Tuesday, November 26, 2019

Free Essays on Auditing

The topic I will be discussing tonight is management’s assertions about the financial statements representing their company. According to the textbook these assertions can be divided into to five broad categories. These categories are existence or occurrence, completeness, rights and obligations, valuation or allocation, and presentation and disclosure. An auditor’s develops objectives, which vary from one engagement to another, depending on the entity’s business and the accounting practices distinctive to its industry. In the existence or occurrence assertion, management asserts that all recorded assets, liabilities, and equities disclosed in the financial statements actually existed at the balance sheet date. Management also asserts that all recorded transactions occurred during the period ending on the balance sheet date. The auditor’s objective is to test whether the assertions made by management are appropriate. For example, when auditing inventory an auditor’s objective is to determine if the inventory existed at the balance sheet date, if the recorded inventory purchases in fact occurred, and if sales transactions in the income statement represent the exchange of goods or services for cash or other consideration. This can be tested by observing the client’s physical count of inventory, confirming the off-premises inventory with public warehouses, and by using inventory cutoff tests to be sure purchases and sales are recorded in the correct accounting period. In the completeness assertion, management asserts that all transactions occurred during the period were recorded. This assertion is the most challenging for the auditor because he or she must discover any transactions that were not recorded but should have been and vise versa. For example, when auditing inventory the auditor will use the same tests used in the existence assertion. The auditor will observe physical inventory, confirm off-premises invento... Free Essays on Auditing Free Essays on Auditing The topic I will be discussing tonight is management’s assertions about the financial statements representing their company. According to the textbook these assertions can be divided into to five broad categories. These categories are existence or occurrence, completeness, rights and obligations, valuation or allocation, and presentation and disclosure. An auditor’s develops objectives, which vary from one engagement to another, depending on the entity’s business and the accounting practices distinctive to its industry. In the existence or occurrence assertion, management asserts that all recorded assets, liabilities, and equities disclosed in the financial statements actually existed at the balance sheet date. Management also asserts that all recorded transactions occurred during the period ending on the balance sheet date. The auditor’s objective is to test whether the assertions made by management are appropriate. For example, when auditing inventory an auditor’s objective is to determine if the inventory existed at the balance sheet date, if the recorded inventory purchases in fact occurred, and if sales transactions in the income statement represent the exchange of goods or services for cash or other consideration. This can be tested by observing the client’s physical count of inventory, confirming the off-premises inventory with public warehouses, and by using inventory cutoff tests to be sure purchases and sales are recorded in the correct accounting period. In the completeness assertion, management asserts that all transactions occurred during the period were recorded. This assertion is the most challenging for the auditor because he or she must discover any transactions that were not recorded but should have been and vise versa. For example, when auditing inventory the auditor will use the same tests used in the existence assertion. The auditor will observe physical inventory, confirm off-premises invento... Free Essays on Auditing In order to fully comprehend what is meant by internal control we must look at the definition as stated in the COSO report. It is defined as, â€Å"a process, effected by an entity’s board of directors, management and other personnel, designed to provide reasonable assurance regarding the achievement of objectives in the following three categories: reliability of financial reporting; effectiveness and efficiency of operations; compliance with applicable laws and regulations.† An important aspect of internal control to keep in mind is it’s reliance on people. No matter how much control a company implements, there will always be humans involved at some step of the way and therefore a chance for error and/or fraud. It is important to remember that these controls can only provide reasonable assurance, not absolute assurance, regarding the achievements of a company’s objectives. Internal control consists of control activities. These activities include: performance reviews, segregation of duties, physical controls, and information processing controls. It is the responsibility of management to implement these activities effectively, and also to review the results so improvements or adjustments can be made. The auditor’s responsibility is to assess the level of risk connected to each control. After assessing the risks involved, tests must be performed to evaluate the effectiveness of the control in question. Some tests are more costly to run than the benefits that will be received. It is the job of the auditors to weigh the costs and benefits of performing each test and then determine which ones are to be carried out, and which will be scrapped. The controls discussed so far focus on management’s internal control over its employees. But in a retail store, employees are not the only ones with access to product, and therefore are not the only ones capable of influencing the financial statements. Management in the reta...

Saturday, November 23, 2019

Complete Plan When Should I Start Studying for the ACT

Complete Plan When Should I Start Studying for the ACT SAT / ACT Prep Online Guides and Tips If you’re a high school student, you’re probably already feeling the pressure to take the ACT and do well on it – even if you’re just a freshman or sophomore. So when exactly should you start studying for the ACT? If you wait too long to study, you won’t get the highest score you’re capable of. But if you start too early, you might struggle because you don’t know all the content on the ACT yet. Or you might just forget things if you study over too long a period. So what’s the perfect balance? We will introduce you to the content you have to know to do well on the ACT and then give you a study plan based on your college goals. When Should You Take the ACT? In order to figure out when to start studying for the ACT, you first need to decide when to take the exam. You should aim to take the ACT in the fall of your junior year.This gives you time to retake the test in spring if needed. This schedule totally frees up your senior year for college applications, and it also gives you the first two years of high school to learn the content you’ll need to do well on the ACT. Also,taking the ACT for the first time in the fall means you won’t have to split your ACT study time with AP and IB exams, which can happen if you take it for the first time in spring. When Should You Start Studying for the ACT? For most people, we recommend beginning your ACT studying during the end of your sophomore year or the summer between sophomore and junior year. That will give you enough time to get in the prep you need to take the ACT at the beginning of your junior year. However, exactly when you begin studying depends on multiple factors, such as where you want to go to college and how many hours a week you'll be able to devote to studying. It’s up to you if you’re going to have a more intense ACT study schedule (like ten hours a week for two months) or a more gradual one, say one hour a week for six months. Your study schedule will also vary based on the type of schools you're applying to and how large a point improvement you need to make. 3 Steps to Decide When to Start Studying for the ACT Once you've decided on a rough date to take the ACT, you'll need to factor in several considerations, such as the ACT score you're hoping to get and how well you're doing on practice exams, in order to figure out when to start studying. In this section we go over the three main factors that determine the best time for you to start studying for the ACT. Step 1: Take a Practice ACT Your Sophomore Year One of your first steps should be to take a practice ACT in order to get a baseline score and a sense of how well you're currently doing on the exam. Ideally you should take this practice test your sophomore year so you have plenty of time to figure out when to start studying and develop a study plan. We have links to free and official ACT practice tests to help you get started and find your base score. #2: Figure Out Your College Goals and ACT Target Score The length and intensity of your study plan will strongly depend on your college goals and the ACT score you're hoping to get. There is a huge difference between studying for a 26 than a 36, after all. If you’re looking to go a decent in-state school, there is less pressure riding on your score than if you are set on the Ivy League. Because of that, we have come up with recommendations based on your college goals. Use the three plans below to help you come up with an ACT target score for you. Ivy League/Highly Selective School ACT Study Plan If you want to apply to Ivy League schools or other highly selective schools like Stanford and MIT, these recommendations are for you.Your ACT score goal for highly selective schools is a composite of 33 or higher – this puts youin the 99thpercentile nationwide. First of all, definitely plan to take a practice ACT early sophomore year to get your base score. Once you have a starting score,decide whether you want to study during sophomore year at a more gradual pace or use the summer for a more intensive study schedule.Also keep in mind how much you have to improve – if you score a 30 on your practice test, you won’t have to put in as many hours compared to if you a score a 25. Use the hours guide below to estimate the study time you need to put in, then come up with a study plan based on your schedule. Again, you could stretch out your study hours over sophomore year, or pack them into the summer after sophomore year. It all depends on your schedule and study style. Take the ACT for the first time during junior fall. If you fall short of a 33, keep studying and plan to retake it in junior spring. The closer to 36 you can get, the better, but breaking 33 is very important to be competitive at highly selective schools. (Read more aboutACT scores for the Ivy League.) Selective School ACT Study Plan If you know you want to apply to selective schools but you aren’t quite reaching for the Ivy League, these recommendations are for you. First,take a practice ACT as a sophomore to figure out your base score. Next, look up the ACT score ranges for your target colleges(fora guide on finding ACT score ranges, see our post). Set a target score based on the most selective school you are applying to. For example, let's say you’re applying to the University of Virginia as your top reach school.Their average ACT score is a 30.If you can achieve a score that’s competitive for the most selective school on your list, that gives you the best chance of getting accepted.So in this case, if you get a 30 on your ACT, you’ll be competitive at UVA as well as any other colleges you’re applying to. Once you have your base score and target score, you can either study over the course of sophomore year or the summer after. Keep in mind you will have to undertake a more rigorous study plan if you have a large point improvement to make (for example, going from a 22 to a 30). Finally, take the ACT in the fall of your junior year. If you are short of your goal, you can keep studying and retake it in the spring of your junior year. That will give you time to start working on your college applications after junior year and during the beginning of your senior year. Less Selective School Study Plan If you’re not trying to get into a super-competitive school, but you want to pursue the best local or in-state options, this guide is for you. First, either take a practice test as a sophomore, or you can use your Aspire data if your school uses that test, to predict your ACT score. If you seriously struggle with the practice test or Aspire – for example you are predicted to get below a 20, or you got below a 20 on a practice test – begin studying sophomore year. Otherwise, wait until after sophomore year is over and prep during the summer. How much time you put in during the summer depends on your starting score and the score ranges of your target schools. If you're really dedicated, you could bring your ACT prep with you on vacation. For example, say you’re applying to the University of Arizona as your top choice, and you got a 21 on your ACT practice test. TheUniversity of Arizona’s average ACT score is 24. That means you need to make a three-point improvement, which you can easily accomplish if you study over the summer. Take the ACT junior fall. If your score is way lower than your state school’s ranges, you can retake the test in junior spring. #3: Calculate How Long You Should Study for the ACT How many hours of study you need to put in before the ACT depends on how large a point improvement you want to make. You'll determine this by figuring out the difference between the baseline score you got from your practice test and your target score for the schools you want to get accepted to. You can use the following hours per point improvement recommendations as a starting point. 0-1 ACT Composite Point Improvement: 10 hours1-2 ACT Point Improvement: 20 hours2-4 ACTPoint Improvement: 40 hours4-6 ACTPoint Improvement: 80 hours6-9 ACTPoint Improvement: 150 hours+ (Readmore about ACT scoring here.) For example, if you scored a 26 on your practice test and are aiming to get a 29, you'd need a 3 point improvement, which would require about 40 hours of studying. This is just a starting guideline and heavily depends on how much you've prepped before, your starting skill level, and your ability to learn. If you're looking for a small improvement like 1point, you can do this by optimizing your testing strategy and possibly even just byretaking the test. But for serious improvements of three points or more, you need to learn a lot of fundamental content.Little tricks and strategies aren't enough to raise your score - you will need to learn actual material and attack your weaknesses. Think about it this way: the ACT tests academic skills that you've been learning your entire life, like how numbers work and how to read.As a high school junior, you've completed over 20,000 hours of schooling and homework.An improvement of three or more composite ACT points requires a serious retooling of your knowledge and skills. If you can't devote at least 80 hours to prepping, you will find it very difficult to make huge score improvements. Once you know how many hours you'll need to study and when you want to take the ACT, you can then figure out how many hours you want to study a week and use that to find the date you should begin studying. For example, if you estimate that you'll need to study 40 hours and you can get in about four hours of studying a week, you'd need to begin studying for the ACT about 10 weeks or 2.5 months before your exam date. What Do You Need to Know for the ACT? During your ACT studying, it's important that you cover each of the main topics tested on the exam. In this section we go over the major topics you'll be tested on in each of the ACT's four main sections. Use this information to figure out what you already know and what you still need to learn to do well on the ACT. Reading The reading section of the ACT consists of 40 passage-based reading questions. You will read four passages that cover the following topics: social science, natural science, humanities, and literary narrative/prose fiction. You'll have 35 minutes to complete the section. There are two main types of questions on ACT Reading. The first type asks you questions on what is directly stated in the reading. This could take the form of having you find significant details, understand the meaning of words or phrases, or understand the sequence of events and cause-and-effect relationships. The second type asks questions about what is implied. These questions will have you interpret details, make comparisons, determine direct ideas, and analyze the author’s voice or method. Your task is to read a passage quickly and be able to understand and interpret it. The more advanced of a reader you are and the more English courses you’ve taken, the better you will do on this section. Having two years of high school English under your belt by the time you take the test junior year is ideal. High school English courses give you practice in identifying an author’s purpose, as well as identifying techniques like figurative language. English classes also help you understand increasingly complex books and stories, which will help you decode ACT Reading passages. Any extra reading you do outside of class will also help you prepare for this section. You can read our detailed breakdown of the Reading section here. Math The math section of the ACT tests pre-algebra (including data collection and basic statistics), algebra, and some algebra II concepts. It also tests coordinate geometry, plane geometry, and trigonometry. (Read a full breakdown of the section here.) Once you have taken Algebra II, you will have learned all the content you need for the ACT math section. However, since the ACT Math moves very quickly – you have to complete 60 questions in 60 minutes – you need to put in some serious studying to do well on this section. Think of it as a longer, much more intense version of those mad math minute worksheets you did in elementary school. Don’t attempt the ACT or a serious study regimen before you’ve completed Algebra II because you will struggle with the content and it will be hard to study effectively. As long as you complete Algebra II by the end of sophomore year, you will be on track to do well on ACT math. English The English section tests your writing and grammar skills. It is broken down into two main components: usage/mechanics (punctuation, grammar, usage, sentence structure) and rhetorical skills (strategy, organization, style). Read more about the English section here. The more familiar you are with English grammar rules, the easier this section will be for you. Again, two years of high school English should be sufficient preparation to do well on this section, but reading widely outside of class is helpful too. Also check out our post about ACT grammar rules to learn more about the ACT English section. Science Science on the ACT is less about knowing content – like the intricacies of cell biology or physics equations – and more about being able to read and interpret graphs, charts, experimental data, and conflicting points of view. You also need to be able to draw conclusions or predictions from data. ACT Science questions will show you a graph, chart, or experiment, and you'll answer multiple-choice questions about what the data shows or suggests. You can read more about the Science section here. Having a strong science background is helpful, but it's not required to do well on this section. As long as you're taking science classes each year that teach you about the scientific method and other science skills, you should have a solid foundation for ACT Science. Still, it will be important to do practice questions to understand what ACT Science is asking. The Bottom Line: When to Start Studying for the ACT No matter what your college goals are, you should take the following steps to maximize your ACT studying time and score: take a practice ACT sophomore year to get your starting score, begin your studying either during sophomore year or the following summer, and take the ACT junior fall. This will give you another chance to take the ACT junior spring if needed and give you senior year to focus on college apps. The intensity of your studying will vary by how selective the schools you want to get into are, and also your starting point based on your practice test. By using our hours guide above and basing your target score based on the schools you want to apply to, you can achieve an excellent ACT score your junior year. What’s Next? Are you aiming for a perfect or close-to-perfect score on the ACT? Get tips from our full-scorer about how to get there. Learn what a good/bad/excellent ACT score looks like, and get more advice on finding a target score. Get tips on writing the ACT essay. While the essay doesn't affect your overall composite, getting a high essay score is important, especially if you're aiming for selective schools. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Thursday, November 21, 2019

Womens participation levels in sport and physical activity and how it Literature review

Womens participation levels in sport and physical activity and how it is affected - Literature review Example This paper intends to discuss the participation of women in sports and physical activities. Reasons for why it is affected will also be provided (Alexander 2006, p 24). Recent studies and statistics have proven that the number of women participating in sports and physical activities is low as compared to that of men. Participation is the process of being involved physically in an activity, or being a person who takes part in an activity physically. In a study done, in Australia, on women and men to see the level of their participation in sports and physical activities, the results showed that out of the total population, only 38.7% of the women participated in sports, while 65% of the men participated in sports. However, studies show that today, as compared to the previous years more women are participating in sports (Festle 2007, p 32). There are various reasons why women did not participate in sports in the previous years, for example, lack of time. Women were expected to remain home and take care of their children and home (Festle 2007, 16). For example, a woman would wake up in the morning, prepare her husband for work and start taking care of house chores and the children. These activities denied the women time to spare to do things they enjoy, like sports. Another reason why women did not participate in sports or physical activities was because of the expectations the society had put on them. Women did not take part in sports since it was seen as an activity that only men should participate in, but not women. A woman seen taking part in these activities was seen as a disgrace to the family and society at large, since it was considered masculine (Sportsscotland 2008, p 29). Lack of income was another excuse given for women not participating in sports. Women were not allowed to go out and work; men were expected to work and provide for their families; thus, it was rare for a woman to have money to spend (Joli,

Tuesday, November 19, 2019

Change Management College Essay Example | Topics and Well Written Essays - 2000 words

Change Management College - Essay Example (Cummings. Worley: 1993). Organizational development and change management are concurrent fields which have a common basis and aim that of overall progress of the organization. However each field has specific nuances which are being discussed herein. (Davis: 1998). The aim of change management is to enhance organizational competitiveness. This can be achieved by strategic change and congruence in various facets of an organization, such as aligning the people, processes structures and culture. Change management is designed to change behavior before attitudes. (Davis: 1998). It is commonly believed that a large number of projects fail to achieve the expectations of the senior management. (Responding to Change). A survey by PricewaterhouseCoopers (PwC) and MORI carried out in the late 1990's revealed that 9 out of 10 barriers to change were related to people and included lack of change management skills, ineffective communications and resistance by employees. (Responding to Change). The phenomenon of organizational change is complex as it involves a number of inter related factors to include the stake holders, the people and the technologies. The key factors in change management are what are known as the softer issues of transforming behavior and training of the staff to accept change. (Responding to Change). ... Two models of change popularly known as the Lewin Model and the Bullock model are being examined herein. Lewin Model of Change - Salient Features Kurt Lewin's model of change evolves from the social-psychological approach to change management which had its matrix in Lewin's observations in the area of field theory, action science, group dynamics and organizational development. The main theme of the model is that an individual is shaped by the social environment rather than his genes. Thus the model entails three steps of unfreezing from the present state, moving to the new state and refreezing in the new state. The first state involves creating dissatisfaction, while the second stage involves organizing and mobilizing resources for change and the final stage, embedding the transformation in the organization. (Change Management : 2006). Thus a transformation from an existing quasi equilibrium to a new quasi equilibrium takes place as indicated in Figure 1. Figure 1 Transition and Forces of Change State A as seen in Figure 1 depicts the status quo of a social system which is held by two sets of forces which are shown by the arrows, that of change and status quo, which results in constancy at L2. In State B change is achieved by increasing forces for change and decreasing resistance thereby accomplishing change through high tension. While State C which takes up limited energy is as proposed by Lewin, wherein the resisting forces are reduced by a number of initiatives which consumes lesser energy than that required to expand the forces of change. (Schumacher). Thus learning is the primary mode of bringing about behavioral changes in people which is undertaken by increasing knowledge and broadening horizons of people affected,

Sunday, November 17, 2019

Personal & Professional Development Essay Example for Free

Personal Professional Development Essay 1.1  Cunningham1 has defined self-managed learning as â€Å"†¦idealised adult action learning†. Therefore, self learning is a process where the learner develops their learning goals, decides on strategies to make it happen, identifies resources needed to achieve it and adopts the process to evaluate their achievement. Self managed learning can only be effective if a person has the ability to independently decide about their learning and can manage this without much institutional support. However, anecdotal evidence suggests that most people, though understanding the need for such learning approach, are unable to identify and manage their learning without guidance and support from an institution. Hence, people go to an institution to learn. However, It is the responsibility of the learner to take charge of their learning. In an adult learning environment, where most learners have been out of touch with learning for a while, it is important that the tutors initially provide hands on approach to guide the learners. Gradually, ‘tutor dependency’ reduces and the learner becomes more self dependent, starting to manage their learning more effectively. Self learning process can be facilitated through research, using online tools such as web logs, wikis, search engine facilities, use of social software and other multimedia tools such as audio and video equipment. 1.2  Lifelong learning is a process that takes place throughout an individual’s life based on their life experiences, interaction with others and range of different circumstances which are used to acquire knowledge. It is, defined as the ongoing, voluntary, and self-motivated pursuit of knowledge for either personal or professional reasons’’[2). There are various methods of learning, which can be termed as ‘life long learning’. These are: †¢ Home schooling : People learning at home rather than at an institute. †¢ Adult education : Enrolling in an adult learning course to gain formal qualifications for work or leisure. †¢ Continuing education : Courses to gain further knowledge without getting any formal qualification. †¢ Knowledge work : On-the-job training but can also include practical courses for professional development. †¢ Personal learning environment: Using a range of sources and tools including online applications. Lifelong learning is the most effective way to enhance personal and professional development. Therefore, all the above methods should be encouraged and used to gain relevant knowledge in relation to an individual’s goals and aspirations. A method used by a person depends on what their personal learning goals are, and on the answers to the key questions of what, when, where, how and why. 1.3  The benefits of self managed learning to individuals and organisations are many fold. The key benefits are : †¢ Ability to choose the content :Allows people to pick and choose what they are going to learn, and who they are going to learn from, depending on personal level of knowledge and preferences. †¢ Determining the schedule : Allows people to adapt learning process to their personal agenda, without depending on time schedules imposed by others. †¢ Learning with passion : Topic is chosen based on what the learner wants to learn, making the learner more engaged and the learning process more enjoyable. †¢ Sense of accomplishment and satisfaction : As the learner has chosen the topic, it provides greater degree of satisfaction and a sense of accomplishment within learners. †¢ More productive life : As it is a learner guided process, there is more passion and commitment within the learner about their learning, enhancing their chances of securing more expertise in the area. †¢ Develop expertise and skill : After gaining skill and expertise in the chosen field, a person is more likely to become an expert in the area, with others seeking their expertise and be willing to pay for it. 2.1 Since leaving school, I have worked within the catering sector all my working life, initially as a General Assistant in the kitchen, helping cook and chef. However, through my competence and performance, I was able to gradually rise to the position of Head Chef, with people working under my supervision. This allowed me to have experience of managing people effectively in a challenging fast moving environment. In addition, I was able to gain adequate knowledge and understanding about various health safety guidelines through relevant training, including gaining relevant qualifications. I was able to comply with the professional standards for a Chef through the training I received. Also, working closely with the management, I was able to understand fully the key aims and objectives of the business and focused on ensuring that through my work, I help the business to fulfil them. It is important for a restaurant to provide good quality food and customer service – the two key aspect for such business. Unless the quality of the food and the level of customer service is to their satisfaction, customers will not come back, which is vital for a business. So, my role as a Head Chef is crucial to the success of the company. Since the restaurant is doing well, I feel confident that I have contributed towards the achievement of the company’s aims and objectives, complying with the professional standards required for my job. 2.2  Having worked in the kitchen all my working life, I would now like to have a change of career and move to management, where I would like to manage the whole business, either by setting up my own restaurant or be employed in a restaurant owned by others. In order to help me achieve my aim, I would need proper qualification, understanding and knowledge about how to manage a restaurant efficiently. Therefore, my development needs are as follows : †¢ How to devise an effective business plan †¢ How to prepare a comprehensive sales and marketing strategy †¢ How to be a competent business manager †¢ How to manage a business efficiently and profitably In order to acquire the knowledge required to achieve those aims, I need to enrol in a business course which will not only allow me to have the relevant knowledge but would also enable me to have thorough understanding of these areas, resulting in a qualification. In addition to the areas mentioned above, I also need to focus on some other areas, such as enhancing my literacy and numeracy skills as it would be necessary if I am to manage to restaurant. I also need to improve my social and communication skills too, which is vital for a business within the hospitality sector. 2.3 Since I don’t currently have any formal qualification other than GCSE, the only way for me to achieve my goal of enrolling in a course to acquire relevant knowledge and gain qualification would be to enrol in a course that does not have an entry requirement of any formal qualification and would accept someone with only GCSE. So, I started researching about various courses available that is relevant to me and is available for people who only have GCSE. I have identified that the Business Management HND is the best course for me as it offers all relevant aspects to help me achieve my developmental needs while allowing people with only GCSE to enrol. Therefore, I have enrolled in this course. However, I am seriously considering taking this further and go into further studies on business management, either through university or an informal course in continuing education, which may not result in a formal qualification but would provide me with the knowledge I need to achieve my goals. I feel that enrolling in the Business management HND is the first step towards achieving my aim of acquiring all relevant information and gain relevant qualifications regarding running a successful restaurant business. I also researched about courses to facilitate my aim of enhancing my literacy, numeracy, social and communication skills and have identified some of the courses that will be relevant to me and would assist me in achieving my goals.

Thursday, November 14, 2019

Women in the Middle East Essay -- Gender Roles, Oppression, Culture

In the book, Women in the Middle East, a Saudi Arabian proverb states, "A girl possesses nothing but a veil and a tomb" (Harik and Marston 83). The key words, "veil" and "tomb" lend evidence to the fact that many Middle Eastern women lack identity symbolized by the â€Å"veil† and lack the right of ownership except for their veil and the tomb. This statement further enforces the notion that many women in the Middle East are expected to serve and tolerate the oppression of the men in their lives throughout their lives on this earth. Moreover, it confirms that many of these women do not get the opportunity to obtain education, join the work force, and even participate in the political affairs of the country. This arrangement further helps the Middle Eastern men to view women as their properties, servants, or even as slaves. Ultimately, there are three main reasons why Middle Eastern men engage in the act of oppressing their women. One primary reason why Middle Eastern men oppress women is their deeply rooted belief system as well as their needs. For example, their belief that the Middle Eastern woman’s duty is being a dedicated homemaker encourages them to disallow her from seeking an education. Ramsay M. Harik and Elsa Martson, revisit this concept in their book, Woman in the Middle East, as they state that many males convince their women that education is unnecessary nor relevant to their household responsibilities. "The girl will spend her life cooking and having babies, why does she need to read or write? This was a common attitude in much of the Middle East until the last fifty years or so" (24). The common consensus was that once educated, these women would question many of the injustices suffered, would demand better treatment... ...emale relative is justifiable if she brings dishonor to the family" (86)... Many women do not stand up for their rights because they are scared from death; since many men killed women without feeling sympathy or without fearing from the consequences of laws. Therefore, laws are just another cause of the oppression of women. Middle Eastern women need to stand up for their rights and get educated to reverse the notion that they are servants and properties of their men. Furthermore, they need to rise up to their potentials and prove beyond doubt that they are equal to men. This practice would lead the path for future generations to follow and protect the inalienable rights of women. Finally, these women need to break the cycle of oppression by addressing these deeply rooted beliefs, gaining the tools to fight back, and joining forces to make lifelong changes.

Tuesday, November 12, 2019

Long Term Care

What is long term care? Long-term care refers to a collection of services that are intended to meet the medical and non-medical needs of disabled or chronically ill patients. These services include social, medical/nursing, and community services. They often require assisting the patient or patients in performing day-to-day tasks like dressing, bathing and eating. Long-term care can be provided for anybody and can be performed in a nursing home, in the individual's residence or in assisted living centers.What is continuum of care services in the United States? Continuum of care is a concept involving an integrated system of care that guides and tracks patient over time through a comprehensive array of health services spanning all levels of intensity of care, providing a framework to guide day-to-day decision-making and providing a framework for delivery of optimum health care to patient populations.Basically what that means is that it allows for you as a patient to have your care mana ged effectively from basic care, like prescriptions and making appointments, to more advanced care, like in-hospital and critical care. It creates the â€Å"medical community† where the doctors and ancillary staff involved in your treatment all communicate regarding your diagnoses, procedures, treatments etc. It links all your services and avoids duplicating them. Meaning, your primary care orders tests that your specialists don't repeat.Everyone sees everything and it allows for better treatments! Why is long term care one of the greatest challenges facing the healthcare delivery system today? Why I think it has become a challenge is because a lot adults in this world rather put their parents into long term care than taking care of them, and it costs thousands of dollars to be able to pay for that kind of treatment. Some people have that kind of money and some don’t, to even consider putting their parents into a facility.Because of the great number of adults now reach ing 65 and retirement age, as well as reaching the time in life when medical problems increase. Many seniors also are living alone & may need help at home as they age. Also many children have moved away due to out of state jobs, so the seniors are alone. Some have medical problems and they will need or do need help with physical care & meals, and before there were many family members living together, but now everyone wants to be independent.Many seniors want to remain in their homes, but living on a limited income, they can no longer pay mortgages & high taxes. Does everyone really want to give up their independence, their homes, their pets, their flowerbeds, their cars and their privacy to wind up in a facility where they don't know anyone & may have to share a bedroom with someone who they may in fact don't even like? It's always better for people to be able to stay in their own homes, but how on a fixed income.

Sunday, November 10, 2019

How Technology Affects Teenagers Essay

Technology has changed the way we as humans live; it changes our understanding of the way things work and changes the way we interact with one another. Technology was once opposed but is now somewhat welcomed into our homes. During the renaissance period, technology was opposed, as the church believed that technology would oppose the beliefs of god. Well they were right. Technology isn’t just computers or TV’s, its engineering science. And in Science, our goal is to progress and understand everything there is to understand about us, our planet and beyond. However, the way we understand and experience this concept the most is that its just to make our lives much more efficient. When you look around, what do you see? Just at an intersection in downtown New York or Los Angeles, you see people walking around with cell phones and carrying around laptop cases, other’s just listening to music. But then the companies that build these types of technology want to make them better and more efficient. So they keep releasing new devices that are smaller and faster and mostly more costly. Technology has changed the way we as humans live; it changes our understanding of the way things work and changes the way we interact with one another. Technology was once opposed but is now somewhat welcomed into our homes. During the renaissance period, technology was opposed, as the church believed that technology would oppose the beliefs of god. Well they were right. Technology isn’t just computers or TV’s, its engineering science. And in Science, our goal is to progress and understand everything there is to understand about us, our planet and beyond. However, the way we understand and experience this concept the most is that its just to make our lives much more efficient. When you look around, what do you see? Just at an intersection in downtown New York or Los Angeles, you see people walking around with cell phones and carrying around laptop cases, other’s just listening to music. But then the companies that build these types of technology want to make them better and more efficient. So they keep releasing new devices that are smaller and faster and mostly more costly. Technology has changed the way we as humans live; it changes our understanding of the way things work and changes the way we interact with one another. Technology was once opposed but is now somewhat welcomed into our homes. During the renaissance period, technology was opposed, as the church believed that technology would oppose the beliefs of god. Well they  were right. Technology isn’t just computers or TV’s, its engineering science. And in Science, our goal is to progress and understand everything there is to understand about us, our planet and beyond. However, the way we understand and experience this concept the most is that its just to make our lives much more efficient. When you look around, what do you see? Just at an intersection in downtown New York or Los Angeles, you see people walking around with cell phones and carrying around laptop cases, other’s just listening to music. But then the companies that build these types of technology want to make t hem better and more efficient. So they keep releasing new devices that are smaller and faster and mostly more costly.

Thursday, November 7, 2019

Faire les quatre cents coups - French Expression

Faire les quatre cents coups - French Expression Expression: Faire les quatre cents coups Pronunciation: [fehr lay kat(reu) sa(n) coo] Meaning: to raise hell, live a wild life, sow ones wild oats Literal translation: to do the four hundred tricks Register: normal Notes Many expressions cant be translated literally between French and English, but the French expression faire les quatre cents coups is one that makes virtually no sense at all- you cant even guess as to what it means figuratively. It may be partly the definite article les (the) that makes it so difficult, as if there are 400 specific tricks that one must do in order to claim that youve lived a truly wild life. Also, the word coup has numerous meanings- in faire les quatre cents coups, its in the sense of un mauvais coup i.e. a dirty or mean trick. Unfortunately, the title of the Franà §ois Truffauts film Les Quatre Cents Coups was poorly translated as The 400 Blows in English. 400 Tricks would have been a little better, but the best translation would have probably been something more figuratively comparable like Raising Hell or The Wild One. Example   Ã‚  Ã‚  Paul ne va pas luniversità ©; il fait toujours les quatre cents coups.   Ã‚  Ã‚  Paul isnt going to college; hes still sowing his wild oats.

Tuesday, November 5, 2019

Using Calculus To Calculate Income Elasticity of Demand

Using Calculus To Calculate Income Elasticity of Demand Suppose youre given the following question: Demand is Q -110P 0.32I, where P is the price of the good and I is the consumers income. What is the income elasticity of demand when income is 20,000 and price is $5? We saw that we can calculate any elasticity by the formula: Elasticity of Z with respect to Y (dZ / dY)*(Y/Z) Price elasticity of income: (dQ / dI)*(I/Q) demand equation dQ/dI 0.32 Income elasticity of demand: (dQ / dI)*(I/Q)Income elasticity of demand: (0.32)*(I/(-110P 0.32I))Income elasticity of demand: 0.32I/(-110P 0.32I) Income elasticity of demand: 0.32I/(-110P 0.32I)Income elasticity of demand: 6400/(-550 6400)Income elasticity of demand: 6400/5850Income elasticity of demand: 1.094 Demand is Income Elastic Next: Using Calculus To Calculate Cross-Price Elasticity of Demand Other Price Elasticity Equations Using Calculus To Calculate Price Elasticity of Demand Using Calculus To Calculate Income Elasticity of Demand Using Calculus To Calculate Cross-Price Elasticity of Demand Using Calculus To Calculate Price Elasticity of Supply

Sunday, November 3, 2019

3D Virtual World Environments for L2 Learning and Teaching Assignment

3D Virtual World Environments for L2 Learning and Teaching - Assignment Example From the discussion it is clear that the virtual reality environment is at the foremost an immersive experience. In order for it to appeal to the user it needs to be as close to our real 3D world as possible. This is why there is a need to develop the 3D environment further for the user to get really comfortable in that world.This study highlights that visual and audio components are given great priority when designing a 3D virtual world. At present, scientists are trying to find ways to incorporate the sensory component into the virtual environment. A user would feel more immersed within a particular virtual environment if he is able to make use of his sense of touch, just the way he uses his visual and auditory senses. Currently, there is also a need to refine visual graphics in order to make the virtual world appear more lifelike. Also, special attention has to be paid to the fact that enabling a real-time environment within such a virtual system is the key to its success with the user.  The user is made familiar with the concept of real-time with regard to a 3D virtual environment. This idea of using 3D reality has already been applied to gaming with games such as Metal Gear Solid and System Shock. A relatively new usage of the 3D virtual environment is in the field of education. Educationalists have considered the use of incorporating the 3D virtual environment in class rooms and educational institutes with varying degrees of success.