Quantitative data about Tax, Education and Labor in Sweden Research Paper

Quantitative data about Tax, Education and Labor in Sweden - Research Paper Example The 1983, 1985, and 1990-1991 state tax reforms reduced the highest marginal tax from 85 percent to, at present, roughly 55 percent. At present, the marginal tax rate is roughly 30 percent for the low-income and average-income earners and roughly 50 percent for the high-income earner (Stenkula et al. 178). The development of the marginal tax wedges is similar to the development of the marginal tax rates but at a greater degree. The highest marginal tax wedge rose steeply during the World Wars and the 1930s’ depression. The highest marginal tax wedge reached at nearly 90 percent in 1980; following the 1983, 1985, and 1990-1991 tax reforms, the highest marginal tax wedge dropped and is currently standing at roughly 67 percent (Stenkula et al. 178-179). With a population of approximately 9.5 million, Sweden sustains a lavish welfare structure, with compensation packages for life-changing episodes like retirement or illness, and a focus on delivering equal benefits and privileges for everybody (Sonedda 692-4). Consequently, tax revenue as a portion of GDP in Sweden is elevated—approximately 45.8 percent in 2010 (OECD 1). Moreover, Sweden finances its equitable system of education by committing a comparatively high proportion of its GDP to its education system and by committing the topmost spending levels per student in the world. Roughly 7.3 percent of GDP is invested in education. This financing is channeled to both private and public education (OECD 1-2). The entire pre-primary, primary, secondary, and post-secondary non-tertiary education is publicly financed. Sweden’s numbers of enrollees reveal the nation’s remarkable success in putting majority of its population to school (World Education Forum para 4-6). For instance, all adolescents qualified for primary level compulsory education are enrolled. Likewise, compulsory education at the lower secondary level is attended by 100% of female and 99% of male students. These numbers

Explain how motion is possible in light of Zeno's paradoxes against Research Paper

Explain how motion is possible in light of Zeno's paradoxes against them. (This is much harder than most people realize. Math - Research Paper Example The race set in a traditionally plural world provokes a reader to draw the conclusion of the race according to the rule of the singular reality ultimately to be confounded with the result that is contradictory to his expected traditional result. Indeed Achilles can move both in a singular and a plural world, but the motion in a singular world is not perceivable since such world does not have any object of references (Whitehead 45). Definitions of Singular and Plural Universe Before defining the proposed singular and plural world thesis, it is necessary to have a clear idea of Zeno’s paradoxes of plurality. In Zeno’s word, â€Å"the universe is singular, eternal, and unchanging. The all is one.† (Brown 34) But this singular universe has a lot to do with his paradoxes of motion. In this singular universe, if Achilles takes a step toward any direction from any from where is, he will find himself where he was. This statement essentially seems to fabulous, since it is quite contradictory to real life experience. But a deeper understanding makes sense. Indeed Zeno’s singular universe is such that it consists of the only One, not of two. As a result, it is as it is. Since it consists of one, it does not provide a viewer with any chance to compare it with other. Therefore it lacks diversity. Because of its lack of diversity and presence of the others, it does not have any objects of references by which distance can be measured and any event cannot take place in it. Again because of the lacks of distance and event, space and time collapse in such a world. In it .00000000001 meter is equal to infinity; but more accurately, the previous statement is simply meaningless. In such universe whether Achilles moves one hundred miles or so back or forth, he will be where he is now. Wherever Achilles goes at what distance, he will remain at the center since such singular universe evolves out of his singular existence. Indeed, there are no â€Å"earlyâ €  and â€Å"later†. Simply there exists the â€Å"now† since there is no other event in term of which the ‘early’ can assigned a meaning. In Zeno’s singular world, one is both existent and non-existent. One is existent is the sense that it perceives itself in a self-submerged merged way and again it is nonexistent in the sense that there is no other that can prove its existence. (Grunbaum 172-83) Indeed this singular universe is one and at the same time it is many, since such one contains infinite number of ones upon its division for infinite times. Therefore one is both finite and infinite, as Zeno says, â€Å"If there are many, they must be as many as they are and neither more nor less than that. But if they are as many as they are, they would be limited. If there are many, things that are are unlimited.† (Simplicius On Aristotle's Physics, 140.29) Indeed in Zeno’s universe, one is the one. Therefore it does not have the possibil ity to join with other to produce the bigger one. The only thing that the one can do is to divide itself and upon the division, the plurality begins. Since plurality begins, relativity can grow giving birth to the sense of distance and events. As a result time starts from here. But the simplest plural world is composed of three ones, since if the simplest plural world is composed of two, they will be mirror images for each others. For example, if

The Doctrine Of Double Effect

The Doctrine Of Double Effect The Doctrine of Double Effect The principle of double effect also called the doctrine of double effect normally applied in the medicine, palliative care and war fields is always invoked in order to explain the permission to carry out an action that can cause serious harm. The harm in this case may include the death in human beings as a result of the side effects otherwise with the aim of promoting some good. This doctrine affirms that at times it may be permissible to cause harm as side effect to arrive at a desirable result. However it becomes necessary to understand that it is not permissible to cause such harm so as to arrive at the same good end Thomas Aquinas coined this principle during his discussion of the permissibility of self defense. Aquinas observed that nothing hinders one act from having two effects only one of which is intended whereas the other is besides the intention. There are four conditions tied to the application of this principle: The act must be morally good or else indifferent. In other words the good result should be achievable apart from the bad one The good effect must be derived from the action immediately just as the bad effect. This implies that the desirable or good effect is produced directly by the action not by the bad effect. The good effect should be proved sufficiently desirable as compensation for allowing the bad effect The agent who in this case may be the practitioner of the principle should not positively will the bad effect but may permit it. In other words the bad effect here is considered as an indirectly voluntary happening. Administering a vaccine for example will definitely save many lives. However a few people get sick and even die from the vaccines side effects. The vaccine manufacturer and agent who administer the vaccine are morally discharged. This is because lives are saved because of the vaccination and not as a result of the fatalities resulting from the side effects. The fatalities as a result of the vaccine do not advance any objectives of the agents and therefore is not intended as a means to an end. The number of lives saved by the vaccine is much greater than the numbers who die from the side effects satisfying the proportionality condition legitimizing this principle. In order to understand if this principle provides a sound basis to make a distinction between intentional and unintentional actions for which we are morally responsible or not we need to summarize the conditions under which the principle of double effect would be considered ethically legitimate and these are that: The act being performed is not itself morally evil. Using the vaccine example we can point out that the manufacturers or administrators of the same (agents) are not performing a morally evil act. The good effect in this case of the vaccine example is to save lives and is not as a result of the evil effect the fatalities resulting from the vaccines side effects. Only the good effects in this case the saving of lives through body immunity enhancement by the vaccine is directly intended, the bad effects which would be the death due to side effects of the vaccine is not intended but tolerated or unavoidable. There is due proportion between good which is the total number of people who benefit by boosting their immunity through the vaccine and the bad effects which is the small proportion of people who succumb to the vaccines side effects. Considering palliative care and medical cases this principle provides a sound basis for making a distinction. According to Dr. Taboada we have to understand that a moral act does not merely consist of a physical performance. There is the moral species of the act that we must consider as well. The moral species of the act can be analyzed by asking the question what are you doing? An appropriate answer that can be backed by this principle of double effect would reveal an intrinsic intentionality of the moral act. Using the case of palliative care where an agent such as a doctor uses morphine to relieve pain in terminally ill patients to elaborate this fact we would have a more accurate answer to the moral species act question what are you doing ? as relieving pain. This answer reveals the intrinsic intentionality of the moral act. Dr. Taboada further points out that ethical experiences are determined by the moral species of the act which in essence is the kind of act we perform. There can be proved a relationship between an agents motivation and the moral character of the given action. Therefore the intrinsic intentionality of the act itself and the intention of the agent are not the same thing as elaborated by Dr. Taboada and hence they must be carefully distinguished. Further still ethical character of our actions do not primarily depend on motivation or intention of the agent as such but on the moral species of the action performed. Thus the principle of double effect intends to secure this distinction as a necessary condition for ethical legitimacy to be established and our actions respected. Therefore in carrying out actions that can easily invoke a moral debate it is necessary to clearly understand the doctrine of double effect and legitimize each of these actions based on the conditions that have suggested by Michael Walzer. In order to legitimize the action to take we may also consider the Sulmasy test especially so if this action is confined within the medical field. Daniel Sulmasy in this test challenges the medical practitioners to ask themselves this question if the patient were not to die after my actions would I feel that I had failed to accomplish what I had set out to do? The problems that arise from the principle of double effect can effectively be handled while considering the contributions of people like Dr. Taboada who points out that an actions anatomy which distinguishes the action from the intention must be always considered. This draws us to a very important conclusion that will require the application of the doctrine of double effect to effectively ad dress that is the distinguishing of intrinsic intentionality of an act and the intention of the agent. With this in mind we can effectively conclude that the principle of double effect provides a sound basis for making a distinction between intentional effects of our actions for which we are morally responsible and the unintentional effects of the actions for which we are not morally responsible.

Educational Goals and Philosophy Essay -- Education Teaching Teachers

Educational Goals and Philosophy As a child, playing â€Å"school† occupied most of my time. My younger sister and I taught a bedroom full of stuffed animals and filled in imaginary names in our old school books. From the bad bears and loud bunnies to the good puppies and smart kittens, each stuffed animal possessed his or her own personality. The thought of teaching never entered into my mind when I was asked, â€Å"What do you want to be when you grow up?† Uncertain about the career field that I desired to pursue, my decisions depended upon the topics that held my interest at the time. Paleontology was the first career I decided on, then marine biology. In high school, it was mandatory that I select a career cluster in which to expand my knowledge; I chose architecture and interior design. Up until my senior year of high school, my educational goal for the future consisted of attending an architecture program at a college or university, but my mind was changed again when I developed a senior research paper and project. The topic of my paper and project was â€Å"ministry,† giving me the opportunity to teach the youth group at church and help with the younger kids during a worship service. My youth minister taught me a few teaching techniques and strategies that also broadened my interest i n teaching. Numerous experiences have influenced my decision to become a teacher. One summer I was privileged to get to go to Myrtle Beach and lead a backyard bible school for Pre-K and K aged kids at a family campground. Crating unique ways of teaching kindergarten kids with short attention spans challenges the teacher, forcing me to use my imagination. In search of opening up a Canadian child who... ...the future students are different from earlier ones. In today's classroom, kids can operate a computer while their teachers cannot, thus limiting computer access learning for students. Although they are unfamiliar with computers, many teachers are learning from their students, and are using online services to expand the learning process in the classroom. Another article explained that many of today's schools are requiring computer certification for their teachers. If teachers cannot keep up with the technology that kids are "playing" with, they will not be able to effectively teach the children of tomorrow's generation. Teaching is not just about Reading, Writing, and Arithmetic; it is the desire to make a difference in at least one child's life. By giving a child a chance at life, a teacher is giving the world a chance to become a better place.

Mcdonald’s Business Type and Purpose Essay

McDonald’s was invented in the year 1940 and has currently about 34 000 restaurants in the whole world. Since McDonald’s was found they established loads of shops especially in Europe and America. McDonald’s is obviously a private company and is owned by a head of shareholders. It was found by Richard and Maurice McDonald’s and until today they don’t get any support by the government. Today, the company is leaded by Andrew J McKenna as chairman and Don Thompson as president and CEO of the organisation. These people are the main decision makers within McDonald’s organisational structure. This business is one of the main fast food companies in the world. This means they produce food, but get supplied by several other businesses. They are settled in the secondary and tertiary sector, cause they’re not actually producing each part of the food they sell, but they do combine products to another saleable product. McDonald’s is combining supplier’s goods to actual fast food products and I selling them. Therefore they’re settled in the restaurant sector. McDonald’s is a franchise and public limited company. Franchising a business means that the company, even though it is owned by a head of directors, they sell several shops to private people, who pay for using the companies name and selling the whole menu of this business. They still have restaurants which are actually controlled and managed by the McDonald’s company, but even the shops the franchised, they still own and control the actions and on- goings in each shop and restaurant. By franchising the companies name they give people, who want to be independent, the opportunity to find a quick start into the worlds market of restaurants. Loads of small business fail to get widely accepted and fail to make their name famous. McDonald’s is a name the public trust and it’s much easier to sell the services and goods. Independent managers of a franchised shop don’t just have to pay for using products and names, but have to stick to the companies rules and can’t produce or establish other products. Usually the franchisees are limited responsible and have limited liability for the on- goings in their shops. They are partly responsible for mistakes their employees do, but there are main subjects which lie completely on the actual business and their directeurs, McDonald’s. McDonald’s is basically raising money by selling produced fast food products and fro example franchise contracts. The owner of any franchise organisation earns money from each franchised shop. They get a fixed percentage of the income of each shop and McDonald’s gets paid for allowing other people to use their name and produce their products. Public limited company means that the organisation is owned and controlled by shareholders. They have a limited liability, because the concept of them is it to sell shares of the company. Therefore they’re no longer unlimited responsible for all their shops. They raise money by selling their shares, because the private people who buy them are able to use the product and the name of the company for their shop. In addition they raise funds by selling their products to costumers. They get profits from each franchised shop and obviously from the shops which are actually owned by McDonald’s. The profits are shared between the shareholders and the owners of the company. The percentage is fixed in a contract.

The Cask Of Amontillado By Edgar Allen Poe - 1052 Words

Edgar Allen Poe was one of the most famed authors of death, decay, and depression in the 18th century. Poe started his writing career during the Romantic literature period, a period focused on nature, emotions, and a fascination with the supernatural elements. As writers started to write in this new genre, works started becoming dark, with an eerie feeling and a tone of death. Out of the Romantic era came the sub-classification of the Gothic genre. Poe started to embrace this new genre and his writings started to become more and more mysterious. In The Cask of Amontillado, the Gothic genre is easily depicted through the eyes of the main character, Montresor. The Cask of Amontillado is a perfect example of a short story in the Gothic genre†¦show more content†¦The Raven, The Tell-Tale, and especially The Cask of Amontillado exist as proof of Poe s exemplary grasp on this new genre. In the short story The Cask of Amontillado, the Gothic genre is first expressed by the old, de caying, haunted manor which the main character Montresor lives; the constant portrayal of death and the theme of being buried alive help set the Gothic genre in all its supernatural glory. The setting is very expressive of revenge and how it can overpower a person. The tale relates to two acquaintances, once to be depicted as friends, but through a prided relationship of ingenuine respect. Montresor had bleak motifs to discontinue the friendship to end on a one-up, as they dealt with competitive pride. Montresor wants revenge to the point of death for his friend and is on the brink of insanity, I must not only punish but punish with impunity. He will do anything to make sure that Fortunado pays for what has been done to him, even if death is the solution. Another look into the Gothic genre is when we find out that Montresor is enjoying his grotesque imaginings, I continued to smile in his face, and he did not understand that I was not smiling at the thought of what I had planned for him, at the thought of my revenge. He wants his revenge on Fortunato and is willing to go as far as death. Montresor’s plan was well thought-out as he carried his inconspicuous trowel under his coat. He lured Fortunato in

Battle of Fort Henry in the Civil War

The Battle of Fort Henry took place February 6, 1862, during the American Civil War (1861-1865) and was one of the first actions of  Brigadier General Ulysses S. Grants campaign in Tennessee. With the start of the Civil War, Kentucky declared neutrality and stated it would align against the first side to violate its territory. This occurred on September 3, 1861, when Confederate Major General Leonidas Polk directed troops under Brigadier General Gideon J. Pillow to occupy Columbus, KY on the Mississippi River. Responding to the Confederate incursion, Grant took the initiative and dispatched Union troops to secure Paducah, KY at the mouth of the Tennessee River two days later.   A Wide Front As events were unfolding in Kentucky, General Albert Sidney Johnston received orders on September 10 to assume command of all Confederate forces in the west. This required him to defend a line extending from the Appalachian Mountains west to the frontier. Lacking sufficient troops to hold the entirety of this distance, Johnston was compelled to disperse his men into smaller armies and attempt to defend those areas through which Union troops were likely to advance. This cordon defense saw him order Brigadier General Felix Zollicoffer to hold the area around the Cumberland Gap in the east with 4,000 men while in the west, Major General Sterling Price defended Missouri with 10,000 men. The center of the line was held by Polks large command which, due to Kentuckys neutrality earlier in the year, was based closer to the Mississippi. To the north, an additional 4,000 men led by Brigadier General Simon B. Buckner held Bowling Green, KY. To further protect central Tennessee, construction of two forts had commenced earlier in 1861. These were Forts Henry and Donelson which guarded the Tennessee and Cumberland Rivers respectively. The locations for the forts were determined by Brigadier General Daniel S. Donelson and while the placement for the fort bearing his name was sound, his choice for Fort Henry left much to be desired. Construction of Fort Henry An area of low, swampy ground, the location of Fort Henry provided a clear field of fire for two miles down the river but was dominated by hills on the far shore. Though many officers opposed the location, construction on the five-sided fort began with slaves and the 10th Tennessee Infantry providing the labor. By July 1861, guns were being mounted in the forts walls with eleven covering the river and six protecting the landward approaches. Named  for Tennessee Senator Gustavus Adolphus Henry Sr., Johnston had desired to give command of the forts to Brigadier General Alexander P. Stewart but was overruled by Confederate President Jefferson Davis who instead selected Maryland native Brigadier General Lloyd Tilghman in December.  Assuming his post, Tilghman saw Fort Henry reinforced with a smaller fortification, Fort Heiman, which was constructed on the opposite bank. In addition, efforts were made to place torpedoes (naval mines) in the shipping channel near the fort. Armies Commanders Union Brigadier General Ulysses S. GrantFlag Officer Andrew Foote15,000 men7 ships Confederate Brigadier General Lloyd Tilghman3,000-3,400 Grant and Foote Move As the Confederates worked to complete the forts, Union commanders in the west were under pressure from President Abraham Lincoln to take offensive action. While Brigadier General George H. Thomas defeated Zollicoffer at the Battle of Mills Springs in January 1862, Grant was able to secure permission for a thrust up the Tennessee and Cumberland Rivers. Advancing with around 15,000 men in two divisions led Brigadier Generals John McClernand and Charles F. Smith, Grant was supported by Flag Officer Andrew Footes Western Flotilla of four ironclads and three timberclads (wooden warships). A Swift Victory Pressing up the river, Grant and Foote elected to strike at Fort Henry first. Arriving in the vicinity on February 4, Union forces began going ashore with McClernands division landing north of Fort Henry while Smiths men landed on the western shore to neutralize Fort Heiman. As Grant moved forward, Tilghmans position had become tenuous due to the forts poor location. When the river was at normal levels, the forts walls stood around twenty feet high, but heavy rains had led water levels to rise dramatically flooding the fort. As a result, only nine of the forts seventeen guns were usable. Realizing that the fort could not be held, Tilghman ordered Colonel Adolphus Heiman to lead the bulk of the garrison to the east to Fort Donelson and abandoned Fort Heiman. By February 5, only a party of gunners and Tilghman remained. Approaching Fort Henry the next day, Footes gunboats advanced with the ironclads in the lead. Opening fire, they exchanged shots with the Confederates for around seventy-five minutes. In the fighting, only USS Essex suffered meaningful damage when a shot hit its boiler as the low trajectory of the Confederate fire played into the strength of the Union gunboats armor. Aftermath With the Union gunboats closing and his fire largely ineffective, Tilghman decided to surrender the fort. Due to the flooded nature of the fort, a boat from the fleet was able to row directly into the fort to take Tilghman to USS Cincinnati. A boost to Union morale, the capture of Fort Henry saw Grant capture 94 men. Confederate losses in the fighting numbered around 15 killed and 20 wounded. Union casualties totaled around 40, with the majority aboard USS Essex. The capture of the fort opened the Tennessee River to Union warships. Quickly taking advantage, Foote dispatched his three timberclads to raid upstream. Gathering his forces, Grant began moving his army the twelve miles to Fort Donelson on February 12. Over the next several days, Grant won the Battle of Fort Donelson and capturing over 12,000 Confederates. The twin defeats at Forts Henry and Donelson knocked a gaping hole in Johnstons defensive line and opened Tennessee to Union invasion. Large-scale fighting would resume in April when Johnston attacked Grant at the Battle of Shiloh.