Castration as a punishment Essay Example | Topics and Well Written Essays - 500 words

Castration as a punishment - Essay Example Castration is a method of punishment that involves the authorities chopping off the private parts of the offender. Various debates have existed on whether this method of punishment is fair and it is appropriate to go through several facts that show why it ought to continue. Many people have argued that this method of punishment is not fair for it involves messing with the body parts of a human being. This argument does not have much support for going through the areas that have passed this law; they pass it for it assists in punishing criminals who engage in uncouth activities such as rape (Goldin, 2013). When carrying out rape, the criminals get to mess with the private parts of innocent individuals and thus the reason why it is fair for the authorities to carry out the same type of punishment on the person. Another argument that can be used to show the fact that these people ought to be castrated is the issue of repeat offenders. Many cases exist where the person who carried out the raping crime carries out the same mistake again (Becker, 2012). After being caught and imprisoned for the first time, these people have the ability to feel as if they did not deserve the punishment and as a sign of rebellion may rape again. This matter has existed for a very long time. However, if a person is castrated after carrying out the crime for the first time, then there is no chance that he can carry out the crime again. Castration ought to be a sentencing option to the judges and this ids for the fact that when a person is sentenced to punishment of castration, he goes through much pain and suffering that may be effective enough to act as a warning to other people that may have had similar intentions. Moreover, this method of sentencing ensures that the offender does not carry out the crime again even after the release (Tracy, 2013). There are different cases that have come up over the

Legacy Fighter Aircraft Upgrades and New Stealth Fighters Research Paper

Legacy Fighter Aircraft Upgrades and New Stealth Fighters - Research Paper Example 563; Collier & Ankle, 2002, p. 13). While terror seemed to be seeped within regional efforts supported by allied forces to weaken the perceived enemies, however, there is perceived military imbalance in strategic geographic region where US military’s power seemed bit nil, if not weak, but is nonetheless complemented with diplomatic relations, such as those security threat cases posed by China and of North Korea in Asia. The odds of denuclearization efforts and hazy economic-political climate within the region as well as the sustaining movements in the Arab countries remained both a threat and opportunity for the US forces to rethink about the need to upgrade the capacities for warfare (Collier & Hoeffler, 2006, p. 89; Deger & Sen, 1983, p. 67; Harbom & Wallensteen, 2007, p. 623; Reynal-Querol, 2005, pp. 445) In the last decade, US forces have been focused in combating terror groups in Iraq, Libya, Afghanistan, and in working with reformists’ organization within the Arab region with hope to change the system and make it more liberal in its trading relation. However, amid these challenging turn of events, there are also intrinsic realities posed by Pentagon about the need of the military aviation forces to scale up its defence or operational system, such as upgrading of its its USAF fighter platforms from F-22 to new F-35s, as well as by upgrading the aerodynamics or aircraft systems. In this project, the researcher will determine the (a) prices of the F-35s and the cost of upgrading its aerodynamic systems, (b) the capacity of the US government and military agency to allocate budget for these projects, and (c) the consideration of the legislators on the fiscal requirements for this upgrade. Data Collection This is a qualitative research that will investigate the requirement in upgrading the military aviation forces of US and to hopefully embark comparative details of these matters with consideration of the current deliberation of the needs and cost analysis of the upgrade. Qualitative study will rely in primary and secondary sources that can be lifted from interviews, reports, publications, magazines and online information. The study will help elucidate the prospect and consequence of plan to upgrade the military aviation system. Data gathered will be reviewed, collated and evaluated to arrive at a reasonable conclusion that may (or may not) aid the decision-making of the legislations and authorities in Pentagon. The researchers evaluate the information based on historical records, plans of the DoD, and budget schedules as well as its estimates (GAO, 2012). Test reports were also considered including the risk information of the new capabilities (GAO, 2012). Data Analysis Last month, July of 2013, the Department of Defence of the United Sates announced of forging an agreement to purchase 71 F-35 fighter jets from Lockheed Martin at a lower cost of 4% less than the original prices for stealth and radar evading fighter jets but discounts will only be for 36 units and another 8% less for the remaining 35 units (Drew, 2013). Reports mentioned that the cost, including the ancillary facilities, are pegged at $7 billion per unit thus, state authorities require the reduction of the cost while other cost analysts outside the government batted that the cost would be rising still. The high costs and the anent problems associated in the acquisition have also discouraged other Pentagon officials and thought of scrapping

Academic Cultur in the movie Essay Example | Topics and Well Written Essays - 250 words

Academic Cultur in the movie - Essay Example Then, there is the point when Mike and Sulley are failed in the final exam by the Dean who claims that Sulley is not serious in his studies, and Mike does not have the qualities of a scarer. The aspects of academic integrity in the movie are shown when a team is disqualified after it violates rules in the Scare Games. This enables the Oozma Kappa team, of which Mike and Sulley are members, to advance despite having finished last in that particular round of the challenge. The academic culture at Monsters University is synonymous to universities today since students are expected to take their studies seriously in order to earn their grades. Integrity is also a serious issue because just like a team was disqualified after violating rules, students in universities today are penalised for cheating in exams. Further, in universities today, students join fraternities that supplement their major

Britain and the League of Nations Before WWII

Britain and the League of Nations Before WWII Why Was Britain So Ill-Prepared for War in 1939? Consequences of WWI The representatives of the states that met at Versailles in the first half of 1919 were confronted by a world in deep turmoil. The war was over but it appeared that a significant threat still remained in the form of the rapid spread of bolshevism. Right wing governments were springing up in Eastern Europe, and the victors of the war were worried.[1] A reaction to this, and as something of a punishment to Germany, was the redrawing of borders throughout Central and Eastern Europe. Huge swathes of various nations ware effectively removed and annexed by a neighbouring state. Germany’s eastern frontier, for example, was moved far to the west of its previous position, removing part of Silicia, West Prussia and Posses from German control and given to neighbouring states. Germany was not the only state to suffer, however, Russia lost vast areas of land in the west and Finland, Latvia, Estonia and Lithuania became independent states.[2] This realignment of Europe was widely unpopular and provided some of the seeds for future conflict, it was only achievable through the new instrument if international diplomacy, the League of Nations. The mandate of this new league was to maintain peace in Europe. Refusal to abide by the dictates of the league would result in economic or military sanctions; the main problem was that the league did not directly command any troops and its actions required the unanimous consent of all members. Great Britain, after the deprivations of the First World War, seemed little interested in getting too heavily involved in the affairs of its European allies and hoped the League would essentially remove that responsibility. Britain showed such revulsion at the prospect of another (or further) was that in 1919 Winston Churchill, former First Lord of the Admiralty, persuaded the British government to adopt a rule whereby â€Å"for the purpose of framing the (defence) estimates, (it should be assumed) that at any given date there will be no major war for 10 years.†[3] This so called ten year rule was officially renewed every year until 1932, and even then Britain took now significant steps towards rearmament until 1937. This ten year rule meant that if war was to break out in Europe again, Britain was certain to be caught unprepared. Hitler Adolf Hitler came to power in Germany in 1933 on the back of deep resentment of the treatment of Germany by the western allies at the end of the First World War. In 1934 he had been shown a demonstration of the potential of the new tank arm that was being developed in secret by Guderian,[4] and by the following year three panzer divisions were under construction.[5] By 1935 his power base was strong enough for him to renounce the clauses of the treaty of Versailles that limited the German army to 100,000 men; he reintroduced conscription and decreed the creation of the Luftwaffe, banned by Versailles.[6] By 1936 Hitler has negotiates a treaty with Britain that allowed him to build U-boats and he sent troops to unilaterally occupy the demilitarised Rhineland. In 1937 the new German army had 37 infantry divisions and three panzer divisions, in comparison to the seven allowed by Versailles, a total strength of three million men, the following year saw the strength of the newly formed Lu ftwaffe at 3350 (zero in 1932).[7] While obvious rearmament was underway in Germany, and the French were building the Maginot line (clearly expecting and preparing for ‘static’ trench warfare) along the border with Germany, the British steadfastly refused to re-arm, believing in the principle of the ten year rule. The economic situation in Great Britain was poor after WWI, unemployment was high and the economy generally was performing very poorly indeed. This situation was not at all aided by the great depression that developed with stunning rapidity in the United States. This can be juxtaposed with the booming German economy where unemployment had fallen from five and a half million to less than one million under Hitler,[8] it is perhaps not too surprising that Britain felt ill equipped financially or perhaps emotionally after the deprivations of trench warfare) to rearm or resist German expansion until it was too late. Failure of the League of Nations The great hope of the British (and to a very large extent of the other western powers) was that any potential for future conflict in Europe would be obviated by the League of Nations; this was its very reason for existing in the first place. A series of devastating setbacks for the League essentially exposed its impotence. Mussolini’s invasion of Abasynnia in 1935 (a member of the league), was met with economic sanctions at the behest of the British, but this only drove the Italians into Hitler’s arms (a long time admirer of Mussolini). The next crisis for, and failure of, the League came the following year: misrule in Spain led to an uprising by General Franco. The government were supported by Russian troops and Franco by Italians. Taking this opportunity Hitler entered into an anti-communist treaty with the government of Japan, and as it became apparent that Franco was winning the civil war, and while the attentions of the world were elsewhere, he annexed Austria;[9] two weeks later the Sudetenland. This series of seriously mishandled crises demonstrated that the League of Nations was totally ill equipped to perform a peace keeping role in Europe and it disintegrated. Britain’s (and Churchill’s faith in the League and the ten year plan had been seriously flawed). Britain Re-arms – Treasury Resists The main consequence for the British and the French of the events of 1935-6 was a sudden realisation that rearmament was required, and quickly. The situations in Abasynnia, Spain and Germany clearly demonstrated the, at best, inability, and at worst incompetence of the League of Nations. The only possible conclusion for the British by the mid 1930’s was that the only way to deter aggression, and future war, was with a significant military presence. Baldwin had been elected to office in Britain the back of a promise to rearm. British public opinion, then, was in favour of rearmament, but political leaders remained strangely opposed. By 1936 the military budget was increased to  £136 million, but this was still only half of that of Germany, and they newly created post of Minister of Public Defence was given to the weak Sir Thomas Inskip rather than someone like Churchill.[10] This new post had been described simply as a â€Å"treasury break on the demands of the service†,[11] which is to say a means of keeping down military expenditure. As Chancellor of the Exchequer, Chamberlain firmly believed that the economy was the fourth branch of the armed services. He believed that economic stability was of prime importance and that it could not be put at risk in order to rearm the country. He believed that economic strength would act as a deterrent to any potential enemy and that financial strength could enable the nation to purchase any military equipment it may need as and when required, thus permanent rearmament was not deemed a priority.[12] Chamberlain in fact argued that the economy simply could not bear the strain of rearmament. His military logic was seriously and obviously flawed, be argued that id Germany made war in the east, this was simply too far away for the British to do anything about it, and if the invaded France or the Low Countries, the British would not be able to react fast enough, therefore a large standing army was not necessary.[13] There were also serious strategic discussions in Britain at the time; should rearmament be based on land forces or on the navy and air force. Some believed in the magical power of the newly developing air forces. General John Burnett-Stuart[14] argued that an appropriately large and well equipped air force could far better perform the role of the expeditionary force in protecting the Low Countries and indeed in winning a war with far less risk of loss of life.[15] Britain, then, was in serious disarray as to what strategy to pursue, and was not given the financial backing to pursue any strategy fully. Strategy Blitzkrieg The question may presuppose that Britain was ill prepared in simply practical terms, be they military or economic, but there is far more to the question that this. Britain, and indeed every one else in the world, was seriously ill prepared for war in 1939 in terms of strategic thinking as well. It has often been noted that large wars begin with the strategy of the last major war; this was not the case in World War II. World War I had effectively began with Napoleonic tactics that developed into static, and devastating, trench warfare. The building of the Maginot line by the French is a strong indication that a future was (i.e. WWII) would again be a static war in the mould of trench warfare.[16] The Germans, however, had other ideas. Heinz Guderian had fought in WWI and seen the stupidity of trench warfare, and the potential of the tank if properly utilised. During the inter war years he developed a strategy of mobile warfare,[17] later to become infamously known as blitzkrieg,[18] lightening war. He came to believe, and persuaded Hitler of the same, (as noted briefly above) that the panzer, utilised in massed formations, could act as a hammer and smash a hole through the enemies’ defensive line. Following this initial action (to be preceded by artillery bombardments and air strikes) the fast moving panzer divisions,[19] along with mechanised infantry units,[20] could stream through this gap in the line and drive quickly deep into enemy territory, seriously disrupting their lines of communication and supply. These units could then be used to encircle slow moving (or static) enemy infantry. Conclusion This new strategy, new philosophy, was the second strand to Britain’s unpreparedness (and indeed everyone else’s too). For one of the few times in history, Germany entered the war with an entirely new philosophy, one for which their entire armed forced had been forged and developed to utilise with devastating effect. The British, French, Russians etc. were utterly unprepared for an offensive of the scale that Hitler launched, or for the tactics that were being employed. In every campaign, highlighted spectacularly in Poland, the Low Countries and France, the Wehrmacht were capable of moving far faster than the allies could counter. I have tried to argue throughout this brief essay that Britain was not the only nation to be ill prepared for war with Germany in 1939. The lack of preparation was partly due to poorly placed faith in the League of Nations and in the ten year plan, but also on an unwillingness to properly invest in the armed forces until it was too late to deter war. The allies were also utterly unprepared for the new kind of warfare brought by the Germans and it is this final point that leads to the conclusion that even if funding had been available and rearmament had taken place much earlier, would it have made a difference given the vastly superior strategy and technology employed by the Wehrmacht. Bibliography C. Barnett (ed.), Hitler’s Generals (London 1989) J. F. C. Fuller, Decisive Battles of the Western World and their Influence Upon History: vol III (London 1956) H. Guderian, Achtung-Panzer (Berlin 1937) D. Kagan, On the Origins of War (London 1995) J. Keegan, A History of Warfare (London 1993) K. Macksey, Guderian: Panzer General (London 1975) C. Messenger, The Art of Blitzkrieg (London 1976) A. J. P. Taylor, English History: 1914-1945 (Oxford 1965) Footnotes [1] Kagan, 1995, 285. [2] Kagan, 1995, 287. [3] Keegan, 1993, 366. [4] More on Guderian later. [5] Barnett, 1989, 444-5 [6] Keegan, 1993, 367. [7] Keegan, 1993, 368. [8] Fuller, 1956, 369. [9] Fuller, 1956, 371. [10] Kagan, 1995, 367. [11] Taylor, 1965, 390. [12] Kagan, 1995, 370-1. [13] Kagan, 1995, 371. [14] Kagan, 1995, 3. [15] This is an idea that seems somewhat ahead of its time, the first time this occurred (an air force essentially winning a war) was the first Gulf War of 1991. [16] Guderian, 1937, 36-38. [17] Macksay, 1965, 57-79. [18] Messenger, 1976. [19] Guderian, 1937, 167-170. [20] Guderian, 1937, 171-173.

Odyssey Essay -- essays research papers

The Odyssey is an epic composed by Homer, an early Greek storyteller. This epic was the basis for Greek and Roman education. Epics are long poems marked by adventure. The main character in an epic is an epic hero. The epic hero is a figure of great stature and may be a character from history or legend. Epic heroes’ most remarkable traits are usually the ones most valued by the society from which the epic came. The main character in this epic is Odysseus. Odysseus is on a quest to find his home after a war. Odysseus is an epic hero. An epic hero exhibits great leadership qualities. One of these qualities is having aplomb in critical times. This is exemplified when Odysseus is trapped in the cave of the Cyclops, a giant one-eyed monster. The Cyclops puts a stone unmovable by Odysseus and his men in front of the entrance to the cave. While most men would have lost their composure, Odysseus remains calm and rational. He thinks of a brilliant way to escape the cave of the Cyclops in a time of tension. Odysseus, referring to an olive tree, says: â€Å"I hewed it again to make a stake with a pointed end.† He carves an olive tree into a stake as a weapon against the Cyclops. This also demonstrates Odysseus’ resourcefulness, which is another leadership quality. Odysseus comes up with a way to escape the cave with very little available. He hides under the bellies of sheep from the Cyclops as they leave to escape the cave. Odysseus’ resourcefulness helps him escape from the giant Cycl...

Impact of Social Class on Australians’ Life Chances Essay

Sociologists will define class as categories in the society which are based on income, status, or the way they are viewed by the society. A Marxist analysis on the other hand features on the level of influence an individual has on the means of production. Matthews (2007) further defines a capitalist class which he says that it is the class that owns and controls most of the productive capital in the society. He says that in Australia, this class amounted to 5 % of the entire population in the year 1998. Theories have been developed about class that has resulted to numerous and conflicting ideas and researchers had to shift from using class as a theoretical framework for research. The dismissal of class analysis of various societal institutions as dogmatic, and ideological led McLaren & Farahmandpur to state that â€Å"matters of class power are sanitized and its powerful effects on the life chances of working-class students is denuded or made invisible,† (Pearce, Down & Moore 2008, para. 2). In Australia, about two thirds of the population is in the working class. These are people whose only productive asset is the ability to work. They sell their labour power to their employers who can range from the state, individual capitalists among others, in order to receive a wage which will enable them make ends meet. Another popular class is the middle class which can be said to be composed of individuals who own small businesses. They rely on their own labour power to produce output. They are however being driven away and into bankruptcy by large capital firms. There still exists the ruling class; they carry more social weight and power than the rest of the citizens. They have a direct influence on economic policies being developed in the nation. They support politicians and government, politically and financially. The state can also be categorized in this class as it is responsible for making and implementation of the law (Matthews 2007). Impact to Education There exists inequality in the access of university education, underachievement in education correlates negatively with the social class. Children from low-income families have limited access to educational resources. Their parents rarely get enough time to help them with their day to day challenges at school as they are so much occupied in their work places. They work even over time in order to sustain their families. Some parents in the working class lack education and therefore they would be of little help to help their children in doing their homework, they would also not be in a position to afford employing tutors and this affects their children’s education (Taylor & Fraser 2003). Expectations on the working-class students are that they should conform to the middle-class. They thus seek to achieve this status and power mostly not for their own gain but in order to improve the life chances of others in the similar background. They are more focused in giving back to the community in which they originated rather than seeking their improvement in form of class status. A strong sense of solidarity is evident in these students as they have an increased desire to use their qualifications and professional status to achieve a better life for themselves and others who are like them. They have a passion to bridge the gap between the two classes which they believe that a lot has still to be done as the inequality gap is too large (Lins-Dyer & Nucci 2007). The discriminatory education system has unquantifiable damages that are done to individuals and the society at large. People have been left behind in the system, others have been discouraged while yet a quite good proportion has been excluded from the system. It would not be unrealistic to claim that social and economic damage is being done through educational discrimination. When â€Å"Professor Janet McCalman analysed the places where those in the Australian who’s who 1988 went to school,† it was clear that these leaders in business professions and politics went to the older private schools (Moorhouse 2010, p. 1). McGregor (1997), views being in the working-class as being equal to being underprivileged, he asserts that people in this class earn and own less, their access to life privileges is minimal as they have poorer education and other goods from the society. In general, the opportunity that they have for good life is such minimal that with a very small degree of error, we can claim that equal opportunity does not exist in Australia. Impact to Health It is no wonder that health outcomes really vary with the social class. The characteristics of different social classes can be depicted by a view on Morbidity and mortality rates. The lower class shows a greater array of lower mortality rates and greater health problems (Greig, Lewins & White, 2003). These differences are very clear and distinct at birth and throughout the human life cycle. Henry (2001) identifies domains in which health disparity issues differ by the social class. They include psychological domain which contains norms habits, and behavioural intentions. The other is listed as behavioural constraints which include economic resources and situational effects. Physical influences that include physiological stress, genetic dispositions and environmental conditions Behavioural constraints involve barriers that prevent one from engaging in health promoting behaviour. These inhibitors are listed by Henry (2001) as economic resources and situation constraints. Economic resources inhibitors are financial limitations that prevent individuals from obtaining health facilities goods, while situational constraints are factors that limit the access to these health facilities. They range from lack of adequate health facilities in the community, poor transportation or lack of proper time management in the utility of such services. Physical influences on the other hand are the conditions which impact physiological health directly. He groups them into environmental conditions, physiological stress and genetics A decline in the health is observed as one move down the classes. The middle class  Public awareness and educational programs can be developed to ensure that health equality is maintained. Social class has taken a critical point in the studies of health, the coronary heart disease for instance had been considered as a disease for the upper class. On the other hand, the lower class (working-class) have been found to have prevalent lower life expectancy, higher mortality rates and increased mental disorders. Inequality in income brings about psychosocial stress which is a factor that increases the mortality rate; it has become apparent that mental illness prevalence has been found among the working class. A direct relationship has been identified to exist between poverty and increase in emotional disturbance. This has led to an increase of psychiatric disorders, drug and alcohol dependence on the working class (Murali & Oyebode 2004). According to The Demography of Medical Schools, 59% of applicants in medical school usually come from high social classes. This makes us suspect that a discriminatory rule is being used in the medical institutions. However, admissions procedures in these schools seem to favour certain social classes in comparison to others. Requirements such as previous experience in a hospital are being considered for some medical school administration. This curtails the number of students enrolling to such schools as it proves cumbersome to attain such qualifications for most people in the working class. The access to opportunities has been limited for many students and this explains the reason why such patterns of students’ enrolment are being reflected (The Medical News 2004). The nature of the working class has really changed in Australia with over 65% of the work force being employed in the white-collar jobs. In fact if by defining the working-class as those who have not attended university education, then it can be said that Australia has graduated to the middle-class. It is surprising to note that the vast majority of white-collar jobs holders are part of the working-class. They have less control of their work which is even lower than that of blue-collar workers, consequently implying lower wages (Castles 1994). It is very clear that in Australia class has direct consequences on lifestyle. It affects the access to education and status attainment. A child raised in middle-class is more likely to end up in this middle class and the trend would be similar for a child raised in the middle-class. As we move up the social class, we are able to meet better health, education and other social facilities, which are transmitted to children. The trend thus seems to be perpetuated to future generations. A research conducted by Taylor and Fraser (2003) indicates the existence of a gap between children living in the different classes. The working class end up having stress in Parents relationships as they are unable to provide impeccable opportunities for their children. Children have in fact confessed that class is a factor that lead to social seclusion in academic life, and a contributing factor for educational disadvantage. Life’s chances are in this case affected by the mere fact that one belongs to a certain class that is either favoured or not by circumstances that prevail in the society. In Australia the government together with other institutions should be concerned and implement policies that would narrow the gap that exist between the various social classes. Such policies should focus on issues of adequate family income which will ensure that families have adequate resources to cater for the needs of their children and provide adequate opportunities for them, the welfare of workers should also be taken care of to ensure that each worker gets adequate time to attend to the family needs. In the school setting, policies should be developed to ensure that educational disadvantage has been reduced, and the cost of public education to be maintained as low as possible, to offer equal opportunities for children in all classes.  Affordable assistance should be accorded to specific children with learning difficulties in order to enhance excellence at all levels (Taylor & Fraser 2003). Conclusion In conclusion it is very clear that Australia is faced with inequalities and other factors that enhance or inhibit opportunities that are available to children growing in this nation. There exists a challenge which should be looked at by all the policy makers in private and public enterprises, in order to ensure that the life chances of the children are not affected unfairly by the mere fact of belonging to a certain class.

Computer programm essay Essay

Computers have brought about a revolution across all industries. They have changed the face of society. They are no longer specialized tools to be used by specially trained people. They are ubiquitous and used in almost every sphere of life. Computers are the best means for storage and management of data, they can serve as huge knowledge bases and can be harnessed for all sorts of financial transactions owing to their processing power and storage capacities. As computers are a daily utility, they have gained immense importance in day-to-day life. Their increasing utility has made computer education the need of the day. By computer education, we mean, gaining the know-how of the basic concepts related to a computer and gaining the basic knowledge of computer operation. Knowing about the basic components of a computer, the basic concepts behind the use of computers and the know-how of some of the elementary computer applications constitutes computer education. Learning about the computer basics followed by a practical experience of using a computer is the key to computer education. As computers are widely used today, acquiring computer education is the need of the day. Computers are not only storage devices and processing units, but also are excellent communication media. They are the means to access the Internet and get connected to the world. They are also an effective audio-visual media. Computers can be used to access a vast knowledge base and search for information archives over the Internet. Only computer education can facilitate the use of computers for purposes of communication and entertainment. Computer knowledge coupled with certain other job skills increases one’s chances of getting a job. Those with knowledge of computers are considered trainable for many kinds of jobs. As most of the jobs involve the use of computers, computer education is an eligibility criterion for almost all the modern-day jobs. Higher education involving network administration, hardware maintenance or software skills open doors for brighter job opportunities. Computer education helps one manage one’s own business assets and personal  finances. Computers serve as efficient means for management of information. Personal financial assets, medical records and important documents can be stored in an electronic format in a computer system. Today, banking transactions and payments of bills can be done over the Internet. Similarly, online shopping is becoming widely popular. To be in the race, it is very important to take computer education. The word processing applications of a computer serve as an effective means of documentation. The database management software that are a part of computer systems serve as the means of managing large amounts of data. The networking capabilities of a computer facilitate connecting to the Internet to reach out to the world. Gaming applications and media players are some of the popular computer software, which are popularly used across the world. Computers, which have such a wide variety of applications, are indeed ruling society. To keep up the pace in this fast life of today, computer education is extremely important. Computers are an integral part of life and so is computer education! Read more at Buzzle: http://www.buzzle.com/articles/importance-of-computer-education.html