4.2 Qualitative v. quantitative data Accountants do not, traditionally, deal with qualitative data, such as whether a customer was happy or sad, or whether it looked like it would rain when a customer bought an umbrella. Why do you think accountan 4.1 What's the difference? The distinction between data and information is very important in accounting. New accounting students often ask, ‘what is data?’ ‘How does it differ from information?’ ‘Are they the same thing?’ 3 What is an accountant? To return to basics, let’s take a few minutes to think about the role of an accountant, and the basic abilities and skills he/she needs to have. Use your word processor to write a short answer to each of thes 2 Accounting information systems A system can be defined as a group of elements that are formed and interact to achieve goals or objectives. You spend all your life with systems – your home, your work, your family, the school you attended. An organisation is a system in which a number of people work together to achieve particular objectives. Within each system there are smaller systems. The one everyone knows is the solar system. Within it, each of the planets is, itself, a system. Taking Earth, each country i 1 What is accounting about? Let's start with a question – we shall call questions ‘Activities’. For many of these activities you will need a pen and paper, or you can use the unit Forum, to note down your own ideas. Once you have completed the Activity you should return to the text, read the comments that follow the activity, and then think again about your answer. Change it, if you like. Once you are happy that you have understood the comments and that your own answer is alright, you should continue to read 5.2.1 Beyond the UK We have focused on crime in one society, in one period – the late twentieth-century UK. But crime is also becoming increasingly globalised. This is not simply to say that crime occurs throughout the world, which it certainly does. It is to highlight ways through which crime is becoming organised across borders. One example would be cross-border criminal gangs. The American-Italian Mafia is now in global competition with Eastern European and Russian Mafias who are in turn up against Ch 5.2 Where can we go from here? As this discussion has unfolded we have progressively shifted the focus from a description of crime, either through the common-sense story or through the detailing of statistical evidence, to competing explanations. But this is not the end of the story, well not quite. Crime is an important area of social scientific inquiry in its own right. But looking at crime has allowed us to connect with many other important topics which are of concern to all social scientists. 5.1 How did we get here? We began this unit by posing the question: what is a crime? Shouldn't we be finishing with a clear and unambiguous answer to this? Well we are sorry to disappoint you, if that is what you were expecting, but it doesn't look to us as if there is a simple, unambiguous answer. At the very least, according to Sections 1 and 2 of this chapter, there are: legal and normative definitions of crime; recorded and unrecorded crimes; the crimes we fear and the crimes that fascinate us; and stories of cri 4.7 Summary The social sciences have generated a range of explanations of criminal behaviour, running on a spectrum from overwhelmingly structural causes to overwhelmingly agency-driven causes. Structural explanations locate the causes of criminality in abnormal or deviant biologies, pathological or problem families and deviant sub-cultures. Agency-driven explanations, like rational choice theory, argue that crimes are an every-day exp 4.6 Agency explanations: rational choice theory The work of the Chicago School, despite the potential pitfalls of participant observation, does demonstrate that if you want to know why people commit crimes it makes sense to ask them. In his memoir of a criminal career in the early twentieth century entitled Jail Journey, Jim Phelan wrote: The robber is a tradesman who, from economics or other motivation, chooses a trade with greater rewards and dangers th 4.5 Structural explanations III: cultures An early and influential body of research by the Chicago School of sociology explained criminal behaviour in terms of cultural structures. The school studied American male juvenile delinquents – or young offenders – in inter-war American cities (Shaw and McKay, 1969). Here we use the term culture to describe the web of meanings and values that individuals live their life within. (Recall from Section 1.1 how important every-day norms and conventions were in defining the meaning of c 4.4 Structural explanations II: families Our second example of structural explanations of criminal behaviour takes a different starting point. It looks at pathological or problem families and the transmission of criminal careers within them. This work is most closely associated with the social-psychological research of David Farrington (1994). Farrington's argument has two core components. First, he argues that criminal offending is part of a larger syndrome of anti-social behaviour. A syndrome is a medica 4.3 Structural explanations I: biology There is a long and uneven tradition of claims that the origins of crime and deviance are biological. In the nineteenth century it was claimed, for example, that brain sizes and skull shapes could explain criminal behaviour. This kind of crude biological determinism has long been discredited, but it gave way to a more subtle and notionally scientific model of genetic determinism. In the early twentieth century advocates of eugenics claimed to have created the science of improving What Will A Companionable Computational Agent Be Like? (Lovelace Lecture 2010) 8.1 Balanced argument 8 Analysis, argument and critical thinking 4.9 The main body of your presentation: a summary 7.2 Reorganizing notes The technique of re-reading completed notes and supplementing them with comments and queries is a useful way of processing ideas. Another way of processing ideas is to reorganize notes around a set of questions or thematic headings. This is particularly useful for those notes that you will be drawing upon for planning and writing assignments. They can be reworked and key concepts and ideas can thus be applied to different types of questions and issues. The Morning After: 11/3/2010 Rev. James Kubicki, S.J. on The Difference Network at Marquette University
Activity 9
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Yorick Wilks explores the state of the art in modelling realistic conversation with computers over the last 40 years, and asks what we would want in a conversational agent (or 'Companion') designed for a long-term relationship with a user. This lecture begins by looking at the state of the art in modelling realistic conversation with computers over the last 40 years. Yorick Wilks argues that there has been real progress, even though some systems of the late 1960s were remarkably good, a fact lar
Diagrams, mind-maps, tables, graphs, time lines, flow charts, sequence diagrams, decision trees: all can be used to organise thought. This unit will introduce you to a variety of thinking skills. Asking and answering questions is at the heart of high-quality thinking. Questions naturally arise from the desire to know and learn about things and may be the starting point for a journey of understanding.
Diagrams, mind-maps, tables, graphs, time lines, flow charts, sequence diagrams, decision trees: all can be used to organise thought. This unit will introduce you to a variety of thinking skills. Asking and answering questions is at the heart of high-quality thinking. Questions naturally arise from the desire to know and learn about things and may be the starting point for a journey of understanding.
Effective communication is the key to a successful presentation. This unit will provide you with a systematic approach to develop the necessary skills. It is important to understand that effective presentation skills can be practised and learned. It is the content of your presentation, and the simple delivery of clear and reasoned arguments, which will help you to achieve your objectives.
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Rev. James Kubicki, S.J. discussed the power of prayer in working for social justice and the importance of acting in accordance with the social justice issue for which one prays.
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