Is Money Evil Essay Example for Free

Is Money Evil Essay Most people have heard of the phrase â€Å"Money is the root of all evil†. Often people will think this phrase is not true. In this society, everybody needs money to survive. Money rules over everything. Without it, you cannot purchase anything at all. So how can money be the root of all evil when life would be miserable without money? With money, you can support your family members, help friends with income problems or even donating to the needy people and have a higher standard of living. So the more money you have, the more you make your world a better place to live. However, for every advantage, disadvantages will also apply. The same goes for money, when there are benefits but there will also be setbacks. So then starts the origin of the phrase â€Å"Money is the root of all evil†. People can get so obsessed with money so much so that their character changes. A father can resort to violence to his family members, causing disputes resulting in his family to be broken due to financial problems. Because of money obsession, friends often betray one another over small money issues. When a person is overwhelmed by money, he tends to be greedy and chooses to rather lose his dignity over money. In the world today, there are many increasingly reported cases of theft, robbery and even murder cases due to money disputes as well as reports of siblings fighting against each other for their father’s inheritance. There are also cases whereby people murdered their love ones to claim the insurance money and also cases of people being cheated and conned out of money. There are also cases of kidnapping as well, kidnappers will then blackmail the victim’s family. Because of the greediness in people, money became a temptation on why people get addicted into gambling. Buying lottery, betting on horse racing and football matches, getting into the casino is all for the purpose of thinking to make lots of money in just a matter of time. In the hope of making big money, gamble addicts put all their money on stake. Most of them ended up losing all their savings and therefore they went to borrow more money from creditors to continue their habit of gambling. Instead of winning back their savings, they will probably lose all their money they had borrowed and ended up in more debts. Some were even pushed to the edge and committed suicide. Money is so tempting that people are willing to do anything for it. Some women are even willing to go into prostitution just to earn money for materialistic goods. Corrupted officials took bribes, using money in exchange for unfair advantages. People as young as in their teens would steal goods and trade them for money. Just think of how people are willing to risk their lives and ruin their future for the sake of having more money in their hands. The influence of money is so great that it affects everybody, even children as young as ten years old. There are reports in schools whereby school bullies exhorted money from their school mates, threatening to hurt them if they do not comply. Cases of theft within the family are also largely increasing due to the influence of money. Teenagers stole money from their parents to purchase materialistic items to suit their own needs. Money is so important to people that they can even neglect their own families. A father had to work hard outside to earn more money and seldom have the time to spend with his wife and children. Eventually, his wife and children would only see him as someone who provides money and hence there would not be any strong bonding between them. Money revolves around the world. The phrase â€Å"money is the root of all evil† meant that money issues is the main cause of the many problems faced in life. If you let the money take control of you, you would be obsessed with it and think that your money is never enough. It influences people generations by generations and can cause one to lose his conscience and humanity. Money is the one that manifests the evil in people hearts. So therefore shows why money is the root of all evil.

Spousal Testamony against an accused :: essays research papers fc

Dating back to the 16th century, spouses were not deemed to be competent to testify evidence against their spouse. The reasons were a lot simpler than they are today. Anyone with a perceived interest in litigation was deemed to be biased and therefore unfit to testify. Under common law spouses are considered to be one and the same. Since the 16th century the issue of spouse’s and their ability to give evidence against their partners has become more and more complicated. Modern day courts rely more on preserving the sanctity of the marriage than preserving the incompetence standard.   Ã‚  Ã‚  Ã‚  Ã‚  The ability to block spousal testimony does not however apply to all couples under the law. Those in common law relationships are not considered to be one and the same and these spouses’s are able to give testimony about events that occurred during the relationship. Ultimately, because the issue falls under common law the question of whether a husband or wife to can be compelled to give evidence against there spouse was at the justices discretion. Most justices are more likely to compel spousal testimony in cases of violence and domestic abuse. The majority of these offences are committed on a one on one basis with either no one to witness the abuse, or a child incapable of being called as a witness. The testimony evidence of the spouse is often the only proof that an offence occurred. In R. v. McGinty, Justice McLachlin concluded that competence included compellability and added a new policy dimension to the analysis. She observed: â€Å"policy interests favoured compelling testimony in cases of domestic violence. Competence without compellability would more likely [contribute to] family discord than prevent it.† In the matter of appearance, she noted that: â€Å"fair-minded persons generally find it abhorrent that persons who commit crimes go un-prosecuted. The state’s duty to protect the safety of its citizens, underlies the testimonial competence in cases of violence against a spouse, also dictates that the spouse be complellable.† Fundamentally the main factors facing a Justice in their decision is the matter of public safety and the harmony of the marriage. Compelling a spouse to testify against their partner is in direct conflict with that ideology. Therefore divorced or legally separated couples do not fall under this category. In R. v. Bailey it was determined that spousal incompetence does not survive divorce. Justice Morden observed that: â€Å"The modern policy justification for the rule in question is that is supports marital harmony.

New York Stock Exchange

New York Stock Exchange Regulation is strictly dedicated to strengthening market integrity and investor protection. All, the directors in the NYSE Regulation's board of directors is comprised of a majority of directors unaffiliated with any other NYSE board. As a result, NYSE Regulation is independent in its decision-making. The organization consists of three  divisions: Market Surveillance, Enforcement, and Listed Company Compliance.  Ã‚  NYSE Regulation protects investors by enforcing marketplace rules and federal securities laws. NYSE Regulation also ensures that companies listed on the NYSE and on NYSE Arca meet our financial and corporate-governance listing standards. The NYSE Regulation Board has the following committees: (1) the Human Resources and Compensation Committee;   (2) the Nominating and Governance Committee; and (3) the Committee for Review. The Human Resources and Compensation Committee is appointed by the Board and is charged with duties relating to NYSE Regulation’s human resources policies and procedures, employee benefit plans, compensation and disclosure. The NYSE Regulation Board of Directors is  comprised of three  NYSE Euronext  directors, six  otherwise unaffiliated with NYSE Euronext, and  the NYSE Regulation Chief Executive Officer. The CEO  of NYSE Regulation has primary responsibility for the regulatory oversight of the U.S. market  subsidiaries within NYSE Euronext and reports solely to the NYSE Regulation board of directors.  The Regulation Board oversees all compensation decisions for Regulation employees and the nomination of directors to the Board of Regulation.   When it comes to disciplinary actions, the decisions of NYSE Regulation and its Board of Directors are final, although subject to appeal to the SEC. NYSE Regulation  performs regulatory responsibilities for the New York Stock Exchange and NYSE Arca.   It is comprised of  a  Market Surveillance division that monitors trading activities and investigates  trading abuses  by member organizations on the Floor and  away from the Exchange, an  Enforcement division  that investigates and prosecutes related  disciplinary actions, and a  Listed Company Compliance division that ensures that companies listed on NYSE and on NYSE Arca meet their financial and corporate governance listing standards. Market Surveillance is the division responsible for monitoring trading activities on the Floor and trading â€Å"upstairs† by member firms, both on a real-time basis and after the fact. Enforcement cases include: books and records deficiencies,supervisory violations,misconduct on the trading floor,insider trading,market manipulation, and other abusive trading practices. The trading of securities in the U.S. is subject to vigorous regulation. The principal laws governing trading  are the  Securities Act of 1933 (â€Å"the 1933 Act†) and the  Securities Exchange Act of 1934 (â€Å"1934 Act†). NYSE rules apply to  NYSE member organizations, as well as past and present  representatives, and are designed to protect investors and foster fair dealings with customers. Federal Reserve Board Rules   apply to the entire banking sector for the regulation of borrowing and lending requirements.   Individual states in the U.S. have their own state securities laws.   Any offering of securities in the U.S. must be made in accordance with state as well as federal regulations. Whether Dick Grasso's compensation was â€Å"reasonable† is a matter of opinion. There are some former directors who still declare adamantly that he deserved all he was paid. Most of the world probably thinks differently. He got a payout of $139.5 million in retirement compensation and other benefits. According to insiders Grassos ran the NYSE like a private fiefdom. Mr. Grasso's friends and allies on the board contributed a lot to the NYSE but the same lot became a symbol of corporate governance gone bad when it was revealed that those same people doled out his big pay package. The SEC has found that during Mr. Grasso's reign, specialists repeatedly traded for their own benefit in the place of customers who were ready to trade at the same price. This spurt of questionable trading may have cost investors at least $155 million, according to the SEC staff. That said, it would be a mistake to understate Mr. Grasso's contributions to the NYSE. His imperious style helped hold together the exchange's many, often-bickering, constituencies. Thanks to his spending on additional technology, the NYSE easily handled the high volume and volatility of the recent bull and bear markets, no small task. But in the end it is pertinent to mention that NYSE was a non-profit organization and under no circumstance the Chairman can be considered as a CEO of a big multi national. His primary duty was to protect the national interest and was entitled to get the best compansation comparable to a higher government official and not the huge retirement package that he got. REFERENCE 1.  Ã‚  Ã‚  Ã‚  Ã‚   http://www.nyse.com/regulation/1089235621148.html 2.  Ã‚  Ã‚  Ã‚  Ã‚   http://www.mindfully.org/Industry/2003/Grasso-NYSE-Deep-Trouble30dec03.htm         

Employability

Definition of EmployabilityEmployability has been used as a public presentation index for higher instruction establishments ( Smith et Al, 2000 ) and represents a signifier of work particular ( pro ) active adaptability that consists of three dimensions: calling individuality, personal adaptability and societal and human capital ( Fugate et Al, 2004 ) . At the same clip, Knight and Yorke ( 2004 ) have put frontward the four wide and interlacing constituents of USEM history of employability: * Understanding ( of the capable subject ) * Skilful patterns in context * Efficacy beliefs * Meta-cognition Nabi ( 2003 ) mentioned that employability is about alumnuss possessing an appropriate degree of accomplishments and properties, and being able to utilize them to derive and stay in appropriate employment. From a human resource development position, employability is a construct that emerged through the ninetiess along with a turning perceptual experience among employees that they can non number on their employers for long-run employment. Employability is a promise to employees that they will hold the accomplishments to happen new occupations rapidly if their occupations end out of the blue ( Baruch, 2001 ) . Prior to this, Harvey ( 2001 ) has defined employability in assorted ways from single and institutional positions. Individual employability is defined as alumnuss being able to show the properties to obtain occupations. Normally, institutional employability relates to the employment rates of the university graduates. However, Harvey argued that employment results of alumnuss are non an index of institutional employability. He presented an employability-development theoretical account shown in Figure 1. The theoretical account illustrated a multi-perspectives position of employability with all related stake-holders.Employability and Higher Education: Key issuesDespite the burgeoning research on employability and handiness of a broad scope of theoretical accounts purporting to explicate it, employability itself remains a combative construct unfastened to a & A ; lsquo ; overpluss of micro-interpretations ‘ ( Harvey, 2003 ) . This can do the undertaking of course of study development peculiarly hard. [ p5 ]The turning importance of employabilityHarmonizing to McNair ( 2003 ) , graduate employability has become a more of import issue for establishments. This is: because of the altering nature of the alumnus labor market, mass engagement in HE, pressures on pupil finance, competition to enroll pupils and outlooks of pupils, employers, parents and authoriti es ( expressed in quality audit and conference tabular arraies ) . On a broader degree, it has been noted that higher instruction, through the coevals and airing of cognition, straight impacts economic fight on a national and international degree ( Brown et al, 2003 ; CIHE, 2003 ; UUK, 2007 ; DIUS, 2008 ) . The significance of the UK HE system to the wider economic system has been by and large acknowledged since the Robbins Report was published in 1963. However, this relationship has been made more expressed in recent old ages and it was with the publication of the Dearing Report ( 1997 ) that the connexion found outstanding look. Dearing strongly expressed the demand for a globally competitory economic system incorporating extremely skilled, extremely trained and extremely motivated alumnuss who could execute efficaciously on the universe ‘s phase. This coupled with the farther development of human-capital theory ( Becker, 1975 ) , which asserts that one function of authorities is to supply and foster conditions which will increase the pool of skilled labor, has created a fertile forum for the discourse of & A ; lsquo ; employability ‘ to boom. The altering nature of the graduate-labour market Dearing ( 1997 ) stated that & amp ; lsquo ; acquisition should be progressively antiphonal to employment demands and include the development of general accomplishments, widely valued in employment ‘ ; nevertheless, the labor market is altering dramatically and at a much faster gait than in the yesteryear. Emerging markets and rapid enlargement of the cognition economic system means that the same set of employability accomplishments which were in demand 10 or even five old ages ago may non be required in the germinating graduate-employment market. Employers are progressively seeking flexible recruits who can work efficaciously in the & A ; lsquo ; de-layered, down-sized, information-technology driven and advanced ‘ administrations in being today ( Harvey et al, 1997: 1 ) . Employers are seeking people who can make more than merely react to alter, they need those who can take alteration. McNair ( 2003 ) remarks on the velocity of labour-market development and notes that a higher per centum of the work force is employed in little and average endeavors ( SMEs ) , a tendency besides reflected in graduate-employment statistics. While this may offer chances to derive early duty in less structured and hierarchal work environments, alumnuss need to hold the accomplishments to make honoring graduate functions function in what Purcell and Elias ( 2004 ) refer to as & A ; lsquo ; niche-graduate businesss ‘ . Niche-graduate businesss are those: where the bulk of officeholders are non alumnuss, but within which there are stable or turning specialist niches that require higher instruction accomplishments and cognition ( Purcell and Elias, 2003: 5 ) . Students hence need to be equipped with accomplishments which enable them to & A ; lsquo ; turn ‘ occupations to graduate degree. HE has been criticised by some as being excessively slow to recognize the changing nature of the labor market and is bring forthing alumnuss who are sick equipped to cover with the worlds of graduate employment ( CBI, 2006 ) . Government policy to widen engagement in HE, taking to increase the proportion of 18-30 twelvemonth olds to 50 per cent by 2010, will no uncertainty have a important impact on the supply of alumnuss in the labor market. Harmonizing to Elias and Purcell ( 2004 ) engagement rates in UK HE about doubled in the decennary 1991-2001, from 1.2 million pupils to 2.1 million. Such rapid enlargement has raised concerns that the addition in the figure of extremely qualified persons may non be coupled with an tantamount rise in demand for their accomplishments and makings ( Brown and Hesketh, 2004 ; Brynin, 2002 ; Keep and Mayhew, 1996, 1999 in Elias and Purcell, 2004 ) . While Elias and Purcell ( 2004 ) conclude that the enlargement of HE at the terminal of the 20th century has been chiefly positive, Purcell et Al ( 2005: 16 ) express concern that & amp ; lsquo ; the tantrum between the supply of alumnuss and employers ‘ demand for their cognition and accomplishments clearly falls some ma nner short of ideal ‘ . There are assorted studies about whether demand for alumnuss will be affected by increasing engagement in higher instruction. The supply of alumnuss has been steadily lifting and there were 258,000 alumnuss in 1997 compared with 319,000 in 2007 ( HESA, 2007 ) . Despite lifting Numberss go forthing HE, harmonizing to DIUS ( 2008 ) , demand for alumnuss remains high and the latest study by the Association of Graduate Recruiters ( AGR 2007 ) suggests that the figure of graduate vacancies increased by 15.1 per cent in 2007. Both DIUS and AGR do nevertheless raise concerns about the mismatch between what employers are looking for and the accomplishments graduates possess ( see Chapter 2 for a more elaborate analysis of accomplishments ) . Despite much contention about the impact of increasing pupil Numberss, it is incontestable that alumnuss are confronting a changing, more competitory labor market and they need to be prepared consequently.The altering nature of the higher instruction lan dscapeBeyond force per unit areas confronting alumnuss in the labor market, universities are confronting increasing demands to account for what they do and prospective pupils and parents are going spoting & A ; lsquo ; clients ‘ when shopping for the most suited HEI ( McNair, 2003 ) . Given the importance of employability in the equation, establishments can non overlook the significance of developing this facet of proviso. Allison et Al ( 2002 ) allude to the force per unit areas confronting HEIs as evidenced by the publication of increasing Numberss of public presentation indexs and counsel paperss such as the QAA Code of Practice for Careers Education, Information and Guidance ( 2001 ) and the Harris Review of Careers Services ( 2001 ) . Yorke and Knight ( 2002: 4 ) have expressed some concern about the manner in which statistics on employment rates used in league tabular arraies can deflect HEIs from the of import undertaking of heightening employability. They province that: one time employment rates become an institutional public presentation index ( HEFCE, 2001 ) , there is a baneful slipstream as establishments seek to & A ; lsquo ; better their tonss ‘ since they know that these tonss will stop up in the alleged & A ; lsquo ; league tabular arraies ‘ published in the imperativeness.Consequently:there is a danger that maximizing the mark will command more institutional attending than carry throughing the educational purpose of heightening employability. Higher Education in the UK has gone through considerable alteration during the last two decennaries. The move from an elitist system to one of mass engagement has been extremely important. Shelley ( 2005 ) indicates that the figure of 18-30 twelvemonth olds in HE rose from 12 per cent in the 1980s to 43 per cent by 2002. This he points out has non been matched with commensurate degrees of support and between 1977 and 1997 authorities outgo per pupil fell by 40 per cent. In recent old ages nevertheless support degrees have improved with HEFCE denoting a figure of & A ; lb ; 6,706 million in recurrent support for 2006-07 to universities and colleges in England ( HEFCE, 2006 ) . Increased support degrees have led to systems of answerability being put in topographic point. These in bend have led to the development of managerial patterns intended to advance new efficiency and customer-focused, customer-led policy models which should guarantee success in a new competitory market. In the eyes of observers such as Bekhradnia ( 2005 ) the last decennary has seen a mixture of successes and failures of managerial enterprises. For some observers ( e.g. Brown and Lauder, 1999 ; Green, 1993 ) these policy directives coupled with the accent placed on the part of HE to the planetary economic system has led to the & A ; lsquo ; marketisation ‘ and the & A ; lsquo ; commodification ‘ of HE and its instruction. Brown and Lauder ( 1999 ) contend that there has been a motion towards a & A ; lsquo ; neo-Fordist ‘ attack to HE in which instruction and acquisition is now emulating the Fordist fabrication procedures of the early 20th century. This construct was characterised by the production assembly line & A ; lsquo ; just-in-time ‘ unitization production methods of fabrication industries. For HE this manifests itself in several ways which Brown and Lauder describe as: scholar administrations with accent on & A ; lsquo ; numerical ‘ flexibleness ( i.e. outcome-related instruction and cost-driven dockets ) , aggregate production of standardized merchandises ( i.e. modularisation/unitisati on of course of study ) , and accent on quality systems to guarantee standardization which consequence in a bland mechanistic experience of larning. [ p9 ] Given the evident consensus among the cardinal stakeholders about which accomplishments are of import and on the demand to turn to employability in HE, it seems unusual that there is so small commonalty in attacks taken by universities to heighten employability. There remains considerable argument on how best sweetening of employability can be achieved, and so the extent to which HE can act upon this facet of pupil development. In an extended reappraisal of HE proviso, Little ( 2004: 4 ) concludes that while there is: international concern that higher instruction should heighten alumnus employability, there is small grounds of systematic believing about how best to make it, allow entirely any theoretical account that can be badged as & A ; lsquo ; best pattern ‘ and adopted wholesale. Developing a common apprehension of how to heighten employability is a extremely complex issue, although Knight ( 2001 ) believes authorities and others persist in handling it in much the same manner as & A ; lsquo ; invention ‘ , as & A ; lsquo ; something simple, to be planned, delivered and evaluated ‘ ( Knight, 2001 cited in Lees, 2002: 1 ) . Trying to organize a co-ordinated and holistic attack to skill development, authorities has introduced many programmes and enterprises to advance accomplishment development and these seem to hold had some impact. The DfEE Higher Education Projects Fund 1998-2000, for illustration, included undertakings to develop cardinal and movable accomplishments and Harvey, Locke and Morey ( 2002 ) have reviewed the tendencies in establishments ‘ attacks to implanting employability. They note that there has been a displacement in HE from developing the specific employability accomplishments within specializer faculties to a more holistic attack where establishments are implanting employability and accomplishments throughout the course of study. They present illustrations of employability enterprises from different HEIs which were extremely varied and based on differing doctrines. Possibly it is inevitable that establishments and even single sections and faculty members will change widely in their attacks to developing employability as they will be runing in the context of their ain frame of mention about instruction, and will be covering with pupils who will change enormously in their ability and aspirations. However, it is clear from the research on employability accomplishments that the properties which employers value and pedagogues recognise as of import are really similar, and there is hope that such consensus in thought can lend to a more consistent attack to curriculum development.

Definition and Examples of Declarative Questions

Definition and Examples of Declarative Questions A declarative question is a  yes-no question that has the form of a declarative sentence but is spoken with rising intonation at the end. Declarative sentences are commonly used in informal speech to express surprise or ask for verification. The most likely response to a declarative question is agreement or confirmation. Examples and Observations You think Im kidding you? You think its a joke to have to walk home on a clear night with an umbrella? You think that because Im quirky I dont hurt? Youve got it backward. Im quirky because I hurt.(Jack Weston as Danny in The Four Seasons, 1981)Henry Rowengartner: Wow, you ate that whole thing?Frick: Why, sure! It wasnt that much.(Rookie of the Year, 1993)This isnt working out, Jin-ho said. Were going to have to let you go.Youre firing me? she said.Yes. Ann will call you Monday re the paperwork.Youre firing me  at a bar? Outside the bathroom in a bar?â€Å"Im sorry if it doesnt suit your high standards.(Stephanie Clifford, Everybody Rise. St. Martins Press, 2015)Vivian: I was supposed to ride that barrel right out of this crummy town.Jaye: And you never considered a bus?(Barrel Bear, Wonderfalls, 2004) Declarative Questions vs. Rhetorical Questions A declarative question has the form of a statement: ​Youre leaving? but has the intonation of a question when spoken and is marked by a question mark in writing.A declarative question differs from a rhetorical question such as: Do you think I was born yesterday? in two ways:(Loreto Todd and Ian Hancock, International English Usage. Routledge, 1986) A rhetorical question has the form of a question:Was I tired?A declarative question seeks an answer. A rhetorical question requires no answer since it is semantically equivalent to an emphatic declaration:Do you think Im stupid? (i.e. Im certainly not stupid)Am I tired? (i.e. Im extremely tired.)

Biology Prefixes and Suffixes Index

Biology Prefixes and Suffixes Index Have you ever heard of pneumonoultramicroscopicsilicovolcanoconiosis? This is an actual word, but dont let that scare you. Some science terms can be difficult to comprehend: By identifying the affixes elements added before and after base words you can understand even the most complex terms. This index will help you identify some commonly used prefixes and suffixes in biology. Common Prefixes (Ana-): indicates upward direction, synthesis or buildup, repetition, excess or separation. (Angio-): signifies a type of receptacles such as a vessel or shell. (Arthr- or Arthro-): refers to a joint or a junction that separates different parts. (Auto-): identifies something as belonging to oneself, occurring within or occurring spontaneously. (Blast- , -blast): indicates an immature developmental stage. (Cephal- or Cephalo-): referring to the head. (Chrom- or Chromo-): denotes color or pigmentation. (Cyto- or Cyte-): regarding or relating to a cell. (Dactyl-, -dactyl): refers to a digit or tactile appendages such as a finger or toe. (Diplo-): means double, paired or twofold. (Ect- or Ecto-): means outer or external. (End- or Endo-): means inner or internal. (Epi-): indicates a position that is above, on or near a surface. (Erythr- or Erythro-): means red or reddish in color. (Ex- or Exo-): means external, out of or away from. (Eu-): means genuine, true, well or good. (Gam-, Gamo or -gamy): refers to fertilization, sexual reproduction or marriage. (Glyco- or Gluco-): pertains to a sugar or a sugar derivative. (Haplo-): means single or simple. (Hem-, Hemo- or Hemato-): denoting blood or blood components (plasma and blood cells). (Heter- or Hetero-): means unlike, different or other. (Karyo- or Caryo-): means nut or kernel, and also refers to the nucleus of a cell. (Meso-): means middle or intermediate. (My- or Myo-): means muscle. (Neur- or Neuro-): referring to nerves or the nervous system. (Peri-): means surrounding, near or around. (Phag- or Phago-): pertaining to eating, swallowing or consuming. (Poly-): means many or excessive. (Proto-): means primary or primitive. (Staphyl- or Staphylo-): referring to a cluster or bunch. (Tel- or Telo-): denoting an end, extremity or final phase. (Zo- or Zoo-): pertaining an animal or animal life. Common Suffixes (-ase): denoting an enzyme. In enzyme naming, this suffix is added to the end of the substrate name. (-derm or -dermis): referring to tissue or skin. (-ectomy or -stomy): pertaining to the act of cutting out or the surgical removal of tissue. (-emia or -aemia): referring to a condition of the blood or the presence of a substance in the blood. (-genic): means giving rise to, producing or forming. (-itis): denoting inflammation, commonly of a tissue or organ. (-kinesis or -kinesia): indicating activity or movement. (-lysis): referring to degradation, decomposition, bursting or releasing. (-oma): indicating an abnormal growth or tumor. (-osis or -otic): indicating a disease or abnormal production of a substance. (-otomy or -tomy): denoting an incision or surgical cut. (-penia): pertaining to a deficiency or lack. (-phage or -phagia): the act of eating or consuming. (-phile or -philic): having an affinity for or strong attraction to something specific. (-plasm or -plasmo): referring to tissue or a living substance. (-scope): denoting an instrument used for observation or examination. (-stasis): indicating the maintenance of a constant state. (-troph or -trophy): pertaining to nourishment or a method of nutrient acquisition. Other Tips While knowing suffixes and prefixes will tell you much about biological terms, its helpful to know a few other tricks for deciphering their meanings, including: Breaking down words: Breaking down biological terms into their component parts can help you decipher their meanings.Dissections: Just as you might dissect a frog to separate (it) into pieces, as Merriam-Webster explains, you can also break down a biological term to expose its several parts for scientific examination.

UN Millennium Development Goals Essay Example | Topics and Well Written Essays - 500 words

UN Millennium Development Goals - Essay Example le progress have been achieved with regards to gender equality in primary and secondary education and most regions of the world including the developing countries have equal enrollments of boys and girls in primary and secondary education institutions (Sweetman, 2005). The case of tertiary and advanced education is different because there is a marked gap between the enrollments of boys and girls in higher education institutions, particularly in the developing world. Poverty, marginalization, food insecurity, armed conflicts and disease are the various different reasons of such trends of disparity in male and female higher education. The Gross Enrollment Ration in tertiary education institutions in Africa is 4.8% for women and 7.3% (Nwonwu, 2008). Financial issues are one side of the picture; there are many cultural and religious issues which are barring women for acquiring education and in some of the regions women eager to acquire education are subjected to violence. Education is one sector, gender disparity can also be observed in other spheres of life as well. Most of the developing countries have a very meager female population having paid jobs. The recent global recession has further aggravated the situation because the unemployment rates for women which rose up during recession did not fall down during the economic recovery of 2009-2010 however the unemployment rates for men fell down significantly (World Bank, 2011). Lack of representation of women in the legislative and administrative bodies is an issue being faced by the developed as well as the developing world. The target of equal representation of women in the legislative bodies of the world is still far from being achieved, according to 2011 UN report on MDG, the women shared only 19.3% of the total parliamentary seats in the world (United Nations, 2011). Education indicators in the United Arab Emirates show that the women are getting a remarkable share in the educational institutions but disparity