Promote learning Essay Example for Free

Promote learning Essay In this area of play I believe it should be stressed that children should be praised as they have put a lot of work into something even if it is totally non-recognisable as anything, considering some of the most famous artists drew/painted in abstract and their work is widely appreciated. At this age creative activities will be greatly influenced by key stage one requirements. They will have creativity incorporated into the learning of other topics. They will be beginning to learn some creative skills and follow instructions to carry them out. Also children will be developing a wider concentration span and more advanced fine manipulative skills. Tassoni and Beith (2002 p375) state that between the age of four and six Children are more interested in creating things e. g. making a cake, drawing cards and planting seeds. They enjoy being with other children although they may play in pairs. Children are beginning to express themselves through painting and drawing as well as through play. They are enjoying using their physical skills in games and are confident when running and climbing. Materials that can be used in creative play and that will also promote learning: sand and alternate materials, water, painting and drawing materials, malleable materials, adhesive materials, construction and scrap materials. At the beginning of the Foundation Stage children use their bodies to explore texture and space, this will develop towards the end of the Foundation Stage to children exploring colour, texture, shape, form and space in two or three dimensions. (Curriculum Guidance for the Foundation Stage curriculum early learning goal for exploring materials p121). At the beginning of the Foundation Stage children show an interest in what they see, hear, smell, touch and feel and towards the end of the Foundation Stage this develops to the children responding in a variety of ways to what they see, hear, smell, touch and feel. (Curriculum Guidance for the Foundation Stage curriculum early learning goal for responding to experiences and expressing and communicating ideas p127). 2. Imaginative play- imaginative play is a lot to do with role-play, it can be carried out for enjoyment purposes in everyday play and it can be incorporated by practitioners so the children can explore different situations and fantasy worlds and acting. At the beginning of the Foundation Stage children use isolated words and phrases and/or gestures to communicate with those well known to them and towards the end of the Foundation Stage children develop to speak clearly and audibly with confidence and control and show awareness of the listener. (Curriculum Guidance for the Foundation Stage curriculum early learning goal for language for communication p 55). 3. Physical play- The term physical play is a term that can be used to describe the type of play in which children use their large muscles and exercise their whole body. They learn to control large and small muscles and develop co-ordination and surplus energy is expended (Tassoni and Beith 2002 p 382). Physical play is where children are using their muscles (large and small)) for enjoyment purposes. There is a less called P.E (physical education) in which children can develop and refine their skills and muscles in different e. g. dancing, athletics, and climbing apparatus. During self-directed play, children can be physical in the following ways, rolling, balancing, skipping, sliding, hanging, running, kicking, jumping, hopping, pushing, pulling etc. there are ten areas of co-ordination in which children develop in: At the beginning of the Foundation Stage children should be able to negotiate an appropriate pathway both indoors and outdoors this will develop to the children showing respect for other childrens personal space when playing among them. This will eventually at the end of the Foundation Stage develop into the children showing awareness of space, of them and of others. Stage curriculum early learning goal for sense of space p109). Example of the three types of play and how they promote the desired learning 1. For an example of creative play, I am going to describe a play opportunity for this age group. Gloop is a mixture made simply from mixing corn flour and water in a bowl. A few additional resources that could be used are, smaller bowls, cups, plastic utensils (all of different shapes and sizes). It is a strange substance that can be made to different consistencies. When made with a lot of water it will be in liquid form when left dormant and will run through fingers when scooped up but when rolled between hands it will become solid and return to liquid when stopped. When made thicker it will be able to be sliced and it will slowly return to the original form. It can be picked up in a lump and will slowly drip/run. This activity I think is suitable for all ages that are a school, I have tried it with the following age groups, five, seven, ten and thirteen and was also enjoyed by adults. Children will begin to understand liquids and solids, shapes and sizes (through cups, bowls etc) and texture. The play opportunity Gloop will help to encourage creative skills because it takes many forms, the children can experiment and explore the texture, the consistency and the properties of it. It uses a lot of fine motor skills, using the fingers and hands to pick up and roll, squeeze through and transfer to other containers. This will promote in the way of experience, the children will learn by doing. 2. An example of imaginative play. Creating a home corner would encourage child-led imaginative play. A home corner can be adapted to suit a subject that is being taught. In the home corner or separately there could also be dressing up clothes to assist in role-play. For this type of play this is an example of an imaginative play opportunity. The subject being taught is animals; the home corner is rearranged and decorated to resemble either a jungle or a zoo. This could also be linked with asking children questions about animals and what theyre characteristics are, they could also take turns in groups acting in general about the subject. A home corner would improve imaginative skills in children by encouraging them to participate in role-play activities. The children can make up their own games and enforce their own rules for the game. The children can work in groups or alone and can also dress up and use props to assist their game. Imaginative play can be linked with social skills as the children will be working in groups and pairs in child led activities and in structured activities led by an adult in the setting. These skills will be helpful in later life for the children to make healthy relationships. 3. One play opportunity for physical play is swimming some schools have pools on the property and use them for regular lessons, however for schools that do not have this facility can organise to go on weekly trips to the local pool or just as a one off. Swimming is a great way of exercising as well as good physical fun. Swimming uses all of the muscles in the body and can be developed and refined. Swimming can link with all of the ten areas of co-ordination. It is suitable for all ages particularly because there can be different classes for different abilities and there is always room to progress. Children with any sort of impairment can also join in as there should be helpers available and equipment that would aid them getting in and out of the pool. Swimming would improve physical skills in children by working all of the muscles at the same time and progressing at this. It will strengthen muscle including the heart; maintaining and developing bone density. It allows the children to exercise their whole bodies inside and out! There is also opportunity for fine motor development in the form of bricks and bands, which are thrown to the bottom of the pool at different depths, which the children have to collect. It is important to encourage children but not pressure hem as it may have adverse affects later in life. The role of the adult in all of the play opportunities is to supervise the children; it is also to provide any materials or equipment that will be needed. The adult will have to think about health and safety for the activity to make sure that no harm comes to the children. The adult will be there to explain what to do initially and be there to answer any questions the children may have. The adult will also ask questions to encourage the children to think about the subject more deeply; these questions will normally be open ended so the childrens answers will not be one-worded. The adult will also encourage the children to stick at the activity for a decent amount of time and to help the children to think up new ways of playing the game and to plan different rules.

Audio-Visual Techniques for Communication and Expression

Audio-Visual Techniques for Communication and Expression Use of Audio-Visual Techniques in expression of ideas – an insight into the use of effective techniques Word Count: 2554 Table of Contents (Jump to) 1. Introduction – Audi visual techniques and communication 1.1 Background of Study 2. Marry Me 2.1 Narrative 2.2 Characterisation 2.3 Genre convention and variation 2.4 Specific technical features 3. Photo Booth 3.1 Narrative 3.2 Characterisation 3.3 Genre convention and variation 3.4 Specific technical features 4. Conclusion References 1. Introduction – Audi visual techniques and communication The use of the different audio visual techniques in communication and expression of ideas has been widely regarded as an important and significant evolution of the different techniques used for communication that emerged from the use of print medium and incorporation of multimedia. Communication has always been an important part of human existence and throughout the history of mankind; the same has seen a transformation from mere papyrus sheets to the incorporation of the elements of sight and sound (Branston and Stafford, 2010). The opinion of experts on the transformation on the use of visual communication is diverse, but all of them are believed to be in affirmation with the fact that the use of different audio visual techniques in communication is considered to be the most effective and efficient by senders and receivers alike (Cunningham and Turner, 2010). The reason behind the same being the fact that the incorporation of the different audio visual formats helps in the presentation of the communication in a most concise manner, yet again enabling the sender to create a long lasting impression on the mind of the receivers (Chandler, 2004). 1.1 Background of Study The aim of this academic work is to highlight the importance of the different audio visual techniques and formats and its application to the creation of two astounding creations – short films, that have made it to the finals of Tropfest, considered being the most prestigious recognitions of Australian short film categories. What makes the feature more important and relevant is the fact that annually only 16 short films are considered by the jury as finalists from a pool of more than 700 entries annually. The two important finalists to the same event that have been selected for analysis in the study are director Michelle Lehmann’s Marry Me that had been adjudged the winner of 2008’s Tropfest. The other short film is that of Photo Booth, which had been directed by Michael Noonan (http://tropfest.com, 2014). The following sections of the academic work will be individually considering taking into consideration the narrative, characterisation, genre convention and specific technical features that have helped these short films receive the accolades (Cunningham and Turner, 2010) that have led to the popularity of the films in the Australian and International film circuit as well. 2. Marry Me Michelle Lehmann’s short film Marry Me that is of 7 minutes duration. The plot revolves around a little boy and girl with their individual attention and objects of interest. The following sections provide an insight into the narrative, characterisation, genre convention and highlight the technical features that have set the film apart from the rest of the entrants to the contest (O’Donnell, 1999). 2.1 Narrative The film is seen to revolve around the interest among two young individuals and the communication or the idea that has been expressed in the film has been carefully crafted, reflecting the different individual pursuits of two young people, which have been seen to have a strange co-incidence to real life drawing significant parallel to people’s needs and wants. The film depicts the girl is particularly interested in the boy who is overwhelmed by materialistic pursuits signified by the love for his little BMX bike. The message and expression of the idea of the film is clear through the emotions that have been captured through the girl’s expressions and gleam in eyes every time he sees the boy. The girl is depicted to have fallen in love with the bike riding boy and the same has been clearly expressed through the attempts by the girl to draw the boy’s attention through a number of different ways (http://tropfest.com, 2014). Many are of opinion that the film is about the complexities of emotions of the young, but it also subtly underpins the interest and love of two different people – love for the boy for the girl, and the boy’s (Jason) interest in nothing but the bike that he has. 2.2 Characterisation Michelle Lehmann had drawn crucial similarities to the character of the girl as she had stated that even as a 5 or 6 year old girl, she had experienced the same emotional tension as being attracted to a boy who had been her neighbour and like Jason, had been found to have a particular knack to materialistic pursuits that are considered to be natural (O’Donnell, 1999). The girl who is seen to endlessly pursuit her love interest in the film has been named Chloe and the boy Jason. In order to express her idea clearly to the audience, Michelle has carefully selected the two most astounding young actors in the roles of Chloe and Jason who have been able to win the hearts of the viewers through their childish charms and natural acting. For Jason, the need was to portray a character that was very much in skin of the role portrayed by him – a young BMX enthusiast and the ease with which Jason has been seen to express his disinterest for Chloe busy fixing the wheels of his little bike makes on feel as if it is almost real and not a short film. On the other hand, the role that had been portrayed by the young girl Chloe has been nothing less than au naturel. The determined look and the expression on her face towards the end of the short film as she approaches the high plank constructed by Jason leaves one spell bound and many would wonder whether the expression can be attributed to the next to impossible task in real life (http://tropfest.com, 2014). 2.3 Genre convention and variation The genre of the film is based on the complexities of human emotion and it needs to be highlighted that the message that has been attempted to be conveyed through the short film is largely based on the different emotional pulls and pushes one might experience at a young age. Much of the film is aimed at the general audience who would leave the screen enthralled and spellbound by the enigma of analysing the meaning and idea behind the short film. The convention of the genre is based on the fact that the theme of the film holds true for human beings in reality as well. Most individuals are often engaged in the tireless pursuit of something or the other in life that is perceived to have been difficult to attain for them. The same has been carefully highlighted in the feature film through Jason’s character as he is seen to remove the ancillary supporting wheels from his bike at first, failing to successfully ride his bike without the use of the same. In the background, the girl is shown being able to learn what Jason fails. A little later, Jason attempts a small jump off the plank created by him, which also leads to a fall. Chloe tries her best to impress Jason and draw Jason’s attention; successfully achieving the feats which Jason attempts to achieve a number of times (http://tropfest.com, 2014). The variation that needs to be highlighted in the same is that human beings sometimes become so engrossed in being able to achieve a particular job or accomplishment, that they end up undermining the abilities and success of other human beings that are near to him, failing to even to pay attention to any important or critical messages that the other might convey. The same has been specifically observed while Chloe tries to give her opinion to Jason about the bike and riding. 2.4 Specific technical features Though the film does not showcase any impressive graphic or video filming in conveying the message across, one cannot help but wonder about the smallest details that have been used in the film for spreading the intended message (Cunningham and Turner, 2010). For example, when Jason removes the red coloured attachments to the spokes of his bike wheel and expresses his disinterest in them, the emotional attachment of Chloe is also expressed through the same behaviour. In the same scene, if it is considered that Jason had been rotating the wheel simultaneously whereas Chloe is seen to focus more on Jason instead of her bike, the emotional quotient is carefully reflected. More camera focus has been devoted to capture emotions on Chloe’s face as it must have been found that the girl would be more expressive in terms of emoting by the director. These are small and important specifications that need to be captured and presented by any short film director to successfully convey the intended message and at the same time be able to keep the audience entertained. 3. Photo Booth Michael Noonan’s short film the Photo Booth is an interesting and contemporary take on the aspect of hope and despair that has been portrayed in the short film of around seven minutes’ duration. The film captures the important themes of human life and the message it tries to portray is an important aspect for critiques and short film enthusiasts around the world (O’Donnell, 1999). The short film revolves around three solders on a war torn landscape who suddenly find an abandoned photo booth in the middle of nowhere, whereby the pictures coming out as print carry messages for each of them. 3.1 Narrative The narrative of the short film revolves around three soldiers and their fate outside an abandoned photo booth in the middle of a war torn landscape that keeps the audience glued to the screen to wonder about the outcome and message of the film unlike that in the case of ‘Marry Me’. The narrative is unpredictable and has successfully incorporated one of the most critical elements of movie making – uncertainty and suspense. These are considered to have an everlasting impact on the viewer and many regard the same to have a lasting impact on the mind of the viewers as the key element of surprise and awe is always a key ingredient to the success of a film or small movie (http://tropfest.com, 2014). The narrative brings to light the plight of three soldiers who are trying their best to survive and do not know for themselves the future of their predicament in war. Suddenly, they are met with an unpredictable situation, that of a lonesome photo booth in top of a small hill. Curiosity is one of the most dignified and yet sometimes cursed traits of human behaviour and the same has been highlighted in the film as the soldiers wonder what awaits them at the photo booth and goes on to investigate, under estimating the threats of being exposed to enemy observation and gun point. 3.2 Characterisation The characterisation of the short film is an important attribute as it becomes the responsibility of the actors in the film to bring to life the relevance of each of the characters that are planned and incorporated in the film. The film revolves around the three soldiers and each of them is found to display three different emotions among human beings – adventure, curiosity and suspicion (http://tropfest.com, 2014). The first soldier who enters inside the photo booth is unsuspecting and is taken by surprise once the flashes of the camera start to go off. The second soldier is portrayed to have a trait of curiosity and wariness as he is seen to be cautious when he enters inside the photo booth after seeing what the first soldier had been presented with. The third soldier had to be portrayed to be suspicious of turn of events and this is the same reason why there have been extra alertness displayed by the first and the second soldier while guarding the booth as the third entered inside. The three of them have been shown to have different outcomes based on the character portrayed by them. The first one, unsuspecting and taking life as it is, is presented a picture which shows him part of a beautiful family comprising of a beautiful wife and twin daughters. The second soldiers displays mixed traits and is shown to receive a picture with only his companion who gradually disappears from the frames while the third is shot dead by enemy gunfire as he was the most suspicious one and enters the booth at the last. Through the characters, the director tries to portray the message that it is perception and thought process of individuals which leads to the outcomes. 3.3 Genre convention and variation There have been two specific genres displayed in the short film – that of human nature and the relation between the thoughts and outcomes faced by human beings in reality. It needs to be highlighted here the fact that initially the genre of the short film was thought to be related to war and the outcome of the film being rendered predictable. However, the message and surprise element of the film clearly unfolds when the pictures are presented to the soldiers (http://tropfest.com, 2014). In the end, what makes the film so interesting is that the film portrays a multitude of different factors that are related to human life and fate, and it is highlighted how the thought process of human beings influence the outcomes and fate that is met by individuals in the real world. Genre convention and variation is an important aspect of any communication to large section of viewers as the same enables the makers of the short films to captivate the interests of the audience and keep them glued to the outcome of the message to be portrayed in the film. 3.4 Specific technical features The film is considered to be richer in terms of the technical features that have been included in the film. The aim of the director was to include the elements of surprise more on the lines of shock and the same has been effectively incorporated in the sound designing of the film which makes the film more relatable to reality and one can identify the suspense and uncertainty that is faced by soldiers in the war field. Fear and anxiety has been portrayed well in the movie as the soldiers are successful in expressing the same feelings on their anguished faces (http://tropfest.com, 2014). Moreover, the loud snapping of the shutter of the camera has been effectively used to shock the audience which is considered to be an important component of film making. Especially in the last scene when the third soldier gets shot and there is an element of confusion clearly depicting the mental state and trauma of the soldier when he gets to see his picture in the photo is considered to be outstanding in highlighting the theme of despair as the soldier is shown to lose composure and his guard at the most critical time – in the face of enemy gunfire, when in the previous scenes, he is portrayed to be most suspicious of the circumstances. 4. Conclusion There are different factors and aspects that are considered to have an impact on the success of film making and the effectiveness of the director to incorporate these elements determine the ability of the production to captivate audiences and determine the outcomes of film making. This academic work was aimed at highlighting these specific factors in film making and the effective incorporation of the same in the two short films that have been highlighted in the study. References Branston, G. and Stafford, R. (2010). The media student’s book. London: Routledge. NB Chandler, G. (2004) Cut by Cut: Editing Your Film or Video. Studio City, CA: Michael Wiese Cunningham, S. and Turner, G. (2010). The media and communications in Australia. Sydney: Allen Unwin. Marry Me, Michelle Lehman (director), Australia, 2008  http://tropfest.com/au/2011/12/08/marry-me/ Morley, D. (1996) Television, Audiences and Cultural Studies. London : Routledge. ODonnell, P. (1999). The other 66 per cent? Rethinking the labour market for journalism graduates. Australian Journalism Review, 21(1), 123-142. Photo Booth,  Michael Noonan (director), Australia, 2012http://tropfest.com/au/2012/02/04/photo-booth/ Ruthven, K. (1998). The Future of Disciplines: A Report on Ignorance. In Knowing Ourselves and Others: The Humanities in Australia into the 21st Century. Australian Research Council Vol. 3, pp. 95-113.

The Published Financial Statement Accounting Essay

The Published Financial Statement Accounting Essay Annual report and accounts consists of different elements. A financial statement contains the financial information which is communicated to various users depending on their needs. The users can be internal or external users. The importance of this information varies, depending on the needs of specific users but according to the framework, the publication of financial information serves to reflect and to provide a clear image of the financial situation and performance of the entity which will help them to make a financial decision. Thomas and Marie (2012, 55). Users need financial information to assess the way the company uses its liquidity to fund its operations and investment, to be informed about its financial position and the nature of its resources for daily transactions, to estimate or predict the circumstances that may affect them, to be informed about the extent to which the company follows the laws and regulations. Usually the performance information is represented on the in come statement, the financial situation is represented on the balance sheet, and the information about changes in financial position is supplied in the notes to financial statements. Financial statements are the principal means of communicating financial information to various users. The framework defines seven essential users (Jill and Roger, 2007) but in contrast, Peter and Eddie (2002p 3) state that there are internal and external users who already have a relationship with the firm in economic terms or those who are interested in a future relationship. Starting with managers, Petter and Eddie (2002.3) noted that managers need information to assist them to make the decision and adopt and strategy of planning for the future. Furthermore, the manager who has been put in charge of presenting financial statements also needs this information to be sure that the management style, strategy and planning adopted are beneficial to the financial performance of the company. The conceptual framework states that the employees are principally interested in the type of information which permits them of having a clear idea about the stability and the performance of the company that they work for (Thomas and Ward,56 2012). Employees need information in order to ensure the stability of their jobs in the future, and to measure their ability to determine if there is a chance of getting a higher pay or promotion, and other benefits. The Investors need information about management policy, performance, stability and financial position of the company as well as to assess the risk and benefits provided by the investment in order to make a decision. Also, they need information to help them choose the proper time for transactions like buying and selling. Thomas and Ward (2012:56) Lenders are always taking risks which is why they choose the contract with lowest risk the framework noted that they are interested in information about performance and economic stability of the company, and also the information about the situation of liquidity available in the present and the future, in order to ensure whether the borrower is able to meet the deadlines for the payment of their loans and the interest. (Thomas and Ward, 2012:57). Regarding suppliers and other creditors, Thomas and Maries said that giving a loan and outputting goods without immediate payment is the same. This is the reason, they will be interested in the information that will help them at the beginning to decide whether to engage with company or not, and also to study the duration and the amount of credit to offer. According to the framework, suppliers and other creditors are interested in information that enable them to know whether they will be repaid at due date. Yet Suppliers and others creditors are interested in engaging with the enterprise for a shorter period compared to lenders who are concerned about liquidity position and the supplier seeks to know if there is a growth within the company and compare it with these production capacities. Jill and Roger (200741) states that the customers are interested in the information that enable them to evaluate the performance and ability of the company to continue its business and to know their capacity to meet the requirements of quality, the quantity and time to provide goods and services depending on customer needs. Governments and their agencies are composed by the tax authorities, financial and organization like central bank that has authority of control and regulations. Principally, the information is used as basis for calculating dues and taxes that the company has to pay. It has noted that the government and their agencies are interested in information about profitability and how it is distributed, with the aim of determining the tax policy, as they need information on the conduct of activities of entities to adjust them. (Thomas and Ward, 582012) The public is also interested in information about the performance of the company in order to define the level at which the company is progressing and its impact on economic development and social environment. To ensure that the information is useful to users for decision making, four qualitative characteristics need to be present in the information. Understandability the user must understand the information directly but should have basic knowledge of accounting and the economy. Relevance information must meet the needs of users in order for them to make decisions and enable them to compare the events of different periods. Reliability information must be reliable to give a real image of transactions and other operations. Comparability the information has to be available for comparison over time to determine the situation and the economic performance. (Jill and Hussey, 422007) It is true that the financial information addresses different user groups under standard characteristics, but it still has limitations on the usefulness of the information. The financial statement is based on historical costs. That is to say it is only monetary operations but the declaration is not correct. Also, with regards to the intangible assets there is no possibility of measuring the values of all of them in the sector of accounting. For instance, human resources are also ignored in most financial statements, and the brand value of the company is not on the statements either. Inflation is not included in the present value and all the information are based on estimates, so there is no real value on which the user can rely on. The financial statement does not take into consideration any anticipated financial condition that can happen in the industry and market which might affect the performance of the company and the decision taken by the different users of the financial statement which contains only financial information and ignores the non-financial information which is not sufficient for certain users as the case of public and employees. In contrast, investors are more concerned than other users by information presented in the financial statement. To conclude, the company is obliged to communicate the information under financial quality standards that are useful to different users, which are a total of eight. They are; managers, investors, customers, suppliers and other creditors, employees, lenders, government, and the general public. The objective of this information is to reflect the performance, position and stability of the company for the user to make a good decision. Despite the quality and control, the rest information is still not reliable and useful for certain users to make a decision.

Working Women, the Government, and Politics Essay -- Political Science

Working Women, the Government, and Politics Working women in America are in a difficult and complex state. Women in the workforce are encouraged to compete "like men," which conflicts with the demand for their time during "the second shift". Complete dedication is expected both in the workplace and in the home, and little support is provided by the opposite sex and the government. If the government acquired a larger responsibility for working families, it could implement several policies that have already proven to alleviate the burden on working women and promote gender equality in other industrialized nations. In recent decades, there has been a visible influx of women in the workforce-many of whom are also mothers. In 1975, forty-seven percent of all American mothers with children under the age eighteen worked for pay, and by the year 2000, this number climbed to seventy-three percent. However, the largest jump in employment occurred in women with very small children; in 1975 thirty-four percent of mothers with children age three and under were employed outside the home, and in 2000, this rate grew to sixty-one percent (Hochschild, XXIV). This growth in numbers can be explained by several factors, but the most substantial is that, in most families, a wife's salary is no longer an option. Even though women may be sharing the financial burden with their spouses, men have not taken the same steps to share the domestic burden with their partners. This is what accounts for a women's "second shift." Women are expected to fulfill the demands of work and home on their own time. The household chores take a toll on working women with or without children. The hours married women spend performing domestic tasks, hours most men ... ... such policies, women cannot pursue their right to earn a living in the same way a man could. Earning a living is not a "benefit," equal opportunity for employment is not a "benefit"- but a "right." In our capitalist culture, "the one right of paramount importance to all human beings" is the right to earn a living, and in accordance with the law, any obstruction to a fundamental right must be remedied by the government (Woolf, 101). Works Cited Blair-Loy, Mary. Competing Devotions: Career and Family among Women Executives. (Massachusetts: Harvard UP) 2003. Gornick, Janet C. and Marcia K. Meyers. Families That Work: Policies for Reconciling Parenthood and Employment. (New York: Russell Sage Foundation) 2003. Hochschild Russell, Arlie. The Second Shift. (New York: Penguin Group) 2003. Woolf, Virginia. Three Guineas. (New York: Harcourt, Inc.) 1938.

harmful legalization Essay -- essays research papers

Harmful Legalization The United States government has seen fit to pass laws prohibiting the sale, manufacture, and possession of dangerous and destructive substances such as marijuana. In opportunistic and negligent haste, fringe aspects of society are seeking to undo laws regarding the restriction of marijuana. These factions have ignored the risks associated with marijuana, falsified information regarding its medical use, and ignore the greater issue with regards to the legalization of harmful substances. LSD, angle dust, and cocaine have several things in common, not the least of which is like marijuana, they are each responsible for the deaths of countless individuals. While a subject will find it difficult to outright end his life with marijuana, it does cause harmful damage to both the user and those around him. Each marijuana cigarette is exponentially more damaging to the lungs of the smoker and those around him than a typical tobacco cigarette. Further, contrary to claims of the harmlessness of marijuana by some advocates, each time it is used, it obliterates a portion of brain cells that can never grow back. Also the active ingredient in marijuana, tetrahydrocannabinol or THC, has been linked to fetal damage, hormonal swings, a slight addiction rate, lower sperm counts and accelerated heart rates, none of which are anything approaching good health for a user. Other aspects besides a user’s physical body suffer when he or she decides to use marijuana. The emotional damage marijuana causes can be best summed up by a quote from researcher Damon Linker â€Å"†¦it (marijuana) does produce a pathology of the soul† (Linker). Everyone around the user suffers, because while he or she is in a drug-induced haze he or she neglects his or her friends, family and responsibilities. By escaping the subject simply dulls his or her pain from various troubles for a moment and does nothing to solve that which plagues him or her. Because of this, users will find themselves trapped within a vicious, unending cycle of getting high and forgetting, to coming down and needing the next fix, to getting high again. Upon realizing that the marijuana isn’t what is required to take away their pain, some will turn to other harder drugs such as cocaine. There may be other reasons for people to start using marijuana, but there is an unacceptable large risk that some of these new users w... ... For to claim the latter logically leads one to the bizarre judgment that Mother Teresa is no more and no less virtuous than Adolph Hitlerâ€Å"] (Beckwith). This way of thinking is detrimental to our society as a whole. When we refuse to take a stand against something that is morally wrong, we in fact, aid that cause. This allows the minority to dictate the terms to the majority. Look at Germany, 1932; Hitler was elected to power, because only fifteen percent of the country came out to vote. In our own country less than one-third of the people are in favor of marijuana legalization; of that number surely not all of them will ever use marijuana. We know that marijuana physically and emotionally harms people, has no medicinal value, and only a small minority of people of the country will use this drug, so why should it be legalized? The answer obviously is that it shouldn’t. Nor should we let the minority dictate terms to the rest of the country. This situation reminds me of a quote I heard from my grandpa: â€Å"The only thing necessary for the triumph of evil is for good men to do nothing.†  The chart above shows the Ohio drug-violation arrests starting from 2000 to 2004.

Issai 30 – Code of Ethics

ISSAI 30 The International Standards of Supreme Audit Institutions, ISSAI, are issued by the International Organization of Supreme Audit Institutions, INTOSAI. For more information visit www. issai. org INTOSAI Code of Ethics I NT OS AI P r ofe ss i o n a l S t an d ar ds Co m mi t te e PSC-Secretariat Rigsrevisionen †¢ Landgreven 4 †¢ P. O. Box 9009 †¢ 1022 Copenhagen K †¢ Denmark Tel. :+45 3392 8400 †¢ Fax:+45 3311 0415 †¢E-mail: [email  protected] dk INTOSAI EXPERIENTIA MUTUA OMNIBUS PRODEST EXPERIENTIA MUTUA OMNIBUS PRODEST INTOSAI General Secretariat – RECHNUNGSHOF (Austrian Court of Audit) DAMPFSCHIFFSTRASSE 2 A-1033 VIENNA AUSTRIA Tel. ++43 (1) 711 71 †¢ Fax: ++43 (1) 718 09 69 E-MAIL: [email  protected] gv. at; WORLD WIDE WEB: http://www. intosai. org Table of Contents Chapter 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 Chapter 2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦.. 5 Integrity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 Chapter 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Independence, Objectivity and Impartiality †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Chapter 4 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Professional Secrecy †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Chapter 5 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Competence †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Glossary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 3 Chapter 1 Introduction Concept, Background and Purpose of the Code of Ethics . INTOSAI has deemed it essential to establish an international Code of Ethics for auditors in the public sector. 2. A Code of Ethics is a comprehensive statement of the values and principles which should guide the daily work of auditors. The independence, powers and responsibilities of the public sector auditor place high ethical demands on the SAI and the staff they employ or engage for audit work. A code of ethics for auditors in the public sector should consider the ethical requirements of civil servants in general and the particular requirements of auditors, including the latter’s professional obligations. . With the Lima Declaration of Guidelines on Auditing Precepts 1 as its foundation, the INTOSAI Code of Ethics should be seen as a necessary complement, reinforcing the INTOSAI Auditing Standards issued by the INTOSAI Auditing Stan dards Committee in June 1992. 4. The INTOSAI Code of Ethics is directed at the individual auditor, the head of the SAI, executive officers and all individuals working for or on behalf of the SAI who are involved in audit work. However, the Code should not be interpreted as having any impact on the organisational structure of the SAI.Due to national differences of culture, language, and legal and social systems, it is the responsibility of each SAI to develop its own Code of Ethics which best fits its own environment. Preferably these national Codes of Ethics should clarify the ethical concepts. The INTOSAI Code of Ethics is intended to constitute a foundation for the national Codes of Ethics. Each SAI has the responsibility to ensure that all its auditors acquaint themselves with the values and principles contained in the national Code of Ethics and act accordingly. . The conduct of auditors should be beyond reproach at all times and in all circumstances. Any deficiency in their pro fessional conduct or any improper conduct in their personal life places the integrity of auditors, the SAI that they represent, and the quality and validity of their audit work in an unfavourable light, and may raise doubts about the reliability and competence of the SAI itself. The adoption and application of a code of ethics for auditors in the public sector promotes trust and confidence in the auditors and their work. . It is of fundamental importance that the SAI is looked upon with trust, confidence and credibility. The auditor promotes this by adopting and applying the ethical requirements of the concepts embodied in the key words Integrity, Independence and Objectivity, Confidentiality and Competence. Trust, Confidence and Credibility 7. The legislative and/or executive authority, the general public and the audited entities are entitled to expect the SAI’s conduct and approach to be above suspicion and reproach and worthy of respect and trust. 8.Auditors should conduct themselves in a manner which promotes co-operation and good relations between auditors and within the profession. The support of the profession by its members and their co-operation with one another are essential elements of professional character. The public confidence and respect which an auditor enjoys is largely the result of the cumulative accomplishments of all auditors, past and present. It is therefore in the interest of auditors, as well as that of the general public, that the auditor deals with fellow auditors in a fair and balanced way. . The legislative and/or executive authority, the general public and the audited entities should be fully assured of the fairness and impartiality of all the SAI’s work. It is therefore essential that there is a national Code of Ethics or similar document which governs the provision of the services. 1 From the IXth Congress of INTOSAI, meeting in Lima. Can be obtained from the INTOSAI General Secretariat in Austria. 4 10. In all pa rts of society there is a need for credibility.It is therefore essential that the reports and opinions of the SAI are considered to be thoroughly accurate and reliable by knowledgeable third parties. 11. All work performed by the SAI must stand the test of legislative and/or executive scrutiny, public judgements on propriety, and examination against a national Code of Ethics. Chapter 2 Integrity 12. Integrity is the core value of a Code of Ethics. Auditors have a duty to adhere to high standards of behaviour (e. g. honesty and candidness) in the course of their work and in their relationships with the staff of audited entities.In order to sustain public confidence, the conduct of auditors should be above suspicion and reproach. 13. Integrity can be measured in terms of what is right and just. Integrity requires auditors to observe both the form and the spirit of auditing and ethical standards. Integrity also requires auditors to observe the principles of independence and objectivity , maintain irreproachable standards of professional conduct, make decisions with the public interest in mind, and apply absolute honesty in carrying out their work and in handling the resources of the SAI.Chapter 3 Independence, Objectivity and Impartiality 14. Independence from the audited entity and other outside interest groups is indispensable for auditors. This implies that auditors should behave in a way that increases, or in no way diminishes, their independence. 15. Auditors should strive not only to be independent of audited entities and other interested groups, but also to be objective in dealing with the issues and topics under review. 16. It is essential that auditors are independent and impartial, not only in fact but also in appearance. 17.In all matters relating to the audit work, the independence of auditors should not be impaired by personal or external interests. Independence may be impaired, for example, by external pressure or influence on auditors; prejudices he ld by auditors about individuals, audited entities, projects or programmes; recent previous employment with the audited entity; or personal or financial dealings which might cause conflicts of loyalties or of interests. Auditors have an obligation to refrain from becoming involved in all matters in which they have a vested interest. 8. There is a need for objectivity and impartiality in all work conducted by auditors, particularly in their reports, which should be accurate and objective. Conclusions in opinions and reports should, therefore, be based exclusively on evidence obtained and assembled in accordance with the SAI’s auditing standards. 19. Auditors should make use of information brought forward by the audited entity and other parties. This information is to be taken into account in the opinions expressed by the auditors in an impartial way.The auditor should also gather information about the views of the audited entity and other parties. However, the auditors’ own conclusions should not be affected by such views. Political neutrality 20. It is important to maintain both the actual and perceived political neutrality of the SAI. Therefore, it is important that auditors maintain their independence from political influence in order to discharge their audit responsibilities in an impartial way.This is relevant for auditors since SAIs work closely with the legislative authorities, the executive or other government entity empowered by law to consider the SAI’s reports. 21. It is important that where auditors undertake, or consider undertaking, political activities they bear in mind the impact which such involvement might have – or be seen to have – on their ability to discharge their professional 5 duties impartially. If auditors are permitted to participate in political activities they have to be aware that these activities may lead to professional conflicts. Conflicts of interest 2. When auditors are permitted to provide advice or services other than audit to an audited entity, care should be taken that these services do not lead to a conflict of interest. In particular, auditors should ensure that such advice or services do not include management responsibilities or powers, which must remain firmly with the management of the audited entity. 23. Auditors should protect their independence and avoid any possible conflict of interest by refusing gifts or gratuities which could influence or be perceived as influencing their independence and integrity. 4. Auditors should avoid all relationships with managers and staff in the audited entity and other parties which may influence, compromise or threaten the ability of auditors to act and be seen to be acting independently. 25. Auditors should not use their official position for private purposes and should avoid relationships which involve the risk of corruption or which may raise doubts about their objectivity and independence. 26. Auditors should not use i nformation received in the performance of their duties as a means f securing personal benefit for themselves or for others. Neither should they divulge information which would provide unfair or unreasonable advantage to other individuals or organisations, nor should they use such information as a means for harming others. Chapter 4 Professional Secrecy 27. Auditors should not disclose information obtained in the auditing process to third parties, either orally or in writing, except for the purposes of meeting the SAI’s statutory or other identified responsibilities as part of the SAI’s normal procedures or in accordance with relevant laws.Chapter 5 Competence 28. Auditors have a duty to conduct themselves in a professional manner at all times and to apply high professional standards in carrying out their work to enable them to perform their duties competently and with impartiality. 29. Auditors must not undertake work they are not competent to perform. 30. Auditors sho uld know and follow applicable auditing, accounting, and financial management standards, policies, procedures and practices.Likewise, they must possess a good understanding of the constitutional, legal and institutional principles and standards governing the operations of the audited entity. Professional Development 31. Auditors should exercise due professional care in conducting and supervising the audit and in preparing related reports. 32. Auditors should use methods and practices of the highest possible quality in their audits. In the conduct of the audit and the issue of reports, auditors have a duty to adhere to basic postulates and generally accepted auditing standards. 6

Eleven Seconds: Autobiography of Travis Roy †Book Report Essay

Travis Roy, a former collegiate hockey player, wrote his tragic story in a book called Eleven Seconds. Well, he didn’t physically write it down himself; he dictated the story to E.M. Swift, who organized Travis’ words into the book. This is because Travis Roy is a quadriplegic. After a mere eleven seconds of Travis’ first college hockey game, his dreams of the NHL were shattered forever. Travis Roy’s autobiography, Eleven Seconds, has three parts. In the first part, Travis tells about his childhood and his high school career. He reminisces about the fun he had playing little league hockey and how he would help out at the rinks that his father managed. The next part in the story is the climax. Travis describes his feelings and emotions leading up to game-time of his first college hockey game. He is extremely excited to be playing the sport he loves at such a high level of competition, but within eleven seconds, everything is stripped away from Travis. He tries to check an opponent into the boards, but misses and hits the glass awkwardly. At this point it is all over. Travis Roy is paralyzed from the neck down: a quadriplegic. For the remainder of the story, Travis describes the motionless life that has been forced upon him. He tells about the pain of never being able to play hockey, or even live a normal life again. Travis explains the emotional battle his whole family was forced into and also states his case for stem cell research. Eleven Seconds is a very well written book in my opinion. It is easy to read and has a friendly tone. I’m happy to have read the book because it made me realized that I should appreciate the little things in life that I take for granted every day. What if I woke up one day and couldn’t move my arms or my legs? That is the way Travis Roy will wake up every day for the rest of his life. I wonder if I would be able to cope with a situation like Travis’. I don’t think I would be mentally and emotionally strong enough. The book, Eleven Seconds, made me look at life from a different perspective. I didn’t feel like I was reading about just some random guy who had an unfortunate incident, but a person that is similar to me in many ways. Travis had hopes and dreams just like I do. Therefore, I was able to relate to Travis’ burning desire to follow through with his passion and it really saddened me  to read about the way he became a quadriplegic, doi ng the very thing that he loved. I would recommend Eleven Seconds to anyone who thinks their problems are too big to handle. The book is a good reminder that we should be thankful for everything we are able to do in our lives. Any time we have a meal, take a shower, brush our teeth, or get dressed, we are doing more than Travis can do on his own. I think the story is also a great motivator to live every day to the fullest. People who like hockey would probably be interested in Travis’ story as well. Travis Roy comes off as a warm and loving person, despite his terrible injury, so his book Eleven Seconds should be easy for most anyone to read. The only hard part might be keeping one’s tears off of the pages.