Ethics for Professional As Accountant essays

Ethics for Professional As Accountant essays Ethics for professional as accountant As our society is increasing complex, the ambiguity of situation in business transaction is increased. Thus, it is more and more important for accountant to concern ethics issue and to follow the accounting framework. Not like the color of your eyes, ethics is not inherited from parents. It is acquired by learning after born.  ¡Ã‚ °Ethical reasoning, is not a matter of applying the appropriate algorithm to a situation and mechanically calculating the correct moral result. Ethical reasoning is more subtle, less precise, often more difficult. ¡ (Damian Consider something ethically requires one to value the decision beyond his self-interest alone in reaching the decision. Also ethical judgment is universalized, it should be objective and without any biases or preferences. Besides, ethics is practical for action-guide. We can evaluate the people ¡Ã‚ ¯s behavior by prescriptive guidance. That means we can predict the consequence of people by referring the proper ethics code. The ethics issue has tight connection with the professional as the accountant. Accountants collect and process the financial information to assist the decision making of public. This financial information has a wide range of users, like banks, investors, potential investors, employees, suppliers, creditors, customers, analysts, media and government bodies. Their decision making will be influenced by the financial information generated by accountant. True and fair is the principle of financial report. Thus faith to the figure is the basic as the accountant. Ethical challenges for accountant take several forms and raise diff...

Battle of Bennington - American Revolution

Battle of Bennington - American Revolution The Battle of Bennington was fought during the American Revolution (1775-1783).  Part of the Saratoga Campaign, the Battle of Bennington took place on August 16, 1777. Commanders Armies: Americans Brigadier General John StarkColonel Seth Warner2,000 men British Hessian Lieutenant Colonel Friedrich BaumLieutenant Colonel Heinrich von Breymann1,250 men Battle of Bennington - Background During the summer of 1777, British Major General John Burgoyne advanced down the Hudson River valley from Canada with the goal of splitting the rebellious American colonies in two. After winning victories at Fort Ticonderoga, Hubbardton, and Fort Ann, his advance began to slow due to treacherous terrain and harassment from American forces. Running low on supplies, he ordered Lt. Colonel Friedrich Baum to take 800 men to raid the American supply depot at Bennington, VT. Upon leaving Fort Miller, Baum believed there to be only 400 militia guarding Bennington. Battle of Bennington - Scouting the Enemy While en route, he received intelligence that the garrison had been reinforced by 1,500 New Hampshire militiamen under the command of Brigadier General John Stark. Outnumbered, Baum halted his advance at the Walloomsac River and requested additional troops from Fort Miller. In the meantime, his Hessian troops built a small redoubt on the heights overlooking the river. Seeing that he had Baum outnumbered, Stark began to reconnoiter the Hessian position on August 14 and 15. On the afternoon of the 16th, Stark moved his men into position to attack. Battle of Bennington - Stark Strikes Realizing that Baums men were spread thin, Stark ordered his men to envelop the enemys line, while he assaulted the redoubt from the front. Moving to the attack, Starks men were able to quickly rout Baums Loyalist and Native American troops, leaving only the Hessians in the redoubt. Fighting valiantly, the Hessians were able to hold their position until they ran low on powder. Desperate, they launched a saber charge in an attempt to break out. This was defeated with Baum mortally wounded in the process. Trapped by Starks men, the remaining Hessians surrendered. As Starks men were processing their Hessian captives, Baums reinforcements arrived. Seeing that the Americans were vulnerable, Lt. Colonel Heinrich von Breymann and his fresh troops immediately attacked. Stark quickly reformed his lines to meet the new threat. His situation was bolstered by the timely arrival of Colonel Seth Warners Vermont militia, which aided in repulsing von Breymanns assault. Having blunted the Hessian attack, Stark and Warner counterattacked and drove von Breymanns men from the field. Battle of Bennington - Aftermath Impact During the Battle of Bennington, the British Hessians suffered 207 killed and 700 captured to only 40 killed and 30 wounded for the Americans. The victory at Bennington aided in the subsequent American triumph at Saratoga by depriving Burgoynes army of vital supplies and provided a much-needed​ morale boost for the American troops on the northern frontier.

To Avoid Gaining Weight, Students Should Eat Healthy Essay

To Avoid Gaining Weight, Students Should Eat Healthy - Essay Example This essay touches one of the most disturbing problem among contemporary students and the youth at all. It tells about the reasons and consequences of gaining weight. We all know that we should eat healthy, as much as we know how difficult it is now, when our lives are so fast that all we have lest is eating fast food as well. This paper contains the problem in particular, the proposal, counter argument and the justification.... The fast food is rich with calories, carbohydrates, fatty material and very low in nutrition. So as a result of its consumption, students get obese, ill and sick, addicted and use to suffer many chronic diseases. A recent research has proved that junk or fast food can be a reason for mental disorders and mental problems (Robert 2006). The diet which is low in nutrients and high in calories or fatty material ends up in the mental disorders and many diseases link to human brain. And junk or fast food/ unhealthy diet can increase the likelihood of depression to 60 -80%. Junk food such as pizza, French fries, petty / zinger burgers contain so much saturated fats and are the cause of the people to put on weight tremendously, which in turn cause heart diseases, high cholesterol, sugar, and many other chronic diseases that will put an end to their lives. To avoid such habits among the students race, many measures can be taken. (Assuming the scenario) I will conduct a survey of students in t he FAST-NU University from primary data collection. The food place for the fulfillment of their desire for food is their only cafeteria they have in their university vicinity. The cafe holds most of the junk food with high calories, high carbohydrates with very low nutrition in them. They have burgers, French fries, patties, pastries, butter cup cakes, chocolate and cream cupcakes, pizza, rolls, carbonated drinks etc and only one nutritious item chapatti and gravy. Now it is a big platform for the students to consume those unhealthy items in large number and as a result get obese and fall into above describes diseases. My survey consisted of

The quietly management Assignment Example | Topics and Well Written Essays - 500 words

The quietly management - Assignment Example Quality system ensures all pre-requisites are being followed and every product that is being prepared or any service provided has undergone all the procedures that are necessary for ensuring the conformance tests. The output yield achieved to fulfils the customers’ requirements. The quality system eliminates all those elements of the component that stand any hurdle between a standard product and a sub-standard product. Any product or service went through quality system will have automatically gone through the standard procedures that are necessary for a successful yield. Quality system makes use of all the necessary tools and techniques that are vital for making any standard product. Hence, it is vitally important for a good quality product to undergo the quality system and its procedures. The International Organization of Standardization has given a new dimension to the world of standardization in the field of manufacturing and production. ISO 9000 is vitally important for an organization’s success. It provides organizations with sufficient guidance over how to go about the processes, how to achieve what is desired, it specifies the dos and don’ts of a process. Certain rules are being specified in the continent Europe which makes the ISO 9000 Certification mandatory for products to be imported into Europe. It allows organizations meeting the deadlines. It enables achieving the highest level of quality. Documentation of working procedures and methods is part of successful strategy; it helps the organization in a longer run and ensures security against many odds that might appear on the scene in later stages of project life. The documentation serves as standard and record keeping. At times there are communication problems and verbal learning and explanation is difficult, thus, the best source is documentation. Legal aspect of any process requires documented evidence; therefore, it is very important from legal point of view, because terms and

Fn 11 Cooking Medium Matrix Essay Example for Free

Fn 11 Cooking Medium Matrix Essay Cooked Product| Medium of Cooking| Cooking Method| Description| Sensorial Qualities| Grilled Pork Liempo| Air| Charcoal Grilling| The pork, after being marinated, is placed on a hot grill where it is cooked from the hot air caused by the heat source, coal. The pork is also cooked because of the heat transfer from the metal grill. | The pork becomes a dark brown color and is slightly chard in some areas (having grill marks); the meat is tender and easy to chew while the fat on the meat is greasy and moderately soft; the pork’s flavour is very developed due to the marinade. It also has a smoky flavour which is caused by the charcoal. | Pork Sinigang| Water| Boiling| The pork is boiled in a pot of water for several minutes with onions and tomatoes and spices like tamarind and such. When the pork is thoroughly cooked, the vegetables are then added and allowed to cook as well. | The meat and the fat are very pale in color; the pork’s meat and fat are both very tender. The fat melts in your mouth and is very gelatinous; the pork has a less developed taste and much of the flavour is transferred to the broth of the Sinigang. | Fried Pork Chop| Oil| Pan Frying| The pork is marinated and is then pan fried in a skillet with a fair amount of oil. The pork is first cooked on one side then is flipped over and cooked on the other. | The pork becomes golden brown; the skin clinging to the fat becomes crispy while the fat becomes soft and tender. The meat is often slightly tough; flavour is developed because frying lets the meat’s juices come out and because of the marinade. The taste of the pork is strong in the meat. | Savoury Pork Stew | Oil and Water| StewingSearing | The pork is first seared at high temperature for a few minutes. After this, the pork is then cooked in a pot with water and other ingredients, like tomato paste and such, to let the meat tenderize, develop flavour, and stew. After the meat is completely cooked and when the water has reduced to a thick sauce, vegetables like potatoes and carrots are added to improve flavour. | The pork becomes a dark brown and is often coated in a thick sauce; the fat and the meat are very tender and easily break apart;the meat develops a lot of flavour due to the stewing process; a lot of the pork’s fat becomes rendered into the sauce of the stew.

Alice Paul Essay -- essays research papers

Alice Paul was born on January 11,1885, in Moorestown, New Jersey. Her father, who died when Alice was sixteen, was a businessman, banker, and property owner. The Pauls lived in the small Quaker community of Moorestown. One of the beliefs of the Quakers was equality of the sexes. As a young girl, Alice attended the Quaker suffrage meetings with her mother. Alice Pauls' father left them enough money so she could attend the exclusive Swarthmore College in Pennsylvania. She graduated in 1905 as a biology major, but after discovering politics in her senior year, she went on to attend the New York School of Philanthropy. She majored in sociology, and spent all of her spare time working for the woman suffrage in New York. In 1907, Paul earned a master's degree in sociolgy. She went to England to continue her work toward her doctorate degree. She was begin- ning to realize that she couldn't change the situation by social work alone, but needed to change the actual laws. Women had no voice in either England or America to change any law. The suffrage movement was different in England than in the States. British suffragists had begun wild women protests in 1905. They would sneak into male political meetings, and disrupt the meetings by shouting questions, wave banners and be arrested. As Alice Paul became more involved with the Women's Social and Political Union, she was warned of possible imprisonment. This threat did not prevent her from sneaking into political events. She was arrested ten times in England, three of which ended in prison time. While in prison, she continued to protest the government's refusal to let women vote or speak publicly, by not eating. She was force-fed for four weeks. She returned to America in 1910, where she continued her studies and her suffrage work. She brought back from England with her the same tactics used to get the attention of the newspapers and the government. She brought the wild suffragette movement back to the United States. She teamed up with Lucy Burns, who she spent prison time with in England. They went ... ...egan urging members of the House and Senate to vote for the nineteenth amendment, but kept losing. Then in October 1918, he pleaded for woman suffrage as part of the war effort. The amendment was passed in 1920, giving women the rights of citizens, including the right to vote. She did not stop there. In 1922, she received her Law degree and in 1928 formed the World Party for Equal Rights for Women. Pauls equal rights amendment was "Equality of rights under the law shall not be denied or abridged by the United States or by any State on account of sex." Living in Switzerland, she encouraged an Equal Rights Treaty and a World code of Law. Equality was then written into the United Nations Charter. Paul fought for equal rights the rest of her life, nationaly and internationally. In1977, at the age of 93, she died in her childhood town of Moorestown. Alice Paul was a remarkable, unstop- pable feminist and social reformer, who paved the road we now walk.

Night World : The Chosen Chapter 15

The sound of her own voice sent Rashel spinning out of the light. It was as if she were emerging from deep water- from one world into another. Or as if she were re-entering her own body. For a moment everything was confusion, and Rashel wasn't sure of where she was or how she was positioned†¦ and then she felt her arms and legs and saw yellow light. Lamplight. She was in an upstairs room in a mansion on a private island, and Quinn was holding her. They had somehow ended up on the floor, half kneeling, half supported by the wall, their arms around each other, Rashel's head on his shoulder. She had no idea when he'd stopped biting her. She also had no idea how much time had passed. She coughed a little, shaken by what had just happened. That other place, with the light-it still seemed more real than the hard shiny boards of the floor underneath her and the white walls of the room. But it also seemed encased in its own reality. Like a dream. She didn't know if they would ever be able to get back there again. â€Å"Quinn?† He was Quinn again. Not John. â€Å"Yes.† â€Å"Do you know what happened? I mean, do you understand it?† â€Å"I think,† he said, and his voice was gentle and precise, â€Å"that sharing blood can strengthen a telepathic bond. I've always been able to block it out when I fed before, but†¦Ã¢â‚¬  He didn't finish. â€Å"But it happened that other time. Or something like it happened. When I first met you.† â€Å"Yes. Well. Well, I think it's†¦ there's something called†¦Ã¢â‚¬  He gave up and resorted to nonverbal communication. There's something called the soulmate principle. I've never believed in it. I've laughed at people who talked about it. I would have bet my life that- â€Å"What is it, Quinn?† Rashel had heard of it, too, especially recently. But it wasn't something from her world, and she wanted a Night Person to explain. It's the idea that everyone has one and just one soul-mate in the world, and that if you find them, you recognize them immediately. And†¦ well, that's that. â€Å"But it's not supposed to happen between humans and Night People. Right?† There are some people who think that it is happening-now-for some reason-especially between humans and Night People. The Redferns seem to be getting it in particular. There was a pause, then Quinn said aloud, â€Å"I should probably apologize to some of them, actually.† He sounded bemused. Rashel sat up, which was difficult. She didn't want to let go of Quinn. He kept hold of her fingers, which helped a little. He looked more mussed than he had down near the wharf, his neat hair disordered, his eyes large and dark and dazed. She met his gaze directly. â€Å"You think we're soulmates?† â€Å"Well.† He blinked. â€Å"Do you have a better explanation?† â€Å"No.† She took a breath. â€Å"Do you still want to make me a vampire?† He stared at her, and something flamed and then fell in pain in his eyes. For an instant he looked as if she'd hit him-then all she could see was regret. â€Å"Oh, Rashel† In one motion he caught her and held her. His face was pressed to her hair. She could feel him breathing like some stricken creature-and then she felt him regain control, grabbing discipline from somewhere, wrapping himself in it. He rested his chin on her head. â€Å"I'm sorry you have to ask that, but I understand. I don't want to make you a vampire. I want-â€Å" I want you to be what you were two minutes ago. That happy, that idealistic†¦. He sounded as if it were something that had been lost forever. But Rashel felt a new happiness, and a new confidence. He had changed. She could sense how much he had changed already. They were in the real world, and he wasn't raving about needing to kill her, or her needing to kill him. â€Å"I just wanted to be sure,† she said. She tightened her own arms around him. â€Å"I don't know what's going to happen-but as long as we're right together, I think I can face it.† I think we live or die together from now on, Quinn said simply. Yes, Rashel thought. She could still feel lingering sadness in Quinn, and confusion in herself, but they were right together. She didn't need to doubt him anymore. They trusted each other. â€Å"We have to do something about the people downstairs,† she said. â€Å"Yes.† â€Å"But we can't kill them.† â€Å"No. There's been enough killing. It has to stop.† Quinn sounded like a swimmer who'd been tumbling in a riptide, and whose feet had finally found solid ground. Rashel sat up to look at him. â€Å"But we can't just let them walk out of here. What if they try it again? I mean, whoever set this bloodfeast up†¦Ã¢â‚¬  She suddenly realized that she had asked everybody else, but not him. â€Å"Quinn, who did set this up?† He smiled, a faint echo of his old savage smile. Now it was grim and self-mocking. â€Å"I don't know.† â€Å"You don't know?† â€Å"Some vampire who wanted to get the made vampires together. But I've never met him. Lily was the go-between, but I'm not sure she knows either. She only spoke to him on the phone. Neither of us asked a lot of questions. We were doing it for the money.† He said it flatly, not sparing himself. And to be rebellious, Rashel thought. To be as bad and as damned as possible, because you figured you might as well. She said, â€Å"Whoever it is might just go somewhere else and find somebody else to get his slaves for him. Those seven guys could be having a new bloodfeast next month.† â€Å"That has to be stopped, too,† Quinn said. â€Å"How to stop it without violence, that's the question.† His fingers were still tight on Rashel's, but he was staring into the distance, lost in grim and competent thought. It was a new side of Quinn. Rashel had seen him in almost every mood from despairing to manic, but she had never worked with him before. Now she realized that he was going to make a strong and resourceful ally. Suddenly Quinn seemed to focus. â€Å"I've got it,† he said. He smiled suddenly, mocking but without the bitterness. â€Å"When violence won't work, there's no other choice but to try persuasion.† â€Å"That's not funny.† â€Å"It's not meant to be.† â€Å"You're going to say, ‘Please don't kill any more young girls'?† â€Å"I'm going to say, ‘Please don't kill any more young girls or I'll report you to the Joint Council.' Listen, Rashel.† He took her by the arms, his eyes flashing with excitement. â€Å"I have some authority in the Night World-I'm the Redfern heir. And Hunter Redfern has more. Between us, we can make all kinds of trouble for these made vampires.† â€Å"But Fayth-a friend of mine-said they were all so powerful.† In the intensity of the moment, Rashel almost missed the fact that she'd just called Fayth her friend. Quinn was shaking his head. â€Å"No, you have to understand. These aren't rogues, they're Night World citizens. And what they're doing is completely illegal. You can't just kill a bunch of girls from one area without permission. Slavery's illegal, bloodfeasts are illegal. And no matter how powerful they are, they can't stand up against the Night World Council.† â€Å"But-â€Å" â€Å"We threaten them with exposure to the Council. With exposure to Hunter Redfern-and to the lamia. The lamia will go crazy at the thought of made vampires getting together in some kind of alliance. They'll take it as a threat of civil war.† It might work, Rashel was thinking. The made vampires were just individuals-they'd be up against whole lamia families. Especially against the Redfern family, the oldest and most respected clan of vampires. â€Å"Everybody's scared of Hunter Redfern,† she said slowly. â€Å"He's got tremendous influence. He practically owns the Council. He could run them out of the Night World if he wanted. I think they'll listen.† â€Å"You really do think of him as a father, don't you?† Rashel said, her voice soft. She searched Quinn's eyes. â€Å"Whatever you say about hating him-you respect him.† â€Å"He's not as bad as most. He has†¦ honor, I guess. Usually.† And he's a New Englander, Rashel thought. That means he's against vice. She considered another moment, then she nodded. Her heart was beating fast, but she could feel a smile breaking on her face. â€Å"Let's try persuasion.† They stood-and then they paused a moment, looking at each other. We're strong, Rashel thought. We've got unity. If anyone can do this, we can. She picked up her knife almost absent-mindedly. It was a piece of art, a valued possession, and she didn't want to lose it. They walked down the stairs side by side. Music was still blasting from the gathering room at the end of the hall. It hadn't been that long, Rashel realized. The whole world had changed since she'd been in this hallway-but somehow it had all happened in minutes. Now, Quinn said silently before they went in. There shouldn't be any danger-/ don't think they'll be stupid enough to attack me-but be alert anyway. Rashel nodded. She felt cool and businesslike, and she thought she was perfectly rational. It was only later that she realized they had walked into the room like little lambs into the tiger's lair, still dizzy and reeling from the discovery of love. Quinn went in first and she could hear voices stop as he did. Then she was walking through the door, into that ruddy flickering room with shadows dancing on the walls. And there they were again, those handsome young guys who looked like a TV-series ensemble. They were looking at Quinn with various expressions of interest and surprise. When they saw her, the expressions sharpened to pleasure and inquiry. â€Å"Hey, Quinn!† â€Å"Hi there, Quinn.† â€Å"So you've arrived at last. You've kept us waiting long enough.† That from the dark one who was looking at his watch. Quinn said, â€Å"Turn off the music.† Someone went to a built-in mahogany cabinet and turned off an expensive stereo. Quinn was looking around the room, as if to appraise each of them. â€Å"Campbell,† he said, nodding slightly. â€Å"Radhu. Azarius. Max.† â€Å"So you're the one who brought us here,† Campbell said. He had rusty hair and a sleepy smile. â€Å"We've all been dying to find out.† â€Å"Who's that?† someone else added, peering at Rashel. â€Å"The first course?† Quinn smiled fractionally, with a look that made the guy who'd asked step backward. â€Å"No, she's not the first course,† he said softly. â€Å"In fact, unfortunately, all the courses have disappeared.† There was a silence. Everyone stared at him. Then the guy with the silver-blond hair said, â€Å"What?† â€Å"They've all-just-disappeared.† Quinn made an expressive gesture. â€Å"Escaped. Vanished.† Another silence. Rashel didn't like this one. She was beginning to get an odd impression from the group, as if she were in a room, not with people, but with animals that had been kept past their feeding time. â€Å"What the hell are you talking about?† the dark one, the one Quinn had called Azarius, said tightly. â€Å"What kind of joke is this?† Campbell added. â€Å"It's not a joke. The girls who were brought for the bloodfeast are gone,† Quinn said slowly and distinctly, just in case anybody hadn't gotten it yet. Then he said, â€Å"And as a matter of fact, it's a good thing.† â€Å"A good thing? Quinn, we're starving.† â€Å"They can't have gone too far,† the silver blond said. â€Å"After all, it's an island. Let's go and-† â€Å"Nobody's going anywhere,† Quinn said. Rashel moved closer to him. She was still nervous. These guys were on the edge of getting out of control. But she trusted Quinn, and she could tell they were afraid of him. And, she told herself, they'll be even more afraid in a minute. â€Å"Look, Quinn, if you brought us here to-† â€Å"I didn't bring you here. In fact, I don't know who brought you here, but it doesn't matter. I've got the same thing to say to all of you. There isn't going to be any bloodfeast, now or ever. And anybody who objects to that can take their problem to the Council.† That shut everyone up. They simply stared at Quinn. It was clearly the last thing they expected. â€Å"In fact, if you don't want the Council to hear about this, I'd advise everybody to go home quietly and pretend it never happened. And to have a headache the next time anybody asks you to a bloodfeast.† This silence was broken by somebody muttering, â€Å"You dirty†¦Ã¢â‚¬  Meanwhile, Rashel's mind had begun to tick. Just how were these guys going to go home quietly? There weren't any boats. Unless the host brought one when he came-if he came. And where was he, anyway? And where was Lily? â€Å"Quinn,† she said softly. But somebody else was speaking. â€Å"You'd tell the Council?† a lean tough-looking guy with brown hair asked. â€Å"No, I'd let Hunter Redfern tell the Council,† Quinn said. â€Å"And I don't really think you want that. He might put it in a bad light. Raise your hands everybody who thinks Hunter Redfern would approve of this little party.† â€Å"Do I get a vote?† The voice came from the doorway. It was deeper than the voices of the young guys in the room. Rashel recognized the sound of danger instinctively and turned. And later it seemed to her that even before she turned, she knew what she would see. A tall man standing easily, with a girl and a child behind him in the shadows. He was colored by the flickering ruby light of the fire, but Rashel could still see that his hair was red as blood. And his eyes were golden. Golden like hawk's eyes, like amber. Like Lily Redfern's eyes. Why hadn't she realized that before? The face was a face she would never forget. It came to her every night in her dreams. It was the man who'd killed her mother. The man who'd chased her through the climbing structure, promising her ice cream. All at once, Rashel was five years old again, weak and helpless and terrified. â€Å"Hello, Quinn,† Hunter Redfern said. Quinn was absolutely still beside Rashel. She had the feeling that he couldn't even think. And she understood why. She'd seen into his mind; she knew what Hunter represented to him. Stern necessity, even ruthlessness, but honor, too. And he was just now finding out that that was all a lie. â€Å"Don't look so upset,† Hunter said. He stepped forward with an amiable smile. His golden eyes were fixed on Quinn; he hadn't even glanced at Rashel yet. â€Å"There's a reason for all this.† He gestured to the vampires in the room, and his voice was gentle, rational. â€Å"We need allies in the Council; the lamia are getting too lax. Once I've explained it all to you, you'll understand.† The way he'd made Quinn understand that Quinn had to be a vampire, Rashel thought. The way he'd made Quinn understand that humans were the enemy. She was shaking all over, but there was a white-hot fire inside her that burned through the fear. â€Å"Was there a reason for killing my mother?† she said. The golden eyes turned toward her. Hunter looked mildly startled. Beside her, Quinn's head jerked around. â€Å"I was only five, but I remember it all,† Rashel said. She took a step closer to Hunter. â€Å"You killed her just like that-snapped her neck. Was there a reason for killing Timmy? He was four years old and you drank his blood. Was there a reason for killing my great-aunt? You set a fire to get me, but it got her.† She stopped, staring into those predatory golden eyes. She'd searched for this man for twelve years, and now he didn't seem to recognize her. â€Å"What's wrong, did you hunt too many little kids to keep track of?† she said. â€Å"Or are you so crazy you believe your own public image?† Quinn whispered, â€Å"Rashel†¦Ã¢â‚¬  She turned. â€Å"I'm sure. He was the one.† In that instant, she saw Quinn's face harden implacably against the man who'd made him a Red-fern. His eyes went dark as black holes-no light escaped. Rashel suddenly had the feeling of glacial cold. Look into eyes like that and what you saw alone might kill you, she thought. But she had her own fire inside her, her own vengeance. The knife was in her waistband. If she could just get close enough†¦. She moved toward Hunter Redfern again. â€Å"You destroyed my life. And you don't even remember, do you?† â€Å"I remember,† the little shadow beside him said. And then the world flipped and Rashel felt the floor slipping away from her. The child behind Hunter was walking into the light-and suddenly she could smell plastic and old socks, and she could feel vinyl under her hands. Memories were flooding up so quickly that she was drowning in them. All she could say was â€Å"Oh, Timmy. Oh, God, Timmy.† He was standing there, just as she'd seen him last, twelve years ago. Shiny dark hair and wide tilted blue eyes. Except that the eyes weren't exactly a child's eyes. They were some strange and terrible combination of child and adult. There was too much knowledge in them. â€Å"You left me,† Timmy said. â€Å"You didn't care about me.† Rashel sank her teeth into her lip, but tears spilled anyway. â€Å"I'm sorry†¦Ã¢â‚¬  â€Å"Nobody cared about me,† Timmy said. He reached up to take Hunter's sleeve. â€Å"No humans, anyway. Humans are vermin.† He smiled his old sweet smile. Hunter looked down at Timmy, then up at Quinn. â€Å"It's amazing how quickly they learn. You haven't met Timmy, have you? He's been living in Vegas, but I think he can be useful here.† He turned to Rashel and his eyes were pure evil. â€Å"Of course I remember you. It's just that you've changed a little; you've gotten older. You're different from us, you see.† â€Å"You're weak,† Lily put in. She had stepped forward, too, to stand beside her father. Now she linked her arm in his. â€Å"You're short-lived. You're not very bright, and not very important. In a word, you're†¦ dinner.† Hunter smiled. â€Å"Well put.† Then he dropped the smile and said to Quinn, â€Å"Step away from her, son.† Quinn moved slightly, closer to Rashel. â€Å"This is my soulmate,† he said, in his softest and most disturbing voice. â€Å"And we're leaving together.† Hunter Redfern stared at him for several long moments. Something like disbelief flickered in his eyes. Then he recovered and said quietly, â€Å"What a shame.† Behind Rashel there were noises of stirring. It was as if a hot wind from the savanna had blown in, and the lions had caught its scent. â€Å"You know, I was already worried about you, Quinn,† Hunter said. â€Å"Last summer you let Ash and his sisters get away with running out on the enclave. Don't think I didn't notice that. You're getting lax, getting soft. There's too much of that going around lately.† Stand back to back, Quinn told Rashel. She was already moving into position. The vampires were forming a ring, encircling them. She could see smiles on every face. â€Å"And Lily says you've been strange these last few days-moody. She said you seemed preoccupied with a human girl.† Rashel drew her knife. The vampires were watching her with the fixed attention of big felines watching their prey. Absolute focus. â€Å"But the soulmate idea-that's really the last straw. It's like a disease infecting our people. You understand why I have to stamp it out.† Hunter paused. â€Å"For old time's sake, let's finish this quickly.† A voice that wasn't Quinn's added in Rashel's mind, / told you I'd see you later. Rashel stood on the balls of her feet, letting Hunter's words slide off her and drip away. She couldn't think about him right now. She had to concentrate on awareness, open her energy, and free her mind. This was going to be the biggest fight of her fife, and she needed zanshin. But even as she found it, a small voice inside her was whispering the truth. There were simply too many vampires. She and Quinn couldn't hold them all off at once.

Demian

Demian In every piece of literature there is always a sense of imagination. Now, that imagination can cause a variety of different scenarios. Some may say that the main character could look one way, but then another set of people can say that the main character looks entirely different. That’s also true with the â€Å"meaning† in some parts of the text. The only person who really knows the truth is the author, because the author obviously wrote the book. So it is up to our own imagination to determine what is, and what is not.This thought can also be applied to Demian by Hermann Hesse. Some say that Max Demian isn’t a physical reality, but only a figment of Emil Sinclair’s imagination, while others are stating that Max Demian is a physical reality. On the Oprah Winfrey Show, O, Oprah did a documentary with a girl named Jani. Jani has a horrible case of Schizophrenia. Schizophrenia by definition is a mental disorder characterized by a breakdown of thought p rocesses and by poor emotional responsiveness.Common symptoms include auditory hallucinations, paranoid or bizarre delusions or disorganized speech and thinking, and it is accompanied by a significant social or occupational dysfunction (â€Å"Schizophrenia†). Basically Jani was seeing various hallucinations since she was 5 (she is now 10). She would have nice hallucinations where they would be friendly, or bad hallucinations where they would want her to hurt her family members or even herself. At first Jani didn’t understand what was happening to her mentally, and she thought she was normal and that everyone could see her hallucinations, like â€Å"11 o’clock† who was a friendly cat.This is very relatable to Sinclair’s life because Demian was a hallucination to Sinclair, Sinclair just didn’t realize it. First off, Sinclair said, â€Å"For years I have been unable to distinguish between what I experienced in these dreams and in real life. â €  (Hesse 28*) That quote speaks for itself. Sinclair was unable to acknowledge what happened in either his dreams or in real life. So there is a possibility that this whole novel could have been just a dream to Sinclair.However since that is most likely not the case, Sinclair still could have dreamt up Demian, and just combined his dreams with his reality in confusion. In addition, Sinclair later stated, â€Å"Side by side with this I lived in a world of dreams, drives, and desires of a chthonic nature, across which my conscious self desperately built its fragile bridges, for the childhood world within me was falling apart. † (Hesse 41*) Again Sinclair is living a life entirely of dreams, which are confusing him so much to the point that he cannot distinguish the difference between reality and dream.Later on, Sinclair describes Demian’s face with these words, â€Å"I saw Demian’s face and I not only noticed that was not a boy’s face but a man’ s; I also felt or saw that it was not entirely the face of a man either, but had something feminine about it, too. † (Hesse 43*) This is a perfect example of Carl Jung’s explanation on people’s psyche. He said that people’s psyche is not necessarily gender locked. Imagine a line, on the left side are the male gender roles, and on the right, female gender roles.Now in the middle is a perfect blend of the two, which can never happen according to Jung, however in the description of Demian’s face, it seems as though Demian is a perfect blend of the two gender roles, which isn’t supposed to happen. Technically Demian should not exist, because he is a perfect blend of the two gender roles, which also adds to the fact that Demian’s face could only be so perfect if he was an imagination or a hallucination to Sinclair. Similarly, Sinclair commented, â€Å"I could hardly grasp it that no one besides me noticed him!Everyone should have looked at him, everyone should have trembled! But no one heeded him. He sat there like a statue, and, I thought, proud as an idol! A fly lighted on his forehead and scurried across his nose and lips – not a muscle twitched. † (Hesse 67**) Okay, I have a serious question to ask. How could one not move a muscle when a fly lands on their forehead and scurries across their nose and lips? That is most likely impossible for anyone to do, because most flies are very sensitive to everything, so if they see even the slightest of twitches they will fly away.And I know for a fact that anyone would twitch at the sight of a fly landing on their forehead. So if Demian was only a hallucination to Sinclair it is entirely possible for Demian to remain motionless whilst a fly is scurrying across his face. Furthermore, in David Fincher’s 1999 release of Fight Club Edward Norton’s character is found to have been hallucinating Tyler Durden played by Brad Pitt. Now in the beginning Nort on did not realize that Tyler was a hallucination, but after Tyler manipulated Norton’s life, Norton began to realize that Tyler was really just a hallucination.Tyler was about to blow up an entire city until he finally realized that Tyler was a part of himself. To stop Tyler from manipulating him, Norton’s character shot himself in the face, and he watched as Tyler disappeared. Technically since Tyler is not a real physical being, and only a hallucination Tyler cannot die, however Norton believed that Tyler had died, so he saw Tyler die. This also applies to Sinclair and Demian. On the last page of the novel, Demian and Sinclair explained, â€Å"â€Å"Little Sinclair, listen: I will have to go away.Perhaps you’ll need me again sometime, against Kromer or something. If you call me then I won’t come crudely, on horseback or by train. You’ll have to listen within yourself then you will notice that I am within you. Do you understand? And something e lse. Frau Eva said that if ever you were in a bad way I was to give you a kiss from her that she sends by me. . . . Close your eyes, Sinclair! † I closed my eyes in obedience. I felt a light kiss on my lips where there was always a little fresh blood which never would go away. And then I fell asleep.Next morning someone woke me: I had to have my wounds dressed. When I was finally wide awake I turned quickly to the mattress next to mine. On it lay a stranger I’d never seen before. † (Hesse 171**) This quote has the same effect as when Norton’s character shot himself to kill Tyler, however this has not violence. Sinclair’s subconscious mind knew that Sinclair was ready enough to not need Demian anymore. So after the kiss bestowed onto Sinclair from Demian, Sinclair no longer needed to hallucinate Demian and that is why he disappeared the next morning.Demian was never a physical being; he was only a part of Sinclair’s subconscious mind, trying to help Sinclair. In conclusion, Demian is only a physical being to Sinclair, and to no one else. Sinclair needed Demian because there was something that his subconscious mind wanted â€Å"Demian† to help Sinclair get through his tough times. Demian did in fact help Sinclair a lot and Sinclair got through his tough times with some bumps in the road but that is to be expected. Without the help of Demian, Sinclair could have gone mentally insane.That is why Emil Sinclair’s subconscious conjured up Demian, so Sinclair could have an easier time transitioning from a child to an adult. Citations Hesse, Hermann. Demian. New York, NY: Harper & Row Publishers, 1989. 0-171. Print. Schofield, Jani. Personal Interview. 2009. â€Å"Schizophrenia. † . Fincher, David, dir. Fight Club. 1999. Film. 3 Jan 2013. . (*) 2nd published copy of Demian by Hermann Hesse (**) 1st published copy of Demian by Hermann Hesse

Perrines Literature Structure, Sound, Sense 11th Ed. (Short Stories) Essays

Perrines Literature Structure, Sound, Sense 11th Ed. (Short Stories) Essays Perrines Literature Structure, Sound, Sense 11th Ed. (Short Stories) Paper Perrines Literature Structure, Sound, Sense 11th Ed. (Short Stories) Paper Essay Topic: Literature Commercial Fiction Fiction intended solely to entertain. Literary Fiction Written with serious artistic intentions with hopes to broaden, deepen, and sharpen the readers awareness of life. Plot Sequence of incidents or events through which an author constructs a story. Conflict A clash of actions, ideas, desires, or wills. Protagonist The central character in a conflict. Antagonist Any force arranged against the protagonist. Suspense The quality in a story that makes readers ask Whats going to happen next? or How will this turn out? Mystery An unusual set of circumstances for which the reader craves an explanation. Dilema A position in which the protagonist must choose between two courses of action, both undesirable. Surprise Ending An ending that features a sudden, unexpected turn or twist. Happy Ending A happy ending. Unhappy Ending An unhappy Ending. Indeterminate Ending An ending in which no definitive conclusion is reached. Artistic Unity Everything is relevant and contributes to the meaning. Plot Manipulation A plot that is unjustified by the situation or characters. Relies too heavily on chance. Also known as Deux Ex Machina. Deux Ex Machina Latin for god from machine. See: Plot Manipulation. Chance The occurrence of an event that has no apparent cause in previous events or in predisposition of character. Coincidence Is the chance occurrence of two events that may have a peculiar correspondence. Characterization For literary fiction writers, the most important element of their art. Direct Presentation Characters are described straight out by exposition or analysis or by another character. Indirect Presentation The characters are described through their actions. Motivation Where characters words and actions spring from Flat Character Usually have one or two predominant traits; they can be summed up in a sentence or two. Round Character Complex and many sided; they have the three-dimensional quality of real people. Stock Character Stereotyped figures who have recurred so often in fiction that we recognize them at once. Static Character Remains essentially the same person from the beginning to the end of the story. Developing Character There is distinct change of character, personality, or outlook. Epiphany A moment of spiritual insight into life or into the characters own circumstances. Theme Is the controlling idea or its central insight. The unifying generalization about life stated or implied by the story. Point of View Who tells the story. Omniscient Point of View The story is told in the third person by a narrator whose knowledge and prerogatives are unlimited. Third Person Limited Point of View The story is told in the third person, but from the viewpoint of one character in the story. First Person Point of View The author disappears into one of the characters, who tells the story in the first person. Objective Point of View The narrator disappears into a kind of roving sound camera. Literary Symbol Something that means more than what it suggests on the surface. Allegory A story that has a second meaning beneath the surface, endowing a cluster of characters, objects, or events with added significance; often the pattern relates each literal item to a corresponding abstract idea or moral principle. Fantasy Transcends the bounds of known reality. Sarcasm Is simply language one person uses to belittle or ridicule another. Verbal Irony Is a figure of speech in which the speaker says the opposite of what he or she intends to say. Dramatic Irony The contrast between what a character says or thinks and what the reader knows to be true. Irony of Situation Usually the most important kind for the fiction writer, the discrepancy is between appearance and reality, or between expectation and fulfillment, or between what is and what would seem appropriate. Sentimentality Stories that try to elicit easy or unearned emotional responses. Editorialize Comment on the story and, in a manner, instruct us how to feel. Poeticize Use an immoderately heightened and distended language to accomplish their effects.

Seven Strategies to Provide Help for Teachers

Seven Strategies to Provide Help for Teachers Most teachers are eager to learn, want to improve, and work hard at their craft. Some are more natural than others and innately understand what it takes to be an effective teacher. However, there are many teachers that need time and assistance in developing the skills it takes to be an outstanding teacher. All teachers have areas where they are strong and areas in which they are weak. The best teachers will work hard to improve in all areas. Sometimes a teacher needs assistance in identifying their strengths and weaknesses as well as a plan to improve. This is a crucial part of a principal’s job. A principal should know each teacher’s individual strength and weaknesses. They should develop a plan for providing help for teachers that focus on areas that need improvement. There are many ways that a principal can provide help for teachers. Here, we examine seven strategies that a principal may use in developing a plan of improvement for each teacher. Identify the Essential There are many areas that a teacher must be solid in to be an effective teacher. Being ineffective in one area often has an effect on other areas. As a principal, it is vital that you narrow the focus to what you consider being the biggest areas of need. For example, you may be working with a teacher in which you have identified six areas that need improvement. Working on all six areas at once will be overwhelming and counter-intuitive. Instead, identify the two that you believe are most prominent and start there. Create a plan that focuses on improving in those top areas of need. Once those areas improve to an effective level, then you can create a plan to work on other areas of need. It is critical that teacher understands that you are trying to help them throughout this process. They must trust that you have their best interest in mind. A strong principal will build a relationship with their teacher that allows them to be critical when they need to be without hurting a teacher’s feelings. Constructive Conversation A principal should have in-depth conversations on a regular basis with their teachers about the happenings in their classroom. These conversations not only give the principal perspective about what is happening in the classroom, they allow the principal to give helpful suggestions and tips through informal conversation. Most young teachers especially are sponges. They want to improve and seek out knowledge of how to do their job better. These conversations also are significant trust builders. A principal who actively listens to their teachers and works to create solutions to their problems will gain their trust. This can lead to helpful conversations that can immensely improve a teacher’s effectiveness. They will be more open when you are critical because they understand you are looking out for what is best for them and the school. Video/Journaling There are occasions in which a teacher may not see something as an area in which they need to improve. In this case, it may be advantageous for you to video a series of lessons so that they can watch it back to understand what you are seeing in your observations. Watching video of your teaching can be a powerful tool. You will be surprised at what you learn about yourself as you watch the tape back. This can lead to powerful reflection and realization that you do need to change to your approach in how you teach. Journaling can also be an exceptional tool to help a teacher improve. Journaling allows a teacher to keep track of different approaches they have used and to compare their effectiveness days, months, or even years later. Journaling allows to teachers to look back at where they were and see how much they have grown over the course of time. This self-reflection can spark a desire to continue to improve or to change an area in which the writing helps them realize they need to make changes. Model the Skills Principals are supposed to be the leaders in their building. Sometimes the best way to lead is to model. A principal should never be afraid to put a lesson together that focuses on an individual teacher’s weakness and then teach that lesson to the teacher’s class. The teacher should observe and make notes throughout the lesson. This should be followed up with a healthy conversation between you and the teacher. This conversation should focus on what they saw you do in their lessons that many of their lessons often lack. Sometimes a teacher simply needs to see it done right to understand what they need to change and how they are supposed to do it. Set up Observations With a Mentor There are teachers that are experts at their craft who are willing to share their insights and experiences with other teachers. This can be powerful in many different areas. Every young teacher should be given the opportunity to observe an established veteran teacher and have them serve as their mentor. This relationship should be a two-way street where the mentor could also observe the other teacher and provide feedback. There are so many positives that can come out of this type of relationship. A veteran teacher may be able to share something that clicks with the other teacher and sets them on the path of them becoming a mentor someday themselves. Provide Resources There are so many resources that a principal can provide a teacher that focuses on every possible area in which they may struggle. Those resources include books, articles, videos, and websites. It is essential to give your struggling teacher a variety of resources that provide multiple strategies for improving. What works for one teacher may not work for another. After giving them time to look through the material, follow it up with conversations to see what they took from the resources as well as how they plan to apply it to their classroom. Provide Specific Professional Development Another way to provide help for teachers is to give them professional development opportunities that are unique to their own individual needs. For example, if you have a teacher that struggles with classroom management, find an outstanding workshop which deals with classroom management and send them to it. This training can be invaluable to improving a teacher. When you send them to something you hope that they are able to gain valuable, applicable insights that they can immediately bring back to their classrooms and apply.

Identifying the academic and Behavioural Support Needs of Teachers Dissertation - 1

Identifying the academic and Behavioural Support Needs of Teachers Teaching in LINUS classrooms in Malaysia - Dissertation Example Professional development is very essential in supporting teachers teaching in LINUS classrooms in Malaysia in the sense that the teachers feel motivated and appreciated for their effort as it will be discussed in this chapter. 2.2 The Effectiveness of Screening According to Mohd Sham Hamid (2012; p. 7) there is total faith in the literacy and numeracy screenings programme in Malaysia. The LINUS programme conducts screening on the student’s literacy and numeracy ability, hence giving room for learning institutions to identify pupils who are weak. There is a distinction between the former system and LINUS. With LINUS, teachers are in a position to distinguish excellent students from the less excellent ones. This gives an avenue for the teachers to comprehend the exposure of knowledge of the weaker students. By understanding the knowledge level, it helps the participants to formulate extra plans to enhance the ability of the students while concentrating on the prescribed LINUS pr ogram which was established by the Ministry of education. According to Mohd Sham Hamid (2012; p. 7), the teacher normally depended on the same component and method of teaching but this was broken down by LINUS programme. The same method cannot be used to train children in a learning environment as some of the methods have a poor standard of comprehending the subject and hence require extra attention (Cohen, & Spenciner, 2007; p. 13). In such a condition the teacher will not be in a position to know whether the pupil is weak till the pupil takes the exam and scores below average or fails the exam. By this time the student will have advanced to the next stage and will still be left behind as the topic gets tougher to go through. The LINUS curriculum has a complex set of subjects for all levels of learning. There are pupils who are in a position to identify the alphabetical order after seven months of continuous recitation. These students can be discovered after sitting for the LINUS s creening tests. Extra attention can now be administered to these students in class. Learning in this environment is made more interactive and more of fun by use of music and activities to assist the pupils understand the subject more easily. There are times when issues of absenteeism and other uphill tasks which might derail the process of indentifying weaker children or helping them through the stated topic more challenging. Remedial lessons can be helpful if given keen attention with the use of specialized modules in enabling the pupils to deal with the learning challenges to a particular level. The education office through the Malaysian ministry of education gives abundant support by providing books of reference and usually giving supervision to the LINUS curriculum in the school. Currently, pupils from both year one and year two inclusive of the weaker students are reported to be going through the LINUS curriculum classes where teachers use laptops, charts, books, and flashcards as teaching aids. This has seen a remarkable improvement in the performance of the pupils over the recent time period (Pliszka, et al, 2007; p. 897). 2.3 The Significance of LINUS In ensuring that some of the programs are executed for the present school year, implementation of the programs is already underway. The first semi-annual implementation has seen the

Assess Franklin D. Roosevelt. What do you think of him, his style of Essay

Assess Franklin D. Roosevelt. What do you think of him, his style of leadership, and his administration - Essay Example In 1928 he was nominated for the post of governor and won the election with a narrow margin and become governor. His image was created as an opponent of Tammany. In 1932 he appeared as a nominee of president and won the election with a wide margin this time. His campaigning was on the issue of great depression in united States of America. He made a new deal to the people of America. This deal was made in accordance with democratic party and this deal made democratic party as the majority party during the fifth party system. Roosevelt was president for two terms. The first term was from 1932 to 1937. When the first time he occupied the office the United States was under great depression of world war. United States economy was falling down. His presidency period was called as relief, recovery and reform. Relief to the unemployed people, recovery from the falling economy to its normal form and reform means to find the cause for this falling of economy. To recover from this depression he passed some bills and reset the confidence of his party members through some dramatic gestures. His new deal included the reforms that provided employment to several rural people and farmers in the rural projects.