Blood and Debt: War and the Nation-State in Latin America

Blood and Debt: War and the Nation-State in Latin America Book Review: Miguel Angel Centeno. Blood and Debt: War and the Nation-State in Latin America. Penn State University Press 2002. Centenos book begins with the mystery of absence of interstate war-what he calls limited war-in Latin America, and then goes into the genealogy of state development in South America and the role of war on that continent. His historically contextualized analysis of warfare takes up the imbricated factors of class structure, organizational power, and international restraints in Latin America. He characterizes the Latin American states institutional and administrative capacity as not well developed as a result of divisions among dominant class structures, foreign power influence and control, which in turn have contributed to the states relatively peaceful history. He succinctly argues that they have been relatively peaceful because they dont have sophisticated political institutions to manage wars -the no States-no Wars argument.[1] Centeno contends that the lack of strong state institutions and limited state capacity accounts for these states inability to create autonomy and finance these wars through internal revenue; rather, this created dependency on foreign government loans that in turn weakened local capacity to create autonomy and thwarted the establishment of strong central institutions.[2] Foreign loan dependency created the conditions for the weakening of the possibility of creating strong central institutions that resulted in limited state capacity and the associated limited scale of war.[3] According to Centeno, limited war[4] do[es] not require the political or military mobilization of the society except (and not always) in the euphoric initial moments.[5] Foreign intervention based on trade interests also limited the scale of Latin American wars.[6] Centeno substantiates his argument with assessments of the capacity of Latin American governments to collect taxes, raise troops, and establish effective bureaucracies. Equally important is his argument about the ability of governments to galvanize nationalism, an ethos that creates a coherent concept of nation.[7] Based on comparative insight derived from North Atlantic nations, he argues that compared to Latin American states, these nations have more capacity to mobilize millions of troops to fight, financed through internally raised revenue from taxes.[8] I believe Centenos work is important as it provides a thorough analysis and critique of state-building theory based on empirical study. His work invests more attention in the Latin America region and makes a country-specific study to understand the particularities and nuances of generic state-building theory. His work draws attention to institutional analysis of states. As he writes, [This] magnificent display of institutional failure deserves further attention.[9] Centeno argues that Latin America has fought limited wars and further inquires into the meaning of this in an attempt to better understand the relationship between war and state-making. His work opens the door for deconstructing conventional nation-building theory, which is largely based on a Eurocentric account of war. Grounded in a set of empirical data and rigorous analysis, Centenos critical work illustrates how war contributed to the weakening of institutions, paying due attention to the fiscal aspect of the state, and shows how war in Latin America ruined institutions and resulted in more entrenched internal divisions.[10] He discusses the institutional capacity of the state as a central theme to explain and critique the regional history and political development, and he examines wars impact, how it has shaped state-society relationships, national identity and fiscal development. Centeno repeatedly emphasizes the fact that states in Latin America did not develop the kind of institutional strength of their Western European counterparts. The author is puzzled by the process and experience and consequences of war in Latin America and how this relates to states institutional strength and capacity to undertake war in a way that has shaped their creation. Based on multiple cases, Centenos historical development of each case and the experience of war illustrates the exigencies, contextual factors, and relational dimensions that all must be taken into account in order to determine, understand and explain variations and commonalties across the continent. This theoretical approach and these methodological insights are critical to assessing the development of the state based on European history and experience while complementing the theoretical discussion of the development of the state on both levelscapturing country-specific variations and theorizing or bringing in theoretical explanations for differences and commonalities. Understanding and explaining regional and country-specific variations using comparative methods provides relevant details to critically engage conventional state-building theory. Through this work, I learned that understanding variations and contextualizing analysis case by case is an important approach. The author uses the prism of war-state development bellicist model[11] as an important theoretical framework to problematize and further explain the nuances and regional and country-specific conditions and factors that alter and critique Eurocentric generalizations of the causal relationship between war and state development. Indeed, Centeno uses the counterfactual realties of Latin America to successfully refute the European model of state-building theory that suggests that wars created modern states and enhanced their institutions, creating the capacity for states to exploit resources, monopolize violence and make more wars. In fact, he successfully illustrates how (limited) wars in Latin America destroyed institutions and thwarted nation-state building. Here, he introduces internal factors such as class structure, internal elite divisions and the enduring impact of postcolonial chaos, noting how all contributed, along with the international factors related to how trade interest played out and to debt/loan dependence. An important lesson we can draw from this book is that the experience of war in Latin America, its role and influence on state creation (both the types and kinds of state formation) are distinct here, different from the significant role war played in the development of some European states. No doubt more cases from Latin America and elsewhere would further refute, contextualize, deconstruct and critique the conventional presuppositions, assumptions and models of state-building theory. The complex historical realties of states problematize and create an elaborated space for other factors, beyond war, providing complementary explanations related to creation of the state. Centenos central message is that the link between war and state-building is contingent on historical specificities and case-specific factors. However, his work does not help us to understand how strong states could develop without wars. The logic in Centenos theory and argument is important as it highlights important elements in appraising the link between war-making and state-making as understood in conventional theories, putting the focus on certain contingent factors-history, domestic socio-economic and political structures, and international politics. [1] Centeno, M. A. (2002). Blood and debt: War and the nation-state in Latin America. Penn State Press.p 26 [2] Ibid p 28 and Chapter 3 [3] Ibid [4] Ibid p 20-26 [5] Ibid p 21 [6] Ibid p 26 and 72-73 [7] Ibid p. 23, 7 and Chapter 4 and 5 [8] Ibid p 108- 109 191 and Chapter 5 [9] Ibid p 17 [10]ÂÂ   Ibid p 142 -145, 14, 6-7 and Chapter 3 [11] Ibid p. 19 and 266 What Makes a Teacher Effective? What Makes a Teacher Effective? What do you think it means to be an effective teacher? An effective teacher utilises aspects of their background, professional knowledge and personality to boost students academic growth (Whitton, Barker, Nodworthy, Sinclair, Phil, 2004). The favourable characteristics that follow an effective teacher are their high confidence, optimism and knowledge of the content. Effective teachers are confident in their knowledge, skills and their ability to guide students as well as feeling secure about their status as master of their subject. As well as having confidence in themselves, teachers must have confidence in their students, and believe that they will learn (Killen, 2013). The teacher should have strong beliefs that even the most complicated concept can be explained in such a way that students find it easy to learn. The teachers deeper understanding of the content should provide a means that makes it easy for them as teachers to alter known concepts to suit the students, making it easier for students to consume (Killen, 2013). Teaching is more than just presenting content, our Australian curriculum displays content that students must intake and how their academic level should be judged e.g. Tests and exams. A starting point for an effective teacher is to understand that learning is based on understanding the concept of the content, and the means of an effective teacher is to motivate learners from a state of not understanding to deeper understanding (Killen, 2013). Teachers must be able to create an environment where learners can understand the content presented. Specific techniques that are used to effectively create this environment involve the transformation of the content to something that is easier to understand, motivating learners and engaging them in learning tasks and the teachers adaptability to different students and different learning styles (Killen, 2013). Interactions with students gives teachers the chance to know what is happening around the class room so teachers have a chance to manipulat e their teaching style to best suit the students (Whitton et al., 2016). Why do teachers need to purposely plan for learning? Planning is an important technique teachers use to amplify student achievement as well as teacher satisfaction, the best teachers are able to organise and deliver the best learning experience through thoughtful planning. Overall planning put into class rooms should meet the curriculum requirements and learning needs, to further extend student academic achievement and make the learning experience worthwhile (Whitton et al., 2016). In order for students to meet the learning goals set out by the curriculum, teachers must understand the importance of effective planning. An effective plan helps students to learn purposefully with more efficiency as time is always a constraint in a class room, a developed plan also helps the teacher to clarify what goals are set for students and a step by step process on how to achieve those goals (Killen, 2013). An in-depth plan can boost the teachers confidence as it mirrors to the teacher that they understand the content the students want to learn, the increase in confidence will propel the overall teaching effectiveness. Purposely planning for learning is a must if a teacher is to grow in the art of teaching as it develops the teachers capability for effective teaching and gives a mean to reflect on their planning and effectiveness (Killen, 2013). A plan for learning needs to be effective in order to ensure the learning procedure is productive. Teaching can be simplified into a learning cycle: Planning, implementing then evaluating. Planning requires thorough knowledge of the students in the class their age, gender, interests, learning styles, academic talents and social / emotional states all come into effect when identifying the most effective techniques to be highlighted in the plan (Whitton et al., 2016). Knowledge and understanding of the curriculum must also be taken into account when setting up the plan so learning outcomes can be met. With an active and comprehensive plan the implementing of the actual teaching shows more effectiveness, evaluation of the lesson taught will provide feedback to the teacher on if the content and process was suitable for the students (Whitton et al., 2016). The purpose of the lesson taught must be clear so that students know why each lesson is important, simultaneously the lesson should al so be used by the teacher as means to guide their planning (Killen, 2013) How can effective teachers best engage students in learning? Engaging students in learning is just as important as teaching the students. In order for learners to take in the content being taught they must be focused on the objective and have a clear understanding as to why theyre being taught this. Various strategies are used together by teachers to best engage students to learn. Lesson introductions are one of the major components to involve learners and have them drawn into the learning experience, a lesson introduction should spark the students interests and have them feel connected to the learning environment (Whitton et al., 2016). Just as we discussed in the tutorial in week 3 examples to get the class interested in learning are setting up display materials, objects that students can touch and build understanding through a hands-on experience (e.g. cutting fruit into pieces when examining fractions) or reading a childrens book as audio-visual resource. The introductions should always be related to the topic and spark interests (Whitton et al., 2016). Just as lesson introductions lesson closures should also be given high amounts of attention. The lesson closure must also be relevant and involve the learners to make them aware that the lesson is over. Recapping what occurred, having groups display their work or discuss amongst themselves are good closures that give the teacher an idea if learning outcomes were met during the lesson (Whitton et al., 2016). Therere are many teaching and learning strategies, all the strategies can be broken down into 4 planning components: content, process, products and environment. The content is what is taught, process is how the content is taught, products are the teachers themselves that guide and help students (Whitton et al., 2016). Discovery learning is a strategy used that challenges students understanding and their thinking skills, this strategy of learning focuses on the students, expecting them to develop a solution and a method to the solution (Whitton et al., 2016). Discovery lessons require hands-on research activities to best engage the students. The advantages of discovery learning are that students are involved in the process of learning, the actives used in this type of learning are more meaningful and students acquire their own research and reflective skills (Westwood Peter, 2008). Why is developing positive communication skills important for effective teachers? The idea of enforcing positive communication skills upon teachers to further present in the classroom serve a clear purpose, an effective teacher will use their communication skills to create a rich and positive learning environment. Specific teaching strategies, skills and attitudes impact the learning environment as a whole and in turn these characteristics of the teacher can be manipulated and adjusted and then presented with strong communication skills to the students in order to gage their interests and create a healthy, productive classroom (Whitton et al., 2016). In an educational setting the relationship the teacher has with the students has a significant impact on the communication that occurs between teacher and student (Howell, 2014). If a teacher builds a positive relationship with their students there is a direct influence on the type of communication they will engage in, positive relationships opens a positive environment and negative relationships will generate a negat ive environment (Howell, 2014). An effective teacher will aim to promote a positive learning environment through means of displaying approachability and showing assertiveness in their communication. Assertiveness is categorised as communication style as well as aggressiveness and passivity (Howell, 2014). A good teacher will avoid aggressive and passive styles in communicating as they foster a negative learning environment but should focus on being assertive. The assertive teacher will display the capabilities to be an effective active listener; non-judgemental; able to express himself with honesty; respect others values; able to check on others feelings, all while being proactive, flexible, trustworthy and confident (Howell, 2014). All these highlighted qualities make the teacher approachable, if a student finds a teacher approachable theyre more likely to confide with the teacher and should they have a problem in the future they will feel encouraged to come to the teacher to share their concerns and feelings (Whi tton et al., 2016). By advocating positive relationships and communication, through assertiveness and approachability teachers promote a healthy and positive classroom environment for effective learning (Whitton et al., 2016 Howell,2014). References Whitton, D., Sinclair, C., Barker K., Nosworthy, M., Humphries, J., Sinclair, C. (2016)Learning for teaching: Teaching for learning. VIC, Australia: Cengage Killen, R. (2013). Effective teaching strategies: Lessons from research and practice. South Melbourne, Australia: Cengage Learning Australia. Retrieved from http://CURTIN.eblib.com.au/patron/FullRecord.aspx?p=1696408 Westwood, P. (2008). What teachers need to know about. VIC, Australia: ACER Press. Retrieved from http://search.informit.com.au.dbgw.lis.curtin.edu.au/documentSummary;dn=569324157817332;res=IELHSS Howell, J. (2014). Teaching and learning: Building effective pedagogies. South Melbourne, Australia: Oxford. Retrieved from http://ebookcentral.proquest.com.dbgw.lis.curtin.edu.au/lib/curtin/detail.action?docID=4191370

Adinkra

Adinkra symbols, like many other visual symbols, have been used over many years to communicate, represent and characterize a myriad of ideas, beliefs and concepts. Originally created by the people of Gyaman, Adinkra has grown to become the most extensively used and widely known traditional symbolic art in Ghana and to an appreciable extent, West Africa. By carefully considering the depth of wisdom in the meanings of these symbols, is not surprising that they are often linked with a host of several proverbial maxims.The very essence of the word ‘Adinkra’ is ‘farewell’; as such, every symbol that is encapsulated in the whole body of Adinkra communicates or corresponds to a unique message or idea. Documented history has it that, as far back as the nineteenth century, unique Adinkra symbols were used in customary and traditional rites of society to depict the ideological stance of that society as regards to the ceremony or event in question. The art was showcase d in various forms during festivals, funerals, marriages among others.Today, the use of Adinkra has been widely extended to cover almost every facet of life. In recent times, Adinkra symbols have become a suitable choice of branding the modern, competitive, and trendy Ghanaian clothing lifestyle. Over the years, Adinkra has gone beyond traditional cloth-making designs and has been fashionably incorporated into the designing of t-shirts, buttons, linen fabric clothes. Today, young people would prefer t-shirts with screen-printing inscriptions like ‘Me firi Ghana’, with an Adinkra like ‘Gye Nyame’ boldly designed beneath.Indeed, some acclaimed Ghanaian fashion designers like Mawuli Okudzeto, Kofi Ansah among others, have received international recognition by carving such niches for themselves, with popular brand names like MKOGH and PKOG, just to mention a few. Beyond that, apparels like footwear have also had a taste of Adinkra art. Artisans who make local f ootwear like sandals, slippers and ‘ahenema’ have also included these symbols in their designs. For instance, a locally made ‘ahenema’ has a carefully designed Adinkra symbol of three concentric rings encircling each other, known as ‘adinkrahene’ at the nose of each slipper.One other art is the design of bags with Adinkra symbols woven or sewn on the surface with fabric, (often kente pieces). The most popular addition to this art collection is the use of these designs in making jewellery and other fashion accessories. It is popular to see rings, pendants, earrings, necklaces, anklets, beads and many others designed with symbols like ‘ohene aniwa’, ‘epa’, ‘nkonsonkonson’, etc. In Ghana, the Precious Mineral Marketing Company (PMMC) is a typical example of an enterprise in this regard.Thus, on the international stage, Adinkra symbols have been employed as one of, if not the best indigenous symbols that give all manner of clothing, a unique fashion identity easily recognisable as truly Ghanaian. Quite apart from clothing, these symbols have formed part of locally designed fine and visual art. This has been such that, in creation of several Ghanaian sculptures, Adinkra has been one of the most recognisable themes. There many instances of metal and wooden sculpture designed into Adinkra. More often than not, these visual and fine arts have been used by individuals for decorative purposes.It is now commonplace to see a wall hanging in someone’s home, at the lobby of a corporate institution or in the sitting area of an afro-centric restaurant with the caption ‘welcome’ and a popular symbol like ‘Gye Nyame’ underneath it. Without a shred of doubt any Ghanaian who sees this in any institution in any distant part of the world, feels quite homey and comfortable, to some extent, immediately. Moreover, the designs of wooden plaques lately have also adopted Adinkra symbols. For instance, African institutions of late present Adinkra-designed plaques to individuals and entities, as gifts and awards for splendid performances.Woodcarvers as at today, still design stools for domestic as well as traditional purposes with these popular symbols. In Akan traditional homes, stools often known as ‘asesedwa’ are carved out of wood with these designs. Today as a unique of catching up with the west, local artisans have modernized their design of home furniture placed in areas like the living room, dining room and the study. Beautiful and attractive-looking sets are being carved daily. A common example is wooden coffee-table, which has an Adinkra symbol like ‘sankofa’ at the base with a glass plane on the surface.Hence it is ordinary to see the prolific use of Adinkra in fine and visual art because of the inherent artistic merits they possess. In present day, the use of symbols for trademarks and emblems cannot be over-emphasized. In corporate branding and marketing, many institutions have resorted to the use of symbols, both tactile and visual, as a mark of exclusivity and Adinkra are symbols of no exception. There are countless examples of institutions of all sorts who have adopted these symbols as logos, emblem, etc.In Ghana, for instance, a corporate institution like HFC Bank uses the symbol ‘ebankese’ as its corporate logo. Interestingly, Vodafone Ghana has designed their recharge cards such that whichever denomination has a long strip Adinkra symbols in front of the card. A popular plastics company by name ‘Strong Plast Ltd’ also uses the popular symbol, ‘Gye Nyame’ as a brand name for its plastic chairs. A very popular flour mill also uses ‘sankofa’ as the brand name of it flour. On a lighter side, along the coastal area it is fun to see fishermen decorate their canoes with these symbols as an interesting way of ownership.

How has CMOS memory changed over the years? Essay

How has CMOS memory changed over the years? CMOS really hasn’t changed very much from what I could find on the internet†¦ Mainly the speeds have increased and the noise has been reduced it also went from analog to digital. Originally, the IBM PC only used of a small portion of CMOS memory and the balance of the 64 bytes were left undefined. Once other manufacturers cloned the AT form factor it wasn’t long that other areas of the CMOS was used by various BIOS manufacturers for such user-selectable options as memory wait states, memory type, initial boot drive selection, boot-up clock speed, hard drive interface type, green options, shadow RAM options, cache options, and password protection of the CMOS contents. It still uses a small battery in case there is a power outage and still uses volatile RAM. Has the size of the CMOS memory increased, decreased, or stayed the same? The size of the CMOS memory has also pretty much stayed the same because there is no need to increase the size. There was never any need to store more than 512 bytes in the memory as it holds the absolute basic boot settings for the system. The typical size is still 512 bytes currently. All it comes down to is â€Å"If it ain’t broke don’t fix it.†, so it’s been that way since almost the very beginning. It does its job which is to just get the computer started and make sure everything is in place and then hands it all over to the computers OS. Determine if CMOS still utilizes RAM, requiring a battery on the motherboard, or has it evolved into using EEPROM? The CMOS still utilizes RAM but it is being rapidly replaced with EEPROM in today’s time. EEPROM is a small chip that data can be written and re-written to with codes. As we all know RAM losses data every time you loss power to your system, well EEPROM does not require a power source to maintain its data. Although EEPROM is relatively slower than RAM it is fine for applications, such as storing saved BIOS settings?

Disadvantages of c essays

Advantages/Disadvantages of c essays Electricity is extremely precious and valuable. Our town should be lucky to have it. In other cases we shouldnt use too much of it either. There are lots of different ways of creating electricity. I will talk about 4 of the ways of creating electricity. I will tell you what the Advantages/Disadvantages are. Wind. Wind is renewable and is not expensive at all. Wind can be found all over the world. It does not cause pollution(except noise). You think wind doesnt have any disadvantages but unfortunately there is.When the wind drops, the turbine turns more slowly and less electricity is generated. Wind is sometimes too fast to generate electricity. Wind can also be slow and cannot produce electricity.The natural beauty of an area may be spoiled. Coal. Coal is not re-usable. Coal is dangerous to mine. If the society keeps mining coal soon there wont be any coal left to mine. Coal is relatively reasonable. Even today, much of the electricity we use in Canada comes from coal.Without this resource, our demands for heat and electricity, past and present, would have been far more difficult to meet.In and around coal mining communities, the black fuel was also inexpensive and readily available. Hydro. Hydro electricity are found in dams and falls. Materials are easy to find.The main advantage of hydro electricity is that the fuel is renewable and cheap.There are no costs for fuel or the transportation of such. The whole process is also environmentally friendly, as it does not create any air, chemical, water or thermal pollution.Although hydro electricity has many advantages, there are still quite a few setbacks. The increase of water level might provide a better habitat for fish, but it could also destroy the habitat for humans and other species' by the flooding of land. Flooding also causes soil erosion on the watershed's wall that could have harmful impact on the vegetation of the area. Along with the dis ...

Free Essays on Jackson Vs. The BUS

In March of 1829, Andrew Jackson was inaugurated as the seventh president of the United States. Born in 1767, he was a child of the backwoods, and was an orphan at the age of fourteen. His long military career began in 1781, and he quickly became a war hero and champion for the common man. â€Å"Old Hickory† as he was known, was a seasoned veteran, and had a reputation as a rough and uncivil individual. Most importantly, however, he was a southern democrat, which meant he distrusted banks. Nicolas Biddle, on the other hand, was the polar opposite of Jackson. Biddle was born in 1786 to an old Philadelphia family. He entered the University of Pennsylvania in 1796 at the age of ten, later enrolled at Princeton, and was valedictorian of his graduating class at the age of fifteen. Biddle was indeed a â€Å" true American Aristocrat†¦He married an heiress, read the classics in the original, collected art, and was as dramatic an antithesis as could be imagined to Jackson, the self educated frontier soldier who had become the people’s idol† (Weisberger 2). These two men would wage war on one another, albeit a bloodless one, which would forever alter America’s history and political landscape. In 1822, at the age of 37, Nicholas Biddle became the president of the Second Bank of the United States. This name, however, was very misleading. â€Å"The Bank†, as it was referred to, was actually under private control; stock was held by both domestic and foreign investors. Congress chartered the bank for twenty years in 1816, which â€Å"enabled the two separate entities to share in financial ventures which would have proven to be mutually prosperous† (D’Urso 4). The Bank had served regular commercial banking purposes but also acted as the collection and disbursement agent for the federal government, which held one-fifth of its thirty-five-million-dollar capital stock (Weisberger 1).The Bank was a storehouse for public funds, and could use thes... Free Essays on Jackson Vs. The BUS Free Essays on Jackson Vs. The BUS In March of 1829, Andrew Jackson was inaugurated as the seventh president of the United States. Born in 1767, he was a child of the backwoods, and was an orphan at the age of fourteen. His long military career began in 1781, and he quickly became a war hero and champion for the common man. â€Å"Old Hickory† as he was known, was a seasoned veteran, and had a reputation as a rough and uncivil individual. Most importantly, however, he was a southern democrat, which meant he distrusted banks. Nicolas Biddle, on the other hand, was the polar opposite of Jackson. Biddle was born in 1786 to an old Philadelphia family. He entered the University of Pennsylvania in 1796 at the age of ten, later enrolled at Princeton, and was valedictorian of his graduating class at the age of fifteen. Biddle was indeed a â€Å" true American Aristocrat†¦He married an heiress, read the classics in the original, collected art, and was as dramatic an antithesis as could be imagined to Jackson, the self educated frontier soldier who had become the people’s idol† (Weisberger 2). These two men would wage war on one another, albeit a bloodless one, which would forever alter America’s history and political landscape. In 1822, at the age of 37, Nicholas Biddle became the president of the Second Bank of the United States. This name, however, was very misleading. â€Å"The Bank†, as it was referred to, was actually under private control; stock was held by both domestic and foreign investors. Congress chartered the bank for twenty years in 1816, which â€Å"enabled the two separate entities to share in financial ventures which would have proven to be mutually prosperous† (D’Urso 4). The Bank had served regular commercial banking purposes but also acted as the collection and disbursement agent for the federal government, which held one-fifth of its thirty-five-million-dollar capital stock (Weisberger 1).The Bank was a storehouse for public funds, and could use thes...

The history of the concept of limit Essay Example | Topics and Well Written Essays - 1500 words

The history of the concept of limit - Essay Example Yet, the role these equations are paramount in modern society’s foundational circuitry. Few among us see the tiniest fraction of the actions of mathematical limits that buzz within and around the tools and highways and Satellites around us, allowing all of them to run smoothing and on time. This being the case, they dismiss these calculus driven equations as droning fodder, which has no practical use. Yet, they praise and cannot bear to think what life would be without any of their high tech gadgetry. Greece was the epicenter of philosophic thought in the ancient world. It was the pinnacle of theoretic genius among the by-gone nation. Hence, math was no stranger to its people. In fact, the first to make steps toward this concept was the Greek philosopher Zeno. Zeno was famous for his paradoxes which often involved the limiting of a process. The paradox where the building block of limits and infinity are derived from is his dichotomy paradox. He states the as an object moved toward another object the space between them must be divided if they have to arrive close to each other. Archimedes is more than just an innovator of the ancient world. He is held today as one of the four greatest mathematical minds to have lived on our planet. Even today, we are finding out more and more about him and discovery just how much ahead of his time he was. The king was suspicious of a new crown that had been made for him. It felt a bit too odd to authentic. He suspected the craftsmen used or mixed cheaper metals during its crafting to cut costs, yet he had no way of proving this was the case. In response to his personal query, he offered a reward to anyone who could solve this conundrum. Archimedes dared to take on this crowning dilemma. The legend has it; he solved the puzzle when he was bathing. While in the tub, he noticed, as he stepped into it, the levels of water on the side of the tub rose as he stepped in and resided and he stepped out. He connected the submersion

Triple Bottom Line Essay Example | Topics and Well Written Essays - 3000 words

Triple Bottom Line - Essay Example The triple bottom line abbreviated (TBL) is a framework of accounting that utilizing the three dimensions performance module: financial, environmental and social spheres. This negates from traditional frameworks of business reporting through the incorporation of environmental and social parameters. These parameters utilisation as measurement means have difficulties that hinder their appropriate assigning in various fields. John Elkington who coined the term in 1994, endeavoured to measure sustainability in the mid 20th century through encompassing of a new measure to evaluating performances in corporate America (Elkington 1994, p. 92). This framework, known as the triple bottom line (TBL), involved going beyond traditional profits measuring strategies, as well as investment returns and shareholder value allowing for the inclusion of social dimensions and environmental (Elkington 1994, p. 93). Through putting emphasis on focus on comprehensive investment results, triple bottom line serves as an important support tool for goal sustainability maintenance. Triple bottom line Interest has seen growth especially in accounting in the lines of non-profit and profit oriented organisations as well as government sectors. Many firms including non-profits have incorporated TBL sustainability frameworks in performance evaluation. Similarly federal, local and state levels of governments have also adopted the modules in the management of currencies and such like activities. This paper seeks to analyse the concept of TBL while highlighting the practicability of the same in the business context on a global level through the utilisa tion of the diverse literature currently available on the issue. The dimension of the TBL commonly labelled the three Ps: profits, planet and people have proven to be a vital part of business integration since their formulation by John Elkington. Even before this pioneer started the idea of TBL concept for the manipulation