How Many Presidents Have Won the Nobel Peace Prize

A pacifist by nature, Alfred Nobel, the man who invented dynamite, had a life that touched on many disciplines. Nobel passed away on December 10, 1896. Nobel had written several wills over the course of his life. The last was dated November 27, 1895. In it, he left about 94 percent of his net worth to the establishment of five prizes: physics,  chemistry, physiology or medicine,  literature, and  peace. In 1900, the Nobel Foundation was established to award the first of the Nobel Prizes. The prizes are international awards given out by the Norwegian Nobel Committee at a ceremony held on December 10 each year, on the anniversary of the day Nobel died. The Peace prize includes a medal, diploma, and a monetary award. According to the terms of Nobel’s will, the Peace Prize was created to award those who have done the most or the best work for fraternity between nations, for the abolition or reduction of standing armies and for the holding and promotion of peace congresses. U.S. Presidents Who Have Won the Nobel Peace Prize The first Nobel Peace Prizes were handed out in 1901. Since then, 97 people and 20 organizations have received the honor, including three sitting U.S. presidents: Theodore Roosevelt: Roosevelt, who was in office from 1901-09, was awarded the prize in 1906 for his successful mediation to end the Russo-Japanese war and for his interest in arbitration, having provided the Hague arbitration court with its very first case. His Nobel Peace Prize currently hangs in the Roosevelt Room in the West Wing which was his office when the West Wing was built in 1902.Woodrow Wilson: Wilson, who was in office from 1913-21, was awarded the prize in 1919 for founding the League of Nations, the predecessor to the United Nations.Barack Obama: Obama whose two terms ran from 2009 to 2017, was awarded the prize just months after his initial inauguration for his extraordinary efforts to strengthen international diplomacy and cooperation between peoples. He donated a large portion of the $1.4 million monetary prize to charities including Fisher House, Clinton-Bush Haiti Fund, College Summit, The Posse Foundation, and The United Negro College Fund, among others. When President Obama learned hed won the Nobel Peace Prize, he recalled that his daughter Malia remarked, Daddy, you won the Nobel Peace Prize, and it is Bos (the first familys dog) birthday! Her sister, Sasha, added, Plus, we have a three-day weekend coming up. So it wasnt surprising that when accepting the prestigious award, he offered this humble statement: I would be remiss if I did not acknowledge the considerable controversy that your generous decision has generated. In part, this is because I am at the beginning, and not the end, of my labors on the world stage. Compared to some of the giants of history whove received this prize—Schweitzer and King, Marshall and Mandela—my accomplishments are slight. Former President and Vice President Peace Prize Winners The prize has also gone to one former U.S. president and a former Vice President: Jimmy Carter: Carter, who served one term from 1977 to 1981, was awarded the prize in 2002 for his decades of untiring effort to find peaceful solutions to international conflicts, to advance democracy and human rights, and to promote economic and social development.Vice President Al Gore: Gore won the prize in 2007 for his work in researching and disseminating information about climate change.

Patriarchy Is Not A Recipe For Happiness - 1618 Words

â€Å"The feminist movement taught women to see themselves as victims of an oppressive patriarchy....Self-imposed victimhood is not a recipe for happiness.† - Phyllis Schlafly For the majority of human history, man has ruled over the entire human population. Feminism has always been looked down upon. Even women look down on other women for calling themselves the f word, a Feminist. Where did these ideals come from, and how have they become so deeply entrenched in our society? How long can we go on like this? I’ve always found patriarchy to be different around the world. The claim that patriarchy is the same around the world raises the questionable assumption of understanding what patriarchy is. Conventional wisdom states that history always repeats itself. To figure out the future, we must look to the past and see if equality may present itself to us one day. To figure out patriarchy’s past present and future, I need to look at patriarchy in the East and West . The origin of patriarchy is disputed, however I find it to show signs in the Paleolithic. Men were hunters and women were traditionally gatherers. It obviously appears stronger to ki ll a wooly mammoth than to pick strawberries, which is where I belive males being stronger and more dominant comes from. During the neolithic era, these ideals were further pushed by the introduction of agriculture. The men would do the â€Å"heavy lifting† by breaking hard soil and plowing the fields. The women would watch the kids, or plantShow MoreRelatedCultural Analysis Of Disney Films Frozen And Cinderella 2402 Words   |  10 Pagesrepresentations of women in both Disney films mirrors the patriarchal cultural beliefs of the 1950 s. Here, it is stipulated what roles are expected to be played by a woman in society. This formula that was developed decades ago is still being used today. Patriarchy is intertwined within the fairytales; shunning female self- enablement while uplifting male domination. The stories present very astounding messages about gender and specifically social relations. Disney has a list of strict requirements for whatRead More What Might Have Been in Faulkners Absalom, Absalom! Essay3338 Words   |  14 Pagesmemory of that plantation owner by joining his ranks and surpassing him, he remains essentially crude and artless. He can never cross that threshold, because he never quite understands and because he continues to believe that by following a simple recipe (such as marrying into an upstanding family), he can make himself respectable. (299) When Thomas Sutpen is turned away from the plantation door as a child, discovers life is not fair, realizes that socially all people do not have the same advantages

Teaching and learning of Addition and subtraction Free Essays

This assignment will look into the patterned advance in the instruction and acquisition of add-on and minus from baby’s room to twelvemonth 4 sing the â€Å" understanding diagram † , theoretical accounts for add-on and minus, oral/mental and written methods, resources used, larning facts and the utilizing and applying/problem work outing method. One manner that kids learn about add-on is through practical experience. In mundane life people are adding by uniting two or more sets of objects. We will write a custom essay sample on Teaching and learning of Addition and subtraction or any similar topic only for you Order Now The same can be said for minus. Children learn that by taking a peculiar figure of objects from a group it ever leaves the same figure of objects eg. 4-1 is ever 3. This is the manner kids foremost learn about add-on and minus. For many kids, they begin to understand the construct of adding when learn figure vocals in their early instruction. It is really of import to supply kids with good practical experiences in order to assist them larn. It is besides critical to pattern the right linguistic communication so the kids themselves are able to get it. This gives them a good foundation as they move farther through the instruction system. Whilst kids are in a Nursery scene or a Reception category they will be following the Early Years Foundation Stage ( EYFS ) papers. Within this papers there are 6 countries of acquisition. The country of larning concentrating on the development of mathematical accomplishments is called Problem Solving, Reasoning and Numeracy. Within that country there are specific countries sing add-on and minus. Once kids enter Year 1 they will be following the National Curriculum. Although this is the statutory papers instructors frequently use the Primary National Strategies papers to be after and present lessons. This papers breaks down the aims of the National Curriculum to offer a more focused attack to learning and acquisition. Early Old ages The instruction of add-on and minus in a baby’s room scene is based on mundane state of affairss and practical activities. Counting vocals is a common manner of reenforcing Numberss and presenting simple add-on and minus. For illustration, five small ducks. This is a good illustration of a manner that simple add-on and minus is introduced and reinforced in a nursery scene. The kids shortly learn that 5 take off 1 is 4, that 4 take off 1 is 3 etc and that 0 add 5 is 5. The right linguistic communication can be modelled so the kids learn what linguistic communication to utilize when they do activities for themselves. Games are besides a good manner of presenting or reenforcing add-on and minus. Some games are non needfully made for add-on and minus but it can be encouraged. When inquiring the kids to compare the sum of Numberss each of them has, by inquiring the kids inquiries, ‘How many more do you hold? ‘ , ‘How many less do you hold? ‘ . The kids will be working with little Numberss and will shortly be able to state how many less they have merely by hearing the two Numberss alternatively of holding to number them. Simple boundaries within the schoolroom are another manner of promoting the usage of add-on and minus. Where merely a certain sum of kids are allowed in each country at a clip and the kids have to maintain path of how many there should be, how many less or how many more? The foundation phase introductory battalion offers thoughts for activities for the different countries of larning set out in the EYFS. When looking at add-on and minus in a Nursery puting the papers offers activities for comparing two groups of objects, demoing that when you split a group of four the sum is the same and happening the entire figure of objects in two groups. Each of these activities uses physical objects in order to show the mathematical regulation. They use resources such as the figure line, plastic coins and serpents. For immature kids in peculiar good resources are indispensable in order to prosecute the kids and efficaciously learn them about add-on and minus. In the response papers activities for looking at presenting jobs such as ‘how many will at that place be when one more†¦ .. ? ‘ , promoting the kids to state the figure that is one more than a given figure and giving chances for kids to happen one more or less than a figure up to 10s are offered. Again, merely as in the baby’s room, each of these activities involves physical experiences and the activities are games to learn and reenforce the mathematical regulations for these facets of add-on and minus. Although the chief papers for Nursery scenes and Reception is the EYFS the Primary Framework wants to promote the facet of utilizing and using mathematics. The utilizing and using mathematics strand has five subjects with patterned advance being built into each subject from the foundation phase right up to twelvemonth 6. The three subdivisions of ‘using and using ‘ in the National Curriculum programmes of survey are straight related. Within the foundation phase, within the work outing jobs subdivision it states that kids will be utilizing their developing mathematical thoughts and methods so they can to work out practical jobs. Therefore, any jobs they are given related to add-on and minus they will be able to work out given their anterior cognition. Year 1- Year 4 From Year 1 to twelvemonth 4 it becomes more in deepness and references add-on and minus specifically. For Year 1 kids they will be work outing jobs affecting ‘counting, adding, deducting, duplicating or halving in the context of Numberss, steps or money ‘ , for illustration to ‘pay ‘ and ‘give alteration ‘ . This means that a batch of the concrete experiences they have will be based around stores in their function play country in order to give the kids a more existent experience of numbering money and holding to make add-on or minus within those scenarios. Year two is much the same merely with the add-on of holding to multiply and split in the contexts of ‘numbers, steps or lbs and pence ‘ . Year three is a little measure up from this with the kids holding to take which computations to utilize and to transport them out themselves. Therefore they must make up one’s mind whether it is right to add, deduct, split or multiply. Year 4 is non excessively different merely they will be larning how to utilize reckoner methods where appropriate. When kids have to work out jobs or they are asked to follow a ‘line of question ‘ , they will be demoing their thoughts, utilizing Numberss, symbols or diagrams. They will besides be involved in concluding and foretelling and pass oning those consequences, either orally or in authorship. The ‘understanding diagram ‘ put frontward by Haylock and Cockburn, shows the different facets of mathematical acquisition that are needed in order for a kid to be competent and confident in this country. One of the major parts of the diagram is concrete experiences. The instructor needs to finish undertakings themselves and utilize a scope of resources in their instruction. By making such activities it enables the kids to better retrieve what they have been taught as they are able to associate it to a physical memory. It besides allows the kids and the instructor to prosecute in duologue more easy. During these activities it is besides of import for the instructor to mode the linguistic communication they want the kids to take on and to utilize the right symbols themselves to promote the kids to make the same. Written and oral/mental methods for add-on and minus are another two of import facets of mathematical development. Oral and mental work in mathematics is indispensable. Early practical, unwritten and mental work, that is carried out in the foundation phases, is the footing for supplying kids with a good apprehension of how the four operations build on numeration attacks and a secure cognition of topographic point value and figure facts. Subsequently on their instruction kids must be able to recognize how these map s relate to each other and how the regulations can be used and applied. Oral and mental work is non merely something to be used in the beginning of instruction but must be continued to supply pattern and consolidation of these thoughts. Children must be given the chance to use the information they have learned and to do the correct determinations for themselves. To be able to cipher mentally needs an apprehension of figure forms and relationships that are developed through inquiring, the usage of theoretical accounts and images and the application of acquired figure cognition and accomp lishments. Children must hold the ability to remember figure facts immediately in order to cipher mentally. In twelvemonth 2 this would be ‘all add-on and minus facts for each figure to at least 10 ‘ . For twelvemonth 3 it would be ‘sums and differences of multiples of 10 ‘ and for twelvemonth 4, ‘the generation facts up to 10Ãâ€"10 ‘ . There must besides be an ability to utilize taught schemes in order to work out the computation. For illustration, in twelvemonth 1, to be able to ‘recognise that add-on can be done in any order and utilize this to add mentally a one-digit figure or a multiple of 10 to a one-digit or two-digit figure ‘ . To be able to ‘partition two-digit Numberss in different ways including into multiples of 10 and 1 and add the 10s and 1s individually and so recombine them ‘ in twelvemonth 2. In twelvemonth 5, to be able to ‘apply mental methods in particular instances ‘ . Finally the ability to ‘understand how the regulations and Torahs of arithmetic are used and applied ‘ . For illustration, ‘to add or subtract mentally combinations of one-digit and two-digit Numberss ‘ in twelvemonth 3 and to ‘calculate mentally with whole Numberss and decimals ‘ in twelvemonth 6. The written methods for add-on come in 4 phases and the purpose is that kids are able to utilize the mental methods where they can but when they ca n’t make computations in their caput. They can utilize an efficient written method accurately and with assurance. Children need to cognize at least one efficient written method for add-on that they feel confident utilizing if they ca n’t make the computation in their caput. The undermentioned phases show how the kids are able to construct up to utilize an efficient written method for add-on of whole Numberss by the terminal of twelvemonth 4. In order for the kids to add successfully they need to cognize some basic accomplishments which are ; ‘to recall all add-on braces to 9+9 and regards in 10 ‘ , ‘to add mentally a series of one-digit Numberss ‘ , ‘to add multiples of 10 or of 100 utilizing the related add-on fact ‘and ‘their cognition of topographic point value and to partition two-digit and three-digit Numberss into multiples of 100, 10 and 1 ‘ in different ways. Stage one of the written methods involve the usage of the empty figure line. Children need to be able to divide Numberss in different ways instead than ever into 10s and 1s to assist them do multiples of 10 by adding in stairss. The empty figure line is a manner of assisting them to enter their stairss when ciphering the sum. Phase 2 involves partitioning so that mental methods can be recorded. The 10s and 1s are added to organize partial amounts and those partial amounts are added together. The 3rd phase is the expanded method in columns where the kids move on to a layout that shows the add-on of the 10s and the 1s individually. As kids become more confident they can get down by adding the 1s instead than the 10s. This method leads kids to the more tight method so that they understand its construction and efficiency. The 4th and concluding phase is the column method. In this method, there is even less entering to make. The carried figures are noted below the line, either in 10s or in 100s and non in 1s. This can be made more ambitious. The kids can travel on to add three two-digit Numberss, two three-digit Numberss and Numberss of different sums of figures. The written methods for minus come in three phases. The purpose is the same as for the written methods of add-on and once more the phases show how the kids are able to construct up an efficient minuss of whole Numberss by the terminal of twelvemonth 4. In order to be able to deduct successfully the kids need to be able to ‘recall all add-on and minus facts to twenty ‘ , ‘subtract multiples of 10 utilizing the related minus fact and their cognition of topographic point value ‘ and ‘partition two-digit and three-digit Numberss into multiples of one hundred, ten and one ‘ in different ways. Phase one, merely as in add-on involves the usage of the empty figure line, which helps the kids to record and subsequently explicate the stairss they haven taken in their mental minus. After the kids have practiced this method for a piece they wo n’t necessitate to enter as much information. They will necessitate to make up one’s mind whether to number back or up. It is utile to inquire the kids if numbering up or back is better for certain computations. The mental method of numbering up from smaller to larger Numberss can be recorded by figure lines or in perpendicular columns. The kids will necessitate to be able to, when covering with two-digit Numberss, to cipher the replies mentally. With three-digit Numberss the Numberss of stairss can be reduced, provided that kids are able to work out replies to computations mentally. The numbering up method is a good option for those kids whose advancement is slow. Phase 2 involves partitioning. Subtraction can either be recorded utilizing partitioning to compose tantamount computations that can be carried out mentally. The 3rd and concluding phase is the expanded layout taking to the column method. Partitioning the Numberss into 10s and 1s and composing one under the other mirrors the column method. This does non straight link to mental methods of numbering back or up but parallels the breakdown method for add-on. This besides relies on secure mental accomplishments. Decision Children construct on their anterior cognition to come on with their mathematical accomplishments. They all start with practical experiences and changeless exposure to add-on and minus. All kids need to develop sound mental accomplishments in order to develop their written accomplishments. They have to larn the basic regulations for add-on and minus to come on with the written methods. How to cite Teaching and learning of Addition and subtraction, Essay examples

Compare and contrast Charlie Gordon free essay sample

People are never happy with themselves we all have our Imperfections and thats Just part of life. In the story Flowers for Algerian, Charlie Gordon has a mental disability and he wanted to be smart and for that he had to get an operation. Although he shouldnt have offered himself because before the operation he was happy, he worked at a factory, he liked his Job, he had true friends and fake friends Just Like a normal person does. Having the operation Charlie cut his life short.Charlie should not have had the operation. Charlie had gone through a lot and he wanted to change. Charlie wanted to be smart, before the operation Charlie was gullible, his friends would make fun of him but he never realized it and he was happy. Charlie was smart in his own way but he never realized it because he was focused on being smart. We will write a custom essay sample on Compare and contrast Charlie Gordon or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page After the operation Charlie was a serious person he understood everything his friends said. Charlies behavior changed he was more aggressive and he got fired.In conclusion, Charlie should not have had the operation he became aggressive, he scared people and got fired. Charlie was not as happy anymore, he was a serious person and he understood everything people said. Charlie wanted to be smart and never realized he was smart In his own way. Charlie should have never had the operation because he cut his life short, he was not happy, he was more aggressive but was giving up his life, and being happy worth it to be intelligent.

Central Communication Essays - Technology, Unmanned Spacecraft

Central Communication Central Communication is a constantly advancing field when you think of new technologies being implemented in business. Communication between management and subordinates is increasingly becoming more and more difficult as industries become globalized. Mobile communication has drastically advanced in the past decade. The most recent innovation is satellite phone systems such as the Iridium, which was the topic of the article I researched. With this new technology users can make and receive calls from anywhere in the world without the hassle of having to worry about the compatibility of local phone systems. The iridium system has cost roughly five billion dollars. The system is composed of 66 satellites in low earth orbit four hundred and twenty miles above the earth's surface. Currently, the technology hardware is very expensive. The actual units fit the profile of what you would expect. It is compact, lightweight, and are capable of a continuous talk time of about two hours. A single phone unit goes for about $3,000. Service costs about $1.70 a minute plus long distance charges. Pagers are also available for about $500 a piece. This may seem high for individual use, but for a billion-dollar corporation supplying subordinates with this communication device, it may be a reasonable cost.

Jahind Davis Essays - Physics, Electromagnetism, Chemistry

Jahind Davis Essays - Physics, Electromagnetism, Chemistry Jahind Davis Joseph John Thomson was born in 1856 in Cheetham Hill, Manchester, England. His mother, Emma Swindells, came from a local textile family. His father, Joseph James Thomson, ran an antiquarian bookshop founded by a great-grandfather. He had a brother two years younger than him, Frederick Vernon Thomson. His early education was in small private schools where he demonstrated great talent and interest in science. In 1870 he was admitted to Owens College at the unusually young age of 14. His parents planned to enroll him as an apprentice engineer to Sharp- Stewart & Co, a locomotive manufacturer, but these plans were cut short when his father died in 1873. He moved on to Trinity College, Cambridge in 1876. In 1880, he obtained his BA in mathematics (Second Wrangler and 2nd Smith's Prize) and MA (with Adams Prize) in 1883. In 1884 he became Cavendish Professor of Physics. One of his students was Ernest Rutherford, who later succeeded him in the post. In 1890 he married Rose Elisabeth Paget, daughter of Sir George Edward Paget, KCB, a physician and then Regius Professor of Physic at Cambridge. They had one son, George Paget Thomson, and one daughter, Joan Paget Thomson. One of Thomson's greatest contributions to modern science was in his role as a highly gifted teacher: seven of his research assistants and his son won Nobel Prizes in physics. His son won the Nobel Prize in 1937 for proving the wavelike properties of electrons. He was awarded a Nobel Prize in 1906, "in recognition of the great merits of his theoretical and experimental investigations on the conduction of electricity by gases." He was knighted in 1908 and appointed to the Order of Merit in 1912. In 1914 he gave the Romanes Lecture in Oxford on "The atomic theory". In 1918 he became Master of Trinity College, Cambridge, where he remained until his death. He died on 30 August 1940 and was buried in Westminster Abbey, close to Sir Isaac Newton. Thomson was elected a Fellow of the Royal Society on 12 June 1884 and was President of the Royal Society from 1915 to 1920. (1) J.J. Thomson's Atomic Model and Theory Thomson discovered the electron in the year 1897. His work put forward a new theory, that atom was made up of small particles.Thus he discovered the electrons. He proved his theory using the cathode ray tube. Scientists had already done many experiments to find the structure of the atom. They passed an electric current through a vacuum tube. They saw a light glowing inside the tube. It travelled in a straight line. They could not explain the phenomenon. Thomson did more experiments on the cathode tube. He placed two electric plates on its path. One was positively charged. The other was negatively charged. The glowing light bent towards the positively charged plate.and found that the glowing materials bent towards the positively charged plate. He found out that the glowing light were smaller particles. They were smaller than the atom. Thus Thomson found the particle called electron. Thus J.J.Thomson's atomic theory was found. Thomson suggested that the electrons came out ofthe trace gas that was inside the cathode tube. Thus a new theory that atoms were made of tiny particles surfaced. Thomson discovered the electrons and it was proved that atoms were made up of protons, electrons and neutrons. Thus Thomson proved that the atom was divisible. Since the atom was neutral, Thomson suggested that the negatively charged electron equalled the positively charged proton and neutrons had no charges.Thomson suggested to consider the atom as a sphere. It has positively charged particles. The positively charged particles is surrounded by the negatively charged electons. The electrons were placed there due to electrostatic forces. (2) What is a Cathode Ray Tube? Even without consciously realizing it, most of us are already aware of what a cathode ray tube is. Look at any glowing neon sign or any 'old-fashioned' television set, and you are looking at the modern descendants of the cathode ray tube. Physicists in the 19th century found out that if they constructed a glass tube with wires inserted in both ends, and pumped out as much of the air as

A Hunger Artist, and Everyday Use Essay Example | Topics and Well Written Essays - 500 words

A Hunger Artist, and Everyday Use - Essay Example His temperament weakened due to starvation, he become too fragile that it disgusted the people who carried him out of his cage and his manager set certain rules to the fasting period that took the charm out of the performance for the hunger artist. People resorted to alternative acts and means of entertainment and gave up on staying loyal the act they had once supported immensely. The hunger artist, not doing so well financially, becomes aggravated and fires his manager to join a circus himself. At the circus, he becomes a small part of the circus and not the main attraction. This bothers him greatly because he was once a one-man show that drove thousands to come and watch him. Now his cage was placed in between paths that led to the actual attraction of the circus, exotic animals. People now stole an uninterested glance at the hunger artist’s cage and carried on to pursue something that interested them more (Kafka, Crick and Robertson). The circus manager seldom cared about the hunger artist’s fasting and no one kept count. This lead to his depression and prolonged fasting that lead to his last breaths. When he was discovered dead by the management, he was buried and his cage was inhabited by a young panther. The story covers many themes of true art, one of the major ones being that of the seclusion of an artist from the outside world. Engrosse d in the act itself and becoming selfless to an extent that it affected his own being, is one of the key themes of the story supported by the hunger artist’s life. The hunger artist made his art his world where he performed and remained in his own company. It also depicts that when an artist is bound and retracted even slightly the art loses its creativity and the charm that it holds. When the manager set the fasting period to 40 days the hunger artist became exasperated and lost the true essence of surprise and thrill of fasting for as long

Concept political culture Essay Example | Topics and Well Written Essays - 1250 words

Concept political culture - Essay Example The latter was the form of governance utilized in the Aztecs, Incas, and Mayans among others. The Ayllu were an example of Incan Empire, which utilized communally participatory politics where kinships existed. It added to the authoritarian, hierarchical, as well as other dictatorial methods of governance (Prevost & Vanden, 31). It was developed from the Iberian Peninsula and applied from following the governing methods that were part of the colonial and republican eras. One significant form of governance was the absolutist tradition, which went on to become a manifest of the Americas form of power with the fusion of the military power possessed by the Latin society. In the case of Latin America, it is a pot of cultural variations, which has established a level of diversity in Latin America. This is clearly shown by the political aspects, where the Latin countries adopt different political culture, which is determined by historical events. Latin America was deemed a region of having resources in abundance, and it resulted in different countries colonizing the region in the early years. With countries such as Spain, England, and even the United States, they each played a role in developing the political forms of governance in the region. It is illustrated by the development of Latin as the language in the region, which is heavily influenced by the Spanish language. This is an example of the major influences that the colonial period created in Latin America. The latter is influenced by the large number of tribes and social variations that have made the Latin culture so diverse. It has established a form of identity for the different countries in the region. A significant political factor that influences the region is the element of Dictatorship. The latter was introduced in the colonial period, and it was the style and rule

How Sweden's Accounting Financial Statements and Functions Research Paper

How Sweden's Accounting Financial Statements and Functions Differentiate from That of the USA - Research Paper Example It is evidently clear from the discussion that while most nations shifted to the latest version, the United States still favors GAAP and believes that the IFRS has no guidance and comprise several loopholes. It also believes that the adoption of IFRS will lead to chaos and several accounting scandals. Sweden, on the other hand, being a part of the European Union has adopted the IFRS as IAS regulation from the year 2006. Prior to the year 2006, Sweden had been following SFASC (Swedish Financial Accounting Council) Accounting Standards. A lot of changes have been brought about in the financial system throughout the years in Sweden. But with the acceptance of IFRS in Sweden quite a few changes and amendments have been made in order to marginalize with the other nations of the European Union. There have been a lot of differences between the US GAAP and the IFRS. One strong difference between the two is on account of the intangible considerations. According to the GAAP, the acquired intan gible assets are always recognized at fair values. Even the cost allocation is done on individual assets. The intangibles also have a definite life amortized over the period. Few of the examples of such individual assets are research and development, advertising costs; start-up costs and even website developments. Whereas according to the guidelines of IFRS followed by Sweden, the intangibles are recognized only if it has a scope of future economic benefit and has reliability in measuring. Even the initial measurement is done on the cost of the intangible. The mergers and acquisitions i.e. the intangibles are valued at fair cost and the revaluation is also made on a regular basis in order to obtain the actual cost. There is a vast difference between GAAP and IFRS on the basis of revenue. In case of the GAAP, the revenue is recognized on four essential criteria that are persuasive evidence, determinable or fixed pricing, delivery and the assurance of collection whereas in the case of IFRS, the major five criteria are transfer of risk and reward, reliability of measurement, reliability of measurement of the costs incurred or to be incurred, non continuation of management involvement and it also considers the probable economic benefits.

Minority language rights

Minority language rights Introduction The linguistic rights of persons belonging to national minorities are protected by international human rights law. The human rights standards which relate to language rights are varied. Some belong to what is often referred to as hard law. These standards are of a legally binding nature and are mainly contained in treaties. An example of such a standard at the universal level is Article 27 of the 1966 International Covenant on Civil and Political Rights.9 It is categorical in the sense that it prohibits States from denying persons belonging to minorities the right, in community with the other members of their group to use their own language. (Phillips Rosas, 1995, 13–76) Other examples are Article 19(2) of the Covenant, which guarantees freedom of expression (including choice of language as a vehicle of communication), and Articles 2 and 26, which prohibit discrimination on a number of grounds including language. Article 2(1) of the 1966 International Covenant on Economic, Social and Cultural Rights10 similarly prohibits discrimination on the basis, inter alia, of language in relation to the enjoyment of the rights accorded under that instrument. The same prohibition of discrimination on the basis of language is guaranteed by Article 2(1) of the 1989 Convention on the Rights of the Child11 with regard to the rights accorded therein. Even more exacting is the 1990 International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families which, in Article 1(1), stipulates that the Convention is to be applied to the intended beneficiaries preference based on race, colour, descent, or national or ethnic origin to the e xtent that the notion of _national or ethnic origin may include or be identifiable on the basis of language, so, too, this Convention provides relevant standards. At the regional level, the Member States of the Council of Europe have adopted two treaties which address the issue of minority language rights: â€Å"the 1992 European Charter for Regional or Minority Languages14 and the 1995 Framework Convention for the Protection of National Minorities.15 In addition, Article 14 of the 1950 European Convention for the Protection of Human Rights and Fundamental Freedoms prohibits discrimination, in the enjoyment of the enumerated rights and freedoms, on the basis of language.† (European Court of Human Rights, 2006, 33) Article 1 of the Convention specifies that the notion of national minorities cover matters of language use. The other categories of standards which also seek to protect the linguistic rights of persons belonging to national minorities are sometimes referred to as soft law. These include instruments such as the 1992 UN Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities (Lewis, 1998, 479-504). Article 2(1) of the Declaration refers to the right of persons belonging to linguistic minorities to enjoy their own culture, to profess and practice their own religion and to use their own language in private and in public, freely and without interference or any form of discrimination. Although the declaration is relatively specific, it is not of itself legally binding on States (Underdal, 1998, 5-36). The same applies to the Copenhagen Document of the OSCE which, while containing specific provisions constituting political commitments bindin g on all OSCE participating States, these are not binding obligations under international law. At the sub-regional level, the 1994 CEI [Central European Initiative] Instrument for the Protection of Minority Rights (which requires States to sign the document, notwithstanding that it is not a legally binding instrument) provides protections for the use of minority languages. These instruments articulate standards of behaviour which reflect what the respective communities of States intend to be the norm. These soft law instruments are important points of reference for the international community as they express shared values and certain standards to be promoted and respected in relations between the State and persons within its jurisdiction. (Council of Europe, 1994, 94-101) Notwithstanding the significant list of relevant standards, their formulation remains sometimes general and lacking specificity with regard to their precise application in concrete situations. In view of this, and in view of the fact that minority language related problems are confronted on a recurring basis within his work, the High Commissioner on National Minorities (HCNM) concluded that it would be useful to consult a number of experts of international repute and to ask them to look at the linguistic rights of national minorities in greater depth with a view to developing a set of practical guidelines. The HCNM envisaged that such guidelines, to be based directly and solely on existing international standards, would be extremely useful as States could refer to them when developing and implementing minority language related policies and laws. They could also serve as a reference for the HCNM in his own work. (Van de Kragt Dawes, 2003, 112-22) In the summer of 1996, the HCNM requested the Foundation on Inter-Ethnic Relations (FIER) to take up the initiative of developing such guidelines. The development of these guidelines was not to be an attempt to set new standards; of course, neither the HCNM nor the FIER had a mandate to undertake standard-setting (Underdal, 1998, 5-36). Rather, the guidelines were to constitute an expert interpretation of existing standards which could serve to facilitate the development and implementation of appropriate policies and laws pertaining to the linguistic rights of national minorities. The experts sought to provide interpretation of these standards relating directly or indirectly to the linguistic rights of national minorities while maintaining coherence within the entire system of the international protection of human rights. (Council of Europe, 1994, 94-101) The result of this process is a set of language-related recommendations which focus on a number of spheres of regulation and activity of particular importance to the maintenance and development of the linguistic identity of persons belonging to national minorities (Lewis, 1998, 479-504). The recommendations are divided into the following subject categories: Names, Religion, Community Life and NGOs, Media, Economic Life, Administrative Authorities and Public Services, Independent National Institutions, Judicial Authorities and Deprivation of Liberty. The Explanatory Note which accompanies the recommendations (and is an integral part of the document) specifies the links between each recommendation and relevant international human rights standards. (Hawkins, 1997, 403-434) Separation Of The Public And Private Spheres The Human Rights Committee (HRC) through its General Comments has presented the concept of minority very broadly, embracing non-citizens in the category of a minority. This is a significant development in terms of the new construction of the definition of a minority, particularly given that the HRC is in a position to represent UN practice in some parts (Chen, 1998, 214). The HRCs General Comment on Article 27 states unequivocally as follows: â€Å"The terms used in article 27 indicate that the persons designed to be protected are those who belong to a group and who share in common a culture, a religion and/or a language. Those terms also indicate that the individuals designed to be protected need not be citizens of the State party . . . A State party may not, therefore, restrict the rights under article 27 to citizens alone.† (Human Rights Committee, 1992, 159–181) The HRCs view basically seems to have followed the subjective and objective criteria of the traditional minority definition, but it is a new version of the definition in that it does not require nationality or citizenship of the State of residence. Furthermore, the HRC held: â€Å"In those cases where aliens constitute a minority within the meaning of article 27, they shall not be denied the right, in community with other members of their group, to enjoy their own culture, to profess and practise their own religion and to use their own language. Aliens are entitled to equal protection by the law. There shall be no discrimination between aliens and citizens in the application of these rights. These rights of aliens may be qualified only by such limitations as may be lawfully imposed under the Covenant.† (Human Rights Committee, 1992, 159–181) In this context, an attempt to define minority in international law made by Special Rapporteur Eide of the Sub-Commission on the Prevention of Discrimination and Protection of Minorities84 shows the United Nations approach to the concept of a minority, which is not limited to citizens of the State concerned. He defines a minority as follows: â€Å"For the purpose of this study, a minority is any group of persons ‘resident within a sovereign State which constitutes less than half the population of the national society and whose members share common characteristics of an ethnic, religious or linguistic nature that distinguish them from the rest of the population.† (European Court of Human Rights, 2006, 33) It is critical to note that he effectively replaces the nationality or citizenship criterion with the standard of place of residence. The populations whose members share common characteristics of an ethnic, religious or linguistic nature and have resided in the territory of the States concerned, are the decisive indicators for identifying a minority status (Kusà ½, 2006, 299–306). If this being the case, it would be more cogent to focus on the fact that the members of a minority group should have ‘durable ties with the State in which they live. This requirement is expressed in the word ‘exist in that Article. Universal Declaration of Human Rights states: Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits. (Human Rights Committee, 1992, 159–181) And the Vienna Declaration reminds states that Persons belonging to minorities have the right to enjoy their own culture, to profess and practice their own religion and to use their own language in private and in public, freely and without interference or any form of discrimination. (Council of Europe, 1994, 94-101) The Convention on the Rights of the Child states that a child belonging to an ethnic, religious, linguistic, or indigenous minority: Shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practice his or her own religion, or to use his or her own language. (European Convention on Human Rights, 1998, 765–773) And the preamble to the European Charter for Regional or Minority Languages motivates and situates the cultural protections included in that document by noting that The protection of the historical regional or minority languages of Europe, some of which are in danger of eventual extinction, contributes to the maintenance and development of Europes cultural wealth and traditions. (European Convention on Human Rights, 1998, 765–773) The Committee on Economic, Social, and Cultural Rights (CESCR) recommended remedy for concerns about inequalities in the enjoyment of social and cultural rights by minorities is for the state party to: Increase its efforts to preserve regional and minority cultures and languages,, and that it undertake measures to improve education on, and education in, these languages. (Prà ©mont, 1996, 513–514) It is the fundamental presumption of international human rights law that the State must respect the autonomy of the human being by refraining from interfering in specified domains. These are understood to be the private spheres of the individual. At the same time, assuring freedom for everyone according to their own autonomous desires requires that the State order society in such a way as to protect individuals and also to facilitate their initiatives (Lewis, 1998, 479-504). These are understood to be public spheres of legitimate action by the State. The original intention was that the title of the recommendations should make reference to the use of minority languages in the public and private spheres. The recommendations were to be grouped in two categories, one corresponding to the private sphere and the other relating to the public sphere (Buchheit, 1978, 73-79). The experts came to the conclusion relatively quickly that, notwithstanding the conceptual value of this division, it w as not practical for purposes of precise policy formulation to divide the recommendations according to these two categories because it was not possible to categorise each human activity as exclusively belonging to one or other sphere. What might be seen as belonging to the private sphere may in certain situations have serious repercussions on legitimate public interests and hence affect the public sphere. For example, as a rule, correspondence belongs to the strictly private sphere (Underdal, 1998, 5-36). However, if there is any reasonable suspicion on the part of the authorities that the content of the correspondence in question is of such a nature as to threaten the security of the population, the State is entitled to interfere at the risk of violating the right to privacy (Hawkins, 1997, 403-434). The content of such correspondence could be the planning of a terrorist attack or the violent overthrow of the government. In such a case the matter acquires the dimension of legitimat e public interest. Of course, the content of correspondence is to be distinguished from the use of language as a vehicle of communication; in the latter case, there would seem to be no legitimate public interest in either requiring or prohibiting a choice of language. Nonetheless, the example of correspondence illustrates the experts view that it was not possible to approach the process of developing recommendations in a water-tight fashion. (Van de Kragt Dawes, 2003, 112-22) The initial version of the recommendations included one recommendation of a general nature which served to point out that the right of persons belonging to national minorities to use their language should not be made subject to any limitations save those prescribed by law and necessary in a democratic society to protect public safety, order, health, national security and morals. The authors of the original text were of the opinion that it would be useful to stress the very narrow scope the State has for limiting the enjoyment of linguistic rights (Kusà ½, 2006, 299–306). Nevertheless, upon reflection, the experts concluded that in a set of recommendations such as these it would be unhelpful merely to repeat in a recommendation the well-known phraseology regarding permissible limitations. In addition, the experts assumed that it is generally understood that few human rights are absolute; most human rights are subject to limitations. Consequently, the effect of including a reco mmendation regarding limitations could inadvertently send a negative signal and would not be in keeping with the spirit of the document as the experts viewed it, i.e. to stimulate a positive and practice oriented approach in the protection and promotion of minority rights (rather than creating impediments or excuses to implementation). (Hurd, 1999, 379-405) Accordingly, it was decided that this particular recommendation would be deleted and that the issue would be dealt with in the general remarks at the beginning of the Explanatory Note. The definition of national minority it was inevitable that at some point early on in the deliberations the issue of what constitutes a national minority (as opposed to any other category of minority) would come up. The issue had been debated at some length in the process of elaborating The Hague Recommendations Regarding the Education Rights of National Minorities (Buchheit, 1978, 73-79). As was the case then, so in this situation: the experts concluded that, although a universally accepted clearcut definition of national minorities does not exist in international law, the fact remains that the mandate of the HCNM makes reference to the national minorities of the OSCE. In this connection, there are sufficient references in the expressed standards and in the evolving jurisprudence of the relevant bodies largely (if not entirely) to settle the question. In particular, paragraph 32 of the Copenhagen Document states the following in its first sentence: To belong to a national minority is a matter of a persons individual choice and no disadvantage may arise from the exercise of such choice. (Human Rights Committee, 1992, 159–181) The overriding concern of the experts was to ensure that by focusing specifically on national minorities the process would not be doing a disservice to other minorities be they (only) linguistic, ethnic, religious or other (Cortell Peterson, 2000, 132-145). They sought to avoid a situation whereby they might inadvertently provide a point of reference to governments which would be looking for ways to limit the linguistic rights of other minorities such as migrant communities (Levy, 1994, 279-312). This concern is given its full expression in the general remarks of the Explanatory Note in which it is stated clearly that The Oslo Recommendations are intended to strengthen and add to the existing body of human rights related to the use of language and that they were not developed with a view to restricting the real or potential impact of these rights in any way. (Chen, 1998, 214) Stronger links to fundamental rights in both the original background paper and the preliminary drafts of the recommendations and Explanatory Note, those standards of human rights law which make direct reference to language or are very evidently related to language were quoted. In particular, reference was made to such language-specific standards as Article 27 of the International Covenant on Civil and Political Rights (which refers to persons belonging to minorities as having the right to use their language), Article 30 of the Convention on the Rights of the Child (which guarantees the childs right to use his/her own language), Article 2(1) of the UN Declaration on the Rights of Persons Belonging to National, Ethnic, Religious and Linguistic Minorities (which proclaims the right of persons belonging to the noted minorities to use their own language in public and private) and other language-specific standards contained in regional instruments such as the European Charter for Regional or Minority Languages, the Framework Convention for the Protection of National Minorities and the Copenhagen Document (Van de Kragt Dawes, 2003, 112-22). The experts proceeded on the basis that such fundamental rights as freedom of expression and non-discrimination are in any case to be respected and provide the foundation for the other rights. The experts, however, concluded that there was a need for The Oslo Recommendations to make a strong and demonstrable link between language rights and such underlying concepts as the dignity of the human person and the notion of essential equality (Crocker, 1999, 56-66). From these precepts, language-specific rights also connect with other freedoms such as association and assembly. Hence, The Oslo Recommendations stress that the right of persons belonging to national minorities to use their language(s) in private and in public flows from the most fundamental rights and freedoms contained in the international instruments. (Buchheit, 1978, 73-7 9) The Language Of Business The consultation process leading up to the final set of recommendations can be said to have progressed at a generally even pace. The issue of minority languages in business, however, was both complex and controversial enough to slow down the process. As discussion on this issue progressed, consensus began to emerge. The running of a private business was indeed seen by the experts as an activity belonging essentially to the private sphere. Most experts immediately argued that the State is not entitled to impose any undue linguistic restrictions or requirements in this domain (Levy, 1994, 279-312). This point of view, however, was contested by some experts who stressed that such a blanket approach could have unforeseen and unintended consequences in certain circumstances. The example of the Baltic States was put forward as a case in point (Kusà ½, 2006, 299–306). In situations where the language of the majority had suffered under a long period of repression and where that langu age may be said to be in the process of re-establishing itself (as is the case in Estonia and Latvia), such a liberal approach could undermine the overall social interest in having a language of commerce and public administration for the State which is broadly used and, therefore, accessible to all (Phillips Rosas, 1995, 13–76). In the absence of such a broadly known language, it was further argued that the process of State-building and social integration would be negatively affected — with the language of the majority also potentially under threat. The experts agreed that the issue should be looked at in greater detail and entrusted the FIER with the task of researching the matter further. (Van de Kragt Dawes, 2003, 112-22) The practical effect of these legitimate requirements could be that it would be easier, in the long run, for the given enterprise to function in both languages. The other alternative could be for the enterprise to make extensive use of translators which would allow it to meet the requirements of the State without having to change its internal language practices (Cortell Peterson, 2000, 132-145). In any event, the experts felt it was important to underline in the Explanatory Note that the legitimate linguistic requirements advanced by the State in this essentially private sphere must be proportional to the public interest to be served. The State must be reasonable and cannot make unrealistic or discriminatory demands on the owners of private businesses (Hawkins, 1997, 403-434). The problem of arriving at a consensus around the difficult issue of minority languages in the business sector was interesting for what it highlighted in this particular consultation process. On the one hand, the intervention of the advocates who are involved in specific in-country situations served as a kind of reality check with respect to an issue that is obviously a very thorny one in a number of countries. This was a good thing. In the process of elaborating The Oslo Recommendations, the in-put of advocates contributed to making the process more thorough. On the other hand, this experience illustrated clearly a general point. The development of policy guidelines based on international human/minority rights law and intended for general application in a large heterogeneous region such as that covered by the OSCE should not make reference to or be guided by considerations that are particular to a specific context or situation. Of course, in the process of implementation, full account will have to be taken of the specific elements of each situation. Nevertheless, careful consideration of complex domains such as business enterprise reveals that it is both possible and useful to elaborate practical guidelines. (Crocker, 1999, 56-66) When referring to administrative authorities, international instruments refer to the right of persons belonging to national minorities to communicate with the authorities in their own (i.e. minority) language(s). But this right is applicable only in such cases where the minority in question has inhabited the area traditionally or in substantial numbers implying rights exercisable at the local and/or regional level (Hurd, 1999, 379-405). While the notion of traditional clearly indicates a lengthy period of time with established practices (verging on the idea of an acquired right), the notion of substantial numbers implies both quantity and compactness each of which affects feasibility calculations (Lewis, 1998, 479-504). Certainly, corresponding with local authorities in the mother tongue or being able to express one orally at the offices of public administrative authorities and services are important for the advancement of ones interests (Crocker, 1999, 56-66). But while this is not in doubt, the extent to which these may be invoked as rights (with corresponding duties on the State) turns on an evaluation of the facts in the specific situation (i.e. whether the demanding group or person belonging to such a group has inhabited the area traditionally or whether they constitute substantial numbers) (Buchheit, 1978, 73-79). The experts were of the opinion, for example, that if one considers the standards contained in such instruments as the Copenhagen Document (paragraph 34) or the Framework Convention for the Protection of National Minorities (Article 10(2)) as they relate to administrative authorities, in conjunction with the fundamental principles of equality and non-discrimination, one could conclude that in certain situations (i.e. where minority populations are significant in number and compact in their geographic distribution), local and regional authorities should take steps to ensure that health and social services be provided to persons belonging to the n ational minority in question in the minorities language. The use of the minority mother tongue is particularly important in the sphere of health and social services (Chen, 1998, 214). People must be able to express themselves fully and unequivocally when they are faced with health problems or are in need of counselling or basic services. After much discussion, the experts agreed that the relationship between the persons belonging to minorities and the public authorities goes beyond the right to address authorities in ones own language and to receive a reply in this language (Underdal, 1998, 5-36). In certain cases, it may include the right to receive services provided or administered by the authorities in ones own language. The objective should be to organise and facilitate the delivery of services to the maximum benefit of as many persons as possible not only speakers of the official or State language(s). It was also noted by the experts that persons belonging to minorities are to be assumed to be taxpayers and that public authorities are to be assumed to be acting as public servants responsive to the needs of the whole population (including persons belonging to national minorities). (Kusà ½, 2006, 299–306) The provision of services in the language of a national minority may involve substantial budgetary implications and consequently may provoke a negative reaction on the part of the majority. While having achieved consensus around the potential implications of equality and nondiscrimination in the provision of linguistically sensitive services, the experts pondered how best to approach this matter in terms of recommendations. The experts agreed that, in terms of services, Recommendation 14 should be drafted in general terms. In the Explanatory Note, however, they agreed that the most important services (i.e. health and social services) should be highlighted, but this should not be read as excluding other services or facilities for participation. It is to be noted in this connection that, as a general matter, the exact wording of a recommendation and its correlation with the relevant text in the Explanatory Note is necessary for a full understanding of the views of the experts, especial ly when dealing with issues involving resources. (Levy, 1994, 279-312) Issues such as gerrymandering or the arbitrary modification of a regions demographic composition through the eviction or expulsion of populations were not dealt with in the preliminary stages of the drafting process. It was initially felt that, although these issues are of vital importance to the advancement of the interests of national minorities, they do not necessarily relate to linguistic rights. Nonetheless, during the consultation process the point was made by a few experts that these issues should be addressed. The experts felt that these issues were closely related to the ability of national minorities to achieve and maintain strength in numbers and density in a particular region with consequences for minority language rights. Without attention to these matters, entitlements could be undermined by practices of gerrymandering or forced movements of populations. As a result of these concerns, the section of the recommendations relating to administrative authorities and public s ervices was expanded to include a recommendation regarding the issue of gerrymandering and the arbitrary modification of the demographic composition of regions (Levy, 1994, 279-312). As the recommendations evolved over time such a recommendation seemed out of place and some experts proposed that it be deleted. At the third and final consultation the issue was raised again. The point was reiterated that reference should be made to this question in view of its importance to the survival of minorities. In the end it was proposed and agreed that, although this question should be addressed, it would not be formulated as a recommendation but would be dealt with in the particular section of the Explanatory Note which relates to administrative authorities and public services. (Phillips Rosas, 1995, 13–76) The international instruments relating to the protection of the rights of persons belonging to minorities contain little in terms of these persons access to justice in their own language. Nonetheless, the experts felt strongly that the issue of justice and access to it in minority languages had to be addressed. Hence, The Oslo Recommendations contain four recommendations relating to this issue (Crocker, 1999, 56-66). Recommendation 16 concerns the establishment of independent national institutions such as human rights tribunals or ombudsmen which are meant to provide non-judicial recourses for persons belonging to national minorities whose language rights have been violated. While recognising the importance for minorities of access to such recourses, the experts did not have numerous minority rights standards to which to refer. (Hawkins, 1997, 403-434) Their main point of reference was the International Convention on the Elimination of All Forms of Racial Discrimination which stipulates in Article 1(1) that the concept of racial discrimination is not limited solely to race but includes discrimination based also on ethnic origin. Article 6 of the Convention then requires States parties to assure to everyone within their jurisdiction effective protection and remedies through competent tribunals and other State institutions against any acts of racial discrimination which violate his human rights and fundamental freedoms contrary to this Convention. (Hurd, 1999, 379-405) In terms of Recommendations 17 through 19 which deal with minority languages in the judicial process, the experts made reference to the International Covenant on Civil and Political Rights and the European Convention for the Protection of Human Rights and Fundamental Freedoms which both deal with the administration of justice in a general context rather than one particular to minorities. More specifically, Article 9 of the European Charter for Regional or Minority Languages provides a range of alternatives to secure the use of minority languages before judicial authorities (Buchheit, 1978, 73-79). Certain bilateral treaties also expressly entrench such rights. While referring to these standards, the experts sought to link them with other fundamental rights affecting persons belonging to minorities, in particular non-discrimination provisions and the right to an effective remedy. In elaborating especially these recommendations, the experts kept in mind the HCNM specific encouragement to be bold and creative while remaining within the parameters of international human rights law (Cortell Peterson, 2000, 132-145). The experts were

How the Media Affects My Life :: essays papers

How the Media Affects My Life One thousand six hundred and eighteen minutes. One thousand six hundred and eighteen was spent by me, on my computer, in three days. That seems to be a lot of time when you think about it, probably just about twenty seven hours. How could all that time be spent at as single machine like a PC. One of the best features of the PC is that you can use many different media forms at one time. I use my PC for communication with my boyfriend who goes to SUNY Albany, to check my email for letters of annoyance from my parents, and to provide me with entertainment. Sometime i also use it for work, but that doesn’t happen to frequently. The best part about that though is that i can do all those things all at the same time. Usually i turn my PC on when i wake up and off when i go to bed. My computer saves me time and money and makes my life so much happier. As i conducted the data, I realized how much i actually did surf the web in one day, and how many advertisements i saw. The internet, which is the virtual playground of where i spend most of my time, is a swamp of never ending advertisements and hidden links. Every other thing that you click is hypertext disguised as something else so the site will get a hit. I had never really realized but the media today has endless possibilities for advancement because of the internet. Right now currently the biggest thing going on is the 27th Olympic Games in Sydney, Australia, which is being solely covered by NBC and their affiliates. Since the Olympic Games began, the regular NBC site has tripled their Web hits and their official Olympic site has almost maxed out on the systems resources from all te people logging on and trying to find out â€Å"Up to the minute results.† I myself even have spent hours on the site finding out track and field times and Gymnastics scores. How the Media Affects My Life :: essays papers How the Media Affects My Life One thousand six hundred and eighteen minutes. One thousand six hundred and eighteen was spent by me, on my computer, in three days. That seems to be a lot of time when you think about it, probably just about twenty seven hours. How could all that time be spent at as single machine like a PC. One of the best features of the PC is that you can use many different media forms at one time. I use my PC for communication with my boyfriend who goes to SUNY Albany, to check my email for letters of annoyance from my parents, and to provide me with entertainment. Sometime i also use it for work, but that doesn’t happen to frequently. The best part about that though is that i can do all those things all at the same time. Usually i turn my PC on when i wake up and off when i go to bed. My computer saves me time and money and makes my life so much happier. As i conducted the data, I realized how much i actually did surf the web in one day, and how many advertisements i saw. The internet, which is the virtual playground of where i spend most of my time, is a swamp of never ending advertisements and hidden links. Every other thing that you click is hypertext disguised as something else so the site will get a hit. I had never really realized but the media today has endless possibilities for advancement because of the internet. Right now currently the biggest thing going on is the 27th Olympic Games in Sydney, Australia, which is being solely covered by NBC and their affiliates. Since the Olympic Games began, the regular NBC site has tripled their Web hits and their official Olympic site has almost maxed out on the systems resources from all te people logging on and trying to find out â€Å"Up to the minute results.† I myself even have spent hours on the site finding out track and field times and Gymnastics scores.