The Importance of Education in Our Society Essay -- Education Society

The Importance of Education in Our Society In our culture today, there is a huge emphasis on education, especially higher education. Society basically says the more educated you are, the better off you are. That is pretty much true if you live by the means of society. The basic idea that education, especially a college education, is something that people should pursue even into their adult years is not by any means a new idea. Every society has specialized individuals who fulfill certain positions that require extended education. In some cases, these people are known as shamans, priests, or professors, or they may be doctors, mechanics, blacksmiths, or artists. In all these professions, some form of higher education is necessary. It could come from an apprentice or rigorous private study, or it could take the form of a formal higher education. Whatever the form, the meaning is the same, gain knowledge and use it. The idea of education has been a big part of each and every culture on earth. However, as we all know, there are many questions on what it means to be educated in the form of higher education: questions we, as students, must face sooner or later. Here I am, my junior year in college. In a couple of years, I will be either prolonging my education or out in the real world trying to make a living. I must ask myself these questions: What is the purpose of my higher education? What exactly am I learning? Is the education I am receiving here at the University of Arkansas going to be good enough for a future employer? If I am educated does that mean I am trained to do only one thing? Am I one-dimensional? First of all, what does it mean to be educated here at the University of Arkansas? In other w... ...rked fears of the return of the university system geared toward the wealthy. Society needs the higher educated, because the educated do serve a purpose. Not everyone is as blessed as the fortunate few to have obtained a higher education. Society needs professionals (doctors, lawyers, and engineers). It also needs artiest, essay writing professors, philosophers and politicians. In certain ways the educated owe it to the society they came from to make it a better, more diverse living environment, for everyone including themselves. Education is not just what your major is, it is also what you learn along the way. It's about learning about life and who you are. All the while becoming specialized so that you may contribute to yourself and society. It's a journey, and for those of us fortunate enough to embark on that journey I hope that we make the most of it.

Philosophical Groundwork of a New and Innovative Teaching

The purpose of Montaigne's â€Å"Education of Children† is to lay down the philosophical groundwork for a new and innovative way of teaching children. The purpose of this new system is to foster the child's intellectual growth as opposed to filling the child's head with facts that he regurgitates, but does not understand. In Montaigne's words, the education should put a child â€Å"through its paces, making it taste things, choose them, and discern them by itself† (110). As well as encouraging intellectual growth, Montaigne also intends to promote wisdom, character and physical development as a way of education the entire person. Montaigne's assertion is that the purpose behind education should not be for the sole aim of the increase in knowledge, but â€Å"to have become better and wiser by it† (112). The overall effect of the education should be to produce an individual that is both wise and happy; according to Montaigne the two are irreconcilably bound, as â€Å"the surest sign of wisdom is constant cheerfulness† (119). The methods used to achieve Montaigne's ideal education are a mixture of the ability and talent of the tutor; the individual attention paid to a student and the well-rounded nature of the curriculum. Montaigne asserts that a pupil is only as good as the skill of his tutor. The ideal tutor in Montaigne's eyes would be one that is more wise than learned, having â€Å"a well made rather than a well filled head† (110). The tutor should not have the student repeat what is told to him, as the goal of the education is not to memorize, but rather to learn. The tutor should be a guide in order to offer the ideas of great authors to the student and then â€Å"let him know how to make them his own† (111). Furthermore, the tutor is only responsible for one student at a time and without interference from parents. Being alone with the student allows the tutor to truly become aquatinted with the student†s aptitudes and allows for the formulation of an individual and personal education for the one pupil. The actual subjects to be learned are divided by not only the discipline of study, but also the development of physical ability, moral fiber and interpersonal skills. The development of mind, body and spirit together leads to the transformation of a child to a well-rounded man. Montaigne believes in the training of the body as well as the mind, a typically Greek concept. The tutor, therefore, is responsible for physical training as â€Å"it is not enough to toughen his soul; we must also toughen his muscles† (113). The training of body serves a duel purpose, to ease the burdened mind by giving it something else to think about and by building up the pupil's body in order to fight off injury and disease. It is only after his body has been trained that the intellectual education can begin. Intellectually, Montaigne believes in beginning the students formal education with the sciences, in order to foster the understanding of the world's natural laws. The tutor should â€Å"explain to him the meaning of logic, physics, geometry, rhetoric and the science he chooses† as a way to give him â€Å"the marrow and the subject predigested† (118). This explanation of basic scientific principles gives the student the ability to understand and interpret the passages written by famous scientists given to him by the tutor. This assertion, that children should be allowed to recognize important information for themselves, is the cornerstone of Montaigne's theory of education. The other subjects to be studied should be literature and philosophy, and should be taught in the same manner as the sciences. Montaigne argues against the study of grammar and classical languages, such as Greek or Latin, as he believes these to be grounded in memorization as opposed to logical thought and reasoning. Montaigne asserts that the purpose of education is to produce â€Å"not a grammarian or a logician, but a gentleman† (125). However, despite the discourse on formal education, the actual intellectual instruction received is secondary to the child's overall development as a person. The next part of the child's education is argued by Montaigne to be the most important. The tutor should not only be an instructor on the matters of reason and logic, but also a moral force in the life of the student. The tutor's job is to instill strong virtues in the child while he is still young, â€Å"instructing him in the good precepts concerning valor, prowess, magnanimity, and temperance, and the security of fearing nothing† (120). The tutor is to teach the child moderation, civic responsibility, humility and a â€Å"honest curiosity to inquire into all things† (114). The goal of this instilling of virtues is to create an adult, â€Å"guided only by reason,† who is as capable of making wise decisions as well as being educated (114). The student, only after the competition of a great deal of education in academics and virtues, is taught a final lesson about interactions with others. At some point in the education the pupil is expected to interact with others and put his education to use. The student is expected to visit other countries in order to interact with a diverse array of people and cultures. Through these interactions the pupil will further his own education by rubbing and polishing his â€Å"brains with the contact with those of others† (112). The informal education through experience leads the student to gain a grasp of social situations and begin to understand the way society works. The ultimate goal in this is to have the student â€Å"put everything to use† by finding valuable education in all of those around him (114). Montaigne even goes so far as to assert that eventually â€Å"even the stupidity and weakness of others will be an education to him† (115). Overall, with the completion of the relationship between tutor and pupil the end result will be a reasoning, virtuous, educated and extremely wise individual who will be well equipped to deal with the world and who will be constantly bettering himself.

IFRS vs GAAP †Equity Accounts Essay

In discussing Equity Accounting standards of GAAP and IFRS we specifically look at Stockholders’ equity in regard to corporations. Of course there are many differences in language; however, we will review some major differences in accounting standards with respect to Equity accounts. There is a glaring difference in the two methods with regards to Distributions to Owners. Under US GAAP, disregarding dividends paid on unallocated shares (Employee Stock Ownership Plans), tax benefits can be received. It follows that the tax expense is reduced and no allocation is made in stockholders equity. The IFRS impose rules where entities must reduce equity accounts for the amount of any distribution, net of tax benefits. To elaborate, a company under GAAP pays 1 million dollars into pensions and 200 thousand would be the taxable amount. It would reduce the stock holder’s equity by 1 million; the 200 thousand would credit the tax expense. A company under IFRS would report 800 thousand as a debit to the equity account, with no tax liability. A broader topic is the issuance of equity instruments which includes stock. Minor differences related to stock are observable in linguistics, or account titles. GAAP accounts are labeled Common Stock and IFRS accounts are labeled Share Capital. One significant difference in accounting methods occurs in the presentation of increasing equity, specifically in regard to issuing stock. An IFRS entity may report Par value and nominal value separately in its equity account. There are some other differences in the accounting practices of IFRS and GAAP to make note of in regard to equity accounts. One difference is the recording of changes in equity. The IFRS implements a financial statement for this specific known as the, â€Å"Statement of changes in Equity.† The statement shows more than just changes. First, the statement reports profits or loss; what follows are incomes or expense titled â€Å"other comprehensive income.† Lastly, the statement shows changes in accounting policies and the financial effects incurred as a result. It’s used for compliance with IFRS accounting policies, estimates and error rules. US GAAP does not require a separate financial statement and can record changes simply in the notes of financial statements.

Mutations in Dna Essay

Although most mutants are either impersonal or harmful they are besides the natural stuff for development. Such mutants from allelomorphs. surrogate signifiers of a given cistron that may bring forth differences in construction or map such as black. brown or blond hair in worlds. or different coupling calls in toads. Phases of Mitosis~1 ) Parent cell.2 ) Chromosomes make indistinguishable transcripts of themselves.3 ) They line up along the Centre.4 ) They move apart.5 ) Two girl cells form with indistinguishable chromosomes to the parent cell. Homologous chromosomes have the same cistrons. but each homologue may hold the same allelomorphs of some cistrons and different allelomorphs others. The cell rhythm is tightly controlled. Both during the embryologic development and during the care and fix of the grownup organic structure. come oning through the cell rhythm is regulated chiefly by two interacting procedures. ( 1 ) Production of. and responses to. growing factors that by and large speed up the cell rhythm ; ( 2 ) Intracellular checkpoints that stop the cell rhythm if jobs such as mutants in the Deoxyribonucleic acid or misalignment of the chromosomes have occurred. Most malignant neoplastic diseases develop because one of both of these procedures goes amiss. Many different molecules control the cell rhythm ; Porto-oncogenes: Any cistron whose proteins tends to advance mitotic cell division if called a proton-oncogene. The cistrons for growing factors. turn factor receptors. and some cyclins and Cdks are proton-oncogenes. In most instances. advancement through the cell rhythm existences when a growth-stimulating protein such as cuticular growing factor ( EGF ) binds to a receptor on the surface of a cell. This stimulates the synthesis of cyclins which bind to Cdks and trip them. Therefore. these proton-oncogenes are indispensable to the normal control of the cell rhythm. Tumor suppresser cistrons: The protein merchandises of tumour suppresser cistrons prevent uncontrolled cell division and the production of girl cells with mutated Deoxyribonucleic acid. both of which are common in tumours. Cdks modulate the activity of other proteins by adding a phosphate group to them. One such protein is Rb. Normally. Rb inhibits written text of several cistrons whose protein merchandises are required for DNA synthesis. Phosphorylation of Rb by Cdks relieves this suppression in the G. stage of the cell rhythm. leting the cell to continue to the S stage and retroflex its DNA. This concatenation of events. from growing cabal stimulation to phosphorylation of Rb. ensures that the cell rhythm starts up merely when the organic structure needs it to. Another tumour suppresser protein. called P53 proctors the unity of the cell’s DNA and indirectly regulates Rb activity. Healthy cells with integral DNA. contain small P53. However. when Deoxyribonucleic acid has been damaged ( for illustration by ultraviolet beams in sunshine ) . P53 degrees rise. The P53 proteins that inhibit Cdks. If Cdks are inhibited so Rb is non phosphorylated and DNA synthesis is blocked ; this prevents the cell from bring forthing girl cells with damaged Deoxyribonucleic acid. The P53 stimulated the synthesis of DNA fix enzymes. After the Deoxyribonucleic acid has been repaired. P53 degrees decline. Cdks become active. Rb becomes phosphorylated and the cell enters the S stage. If the Deoxyribonucleic acid can non be repaired. P53 triggers a particular from of cell decease called programmed cell death. in which the cell cuts up its Deoxyribonucleic acid and efficaciously commits suicide.

Approaches and methods in language teaching Assignment

Approaches and methods in language teaching - Assignment Example It should not contain any contradicts within the material to be used. We know that an approach is unquestionable but a method is technical in its application. There can be different methods within one approach. As described by Anthony’s model (1963) an approach illustrates all the assumptions and beliefs related with language and language learning in a broader manner however, a method is a way through which one can implement the theory in a practical framework. A method also defines the methods to be used, skills to be taught, content to be analyzed and more specifically, the order in which the content should be presented. The Grammar-Translation Method : This technique was established in the 18th century. The main aim behind the development of this method was to infuse modern ways of teaching languages to school children. The method was an adoption of the techniques used by the individual learners who were studying classical languages like Greek and Latin. The method revolves around the understanding of the grammar and translating the original contents into learner’s native language. This method enabled the teachers to develop a better understanding of grammar techniques and the rules applied. This technique also differs from communicative language teaching (CLT). The main focus of the Grammar-Translation Method is to translate the words and difficult phrases for the ease of the students into their language from the language they intended to learn. The Direct Method: The Direct Method was coined in the early 20th century. It was formulated to eliminate the problems related with Grammar-Translation. The Direct Method involved the direct learning of the lessons in the target language. This method had a significant value in the learning of the target language as the form of language used for giving instructions to the students. This method is also considered viable and important in the learning programs till today. This method developed in 1920s has transformed into a more advanced method which is now known as Situational Learning Teaching. Audiolingulaism: Audiolingulaism was underpinned during 1950s and 1960s. It was formulated during the times when it was thought that learning a new language is comparable to learning new habits. Learners were emphasized on the need to learn the grammar of the new language. The main emphasize was not laid on the language rules to be followed but to respond to the situation. The students were asked to produce sentences for that particular situation. Teachers focused the students on speaking and listening of the language as compare to reading and writing. It was thought that speaking and listening are the fundamental pillars in learning a new language. Drill was the most common characteristic of an audiolingual class. It was the kind of activity in which the teacher used different prompts for the students to produce a sentence by using the proper grammatical structure. For example; Teacher : ( holding up a picture of a post office) Where’s Mary going ?, Learner : She’s going to the post office. However, today the value of drills is considered limited as such methods are found less useful for the speakers to interact with other people naturally. Presentation-Practice-Production or PPP : In this technique, a teacher creates the understanding of the new language either by playing a recorded dialogue or making the learner to read a written text. The learners are then required to

Lorenzo the Magnificent Research Paper Example | Topics and Well Written Essays - 1500 words

Lorenzo the Magnificent - Research Paper Example Some of his well-known achievements include preservation of the independence and the regional integrity of Florence and assisting in the creation of peace through the whole of Italy through his diplomatic policies. Though Lorenzo lived only forty-three years, he managed to gain the title of one of the most significant masters during renaissance and became the exemplar of what is presently referred as the Renaissance man4. Lorenzo had an interest in almost everything and prospered in almost everything that he attempted. However, he was admired and at the same time loathed. His interest in music, religion, art, literature, and philosophy grew with time and could hold extravagant parties at the family palace to discuss on numerous classical literature works and philosophy5. Lorenzo was born in 1449 to a family of five and was the elderly son to Piero, his father6. Lorenzo’s family, the Medici, was at this time involved in the banking sector and other businesses within the region7. Additionally, his family was also involved in the running of the republic. His grandfather, Cosimo de’ Medici, was the ruler of the republic while at the same time involved in the banking business8. Both Cosimo and Piero loved, supported and collected arts. Lorenzo’s mother wrote sonnets and poems and was actively involved in supporting arts during this period. During his childhood, Lorenzo was deemed as the brightest among the siblings of Piero9. He took part in hunting, jousting, and horse breeding10. However, his father died while he was young, and his mother took over the responsibility of bringing him up. While still alive, his father had sent Lorenzo on numerous significant diplomatic missions. For instance, his father had sent him to Rome to meet t he pope and other significant political and religious leaders11. Lorenzo, unlike his brother Giuliano, did not have good looks and had short

Managing Information Systems Assignment Essay Example | Topics and Well Written Essays - 2750 words

Managing Information Systems Assignment - Essay Example In this scenario this report will analyze some of the main aspects such as responsibilities of IT and MIS at the business level and overall implementation issues for setting up an online business at D&D International Enterprises. OVERVIEW Currently every business utilizes information systems along with other new technology based objects at all the stages of business processes to gather, perform operations, and store business data. Additionally, this corporate data is collected as well as distributed in the type of effective business information required to perform diverse tasks of the company. In this scenario, every staff member of the company makes use of these information systems to perform assigned tasks. For instance, a car selling business that could utilize a computer database to manage products sell best, and a retail store could utilize a computer-based information technology artifacts as well as information system to sell products over the Internet. ... Normally, organizations use management information systems to facilitate their staff members to use and change information. However, in many cases, the management information systems work behind the scenes, and the users of the information system are not often engaged or even aware of the operations that are managed or controlled by the system. In addition, the management and improvement of information technology systems and tools supports management as well as other staff members in carrying out several operations associated to the management of business information. Moreover, the management information systems and other business systems are particularly valuable in the collection of company data as well as the creation of corporate information to be employed like tools intended for decision making (BPC, 2010; Schauland, 2011; Lari, 2002). MIS AND ITS SIGNIFICANCE TO BUSINESS Management information system is a wide-ranging phrase intended for the computer structures in a business th at offers information regarding its business processes. It is as well employed to submit to the people who handle and supervise these systems. Normally, in a huge business, â€Å"management information system" or the â€Å"Management information system department" refers to a centrally-harmonized or fundamental arrangement of computer administration and proficiency, frequently comprising mainframe systems however in addition comprising the company’s whole network of computer system resources. In the start, they were developed to perform some specific functions of the business such as calculating the payroll as well as managing accounts receivable and payable. As applications evolved and improved those offered executives with