Policy Network Models

18 ACT Tips and Tricks to Improve Your Score

18 ACT Tips and Tricks to Improve Your Score SAT / ACT Prep Online Guides and Tips Looking for some quick fixes to improve your ACT scores? Look no further. In this article, we give you severaltips and tricks for the ACT so that you can get your best possible scores on every section. First, I'll go through specific tips for each of the five sections (English, Math, Reading, Science, and Writing). Then, I'll provide you with overall tips you can use throughout the test.Note that these are all last-minute test-taking advice tidbits rather than in-depth study hacks. Therefore,it's best to view them as light icing on top of a delicious cake representing the ACT expertise you've developed over a longer period of time. ACT English Tips The first section you'll take on the ACT is the English section, which focuses on your knowledge of grammar as well as your editing skills. #1: Choose the Most Concise Answer ACT English questions look for answers that result in the most straightforward, logical sentence structure, so try to find the choice that provides all of the necessary information for the sentence to make grammatical sense- and nothing extra. The best writing says what it needs to say clearly and concisely! #2: Read the Paragraph First A good plan of attack for ACT English is to read the whole paragraph that has the sentence you must revise before you look at the answer choices.This will give you context for your choices and a better grasp on the structure of the sentence and how you might need to change it.With this strategy, you can reduce the number of errors you make caused by careless misreadings. #3: Be Careful With "No Change" Answers On ACT English questions that ask you to choose the answer that makes a sentence grammatically correct, you'll have the option to pick "No Change." This is a dangerous choice because if you aren’t aware of more obscure grammar rules, you might be tempted to choose it on some questions for which the sentence actually can be improved. Thus, it’s really important to double-check all other answers before settling on "No Change" as the correct choice. That said, keep in mind that "No Change" really is the correct answer around25-30% of the time it's an option, so don't second-guess yourself if you're relatively certain there isn't an error. Read the sentence through with each of the possible suggested changes before you bubble in â€Å"No Change† to ensure that you’re ultimately making the right call. ACT Math Tips Up next is the ACT Math section. Here, we give you two key tips you'll need to know in order to get a high Math score on test day. #4: Pay Attention to Diagrams The ACT Math section will often provide you with diagrams of figures that describe the problem you’re trying to answer.It’s important to pay attention to these figures, asthey will give you clues about which answer choices are the most logical. If a problem asks you to figure out an angle, for example, and some of the choices are acute while others are obtuse, you’ll be able to eliminate at least a couple of these answers just by looking at the diagram.If it doesn’t seem like an answer is possible based on the visual aid alone, it’s usually safe to cross it out. #5: Plug In Answers and Numbers Two of the most important strategies to help you confirm you've got the correct answer on a math problem are to plug in answersand plug in numbers. Here's how to plug in answers: if a question asks you to solve for x,simplyplug each answer choice back into the original equation and see which one works. This will tell you which answer choice is the correct one. You don’t even need to really solve the problem! Plugging in numbers is a little different. With this strategy, you'll choose random numbers to plug into algebraic variables. This strategy lets you analyze the problem using real numbers instead of unknowns, and works best for questions with multiple variables. While helpful, these strategies can sometimes be more time consuming than just solving the equation directly, so only use them as a last resort if you're stumped. All you gotta do is find the right answer cord. ACT Reading Tips With ACT Reading- the third section on the test- you'll need to know how to read and interpret passages both quickly and accurately. #6: Start With Your Strengths The ACT Reading section is always structured the same way with four topic areas in the same order. Each topic corresponds to a passage or pair of passages.These topics are as follows: Prose fiction/literary narrative Social science Humanities Natural science To make sure you’re getting the most out of this section, start by reading the passage(s) that correspond to the topic area in which you are most comfortable.This might simply mean starting with subject matter that is most interesting to you and will thus make for a quicker read. This way, you can get the questions that are easiest for you out of the way first and won’t risk running out of time before you have a chance to answer others. #7: Skim Passages There’s a lot of time pressure on the ACT Reading section, so try to read the passages as efficiently as possible.For some students, it might be manageable to read passages normally and still have enough time to finish the section, but you have to be a really quick and thorough reader in order to pull this off. The best strategy for most people is to skim the passages instead.In order to skim effectively,read the introduction and conclusion paragraphs as well as the first and last sentences of every body paragraph.This will give you a good overview of the main ideas and allow you to answer most main point questions.When you get to questions about details, you can then reread specific parts of the passage if necessary. ACT Science Tips For the Science section, you'll need to know how to interpret data and must answer questions dealing with graphs, tables, and scientific experiments. Here are our two best tips. #8: Do the Conflicting Viewpoints Section Last Theconflicting viewpoints section on ACT Science is usually the most time consuming for students. In case you’re not familiar with it, this part of the section asks you to read two or three passages that detail different viewpoints on a scientific issue.You'll then answer questions about these viewpoints and how they relate to one another. Since this is more reading-intensive and can eat up a lot of time, it’s best to save this part for last so that you don’t end up missing other questions later on in the section that will be quicker and easier for you to answer. #9: Rely On Visuals The ACT Science section hits you with a lot of complicated terminology and unfamiliar facts that make it seem overwhelming.The best policy when faced with all of this information is to ignore it and go straight for the graphs, which should provide enough information for you to answer the majority of the questions you’re faced with. Most of the information you’re given is just extra stuff thrown in there to make this section seem more difficult than it really is. In reality,ACT Science is more about logical reasoning and data interpretation than it is about actually knowing any science. As long as you can read the graphs, you'll be fine! If you can't read this graph, drink more coffee. ACT Essay Tips The ACT Writing section, or Essay, is an optional section and the last one you'll take (if you signed up to take it). Below, we give you two expert tips to help you get the Essay score you deserve. #10: Pres Since ACT Essay prompts are relatively predictable, you can do some of your own essay planning before the test to save yourself time and stress.Choose concrete examples from art, history, literature, and/or personal experience; try not to use hypothetical or vague examples to support your points. Keep in mind that all of the facts you use in your essay don’t necessarily have to be true. Graders don’t have time to fact-check, so they'll take everything you write at face value. This means you can make up statistics or historical facts to support your thesis, and you won't be penalized! #: Write a Great Intro and Conclusion It’s likely that the essay graders will read your introduction and conclusion more closely than they will the rest of your essay. If they can find your thesis easily, you're already on the right track to earning a great Essay score.As long as you have body paragraphs that make sense and support the points outlined in your thesis, graders will likely give you at least a 4 in the Organization and Ideas and Analysis domains. You'll also need to write a conclusion paragraph thatrestates your thesis andshows a strong understanding of how all your points relate to one another. If you can demonstrate basic knowledge of how to logically structure an essay and stay on topic, you'll be good to go. Overall ACT Tips Now, let's wrap up with some general ACT tips to help you feel more confident for test day. #12: Skip Hard Questions On the ACT, time pressure is a very real problem for many students. To avoid losing points, you need to learn to skip questions that are giving you trouble before they eat up too much of your time.â€Å"Too much of your time† means something different for each section: English: more than 30 seconds per question Math: more than 60 seconds per question Reading: more than 45 seconds per question Science: more than 45 seconds per question As a rule of thumb, if you feel like you’re not any closer to figuring out a question after about 30 seconds, move on.Circle that question so that it’s easier to spot later on when you want to go back to it. Then, make a quick pass through the whole section and answer all of the easy questions first so you don’t miss points by running out of time before you're able to get through everything. #13: Use the Process of Elimination For every section of the ACT, use the process of elimination as your main strategy for attacking tough or confusing questions.This ties into the fundamental rule of ACT reading, which says that for every question there is only one completely correct answer- the rest can be eliminated based on evidence in the passage. The process of elimination is more foolproof than trying to pick out the correct answer from the pack. Look for reasons to get rid of choices rather than reasons why they might work. This will help you be more picky about which answer you bubble in, and will also prevent you from thinking that more than one answer might be correct.If there’s even one tiny thing out of place in an answer choice, get rid of it! #14: Bubble at the End You can save time on the ACT bywaiting until the end of a section to bubble in your answers. This cuts down on your time per question by letting you avoid the process of going back and forth between your test booklet and answer sheet.It’s more efficient to circle the answers you choose in your test booklet and then fill them in all at once later. Before using this tip, though,make sure you can reliably finish the section with at least three to five minutes to spare!Don't risk running into a situation in which you don’t have enough time to bubble in your answers even though you’ve gone through all of the questions. Just as you are legally obligated to pop all of the bubbles in a sheet of bubble wrap, so too must you fill in all bubbles on the ACT. #15: Answer Every Question Since there isno penalty for guessingon the ACT, make sure youfill ineverybubble!An incorrect answer and an unanswered question both have the same impact on your raw score, so even if you have no idea how to answer something, it's best to go ahead and guess anyway. #16: Get a Good Night's Sleep the Day Before the Test It might sound cheesy, but you'll feel a lot more prepared (and awake) on test day if you get a solid amount of shuteye the night before the test. How many hours you need to feel well rested varies depending on the person, but generally it's good to aim for at least eight hours of sleep. Heading into test day feeling sleepy and exhausted can dramatically affect your ability to focus and potentially lower your score. So get to bed early! #17: Eat a Hearty Breakfast In addition to the tip above, it's equally important to eat a healthy, satisfying breakfast before you take the ACT. This way you'll feel more awake and energized before taking the test. What's more, you won't have to worry about a growling stomach later on! #18: Stay Calm The most important thing to remember during the ACT is to keep a cool head.Especially given the time pressure, students who suffer from test anxiety often freak out if they have to skip a few questions.Don’t let this happen to you! Keep moving forward and answer what you can.You might find questions that initially seemed impossible are much easier when you come back to them. The nice thing about the ACT is that once you get through a section, you’re completely done with that subject. So you won’t have to worry about it until the next time you take the test (if that time even comes!). Review: 18 Tips for Improving Your ACT Score You can quickly improve your section scores on the ACT if you remember to use these 18 tips before and during the test. Let's recap: ACT English Tips Choose the Most Concise Answer Read the Whole Paragraph First Be Careful With "No Change" Answers ACT Math Tips Pay Attention to Diagrams Plug In Answers and Numbers ACT Reading Tips Start With Your Strengths Skim Passages ACT Science Tips Do the Conflicting Viewpoints Section Last Rely On Visuals ACT Essay Tips Pres Write a Great Intro and Conclusion Overall ACT Tips Skip Hard Questions Use the Process of Elimination Bubble at the End Answer Every Question Get a Good Night's Sleep the Day Before the Test Eat a Hearty Breakfast Stay Calm Remember, these are quick fixes that aren’t substitutes for studying content and gaining a deeper understanding of your mistakes.You should read some of our other articles, like this one on how to get a 36 on the ACT, to supplement your use of these tips and tricks! What's Next? If you're looking to do some more hardcore studying, take a look at this list of the top 10 books you should be using for ACT prepand this list of the best websites for ACT prep. Are you taking the ACT soon and need some advice on last-minute strategies you can use? Here are the bestguides to read for last-minute ACT prep. Haven't scheduled your test date yet? Find out the best ACT date for you! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. 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Law essaies Essay Example | Topics and Well Written Essays - 6250 words

Law essaies - Essay Example Wales Ltd enters an appearance and raises the defence of â€Å"force majeure.† Does its appearance confer jurisdiction to the courts of Athens? (5) Black Horse Traders Ltd obtained a judgement against Wales Ltd in Portugal and enforced the judgment in England. The judgment was, however, rendered in default of appearance of Wales Ltd. Advise Wales Ltd. 1. In addition to determining the competent court hearing lawsuit, we have to know which, if any, international jurisdiction entitlements shall apply. Based on the facts of the case the Brussels I Regulation is certainly applicable. The reason being that The Brussels I Regulation concerns commercial matters 1(contract of sales of goods) and also contains an International element since the case concerns purchase and transport within different states of the United Kingdom, Greece, Italy and Portugal, and all states are member states in Brussels I Regulation2. The United Kingdom is where Wales, Ltd. is registered as well as Black Horse Traders, Ltd. Wales. Ltd lists Greece as their principal place of business and Italy is where their central administration office is located and finally Portugal is where the goods had been delivered3. Under Article 2.1 â€Å"Subject to this Regulation, persons domiciled in a Member State shall, whatever their nationality, be sued in the courts of that Member State.†4 This article relates to the particular the individual person and infers that any person can sue if the defendant may be domiciled in a member state in Brussels I Regulation. This was clear in Grupo Torras SA and Torras SA and Torras Hostench London Ltd5. However, in Article 60.1 â€Å"for the purposes of this Regulation, a company or other legal person or association of natural or legal persons is domiciled at the place where it has its: And further, 60.2 â€Å" for the purposes of the United Kingdom and Ireland ‘statutory seat’ means the registered office or, where there is no

Casino questoin Term Paper Example | Topics and Well Written Essays - 250 words

Casino questoin - Term Paper Example The casino is operational in 24 hours per day and provides relaxed house rules to meet the competing needs of clients (Morse & Goss 49). It has amazing bonuses and rewards, good online casino security features and excellent customer services. The business operates around its main core values, which include accountability, respect, integrity, honesty and citizenship. The core values guide the direction, and services offered in the business. In this perspective, the core values extend beyond the business practices and incorporate every team member since they are an integral part in the business. The casino employs skilled workers with the similar values and objectives as of the business. The advent of casinos on tribal land has improved employment and social amenities such as hospitals and clinic facilities and schools. Gambling provides individuals and the community with economic resources, which allows them to make investments in other industries and enterprise. Other economic impacts include the increase in tax revenues, enhance recreational and tourism opportunities and rising property value (Morse & Goss 89). However, gambling has increased job insecurity since workers have no regulations to secure their interests. Gambling has economic value to the business as well as to the society, and therefore, I could focus on increasing technologically advanced gaming facilities. The trend aids to increase the social and economic values to clients, society and the business (Kilby & Fox 90). Regular improvements, innovations and good customer services could ensure the business remains on its core

Women in Engineering & Science Disciplines Term Paper

Women in Engineering & Science Disciplines - Term Paper Example Women engineers are generally very few in the workplace. In the case of the United States, 53% of the people in all entry-level jobs are women (Shellenbarger 3). However, at the director level, only 35% of people are women. Also, 24% of the people in senior vice president positions are women. This indicates that there is a general issue with the rise of women in the corporate world. This implies that the general trend has some impact on engineering, which is seen to be traditionally a male-dominated field. One of the reasons identified by Shellenbarger (3) is that women lack sponsors who would nominate them into top positions in engineering and scientific organization. This is because they often do not put themselves up for these top jobs when compared to their male counterparts. Women prefer to stay away from stressful problems and jobs. Thus, they end up becoming content with these lower level jobs. Secondly, females are not found in the engineering field because most training that would get them to become engineers are designed for only males or males only find themselves in those fields (Ovide 1). This is because there are some tough training and recruitment programs that are not often disposed of favorably towards women. Due to this, women find themselves in the back role of these engineering entities and they end up becoming more or less the less dominant voice in the industry. The GM boss, Dan Akerson stated that women are not often put into engineering positions because most managers do not use plans and systems that are robust enough to get the best pool of talents. In other words, recruitment systems are not thorough enough to give women the chance. She stated that if directors and managers were to widen their HR net, they would be able to locate and find hard-working women through a conscious and concerted effort to go out and look for such persons to fill up important vacancies.

Nature And Purpose Of The Conceptual Framework Accounting Essay

Nature And Purpose Of The Conceptual Framework Accounting Essay Introduction The accounting conceptual framework has been criticized for not providing an adequate basis for standard setting. This inadequacy is evidenced through the FASBs standards becoming more and more rule-based. Nevertheless, no empirical evidence has been gathered to support the criticisms of the conceptual framework. We analyzed the five qualitative characteristics of accounting information from the conceptual framework in conjunction with an individuals intention to use/rely on financial statements. Using structural equation modelling, we found that only one qualitative characteristic, reliability, affected a persons intention to use financial statements. Additionally, it appears that the greatest factor that influences whether an individual rely on financial statements is their familiarity with accounting. Based on our findings, it appears that not only does the conceptual framework need to be altered, but it also needs to be changed to help create principle-based accounting standards that are useful to all people, regardless of their background. Criticism has been directed towards the Financial Accounting Standards Board (FASB) for not requiring firms to report information that is interpretable and useful for financial statements users (CICA, 1980). The FASBs conceptual framework is the core in which all accounting standards are derived. Therefore, the accounting conceptual framework must embody a set of qualitative characteristics that ensure financial reporting grants users of economic statements with sufficient information for assessments. The U.S. financial accounting conceptual framework was established between late 1970s and early 1980s. Statement of Financial Accounting Concepts (SFAC) No. 2 (1980) indicates that there are five main qualitative characteristics of accounting information; understandability, relevance, reliability, comparability, and consistency. Nature and Purpose of the Conceptual Framework The conceptual frame work has some disadvantages. It is broad based in nature and principles and may not help when actually producing the financial statement. Its standards contents may conflict with those of other boards. This framework, with minor changes, still provides the basis for the FASBs standard setting today. Statement of Financial Accounting Concepts (SFAC) No. 2 (1980) develops and discusses the qualitative characteristics that make accounting information useful. SFAC No. 2 separates the qualitative characteristics as possessing either user-specific or decision-specific qualities. The overall user-specific characteristic of accounting information is that it must be understandable. Today, the accounting conceptual framework is being blamed for accounting standards becoming rule-based, which leads to the structuring of transactions (Nobes, 2005; SEC 108(d)). In fact, FASB has even acknowledged that the conceptual framework might be inadequate for current accounting standar ds (AICPA, 2002). The conceptual framework was formed with the intention of providing the backbone for principle-based accounting standards (Nobes, 2005). However, the Securities and Exchange Commission (SEC) has recently criticized the accounting standards setting board for becoming overly rules-based, which paves the way for the structuring of transactions in the companys favour (SEC 108(d)). Critics of the framework have stressed that the move towards rule-based standards are a consequence of inadequacies in the accounting conceptual foundation. Nobes (2005) argues that the need for rule-based accounting standards is a direct result of the FASB trying to force a fit between standards and a conceptual framework that is not fully developed. A coherent and strong conceptual framework is vital for the development of principle-based accounting standards and the progression towards convergence in international accounting standards. However, researchers are unaware of any empirical evidence that supports the criticisms of the current conceptual framework. Additionally, none of the critics have looked at the conceptual framework from the most important viewpoint, the users perspective. Therefore, the rationale of this paper is to practically analyze the sufficiency of the conceptual framework, from a users perspective, in relation to an individuals reliance on financial statements for decision making. We developed a survey instrument to analyze an individuals intention to rely on financial statements using Ajzens (1991) Theory of Planned Behaviour. We found that the reliability characteristic of the conceptual framework represented the only significant dimension of a persons attitude affecting their intention to rely on financial statements. However, the understandability characteristic was approaching significance. Within the context of the theory of planned behaviour, social pressures was not significant influe nce on the intention to use/rely on financial statements, yet familiarity with accounting was found to significantly influence intention. The conceptual framework and potential financial statement users intentions can be analyzed within the context of Ajzens (1991) Theory of Planned Behaviour. Ajzen (1991) indicates that empirical evidence suggests that we can determine an individuals intention to perform behaviour through analyzing their attitude, subjective norms, and perceived behavioural control. Within this perspective, we adapted Ajzens (1991) theory of planned behaviour to an individuals propensity to rely on accounting financial statements as shown in the figure below (figure 2): (Draw a figure) The purpose of this study was to provide an empirical analysis to the criticism against the FASBs conceptual framework. Our overall results suggest that the current conceptual framework does not adequately align the objectives of financing reporting with the users of financial statements. Nevertheless, available findings have some interesting implications for the conceptual framework and future standard setting. Reliability is the only qualitative characteristic that has a positive statistical significant relationship with intention. The accounting profession is facing a choice between reliability and relevance in financial reporting, as there is an inherent trade-off between reliability and relevance (Paton and Littleton, 1940; Vatter, 1947). Reliable information possesses the characteristic of objectivity and verifiability, which is associated with historical cost accounting. Relevance, on the other hand, pertains to any information that will influence the users financial decision. Many times the most relevant information is often current or prospective in nature. Thus, we cannot have accounting information that maximizes the characteristics of both relevant and reliable because relevant information is not always verifiable. We would have expected to see relevance as a significant factor in users intention to use financial statements since the recent accounting standards have moved toward fair value accounting measures, which are considered to be more relevant than reliable information (Ciesielski Weirich, 2006). However, our results show that reliability is a significant factor. The current accounting curriculum could be the cause of our results since it is rooted in Paton and Littletons historical cost approach, which focuses on reliability of information. In the context of the Theory of Planned Behaviour, we found that familiarity to be a statistically significant factor to an individuals intention to use financial statements. Thus, as an individual becomes more familiar with financial statements, he or she is more likely to have the intention to use or rely on them when making decision. An ANOVA analysis provides further support for this as it indicates that intention to use or rely on financial statements is significantly different between accounting majors and non-accounting majors. This provides evidence that accounting could be becoming too difficult for individuals who are not proficient in accounting to understand. It appears that the movement towards rule-based accounting standards could be a contributing cause of this disparity in intention. That is, the accounting standards have become so technical upon their execution that the average reader of accounting can no longer discern the main objective of each financial statement element. This finding is troubling to accounting since it contradicts the primary objective of accounting, which is to offer practical book-keeping information for judgment making. Book-keeping information should be useful for all people who want to use it rather than only being useful to those who understand it. Additionally, under no circumstances, should accounting information provide an advantage to individuals who happen to be experts within the field. Accounting should be a tool and not a barrier At the-present, the accounting profession is grappling with a problem, which it has identified as the need for a conceptual framework of accounting. This framework has been painstakingly developed over centuries, and it is merely the professions task to fine tune the existing conceptual framework because of the need for continual development due to changing conditions. This conceptual framework has never been laid out in explicit terms; consequently, it is continually overlooked. A conceptual framework has been described as a constitution, an articulate arrangement of interconnected objectives and rudiments that can guide to reliable standards and that stipulates the character, purpose, and confines of financial book-keeping and fiscal statements. For many accountants, the conceptual framework project is difficult to come to grips with because the subject matter is abstract and accountants are accustomed to dealing with specific problems. In resolving those problems, accountants may unconsciously rely on their own conceptual frameworks, but CPAs have not previously been called on to spell out their frameworks in systematic, cohesive fashion so that others can understand and evaluate them. It is essential that a framework be expressly established so that the FASB and those evaluating its standards are basing their judgments on the same set of objectives and concepts. An expressly established framework is also essential for preparers and auditors to make decisions about accounting issues that are not specifically covered by FASB standards or other authoritative literature. It is considered that if the conceptual framework makes sense and leads to relevant information, and if financial statement users make the necessary effort to fully understand it, their confidence in financial statements and their ability to use them effectively will also be enhanced. No one who supports the establishment of a conceptual framework should be labouring under the illusion that such a framework will automatically lead to a single definitive answer to every specific financial accounting problem. A conceptual framework can only provide guidance in identifying the relevant factors to be considered by standard setters and managers and auditors in making the judgments that are inevitable in financial reporting decisions. A Classical Model of Accounting: The Framework Expanded Historically, the particularized information, which constituted the emergence of accounting, was embedded in a framework for control of human behaviour. With the advent of exchange replacing a sustenance society, and with exchange ultimately producing a private economy, accounting derived its second, and in modern times considered its most important, function as a planning instrument. The classical model simply states that behavioural patterns do exist in the structural development of accounting; that is, given a stimulus there will be a response which is direct reaction (an expected reaction) to that stimulus. One can relate this model to the classical model in economics, in which supply and demand for a commodity react in an expected manner due to a change in price. Figure 3 is a geometric illustration of the classical model. The special features of the model are: (a) Stimulus (S) = Demand; Response (R) = Supply (b) Equilibrium (E) = Stimulus = Response (c) Environmental Condition (EC) = Price (d) Accounting Concept (AC) = Product A Test of the Validity of the Model If the classical model does exist in accounting, the historical observations (see table I) should then bear testimony to its existence. The evidence to support this model is purely historical. However, no parallel should be drawn between this thesis (stimulus/Response) and Toynbees (1946, 88) line of inquiry: Can we say that the stimulus towards civilization grows positively stronger in proportion as the environment grows more difficult? Consequently, the criticism directed at his work should not be considered even remotely as applicable to this inquiry (Walsh 1951, 164-169).On the other hand, only in the extreme can the accusation levelled at Kuhn [1962] be directed here, that the conceptual framework (classical model of accounting) as presented may subsume too many possibilities under a single formula (Buchner 1966, 137). More appropriately, this study is undertaken along the lines suggested by Einthoven (1973, 21): Accounting has passed through many stages: These phases have been largely the responses to economic and social environments. Accounting has adapted itself in the past fairly well to the changing demands of society. Therefore, the history of commerce, industry and government is reflected to a large extent in the history of accounting. What is of paramount importance is to realize that accounting, if it is to play a useful and effective role in society, must not pursue independent goals. It must continue to serve the objectives of its economic environment. The historical record in this connection is very encouraging. Although accounting generally has responded to the needs of its surroundings, at times it has appeared to be out of touch with them. The purpose of this line of inquiry is to put into perspective concepts which have emerged out of certain historical events. (In this treatise, accounting concepts are considered to be interlocking with accounting measurement and communication processes; thus, whenever the term concept is used herein, it is to be understood that accounting measurement and communication processes are subsumed under this heading.) These concepts collectively constitute, or at least suggest, a conceptual framework of accounting. The classical model is postulated as follows: For any given environmental state, there is a given response function which maximizes the prevailing socio-economic objective function. This response function cannot precede the environmental stimulus but is predicated upon it; when such response function is suboptimal, the then existing objective function will not be maximized. In a dysfunctional state, a state in which environmental stimulus is at a low level a level below pre-existing environmental stimuli, disequilibrium would ensue. In any given environment, the warranted response may be greater or less than the natural or actual response. When environmental stimuli cease to evoke response, then the socio-economic climate will be characterized by stagnation as the least negative impact of disequilibrium conditions, and decline when such environmental stimuli are countercyclical. Stage 1 In this period, (1901 to 1920) the environmental stimulus was corporate policy of retaining a high proportion of earnings [(Grant 1967, 196-197); (Kuznets 1951, 31); (Mills 1935, 361,386-187)]. This period is the beginning of corporate capitalism. The term corporate capitalism is used because it emphasizes the role in capital formation which corporations have ascribed to themselves. Hoarding of funds by corporations has reduced the role and importance of the primary equity securities market. The resource allocation process has been usurped by corporations (Donaldson 1961, 51-52, 56-63). The implication of such a condition is accentuated in the following statement: It is the capital markets rather than intermediate or consumer markets that have been absorbed into the infrastructure of the new type of corporation. (Rumelt 1974, 153). The hard empirical evidence of this condition was revealed by several tests of the Linter Dividend Model, which maintains that dividends are a function of profit, and are adjusted to accommodate investment requirements [(Kuh 1962, 48); (Meyer and Kuh 1959, 191); (Brittain 1966, 195); (Dhrymes and Kurz 1967, 447)]. Given the new role assumed by the corporation in capital formation, the investment community (investing public) became concerned with the accounting measurement process. The accounting response was verifiability (auditing) to demonstrate the soundness of the discipline. Productivity of existing measurements had to be verified to satisfy the investors and creditors. The Companies Act 1907 required the filing of an audited annual balance sheet with the Registrar of Companies [(Freer 1977, 18); (Edey and Panitpadki 1956, 373); (Chatfield 1956, 118)]. Thus, auditing became firmly established. The function of auditing measurements is the process of replication of prior accounti ng. Accounting is differentiated from other scientific disciplines in this aspect of replication. Replication is a necessary condition in sound disciplines; however, replication is generally undertaken in rare instances. In accounting, on the other hand, replication is undertaken very frequently for specified experiments business operations at the completion of the experiments business (operating) cycle. These experiments business operations, cover one year; at the end of the year, the experiments are reconstructed on a sampling basis. Auditing is the process by which replication of accounting measurements are undertaken. Publicly held and some privately held corporations are required to furnish audited annual financial statements which cover their business activities on an annual basis. Stage 2- This period, (1921 to 1970) witnessed the reinforcement of corporate retention policy. This condition shifted the emphasis of the investor to focus on the Securities market in the hope of capital gains, because of the limited return on investment in the form of dividends. Indubitably, investors concern was shifted to market appreciation through stock price changes reflecting the earnings potential of the underlying securities (Brown 1971, 36-37, 40-41, and 44-51). With the securities market valuation of a companys share (equity) inextricably linked to the earnings per share, the emphasis is placed on the dynamics of accounting as reflected in the income statement. The Companies Act of 1928 and 1929 explicitly reflect this accounting response by requiring an income statement as a fundamental part of a set of financial statements [(Freer 1977, 18); (Chatfield 1974, 118)]; although an audit of such statement was not explicitly stipulated, it was implied. The accounting response of this period is extension of accounting disclosure [(Chatfield 1974, 118); (Blough 1974, 4-17)].The Wall Street Crash of 1929 and subsequent market failures constitutes the environmental stimulus. In the U.S.A., the Securities Act of 1933 and then the Securities and Exchange Act of 1934 were enacted, providing for a significant involvement of the government in accounting. Stage 3- This period is characterized by the social awareness that business as well as government must be held socially accountable for their actions. Business can transfer certain costs to other segments of society, thus business benefits at the expense of society; and government can not only squander hard earned dollars but through its policies affect adversely the welfare of various segments of society. This awareness is epitomized in the thesis posited by Mobley [1970, 763]: The technology of an economic system imposes a structure on its society which not only determines its economic activities but also influences its social well-being. Therefore, a measure limited to economic consequences is inadequate as an appraisal of the cause-effect relationships of the total system; it neglects the social effects. The environmental stimulus of corporate social responsibility evoked the accounting response of socio-economic accounting a further extension of accounting disclosure. The term socio-economic accounting gained prominence in 1970, when Mobley broadly defined it as the ordering, measuring and analysis of the social and economic consequences of governmental and entrepreneurial behaviour. Accounting disclosure was to be expanded beyond its existing boundaries beyond the normal economic consequences to include social consequences as well as economic effects which are not presently considered (Mob1ey 1970, 762). Approaches to dealing with the problems of the extension of the systemic information are being attempted. It has been demonstrated that the accounting framework is capable of generating the extended disclosures on management for public scrutiny and evaluations [(Charnels, Co1antoni, Cooper, and Kortanek 1972); (Aiken, Blackett, Isaacs 1975)]. However, many measurement problems have been exposed in this search process for means to satisfy the systemic information requirement of this new environmental stimulus [(Estes 1972, 284); (Francis 1973)]. Welfare economics, as a discipline, has always been concerned with the social consequences of governmental and entrepreneurial actions, but the measurement and communication problems are, and always have been that of the discipline of accounting (Linowes 1968; 1973). The Conceptual Framework: A Continuing Process Presented above, the stimulus/response framework exhibiting structural adequacy, internal consistency and implemental practicality has demonstrated, unequivocally, its effectiveness over the centuries. The systemic information of financial accounting is the connective tissue of time in a financial perspective. The systemic information of managerial accounting is non-connective, but rather reflects events in a decision-making perspective. This can be best illustrated in the table below: (Draw a table) The process of concept-formation is a special type of learning. The formation takes time and requires a variety of stimuli and reinforcements. The process is never fully determinate for even when the concept is well, it can suffer neglect or inhibition and it can be revived by further reinforcement or modified by new stimulation (Emphasis added.) (Meredith; 1966, 79-80). A body of concepts and interlocking measurement and communication processes (types of information stocks and flows; constraints on information allowable values and methods of measurement; media of communication quantitative and qualitative) has been developed over the centuries. This set of concepts and interlocking measurement and communication processes has emerged as responses to specific stimuli at specific points in time to satisfy specific information needs. It is this body of concepts and interlocking measurement and communication processes, which is subject to amplification and modification that constitutes the conceptual framework of accounting. Possibly, with other modifications or amplifications deemed necessary, the conceptual framework as presented above can serve as an expressly established framework to enable preparers and auditors to make decisions, which would conform and be upheld, about accounting issues that are not specifically covered by FASB standards or authoritative literature. A conceptual framework is necessary because in the first place, to be constructive, paradigm setting must develop and connect to a reputable body of perceptions and objectives. A severely developed theoretical outline should facilitate the FASB to issue additional functional and reliable standards in due course. A coherent set of principles and regulations should be the outcome, since they would be constructed upon a similar basis. The framework should augment fiscal statement users indulgence of and self-assurance in economic reporting, and it has to improve comparability amongst companies fiscal reports. Secondly, latest and emerging realistic problems ought to be more rapidly unravelled by reference to an existing outline of fundamental supposition. It is complicated, if not unfeasible, for the FASB to recommend the appropriate accounting action promptly for circumstances like this. Accountants in practice, nevertheless, ought to resolve such exertions on a routine basis. With the application of excellent verdict and with the facilitation of a commonly acknowledged conceptual scaffold, practitioners may discharge certain options promptly and then centre their attention on a tolerable dealing. Over the years various associations, commissions, and concerned persons developed and printed their personal theoretical frameworks. However, no particular framework was unanimously acknowledged and relied on practically. Identifying the necessity for a commonly acknowledged structure, the FASB in 1976 initiated effort to construct a conceptual structure that would possibly be a foundation for setting book-keeping principles and for reconciling fiscal reporting disagreements. The FASB has given out six Statements of Financial Accounting Concepts that recount to monetary reporting for commerce schemes. These include: 1, Objectives of Financial Reporting by Business Enterprises, that presents objectives and intentions of book-keeping. 2, Qualitative Characteristics of Accounting Information, that inspects the descriptions that make book-keeping information helpful. 3, Elements of Financial Statements of Business Enterprises, that offer descriptions of objects in economic statements, for instance, revenues, assets, expenses and liabilities. 4, Recognition and Measurement in Financial Statements of Business Enterprises, that lays down elementary acknowledgment and dimension standards and direction on the kind of information that should be officially integrated into economic assertions and at what time. 5, Elements of Financial Statements, which substitutes number 3 and increases its extent to comprise non-profit institutes.6, Using Cash Flow Information and P resent Value in Accounting Measurements, that gives a structure for using probable expectations of cash flows and outline principles as a foundation for measurement. The figure below is an overview of the conceptual framework. (Diagram) In the initial stage, the purposes classify the aspirations and rationale of book-keeping. Ideally, book-keeping principles developed with accordance to a theoretical structure will upshot in book-keeping reports that are extra helpful. At the subsequent stage are the qualitative descriptions that make book-keeping information functional and the essentials of monetary report, that is, liabilities, assets, among others. In the third stage are the dimension and acknowledgment perceptions employed in instituting and affecting book-keeping principles. These conceptions include suppositions, ideologies, and restrictions that illustrate the current reporting atmosphere. First Level: Basic Goals The major goals of monetary reporting are to give information which is: (1). Helpful to those concerned with the creation of savings and credit judgment and have a sensible perception of commerce and financial performance. (2). Useful to current and prospective financiers, creditors, as well as other users in gauging the quantities, instances, and ambiguity of prospective cash flows and (3). Concerns financial capital, claims to such possessions, and the adjustments in them. The goals consequently, begin with a broad concern regarding information that is valuable to financier and creditor assessments. That apprehension constricts to the financiers and creditors concern in the outlook of accepting cash from their investments or credits to commerce ventures. Ultimately, the goals centre on the monetary declarations that provide information useful in the assessment of prospective cash flows to the business enterprise. This advancement is known as judgment effectiveness. It has been said that the golden rule is the central message in many religions and the rest is elaboration. Similarly, decision usefulness is the message of the conceptual framework and the rest is amplification. In giving information to users of monetary reports, general-purpose financial statements are prepared. These reports give the most helpful information feasible at negligible expenditure to diverse consumer groups. Principal to these goals is the conception that consumers require logical acquaintance of commerce and economic book-keeping issues to comprehend the facts contained in economic reports. This fact is essential. It implies that in the groundwork of monetary statements, a stage of rational proficiency on the part of consumers can be alleged. This has an effect on the method and the scope to which data is accounted for. Second Level: Fundamental Concepts The objectives of the first level are concerned with the purposes and intentions of book-keeping. Between the second and third levels, it is essential to give particular theoretical construction blocks that elucidate the qualitative descriptions of book-keeping knowledge and describe the essentials of monetary reports. These theoretical construction blocks outline a connection involving the why of book-keeping (the goals) and the how of book-keeping (acknowledgment and capacity). Qualitative Descriptions of Book-keeping Facts Deciding on a suitable accounting technique, the quantity and kinds of facts to be revealed, and the layout in which data ought to be presented entails establishing which option provides the most helpful information for assessment making intentions (judgment convenience). The FASB has recognized the qualitative descriptions of book-keeping facts that differentiate enhanced (extra valuable) facts from substandard (less valuable) facts for assessment creation intentions. Additionally, the FASB has acknowledged particular restrictions (cost-benefit and materiality) as a component of the conceptual structure. The descriptions might be analysed as a hierarchy. Assessment Creators (Users) and Understandability The makers of judgement differ extensively in the nature of assessments they formulate, the way they formulate these assessments, the facts they already have and any other relevant information that they may acquire from their own trusted sources, and their aptitude to process the facts. For knowledge to be helpful there ought to be a correlation (relationship) involving these consumers and the judgment they create. This connection, understandability, is the eminence of facts that authorizes realistically knowledgeable users to distinguish its connotation. To demonstrate the significance of this connection; suppose that IBM Corp. gives a three-month income statement (interim statement) that illustrates temporary income way down. This statement gives appropriate and dependable facts for assessment creation intentions. A number of users, upon evaluation of the statement, choose to retail their stock. While others do not comprehend the content and importance of the report, they are aston ished when IBM proclaims a lesser year-end share and the worth of the stock turns down. Therefore, even though the facts presented were exceedingly appropriate and consistent, it was futile to those who did not comprehend it. Prime Qualities: Reliability and Relevance Importance and dependability are the two major virtues that make book-keeping information helpful for assessment making. As assured in FASB Concepts Statement No. 2, the qualities that distinguish bet

The Importance of Being Earnest :: English Literature

The Importance of Being Earnest A protagonist is described as the main character in the story. The story line revolves around this one character and the events in his/ her life. In the Importance of Being Earnest, Jack Worthing is the protagonist of the play because it is his character that dominates the narrative. His pursuit to marry Gwendolen, and the conflicts and struggles he goes up against to reach his ultimate goal, are traits which develop his character into being the protagonist. For a character to take on the role of protagonist, there always needs to be conflict. Jack Worthing’s first conflict is getting the approval to marry Gwendolen from her mother, Lady Bracknell. In the beginning of the story when Jack, also referred to as Ernest, proposes to Gwendolen, but is denied the ability to marry Gwendolen until he has passed Lady Bracknell’s series of tests; what she sees as a suitable husband for her daughter. This is shown through her statement of: â€Å"I fell bound to tell you that you are not on my list of eligible young men†¦however, I am quite ready to enter your name should your answers be what a really affectionate mother acquires† (Wilde,1438). Earnest informs her that he does not know anything from his childhood, including who his parents are, and why he became an orphan; and now is thought to be unacceptable suitor to marry her daughter, Gwendolen. Lady Bracknell reinforces to Jack that â€Å"to be born, or at any rate bred in a handbag, whether it had handles or not, seems to me to display a contempt for the ordinary decencies of family life that reminds one of the worst excesses of the French revolution†(Wilde, 1440), basically stating that having a hand bag for a parent is an unacceptable â€Å"notion about family life† (Parker), and needed to find out who his parents are before he can marry Gwendolen. It is this sort of conflict that must arise in order for the play to pursue any further. It is the role of the protagonist to ensure that he continues on his pursuit in order to get what one wants, that being the hand of Gwendolen. Jack lies and discoveries â€Å"of human freedom in protean identity† (Parker, 185) which he â€Å"adopt[ed] identities to suit the occasion† (parker, 185). All of these identities and secret lives eventually led to Gwendolen’s hand but also the truth of who Jack really was; the true importance of being Ernest, because being Ernest gets him what he wants. The title of the play â€Å"The Importance of being Earnest† shows significance because this creates conflict and comedy between the

Electoral College System Essay

The President and the Vice President of the United States are elected indirectly by an institution known as the Electoral College. The U. S. Constitution provides the broad framework through which electors are appointed and by which they cast votes for the President and Vice President. In evaluating the contingent election process, some commentators have suggested that any threshold inquiry requires assessing how often contingent election occurs. If the results of a general election are frequently inconclusive, they increase the likelihood of contingent election. The democratic criteria require implementing reforms that bring the people into the contingency process. Critics of the Electoral College system argue that the presence of viable and well-funded third-party or independent presidential candidates, who may be able to garner electoral votes by carrying a plurality of the votes in statewide elections, increases the likelihood of contingent election. Analysis of criticism of the Electoral College system There are several shortcomings of the Electoral College as cited by the proponents of the presidential election reform. These shortcomings have raised justifications for reform or abolition of the current system. One of the criticism is on the Electoral College is the Electoral College deadlock of the contingent election. In this one, the 12th amendment provide that the House of Representatives should choose a president and the senate chooses the vice president by contingent election if the presidential and the vice presidential candidates votes have not reached a simple majority of the Electoral College votes. The election of the president by the House of Representatives happened only once on the February 9th, 1825 where John Quincy Adams was elected as President over Andrew Jackson. This election was criticized by some commentators saying that it brought about a constitutional crisis since the president was selected as part of a political corrupt bargain because some of the presidential candidates were disqualified from the contingent election. Critics claim that this election removes the choice of president and vice president voters (Whitaker & Neale, 2004). Another criticism is on the minority president which was expressed in the Electoral College misfire. In this one, the current electoral college system can result in the election of a minority president which states that the president can be one who wins the majority of the electoral votes even though he has lost the popular votes. This was experienced in the 1800s where three minority presidents namely, John Quincy Adams in 1824, Rutherford B. Hayes in 1876, and Benjamin Harrison in1888. The other criticisms are on the current methods of allocating electoral votes, the decennial census problem, and the faithless elector, presidential succession between nomination and inauguration, independent and the third party versus major party candidates. These criticisms have caused so many controversies that have made many people believe that the current Electoral College system is not a good system and therefore it needs amendment (Whitaker & Neale, 2004). Advantages of various reform proposals. The electoral college reform proposals include (1)the district plan, awarding each state two at large electoral votes to the state-wide popular vote winners, and one electoral vote to the winning candidate in each congressional district; (2) the proportional plan, awarding electoral votes in states in direct proportion to the popular vote gained in the state by each candidate; and (3) the automatic plan, awarding each state’s electoral votes directly on a winner-take- all basis to the statewide vote winners (Amar, 1995). The advantages to the electoral-vote system include its tendency to produce a clear winner. The constitution is however subject to change, allowing for the second vote in case of depressed voter turnout. Great leverage is also given to third party candidates by requiring the winner to have a majority and by this it calls for fair and just elections. A National Election Agency is incorporated in the system to run the vote. However, the government also comes in to help, where the National Election Agency has fewer powers under the government (Amar, 1995). Despite the fact that the president alone is elected by the people, doesn’t mean he can legitimately defy the law. It is good to know that the elections are fair in that a presidential candidate who stands in his campaign and wins with a substantial majority of votes from the American people does of course gain the mandate. The candidate who emerges with the most electoral votes has a fully legitimate claim to the office for the next four years (Amar, 1995). Disadvantages of various reform proposals. In the U. S there is a rule that, a candidate chosen on the Election Day may not be the president. Therefore if it happens that a candidate has failed to win the national popular vote, he might be sworn in as the president by the virtue of claiming more electoral votes on than his opponents. Therefore the main disadvantage of such kind of proposal, is that if the sitting president who lost in the popular vote is returned again to power after his rejection, then there will be a wide condemnation on the Electoral college as a wacky anachronism which will lead to extensive demands for the amendments of the constitution in order for the replacement of the electoral vote with popular election (Longley, 2008). Due to this kind of proposals, there is a possibility of not telling the exact winner since the constitution is the main source of authenticity. The main disadvantage here is that there might be a possibility of both candidates having different fundamental campaigns which give different issues of emphasis and making frequent appearances in different states. Another disadvantage for this proposal is the argument on which candidate to take office and who was chosen by an archaic and wholly irrational system. If the electoral system is replaced, by the popular vote election, since it is not irrational there is a possibility of embarrassment on the president opting to be chosen by this process (Dellinger, 2004). Another greatest disadvantage of the present system of voting in U. S is that there is a possibility that the candidate who receives the most votes from the nation (people) may not take office. Therefore the present president in office may face many challenges and offsetting values since he or she was not put in by the majority. The disadvantage of the constitutional system for choosing a president in the U. S is not perfect and needs to be changed and therefore the candidate who emerges with most electoral votes has full justified claim to the office for four years (Dellinger, 2004). Conclusion It is clear that once the candidate chosen by the people of the United States on the Election Day may not become president. The candidate must choose the constitutional rules currently in place. In the voting parties, the party that receives more total votes nationally wins the parliament while the one with fewer total votes chooses the Nation’s prime minister. The constitution however, is subject to change (Longley & Dana, 1992). Amending the Constitution to alter it would present a series of difficult questions: Will we give great leverage to third party candidates by requiring the winner to have a majority? Will we have a runoff, which might lead to depressed turnout for the second vote? Will we create a National Election Agency to run the vote and or leave it with the 51 governments who now run it? If those states report raw votes, will they somehow artificially increase the number of voters in the state or pad the totals—a temptation now avoided by having a set number of electoral votes for each state? These are not insurmountable objections to constitutional change, but they should certainly give pause (Longley & Dana, 1992). References Amar, A. R. (1995). Presidents, Vice Presidents, and Death: Closing the Constitution’s Succession Gap Dellinger, W. (2004). Popularity contest in defense of the Electoral College, Washington Post.Newsweek Interactive Co. LLC. Retrieved October 26th, 2008, from http://www. slate. com/id/2108991/ Longley R. (2008). The Electoral College System, who really elects the president of the united states, About . com Longley, L. D. & Dana, J. D. , Jr. (1992). The Biases of the Electoral College in the 1990s Whitaker, L. P. & Neale, T. H. (2004, November 5). The Electoral College: An Overview and Analysis of Reform Proposals. CRS Report for Congress. Retrieved October 26th, 2008, from http://italy. usembassy. gov/pdf/other/RL30804. pdf.

Love Poem

Critical Essay:4Love Poem: Linda Pastan Have you ever been in love? Do you even know what love is? Love is a feeling that at times can feel indescribable. It makes you do crazy things. Love makes you blind and no matter your circumstances with that person, if you love them you will go that extra mile for them. In this essay I will talk about the â€Å"Love Poem† by Linda Pastan. In the following paragraphs I will go in depth and break down the poems to help understand the root of the poem. Love Poem was written by Linda Pastan. Linda was born in New York on May 27, 1932. Today, she is known for writing short poems on topics like family life, domesticity, motherhood, the female experience, aging, death, as well as the fragility of life and relationships. Love Poem suggests describes love in such a form that it makes you think its describing the art and craft. Thesis poem expresses the desire to write a love poem. Also the desire to express the writers love for someone. Throughout the poem Linda uses appropriate metaphors and means of expression. Just like in the poem, the action that it represents suggest to readers the kind of desire between the lovers. When I first read the poem I was confused and lost. After reading the poem a few times I realized that the theme to this poem is a â€Å"nature theme† due to how she uses bits of nature to get her point across . Being that it was a â€Å"nature theme† throughout the poem describe the rush of sensations which the young couple is experiencing Linda used words like headlong, creek, and leafs. In lines 2-4 â€Å"a love poem as headlong as our creek after thaw† â€Å"our† signifies that this couple has been together for quite some time. Later in lines 5-7 â€Å"when we stand on its dangerous banks and watch it carry† she also shows how not teady her relationship with the guy is. When Linda writes â€Å"dry leaf and branch† she is referring in my opinion that everything good in their relationship has been corrupted. Lines 12-14 â€Å"when we see it so swollen with runoff† express that her relationship went from being a thrill to just barley communication due to all the hardship that every relationship goes through. When Linda says â€Å"grab each other† in the last line she is saying that her and her significant other need to rekindle their love and find what they saw in each other when they first began to date. The main point of this poem is trying to express how the author feels about her current relationship and what she plans on doing to fix it. In this poem I noticed a lot of heartache and suffering. This poem has such a desire to save what might not be able to be saved. The main character expresses her love for her spouse in the form of nature. She made it seem that’s she wanted to forever be with him because he was her soul mate. When you love someone, you love them and theirs not much you can do at that point to forget about him/her. Whether the person is black, white, or Hispanic it won’t atter cause you cant help who you fall in love with. Not too long ago was their a problems with an African American dating a white. Read Critical Essay about Skurzynski’s Nethergrave So many people have died so the individuals that are alive today could be free to talk to and be with whoever they want to be with. Being in love is a powerful thing. However, many don’t believe in ever lasting love. Marriages don’t usually last very long. The individuals in the relationships always tend to give each other time and affection. These individuals get so caught up in work or school, even only paying attention to the kids and forget that their needs to be sparks still parking in order for the relationship to stay alive. It’s a sad thing to see couples only trying to stay together for the â€Å"kids†. On the other hand I’ve seen elderly couple who have been together for 50 plus years. For example my grandparents have been together for 65 years and still kicking. See the secret is too never give up. I’m Puerto Rican and I was raised with a old fashion mentality. I was taught from an early age that marriage was a commitment between t wo individuals and these two individuals will love through thick and thin through sickness and health. You learn to find the love that was once there when it is lost. That’s how you live happily ever after with a soul mate. No matter what you must always work things out with your spouse unless being abused mentally or physically. In Linda’s poem she doesn’t want to give and still has hope and believes that although her relationship seems unfixable it still has a chance, showing me that if you believe in something strong enough then only good can come from it. In conclusion, I enjoyed having the opportunity to analysis this poem in this way. It really gave me a chance to sit back and appreciate what many individuals such as Martin Luther King did so everyone could be treated equally. They have given us the chance to fall in love with a different kind. Another thing I was reminded when reading this poem was to never give up on the one you love. Nothing in life that was worth it was ever easy. The was Linda was able to say so much in so little amount of words was magnificent. She really made me feel her hurt and desire to try to fix something that was already potentially broken. Love Poem Critical Essay:4Love Poem: Linda Pastan Have you ever been in love? Do you even know what love is? Love is a feeling that at times can feel indescribable. It makes you do crazy things. Love makes you blind and no matter your circumstances with that person, if you love them you will go that extra mile for them. In this essay I will talk about the â€Å"Love Poem† by Linda Pastan. In the following paragraphs I will go in depth and break down the poems to help understand the root of the poem. Love Poem was written by Linda Pastan. Linda was born in New York on May 27, 1932. Today, she is known for writing short poems on topics like family life, domesticity, motherhood, the female experience, aging, death, as well as the fragility of life and relationships. Love Poem suggests describes love in such a form that it makes you think its describing the art and craft. Thesis poem expresses the desire to write a love poem. Also the desire to express the writers love for someone. Throughout the poem Linda uses appropriate metaphors and means of expression. Just like in the poem, the action that it represents suggest to readers the kind of desire between the lovers. When I first read the poem I was confused and lost. After reading the poem a few times I realized that the theme to this poem is a â€Å"nature theme† due to how she uses bits of nature to get her point across . Being that it was a â€Å"nature theme† throughout the poem describe the rush of sensations which the young couple is experiencing Linda used words like headlong, creek, and leafs. In lines 2-4 â€Å"a love poem as headlong as our creek after thaw† â€Å"our† signifies that this couple has been together for quite some time. Later in lines 5-7 â€Å"when we stand on its dangerous banks and watch it carry† she also shows how not teady her relationship with the guy is. When Linda writes â€Å"dry leaf and branch† she is referring in my opinion that everything good in their relationship has been corrupted. Lines 12-14 â€Å"when we see it so swollen with runoff† express that her relationship went from being a thrill to just barley communication due to all the hardship that every relationship goes through. When Linda says â€Å"grab each other† in the last line she is saying that her and her significant other need to rekindle their love and find what they saw in each other when they first began to date. The main point of this poem is trying to express how the author feels about her current relationship and what she plans on doing to fix it. In this poem I noticed a lot of heartache and suffering. This poem has such a desire to save what might not be able to be saved. The main character expresses her love for her spouse in the form of nature. She made it seem that’s she wanted to forever be with him because he was her soul mate. When you love someone, you love them and theirs not much you can do at that point to forget about him/her. Whether the person is black, white, or Hispanic it won’t atter cause you cant help who you fall in love with. Not too long ago was their a problems with an African American dating a white. Read Critical Essay about Skurzynski’s Nethergrave So many people have died so the individuals that are alive today could be free to talk to and be with whoever they want to be with. Being in love is a powerful thing. However, many don’t believe in ever lasting love. Marriages don’t usually last very long. The individuals in the relationships always tend to give each other time and affection. These individuals get so caught up in work or school, even only paying attention to the kids and forget that their needs to be sparks still parking in order for the relationship to stay alive. It’s a sad thing to see couples only trying to stay together for the â€Å"kids†. On the other hand I’ve seen elderly couple who have been together for 50 plus years. For example my grandparents have been together for 65 years and still kicking. See the secret is too never give up. I’m Puerto Rican and I was raised with a old fashion mentality. I was taught from an early age that marriage was a commitment between t wo individuals and these two individuals will love through thick and thin through sickness and health. You learn to find the love that was once there when it is lost. That’s how you live happily ever after with a soul mate. No matter what you must always work things out with your spouse unless being abused mentally or physically. In Linda’s poem she doesn’t want to give and still has hope and believes that although her relationship seems unfixable it still has a chance, showing me that if you believe in something strong enough then only good can come from it. In conclusion, I enjoyed having the opportunity to analysis this poem in this way. It really gave me a chance to sit back and appreciate what many individuals such as Martin Luther King did so everyone could be treated equally. They have given us the chance to fall in love with a different kind. Another thing I was reminded when reading this poem was to never give up on the one you love. Nothing in life that was worth it was ever easy. The was Linda was able to say so much in so little amount of words was magnificent. She really made me feel her hurt and desire to try to fix something that was already potentially broken.

Andrew Johnson Fast Facts - 17th President

Andrew Johnson Fast Facts - 17th President Andrew Johnson (1808-1875) served as Americas seventeenth president. He took over after the assassination of Abraham Lincoln in 1865. He was president through the early days of reconstruction at a time when emotions ran high. Due to disagreements with Congress and his staff, he was actually impeached in 1868. However, he was saved from being removed as president by one vote.   Here is a quick list of fast facts for Andrew Johnson. For more in depth information, you can also read the Andrew Johnson Biography Birth: December 29, 1808 Death: July 31, 1875 Term of Office: April 15, 1865 - March 3, 1869 Number of Terms Elected: Term - Finished out the term after Abraham Lincoln was assassinated. First Lady: Eliza McCardle Andrew Johnson Quotes: Honest conviction is my courage; the Constitution is my guide. The goal to strive for is a poor government but a rich people. There are no good laws but such as repeal other laws. If the rabble were lopped off at one end and the aristocrats at the other, all would be well with the country. Slavery exists. It is black in the South, and white in the North. If I am shot at, I want no man to be in the way of the bullet. Who, then, will govern? The answer must be, Man - for we have no angels in the shape of men, as yet, who are willing to take charge of our political affairs. Major Events While in Office: ReconstructionThirteenth Amendment Ratified (1865)Alaska Purchased (1867)Impeachment Proceedings (1868)Fourteenth Amendment Ratified (1868) States Entering Union While in Office: Nebraska (1867) Related Andrew Johnson Resources: These additional resources on Andrew Johnson can provide you with further information about the president and his times. Andrew Johnson BiographyTake a more in depth look at the Seventeenth president of the United States through this biography. Youll learn about his childhood, family, early career, and the major events of his administration. ReconstructionAs the Civil War ended, the government was left with the job of mending the horrendous rift that had torn the nation apart. The programs of reconstruction were efforts to help achieve this goal. Conspiracies Surrounding Abraham Lincolns AssassinationAbraham Lincolns assassination is rife with mystery. Was his death masterminded by Booth alone, by Jefferson Davis, by Secretary of War Stanton, or even by the Roman Catholic Church? Find out more about the conspiracies in this article. Chart of Presidents and Vice PresidentsThis informative chart gives quick reference information on the presidents, vice-presidents, their terms of office, and their political parties. Other Presidential Fast Facts: Abraham LincolnUlysses S GrantList of American Presidents

Are Management Information Systems needed in youth work Literature review

Are Management Information Systems needed in youth work - Literature review Example I feel the change required for the implementation of a new system is one of the biggest challenges I will face as a manager and that the youth service must research seriously from the beginning. There will be a significant amount of change over the coming years therefore I am very interested to explore whether MIS systems will actually help youth work upon implementation of the new system after managing the huge changes required by the system. How is this relevant to my professional practice? Change is thrust upon youth workers on a regular basis and my dissertation topic, in my opinion, is very relevant to my professional practice as it will test my ability or inability as a manager of managing change. I plan to devise a strategy for innovation and change regarding the way information is collected, evaluated and presented within the youth service covering a two year period based upon my research findings and not on the approach of –a system has been bought we must change ever ything in order to use it immediately. LITERATURE Three course books of Master of Computer Science, Information Technology, were referred most. Internet was also searched for appropriate materials and following result was found. An advance search for â€Å"Research methods† produced about 84,800,000 references, search for â€Å"Management Theories† produced about 36,200,000 references, â€Å"Leadership Styles† produced about 15,400,000 references, â€Å"Change Management† produced about 288,000,000 references, â€Å"Management Information System† produced about 283,000,000 references, and â€Å"Organizational Development† produced about 26,500,000 references. A look up was made in each of the above search one by one and the best from the top was selected. A total number of eleven publications were chosen for reading and collecting further information. FINDINGS I have identified six themes in this section for effective implementation of Manag ement Information System: understanding concepts and deliverables; assessing values and functionalities; methodologies for successful deployment; managing resources; and benefiting from intensive usage; leading staff and managing change. Understanding Concepts and Deliverables A set of components combined together to bring out or produce a desired whole is known as a system. There are many types of systems (Pidwirny 2006). Most systems share many common characteristics but there are three most important components which when integrated together forms a system: Inputs; Process; and Outputs. A system receives inputs; process them with some functionalities; and produces outputs. Information is a processed data, the one which a human mind can easily understand. If a set of numbers are given in a row and column grid as shown in figure 1, it is not possible to understand what this data means and to whom it belongs until the data is processed. If the same data is processed and produced as shown in figure 2, it becomes now possible for every one to understand what this data means and to whom it belongs. This processed data is called Information. â€Å"Data represents facts of any kind. In the process of recording important particulars of any event, it is the discretion of the management, what should be recorded and how it should be presented. When this data is processed or reformatted, it becomes Information. Information is a subset of data which adds to the knowledge.† (Mujaheed 2009) The original source from which information comes or its

Primary Education Assignment Example | Topics and Well Written Essays - 1250 words

Primary Education - Assignment Example The education system in the United Kingdom consist a handful of skilled teachers to provide meaningful support for the students with behaviour problems in the primary schools. Additionally, teachers who work in small groups with such students have a severe flow of problems for training them. Such strains occur due to the student's behavioural problem or their own intellectual demands to work with such students. "Far from being deranged and dangerous, [most UK children with problem behaviour] were tired, despairing underachieving, and invariably desperately sad about their circumstances...The same might be said about many of the staff who referred the pupils. They are expressed exhaustion, feelings of inadequacy, and a sense of alienation from the demands of an increasingly utilitarian education system." 1(1) Resources to overcome behavioural problems in the United Kingdom are very limited and should be invested to prevent such problems throughout the primary years of the student. Behaviour problem has an unbalanced influence on the positive way of learning and appropriate learning and behaviour are achieved through positive support of the teachers.2(2) However, such behavioural problems of the students in primary sections are mostly classified into habit disorders, psychosocial disorders, anxiety disorders and disruptive behaviour.3(3) Students with such problems have always been a part of the school population. To overcome such obstacles, psychopathology was intervened to assure normal progress of the students. On the other hand, in 1997 or 1998, a research proved about the student behaviour was to be good for around 80% in the primary schools and 2% percent of these were unsatisfactory. Schools with poor behaviour, often indulged in one year group, were extremely demanding for teacher's involvement. Although recently, the most widespread concern was in United Kingdom was about bullying. About 663 children, aged amid 2-9, were calculated for bullying experience, most of them were boys who were the victims. Though, according to a study, bullying by girls has been misjudged, excluding social relationships etc., girls can be aggressive like boys. Michele Elliot from one of the first charity established in United Kingdom, Kidscape, reported "Sexual bullying has almost become a way of asserting your power over others and for that reason it is disturbing." Recent figures by government illustrates over 280 of expulsions from the primary schools and in twenty of such cases, children of 5 years old were responsible.4(4) Like Kidscape, many other organizations are doing anti-bullying work in the United Kingdom such as sponsors from Department for Education and Employment (DfEE) and by the other voluntary organizations. The most inspiring campaign introduced in 1080s was the "DFE Funded Sheffield Anti-Bullying Project 1991-1993." As a result to this project, "The Pack Don't Suffer in Silence" (HMSO, 1994) was introduced which was requested by more then 19,000 schools in England. Apart from bullying, there has been a minor increase of the students for being permanently excluded from the school about 0.04% of the school population. According to Belfast School of England, there have been up to 3% of the students from the total population expelled due to their behaviour. Another most