Morality of Management Earnings Essay

The term â€Å"Earnings Management† is a type of â€Å"number smoothing† utilized by a company’s the board to control or impact the company’s income to coordinate a pre-decided dollar sum. This is done trying to keep financials stable, rather than demonstrating money related changes. At the point when an organization has all the earmarks of being steady it has a more prominent possibility of pulling in financial specialists, which thusly requests higher offer costs. At the point when an organization can have higher offer costs, the more probable they are to draw new financial specialists. Moreover, an organization that has low offer costs is frequently an impression of an organization that isn't doing great monetarily (Investopedia, 2009, para 2). Regularly, organizations perform harsh income the executives rehearses with an end goal to â€Å"make the numbers† (Inevestopedia, 2009, para 4). So as to do this, the board might be enticed to â€Å"make up† numbers as a methods for attracting speculators or to cause their organization to show up monetarily more grounded than what it really is. The strategies utilized in profit the board can be fluctuated, and might be done through control of budgetary numbers or working methods (As refered to by Gibson, 2013, p. 84). In an examination directed by the National Association of Accountants, a poll was readied which depicted 13 watched profit the board circumstances (As refered to by Gibson, 2013, p. 83). The following are five recorded speculations that can be made by the examination discoveries in regards to transient profit the executives rehearses. 1. Respondents of the study felt that profit the executives works on using bookkeeping techniques to be less worthy than strategies for working system control (As refered to by Gibson, 2013, p. 84). Control of tasks can incorporate something as basic as pushing transportation to the most recent day of the financial quarter or soliciting clients to take early conveyance from products (As refered to by Gibson, 2013, p. 85). Another model is when organizations make â€Å"Unusually attractive terms to customers† or â€Å"Deferring essential uses to an ensuing year† (Rosenzweig ; Fischer, 1994, para 5). As per study reactions, experts had less moral situations when utilizing operational income the board strategies contrasted with those including bookkeeping techniques (Rosenzweig ; Fischer, 1994, para 7). 2. At the point when it came to bookkeeping, study respondents felt that expanding profit reports to be less adequate than the diminishing of income reports (As cited by Gibson, pg. 84). Administrators have all the earmarks of being progressively agreeable in lessening the general organization benefit when stores show raised numbers (As refered to by Gibson, p. 85). No doubt the executives may expect that in the event that their save numbers are high, at that point decreasing them to show lessor gainfulness worthy. On the off chance that the cash is truly there, at that point what is the mischief in diminishing the benefit add up to meet an assigned number? In any case, when it came to detailing benefit builds, administrators were reluctant in figuring out what income the board strategies would be moral and which would not. 3. Speculation #3 is like speculation number two where morals are concerned. Respondents felt that if income the board strategies were kept little that it was more adequate than if the impacts were enormous (As refered to by Gibson, p. 84). At the point when controls of numbers or working techniques are kept to littler changes, administrators appear to feel it increasingly legitimate and worthy. For example, if the board were solicited to show an expansion from deals by $12,000.00, such controls would be more moral than if requested to build deals by $120,000.00. In like manner, if creation costs were deferred for promoting to meet a quarterly spending it would be more adequate than if creation costs for publicizing were postponed to meet the finish of year monetary financial plan. This additionally ties in to speculation #4, the timespan of the end impact. 4. Timespans have an enormous influence in deciding how moral income the executives rehearses are. As portrayed above, when requested to modify numbers or working strategies with an end goal to make quarterly conjectures, chiefs appeared to feel this training to be increasingly worthy. When requested to modify numbers or working methodology for yearly reports, in any case, the line among moral and flawed is obscured. 47% of respondents to the study felt that profit the board rehearses that were made to meet a between time quarterly spending plan to be moral, while just 41% felt that such controls so as to make a yearly financial plan to be morally solid (Asâ cited by Gibson, 2013, p. 85). 5. When asked whether it was worthy to offer unique stretched out credit terms to clients trying to build benefits, just 43% of review respondents felt the training to be moral. Notwithstanding, when inquired as to whether a similar final product would be moral whenever accomplished through requesting additional time to dispatch however much item as could reasonably be expected at the end of the year, 74% of respondents felt this control to be moral (As refered to by Gibson, 2013, p. 85). A stunning 80% of study respondents felt that selling abundance resources as a methods for understanding a benefit to be moral, while just 16% felt it would be sketchy (As refered to by Gibson, 2013, p. 85). Momentary income the board techniques, while faulty, are regularly lawful. The adjustment of monetary data trying to meet financial plans or as an approach to show gainfulness is frequently charming and a â€Å"easy† approach to draw speculators. Supervisors who use income the board strategies must think about the effect such activities may have with key partners (As refered to by Gibson, 2013, p. 86). At the point when numbers are slanted well, it gives partners an incorrect feeling that all is well with the world in their ventures. Organizations who take part in momentary profit the executives rehearses regularly set themselves up for misfortunes after some time. At the point when numbers are changed in accordance with make a quarterly or yearly dollar sum, odds are the accompanying quarter will discover the organization in the negative. Such practices are once in a while idiot proof and care must be taken when settling on profit the board practice choices. Concentrating on long haul income the board rehearses are at last progressively great, yet so as to be powerful administration must stay focused on steady operational systems. Determining the item needs of clients and looking forward are key techniques for keeping deals salary at a steady level. Holding up until the last moment to offer clients liberal credit terms with an end goal to support end of year or quarterly deals is a transient answer, best case scenario. Taking a gander at the buy history of clients and coordinating propositions deals number into future financial plans should help reduce the need to depend on a minute ago scrambling to make spending targets.

Carbon dioxide Essay

Try not to compose fresh around each page or on clear pages. ? Accomplish all harsh work in this book. Cross through any work you would prefer not to be checked. Data The imprints for questions are appeared in sections. ? The most extreme imprint for this paper is 45. ? You are required to utilize a number cruncher where fitting. ? You are helped to remember the requirement for good English and clear introduction in your answers. ? Counsel ? In all figurings, show unmistakably how you work out your answer. (Jan12CHy1H01) K76507 6/6/6 CHY1H 2 Answer all inquiries in the spaces gave. Try not to compose fresh 1 Oil diesel is a fuel produced using unrefined petroleum. Biodiesel is a fuel produced using vegetable oils. To make biodiesel, enormous zones of land are expected to develop crops from which the vegetable oils are extricated. Huge zones of woods are cleared by consuming the trees to give more land to developing these yields. Leave as timberland Forest Produce food Burn the trees Grow crops Produce biodiesel 1 (a) 1 (an) (I) Use this data and your insight and comprehension to address these inquiries. Carbon nonpartisan implies that there is no expansion in the measure of carbon dioxide in the environment.

You Make The Call

You Make The Call Back in the good ol days (winter of 1983 to be exact) there was a commercial that ran during football season titled You make the call. The idea was to show you a controversial play where a penalty has occured and just before youre told how the ref rules, the screen freezes and a voice bellows YOU MAKE THE CALL. So boys and girls, guess what game we are going to play today? You guessed it Admissions: You Make The Call. So you think youve got what it takes to admit the Class of 2010 to a highly selective college or university? How hard can it be? All you need to do is admit the best students with the highest grades, right? It sounds easy until you realize that you need to balance many factors and enroll a diverse class that reflects the values and goals of your institution. For a moment, lets put racial and ethnic diversity to the side. With that said, what does diversity mean to an Admissions Selection Committee? Here are just a few ways that diversity will affect the way youre going to shape the class. ADMISSIONS 101 Can they do the work here? Will they thrive academically? Do their grades and scores support this? If you answered yes to all three, great youve just described the vast majority of our applicant pool. Now consider the following: Gender Equity. Have you taken care to admit qualified women in enough numbers to reflect the applicant pool? Geographic Diversity. Have you ensured that your admitted class is as global as your applicant pool? Intellectual/Academic Diversity. Despite the stereotypes, everyone admitted to MIT will not be an engineering major. Dont over-enroll. Per MIT policy, all freshmen are required to live on campus in their freshman year. And no one wants to spend his or her first year of college sleeping in the kitchen of New House. The IT factor Cool kids doing cool things that really add to the richness of the student body. In other words, finding the people who are going to go out and change the world somehow, not just those with good grades and scores. Now that you have controlled for those factors, please remember to act affirmatively and admit solid numbers of well-qualified, under-represented minority applicants. (Remember, this is not up for debate, interpretation or discussion. MIT as a matter of public record and policy is a staunch supporter of Affirmative Action.) OK. Are you ready to make some decisions? Im going to ask you to go the following website and act as an Admissions Officer for a fictional College or University. Please click here. (Warning this site does require a broadband connection.) After a short video, you will be asked to review five candidates and to admit two, deny two and waitlist one. Ive participated in this exercise and found it quite interesting. After youve finished the evercise, please come back and let us know your choices, and more importantly, the reasons for your decisions. In addition to the brief directives provided in the video clip, remember those factors that I touched upon earlier in this entry, AND the fact that we review more than 10,000 applications for a class of ~1000. Enough from me. Tell me what you think!

The Most Famous Quotes of All Time

`` Poor People Written By William T. Vollmann - 1490 Words

Nelson Mandela once said, â€Å"Poverty is not natural it s man-made.† This quote states that a person can overcome poverty if one has the desire to live a better life. In a novel called Poor People written by William T. Vollmann, the author travels around different countries and places to learn about poor people and to get a global perspective view. While interviewing different kinds of people, Vollmann would ask them one question: why are you poor? Looking at people s answers Vollmann noticed that some of the people gave quite interesting answers. Vollmann went through a lot of situations where he just couldn t imagine what life would be if he was ever to live like that. Another novel that has a similar poverty situation is called Let The Water Hold Me Down, written by Michael Spurgeon. Hank, the main character of the novel, experiences a tragic moment in his life. Losing his wife and daughter while drowning, this tragedy left him feeling like it’s all due to his misc arrying about them. His life becomes full of sorrow, and the only way out it was to go to Mexico to his friend’s place and restart his life over. In a new country of Mexico, this story takes place. Even though he had money, a house, and friends’ support, he still experienced lots of pressure trying to survive in Mexico. Poverty has different meanings in everyone s lives but by reading these two novels, there are three similarities that can be made about people living in poverty. When traveling to differentShow MoreRelatedWorkplace Deviance, Organizational Citizenship Behavior, and Business Unit Performance: the Bad Apples Do Spoil the Whole Barrel8162 Words   |  33 Pagesexpanded across Australia. At the time the study was conducted, there were 36 branches operating in Western Australia. The organization provides excellent short-term employment opportunities for young adults, but also offers careers in management for people from all backgrounds. Indeed, the organization prides itself on its equal opportunity policies. The fast food industry is a highly competitive industry in Australia, with many branches of the organization around the state operating in close proximityRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pages Indeed it is possible to argue that the British academic accounting professoriate has played an extremely important role in mediating between the profession and the state, both bringing knowledge to bear on policy issues and providing a cadre of people who can operate effectively in this policy sphere. Michael Bromwich has certainly contributed in this way, advising accounting and competition regulators on complex issues and providing his own intellectual authority to the office of President ofRead MoreIntroduction to Materials Management169665 Words   |  679 Pagesde Mexico, S.A. de C.V. Pearson Education Malaysia Pte. Ltd. 10 9 8 7 6 5 4 3 2 1 ISBN-13: 978-0-13-233761-8 ISBN-10: 0-13-233761-4 From the Library of Girro@qq.com PREFACE Introduction to Materials Management is an introductory text written for students in community colleges and universities. It is used in technical programs, such as industrial engineering and manufacturing engineering; in business programs; and by those already in industry, whether or not they are working in materialsRead MoreToyota Supply Chain78751 Words   |  316 PagesVasher. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-162340-7 MHID: 0-07-162340-X The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-161549-5, MHID: 0-07-161549-0. All trademarks are trademarks of their respective ownersRead MoreProject Mgmt296381 Words   |  1186 PagesHayen, SAP R/3 Enterprise Software: An Introduction, First Ed ition Hill, Manufacturing Strategy: Text Cases, Third Edition Hopp, Supply Chain Science, First Edition Hopp and Spearman, Factory Physics, Third Edition Jacobs, Berry, Whybark, and Vollmann Manufacturing Planning Control for Supply Chain Management, Sixth Edition Jacobs and Chase, Operations and Supply Management: The Core, Second Edition Jacobs and Chase Operations and Supply Management, Thirteenth Edition Jacobs and Whybark, WhyRead MoreManaging Information Technology (7th Edition)239873 Words   |  960 PagesStevens Institute of Technology Daniel W. DeHayes Kelley School of Business, Indiana University Jeffrey A. Hoffer School of Business Administration, The University of Dayton E. Wainright Martin Kelley School of Business, Indiana University William C. Perkins Kelley School of Business, Indiana University Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao

Education Beyond the Classroom Free Essays

The assignment is going to outline how ‘Eureka! A Museum for Children’ plays a part in learning outside the classroom environment. The museum will be examined to see how it plays a role in life-long learning. We define learning outside the classroom as: â€Å"The use of places other than the classroom for teaching and learning. We will write a custom essay sample on Education Beyond the Classroom or any similar topic only for you Order Now † Every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances. Learning is a process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve the development or deepening of skills, knowledge, understanding, awareness, values, ideas and feelings, or an increase in the capacity to reflect. Effective learning leads to change, development and the desire to learn more. (DfEE 2000) Learning outside the classroom is about raising achievement through an organised, powerful approach to learning in which direct experience is of prime importance. This is not only about what we learn but importantly how and where we learn. (Learning Outside the Classroom (2006)) †¦ museums and galleries †¦, in themselves, understood as educational establishment. They were set up to enable people to educate themselves†¦ Museums were one opportunity among many of acquiring knowledge. (Hooper-Greenhill 1994, p. 1) Museums are still very much thought of as educational establishments but the audience for whom they cater for varies very much from one museum to another. Formal and informal educations are two terms that are used to describe the type of education that a person receives. Formal is the set ‘curriculum’ that is taught in the traditional school setting. Whereas informal education is the curriculum taught in museums or other institutes that are outside of the schools. (Hein 1998, p. 7) Children’s museums are not museums in the traditional sense. They are different in their missions, in their approach and in their specifically targeted age-group. (Pearce 1998, p. 19) Eureka! s a museum that has been specially designed for a specific age group, and is the UK’s first and foremost museum for children. Historical context of Eureka! Eureka was first opened in July 1992 by HRH The Prince of Wales, as an educational charity, the idea for Eureka was modelled on the North American concept of a Children’s Museum and remains to be the only museum of its type and scale. The basis of children’s museums is in interactivity, learning by doing, learning through fun, learning through play. (Pearce 1998, p. 6) Since it has opened it has enjoyed unrivalled success, proving popular with children, parents and teachers alike. At Eureka! there are over 400 hands on, must touch exhibits, each teaching children more about themselves and reflecting the world in which they are growing up in, it is achieved by a fun approach to learning and development. Eureka! meets National Curriculum requirements, it has six themed galleries and a full programme of interactive workshops covering an imaginative range of curriculum themes to support Foundation, KS1 and KS2 learning. The education service aims to take the hassle out of school visits by providing fully structured itineraries, picnic and storage facilities, staff support, teaching resources and work sheets. Museums are the world of ‘infotainment’ and ‘edutainment’ where people have fun but also learn something. (Pearce 1998, p. 80) Learning Experiences Teachers are provided with an education resource pack which includes detailed notes on how to get the best from each of the museum’s section and indicates links to the National Curriculum. There are also special workshops which may be booked for school classes. (Pearce 1998, p. 7) The museum also provides special designed packages for the school holidays and Science activities, also sleepovers that have to be pre-booked. ‘Me and My Body’ encourages children to find out more about themselves by using the exhibits to discover how the body and the five different senses work, also it enables visitors to use various aids to experience what it is like to have a disability. ‘Living and Working Together’ that recreates an environment where visitors can discover the mysteries of daily life and try out the jobs people do in the many buildings on a high street and in the house.. Our Global Garden’ helps children the familiar ‘backyard’ to amazing gardens that exist in the world. It is themed around seven different ‘gardens’; each telling their own unique story, whilst emphasising the inter-relationships between them, finding out what makes them precious and how best to look after them. ‘SoundSpace’ provides children with a unique experience, enabling them to explore and understand sound, music and performance through state-of-the-art techno logy, by exploring the physics of sound by seeing and feeling vibrations and creating their very own musical sequences. Throughout the experience, Sound Space aims to enhance the understanding of Science, Technology, Engineering and Maths (STEM) by exploring the unique relationships that exist between music and creativity, science, technology and the arts in a fun and accessible way. Over the past three years Eureka! has been the lead partner for Creative Minds, a ? 3. 8 million pound regional initiative to encourage children’s interest and learning in STEM; to help in the creation of a future workforce. The ‘Creative Minds’ project is to provide young people with learning opportunities in STEM from 2003 to 2006. Over 15,000 learning opportunities have been delivered to both young people, their teachers and those who work in the sector. (Publication Material, Creative Minds (2005)) ‘SoundGarden and Desert Discovery’, these galleries aim to extend opportunities in the museum for babies and young children to develop their senses and stretch their imaginations. These galleries support early education principles of learning through play, reflecting the intentions of the Birth to Three Matters framework and the Foundation Stage curriculum. It is expected that the lifespan of exhibits vary from 5-7 years and that the cost of devising, designing, fabricating and installing new exhibits in the future will need to be raised from various sources including charitable foundations and corporate sponsorships. (Pearce 1998, p. 67) The latest two galleries opened in 2004 and respectively in 2005. The museum needs to keep abreast of changes in school education; for example, the National Curriculum, that now emphasises on practical experience. (McLean 2003, p. 113) Meticulous care is taken when devising and developing new exhibits for a children’s museum, to ensure that they will engage the target audience and enable them to learn as well as have fun. Exhibits are tested and modified in the light of children’s reaction and views. There are opportunities for comments and suggestions. As child-centred organisations the museums concentrate their resources on ensuring that they serve the needs of the children. (Pearce 1998, p. 113) The learning experiences found in Eureka! helps the child to make sense of the world around them by making links between feelings and learning. This is part of life-long learning as these feelings stay with the child into adulthood and affect their behaviour, lifestyle and work. It influences their values and the decisions made. It allows the child to transfer learning experienced outside to the classroom and vice versa. A commitment to life-long learning can demonstrate a positive social role for a museum and can also meet the demands from funding bodies for demonstrating public benefit and greater public accountability. (American Association of Museums 1993 cited in McLean 2003, p. 114) Inclusitivity Eureka! is a registered Educational Charitable Trust, in 1987 with the support of the museum’s patron, HRH The Prince of Wales, business sponsorship, government grants and the local council, it found its town centre site in Halifax, it later opened in 1992. The museum is situated five minutes from the motorway in Halifax town centre, next to the railway station on a 12. 5 acre site. It is a two storey, visible steel, stone and glass exposed structure. The whole site is accessible to wheelchair users and there is level access with a lift between floors. The convenience of location and ease of access is an important dominant of usage, the access includes physical access for those who are physically disabled. A limited number of wheelchairs are available on loan and also has special parking for them. It has not debarred the disabled and has attempted to provide for their needs. (McLean 2003, p. 134) For anyone with visual or hearing impairments, there is a full range of multi-sensory, highly stimulating exhibits available. Programmes can be adapted for particular needs as long as the museum is informed beforehand for school groups. Museum information is available in large print and houses a ‘Talking map’ that talks in four different languages. It is ideal for partially sighted individuals but it does not include any Braille for the blind people, so in this case it is a disadvantage for this certain group. Throughout the entire museum there is no inclusion for the blind, even though the galleries and the museum are designed so that these consumers are still able to visit, but it can not be done alone, they need someone to accompany them but the essential carers are admitted free. The talking map also caters for people whose first language is not English. The site is well lit, with colourful lighting that attracts and engages the children into wanting to explore. The signage for directions are appropriate for the audience for whom it caters for, the children mostly, they are all big and colourful with pictures as well as writing. The gallery signage and information is at average eyelevel for all aged grouped children and legible. The toilets for both the able and disabled toilets are clearly marked and changing facilities are also available. The museum was established as an educational charity and not for profit organisation, therefore Eureka! receives no government funding and must rely upon admission fees. These admission fees combined with transport costs mean that individuals from disadvantaged backgrounds or in areas of deprivation are missing out on the experiences that are offered. The prices are debarring a group of individuals from using the museums. These independent museums depend on visitors, it is consumer oriented, and has to be user-friendly, so it has an instinct and a need to reach out and serve their public. Sekers cited in McLean 2003, p. 30) The museum has offers for educational visits and large groups in order to reduce the cost of the visits to the museum, but on an individual family outing the prices are fixed. (Eureka! Publication Material, Appendix I) Health Safety The building has its own risk assessment form that must be filled out before a group of children are allowed to visit for educationa l school visits. The building and exhibits are designed to minimise risk of injury from slips, trips, falls and finger traps. All elements of the museum are constantly monitored and modified to meet current safety standards. All the signage is marked and the dangers indicated. The museum has a lost children procedure is in place with the staff having the appropriate confirmed by national qualifications. The museum has qualified First Aiders on duty every day and the staffs are checked for relevant criminal history. The maintenance activities are carried out in accordance with HSWA 1974 and MHSW Regulations 1999 by trained technicians. Electrical and portable appliance testing is carried out annually in accordance with 16th Edition Regulations. Also, the fire evacuations and training are carried out in accordance with Fire Risk Assessment and Fire Certificates. Group leaders are advised to carry out their own risk assessment in accordance with their organisations aims. (Appendix II) The museum provides the teachers with information sheets for each area of the museum. The risk assessments are available for operations and activities as appropriate with again all the signage clearly marked. As the museum is designed for ‘hands-on’ the risk assessment on all the equipment and facilities are checked daily and regularly to ensure they comply with safety regulations. Eureka! is covered by public liability and Employers liability insurances and has written accident and emergency procedures in place. Eureka! is licensed by local authority regulations for all safety, fire, plant and lifting equipment and appropriate certificates are held. Conclusion There can be no absolute blue print for children’s museums beyond the key characteristics mentioned previously. Otherwise each group or organisation will have its own emphasis and idea of what makes their museum special and important to its area. Diversity is one of the strengths of the movement. The emphasis is always on learning, exploring, on discovery. For that reason, in developing a British model it may be appropriate to adapt the term children’s discovery centre or children’s discovery museum for future use. How to cite Education Beyond the Classroom, Papers

Media and Culture-Gutenberg Revolution vs. The Internet and Social Media Essay Example

Media and Culture-Gutenberg Revolution vs. The Internet and Social Media Essay Name: Tutor: Course: Date: We will write a custom essay sample on Media and Culture-Gutenberg Revolution vs. The Internet and Social Media specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Media and Culture-Gutenberg Revolution vs. The Internet and Social Media specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Media and Culture-Gutenberg Revolution vs. The Internet and Social Media specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Media and Culture-Gutenberg Revolution vs. The Internet and Social Media The Gutenberg revolution opened the way of learning for many people. Before the revolution, remarkably few people could afford to buy any reading material, and they had limited information. Very few people were mandated with the task of writing the manuscripts, which were often under tight security (Lamberti 49). The revolution made it possible for many people to write their ideas in print, and there was a vast exchange of information. Many people became increasingly open towards new ideas and were willing to experiment. The increase in the print material available lowered the price of books; hence many people could afford them (Abel 25). The revolution made it possible for people to develop different forms of reading materials. People used different methods of disseminating news. The society found out that it could use the printing press to develop different kinds of reading materials (Krotoski 5). They could publish religious texts as well as magazines and novels. Hence, there was a large audience, ranging from scholars who needed to find scholarly work, to young readers and children who needed engaging stories. In addition, people could advertise in the different forms of print media, and this led to the development of the industry (Stacy 7; Thackeray and Findling 187). The Gutenberg revolution increased the number of jobs, and it changed the economic system. The invention of the printing press led to a wide availability of paper, and this reduced the price of rag paper. There was a need for more documentation in different sectors including trade, religion, and government. Many writing shops came up, and many people found work as literate clerics. The Gutenberg revolution largely contributed to church reformation. The church was no longer the sole custodian of religious texts. The religious texts were published in vernacular languages, and some people did not find the need of the church interpreting the scriptures. Printing revolutionized literature and philosophy, and this led to a change in people’s thoughts and perceptions. People felt free to publish their stories, and the church and government no longer had an influence on their thoughts and lifestyles. They felt free to express their thoughts and experiences on romance and love. The printing press enhanced individual privacy. People no longer had to depend on someone to read aloud texts since they could do it on their own. This led to open discussions concerning intimate topics such as relationships and sex. With the internet and social media, any person can access information from all over the world as well as communicate with many people across diverse regions. Therefore, it can be argued that we are in the midst of a second Gutenberg Revolution right now considering that information is available to the whole world from any location at a cheap price. The people not only focused on religion, but also the printing press made it possible for them to receive different political, gossip and entertainment news (Martin and Copeland 90). The Gutenberg revolution made it possible for the ordinary citizens to participate in government matters for the first time. It enhanced a system of democracy where people could raise their objections or support of different government decisions (Hoffmann 1). The availability of information, and the change in the communication system led to transformations in the society. Before the revolution, people used oral communication more often, and this meant that some people were custodians of information. This changed after the revolution. People no longer depended on oral communication in a major way although they continued to use it (Evans 29). Custodians of language became irrelevant. There was no need for people in authority to regulate information or control it. People could access the information they ne eded through the published materials (Ne?ler 31). This does not mean that people could pass all the information they wanted. The government continued to have some control over different publications, and it banned books that seemed controversial (Constitutional Rights Foundation 3). The Gutenberg revolution compared to the internet revolution in different ways. The internet has made it possible for many people to acquire the information they need irrespective of different boundaries such as geographic location or level of education. It has made it possible to share information easily (Gainous and Wagner 45). Although purchases of textbooks continue, more people are able to get information concerning different disciplines by searching for it on the internet. Largely, the internet has contributed to a reduction in the cost of publishing, and this has ultimately reduced the price of textbooks and other reading materials. This is because authors have found an online platform where they can edit their stories and other materials and other people can read them (Drucker 49). The internet revolution compares to the Gutenberg revolution in that people have different uses of the internet. The use of the internet has led to the development of different platforms, which hav e in turn enabled people to communicate, share and exchange information, as well as form network connections. This has especially been made possible by the use of different social networking sites, such as Facebook and twitter (Biagi 67). People use the social media sites for different reasons. They not only use the sites for social reasons, but people are increasingly using the sites for business and political purposes. Through the sites, they are able to raise awareness concerning different issues; as well as inform people of what is happening (Eisentein 49). As a result, people from different regions of the world are able to learn from each other. This is evidenced by the use of social media to draw crowds in the Arab Spring where several revolutions occurred. Without information, it could have been hard for citizens to learn about political issues that oppressed them. Therefore, information through the internet and social media gave people a voice as well as a source of information and news, a situation that compares to the Gutenberg Revolution. Furthermore, in the same way as Gutenberg revolution, the internet and social media revolution has made it possible for people to participate in government affairs. The aforementioned Arab Spring that began in 2010 showed how people could use the media sites to unite people to fight for a similar cause (Marin 20). Countries that participated in the Arab spring include Tunisia, Libya, Egypt, and Syria among others. The countries had conservative and totalitarian governments, and the people did not have any way to speak against them. The use of the social media changed this, and the people were able to defy the age-old system as they rebelled against their leaders and formed new political systems in their countries (Wilson 56). Although the use of social media was not the main cause of the spring, it did contribute in raising awareness and in providing a platform where different people could meet and organize protests (Oates 41). The internet revolution has changed the society in different ways. Although most of the change leans towards the positive, other societal effects of the internet revolution is negative. On the positive side, the internet has contributed to an increase in literacy. This is through available information, which people can use for educational purposes in different disciplines, and through e learning, which some schools offer. This way, people are able to gain knowledge and comprehension of different issues, in addition to acquiring different levels of qualification from the universities, irrespective of where they live. Families are able to communicate more effectively even if they are not in the same geographic location. Some people have started friendships while others have formed relationships and started their own families through online connections. Partners have met each other online through the different online dating sites, and some of these interactions have led to relationships . They use the internet and its various applications for this purpose. The government has become additionally accessible to people because people can get different government services online. The internet has contributed to changes in the economic system. It has led to a creation of jobs in different sectors and regions. This is evidenced in the rise of freelancing and other outsourcing jobs. It has also led to the development of jobs in information and telecommunication industries. Despite the numerous advantages it has had, the internet revolution has contributed to negative societal changes There is no limit to internet content and people post all manner of things on the internet. This includes pornographic and violent images and videos, which has contributed to degradation of morals in the society. It has become hard to control the flow of such materials, and anyone with access to the internet can access them. Children with access to the internet through their phones and other digital devices can access such materials, especially when there is no adult supervision. This often leads to unhealthy sexual behaviors, and it has led to an increase in the number of children engaging in early sex. There is an increase in teenage pregnancies and children are becoming aware of sex at an earlier age. Some of the pornographic materials posted involve children, and this raises the issue of child sexual abuse and molestation. Some of the content posted on the internet is violent, and it encourages the use of weapons. Cyber bullying is one of the major negative effects of the internet. People find comfort in the anonymity provided by using online content, and they use this to attack others. The internet revolution has had a negative effect on the print media. Many people are able to access digitized versions of print materials including textbooks, newspapers, and magazines. They can find the same information and news that is on the print versions on free internet sites. This has led to a decrease in sales of the print media. Many readers prefer the digitized versions because they can access it wherever and whenever they are. They can get news from different locations, and they do not have to wait until the next day in order to read it in the newspapers. The internet has ensured that people get information in real time. Just like the Gutenberg revolution, the internet has had a profound effect on language. The printing press largely led to the standardization of language. English is the main form of communication on the internet, and most technicians have concentrated on the Roman alphabet in their computing (Antes Geertz and Warne 46). There have been significant changes over the years, especially relating to the dissemination of information. People have been able to pass different messages concerning diverse issues. However, some governments continue to find ways of regulating the media, despite the use of the internet (Appleman 30). Such governments do not want to be criticized. This is especially the case in China and some countries in the Middle East. In addition, the digital divide has limited the flow of information. People in poor countries with no access to the internet, and with no knowledge on how the internet works, cannot access the information they want easily (Popescu 74). Therefore, we are in the midst of another Gutenberg Revolution where internet and social media has given people the ability to share information and participate in political and government matters. Works Cited Abel, Richard. The Gutenberg Revolution: A History of Print Culture. Transaction Publishers, 2011. Print Antes, Peter, Armin W. Geertz and Randi R. Warne. New Approaches to the Study of Religion, Volume 2. Berlin: Walter de Gruyter, 2004. Print Appleman J. Lawrence. Redesigning the Internet for Content Regulation. Universal-Publishers, 2008 Biagi, Shirley. Media/Impact: An Introduction to Mass Media: An Introduction to Mass Media. New York: Cengage Learning, 2006. Print Constitutional Rights Foundation. BRIA 24 3 b Gutenberg and the Printing Revolution in Europe. Bill of Rights in Action 24.3. 2009. 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