Archive for January, 2010

One of them was an old man.

January 21, 2010

One of them was an old man.
He was an O’Conor and a direct descendant of the last High King of Ireland.
Once he had been chieftain over the lands which had been rewarded to Richard Carew for his services to Oliver Cromwell. A racing mountain stream ran through the centre of the village.
The four men were forced to kneel at the edge of it with their hands bound tightly behind them.
Then, as the whole village looked on, Richard Carew drew his sword and decapitated them one by one. The old chieftain was the last.
He died cursing the Carews and seed, breed and generation.
As punishment for having harboured the killers of his sons, Richard had the village crops destroyed and the livestock slaughtered.
Then his men put a torch to the thatch roof of every cabin before they rode away. That was in early November.
By spring of the following year and two-thirds of the village had died from exposure and hunger. From that time and they called Richard Carew “The Exterminator”.
He had the great oak forest beyond the river cut down, ensuring that never again would it provide shelter for outlaw or wolf. The clearance made Richard a very rich man.
Timber was urgently needed in England for ship building, house construction, charcoal…
Richard’s fellow colonists, well aware of the enormous profits to be made from timber, did as he had done.
By the beginning of the eighteenth century they had stripped Ireland bare of her forests.
A piece of verse he had heard long ago came drifting back to Carew; the lament of some long dead, long forgotten Irish poet surveying his ravaged country. But now the woods are falling,
Other lands are calling
And John O’Dwyer of the Glen!
You’re worsted in the game.
Now I’m lonely and roofless,

these people are key professionals who often influence the policy…

January 17, 2010

these people are key professionals who often influence the policy decisions made by locally elected members within the committee structure of local government, particularly when major decisions are taken about educational issues.
It may well be that many local-authority accountants have no detailed working knowledge of school-based financial-management systems ” to give them a very grand title for their current state of development.
Yet it is these people that are in the forefront of many system design changes being implemented to help schools and governing bodies manage their delegated responsibilities.
£1 this comes at the same time as having to make fundamental changes to central corporate systems to address the issues of, on the one hand and the Local Government Act 1988 (which contains the requirements of competition legislation) and, on the other hand, attempting to identify and apportion expenditure to individual schools and colleges to meet the requirements of the Education Act 1988.
In the past there has often been no such requirement for apportioning expenditure to individual establishments, only a requirement to identify expenditure to generic or “main code” headings such as primary and secondary or further education, with a number of sub-headings such as staffing, premises and supplies and services.
Equally, a number of property services departments have often managed all local-authority properties from one budget for and say, property maintenance, with no absolute need to identify separate budgets for and say and social services or schools, let alone identify in the accounts individual invoices received following repairs to individual establishments.
Many local authorities fund crossing-patrol staff, who see children across the road outside schools, from budgets held by the police committee.
School library services may well be funded and managed through the recreation and leisure services department.
The legislation associated with LMS requires that all expenditure on the education service must be identified and form part of the General Schools Budget, or the General Colleges Budget.
Much of the GSB is subsequently allocated for the funding of schools within an authority in accordance with the principles of formula funding explained in Chapter 1. The technicalities of the financing of schools are dealt with elsewhere.
The above examples seek to reflect the magnitude of the changes in systems and procedures that local government is having to come to terms with under differing sets of recent legislation.
Many of these fundamentally change the systems and organisational requirements of local government particularly in the delivery of an education service.
Few headteachers, let alone governors and teaching staff in schools, will have come across many of the local-authority service departments mentioned above and hence may often find it difficult to appreciate and understand the outcomes of their systems and policy-implementation decisions.
Because of this lack of contact it is hardly surprising that systems and policies do not immediately have the intended effect when related, often through an education officer and to the schools.
The Education Act 1988 touches fundamentally all major departments of every local authority, not just the education department.
For some time to come there will be a continuing mismatch between schools and the LEA regarding the theoretical application of legislation and the practical implementation of the same legislation in a working school environment be it LMS or the National Curriculum! Delegation and authority
In seeking to set the scene for the changing face of county hall, and in summarising the changing relationships between all involved in education, it is important to consider the meaning of “delegation of authority” and the values it contains.
It is essential to acknowledge that there are differences between the concepts of delegated authority and delegated responsibility: both include the notion of power, but to differing degrees. Authority, like power, has an ultimate source.
This source can choose to delegate all or part of its authority to other bodies so that they can carry out duties on behalf of, or in the name of the source.

Undoing commands and editing…

January 14, 2010

Undoing commands and editing
Even if a command has already been executed it can often be undone. Tap Esc for Escape, Tap U for Undo.
This also applies to editing changes made in the window.
See Task 11 for details.
The keyboard has the standard typewriter layout, but includes extra keys and symbols. Some standard symbols are in different places.
If you are a touch-typist you will soon find out where.
There are extra Shift keys and a number of keys with arrows on them (but there are no Shift-Lock keys to produce upper case letters and symbols).
To avoid confusion between the different arrows the keys’ names are used in the Guide instead of their symbols, except in the case of the four arrowed direction keys, where both are given.
If you have an older keyboard and keys illustrated below with initial capitals may be all in capitals. The keys themselves may be different sizes.
Toggle keys
Tapping a toggle key once turns a feature on.
Tapping it again turns it off and rather like a light switch.
Indeed and the Number Lock ,Caps Lock and Scroll Lock keys will each have an indicator light if your keyboard is a recent one. There are nearly a dozen keystrokes which operate toggles.
Some involve tapping one key, and the rest require one key to be held down while another is tapped.
When the toggle keys are switched on a two-letter code appears in the Status Line (see the screen on page 2). EX
Extend highlight key,F6 , is on.
See Task 10.
Executing a command switches it off
Number Lock is on
Scroll Lock is on.
See Task 19

We know that we need to be…

January 13, 2010

We know that we need to be loved but are afraid of rejection. This feeling of rejection is often deeply rooted in our childhood.
We can feel anger, even rage, at our position but cannot express our feelings because we fear we will not be accepted; we will be further rejected. But we should not retreat into our inner selves.
We must face the problem of possible rejection and realize it is all right to show our true feelings and that it is all right to be rejected. Those who reject us are not worthy to be called our friends. Those who truly love you will want to know the true you in any event.
Have the courage to show the world who you really are and you may be in for a pleasant surprise. THE DEPRIVED TYPE
Some of us have a feeling of being fundamentally deprived.
We feel the world owes us.
This brings a feeling of emptiness that can never be filled and leaves us with a hunger for more. Deep inside ourselves we feel we will never be fulfilled.
This can make us fiercely independent and afraid to ask for what we need because we fear it will not be given.
Sex is often used as a means of getting close and having contact, but if we are of this type then we feel that the partner will sense our detachment of feeling and lack of giving, and so will reject us. Other people cannot fill the inner longing for recognition that is sought.
Recognition of the true self can only come about when we show the world that we accept the fact that we are not the perfect, flawless human beings we wish to portray ” when we stop living a lie. Read the section on Covering Up (p. 11).
It is very relevant.

The petro-dollar recycling resulted in banks…

January 4, 2010

The petro-dollar recycling resulted in banks acting as international intermediaries between the surplus and deficit units.
An examination of this recycling forms a major part of this book’s analysis of international finance and LDCs.
Table 2.2 highlights how oil exporters with cash surpluses have invested their funds in the world’s main money and capital markets. Summary
It is to be hoped that the reader has now some idea of the problems confronting LDCs.
Terms such as NICs and OPEC explained in this chapter will re-surface in subsequent chapters as the interdependence of nations and the world’s financial system are unravelled.
The next two chapters return to basic banking principles and the development of global banking. Test questions
Define a lesser developed country.
Why is economic growth essential for LDCs?
What “shocks” has the international economy experienced in the last few years? 4.
Describe the main economic and social problems confronting non-oil LDCs. 5.
Explain the apparent economic success of various Asian NICs. 6.
How did the OPEC petro-dollar surpluses affect the world’s banking system? 7.
Discuss the main themes of the Brandt Report (1980).
What happened prior to and at the Cancun Summit?
Explain the poor response of OECD governments to the Brandt Reports. 10.
Why are banks important to the economic development of LDCs? Banks, foreign trade and foreign exchange