Fair Value Accounting Essay

Topic: To what extent is â€Å"Fair Value Accounting† an effective method in measuring the values of financial instruments in financial statement? In recent years, the breakout of global financial crisis has raised controversial debates about whether or not fair value accounting (FVA) is an effective method in measuring the values of financial instruments (Laux & Leuz, 2009). As two main accounting standards around the world, both International Financial Reporting Standards (IFRS) and US Financial Accounting Standards (FAS) have adopted FVA as an accounting method to judge the values of some financial instruments (Mala and Chand, 2011). This essay will argue that although FVA can provide timely and transparent price information to the users of accounting information in some cases, there are potential problems of FVA in measuring the values of financial instruments on account of unreliable evaluation models, biased prices in inefficient markets and a negative price contagion effect. There are three main parts in this essay. Firstly, it will give the definition of FVA and then it will analyze why the effectiveness of FVA may be limited from three aspects, namely unreliable evaluation models, biased prices in inefficient markets and a negative price contagion effect. At last, it will consider the pros of FVA regarding the timely and transparent information it provides in some cases and analyze the pros. According to Financial Accounting Standards 157, fair value accounting can be defined as â€Å"an accounting method to measure the values of assets and liabilities based on the price that would be received to sell an asset or paid to transfer a liability in an orderly transaction between market participants at the measurement date†. That is to say, FVA relies on the actual market prices of the financial instruments and records the exact market prices on the financial statements. In fact, FVA replaces historical cost accounting (HCA) with the development of accounting standards (Boyer, 2007). Compared with FVA, historical cost accounting can be described as an accounting measurement of values based on the original or historical cost when the company got the assets or liabilities. For example, a company bought a stock for 50 pounds last year. In this year, the price of the stock increases to 100 pounds. Under FVA, the company should record the value of  the stock at 100 pounds this year while 50 pounds will be recognized under HCA. As the replaced FVA has been regarding as accelerating the global financial crisis, it draws a lot of attention in respect of its potential weaknesses in the accounting field. Firstly, the model to estimate fair values of financial instruments in illiquid markets seems to have insufficient reliability (Laux & Leuz 2009 and Mala Chand 2011). If the markets for the identical or similar financial instruments whose values need to be evaluated are active, the available prices can be used to evaluate the fair values of them (Laux & Leuz 2009). However, if the markets do not exist, which means the the markets are inactive or illiquid, the fair evaluation model is needed to estimate the fair value of the financial instruments (Ball 2006). Specifically speaking, the model to evaluate fair values of financial instruments rely on the future cash flow of the financial instruments and borrowing rate of the company. The future cash flow can be described as the future cash inflow (income) and outflow (expense) brought by the financial instruments whilst the borrowing rate of a company can be considered as the cost of capital which can be invested in other investments rather than the financial instruments. The users of the evaluation model should firstly predict the future cash flow of the financial instruments and then use the borrowing rate of the company to calculate the present fair values. Ljiri (2005) states that using model to estimate the values of financial instruments provides significant discretionary power to the users and gives uncertainty, which may influence the objectivity of the valuation of financial instruments. Indeed, the same financial instrument could be evaluated differently on account of different estimation of future cash flows and distinct borrowing rate. Because the users of the evaluation model have the power to forecast the future cash flow, different users may have distinct estimations of the same financial instrument based on their perspectives of its future profitability. In addition, different companies may have different borrowing rates due to distinct industries involved. Thus, the above two uncertain factors affects the objectivity of the fair evaluation of the financial instruments, which limits the reliability of the evaluation model. Secondly, the inefficient markets could distort prices, which has a negative effect on the basis of FVA (Laux & Leuz 2009). An inefficient market can be defined as a market in which the prices of financial instruments can not be measured accurately due to the inefficient information it provides (Aboody et. al 2002). Additionally, Lim and Brooks (2010) review the empirical literature about the evolution of market efficiency over time and find that the market cannot be always efficient and market inefficiency can be easily caused by investor irrationality and liquidity problems. That is to say, the market prices of financial instruments could be distorted by biased behaviors of investors, such as overconfidence or overreaction to a stock, and liquidity problems, such as illiquid market for a long-term bond. What’s more, the distorted prices can not reflect the real values of financial instruments, which makes FVA lose the reliable basis to measure the fair value of financial instruments. Therefore, the biased prices in the inefficient markets tend to the appropriateness of fair evaluation of financial instruments. Thirdly, Laux and Leuz (2009) argues that FVA could enforce negative price contagion in the financial markets, which has been considered as the main cause of rapid spread of global financial crisis. It is argued that FVA has stimulated the financial crisis in a vicious spiral and leading to the spread and depth of the financial crisis (Begtsoon 2011, Allen and Carletti 2007, Appelbaum 2009 and Jones 2009). To be specific, after financial crisis broke out, the liquidity of financial instruments’ markets dried up, which means very few trades of the financial instruments existed in the markets (Begtsoon 2011). As a result, the market pricing mechanism became dysfunctional because the prices should be evaluated from very few trades, which resulted in low prices of financial instruments (ibid). In turn, the low prices put pressure on the financial statements of some financial institutions in terms of assets depreciation under FVA (Allen & Carletti 2008). In order to keep capital requirements, the financial institutions had no choice but to sell assets at low prices, which led to lower prices of financial instruments in the markets and stimulated further assets depreciation on other financial instruments’ financial statements under FVA  (Plantin et al. 2008a). To sum up, the prices in the market could negatively influence the evaluation of financial instruments under FVA and at the same time, the evaluation of financial instruments under FVA could have a further negative effect on the market prices, which forms a vicious circle that can speed up the price contagion and fluctuations. Nevertheless, supporters of FVA believe that FVA can provide transparent and timely information for the users of accounting information (Brown 2008). As Hughes (2009) says, the function of FVA is â€Å"like that of the thermometer-it mirrors reality, it does not create it†. Since FVA can reflect what is happening in the market on the financial statements immediately, it allows the information users to get easy access to the most timely and transparent market information. In addition, Hinks (2009) argues that the useful information provided by FVA allows the investors and regulators to approach to the up-to-date position of financial institutions and encourage them to make corrective decisions. Indeed, it cannot be denied that FVA can provide prompt and transparent price information in some cases. However, it is not always the case which contributes FVA to an effective measurement to value financial instruments. First of all, in an illiquid or inefficient market for some financial instruments, even if FVA could provide timely price information of the financial instruments, the timely information provided is unreliable, which leads to the uselessness of the timely and transparent information provided by FVA. Secondly, even though the financial instruments have an active or efficient market, FVA cannot result in increased transparency of information in financial statements as expected (Krumwiede 2008). Thirdly, under FVA, timely price information would lead to volatility of financial statements (Barth 2004). The continuous volatility of financial statements causes confusion for the users of accounting information and raises the company’s cost to keep accounts. Hence, although FVA could offer some timely and transparent information to the users, these information limits to some extent because of unreliable information, limited transparency and volatility of financial statements. In conclusion, this essay has discussed three aspects limiting the effectiveness of FVA to measure the values of financial instruments, including evaluation model, inefficient markets and price contagion effect. In addition, it also considers the pros of FVA in terms of timely and transparent information provided in some cases. It can be concluded that even though up-to-date and transparent information could be provided by FVA occasionally, the effectiveness of FVA to measure the values of financial instruments has been limited due to the unreliable evaluation model, distorted prices in inefficient markets and a negative price contagion effect. Because of word limit, this essay cannot cover the detailed application of FVA to specific kind of financial instrument. However, the above discussion can clearly show that FVA has some general problems in measuring the values of financial instruments. Based on above analysis, it can be suggested that the problematic aspects of FVA could be improved or revised by providing more clear explanation and more specific regulations by the constitutors of accounting standards and for some specific financial instruments with illiquid or inefficient markets, it is better to use some other methods to measure their values.

In What Ways Does Euripides Explore Issues Of Race, Gender And Class?

* What do you think Euripides' views are on this issue * Would an Athenian audience agree with him? Euripides explores these fields mainly by putting forward the character of Medea. In other words, the treatment of her character in the play mainly by the other members of the society which she finds herself defines the listed issues above – race, gender and class. Euripides presents the theme of race mainly through the character of Medea. On our first acquaintance, Medea particularly points out the fact that she is a â€Å"foreign woman coming among new laws†. This makes evident where she stands in the society, as foreigners are regarded as inferior to the real Greeks. By this, Euripides presents a form of racism eminent in the life of the ancient Greeks. Also, Medea's race was believed to be barbaric or sub-human which also contributes to the reason why her character is diminished. Jason refers to her roots as a â€Å"barbaric homeland' which suggests a feeling of superiority. Another aspect in which Euripides explores the theme of race is through the supremacy of the Greeks, which makes evident the predominance of their race in the ancient times. This is exemplified by the reference to Jason's journey to the Colchis in Medea's speech, where he steals the Golden Fleece. This presents the greed and political oppression of the Greeks, which are obvious elements of racism and colonialism. This is similar to the tradition of the powerful nations of the world in the recent centuries. Through this, a satirical tone runs throughout the play, as Euripides is able to recreate the superior and dominating nature of a very powerful foreigner living in the Greek community. In my opinion, I think the Greeks would have disliked Medea due to the fact that she has a history of insubordinate behaviour, thereby standing against their very Greek norms and beliefs. Also, the relationship between Aegeus and Medea also echo the treatment of foreigners in Ancient Greece. He tells Medea that he â€Å"does not intend to take her away with him to Corinth†. This makes evident the political view regarding the banishment of foreigners. As she is exiled from one domain of Greece, she has to be snuck into another region, which portrays the unfairness of the society, brought about by the mere issue of race. Euripides presents the theme of gender as one of the most dominating and important themes which run through out the play. This is because Medea acts contrary to the perceived way by which women are to expected to behave. By this I mean to be loyal to their husbands, even if it means suppressing their views on both moral and political issues that affect them. Medea is described as a ‘wide bull' by the nurse. This simile makes us aware of her viciousness. It is important that I not that the use of the word, ‘bull† symbolizes her likeness to men rather than what is expected of a woman in the Greek context Medea is also characterized with great cleverness and wit, though she is a woman. She is able to manipulate all the powerful male characters, which are satirically presented as gullible. Creon, a very powerful character, the King of Corinth says â€Å"I fear you†¦yet nonetheless, Medea you shall have what you ask for† even though he is aware of her evil capabilities. Also, Jason, her husband, a very powerful character with a legendary history is also easily exploited and convinced, due to Medea's shrewdness. â€Å"I am pleased Medea that you have changed your mind†. Thus, Medea is characterised as a rebel in the society. In my opinion I feel that the Greeks would have found this rather annoying, as they were used to seeing women less oppressive, like Medea. Euripides might have therefore been mocking the Greek mentality of women in his society, as he presents his female characters to be more knowledgeable than the men. A contrasting opinion is however made evident in the latter part of the play, as Euripides' view on women is of a different light. In one of Medea's speeches, she says, â€Å"we women are the most wretched†. This might be interpreted as Euripides' own opinion of women in his society or one of Medea's cynical comments on the situation she finds herself in. The nature of Euripides' view on the female gender is therefore ambiguous. Another way in which Euripides explores the theme of gender is through the characters of the Chorus. These are the average Athenian women, thus they represent the view of the majority. The chorus also represent rebellion to their society as they tend to have sympathy for Medea, even in her selfish actions. This is sort of a slap in the face for the leaders of the society- Jason and Creon, as they stand views contrast with one another. They refer to Medea as â€Å"the unhappy woman from Colchis†. Perhaps, Euripides, by this means is putting forward, cry for equality in the society. The theme of class is explored by various characters in the play. Unlike, the previous themes, it involves more characters such as the nurse and the tutor, who are symbols of sympathy for Medea. â€Å"Poor woman! Has she not stopped crying yet?† The first group of people presented to us in the play are of a lower class, compared to Medea- the Tutor and the Nurse. Unlike the other characters who oppose her status in the society, these two characters condone her feelings of anger and regret. They are therefore like her only companions as Jason has abandoned her. â€Å"It was too much, I couldn't bear it†, says the nurse as if it were her that is suffering from such betrayal. Perhaps, this is what becomes of the lower class, as they get attached to their masters who employ them and have no form of power to influence the disasters that take place. Finally, Medea makes evident, a running theme of class in the play. She is obviously of a very high class, as she is the wife of a King. This thereby contributes the power she is entitled to in the society. It is however difficult to pin point exactly where Medea stands, as she is obviously respected in the society, but not shown to be of great importance to some characters, such as Creon due to the fact that she is banished by him. â€Å"I have made my mind up, you are my enemy†. Her barbaric background also contributes to her high class as she is a Princess. In my opinion, I do not believe that the Greeks would have recognized her class but not necessarily respected her character due to those grounds. I personally don't think this was particularly reflected in the play by Euripides, rather, he concentrated on building her character on more intellectual grounds such as her cleverness. In conclusion, I think Euripides is able to explore these themes in great detail giving us different opinions which maybe sometimes ambiguous, as we are not able to know what he is thinking. This, in my opinion is what makes the play a very well written work of art and I think it also would have appealed to the Greeks.

Alexander Technique

The famous Athenian comic playwright Menander (342-291 B. C. ) once said â€Å"health and intellect are the two blessings of life. † This was the standpoint of his almost realistic depiction of a situational character as a stand-up comedian wherein mind and body were overjoyed upon Menander’s satires. Probably the best aspect of Menander’s hilarity was his insightful mental and physical gestures that captivated the spontaneity which he conveyed to the audience.The conveyance of mental and physical gestures have indeed become the therapeutic norm of the Australian actor and Shakespearean orator Frederick Matthias Alexander (1869-1955) who then discovered a technique of effective vocalization through mental and physical easement and control known as the ‘Alexander Technique’. In this regard, this paper will discuss several studies on the Alexander Technique which has been known and adopted by most stage and movie performers and has been publicly recomm ended to be used as therapy. What is Alexander Technique?According to the electronic journal, ‘The Complete Guide to Alexander Technique’, the Alexander Technique (AT) was developed in the early 1900’s by Frederick Matthias Alexander (1869-1955) to release his chronic laryngitis tension for best vocal performance which he later developed as a complete mental and physical therapy. Based on the personal experience of renowned health columnist of the New York Times Jane Brody, the Alexander technique is a method of adjusting body postures to relieve her damaging stresses, like relieving her neck tension, occasional pain, and even crippling spasms (Brody, 1990).Moreover, according to Anne Rickover’s Life Bridge Coaching, the Alexander Technique can be helpful to everyone, especially those who are engaged in the delicate harmonization of the mind and body [like actors, dancers and musicians], as well as to injured musicians. Today, the mastery of this technique is required in various arts and music schools across Europe, America and Australasia. (Rickover, R. , 2007). Rationale of method According to Nicholas Brockbank, a teacher of the Alexander Technique, the functions of mind (mental) and body (physical) are the primary coordinates in using the Alexander Technique.Thus, the coordinative functions are the basic method of application or usage. The discovery of functional coordinates [as a method] was regarded by Frederick Matthias Alexander when he felt his voice or vocalization was â€Å"vacillating† (Brockbank, 2007). In front of a mirror, Alexander observed the inconsistency of his voice to his mind setting. Moreover, the mind and the body were â€Å"indivisible† human faculties from which the way people think the way they acted was the primary cause of their physical ills (Brockbank, 2007).Brockbank concluded that the method of coordinating mind and body are elements of â€Å"physical habits† that Alexander Techn ique adopts the method of functional coordinates (Brockbank, 2007). Application of method Upon Frederick Matthias Alexander’s discovery and adoption of the method, he was inspired and encouraged to share it with performing artist, most especially with the musicians and the vocalists, which he thought were stressed during the rehearsals with the added anxiety (stage fright) in front of the audience.To cite, the mental and physical movement must be applied with proper coordination and function [as the presence of mind and body] that eventually meets and sets aside the complex of stress that may result to Repetitive Strain Injury (which becomes a medical term known as RSI), which is a common injury of singers, musician, and dancers (Brockbank, 2007).The Alexander Technique has developed as an effective and applicable method in coordinating the mental and physical functions and are used by most of the performing artists like Paul McCartney, Yehudi Menuhin, Sting, Julian Bream, Ja mes Galway, and the conductor, Sir Adrian Boul (Brockbank, 2007). It has also been integrated into the curriculums of various schools such as the Juilliard School of Performing Arts in New York, The Royal College of Music in London, the Royal Conservatory of Music in Toronto, and other schools of music, universities and colleges around the world (Brockbank, 2007).Findings, descriptive procedures, and relevance The descriptive procedures in applying the method of Alexander Technique are found to be similar to the method of â€Å"Ergonomics†. Several â€Å"naturalists† [or those using the natural cure and therapy] believe that what Frederick Matthias Alexander discovered was a â€Å"self-taught† procedure which he incidentally applied and thought as his own method. In which case, the naturalists acknowledges Alexander’s discovery as an applied natural science.Meaning, Alexander theorized and practiced the application of Ergonomics method in which several me thods of natural cure were only limited to countries like Asia, Africa, the Middle East and other parts of European countries. Moreover, according to Mark Hyman’s journal, Alternative Therapies in Health and Medicine, the natural cure through therapy has long been practiced by the Egyptians, Africans, Chinese, and the Malays. Among of the indigenous and famous natural cures are Acupuncture, Acupressure or the Thai massage, aromatherapy, Reiki, and what is commonly known today as methods of â€Å"Reflexology† or Physical therapy (Hyman, 2008).According to Holly A. Sweeney, a certified Ergonomist, the only method that is being recognized in Alexander Technique is that the functional use of mind and body coordinates without external physical manipulation. In addition, the power of thinking (mind) has some degrees or level of dictation to what the physical (body) self shall do or to do (Sweeney, 2007). Based on Sweeney’s findings, the term â€Å"ergonomics† i s derived from the two Greek words â€Å"ERG† (meaning to work) and â€Å"NOMOI† (meaning natural laws).The study of Ergonomics focuses on human capability towards work, in which the connection or link to work shall meet the â€Å"demand† or performance of human capability that has the following fundamentals: (1) All work activities should allow the worker take on equally healthy and safe postures, (2) Muscular force has to be exerted it should be done by the largest appropriate muscle groups available, and (3) Work activities should be carried out with the joints at about mid-point of their range of movement which applies specifically to the head, trunk, and upper limbs. (Cortlett, 1983; in Sweeney, 2007).It may be deduced from the findings of Sweeney that Ergonomics is very much interrelated technique to Alexander’s, considering the fact that Ergonomics also covers all â€Å"stress-out† methods, which is also known as stretching at the sudden spa sm of body joints and muscles while at work. However, the recognition of Alexander Technique [although parallel to Ergonomics] has been carried out by the unique method of â€Å"exercising out† the stress from the vocal chords of the singer and larynx of musicians [using pipe instruments] through coordination of â€Å"psycho-physical† functions (Sweeney, 2007).In addition, the functional â€Å"psycho-physical† coordination invokes the prowess of the performer with a sudden â€Å"gush† of esteem and self-confidence that conveys the good physical posture and perfect vocalization (Sweeney, 2007). Conclusion Natural cure is indigenous and partly an evolutionary medicine that complements the continuous development of medical sciences. Indeed, what has been quoted by Menander (342-291 B. C.), that â€Å"health and intellect are the two blessings of life†, has been proven by the theory and practice of Frederick Matthias Alexander. The Alexander Technique is a natural therapy that must impart furtherance of developmental studies as a restorative healing method that adheres to preventive medicine. The medicinal value indicates the benefits, usefulness, and cost efficiency. However, the practice of the Alexander Technique may only be limited and relevant to occupational work of renowned expertise.The practice of Alexander Technique could be more beneficial, appropriate, and therapeutic when valued at the large-scale advocacy of treatment. Over the years, the accompanying development of medical science has brought in trial and error of scientific exploits. The medical malpractice in diagnostic and hospitalized treatment still occurs around the world, although the incidents are few and not alarming. The paranoia may not only be a post-surgical trauma but a social stigma. Practically, no one wants to be hospitalized.This mainly due to the large costs of hospitalization, scarcity to healthcare benefits or medical welfare (specifically in p oor countries), the surging prices of medicines, and the anxiety to medical treatment or â€Å"medical phobia†. It can be then deduced that various forms of natural healing, like Alexander Technique, could be rationalized into a broader social perspective as a preventive alternative medicine rather than always resorting to hospital cure. References Brody, J. (1990). ‘Personal Health’. New York Times electronic magazine.Retrieved 10 May 2008 from http://query. nytimes. com/gst/fullpage. html? res=9C0CE0DB1031F932A15755C0A966958260&sec=&spon=&pagewanted=all. Brockbank, N. (2007). ‘What did Alexander Discover – And why is it Important? ’ . Retrieved 10 May 2008 from http://www. alexandertechnique. com/articles2/brockbank/. Hyman, M. A. (2008). ‘Alternative Therapies in Health and Medicine’. InnoVision Issue Vol. 14, No. 3. Retrieved 10 May 2008 from http://www. alternative-therapies-digital. com/alternative-therapies/20070506/?sub_id =DLuKONBMDWMwD. Rickover, R. (2007). ‘Life Bridge Coaching’. Retrieved 10 May 2008 from http://www. lifebridgecoach. com/lbcmain. htm. Sweeney, H. A. (2007). ‘Applying Ergonomic principles in the Workplace: How the Alexander Technique can help’. Retrieved 10 May 2008 from http://www. alexandertechnique. com/ergonomics. htm. The Complete Guide to Alexander Technique (2008). Electronic Journal of the Institute of Alexander Technique in Nebraska and Toronto. Retrieved 10 May 2008 from http://www. alexandertechnique. com/.

Contemporary issues in international event management Essay - 1

Contemporary issues in international event management - Essay Example role of this paper is to look at the international standards of sustainable event management, which are key concepts that make an event a success (Anderson 2010). According to Bowdin (2011) sustainability in event management refers to the decision-making, planning and participation in an event while being environmentally and socially responsible. An Event Management Industry, which does not respond to sustainability and does not operate within the sustainable management then the company, is likely to fail. Events have extraordinarily been used as a part of the organization’s brand experience. Hence it should be accessed alongside with the impact that it has on the environment. A company has to ensure the sustainable management of events and supplier activities in a more organized manner. The general public is demanding a clear and transparent system from the companies that has a higher brand value attributed to a certain service or a product. Sustainable event management is becoming more diverse, any industry now can host any event. The products and materials that are used to produce an event all have the negative impacts on the enviro nment, but these negative impacts can be reduced through using products that are environmental friendly, organic and fair trade(Bowdin 2011). Without doubt, a manager is a person who is held accountable to development of things that will promote the condition that they are controlling. There are several elements that are considered for one to be a manager of sustainability. Ideally, one needs to possess the ability to control matters and establish solutions that will be sustainable. The movement towards sustainable management establishes that institutions are starting to carry out a systems extensive approach that connects in the numerous segments of the business with greater focus on the environment. As sustainable management organization adapt to certain approaches, it becomes critically significant they integrate a picture

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The naval blockade established by the US during the Cuban missile crisis was the most effective strategy that forced the Soviet Union to remove the missiles from Cuba - Research Paper Example It prevented them from conducting nuclear tests on earth’s outer space, in the atmosphere or even under water. China had so much potential of developing nuclear weapons, to further this; they signed an agreement with Moscow. China was to provide uranium ores to Moscow and in exchange get help to advance its nuclear technology. By 1950’s, China started developing these weapons on their own. This remarkable advancement in nuclear technology china was able to develop the first hydrogen bomb in 1967. In the succeeding years, the Cultural Revolutions disrupted weapon development but other sectors like scientific fields and educational ones experienced slow advancements. Extend to which china had developed in nuclear power advancements remains uncertain. These nuclear weapons developed increased insecurity in the whole world2. After the Second World War, USA was the leading power and had all the potential including nuclear power and well-trained and equipped army. The Soviet Union wanted to counter USA’s influence on the rest of the world, and therefore, they settled on forming nuclear weapons that would deploy effectively the entire European continent. Soviet Union placed their station in Cuba that was more strategically located and would favor the transportation of materials more easily. They had plotted a scheme on how they would invade on USA. the battlefield chosen would give the soviets more chance to win West Berlin into the soviet orbit3. The Soviet Union secretly started to work on building missiles from their location in Cuba. They wanted to build on military power that would be more accurate and reliable as contrasted to that of the USA. They had plans to destroy the whole of the US continent. The nuclear technologically assembled missiles would be the most powerful, giving Soviet Union considerable advantage over the USA. The missiles that the US had constructed were unreliable

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Ask week 2 - Essay Example For example, organizations with individuals that have build up their values to represent the interest of the organization; can have a distinct culture that helps it overcome its challenges. This is believed to be under the guidance of organization’s code of ethics. What are advantages of exposure of individuals to defining moments? It is apparent that personal ethics are strengthened by such moments (Stouten, Dijke and Cremer 2011). It is such moments that individuals are faced by ethical issues that application of leadership skills is vital. Of the three framework of questions, the third questions â€Å"who is the company† can be viewed as the determinacy of how your workplace problem can be solve. Explain. This is a very crucial question to view when trying to solve any workplace problem. The focus is diverted from the point of individual values to that of the company. This way, the individuals in the organization view challenges emanation from the organization as ones requiring professionalism and leadership traits. Gick (2003) argues that disposition or natural tendency to behave in a particular way towards code of ethics should be consistent. Why do you think this is vital? The contention is that people should be in a position to adapt ethical behavior to the prevailing ethical culture. Why do you think that non compliance with individuals and organization to exhibit high moral and ethical standards in business decisions is the root cause of your workplace problem? According to Small (2011), compliance to a strict moral code enhance high moral and ethical behavior by people. How can your organization mitigate the tensions between your code of ethics and relationship with external stakeholders? According to Badaracco (1998), mitigation of the tensions between code of ethics and the relationship with external stakeholders should involve

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Successful Marketing - Case Study Example Whatever, Anything, a local Singaporean beverages product manufactured by Out of the Box Pte., has successfully met the challenges of the prospect of intense competition and has successfully penetrated into this seemingly closed market. Even though the market situation, as outlined above, communicates the impression of the beverages' market as a closed one, this is not entirely true. The key is marketing. Maoz and Tybout (2002) contend that a well-design marketing campaign is based on the accurate identification of the product's most likely consumer segment and speaks to potential consumers in their language, addressing their needs and even personality traits/quirks, A marketing campaign which subscribes to the principles of advertising and communication excellence will facilitate a new form/product's successful entry into an otherwise closed and highly competitive market. But what is excellence in marketing, communications and advertising According to Hastings and Saren (2003), the theory of excellence in marketing is predicated on the principles of social marketing and interpersonal communication or, at least, the impression of it. In order to give the impression of interpersonal communication with consumers and, as such, garner their loyalty to the product, it is imperative that both the nature of the product meet consumer expectations and demands and the campaign in question combine between public relations and social marketing (Hastings and Soren, 2003). Expounding upon the characteristics of successful campaigns, Barlow-Hills and Soren (2003) begin with the concepts of product choice and innovation. The product must address a market need or aspiration and, within the context of highly competitive markets, be innovative enough to attract consumer attention. While the fulfillment of this first requirement invaluably contributes to the market success of a product, success is ultimately predicated on the marketing and communications campaign which introduces the product to consumer and incites an interest in it, and desire for its possession. Such a campaign, according to Barlow-Hills and Soren (2003) is characterized by innovativeness, on the one hand, and the exploitation of the language and the lifestyles of its targeted consumer market segment, on the other. Whatever, Anything fulfils the two requirements for success outlined in the preceding. The product, per se, may not be innovative since, as already mentioned, the beverages market is practically saturated with drinks to suit all tastes and age groups. Anything is a group of carbonated and Whatever a group of non-carbonated cold drinks. In other words, the product is not new in itself and hardly offers consumers something which is not already present in the market. What is new is the concept behind the product. Both Whatever and Anything come in six different flavors each but are packaged in generic cans with non-identifiers. Accordingly, the customer does not know which flavor he/she will receive, bringing the element of surprise into the equation. in other words, even though the product is not innovative, its manufactures, Out of the Box Pte., imposed innovation upon it through its packaging. It is, thus, that the first requirement for successful marketing was satisfied - product in novation. The

Shoplifting Essay Example | Topics and Well Written Essays - 1000 words

Shoplifting - Essay Example The suspect is an alcoholic, unemployed, with no food in his house, leaves in filthy conditions and is a serial shoplifter which he admits to do it again to fund his alcoholism. From the labeling theory perspective, the initial act of shoplifting is normal and it is the interaction with those respond to it that causes deviance. Shoplifting is brought to the notice of police only after it is detected by the staff of shop, detective or public. In Gibben's study of shoplifting from the statistics of "Larceny from Shops and stalls" of 1935-1960, it was showed that the number fluctuated between 1949 and 1955 but have subsequently increased by substantial portions; and from the information presented, he argued that with both adults and children, the numbers are largely dependent upon the arresting and charging policy of the shops and there have been changes in policy between 1949 and 1959 in particular instances.(NG Wai Yee, nd:40-51)2 The suspect admits that he will continue with his practice as it would be difficult to regain his identity and sense of self efficacy. The suspects inclusion in the society will be further outlawed leading to social exclusion which in turn will lead to more incidents of shoplifting and may be other adverse crimes to support his livelihood. Relying on the strain theory, it is evident that suspect has indulged in such acts just because of addiction towards alcoholic materials, which he has admitted.3 From the society's and community's perspective which does not support or provide support to such accused, he should be present before the court as it may do no world of good to him by not confining him. According to Charles A. Sennewald, the only person who can arrest the suspect is the one who has seen it actually happening. The process of 'stop' is to impede or interrupt the customer by the staff to inquire about the transaction and extract a satisfactory explanation. Detention occurs based only on probable cause and the duration is used to investigate the circumstances of the event in which the act has happened. Thereafter is the suspect admits his crime, its up to the manager to call the police who makes an official arrest and the case is transferred from private affair to criminal justice system.4 In some cases, manager can let go the suspect sometimes by taking back the lifted goods or by imposing fines on the lifted goods, etc. In some cases, the staff or manager tend to show sympathy towards such unhappy, unemployed, alcoholic addicted person who has make his livelihood through such felony. But again, such acts may encourage him to commit such crimes again and again which ma y tamper the reputation and costs of the stores and retail shops and other malls, etc. Peter Honey and Alan Mumford developed their learning styles system as a variation on the Kolb model while working on a project for the Chloride Corporation in the 1970's. The stages originated from the work of David Kolb's Learning Styles. The first stage is to have an experience, wherein people use other people's work and rely on their analysis. This style is similar to that of Accommodating Stage where people prefer to work in teams to complete tasks and actively work in the field trying different ways to achieve target. Honey and

Finance - Stocks, Yields and Portfolios Essay Example | Topics and Well Written Essays - 2500 words

Finance - Stocks, Yields and Portfolios - Essay Example It majors in computer software development. Mattson Technology Inc. is in the field of designing, developing, and manufacturing equipment for the manufacture of semiconductors and other products. It is also a significant player in the NASDAQ daily operations, and has a big presence across America. Advanced Management Strategies Group majors in logistics, program management, business consulting, engineering support, product lifecycle management (PLM), PLM IT tools, and IT services management. That therefore implies that the stock analysis carried out comprises one software, one hardware, and one consultancy firm. Discretely compounded return rate measures the rate of changes in the value of asset over a period assuming countable compounding periods while continuously compounded rate of return measures the rate of change in the asset value associated with a holding period under the assumption of continuous compounding. (Analyst Notes par 1). They are calculated as follows: The arithmetic mean return is a computation of the average returns for a specified period of time. It involves summing up all the returns for the specific period, then dividing the total by the individual number of sub-periods. The geometric mean return calculates the average rate per period on an investment that is compounded over multiple periods (Finance Formulas par1). c) Positively correlated stocks point to a high likelihood of similar trend in movement over the determined length of time. The stocks may be having a common factor that makes them tend to behave this way, for example for companies producing closely related goods, or those producing complementary goods such as cars and petroleum companies. It is advisable that potential clients shun positively correlated stocks, because if they suffer a slump, it will result in a double loss to the investor. Among the stocks featured in this report, MSFT and MTSN have the highest positive correlation, at 0.41730442. They

Functions of Management Essay Example for Free

Functions of Management Essay Great managers are fair and respectful to employees. They don’t ask employees to do anything they would not do themselves. They show up on time, and they are a good role model who leads by example. Great managers are honest and accept their faults, and they are able to publicly admit when they are wrong. Great manager is someone who is a good listener and is proactive in dealing with issues and not afraid to get in the trenches with his or her coworkers. A great manager leads workers, but at the same time does not generate resentment by being too bossy. A great manager builds close connections with the people they supervise. A great manager recognizes employees for their contributions at work. This is one of the surest ways to secure employee loyalty and earn the perception that you are smart enough to understand that you don’t know everything. Recognition and rewards do not typically need to be monetary. In most cases, simple public recognition is all that is required. Recognition nurtures the soul, it feels good, and it stimulates a desire to repeat positive behavior at work. great manager is approachable and possesses a likeable personality. Moreover, a great manager has a sense of humor about the world and themselves. And a great manager understands that they need to manage systems, but more importantly they need to manage the way they relate to their employees. I haven’t seen nor work for an ineffective manager. An ineffective manager can make workers of all levels miserable, which can result in low employee morale, stress, and turnover. Why are some managers ineffective? It could be because these managers define themselves only as a manager, and not also as a leader because managers try to plan, organize, and coordinate, and leaders aim to inspire and motivate. They may view leadership and management as two different entities, when in reality leadership and management need to go hand-in-hand. The management does meaningful work in a culture of respect, camaraderie and teamwork. They begin by analyzing the culture to establish a benchmark, then measure progress regularly. Determine what matters most to your employees; Meaningful work, Recognition, Respect for management, Communications, and Empowerment. Acknowledging individual differences, they maximize individual strengths. They commit to continuous improvement. Management must place as high a priority on employee satisfaction as it does on customer satisfaction, quality, financials and other strategic performance measures.

The Nature, Scope and Methods of Economics Essay Example for Free

The Nature, Scope and Methods of Economics Essay Most introductory textbooks of Economics begin by asking the question ‘What is Economics about? ’ Although Economics is a vast subject and precise definitions are usually complex and controversial, it is not a difficult matter to give a simple and sensible answer to this basic question. Economics is essentially a study of the ways in which people provide for their well-being. Economists are concerned with the study of human behavior as a relationship between ends and scarce means which have alternative uses’ (Lionel Robbins). Economics can be divided into microeconomics and macroeconomics. Microeconomics is the study of individual markets. (A market is an arrangement which links buyers and sellers. ) For instance, an economist may study the market for compact discs. This will involve looking at the decisions and behavior of people who buy compact discs, the firms that sell the compact discs and any other groups which influence the price and availability of compact discs, such as the government While macroeconomics is the study of the whole economy. It includes, for example, the study of the nature, causes, consequences of unemployment, inflation, economic growth and international trade and government policy.Economics, both macro- and microeconomics, is about the satisfaction of wants. It is necessary to be quite clear about this; it is people’s wants rather than their needs which provide the motive for economic activity. People go to work in order to obtain an income which will buy them the things they want rather than the things they need. It is not possible to define ‘need’ in terms of any particular quantity of a product, because this would imply that a certain level of consumption is right’ for an individual. Economists tend to avoid this kind of value judgment which tries to specify how much people ought to consume. It is assumed that individuals wish to enjoy as much well-being as possible, and if their consumption of food, clothing, entertainment and other goods and services is less than the amount required to give them complete satisfaction they will want more of them. Resources are scarce when they are insufficient to satisfy people’s wants. Scarcity is a relative concept. It relates the extent of people’s wants to their ability to satisfy those wants. Neither people’s wants nor their ability to produce goods and services are constant. Most countries’ productive potential is increasing but so is the appetite of their citizens for goods and services. When a certain living standard is reached, people strive for even better living conditions. A good example of this is health care. As medical science and technology advances, people expect more ailments to be treated. So scarcity is a feature of all societies from the poorest to the most affluent. CHOICE:- The resources available to satisfy people’s wants are, at anytime, limited in supply. As most people cannot have all the goods and services they want, they have to make choices. With no rise in income, if someone wants to buy, for instance, a new coat they may have to spend less on eating out for a while. Similarly with limited resources, if a country wishes to devote more resources to health care it will have to reduce the resources it devotes to, for example, education. In considering scarcity and choice economists make use of opportunity cost. This is a very important concept in economics. It makes clear the true resource cost of any economic decision. For instance, building a new hospital may mean that the construction of a stretch of motorway has to be postponed. So opportunity cost is the cost in terms of the best alternative forgone. For example, if a person buys a watch it may cost ? 50 but what is more significant is what has to be given up to make the purchase. This may be the opportunity to purchase a pair of shoes or the opportunity to have extra leisure instead of working to earn the. In the case of the vast majority of goods and services, resources have to be used in order to produce them. For example, to provide health care requires the use of labor in the form of doctors and nurses, land on which the hospital is built and capital in the form of beds, operating tables, dialysis machines and other equipment. So the production of most goods and services involves an opportunity cost — the resources employed could be put to other uses. These products are called economic goods. However there are a few goods which do not involve an opportunity cost, for example sea water and sunshine. This is because they do not require resources to produce them — they are in existence naturally. These products are known as free goods.

Strategies To Improve Student Achievement And Performance Education Essay

Strategies To Improve Student Achievement And Performance Education Essay In relation to teaching, assessment is the judgement made by a teacher of each individual pupils, with the inclusion of homework or independent learning. This is matched to educational criteria to assess how the pupils are progressing. According to Dymoke and Harrison (2008) one of the main functions within secondary school is to make these judgements in relation to grades, knowledge, skills and attitudes of each and every pupil, continually pushing each and everyone to perform their personal best. Assessment appears to saturate the educational world for this very reason, with the emphasis on identifying strengths and areas of weakness. Within science there is much to assess, areas include: homework, class work, practical skills as with Individual knowledge and understanding within the scientific domain. Literacy, numeracy, and ICT skills, all of which are required to do well in science, should be included in the assessment process. Behaviour and relationships with peers may also be judged, such as attitude to learning and attitude to behaviour. There are many reasons behind assessment, as expressed by Tanner and Jones (2006) assessment can form the accountability of schools and LEAs (local educational authorities) for the progress of pupils and possible selection for university and or placement in the work force. However assessment is primarily a government requirement in the sense of tests and GCSE examinations or equivalent. Assessment also offers the teacher the ability to monitor each child and their progress. The teacher must be accountable for the progress within their classroom, for this reason assessment can provide key information to be utilised in forward planning of subsequent lessons, so pupils can engage and gain access to learning that not only challenges their ability but provides room for improvement. As a trainee teacher, prior to placement, my view was in contrast to that of (Dymoke and Harrison (2008) whereby assessment was an area which was tacked on to the end of a unit or as part of formal assessment such as examinations, thus providing evidence of understanding and learning taking place in a given subject. However as Shilvock and Pope (2008) point out assessment has become an integral part of pedagogy. In practice it is a tool used throughout the lesson as an important role in being able to recognise both achievement and progression. Pupils are the centre of the learning process, being fully aware of their own abilities and targets to reach. This ultimately paves the way forward in their thinking and learning, through discussion, as assessment becomes part of the daily process. Assessment is not a new activity or requirement, but has more recently been the focus for teachers who are seeking to improve their teaching ability and the outcome of their pupils, thus helping to raise the standards of pedagogy and indeed the school. The introduction of APP (assessing pupils progress) has simply brought the area to the forefront. As ofsted (2003) point out assessment training in higher education is both informative and central to practice. However the importance of finding out what pupils already know, and utilising this information to influence the planning and implementation of each lesson has not always been the main emphasis during observation of already established teachers. The focus is, however, on learning objectives and outcomes, which are differentiated to suit pupil requirements. However, from observation these are rarely linked to individual pupils, but more so to the scheme of work that is being taught and the level descriptors associated, or so it wou ld seem. Summative assessment comes under the umbrella of assessment of learning, for example the summing up at the end of a unit in the format of a test. The result of which is fed back to the pupil and these results are used to make judgement on the pupils performance with regard to national standards. The results of which are invariably used to find out where pupils are in their learning. According to Fautley and Savage (2008) this type of assessment is instructive and generally follows a pattern of block teaching then testing. Fautley and Savage (2008) go on to explain that this is typical of summative assessment and has been utilised within the education system for a long time. At first glance this may look like what was being taught within a specific unit is being tested, however another glance may draw attention to the teaching of the unit itself that is being tested. Formative assessment comes under the umbrella of assessment for learning. This type of testing is not dissimilar to sum mative assessment but the results are used to plan the way forward. From here individual targets can be set based around pupil performance. This can be used as a guide in decisions made on where pupils are in their learning, along with the ability to get where they need to go to improve, as laid out by Tanner and Jones (2006) Assessment for learning helps to improve assessment of learning by being the centre of pedagogy which enables pupils to actively take part in their own learning and mapping of progression. Sue Hackman, chief advisor on school standards, states APP is all about knowing enough to make rational judgements about where to target resources and when to offer pupils assistance. With the implementation of APP both pupil and teacher can, ultimately work together to implement strategies for learning through scaffolding and target setting. According to Shivock and Pope (2008 p55) assessment, if implemented correctly, can help pupils to not only meet, but exceed expectations through setting high standards and motivational lessons that provide responsive teaching. As a trainee teacher development of assessment strategies has become a vital role in being able to track learning and progression, whilst getting to know individuals. APP can be seen as the linking of formative and summative assessment, to be used instead of rather than running in conjunction with each other. Throughout the placement experience it has become apparent that assessment strategies and criteria are fully connected to learning objectives and outcomes, as with the national curriculum and their generic objectives. The latter often requiring some adjustment to match the learning needs of individual pupils. Opportunity for assessment clearly needs to be pinpointed throughout sort term, medium and long term planning to encompass a range of achievements. Assessment strategies used have also included wall displays such as level ladders and laminated assessment criteria, which have been directly linked to blooms taxonomy promoting stems of lesson objectives in the form of being able to describe, analyse, explain and link ideas. This of course is only useful if used in conjunction with the lesson objective and attention is drawn to them in terms of what is expected to progress to a specific level. A copy of this can be seen in the appendix and is provided by Grevatt (2007) APP is just beginning to appear as a new structured approach to pupil assessment. As discussed previously, this is not just about assessment for learning but the whole package where evidence of pupils attainment is required both written and orally. Recorded evidence is reviewed, on a regular basis, and judgements made accordingly. Evidence will also be used to consider if performance is higher, lower or secure in meeting requirements. Where APP has begun to be integrated into the classroom, levels are cited in assessment frames which include: thinking scientifically; effects of society on science; communicating and collaborating in science; scientific investigations and finally evaluating scientific investigations. This creates a language which allows for a dialogue with pupils about their strengths and weaknesses. So far these have proved quite difficult to implement, primarily due to the quantity of information which needs to be absorbed, but more importantly the lack of individual training within this area. At present the criteria has been broken down and reformatted into pupil speak, being able to be accessed by both pupil and teacher accordingly. (Copies of these can be seen in the appendix) Problems encountered have mainly been a direct result of running both types of assessment together. Criteria is often varied or not connected and so presents a time consuming exercise. Once APP has been fully integrated to the whole school, teachers will be able to focus on one area for the purpose of recording evidence. This in turn will ensure the mapping of progression whereby pupils, and their teachers, know what they can do and what their next steps are. This is of course only useful if marking is also done regularly, with a set target for the assessment process to be educative. Consistent with Tanner and Jones (2006) I have found marking of pupils books a challenging area, primarily due to inconsistencies within the department on how and when books are marked. On many occasions it has been seen that books are quite often not marked for long periods of time thus proving difficult to track the progress of an individual. This has certainly been prevalent in reports for good assessment in secondary schools as provided by ofsted (2003). Ultimately this has an impact on school reports and parents evening where generic, insipid descriptions of pupil achievement have often been given. As a trainee this has had a strong effect on my own learning and understanding of how assessment is used in school, other than through testing at the end of a particular unit. I have seen little evidence of tracking other than baseline data from previous key stages and the use of CATs, (cognitive ability tests) or for the purpose of EAL, SEN and those that are gifted and talented. For this reason the implementation of full tracking, as in the tools of APP, would prove invaluable. This not only helps to build a picture of the whole person, but can instantly show the progress of each pupil, providing an insight into areas of strengths or weakness. Other areas for concern have shown that assessment can often hinder effective learning, due to the encouragement of learning by repetition or without depth. Black Wiliam (1998) suggest that continual assessment can have a negative impact or create a competitive environment which in turn can de-motivate some pupils. This in turn can have the effect of labelling certain pupils into categories or abilities that may differ outside the assessment field. This was prevalent during placement, whereby many pupils seemed only too interested in the level or grade they got for the test, not actually what they had learnt. Occasionally this was used as a means to decide who was top or bottom of the class. For this reason it is imperative that pupils understand that the levels given are not a reflection of how clever they are, more so the stage they are at, and the speed at which they are learning. Everyone learns at a different pace and therefore some subjects may need revisiting or looking at fr om a different angle or method to gain full understanding. It by no means has any reflection on a pupils ability to learn. Assessment should not just involve testing of a given topic or unit, but more so incorporate observation, written, oral and practical skills within science. Although this is not always obvious, as a trainee, when observing qualified teachers, it soon becomes an important and key role to gaining valuable information as to how teaching practice is progressing. Probing and questioning, especially target and rich questioning, has become topical, being beneficial for the learning process of an individual or the class as a whole. Using inverted or open ended questioning is more favourable, as through discussion can show a deeper understanding and reasoning rather than just recalling facts. Questioning in the format of pose, pause, pounce and bounce has provided an arena to learn from each other. Subsequently all pupils can be involved, whilst misconceptions can be corrected through the guidance of the teacher. This has also provided immediate feedback enabling pupils to feel confident to m ove forward in their thinking and ability, contributing to deeper learning and understanding taking place. Liversidge et al (2009) point out that above all, assessment needs to be valid. For example if a pupil has achieved a defined outcome, which has been linked to the learning objectives, this then forms the first part of assessment within the class. As a trainee teacher this has proved invaluable as the first step to observing learning taking place. For this to be effective, it is a requirement to link questions to the objectives to draw out deeper understanding. Constant referral to learning objectives has proven to be a key aspect of assessing the whole class. This has also shown to be of great use when linked with target questioning to fit the appropriate level of a particular pupil. Furthermore predetermined questions often lead onto additional open ended questioning to cover the basis of the objectives. An example of this, used in class, can be seen as power-point slides the appendix. This has been very successful, as pointed out by Petty (2009) in assessing knowledge on what you are doing at the time. Although competence in this type of questioning comes with plenty of practice, knowing your pupils, confidence in subject knowledge and keeping the pace of the lesson on track, enables this type of assessment to flow systematically. Alternatively there can be a danger of trying to fit too much into a lesson, resulting in the loss of objectives, meaning or relevance behind what was actually done. In accordance with Dymoke and Harrison (2008), whilst on placement, this has been an area which is repeatedly reviewed, continually taking into account the necessary three part lesson plan, with constant reflection of tasks set for a particular objective to be met. The use of peer and self assessment can encourage reflection and ownership of work, where necessary improvements can be seen with immediate effect. More importantly, Petty (2009) suggests that grades can often be remarkably improved when used in the right context. In theory Black and Wiliam (1998) agree with this concept, albeit their research advises that teachers do not always use these simple but powerful strategies. On the other hand repercussions can involve pupils not wanting to swap work with each other. Generally pupils are honest, although critical, when pointing out strengths and areas of weakness, as in two stars and a wish, of their peers and so tend to enjoy this type of feedback. Formative assessment can be fun and engaging, as in the use of mini whiteboards, without pupils even realising they are being assessed. Both can provide immediate feedback of the class as a rule and an indication of who understands and has met the learning objectives. A range of assessment for learning tools to enhance lessons can be seen in the appendix. Many of which can be used to inform the basic structure of the following lesson, for example: recapping areas of difficulty, thus bringing everyone up to speed and at the same stage in progress prior to moving forward to more difficult concepts. In conclusion targets need to be explicit, focusing on the positive and including areas for improvement. Judgments should be transparent so pupils are able to recognise quickly how to move forward. The implementation of SMART targets in conjunction with the objectives set, advising I think you are able to do this and to improve you must be able to. these are clear and concise. Whilst this sounds relatively simple it is clear through teacher training that assessment is a process of making judgements, through the aid of national criteria. Evidence of which is to be used by pupils and teachers to make decisions on where learners are, how to progress in their knowledge and learning, whilst giving the best option and advice on how to do this. It is also worth remembering none of this will make a difference if the evidence from assessment is not used in the correct manner. To make learning meaningful, assessment of any format needs to convey progress to pupils. In agreement with Dymoke and Harrison (2008) assessment is at the heart of pedagogy, and should be the focus of every lesson to enable future lessons to be relevant and learning to take place. Formative assessment should play an essential part in determining the nature and structure of activities which clearly support the lesson objectives. Summative assessment is more prevalent when considering performance of the school, class sets and individual pupil performance in terms of levels when completing official assessment periods as in end of term or unit testing. All teachers need to be involved in the in-service training on assessment as an everyday tool with the focus on formative assessment, how to implement it and what to do with the information. The only way for this to make an impact is to keep evidence and records of assessment on a constant and consistent basis. This information can be ass essed using national criteria which in turn can be used to show how pupils are progressing and what is a requirement for them to move forward. Without this record of individual pupil progress the core of the classroom tends to become invisible and therefore cannot improve within their ability level and the system will simply not work. DCSF (2009)

The World Turned Upside Down :: essays research papers

When the Europeans established colonies in the New World, they sought to convert the Indians way of civilization. Their obsession was to spread Christianity and their culture throughout all of the colonies including the Indian villages. Some Indian people accepted these traditions because they felt as if they had no where else to turn. When the settlers invaded the new land they brought with them many diseases which wiped out many Indian villages and tribes. The Indians also had a hard time excepting the invasions on new territories, which led to many wars. This resulted in a large decrease of the Indian population, so some Indians turned to Cristianity and other European traditions. On the otherhand, many Indians insisted that European beliefs should exist only amongst themselves. They had no business trying to introduce a new religion when the Indian's traditions have been practiced for years. The Indians during this time were forced to accept the Europeans establishing new territories, even if they did not belong to them. As the Indian populations continued to decrease, some Indians intermarried with the Europeans and even the Africans to try and boost the population once again. This of course produced mixed children who were confused and could not decide which culture they would accept. This mix of people changed the ways of living for the Native Americans as well as the Europeans throughout early America. It is obvious to me that land was the largest reason for war among the Indians and the Europeans. It was simple: the Indians did not want to give up their land that they had claimed for so many years to a bunch of irrogant settlers who take what ever they want. The English felt that God had granted them the land and the Indians should be removed. However, the Native Americans also wanted something from the new colonists, trade. The American Indians were great hunters who collected many furs that were valuable trade products. After time some Indian tribes grew in debt with the settlers and the only way they could pay their debts is by giving them land. That is where the Europeans and the Indian's attitudes differ over land. The Indians were willing to sometimes negotiate about certain territories, where most of the Europeans were going to take the land whether the Indians were going to cooperate or not. Battles often broke out when larger Indian tribes felt they could fight for their land. Sometimes they were able to defeat the English in battles, but most of the time they were out numbered. During this time the English were very greety.

Prose as Poetry in The English Patient :: English Patient Essays

Prose as Poetry in The English Patient "Never again will a single story be told as though it is only one." John Berger. The English Patient consists of the stories of its four characters told either by themselves or by Ondaatje. Two stories, the accounts of Kip's military service and the many-layered secrets of the patient, are developed while Hana's and Caravaggio's stories are less involved. However, none of these stories could stand alone. The clash of cultures and changing relationships between the characters provide the texture for the novel. They create a complex web in which everyone becomes entangled. Ondaatje uses an extremely complex structure and poetic language to further the interweaving of the characters' lives. According to one critic, "The author's four stories are not a story that gathers momentum from start to finish. They are the widening and fading circles on a pond into which history has plunged like a cast stone." (Eder 203). "The overall structure of the book is circular and allusive, advancing, rounding back on itself, coming to endings that are not necessarily resolutions, and which may be connected to other starting points." (Draper 204). The novel begins en medias reis with the burned English patient already installed in an upper room of the villa. It is near the end of the war. The other doctors and nurses have left leaving only the patient and his nurse. He can only give short, vague descriptions of exploring the Liberian desert. When Kip and Caravaggio enter Ondaatje interlaces flashbacks to give the reader glimpses of their pasts. The novel has third person, but often characters revert to the first person to tell their own story. The least is learned about Hana's past. Most of what is known about her childhood in Toronto is given by Caravaggio. As the novel progresses the English patient's flashbacks become longer, more detailed and coherent. The farther into the novel the farther into the past he recalls. Ondaatje moves toward the denouement obliquely, avoiding standard conventions of plot and narrative voice. The English patient's story is the oldest narrative material, the center around which the rest of the book builds. His story lies at the center of the book, just as the patient himself lies at the center of the villa. " The dialog is pften not substantial enough to carry the deep emotions of the characters, so Ondaatje often relies on intierior monologue.

The Old Man And The Sea: Man Defeated :: essays research papers

Reading through the novel The Old Man and the Sea one, as a reader, can perceive several themes in the book. Hemingway suggests certain subjects for discussion which built up the whole plot, therefore giving us options to choose the one we believe is the main one. In the past weeks we have been discussing, in a debate, which is that main theme. My group’s theme was â€Å"Man Defeated† and although it is hard to affirm that this theme was the prevailing one of the book, we firmly defend it. Various arguments were established. Some argued that the novel’s theme was Santiago’s struggle, the friendship with the fish and other characters; Santiago’s perseverance and that he really ended up as a triumphant man. But to argue that those were also the main themes of the book is also a difficult thing to do. Even though Santiago fought and kept on with his struggle to catch the fish, he was defeated because he lost it at the end. Defeat, according to the Larousse Chambers English Dictionary, is when you are overthrown in a battle, you lose a game and therefore you don’t win: you don’t gain or reach your goal. As we can see Santiago, in spite of the fact that he persevered and struggled, starving, for three days lost the battle. He couldn’t get to his main goal. But , exactly what was his goal, one may ask? He wanted the fish, he was not fishing as a hobby or sport; he planned to sell the fish and get some money to eat, it was his way of surviving. Santiago’s only way of income was fishing and he knew that. He mentions: â€Å" He was a fish to keep a man all winter.†(page 111). Santiago had plans for him already but failed to accomplish them. Some will argue that he won because he gained spiritual victory. This , in a way, is true; but fishing is his job and only way of living. If the case had been different and Santiago was only fishing for his personal entertainment, which wasn’t, it could be seen as a new experience or story to tell. But it wasn’t. Santiago needed the fish and lost it. He wasn’t happy or joyful about it, as we will later on discuss. The definition of the word triumph is : â€Å"victory, success, a state of great joy over success, to win a great victory or success and rejoice over this; openly to show one’s rejoicing over the person one has defeated. The Old Man And The Sea: Man Defeated :: essays research papers Reading through the novel The Old Man and the Sea one, as a reader, can perceive several themes in the book. Hemingway suggests certain subjects for discussion which built up the whole plot, therefore giving us options to choose the one we believe is the main one. In the past weeks we have been discussing, in a debate, which is that main theme. My group’s theme was â€Å"Man Defeated† and although it is hard to affirm that this theme was the prevailing one of the book, we firmly defend it. Various arguments were established. Some argued that the novel’s theme was Santiago’s struggle, the friendship with the fish and other characters; Santiago’s perseverance and that he really ended up as a triumphant man. But to argue that those were also the main themes of the book is also a difficult thing to do. Even though Santiago fought and kept on with his struggle to catch the fish, he was defeated because he lost it at the end. Defeat, according to the Larousse Chambers English Dictionary, is when you are overthrown in a battle, you lose a game and therefore you don’t win: you don’t gain or reach your goal. As we can see Santiago, in spite of the fact that he persevered and struggled, starving, for three days lost the battle. He couldn’t get to his main goal. But , exactly what was his goal, one may ask? He wanted the fish, he was not fishing as a hobby or sport; he planned to sell the fish and get some money to eat, it was his way of surviving. Santiago’s only way of income was fishing and he knew that. He mentions: â€Å" He was a fish to keep a man all winter.†(page 111). Santiago had plans for him already but failed to accomplish them. Some will argue that he won because he gained spiritual victory. This , in a way, is true; but fishing is his job and only way of living. If the case had been different and Santiago was only fishing for his personal entertainment, which wasn’t, it could be seen as a new experience or story to tell. But it wasn’t. Santiago needed the fish and lost it. He wasn’t happy or joyful about it, as we will later on discuss. The definition of the word triumph is : â€Å"victory, success, a state of great joy over success, to win a great victory or success and rejoice over this; openly to show one’s rejoicing over the person one has defeated.

Furthering My Education Essay

I’m going to talk about going back to school farthing my education. From the time i graduated from high school i always want to go back to school. I never took the time to do so. I would always look into going back to school or talk about going back to school but never took the time to go. Until one day I started working in child care and that moated me to go even more. Going back to school was hard for me because i looked at it as if I didn’t have any money to go to school. I over came all that and went on line to apply for school, and now I am attending Ashford University College. I am going for my Associates in Early Child Hood. Therefore, returning back to school to complete my degree after 7 years was very rational and thinking it out it me and my husband that it was time. We are sometime told that experience is the key to get the perfect job, but I disagree with that, have a degree in that field will help you in and getting that opportunity from a manager or boss will landed you that perfect job. But in years in the workforce I have learned that is not always the case. Employers will sometime use the fact that you don’t have a degree against you and after miss some jobs I really want I refuse to let this happen to me every again. I want from this day forward to be armed with everything that the next candidates have and so I can feel that I belong with them. Today’s workforce is forever growing and in order to land that big jobs or promotion you must be able to compete with other and have extra special things that make you stand out. Experience is very important almost key in some cases, but in my opinion having a college degree will help and will make you very marketable and wanted. Sometimes have a degree or other credential will set you apart from all the other candidates and most of the times that will work in you advantage to land that promotes or dream job. Returning back to school to obtain my degree was pertinent to my future and also my kid because it show them it is never too late to lived your dream or make yourself a better person in social, I tell my kids all the time you just don’t want to be another number. So what that being said and done I want to show my kids so that they can one day follow my footsteps. In my Conclusion The more education I try to achieve, the more income I can earn. My goal of returning to school has been a life time goal. I also do expect to meet the challenges that it will present my decision in returning to school has everything to do with my decisions and goals in life. REFERENCE Wirt, W. (1836). Sketches of the life and character of Patrick Henry, as reproduced in L. Copeland & L. W. Lamm (Eds.), The world’s great speeches. New York: Dover, 1973. Retrieved February 28, 2010, from the Colonial Williamsburg Foundation Web site at http://www.history.org/almanack/life/politics/giveme.cfm

Pre Ap World History Chapter 3 Vocabulary

Pre-AP World History Chapter 3 Vocabulary 1. Yellow and Yangtze Rivers-contained many agricultural settlements, were river valleys 2. Gobi Desert-in northwest China, blocking off invaders from the north and northwest 3. Tibetan Plateau-north of the Himilayan Mountains, protected the west from invasion 4. Yangshao and Longshan cultures-identified as the painted and black pottery cultures 5. Xia Dynasty-started around 4000 years ago, leader Yu introduced irrigation and draining 6. Shang Dynasty-afterthe Xia in the 16th century B. C. E. , oracle bones found in Anyang 7.Anyang-capital of the Shang Dynasty, oracle bones were dug up revealing early writing 8. Xinjiang corpses-from 2000 B. C. E. , clearly European, revealing migration eastward 9. oracle bones- turtle shells that had Chinese writing on one side, and scratchs from gods 10. Shang bronzes-utensils,weapons,ritual objects were made from bronze casting 11. well field system-8 families cultivated their own plot and worked together on the 9th plot 12. Zhou Dynasty-2 capital cities for a more extensive bureaucracy, territories w/ govenors 13. silk-found on bronzes and in tombs, used for clothing and wrapping the dead 14.Silk Road-a travel route from China westward, trading mostly silk 15. Mandate of Heaven-the right to rule from the gods, a dynasty can lose and gain M. O. H. 16. Rites of Zhou-one of the oldest surviving documents, stating that Zhou ruled bc of MOH 17. yin and yang-interacting, opposing forces in nature, always should be in balance *18. Yi Jing/Book of Changes- 19. Confucius-the lader of Confucianism, belief in 5 key relationships and filial piety 20. The Analects-written by Confucius' disciples on the sayings and ideas relating to him 21. Mencius-(370-290 BCE) a philosopher who stressed the humanistic side of Confucianism 22.Legalism-humans were evil by nature, and had to have harsh laws and strict punishments *23. Way of Great Learning- 24. Lao Tzu-founder of Daoism, â€Å"Old Master† 2 5. Daoism-based on forces in nature, which needed to be balanced (yin and yang) 26. Dao de Jing-primary document which makes original concepts a bit difficult to understand 27. wu wei-to interpret the will of Heaven is not action but INACTION 28. Period of Warring States-the period between 2 dynasties; one losing power, one gaining it 29. Qin Dynasty-(221-206 BCE)legalism, strict censorship,standardized weights;measures 30.Qin Shi Huangdi-first emperor of Qin, rose to throne at age 13 in 246 BCE, Li Su is advisor 31. Xianyang-the capital where aristocratic clans were forced to live, so court could monitor *32. Sima Qian- 33. Xiongnu-northern nomads who posed the threat of invading(possibly related to Huns) 34. Great Wall-a costly project to keep invaders out from the North, slowed but not stopped 35. Han Dynasty-(202 BCE-221 CE)founded by Liu Bang, dictorial gov't and civil service exams 36. eunuchs- males who had their testicles removed (castrated) 37. Liu Bang-founder of the Han d ynasty 38. tate Confucianism-Confucian doctrine combined with Legalist practice 39. civil service exam-tests administered to workers in the bureaucracy to see if they qualify *40. Han Wudi- *41. Wang Mang-reformist official who seized power 42. Chang'an-the capital of the Han Empire in China 43. filial piety-respect for one's parents and elders in society 44. Bao-jia system-forming a group of families for excersizing mutual control and surveillance 45. Xian's terracotta army- terracotta soldiers to protect the first emperor of Qin's tomb 46. Book of Songs and Song of the South-a book of about 300 poems written during the early Zhou dynasty

Mobs, Mobs, Mobs Essay

Mob mentality is a term used to describe a unique behavioral characteristic that develops when people are in a large group. It is often viewed as a negative sense but it can also be a positive sense. When people in our society today hear the word â€Å"mob† they think of an aggressive chaotic group of people fight or doing something with little to no reason. The mobs we have today has the same effect of what people think but it has become thoroughly worse. The factors of mob mentality leaves our society dumbfounded when it acts with alienation and animosity controlling us like a plague. The aspects of mob mentality comes in numbers which leaves us drowning not knowing what and how to react. Two main aspects that play a role in mobs are the overpowering anonymity that exists within a mob and the allotment of responsibility of the group’s behavior. These factors sometimes conceive a person’s belief that they can act a certain way within the group and not have the same consequence as what he or she would of faced if they did it on their own. For instance, if a person is in a mob that is causing havoc in a building, that person might believe that there would be less of a chance that they would get caught if they were alone, because it would be difficult for authorities to identify every person who was involved. They would also feel less guilt because of the many who did the same. Another factor in mob mentality is the greater sense of confusion or panic that would abrupt in a large riot. A perfect example is shown in most disastrous movies like 2012 or I Am Legend when large groups of people suddenly begin running in one direction. Although many people might not know why this would be happening, they see them and abruptly without warning begin running in that direction too. In severe events, the urge to run and panic spreads through everyone’s mind like a pandemic creating some sort of crowd delirium. Even for something that isn’t as chaotic like Black Friday when people see that a 60†³ HD LCD Samsung TV for sale at the price of $400, once they’re released its monkey see monkey do, some guy runs and the rest follows. Everyone has that moment when one of these events happened, threes also the voice in your head leaching adrenaline through your body telling  you run run run! Mob mentality plays a role in plays and concerts that were the â€Å"best.† Three people would stand up applauding and screaming like mad men. Then maybe a few others would join them. Some would look around uncomfortably , scanning the crowd, deciding if it was alright to start clapping. Our brains are wired to follow the crowd which afflicts damage to our society greatly and creating indecisive entities in everyone’s heads. There is a little more insight to show why people will react in ways that rebel against their regular morals and beliefs. â€Å"When people are part of a group they can deindividuate, (lose their self awareness and sense of individuality), and get caught up in the emotional excitement and indulge in behaviors they would not engage in alone† (Page 1). They may not feel that they are the ones responsible for their act of violence as they continue to do so as â€Å"the group’s†. The larger the mob, the more our society can lose self awareness as a whole or one’s self.

Gift of Magi Analysis Essay

The short story â€Å"The Gift of the Magi† uses elements from â€Å"How to Read Literature Like a Professor† in chapter 7 called â€Å"†¦Or the Bible.† The short story includes biblical references concerning the main theme of sacrifice and the gifts from the heart. The story also includes references to people from the Christian bible. Starting off with the title they even use a biblical reference with the â€Å"Magi.† â€Å"The Bible is full of possible titles,† from how to read literature like a professor. The Magi were in the New Testament and they were the wise men from the East who brought gifts to baby Jesus on the first Christmas. Christmas, which is a big part of the story, is also a biblical reference to the Christian religion. â€Å"O all who give and receive gifts, such as they are wisest. Everywhere they are wisest. They are the magi.† Its said in the story that Della’s hair would envy the Queen of Sheba. It also says that Jim’s watch would envy King Solomon. The Queen of Sheba and King Solomon both are famous figures from the Old Testament. Queen of Sheba and King Solomon are both known to be very rich. The comparison of Della’s hair and Jim’s watch to Queen of Sheba and King Solomon shows how important and precious those items are to Della and Jim. The story is also biblically related because Della and Jim give up the one of the most important things to them to buy presents for each other. That shows how much they love each other. This story also represents sacrifice. â€Å"Instead the story resonates with the richness of distant antecedes, with the power of accumulated myth.†

Major Works Data Sheet Essay

In this column, choose five quotations from the text, one focusing on each of the following literary elements: In this column, analyze the significance of your quotations. Allow the following questions to guide your responses: Why is this important? What does this reveal? Why does the author say it this way? What is the tone/mood of this passage? Theme â€Å"Seek happiness in tranquility and avoid ambition.† -Victor Frankenstein This is part of the theme of the book, sometimes too much knowledge is a bad thing, like the death of Victors family members. He did not think through the consequences of creating such a creature and therefore it led to the death of his family. He now wishes that he had been happy and thankful for the life that he was living instead of attempting to alter it, because then maybe his family would still be alive. Characterization â€Å"William, Justine, and Henry – they all died by my hands.† -Victor Frankenstein This quote is an expression of the sorrow and the guilt that Victor feels for being the reason his family died. Because of the death of his family he has a very Debbie Downer outlook on life and does not end up making the monstrous creature his companion. Setting â€Å"When I looked around I saw and heard of none like me. Was I, the, a monster, a blot upon the earth from which all men fled and whom all men disowned?† – The monster, Chapter 13, page 105 The creature realizes what a monster he is, because everyone he encounters runs from him in terror. He is lonely on this Earth and wants Victor to make  him a companion in female form. Symbolism â€Å"What was I? Of my creation and creator I was absolutely ignorant, but I knew that I possessed no money, no friends, and no kind of property. I was, besides, endued with a figure hideously deformed and loathsome†¦was I, then, a monster, a blot upon the earth, from which all men fled and whom all men disowned. â€Å" -The creature, chapter 13 Sometime after being created by Victor, the creature no longer thought that he was happy and did not understand why he was alive. He tried to fit in with the world around him but everyone was afraid of him and at one point or another he just gave up on trying to fit in with society. In this quote he explains his actions and the reasoning behind them. Imagery â€Å"It was already one in the morning; the rain pattered dismally against the panes, and my candle was nearly burnt out, when, by the glimmer of the half-extinguished light, I saw the dull yellow eye of the creature open†¦Ã¢â‚¬  -Victor Frankenstein, Chapter 5 This is when Victor brings the creature to life, the creature that he has work endlessly, spending all of his time on it. This scene is used in movies to make audiences fear the monster that Victor created.

Los Recuerdos del Provenir de Elena Garro. (En Espanol) Essay

Los Recuerdos del Provenir de Elena Garro. (En Espanol) - Essay Example Igualmente se sabe que la iglesia tomo la decision de oponer resistencia a las medidas impuestas por el gobierno. Sin embargo, las hostilidades por parte del sector oficial no solo tuvieron un efecto considerable en la vida de las personas dedicadas a la iglesia, sino que causo que el pueblo se sintiera ofendido y amenazado. Estos sentimientos los llevo a defender a una institucion que jugaba un rol de cierta importancia en el pais. El origen de la guerra cristera se debio a un numero de medidas tomadas por los gobernantes de Mexico durante el periodo que siguio a la Revolucion mexicana, cuando el general Plutarco Elias Calles habia tomado el poder. Entre las medidas promulgadas se encontraba la separacion entre la Iglesia catolica y el Estado. Adicionalmente, a esta institucion religiosa se le impidio desempenar ciertos roles dentro de la comunidad y se suprimieron un gran numero de sus derechos. En el libro Los recuerdos del porvenir la comunidad de Ixtepec se entera de las medidas tomadas por el estado una manana ? el grito de los voceadores de los diarios anunciaba la suspension de los cultos religiosos atraveso las calles del pueblo, se introdujo en los comercios, penetro en las casas y puso en movimiento a los habitantes ? (Garro 157). La suspension de las ceremonias religiosas es una de las tantas medidas amparadas por dos nuevas constituciones. La primera constitucion, por ejemplo, le prohibio a la iglesia poseer propiedades inmobiliarias y la segunda le permitio al estado decidir el la cantidad de iglesias y sacerdotes en cada region. Los sacerdotes no podian realizar su labor: ? el pueblo se encuentra cortado de los sacramentos, no se puede bautizar a un nino, no se puede contraer matrimonio, confesar, comulgar. Se tiene que morir como perro callejero, sin queja, tras una vida miserable ? (Meyer, XII). En la historia, el gobierno envia a soldados a que cierren por la fuerza todas las iglesias e impedirles la entrada a los habitantes del pueblo. En la historia, se puede apreciar que los militares estan dispuestos a prohibir la entrada a la iglesia por medio de la violencia, como si los ciudadanos fueran el enemigo: ? bajo los almendros quedaron mujeres con las cabezas rotas a culatazos y hombres con las caras destrozadas a puntapies ? (Garro 162). Estas acciones son un ejemplo de intimidacion desmedida que afecta a todos los ciudadanos que osen dar su apoyo a la iglesia y constituye uno de los elementos detonantes del movimiento cristero. No contentos con el uso de la violencia contra el pueblo indefenso, los militares hacen del conocimiento publico que por ley ellos tienen el deber de apresar a los miembros del clero y, hasta se podria decir, que la vida de los padres y curas corria peligro. En la novela, uno de los personajes expresa que el padre Beltran habia desaparecido ? la gente decia que habia decidido darse a la fuga aunque se ignoraba la direccion en la que se habia dirigido. Otros personajes decian que el padre estaba detenido en Ixtepec y que los militares pensaban matar lo cualquier noche ? (Garro 164). Es obvio que las acciones del gobierno habian un estado de incertidumbre, angustia y, mas tarde, ultraje entre los ciudadanos. Saber que un personaje tan cercano a la comunidad se habia esfumado no era un buen presagio. Se elaboran muchas conjeturas pero mas adelante uno de los person

Ideology Essay Example | Topics and Well Written Essays - 750 words - 1

Ideology - Essay Example One of the issues that affect linguistic students is racism in the class situation. Despite the clogging of the classrooms, the linguistics teachers have kept on working. This has seen numerous changes in that the academic organizations have set up institutions that major specifically on the training of linguistics teachers. This has caused an upsurge in the number of qualified linguistics teachers. With the increase in the number of linguistics teachers, students have been widespread and every linguistics teacher has had a standard number of pupils in his class (Kumaravadivelu, 2003). This has given the teachers a better learning atmosphere and thus increased their performance index. Consequently, they have received awards from the academic organization that employ them. The organization has had the ability to increase salaries from the high amount of money that it acquires in terms of school fees. Racism in the past was another issue that hindered the development of the teaching fraternity. History is one of the key subjects that dwell on the issue of racism. It is thus important for this issue to be also viewed with relation to the subject of a linguistics teacher. One of the aspects of racism and actually the major aspect is about employment. In the past, Black people did not receive appropriate employment opportunities and actually ended up working for wealthy people in their farms and other casual jobs. This did not give them opportunities to explore other areas that they might have excelled. This has changed over the years, and the chances of all races to get a job in the academic field has assisted in that the quality of education has increased paving way for increased payments (Kumaravadivelu, 2003). With this, the linguistics teachers have had the ability to teach some of the students that avoid the classes due to the ethical imbalance. . The concept of racism had affected the linguistic linguistics teachers working exceedingly. This is from the