Graduation Speech: We Are First Nations Peoples :: Graduation Speech, Commencement Address

I am honored to stand and speak to you this evening. I am precise proud to be a part of the first graduating class for the Gaylord Heritage school. We thank the staff at the Heritage school, the Gaylord Tribes, our families and our community. I thought about what I would say for a long time and than I remembered what my grandparents taught me about life. My grandparents and family talked to me about education. My dad told me a story about an elder who was very proud of his bran-new toolbox make full with tools. Every sidereal day his children would ask to use the tools in his box and he said No, not today, I am saving these for a special occasion. As his children grew older they continued to ask for the tools but again he said these tools were being saved for the right occasion. Finally the children gave up communicate for the tools. One day some years later, the grandfather thought that it was time to open the box of tools and use them. As he opened the box, with children and now grandchildren spirit on, he see that the tools were rusty. He picked up the wrench but it crumbled in his hands. This story symbolizes to me a lesson of how if we dont fate our knowledge -our tools - and decimate that knowledge on, then we urinate all upset the gift in our hearts. And the tools pass on rust and crumble in our own hands, never to see the light of day again. So lets share all of our tools and pass them on to the next contemporaries so they can work on our house when we get old, and maybe even pay the rent. at that place are prophecies from many different tribes that speak of the 7th generation. This prophecy states from the time of the coming of the non-natives, the seventh generation will be the ones that will see the prodigious changes that are coming. This is the seventh generation coming up, and these are the people we must teach so that they do things right this time, so they will keep in mind what they will leave for the next seven generations tha t will follow them. This is how we are taught to live on this earth we should look to how our decision and actions will fall upon the seventh generation to come.Graduation Speech We Are First Nations Peoples Graduation Speech, Commencement AddressI am honored to stand and speak to you this evening. I am very proud to be a part of the first graduating class for the Gaylord Heritage school. We thank the staff at the Heritage school, the Gaylord Tribes, our families and our community. I thought about what I would say for a long time and than I remembered what my grandparents taught me about life. My grandparents and family talked to me about education. My dad told me a story about an elder who was very proud of his new toolbox filled with tools. Every day his children would ask to use the tools in his box and he said No, not today, I am saving these for a special occasion. As his children grew older they continued to ask for the tools but again he said these tools were being saved for the right occasion. Finally the children gave up asking for the tools. One day many years later, the grandfather thought that it was time to open the box of tools and use them. As he opened the box, with children and now grandchildren looking on, he saw that the tools were rusty. He picked up the wrench but it crumbled in his hands. This story symbolizes to me a lesson of how if we dont share our knowledge -our tools - and pass that knowledge on, then we have all lost the gift in our hearts. And the tools will rust and crumble in our own hands, never to see the light of day again. So lets share all of our tools and pass them on to the next generation so they can work on our house when we get old, and maybe even pay the rent. There are prophecies from many different tribes that speak of the seventh generation. This prophecy states from the time of the coming of the non-natives, the seventh generation will be the ones that will see the big changes that are coming. This is the seve nth generation coming up, and these are the people we must teach so that they do things right this time, so they will keep in mind what they will leave for the next seven generations that will follow them. This is how we are taught to live on this earth we should look to how our decision and actions will affect the seventh generation to come.

A Comparison Of Multi-valued Orientation And Two Valued Orientation :: Comparison and Contrast

A Comparison of Multi-Valued Orientation and Two Valued Orientation     Multi-valued druthers and two valued orientation be two completelydifferent thing. THey compare in only one way. This is the fact that they bothhave values. It could be said that a contrastment of the two would be moreuseful than a comparison. Two valued orientation is for extremists. Multi-valuedorientation is for things to be ranged on a scale.     Two values orientation is used for the "absolutes". Instead of having ascale of values, the "absolutes" are used. An example of two valued orientationis temperature. Temperature is measured in degrees. It ranges in whole numbersas well as decimals. Two valued orientation cancels out all the numbers. Insteadthe "absolute" cold and the "absolute" hot are used. Marxism is a sheerexample of two valued orientation. It stated that either you were for thecommunist party or you were against them. Hitler had the same idea. His viewswere that if you did not support him, then you should not live. So it terminate upbeing supporting him and living or opposing him and dying.     Multi-valued orientation is a scale of "in betweens". The extremes arenot used. There are definate settings. Using temperature again, let multi-valuedorientation show its use. Hot and cold were used for two valued orientation.Those were the extremes. Instead of using extremes, the actual numbers are used.74 degrees, 98.6 degrees, and -13 degrees are all examples of the multi-valuedorientation. The option to not choose the extremes is open in these

Muhammad Bio Essay examples -- essays research papers

Muhammad is by far one of the most influential men in the history of the religious world. Even today his teachings are still sophisticated known and his views on dying for a place in heaven result in our terrorist bombings, suicide, and even the world trade center disaster. To understand the rudiments and the reasons why Islam is a violent religion you have to divert back to the teachings of Muhammad and his life. Muhammad was born around 572 B.C to his father Abdallah and his mother Amina. Both of Muhammads parents died when he was quite a young, but he stayed with his grandfather for two years. Soon after he stayed in the care of his uncle Abu Talib and was soon put to work in the caravans. While work in these caravans he met the owner Kadijiah. He married her when he was 25 and she was 15 years older than him at 40. They later had seven children but that did not settle him down for he married several other women to gain political power or compassion from the widows he married . It was also a narrative that he arranged the deaths of the women he married. It was ...

The Terminator Essay -- Film Movie Terminator Essays

The terminatorJames Camerons 1984 film, The Terminator, is about a cyborg, called a terminator, that is sent back into the past to kill Sarah Connor, the mother of fast one Connor, the leader of the human resistance. A soldier, named Kyle Reese, is also sent back to protect Sarah (Terminator). In the films 1991 sequel, Terminator 2 Judgment Day (T2), the Terminator returns, not to kill Sarah, but to protect young John from the T-1000 (T2). During the course of these cardinal films, the character of Sarah Connor dramatically changes from weak woman to a warrior woman. She transforms mentally, physically, and emotionally. Not only does she change in this manner, but her role in the films changes as well.Sarahs purpose and significance as a character changes over the course of the two films. In Terminator, Sarah is of great importance to the story. Without her on that point would be no human resistance in the future, so it is imperative that she live. The pic revolves around her, a s she is the briny protagonist in the film. At the end of Terminator, it is she, not Kyle, that destroys the Terminator. Though she is the main protagonist, her purpose in the film was to be a vessel. She was only valued because of her body, her force to give birth to John. It only mattered that she live so that she could give birth to John.In Terminator 2, Sarah is pushed into the background. She becomes merely a secondary character. Her presence in the movie is not as important. She has already completed her job of giving birth to John and raising him to be able to take care of himself, so there is no reason for her to be there. Her presence even puts John into more danger. John wanted to save his mother from the mental institution, but the Terminator... ...tor films are near for study because of their rarity and the character of Sarah Connor.Works CitedCranny-Francis, Anne. The Body in the Text. Internet. 10 Dec. 2001. http//www.univie.ac.at/Germanistik/schrodt/vorlesungsmater ialien/the_body_in_the_text.htm.Cunningham, Kim. Shaping the Stars. People Weekly 10 January 1994 50-56. Internet. 24 Nov. 2001. http//www.iwu.edu/library/subjres.htm.Pfeil, Fred. Revolting only Conserved Family Noir in Blue Velvet and Terminator 2. 1992. Internet. 24 Nov. 2001. http//muse.jhu.edu/journals/postmodern_culture/v002/2.3pfeil.html.Terminator, The. Dir. James Cameron. Perf. Arnold Swarzenegger, Michael Biehn, Linda Hamilton. Artisan Entertainment, 1984.Terminator 2 Judgment Day. Dir. James Cameron. Perf. Arnold Swarzenegger, Linda Hamilton, Robert Patrick, Edward Furlong. Artisan Entertainment, 1991.

Gothic Elements in House of Leaves Essay -- House of Leaves Essays

Gothic Elements in House of Leaves   Mark Z. Danielewskis House of Leaves is a contemporary falsehood that contains the four characteristics of the Gothic novel architecture, death and decay, family secrets, and deviant sexuality. It also contains some elements of the American Gothic such as mental instability and drugs and alcohol.   Architecture by far, plays the greatest role in the book. The house itself causes the events in the book to unfold. Supposedly built in 1720, it has housed approximately 0.37 owners a year, most of who were traumatized in some way. William (Navy) and Karen Navidson, the current owners of the house, are included in this select group. Though they move into the house as an attempt to repair their marriage, it is what that ultimately drives them apart. The first sign of trouble is the appearance of a long, cold, dark hallway. The house, bigger on the inside than it is on the outside, causes Navidson to investigate the house and serves as the cataly st for the destruction that follows.   The exploration of the house reveals a series of labyrinth- resembling hallways, twisting and turning like the convolutions of the brain. The house, a re saveation of the brain and the human psyche, are even linked to the mind. For example, when Holloway and his men (the people Navidson hires to explore the house) descend the stairs, they expect it to be long and it takes them several(prenominal) days to descend it. When Navidson reaches the stairs, he expects it to be short and it takes only five minutes to descend. The house bends to their expectations.   The house is similar to the mind in early(a) ways. It houses inner demons and fears, which can be heard stalking its prey. It also contains a basement... ...the bottom of the page. When they were at the top of the stairs the words were at the top. another(prenominal) example is the section on Holloway. In it in that respect are missing words, missing pieces of words, and even mi ssing sentences. His account has hollow sections. In fact there are other sections of the book that lack parts. This is another element of the gothic obscurity.   Thus, Mark Z. Danieleskis House of Leaves contains many gothic elements. It has family secrets, sexual deviance, architecture, and death and decay present in the different layers of the story. Just as the story has many layers so does the house. It appears idyllic and serene on the outside, but on the inside is a retreat of darkness and death. Perhaps as someone in the book has claimed, it is the collective product of every inhabitants agonies. Whatever the cause of the house, it remains an enigma.

Gothic Elements in House of Leaves Essay -- House of Leaves Essays

Gothic Elements in House of Leaves   Mark Z. Danielewskis House of Leaves is a contemporary novel that contains the four characteristics of the Gothic novel architecture, death and decay, family secrets, and deviant sexuality. It as well contains some elements of the American Gothic such as mental instability and drugs and alcohol.   Architecture by far, plays the greatest role in the hold back. The house itself causes the events in the book to unfold. Supposedly built in 1720, it has housed approximately 0.37 owners a year, most of who were traumatized in some way. William (Navy) and Karen Navidson, the current owners of the house, are included in this select group. Though they scat into the house as an attempt to repair their marriage, it is what that ultimately drives them apart. The first sign of trouble is the appearance of a long, cold, dark hallway. The house, larger on the inside than it is on the outside, causes Navidson to investigate the house and serves as the catalyst for the destruction that follows.   The exploration of the house reveals a series of labyrinth-like hallways, twisting and turning like the convolutions of the judgement. The house, a representation of the brain and the human psyche, are even linked to the mind. For example, when Holloway and his men (the people Navidson hires to explore the house) descend the stairs, they expect it to be long and it takes them several days to descend it. When Navidson reaches the stairs, he expects it to be short and it takes only five minutes to descend. The house bends to their expectations.   The house is similar to the mind in other ways. It houses inner demons and fears, which can be heard stalking its prey. It also contains a basement... ...the bottom of the page. When they were at the top of the stairs the words were at the top. Another example is the section on Holloway. In it there are missing words, missing pieces of words, and even missing sentences. His account has hollow sections. In fact there are other sections of the book that lack parts. This is another element of the gothic obscurity.   Thus, Mark Z. Danieleskis House of Leaves contains many gothic elements. It has family secrets, sexual deviance, architecture, and death and decay present in the different layers of the story. expert as the story has many layers so does the house. It appears idyllic and serene on the outside, but on the inside is a den of darkness and death. Perhaps as someone in the book has claimed, it is the collective product of every inhabitants agonies. Whatever the cause of the house, it remains an enigma.

A Reflection: Application to Practice

IntroductionThis reflective brief aims to discuss how and why I will give my new encyclopedism to my habit institutionalize in lay outicular, focusing on how this culture experience will enable me to show and promote guardianship, lenience, perpetration, courage, communication, and competence (6 Cs) indoors my everyday act. Although the discussion revolves around these issues, it is consistently supported by literature and evidence.Reflective DiscussionMy most important features of learning within the moduleFor me, the most important features of learning within the module be the inculcation of evidence-based practice of circumspection with communities of learning, and the positive contribution that wellness bid-related lifelong learning can extend to an empowering and person-centred trouble. According to Ho drug user and Oman (2011), evidence-based practice necessitates the incorporation of scientific evidence in the process of clinical decisions rather than sole relia nce on experience or learning. It is too a problem-solving hail to the practice of dread, integrating the utilisation of current best evidence from well-designed researches, the expertise of the care professional, and care users values and preferences. The concept has several useful implications for my personal practice.In the field where I am currently engaged, the evidence-based practice allows me to carry out my profession to promote and deliver care, utilising the supportive backdrop of theory and practice. At the sum of this backdrop is the means in which evidence-based interventions can help deliver positive out set outs to the practice of care. In other words, such learning is not simply cognitive or friendship-based, but also affective and psychomotor (i.e. applying knowledge into practice). These are also embodied in Utley (2011) and Rice (2006). By offering a way for theory to support practice, evidence-based wellnesscare seems to allow the practitioners to incorpor ate affective and psychomotor aspects with a more rational, research-based approach.I have fully grasped the modules conclusion of providing the opportunity to engage with the servicing users and their carers their experiences and outlook and integrating this goal to my professional values. I have thoroughly recognised the importance of this integration, as working with servicing users and their carers in a healthcare domain necessitates soaking my whole perspective into the care practice. The health practice has become a way of life where I provide care, compassion, courage, etc. which are required of me as a health care professional. This is because it has been a part of my daily routine and concerns. From this, I have come to understand that the care practice is more than a field or profession. Leiningers Theory of Culture interest informs us of care as the central, dominant, and centripetal focus of nursing (De Chesnay and Anderson, 2008).The 6 Cs rush is first and foremos t the primary duty of a health professional, and on which evidence-based practice must(prenominal) be focused. This idea is also embraced in Brooker and Waugh (2013) and Olsen, Goolsby, and McGinnis (2009). Care requires me to have an interest in the condition of service users, their aspirations, uncertainties, hopes and so on. It is not merely working with service users and seeing the work as an objective component of the care practice but that the care practice requires traits and values beyond these, such as applying an ethical code and seeing the care user with dignity and delight in.I would like to note that compassion is a concept that cannot be objectively measured. Rather, it is something that I can extend to a care user merely if I have sufficient knowledge of their condition, the problems that bother them, their emotional state vis-a-vis their existing health condition (e.g. Department of health, 2012). This is where we would settle the value of clinical assessment, w hich must be efficiently carried out (Abbott, Braithwaite, and Ranson, 2014). This is also the reason why I need to communicate with them regularly or as needed, since only through constant interaction can I have adequate knowledge of their present condition from which I can grow compassion towards them. Commitment hence results from this engagement to the care practice, which I believe is not an overnight process, but in spades requires routine. Watson (1999) describes commitment as a moral rarified aimed to preserve humanity.Courage takes place from such commitment, which enables the health professional to support and even campaign for the welfare of the service users and their carers certainly a result of his care, compassion, communication, and commitment to the care practice in general. I would say that competence is a product of knowledge and practice of care being put to deliverher it is an panorama of evidence-based practice on which the module is focused. My important l earning in this aspect is that these values are linked to ethical and moral code governing the care practice (Kelly and Tazbir, 2014).Has the new learning helped me reevaluate issues of dignity and respect?My new learning helped me reevaluate and better understand issues such as dignity and respect. This is by valuing the human person on a higher scale, viewing the care service as a channel for a person to regain his health and live normally again. This is also by looking at their ultimate recuperation as a foremost goal, including their mental, physical, emotional, and even spiritual well-being. This way, the care user is afforded dignity and respect, of which he is certainly worthy and which the health care professional must provide to him/her at all times and by all means. Treating the service user this way is concretely demonstrated in making him well-informed roughly his overall condition, the kind/nature of care he needs, and the like (Nolan, Hanson, and Grant, et al., 2007). My strengths for applying this learning to my practiceThe strengths I have for applying this learning to my practice are my human nature, my interactive character, and my ability to recognise accountability for issues involving the welfare of others. I believe that my being sympathetic will enable me to develop care and compassion (two of the 6 Cs) more easily. My interactive character connotes my propensity towards good communication (also one of the 6 Cs), which is definitely necessary in the care delivery. My ability to recognise accountability, on the other hand, will motivate me to pursue my goals (as a health care provider) with careful execution of the care practice so that the care user will receive the most adequate level of necessary care (Barrick, 2009). The Intuitive-Humanist Model explains the link of intuition to the relationship between the nursing experience, the knowledge thus obtained from this relationship, and how it enhances the clinical decision-making proce ss (Banning, 2007).Enabling me to demonstrate and promote the 6 Cs would require my knowledge of the care practice as the initial and necessary first step and the next would be immersing in the health profession and knowing the issues/problems related to care users health condition or those affecting the delivery of care, as well as the issues/problems faced by their carers. The idea of the whole point is that the care practice must be evidence-based, since if not, our potential to harm the service users will rise accordingly (e.g. Newell and Burnard, 2011).Opportunities and threats to applying my new learningAn opportunity in applying my new learning to my routine practice is the acquired knowledge of evidence-based care practice and its incorporation into the 6 Cs care, compassion, commitment, courage, communication, and competence. This is why the 6 Cs are involved/patched to the care practice, as the care practice is not merely a professional domain where one obtains a care serv ice and where the care providers get paid for providing the needed care. on that point are also threats that may hinder the application of the 6 Cs in my health practice. These are inadequate care facilities and circumvented processes within the care units, which can both delay care delivery. According to Malloch and Porter-OGrady (2010), evidence-based processes require the development of attitude and facilities in order to obtain real-time information that must be assessed, applied, and translated within the modelling of the care circumstance. In this regard, inadequate care facilities can be overcome by pointing out the needed areas to be changed and/or resources to be supplied. Circumvented processes can be resolved by applying efficient methods, such as the Lean management method. It has been proved that Lean adoption produces viable results for the care organisation (Lighter, 2013 Zidel, 2006).A need to allot my learning with othersFrom completing this module, there is a ne ed to share my learning with others. Such sharing will enable the care practice to develop further, in particular if it is shared with colleagues. It can also improve health setting when shared within the job, since it can be evaluated this way. I may pass learning officially through health seminars where I am a speaker. There might also be a case that I would be invited to talk to a group of people or so the care practice, in which I can share my learning about the module. The value of sharing ones experiences about the care practice is in fact exemplified in Hinchliff, Norman, and Schober (2008) where the authors state that the care provider must facilitate the mutual knowledge sharing to others by bring to their personal and professional learning experiences and development. Capossela and Warnock (2004) even discuss share to care, which describes how a group may be organised to care for someone who is seriously ill. It only demonstrates the importance of sharing the care exp erience to allow others to benefit for their own circumstances.The relationship between my routine practice, continuing professional development, and safe and effective care These concepts are interlinked and cannot be done without, and dismemberment of any will result in flawed care implementation. If safe and effective care could be achieved by simply doing what one has always done (caring for clients adequately), then it could quite easily be ensured. Furthermore, such relationship is also understood as one that leads to evidence-based practice. This is because it is through routine practice (from which the care provider gains learning and training everyday) (Gordon and Watts, 2011) that empirical evidence is established. Yammel and OReilly (2013) even posit that routine practice is an essential part of a continuing professional development programme.From continuing professional development, the care professional is able to pursue lifelong learning and develop expertise about th e field (Cleary, 2011). Safe and effective care, on the other hand, is the goal of the care user. On the point of view of evidence-based practice (Brooker and Waugh, 2013), it is crucial to ensure that service users get the most effective treatments and services and receive the best health outcomes. Together with available and adequate funding, cost-effective care services form the provision of clinically effective care.ConclusionThis reflective discussion presents my learning experience from the module, supported by a range of literature. The evidence-based practice of care provides a basis for promoting and delivering an empowering and person-centred care. It is a field where I have necessarily obtained cognitive knowledge as well as affective learning and psychomotor application.This reflective discussion has presented what I consider the most important features of learning within the module. The new learning has helped me re-evaluate/better understand certain issues relating to the care user, such as dignity and respect of the human person. My strengths to applying this learning to my practice are my sympathetic nature, my interactive character, and my ability to recognise accountability.The 6 Cs provide opportunities for applying my new learning and humanising the care profession. There are however threats that may hinder effective care delivery from taking place, such as inadequate care facilities and circumvented processes within the care units. Measures to breed them are also identified.I also see a need to share my learning with others, which the extant literature also supports. The relationship between my routine practice, continuing professional development, and safe and effective care is inter-connected, from which a flawed care practice might occur if such interconnectedness is lost. It is therefore my credit to ensure the link between them.ReferencesAbbott, H., Braithwaite, W., and Ranson, M. (2014) Clinical Examination Skills for Healthcare P rofessionals. United States M&K Update Ltd.Banning, M. (2007) A Review of Clinical Decision making Models and Current investigate. Journal of Clinical Nursing, 2007 February 28.Barrick, I. (2009) Transforming Health Care Management Integrating Technology Strategies. London Jones & bartlett Learning International.Brooker, C. and Waugh, A. (2013) Foundations of Nursing usage Fundamentals of holistic Care. St. Louis, MO MOSBY Elsevier.Capossela, C. and Warnock, S. (2004) Share to Care How to Organize a Group to Care for Someone Who is Seriously Ill. New York Fireside Rockefeller Center.Cleary, M, et al. (2011) The Views of Mental health Nurses on keep Professional Development. Journal of Clinical Nursing, 20 (1) 3561-3566.De Chesnay, M. and Anderson, B. A. (2008) Caring For the Vulnerable Perspectives in Nursing Theory, Practice and Research. Second Edition. London Jones & Bartlett Learning International.Department of Health (2012) Compassion in Practice. Nursing, Midwifery and care Staff Our Vision and Strategy. London DOH.Gordon, J. and Watts, C. (2011) Applying Skills and Knowledge Principles of Nursing Practice. Nursing Standard, 25 (33) 35-37.Hinchliff, S., Norman, S., and Schober, J. (2008) Nursing Practice and Health Care 5E A Foundation Text. NW CRC Press.Houser, J. and Oman, K. S. (2011) Evidence-based Practice An machineation Guide for Healthcare Organizations. London Jones & Bartlett Learning International.Kelly, P. and Tazbir, J. (2014) Essentials of Nursing Leadership and Management. Mason, OH Cengage Learning.Lighter, D. RE. (2013) Basics of Health Care Performance Improvement A Lean Six Sigma Approach. London Jones & Bartlett Learning International.Malloch, K. and Porter-OGrady, T. (2010) Introduction to Evidence-Based Practice in Nursing and Health Care. London Jones & Bartlett Learning International.Newell, R. and Burnard, P. (2011) Research for Evidence-Based Practice in Healthcare. Second Edition. West Sussex John Wiley & Sons.Nolan, M., Hanson, E., Grant, G., and Keady, J. (2007) User participation in Health and Social Care Social Research Voices, Values, and Evaluation. England Open University Press.Olsen, L., Goolsby, W. A., and McGinnis, J. M. (2009) Leadership Commitments to Improve Value in Health Care Finding Common Ground. Washington, DC The National Academies Press.Rice, R. (2006) Home Care Nursing Practice Concepts and Application. St. Louis, MO MOSBY Elsevier.Utley, R. (2011) Theory and Research for Academic Nurse Educators Application to Practice. London Jones & Bartlett Learning International.Watson, J. (1999) Nursing Human Science and Human Care A Theory of Nursing. London Jones & Bartlett Learning International.Yammel, J. and OReilly, D. (2013) Epidemiology and Disease Prevention A Global Approach. Second Edition. Oxford Oxford University Press.Zidel, T. G. (2006) A Lean Guide to Transforming Healthcare How to Implement Lean Principles in Hospitals, Medical Offices, Clinics and Other Healthcar e Organizations. Milwaukee American Society for Quality, Quality Press.

Animal Farm: Comparison of the Animal Characters with Their Human Counterparts

brute Farm Comparison of Animal Characters with Human characters Animal Farm by George Orwell is a semipolitical story concerning the concept of Leninist Marxism, write from an animals perspective. It is a story of dreams dreams of freedom and equality that ar dashed into pieces by greed and avarice for power and comfort. Basic onlyy, Orwell has incorporated his own political views in this book regarding Marxism and simultaneously he has spotlighted the major flaws in Marxist philosophy which he illustrates throughout the story.I first want to emphasize that the all the samets in Animal Farm are comparable to the Russian Revolution of 1917. The book illustrates the ideals of the whirling and how the masses were maltreated by corrupt leadership and the false promises of a Utopian socialistic society. This goal of equality was what the animals sought, and despite their sacrifices and big(p) work, their leaders betrayed them. Animal Farm is essentially a harsh criticism of tota litarianism. Orwell is portraying the master goals of Marxism which were corrupted by a dictators avarice for power.As he nones in his study, The book is not only a parody of Stalins Russia but also intends to show that Russia was not a true democratic Socialist country. (1) Despite the apparent criticism, Orwell shares the viewpoints of Marxism as far as worldwide revolution was concerned. However, in the book, a utopian future seemed highly unlikely from the start. The idea of Animalism was a theory created by oldish Major in his dream. Old Major was a highly respected and venerable boar. He managed to assemble the recruit animals where he told all of them his dream of a revolution.As Major said, our lives are miserable, laborious and short. We are born, we are given just so much food as will keep the breath in our bodies and for those of us who are capable of it are forced to work to the last atom of our strength and the very instant our usefulness has come to an end, we are s laughtered with hideous cruelty. (pg 7) This is particularly distinctive of what the Russian people faced during the Czarist days of Russia. The Bourgeoisie, or the mystifying, had full control oer the Proletariats, who were the poor workers.The workers were treated poorly and they lived in utter privation and misery. They were exploited and mistreated by the rich and lived a harsh life where even basic sustenance was impossible to find. It was through their labor that the Czar and the rich existed. Karl Marx noticed this problem and he wrote The Communist Manifesto, where he suggested that the workers of the world should unite and overthrow the tyrannical capitalist countries. Marx wanted the proletariat class to start a revolution and change the social structure and distribute the wealth among the masses. Old Major represented Karl Marx.They both were visionaries who called upon the tormented masses to rise up against their bourgeoisie masters, in Animal Farms case, Man. Yet, unfortunately both Marx and Major would never see their revolution commence. Old Major dies in triplet days after speaking to the animals and Marx died onward the Russian Revolution began. There were only two capable leaders left on the farm who could start the revolution. s straight offball was a young, intelligent and a vivacious pig with a brilliant talent for speaking. Whenever he spoke, he placed an incredible amount of emotion into his representative that pulled the animals toward him.Snowballs objective was to carry out the last wishes of Old Major and to make life break up for the animals. Snowball could be compared to Leon Trotsky who was a high-priced follower of Marxism and he wanted to improve the lives of the Russian people. Both Snowball and Trotsky were thrown out of power by their supposed comrades. forty winks, a Berkshire boar, did not have got the skill and acumen of Snowball. However, Napoleon made up for this weak point by being ruthless, cruel, devious, and corrupt. His ambition was to have full control and power over Animal farm. If anyone stopped him, he would destroy the opponent.Napoleon utilize his dogs to intimidate the other animals and to kill any animal that opposed him. He also used Squealer, a garrulous pig who could convince any animal with doubts about the greatness of Napoleon and that it was Napoleon who thought up the revolution. Basically, Squealor was a propaganda spokesman. Old Major, before his death, had spoken out a list of seven commandments that all animals had to follow. The commandments were concerned with animal-human relations. Squealor changed and manipulated the seven commandments to causal agency Napoleon and the pigs.You may have noticed by now that the character names all have a symbolic meaning to them. The name Napolean refers to the legendary emperor of France. He was ruthless and he killed anyone who opposed him. Squealor, by his contemptuous actions, implied that he was a spy and he informed Napoleon about any activity against him. Napoleon could be compared to Josef Stalin, the madman of Russia. He was not as educated or convincing as Trotsky. Yet Stalin was a brutal man who craved power. He killed millions of people and used the KGB (indoctrinated dogs) to punish dissenters.Napoleon also used Moses, the tame raven, to control the animals. Moses represented the Church where he constantly babbled about Sugar Land Mountain. This heavenly abode is where all animals go when they died and they forever lived in peace and tranquility with good food and lots of rest. The animals believed in Moses because their lives were already full of misery. Surely there had to be a better place where the animals could go and be content. Moses was a tool for Napoleon. He said all this jargon in order to make the tired animals work hard and not complain and Moses was paid with bread soaked in beer.On the topic of faith, Marx considered it the, Opiate of the people. (2) Orwell however said that people will al directions turn to religion for answers and places where they could go for an easier existence. In addition, Orwell refused to approve of a society where leaders like Napoleon or Stalin distorted the true meaning of Socialism and instilled fear and dictatorship over their own people. As Orwell said, To accept Orthodoxy, is always to inherit unresolved contradictions. (3) This makes sense because the animals had jumped out of the frying pan (Mr.Jones reign) and into the fire (Napoleons dictatorship). Either way you see the result, it is the same. The animals continued to suffer. What did Animalism accomplish? What were the goals, what were the dreams and what were the results? The basic idea was to share power and to stop the tyrant Mr. Jones (who represented the Czar). The goals of the newly established government was to entertain all animals equal, that they would get more food, more sleep, respect, rules to protect animals from oppression, and technology-in t he form of windmill to make life better for all.The animals owned the farm. Everything was to be equally shared. Humans were the opposite and no animals should deal with Man and no one could act like Man. As Major said, .. in fighting Man, we must not come to correspond him. Even when you have conquered him, do not adopt his vices. (pg 12) The seven commandments were made for the protection of the animals and their rights. Leaders and workers will work together and education is available to all. These were the hopes and dreams of all animals so that they may be free from the bonds of slavery and live in happiness and equality.However, when Napoleon claimed power, the entire basis of the revolution crumbled into dust. The goals of the government were stripped to suit the Pigs. As the rule said, some animals are more equal than others. Rather than motivating animals to work, they are forced to work otherwise they would not receive their limit of food. The Seven commandments were c hanged to Pig Laws. Pigs became more powerful and thus they controlled every aspect of the farm. What I note, and Orwell also notes, is that how could the proletariats trust the self-proclaimed leaders and their intentions?As Orwell wrote, The main weakness of Marxism is the blow of human motives(4) and It is impossible to have an intuitive understanding of mens motives and therefore impossible to predict their actions. (5) Its difficult to fathom why the animals didnt recognize the pigs treachery and why they didnt rebel. Maybe the fierce dogs were too intimidating or maybe the animals were just content with their nationalistic pride of their farm. An manakin of their pride put up be seen when the animals march past their flag and the disinterred skull of Old Major.They have a feeling of joy and contentment because their farm is run by the animals and not humans. However as Orwell writes, the proletariat is too easily swayed by its leaders as well as its guiding ideologies. (6) For example in Animal Farm, the animals fail to realize that all their rights and the seven commandments are being stripped and changed before their very eyes. The knowledge that all the animals are uninstructed is very useful to Napoleon and he freely changes all the laws according to his tastes without worry.Yet the animals should have said something when the Beasts of England, the revolutionary song taught by Old Major, is changed to Animal Farm. Take Boxer the horse for example. He was a devout follower of Napoleon and he gave his life for his brethren. He sacrificed himself day and night in the turn of the windmill so that the dreams of heat and electricity would come true and that all the animals could reap the benefits. Boxer always said, Napoleon is always right. It is all Boxer can do whenever he had doubts. Had Boxer materialized his doubts into action, Napoleon would never have succeeded in gaining total power.Thats why I believe Boxer is attacked by the three dogs a fter he develops doubts about Snowball being a traitor. Luckily he is strong enough to stop the dogs. Boxer represented a communistic or Animalist supporter. He was a dedicated and hard worker but the crafty Squealer and Napoleon used him where Boxer was eventually betrayed by the leaders he so willingly followed and helped. Orwell understood the significance of Marxism and shared many of its beliefs but Animalism was not an extreme political goal. The basic concept was equality, sharing, and operative together for the betterment of all.Yet the system was so badly twisted by the leaders that the animals were in limbo. The animals became oppressed slaves to the pigs who became no different than the human masters. They were even crueler to the animals than Jones and the Revolution became a cruel joke. What changes had occurred? Absolutely nothing except that instead of humans ruling over animals, animals came to rule over animals. The final line in the book summarizes it all, The cr eatures outside looked from pig to man and man to pig, and from pig to man again but already it was impossible to say which was which. (pg 155)

Atelophobia: fear of imperfection Essay

Atelo means not being good enough and phobo means vexation. Atelophobia fear of imperfection.While a great number of us aim to be perfectionists, some of us take it too far. This could lead to obsessive-compulsive disorder, which is definition of psyche making their life perfect. If they couldnt achieve the absolute best, it may cause them to stress. However, people who kick in a type of behaviour that only draws in discomposure and compromised social relationship are known to have Atelophobia.People with this disorder aim to make everything as flawless as possible. Atelophobia ofttimes ruins friendships and relationship, and can often cause conflicts between families they fear that they wont be good enough for them. They usually set themselves high standards that are impossible to achieve. These people who have this fear are mostly worried about disappointing others.Victims of Atelophobia can develop this fear by several reasons media is one of the reasons. Targets usually look up to celebrities. They look at photo-shopped pictures of them and want to be similar to them. Among 713th school years, 47% said they wanted to lose weight because of magazine pictures. It could be based on looks, weight, talent etc. It could lead the society to think its normal. If everyone had similar thoughts then, people who do not reach to societys standards would be labelled as different. A fear of being unique or divergent to others Unusophobia. Atelophobia victims could also develop this disorder owing to this point that they wanted to fit in the crowd. Lastly, Atelophobia couldve been developed by bullying. Bullying could involve their family or friends. Their childhood could have an experience of people listing raspingly of their faults and weaknesses. They could have parents who were too demanding or set unrealistic expectations they could never meet.As a student, its highly likely to experience bullying than adultsstatistics proves it. Its no different for Celebrity, D emi Lovato. At age four, she would look into mirror at herself thinking, I was fat (MTV). The star also explained how her feelings of low self worth lead to her take a huge amount of weight at the age of just twelve years old but it did not make her feel better. She state a group of girls first started to taunt her how she never has straight hair just like the others and it had eventually led on to her other weaknesses. She had then got interpreted into rehab after her mother finding out she self-harmed herself.

What Is Inclusion

What is inclusion ? inclusive education is concerned with the education and accommodation of all children within the classroom, regardless of their physical, intellectual, social, or linguistic deficits. inclusion should in addition include children from disadvantaged groups, of all races and cultures as well as the gifted and the disabled (UNESCO, 2003).Inclusion tries to reduce exclusion within the education system by tackling, responding to and opposition the different needs of all learners (Booth, 1996). It involves changing the education system so that it can accommodate the unique styles and way of attainment of each learner and turn back that there is quality education for all through the use of proper resources, appropriate teaching strategies and partnerships within the community (UNESCO, 2003).Inclusion will not happen instantaneously but requires careful planning and thinking, positive attitudes and behaviour and utilising the necessary specialised support, accommodat ions and adaptations to ensure all children become part of the school (Burstein, Sears, Wilcoxen, Cabello & Spagna, 2004), actively participate in the education system and later become fully contributing members of society (Department of cultivation, 2001).Inclusive education is about ensuring that schools can meet the needs of all learners. It is therefore the province of an inclusive school to embrace the diversity and special needs of all its learners, (Flem, Moen & Gudmundsdottir, 2004) identify and minimise the barriers to learning (Department of Education, 2001) and create a tolerant and respectful atmosphere in which people are valued and stigmatisation is minimised (Carrington & Robinson, 2004).All children thus need to be given the support they need so they can achieve success, olfactory sensation a sense of security and belong to a community (Iarskaia-Smirnova, & Loshakova, 2004 Burke & Sutherland, 2004). Inclusive education also recognises that learning occurs both at home and in the community and therefore the support of parents, family and the community is vital (Department of Education, 2001). Truly inclusive schools understand the uniqueness of every child, that all children can learn and that all children rush different gifts, strengths learning styles and needs.These schools then provide the appropriate means and support through which these needs can be met (UNESO, 2003) The varying ability of children in the classroom means that in order for all to be educationally argufyd, teachers should arrange activities and set learning intentions in certain ways to ensure the catch opportunities of learning for all children. By examining the work of theorists, such as Piaget (1961) and Vygotsky (1978), the importance of motivating all children by providing challenging tasks is extremely significant.Of course these tasks must be separate to account for the range of ability in classrooms and it is therefore vital for teachers to acknowledge the lev el of individual children, so that appropriate tasks can be set to make full certain goals and enhance learning It is important to remember that differentiation can also be present in gender, social class, ethnicity and religion. Teachers should provide all children with equal opportunities to their right to a fair education, building and developing the childs individual needs.Planning should accommodate for the differences in ability and performance of all children, including the more able and those with special educational needs (DFES, 2004,) Teachers should provide attention and individual support to all children and when they are busy with a focus group they should return to any other children who had problems when they can (DfES, S3. 2. 4). This essay has shown how inclusive education is not a straight forward process that can be implemented overnight. Rather it requires a lot of planning, support, resources and reviewing.There is extensive research that southeast Africa can use to make inclusive education successful in conspiracy Africa. The major obstacle preventing the successful implementation of inclusion in South Africa is not our lack of resources but rather the teachers lack of knowledge about children with special needs and how to accommodate them in regular classes. On-going intensive training, professional suppuration and support are therefore needed so that teachers attitudes can become positive and their willingness to promote inclusion can be maximised.Teachers thus need to spay their mindset, become more willing to try new and different curricular strategies, engage in more joint planning and cooperative learning strategies and suppose that all children can learn (Schmidt Harriman, 1998). This can only be done however if teachers are equipped with the necessary skills needed to include all learners. Inclusion can become a practical process in South Africa as long as we look at what has made it successful in other countries and build on from there. Reference List 1. Allan, J. (2003). Productive pedagogies and the challenge of inclusion. In British Journal of Special Education 30 (4) 175 179. 1. Ainscow, M, Booth, t & Dyson, A. (2004) Understanding and developing inclusive practices in schools a collaborative action research network. In International Journal of Inclusive Education 8 (2) cxxv 139 1. Booth, T. (1996). A Perspective on Inclusion from England. In Cambridge Journal of Education 26 (1) 87 100. 1. Burke, K & Sutherland, C. (2004). Attitudes toward Inclusion Knowledge versus Experience. In Education cxxv (2) 163 172. . Burstein, N, Sears, S, Wilcoxen, A, Cabello, B, & Spagna, M. (2004). Moving Toward Inclusive Practices. In Remedial & Special Education 25 (2) 104 116. 1. Carrington, S & Robinson, R. (2004). A case study of inclusive school development a journey of learning. In International Journal of Inclusive Education 8 (2) 141 153 1. Cross, A. F, Traub, E. K, Hutter-Pishgahi, L & Shelton, G. (2004). Elements of Successful Inclusion for Children with Significant Disabilities. In Topics in Early childishness Special Education 24 (3) 169 183 1.De Lange, J. P. (1989). Politics and Education. Pretoria. South Africa. 1. Department of Education. (2001). Education White Paper 6 on Special Needs Education mental synthesis an Inclusive Education and Training System. Received from the innovation big sack up on 20th July 2005. weathervane Address http//education. pwv. gov. za 1. Deppeler, J & Harvey, D. (2004). Validating the British tycoon for Inclusion for the Australian Context Stage 1. In International Journal of Inclusive Education 8 (2) 155 184 1. Flem, A, Moen, T & Gudmundsdottir, S. (2004). Towards inclusive schooling a study of inclusive education in practice. In European Journal of Special Needs Education 19 (1) 85 97 1. Forlin, C. (2004). Promoting Inclusivity in western sandwich Australian Schools. In International Journal of Inclusive Education 8 (2) 185 202 1. Hegarty, S. Educating Children and Young People with Disabilities Principles and the Review of Practice. Received from the World Wide Web on 20th July 2005. Web Address http//unesdoc. unesco. org/images/0009/000955/095511eo. pdf 1. Hunt, P. , Staub, D. , Alwell, M. Goetz, L. (1994). Achievement by all students within the context of cooperative learning groups. In Journal of the Association for Persons with Severe Handicaps, 19, 290-301. 1. Iarskaia-Smirnova, E. R Loshakova, I. I. (2004). Inclusive Education of Handicapped Children. In Russian Education and Society 46 (2) 63 74 1. Jobe, D, Rust, J. O, Brissie, J. (1996). Teacher attitudes toward inclusion of students with disabilities into regular classrooms. In Education 117(1), 234-245. 1. Peck, C. A, Staub, D, Gallucci, C Schwartz, I. (2004). Parent Perception of the Impacts of Inclusion on their Nondisabled Child. In Research & Practice for Persons with Severe Disabilities 29 (2) 135 143 1. Raschke, D & Bron son, J. (1999). Creative Educators at bat All Children Including those with Disabilities Can Play Traditional Classroom Games. Received from the World Wide Web on 20th July 2005. Web Address http//www. uni. edu/coe/inclusion/ philosophical system/benefits. html. 1. Schmidt, M. W & Harriman, N. E. (1998). Teaching Strategies for Inclusive Classrooms. Harcourt Bruce College Publishers New York. . Sharpe, M. , York, J, & Knight, J (1994). Effects of inclusion on the academic performance of classmates without disabilities. In Remedial and Special Education, 15, 281-287. 1. Stroeve, W. (1998). One of the Kids Educating children with and without disabilities together in the same classes and schools. Received from the World Wide Web on 20th July 2005. Web Address www. aare. edu. au/03pap/hea03769. pdf 1. Turner, N. D & Traxler, M. (2000). Childrens Literature for the Primary Inclusive Classroom. Delmar Thompson Learning Africa. 1. UNESCO. (2003).Overcoming Exclusion through Inclusive Ap proaches in Education A Challenge & a Vision A Conceptual Paper. Received from the World Wide Web on 20th July 2005. Web Address http//unesdoc. unesco. org/images/0013/001347/134785e. pdf 1. UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Received from the World Wide Web on 20th July 2005. Web Address http//www. unesco. org/education/information/nfsunesco/pdf/SALAMA_E. PDF 1. UNESCO. (2005). First Steps Stories on Inclusion in Early Childhood Education. Received from the World Wide Web on 20th July 2005.Web Address http//unesdoc. unesco. org/images/0011/001102/110238eo. pdf 1. UNESCO. (2001). Including the Excluded Meeting Diversity in Education. Received from the World Wide Web on 20th July 2005. Web Address http//dit-fs1. hq. int. unesco. org/ulis/docs/0012/001226/122613eo. pdf 1. Van Kraayenoord, C. (2003). The Task of Professional Development. In International Journal of Disability, Development and Education 50 (4) 363 365 1. Wong, A. I. P, Pearson, V & Kuen Lo, E. M. (2004). Competing philosophies in the classroom a challenge to Hong Kong teachers.

English Language and Composition

AP English Language and Composition 2011 Free-Response app atomic number 18nt motions About the College panel The College Board is a mission-driven non-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than than 5,900 of the worlds leading educational institutions and is dedicated to promoting excellence and equity in education.Each year, the College Board supports more than heptad million students prep ar for a successful transition to college done programs and services in college readiness and college success including the SAT and the Advanced Placement Program. The organization in like manner serves the education community through research and advocacy on behalf of students, educators and schools. 2011 The College Board. College Board, Advanced Placement Program, AP, AP Central, SAT and the acorn logo are registered trademarks of the College Board.Admitted Class Evaluation Service and inspiring minds are trademarks owned by the College Board. All separate products and services may be trademarks of their regard asive owners. Visit the College Board on the Web www. collegeboard. org. Permission to use copyrighted College Board materials may be c tout ensemble for online at www. collegeboard. org/inquiry/cbpermit. html. Visit the College Board on the Web www. collegeboard. org. AP Central is the official online home for the AP Program apcentral. collegeboard. om. 2011 AP ENGLISH manner of speaking AND COMPOSITION FREE-RESPONSE QUESTIONS ENGLISH address AND COMPOSITION SECTION II Total sequence2 hours Question 1 (Suggested time40 minutes. This question counts for one-third of the total essay component part score. ) Locavores are citizenry who attain decided to eat locally grown or produced products as much as possible. With an eye to livelihood as rise up as sustainabili ty (resource use that preserves the environment), the locavore movement has become widespread over the past decade.Imagine that a community is considering organizing a locavore movement. Carefully read the sideline seven sources, including the introductory entropy for each source. Then synthesize information from at least three of the sources and incorporate it into a coherent, well-developed essay that identifies the key issues associated with the locavore movement and examines their implications for the community. submit sure that your argument is central use the sources to illustrate and support your reasoning. Avoid merely summarizing the sources.Indicate clearly which sources you are drawing from, whether through direct quotation, paraphrase, or summary. You may cite the sources as Source A, Source B, etc. , or by using the descriptions in parentheses. Source A Source B Source C Source D Source E Source F Source G (Maiser) (Smith and MacKinnon) (McWilliams) (chart) (Gogoi) ( Roberts) (cartoon) 2011 The College Board. Visit the College Board on the Web www. collegeboard. org. GO ON TO THE adjoining PAGE. -2- 2011 AP ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS Source A Maiser, Jennifer. 10 Reasons to Eat Local viands. Eat Local Challenge. Eat Local Challenge, 8 Apr. 2006. Web. 16 Dec. 2009. The spare-time activity is an article from a group Weblog written by individuals who are interested in the benefits of eating nutrient grown and produced locally. eat local means more for the local economy. According to a study by the New Economics Foundation in London, a dollar spent locally generates twice as much income for the local economy. When businesses are not owned locally, property leaves the community at all(prenominal) transaction. Locally grown produce is fresher.While produce that is purchased in the supermarket or a big-box store has been in transit or cold-stored for days or weeks, produce that you purchase at your local farmers market has oft been picked within 24 hours of your purchase. This freshness not only affects the taste of your food, tho the nutritional value which declines with time. Local food just plain tastes break dance. Ever time-tested a tomato that was picked within 24 hours? Nuff said. Locally grown payoffs and vegetables have dourer to ripen. Because the produce leave be handled less, locally grown fruit does not have to be rugged or to stand up to the rigors of shipping. This means that you are going to be getting peaches so ripe that they fall obscure as you eat them, figs that would have been smashed to bits if they were sold using traditional methods, and melons that were allowed to ripen until the last possible minute on the vine. Eating local is cave in for air quality and pollution than eating complete. In a March 2005 study by the journal Food Policy, it was found that the miles that organic food a swarm travels to our p later(a) creates environmental damage that out weighs the benefit of buying organic.Buying local food keeps us in touch with the seasons. By eating with the seasons, we are eating foods when they are at their peak taste, are the most abundant, and the least expensive. Buying locally grown food is fodder for a wonderful story. Whether its the farmer who brings local apples to market or the baker who makes local bread, knowing part of the story about your food is such a correctly part of enjoying a meal. Eating local protects us from bio-terrorism. Food with less distance to travel from farm to plate has less susceptibility to harmful contamination.Local food translates to more variety. When a farmer is producing food that will not travel a long distance, will have a shorter shelf life, and does not have a high-yield demand, the farmer is warrant to try small crops of various fruits and vegetables that would probably never make it to a large supermarket. Supermarkets are interested in selling Name brand fruit Romaine Lettuce, Re d Delicious Apples, Russet Potatoes. Local producers often play with their crops from year to year, trying out Little Gem Lettuce, Senshu Apples, and Chieftain Potatoes.Supporting local providers supports liable land development. When you buy local, you give those with local open spacefarms and pasturesan economic reason to stay open and undeveloped. Jennifer Maiser, www. eatlocalchallenge. com 2011 The College Board. Visit the College Board on the Web www. collegeboard. org. GO ON TO THE following(a) PAGE. -3- 2011 AP ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS Source B Smith, Alisa, and J. B. MacKinnon. Plenty One Man, One Woman, and a Raucous Year of Eating Locally.New York Harmony, 2007. Print. The following passage is excerpted from a book written by the creators of the 100-Mile Diet, an experiment in eating only foods grown and produced within a 100-mile radius. Food begins to lose nutrition as soon as it is harvested. Fruit and vegetables that travel shorter distances are therefore likely to be closer to a maximum of nutrition. Nowadays, we know a lot more about the naturally occurring substances in produce, said Cynthia Sass. Its not just vitamins and minerals, besides all these phytochemicals and really powerful disease-fighting substances, and we do know that when a food never really reaches its peak ripeness, the levels of these substances never get as high. . . . Yet when I called to confirm these facts with Marion Nestle, a professor and former chair of nutrition, food studies, and public health at New York University, she waved absent the nutrition issue as a red herring. Yes, she said, our 100-mile dieteven in winterwas around certainly more nutritious than what the average the Statesn was eating.That doesnt mean it is necessary to eat locally in order to be healthy. In fact, a person making smart choices from the global megamart can easily meet all the bodys submits. There will be nutritional differences, but theyll be mar ginal, said Nestle. I mean, thats not really the issue. It feels like its the issue obviously fresher foods that are grown on better soils are going to have more nutrients. But people are not nutrient-deprived. Were just not nutrient-deprived. So would Marion Nestle, as a dietician, as one of Americas most important critics of dietary policy, advocate for local eating? Absolutely. Why? Because she loves the taste of fresh food, she said. She loves the mystery of days when the late corn is just utterly, incredibly good, and no one can say why it just is. She likes having farmers around, and farms, and farmland. 2011 The College Board. Visit the College Board on the Web www. collegeboard. org. GO ON TO THE NEXT PAGE. -4- 2011 AP ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS Source C McWilliams, James E. On My Mind The Locavore Myth. Forbes. com. Forbes, 15 Jul. 2009. Web. 16 Dec. 2009.The following is excerpted from an online opinion article in a business magazine. Buy local, shrink the distance food travels, save the planet. The locavore movement has captured a lot of fans. To their credit, they are highlighting the problems with industrialized food. But a lot of them are making a big mistake. By focusing on transfer of training, they overlook other energy-hogging factors in food production. Take lamb. A 2006 donnish study (funded by the New Zealand government) discovered that it made more environmental sense for a Londoner to buy lamb shipped from New Zealand than to buy lamb brocaded in the U.K. This finding is counterintuitiveif youre only counting food miles. But New Zealand lamb is raised on pastures with a small blow footprint, whereas most English lamb is produced under intensive factory-like conditions with a big coke footprint. This disparity overwhelms domestic lambs advantage in transportation energy. New Zealand lamb is not exceptional. Take a close look at water usage, fertilizer types, processing methods and packaging technique s and you discover that factors other than shipping far outweigh the energy it takes to transport food.One analysis, by Rich Pirog of the Leopold Center for Sustainable Agriculture, showed that transportation accounts for only 11% of foods carbon footprint. A fourth of the energy required to produce food is expended in the consumers kitchen. Still more energy is consumed per meal in a restaurant, since restaurants throw away most of their leftovers. Locavores argue that buying local food supports an areas farmers and, in turn, strengthens the community. Fair enough. Left unacknowledged, however, is the fact that it also hurts farmers in other separate of the world.The U. K. buys most of its green beans from Kenya. While its true that the beans almost always arrive in airplanes the form of transportation that consumes the most energyits also true that a campaign to shame English consumers with small airplane stickers affixed to flown-in produce threatens the livelihood of 1. 5 millio n sub-Saharan farmers. Another go over in the locavores armor involves the way food miles are calculated. To choose a locally grown apple over an apple trucked in from across the rude might seem easy. But this decision ignores economies of scale.To take an extreme example, a shipper sending a truck with 2,000 apples over 2,000 miles would consume the same amount of evoke per apple as a local farmer who takes a pickup 50 miles to sell 50 apples at his stall at the green market. The lilliputian measure here is not food miles but apples per gallon. The one big problem with thinking beyond food miles is that its hard to get the information you need. Ethically concerned consumers know very little about processing practices, water availability, packaging waste and fertilizer application.This is an opportunity for watchdog groups. They should make life-cycle carbon counts available to shoppers. Reprinted by Permission of Forbes Media LLC 2010 2011 The College Board. Visit the Colleg e Board on the Web www. collegeboard. org. GO ON TO THE NEXT PAGE. -5- 2011 AP ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS Source D Loder, Natasha, Elizabeth Finkel, Craig Meisner, and Pamela Ronald. The Problem of What to Eat. Conservation Magazine. The Society for Conservation Biology, July-Sept. 2008. Web. 16 Dec. 2009.The following chart is excerpted from an online article in an environmental magazine. 2011 The College Board. Visit the College Board on the Web www. collegeboard. org. GO ON TO THE NEXT PAGE. -6- 2011 AP ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS Source E Gogoi, Pallavi. The Rise of the Locavore How the Strengthening Local Food Movement in Towns Across the U. S. Is Reshaping Farms and Food Retailing. Bloomberg Businessweek. Bloomberg, 20 may 2008. Web. 17 Dec. 2009. The following is excerpted from an online article in a business magazine.The rise of farmers markets in city centers, college towns, and rural squaresis testament to a s triking shift in American tastes. Consumers increasingly are seeking out the flavors of fresh, vine-ripened foods grown on local farms rather than those trucked to supermarkets from faraway lands. This is not a periphery foodie culture, says Anthony Flaccavento. These are ordinary, middle-income folks who have become really engaged in food and really care about where their food comes from. Its a movement that is gradually reshaping the business of growing and supplying food to Americans.The local food movement has already accomplished nearlything that almost no one would have thought possible a few eld hold a revival of small farms. After declining for more than a century, the number of small farms has change magnitude 20% in the past six years, to 1. 2 million, according to the Agriculture Dept. . . . The impact of locavores (as local-food proponents are known) even shows up in that Washington salute every five years to factory farming, the Farm Bill. The latest version passe d both houses in Congress in early May and was sent on May 20 to President George W.Bushs desk for signing. Bush has threatened to veto the bill, but it passed with enough votes to sustain an override. Predictably, the overwhelming bulk of its $290 billion would still go to powerful agribusiness interests in the form of subsidies for growing corn, soybeans, and cotton. But $2. 3 billion was set aside this year for specialty crops, such as the eggplants, strawberries, or salad park that are grown by exactly these small, mostly organic farmers. Thats a big bump-up from the $100 million that was earmarked for such things in the previous legislation.Small farmers will be able to get up to 75% of their organic certification costs reimbursed, and some of them can obtain crop insurance. Theres money for research into organic foods, and to promote farmers markets. Senator Tom Harkin (D-Iowa) said the bill invests in the health and nutrition of American kidskinren . . . by expanding their access to farmers markets and organic produce. Reprinted from the May 20, 2008 issue of Bloomberg BusinessWeek by special permission, copyright 2008 by Bloomberg L. P. 2011 The College Board. Visit the College Board on the Web www. ollegeboard. org. GO ON TO THE NEXT PAGE. -7- 2011 AP ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS Source F Roberts, Paul. The End of Food. New York Houghton Mifflin Harcourt, 2008. Print. The following is excerpted from a book about the food industry. The move toward local food, for all its trendiness (the more rhombus adherents, known as localvores, strive to buy products that have traveled the least food miles), highlights one of the problematic pieces of the modern food economy the increasing faith on foods shipped halfway round the world.Because long-distance food shipments promote profligate fuel use and the exploitation of cheap labor (which compensates for the profligate fuel use), displacement back to a more locally sourced food economy is often touted as a fairly straightforward way to cut externalities, restore some measure of equity between producers and consumers, and put the food economy on a more sustainable footing. Such a shift would bring back diversity to land that has been all but destroyed by chemical-intensive mono-cropping, provide much-needed jobs at a local level, and help to rebuild community, argues the UK-based International Society for bionomics and Culture, one of the leading lights in the localvore movement. Moreover, it would allow farmers to make a decent living while giving consumers access to healthy, fresh food at low-priced prices. While localvorism sounds superb in theory, it is proving quite difficult in practice.To begin with, there are dozens of different definitions as to what local is, with some advocates line of reasoning for political boundaries (as in Texas-grown, for example), others using quasi-geographic terms like food sheds, and still others laying out somewhat arbitrarily drawn food circles with radii of 100 or 150 or 500 miles. Further, whereas some areas might find it fairly easy to eat locally (in Washington State, for example, Im less than fifty miles from industrial quantities of fresh produce, corn, wheat, beef, and milk), people in other parts of the country and the world would have to look farther afield.And what counts as local? Does food need to be purchased directly from the producer? Does it still count when its distributed through a mass marketer, as with Wal-Marts Salute to Americas sodbuster program, which is now periodically showcasing local growers? The larger problem is that although decentralized food systems function well in decentralized societieslike the United States was a century ago, or like many developing nations still aretheyre a poor fit in modern urbanized societies.The same economic forces that helped food production become centralized and regionalized did the same thing to our population in the United Stat es, 80 percent of us live in large, densely populated urban areas, usually on the coast, and typically hundreds of miles, often thousands of miles, from the major centers of food production. 2011 The College Board. Visit the College Board on the Web www. collegeboard. org. GO ON TO THE NEXT PAGE. -8- 2011 AP ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONSSource G Hallatt, Alex. Arctic Circle. Comic strip. King Features Syndicate, Inc. 1 Sept. 2008. Web. 12 July 2009. The following is a cartoon from an environmentally themed comic strip. gum shoe CIRCLE 2008 MACNELLY. DISTRIBUTED BY KING FEATURES SYNDICATE 2011 The College Board. Visit the College Board on the Web www. collegeboard. org. GO ON TO THE NEXT PAGE. -9- 2011 AP ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS Question 2 (Suggested time40 minutes.This question counts for one-third of the total essay section score. ) Florence Kelley (1859-1932) was a United States social disciplineer and reformer who fought successfully for child labor justnesss and improved conditions for tending women. She delivered the following speech before the convention of the National American Woman Suffrage Association in Philadelphia on July 22, 1905. ingest the speech carefully. Then write an essay in which you analyze the rhetorical strategies Kelley uses to convey her message about child labor to her audience.Support your analysis with specific references to the text. We have, in this country, two million children under the age of sixteen years who are earning their bread. They vary in age from six and seven years (in the cotton move of Georgia) and eight, nine and ten years (in the coal-breakers of Pennsylvania), to fourteen, fifteen and sixteen years in more enlightened states. No other portion of the wage earning class increase so rapidly from decade to decade as the young girls from fourteen to twenty years.Men increase, women increase, youth increase, boys increase in the ranks of the brea dwinners but no contingent so doubles from census period to census period (both by percent and by count of heads), as does the contingent of girls between twelve and twenty years of age. They are in commerce, in offices, in manufacturing. Tonight while we sleep, several thousand little girls will be working in textile mill about, all the night through, in the deafening noise of the spindles and the looms spinning and weaving cotton and wool, silks and ribbons for us to buy.In Alabama the law provides that a child under sixteen years of age shall not work in a cotton mill at night longer than eight hours, and Alabama does better in this respect than any other southern state. North and South Carolina and Georgia place no restriction upon the work of children at night and while we sleep little white girls will be working tonight in the mills in those states, working eleven hours at night. In Georgia there is no restriction whatever A girl of six or seven years, just tall enough to rea ch the bobbins, may work eleven hours by day or by night.And they will do so tonight, while we sleep. Nor is it only in the South that these things occur. Alabama does better than New Jersey. For Alabama limits the childrens work at night to eight hours, while New Jersey permits it all night long. Last year New Jersey took a long backward step. A good law was repealed which had required women and children to stop work at six in the evening and at noon on Friday. Now, therefore, in New Jersey, boys and girls, after their 14th birthday, enjoy the pitiful privilege of working all night long.In Pennsylvania, until last May it was lawful for children, 13 years of age, to work twelve hours at night. A little girl, on her thirteenth birthday, could start away from her home at half past five in the afternoon, press outing her bucket of midnight luncheon as happier people carry their midday luncheon, and could work in the mill from six at night until six in the morning, without violating a ny law of the Commonwealth. If the mothers and the teachers in Georgia could vote, would the Georgia Legislature have refused at every session for the last three years to stop the work in the mills of children under twelve years of age?Would the New Jersey Legislature have passed that shameful repeal bill enabling girls of fourteen years to work all night, if the mothers in New Jersey were enfranchised? Until the mothers in the great industrial states are enfranchised, we shall none of us be able to free our consciences from partnership in this great evil. No one in this room tonight can feel free from such participation. The children make our shoes in the shoe factories they knit our stockings, our knitted underwear in the knitting factories.They spin and drift our cotton underwear in the cotton mills. Children braid straw for our hats, they spin and weave the silk and velvet wherewith we trim our hats. They stamp buckles and metal ornaments of all kinds, as well as pins and hat- pins. Under the sweating system, tiny children make artificial flowers and neckwear for us to buy. They carry bundles of garments from the factories to the tenements, little beasts of burden, robbed of school life that they may work for us. We do not wish this. We prefer to have our work done by men and women.But we are almost powerless. Not wholly powerless, however, are citizens who enjoy the right of petition. For myself, I Line 5 45 50 10 55 15 60 20 65 25 70 30 75 35 80 40 2011 The College Board. Visit the College Board on the Web www. collegeboard. org. GO ON TO THE NEXT PAGE. -10- 2011 AP ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS shall use this power in every possible way until the right to the ballot is granted, and then I shall gallop to use both. What can we do to free our consciences? There is one line of action by which we can do much.We can enlist the workingmen on behalf of our enfranchisement just in proportion as we strive with them to free the chil dren. No labor organization in this country ever fails to respond to an appeal for help in the freeing of the children. For the sake of the children, for the Republic in which these children will vote after we are dead, and for the sake of our cause, we should enlist the workingmen voters, with us, in this task of freeing the children from childbed 85 90 95 2011 The College Board. Visit the College Board on the Web www. collegeboard. org.GO ON TO THE NEXT PAGE. -11- 2011 AP ENGLISH LANGUAGE AND COMPOSITION FREE-RESPONSE QUESTIONS Question 3 (Suggested time40 minutes. This question counts for one-third of the total essay section score. ) The following passage is from Rights of Man, a book written by the pamphleteer Thomas Paine in 1791. natural in England, Paine was an intellectual, a revolutionary, and a supporter of American independence from England. Read the passage carefully. Then write an essay that examines the extent to which Paines characterization of America holds true t oday.Use appropriate evidence to support your argument. If there is a country in the world, where concord, according to common calculation, would be least expected, it is America. Made up, as it is, of people from different nations, accustomed to different forms and habits of government, speaking different languages, and more different in their modes of worship, it would appear that the union of such a people was impracticable but by the simple operation of constructing government on the principles of society and the rights of man, every difficulty retires, and all the parts are brought into ordial unison. There, the poor are not oppressed, the lively are not privileged. . . . Their taxes are few, because their government is just and as there is nothing to render them wretched, there is nothing to engender riots and tumults. STOP END OF psychometric test 2011 The College Board. Visit the College Board on the Web www. collegeboard. org. -12-

Langston Hughes: 3 Poems Essay

Expression of racial pride is a concept that has surfaced through history quite a lot. pay adequate to the nature of colonialism, sla very(prenominal) and it effects, the idea of racial pride under pressure, with people creating their own racial identity within a different cultural setting, is often one of alienation and loneliness. During the critical eras such as the Harlem Renaissance and the Civil Rights Movement, we find the seduce and effort of m either of the great Afro-American writers like Langston Hughes, whose work often covered the topics of racial pride and the outcry against racism and injustice. We will look at three of his poems which reflect a different aspect of the diachronic African-American situation. case for English BThis is a poem that explores the time when Langston Hughes was in college, and had to write about anything that came from the heart. In neat style, searching in his soul, the poet finds an fashion that reflects circumstances and perceptions that focus on the self, and existence as an African-American. Hughes runs through such normal activities such as going home and listing what he likes and what he wants. He raises an interesting crux thenI guess cosmos obscure doesnt make me not likethe same thing an oppositewise(prenominal) folks like who are other races.So will my page be colored that I write?Being me, it will not be white.But it will bea part of you, instructor.You are white (25-31)This is an interesting statement in that it draws the distinction between being white and being colored, a persistent rationalize that crops up often in racially oriented writing. It reflects on the instructor of the class being white and instructing a colored man. Although there is no real evidence to support a cause for resistance or defiance to this, the fact remains implied that Hughes makes this distinction, but without promoting resentment, states that he likes what other folks like who are other races (26). The lines that f ollow reserves the right to have pride in being colored, without submitting to wanting to be what like other races. Hughes cements this notion in lines 32-38, stating a communal, patriotic element of cooperationyet a part of me, as I am a part of you.Thats American.sometimes perhaps you dont want to be part of me.Nor do I often want to be part of you.But we are, thats trueAs I learn from you,I guess you learn from me Afro-American FragmentThis poem comes from a period of Hughes life that explored the idea of Africans displaced from the African continent. He effectively simulates a sense of recollectiveing by drawing from the idea of an unexplained feeling, of songs that come from far away. He advances the idea that Africa leaves its imprint even long after the people have been moved from there, cementing the echo thereof with three lines (1-3, 21-23)So long.So far awayIs Africa.Another interesting thing that he recalls here is the last line, 24, that expresses his connection or kin ship with Africa, even after all the time separated Dark face. Hughes promotes the idea here that, although the African-Americans find themselves becoming culturally part of American society in some form or another, the call of Africa had imprinted itself on all the African-Americans who could trace their history to the dark continent, go forth an permanent effect.DemocracyWith this poem we find Hughes focusing on the essence of democracy, of the system that is supposed to uphold the granting immunity and individual rights of any human being, regardless of skin color. This poem draws punishingly on the period of American history demarcated by the Civil Rights Movement, and Hughes is quite firm in his sympathetic beliefs here, stating rights equal to that of any other human being. This is expressed most clearly in lines 5-9I have as much rightAs the other fellow hasTo point of viewOn my two feetAnd own the land.The essence of land can be compared to the idea of African-Americ ans having been displaced, taken from their past and their homes. Equal rights would entail that African-Americans would also be able to own land in America and thus become part of American society be part of the collective whole, just as every other American is, regardless of skin color or race. The urge to compel their rights, and the struggle that would invariably be necessary, is encapsulated in lines 15-18FreedomIs a strong seedPlantedIn a great need.Hughes furthers and finalizes the argument of equality, the demand to be heard and accepted, as well as the need for individual freedom not based on race through lines 19-21I live here, tooI want freedomJust as you.In closedownThe contributions made by Langston Hughes, not only in poetry but also in other forms of writing, have become a written volition to the troubling times that African-Americans underwent before they finally secured the equal rights they sought so hard to achieve. Hughes reflects every facet of growing up and living as an African-American in a marginalized, mostly white environment. The poems discussed show Hughes pride in his race, and his refusal to submit and be subverted. Where there is a fairly everyday feel to Theme for English B, we find a core focus that explains unity, rather than forcing division by showing that white and black Americans are so very different. In Afro-American Fragment, Hughes explored the unconscious aspects that shape the longing of African-Americans, the yearning back to Africa, and in Democracy we return again, with a little more force and directness, to the issue of equality and integration. It should be argued though, as Hughes was wont to point out, that this integration would not be accomplished through subversion, but on terms that make blank for the African-American, or any other race to thrive and flourish in a unified, collective whole, without prejudice or injustice.

Equal in the workplace for men and women Essay

First of all, I find it imperative to emphasize the characteristics that make wo hands and men so different. Its much than obvious that by natures default, women and men were given different features. In fact, people ar having their own particularities that make to each one individual unique. Only known facts so far, alone what I need to say is that these natural differences cant be allowed to be the reason of complaisant discrimination. And if the education system has get under ones skin more than and more efficient, providing women the opportunity to learn and specialize in military personnely fields, statistics still say that the number of excellent specialists is smaller for women than for men. But we must ask ourselves why this is happening. Could women be less native gifted? Or could it be the social pressure that doesnt allow them to pull out themselves? Or may the statistics research have been made by the men who do not wish to lose their supremacy? Its difficult to answer. And even so if women have better scores when it comes to school, men ar always ranked better and have a higher prestige. For example, a young-begetting(prenominal) engineer is very much more appreciated than a female engineer.Next, work is still discriminating for the two sexes, even if the discrimination is not an official one. These inequalities are also nowadays in the private life, as women are the victims of a pervert social progress. For example, even if women are more independent in their couple life, there testament be more single and divorced women due to that. One of them could be the fact that working women dont have time for a favored private life. Another reason could be the fact that whatever men feel intimidated by some womens qualities and cant basis being inferior to them. At the same time there is a fragile compatibility between motherhood and career and the family policies that exist encourage women to give up working for a domestic way of living. This way, women find themselves forced to give up their independence.But even a family life without having children means compromise to women. Its natural for the women who have a full-time job not to have the strength to do all that housewives do. The womans duties at home are more numerous than the mens, but at the same time, the equality between women and menforce them to work the same time and way at their jobs. This situation is due to the fact that there are still a lot of men who think in the terms of the patriarchate system.There are also men who treat women socially right, but this situation isnt quite the happiest, as they somehow forget their manners or act cerebration something like If were equal and we do our own laundry, why should I hold her coat or open the door for her? This is also an abnormal situation. small-arm in the first case the problem was that women were equal to men only when it came to work, in the second one the issue is about the equality that take s away womens right of being respected as women. Women have entered the workforce and have risen in the ranks, but they still havent become male clones. Indeed, men and women can be on the button as different in the professional world as they are in their personal lives. What executives are just beginning to understand is that these differences can be great for business. Women and men are not equal in the workplace.The differences between constitutionsIn general, men are more interested in objects and things rather than people and feelings. They like doing things by themselves is a symbol of efficiency, power and competence. A women value love, communication, beauty and relationships. A womans sense of self is defined through their feelings and the quality of their relationships. They spend much time supporting, nurturing and helping each other. They experience fulfillment through sharing and relating.Opportunities for forwardingI allow for tended to promote more men than women. I would even generally given men higher salaries. Why? Am I male chauvinist? Do men do a better job? The answer is a resounding no to both. Actually, it is mostly womens fault. They are as well jump and simply dont ask for raises or promotions as often as men do. Most bosses wont fire you for saying youd like to move ahead. Very often bosses dont even think about who should be advanced and who shouldnt. Theyre busy juggling too many things. You have to sell them on the idea of promoting you.Gender DiscriminationAlthough there are regulations within the workplace there is still discrimination. Women are veneer discrimination in their income, unemployment and occupational distribution. Womens salaries average only 72-88% to mens salaries. Many types of discrimination in the workplace are partly to goddamn for the wage gap. Allocate discrimination describes the phenomenon that women are differentially allocated to occupations and establishments that pay lower wages.Sexual Harassment Sexual harassment is a clear form of sex discrimination based on sex, a manifestation of unequal power relations between men and women. An employer forcing an employee to perform sexual favors in exchange for some reward or to avoid negative consequences. Women should not use overt sexuality to get ahead. Occasional mild flirting may have its place, but to be taken seriously, focus on business. Look professional and attractive but not sexy. The same goes for men. Guys who dress too flashily likewise arent taken seriously, except in the entertainment world.Women and men are equal in the workplaceEqual opportunity in educationIn the raw world, female and male have equal opportunity for education. Therefore, the knowledge of women will not less than men even more than men. So now in the society, there have a lot of women university graduates. In the past, most of the engineers, doctors, lawyers and businessmen are men while tailors, nurses and teachers are women. The principle are do es not to be change. But now they have equal opportunity for education and knowledge so the careers of engineers, doctors, lawyers and businessmen are no longer for mens world and women can be also as good in these occupations than men even better than men. Hence, women have an ability to complete with men in the workplace.More careful, calm and painstakingMore of the employer prefer to hire women in the work, especially in calculation field because women have more careful, calm and conscientious. Most of the men are more impatient, they do not pay attention to details. As long as there is something get wrong they will feel very irritable. So mans patience will be less than women. When you cannot deal the things calmly,the thing will getting more complicated. Therefore, womans carefulness, calmness and conscientious will better than man.Mentally strongWomen must have strong mental to handle their work. That is because, in the work place they need to challenge with men. They need to become a super woman to secure their ability, position and a lot of pressure from the workplace. When they go back home, they need to change their mental to become a loving mother and gentle wife. In addition to, they need to do a lot of housework and take care about their family. And they do not put any pressure to home from the workplace and do not vent pressure to their family. So women need have strong mental than men to handle it. That is why, women can equal with men in the workplace.Entrepreneurs in businessNowadays, many women have an ability to earn money and be independent in the competitive society. Women have rely on their own ability, interpersonal relationships, knowledge and effort to be a successful entrepreneurs in their own business.

Nature and scope of accounting Essay

As an introduction to the route in accounting, it whitethorn be useful to lay out the following terms Accounts These be the financial records in the organization. Every transmission line transaction, or accounting entity, may be represented in an account by itself, e.g. wages, telephone expense, motor vehicle, Cash at bank, investment funds Book-keeping This is the recording of the financial transactions of a occupation in a ashesatic manner, so that pertinent financial data may be extracted when needed. story This is a more comprehensive step than book-keeping. It involves the classifying, recording, compiling, reportage and interpreting the financial activities in the organization. This allows the users of the information to make informed judgement, planning and stopping luff regarding the organization. Accountancy This is the cognitive process or the arranging that essential be followed when recording, reporting, and interpreting the financial activities of the organization. It involves the set of principles or rules that must be observed in order to achieve an objective view of the accounting results.Accounting in the fullest sense, is and then the interactive and integrated process of check outing, forecasting, planning, recording, classifying, reporting , and interpreting the financial activities in the organization. This allows the custodians to make informed judgments and decisions pertaining to the effect and financial incline of the organization. It also facilitate those who may have a vested interest in the business to assess their relationship andexpectations from the operations.To this end accounting information should be Relevant to the users so as to determine their ability to make informed decision Reliable free from material error and bias, giving a truthful representation of the regular Comparable presented in a consistent manner so at to allow for reasonable comparisons Understandable uncomplicated, structured, and clearly presented. Timely provided when needed, or on succession as undeniable by law Unqualified not subjected to unnecessary modifications or restrictionsUSES OF explanation INFORMATIONThe accounting system in the organization generates a wealth of financial data that may be utilized by several interest groups. These include Management Those who atomic number 18 entrusted with the day to day operations of the business must not totally make informed decisions, but also set operating standards and then review the results. In order to do this, they must use the accounting system as their base. Owners The accounting system enables those who have an invested interest in the business to make an overview of the performance, as well to determine the results of their investment. Investors Others who have contributed to the business, all by way of financial assistance, supply of goods, or every some opposite form of involvement, need to give out the levels of profitabi lity and risk involved in the business Government Assessment of the business operations by the government may be done for tax purposes, or to determine nationalincome, or crack up statistical calculation. Trade Union Collective bargaining on the behalf of employees by the portion out union offer unless be done beneficially if the union has a clear understanding of the financial position of the firm.DIVISIONS OF accountancyIn order to satisfy the users of the accounting information, the accounting process may be sub-divided into bighearted categories Cost and Management Accounting This aspect of accounting is concerned with the supply of information to the internal users, i,e, to the managers and the decision makers. It includes such(prenominal) activities as product costing, budgeting, systems operations, and accounting methods.This allow the users to formulate plans, set policies, make decisions, and control the operations in the organization. Financial Accounting This is the maintenance of the accounting records in a methodical manner and the conceptualization of summarized statements regarding the results of the business. This is of use primarily to parties external to the business, and gives an indication of the level of profitability and financial position of the business. Special Reports near business operations may be financed or regulated by a parent organization. These operations must prepare and submit progressive reports to the regulatory body, indicating any factor that may have impacted on the results of its operations.These regulatory bodies included development banks, cooperative societies, venture capital assistance organizations, industry related to organizations, and government agencies annual Return Most firms must submit various types of tax or new(prenominal) statutory returns. These include NIS, NHT, HEART Fund, Income tax, Sales Tax ( GCT), Property Tax. Compliance to these is mandatory, although it is usually a compl ex procedure. Some organizations may engage the services of an attorney who specializes in business law or taxation.USES OF ACCOUNTING DATAManagementCost & Management AccountingRegulatory Bodies StatutoryAgenciesThe Special Reports Accounting Annual Returns ProcessFinancial Accounting (Certified By popular Accounting Auditor)Govt Trade Union Shareholders Investors Creditors General PublicThere are several areas of difference between financial and circumspection accounting. Among these areAREASFINANCIALMANAGEMENTMain UsersExternal parties, e.g. investorsCreditors, trade union, govtInternal parties, e.g. managers, ownersTime OrientationReview of the pastForecast of the futureAccessAvailable to any partyAvailable to insiders onlyRestrictionsPresentationFormatsStandard financial StatementsWhatever format most suitable look of the Organization Condensed view of the organization as a Detailed view of segments or activitieswholeRegulatoryRegulated by ruling of bodiesNo significant regula tory Restrictionssuch as IFRS, ICAJ, as well asRestrictionsthe Companies ActPurposeInformation disclosureDecision making and controlCONCEPTS OF ACCOUNTINGCertain fundamental concepts provide a rule or framework for the recording and reporting of business transactions. These may also be termed as principles, boldnesss, or standards. Among them are The Accounting or Business Entity excogitation Each business enterprise should be regarded as a separate and distinct unit from the some other economic or personal affairs of the owners. Thus the information compiled by the business unit should only relate to the activities of that enterprise.The Historical Cost Concept Resources should be maintained in their accounts at their original cost, not at the periodically revised or market value. Adjustments to the cost, e.g. depreciation, should in that locationfore be shown in a separate account. The accumulative effect of these accounts may be determined when the balance sheet is being prep ared.The Going botheration Concept It is assumed that the business unit will continue for a lasting period during which time it will be able to fulfil its objectives. Thus, interim liquidated values are not shown when preparing the balance sheet. This assumption would not apply if the firms continued existence can not be completed by fact, e.g. If faced with a legal injunction, anticipating liquidation, on the expiration of a contract, or in the result of a buyout or burgeon forthover.The Money Measurement Concept Accounting transactions and the summary of their results can only be measured in monetary units. Thus, those activities or situations that are not measurable in a monetary sense would not be reflected in the accounts. These include the firms industrial relations, management styles, or industry position. The net value of these situations, however, may be classified as goodwill when the firm is being re- valued, or being sold as a going away concern.The Accrual Concept receipts and expenses must be accounted for during the period when they occurred, and not necessarily when they were honoured. Thus, income is calculated from revenue and expenses incurred, not from those actually paying for.The Dual Aspects Concept There are two aspects to every accounting transaction, one shows the gains realised and the other represents the claims that may be made against these gains. From this concept comes the double entry principle, i.e. for every debit (Dr) entry there must be a corresponding credit (Cr) entry.The Realisation Concept Income is regarded as being take in at the point when the legal property, or the claim, in goods has passed from the seller to the buyer. This may be different from the point when the order was received, the delivery was made, or payment completed. This, however, is determined by the terms of contract.The Materiality Concept On-going accounts are only maintained for those items or activities that by themselves will make a signi ficant impact onthe business. These are called summations or liabilities. Immaterial or complementary items or activities are written off as expense or revenue at the end of each accounting period.The Prudence Concept Accounting systems should allow for the reporting of the minimum value of income. Thus, total expenses include non-cash items such as depreciation, bad debts, and other provisions.The Substance Over Form Concept The benefits from, or material substance of a resource should take precedence over the legal form of ownership. Thus, the firm may be in possession of an asset that is being used in the business but which has not yet being paid for. For example, an equipment may have been bought on hire purchase or acquired by way of a lease, and as such the asset does not legally belong to the firm until it is paid for. However, the material substance of the equipment must be shown in the books, and this takes precedence over the legal form in it.The Time Interval or cyclici ty Concept The firm should prepare a set of final accounts in order to take a reading of its performance and financial standing from time to time. This is required although the business is regarded as a going concern. This periodic reading of the business allows management to exercise informed assessment and control over the affairs of the business.The Full-Disclosure Concept Although the financial statements are concerned with the last accounting period, it should also take into consideration any future events that may have an impact on the firms financial position. Thus a disclosure should be made for eventualities such as a pending lawsuit, on-going negotiations for gross sales, disposal, acquisition or take-over, or changes in the accounting methods being used. These disclosures are usually listed as explanatory footnotes.The Objectivity Concept The accounting transactions recorded in the firms books should be supported by objective conclusion or by a basis of origin in fact. This includes such documentation as sales invoices, payment vouchers,cash receipts etc. Thus there should be a basis by which the transactions can be verified. This is usually required whenever an audit is being done.The Consistency Concept The methods that are used in the recoding and reporting of accounting transactions should be unchanged over the course of the business, unless it is governed by some new rule or mode of operations. Changes result in a twirl of profit, thus objective comparison or analysis would not be allowed.