking in regards to campaign of Abu Dhabi tourism, the focus was on promoting dream and imaginations related to the Middle East. Talking from the marketer’s point of view, it can be said that the British Airways advertisement tried to develop a local connect. On the other hand, the sole focus of the marketers in the Abu Dhabi tourism campaign was to connect to the global audience, while asking them fulfil their dreams and imaginations of a lifetime.

Week 7 Discussion Question 1 Effect of a Meger Assignment

Week 7 Discussion Question 1 Effect of a Meger - Assignment Example Progress Energy Company faced these challenges because it had failed for annual based revenue increase of 12% with North Carolinas Utilities Commission (Munson, 2011). Through the merger, shareholders will enjoy earnings accretion, based on adjusted diluted earnings per share. I believe the value will be realized on the stakeholders because of the growth of the corporation after the merger. Wald (2012) reveals that the new corporation has over seven million retail customers and owns about sixty seven gigawatts of generating capacity; this indicates a great growth in the corporation hence shareholders are going to benefit from the merged corporation due to increased profits than before merging. During merging, the less important company loses its identity and becomes part of the more important company, in terms of management the important company runs almost everything in the corporation (Duke Energy, 2012). In the merger between Duke Energy and Progress Energy, progress energy has been absorbed and become a subsidiary of duke energy. The headquarter of the corporation remains in Charlotte. The accounting approach used in the merger is aimed at upholding the corporations name; they retain the name of the corporation. By taking total control and absorbing the other company, the corporation is able to run well without opposition from the other company. Duke Energy. (2012). Mergers & Other Corporate Actions: Duke Energy/Progress Energy Merger Information. Retrieved 20 Nov. 2012 from http://www.duke-energy.com/investors/individual-investors/merger-spinoff-documents.asp. Wald, M. (2012). Duke and Progress Energy Become Largest U.S. Utility. The New York Times. Retrieved 21 Nov. 2012 from

Spring Awakening Essay Example | Topics and Well Written Essays - 1000 words

Spring Awakening - Essay Example Discussion of sex was taken as something extremely personal and confined to closed door conversations. Parents and elders did not use to discuss issues relating to sex with their children at all. This attitude of the society was giving rise to social dilemmas within adolescents in the communities. Adolescents were experiencing emotions pertaining to sexual desires but they didn’t know the meaning behind those emotions and feelings. The play â€Å"Spring Awakening† addressed such a bold issue and brought this taboo topic to limelight in public to make them understand the changing requirements of changing times (New York Times, 2006). The theme of the play is sex orientation among teens and the arousal of feelings and emotions of youth and the desire to meet the sexual requirements of an adult human body. The play was performed in 1892, as a musical act where various scenes were articulated based on various songs that were played to entertain the audience and also to help them understand the acts being performed in a better manner. Though the play exhibited youngsters, teenagers and adolescents but its meaning and the underlying message was directed towards parents and mentors. The theme of the play demanded a change in the mindset of the audience and the need to understand the needs of maturing minds of growing children, children that are reaching puberty. The parents need to talk to their children and help them get across this very special, beautiful and significant phase of their lives. Without proper counseling and guidance children may astray away from the correct path of life and shall destroy their future forever, under the influence of intense feelings and emotions. The play revolved around the central characters of children that are depicted to be entering the adolescent phase of their lives, becoming adults and developing sexual needs and body features of a grown up. The characters in the play are shown to

Week 7 Discussion Question 1 Effect of a Meger Assignment

Week 7 Discussion Question 1 Effect of a Meger - Assignment Example Progress Energy Company faced these challenges because it had failed for annual based revenue increase of 12% with North Carolinas Utilities Commission (Munson, 2011). Through the merger, shareholders will enjoy earnings accretion, based on adjusted diluted earnings per share. I believe the value will be realized on the stakeholders because of the growth of the corporation after the merger. Wald (2012) reveals that the new corporation has over seven million retail customers and owns about sixty seven gigawatts of generating capacity; this indicates a great growth in the corporation hence shareholders are going to benefit from the merged corporation due to increased profits than before merging. During merging, the less important company loses its identity and becomes part of the more important company, in terms of management the important company runs almost everything in the corporation (Duke Energy, 2012). In the merger between Duke Energy and Progress Energy, progress energy has been absorbed and become a subsidiary of duke energy. The headquarter of the corporation remains in Charlotte. The accounting approach used in the merger is aimed at upholding the corporations name; they retain the name of the corporation. By taking total control and absorbing the other company, the corporation is able to run well without opposition from the other company. Duke Energy. (2012). Mergers & Other Corporate Actions: Duke Energy/Progress Energy Merger Information. Retrieved 20 Nov. 2012 from http://www.duke-energy.com/investors/individual-investors/merger-spinoff-documents.asp. Wald, M. (2012). Duke and Progress Energy Become Largest U.S. Utility. The New York Times. Retrieved 21 Nov. 2012 from

General Safety and Security Essay Example for Free

General Safety and Security Essay * Investment in surveillance camera systems by school districts ensures parents and guardians that the general safety and security of children are being addressed during schools hours and at all after-school extracurricular activities and programs. 2. Crime Deterrent * The presence of highly visible surveillance cameras at strategic locations in buildings and public areas/premises of a school property prevents theft, vandalism and acts as a deterrent to thieves and criminals from indulging in illegal activities. 3. Sexual Predators * One of the biggest threats that school children face is the threat of sexual predators and pedophiles hanging around unobtrusively on school campuses or in parking lots. Camera systems footage is very useful in tracking down predators or helping inform police about threatening situations in real time. 4. Prevent Bullying * New-generation surveillance camera systems have audio, voice and sound capturing capabilities. Teenagers bullying or harassing other students can be disciplined based on video and audio footage records. 5. Emergency Evacuation * School security personnel manning surveillance camera systems in real-time can take quick action about evacuating children, faculty and staff in case of emergencies related to fire or other potentially dangerous situations. Prevent Theft and Illegal Activities * The primary purpose of installing surveillance cameras is to act as deterrence to robbers, criminals, petty thieves and unscrupulous elements from indulging in theft, illicit and criminal activities. Security cameras are installed in bungalows, townhouses, apartment buildings, condominiums, schools, university campuses, offices, stores, malls and other public areas. These cameras monitor suspicious activities; stop theft, vandalism and shoplifting; and alert stationed security officers about real-time thefts. Staff monitoring cameras and centrally manned systems in large businesses can also inform county and state law enforcement officials about developing dangerous situations.

Development of Child Minding Business: Activity Planning

Development of Child Minding Business: Activity Planning Unit Two Part One – Documentation for a child minding business Clear documentation is essential, as it is an area that receives inspection from Ofsted. Ofsted is the independent regulatory body for schools (including child care providers delivering the early years foundation stage curriculum) that reports directly to the government. The documentation you need for a child minding business are as follows: Criminal records bureau check (CRB)- this will check a person for any criminal records or convictions that may be held against their name. CRB is the first piece of documentation that should be filed in the documentation toolkit. A CRB check is necessary for any adult that will be caring for children within the childcare setting. Child record form- this provides a snapshot of crucial information relating to the child being cared for and will be the first form accessed in the case of an emergency. This form should include, child’s name, D.O.B, address, parent/carers address and contact details, child’s doctors names and contact details, 2 emergency contacts, medical history, immunisations, allergies, dietary requirements, medical conditions, religion (if appropriate) and any other relevant information. Child information record book- this is an essential piece of documentary evidence required by Ofsted, it documents daily the various activities a child has carried out, food they have eaten, number of nappies changes (if applicable) and any other relevant information relating to the child that occurs during the day. The book is usually taken home daily or weekly by the parent so they can see what activities their child has been engaging in during the day and what learning has taken place. The record book can also act as a means of communication for non-urgent items between the parent and child care provider. Childcare agreement forms- this provides the contract between the parent and the childcare provider. The child care agreement sets out essential information such as the child’s contact details, parent/guardian information, start date, hours and days the child will be attending, details of collection from the setting and fee information (including any retainer fees that may be payable). Accident record and incident forms- the accident form gives a detailed account off the accident that has occurred, where it happened, names of any adults who witnessed the accident, type of first aid that was given at the time (if applicable), this should also include the date, name and signature of the person who completed the form. It should also contain a section for the child’s parent to sign to confirm that they have read the report and are aware of the accident. The incident form is very similar to the accident form, it is used to give details of anything that may result in the child becoming upset and distressed ex, a child may be playing with a family cat and be scratched. The incident form is to be completed and signed the same as the accident form and read and signed by the parent. Existing injuries form- an existing injuries form is used to document any injuries, (bruise or cut) which a child may arrive with. Both the childcare provider and the parent should sign the form. These could be completed in the setting before the session starts or issued to parents in advanced. Fire and safety form- this is used to give details if the correct evacuation process from the setting in case of a fire breaking out. All children being cared for should be regularly exposed to a practice fire drill the dates of the drill and children involved should be documented, dated and signed in the fire safety form. Vehicle records and parent permission to travel in a vehicle- this form should contain information regarding registered and insured vehicles that are to be used for the purpose of childcare. These vehicles should have appropriate insurance cover and documentation about who is insured and registered to dive the children around. As well as the vehicle record, it is necessary to obtain a signed form from a parent giving permission for their child to be transported in their childcare provision registered vehicles. This could be for regular trips t a playgroup, the park or an organised outing. Prescription and non-prescription medical record card- this can either be incorporated into the child’s record or detailed separately. It should contain information on prescription and non-prescription medicines the child may need administered by the childcare provider. It should detail the name of the drug, dose and frequency it should be administered. The childcare provision should obtain written permission from the parent for each drug to be given to their child. Each time it is administered it should be recorded in the form. This procedure should also be carried out for non-prescription medication that a child requires, as agreed with the parent. The parent should also detail under what circumstances the medication should be given. Outings and consent forms- there are 2 different typed of consent forms that may be required for documenting small trips and pre-planned larger scale trips. A form including clauses that detail the types of outings a child can go on can be used; this form could include permission statements for trips on public transport, foot, carer’s cars or any other car (e.g. carers friends car). This form should be signed by the parent and kept in the child’s file. In addition to this form a separate form may be required for larger outings, or for those that may require financial contribution from the parent. Financial forms- record of payment, invoice, receipt- as well as the collection of forms already discussed, there are three necessary financial forms for recording financial details relating to the home child care business. Record of payment of fees- used to record fee payments by the parent. The childcare provider signs to say that the payments by the parent have been received. There may be occasions when a receipt is used for other purposes, educational products purchased from the childcare provider. Record of complaint- any complaints may be required to be shared with parents, Ofsted and possibly other agencies. Therefore, it is extremely important that the complaints form is completed accurately, and as soon after the complaint is made so the information is accurate. The next section should contain details of the complaint in full. The following sections should go on to detail how the complaint was dealt with, along with any action that was taken. The child provider should ten sign and date the form. Depending on the nature of complaint, it might be necessary to refer it to Ofsted, particularly if an allegation f serious harm or abuse is made. Part Two – Activities that stimulate children developmentally Play is an essential part of a child development, and there are many activities that can be done to enhance the development of a child, intellectually, socially and physically. Depending on the space available, there are various different options for incorporating physical development activities into a child’s day; for example, skipping is a good physical development activity as it encourages co-ordination and strength. Physical development activities also help to promote a healthy living and exercise. Physical development also helps to develop a child’s gross-motor skills; gross-motor skills refer to the big physical movements made by a child or baby, such as crawling, rolling and walking. Additional activities that enhance physical development of gross-motor skills are throwing or catching a ball; this develops hand eye co-ordination, riding a bike; this helps to develop balance skills, and hopscotch; this helps to develop jumping and counting skills. Fine-motor skills involve dexterity and fine control of muscle movements such as, writing, drawing, using a knife and fork and doing up clothing. Fine-motor skills require a child to use precise and well-controlled movements; there are many activities that can be used to develop these skills such as a dressing up box. There is a wide range of multi-sensory toys to develop a baby’s fine-motor skills from around 9months. Toys that can be squeezed to make a noise, or finger foods are ideal for a baby’s hand eye co-ordination. At about 12months, a baby will love to drop objects such as toys. An excellent toy to have is a shape sorter; babies love the bright colours and will love the sound of the shapes dropping into the sorter. Fine-motor skills are used as the baby picked up each shape, determines where it goes and turning it until it drops into the sorter. For toddlers up to about 24months, the range of fine-motor skill activities changes. A brilliant addition to the home or setting is a dressing up box. Toddlers enjoy dressing and undressing; and a dressing up box helps to encourage fine-motor skills with the various fastenings that the toddler may encounter on the clothing such as zips and buttons, it also encourages creativity. Painting, drawing and colouring are also excellent ways to develop toddler’s fine-motor skills. Multi-sensory baby books are a great aid for developing a baby intellectually. There are lots of picture books in the market that have mirrors, crinkly fabric etc. that babies love to touch when being read stories. Music, singing and colourful, noisy toys all provide brilliant stimulation for a baby’s intellectual development. For toddlers there is a wide range of activities that can be used to stimulate intellectual development. Card games such as pairs are very popular, as are board games such as connect four and dominoes. These are excellent for developing numeracy skills. Toddlers have very inquisitive minds and there are intellectual learning opportunities around every corner during the day-to-day activities that can be promoted by questioning, such as â€Å"what do you think we do next†. Role-play is an excellent way to develop social skills in a safe environment, children can explore different roles in different settings; for example, a post office could be set up where children have to interact with each other as customer and staff. Again here, this task is very closely matched to the study guide. Please amend this task and ensure that you are writing in your own words. Task three- Draft food health and safety policy All employees, paid or voluntary, who handle food, have a responsibility to: Maintain a high standard of personal hygiene Refrain from handling food when they or anyone at home are suffering from an infectious disease such as; diarrhoea, throat infection or rashes Adhere to the settings health and safety policy Report any shortcomings to the appropriate person, e.g. Faulty or damaged storage, preparation and service equipment Principles of handling food: All foods must be checked to ensure they are of the quality, substance and temperature required and that they are within there use-by dates All foods must be stored under conditions that will prevent their deterioration, instructions on the label, if present, must be followed Keep it clean-keep it cool- keep it covered: Food and food only, must be stored in areas designated specifically for that purpose (refrigerators, cupboards etc.) Saucepan handles should not overhang the stove or worktop edges Any food or liquid spillage must be cleaned up immediately When cooking food, recipes or packet instructions must be followed Food not eaten at the meal it was prepared/given must not be kept or offered at a later time Signs of any type of pest infection must be reported immediately Principle of safely using equipment in food areas: All electrical equipment must be switched off and the plug removed from the power source when it is being cleaned or not in use Refrigerators, freezers and other types of temperature control equipment must be routinely checked to ensure there effectiveness All equipment must be according to manufacturer’s instructions Doors and lids of equipment in use should fit securely Hob burners, grills, ovens etc. must always be turned off when not in use All cooking equipment should be checked when in use to ensure that it is functioning correctly. Any slight electrical shock received from the equipment must be reported immediately All equipment and working surfaces must be kept in a clean and hygienic condition Cleaning chemicals should be used at the prescribed dilution rate Task four- Travel plan Amount of children attending: 3 Destination: 100acre woods Date of trip: 3rd September 2014 Time of departure: 09.15am Time of return: 12.15pm Permission slips received: 3 Travelling via car Ensure full tank of petrol Ensure car is correctly insured Ensure child locks are enabled Ensure breakdown cover Ensure permission slips and informed of any child likely to attempt to take off their seatbelt Ensure all children have suitable clothing e.g. rain coat Ensure there is a first aid kit in car and any medication that may be needed Joshua’s inhaler Ensure there are snacks and plenty to drink Ensure risk assessment has been carried out before organising the trip -low risk