How to Ride a Skateboard

Michael Monroe Mrs. Trear Sophomore English 6 December 2012 How to Ride a Skateboard The way toward riding a skateboard is significant on the grounds that there are steps to follow that guarantee that the two students and ace skateboarders stay away from injury. Riding a skateboard can be both fun and risky; skateboarders can experience the ill effects of genuine injury. The initial phase in this procedure is obviously to get a skateboard or buy one. Try not to purchase a skateboard from Wal-Mart; Wal-Mart skateboards are inexpensively made. Suggested brands are Element, Birdhouse, Rob Drydek sheets, etc.Also a decent spot to purchase skateboards is a neighborhood bicycle shop or the store called Zumiez. Second locate an appropriate spot to ride your board, for example, a cleared road or a nearby skate park. Third check climate conditions before riding; radiant climate is the best. Beginning by placing one foot in the board, at that point utilize one foot and push forward. At that po int put the two feet on the board similarly separated. Parity by concentrating body weight to the center of the board. Close to turn the board shelter the† right† or† left,† however don't lean too far.Skateboards are not outfitted with brakes so as to break, utilize one foot and scratch shoe over the ground. At that point when halted utilize one foot, kick the front of the barricade to seize an it when wrapped up. In the wake of figuring out how to ride a skateboard, one would then be able to figure out how to do stunts, for example, the Ollie, the kick flip, and the exchange flip. An Ollie is the essential stunt that one must learn so as to play out some other stunt. To play out an Ollie, put one foot near the front of the slantingly and the other foot on the rear of the board diagonally.Then kick the rear of the board down while sliding front foot up the front of the board and utilizing one leg to push out when landing.. The barricade will hop noticeable al l around. The board must arrive on every one of the four wheels for the secret to be fruitful. These means are essential to stay away from genuine injury. Skateboarding can be both fun and hazardous. First purchase a skateboard. At that point locate a reasonable spot to ride. Next ensure that the climate conditions are ideal. At that point put one foot in the board.Use one foot and move forward, to go shelter the privilege or left. To log jam or stop, utilize one foot and scratch shoe over the ground. Skateboarding is an extraordinary game that takes balance and physical quality. To play out an Ollie, put one foot near the front of the board corner to corner and the other foot on the rear of the board slantingly. Kick the block noticeable all around while sliding front foot up the front of the board, utilizing one leg push out when undetermined. The board must arrive on every one of the four wheels for the secret to be effective.

Barack Obama s President Obama Essay Example For Students

Barack Obama s President Obama Essay In right now, nobody could imaged that the Senator Barack Obama won the presidential political decision in light of the discourse to make a progressively impeccable association. President Barack Obama is the 44th president and the main African American to fill in as U.S president. He was chosen second terms over previous Massachusetts senator Mitt Romney. On March 18,2008, president Obama gave celebrated discourse about the political, religion issues of race in the United States. he talking at the National Constitution Center in Philadelphia. This discourse carry more plans to the dark individuals, and contradicted to previous minister, Reverend Jeremiah Wright, which outraged the privileges of blacks and whites. The discourse urges the dark individuals to battle for their opportunity, to beat the challenges to made increasingly solid association by joined, to tackle this issue. In his piece of the discourse, he utilized a statement from the Constitution, â€Å" we the individuals, so as to from an increasingly immaculate union,† He control the crowd by utilized non-serious inquiries, the amazing inference and comparison, to pick up the help generally from the ranchers, researchers, legislators and patriots.(Obama). President Obama utilizes manipulative language to address racial imbalance among blacks and whites in America. President controls the crowds through the utilized of talk questions. Talk question causes individuals to notice the issues of race, to tell the individuals his place of perspectives on the announcements tended to by minister â€Å"Reverend Jeremiah Wright†. â€Å"Did I realize that he generally will be at times furious pundit of American local and international strategy? Of Course. Did I ever hear him offer comments that could be viewed as disputable while I sat in chapel? Truly, did I firmly differ with a significant number of his political perspectives? Abso. .ce in this nation. A More Perfects association, as Obama s others talks and compositions, was an amazing case of what David A. Straight to the point calls the talk of consilience. In like manner, understanding outcomes thought interpretation, intercession, and a grasp of various dialects, values, and tradition.† The dialects utilized in Obama’s discourse give the discourse all the more remarkable, just as the word majority rule government and opportunity. He utilized talk language to call attention to the fairness and distinguished the policy centered issues Obama toward the discourse. Obama s thirty-minute discourse was not normal for anything one generally gets notification from legislators. It was increasingly practically equivalent to an astute history and human science exercise that offered some setting for Wright s remarks.† Obama’s discourse in reactions to the minister Wright and offers progressively preservationist conclusion on the issues.

Blog Archive MBA News Cornell Johnson Applicants Can Now Leverage LinkedIn

Blog Archive MBA News Cornell Johnson Applicants Can Now Leverage LinkedIn The Johnson Graduate School of Management at Cornell University  announced a significant redesign of its one- and two-year MBA applications this week, and the change may seem both easier andâ€"depending on the extent of your social media presenceâ€"slightly more daunting. In addition to making the online application accessible across mobile and tablet devices, Johnson is giving candidates the option of saving time by connecting their LinkedIn profiles directly to the application form. Applicants can automatically populate portions of the application with information from their LinkedIn accounts. Of course, the upshot is that the LinkedIn profile might serve as yet another point of consideration in evaluating your candidacy. “This modern platform gives our applicants the chance to provide a personal tagline and meaningful summary, point out skills, explain experience, differentiate from the crowd, and show how they build a network,” explained Ann Richards, Johnson’s interim executive director of admissions and financial aid, in a press release. Although the school has stated that LinkedIn will not factor into the admissions decision in any systematic way, Richards told Poets Quants that the business school had already been looking at applicants’ online presence on a case-by-case basis over the past few years, saying, “If there was a red flag on an application or some information that wasn’t consistent, we might have Googled somebody or checked their LinkedIn profile.” The revelation may reflect larger trends in MBA admissions and seems to suggest that equally ubiquitous social media platforms, such as Facebook and Twitter, are not beyond the reach of admission committees. In short, you never know who might be looking at your profile. Still, the essence of what schools are seeking in prospective students remains unchanged, and that candidates can opt out of sharing their LinkedIn accounts is worth noting. A strong professional network with compelling endorsements may not be decisive in gaining admission, but it can certainly enhance the admission committee’s overall impression. Share ThisTweet Cornell University (Johnson) News

Rape Culture in the Media Essay - 750 Words

â€Å"Rape Culture is an environment in which rape is prevalent and in which sexual violence against women is normalized and excused in the media and popular culture† (1a) Today you cant turn the television on without hearing references to rape culture. Jokes about sexual abuse plague every sitcom and news channels question rape victim’s every move. Even entire shows are dedicated to the topic such as Law and Order SVU. The media trivializes rape leading to a rape culture in America. Despite rape culture being clearly relevant in most all forms of media, many people choose to argue against it. Many point to the fact that even if rape is a common crime it is still considered especially heinous. Others complain that rape culture is too much†¦show more content†¦Shows like Game of Thrones can’t get through one episode without showing off a woman’s body or implying rape (5a). Even sitcoms like â€Å"Two Broke Girls† join in on it. This is especially surprising as the show is about two women and co-created by a woman. It sports such jokes as, â€Å"Stop fighting it, give in to it. I don’t know why I’m quoting a rapist.† and â€Å"Somebody date raped me and I didn’t think I would live through it but now I’m stronger and still needy.† (6a). Most people would just laugh the joke off and think nothing of it. Walter Moseley, said â€Å"Rape Culture exists because we don’t believe it does.† (6a). In a study conducted in 2009 by David Lesak and Paul M. Miller, they found that male college students would admit to raping others as long as the word rape wasn’t used in the questionnaire (6a). This is a byproduct of rape jokes in the media which trivialize rape and make rapists themselves not correlate what they did to rape. Along with television shows, news stations are accused of trivializing rape aswell. How many times have you heard, â€Å"She asked for it.† or any other type of victim blaming, or a derivative of,â€Å"Boys will be boys.† to make rape seem like not such a big deal (1a)? News channels will even go as far as scrutinizing a victim’s dress, mental state, motives and history to make the victim seem in the wrong about their rape (1a). Some channels will inflate the fake rape statistics to make rape seem like a lessShow MoreRelatedRape Culture : Rape And The Media1779 Words   |  8 PagesRape Culture (Rape in the Media) â€Å"In the minds of many high school boys, rape isn t always wrong. A Patriot Ledger survey of 527 high school students conducted for this series found that 7 percent of boys said it was OK to force a girl to have sex on a date† (Eschbacher).The media needs to redefine and differently represent rape because it is portrayed as being too hard to define, the media has begun stereotyping the victims and rapists alike, and rape is not being reported because students areRead MoreMedia Makes The Rape Culture More Deadly1257 Words   |  6 PagesNovember 2015 Media Makes the Rape Culture More Deadly There are many things that go unspoken and put out of mind about until the worst happens, like mass shootings, fatal disease outbreaks, and natural disasters. At that point, a conversation begins about the safety and well being of others. Why is it not talked about without an incident in the public limelight? Our present media thrives on writing about the suffering of others, and become forgetful when another incident occurs. Media creates a goodRead MoreRape : Taking Down Rape Culture1448 Words   |  6 PagesTaking Down Rape Culture No matter where one goes there will always be rape that both men and women suffer from. Sometimes how the media and others portray rape make it seem like it’s not that big of a deal. We all, at times, blame the victim, so then we can feel more in control of our lives by saying â€Å"Rape will never happen to me because I would never do this or I would never do that.† With men, people usually say, â€Å"Wow, did you see what she looks like? He should be happy they had sex.† What I proposeRead MoreSexual Objectification Of Rape Culture1612 Words   |  7 PagesJustice System: Statistics | RAINN,† 994 perpetrators out of 1000 rape cases will walk free; and every 108 seconds a sexual assault is committed. You may have heard of rape culture on the news, social media, and/or online, but rape culture isn’t just some group of people or a society, but rather the concept of rape culture means we have familiarized ourselves and have come to terms with rape an d have made it our norm in society or our culture. We have learned to brush it under the carpet, and often jokeRead MoreRape Culture Essay1180 Words   |  5 Pages For centuries, rape culture has not been clearly defined by ideas, beliefs, or attitudes. As a pretty controversial subject, there is no correct definition for the term â€Å"rape culture†. It is generally defined by the way a person perceives rape, and for that reason, there are many beliefs towards rape. Rape is generally unlawful and unwanted sexual intercourse between any person. In this shocking world today, most perpetrators of sexual assaults are caused by heterosexual men, and for the most partRead MoreVictim Blaming By The Canadian Resource Center For Victims Of Crime1212 Words   |  5 Pagesblaming affects the lives of many, including both men and women. The act of victim blaming can be detrimental in many ways. It can affect the victim’s willingness to come forward and report a crime, it influ ences how the media and society portrays the victims, and it promotes rape culture; therefore, victims tend to blame themselves, and the offender is less likely to be held responsible. Victim Blaming can be dangerous because victims are less likely to come forward or even report a crimeRead MoreRape Culture And Its Effect On Society Essay1342 Words   |  6 PagesRape Culture is Internalized in Our Society Society has normalized rape culture. In our society, victims of sexual assault are blamed for their own assault, while those that assaulted them are often given reassuring words. However, in our society, rapists are often times excused for their actions while actual victims of sexual assault are scrutinized. Rape culture is internalized in our society from a young age through the normalization of sexualizing women, the excusing of rapists and the blamingRead MoreRape in Society1097 Words   |  5 PagesA cause of rape culture is the objectification and domination of woman. Men are taught to assert their dominance and superiority, and some will do that with or without consent. Men see women as objects waiting to be used and conquered whether it is at home, the work place, or in the media. A woman’s body is not her own, but merely used for the pleasure of a man. A solution to this problem would not be, telling women what to wear, how to act and what they can or cannot do; but i t is teaching malesRead MoreRape Culture And Its Effect On Society1532 Words   |  7 PagesRape culture is all around us; it lurks in advertisement, television shows, and movies, it’s even in our language objectifying women’s bodies. Rape culture is defined as â€Å"an environment in which rape is prevalent and in which sexual violence against women is normalized and excused in the media and popular culture† (marshall.edu). Something to keep in mind, the term is called â€Å"rape culture† for a reason. â€Å"Culture† is defined in anthropological terms as learned behaviors that are passed on from generationRead MoreThe Realities of Rape Essay1680 Words   |  7 Pagesostracized, and overwhelmed. Your physical injuries are nothing compared to the pain that dwells in your heart. This is the story of the Central Park jogger, and this is the reality of rape. Rape is when someone forces you to take part in sexual activity of any kind if you have said no and do not consent. Date rape is when someone you know through social connections forces you into sex. It doesnt have to just be intercourse, it could be oral sex or anal sex. Penetration can be from a body

One More Reason Why You Shouldnt Kill Bugs

As a bug lover, Im always trying to convince other people to stop killing every six-legged critter that comes within ten feet. Its not just about my personal interest in insects. There are a lot of good reasons why you shouldnt kill bugs: Insects were here first, by over 300 million years. Technically, were on their turf. Insects killed the dinosaurs. What if T. Rex was still wandering around here, eating small children at will?*Other things eat insects, like birds and lizards and my cat.If you kill a good insect, youll wind up with more bad insects than you can possibly kill. Then youll be sorry.Some insects do essential jobs that Americans wont do, like pollinating flowers. A gentleman from Eatontown, NJ just demonstrated a whole new reason why you shouldnt kill bugs - you might just blow yourself to kingdom come. Isias Vidal Maceda attempted a little DIY extermination in his kitchen by spraying an unnamed brand of bug killer, only to have the chemical ignite an explosion. While he did succeed in eliminating the pests, he also eliminated 80% of his apartment and 100% of his eyebrows. * - In the interest of accurate reporting, I must admit that this particular statement might be a slight exaggeration. Not the part about insects killing the dinos, that parts true. According to Dinosaur Bob (Guide to Dinosaurs), the scuttlebutt among paleontologists today is that Tyrannosaurus Rex may have been an enormous sloth of a dino, incapable of pursuing and capturing small children.

Essay On Risk-Dependent Lncrnas - 727 Words

3) Risk-dependent lncRNAs transcripts significantly recaptured both neural tube-specific enhancers that were validated in-vivo and the neuroblastoma-susceptibility variations that were found by GWASs. In order to discover oncogenic noncoding loci, we first asked whether deregulated noncoding transcripts between two distinct risk-groups over-represent functional enhancers that have been evident by tissue-specific enhancer activities and disease-susceptibility alleles in neuroblastoma. To identify functional enhancers from transcriptome profiling, we have reanalyzed dysregulated transcripts derived from total RNA-seq data (GSE49711, n=498, tumor cell content 60%) pertaining to neuroblastoma patients with risk-stratifications (28). To†¦show more content†¦Specifically, over 1400 positively validated tissue-specific enhancers were downloaded from the VISTA Enhancer Browser (31). These in-vivo validation was tissue-specific, thus an empirical p-value was also calculated per type of tissue and enriched for neural tube (empirical P0.005, Fig 3D). We conclude that risk-group dependent lncRNAs are a powerful metric to indicate tissue-specific functional enhancers. A â€Å"risk-dependent enhancer† was hereafter defined from the neuro-tube-specific enhancers if its locus overlaps with any risk-dependent lncRNAs. Oncogenic signaling underlying these tissue-specific and risk-dependent enhancers is ready for interpretation. We identified 37 neural tube-specific risk-dependent enhancers, of which we observed three strong associations to oncogenesis below: - We first inquired the TF binding potency, as the binding of sequence-specific TFs to cognate motifs is typically required by enhancers to regulate gene expression (32). 70 human TFs showed significant binding potency (odds1.5, FDR0.001, with more than 10% instance proportion), with tumorigenic regulator FoxM1 among the top 5 (Fig 3E). - None housekeeping genes were captured, agreeing with the idea that housekeeping genes are in general regulated by simple promoters (1). In contrast, these TFs significantly over-represent known oncogenes (P=0.01, odds=5) and tumor suppressor genes (P=0.0003, odds=7.5, Fig

Nursing communication with Dementia Patient

Question: Describe the challenges associated with intervention, assessment, discussion, and educating patient having dementia-related problems? Answer: Introduction Dementia adversely affects the receptive and expressive abilities of people communicating with health care professionals. It is hence the assessment of health care needs and assistance often becomes difficult. The present paper discusses the challenges associated with intervention, assessment, discussion, and educating patient having dementia-related problems. The next, effective strategies are discussed focusing on the utilization of resources, mechanism behind the sentence structure and choice of word (Norton, 2012). These measures not only ensure successful communication and understanding the concern of patients, but also help in providing effective care services. About Dementia Dementia is the problem associated with forgetfulness, difficulty in understanding, expressing, and communicating. In other words, the difficulty is more concerned with perception and expression related phenomenon. The problem is more links with children care and adult patients, tailoring the difficulty of language and patients ability to discuss (Moreira, O'Donovan Howlett, 2014). How nurses should communicate with Dementia patient Conditions related to pressure ulcer pain, cancer, diabetes, fracture, heart failure, dehydration and other similar condition often requires intensive communication. The objective of such discussion and intervention is to measure the severity of the condition and find possible measures suitable for treatment. The difficulty, nurses and other help care professionals often find with patient is dementia-related situation. Owing to the trait of forgetfulness and difficulty in perceiving and expressing ability, it becomes difficult to exchange the message and ideology. It is essential for health care professionals to develop critical skills, which not only produce effectiveness in communication, but also provide worthy benefit in care approach. Some of the critically required skills and understanding of nurses in conjunction with providing nursing and health care services with dementia patient are (Corcoran, 2011): The general strategy of using yes or no choice of questions for assessment is optimum. It is important to perceive whether patient is able to understand with eye or body movement. Instructions for patient should be simpler and care should be taken so that patient could be able to read and understand it easily. Verbal instructions should be simpler and easy to understand. It is more convenient to take into consideration of family members, carer in the conversation course. The approach should be lean towards the patient, so that choice can be successfully made by them. Other than this, it is the wisdom of nurses, to identify the level of difficulty in creating the sentence and the logical flow of ideas by the patient. Hence, appropriate the nurses have the responsibility to identify the meaning and deliver the message inaccurate and understanding form, back to the patient. Also on the other part, nurses can advise to family members are caregivers to go for speech therapy for recommendation and suggestions. In other case, nurses need to maintain the patience and have empathy for any odd situation related to combative or aggressive behavior by patient. Techniques for making effective communication and sentence structure Main idea - The main idea related to identification of the severity with respect to problem of perception and expression in patients. Help from speech therapy, family members and caregivers can be taken in this situation. Organization - It is important to take care of sentence structure, using simple instructions and confirming with various simpler means that patient is able to understand (Pollock, 2014). Content development - Evidence-based practice has potential to serve the fruitful outcomes. Use of resources - Use of yes-no type questions, simple instruction to read and use verbally, and confirming if the patient is able to understand. Using nonverbal approach with eye contact, physical touch and facial expression is the reliable resource for making communication easier. Grammar and mechanics - For the patients with limited English proficiency, and severe problem in understanding the words or verbal instruction, it is crucial for healthcare professionals to communicate. The most reliable way of finding solution in this regard is to use evidence-based protocols (Wang, Hsieh Wang, 2013). Sentence structure - identification of patient discomfort zone with words like pain, hurt, and ouch should be in the concern of nurses. Other than this, it is also helpful in using physical cues for the instruction, as patient can understand those signs easily compared to understanding and interpreting the verbal language. The identification of patients understanding can be obtained with respect to their ability to make choice among two simpler objects of options. Word choice - Use of simple words, such as phone rather than telephone; toilet than bathroom are useful in communication with dementia patients. Certainly, patients use to refer some specific words or phrases to express certain words. Say for example they patient want to ask how much time it will take to complete?, and they refer to word clock. In this case, nurses should refer to the caregiver or family member; whether patient use such words for any phrase (Jeon, 2011). Conclusion In conclusion, it is often to realize that health care professionals face many adverse condition and challenges in dealing with patients having dementia like problem. The concerned problematic situation is common with children and older adults. It is more important for health care professionals to identify such problem and use wisdom for simplifying the situation. References: Corcoran, M. A. (2011). Caregiving styles: A cognitive and behavioral typology associated with dementia family caregiving. The Gerontologist, gnr002. Jeon, Y. H., Sansoni, J., Low, L. F., Chenoweth, L., Zapart, S., Sansoni, E., Marosszeky, N. (2011). Recommended measures for the assessment of behavioral disturbances associated with dementia. The American Journal of Geriatric Psychiatry, 19(5), 403-415. Moreira, T., O'Donovan, O., Howlett, E. (2014). Assembling Dementia Care: patient organisations and social research. BioSocieties, 9(2), 173-193. Norton, M. C., Dew, J., Smith, H., Fauth, E., Piercy, K. W., Breitner, J., ... Welshà ¢Ã¢â€š ¬Ã‚ Bohmer, K. (2012). Lifestyle behavior pattern is associated with different levels of risk for incident dementia and Alzheimer's disease: the Cache County study. Journal of the American Geriatrics Society, 60(3), 405-412. Pollock, B. G., Mulsant, B. H., Rosen, J., Sweet, R. A., Mazumdar, S., Bharucha, A., ... Chew, M. L. (2014). Comparison of citalopram, perphenazine, and placebo for the acute treatment of psychosis and behavioral disturbances in hospitalized, demented patients. Wang, J. J., Hsieh, P. F., Wang, C. J. (2013). Long-term care nurses' communication difficulties with people living with dementia in Taiwan. Asian nursing research, 7(3), 99-103.

Prose Fiction in the English Classroom free essay sample

In this module we will be looking closely at how to approach close reading of fiction with our Senior English students. We will: think about text selection. think holistically about what a fiction unit might cover. understand some generic elements of prose fiction as a form and how they might be taught. learn how to develop 3 level guides as prompts for close reading. Lets begin by discussing the novels we might use with a senior English class. In most departments, teachers are free to choose texts for study with their class (departmental resources will limit the scope of your choice). It is important that you develop an idea of what you think is suitable for a senior class. Think back to your own experiences with prose fiction study and to texts you have enjoyed reading independently. Are there any you would consider appropriate for study with a year 11, 12 or 13 class? Why? Activity 1:1:1: Discussion Forum Texts for study Narrative study an overview The study of narrative is the study of how stories are told. We will write a custom essay sample on Prose Fiction in the English Classroom or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When we study prose fiction, we are looking in detail at the choices that the author has made and how those choices combine to create a particular piece of writing. It is important to convey to your students the idea that nothing happens by accident; everything contained in the novel /short story is a product of the authors choices. These choices are made purposefully for a particular effect and to elicit a particular response in the reader. In order to help students understand this, we need to focus our study on the selection and organisation of material in the text. The following outline provides a useful overview of the headings we might include in a novel study structured around the selction and organistaion of material in a text. Read through the outline carefully. NarrativeNarrative is how a story is told. The how of story-telling involves techniques and conventions characteristic of narrative genres, e. g. narratives, anecdotes, news stories, parables. How involves: A) SELECTION(i) Vantage Point:1. Who tells the story. (Narrator) 2. Scope of the access. (Limited/omniscient) 3 Perspective in time (Removed/retrospective, immediate tense) (ii) Content:1. What are the significant settings? 2. Who are the significant characters? 3. What are the significant events and actions? B) ORGANISATION(i) The basis for sequence (plot) ii) The basis for juxtaposition. | Using this as our guide, lets look at how we might approach each aspect with a senior English class. In particular, we will discuss the activities, explanations and questions that might be of use. First though, we need a short story to read as an example for discussion. Read through the story A Piece of Yellow Soap by Frank Sargeson. Pre-reading At the very beginning of a prose fiction unit, it is common for a teacher to ask students to engage in an introductory activity. These activities are designed to draw students into the study of a text they have not yet read. A pre-reading activity might address itself to the theme of a piece of fiction, or be concerned with some aspect of style or form. Design a pre-reading activity you might use with a class studying A Piece of Yellow Soap, then add your ideas to the discussion below. Activity 1:1:2: Discussion Forum Pre-reading Point of View Once the pre-reading is complete and the students have read the text (hopefully), it is time to look in detail at various aspects of the text. It is not unusual for teachers to begin discussions on a novel/short story with a close look at the vantage point or point of view chosen by the writer. In my experience, students tend to struggle a little with point of view and the idea of a narrator, so it is important to have a clear explanation up your sleeve. Think about how you would describe the concept of point of view to a senior English class. And, just as a wee extra challenge, think about how you might make a connection between point of view and irony. Once you have pondered this, click on the link below to add your explanations. Activity 1:1:3: Discussion Forum Point of view Ok. Lets look at some resources that might help you. The art of the short story (page 22 of your readings) is a chapter taken from Close-Up on Literary text (Locke,2001) In the point of view section, the author asks readers to look closely at the narrator first. Read through the following excerpt and answer the 5 questions with reference to A piece of yellow soap. This introduction and these questions help students first to discover who the narrator of the story is, before they begin looking at the narrators influence on the story. They may still need to clarify the difference between the narrator and the author of the text. The next set of questions from The art of the short story helps them to do this. Once again, work through the questions with reference to A piece of yellow soap. The narrator of a story should not be confused with the writer. The writer of this story is Frank Sargeson. 6 On the basis of this story alone, which of the above questions can you answer if you substitute the word writer for the word narrator? 7 How would you go about finding answers to the questions that can’t be answered on the basis of information found in the story? 8 How might knowledge about Frank Sargeson contribute to your reading of this story? Once students have a firm understanding of the narrator and have it clearly differentiated from the author. It is time to begin looking more broadly at point of view. This invloves asking students to look at the perspective from which the story is being told. Work through the following explanation and questions reflecting as you do on the extent to which they help you develop a better understanding of the point of view. If you think of a story as providing a particular window onto the world a particular angle of vision then you are reflecting on the important notion of point of view. Point of view answers the question, Through whose eyes or from what vantage point am I viewing the action that is being presented in this story. (A useful analogy here is to imagine a movie camera and to think about how its location affects what we see when we are watching a movie. )9 From whose perspective is this story being told? 10 How much time has elapsed between the story being told and the telling itself? 11 How limited is the narrative point of view? To answer this question, try identifying the sorts of information that the narrator cannot access. 2 How involved is the narrator in the story? Is he quite central to the action or is he quite peripheral (like a witness to a motor accident)? [Language Tool Kit:Narrator: The voice one can identify as telling a story. Point of view: The perspective from which the events of a story are presented. Chronological time: The order followed by events as they actually happened. Psychological time: The order of events as they are recalled or reconstructed in a persons mind. ]Finally, we can distinguish between first-person and third-person narrators. A Piece of Yellow Soap is a an example of a first-person narrative, told from the point of view of a character who has quite a degree of involvement in the story being told. 13 Identify the pronouns in the first paragraph of this story which tell you whether this is a first-person or third-person narrative. | These explanantions and questions should prove useful in guiding students to a clear understanding of a narrator and his/her influence on the text. Time When we look at the ways in which the author has chosen to orientate the story, it is important to examine the authors treatment of time. When we do this, we are asking studnets to look at whether the narrators perspective is immediate (present tense), retrospective (past tense) or a mixture (see The art of the short story p. 25 of your readings for a table of tenses if you need clarification), and at the ways in which time is manipulated to suit the purposes of the author. The following exercise (from The art of the short story) is designed to make students think about the relationship between time and story-telling. As you read through them jot down some answers Time Activity You cant tell a story without thinking about time. The following log exercise is designed to make you think about the relationship between time and story-telling. 1. Write down in chronological order the things you did after you work up this morning. (You dont have to go on for too long. ) 2. Underline the words you used to indicate the sequence in time of what you were recounting. (First, then, later are examples of such words. ) 3. From the flow of events that have occured since you woke up, choose and describe the most memorable. 4. Add to this description an account of what lead up to or caused this event to happen. Reflect on what these questions are guiding you towards. What have you learnt by doing this activity? Or, what would your students learn by doing this activity? Activity 1:1:4: Discussion Forum Time Look back at our overview. As you can see, we have had a close look now at the elements that come under the heading of Vantage Point. We are going to take a quick detour now to plot because it makes sense to get a good grip on this before moving on to the content (character, setting etc). Plot Teaching plot can be tricky, mainly because it sounds deceptively simple. The key to students coming to grips with it is having a clear defintion of plot and some narrative structure terms to work with. So, how would you define plot to a senior English class? What are some plot elements that you would consider helpful in helping students understand the way a particular narrative is structured? Activity 1:1:5: Discussion Forum Plot The following extract from The art of the short story offers some clear definitions of a number of plot elements that may be of use to you and your students. As you read through them, try to connect as many as possible with specific parts of the short story A Piece of Yellow Soap. There are a number of plot elements that can be used to shape or structure a narrative. The selection and arrangement of these plot elements have an enormous impact on the effect a story has on its readers. although A piece of Yellow Soap is a very short story, it contains a number of plot elements. i Exposition: Exposition is the provision of important background information so that a reader feels oriented to what is happening in a story. How effective is the opening paragraph of this story as an example of exposition? ii Predicament: A predicament is a difficult choice difficult because it involves a character in a choice between two undesirable options. 2 What is the narrators predicament as described in paragraph one? iii Conflict: Most plots involve conflict. Conflict occurs in a plot when a character or groups interests are opposed by another character or group. 3 Why is the narrator in conflict with the woman? 4 On the face of it, the woman is the milkmans antagonist. Find evidence in the story that the narrator also feels himself in conflict with:†¢ his firm;†¢ the way his societys economy is organised;†¢ certain peoples views about God. Conflict can also be internal. Internal conflict occurs when two parts of a character are in involved in a struggle with each other. 5 In what way might the narrator of this story be described as in conflict with himself? iv Rising action: The part of a story, often accompanied by tension and suspense, which leads up to a climax or some other defining moment. 6 In what way does paragraph two contain suspense? ) Climax: A climax is the highest point in a single action, the decisive moment towards which events appear to be heading . 7 Which paragraph (indeed which sentence), in your view, provides a climax for this story? vi) Denouement: This is a French word meaning unravelling. It refers to the process which follows a climax, where some kind of sense is made of the proceeding events. Sometimes the denouement involves a discovery or a disclosure. Sometimes, as in this case, it involves a moment of recognition a sudden growth in awareness or the realisation of some truth. In what sense, do the last two paragraphs of this story provide a recognition. 9 Is this recognition for the narrator, the reader (or both)? [Language Tool Kit:Exposition: The provision of essential background information early in the narration of a story. Predicament: A difficult choice between undesirable alternatives, often presented to a character early in a narrative. Conflict: A situation where the interests of characters or groups of characters are opposed. Antagonist: Usually, but not always, a character whose interests are opposed to th ose of the main character or group of characters in a story. Internal conflict: A situation where two parts of a single character are in conflict with each other. Rising action: The suspenseful part of a story leading up to its climax. Climax: The decisive moment in a story towards which events appear to be heading. Denouement: The process of unravelling or winding down that occurs in the aftermath of a storys climax. ]| Lets look, by way of example, at what we might do in the classroom to help students gain a better understanding of one of thesed terms: predicament. Once we have discussed the definition of predicament, we would need to help students pinpoint the predicament the narrator recounts in the short story. Having done this, it would be useful to engage students in a kind of role play activity to help them better understand the narrators predicament which is central to the story. This role play would be fun to do as a drama activity, using a voiced thoughts monologue. If this were impratical, it could also be done in the form of some expressive writing. Either way, the task itself might look something like this The milkmans predicament activity. Imagine you are the milkman and you are just about to go and visit the woman to ask her for money. What are you thining/worrying about? What thoughts are competing in your head? Try to use some quotes from the story and some of your own words. Activities such as this could (time permitting) be constructed for each plot element to help students develop a thorough understanding of the storys narrative structure. Character and characterisation Senior students seldom have any problems with the idea of character. By year 11, it is a term they are generally familiar with and comforatble using. Characterisation on the other hand is a different story. Understanding the term characterisation invloves students making the shift to seeing text as something that has been constructed by the author and that is constructed by the reader as he/she reads. This can be a difficult jump for some! So, how can we explain the difference between character and characterisation to senior English students? Keeping in mind that the term character refers to WHAT and the term characterisation refers to HOW, write some defiinitions that you might use with your students. Then, write some questions relating to A Piece of Yellow Soap that guide students to an understanding of characterisation. Activity 1:1:5: Discussion Forum Character and Characterisation For a clear definition, lets refer again to The art of the short story. Characterisation refers to the process whereby readers construct characters on the basis of evidence in the text provided by writers. This evidence can include:†¢ actions;†¢ thoughts, feelings and deliberations;†¢ descriptions (from a narrator or another character);†¢ dialogue| Setting Looking back to our overview of narrative study, the final remaining element under the heading of selection is setting. You may find students have a functioning albeit narrow understanding of the term setting as the place where the story happens. With a senior class, our task is generally to help them broaden this definition to include time and the cultural setting in which the text was composed and to help them to understand the ways in which setting is important in a prose fiction text. How would you explain to students what setting is and why it is important in a work of fiction? Design an activity that helps students understand the importance of setting in a piece of yellow soap. Activity 1:1:6: Discussion Forum Setting Style Style is a combination of the way a writer uses words, syntax and punctuation. In some books, the word texture is used to denote the characteristics of style a reader is aware of at any point in the narrative. As such it can be usefully contrasted with the term structure whicg refers to the organisation of the text as a whole. (Art of the Short Story). It would take far too long to look at all the possible terms and techniques that we might discuss under the heading of style. It might therefore, be more useful to discuss the particular features of style evident in A Piece of Yellow Soap, so that you can get a grip on how a style discussion might work ina classroom. Read through A piece of Yellow Soap once again, paying particular attention to its style. List some metalinguistic terms (terms used to describe language) you would use to describe the style of this short story. Select one sentence of the story that you believe would elicit an interesting discussion about style. Activity 1:1:7: Discussion Forum Style Theme The term theme is a problematic one. If we refer to the theme of a novel, then we imply that a theme is a central message put in by a writer who is deliberately concerned to raise an issue or communicate a lesson to the reader (The Art of the Short Story, p8. ) In the version of reading that this constructs, the reader is merely a passive recipient of the ideas in the story. How else might we look at the idea of theme (and reading in general)? How would you present the idea of theme to a senior English class? Activity 1:1:8: Discussion Forum Theme 3 level guides Just before we wind up this module, Id like to look at a type of resource that can be extremely useful when approaching close reading of a text with a class. The 3 level guide offers a set of questions which draw students into a close reading of a text. Students are asked to agree or disagree (providing textual evidence) with propositions grouped in three categories: Level 1: Reading for information Level 2: Reading to interpret Level 3: Reading critically Lets look at some examples from a 3 level guide written for Chapter 23 of the novel The Catcher in the Rye by J. D Salinger. Level 1: Holden has only a short converstaion on the phone with Mr Antolini. Level 2: Holden respects Antolini because he doesnt care about appearances. Level 3: Holden believes that natural ability is a stronger factor in what a person can do than education or training. Question 1 is straightforward. Students can go to the text and find a definitive answer. Level 1 questions involve facts that are direc tly stated in the text. Question 2 is more complex. It requires students to interpret a characters thoughts, words or actions in some way. They may need to refer to other parts of the text to do this. The level 3 question is still more complex. It requires students to apply a critical perspective to the text to examine the belief systems or prejudices at work in a characters actions. Sometimes, level 3 questions require students to examine their own beliefs and prejudices that are supported or challenged by the text. In your readings, you will find a copy of a short story commonly taught in year 11 English classes, The Outsider by Graeme Lay. Read through the first few pages of the short story. Once you have done so, come up with one questions for each level of a three level guide. Activity 1:1:9: Discussion Forum 3 level guide

Average National SAT Scores for 2012

Average National SAT Scores for 2012   Over a million high-schoolers registered for the SAT  in 2012. Their average scores provide some interesting insights into this group. Whether they wanted admission to the  top public universities  or another school of their choice, see how they performed. Overall SAT Scores for 2012 The mean is the average score of every student who took the SAT from the fall of 2011 through June of 2012. Here are the mean scores for all testers by section: Overall: 1498Critical Reading: 496Mathematics: 514Writing: 488 (subscores: multiple-choice: 48.1 / essay: 7.3) See how these compare: SAT Scores for 2013 SAT Scores by Gender As is often seen, boys were better on average in the Mathematics section and they also slightly outperformed girls as a whole in the Critical Reading Section. But females outperformed them on average in the Writing section. You can compare your scores with the average for your gender. Critical Reading:  Males: 498. Females: 493Mathematics:  Males: 532. Females: 499Writing:  Males: 481. Females: 494 SAT Scores by Reported Annual Income Higher parental income is associated with a higher SAT score. This doesnt necessarily mean that wealthier families produce smarter children. But it likely has some relationship to parents sending their children to better schools and being more willing to purchase SAT prep. They may also be more willing to spend money on retakes of the examination. $0 to $20,000: 1323$20,000 to $40,000: 1398$40,000 to $60,000: 1461$60,000 to $80,000: 1503$80,000 to $100,000: 1545$100,000 to $120,000: 1580$120,000 to $140,000: 1594$140,000 to $160,000: 1619$160,000 to $200,000: 1636$200,000 and more: 1721 SAT Scores by AP/Honors Classes It is helpful to know which courses in school tend to produce the highest SAT scores. You could guess that students who take AP courses or rigorous Honors courses are going to score higher on the SAT, but the degree to which they score better is significant. The question is which came first, the chicken or the egg? Do these students score higher due to their natural abilities, or do the courses themselves prepare students better for the SAT? Check out the stats: AP/Honors Math 1698: Mean SAT score for those enrolled in AP/Honors Math1404: Mean SAT score for those not enrolled Percentage of SAT Testers Enrolled in AP/Honors Math by Ethnicity All students: 36 percentAfrican American: 25 percentAmerican Indian: 31 percentAsian: 47 percentHispanic: 31 percentWhite: 40 percent AP/Honors English 1655: Mean SAT score for those enrolled in AP/Honors Math1404: Mean SAT score for those not enrolled Percentage of SAT Testers Enrolled in AP/Honors English by Ethnicity All students: 42 percentAfrican American: 34 percentAmerican Indian: 40 percentAsian: 44 percentHispanic: 39 percentWhite: 46 percent AP/Honors Natural Science 1698: Mean SAT score for those enrolled in AP/Honors Math1414: Mean SAT score for those not enrolled Percentage of SAT Testers Enrolled in AP/Honors Natural Science by Ethnicity All students: 35 percentAfrican American: 24 percentAmerican Indian: 28 percentAsian: 43 percentHispanic: 28 percentWhite: 38 percent 2012 SAT Scores Summary The statistics say youd have the best advantage on the SAT if you were a male of Asian ethnicity whose family who made more than $200,000 per year. You could always prepare regardless of your ethnic heritage or familial status. These statistics represent the mean but do not, of course, represent the individual. If you have nothing in common with the groups scoring the highest on the SAT, it does not mean that you cant secure a top-notch score. Start with some free SAT practice quizzes, grab some free SAT apps, and prepare yourself the best way you can.

Growth of Jazz Research Paper Example | Topics and Well Written Essays - 1250 words

Growth of Jazz - Research Paper Example matter of fact, jazz is a mixture of the long-term West African tradition based on a call-and-response model and distinct melody line, which neglected the European concept of harmony that was a characteristic feature of European musical tradition (McIntosh 26). In next to no time jazz grew into something more than just a regional African-American folk music of the Southern states and became a critically acclaimed and extremely popular music genre in its own right well across the United States. By the beginning of the 20th century jazz became a synonym of novelty in music. Improvisation, clashing time signatures based on syncopated rhythms and a unique style of performance of the rhythmic texture, such as swing, were typical of the music language of jazz in the first half of the 20th century (Carvalho 286). Further development of jazz was accounted for new rhythmic and harmonic patterns brought in by jazz musicians and composers, which in turn gave fresh impetus to the growth of vario us new subgenres of jazz, such as bebop, hard bop, cool jazz, free jazz, soul jazz and a lot more. Once one of the brightest legends of the traditional jazz, Louis Armstrong, first came on stage, the boundaries of jazz were pushed even further and solo performance gained widespread popularity. Armstrongs innovative performance encompassed solo improvisation with trumpet. His multifaceted experimental creative work stirred others into seeking for new musical art forms involving a number of instruments that were not typical for jazz before, which made this music genre even more popular in the United States of America. By the end of 1920s jazz broke into mainstream and became one of the most popular musical genres both in the United States and overseas. With the advent of sound-recording technology and rise of major record labels that searched for talented musician all across the United States such jazz musicians as Louis Armstrong or Fletcher Henderson became more recognized than any

Many high profile organisations have - through the media discussed Essay

Many high profile organisations have - through the media discussed their need to change their culture. The mining industry, p - Essay Example The managers form the largest group that spear head initialization and implementation of proposed programs in various department of any organization. Some of the roles played by the managers include provision of leadership, managing people, managing priorities and safety in the workplaces (Brown, 2004). In fact, competent managers contribute immensely to the success of a business. In relation to contextualized issue of social dynamism, the managers have a special and critical niche to occupy in a bid to achieve the overall goal of achieving a highly rated level of social diversification. Essentially, initialization and implementation of any program should follow the normal managerial process, which involves setting up the work agenda, identifying the work methods and roles, implementing management functions, applying knowledge and key management skills and organizational performance (Weidlich, 2000). A successful application of a managerial process in initializing and implementing a program or a process contributes to achievement of the intended goals. This study establishes that, mangers focus their energies through work agendas when implementing a program (Brown, 2004). ... More over, the managers should uphold high standards of managerial ethics. The aspect of social responsibility refers to the commitment of an organization to act with intent of protecting and improving the welfare of a given society. The organizational responsibility entails three key perspectives, which include invisible, and, the government and management hand (Brown, 2004). It is imperative to note that, the process of responding to any social demand requires inclusive participation of the stakeholders, which include the shareholders, employees, customers, local community, international community and the society. The bid by numerous organizations to embrace diversification in social demands and relevant response mechanisms revolve around critical societal matters related to health, education, technology, culture, environment and ways of generation of income (Hunnicutt, 2000). To define social responsibility in relation to the environment the basis of social paradigm in systems is a fundamental component for consideration. It is imperative to note that, organizations secure numerous resources and release outputs to the society in a bid to strengthen the economic and social milieu (Brown, 2004). On how to respond to the social demands through building of social response mechanism, a corporate social responsibility should take the epicenter of all events. This is the origin of the intended solutions for social demands attributed to an organization. Corporate social responsibility (CRS) can be referred to as the corporate accountability or corporate ethics. It should be noted that, the move to embrace this aspect of management is intended to establish better practices within the

Subjective exam Essay Example for Free

Subjective exam Essay A) Selling price of bond The determination of the selling price of bonds is important because it helps the bondholders know the yield they will receive if they were to purchase the bond. Bonds can be issued at par, premium and at a discount. A Bond is said to be issued at par if the yield is equal to the coupon rate. If the current market yield is more than the coupon rate stated on the bond, then, that bond has been issued at premium. If the coupon rate is more than the yield rate currently earned by similar bonds in the market (Sheth, 2007, Slide 23, chapter 12). Bondholders receive periodic payments of interest amount, which is constant over the life of bond. Therefore the price of the bond is arrived at by discounting all these payments i.e. the selling price is the present value of all periodic payments plus the present value of the maturity amount, which is the principle amount of the bond. (Englard, 1992, Page 6, chapter 1). The formula for calculating the price of the bond is as shown below. Bond price= (PV) =p (1+r)-2 + p (1+r)-2 +†¦. +p (1+r)-n + m (1+R)-n Where =p= period receipt/payment r=required yield –effective M=maturity value (principle amount) The periodic receipts of interest amount are constant over the bond period and therefore are annuity in nature. Therefore to calculate the present value of the interest payments the annuity formula is used. Present value interest payments=  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Constant interest receipts* (1-(1 +r) –n The maturity amount (principle) is received as a single amount at the end of the bond period, thus is a single amount discounted using the single amount formula. Present value maturity value =m (1+r)-1 Therefore, the total selling price is the sum of present value of interest and principal amount. 2) Presentation of bonds in balance sheet When a bond is issued, the following factors are considered in accounting for the bonds. Recording the issue or purchase of the bond Recording the interest received during the life of the bond. -Accounting for the retirement (through calling, refinancing or conversion) of the bond. (Sheth, 2007, Slide 16, Chapter 12) Issuer’s books As seen earlier bonds can be issued at par, discount or premium. Bond issued at par- the bonds were issued between interest dates. Long-term liabilities. Bond payable  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx Current liability Interest payable (1 month)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx Current assets Cash (amount of bond)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx Bond issued at a discount Long-term liabilities Bonds payable  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx Discount on bonds payable  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx Current assets Cash (less discount on bond)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx Bonds issued at a premium Long-term liabilities Bonds payable (plus premium) xxx Current assets Cash (including premium)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx Investors books The buyers’ balance sheet will be as follows At par Assets Investments in bond  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx Current-asset Interest accrued (1 month)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx Cash (amount of bond)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx At discount Assets Investment in bond (less discount)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx Current assets Cash  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx At premium Assets Bond investment (plus premium)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   xxx Current assets Cash   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (plus premium) xxx B) Income statement items The items that will be included in the income statement of Norris co. for the year 2008 include -Interest expenses -Adjustment to interest expenses (amortization) Interest expenses The amount of interest is determined using the par value and the coupon rate and not effective rate. (Englard, 1992, page 2-3) Illustration At par Using the example of Norris co. bond assuming that it was issued at par, then the interest will be 1000*xx%= interest. At discount Payment- interest = xx%*1000 Interest amount = yy% *(1000-discount) The difference between the interest payment and interest amount is amortization of discount. At premium Interest payment =xx% * 1000 Interest amount= yy% * (1000 +premium) The difference between the interest payment and the interest amount is the amortization of premium.

AN OVERVIEW OF CHILD LABOR AND POSSIBLE SOLUTIONS :: Essays Papers

AN OVERVIEW OF CHILD LABOR AND POSSIBLE SOLUTIONS â€Å"A little girl about seven years old, who’s job as scavenger, was to collect incessantly from the factory floor, the flying fragments of cotton that might impede the work... while the hissing machinery passed over her, and when this is skillfully done, and the head, body, and the outstretched limbs carefully glued to the floor, the steady moving, but threatening mass, may pass and repass over the dizzy head and trembling body without touching it.† To many of us this paragraph belongs to the past. It is true, this was published in 1864 in England, but for even more people it would come as a surprise that the practice of child labor exists as we speak. According to Krugman several thousand men, women and children live on Smokey Mountain dump in Manila, enduring the stench, the flies and the toxic waste in order to make a living combing the garbage for scrap metal and other recyclables. And the Smokey Mountain is very much present time story. Child labor is a persist ent problem throughout the world, especially in developing countries. According to the latest statistics , Africa and Asia together account for over 90 percent of total child employment. Child labor is especially prevalent in rural areas where the capacity to enforce minimum age requirements for schooling and work is lacking. What exactly is child labor? The International Labor Organization’s convention #138 specified 15 years as the age above which a person may participate in economic activity. Also, another source (Ashagrie, ’93) suggest that a child is a laborer if it is economically active, while governments and international organization usually consider a person economically active if the person works on a regular basis. Clearly there are few different angles to look into this. At this point we can look at the child labor as the reserve army of labor but at the same time we need to take into consideration poverty and economic weakness that are pushing children into work. The line of morality in regards to this issue is very thin; are those children better off not working and instead starve being dump scavengers or are they better off working for less than a minimum wage? In addition, the economies of third world nations often benefit from the introduction of low-wage manufacturing jobs. Their argument is that these â€Å"sweatshop† jobs can offer their country’s poor a release from malnourishment and poverty.

Restructuring the organizational structure at Kimberly-Clark Essay

In 2003,Kimberly-Clark the maker of paper products including Kleenex, Haggis , and Depends, announced it was creating a radical new structure to shore up parts of its business that were performing poorly by restructuring its product into three categories .The categories were† grow,† â€Å"sustain,† and â€Å"fix†-somewhat unconventional categories. They weren’t devised based on product type, customers, or the geographic location is which Kimberly-Clark sold goods, but instead on the perceived strength of the products themselves. Background Kimberly, Clark and company was established in 1872 by four young businessmen, John A. Kimberly, Havilah, Babcock, Charles B. Clark, and Frank C. Shattuck. Based in Neenah, Wisconsin, The Company initially manufactured paper, but over the years it began to branch out, broadening into the personal hygiene consumer products area to compete with companies like Procter & Gamble. In 1978,Kimberly-Clark introduced what would become its top seller; Huggies disposable diapers. Huggies were an instant hit and soon became the nation’s number one diaper brand.Over the course of the next two decades,Kimberly-Clark introduced Depends for adults and training pants for toddlers,and acquired its competitor Scott Paper,a leading maker of toilet paper and paper towels.Today,the merged company sells its products in over 150 countries around the world.In 80 of those countries,it holds the number-one or number-two spot in the marketplace.It has physical operations in 38 countries and employs more than 55.000 employees. Restructuring Problems Like many corporate mergers, the merger between Kimberly-Clark and Scott Paper in 1995 didn’t roll out smoothly .Most of Scott’s senior management team left after the merger,and Kimberly-Clark experienced problems integrating the two companies.The following year,operating income and sales dropped. By the late 1990s,the company’s senior managers had finally worked through the integration challenges of the merger.But the dawn of the twenty-first century brought new challenges.Chief among these was the lack of growth in developed countries for Kimberly-Clark products due to market saturation. To continue to grow,the company had to look to new markets.The  company was also losing market share to its fiercest rival,P&G.By introducing a high-end line of pampers in 2002,P&G had been able to capture market share from Huggies. Given the tough competition in the disposable diapers industry,Kimberly-Clark tried to diversity by producing a related product: disposable baby wipes.But these growth plans were upset when Johnson & Johnson,the prominent maker of baby shampoo,launched its own line of baby wipes. It was within the context of these competitive dynamics that Kimberly-Clark’s senior manager announced their radical reorganization plan in 2003.The â€Å"grow† category (brands and sectors growing the fastest) included products such as training pants,household towels and wipes,and Kleenex.The â€Å"Sustain† category(brand generating solid returns) included U.S, infant care products and other facial tissue lines. Whereas the â€Å"fix† category included products related to European personal care along with the U.S. Professional washroom business.Sales of these products were relatively flat.And although they accounted for about 20 percent of the firms’s total sales,they contibruted only 10 percent of the profits. Kimberly-Clark’s senir managers argued that reorganization would help increase the company’s speed to market,streamline its decision making regarding allocating capital and deliver cost reduction on a sustainable basis.However, simultaneous to the reorganization announcement,Kimberly-Clark announced it had revised its forecast for sales increase down from 6 percent to 8 percent annually to 3 percent to 5 percent.Predictably,shareholders reacted negatively,and Kimberly-Clark’s stock price closed down immediately after the announcements. Thus,executives began to reconsider the planned changes. Kimberly-Clark eventually presented a new and different organizational structure in early 2004.Rather than organize products by the â€Å"grow, sustain , and fix† categories, management announced that it would organize around by personal care, washroom products, and emerging markets.Specifically, management planned to combine the company’s North American and European personal care groups under one organizational unit. The same would happen for products related to the washroom business. In addition, management planned to create an â€Å"emerging markets† business unit to maximize the growth of all Kimberly-Clark’s products in Asia, Latin America, and Eastern Europe. As an example of this growth, in 2010 the company announced its first plant in Russia to manufacture Huggies diapers. By 2010, Kimberly-Clarks changes  reshaped the company into a consumer product health and hygiene firm. Analysts have r eacted well to these changes. In addition, the company announced that its efforts to reduce cost are likely to exceed its initial estimates. The management projected that cost savings could be as high as $450 milliion by the end of 2010. And, management also announced a new plan to reduce up to $500 million more by 2013. Finally, the company is searching for good acquisitions in the health care industry. Questions.. 1. Why would Kimberly-Clark executives restructure the company based on â€Å"grown, sustain, and fix† categories? What disadvantages might result from such a structure? 2. Was the organizational structure presented by Kimberly-Clark executives in 2004 better than the first structure proposed? Why or Why not? 3. Are the company’s changes to reshape its identity as a consumer product health care and hygiene company and its cost reduction efforts likely to improve its competitive position relative to P&G? please explain your answer.

unit 10 P5 M3 - 1714 Words

P5 Explain the strategies and methods that can be used to support children/ young people and their families where abuse is suspected or confirmed. M3 Assess strategies and methods used to minimize the harm to children, young people and their families where abuse is confirmed. Case study: Paul is 10 years old. His teachers that he might be suffering from abuse at home have reported it to the Local authority. He will be starting secondary school in a month’s time. The local authority is due to put him in care temporarily whilst investigations take place. Counteracting possible stereotyping Stereotyping and naming can be extremely terrible towards any individual. This is on account of other individuals may judge rapidly or accept something†¦show more content†¦Unconditional acceptance for the child/ young person This is the point at which the kid is acknowledged paying little mind to who and how they are. For instance if a kid has been sexually assaulted, they must be acknowledged and not seen distinctive. In terms of a youngster or a youngster uncovering data on their misuse it is totally troublesome for them. This is on the grounds that they may expect that no one would trust them or that they may even get judged. This is the reason it is vital for the individual that the kid may be opening up to, to accept whatever the youngster may be stating concerning them getting ill used. For Pauls situation, he didnt uncover any data. His educator suspected that he might be getting ill used because of suspicions that the instructor may have seen. However in the event that Paul was to uncover any data of him being misused at home, the individual listening must accept and console him with the goal him should feel protected, cherished and secure. This would minimize the impacts of misuse, as they would not feel as unstable. Flexibility of this methodology could be that the kid would feel secure, adored and feel like they fit in anyplace as opposed to feeling distinctive due to the misuse that they may have encountered. They would likewise get an opportunity to open up about theShow MoreRelatedUnit 10- P5 and M34190 Words   |  17 PagesThere are a number of strategies that are able to be considered to support not only children and young people but the parents and families where abuse is suspected or confirmed. These strategies refer to a plan of action in order to achieve a particular goal, an example of this could be that they are able to minimise the actual or potential impact of abuse or poverty that may occur within families. The aim of strategies for children and young people are in place to protect these individuals fromRead MoreSkills for LAND A1 2015 1978 Words   |  4 Pagesï » ¿ Module: Unit 10: Skills for Land-based Outdoor and Adventurous Activities Tutor: Nick Young Assignment No: 1 of 1 Title: Land-based Outdoor and Adventurous Activities – The Knowledge, Risks, Participation, Review Development IV’d before Mark Wilson Date 22/4/13 issue by: IV’d: Date 16/4/15 Date 21/5/15 Issued: Due: Feedback Due: 11/6/15 Student Name: ................................................................. Read MoreEssay on Work: Goal and Social Care949 Words   |  4 PagesUnit 6: Personal and Professional Development in Health and Social CareUnit 44: Vocational Experience for Health and Social CareBTEC NATIONAL HEALTH AND SOCIAL CAREExtended Diploma Student Name: Abigail bowes Group: BStudent Number: 20138903 | Unit 6 (P2, P5) half 1. Provide an up-to-date CV at the start of the course. 2. 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I understand that plagiarism of any kind will not be toleratedRead MoreBtec1256 Words   |  6 Pages Learner Name Learner Registration No. Assessor Name LEI13160876 Soory Abbassi 15/10/13 Hand-in Date Submitted On 15/10/13 18/03/14 Qualification and Programme Number Unit Number and Title BTEC Extended Diploma In IT (QCF): Level 3 Unit 18: Database Design Assignment Title Assignment 1 No. 1 of 2 Whole or Part of Unit? Whole /Part Grade for Whole Unit Deadlines: If you do not meet the deadlines for handing in your assignments you may not have yourRead MoreAssignment 20141819 Words   |  8 Pagesï » ¿ BTEC National Diploma and Extended Diploma in Business and Finance Unit 10 - Market Research in business Unit 36 - Starting a Small Business Assignment 2013 – 2014 Zed Hussain, Adrian Chambers, Vickie Henderson, Liz Huck Final Submission – 16.06.2014 Unit 10 – Market Research in Business To achieve a pass grade the evidence must show that the learner is able to: To achieve a merit grade the evidence must show that in addition to the pass criteria the learner is able to:Read MoreOutline How an Organisation Motivates Its Employees2124 Words   |  9 Pages | |Qualification |Unit number and title | |QCF Level 3: BTEC National |Unit 16 Human Resource Management in Business | |Credit value: 10 | Read MoreUnit 10 Essay1892 Words   |  8 Pagesï » ¿ Course Title BTEC Subsidiary Diploma in HSC Unit Title 10 Caring for Children and Young people Level 3 Unit Number 10 Unit Credit 10 Assignment Title Caring for children, young people and their families Part Unit Whole Unit Whole unit Assessor Start Date Submission Date Feedback Date Vocational Context Task 1 (P1) Imagine that you are a researcher for a local radio station and you have been asked to put together a piece on looked after children and young people. 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