Bad Effects of Electronics Gadget Essay

Gadgets like portable games can have a negative impact on an individual’s health. Technology is an integral part of our day-to-day lives. People all over the world rely on it for things like communication, organization and employment. Not a day goes by when you don’t encounter someone talking on his cell phone, tapping away on a laptop or listening to an MP3 player. While this technology is impressive, there are certain drawbacks in areas like health, public safety and education that should be addressed. Being aware of these dangers can help diminish or reverse these drawbacks. Car Accidents * There is no question that cell phones have become a staple of modern society. Even young children use them, much to the chagrin of their parents or teachers. A common belief is that cell phones can cause adverse effects like brain cancer. However, a study by the World Health Organization (WHO) concluded that this is not true. Regardless, there are other hazards. According to the WHO, mobile phones are a serious problem when driving, increasing reaction time between 0.5 and 1.5 seconds. This short span of time can make a world of difference when avoiding a collision. They further state drivers on a phone have trouble judging speed and staying in their lanes. Even hands-free headsets pose a distraction. The WHO concludes that drivers who talk on their cell phones are four times more likely to get in an accident. Hearing Problems * According to the website Healthy Hearing, one-third of teenagers own an MP3 player, such as an iPod. Dr. Craig Kasper, Director of Audiology at the New York Otolaryngology Group, warns that these devices can cause ear damage if used improperly. If the volume is too high or if the individual listens for a long time, hearing damage can happen. Also, earbuds are more dangerous than regular headphones. Healthy Hearing recommends that listeners keep the volume below 70 percent and limit listening time to between 60 and 90 minutes. If you want to listen indefinitely, turn the volume down to 50 percent Physical Injury and Obesity * Hand-held video game consoles are very popular in the developed world. While they can be entertaining, excessive play can be detrimental. One problem is video game addiction, which can be disruptive to a person’s psychological health. Other reported issues include seizures, neck pain, wrist pain and repetitive strain injury. Prolonged use also contributes to a sedentary lifestyle, resulting in obesity. Academic Impact * Text slang, such as â€Å"ur† instead of â€Å"you’re† is commonly used through cell phone texting. However, a recent study shows that kids and teens are actually letting these obscure abbreviations seep into their normal writing. A recent study by Pew Internet in 2008 revealed that 50 percent of students use informal slang in their assignments. Furthermore, 38 percent admit they have used abbreviations in their schoolwork like â€Å"LOL†, which stands for â€Å"laugh out loud†. Additionally, 25 percent say that they use emoticons such as â€Å"smiley faces† in formal writing. The problem has become so apparent that some U.S. politicians are concerned that the English language and sentence structure is being twisted, negatively affecting students’ learning. The Disadvantages of Gadgets on Students Modern technologies like television and computers provide identifiable educational advantages, such as greater access to information and more compelling presentations of that information. Over-use of technology, though, especially such gadgets as cell phones, iPods and video games, presents a whole range of problems which may interfere with a student’s ability to learn and attend to lessons. 1. Social Networking 2. Students who use their computers or cell phones to participate in social networking sites may post material considered inappropriate by school authorities. They may also develop an unfavorable reputation based on those pictures or comments. Pictures of misbehavior can adversely affect their chances of getting into the university of their choice or of getting a job. Addictions * It is easy to become addicted to gaming, texting, talking on the phone or socializing online. Some students may attempt to do this in class, which disrupts their learning, and at home it detracts from study time. Kids putting in long hours on their gadgets will give less attention to assignments and may be irritable when they are away from their gadgets. They might also sleep less, which can slow down their thinking the next day. Creativity * In the past, children and young people filled up their free time by reading books, socializing, or engaging in active, creative play. A fixation on gadgets reduces participation in of all these, especially the aspect of creativity. Digital worlds can be vast, but they are always structured, not requiring the imagination and inventiveness of unstructured play. Some children become less creative and less able to entertain themselves. Health * Persistent use of high-tech gadgetry can lead to a slew of health problems for young and old alike. A sedentary lifestyle discourages exercise and encourages obesity. The back-lit screens used for computers, iPhones and video games can cause eye problems. Walking around everywhere with music blaring directly into your ears brings on headaches and hearing difficulties. The net effect of all these things, plus the pressure of immediate responses to everything, can become stressful. The Negative Impacts of exposure of electronic devices and gadgets to children These advantages may not be obvious or observed in short period of times. However there are some impacts on the usage of the electronic devices and gadgets games. According to the sources from a survey of Kaiser Family Foundation, children are spending an average of more than 7 hours per day on the electronic device which includes television, electronic games, internet and some mobile devices. These data show that, kids today are easily used up more than 50 hours weekly, which means the time consume is more than working hours of an adult, if we take an average of 8 hour per days for 6 working days. Surveys showed that these young kids know how to play with the smart-phone, make a mobile phone calls and even open internet browsers on their own without any aid. However, on the same survey found that there are lesser kids on the same age range know how to tie a shoelace without help or swim unaided. A concern on children may be fluent in technical driven skillset rather than real-life practical skills. The devices and games tend to keep the children out of touch of reality. It is important to children to spend some time for outdoor activity with family and friends. The times spent on the devices may curb some outdoor activities. When the children play violent games for a long period of time, they are tends to be more aggressive, and they are more prone to confront their elderly and teachers. This may not be a good sign, and may let the children easily involved in fighting and verbally scolding with peers. If children spend too much time on the devices, this may affect their studies and school achievements. The more time the spend they are more crazy after the devices and affects their concentration and focus in their school works. The addiction of games may also make them get used to the sedentary lifestyles, and develop unhealthy lifestyle and poor time management and poor eating habits. Abstract Adolescence is the period of transition from childhood to adulthood. W.H.O. has defined adolescents as individuals aged between in 10-19 years. It is the most fertile and most vulnerable segment. Time management is of paramount importance, especially for the overall growth and development of adolescence. The study was conducted on 400 students in the age group of 10-19 years showed that adolescents spend more of the time in personal cleanliness, playing games and watching television. They did not spend any time meditation or remembering God, moral teachings, caring for old persons, and family, patriotic and national values. There is an imperative need to have a strong need based action programme at the level of – Family/Parents/Teachers in schools & community for guiding the adolescent regarding proper time management. Introduction Management means getting things done with optimal resources. It has been a very important tool in the present world to solve any problem to achieve any success or to have the maximum benefits after putting in minimum inputs. In the modern era time is very precious and its proper management of time is the key to success. Recently it has become even more important and complicated after the introduction of modern scientific techniques, gadgets, especially computers. Adolescence is the period of transition from childhood to adulthood. W.H.O. has defined adolescents as individuals aged between in 10-19 years. Not gold but men can make a Nation great & strong† and adolescent is the largest and most rapidly expanding segment of our country. It is the most fertile and most vulnerable segment. Need less to point out that time management is of paramount importance, especially for the overall growth and development of adolescence in our country. Children Spending Time with Gadgets Gadgets have taken the much cherished time and space which was meant for the parents. Children are hooked on to the gadgets and they have no time for other pursuits. Parents also regularly bring new gadgets for their children in keeping with the peer pressure and giving in to the demands. Should we pamper our children with gadgets? How to curb this menace? Read on. My son loves video games. He always wants the latest games as soon as possible. There is also a lot of peer pressure for him to get these gadgets. I feel I am spoiling him by getting him the gadgets he wants. Should I give in to him when he comes up with something new that he just must have? Today, children are a demanding lot. Every day there are more and more exciting gadgets to acquire. Mobile phones, video games, I pods, computers, music systems, there are newer models available by the day. Sometimes, by the time you get around purchasing something, it is already obsolete. In this scenario, how much should we pamper our children? Why Children Tend to Spend More Time with Gadgets? At the outset, as a working mother, you are probably already erring on the side of indulgence. Working mothers tend to feel guilty about their absence from home and are more likely to give in to their children’s demands. Giving in is also easier, since with a dual income, a home with working parents tends to have greater disposable income. Your son’s wants might not seem difficult initially, but be aware that as he grows, the things he craves will get bigger and more expensive. Should Working Mothers Get Gadgets for Kids? You need to ask yourself if your son really needs the new gadget he craves. Will the amount you spend on it make you uncomfortable? You will know in your gut whether your child should have the latest version of a video game. If you decide against buying the new gadget, you need to talk to him about why he should not have it. Compare the cost of that gadget to a poor man’s income. Put its cost into perspective for him. Ask him to buy it out of his own savings! How to Handle Peer Pressure in Case of Purchasing Gadgets? If it is peer pressure that is making him desire this new item, you need to have a long, hard look at his friends. It is natural that your son will have a need to be liked by his peers and fall in with their behaviour patterns. Ideally, his group should have a positive influence on him and should have values similar to his own. He should choose his friends wisely. It is very tough to stand up to peers. Your son will need your affection and guidance. It has been observed that those children who have either low self-esteem or low confidence are more likely to succumb to peer pressure. Therefore you need to build on his own confidence. It is extremely helpful if he develops personal interests outside of the group. How Does the Usage of Gadgets Affect Children? Sometime, we as parents fail to notice the impact the gadgets have on the development of the child. The child gets hooked on to the gadgets and hardly has time for other things in life. He fails to pursue his interests. Suddenly when these gadgets are taken away from them, they feel restless and irritated. Gadgets bring about behavioural changes in the child. The child prefers to be lonely but with his gadget. So what is the solution? Do we give in to the demands? How to Monitor Child’s Gadget Usage? It is high time now to monitor your child before it is too late. Giving in to demands sometimes is okay but there needs to be a good reason for it. The child should be monitored for the hours spent on gadgets and a time should be fixed for this. Giving in to peer pressure should also be avoided.The best option for you as a parent is to talk to him a lot so as to prevent him from feeling isolated. You could also encourage him make new friends. Let him enjoy the beauty and marvels of nature by taking him out on a picnic or for trekking. All of this takes time and patience. So just take it easy. You can prefer the above ways to make sure that the child is spending less time with gadgets. You can also introduce him to other things. Get him involved and interested in hobby classes so that his attention is diverted and his time is spent fruitfully. With that aspect in mind an attempt was made to carry out a cross section study through the medium of schools, in the adolescents. They were si mply asked questions to describe their daily work schedule in relation to their life style and various routine activities If you’re like many mothers of tweens or teens, you probably often find yourself gazing at the faces of your beloved children — as those faces are bathed in the flickering light of the television or the cool glow of the computer. Observing their glassy-eyed stares, it’s hard not to wonder (and worry), What is this screen time doing to their development? We’ve all heard the recommendation of the American Academy of Pediatrics: just one to two hours a day of â€Å"quality† electronic entertainment for children over 2. Yeah, right. In 2010, a study in the American Journal of Epidemiology reported that most adolescents spend an average of 25 to 30 hours per week watching TV and using computers. And while half of parents surveyed in a 2010 study said they always or often set limits on screen time, 18 percent of their kids really disagreed. â€Å"It’s getting more complicated to measure how much screen time kids are getting,† notes Lisa Guernsey, author of Into the Minds of Babes, a book about children’s use of electronic media. â€Å"We’re no longer talking about the TV in the den that parents can turn off. These days, many teens and tweens have smartphones, laptops, tablets, and iPods that they carry with them.† When you add up the total time kids spend on their electronic devices, you arrive at a truly staggering number: The average American between the ages of 8 and 18 spends more than seven hours a day looking at a screen of some kind, reports a Kaiser Family Foundation study. â€Å"When we conducted a similar survey five years before, we thought children’s screen time couldn’t rise any higher,† says Donald F. Roberts, Ph.D., a Stanford University communications professor who coauthored the study. â€Å"But it just keeps going up and up.† Scientists are now beginning to tease out the effects of all this electronic engagement. Too much screen time may be linked to an increased incidence of risky behaviors, and more social network activity seems to correspond to mood problems among teens. But there’s good news, too. Moderate computer use may be associated with the development of some cognitive and social skills. Here, a closer look at the cons and then the pros of screen time.

Trials of in the South During the Civil War essays

Trials of in the South During the Civil War essays These are a few documents that describe a small portion of history that we as a people use to look into the past to get a glimpse of what experiences people of that time period had to experience and some of the trials and tribulation that people had to endure. Black Codes enacted in the South These codes were laws that white southerners put into place to try to maintain their way of life as it was before the civil war. These laws were a vital part of history describing the restrictions that were put on the blacks. The Black codes talked about in Reading the American Past, were codes that were enacted in the state of Mississippi, there were codes, laws, enacted in nearly every southern state. The Mississippi Black codes their were made up of Acts and Sections: Act to Confer Civil Rights on Freedman, and for other Purposes-11 Sections Act to Regulate the Relation of Master and Apprentice, as Relates to Freedman, Free Negroes, and Mulattoes-10 Sections Act to Amend the Vagrant Laws of the State-8 Sections. There were 28 sections of the Black codes to restrict the freedom and opportunities of the southern blacks. The Black codes are documents that give clear and concise understanding of history to the time period of the Reconstruction. This concise understanding gives all that study and read these codes a clear picture of how American society was for the whites and the blacks. The whole thought process to enact such codes were biased to the white southerners, with these codes the southern plantation owners still had a hold on the now free blacks. Elias Hill: Testimony before Congressional Committee Investigating the Ku Klux Klan, 1871, Elias Hill was a black minister in York County, South Carolina, who testified before a congressional committee in 1871 about the Ku Klux Klan's aims and methods of operation. Elias was deemed as a credible witness due to his outstanding stature within...

Defining the Middle Ages

Defining the Middle Ages One of the most frequently asked questions about medieval history is, When did the Middle Ages start and end? The answer to this simple question is more complicated than you might think. There is currently no true consensus among historians, authors, and educators for the precise dates- or even the general dates- that mark the beginning and end of the medieval era. The most common time frame is approximately 500-1500 C.E., but you will often see different dates of significance marking the eras parameters. The reasons for this imprecision become a little more clear when one considers that the Middle Ages as a period of study has evolved over centuries of scholarship. Once a Dark Age, then a romantic era and an Age of Faith, medieval times were approached by historians in the 20th century as a complex, multifaceted era, and many scholars found new and intriguing topics to pursue. Every view of the Middle Ages had its own defining characteristics, which in turn had its own turning points and associated dates. This state of affairs offers the scholar or enthusiast the opportunity to define the Middle Ages in the manner that best suits his own personal approach to the era. Unfortunately, it also leaves the newcomer to medieval studies with a certain amount of confusion. Stuck in the Middle The phrase Middle Ages has its origins in the fifteenth century. Scholars of the time- primarily in Italy- were caught up in an exciting movement of art and philosophy, and they saw themselves embarking on a new age that revived the long-lost culture of classical Greece and Rome. The time that intervened between the ancient world and their own was a middle age and, sadly, one they disparaged and from which they disassociated themselves. Eventually the term and its associated adjective, medieval, caught on. Yet, if the period of time the term covered was ever explicitly defined, the chosen dates were never unassailable. It may seem reasonable to end the era at the point where scholars began to see themselves in a different light; however, this would assume they were justified in their view. From our vantage point of considerable hindsight, we can see that this was not necessarily the case. The movement that outwardly characterized this period was in reality limited to the artistic elite (as well as to, for the most part, Italy). The political and  material culture  of the world around them had not radically changed from that of the centuries preceding their own. And despite the attitude of its participants, the  Italian Renaissance  did not spontaneously burst forth from  nowhere but was instead a product of the preceding 1,000 years of intellectual and artistic history. From a broad historical perspective, the Renaissance cannot be clearly separated from the Middle Ages. Nevertheless, thanks to the work of historians such as  Jacob Burkhardt  and Voltaire, the Renaissance was considered a distinct time period for many years. Yet recent scholarship has blurred the distinction between the Middle Ages and the Renaissance. It has now become much more important to comprehend the Italian Renaissance as an artistic and literary movement, and to see the succeeding movements it influenced in northern Europe and Britain for what they were, instead of lumping them all together in an imprecise and misleading age. Although the origin of the term middle ages may no longer hold the weight it once did, the idea of the medieval era as existing in the middle still has validity. It is now quite common to view the Middle Ages as that period of time between the ancient world and the early modern age. Unfortunately, the dates at which that first era ends and the later era begins are by no means clear. It may be more productive to define the medieval era in terms of its most significant and unique characteristics, and then identify the turning points and their associated dates. This leaves us with a variety of options for defining the Middle Ages. Empires Once, when political history defined the boundaries of the past, the date span of 476 to 1453 was generally considered the time frame of the medieval era. The reason: each date marked the fall of an empire. In 476 C.E., the  Western Roman Empire officially came to an end  when the Germanic warrior  Odoacer  deposed and exiled the last emperor,  Romulus Augustus. Instead of taking the title of  emperor  or acknowledging anyone else as such, Odoacer chose the title King of Italy, and the  western empire  was no more. This event is no longer considered the definitive end of the Roman empire. In fact, whether Rome fell, dissolved, or evolved is still a matter for debate. Although at its height the empire spanned territory from Britain to Egypt, even at its most expansive the Roman  bureaucracy  neither encompassed nor controlled most of what was to become Europe. These lands, some of which were virgin territory, would be occupied by peoples that the Romans considered barbarians, and their genetic and cultural descendants would have just as much impact on the formation of western civilization as the survivors of Rome. The study of the Roman Empire  is  important in understanding medieval Europe, but even if the date of its fall could be irrefutably determined, its status as a defining factor no longer holds the influence it once had. In 1453 C.E., the  Eastern Roman Empire  came to an end when its  captial  city of Constantinople fell to invading Turks. Unlike the western terminus, this date is not contested, even though the Byzantine Empire had shrunk through the centuries and, at the time of the fall of Constantinople, had consisted of little more than the great city itself for more than two hundred years. However, as significant as Byzantium is to medieval studies, to view it as a  defining  factor is misleading. At its  height, the eastern empire encompassed even less of present-day Europe than had the western empire. Furthermore, while Byzantine civilization influenced the course of western culture and politics, the empire remained quite deliberately separate from the tumultuous, unstable, dynamic societies that grew, foundered, merged and ​​warred  in the west. The choice of Empires as a defining characteristic of medieval studies has one other significant flaw: throughout the course of the Middle Ages, no  true  empire encompassed a significant portion of Europe for any substantial length of time.  Charlemagne  succeeded in uniting large portions of modern-day France and Germany, but the nation he built broke into factions only two generations after his death.  The Holy Roman Empire  has been called neither Holy, nor Roman, nor an Empire, and its emperors certainly did not have the kind of control over its lands that Charlemagne achieved. Yet the fall of empires lingers in our perception of the Middle Ages. One cannot help but notice how close the dates 476 and 1453 are to 500 and 1500. Christendom Throughout the medieval  era  only one institution came close to uniting all of Europe, though it was not so much a political empire as a spiritual one. That union was attempted by the Catholic Church, and the geopolitical entity it influenced was known as Christendom. While the exact extent of the Churchs political power and influence on the material culture of medieval Europe has been and continues to be debated, there is no denying that it had a significant impact on international events and personal lifestyles throughout the era. It is for this reason that the Catholic Church has validity as a defining factor of the Middle Ages. The rise, establishment, and ultimate fracturing of Catholicism as the single most influential religion in  Western  Europe offers several significant dates to use as  start- and end-points for the era. In 306 C.E.,  Constantine  was proclaimed Caesar and became co-ruler of the Roman Empire. In 312 he converted to Christianity, the once-illegal religion now became favored over all others. (After his death, it would become the official religion of the empire.) Virtually overnight, an underground cult became the religion of the Establishment, forcing the once-radical Christian philosophers to rethink their attitudes toward the Empire. In 325, Constantine called the  Council of Nicaea, the first  ecumenical council  of the Catholic Church. This convocation of bishops from all over the known world was an important step in building the organized institution that would have so much influence over the next 1,200 years. These events make the year 325, or at the very least the early fourth century, a viable starting point for the Christian Middle Ages. However, another event holds equal or greater weight in the minds of some scholars: the accession to the papal throne of  Gregory the Great  in 590. Gregory was instrumental in establishing the medieval papacy as a strong socio-political force, and many believe that without his efforts the Catholic Church would never have achieved the power and influence it wielded throughout medieval times. In 1517 C.E.  Martin Luther  posted 95 theses criticizing the Catholic Church. In 1521 he was excommunicated, and he appeared before the  Diet of Worms  to defend his actions. The attempts to reform ecclesiastical practices from within the institution were futile; ultimately, the  Protestant Reformation  split the Western Church irrevocably. The Reformation was not a peaceful one, and religious wars ensued throughout much of Europe. These culminated in the  Thirty Years War  that ended with the  Peace of Westphalia  in 1648. When equating medieval with the rise and fall of Christendom, the latter date is sometimes viewed as the end of the Middle Ages by those who prefer an all-inclusive view of the era. However, the sixteenth-century events that heralded the beginning of the end of Catholicisms pervasive presence in Europe are more  frequently  regarded as the eras terminus. Europe The field of medieval studies is by its very nature eurocentric. This does not mean that medievalists deny or ignore the significance of events that took place outside of what is today Europe during the medieval era. But the entire concept of a medieval era is a European one. The term Middle Ages was first used by European scholars during the  Italian Renaissance  to describe their own history, and as the study of the era has evolved, that focus has remained fundamentally the same. As more research has been conducted in previously unexplored areas, a wider recognition of the importance of the lands outside Europe in shaping the modern world has evolved. While other specialists study the histories of non-European lands from varying perspectives, medievalists generally approach them with regard to how they affected  European  history. It is an aspect of medieval studies that has always characterized the field. Because the medieval era is so inextricably linked to the geographical entity we now call Europe, it is entirely valid to associate a definition of the Middle Ages with a significant stage in the development of that entity. But this presents us with a variety of challenges. Europe is not a separate  geological  continent; it is part of a larger land mass properly called Eurasia. Throughout history, its boundaries shifted all too often, and they are still shifting today. It was not commonly recognized as a distinct geographical entity  during  the Middle Ages; the lands we now call Europe were more frequently considered Christendom. Throughout the Middle Ages, there was no single political force that controlled all of the  continent. With these limitations, it becomes increasingly difficult to define the parameters of a broad historical age associated with what we now call Europe. But perhaps this very lack of characteristic features can help us with our definition. When the Roman Empire was at its height, it consisted primarily of the lands surrounding the Mediterranean. By the time  Columbus  made his historic voyage to the New World, the Old World stretched from Italy to Scandinavia, and from Britain to the Balkans and beyond. No longer was Europe the wild, untamed frontier, populated by barbarian, frequently migratory cultures. It was now civilized (though still often in turmoil), with generally stable governments, established centers of commerce and learning, and the dominant presence of Christianity. Thus, the medieval era might be considered the period of time during which Europe  became  a geopolitical entity. The fall of the  Roman Empire (c. 476) can still be considered a turning point in the development of Europes identity. However, the time when the migrations of Germanic tribes into Roman territory began to effect significant changes in the empires cohesiveness (the 2nd century C.E.) could be considered the genesis of Europe. A common terminus is the late 15th  century when westward   exploration  into the new world initiated a new awareness in Europeans of their old world. The 15th century also saw significant turning points for regions within Europe: In 1453, the end of the  Hundred Years War  signalled the unification of France; in 1485, Britain saw the end of the Wars of the Roses and the beginning of an extensive peace; in 1492, the Moors were driven from Spain, the Jews were expelled, and Catholic unity prevailed. Changes were taking place everywhere, and as individual nations established modern identities, so too did Europe appear to take on a cohesive identity of its own. Learn more about the early, high and late middle ages.

Scopist

Scopist Scopist Scopist By Maeve Maddox I received an email from a reader who is a scopist. The reader suspected that the title might be unfamiliar to me and kindly explained it: scopist/notereader for a court reporter. I was grateful because I’d never heard the word scopist before. Naturally I wanted to know more, so I looked the word up in the OED; it wasn’t there. Then I looked in Merriam-Webster Unabridged, but it wasn’t there either. Since it is a court-related occupation, I looked it up in a legal glossary and on a legal job site. Still nothing. Finally, a general Web search brought me to a definition in Wikipedia: A scopist edits the transcripts of official proceedings, created by court reporters. The word is recorded in the Ngram Viewer database, so I don’t understand why it isn’t in the OED; since the 1980s the word has been climbing in frequency of use. My only acquaintance with court transcripts is from my research into the life and career of Joan of Arc. The scribes at Joan’s trial copied down the proceedings, proofed them for omissions and errors, and then put the transcript in its final form. In Joan’s case the transcripts were falsified afterwards, but that was in the bad old Middle Ages. Apparently today’s court reporters aren’t expected to do the entire job themselves, probably because the courts are busier, and reporters don’t have time to correct their own work. More from Wikipedia: Scopists receive the rough copies of transcripts [typed by the court reporters], check the transcript for missing words or mistakes, edit grammar and punctuation, ensure that proper names and technical or scientific terms are spelled correctly, and format the transcript properly before delivering the transcript back to the court reporter. According to the job description, Scopists need excellent grammar, punctuation, vocabulary, and research skills, as well as good knowledge of legal terminology, medical terminology, and transcript production. They are typically voracious readers, gatherers of eclectic knowledge, and adept users of technology. The job of scopist sounds like a perfect fit for a language lover. As for the question asked by the scopist who introduced me to the word, see â€Å"Hyphenating Prefixes.† 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 Vocabulary category, check our popular posts, or choose a related post below:Avoid Beginning a Sentence with â€Å"With†Yay, Hooray, Woo-hoo and Other AcclamationsParticular vs. Specific

Customer Issues in Financial Services Essay Example | Topics and Well Written Essays - 2000 words

Customer Issues in Financial Services - Essay Example The next aspect, pricing, depends on who has the upper hand, whether the buyers or the sellers. If the goods are freely available and competitively priced, definitely, it is the buyers who have the upper hand, but if there are shortage of goods and its suppliers, with high demand, definitely it would be the sellers who would call the shots. The aspect of penalties arises due to non-fulfilment of contract, or breach of trust on the part of the concerned parties. This could be due to external or internal factors, but which nevertheless influence the performance, or non-performance of the contract, to such an extent that Courts award penalties to be paid to the aggrieved parties. Under UK Contract Act, there is a commitment on either side to deliver, and breach of this delivery could give rise to penalties. However, it is to be borne in mind that Courts assess the penalties based upon actual losses sustained by the aggrieved parties, and not on contingent, or assumed profits. Thus, it would be well within the powers of the Court to allow for actual losses sustained by aggrieved parties, but not future loss of profits. Coming next to the aspect of exclusions, it is often seen that... Thus, the fine print in contracts is sought to absolve parties of their commitments and responsibilities under covenant bindings. Again, the main areas that need to be covered would be in terms of customer satisfaction, complaint handling and how to handle disputes. The main aspect with regard to customer servicing would be in the event when things go wrong between the sellers and buyers. In the present context of retail trade in UK, it is seen that the standard of client servicing has deteriorated over the years, leading to greater proportion of complaints, litigation, etc. It is quite possible that sellers may try to absolve themselves of blame by citing negligence or lack of product knowledge or care in usage by buyers. It is seldom that vendors would accept responsibility for defective goods or lowered quality, or timeliness of services. Therefore, it becomes necessary "To protect consumers from being misled or pressured by a supplier's promotional activities (for example, most countries place restrictions on investment advertisements)." (McKiernan and Cha 2008). This writer believes that this statement could have limited application in the real commercial world of financial services. This is because financial services organizations need to comply with statutory norms, not only in terms of their performance but also in terms of financial reporting. It is now necessary to consider certain decided case laws in UK to understand the impact of contract laws. The first would be the case of Hedley Byrne & Company Ltd v. Heller & Partners Ltd (1964). In this case, the applicant, Hedley Byrne brought action against a bank that vouched for the financial soundness of a client company, albeit with a disclaimer that the

Essay 1 Example | Topics and Well Written Essays - 750 words - 13

1 - Essay Example Carnegie faults poor wealth administration for this unequal wealth distribution and therefore seeks to provide a solution without losing the benefits of civilization. Civilization has eroded communism but propagated individualism. Carnegie chooses to view this as not being wholly negative but as â€Å"essential for the progress of the race† (1). The author argues that those with experience in various affairs should create capital and generate income; those with ability should accumulate wealth and energy. Failure to support this individualism would be tantamount to â€Å"attacking the foundation upon which civilization itself rests† (Carnegie 3). Furthermore, having tried out communism and settling on individualism, it would be in order to carry on with the latter. Nonetheless, the author faults individualism for giving wealth to the few. Therefore, the article seeks to provide an appropriate approach to wealth administration. To achieve its objective, therefore, this article evaluates three common modes of disposal of surplus wealth. Leaving such surplus wealth to families of the dead, mostly first sons, would have the wealth distributed to many generations to come. However, depreciation in the value of land and follies of heirs have thwarted this approach. Moreover, surplus wealth has proved to be more harmful than good to heirs. This is, therefore, an improper way of wealth administration. The other option would be to bequeath wealth for public purposes. Such wealth only â€Å"becomes of much good in the world† upon the death of the subject (Carnegie 5). However, it is common not to honor the wishes of the dead and such wealth would be spent in unintended manner. Furthermore, supporters of this proposal could go with their wealth after they die could this be possible, only that upon death, one cannot help but leave such wealth to the community. Such persons do not, therefore, deserve praise for doing the inevitable. Hence, the author supports taxation on

Personal Knowledge Management Journey Assignment

Personal Knowledge Management Journey - Assignment Example through experience or association (2) acquaintance with or understanding of a science, art, or technique (3) the fact or condition of being aware of something or, (4) the range of ones information or understanding the fact or condition of having information or of being learned†. Scholar Barry Allen (1999) clarifies, having knowledge â€Å"is to have the privilege of making a statement pass among others as known or true†¦speech acts are dialogical, intersubjective exchanges with reciprocal effects on many speakers. Knowledge has its object (what is known) and its â€Å"other,† the person whom it is offered and received as knowledge, passing over the other as â€Å"truth† (Allen, 1999, p. 71). So it seems that knowledge generation goes through a process. A person engages in certain habits of thinking when faced with a certain problem. Costa & Kallick (2007) define a problem as any stimulus, question, task, phenomenon or discrepancy for which an explanation is not known immediately. That means, a certain amount of knowledge should be on hand to help him out or else, such knowledge must be available to him soon so as to be able to solve his problem. Costa and Kallick term certain behaviors or dispositions for such problem-solving as â€Å"habits of mind†. They qualify that a habit of mind is having the appropriate disposition toward behaving intelligently when confronted with problems which do not have answers as of yet, at least for the person concerned. When a person draws on his own habits of mind, he gains results which are more powerful, of higher quality and greater significance that if he does not use such habits. In my personal journey seeking for knowledge, I do get to engage in certain habits of mind as I go through the four dimensions of knowledge management, namely: the analytical, information, social and learning dimensions. In each dimension, I shall share what I have learned from others about each as well as how I go through each dimension, from