Econ question Essay Example | Topics and Well Written Essays - 1750 words

Econ question - Essay Example As the author correctly notes, the situation should not be oversimplified and he suggests that rejecting inherited wealth would lead to an equal society. On the other hand, the power of hereditary wealth cannot be used in the demonstration of particular thresholds of disparity typical of the developed nations in the twentieth century. At a particular point in the twentieth century, hard work was the guaranteed way of achieving a good living, then the considerable changes associated with the interwar era made things different. The changes have little involvement with the increase in the productivity of workers as compared to the effect that was felt by the very rich in the interwar era. The societies that were exceptionally imbalanced had been developed based on extreme concentrations of wealth, which made it possible for a small class of individuals to survive on capital income alone. The working rich did not simply overtake the rest of the population during the interwar period. The author dedicates most chapter seven in his book to a comprehensive walk through the data that explains the elements that influenced changes in distribution of income throughout the last century. The distribution of income for the French was extremely compressed by the interwar era, but disparity started to increase swiftly in the after the war because of the quick recovery and increased focus on reconstruction than on distributional concerns. This tendency in the direction of increased disparity stopped by the political changes that took place on the late sixties, but disparity started increasing again in the early nineties. In the division of his analysis, Piketty tries to develop a clear distinction between the contemporary definition of labour and inheritance, and the dissimilarity between income form labour and income from wealth. He

The location of businesses Essay Example for Free

The location of businesses Essay Businesses can choose where to locate. Sometimes choice of location is critical. In other cases it is less important. What is the difference? And what happens when a right choice suddenly becomes a wrong choice? Factors influencing location Every business locates where it thinks it will be successful. If you remember that businesses need:   staff to work there   raw materials to produce finished products * customers   to keep their costs as low as possible then their reasons for choosing a particular location begin to make sense. Local labour supply All organizations need to be able to employ staff. So it makes sense to locate where people live. A factory in a remote part of the Scottish Highlands would have trouble finding anyone to work there. Motorway service stations have to pay to transport their staff from local towns and villages to the station itself, a cost which other businesses can avoid. The factors which influence a particular area are often local skills and cost of labour. Local skills In some parts of the country particular skills are a tradition. If you wanted to set up a business making pottery you would be sensible to locate in the Midlands, around Stoke-On-Trent. If you wanted to make cutlery, then Sheffield is the place. If you were making boots or shoes then Northamptonshire is the area for you. Probably the most famous examples today are in the United States. Silicon Valley and Seattle are renowned for their computer industries, so this is where whiz-kid programmers head for. California is the home of the film industry, so if you were keen to work on special effects and digital technology, this is where you would go. Britains Silicon Valley is located along the M4. The area is also famous for Formula One motor racing firms. Scotland has its own Silicon Glen and Cambridge is building a reputation for and is now known as Silicon Fen. Firms wanting to specialize in these particular industries know that if they locate in these areas they will be able to recruit staff with skills they need. The City Of London is renowned for its financial skills and expertise, so this is where you would find large international banks, stockbrokers and insurance firms. Other firms dont need particular skills or maybe willing to train unskilled staff. Firms doing light assembly work often locate where there is a ready supply of cheap (often female) labour. Many of these have set up where traditional industries, such as mining, have closed. Areas with high unemployment have lower wage rates the competition for jobs keeps wage rates down. At the north of Celynen Colliery in Wales, Aiwa employs 1,000 people making videos and in the Rhondda Valley the heart of the old Welsh mining industry Taxdata employs 250 people making CD packaging. In the Dearne Valley in South Yorkshire, at a former colliery, over 2,000 people work for Ventura part of the Next group companies. Ventura is a call centre and mail-handling company which handles over seven million customer accounts for various clients such as Cellnet and the Cooperative bank. Call centres employ operators equipped with a computer and telephone whose task is to answer telephone enquiries or telephone existing or potential customers to generate more sales for companies. Today approximately 150,000 people in the UK work in call centres. Most of these are located in parts of the country where wage rates are lower. However, in some places, such as Tyneside, Leeds and Glasgow, where many call centres have been set up, competition for experienced is now increasing and pay rates are rising. So the pool of skilled labour in the area is affecting the cost for firms. The cost of labour will always be more important to businesses that are more labour intensive than those which are capital intensive. A labour intensive is one which needs a higher number of staff such as call centres or schools and colleges. A capital intensive business is one where machines or technology do most of the work as in a modern electricity generating plant. Here the cost of labour is less important in the choice of location. The Cost of Premises The cost of premises is determined by the forces of demand and supply. The greater the demand for premises and the fewer there are available the higher the cost. For that purpose, premises in city centres especially in London are much more expensive than the cost of premises in the suburbs or in the regions. For example, the lease of a large store (60,000 square feet) in Oxford Street, London, was on sale for i 12,000,000 in 1997! This is because Oxford Street is a prime site in a town a large high street store would be less but not cheap. In 1997, Mark Spencer bought 19 high street stores from Littlewoods for i 192,500,000, paying over the odds for the stores it wanted. They were actually valued at around i 80,000,000. Premises on major town centre shopping routes are always more expensive than on secondary side streets simply because shoppers stay on the high street. Areas of high employment with a surplus of skilled labour Newbury, in Berkshire, is a typical example are more expensive places to locate than areas where unemployment is high and the area depressed, as in some parts of the north east. The result is that companies that have no reason to locate in London or the south east will move to other towns and cities. Those businesses which arent dependant on passing trade will locate outside town and city centres in cheaper areas or on industrial estates. Within Britain, many local authorities offer packages to encourage businesses to locate in their area. They may offer financial assistance for large firms and reduced rents for small enterprises. Specialist rental and leasing companies will offer attractive packages enabling businesses to locate easily in special workspace sites, office complexes, business or retail centres. Some centres are managed with a central reception area, business services and shared meeting rooms. Retail units may be available on short-term license agreements, payable weekly. All these attract organizations to locate where costs will be lowest and where, hopefully, they will be able to expand their business without substantially increasing their costs. Financial Help from the Government If you live in London, south-east, or the east of England (e. g. Norwich), then you live in an officially prosperous area. If you live anywhere else, the situation is different, although in Scotland, Northern-Ireland, the West-Midlands and the south-west, prosperity rose above the UK average between 1986 and 1996. However the north-east, north-west, Yorkshire and Humberside, the East-Midlands and Wales all declined below the national average. The European Union and the government are concerned about such inequalities. They would like all regions to be equally prosperous. For some time in the UK there have been assisted areas. These are areas of Britain where regional aid may be given under European Community law. Regional Selective Assistance (RSA) is the main form of such an aid in Britain. This is a discretionary grant awarded to support a project which will stimulate employment opportunities, increase regional competitiveness and improve prosperity. Between 1985 and 1988, the scheme created 100,000 jobs, reducing employment by 0. 5 per cent in the Assisted Areas, at a cost of i 130,000,000 a year. In 1998 the European guidelines on regional aid changed and all member states were asked to propose new Assisted Areas to operate from 1st January 2000. In July 1999 the Department of Trade and Industry put forward the new proposals which included the following.   Tier One (maximum) assistance for Cornwall, Merseyside, South-Yorkshire and West-Wales and the Valleys. Here grants of up to 40 per cent of the project cost will be available. The government has also proposed that Northern Ireland be treated as an exceptional case for assistance. Tier Two assistance for areas most in need of employment creation, investment and regeneration. For these areas a 20 per cent assistance grant will be available. This includes the Highlands and Islands and various areas in England, Wales and Scotland. Rather than designate towns or cities the government has used ward boundaries (which denote voting areas).   Tier Three assistance for Enterprise Grant Areas where assistance will be available to businesses employing up to 250 people. The aim is to encourage the development of small businesses as these are seen as vital for improving employment and prosperity long term. Once the new Assisted Areas have been agreed by the European Commission, they will remain in force from 1st January 2000 to 31st December 2006. Transport Links for Suppliers and Distribution.

Professional Discourses in the Nursing Career

Professional Discourses in the Nursing Career Discourses Communication Terminology Abstract There are discourses in the nursing career that one must possess in his or her nursing ability. These discourses include communication, medical terminology, patient care, patient confidentiality, and proper hygiene. The listed discourses are only a broad spectrum of the skills needed in the nursing profession. One has to be a committed individual who wants to help people. He or she cannot just go through the motions and expect to keep a job, which is why the discourses of the nursing profession are crucial to know. Professional Discourses in the Nursing Career Discourse Once a person becomes adapted to his or her own professional community, he or she has become involved, learned the language, practiced the proper mannerisms, and developed a familiarity with the surroundings. In the profession of nursing, a person must learn all this and more. He or she should become familiar with the medical terminology, recognize the required hygiene, and know how to care for patients in a respectable and caring way. Discourse is important in every aspect of life, but when it comes to the profession of nursing, knowing the discourse is key for success. Types of Discourse Communication The most important discourse in the profession of nursing is communication. It is crucial to be able to communicate properly with doctors as well as other nurses; it could be the difference between life and death. A way doctors and nurses communicate with each other is through documenting patient information. A nurse must always remember to read as well as document patient information with every visit. Within an article out of the Journal of Advanced Nursing, 15-20% of the time working as a nurse is spent documenting patient information (Butler, Hyde, Irving, MacNeela, Scott, Treacy, 2006). Not only is it important to communicate through patient information, but it is also essential that a nurse understands the terminology used in patient documents. Medical Terminology The second most important discourse in the nursing profession is being able to understand the terminology that is used between the medical staff. Not only the ability to understand, but to also be able to pronounce the complicated words that can be used is also very important. The word hepatocholangitis can be a very difficult word to say and to understand. A strategy a nurse would use to recognize what the word means is to break apart the word into word roots and suffixes. A word root gives the fundamental meaning of the word and a suffix modifies its meaning (Brooks, 2005). The word contains two word roots, which are hepat (liver) and cholang (bile duct). The â€Å"o† between the two word roots is called a combining vowel and is used to ease pronunciation (Brooks, 2005). Lastly, the suffix is itis (inflammation). When starting with the suffix, the term hepatocholangitis is defined as an inflammation of both the liver and the bile ducts (Mosby’s Dictionary, 2006). In order for a nurse to distinguish between what the words are as well as their meanings is to understand the meanings behind the words that are used within the medical language. If the terminology used within the medical field is understood completely, then it is easier to communicate with other medical staff and more importantly, the patients. Patient Care How to talk to patients as well as helping patients understand how to comprehend what may be wrong with them is important in the medical field. Doctors tend to give the specific terminology that many patients do not understand, whereas nurses are the ones who explain what the doctor has said in simpler terms. Another discourse that can be included in the nursing profession is the ability to communicate with patients directly and to comfort patients as well as their family and friends. Nurses must be alert and quick to respond because they are usually the first people in a patient’s room. According to Tarlier (2004), building responsive relationships with patients will gain the respect, trust and mutuality from the patient. This can provide the framework of caring relationships between nurses and patients. If a nurse is alert and able to communicate with patients on a level that they understand, then that nurse has become more than just a nurse; he or she has become a person with morals. Tarlier states â€Å"for each one to take on the needs, wishes, desires of others and make them into his goal is the beginning of ethical† (p. 233). To be able to put aside the needs or wants of oneself can be a hard thing to do for some people. To be a nurse, a person has to be willing to care for a patient not to follow the rules, but by explaining things, making small talk with them, being responsive, and to be their friend. The kind of trust a patient has towards a nurse can alter that patient’s attitude towards that hospital, which is why gaining the trust of patients is key. It all starts with patient confidentiality and if patients can actually trust the hospital with their most personal information, they will have more confidence in their nurses as well as their doctors. Patient Confidentiality A nurse has to make sure that patient documents do not fall into the wrong hands. The misplacement of one chart could cost not only the trust of the patient and the patient’s family, but the hospital’s reputation as well as thousands of dollars. There are certain regulations that control what can be shared outside of the patient’s room. A person must value the desires of patients who do not want certain information shared unless it is information that would put others at risk of serious harm or death (Beech, 2007). Patient confidentiality is an important discourse in the profession of nursing because of the personal information that is shared between a patient and his or her nurse. Patient confidentiality is important in all health care facilities and a nurse should know the proper ways in how everything is documented as well as who is authorized to view those documents. Not only should a nurse know the appropriate ways of where to put documented information, but a nurse should also be familiar with the hygiene required in heath care facilities. Proper Hygiene Hospital acquired infections are some of the leading causes of illnesses in today’s world. It is important to know the proper hygiene in caring for patients. Bacteria such as Staphylococcal aureus, commonly known as Staph infections, can by transmitted very easily from direct contact. Staph infections are becoming increasingly resistant to antibiotics. A new known â€Å"super bug†, called MRSA (methicillin-resistant Staphylococcus aureaus), has been known to take more American lives each year than the AIDS virus; that is 19,000 people each year (Bloice, Hallinan, 2007). The most important aspect when it comes to proper hygiene is hand washing. It is crucial for nurses to wash their hands each time they enter and exit a patient’s room. Hand washing is the best habit a nurse can get into. It is one of the many helpful routines in preventing the spread of MRSA (McDonnell, 2007). There are also many other helpful ideas when it comes to the prevention of spreading infection. These ideas need to be known by nurses everywhere no matter if they are working in a hospital, nursing home, or even in schools. Interview Prioritize In an interview with a registered nurse, Jacklyn Brambrink was able to give some useful information about what she thinks is the most important discourse out of the ones that have been discussed. She believes that communication is the most important because in order to do anything in the nursing career, a person has to be able to communicate with the staff as well as the patients no matter what. She also believes that a nurse must be able to prioritize as well as be able to make judgment calls when it comes to tough situations (personal communication, February 13, 2008). There are everyday jobs a nurse has to know how to do. When Jaclyn made the point about prioritizing, she really stressed the idea. It is key for a nurse to know when a job needs to be done and when a different job is not as critical. Just like communication, it could be the difference between life and death. Conclusion There is much more to the profession of nursing than to just be able to communicate, know the terminology, and know the proper ways in preventing the spread of infection. The discourses that have been listed are the basis of being successful in the profession of nursing, but there is much more to know. Just knowing these discourses is not going to help a person get through nursing school. A nurse has to be dedicated and has to be willing to learn new things. New discoveries are being found almost every day in the medical field and a nurse has to be eager to want to continue his or her education throughout his or her entire nursing career. A nursing student should be aware of all this information and more, so they know what to expect. By going through the motions will not work in the nursing profession. If a committed, caring and knowledgeable individual wants to enter the nursing field, he or she has to be prepared for all of the challenges that medical professionals face every day. Once that person is ready and aware of those challenges, he or she will make a great nurse. References Beech M. Confidentiality in heath care: conflicting legal and ethical issues. Nursing Standard. 2007;21:42-46. Bloice C, Hallinan C. The Return of Germ Welfare. Registered Nurse. 2007;103(9):12-13. Brooks ML. Exploring Meidcal Language. 6th ed. St. Louis, MO: Mosby; 2005. Butler M, Irving K, Hyde A, MacNeela P, Scott A, Treacy M. Discursive practices in the documentation of patient assessments. Journal of Advanced Nursing. 2006;53(2): 151-159. McDonnell P. Don’t forget to wash your hands. Ophthalmology Times. September 15, 2007;32(18):4.

Evil In The World :: essays research papers

Portraying Evil in the World The article I picked to show the evil in the world today was about a man named Abner Louima. This man was arrested in 1997 and is suing the state of New York for being beaten in a restroom in the station while being questioned. The sole witness Conelle Lugg, 19, he heard loud screaming and banging noises against the wall of the bathroom while he was in his cell, he then saw a police officer push Louima into a cell pants down and blood rushing out of his open wounds. The officer then proceeded to tell Louima to get on his knees. After all this Lugg said, that Louima fell to the floor and screamed in pain and begged to be taken to a hospital.   Ã‚  Ã‚  Ã‚  Ã‚  Four officers are accused of brutalizing Louima, 32, a Haitian immigrant who was arrested in a fight outside a nightclub in August of 97 and was mistakenly accused of hitting an officer. When a paramedic crew got to the precinct and finally gave Louima a chair to sit in the officer who had placed Louima in the cell returned and told Louima to stop screaming in pain.   Ã‚  Ã‚  Ã‚  Ã‚  At the trial Lugg was asked by the prosecution to point out the man he had seen put Louima in his cell. Lugg quickly pointed to Officer Justin A. Volpe who is charged with torturing Louima by ramming a stick into his rectum and then into his mouth. Prosecutors say that Louima suffered a torn rectum and bladder. Louima required two months of hospitalization and three operations to repair the damage Volpe had done. The three other officers are being charged with joining Volpe in beating Louima in the police car while driving to the precinct.   Ã‚  Ã‚  Ã‚  Ã‚  This is one of the many stories I found in the newspaper that portrays evil in today’s society.

Descartes and Hume’s Infinity Essay

The word infinity refers to several concepts but all pertains to something that is without bound or endless. Most of the time, it is used in the field of mathematics but the concept is also used in several other fields including philosophy. This paper will try to study Rene Descartes and David Hume’s concepts and views of infinity as well as the problems regarding their concepts.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For Rene Descartes, the word infinity is attributed and is referred to a perfect being, to God. On the other hand, although most of his infinity raises most paradoxes that are really challenging for his empiricism, David Hume asserts that we cannot comprehend infinity. According to Descartes, infinity is the same as God or that God is the same as infinity. He also proves the existence of God by using the concept of infinity as an illustration. Descartes also said that he is able to see infinity because he is able to think and imagine a large object and as well as a larger object but not the largest object. Descartes stated the existence of god is proven by the use of infinity because according to him, if you have the idea of infinity and yet cannot witnessed it proves the existence of God. This is because our so called finite self will not be able to generate the idea of something like infinity and therefore the idea must then came from a somewhere or someone of infinite being, from God. The ability of God is also proven by infinity because according to Descartes, the continuity of thing should be conserved and therefore needs the continuous power that is supporting it. On the other hand, according to David Hume, because it is by faith that we know that God exist and so we will know his nature in the heaven. If there is a God with infinite attributes, then he is therefore infinitely incomprehensible without proportion to us human beings. Therefore Hume objects the concept of infinity because we cannot experience infinity; therefore we have no adequate idea of what infinity really is. Because of his belief and thinking, he even proposes to replace the notion of endless or unbounded, infinity, by a time and space theory. That every idea that we have is copied from a similar impression is the fundamental of Hume’s arguments. So according to Hume, our idea of God together with his attributes such as his infinite intelligence, good being and all his infinite abilities and characteristics are just products of our own mind, increasing that idea without limit those qualities. Therefore our notion and knowledge of god is not brought by any revelations or something that god put on us but rather by of us taking our normal attributes and increasing these attributes to infinity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The major problem regarding the theory and idea of Hume is that it contradicts some principles in geometry such as the Pythagorean theorem. David Hume’s theory includes the denial of the thesis that extension infinitely divisible. Still, how Hume critiques the idea of infinity is said to be a product of Enlightenment theory of Knowledge. Also the theories of Hume disprove the existence of God in which case most people will definitely disagree and critique and would say inverse that we does not create God but rather God created us. In this case it is certain that many people will be against Hume’s principles and ideology.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The problem with Descartes ideas is that he needs the existence of a perfect being in order to be able to have a clear idea of what is infinity. Also the argument of Descartes is a circular argument because he proves the existence of God using the idea of infinity and at the same time his idea of infinity relies on the knowledge of God. The clarity of his ideas is relied on God and God on his ideas. Since Descartes infinity theory relies on the concept of having an infinite and perfect being in our mind, there surely be misconceptions and understanding on the concept since our mind is able to entertain several things that may include fiction or something that is untrue. Greek gods, goddesses as well as super heroes are some of the examples that we entertain in our minds that are far and/or not part of the real world. Also since different person have different views and as well knowledge and understanding, there could be as many interpretations of the word infinity as there are people. And how about those that did not believe in the existence of God? Does that mean that they are not capable of understanding what infinity is? Definitely not and therefore Descartes’ concept of infinity applies to limited people only. The main similarity and difference between Rene Descartes ideas of infinity to that of Hume is that both of them uses the concept of God making their argument. They both use the concept and knowledge of a so-called infinite being in their arguments. Also they are in different and in conflict because Descartes proves the existence of God by using the concept of infinity and Hume do the opposite, disproving the existence of God as disproving the concept of infinity. In Descartes statement, infinity exist although we cannot see it. The mere fact that the idea of infinity is in our minds prove that there really is an infinite being, a God that created all things and that sustains it by his infinite attributes. On the other hand, Hume believes that we cannot comprehend and understand infinity and it therefore there exist no such thing. It can be said that both Descartes and Hume have an idea of what infinity is. Their difference is the idea whether infinity is achievable or not. For Descartes, infinity or God exist although we cannot see it or even imagine it; that basically is infinity. On the other hand, Hume disapprove the concept of infinity saying that since we cannot see or visualize infinity, infinity does not exist and should be replaced by something that exist, something real like time and space. Although the two ideas are conflicting in can be said that they are truly believable and without further and close study of the matter, we may really be misguided. Still, whether we believe Descartes or Hume depends on us, no one will force us to believe someone. What is important is that we really have the basis of our beliefs. Reference Brown, R. G. (2007). God, Dog and Spark. Retrieved December 04, 2007 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.phy.duke.edu/~rgb/Poetry/hot_tea/hot_tea/node31.html Holding, J. P. (No Date). Humaen Understanding. Retrieved December 04, 2007 from http://www.tektonics.org/gk/hume01.html Leahy, J. P. (2000). Infinity and Eternity of the Universe. Retrieved December 04, 2007 from http://www.jb.man.ac.uk/~jpl/cosmo/infinity.html

How to Teach This and That with Classroom Objects

How to Teach 'This and That' with Classroom Objects Learning This is and That is at the very beginning can help you quickly move onto picking up some basic vocabulary so that students can start building vocabulary from the very beginning. Part I: This Is, That Is Teacher: This is a pencil. (Stress this, hold the pencil up in your hand) Teacher: (Signal students should repeat) Teacher: That is a book. (Stress that, point to a book somewhere in the room) Teacher: (Signal students should repeat) Continue this exercise with some basic objects around the room such as: window, chair, table, board, pen, bag, etc. Make sure to stress the difference between this and that when you hold or point to something. Part II: Questions with This and That Teacher: (Model a question to yourself by first holding the object and then laying it down for the response, you can also change places in the room, or change your voice to indicate that you are modeling.) Is this a pen? Yes, That is a pen. Teacher: Is this a pen? Student(s): Yes, that is a pen. OR No, that is a pencil. Continue this exercise with some basic objects around the room such as: window, chair, table, board, pen, bag, etc. Make sure to stress the difference between this and that when you hold or point to something. Part III: Students Ask Questions Teacher: (Point from one student to the next indicating that he / she should ask a question) Student 1: Is this a pen? Student(s): Yes, that is a pen. Teacher: (Continue around the room)