Organisational Culture Essay Example | Topics and Well Written Essays - 750 words

Organisational Culture - Essay Example This is evident in the fact that the staff called each other by their first names, and the doctors were called by their first names, except in the presence of patients. However there was a change in the organizational structure and this brought about a change in the culture in East Neasden Dietary department. After the organizational change in the dietary department, the culture in East Neasden dietary department was more of an organizational structure containing line managers with overall executive authority. This new organizational culture provided a mechanism for control and command of the organization's performance "which had previously been dissipated among the clinical, administrative, nursing, paramedical and support groups responsible for delivering healthcare services." (Marlow, Nigel) During the organizational changes in the East Neasden dietary department, the new management attempted to use Mcdonaldisation, which is a method of gearing an organization toward maximization. The setback of this method is that efficiency suffers, because workers would tend to be judged by how fast they work, and not by the quality of their work. The new management tried to achieve Calculability, Predictability and Control by eliminating emotion because it was felt that emotions cause inefficiency. The new leadership also wanted to be able to achieve Control and Predictability in the organization. Inner change and Depth Have the declared objectives of a system approach been met' Are there additional benefits' U should also have to consider the usefulness of a system approach as a tool for a practicing manager. In order for organizational change to become deeper institutional change, the inner dimension of the organization must be mapped. The outcome of this mapping is often novel strategies for transformation. This inner, deeper dimension, however, to successfully lead to long term measurable and observable outcomes must be linked to the litany of the organization (its official self-image), the system of the organization (what it does, how it rewards, its subsystems) its worldview (its culture and the ideologies of stakeholders), and finally its unconscious myths. Thus the deeper story, or myth, guiding metaphor needs to link to its more superficial dimensions. (Inayatullah, Sohail from http://www.metafuture.org/Articles/from_organizational_institutional_change2.htm) Control issues Control systems are designed to avoid misleading measurements, collect relevant information, and to distinguish between the levels of control in an organization. The rational technical model of strategic control suggests that if people are given enough information, they will be able to remedy the variance, based on trial and error. Political behavior "often develops before or during organizational change, when what is in the best interests of one group or subunit is perceived by another group to be counter to its best interests." (Klein 1976). It can therefore be said that ay major strategic change elicits overt political behavior and does require considerable political savvy by a strategist for it to become accepted by members of the organization undergoing change. References Klein (1976) Marlow, Nigel. East Neasden: Efficiency in a unit of

Operation Management Essay Example for Free

Operation Management Essay Hard Rock uses these ten critical decisions of operational management; â€Å"Service and product design, Quality management, Process and capacity design, Location, Layout design/Job design, Supply-chain management, Inventory management, Scheduling and Maintenance†. These practices give the Hard Rock Cafe an edge in meeting new and growing needs of the restaurant, and entertainment industry. The service and product design Hard Rock sells is not just food, it’s a statement and a storied culture that has changed with time as we do as people. The â€Å"living on the edge† crowd of the 1980s can still live a little on the edge today in a Hard Rock restaurant, casino or even in a rock concert. The company is selling the feeling of still being a rebel. Hard Rock Cafe has grown into a successful industry that was once limited to a twenty something budget to grow with the wallets of the generation that gave birth to it. The quality management has been a key factor providing an environment that people want to continue to come back to. High quality products such as gourmet food, quality merchandise, and excellent service have kept the Hard Rock from dying. The individual sight managers alongside with the overall operation managers are responsible for maintaining the high quality products and environment that people expect to find there. Hard Rocks process and capacity design along with location selection are chosen based on high population areas with specific geographic requirements to ensure a large volume of customers. The location chosen requires a high capacity facility that is capable of serving its large number of customers. This is accomplished not just by size but by layout design and the efficient flow of  product and delivery of that product. That product flow along with a good human resources and job design are a crucial part of managing a Hard Rock. The management of the supply-chain and inventory/material is another essential part of Hard Rocks success. Managers have to purchase the correct equipment and supplies needed to efficiently produce the high quality products and take into account how much inventory is required and when to restock. This takes good data analysis and continually requires review to ensure proper inventory of supplies at all times. Lastly, managers need to take into account intermediate and short-term scheduling along with when to perform maintenance on equipment and facilities. Planning on high business times of the year managers can schedule preventative maintenance during the slower parts of the year. In the same way they can schedule part time employees to accommodate the influx of customers during busier parts of the year. Works Cited Professor Barry Render, J. H. (2013). Case Analysis on the Hard Rock Cafe. Trident University.

Effects of Ethics on Production of Knowledge

Effects of Ethics on Production of Knowledge Aakashdeep Dhillon Ethical Judgement limit the methods available in the production of knowledge in both the arts and the natural sciences. Discuss. Ethics is a moral principle of an influencing conduct. It is a branch of knowledge that is  similar to moral principles. However, it is not the same as morals, rather is the study of morals. A  right or wrong is just an opinion, and most people have their own opinion what may be right or  wrong. However in ethics, nobodys views are any better or more right than someone else’s. A  person’s ethical views is based upon their society, and cultural they were raised in. What one  person in one society may consider as ethical, may not be considered ethical in another society. Without making a generalization in that sense, it makes it hard to produce knowledge, in the given  areas of knowledge. Personally moving from India to Canada in 2006, was a huge change as I had  switched from Eastern culture to the Western culture and in many ways, I had to change myself to  be ethically correct to be ethically correct here. Hence, the statement in the title does withhold this  fact of, ethical judgements do limit the methods available in the production of knowledge.   Judgement always play a vital role in critical moments, and to obtain the accuracy and  precision of a good judgement, the person must be in a good state, mentally and physically. Any  actions or decisions an artist makes about his piece of work, the artist needs to take into account the  moral responsibility, especially during the times that we are living in. The artists hold the  responsibility ethically, what is right and what is wrong. There may not be a specific law saying  something is wrong, but society may very well a negative reaction which may spiral into  something uncontrollable that may as well start a movement or a new era. This means the artist is  morally responsible for their work when working on their piece, which ultimately limits the method  for producing knowledge. On a personal level, I think an artist must have freedom to do what they want in their work  as it shows their perspective and possibly many others in the society around us inevitably giving us  more knowledge. However, a society as a whole, especially when in large numbers in a specific  area together have different opinions on the piece which they do not agree with and act negatively  towards this. Hence, there is a fine line from what is morally right in society and the artist should  know whether to cross that line or not, especially if the artists job is to please his audience. However, the â€Å"line† that we draw between the ethically correct and the ethically wrong is almost  impossible to make out where it is because it all depends on the subjective standards of society. What is ethical and what is not vary as explained before, different cultures and societies view  things in different perspectives. For example, when I moved from India to Canada, in middle  school my classmates and I had to get into pairs and make a powerpoint about an artist that was  assigned to us. During the presentations I saw a presentation about Michelangelo, and many of his  artwork and sculptures were of nude people. The teacher and the class watched the presentation  and seemed like they had no problems with it. I felt uncomfortable watching it and so I didn’t look  at it. Later, talking to the teacher, she explained it was simply an assignment and it had no other purpose. This opened my eyes to the culture and society here to the society in India when I was  there. A lot of his work would not be accepted in the Indian society and looked down upon as it is  disgracing the human body. Nude art evokes a sense of sexuality and the topic is very intimate and  of something that should be kept on a personal level that’s why it is frowned upon and something  that made me uncomfortable and forced me to react in such a manner. However, I grew  accustomed to it and learnt to deal with such things that I am not used to. I believe an artist uses  their pieces of art to express their feelings about things they feel are important in society or not, and  also art a lot of the times is also used to criticize and mock different areas in society specifically  things like politics or culture. This is where I believe the artists should have a higher ethical  responsibility for their work and think of what they are doing and what may happen. Ultimately,  which leads me to believe that because of ethical judgements the methods to produce knowledge  really are limited in the arts. In the area of knowledge of science, my point of view is the opposite of the arts. In science  I believe any actions the scientists take for their research should not have to worry about the moral  responsibilities. The job of a scientist is to provide the world with research and answers to  questions which is backed by sufficient facts. A job of scientist is to figure out the different things  in the world and how they are made, and what they are made of. Scientists provide us with  information that is beyond our natural understanding. They conduct experiments and write  researches for the world to understand how the world works and I believe ethical beliefs should not  limit them to provide us with information. I believe that every human being must be provided with the truth about their surroundings. If science, did not challenge the ethical boundaries set we may  not have known that the earth was round, or that the existence of god may be a myth. I believe if  sc ience does not question everything without the ethical boundaries many things that happen in the  world go unresolved or unanswered. However, my opinions are different from what the society  may believe in. For scientists, the study of earth and its surroundings isn’t the only they focus on, if you go  into depth scientists branch off into different fields and study other things, such as diseases present  in the world. Scientists must do experiments and write researches for medicines that work and not  work and which may cause harm to humans. Therefore, they conducts experiments on animal  subjects and sometimes even human subjects, to test if something may cause harm or trigger a  reaction. Many people in different societies believe every living thing has a right to live and testing  dangerous products on them and killing them in the process for anothers good is ethically incorrect. Personally, I volunteer at the hospital and on a tour for the hospital and all the different sections in  the hospital. During a tour, they also dissected a human being to show the inside of the human for  knowledge. Hence, the same thing happens in the medical school as they work with real subjects. I  believe it is vital to experiment and conduct tests to come up with a definite remedy if we want to  get to the root of the problems, hence, the scientists should be held morally responsible for the  application of discoveries. Moreover, I believe the ethical responsibility working with the human  subjects is the same as it is with the animal subjects. I believe it is important for the greater good of  society some must be used as experiments whether they are humans or animals. However, a good  majority of the society believes otherwise and believe that everyone is equal and deserves to live as  much as anybody else/ any other living thing. Hence, this holds the scie ntists morally responsible  for the application of their discovery and again the ethical responsibility stays the same when  working with human or animal subjects. This ultimately proves the statement, as it limits the  methods available to produce knowledge in the given field. Consequently, personally I believe that ethical judgements do limit the methods available in  the production of knowledge. However, I believe it should not limit in the natural sciences as many  discoveries will go unresolved if they have not yet been discovered or proven thus far. I believe  comparing the two different area of knowledge, science provides us with some of the greatest  discoveries known to man and it has changed mankind and moved us forward over the years. Whereas in arts, the knowledge obtained is more on a personal level that makes us think about  ourselves only and what we think about certain things, which I believe should be considered as  high as the other, therefore, giving two different answers for the different areas of knowledge. However, many people do think otherwise and because everyone must be taken into account  which ultimately limit the ways of knowing. Word Count: 1461 Bibliography Areas of Knowledge. Theoryofknowledgenet. N.p., n.d. Web. 01 Feb. 2014. Dullwitch Home. Dullwitch Home. N.p., n.d. Web. 01 Feb. 2014. May 2014 TOK Essay Titles. Theoryofknowledgenet. N.p., n.d. Web. 28 Jan. 2014. Ways of Knowing. Theoryofknowledgenet. N.p., n.d. Web. 01 Feb. 2014.

jackie robinson :: essays research papers

The first man to break the color barrier in Major League Baseball in the 20th century, Jackie Robinson is one of the most celebrated baseball players in history. Jim, the moral center of Mark Twain’s The Adventure’s of Huckleberry Finn .Who doesn’t portray a baseball player, yet both Jackie Robinson and Jim both share the same heroic qualities. Both are courageous, noble, and strong-minded. Jackie Robinson was born in Cairo, Georgia on January 31, 1919 and grew up in Pasadena, California, where he attended UCLA. While attending there he won letters in football, baseball, basketball, and track. He was regarded as the most all-around athlete in the U.S. at the time. After serving three years in the army, he began playing baseball with the Kansas City Monarchs of the Negro leagues. After hid successful season in 1946 with the team’s Farmclub he became the first African American major league baseball player since the 19th century. In 1947 he signed with the Brooklyn Dodgers. But before Jackie Robinson there was Moses Fleetwood Walker, he was the 1st African American major league baseball player to play baseball in the late 1800’s. On April 15, 1947 Jackie Robinson became the 1st African American to play major league baseball. He broke the color line, which led to many white teams playing against all black teams or interracial teams: Jackie Robinson caught many Americans attention and his story was widely retold through American culture in many different forms. Such as through movies, radio talk shows, sheet music, comic books, and sports magazines. Even though many of Jackie’s fans showed their support towards him, many who hated him sent him death threats or even threw things at him. While under all this pressure Jackie still focused on baseball and showed everyone that he was a great baseball player:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å" Baseball was just part of my life. Thank God that I didn’t allow a sport or a business or any part of my life to dominate me completely †¦ I felt that I had my time in the athletics and that was it.† He won a lot of peoples respect and also became a symbol of black opportunity. Even the magazine Sporting News, which was against black baseball players, acknowledged his great skill and ability in the game of baseball and awarded him with the Rookie of the Year award in 1947. Robinson’s outstanding ten-year career compiled a .

The Royal Wedding

â€Å"It's a great moment for Britain, a moment when everyone is celebrating and it's being watched round the world where people will see lots of things they love about Britain† David Cameron said. Catherine Middleton went into Westminster Abbey at 11am and came out an hour later, holding the hand of the second in line to the throne as her Royal Highness the Duchess of Cambridge. At the moment of their wedding, the Queen gave a title to Prince William as Prince William of Wales. The couple couldn’t stop smiling at each other. Later, appearing on the balcony at Buckingham Palace to give each other the required kiss to please the watching crowd and the 2 billion watchers at home (Photo in top). There was another surprise as the William and Catherine appeared later in his dad Charles 40 year old Aston Martin. It was a grey but bright day in central London. No sign during the morning of the showers that had threatened to break the month's good weather there was an estimate that up to a million people had congregated, half of them in the Mall. In the only slight sign of trouble, a small group of protesters had gathered in Soho Square but were caught up without getting near. Overnight several protesters had camped outside the Abbey and along the edge of St James Park. From early morning thousands came in with parents carrying picnic bags and backpacks and children with flags and painted faces and even party costumes. Families had all come together and many elders and young people had arrived they were many tourists.

A Comic Poem About English Spelling and Pronunciation

A Comic Poem About English Spelling and Pronunciation Composed by Dr. Gerard Nolst Trenità © (1870-1946), a Dutch author and teacher, The Chaos illustrates many of the irregularities of English spelling (orthography) and pronunciation. The Chaos by Charivarius (Gerard Nolst Trenità ©) Dearest creature in Creation,Studying English pronunciation,I will teach you in my verseSounds like corpse, corps, horse, and worse.I will keep you, Susy, busy,Make your head with heat grow dizzy;Tear in eye, your dress youll tear;So shall I! Oh, hear my prayer.Pray, console your loving poet,Make my coat look new, dear, sew it!Just compare heart, beard, and heard,Dies and diet, lord and word.Sword and sward, retain and Britain(Mind the latter, how its written!)Made has not the sound of bade,Say-said, pay-paid, laid, but plaid.Now I surely will not plague youWith such words as vague and ague,But be careful how you speak,Say break, steak, but bleak and streak.Previous, precious, fuchsia, via;Pipe, snipe, recipe and choir,Cloven, oven; how and low;Script, receipt; shoe, poem, toe.Hear me say, devoid of trickery:Daughter, laughter and Terpsichore,Typhoid; measles, topsails, aisles;Exiles, similes, reviles;Wholly, holly; signal, signing;Thames; examining, combining;Scholar, vicar, and cig ar,Solar, mica, war, and far. From desire: desirableadmirable from admire;Lumber, plumber, bier, but brier;Chatham, brougham; renown but known,Knowledge; done, but gone and tone,One, anemone; Balmoral;Kitchen, lichen; laundry, laurel;Gertrude, German; wind and mind;Scene, Melpomene, mankind;Tortoise, turquoise, chamois-leather,Reading, Reading, heathen, heather.This phonetic labyrinthGives moss, gross, brook, brooch, ninth, plinth.Billet does not end like ballet;Bouquet, wallet, mallet, chalet;Blood and flood are not like food,Nor is mould like should and would.Banquet is not nearly parquet,Which is said to rhyme with darky.Viscous, viscount; load and broad;Toward, to forward, to reward,And your pronunciations OK.Rounded, wounded; grieve and sieve;Friend and fiend; alive and live.Liberty, library; heave and heaven;Rachel, ache, moustache, eleven,We say hallowed, but allowed;People, leopard; towed, but vowed.Mark the difference, moreover,Between mover, plover, Dover,Leeches, breeches; wise, precise;Chalice but pol ice and lice. Camel, constable, unstable;Principle, disciple; label;Petal, penal, and canal;Wait, surmise, plait, promise; pal.Suit, suite, ruin; circuit, conduitRhyme with shirk it and beyond it.But it is not hard to tellWhy its pall, mall, but Pall Mall.Muscle, muscular; gaol, iron;Timber, climber; bullion, lion,Worm and storm; chaise, chaos, chair;Senator, spectator, mayor.Ivy, privy, famous; clamourAnd enamour rime with hammer.Pussy, hussy, and possess,Desert, but desert, address.Golf, wolf, countenance, lieutenantsHoist in lieu of flags left pennants.Courier, courtier, tomb, bomb, comb,Cow, but Cowper, some, and home.Solder, soldier! Blood is thicker,Quoth he, than liqueur or liquor,Making, it is sad but true,In bravado, much ado.Stranger does not rhyme with anger,Neither does devour with clangour.Pilot, pivot, gaunt, but aunt,Font, front, wont, want, grand, and grant.Arsenic, specific, scenic,Relic, rhetoric, hygienic.Gooseberry, goose, and close, but close,Paradise, rise, rose, and dose. Say inveigh, neigh, but inveigle,Make the latter rhyme with eagle.Mind! Meandering but mean,Valentine and magazine.And I bet you, dear, a penny,You say mani-(fold) like many,Which is wrong. Say rapier, pier,Tier (one who ties), but tier.Arch, archangel; pray, does erringRhyme with herring or with stirring?Prison, bison, treasure trove,Treason, hover, cover, cove,Perseverance, severance. RibaldRhymes (but piebald doesnt) with nibbled.Phaeton, paean, gnat, ghat, gnaw,Lien, psychic, shone, bone, pshaw.Dont be down, my own, but rough it,And distinguish buffet, buffet;Brood, stood, roof, rook, school, wool, boon,Worcester, Boleyn, to impugn.Say in sounds correct and sterlingHearse, hear, hearken, year and yearling.Evil, devil, mezzotint,Mind the Z! (A gentle hint.)   Now you need not pay attentionTo such sounds as I dont mention,Sounds like  pores, pause, pours  and  paws,Rhyming with the pronoun  yours;Nor are proper names included,Though I often heard, as you did,Funny rhymes to  unicorn,Yes, you know them,  Vaughan  and  Strachan.No, my maiden, coy and  comely,I dont want to speak of  Cholmondeley.No. Yet  Froude  compared with  proudIs no better than  McLeod.But mind  trivial  and  vial,Tripod, menial, denial,Troll  and  trolley, realm  and  ream,Schedule, mischief, schism, and  scheme.Argil, gill, Argyll, gill. SurelyMay be made to rhyme with  Raleigh,But youre not supposed to sayPiquet  rhymes with  sobriquet.Had this  invalid invalidWorthless documents? How  pallid,How  uncouth he, couchant, looked,When for Portsmouth I had booked!Zeus, Thebes, Thales, Aphrodite,Paramour,  enamoured, flighty,Episodes, antipodes,Acquiesce, and  obsequies.Please dont monkey with the  geyser,Dont p eel taters with my  razor,Rather say in accents pure:Nature, stature  and  mature.Pious, impious, limb, climb, glumly,Worsted, worsted, crumbly, dumbly,Conquer, conquest, vase, phase, fan,Wan, sedan  and  artisan. The  TH  will surely trouble youMore than  R, CH  or  W.Say then these phonetic gems:Thomas, thyme, Theresa, Thames.Thompson, Chatham, Waltham, Streatham,There are more but I forget em-Wait! Ive got it:  Anthony,Lighten your anxiety.The archaic word  albeitDoes not rhyme with  eight-you see it;With  and  forthwith, one has voice,One has not, you make your choice.Shoes,  goes, does. Now first  say:  finger;Then say:  singer, ginger, linger.Real, zeal, mauve, gauze  and  gauge,Marriage, foliage, mirage, age,Hero, heron, query, very,Parry, tarry fury, bury,Dost, lost, post, and  doth, cloth, loth,Job, Job, blossom, bosom, oath.Faugh, oppugnant, keen  oppugners,Bowing, bowing, banjo-tunersHolm  you know, but  noes, canoes,Puisne, truism, use, to  use?Though the difference seems  little,We say  actual, but  victual,Seat, sweat, chaste, caste, Leigh, eight, height,Put, nut, granite, and  unite.Reefer  does not rhyme with  deafer,Feoffer   does, and  zephyr, heifer.Dull, bull, Geoffrey, George, ate, late,Hint, pint, senate, but  sedate.Gaelic, Arabic, pacific,Science, conscience, scientific;Tour, but  our, dour, succour, four,Gas, alas, and  Arkansas. Say  manoeuvre, yacht  and  vomit,Next  omit, which differs  from itBona fide, alibiGyrate, dowry and awry.Sea, idea, guinea, area,Psalm, Maria, but  malaria.Youth, south, southern, cleanse  and  clean,Doctrine, turpentine, marine.Compare  alien  with  Italian,Dandelion  with  battalion,Rally  with  ally; yea, ye,Eye, I, ay, aye, whey, key, quay!Say  aver, but  ever, fever,Neither, leisure, skein, receiver.Never guessit is not  safe,We say  calves, valves, half, but  Ralf.Starry, granary, canary,Crevice, but  device, and  eyrie,Face, but  preface, then  grimace,Phlegm, phlegmatic, ass, glass, bass.Bass, large, target, gin, give, verging,Ought, oust, joust, and  scour, but  scourging;Ear, but  earn; and  ere  and  tearDo not rhyme with  here  but  heir.Mind the  O  of  off  and  oftenWhich may be pronounced as  orphan,With the sound of  saw  and  sauce;Also  soft, lost, cloth  and  cross.Pudding, puddle, putting. Putting?Yes: at golf it rhymes with  shutting.Respite, spite, consent, resent.Liable, but  Parliament.Seven  is right, but so is  even,Hyphen, roughen, nephew, Stephen,Monkey, donkey, clerk  and  jerk,Asp, grasp, wasp, demesne, cork, work.A  of  valour, vapid vapour,S  of  news  (compare  newspaper),G  of  gibbet, gibbon, gist,I  of  antichrist  and  grist,Differ  like  diverse  and  divers,Rivers, strivers, shivers, fivers. Once, but  nonce, toll, doll, but  roll,Polish, Polish, poll  and  poll.Pronunciationthink of  Psyche!-Is a paling, stout and  spiky.Wont it make you lose your witsWriting  groats  and saying  grits?Its a dark abyss or tunnelStrewn with stones like  rowlock, gunwale,Islington, and  Isle of Wight,Housewife, verdict  and  indict.Dont you think so, reader,  rather,Saying  lather, bather, father?Finally, which rhymes with  enough,Though, through, bough, cough, hough,sough, tough?Hiccough  has the sound of cup . . .My advice is: give it up! The Chaos by Dr. Gerard Nolst Trenità © first appeared (in a shorter version) in an appendix to his textbook  Drop Your Foreign Accent, published in 1920.

Looking for Black Holes in Out-Of-The-Way Galaxies

Looking for Black Holes in Out-Of-The-Way Galaxies Black holes are strange beasts in the cosmic zoo. They come in two types: stellar and supermassive. Its now well known that most galaxies have many stellar-mass black holes scattered throughout. Theyre usually created by the deaths of stars in supernova explosions. Theyre sometimes found in binary systems, where a black hole and a white dwarf or some other type of star are doing an orbital dance with each other. An artists conception of a stellar-mass black hole (in blue) hat likely formed when a supermassive star collapsed, feeding from material ejected by a nearby star. ESA, NASA and Felix Mirabel) Meet the Behemoths The largest black holes, the supermassives, are tucked away in the hearts of galaxies and contain the mass of millions or billions of stars. They spend at least some of their time chowing down on material in their immediate neighborhoods. Most of the supermassive black holes astronomers know about are tucked away  in galaxies that themselves are bundled together in clusters. The largest one found so far has the mass of 21 billion suns and holds court in the core of a galaxy in the Coma Cluster. Coma is a huge conglomeration that lies 336 million light-years away from the Milky Way galaxy. The heart of the Coma Cluster of galaxies; one of the galaxies contains the most massive black hole ever found. This HST image reveals galaxies and globular clusters associated with the core of the cluster. NASA/ESA/STScI That wasnt the only big one out there. Astronomers also found a 17-billion-solar-mass black hole hunkered down in the core of a galaxy called NGC 1600, which itself is in a cosmic backwater where only about 20 galaxies exist. Since most of the really big black holes live in the big cities (that is, in well-populated galaxy clusters) finding this one out in the galactic sticks tells astronomers that something strange had to have happened to create it in its current galaxy. Merging Galaxies and Black Hole Build-ups So, how does a monster black hole get stashed away in a small-town galaxy cluster? One possible explanation is that it merged with another black hole at some point in the distant past. Early in the history of the universe, galaxy interactions were much more common, building ever-larger ones from smaller ones. Galaxy collisions contribute to the formation of supermassive black holes. This Hubble Space Telescope image shows a collision called the Antennae. During the course of the collision, billions of stars will be formed and any central black holes in each of the colliding galaxies can merge to form ever-larger monsters. NASA/ESA.STScI When two galaxies merge, not only do their stars and gas and dust mingle, but their central black holes (if they have them, and most galaxies do) migrate to the core of the newly formed, more massive galaxy. There, they orbit each other, becoming whats called a binary black hole. Any stars or clouds of gas and dust are in double jeopardy from the gravitational pull of these black holes. However, this material can actually steal momentum from the black holes (provided it doesnt fall right into them). When that happens, the stars escape, leaving the black holes with less momentum. They start to move closer together, and eventually, they merge to create a behemoth black hole. It continues to grow by gobbling up gas funneled to the core throughout the collision. Growing a Massive Black Hole So, how did NGC 1600s black hole get so massive? The most likely explanation is that it was extremely hungry at one point in its early life, leading it to suck in lots of gas and other material. That huge appetite may explain also why the host galaxy is in such a small cluster, compared to other supermassive black holes in galaxies in the hearts of much larger clusters. NGC 1600 is the largest, most massive galaxy in its group. Its also three times brighter than any of the other nearby galaxies. That huge difference in brightness is not something astronomers have seen in other groups. Most of the galaxys gas was consumed long ago when the black hole blazed as a brilliant quasar from material streaming into it that was heated into glowing plasma. In modern times, NGC 1600s central black hole is relatively quiet. In fact, astronomers called it a sleeping giant. That explains why it hadnt been detected in earlier studies of the galaxy. Astronomers stumbled across this massive monster when they were measuring the velocities of nearby stars. The intense gravitational field of the black hole affects the motions and speeds of stars. Once astronomers were able to measure those speeds, they could then determine the black holes mass. How Do Astronomers Even Find a Black Hole? Astronomers used special instruments at the Gemini Observatory in Hawaii to study the light coming from the stars near the black hole in NGC 1600. Some of those stars are circling the black hole, and that motion shows up in the starlights fingerprint (called its spectrum). Other stars had motions that seem to suggest that they had once ventured a bit too close to the black hole and were gravitationally flung away in a more-or-less straight line from the galaxy core. This makes sense since Hubble Space Telescope data also showed the core to be very faint. Youd expect that if the black hole were tossing stars away from itself. Its possible that NGC 1600s core has ejected enough stars to make 40 billion suns. That tells astronomers theres a pretty powerful and massive black hole hidden away at the heart of this galaxy, which lies some 209 million light-years from Earth. Instruments attached to Gemini Observatory can be used to study the fingerprints of light streaming away from the regions around black holes such as that in NGC 1600. Gemini Observatory Key Takeaways Black holes exist throughout many galaxies. The cores of spirals and ellipticals usually contain supermassive black holes.The elliptical galaxy NGC 1600 has a fairly massive black hole at its heart.Astronomers are working to understand why this galaxy has such a massive black hole. Sources â€Å"A View of the Giant Elliptical Galaxy NGC 1600.†Ã‚  HubbleSite - The Telescope - Hubble Essentials - About Edwin Hubble, hubblesite.org/image/3723/news.Dunbar, Brian. â€Å"What Is a Black Hole?†Ã‚  NASA, NASA, 21 May 2015, www.nasa.gov/audience/forstudents/k-4/stories/nasa-knows/what-is-a-black-hole-k4.html.NASA, NASA, science.nasa.gov/astrophysics/focus-areas/black-holes.

How to File for a Design Patent

How to File for a Design Patent Unfortunately, there are no premade or online forms available to use for the specification and drawings needed for a design patent. The rest of this tutorial will help you create and format your application. However, there are forms that must accompany your application and they are the: Design Patent Application Transmittal, Fee Transmittal, Oath or Declaration, and an Application Data Sheet.   All Patent applications follow a format derived from the patent laws and regulations. The application is a legal document. Hot TipIt will be a lot easier for you to understand the following instructions on how to apply for a design patent if you read a few issued design patents first. Please take a look at Design Patent D436,119 as an example before proceeding. This example includes the front page and three pages of drawing sheets. Writing Your Specification - Choice One - Begin with an Optional Preamble A preamble (if included) should state the name of the inventor, the title of the design, and a brief description of the nature and intended use of the invention that the design is connected to. All the information contained in the preamble will be printed on the patent if it is granted. Example: Using an Optional PreambleI, John Doe, have invented a new design for a jewelry cabinet, as set forth in the following specification. The claimed jewelry cabinet is used to store jewelry and could sit on a bureau. Writing Your Specification - Choice Two - Begin with a Single Claim You may choose not to write a detailed preamble in your design patent application, however, you must write one claim. Design Patent D436,119 uses a single claim. You will submit all bibliographic information such as the inventors name by using an application data sheet or ADS. An ADS is a common method for submitting bibliographic data about a patent application. Example: Using a Single ClaimThe ornamental design for eyeglasses, as shown and described. Writing the Single Claim All design patent application may only include a single claim. The claim defines the design which applicant wishes to patent. The claim must be written in formal terms. The ornamental design for [fill in] as shown. What you fill in should be consistent with the title of your invention, it is the object which the design has been applied to or embodied in. When there is a properly included special description of the design in the specification, or a proper showing of modified forms of the design, or other descriptive matter has been included in the specification, the words and described should be added to the claim following the term shown. The ornamental design for [fill in) as shown and described. Choosing the Title The title of the design must identify the invention that the design is connected to by its most common name used by the public. Marketing designations are improper as titles and should not be used. A title descriptive of the actual article is recommended. A good title helps the person that is examining your patent know where to/not to search for prior art and helps with the proper classification of the design patent if it is granted. It also helps the understanding of the nature and use of your invention embodying the design. Examples of Titles1: Jewelry cabinet2: Concealed jewelry cabinet3: Panel for a jewelry accessory cabinet4: Eyeglasses Specification - Include Cross References Any cross-references to related patent applications should be stated (unless already included in the application data sheet). Specification - State any Federal Research Make a statement regarding any federally sponsored research or development if any. Specification - Writing the Figure Descriptions of Drawings Views The figure descriptions of the drawings included with the application tell what each view represents. Example:FIG.1 is a perspective view of eyeglasses showing my new design;FIG.2 is a front elevational view thereof;FIG.3 is a rear elevational view thereof;FIG.4 is a side elevational view, the opposite side being a mirror image thereof;FIG.5 is a top view thereof; and,FIG.6 is a bottom view thereof. Specification - Writing any Special Descriptions (Optional) Any description of the design in the specification, other than a brief description of the drawing, is generally not necessary since, as a general rule, the drawing is the designs best description. However, while not required, a special description is not prohibited. In addition to the figure descriptions, the following types of special descriptions are permissible in the specification: A description of the appearance of portions of the claimed design which are not illustrated in the drawing disclosure (i.e., â€Å"the right side elevational view is a mirror image of the left side†).Description disclaiming portions of the article not shown, that form no part of the claimed design.A statement indicating that any broken line illustration of environmental structure in the drawing is not part of the design sought to be patented.Description denoting the nature and environmental use of the claimed design, if not included in the preamble. Specification - A Design Patent Has One Single Claim Design patent applications can have only one claim. The claim defines the design which you want to patent and you can only patent one design at a time. The description of the article in the claim should be consistent with the title of the invention. Example of a Title:Eyeglasses Example of a Claim:The ornamental design for eyeglasses, as shown and described. Making The Drawings BW Drawings or Photographs The drawing (disclosure) is the most important element of the design patent application. Every design patent application must include either a drawing or a photograph of the claimed design. As the drawing or photograph constitutes the entire visual disclosure of the claim, it is very important that the drawing or photograph must be clear and complete, that nothing about your design is left to conjecture. The design drawing or photograph must comply with the disclosure requirements of patent law 35 U.S.C. 112. This patent law requires you to fully reveal your invention. To meet the requirements, the drawings or photographs must include a sufficient number of views to constitute a complete disclosure of the appearance of the design claimed. Drawings are normally required to be in black ink on white paper. However, bw photographs are permitted subject to Rule 1.84 Standards For Drawings. The rule states that you can use a photograph if a photograph is better than an ink drawing to disclose your design. You must apply in writing for an exemption in order to use a photograph with your application. Label Photographs BW photographs submitted on double weight photographic paper must have the drawing figure number entered on the face of the photograph. Photographs mounted on Bristol board may have the figure number shown in black ink on the Bristol board, proximate the corresponding photograph. You Cannot Use Both Photographs and drawings must not both be included in the same application. The introduction of both photographs and drawings in a design patent application would result in a high probability of inconsistencies between the corresponding elements on the ink drawings as compared with the photographs. Photographs submitted in lieu of ink drawings must not disclose environmental structure but must be limited to the claimed design itself. Color Drawings or Photographs The USPTO will accept color drawings or photographs in design patent applications only after you file a petition explaining why the color is necessary. Any such petition must include an extra fee, a copy of the color drawings or photographs, and a BW photocopy that accurately depicts the subject matter shown in the color drawings or photographs. When you use color you must also include a written statement placed just before the description of the drawings that says The file of this patent contains a least one drawing executed in color. Copies of this patent with color drawings will be provided by the United States Patent and Trademark Office upon request and payment of the necessary fee. The Views The drawings or photographs should contain a sufficient number of views to completely disclose the appearance of the claimed design, for example, front, rear, right and left sides, top and bottom. While not required, it is suggested that perspective views be submitted to clearly show the appearance and shape of three-dimensional designs. If a perspective view is submitted, the surfaces shown would normally not be required to be illustrated in other views if these surfaces are clearly understood and fully disclosed in the perspective. Unneeded Views Views that are merely duplicates of other views of the design or that are merely flat and include no ornamental may be omitted from the drawing if the specification makes this explicitly clear. For example, if the left and right sides of a design are identical or a mirror image, a view should be provided of one side and a statement made in the drawing description that the other side is identical or a mirror image. If the bottom of the design is flat, a view of the bottom may be omitted if the figure descriptions include a statement that the bottom is flat and unornamented. Using a Sectional View A sectional view which more clearly brings out elements of the design is permissible, however, a sectional view presented to show functional features, or interior structure not forming part of the claimed design, is neither required nor permitted. Using Surface Shading The drawing should be provided with the right surface shading which shows clearly the character and contour of all surfaces of any three-dimensional aspects of the design. Surface shading is also necessary to distinguish between any open and solid areas of the design. Solid black surface shading is not permitted except when used to represent the color black as well as color contrast.   If the shape of the design is not fully disclosed when you file. Any additions of surface shading after the initial filing may be viewed as new matter. New matter is anything that is added to, or from, the claim, drawings or specification, that was neither shown nor suggested in the original application. The patent examiner will rule that your later additions are part of a new design rather than a missing piece of the original design. (see patent law 35 U.S.C. 132 and patent rule 37 CFR  § 1.121) Using Broken Lines A broken line is understood to be for illustrative purposes only and forms no part of the claimed invented design. The structure that is not part of the claimed design, but is considered necessary to show the environment in which the design is used, may be represented in the drawing by broken lines. This includes any portion of an article in which the design is embodied or applied to that is not considered part of the claimed design. When the claim is directed to just surface ornamentation for an article, the article in which it is embodied must be shown in broken lines. In general, when broken lines are used, they should not intrude upon or cross the solid lines of the claimed design and should not be heavier or darker than the lines used depicting the claimed design. Where a broken line showing of environmental structure must necessarily cross or intrude upon the representation of the claimed design and obscures a clear understanding of the design, such an illustration should be included as a separate figure in addition to the other figures which fully disclose the subject matter of the design. See - Broken Line Disclosure The Oath or Declaration The oath or declaration required of the applicant must comply with the requirements of patent rule 37 CFR  §1.63. Fees In addition, the filing fee, search fee, and examination fee are also required. For a small entity, (an independent inventor, a small business concern, or a non-profit organization), these fees are reduced by half. As of 2005, the basic filing fee for a design patent for a small entity is $100, the search fee is $50, and the examination fee is $65. Other fees may apply, see USPTO Fees and use the Fee Transmittal Form. The preparation of a design patent application and interacting with the USPTO requires knowledge of patent laws and rules and USPTO practices and procedures. If you dont know what you doing, consult a registered patent attorney or agent. Good Drawings Are Very Important Of primary importance in a design patent application is the drawing disclosure, which illustrates the design being claimed. Unlike a utility patent application, where the claim describes the invention in a lengthy written explanation, the claim in a design patent application protects the overall visual appearance of the design, â€Å"described† in the drawings. You can use the following resources to help you prepare your drawings for your design patent application. Drawings for all types of patents fall under the same rules as far as margins, lines, etc. Reference MaterialRules for Patent Drawing StandardsExamples of Design Patents - Disclosures, Shading and Views It is essential that you present a set of drawings (or photographs) of the highest quality which conform to the rules and drawing standards. You cannot change your patent drawings after your application has been filed. See s of Acceptable Drawings and Drawing Disclosures. You may want to hire a professional draftsperson who specializes in preparing design patent drawings. Application Paper Formats You can format your application papers (margins, type of paper, etc) the same as you would a utility patent. See - The Correct Style For Application Pages All papers which are to become part of the permanent records of the USPTO must be typewritten or produced by a mechanical (or computer) printer. The text must be in permanent black ink or its equivalent; on a single side of the paper; in portrait orientation; on white paper that is all of the same size, flexible, strong, smooth, nonshiny, durable, and without holes. The paper size must be either: 21.6 cm. by 27.9 cm. (8 1/2 by 11 inches), or21.0 cm. by 29.7 cm. (DIN size A4).There must be a left margin of at least 2.5 cm. (1 inch) and top,right, and bottom margins of at least 2.0 cm. (3/4 inch). Receiving A Filing Date When a complete design patent application, along with the appropriate filing fee, is received by the Office, it is assigned an Application Number and a Filing Date. A Filing Receipt containing this information is sent to the applicant, do not lose it. The application is then assigned to an examiner. Applications are examined in order of their filing date. After the USPTO receives your application for a design patent, they will examine it to make sure that it complies with all the laws and rules that apply to design patents. The USPTO will closely check your drawing disclosure and compare the design you have claimed to have invented with prior art. â€Å"Prior art† would be any issued patents or published materials that dispute who was first to invent the design in question. If your application for a design patent passes the examination, called being â€Å"allowed,† instructions will be sen to you as to how to complete the process and get your design patent issued. If your application does not pass the examination, you will be sent an action or letter detailing why your application was rejected. This letter may contain suggestions by the examiner for amendments to the application. Keep this letter and do not send it back to the USPTO. Your Response To Rejection You have a limited time to reply, however, you can request in writing that the USPTO reconsiders your application. In your request, you can point out any errors you think the examiner made. However, if the examiner found prior art that disputes you being first with your design that you cannot argue with. In all cases where the examiner has said that a reply to a requirement is necessary, or where the examiner has indicated patentable subject matter, the reply must comply with the requirements set forth by the examiner, or specifically argue each requirement as to why compliance should not be required. In any communication with the Office, applicant should include the all the following applicable items: Application numberGroup art unit number (copied from filing receipt or the most recent Office action)Filing dateName of the examiner who prepared the most recent Office action.Title of invention If your reply is not received within the designated time period, the application will be considered abandoned. To ensure that a time period set for reply to a USPTO action is not missed; a â€Å"Certificate of Mailing† should be attached to the reply. This â€Å"Certificate† establishes that the reply is being mailed on a given date. It also establishes that the reply is timely, if it was mailed before the period for reply had expired, and if it is mailed with the United States Postal Service. A â€Å"Certificate of Mailing† is not the same as â€Å"Certified Mail.† A suggested format for a Certificate of Mailing is as follows: â€Å"I hereby certify that this correspondence is being deposited with the United States Postal Service as first class mail in an envelope addressed to: Box Design, Commissioner for Patents, Washington, D.C. 20231, on (DATE MAILED)† (Name - Typed or Printed) –––––––––––––––––––––––––––––––––––––––––– Signature__________________________________ Date______________________________________ If a receipt for any paper filed in the USPTO is desired, applicant should include a stamped, self-addressed postcard, which lists, on the message side applicants name and address, the application number, and filing date, the types of papers submitted with the reply (i.e., 1 sheet of drawings, 2 pages of amendments, 1 page of an oath/declaration, etc.) This postcard will be stamped with the date of receipt by the mailroom and returned to applicant. This postcard will be applicants evidence that the reply was received by the Office on that date. If applicant changes his or her mailing address after filing an application, the Office must be notified in writing of the new address. Failure to do so will result in future communications being mailed to the old address, and there is no guarantee that these communications will be forwarded to applicants new address. Applicants failure to receive, and properly reply to these Office communications will result in the application being held abandoned. Notification of â€Å"Change of Address† should be made by separate letter, and a separate notification should be filed for each application. Reconsideration Upon submission of a reply to an Office action, the application will be reconsidered and further examined in view of applicants remarks and any amendments included with the reply. The examiner will then either withdraw the rejection and allow the application or, if not persuaded by the remarks and/or amendments submitted, repeat the rejection and make it Final. Applicant may file an appeal with the Board of Patent Appeals and Interferences after given a final rejection or after the claim has been rejected twice. Applicant may also file a new application prior to the abandonment of the original application, claiming benefit of the earlier filing date. This will allow continued prosecution of the claim.

Zulu Kingdom Research Paper Example | Topics and Well Written Essays - 1000 words

Zulu Kingdom - Research Paper Example Shaka was an illegitimate son of king Senzangakhona and he was responsible for allegiance that resulted into massive wars with the neighboring communities. As a young man, he joined the army of Dingiswayo and soon became a high-ranking commander. With the Dingiswayo army behind his back, he led aggressive missions that resulted in the expansion of the Zulu kingdom. The rural Zulu community adopted different modes of subsistence for their survival. This paper will therefore, discuss the effects of Pastoralism, Kinship, Sickness, and healing, Beliefs and Values of the Zulu community. The Zulu community relied on the natural vegetation to feed their animals. The vast grasslands provided good grounds for these activities. Men and boys were supposed to graze the cattle in open field while women tilled land to produce crops. This means that transhumance Pastoralism was practiced in the Zulu land. The community mainly depended on their animals that were supplemented with the food grown by their women. A herder was considered mature and able to make serious decisions on where to graze without any consultation. He was also expected increase his herd aggressively through all possible means. Men from the same locality grazed together in small groups that were based on mutual relationship. In the Zulu community, Large Herds of cattle were not only considered as a source of income but also prestige, power, and respect. This is because the bigger the herd the more one was considered brave. Pastoralist conquests were frequent and in most cases, herders emerged gained victory over the farming communities. This increased their respect in the community. For example, Mongols, who were horse herders, were given great tribute for centuries after winning such battles. According to O’Neil (2011), the Zulu community gained a lot of fame from such battles in the 1830s before the British army defeated them in 1879. A very unstable economy characterized Zulu community. Herds of cattle are biological assets that are prone to change making it difficult to determine their future value. They can only be measured using the fair value method of measurement with many underlying assumptions. A biological asset undergoes the process of growth, reproduction, ageing, and procreation. In this case, there is no clear market set for such assets and there are no guidelines to determine how long this should be reviewed. According to Hlaciuc, et al (2008), â€Å"The measurement of biological assets is less reliable than the fair value method since sometimes the coupled products and coupled costs can generate situations where inputs and outputs are not correctly defined.† With these limitations in the measurement of a biological asset’s value, it was difficult for a Zulu person to define the value of their assets at a particular time. During the dry season, the Zulu’s economy suffered great losses due to animal deaths resulting from lack of water and feeding foliage (Leeuwis, 2000). Some contagious diseases like yellow fever and anthrax could wipe out an entire flock. This means that their economy, which was based on herds of cattle a major source of income, was unstable. Movements in search of pasture too contributed to the unstable economic status e xperienced by the Zulu community. Pastoralist’s communities did not build permanent residence since they relied on temporally seasonal shelters, which implied that the community realized little developments. A brave soldier from the Zulu community had to increase their cattle to gain power and prestige over the other community. This resulted into endless battles that caused political instability in the region stagnating economic developments. The first qualification of a herder

BP Essay Example | Topics and Well Written Essays - 5000 words

BP - Essay Example As well, a statistical review of the last 44 years reveals the urgency in addressing the problem of oil industry disasters. The research analysis reveals that there are multi-level and diverse impacts of the oil industry on environment. These impacts are the result of the routine operations of the industry as well as because of the accidents and disasters that occur due to negligence. It is also seen that while BP promotes itself as a green energy company, it is however involved in violating environmental and safety norms with disastrous results as can be seen in the case of the Gulf of Mexico oil spill. The research provides several recommendations like developing an international agency for formulating a framework for oil industries to make them more environmentally responsible; to develop more coordinated framework of monitoring the oil companies’ performance; to make it mandatory for the oil companies to show transparency about their standards and processes and projects; a nd to generate public awareness about full impact that oil industry has the potential of making to the environment. Table of Contents Abstract Table of Contents Chapter 1: Introduction 1.1 Introduction 1.2 Research Questions 1.5 Research aim and objectives 1.4 Significance of Research 1.5 Structure of Dissertation Chapter 2: Literature Review 2.1 Oil Extraction Leads to Disturbing the Natural Environment 2.2 Oil Transportation Hazards to the Natural Environment 2.3 Oil Usage and Its Impacts on the Environment 2.4 Environmental Standards for oil industry 2.5 Oil Spill Clean-up Methods 2.6 BP 2.6.1 Organizational Structure Supportive of Environmental Accountability 2.6.2 Operation Management and Environmental Management 2.6.3 Using Technology for Reducing Impact on Environment 2.6.4 Using Education to Create Environmental Awareness 2.6.5 Renewable Energy Products 2.7 Summary of Literature Review Chapter 3: Research Methodology 3.1 Introduction 3.2 Research Methods 3.2.1 Case Study Met hod 3.2.2 Statistical Analysis 3.4 Methods of Analysis 3.5 Research Validity and Reliability 3.6 Summary Chapter 4: Findings and Analysis 4.1 Case Study 4.1.1 Background Information 4.1.2 BP Performance on Environment 4.1.3 BP Safety Track Record 4.2 Comparative Analysis of Oil Disasters in Recent History 4.2.1 The Costs of Clean-up 4.2.2 Calculating the Level of Threat 4.3 Summary of Chapter Chapter 5: Conclusions and Recommendations 5.1 Conclusions 5.1.1 Environmental Impacts of Oil Industry 5.1.2 BP and its Performance on Environment 5.2 Historic Perspective 5.3 Recommendations 5.3.1. There is a need to establish an internationally recognized organization that sets operational and maintenance standards for the oil industry 5.3.2. There is a need to make the oil industry operations and procedures more transparent. 5.3.3. There is a need for generating public interest and awareness of oil industry related impacts on the environment. 5.4 Limitations of Current Research and Scope for Future Research The oil industry: Assessing the impact of oil disasters on the environment through a case study of BP and its responsibility for the Deepwater Horizon drilling rig disaster Chapter 1: Introduction 1.1 Introduction The recent oil spill in the gulf of Mexico early in the year has once again provided experiential evidence of the disastrous impacts that oil and drilling operations may have on the natural

Bernard Lawrence Bernie Madoff Assignment Example | Topics and Well Written Essays - 750 words

Bernard Lawrence Bernie Madoff - Assignment Example For years MR. Madoff complied with paying dividends to investors, but under false assumptions. The deception that was occurring was unethical behavior. The third type of illegal behavior associated with this scam was that Madoff’s company was not complying with the generally accepted accounting principles. Not complying with the general accepted accounting principles is a violation of the FASB and SEC mandates. 2. The scam that Bernie Madoff pulled off hurt a lot of different interest groups. Prior to the scandal exploding the hedge fund that Mr. Madoff was operating was an extremely attractive investment alternative for a lot of individual investors and organizations that were looking to gain a profit from the stock market. The hedge fund Mr. Madoff was able to maintain in the marketplace for over 20 years was a tremendous opportunity for a lot of investors. Some federal prosecutors believe that the fraudulent activity from Mr. Madoff began as early as the 1970’s. The total losses that this scheme caused investors exceeded $65 billion. The fund offered investors every year consistently double digits returns, which is unheard of on Wall Street for a prolonged period of time. The Ponzi scheme Madoff operated hurt a lot of interest groups. Some of the interest groups that were hurt by the scam included individual investors, non –profit organizations, governmental agencies, and private corporations. â€Å"If Madoff hadn’t faced $7 billion in redemptions, the Ponzi scheme might have never been discovered† (Lenzner, 2008). 3. There are several safeguards that could have prevented the Ponzi scheme that Madoff created from occurring. The first safeguard could have been obligating the company to reveal the exact composition of the portfolio of the fund to the individual investors on a recurrent basis. A second potential safeguard could have been establishing recurrent audits of the investment activity of the firm by independent audito rs. A third safeguard that could have prevented this fraud could have been more involvement by the Securities and Exchange Commission (SEC) in the matter. The SEC could have imposed more rigorous auditing standards to analyze the activities of the company. A fourth source of risk management prevention should have been the FBI. Most of the major investment firms on Wall Street believed that the returns offered by Madoff’s company were unrealistic in the long term. The FBI should have investigated this situation earlier. It seems ironic that it took the FBI and the SEC over 20 years to realize it was all a scam. 4. The grand majority of the funds of the hedge fund were invested by individual investors. From an investor’s standpoint the losses could have been prevented or at least minimized by investing only a small portion of their portfolio composition in this hedge fund. A second way investors could have prevented falling into this fraudulent scheme would have been by mandating that Madoff revealed the sources of the income of the hedge fund. Another way the investors could have prevented the scam was by asking the advice of registered broker prior to investing in the fund. 5. The scam that Mr. Madoff was involved

Humanitarian Ethics System Essay Example | Topics and Well Written Essays - 750 words

Humanitarian Ethics System - Essay Example According to a recent report by the World Federation of International Societies of the Red Cross and Red Crescent is no longer defensible humanitarian intervention before certain disaster without addressing its causes. This paper 2000 humanitarian ethics system in a concise and comprehensive way. Speaking in the context of twenty first century, humanitarian action is consisted on strong values, norms and standards of 'humanity', from which its name is taken. Humanity, thus, appears as the unshakable link that unites and cements all human beings: a feeling, emotion and a sense that push each person to recognize the other as his or her equal and fellow human being. Most ethical theories in the ancient world were forms of virtue ethics, but in the era of 2000 there have, until recently, been few virtue ethicists. Most moral theories of 2000 treat rightness as a matter of producing good results or conforming to moral rules or principles, but virtue ethics specifies what is moral in relation to such inner factors as character and motive, and unlike most modern views, it treats aretaic notions like "admirable" and "excellent" - rather than deontic concepts like "ought," "right," and "obligatory" - as fundamental to the enterprise of ethics (Slote, 2007). Slote (2007) mentions that in its 2003 report on disasters, the International Federation of Societies of Red Cross and Red Crescent, in addition to analyzing some timely topics such as famine in southern Africa, the conflict between power and ethics in humanitarian aid to Afghanistan, the phenomenon of forced migration, framed conceptually ethics humanitarian disasters and wars, reflect on the measurement of disasters (challenges, opportunities and ethics) and provide data on disasters and refugees. Regarding the famine in early 2003 affected 15 million people in southern Africa, the document denounces lack of foresight, inefficiency and delay in implementing the aid. The combination of this disaster with the HIV / AIDS and poverty dramatically complicates the situation and generates questions about the relevance of certain intervene in conflicts without attacking its structural causes (Slote, 2007). Jacques (2003) discusses that another example of the difficulties of international aid to solve basic problems is the situation in Afghanistan, where in many aspects of security and human rights were compounded since the invasion of the allied troops led by the United States. Also the phenomenon of forced migration (175 million people living outside their homeland) raises ethical and legal problems related to humanitarian aid and citizenship and their rights. The humanitarian ethics is guided by two principles: neutrality and independence. These are the basis of a code of conduct for humanitarian aid which has acceded to over 200 organizations worldwide. However, the Federation of Societies of Red Cross and Red Crescent noted that compliance with these principles has been uneven. Humanitarian assistance tends to

Arthur Miller Research Paper Example | Topics and Well Written Essays - 1500 words

Arthur Miller - Research Paper Example Miller's first play to make it to Broadway, The Man Who Had All the Luck (1944), was a dismal failure, closing after only four performances. This early setback almost discouraged Miller from writing completely, but he gave himself one more try. Three years later,  All My Sons  won the New York Drama Critics' Circle Award as the best play of 1947, launching Miller into theatrical stardom. All My Sons, a drama about a manufacturer of faulty war materials, was strongly influenced by the naturalist drama of Henrik Ibsen. Along with  Death of a Salesman  (his most enduring success), All My Sons and The Man Who Had All the Luck form a thematic trilogy of plays about love triangles involving fathers and sons. The drama of the family is at the core of all of Miller's major plays, but nowhere is it more prominent than in the realism of All My Sons and the impressionism of Death of a Salesman, a play which secured Miller’s reputation as one of the nation’s foremost playwr ights. Also in 1956, Miller married actress Marilyn Monroe. The two divorced in 1961, one year before her death. That year Monroe appeared in her last film, The Misfits, which is based on an original screenplay by Miller. After divorcing Monroe, Miller wed Ingeborg Morath, to whom he remained married until his death in 2005. The pair had a son and a daughter. Miller also wrote the plays A Memory of Two Mondays and the short A View from the Bridge, which were both staged in 1955. His other works include After the Fall (1964), a thinly veiled account of his marriage to Monroe, as well as The Price (1967), The Archbishop's Ceiling (1977), and  The American  Clock (1980). His most recent works include the plays The Ride Down Mt. Morgan (1991), The Last Yankee (1993), and Broken Glass (1993), which won the Olivier Award for Best Play. Miller also wrote the plays A Memory of Two Mondays and the short A View from the Bridge, which were both staged in 1955. His other works include After the Fall (1964), a thinly veiled account of his marriage to Monroe, as well as The Price (1967), The Archbishop's Ceiling (1977), and  The American  Clock (1980). His most recent works include the plays The Ride Down Mt. Morgan (1991), The Last Yankee (1993), and Broken Glass (1993), which won the Olivier Award for Best Play. Although Miller did not write frequently for film, he did pen an adaptation for the 1996 film version of The Crucible starring Daniel Day-Lewis and Winona Ryder, which garnered him an Academy Award nomination. Miller's daughter Rebecca married Day-Lewis in 1996. With  Tennessee Williams, Miller was one of the best-known American playwrights after WW II. Several of his works were filmed by such director as John Huston, Sidney Lumet and Karel Reiz. Arthur Miller was awarded the Pulitzer Prize in 1949 for  Death of a Salesman.  He has come to be considered one of the greatest dramatists in the history of the American Theatre, and his plays, a fusion of naturalistic and expressionistic techniques, continue to be widely produced. Arthur Miller's  Death of a Salesman  stems from both Arthur Miller's personal experiences and the theatrical traditions in which the playwright was schooled. Miller is in some way accusing a culture that encourages "wrong" values and campaigning against an uncharitable social order that deprives honest workers of constructive labor, then discards those who are no longer useful. The play recalls the

A Reaction To The Making Of The Hurricane Assignment

A Reaction To The Making Of The Hurricane - Assignment Example The paper gives detailed information about the movie "The Making of the Hurricane". This movie proves that there exist injustices in the world, including the criminal systems, which are supposed to be just. Close to the end of this bonus documentary, the producer admits that the movie attempts to unravel the injustices in the world. This is through its based on the life of Rubin Carter, a fighter with promise, who was incarcerated for something he did not do. The producer argues that injustices are existent in society, and these include racism, political injustices, among many other forms. Carter himself adds that the movie is based on redemption, specifically his redemption. He also notes that the movie is meant to inspire people in overcoming adversity in life. All these roots from the injustices that Carter had to undergo in his life. According to Carter, his rescue from the hands of injustice was a complete miracle. Similarly, another actress in the movie notes that injustices in society have persisted in various spheres, but the human spirit is strong enough to endure them. She considered Carter strong-hearted, because he underwent all that, and still manages to smile. From this documentary, I have learned new things about the whole issue surrounding Rubin Carter and generally, his life. Although the past events in Rubin’s life are quite known by different people, this documentary has revealed to me some surprising facts. First, I am surprised that in the process of shooting the movie, the crew kept in close contact with Rubin Carter.

Humanitarian Ethics System Essay Example | Topics and Well Written Essays - 750 words

Humanitarian Ethics System - Essay Example According to a recent report by the World Federation of International Societies of the Red Cross and Red Crescent is no longer defensible humanitarian intervention before certain disaster without addressing its causes. This paper 2000 humanitarian ethics system in a concise and comprehensive way. Speaking in the context of twenty first century, humanitarian action is consisted on strong values, norms and standards of 'humanity', from which its name is taken. Humanity, thus, appears as the unshakable link that unites and cements all human beings: a feeling, emotion and a sense that push each person to recognize the other as his or her equal and fellow human being. Most ethical theories in the ancient world were forms of virtue ethics, but in the era of 2000 there have, until recently, been few virtue ethicists. Most moral theories of 2000 treat rightness as a matter of producing good results or conforming to moral rules or principles, but virtue ethics specifies what is moral in relation to such inner factors as character and motive, and unlike most modern views, it treats aretaic notions like "admirable" and "excellent" - rather than deontic concepts like "ought," "right," and "obligatory" - as fundamental to the enterprise of ethics (Slote, 2007). Slote (2007) mentions that in its 2003 report on disasters, the International Federation of Societies of Red Cross and Red Crescent, in addition to analyzing some timely topics such as famine in southern Africa, the conflict between power and ethics in humanitarian aid to Afghanistan, the phenomenon of forced migration, framed conceptually ethics humanitarian disasters and wars, reflect on the measurement of disasters (challenges, opportunities and ethics) and provide data on disasters and refugees. Regarding the famine in early 2003 affected 15 million people in southern Africa, the document denounces lack of foresight, inefficiency and delay in implementing the aid. The combination of this disaster with the HIV / AIDS and poverty dramatically complicates the situation and generates questions about the relevance of certain intervene in conflicts without attacking its structural causes (Slote, 2007). Jacques (2003) discusses that another example of the difficulties of international aid to solve basic problems is the situation in Afghanistan, where in many aspects of security and human rights were compounded since the invasion of the allied troops led by the United States. Also the phenomenon of forced migration (175 million people living outside their homeland) raises ethical and legal problems related to humanitarian aid and citizenship and their rights. The humanitarian ethics is guided by two principles: neutrality and independence. These are the basis of a code of conduct for humanitarian aid which has acceded to over 200 organizations worldwide. However, the Federation of Societies of Red Cross and Red Crescent noted that compliance with these principles has been uneven. Humanitarian assistance tends to

A Reaction To The Making Of The Hurricane Assignment

A Reaction To The Making Of The Hurricane - Assignment Example The paper gives detailed information about the movie "The Making of the Hurricane". This movie proves that there exist injustices in the world, including the criminal systems, which are supposed to be just. Close to the end of this bonus documentary, the producer admits that the movie attempts to unravel the injustices in the world. This is through its based on the life of Rubin Carter, a fighter with promise, who was incarcerated for something he did not do. The producer argues that injustices are existent in society, and these include racism, political injustices, among many other forms. Carter himself adds that the movie is based on redemption, specifically his redemption. He also notes that the movie is meant to inspire people in overcoming adversity in life. All these roots from the injustices that Carter had to undergo in his life. According to Carter, his rescue from the hands of injustice was a complete miracle. Similarly, another actress in the movie notes that injustices in society have persisted in various spheres, but the human spirit is strong enough to endure them. She considered Carter strong-hearted, because he underwent all that, and still manages to smile. From this documentary, I have learned new things about the whole issue surrounding Rubin Carter and generally, his life. Although the past events in Rubin’s life are quite known by different people, this documentary has revealed to me some surprising facts. First, I am surprised that in the process of shooting the movie, the crew kept in close contact with Rubin Carter.

Education Sector Essay Example for Free

Education Sector Essay The typical Indian classroom was once characterized by students sitting through hour-long teacher monologues. Now, technology is making life easier for both students and educators. Schools are increasingly adopting digital teaching solutions to engage with a generation of pupils well-versed with the likes of PlayStations and iPads, and trying to make the classroom environment more inclusive and participatory. Take Smartclass from Educomp Solutions, one of the first Indian companies in this space. Smartclass is essentially a digital content library of curriculum-mapped, multimedia-rich, 3D content. It also enables teachers to quickly assess how much of a particular lesson students have been able to assimilate during the class. Once a topic is covered, the teacher gives the class a set of questions on a large screen. Each student then answers via a personal answering device or the smart assessment system. The teacher gets the scores right away and based on that, she repeats parts of the lesson that the students dont appear to have grasped. Technology makes the teaching-learning process very easy and interesting, says Harish Arora, a chemistry teacher at the Bal Bharti Public School in New Delhi who has been using Smartclass since 2004. For instance, [earlier] it would easily take me one full lecture to just draw an electromagnetic cell on the blackboard. Though I could explain the cell structure, there was no way I could have managed to show them how it really functions. This is where technology comes to our aid now I can show the students a 3D model of the cell and how it functions. Instead of wasting precious time drawing the diagram on the blackboard, I can invest it in building the conceptual clarity of my students. According to Abhinav Dhar, director for K-12 at Educomp Solutions, more than 12,000 schools across 560 districts in India have adopted Smartclass. More importantly, the number is growing at almost 20 schools a day. On average, in each of these schools eight classrooms are using Smartclass. When we launched Smartclass in 2004 as the first-ever digital classroom program, it was an uphill task convincing schools to adopt it, Dhar notes. These schools had not witnessed any change in a century. It is a completely different scenario now. Private schools across India today see [technology] as an imperative. A digital classroom is set to become the bare-minimum teaching accessory in schools, just like a blackboard is today. Dhar recalls that one major roadblock for Educomps proposition in the early days was on the price front. At US$4,000 (at the exchange rate of Rs. 50 to a U. S. dollar) per classroom, schools found the product very expensive. To get over this hurdle, Educomp quickly decided to make the initial investment and gave the schools an option to pay over a period of three to five years. The strategy worked. Enthused by the market response, in January Educomp launched an upgraded version the Smartclass Class Transformation System with more features, including simulations, mind maps, worksheets, web links, a diagram maker, graphic organizers and assessment tools. Huge Potential According to the Indian Education Sector Outlook Insights on Schooling Segment, a report released by New Delhibased research and consultancy firm Technopak Advisors in May, the total number of schools in India stands at 1. 3 million. Of these, private schools account for 20%. Educomps Dhar points out that only around 10% of the private schools have tapped the potential of multimedia classroom teaching whereas in government schools, it has barely made any inroads. The current market size for digitized school products in private schools is around US$500 million, says Enayet Kabir, associate director for education at Technopak. This is expected to grow at a CAGR [compound annual growth rate] of 20% to reach the over US$2 billion mark by 2020. However, the market potential then might get as big as US$4 billion [i. e.if the total population of private schools that could adopt multimedia actually adopt it. ] Apart from this, the current market size for ICT [information and communications technology] in government schools is US$750 million. We expect this to grow five times by 2020 due to the current low level of penetration in government schools. Kabir lists Educomp Solutions, Everonn Education, NIIT, Core Education Technologies, ILFS and Compucom as dominant players in this sector. New entrants include HCL Infosystems, Learn Next, Tata Interactive Systems, Mexus Education, S.Chand Harcourt (India) and iDiscoveri Education. Except for S. Chand Harcourt, which is a joint venture between S. Chand and US-based Houghton Mifflin Harcourt, all the others are Indian firms. A recent trend is that schools in tier two and tier three cities are increasingly adopting the latest technology. Rajesh Shethia, head of sales and marketing at Tata Interactive Systems, which launched Tata ClassEdge in early 2011 and has partnered up with more than 900 schools, says that more than half of the demand for digital classrooms is from tier two and tier three cities. According to Shethia, schools in these smaller cities realize that it is difficult for their students to get as much exposure as students from tier one cities. [So] they proactively subscribe to solutions such as ours, which richly benefit both teachers and students by simplifying the syllabus. Even parents want the best for their wards and are not averse to paying a little extra. They see value in these initiatives by schools to modernize the way teaching is imparted today. Making some back-of-the-envelope calculations Shethia adds: If we consider the top 100,000 private schools in India as the captive market, the potential is approximately two million classrooms of which currently just about 80,000 have been digitized. Srikanth B. Iyer, COO of Pearson Education Services, also sees tremendous potential in the smaller cities. Pearson provides end-to-end education solutions in the K-12 segment. Its multimedia tool, DigitALly, has been adopted in more than 3,000 private schools across India since 2004. DigitALly installations have been growing at three times the market for the past two years, Iyer says. Currently, more than 60% of our customers are from tier two and tier three towns, such as Barpeta (in the state of Assam), Sohagpur (in Madhya Pradesh) and Balia (in Uttar Pradesh). In order to make its offering attractive to the schools, Pearson has devised a monthly payment model under which a school pays around US$2 per student per month. As the price point is affordable, schools across all locations and fee structures find it viable to opt for our solution, Iyer notes. We focus on tier two and tier three towns and cities where penetration is relatively low and desire for adoption of technology is high. HCLs Digischool program, which launched about 18 months ago, has also made a strong beginning, with a client base of more than 2,500 schools. Partnering with State Governments Meanwhile, state governments are also giving a boost to the adoption of technology in schools. Edureach, a divison of Educomp, has partnered with 16 state governments and more than 30 education departments and boards in the country, covering over 36,000 government schools and reaching out to more than 10. 60 million students. Edureach leads the market with 27% of the total schools where ICT projects have been implemented, says Soumya Kanti, president of Edureach. We are looking [to add] 3,000 more schools this fiscal year and 20,000 to 25,000 additional schools in the next five years. As of now, Edureach has created digital learning content in more than 14 regional languages for these projects. In the northern state of Haryana, CORE Education and Technologies is implementing a US$59 million ICT project that aims to benefit 5 million students across 2,622 schools. Five of these schools will be developed as Smart schools. CORE is also implementing ICT projects in the states of Gujarat, Meghalaya, Punjab, Maharashtra and Nagaland. The scope of work in these projects ranges from implementation of computer-aided learning in schools, installing bio-metric devices to monitor attendance of teachers, and setting up computer hardware, software and other allied accessories and equipments. The task has not been an easy one, admits Anshul Sonak, president of CORE. There are several logistical issues. Delivery of equipment to rural areas is a big challenge in itself. There is lack of basic infrastructure either there are no classrooms or there are ones with no windows. Some schools dont even have toilets. Moreover, the power availability in these areas is often poor and we have had to deploy generator sets in many schools. But despite the challenges, educationists are optimistic. Rahul De, professor of quantitative methods and information systems area at the Indian Institute of Management in Bangalore (IIM-B) believes that ICT can have a huge impact on our education system. He points out that ICT can result in increasing the reach [of education] and in keeping the costs low. With increasing penetration of mobile phones and Internet kiosks, the potential is indeed immense, he adds. A study conducted by De in 2009 on the economic impact of free and open source software (FOSS) in India found that it resulted in significant cost savings. FOSS can play a huge role in education, De notes. In the state of Kerala, it has already had a huge impact in both saving costs and providing state-of-the-art access computing to students in government schools. FOSS has a huge number of packages for school students, many of which can be ported to local languages and used in schools. It is also helping disabled students in a big way, by enabling them to access digital resources using audio-visual aids. Edureachs Kanti adds that a study by the Centre for Multi-Disciplinary Development Research in Dharwad in Karnataka in 2006 revealed significant improvement in student enrolment and attendance, as well as a reduction of student dropouts due to ICT interventions. Yet another study conducted by the Xavier Institute of Management in Bhubaneswar in 2007 revealed that computer-aided education has improved the performance of children in subjects such as English, mathematics and science, which are taught through computers using multimedia-based educational content. All in a Tab In line with this increasing interest in technology for school education, there has been a rush of education-focused tablet computers in the market. The most high-profile of these has been Aakash, which was launched by Kapil Sibal, union minister for human resource development, in October 2011. The Aakash project is part of the ministrys National Mission on Education through Information Communication Technology (NME-ICT). It aims to eliminate digital illiteracy by distributing the Aakash tablets to students across India at subsidized rates. While the project itself has become mired in delays and controversy, it has generated a lot of awareness and interest among students around the educational tablet. Meanwhile, DataWind, the Canada-based firm that partnered with the union government for the Aakash project, has also launched UbiSlate7, the commercial version of Aakash. The opportunity for low-cost tablets in India is huge. In the next two years, it will exceed the size of the computer market in India i. e. 10 million units per year, says Suneet Singh Tuli, president and CEO of DataWind. In April, technology firm HCL Infosystems launched the MyEdu Tab, which is priced at around US$230 for the K-12 version. The device comes preloaded with educational applications and also books from the National Council of Educational Research and Training, a government organization. Anand Ekambaram, senior vice-president and head of learning at HCL Infosystems, is in the process of partnering with more than 30 educational institutes across India for MyEdu Tab. MyEdu Tab has content offline and can be accessed over the cloud. It allows students to learn at their own pace, Ekambaram notes. With a topic revision application and a self-assessment engine, students can evaluate their skills and knowledge on their own. Teachers can upload content, which can be accessed by students and parents for tasks such as homework and progress reports on their respective devices. The parent can monitor the progress of his or her child through the cloud-based ecosystem. Earlier this year, Micromax, a leading Indian handset manufacturer, also launched an edutainment device called Funbook. Micromax has also partnered with Pearson and Everonn to make available relevant content for students. Susha John, director and CEO at Everonn, was upbeat at the launch. Digital learning facilitated through tablets will revolutionize the educational space, John said. Everonn has invested in developing content and services targeted toward tablet audiences. To start with, we will offer our school curriculum-learning modules and at home live tuition products on the Funbook. Students can now have access to good teachers, educational content and a great learning experience anytime, anywhere. At Pearson, Max Gabriel, senior vice-president and chief technology officer, is focusing on K-12 content in English to begin with. We are sitting on a huge repository of existing content. Adding the right level of interactivity and richer experience will be our priority. Meanwhile, Educomp is gearing up to launch content that is device agnostic and can be run on any tablet. But even as schools in India are going through this transformation powered by technology, one key question is how big a role technology will play in the education sector. In an earlier interview with India [emailprotected], S. Sadagopan, founder-director at the International Institute of Information Technology in Bangalore, pointed out that there are four parts to learning lectures, library, laboratory and life noting that, Technology plays a critical role in all these. Kabir of Technopak adds another perspective. Despite numerous studies on the impact of ICT in education, the outcomes remain difficult to measure and open to much debate. It needs to be understood that technology is only an enabler and a force multiplier and cannot be treated as a panacea. We believe that impressive gains in teaching-learning outcomes are possible only through an integrated approach rather than a piecemeal intervention. Don Huesman, managing director of Whartons innovation group, recommends caution in considering potential investments in educational technologies. These are very exciting times for online and distance education technologies, but there are risks facing parents, educators and policy makers in evaluating the opportunities these new technologies, and their proponents, represent. Huesman points to the recent growth in high-quality, free, online educational courseware offered on websites like the Khan Academy and the Math Forum, as well as the work of the Open Learning Initiative in developing intelligent cognitive tutors and learning analytics. But such technologies, available from a global network of resources, only provide value when understood, chosen and integrated into a local educational community, he says. As an illustration, Huesman offers the example of cyber kiosks, provided in recent years by foundations at no cost to rural communities in India, exacerbating the gender divide in many traditional communities in which young women congregating at public cyber cafes, also frequented by young men, would be considered taboo. Interventions by governments and NGOs must be inclusive of local community concerns and aware of local political complications, Huesman notes. Globalization: Impact on Education by Satish Tandon, September 2005 The principal objective of education has been the development of the whole individual. The minimum level of education that was necessary to achieve this goal in the agrarian society was basic or primary and in the industrial age, secondary. In the present borderless information society, education needs to be able to respond to additional demands of a rapidly globalizing world by raising awareness of environment, peace, cultural and social diversity, increased competitiveness, and the concept of a global village. Such education is to a knowledge or information society what secondary education was to an industrial economy. Education prepares the individual to connect and live in harmony with the environment around him. Globalization has changed the size, nature and quality of that environment. The challenge for higher education, therefore, is to reform, create and develop systems that prepare the individual to work in a borderless economy and live in a global society. In other words, our educational institutions need to produce global citizens. The collapse of the Soviet Union in 1991 allowed liberal democracies to claim victory for the capitalist system and contributed to increasing the pace of globalization that was already under way. As globalization gained momentum, market substituted political ideology as the dominant force guiding national and global policies. What followed next, therefore, does not seem so illogical. National governments everywhere partly in deference to the ascendancy of the market and partly in response to pressure from the private sector to expand their sphere of activities began to relinquish control over the delivery of social goods. Everything began to be viewed as a commodity that could be produced and delivered by the private sector in line with market forces and according to the principles of supply and demand. One by one water, electricity, postal services, health, and now education, have been turned into a commodity. The withdrawal of state from higher education has also been helped by economists, who have had an overly simple way of assessing the return on investments in higher education. The basic problem is that they have measured the return on education exclusively through wage differentials. With reference to someone who has no education, someone who has been to primary school, someone who has completed secondary school, and someone with a university degree, one can ask how much more each earns than the previous. These differences are then compared to the incremental amounts invested in their education to find the return. The results generally suggest that higher education yields a lower return than primary or secondary education and they have been used to justify the skewing of government budgets and development funds away from higher education institutions. The rate of return calculations are flawed because they do not take account of the full range of benefits to those who receive higher education. For example, higher education can enhance health, openness, peace, and social development, and at the same time reduce disease, bigotry and blind nationalism so the private benefits to the individual and to society are not just the direct labour productivity benefits, as the rate of return analysis suggests. Higher education confers benefits above and beyond enhancing the incomes of those who receive it. And many of these benefits take the form of public goods, such as the contribution of higher education to enterprise, leadership, governance, culture, and participatory democracy, and its potential for lifting the disadvantaged out of poverty. These are all vital building blocks for stronger economies and societies and all routes by which the benefit of investment in higher education multiplies throughout society. Liberal democracies have traditionally operated on the principle of separation of activities in the social sphere just as they have on the principle of separation of powers in the political sphere. The private sector had been given a relatively free hand in the production and delivery of economic goods while the state concentrated on the provision of healthcare, education and other infrastructure goods, also known as public goods. Globalization has changed all that. The rapid expansion of the influence of the private sector at the global level necessitated a corresponding expansion in their sphere of activities by diversifying into the production and delivery of public goods that had always been within the purview of the state. The takeover was swift and remarkable in the sense that the effort did not meet much resistance. One of the major consequences of the globalization of education has been commodification and the corporatization of institutions of higher learning. It is said that the for-profit education market in the United States is worth more than $500 billion in revenue for the involved corporates. More than one thousand state schools have been handed over to corporations to be run as businesses. But there is a fundamental problem with the way business models have been applied to the delivery of education and other public goods. Unthinking adoption of the private sector model prevents the development of a meaningful approach to management in the public services in general or to the social services in particular based on their distinctive purposes, conditions and objectives. There is another, more serious, problem with corporatization of education. Corporations operate on the principles of cost reduction and profit maximization. These require introducing standardization and the packaging of product in compact, measurable, byte-like, configuration. Applied to education, these approaches would possibly negate its basic fabric and purpose. Education has always encouraged and represents openness, inquiry, diversity, research and limitless learning. Corporatization of education would make it elitist the one provided by corporations for the masses and the poor who cannot afford going to the traditional institutions of learning, and the other for the rich and the affluent. The delivery of public goods and services is and should remain the primary responsibility of the state. Representative government may not be the ideal or perfect arrangement for governance but it represents the best that is available, and certainly more desirable than the private sector management of public services such as education. If the state relinquishes its control over education and education policy, we run the risk of diminishing it to the status of a packaged for-profit product which it is not. Openness, diversity, scholarship, research and disinterested learning will be its biggest victims.