Effects and Solutions to the Eradicating of Illiteracy Essays

Effects and Solutions to the Eradicating of Illiteracy Essays Effects and Solutions to the Eradicating of Illiteracy Paper Effects and Solutions to the Eradicating of Illiteracy Paper Words: functional literacy, earnings determinants, Ghana, Sub-Sahara Africa Abstract This article analyzes the determinants of literacy and earnings in Ghana. It links literacy and earnings with a variety of factors, including age, gender, family educational background, distance to school, and income. Literacy and age are negatively correlated, suggesting that efforts at strengthening the supply and quality of basic education programs in recent years have been successful in raising literacy rates. Females are less literate than males, controlling for other actors. Parents education is positively associated with literacy. Distance to the nearest primary school, residency in a rural area, and poverty affect literacy negatively. Functional literacy appears to be a prerequisite for entering the labor market, Which may partly explain the lack Of return to education Other than middle school and technical/professional training. The policy implication of the study is that basic education and literacy programs should target females and poorer households, especially in rural areas. We would like to thank Rosemary Bellmen and Helena Rib for invaluable support. We are also indebted to Rocco Castro; Ronald Reneging; Nicolai Christensen; our discussant, Inhabitant Data Guppy; and the other participants at the conference on the Economics of Education and Human Capital, held by the Centre for Labor Market and Social Research and the Argus School Of Business, Denmark, in June, 1399, for helpful comments and suggestions. The views expressed here are those Of the authors and should not be attributed to the World Bank or any of its member countries. Addresses: Department of Economics, The George Washington University, 2201 G street, Washington, DC 20052, USA and world Bank, 1818 H street, NW, Washington, DC 20433, USA E-mail: [emailprotected] Org, [emailprotected] Org. 1. INTRODUCTION Significant and rapid increases in earnings and education have taken place over the past hundred years in industrial economies. In developing economies the picture is different: High illiteracy rates and very low incomes, and thus widespread poverty, are realities for large parts of the world. Literacy and income are closely linked. Establishing and assessing the nature of these links may help increase both literacy rates and earnings, thereby eradicating poverty. In this article, we analyze the determinants of literacy and earnings in Ghana based on two household surveys. Our results link literacy and earnings with a variety factors, including age, gender, family educational background, distance to school, and income. Literacy and age are found to be inversely correlated, implying that younger generations are more literate than older generations. This relationship indicates that recent efforts to strengthen the supply and quality of basic education programs have been successful. Females are found to be less literate than males, controlling for Other factors. Parents education is positively correlated with their childrens literacy. Distance to the nearest primary school and residency in a rural area, are negatively correlated with literacy rates. Poverty and literacy are also negatively correlated. Our analysis Of the determinants Of earnings reveals no significant returns to education other than middle school and technical/professional training. This result may indicate that the quality of education in Ghana generally is poor. Alternatively, it could suggest that education is not serving as a signaling device in Ghana. Functional literacy affects selection into the labor market. In evolving countries, jobs are rationed (that is, demand-side determined). We therefore interpret this result to indicate that functional literacy is a prerequisite for entering the labor market. This interpretation may partly explain the lack of returns to education. The policy implications of these results are that greater efforts should be devoted to developing functional literacy skills and basic education. Policymakers should aim to increase both the supply and the quality of basic education and literacy programs. Basic education and literacy programs should target females and poorer households, especially in rural areas. The article is organized as follows. Section 2 describes changes in and determinants of literacy. Section 3 describes the Ghanaian economy. Section 4 presents the economic model and the econometric methodology underlying the analysis. Section 5 presents the data and descriptive statistics, and section 6 presents the regression analysis. Section 7 summarizes the articles findings and draws policy conclusions. 2. CHANGES IN AND DETERMINANTS OF LITERACY opinions differ widely over how best to define literacy. Unesco defines a functionally literate person as any person 15 or older who can read and write a simple statement on his or her everyday life (Unesco 1993, p. 24). The World Development Report (1997) also adopts this definition of functional literacy. Others propose a broader and more explicitly political definition. Paulo Ferrier, the Brazilian educator, sees literacy as a process of concentrations that involves reading the world rather than merely reading the word (Ferrier and Macedon 1987). Widespread literacy is a twentieth century phenomenon. Before the nineteenth century, when public school systems were developed, education was reserved for the few. School systems developed in industrial countries largely in response to increased and more peccadillo industrialization, which in turn lead to increased economic growth and demand for an even more educated labor-force. Over the past decade, education worldwide has exploded, as a result of the overstraining demand for still more specialized labor. Attitudes toward education have also shifted. Less than 50 years ago, education, especially higher education, was reserved largely for men. Today people in industrial countries believe the entire population has the right to education. 2. 1 Developments in Literacy in the United States Literacy progressed in stages in the united States. Initially, according to Has (1996), literacy spread because radical Protestants wanted to read the Bible. Their need for literacy lead to agitation for general public education in the nineteenth century. Literacy rates later rose as a result of several societal changes, beginning with Reconstruction (Coy 1988). Immigration during the Industrial Revolution and the Progressive reform movement increased literacy later in the nineteenth and early twentieth centuries. World War and the Depression forced the federal government into a more active and direct role, and literacy rose even farther. The civil rights event of the 1 *ass shifted the focus to minority groups, broadening efforts to fight illiteracy. Coy believes that the concept of functional literacy developed during this period and that the formalization of that concept helped increase the number of adult literacy programs. 2. 2 Developments in Literacy in Great Britain In Great Britain literacy also progressed in stages, Street (1995) identifies three distinct stages in the modern development of adult literacy programs. First, the recognition of adult illiteracy being a widespread phenomenon in the sass lead to increased focus on the issue. Government grants were provided, a national Right to Read Campaign was launched, and local practice and experience Vass developers During the sass and early sass the government-funded agency Adult Literacy and Basic Skills Licit emerged. The unit provided materials and guidelines for good practice and funded small research projects. Since the late sass there has been a shift in policy and focus, aiming at adjusting education toward changing national and economic needs. 2. 3 Rates of Literacy in Developing Countries Substantial regional differences in illiteracy rates exist. The rate of illiteracy is relatively low in Latin America and the Caribbean (13. 4) and very high in South Asia (50. 6 percent) (table 1). Ghana is in the middle of the spectrum, with an illiteracy rate of 35. 5 percent. Regions with high illiteracy rates also tend to have low per capita GNP and high philanderer ratio. Within Sub-Sahara Africa, substantial differences exist between Anglophone and Francophone countries (table 2). Illiteracy rates in Anglophone countries are 16 percentage points lower than in Francophone countries. Average per capita GNP in Anglophone countries is more than twice as high as in Francophone countries, school enrollments are higher, and pupil teacher ratios are lower (37. 8 pupils per teacher in Anglophone countries versus 47_3 pupils per teacher in Francophone countries). Table 1. Selected Social and Macroeconomic Indicators, Ghana and Six Regional Groups, 1995 Middle East Latin Europe Cubans America and North South Sahara and the East Asia Central Africa Asia Caribbean Africa Asia Ghana and Pacific Indicator Adult illiteracy rate (percent) 35. 16. 9 -? 13. 4 38. 7 50. 6 44. 0 GNP per capita 350. 0 807. 8 -? 3,419. 8 -? 354. 1 485. 6 Gross primary enrollment ratio 76. 0 1154 99. 6 Ill . 5 96. 5 egg. C 74. 6 (percent) Ratio of primary school pupils to 27. 6 24. 2 20. 0 24. 5 27. 8 62. 7 40. 6 teachers Notes: -? Not available, gross primary enrollment ratio and ratio Of primary school pupils to teachers for Ghana are for 1993. Source: World Bank Detests database. Table 2. Selected Social and Macroeconomic Indicators, Ghana and Anglophone and Francophone Countries in Substandard Africa, 1995 Indicator Ghana Anglophone countries Francophone countries in Sub-Sahara Africa in Sub- Sahara Africa Adult illiteracy rate (percent) 35. 5 36. 1 51. 9 GNP per capita 350. 0 675. 7 333. 4 Gross enrollment ratio (percent), primary 76. 88. 8 64. 4 Ratio of pupils to teachers, primary 27. 6 37. 8 47. 3 Notes: Gross primary enrollment ratio and ratio of primary school pupils to teachers for Ghana are for 1993, Source: World Bank Detests database. 2. Worldwide Increases in Literacy For the world as a whole, illiteracy rates have declined significantly, falling from almost 40 percent in 19/0 to just AS percent in 1990. Rates of illiteracy fell even more dramatically in developing countries, declining from SO percent in 1970 to AS percent in Gigs (Limb; 1996). Wide differences across gender, geographical region, and age exist within countries, however. Or the most part, m ales have higher literacy rates than females, urban areas have higher literacy rates than rural areas, and younger generations have higher literacy rates than older generations. Limb (I egg) also draws attention to the fact that while total illiteracy rates have been falling, the proportion of women in the Worlds total illiterate population has been rising. Three reasons for this tendency are suggested: the technologies of goods production, the nature Of human reproduction, and institutionalizing Of violence in the state. 2. 5 Literature on the Determinants of Literacy Little has been written on he determinants Of literacy. Law, Sprat, and Laborer (1995) analyze the determinants of literacy in Morocco. They find that illiteracy is more widespread among females than among males, higher in rural areas than in urban areas, and inversely correlated with age. The negative relationship between age and literacy may reflect both deteriorating literacy skills over time and improvements in the quality of education. Cavy, Sprat, and Laborer also find that parents literacy and household expenditure level positively affect the level of childrens literacy, suggesting that poverty and family background are important determinants to literacy. Verne (1999) analyzes the determinants of worldwide literacy rates by applying a human capital framework. She finds that enrollment rates, average years of schooling of adults, and life expectancy at birth are the main determinants of literacy, Income affects literacy in a nonlinear fashion, with a negative impact until a threshold of about $2,000 income per year per capita, after which the effect is positive, Institutional and regional variables are not very important in explaining literacy across countries. Literacy rates differ widely across regions, a finding that can be explained by social and economic notations 3. AN OVERVIEW OF THE GHANAIAN ECONOMY Ghana is a low-income country, With per capita income Of 5406 in 1998 (World Bank 199%). It relies heavily on the agricultural sector, in particular cocoa, which accounts for almost half of GAP (World Bank Bibb). From the mid. CSS to the mid. sass, declining cocoa production and trade restrictions stalled economic growth in Ghana. The return of more than a million Ghanaian from Nigeria in 1982-83 and a prolonged drought in 1982 caused growth rates to fall to laetrile low levels by about 1984 In conjunction with the MIFF and the World Bank, the Ghanaian government initiated he Economic Recovery Program (ERR) in 1983. The program implemented a number of policy reforms aimed at restoring macroeconomic stability, encouraging savings and investment, providing an enabling environment for the private sector, and improving public sector management, including prevarication of some of the many publicly owned enterprises, The ERR places significant emphasis on education. The Education Sector Reform Program, established in 1987, improved the efficiency, quality, and relevance of education. The program also increased access to education and shortened the length of pre-university schooling from 17 to 12 years. As a result of the reform program, spending on education rose from 1. 4 percent of GAP in 1983 to 3. 8 percent of GAP in 1934. The governments plans for additional reforms are outlined in its development starter, Ghana-vision 2020 (Republic of Ghana 1935). A substantial part of the programs social agenda is aimed at basic education. Specific goals include achieving universal basic education and adult literacy, increasing access to secondary and tertiary education, and strengthening laborer skills by increasing technical and vocational training. To achieve these goals, the overspent, With the assistance Of the World Bank and Other donors, launched the Basic Education Sector Improvement Program in 1996. The program plans to increase investment in school facilities and teacher housing in rural areas and to strengthen science and math in the curriculum by raising education expenditures from 3. 8 percent of GAP in 1998 to 4. Percent in 2001. 4. THE ECONOMIC MODEL AND THE ECONOMETRIC FRAMEWORK The framework tort the analysis is standard human capital theory, in which individuals build up knowledge and skills through education and experience specific on-the-job experience as well as general experience (Becker 1975: Minced 1974). According to the theory, individuals who invest in human capital are subsequently rewarded with higher earnings. Formally, the economic model may be derived from the theory of either household or individual demand for schooling, both of which view education as an investment in human capital. In industrial economies, in which subsidies for education are common, the investment decision may be viewed as an individual decision; in developing economies the relevant decision unit may be the household (Chandler, Lava, and Filmier 1994; Mason and Chandler 1997). Households will invest in education up to the point at which the marginal benefit from an additional year Of schooling equals the marginal cost of an additional year of schooling. In the traditional human capital literature, earnings are determined by education and Other individual, household, and, possibly, community characteristics. Earnings are observed, however. Only for individuals who have positive earnings (that is, who actually supply labor). To take this into account, we specify a labor supply function. Our model then becomes: (1) (2) Ii Is E(lie, HI, Chi) S(lie, Hair Chi) This implicitly assumes that the household decommissioned possesses perfect information and that capital markets are perfect. Both assumptions are very restrictive and appear unrealistic in developing economies. Where Ii (earnings of individual i) and Is (the labor supply of individual i) are the dependent variables; is a vector of individual characteristics, such as age and age squared (to capture possible nonlinearities), gender, the individuals level of education, and the level of education of the individuals parents; H is a vector of household characteristics, such as the wealth of the household: and C is a vector f community variables, such as urban versus rural location. Literacy, L, is then determined by the following simple model: (3) Lie = L(lie, Hi, Chi) The explanatory variables are similar to those in the earnings equation, with some differences. In order to investigate the possible link between poverty and literacy, we include earnings and the poverty quintile of the household in H. We also include a measure Of the distance to the nearest primary school in C To analyze the determinants of earnings, we use a Hickman selection model (1976, 1979), which can be briefly described as follows. Consider the earnings regression: (4) In Wi = Xi; * Ii here In Wi is log-earnings for individual i, Xi is a vector of explanatory variables for individual i, is a vector of parameters, and Ii is an error term capturing unobserved variables, The problem in estimating equation 4 is that we implicitly apply a sample selection rule because we observe only earnings of individuals who work; potential earnings of people who do not supply labor are not incorporated. If the sample has characteristics that dieter from those of the underlying population in a nonrandom fashion, it will suffer from a selection bias, which, if not taken into account, will lead to biased parameter estimates. Hessians solution to this problem is to incorporate the labor supply choice in the earnings equation. The earnings and labor supply choice equations thus become: In Wiz = Uzi where equation 5 is the earnings equation (equivalent to equation 4), in equation 6 is a latent variable that reflects the excess utility from participating in the labor market, and Uzi is a vector of variables explaining the labor supply decision of individual i. The latent variable l* corresponds to the indicator variable: lie- 1 if > 0, 0 otherwise The model is estimated by first estimating the inverse Mills ratio and then including it as an additional regresses in equation 5: (7) In Wi Kip -t- Ii where ski is an estimate of the inverse Mills ratio for individual i. The Hickman model views labor supply as an individual choice. This view may be inappropriate in a development context, where the absence of (public) safety nets means that there is not likely to be much of a choice involved in the labor supply decision. The labor actually supplied to the market is likely to be determined more from the demand sid e than from the supply side. This contrasts with industrial economies, in which the labor supply decision is likely to be made in a different Skilled workers are more likely to supply their labor than unskilled workers since they forgo more income than do skilled workers by staying idle (given that there is a social safety net whose benefits are high enough not to force them into working). We applied the maximum likelihood version of the Hickman selection model -? rather than the Two-Step version in order to be able to weight the data. We view the Hickman model as the general model, the validity of which must be tested against the reduced model, The reduced model here is the standard earnings equation, which is nested within the selection model. That is, the standard earnings equation is a special case of the selection model in which the selection correction terms, Ai, are statistically insignificantly different trot zero. S. THE DATA AND DESCRIPTIVE STATISTICS We test the model using data from two household surveys, the 1931192 Ghana Living Standards Survey (GILLS) and the 1997 Core Welfare Indicators Questionnaire (CSCW). GILLS aims at obtaining measures of the living standard in Ghana on several dimensions, including health and education/literacy_ The survey is very extensive and includes 4,565 schooled. The CSCW aims mainly at providing data applicable for analyzing factors affecting poverty, education, and labor markets issues. It contains a much smaller number of questions (questions about earnings, for example, are not included) but a larger sample of households (14,514) and individuals (60,686). 5. Results on Literacy Investigating literacy and its covariates for the GELS data enables differentiating between several types Of literacy and reveals that being able to read and write in English is associated with higher earnings than is being able to read and write in one or more Ghanaian languages (table 3). The various measures of literacy are highly correlated, however. A problem that is likely to cause collinear in the regression analysis of the next section. To circumvent these problems, we comb ine the various literacy variables into a single composite measure of functional literacy.

CV and personal statement Essay Example | Topics and Well Written Essays - 1000 words

CV and personal statement - Essay Example After travelling to other countries, I become a witness as to how modernity changes the phase of infrastructure development. Along with the rapid advancement of science, new technologies are introduced together with better materials which gave way to the creation of taller, more astounding, and beautiful buildings. However, I still often look back at the Great Wall as it provides me with the fondest memories and my huge ambitions of becoming an engineer. I often wish I can build something as significant and distinct as a legacy to world of my existence. I have long admitted my incapacity of building my own Great Wall to be remembered for. However, I remain committed to my aim of building my legacy through pursuing every opportunity to further my strengths and competencies which include seeking admission to graduate school. I dream that someday, I will be able to utilize my knowledge and skills through the aid of technological advancements to erect infrastructure which will be mark my contribution to the world. It might not be as grand, popular, and even remarkable as the Great Wall but it will stand as the fulfillment of my aspirations and will serve as witness to the long years I have labored in acquiring knowledge and skills in the field of engineering. The last four years in my life that I spent in the University College of London marks my continued voyage of finding more about the application of technical and scientific knowledge in the design of efficient processes, machines, and systems. These years have introduced me with the basic concepts of engineering but even increased my interest in acquiring the specialized knowledge and skills that I need to gear me with in order to become a civil engineer. However, I also believed that professional knowledge is inadequate but should go hand in hand with application. Inside our classroom, I have painstaking learned about combining science and technical

Report Research Paper Example | Topics and Well Written Essays - 250 words - 2

Report - Research Paper Example though most companies usually fail to offer any incentives to the franchisees they are engaged with owing to the fact that they (franchisees) are residual claimants, there are a bunch that have seen this as a noble action. Incentives to franchisees can come in the form of discounted franchise fee, reduced royalties and buy-back assurance. Also, a contract extension has been seen by many economists as a major incentive that has produced incredible results in many franchise business models (Barkoff and Selden 101). Discounts and reduced royalties are noticeably the most widely used incentives when it comes to franchising. According to Hero (121), different brands have incorporated these types of incentives because of their effectiveness. It has been reported by many economists as the real motivator that boosts the performance of the franchisees. When brands reduce the royalties and allow discounts, their franchising partners become more enthusiastic and initiate programs and strategies that aim at improving the brand’s marketing. Those brands that extend contract (especially if the franchisees benefits) are also involved directly in offering

General Suggested improvements Essay Example for Free

General Suggested improvements Essay The improvements I suggest would include having utilities like File Wipe and data encryption, Firewalls and other Malware protection. You should employ tactics such as Health and Safety messages, such as only water may be near the computers, and then it should be in a secure bottle and such things as data awareness, e. g. , people knowing what they should and should not delete and where data is held and why they should have passwords and why there should be strong passwords. There should be efficient junk-mail filters on your email to avoid any viruses coming into your system by email. Task 2: Types of threats to your physical security with suggested improvements(P2) Biometrics These are mechanical security measures that detect fingerprints, gait recognition and iris detection, etc. Be aware that these methods are not foolproof! There are people out there who spend every day trying to beat these systems. Physical security These are security measures like locks and bolts on doors and windows. Security guards and dogs could be employed, and burglar alarms such as motion sensors, noise detection and other sorts of alarms; CCTV cameras and Smart cameras to be deployed inside and outside the building. The doors to the server should be locked and a security guard should be positioned outside the door. With the servers hardrives being locked in place and for higher security measures, having a vault door in front of the server, and having the access keys 12 metres apart, and operated simultaneously by two separate employees, would ensure greater (but not foolproof) security. You could invest in a disaster resistant room with fire resistant tiles, and some way of filtering flood or excess water, and some way of cooling things down if the air conditioning breaks down to avoid the server being flooded and/or cooked, for your server to resist things like terrorist attacks, e. g. , bombs and/or the unlikely but still possible event of a tornado. All these physical security systems could help to make your business secure. Describe how software and network security measures can help keep systems and data secure. (P3, M1) Software and Network Security The first suggestion I would make would be buy or download your software from reputable retailers. Unlicensed and cracked software could also have incorporated Malware in the cracking code and also, you could be in trouble with the law if you use unlicensed software. You should have the relevant security software up to date and make sure your anti-Malware protection is not actually Malware pretending to be anti-Malware to fool you. Firewalls Firewalls are metaphorically a wall between you and the Internet which denies access to anything you havent specified (i. e. , hackers and malicious websites or material). Every computer has a unique identification address, made up of a series of numbers, and also given a domain name corresponding to those numbers, for easier access, e. g. , howstuffworks. com is also known as 216. 27. 61. 137 . A firewall can block all access to a specific IP address. Firewalls can also filter messages and monitor attempted break-ins. Firewalls can also be implemented in certain machines to allow only one protocol, e. g. , http or tcp and block all others. Encryption Encryption is a process turning regular text, pictures and other data into illegible text and pictures and data through a series of simple or complicated algorithms depending on your security needs. The text will turn out like this:- 5ugre54jyt656f5t8uf which , for anybody who can speak double Dutch, means absolutely nothing. Encryption is important for sensitive personal information or any business related information which would make it harder for the hackers to uphold your information in any legible way. In encryption techniques, there are two types of keys, Public and Private. The Public Key is a key that can be passed around and made public. This is to encrypt any information. Once a person has encrypted the information, it cannot be decrypted without the Private Key which is a password, not necessarily a word in the English sense, it can be any combination of letters and numbers, which is more advisable. For greater security, the password should be separate from any digital medium but some software allows you to store it on your computer for automatic decryption. Anti-Virus Software. Anti-virus software protects against viruses. They have a database of the general layout of viruses so they can recognise any future viruses and also any existing ones. This is a critical piece of software, particularly if your computer has a virus, as this can cause it to slow down or not work altogether, so it is highly advisable to have some sort of anti-virus software installed. Staff Training. It is important to provide regulations or Code of Conduct in your Company, e. g. , you could specify that employees may only use their email for work purposes. Staff should be aware that it is insecure to leave a computer logged on when they are not around and also not to leave their laptops in cars or on public transport. Laptops should not be left in cars overnight in cold conditions as this could disable them. Computers should not be left in any condition where they could overheat and destroy the contents inside. Staff should also be aware that viruses and other Malware can be sent via email attachments so they must not open any email attachments unless you specifically know what that attachment contains. Staff should also be trained in data management. This is keeping your files in a structured and organised fashion, having sensible file names and folder names, knowing what should and should not be deleted, knowing how to achieve deleted items, and knowing what to do when other office programmes crash and knowing where you can get the autosave files from. The final training staff need to know is about copyright, registered trademarks and patent Laws and also plagiarism. Biometrics. Biometrics is fusing biology with IT in the fact that fingerprints can be used to access computers or other physical areas. Known biometrics are:- gait recognition, fingerprint scanning, iris detection, speech recognition. The costs of these security measures can be quite expensive, especially the newer ones like gait recognition and iris detection. More conventional biometrics are relatively cheap like fingerprinting and speech which are probably the most common ones around. Passwords. Passwords are crucial to deter any opportunistic data thieves. If everybody has a strong password, these types of thieves will be stopped. When signing up for a Google mail account, they have an indicator next to the password, they have a scale next to the password selected, to indicate whether this is a weak to strong password. Generally, weak passwords are 1 6, your dogs name, your wifes names, or any similar name, important dates like your birthday. These are considered weak passwords as they can easily be guessed. Strong passwords are usually an alphanumeric combination of upper and lower case letters, for instance, GIRfufr57fjy, keep systems and data secure. Call Back Call back is the CPU putting a process on hold, to go back to it later. Handshaking Handshaking is the computer and a another computer deciding on the protocol. Use of Backups The use of Backups are essential to your business, so that if your hard drive fails you will need to get a new hard drive and if you neglected to back up your computer, all your data is lost. So backups are essential to keep data secure. Audit logs Audit logs are programmes to log any changes to your computer, eg when you log in, the audit logs check the logs for your username against your password and do you have authorisation to access to continue if so more checking, keeping systems secure. Firewall Firewalls are metaphorically a wall between you and the Internet which denies access to anything you havent specified (i. e. , hackers and malicious websites or material). Every computer has a unique identification address, made up of a series of numbers, and also given a domain name corresponding to those numbers, for easier access, e. g. , howstuffworks. com is also known as 216. 27. 61. 137 . A firewall can block all access to a specific IP address. Firewalls can also filter messages and monitor attempted break-ins. Firewalls can also be implemented in certain machines to allow only one protocol, e. g. , http or tcp and block all others, keeping systems and data secure. Configuration You need to configure your computer and/or network security to your security policies. If you configure your security properly it will prevent unauthorised access onto your network or accidental deletion of data. The configuration is important to keep your system running smoothly and your work safe.

A Theological Response to Natural Suffering :: Earthquake Religion Suffering God Papers

A Theological Response to Natural Suffering In his book, The Sacred Canopy, Peter Berger asserts that ``Religion has played a strategic part in the human enterprise of world building,`` and `` implies the farthest reach of his ( man`s) infusion of reality with his own meaning.`` (Berger, 1967, 27) Thus, theology, another term for religion, is the foundation of human sense of the meaning of life and closely related to our daily life. The 921 earthquake occured on September 21, 1999 that caused the most serious damage in Taiwan since 1935. Besides the 921 earthquake, there have been many other earthquakes and typhoons in Taiwan that have caused a great deal of loss of lives and properties. How do these people sense the meaning of the suffering in their lives? How does theology give them the appropriate answers to help them to deal with their suffering? These issues are the ministry of theology. The purpose of this project is to examine natural suffering through the understanding of the earthquake and the various perspectives of the suffering and its relationship with the Ultimate Reality, God. The goal is to identify an appropriate explanation of natural suffering and to help those suffering to heal, undergo personal transformation, and start new lives. The September 21, 1999 Earthquake Basic facts about the 921 earthquake At 1:47 on the morning of September 21,1999, Dr. Tsai, the president of Puli Christian hospital, drove on the road back to Puli. Twenty seconds after he passed a tunnel, he felt the vibration of the highway. When he turned his head, he found the tunnel he had just passed had collapse, and the crack of the road before almost made him loose control of his car. It was a strong earthquake that slammed the central area of Taiwan. The earthquake was measured 7.3 on the Richter scale. During the earthquake, the people of the entire island felt the shaking of earth beneath them and the building for a few minutes. In Nanto, the area of the epicenter, almost all of the buildings collapsed. In Taichung, a close metropolis, many buildings collapsed or bent. For the rest of the night, all the people in Taiwan were in the terror from numerous aftershocks. According to one citizen`s description, although the building she lived in was not damaged, her family slept in their car all night for fear that their home would collapse in the next aftershock.

John F. Kennedy – the Speaker

I choose John F. Kennedy to write about as he epitomizes a great speaker to me. As I learned in class and in reading the textbook, credibility is key for any speaker to be fully respected. I believe that John F. Kennedy not only meets this qualification but surpasses it. Over the years I have looked at his speaking methodology and tried to follow his direction in speaking with knowledge, truth, and having the credibility on the subject matter. After being sworn into office, one of the best speeches was given by John F. Kennedy on January 20, 1961. His inauguration speech gripped the whole nation, and it was so powerful that people still quote it to this day. It is one of the greatest speeches of all time that was ever written. The reason so many people remember quotes from this speech word for word is that there is a strong reaction to the pathos, ethos and logos in the people who hear it. John F. Kennedy was the United States’ thirty fifth president. He received his undergraduate degree from Harvard and then entered the Navy. He started out as a reporter before he entered politics. Afterwards he wrote the Pulitzer Prize winning â€Å"Profiles in Courage†. Because Kennedy was the youngest president to take office, he faced much skepticism from his critics. This speech gave him recognition that was positive, although it had many purposes. In order to encourage the public of America to become actively involved with their country is why the inaugural address was written (Goldzwig & Dionisopoulos, 1995). Evident throughout John F. Kennedy's speech is energy that is youthful. Even though he just won a difficult campaign, his focus was not on the policies that contributed to his victory. The objectives he has are shown in powerful appeals to emotion, through establishing a link with the common American citizen. Drawing from his past but focusing on his future, he is able to personalize his speech (Boller, 1967). Kennedy's words stress his active goal of uniting two divisive camps. He discusses the great responsibilities he carries as a president and worldwide symbol of peace, and toward the end of his speech, he says: â€Å"I do not shrink from this responsibility — I welcome it. His listeners are allowed to hear the strength of this determination from the showing of his persistence as a leader. His stance is that the world can only be bettered by accumulated effort therefore he extends his energies to everyone. When he places the focus on what can be done for the solving of the problem, the activism in his speech can be seen very clearly. His fina l aim for peace between debatable forces becomes obvious with his idea to, â€Å"have strong power to eliminate other nations with complete control of every nations. â€Å"Complete† emphasizes the bold diction applied to his speech, and it unites zeugma. He knows that people are afraid of this world, and he represents the boldness to let them know somebody is available that is not scared to have a peace negotiation (Barnes, 2005). Some of Kennedy's appeals that were the best to the audience were created by the diction that was metaphorical. An example of such use of metaphor is his vow to southern nations â€Å"to assist free men and free governments in casting off the chains of poverty. Here, his metaphor not only clarifies his goal of liberation but emphasizes that freedom means not repeating historical injustices. He speaks of evil tyrants in history stating, â€Å"Those who foolishly sought power by riding the back of the tiger ended up inside,† plainly illustrat ing his plans of becoming a moral figure on the international level. Formal diction evokes a sense of national pride, especially by respectfully referring to past Americans as â€Å"forebears. † In the beginning sentence he ingeniously calls upon other citizens and addresses lots of government types. He places the Americans on course with the others spoken about (Heath, 1976). Kennedy does not drag on too long on a point, which is allowed with his use of paragraphs that are short, and some cases paragraphs that are composed of one sentence. His short rhetorical questions, applicable to almost anybody, make his speeches appeal to a great deal of people. A prime example of these short questions is, ‘Will you join us in this historic effort? ‘, which was intended to bring individuals together against a common enemy, but longer and more intricate sentences are more common in this speech. Incongruous remarks such as the famous â€Å"Ask not what your country can do for you-ask what you can do for your country,† are visible all over, and they work well in making his intended points. These sentences are characteristic of his use of parallelism, where he lists many key ideas to make one long sentence (Liebovich, 2001). Kennedy takes advantage of declarative sentences to convey his strength. An example of this includes, â€Å"to those new states whom we welcome to the ranks of the free,† as well as, â€Å"to those people in huts and villages across the globe. By repeating these declarations, he makes it appear as if he will definitely implement his plan. A good part of his speech is to call people into action. He uses exhortation sentences, such as his mentions of â€Å"let both sides†¦ † that show his collaborative approach. He remains with his active approach with the use of sentences in the imperative; however, the humility shows through in t hese calls to action. He tells citizens to come up, themselves, with ways to help. The use of antithesis in writing is seen through the skillful arrangement of sentences, where he first says what not to do and follows up with a statement of what must take place. He effectively groups ideas together when rhetorically necessary, such as his description of man's common struggle against, â€Å"tyranny, poverty, disease, and war itself. † As Kennedy shows, strong points require firm diction and even occasionally backwards syntax. Soviets sent the first man out to space on April 26, 1961. This success was used by Khrushchev as prime evidence of the superiority of communism over decadent capitalism. Ashamed, the US worried it was behind the Russians and not winning the race to get into space. After speaking with political types and NASA workers, Kennedy thought the US should bravely go ahead and put a man on the moon. The United States, after this feat, would not only surpass the Soviet Union by far, but, in the words of Neil Armstrong, accomplish â€Å"one giant leap† for humankind's knowledge of science and space. And by the end of the '60s, it would be â€Å"mission accomplished. † Kennedy set timeline for its success and was straightforward and strong with his goal that was ambitious. By offering a notable speech imploring Americans to put the effort in to be the first to put a man on the moon, Kennedy contributed a huge force towards the success of this space exploration program goal (Heath, 1976). Kennedy stated,† I believe that this nation should commit itself to achieving the goal, before the decade is out, of landing a man on the moon and returning him safely to the earth. † Kennedy also said, at the time of the Berlin wall problem, â€Å"All free men, wherever they may live, are citizens of Berlin, and therefore as a free man, I take pride in the words: â€Å"Ich bin ein Berliner! (â€Å"I am a Berliner†). Finally, but of equal importance, we can view his speaking and leading talents working, at the Cuban – Missile crisis where U-2 jets discovered that the Soviet Union were quietly giving Cuba missiles. President Kennedy decided to employ a naval blockade (Barnes, 2005). â€Å"All ships of any kind bound for Cuba will, if found t o contain cargo of offensive weapons, be turned back. † The greatest service he made was laying the foundation for passing a civil rights bill that gave all Americans equal rights. For this to be a reality, black America fought very hard. Speeches John F. Kennedy’s knack for the spoken word was unrivalled. His oratorical mastery coupled with a dosage of the Boston accent continues to inspire and influence speechwriters decades later. Kennedy magnificent speeches made interesting watching and listening. The moving speeches that played a central role in his candidacy and eventual presidency were written in team mode by one Ted Sorenson. Ted Sorenson, who was Kennedy’s close advisor, did not work in isolation as he incorporated a team of brilliant writers. Phrases authored by Sorenson captured the imagination of a generation which are highlighted in his book-Counsellor- that looks at the attributes of Kennedy as a communicator. John F. Kennedy’s life was rich with memorable moments that provided fodder for his speechwriters to pen the memorable speeches. Such moments include his heroics in the war front, clinching the senate seat and rising to the presidency. His dazzling speeches gave his ever keen audience the feeling that they knew him. Kennedy had the audience eager and expectant to hear his speech even before he uttered a word. Barrack Obama oratorical abilities are similar to those of John F. Kennedy. Ted Sorenson Legendary speechwriter, Theodore Chaikin â€Å"Ted† Sorensen was born in May 8, 1928. Sorenson, who President Kennedy referred to as an â€Å"intellectual blood bank† is of counsel at the law firm of Paul, Weiss, Rifkind, Wharton & Garrison LLP. Sorensen is synonymous with John F. Kennedy’s speeches, counsel and adviser. He effectively played the role of John F. Kennedy counsel and adviser and most importantly was the architect of his spellbinding speeches. He coined the phrase that exhorted listeners to â€Å"Ask not what your country can do for you; ask what you can do for your country† in Kennedy’s inaugural speech. Sorensen states that although he was pivotal in the composition of the inaugural speech the phrase that became a clarion call of the Kennedy administration was â€Å"written by Kennedy himself† contrary to what many believe. Sorensen’s entry to foreign policy was necessitated after the debacle that was the Bay of Pigs when the President asked him to take part in the discussion. He was handy in resolving the Cuban Missile Crisis, assisting in preparing John F. Kennedy correspondence with Nikita Khruschev. He initially served as a special counsel and advisor in charge of the domestic agenda. Following the assassination of Kennedy, Sorensen helped Lyndon B. Johnson who succeeded John F. Kennedy, in his first few months, according to LBJ memoirs. He authored Lyndon B. Johnson’s maiden speech to the congress and also his state of the union address. He departed to the White House to write John F. Kennedy biography that was published in 1965. The biography that went on to become an international bestseller and was subsequently translated to several languages illuminating the life and times of John F. Kennedy in the White House. A Legacy John F. Kennedy is credited with minimal legislative accomplishment. Although he was the brainchild of the landmark legislation of the civil rights action, he did not live to see it materialize. John F. Kennedy’s aspirations, spirit, lineage, and perceived strengths continue to inspire people across the world and leaders who want to emulate his oratorical skills. Kennedy’s mastery in the art of speaking was helped by the fact that he was not bitter. He would occasionally point for effect. He effectively used these public speaking basics. John F. Kennedy remains a phenomenal even today with politicians from all political spectrum and business leaders across the continent listening to his speech structures and delivery. ? REFERENCES Barnes, J. A. (2005). John F. Kennedy on Leadership: The Lessons and Legacy of a President. New York: AMACOM. Retrieved November 12, 2009, from Questia database: http://www. questia. com/PM. qst? =o=111448711 Boller, P. F. (1967). Quotemanship: The Use and Abuse of Quotations for Polemical and Other Purposes. Dallas, TX: Southern Methodist University Press. Retrieved November 12, 2009, from Questia database: http://www. questia. com/PM. qst? a=o=10910248 Goldzwig, S. R. , & Dionisopoulos, G. N. (1995). In a Perilous Hour: The Public Address of John F. Kennedy. Westport, CT: Greenwood Press. Retrieved November 12, 2009, from Questia database: http://www. questia. com/PM. qst? a=o=35345061 Heath, J. F. (1976). Decade of Disillusionment: The Kennedy-Johnson Years. Bloomington, IN: Indiana University Press. Retrieved November 12, 2009, from Questia database: http://www. questia. com/PM. qst? a=o=84371896 Liebovich, L. W. (2001). The Press and the Modern Presidency: Myths and Mindsets from Kennedy to Election 2000. Westport, CT: Praeger. Retrieved November 12, 2009, from Questia database: http://www. questia. com/PM. qst? a=o=101157275 Simon Maier and Jeremy Kourdi. (1999). The 100 Insights and lessons from 100 of the greatest speeches ever delivered. Retrieved from: http://www. leadershipexpertise. com/resources/The %20100%20Excerpts. pdf

Making Pecos A Better Town - 1307 Words

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You cannot detec t damage only on the surface of the pavement because once the damage has reached the surface it is already too late to address the problem. Going to the root of the problem rather than just the top layer can make a big difference on our roads. There are many ways to take steps in improving my community but these are one of the major problems. These are very common problems that happen in every community, but they are getting out of hand and need to be solved as soon as possible. These holesShow MoreRelatedCriminal Justice Essay1358 Words   |  6 Pages(J.Ken, 2006)COMING TO AMERICA—STRUGGLE AND TRANSACTION Introduction To understand contemporary policing in America it is necessary to understand its antecedents; we will gain a better understanding of this history by looking at its three eras. The police, said, are â€Å"to great extent, the prisoners of the past. 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