Thursday, October 31, 2019

Advanced Accounting Theory & Practice Essay Example | Topics and Well Written Essays - 2000 words - 1

Advanced Accounting Theory & Practice - Essay Example For that objective, the standard has classified different economic units as assets, equity, liabilities, income, expenses and cash flows. This classification is used to prepare and present different types of financial statements such as statement of financial position, statement of comprehensive income, statement of changes in equity and statement of cash flows. The IAS 1 provides different qualitative characteristics which are highly essential to be depicted by the financial statements. Fair presentation suggests that the financial statements faithfully represent the effects of the economic transactions and conditions which must be complying with the framework definition, recognition and measurement criteria for assets, equities, liabilities, income and expense as well. In the following parts of this paper, first key features of IAS 1 along with different types of financial statements have been accounted for. Subsequent to that, a description elaborating qualitative characteristics has also been included. It is followed by illustrative example representing how Royal Dutch Shell prepares and presents its consolidated statement of comprehensive income. Before the conclusion, critical evaluation of IAS 1 has been described to highlight the shortcomings of the accounting standard. International Accounting Standard (IAS 1) provides a framework for the Preparation and Presentation of Financial Statements. IAS 1 prescribes that the basis for presentation of ‘general-purpose financial statements’1, defined as statements develop to meet the needs of the users who require an entity to prepare reports tailored to their important information needs. This definition covers both consolidated and separate financial statements. Interestingly, IAS 1 does not specifically apply to the structure, content and form of interim financial statements, which are detailed in IAS 34 Interim Financial Reporting, but many of its basic underpinnings such as consistency

Tuesday, October 29, 2019

Change of sign method Essay Example for Free

Change of sign method Essay I use the same method to keep doing decimal research. to work out a more accurate answer. Take increments in size 0. 1 within the interval [1. 5,1. 6] From the above we can see that must lie between [1. 52,1. 53]. It can be very clear if I use graph. I will do a better research this time by using the same method to prove my result is correct. Now I can find a more accurate result from the research which lies between [1. 521,. 1522]. Here is a graph to prove the interval is right. However, I will take 4 decimal places to improve the accuracy of the interval. Also I will use the same method again. As we can see the root is between [1. 5213,1. 5214] Same again. Autograph is used to prove my solution is right. Error bounds This is the process which check how the accuracy of the roots are. From those 4 decimal search I have done so far, I can say that the answer is between 1. 5213 and 1. 5214. These can be improved the accuracy. Assume X=1. 5213 f(x)=(1. 5213)^3-1. 5213-2=-0. 00047 X=1. 5214 f(x)=(1. 5214)^3-1. 5214-2=0. 000121 Because the answer is -0. 0004700. 000121. So the answer must between 1. 5213 and 1.5214. However , these are not the exact answer so I have to estimate them. In this case, X=1. 5213. 5, so the error bound is . Because this is the middle point between the interval. Fail example by using Exel It is not guaranteed to use this method, because there still has some problems in it. See the graph below: As we can see the curve touches the x axis. The root lies between 0 and 1. I am going to use Exel program to prove it. There is no change of sign of this equation. So we can say that the change of sign method is failed. Newton-Raphson method This is another fixed point estimation method, and as for the previous method it is necessary to use an estimate of the root as a starting point. The process can be repeated to give a sequence of points x2, x3 I am going to use the following equation. As we can see there are 2 roots in this function. The first root lies close to +1. But I will estimate the first root is x1 = +2. I will show it in graphical as +2 is a starting point. There is a technical way to do Newton-Raphson method by using Autograph. I will do it step by step with showing the graph. I click the curve then right click it and chook the Newton Raphson Iteration option. I have entered the value that I estimated, then press the right side button. The solutions appear automatically. The answer that I got is 1. 27202. Error bound Because my solution is 5. bp. So the answer will be x=1. 27202 The numbers that I squared shows how close to the real answer. So we can say there are some error in it. I am going to try another root of the equation. I have estimated the x1 = -2. As I can see from the graph, -1. 27202 is the best answer I can get. Then I will check whether the solutions are correct.

Sunday, October 27, 2019

Benefits of Picture Books for Children

Benefits of Picture Books for Children Picture books are intended to show children how to derive pleasure from reading. They fuse humorous plots with captivating illustrations in order to hold the attention of the child. The addition of pictures can increase the longevity of a books interest; they are designed to be read over and over again and thus the child needs to be provided with something more than a simplistic storyline. Picture books also encourage verbal interaction and reading aloud with a parent in order to develop a childs confidence before the inevitable ‘reading aloud lessons at school. Verbal dexterity is an important skill to develop and compliments literacy. The role of illustrations in this medium is mainly to provide extra stimulus although, like music and lyrics, they each become as important as the other. Some authors are synonymous with illustration styles such as Roald Dahl and Quentin Blake who form a cohesive force in stimulating literature for older children. It is in this very stimulation that the role of picture books in the development of literacy can truly be seen. Art and literature are effective forms of expression, which can be combined to great effect to improve understanding, and as E.M. Forster pondered â€Å"How can I know what I think until I see what I say?† The opposition to picture books, a seemingly inoffensive artistic endeavour to the untrained eye, is surprisingly vehement. Protheroe (1992, p.7) considers picture books the â€Å"banner at the head of the present relentless progression towards educational failure† which originated to suppress the vocabulary of the working classes. She voices concern that by providing children with pictures they are being discouraged to visualise things for themselves; their imagination is stunted. Yet, a John Vernon Lord explains in his lecture, the majority of his images are born from his imagination rather than from life so how could something so innately imaginative dissuade similar thought? In addition, even with the most seemingly basic of picture books, such as Rosies Walk, there is always something else to add. For example, Rosies Walk, has seemingly little plot (it is a matter of pages long and simply accounts a hen walking through a farmyard) however, the pictures provide a whole new realms of possibility for the imagination. Although Rosie does not interact with any other animals, she passes several, many of whom witness the tribulations of the fox. As a child studies the pictures they can invent reactions and entire lives for the sub-characters. The frogs are sent flying as the fox fumbles and plunges into the pool did the frogs think this was rude? Did the fox apologise? The goat who grazes by the hayhock is seen in the background of a later scene, watching the fox get struck by the descending flour was the goat amused? Concerned for Rosie? Vernon Lord and Burroway demonstrate a keen eye for detail and provide the child with an opportunity to think outside the information with which they are initially presented. This is especially true of a brief story like Rosies Walk as the child will almost certainly grow accustomed to the plot after several readings and look for other stimulus in the tale. In direct contrast to Protheroes concerns, it seems that pictures, used skillfully, could in fact encourage a higher level of perspicacity from a child who would have long become tired of the few words in Rosies Walk if it lacked pictures. However, to presume that a picture book may be entirely simplistic or patronise the potential of a child perhaps underestimates the author. For example, in Rosies Walk, the child is placed in a senior position of knowledge in comparison to the protagonist. Hutchins credits the reader as the omniscient being while Rosie remains blissfully unaware of her pursuer. The comedy of this story also provides many levels. On the surface, there is the classic slapstick comedy as the fox collides with a rake. Slapstick creates the instantaneous humour and appeals to child-like love of clowning in both child and adult. But it is not simply physical comedy. The closing line â€Å"and got back home safely† creates humour out of anticlimax as well as relief. The story is tension built upon tension with the successive predicaments reminiscent of the subsequent Wile E. Coyote and Roadrunner cartoons created by Warner Brothers in which a ravenous coyote pursues a fast paced bird with increasingly elaborate stunts in each episode but to no avail. However, this structure seems more suited to the picture book as even the action of turning the page drives the story and dictates a slower pace. The pages serve as a divider, creating small succinct scenes which help build the layers before the climax. The interesting structure is rooted in this unity of sever al dangerous scenes married with the closing line which, like Rosie, seems unaware that there was ever any danger. Similarly, John Vernon Lord explains the importance of the collaboration between text and picture placement in his lecture regarding The Giant Jam Sandwich: when text and picture are describing the same episode in the story I prefer to enforce their physical relationship by placing them on the same page wherever possible. The breaks in the text and the pictorial presentation on each page need to follow the natural stages of the storyline. The pacing of the illustrations with the narrative is of the utmost importance This demonstrates how the story, text and picture intertwine, complimenting one another in both style and pace, to create a whole. This will be explored in greater depth later. The most basic principle of picture books is to promote literacy by making books more appealing to children. By making the books not only visually enticing, but by providing pictures to aid less able readers, literature is made all the more accessible. Cullingford (1998, p.12-13) recognises that those children who struggle with reading initially can feel like failures at a very young age which can effect their relationship with reading for life. They can start to view literature as exclusive. By providing children with familiar picture stories rather than disconcerting wedges of text, they can slowly build the foundation for a love of reading which, as their confidence improves, will motivate them to approach more â€Å"unreliable†, challenging tomes in later life. Bettina Hurlimann expresses her view that pictures are the universal language and thus encompass all children regardless of academic ability or language: by optimizing accessibility children will have a healthier re lationship with books. Protheroe (1992 p.111) accepts the premise of the picture book to advertise reading a pleasurable but also accuses this particular avenue of denying the potential of books and language by suggesting that words only have one meaning. This, however, seems a little dramatic. Picture books aimed at 0-5 year olds learning to read do often only have one meaning, any more than that is usually directed at the adult. For example, in The Giant Jam Sandwich the town of Itching Down is described as â€Å"not a very waspish town†. As they have just rid themselves of thousands of wasps, the child will take that section to mean that the town did not appreciate being overrun by wasps; they were not pro-wasps. It is unlikely that a child under five would be familiar with the â€Å"petulantly spiteful† definition of waspish but the adult might derive some pleasure from the word play. Hunt (1991, p.175) accepts and admires the simplicity of the language but feels that â€Å"much of the c omplexity is expressed by the visual elements†. He suggests that literary techniques such as metaphor can be much more effectively demonstrated through the use of pictures although, like Protheroe, he does acknowledge the subsequent risk that it â€Å"fix[es] words into a restrictive, mundane interpretation† leaving the child no room to impart their own meaning onto words; there is no room for manoeuvre. The Very Hungry Caterpillar by Eric Carle, in which a caterpillar munches his way through a veritable smorgasbord of tasty treats, eats two pears. The play on the word â€Å"pair† and â€Å"pear† was almost certainly not intended for the three year old but rather the person helping them to read. In addition, this particular volume can be seen to incorporate not only verbal dexterity but mathematical and elements of natural science. The caterpillar eats an increasing number of foods, which employs basic numeracy, and subsequently transforms into a chrysalis, then into a butterfly as is the natural order. It seems that without pictures, this might be a hard concept to explain to a very young child. The vocabulary required with no visual aid might be quite taxing and alienating (not least due to the word chrysalis!) and thus the pictures make it a more accessible notion. As Hunt (1991, p.176) aptly notes, it allows us to â€Å"cross the boundary between the verbal and the pre-verbal†. It allows children to advance in other subject areas at a younger age. However, Protheroe (1992, p.74) would argue that children need to learn to cope with â€Å"uncertainty and accept ambiguity† as it allows them to practise inference. Hunt (1991, p.181) seems to feel that there is a happy medium, however, in which meaning is limited but not prescribed. He feels that this is applicable to both pictures and words as each form can be used in a way which is stilted or one that opens the floodgates of interpretation and creativity. As Hunt (1991, p. 185) attests the â€Å"absence of words would have provided a ‘gap which takes intelligence and imagination to fill† as would the absence of pictures; working together, both serve their purpose. Jane Doonan expresses the importance that pictures talk for themselves and not simply reinforce the words and this notion is the idea of the picture book versus that of the illustrated story. Moebius (1986, p.132) articulates that â€Å"in the picture book, we read the images and text together as the mutually complementary story of consciousness† with the â€Å"story ‘behind the image often supplied by the illustrator. He expresses certainty that picture books are like any form of literature: â€Å"[the structure] is not accidental or fortuitous phenomena†. Every word and every brush stroke have a purpose. Edmund Evans pioneered the total design of the picture book, making it a single cohesive mechanism rather than simply some text with some pictures. This duality can be seen in The Giant Jam Sandwich in which most of the scenes depict the entire town. The moral of the story is less to do with the nuisance of wasps and more about community spirit and working together. For this reason, John Vernon Lord has ensured that the majority of the colourful scenes incorporate most of the town, each doing their job: from the small girl with pigtails heaving one small jar of jam along; to the man crouching, trying to get a photograph of the bread transportation for posterity. It is these tiny details that engage the child time after time as well as the adult. John Vernon Lord criticises his own work in his lecture, however, claiming â€Å"with hindsight I feel that the colour scheme adopted for these pictures is too similar throughout the book† and it is with constant variation and bustling images that a child becomes entranced. However, the pictures do not have to be busy to be stimulating. Rosies Walk employs seemingly simplistic illustrations and, although attention is paid to the background action, the focus is far more on the fox and the hen. These two characters are at the forefront of most of the scenes with the occasionally cameo from characters, such as the goat, who hover in the background. This, like in The Giant Jam Sandwich, mimics the content of the piece which is very self-contained about Rosies movements. She does not engage with the other characters and neither does the text. The style is also much more fantastical with the large exaggerated ears of the fox and the bold use of colour contrasts. The vibrant yellows and pinks clash in the most aesthetically pleasing way which provides visual stimulation for the child. They are unusual colour combinations, new and intriguing. Similarly, the bulbous trees are decorated with apples in regimented lines rather than the natural sporadic scattering; the fine line between faithful interpretations of familiar images with fantasy has been beautifully encapsulated. Furthermore The Sick Cow, by H.E. Todd and Val Biro, adopt all the muted browns of a bucolic paradise. Of the three books, this is the most ‘realistic in style as The Giant Jam Sandwich shies from too much facial detail with the concentration being on large, busy scenes. Biro specializes in detail from the tread of the tractor tyres to the mane of the horse although allows the background foliage to blur into rural tranquility. Strangely, however, despite being the most visually ‘naturalistic, its content is perhaps the most unorthodox covering, as it does, the ailments of a barking cow who is cured by sitting in some nettles. However, in The Sick Cow, although the pictures beautifully capture the provincial scenery, they do essentially illustrate the text. There is no sense, as Moebius (1986, p.137) demands, of the â€Å"unseen over the seen† as with Rosies Walk. The same could, perhaps, be said of The Giant Jam Sandwich; the difference being that, in the latter, t here is simply lots to see. Fisher (2005, p. 192) rallies the benefits of exposing children to pictures as â€Å"art can help assimilation by developing perceptual sensitivity and discrimination through the study of form, colour, shape and texture†. This suggests that the blurring in The Sick Cow or the vibrancy of The Giant Jam Sandwich could provide stimulation which specifically develops the academic capacity of the child. Pat Hutchins, author of Rosies Walk, is also responsible for The House That Sailed Away and Im the King of the Castle: and Other Plays for Children which are far wordier examples of childrens literature, set out as plays. Blythe (2005, p.82) notes that encouraging children to articulate is crucial for development as vocal experience supports learning by incorporating language into the self. Similar encouragement can be seen in the direct speech in The Giant Jam Sandwich as well as the animal noises in The Sick Cow. Learning is believed to be received through the senses and thus books which encourage verbal interaction are beneficial as are picture books which engage the visual sense. In addition to art and vocal experience, music is considered to be a powerful tool in mental well being and learning demonstrating that stimulus is not restricted to literature alone. It can be found in a number of artistic pursuits. Tame (1984) outlines Dr. Tartchanoffs scientific studies into the effect of music noting that â€Å"music exercises a powerful influence on muscular activity sounds are dynamogenic† and the tempo of rock music, for example, can be detrimental to the digestive system. This physical manifestation is seconded by Blythe (2005, p. 82) who covers the neurological changes when people sing or speak as a group: the central nervous system activity becomes synchronous stress hormones decrease, muscle tension decreases, more oxygen enters the system. They feel high; have a certain clarity of mind and sometimes physical vision Taking into account the ‘reading aloud together aspect of picture books which, according to this research, stimulates the brain for physical well-being as well as the work on sensual learning, the picture book is potentially an essential learning tool. Taking this idea further, the lyrical nature of many picture books should also be noted. For example, The Giant Jam Sandwich employs strict couplet rhyme scheme: Bap gave the instructions for the making of the dough. â€Å"Mix the flour from above and yeast from below. Salt from the seaside, water from the spout. Now thump it! Bump it! Bang it about! Even if this technique is not directly mentioned to the child, it is instilling knowledge of rhythm into their subconscious. This could influence a love of music which, according to Dr. Tartchanoff, could be beneficial depending on the genre. If it developed into a passion for group singing then Blythe certainly notes the increased potential for learning, molding the mind to a relaxed state of peace and readiness. If nothing else, the verse makes the story flow and engages the senses which child would not enjoy joining in with those imperatives? In the pursuit of sensual stimulation, The Very Hungry Caterpillar can be seen to attack the visual sense and that of touch. The thick pages display the holes through which the caterpillar has eaten. The child can poke fingers through the gap and feel as if the story is unraveling before their eyes. This is a very tame example compared to the modern books which employ sound effects and fluffy bits. Where does it end? Books on which the child can have a nibble? Perhaps the sight of reading itself is being lost in favour of instant gratification as is the nature of our society. One must question if this matters as long as children are being engaged in literature in some way. And whose face did not light up at the sight of a pop-up book? Making learning fun and interactive is no new phenomena and should not necessarily be seen as threatening. Peter Hollindale (1997, p.75) has faith that â€Å"children take from a story what they want and need† so perhaps our constant manipulation of sensual stimulation is futile. Some children may simply be predisposed to reading and others not regardless of whether books have pictures. It may simply be a case of nurturing existing talent by tailoring learning to the demands of the individual child. Protheroe (1992, p.48-49) has further concerns that picture books can be detrimental to the development of a childs memory. She argues that it has â€Å"long been established that in human language lexical usage involves a link between a symbol and a concept, not a symbol and referent† (p.73). She cites that Bower and Winzenz conducted tests which linked memory to active discovery and depiction. Although there is a school of thought which rejects the idea that picture books stunt imagination, Bower and Winzenzs findings cannot be dismissed. Picture books work on the principle of memory association. One of the aims, as well as general stimulus, is to provide the child with a word and an image which they can link in their brain so that the word and its meaning will be easier to retain. Bower and Winzenz suggest that by depriving the child the personal image creation, the link with their memory will be broken. Word and picture association is a common way to strengthen memory rete ntion as is repetition or the use of active imagination: applying a personal image to what the word signifies to you. There are many recommended revision techniques because memory works differently from person to person and thus Protheroe may be right in some cases but it seems prudent to assume that picture association will also help some children when learning to read. After such lengthy discussion about the importance of stimulating and advancing the knowledge of a child comes Alfred Adler (1998, p.181) and his opinion to embrace the simplicity of childrens books. He recognises that to try and accelerate the learning of a child at a young age can be counter-productive: â€Å"All mentally indigestible pulp ought to be kept out of childrens reading until they have reached a certain age of maturity. Unsuitable literature may either be misunderstood, or it may throttle developing social interest†. While Protheroe flies the flag for interpretation, Adler highlights the potential pitfalls of such a stance: the risk of misunderstanding leading to fear or alienation. And perhaps Adler highlights an interesting point about the aging process. Betty Friedan (1993, p. 50 p.74) explains that social research has indicated that those who show the most tenacity in holding on to the values they developed in childhood were most susceptible to mental instabi lity later in life. This links with Freuds theories of the importance of childhood and the in which people develop much of their personality very rapidly in childhood and subsequent changes in adulthood are often no more than superficial. By speeding up this process even more by presenting children with increasingly complex literature before they have reached that â€Å"certain age of maturity† that Adler alludes to, children might develop too quickly before they are ready to understand the ramifications thus putting them in a vulnerable psychological position in their adult years. Conversely, if Freuds theories about the importance of childhood development are to be subscribed to, it would also be dangerous to stunt a childs knowledge and understanding at such a crucial time in their psychological growth. As Moebius (1986) notes, the picture book should be preserved as â€Å"the last frontier of innocence† and, as such, should not be corrupted by being held under exce ssive scrutiny. In the pursuit of literacy the importance of stimulus must be stressed. An active brain will promote literacy or, at least, a thirst for education whether that is artistic, mathematical or scientific. Literacy is achieved through developing children with a healthy relationship with books, whether they grow up to read Crime and Punishment or with a penchant for Mills and Boone; to implement a literary hierarchy would be a demonstration of snobbery and artistic ignorance. Literacy is independent from the literary canon. Denying children colourful pictures also seems to suggest that visual art is not as valuable as literature which is similarly unbalanced. Children should learn that art is about equality and, although they can embrace their preferred medium, they should not discount other forms of expression or consider them inadequate. Combining literature with pictures demonstrates the way in which art forms can effectively interact. Art forms are not exclusive. Furthermore, if employing pictures to captivate a child also inexplicably entwines their mind with the text then, what is the harm? Many adults reserve a special place in their hearts for their childhood favourites: from Noddy to The Very Jolly Postman; from The Mr. Men books to The Velvetine Rabbit: their love of reading may be pinpointed to these very affairs. It seems unfair to deny young readers of today these warm, fuzzy memories of bright funny pictures and exciting colours for fear of patronising them. Children should be allowed to be children before the age of five rather than constantly pushing them to develop more rapidly if they are ready to advance then that could be nurtured on an individual basis. The fact is, with children, with people even, the way in which a mind works varies from person to person so it seems futile to prescribe an overall right or wrong on picture books. The marriage of text and pictures will spark the imagination of some children while others will derive stimulation from constructing mud pies in the garden. Modern children should not be robbed of the colours of innocence; even if the modern colours of innocence come in the form of The Tweenies.

Friday, October 25, 2019

Seamus Heaney’s Storm on the Island and Walt Whitman’s Patrolling Essay

Seamus Heaney’s Storm on the Island and Walt Whitman’s Patrolling Barnegat which were written in 1966 and 1856 respectively are two classical poems describing vividly How the poems I have studied explored nature and its effect. Seamus Heaney’s Storm on the Island and Walt Whitman’s Patrolling Barnegat which were written in 1966 and 1856 respectively are two classical poems describing vividly the horror and insecurity experienced by human’s during a wild storm. Storm on the Island and Patrolling Barnegat have many similarities and differences, the similarities reside around each writer’s description of a storm but the differences are mainly due to the writer’s on personal attitude and approach to a storm and how they apply it to their writing. At the beginning of Heaney’s Storm on the Island he clearly highlights that they have prepared for a storm â€Å"We are prepared; we build our houses squat†, Heaney also makes it clear that there is no company or shelter on the island â€Å"Nor are there trees that might prove company when it blows full blast†. Throughout the poem Heaney is describing the elements that have to be faced during a storm, he describes the wind, the sea and the fear they produce. In contrast to Heaney, Whitman begins his poem with a prompt and vivid description of the storm and his dramatic account of a storm continues throughout the poem. Whitman’s portrayal of the storm is somewhat different to that of Heaney as it is more sophisticated and complex, â€Å"Steady the roar of the gale, with incessant undertone muttering†. The attitude of each poet towards the poem plays a prominent role in the style and rhythm of each poem. In brief it is quite clear that Heaney’s attitude to a ... ...ed the people experiencing it. My preference would have to be Patrolling Barnegat as I feel I was more engaged in the reading of it than I was in the reading of Storm on the Island and the way Whitman described the various components of a storm really impressed more so than anything else. On a final note I would like to acknowledge that these two poems I have been comparing are non-fiction but I do realise that storms do occur and their consequences can be catastrophic to say the least and you have to look no further than the recent hurricane disaster in New Orleans were over one thousand people lost their lives to the devastation caused by nature and that thousands of peoples lives have been permanently affected by this. We all should learn a valuable lesson from this disaster and in future hopefully this tragedy will not have to be experienced again.

Thursday, October 24, 2019

Causes of Crime

The causes of crime are usually physical abnormalities, psychological disorders, social and economic factors, broken windows, income and education. By the twenty-first century criminologists looked to a wide range of factors to explain why a person would commit crimes. These included biological, psychological, social, and economic factors. Usually a combination of these factors is behind a person who commits a crime. Reasons for committing a crime include greed, anger, jealously, revenge, or pride. Criminologists focused on the physical characteristics and sanity of an individual. They believed it was â€Å"predetermined† or that people had no control over whether they would lead a life of crime. For example, criminologists believed people with smaller heads, sloping foreheads, large jaws and ears, and certain heights and weights had a greater chance to be criminals. As late as the 1950s researchers continued to investigate the relationship of body types to crime. Aside from biological traits indicating a natural tendency toward criminal activity by some individuals, Lombroso and other early twentieth century researchers also reasoned that criminal behavior could be a direct result of psychological disorders. They believed these mental disorders could be diagnosed and possibly cured. If this was true, then criminal activity could be considered a disease and the offender could be â€Å"cured† through psychiatric treatment. In addition to studying the biological and psychological causes of criminal behavior, others looked toward society in general for possible causes. In the early 1900s researchers believed social changes occurring in the United States, such as an industrial economy replacing the earlier agricultural economy and the growth of cities, as well as the steady flow of immigrants from eastern Europe affected crime levels. In the 1990s a new idea spread through the criminal justice field concerning the influence of a person's social environment on crime rates. The idea was that general disorder in the neighborhood leads to increased antisocial behavior and eventually to serious crime. For most of the twentieth century, police primarily reacted to serious crimes such as rape, murder, and robbery often with little overall success in curbing crime rates. So, the thinking went, if authorities eliminated disorder, then serious crimes would drop. Disorder creates fear among citizens of unsafe streets; they avoid public areas allowing criminals to gain a foothold. The neighborhood goes into a downward spiral because as crime increases, then disorder increases further. Another theory from 1930s criminologists was that unemployment could be a major cause of crime. Society teaches that persistence and hard work lead to personal financial rewards; however, educational opportunities are often limited to those who can afford to attend college. People who do not receive higher education or college degrees are often forced to take lower paying jobs. Some attempt to achieve material success through illegal means; in this sense social forces can lead a person into crime. The belief that education plays an enormous role in deterring crime led to educational programs and job training in prisons. Education and job training not only provide a way to find a job and make a legal living, but potentially places the person into a better social environment once he or she is back in society. Criminologists believe a good job creates social and personal attachments to a person's community that in turn influence whether or not to commit a crime. A person is less likely to commit a crime, even if there will be substantial rewards, if he or she is tied to the community and is respected by its members.

Wednesday, October 23, 2019

Incurable disease AIDS

Today, the world is worst alarmed by an incurable disease AIDS. AIDS has been spreading in the world like a wild fire. AIDS is a global problem and there should be a global solution found by the entire international community. It is really scary to see and imagine our world fall into pieces because we refuse to share and put in the common vestiges of our civilizations. â€Å"It could be said that the AIDS pandemic is a classic own-goal scored by the human race against itself. † – Princess Anne, Ireland. The Origin of Aids: -AIDS is caused by the Human immunodeficiency virus (HIV), which originated in non-human primates in Sub-Saharan Africa and was transferred to humans during the late 19th or early 20th century. Two types of HIV infect humans: HIV-1 and HIV-2. HIV-1 is more virulent, is more easily transmitted and is the cause of the vast majority of HIV infections globally. The pandemic strain of HIV-1 is closely related to a virus found in the chimpanzees of the subspecies Pan troglodytes, which lives in the forests of the Central African nations of Cameroon, Equatorial Guinea, Gabon, and Central African Republic. HIV-2 is less transmittable and is largely confined to West Africa, along with its closest relative, a virus of the sooty mangabey (Cercocebus atys atys) an Old World monkey inhabiting southern Senegal, Guinea, and western Ivory Coast. â€Å"It is clear before God and man that the entire war on HIV and AIDS has not been waged with any degree of piety, responsibility and care. †| Symptoms of Aids: -The symptoms of AIDS are primarily the result of conditions that do not normally develop in individuals with healthy immune systems. Most of these conditions are infections caused by bacteria, viruses, fungi and parasites that are normally controlled by the elements of the immune system that HIV damages. Opportunistic infections are common in people with AIDS. These infections affect nearly every organ system. That’s what prompted James Ander ton to say that, Everywhere I go I see increasing evidence of people swirling about in a human cesspit of their own making. | People with AIDS have had their immune system damaged by HIV and are very susceptible to these opportunistic infections. Common symptoms are: * Chills * Fever * Sweats (particularly at night) Swollen lymph glands * Weakness * Weight loss Causes for Aids: -Reckless life style is the major cause for HIV. The virus can be spread (transmitted): * Through sexual contact — including oral, vaginal, and anal sex * Through blood — via blood transfusions or needle sharing * From mother to child — a pregnant woman can transmit the viru s to her foetus through their shared blood circulation, or a nursing mother can transmit it to her baby in her breast milk Other methods of spreading the virus are rare and include accidental needle injury, artificial insemination with infected donated semen, and organ transplantation with infected organs. However considering the patients to be untouchable is unconditionally disgraceful. Sometimes I have a terrible feeling that I am dying not from the virus, but from being untouchable. – Amanda Heggs| HIV infection is NOT spread by: * Casual contact such as hugging * Mosquitoes * Participation in sports * Touching items that were touched by a person infected with the virus Aids and blood or organ donation: -AIDS is NOT transmitted to a person who DONATES blood or organs. People who donate organs are never in direct contact with people who receive them. Likewise, a person who donates blood is never in contact with the person receiving it. In all these procedures, sterile needles and instruments are used. However, HIV can be transmitted to a person RECEIVING blood or organs from an infected donor. To reduce this risk, blood banks and organ donor programs screen donors, blood, and tissues thoroughly. What is necessary to change a person, is to change his awareness of himself. -Abraham Maslow. Aids Awareness programmes: – * AIDS is the sixth leading cause of death among people ages 25 – 44 in the United States, down from number one in 1995. * The World Health Organization estimates that more than 25 million people worldwide have died from this infection since the start of the epidemic. * In 2008, there were approximately 33. 4 million people around the world living with HIV/AIDS, including 2. 1 million children under age 15. Complete extinction of impure thought is impossible without ceaseless penance. Mahatma Gandhi | The government has drawn up a strategy to fight AIDS that seeks to unite all sectors in a common programme. The national health department is the main driver of a strategic plan to coordinate the fight against AIDS by the whole country. These include traditional healers, business and religious organisations. The priority areas in this plan are: * Prevention; * Treatment, care and support; * Legal and human rights; * Monitoring, research and evaluation Conclusion: -As of now, there is no cure for AIDS, though there are drugs that prolong a patient’s life. There is a huge amount of research going on in this regard, especially in the US, and hopefully, a cure (or a vaccine) will be discovered. However, moral life alone is the best medicine to prevent AIDS. As a nation we should commit ourselves not only to the fight against terrorism, but to economic justice, defeat of the AIDS epidemic and vestiges of discriminatory policies of all kinds.