Many Jobs Require Employees To Work A Specific Amount Of

Many jobs require employees to work a specific amount of hours each day, but some also happen to give into overtime. Overtime is when someone works over the amount of time that is provided for them each day. Some professions that are common to work overtime are doctors, nurses, lawyers, etc. Studies have linked that overtime can produce increasing amounts of erratic and irregular behavior while working. When asked to stay longer to work, people begin to gain fatigue and not be as diligent with their task. There has been recent study and research done on how strenuous work activity of long hours can point to heart disease and strokes, higher mortality rate increases the amount of time spent finding new employees instead of working. Without†¦show more content†¦Technology will continue to be more productive than humans as they are programmed to never stop working and humans tend to do more pauses when they are working. Thompson happens to work for The Atlantic where he writes about economics, labor markets, and the media. Another study shows that the â€Å"International Federation of Robotics, overall paid employment has risen†which increases the productivity (Syed, R. Qureshi, M, 2014). In Brazil, China, Republic of Korea, Germany, and USA has found increasing amounts of employment from robots overtaking menial and jobs that people can’t endure during the day due to lack of work hours. While the USA is jumping on the bandwagon of the trend of adding robots to workplaces, it is known to have only half as many robots as Germany. Stated in the Saf Health Work article it says,â€Å"this allows such an increase in production†. In return, it is more of a benefit to the company in the pe rspective of getting the work that needs to be done finished. Similarly, Japan’s population is always growing and this gives them a higher demand for robots to help out in hospitals and health clinics to make it run efficiently and effectively. The Saf Health Work article researches articles based offShow MoreRelatedThe Benefits of an Accurate Job Analysis Essay950 Words   |  4 PagesWhat is a job analysis? A job analysis is a process to identify and determine in detail the particular job duties and requirements and the relative importance of these duties for a given job. A job analysis can cause some confusion when not properly understood. The job itself and the specific tasks performed on the job are what the analysis is all about, not to be confused with the person working the job. 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Succubus Dreams CHAPTER 8 Free Essays

â€Å"Succubus.† Dante’s laconic voice was the last thing I’d expected to hear when my phone rang the next day. I’d forgotten that I’d left him my number. We will write a custom essay sample on Succubus Dreams CHAPTER 8 or any similar topic only for you Order Now My surprise quickly gave way to eagerness. Maybe he’d found something for me. No energy loss had occurred after the auction, but then, I hadn’t taken a victim either. It wasn’t much to go on, but that small pattern Dante had pointed out was still a place to start, and I hoped he’d have more to offer now. â€Å"Hey! What’s up?† I sat down on the couch. I’d been getting ready to go out with Seth later, applying makeup the old-fashioned way in order to conserve shape-shifting energy. I’d need to cash in on my auction date sooner rather than later to get some power back. There was a pause from the other end of the line before Dante spoke again. â€Å"I’ve been thinking†¦I’ve been thinking we’re going about all of this the wrong way.† Very unexpected. â€Å"Really?† â€Å"Yeah. I wasn’t taking it seriously, so I understand why you were getting pissed off.† Hearing him admit how he’d been blowing my problems off wasn’t exactly cheering, but I appreciated his honesty. â€Å"Well†¦it’s okay. I’m just glad we can maybe figure something out now. I’m getting anxious.† â€Å"Me too.† More silence, then I heard him take a deep breath. â€Å"So, have you ever been to El Gaucho?† The reference to one of Seattle’s downtown steakhouses was such a non sequitur that I couldn’t respond for several seconds. When I did speak, it wasn’t very articulate. â€Å"What?† â€Å"It’s a restaurant. Down on First – â€Å" â€Å"Yeah, yeah. I know what it is. What’s it have to do with the dreams?† â€Å"Dreams? What are you talking about?† â€Å"What are you – oh, Jesus Christ. Are you asking me out?† â€Å"Of course I am. What the fuck would El Gaucho have to do with those dreams?† I groaned. â€Å"I can’t believe this. I actually thought you had something useful for me.† â€Å"I’m trying to be nice here! Look, the dreams are a lost cause, but we aren’t. You were right when you said I was being sleazy and treating you like you were cheap. So give me a break! I’m trying to have sex with you the right way.† I found this even freakier than when Dante had suggested the place with the happy hour beer. â€Å"I don’t want to have sex with you, okay? I want your help with my problems. And how many times do I have to tell you that I have a boyfriend?† â€Å"As many times as you want. I just don’t buy that that’s a real relationship. Particularly after you sold yourself for seventeen-hundred dollars last night.† â€Å"How do you know about that?† â€Å"It was in the paper.† â€Å"That date doesn’t count.† â€Å"Can a date with me not count?† â€Å"No! For the last time, I have a boyfriend. I’m going out with him tonight.† â€Å"To El Gaucho?† I hung up. I was working my hair over with a curling iron later on when I heard knocking at my front door. Walking toward the living room, I felt immortal signatures on the other side. Fortunately, there was nothing musky or slimy here. These were familiar and welcome. Of course, they weren’t exactly welcome tonight. â€Å"What are you guys doing here?† I asked, opening the door to admit Peter, Cody, and Hugh. My three stooges. The dwarves to my Snow White. â€Å"And why do you always show up when I’m about to go out?† Like always, they made themselves comfortable in my living room without any further invitation. Cody handed me a slip that had been stuck to the door from my building’s office manager, saying I had a package. I made a mental note to pick it up the next time the office was open. â€Å"We’re going over to that place that makes the unholy margaritas,† he said. â€Å"Thought we’d stop by and see if you wanted to go.† â€Å"And here you are, ungrateful and mean,† said Peter. He glanced around the living room. â€Å"I don’t see a Christmas tree here.† Hugh was eyeing my red-silk robe. â€Å"You going out in that?† â€Å"Of course not. I’m just getting ready, that’s all.† The three of them exchanged looks. â€Å"Is it business or Seth?† asked Hugh. â€Å"Seth.† â€Å"Damn it,† swore Peter. He pulled some crumpled money out of his pocket and handed it to Hugh. â€Å"You guys bet on my love life?† â€Å"Yeah,† said Hugh. â€Å"All the time. You should see the stakes we’ve got riding on when you and Seth are finally going to sleep together.† â€Å"Well, keep ’em riding, cowboy. It’s not going to happen.† I crossed my arms and leaned against the wall near my TV. â€Å"Of course, Niphon’s trying pretty hard to make it happen. Is he in on the bet?† â€Å"Not yet. What’s he doing?† asked Cody. I told them about the offer Niphon had made for Seth’s soul. To my surprise, they didn’t share my shock and outrage. â€Å"I don’t know,† said Hugh slowly. â€Å"I’ve kind of thought about that before.† I gaped. â€Å"Thought about what before? Buying Seth’s soul?† â€Å"Sure. It’s what I do, and hey, if it’d help you†¦Ã¢â‚¬  â€Å"Oh dear lord.† â€Å"But if you decide to do it,† said Hugh warningly, â€Å"come to me first. I can beat any offer Niphon makes.† â€Å"If you broker the deal, you’re disqualified for the bet,† warned Peter. â€Å"Hey!† cried Hugh. â€Å"That’s not right.† â€Å"Sure it is. You’d have an unfair advantage – â€Å" â€Å"Christ. Be quiet, all of you. I can’t believe you guys are seriously talking about buying my boyfriend’s – â€Å" A new signature swept through to us. A scent liked candied apples. Warm honey on the skin. â€Å"Tawny,† we all said in unison. I opened the door, and Tawny threw herself into my arms, bawling. I yelped and tried not to fall over. â€Å"Oh, Georgina,† she sobbed, mascara running in black rivers down her cheeks. â€Å"I’m never going to do it. Never ever ever.† I tried to pull out of her Amazonian embrace. â€Å"There, there,† I said weakly. â€Å"I’m sure you will.† Sniffling, she stepped away and ran a hand over her eyes, making the mascara situation even worse. â€Å"No, I can’t. I’ve tried and tried†¦nothing works.† I glanced over at the guys. They were all looking at me expectantly, like I should be able to explain how one succubus couldn’t get laid. I doubted anyone could, though. â€Å"Okay,† I said at last. â€Å"Calm down, and we’ll get to the bottom of it. But first, pull yourself together. You’re a mess.† â€Å"I can’t,† she wailed. â€Å"You’re thinking like a human,† I chastised. â€Å"You can shape-shift that makeup mess away.† â€Å"No,† she said more adamantly. â€Å"You don’t understand. I can’t.† I stared at her, puzzled, then I understood. It was nearly impossible to see, but a faint shimmer was fading in and out around her body. She was having trouble holding this form. Her energy was so low that she was losing her shape-shifting power. â€Å"Whoa,† I said. I’d never seen a succubus that bad. I’d been that low once, but it had been after engaging in a major battle of shape-shifting. Tears started welling up in her eyes again. â€Å"What’s going to happen? What if I run out and – † On and on she went. I sighed. There is a moment in every girl’s life when she must choose between the lesser of evils. When you’re a succubus, those moments come quite often. And right now, I had to choose. I could risk Niphon never leaving town or I could kiss Tawny. Lesser of evils. Standing on my tiptoes, I pressed my lips to hers and cut off her babbling. Her lips tasted like bubble gum, probably from the lip gloss. It wasn’t a big kiss or anything – barely any tongue – but it was enough. A surge of power poured out of me and into her. Breaking the kiss, I stepped away and looked at her. Her form had stabilized. Meanwhile, I was now down even more in my own energy, but nowhere near the low she’d just experienced. Her blue eyes widened to an impossible size. â€Å"How†¦what was that?† â€Å"A kiss,† I said dryly. â€Å"Something you’ve apparently got to learn about too.† Seeing her still-stunned look, I shook my head. â€Å"We’re vessels for power and life, Tawny. Usually, it passes into our bodies, but sometimes it can be transferred out to other creatures. Succubi and incubi can share it with each other. What I just gave you should keep you going a little longer.† â€Å"I don’t know,† said Cody suddenly. â€Å"I think you should give her some more, just to be safe.† Tawny touched her lips, like she could still feel my kiss. â€Å"Wow.† Her form shifted, and the mascara mess vanished. Her normal, eerily perfect face reappeared. I sat down on the arm of the couch, near Peter. â€Å"Okay. Now let’s figure out how in the world this is even possible. What happened to Nick the auctioneer? You guys seemed pretty close last night.† â€Å"Well,† she mumbled, staring down at her feet. â€Å"That kind of fell apart.† â€Å"How could it fall apart? He was drooling all over you!† â€Å"Yeah, but he had to stay and close up there, so we couldn’t go out last night. I left without him. Today, I called to set up a date, and he said he didn’t want to. That he was cool just giving the money to charity and not to bother with anything else.† â€Å"He said that?† I asked incredulously. I eyed her suspiciously. â€Å"What did you say to him beforehand?† â€Å"What do you mean?† â€Å"Did you just call and ask him out right away?† â€Å"Well, no†¦we made small talk. Not that it did much good. He seemed kind of bored by the end.† Surprise, surprise. Tawny didn’t strike me as the world’s greatest conversationalist. I could only imagine what she must have babbled about to scare him off. â€Å"Okay,† I said, disappointed. Nick had seemed like a sure thing. â€Å"Maybe you shouldn’t, like, talk to them. What about the strip club job? Did you follow up on that?† She jerked her head up and looked like she might cry again. â€Å"I tried! They said I wasn’t qualified.† Even the guys couldn’t stay out of this now. â€Å"How can you not qualify for a job as a stripper?† asked Cody. â€Å"Yeah, don’t you just have to take off your clothes?† asked Hugh. â€Å"They said I couldn’t dance,† she explained. We all stared. â€Å"Okay†¦Ã¢â‚¬  I wondered if maybe I should have read the mentor’s handbook after all. â€Å"Let’s see it.† â€Å"See what?† â€Å"You. Dancing.† Tawny looked around the room in terror. â€Å"Here?† she squeaked. â€Å"In front of all of you?† â€Å"If you can’t take your clothes off in front of your friends,† said Peter, â€Å"who can you take them off in front of?† I elbowed him. â€Å"I can’t,† she whispered. â€Å"Tawny,† I barked. My voice held the authority of a drill sergeant. She jumped. â€Å"I am not making out with you until the end of time. You want to do this, then you’ve got to work for it. Now, take off your clothes.† â€Å"Oh,† said Hugh. â€Å"I’ve waited ten years to hear you say that to another woman.† I found my stereo remote and turned it on. â€Å"Tainted Love† started playing. â€Å"I can’t strip to the eighties!† â€Å"Tawny!† With a terrified look in my direction, she moved to the center of the living room. At first, she just kind of stood there, and then, slowly, she tried to step in time to the music. I say tried because she was so off the beat, it was astonishing. I don’t think I could have been that out of sync if I’d tried. Finally, she gave up moving her feet at all and simply focused on her upper body, swaying her arms and torso slightly. It was the most awkward, uncomfortable spectacle I’d ever seen. At last, she decided she’d â€Å"danced† enough and began removing her clothing. She apparently couldn’t multitask, however, and gave up all pretenses of moving to the music. Instead, she stood still and started unbuttoning her zebra-print blouse. Her fingers fumbled on the third button down, and it took her almost thirty seconds to unfasten it. â€Å"Stop, please stop,† I said, turning off the music. â€Å"Your goal is to take years off people’s lives, but not like this.† â€Å"Was I bad?† she asked. â€Å"No,† I said. â€Å"You were terrible.† She stuck her lower lip out in a pout. â€Å"Oh, come on,† said Cody, ever the kindly one in our group. â€Å"That’s kind of mean.† â€Å"Hey, I’m supposed to be a teacher, not a friend.† â€Å"The School of Georgina is a harsh one,† intoned Peter solemnly. â€Å"It’s not that easy,† Tawny said, looking at me accusingly. â€Å"If you really are my teacher, then show me how to do it.† Four faces watched me expectantly. I started to protest, then remembered that helping Tawny meant Niphon would leave Seattle that much faster. Getting up off the couch arm, I took her place in the center of the room. â€Å"Okay, first off, you’re missing two things. One, listen to the music and move with it. There’s a beat. Find it. Move your feet and your body – your whole body – to it. Become part of it.† Tawny’s blank look told me I was getting too esoteric for her. â€Å"Then, when it comes time to take off your clothes, remember that you’re not doing it to be practical. You’re doing it for someone else. Make it dramatic. Make it artful.† I turned the stereo on and clicked to the next track on my mix CD. It was â€Å"Iron Man.† â€Å"Hey!† Tawny said. â€Å"How come you get metal?† â€Å"Not even you can strip to Ozzy,† scoffed Hugh. I gave him a sidelong glance. â€Å"I can strip to anything, baby.† I started moving. For me, there was no thought required at all. I’d been a dancer since my mortal days. I loved it. There was no music. There was no me. We were the same being. My body flowed to its melody and rhythm, every one of my movements graceful and sensual. I didn’t even pay attention to my friends. I just let myself get lost in the dance. I didn’t have much on to begin with. I had panties and a bra underneath the robe, but I intended to leave them on. I was close to my friends but not that close. But, I made the most out of taking off the robe, letting my hands slide over my silk-covered body. I slowly untied the sash, drawing the experience out, and finally let it slip to the floor. I took my heels off with equal deliberateness. Literally never missing a beat, I told Tawny, â€Å"When you’ve got this down, we’ll move onto lap dances.† I moved over to where Hugh sat on the loveseat and positioned my legs so that I straddled him while barely touching him. A stripper’s art. I ran my fingers through my hair, my body still rippling like a ribbon. â€Å"Hey, big spender,† I said. He looked appreciative but more amused than anything else. He reached into his pocket and pulled out a one dollar bill. â€Å"Hugh,† I said. â€Å"Don’t insult me.† With a sigh, he produced a five and tucked it underneath my bra strap. â€Å"Hey, Seth,† Cody suddenly said. I looked up and saw Seth standing in the doorway. When Tawny had come barreling through, I’d left the door ajar. A look of comic bemusement was on his face. â€Å"Hey,† he said, studying me. â€Å"So†¦you’re paying for dinner?† I crawled off Hugh’s lap and pulled the five out of my strap. â€Å"Only if you want to go to Taco Bell.† Cody handed me a twenty. â€Å"Make it a Red Lobster.† My friends got up and moved toward the door, and I assured a distraught Tawny that I’d think of something to help her. Giving up any more attempts at manually getting ready, I shape-shifted into jeans, low boots, and another cashmere sweater. A three-quarter-length gray wool coat covered it all. I grinned at Seth, who was shaking his head ruefully. Compared to the other things he knew I did, an impromptu striptease was pretty low-key. â€Å"And you thought I didn’t earn my keep.† â€Å"No comment,† he said, taking hold of my hand. How to cite Succubus Dreams CHAPTER 8, Essay examples

Audit standard free essay sample

Under attestation engagement, an evaluation of subject matter would have already been conducted by the responsible party against a set criteria. We will write a custom essay sample on Audit standard or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As this evaluation is usually given in the form of a report issued to the intended users by the responsible party. This report is actually a claim by the responsible party of a fair evaluation of subject matter. On that assertion made by the responsible party practitioner is asked to confirm whether such assertion of evaluation is fair or not. An engagement to ttest the assertions of responsible party is called attestation engagement. And at the conclusion of attest engagement, practitioner will issue a report in which he may word his opinion as follows: Example 1: In our opinion, the responsible partys assertion that forecasts has been prepared on best estimate basis, is fair. Example 2: In our opinion, the responsible partys assertion that internal controls are working effectively, is fair So, from above discussion we understood that attestation ngagements are a sub-set of many different forms of assurance engagement in which a practitioner issues a report to attest the assertions of against a set criteria. However, assurance engagements is Just any engagement in which users degree of confidence of is reinforced which need not to be attestation When dealing in any kind of business, it is very likely that one will, at some point, come across the need for assurance services, attestation services or auditing services. These common accounting practices are needed and used in many different scenarios, and, more ften than not, are performs by licensed certified public accountants, or CPAs as part of a service toa business client. In order . o better figure out which, if any, of these services are needed, it is imperative that one understand the principal differences between the three. An assurance service is usually requested and completed when it is necessary to better gauge a risk and the reliability of the information at hand. This service, which is independently done and usually by a CPA, assesses all of the information and determines how accurate it all is. Based on that outcome, it then determines how much risk is involved if one were to rely solely on that information on which to make a decision. An audit, for example, is a service that can be classified as an assurance service. Attestation services are requested when it is necessary to check the accuracy of someone elses claim about the reliability of information that has been provided. This service, which is sometimes performed by CPAs or attorneys, usually comes in the form of a letter that states whether or not they feel that the nformation provided by another is as accurate as they claim it to be. By attesting to it, they are essentially saying that they believe the information provided to be accurate and trustworthy, thereby lessening any risk associated with its reliability. Auditing services are used to gauge how well a businesses practices and principals are working. An internal audit determines if the rules are being followed and whether the rules in place are beneficial as they are or if change is required to reap greater benefits to the company audit standard By anufly

The Color People Essays - The Color Purple, Language Of Angels

The Color People The Color People Rape, incest, sex , forced labor, and a little reefer on the side. These are all of the components of a Novel by Alice Walker. All of these views are illustrated proficiently in Alice Walkers third novel, The Color Purple. Each one of these aspects had a lasting impression upon the ideals and notions of the time. Walker's writing's helped to break the racial barrier that existed in some people's minds. One way that the barrier was destroyed was through Walker's depiction of an imperfect black person. If a white person wrote about a less than perfect black person than it was considered racist. Now that a black person is writing about other blacks that are foretaking in acts that are, in their eye's, immoral and corrupt, the subject is brought into a new light. These actions are discussed out in the open, and the idea that all people have their own "flaws", is thought to be more fisable. Walker combines all of these issues in her story in a deceptive way. They all are linked together by way of a semi-believable story line with one major overlaying theme. Prescott sums it up nicely, "Love redeems, meanness kills"(p74). This is illustrated in many ways in Walker's novel. One perfect example of this is Mr. _____. Mr. _____, as he is called throughout the novel, was a wife beater, who, having been denied Celie's sister, marries Celie to look after his children. He beats her and rapes her and is just plain nasty to her. Finally, one day, after Celie discovers another mean thing that Mr. ____ did to her, she leaves with her girlfriend to start a new life. Mr. _____ is left all alone. He starts to fall apart. He becomes afraid of the dark, and just gives up on life. That was his meanness that started to destroy his life. Now, just as Mr. ____ is nearing death, his son Harpo, starts to take care of him. Mr.___ starts to love him again. Now Mr.____'s life takes a towards revival. He becomes a new man. Once he starts to love his life starts to look up again. His and his son's love redeemed him. "The more I wonder, he say, the more I love. And people start to love you back, I bet, I say. They do, he say, surprise. Harpo seem to love me." (Walker, pg. 290) Walker's novel is very unique in regards to style. Her use of black idiom is very effective and adds the extra fragment of actuality and authenticity to the story line. "Walker's use of language, especially Black idiom, is masterful and adds poignancy and depth to the narrative." (Another characteristic of Walker is the inclusion of highly controversial and unique circumstances in her novel. For example, many authors of the time, black or white, would address the idea of either inter-racial or same-sex relations. Walker was an active feminist and her voice and opinions show through in many of her novels. The Color Purple includes many dynamic characters throughout. Mr._____ is a good example of one such character. In the beginning of the novel he is a mean, strange old man who only marries Celie because he needs somebody to look after his kids. Mr.______ is really in love with her sister, but their father decides that her sister Nettie is too young for marriage so he settles for Celie. This shows how unfeeling Mr.____ is in the first portion of the novel. He beats his wife and overworks her and rapes her and abuses her. He is an all around bad guy. "First he put this thing up gainst my hip and sort of wiggle it around. Then he grab hold my titties. Then he push his thing inside my pussy. When that hurt, I cry. He start to choke me, saying you better shut up and git used to it." (Walker, pg. 1,2) However, Mr.____ comes upon a big change in his life when Celie finally leaves him. Mr.____ is left all by himself and forced to survive and maintain himself on his own. Here is where he runs into some problems. Here is where the big change takes place. Mr.____ changes his evil ways and begins to show some compassion and love. The end of the novel depicts a markedly different Mr.____ then the beginning of the novel portrays. In the end of the novel Mr.____ and Celie actually have a civilized conversation and begin to see face to face. They become friends and often visit each other's homes and

Free Essays on Violence In The Media

â€Å"Monkey see, monkey do† has become a well-known saying in today’s modern, media-warped society, but is it correct? What has the world come to these days? It often seems like that everywhere one looks, violence rears its ugly head. We see it in the streets, back alleys, school, and even at home. The last of these, our homes, is a major source of violence. In many living rooms, there sits an outlet for violence that often goes unnoticed. It is the television. The people who view it are often pulled into its realistic world of violent scenes with sometimes devastating results. Much research has gone into showing why our society is so mesmerized by this glowing box and the action that takes place within it. Only a mere sixty years ago the invention of the television was viewed as a technological breakthrough with black and white ghost-like figures on the screen so small, hardly anyone could see them. Today that curiosity has become a constant companion to 90% of the American population (Sherrow 26), mainly, children and teenagers. Unfortunately, it is these violent programs that are endangering our present-day society. Violent images on television, as well as in the movies, have inspired people to set spouses on fire in their beds, lie down in the middle of highways, extort money by placing bombs in airplanes, rape, steal, murder, and commit numerous other shootings and assaults. (Brown 78) Most of what is broadcast or transmitted, even in the news, today is with reference to the chaotic condition of our planet. The more atrocious the event, the more publicity it receives. â€Å"The average American child will witness†¦200,000 acts of media violence by the time that child graduates from high school.† (Sherrow 6) â€Å"Children have never been very good at listening to their elders,† James Baldwin wrote in Nobody Knows my Name. â€Å"But they have never failed to imitate them.† (Sherrow 56) This basic truth has all bu... Free Essays on Violence In The Media Free Essays on Violence In The Media â€Å"Monkey see, monkey do† has become a well-known saying in today’s modern, media-warped society, but is it correct? What has the world come to these days? It often seems like that everywhere one looks, violence rears its ugly head. We see it in the streets, back alleys, school, and even at home. The last of these, our homes, is a major source of violence. In many living rooms, there sits an outlet for violence that often goes unnoticed. It is the television. The people who view it are often pulled into its realistic world of violent scenes with sometimes devastating results. Much research has gone into showing why our society is so mesmerized by this glowing box and the action that takes place within it. Only a mere sixty years ago the invention of the television was viewed as a technological breakthrough with black and white ghost-like figures on the screen so small, hardly anyone could see them. Today that curiosity has become a constant companion to 90% of the American population (Sherrow 26), mainly, children and teenagers. Unfortunately, it is these violent programs that are endangering our present-day society. Violent images on television, as well as in the movies, have inspired people to set spouses on fire in their beds, lie down in the middle of highways, extort money by placing bombs in airplanes, rape, steal, murder, and commit numerous other shootings and assaults. (Brown 78) Most of what is broadcast or transmitted, even in the news, today is with reference to the chaotic condition of our planet. The more atrocious the event, the more publicity it receives. â€Å"The average American child will witness†¦200,000 acts of media violence by the time that child graduates from high school.† (Sherrow 6) â€Å"Children have never been very good at listening to their elders,† James Baldwin wrote in Nobody Knows my Name. â€Å"But they have never failed to imitate them.† (Sherrow 56) This basic truth has all bu... Free Essays on Violence In The Media Violent Lyrics That Cause Violence Since the 70’s, music has been accused of being the cause of violent behavior. During the 70’s and 80’s, several heavy metal bands were being blamed for the sudden outbursts of violent behavior among teens. Back then, Ozzy Osbourne was the choice of blame among the media. They were accusing him of having secret messages in his ‘satanic’ lyrics, which hypnotized and manipulated the minds of young listeners everywhere. During the 80’s, punk bands began to take over the music scene. The media then directed the blame towards the new artists. In 1988, rap was invented. The media also changed their views on who to blame. They broadcast several stories on the news, on how new age music was affecting the lives of the next generation. Soon blame was put on the African American rap artists, believing that they were poisoning today’s youth. Rap music was becoming known as a bleak way for someone to express themselves, labeling rap as the newest r ebel music. People were beginning to believe stories that rap music lead to substance abuse, crime, rape and killing. Between ‘94 and ’95, punk rock was taken to new levels, when Marilyn Manson created the first industrial rock album. His unique style and originality were not welcome among society. The media started to point fingers at Manson as well. But for some reason, youth were attracted to his image. Today’s media, places blame on Eminem. His brutally honest lyrics were taken as insult to a lot of people. The media argues that the lyrics are to shock and offend people, when they may just be something used to catch a listener’s attention. The media has created a pattern by switching the blame from artist to artist. Its no surprise that when the subject of violent lyrics comes up, teens always have a good argument, no matter which side they’re on. There is one thing that is the same with all the artists who have been victims of the me...

Patron and Matron

Patron and Matron Patron and Matron Patron and Matron By Mark Nichol As Latin scholars may recognize, patron and matron are cognate with the Latin words for â€Å"mother† and â€Å"father.† However, their senses, and those of inflectional forms of these words, extend beyond the immediately family. Patron, which means â€Å"sponsor† or â€Å"supporter,† ultimately derives from the Latin term pater, meaning â€Å"father,† but the senses of its intermediate form, patronus, are â€Å"bestower,† â€Å"lord,† and â€Å"master† as well as â€Å"model† and â€Å"pattern.† (Pattern, as a matter of fact, stems from patron, the identical French forebear of the English word.) Because of the diversity of definitions, a patron can be a wealthy philanthropist who supports an artistic endeavor or a social cause or a mere customer of a business establishment. The similar-looking term patroon, a Dutch variation on the French word, denotes in historical American English usage a landholder in Dutch colonial territories in what is now the northeastern United States. Patronage applies in either sense to the act of being a patron. Likewise, patronize has a dual meaning: In its positive connotation, it simply describes being a customer, but it also has the pejorative sense of â€Å"condescend,† or â€Å"look down on,† from the notion of a person of higher social status arrogantly regarding someone of supposedly inferior standing. Two words that contain the letter sequence seen in patron but are descended directly from pater are patronym (literally, â€Å"father’s name†) and patronymic (literally, â€Å"from the father’s name†); the latter is both a noun and an adjective. Matron, from the Latin word mater by way of matron, meaning â€Å"married woman,† also has modern senses that deviate from its familial origins: The word now signifies a woman with a mature demeanor and high social status, though the adjective matronly derogatorily suggests someone of a certain age and a certain bulk. In a wedding party, however, a married maid of honor is called a matron of honor regardless of age or size. Historically, a female supervisor in a public institution such as a prison or a school was called a matron, and in animal husbandry, a matron is the female equivalent of a stud. Matronym and matronymic are the female equivalents of patronym and patronymic. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Slang Terms for MoneyHyper and Hypo7 Sound Techniques for Effective Writing

John Quincy Adams Article Example | Topics and Well Written Essays - 500 words

John Quincy Adams - Article Example One of his journal entries at forty-five is a statement filled with reflection upon a continuous personal struggle with insecurity as the country’s president passionately endeavored to resolve his own indifference in serving and shaping the American nation based on convictions established by his roots. To JFK, even if this meant desertion by the Federalist Party, his depicts a real story of unusual courage, a point when a reader shifts perspective from the common view of a heroic political figure but one may readily admit that the bravery shown through the profile of Adams is by itself justified. It truly takes a huge amount of courage to be able to convey imperfections across a multitude who are in typical recognition of flawless leaders only. One of his journal entries at forty-five is a statement filled with reflection upon a continuous personal struggle with insecurity as the country’s president passionately endeavored to resolve his own indifference in serving and shaping the American nation based on convictions established by his roots. To JFK, even if this meant desertion by the Federalist Party, his depicts a real story of unusual courage, a point when a reader shifts perspective from the common view of a heroic political figure but one may readily admit that the bravery shown through the profile of Adams is by itself justified. It truly takes a huge amount of courage to be able to convey imperfections across a multitude who are in typical recognition of flawless leaders only. Daniel Webster As an ideal example of a man with an authentic word of honor, Pres. J. F. Kennedy paid tribute as well to Daniel Webster who did not cease at aiming to win favor for the cause of the Union while working to impede the natural course of the Civil War. Like the few other notable profiles, Webster occurs to be characterized in Kennedy’s creation as a man who deserves even the reverence of the modern world for taking grave risks in the act of unifying the States at the expense of his profession and the economy attached to it. In all eloquence, D. Webster expressed his determination to pursue his undaunted convictions toward the preservation of the Union to the extent of not receiving a due acknowledgment after tedious hours of dedicated speech and as if he were constantly at the frontline of the stiff rivalry between the irreconcilable South and North. One evidently identifies in his case one of JFK’s most admired traits, as firmly standing for what the man co nsiders as his sense of fervent and unbreakable truth. This had been adequately manifested in Webster’s manner of persuasion in tone or his astounding presence of spirit and verbal delivery that could be felt spontaneously radiating from out of a solid core or a well-integrated whole where mind and heart are a single entity so that audience at the time acquired the impression that ‘he looked like one, talked like one, was treated like one, and insisted he was one (Kennedy 53).’Â  

The Social Workers Role in Multidisciplinary Team Essay

The Social Workers Role in Multidisciplinary Team - Essay Example Realizing that the social worker's role is strongly influenced by the current trends and changes shaping the 21st century, this paper will look at the current role of social worker. The first part will generally discuss the important functions of social worker in the society. Afterwards, this paper will specifically expound on the crucial part played by the social worker in multidisciplinary teams. Generally, social workers carry out six basic functions in the society. Firstly, social workers are often seen as counselors who help various individuals in addressing their personal dilemmas. This counseling role has been a "powerful and recurrent ideas throughout the history of social work" and "has been closely associated with its core values of respect and recognition of the inherent role of the individual." Social work is often linked on how successful these agents are in extending their wisdom on distressed people. Second, social workers are expected to act as advocates of the poor and socially excluded, serving as a voice that will inform specific societal institutions of their needs and demands. Social workers also partners with abused and "disempowered" individuals and group with the core objective of empowerment. These agents are also irrefutably tasked to assess the needs or risks faced by groups and individuals. In order to efficiently carry out their role, social worker s also function as care managers who arrange care for individuals. Lastly, social workers are agents of social control who aids in maintaining the social system "against the demand of offenders" or other individuals possessing problematic behavior (Asquitin, Clark, and Waterhouse 2004). With the aforementioned roles carried out by social workers, they are, in fact vital in maintaining a healthy, efficient, and well-functioning society. Social workers are essential forces which shapes each society by ensuring that they help preventing the rise of societal problems. If problems are already present in a community, social workers are there to give solutions to these problems. These are the basic roles of the social workers in the general society. This is also the reason why they are often a part of multidisciplinary teams for child protection, family care, and patient care. Thus, in order to fully see how these general functions are carried out, this paper will look at a closer milieu which features the workplace of social workers-in multidisciplinary teams. Multidisciplinary teams are "groups of professionals from diverse disciplines who come together to provide comprehensive assessment and consultation" (What is a Multidisciplinary Team n.d.) The primary purpose of multidisciplinary teams is to help team members resolve difficult issues and fulfill a variety of additional functions according to their disciplines. In the case in child protection teams, typical members are child, youth, and family social workers, police, child abuse team, doctors for sexual abuse care, health workers, care and protection coordinators, care and protection resource panels, and community organizations. It should be noted that as a multidisciplinary team, these members represents different approaches to child protection, different skills, and specialization. Thus, they are imbued

Dtlls - Enabling Learning and Assessment Essay Example for Free

Dtlls Enabling Learning and Assessment Essay Coursework 1 – Reflective Account of Peer Assessment Activity Within this piece of work I will be reflecting on an assessment activity used by a peer whilst I was observing their lesson for A-level psychology. The learners were all aged 17-19 and the lesson was on theories of depression and was a revision session for learners before their exams the following month. The assessment activity was an informal formative assessment where the students were placed into groups of two or three learners and were then given an area of the subject matter, the learners then had to create revision notes as a group on a piece of flipchart paper using their own notes and text books. The learners were then given 15 minutes to revise these notes, once this time was up the tutor then asked the learners to all find a new partner and then teach their revised notes to their peer. The ‘tutor’ peer would try to give all their key notes without looking at the flipchart, but some learners were allowed when they got stuck on certain points. The ‘student’ peer would have to take written notes to aid with their revision. The learners would then swap in their pairs and the roles would be reversed, after both learners had shared their revision notes they would then swap again to find a new learner to pair with, this process continued until all learners had a full set of revision notes for the subject. Brown et al on the subject of assessment ‘validity’ state ‘It is often described as the match between what is intended to be measured and what is measured.’ (Brown et al., 1997, p.239). I believe this activity was very valid as it allowed the tutor to assess the notes the learners would be revising from for a summative exam in the future. The aims of this assessment were explained in full detail and the learners understood what was expected of them from this activity. The point of the activity was for peer learning to take place to aid revision in the subject of theories of depression; this was definitely achieved by the end of the lesson as every learner had a full set of revision notes on each aspect of the subject confirming the validity of the assessment. The students were in charge of creating their own notes in each group and then passing these notes onto their peers, this does cause some reliability issues as with all learners some students may have put more effort into their revision notes than others. Therefore you may get a learner who has put as much information into his or hers notes as possible giving a vast amount of knowledge on a certain area of the subject and they may then  receive from a peer basic knowledge of another area of the subject. Reece and Walker talk of ‘reliability’ as ‘the ability of a test to consistently measure what it is supposed to measure.’ (Reece and Walker, 2007, p.348), I believe this method of assessment does not consistently measure but the tutor did circulate the classroom at all times aiding learners if they were finding it hard to put key points down on paper. This method does however aid differentiation as less able learners were given the chance to gain knowledge of the subject from more able learners. The more able learners also had the chance to practice and develop their subject knowledge aiding revision in the class. Word Count: 520 References Brown, G., Bull, J. and Pendlebury, M. (1997) Assessing Students Learning in Higher Education. Oxon, p.239. Reece, I. and Walker, S. (2007) Teaching, Training and Learning: A Practical Guide. 6th ed. Sunderland: Business Education Publishers Ltd, p.321. Coursework 2 Assessment Information within own Organisation Assessment information within my own organisation is recorded from the beginning of a learner joining the college. Every potential student as part of the interview stage takes part in a minimum core assessment; this is a basic screening test to assess the student’s literacy and numeracy skills. This initial assessment allows us to correctly place the learner on the right level of course. These results are placed in the college database, following the enrolment of each learner the minimum core results form a group differentiation profile for each class; put together by the course leader. This profile is used by the tutor so they can differentiate learning tasks and understand individual learner’s needs from the very beginning. Once the course commences formative assessments are created by the tutor and used in each lesson. Each learner receives feedback from these assessments and if needed, targets can be set so the learner is clear on what is expected of them. Validity and reliability of assessments used during a course are checked at regular standardisation meetings within curriculum teams, these take place to sample marking of formative and summative theory assessments. Allowing tutors to internally verify samples of learners work so all tutors  in the department are consistent in their marking. Reece and Walker explain ‘validity’ as ‘how well the test measures what it is supposed to measure† (Reece and Walker, 2007, p.321). Within these meetings the team will also evaluate and create formative and summative assessments for future use; a chance to share good practice. The meetings are also used to discuss practical assessments as different tutors can have differing views on as sessment criteria; this aids the reliability of the assessments. Summative assessments are entered on a standardised tracking document which every tutor in the department can access. Updating this tracking document then enables each tutor or the head of department to see the progress of every learner helping to identify any ‘at risk’ students who may need more attention or end up not completing the course. This document is shared with the learners; they can see what still needs to be achieved to gain their qualification and how far they have come in terms of progression, this aids motivation in the classroom and also a sense of achievement to see how much they have already completed. The learners have logbooks provided by the awarding body VTCT, this is where tutors record all practical summative assessment and sign off to say they have met the criteria set by VTCT. The logbook is used by the learner to build a portfolio of consultations forms and photographs from practical’s, written assignments and any online tests the learner has to complete during the course. The college also uses Pro-Monitor a computerised package which tutors can record individual learner progress and set targets for learners to achieve by a certain time. Learners can access Pro-Monitor and input individual targets they wish to achieve, it can also show them graphs and visual aids on how much of their qualification they have achieved, this is brilliant for more visual learners who may find written feedback harder to understand. These different ways of recording assessment information are vital in enabling tutors to identify when students are falling behind and planning for future development, a side effect of not using these implements could be learners nearing the end of their course without completing assessments that are mandatory. References Reece, I. and Walker, S. (2007) Teaching, Training and Learning- a Practical Guide. 6th ed. Sunderland: Business Edition Publishers, p.321. Coursework 3 – Evaluation of Assessment Activities Assessment is defined by Gravells and Simpson as ‘a measure of learning, at a given point in time. Relevant skills, knowledge and/or attitudes can be measured towards a subject or qualification.’ (Gravells and Simpson, 2008). There are three main types of assessment; initial, formative and summative; these types of assessment can then be informal in the way of crosswords, gapped hand-outs, quizzes, discussions and journals or they can be formal in the way of exams, assignments, tests and observations. Formative assessment, used properly, is such an integral part of the teaching and learning process that it could be argued that it shouldn’t even be called assessment. When we consider teaching and learning methods, many of them – questioning, case studies, and projects – are also assessment methods used as learning checks. Scales states ‘Assessment for learning is based on the belief that everyone can learn and formative assessment is a key strat egy to help learners improve and develop’ (Scales, 2010) With this in mind the first assessment activity to be evaluated is a crossword used as an informal summative assessment. Crosswords are a simple and easy way of assessing learner’s knowledge during a unit. Crosswords can be uploaded to the college interactive website ‘cloud’, learners can then download the activity as a form of homework or as an extension task during directed studies. These can then be handed in to the tutor for marking. A more effective method is to use a crossword as learning check during a lesson; once the learners have completed the crossword they can then discuss as a group the answers. The tutor can also use extended questioning, asking more able learners to explain in more depth an answer to help aid differentiation. Feedback from learners suggests that crosswords are a challenging way of testing knowledge and encourages the learners to look at subject matter in different ways without having to sit tests all the time, which can be very daunting for certain learners. Something gained from feedback from a group of level 1’s, is that because a majority of the learners have learning needs which affects their literacy; they find the crossword in itself challenging to complete. To overcome this it has been noted that providing learners with a word bank of key words for each unit has helped in completing such tasks as  crosswords, as the learner still needs to know which word they are looking for but aids in developing their spelling for the future. Feedback is the most important part of formative assessment; research suggests that immediate oral feedback is the most effective, whether this is done by one on ones or as a group discussion. The feedback provided should be developmental and make the learners extend their thinking and learning to a higher level and should also focus on positive points first before moving onto more ‘developmental’ area’s for the learner to consider. By conducting formative assessment it can ensure that the teacher gains a full understanding of the learners existing capabilities so that realistic goals can then be set and additional support if needed can be organised. With this feedback individual targets can then be created for each learner and placed on the college Pro-Monitor system where the learners can access their targets as and when needed to see how they are developing in the course. Learners are also encouraged to create their own personal targets on Pro-Monitor, using feedback from formative assessments it allows learners to realise key strengths and weaknesses to help in creating these targets. The use of this feedback is very much like the idea of ‘scaffolding’, Bruner (Wood et al., 1976) coined this term in the 1950’s and believed using a more knowledgeable other to challenge the learner to achieve more by providing ‘scaffolding’ to help them climb to higher levels. Learners in dialogue with teachers can see where they want to reach but initially may need help in the form of questions, prompts and pointers to get there. Summative assessment is the assessment of learning and it leads to the gaining of qualifications and grades. Weeden suggests ‘Summative assessment is a snapshot judgement that records what a learner can do at a particular time.’ (Weeden et al., 2002, p.19) This process of qualification is important for learners and it is good to keep in mind the emotional aspects and design of assessment in relation to validity and reliability. With this in mind the second assessment activity to be evaluated is a practical observation used as a formal summative assessment. Practical observations are used throughout all 3 NVQ levels in beauty therapy as the subject is extremely vocationally based. Beauty therapy NVQ’s are broken down into units, for each unit there will be practical assessments that have to be completed at the end of the unit, where the learner is observed and assessed by the teacher. VTCT are  the awarding body for the beauty therapy NVQ’s and they set out the practical assessment criteria for each unit, this criteria is printed in the learners logbooks which is where each assessment is signed off if a pass has been achieved. To aid the reliability of the practical assessments all beauty lecturers at the college come together at standardisation meetings where the criteria is discussed in detail and a learner marking sheet is created which includes each of the areas the learner has to meet to gain a pass in the assessment. If this was not done each teacher could interpret the assessment criteria in different ways therefore learners would not be assessed fairly and reliably. Petty states ‘the same examiner should give the same mark if they unknowingly mark a script twice on different days’ (Petty, 2009), using standardisation this means that even with practical based assessments the results should always be the same. To help learners during practical assessments learning outcomes are written on the whiteboard to highlight key points they will need to show competency in or do to achieve a pass in the assessment. During the observation the teacher will also ask questions to the learners to help achieve the unit criteria, this is also where differentiation of the learners can take place as more able learners will be asked more open-ended and higher order questions then less able learners who will be asked standard criteria questions. The use of cameras in practical assessments is something that is still fairly new and is being experimented with but does seem to show some success. As part of the observation learners have to keep their working area clean and tidy and show due regard for health and safety, the teacher can now take pictures of each learners working area before the assessment takes place and then at the commencement of the assessment. With regards to practical assessments like nail art, make-up and face painting the finished article can also be documented by a photo that the learner can then be used in their own portfolio to be sent to the awarding body. From these pictures the teacher can then feedback to the learner at the end of the assessment any positive points of the practical and also any areas that the learner would need to further develop, the learner can then have these pictures as a visual aid to understand how they can improve for the next assessment and also works as a good revision aid for the future. Another approach to embrace ICT in assessments is to video learners assessments so they can themselves evaluate  and feedback on client care and professionalism during their observation. It has been noted that using cameras in practical observations has been received well by the learners, they have commented that it brings a new dimension to receiving feedback and allows them to visualise areas they need to focus on improving and reinforces the assessment criteria for them too. Feedback from practical observation is given individually immediately after the learners assessment, feedback is given verbally with key points both positive and ones for development are written on the bottom of the consultation form the learner completed during the assessment (these consultation forms also go into the learners portfolio). Practical assessments can leave a lot to interpretation by the teacher so it is important the practical marking sheet is filled in during the observations and a pass or fail is determined by how many of the boxes the learner showed competence in, depending on which level the learner is currently studying determines the number of criteria they need to meet. Learners can feel very nervous and daunted by practical assessments at the beginning of the year as it the proverbial ‘unknown’, formative practical assessments do help to calm learners worries as they are a ‘trial run’ of the summative assessment, also setting out some time to explain and discuss the unit assessment criteria and what will be expected of them from this. During the practical observations themselves the use of cameras also seems to help learners forget the formalness of the observation and relax into the assessment. In conclusion all assessment methods should be a positive contribution to learning and good assessment activities are important to aiding teaching. However assessments are only worthwhile if they assist the learner and teacher to move through the learning outcomes of the unit, otherwise it is irrelevant. Designing assessment activities which stretch the learner’s abilities and promotes their development is a skill that comes with experience and understanding of the current learners on your course and it is definitely something that will always be tweaked and changed throughout your career. Word Count: 1,594 References Gravells, A. and Simpson, S. (2008) Planning and enabling Learning in the Lifelonf Learning Sector. Exeter: Learning matters, p.50. Petty, G. (2009) Teaching Today – A practical guide. 4th ed. Cheltenham: Nelson Thornes. Scales, P. (2010) Teaching in the Lifelong Learning Sector. Berkshire: McGraw-Hill Education, p.180. Weeden, P., Winter, J. and Broadfoot, P. (2002) Assessment: Whats in it for schools?. London: Routledge Falmer, p.19. Wood, D., Bruner, J. and Ross, G. (1976) The role of tutoring in problem solving. In: Journal of child psychology and psychiatry., pp.89-100.

Thomas Pynchon in TV Land: The Televisual Culture in Vineland :: TV Television Cultural Essays

Thomas Pynchon in TV Land: The Televisual Culture in Vineland Mark Robberds’ 1995 Article "The New Historicist Creepers of Vineland" is an insightful look into how Thomas Pynchon’s 1990 novel fits the new historicist criteria of Michel Foucault, Stephen Greenblatt, and other new historicists. He convincingly argues for the "vinelike" characteristics of the novel, and shows how it is "genealogical in structure and archeological in content" (Robberds 238). What Robberds means is that Vineland is a complex narrative with more characters than a three-part miniseries. The book, which opens in 1984, is set as much in the sixties as in the eighties. After meeting each character, we are treated to their history and interaction with other characters over the previous fifteen to fifty years, in some cases tracing back to their parents and grandparents. All this personal and cultural history fits into Robberds’ definition of Foucault’s new historicism nicely, but Robberds seems so eager to fit Vineland into this box that he mis ses one of the true pleasures of reading Pynchon. Robberds writes that Greenblatt and others treat texts as "‘cultural artifacts’ with no intrinsic aesthetic value, but as microcosms of cultural and institutional patterns" (Robberds 238-9). He expands on this idea in a section of his article called "Cultural Artifacts: A Televisual Guide to Vineland:" Vineland does not seem to provide an avenue for directly mimetic passage from text to reality, unless one intends to read all mention of popular culture in the text as essentially parodic. The text neither applauds nor parodies the televisual but presents it instead as "cultural artefact." (244) This position is contradicted by the text, in which Pynchon parodies television to no end. Robberds supports his statement by quoting characters saying, "It was like being on Wheel of Fortune" (Pynchon 12), but he doesn’t mention passages like "†¦Twi-Nite Theatre, which tonight featured John Ritter in The Bryant Gumbel Story†¦" (Pynchon 355). Television is more than just "cultural artefact" in Vineland; it is a medium for Pynchon to parody and over which to pass judgement. J. A. Cuddon’s A Dictionary of Literary Terms defines parody as: The imitative use of words, style, attitude, tone, and ideas of an author in such a way as to make them ridiculous. This is usually achieved by exaggerating certain traits, using more or less the same technique as the cartoon caricaturist. In fact, a kind of satirical mimicry.

Economics Classical and Keynesian Essay

1. Suppose during 2012 there is a sudden unanticipated burst of inflation. Consider the situations faced by the following individuals—who gains and who loses? a. A homeowner whose wages will keep pace with inflation during the year, but whose monthly mortgage payments will remain fixed. This person has gained. Nominal income is income that you receive in a given time period and it is measured in current dollars. Real income is nominal income adjusted for inflation and is the purchasing power that your money has. Real income dictates the amount of goods and services the nominal income will buy. The homeowner’s nominal income has increased (say 3%), but inflation has increased by the same amount (3%). The 3 percent increase in inflation reduces the 3 percent increase in nominal income, so the nominal income has not increased faster than inflation. The nominal income has kept pace with inflation. The homeowner’s gain is in regards to his fixed mortgage. Because his mortgage is fixed, it is immune to the inflation increase. If his nominal income in 2011 is $30,000 and his mortgage is $12,000 per year, he has $18,000 remaining to pay all other expenses in 2011. If the homeowner receives a 3 percent raise, his nominal income for 2012 will be $30,900.00. His mortgage payment is fixed and will remain $12,000.00 per year. This leaves $18,900.00 of nominal income. When you reduce this nominal income by 3 percent to adjust for inflation, the homeowner has $18,333.00 of real income to pay for all other expenses in 2012. This is an increase of $333.00 from the year 2011 to 2012. This is not a huge increase, but this homeowner does gain. He can purchase more goods and services in 2012 than he did in 2011. 2011 Budget 2012 Budget Nominal income for 2011 $30,000.00 Nominal income for 2012 with 3% raise from 2011 $30,900.00 Mortgage in 2011 $12,000.00 Mortgage in 2012 $12,000.00 Money remaining for other expenses $18,000.00 Money remaining for all other expenses for the year 2012 before adjusted for inflation $18,900.00 Subtracting 3% from $18,900.00 to adjust for inflation, the real income per year is $18,333. This is the money remaining for all other expenses in 2012: $333 more than in 2011. $18,333.00 b. An apartment landlord who has guaranteed to his tenants that their monthly rent payments will remain the same as it was in 2011. The landlord loses because he receives less real income when inflation increases unexpectedly. The rent from his tenants becomes less than if prices had remained stable. The landlord’s income comes from the rent payments of the people living in the building. If he collects $200,000 in 2011 from rent payments, his nominal income for 2011 is $200,000. If inflation is 3 percent in 2012, his real income decreases. Real income is nominal income adjusted for inflation. Three percent inflation would reduce the nominal income by $6,000. This person’s real income would be $194,000. This is obviously less purchasing power than he had in 2011. Because the landlord’s nominal income stays the same and prices increase, his real income falls and his money has less purchasing power. He can buy fewer goods and services in 2012 than he did in 2011. The landlord’s nominal income has not risen faster than the rate of inflation and he ends up with a smaller share of total output. Inflation causes a redistribution of income and wealth. The landlord’s income has been redistributed. Inflation has caused $6,000 of the landlords’ money to be redistributed to the tenants. The tenants will continue to purchase at least as many goods and services in 2012 as they did in 2011. The landlord’s real income will fall relative to people whose nominal income increases with inflation. This income redistribution acts like a tax. It takes income or wealth from one group and gives it to another. Those who have gained in this situation are the tenants whose rent will not increase, but the landlord loses. c. A retired individual who earns a pension with a fixed monthly payment from their past employer during 2015: This person has lost. His nominal income remains the same, but his real income decreases because of  inflation and his dollars have less purchasing power. He has less money in 2012 to purchase goods and services than he had in 2011 and his standard of living decreases. He is able to purchase fewer goods and services than he could the previous year because his nominal income has remained the same and his real income is less. His real income has fallen relative to those whose nominal income has increased. His nominal income does not keep pace with inflation and he ends up with a smaller share of total output. 2. Explain the difference between REAL and NOMINAL GDP. Which do you suppose would be the more important measure when looking at long term economic growth as shown in the Aggregate Supply/Demand model? Gross Domestic Product is the dollar value of all the output of goods and services produced in a year in a country. Nominal GDP is that dollar value expressed in current prices. Real GDP is nominal GDP adjusted for price increases (inflation). Nominal GDP is calculated using current prices and real GDP is calculated using constant prices. Real GDP is an inflation-adjusted measure of physical output. Real GDP is the more important measure when looking at long term economic growth. The rate of economic growth measures the annual percentage increase in real GDP. Real GDP is the variable that is used to mo nitor long-term growth in the economy because it is the most comprehensive measure of economic activity. The Aggregate Supply/Demand model focuses on the behavior of two variables, the economy’s output of goods and services, as measured by real GDP; and the overall price level, as measured by the CPI. The output on the horizontal axis of the model is real GDP, which is the measure of the true value of annual national production. The amount of GDP output varies every year and so does inflation. Therefore, how we measure real GDP growth must be adjusted to reflect inflation. If the economy of a country in 2000 allowed for output to reach $100 million and in 2001 the economy allowed for output to reach $110 million, it appears that the economy has grown by 10 percent; but this is nominal GDP and has not been adjusted for inflation. When you adjust 2001’s GDP for inflation, say 5%, the real GDP for 2001 is $105 million. The economy has actually grown by 5 percent and $5 million dollars. This is still a large number, but not as large as $10 million. If you use nominal GDP to measure long-term economic growth, you are not getting the true picture of how much output has increased, or if it has actually fallen. If nominal GDP increases by 2 percent, but inflation  increases by 3 percent, output has actually declined by 1 percent. If you use nominal GDP, it could look like output has had a huge increase from year to year, but this gives a false measure. Nominal GDP has to be adjusted for changing price levels. Real GDP gives us an accurate reading of GDP because it measures output at constant prices. The more important measure of economic growth is reflected through real GDP. 3. Classical and Keynesian economists believe in a different role for the government in dealing with recessions. Explain the differences between the two theories and the different roles. Classical and Keynesian economists see the role of the government differently when dealing with a recession. Classical economists believe in the invisible hand and Keynesian economists believe in a helping hand. From the Classical point of view, the economy is inherently stable. They believe there is an automatic mechanism (an invisible hand) that moves the market toward equilibrium and stability. The Classical theory is based on the principle that the market can regulate itself when left alone. When output declines, it is only temporary and the market will self-adjust. Classical economists believe the role of the government during a recession should be to leave the market alone (laissez faire). Government intervention can o nly bring the economy down and impede the market mechanism from working. In the long run, the good of the economy is best served if the government does not interfere. Classical economists believe that long-run growth is more important and short-run losses are acceptable. The Classical theorists believe that supply creates its own demand (Say’s Law). If a good is produced, it will be purchased. Buyers and sellers just have to find a price acceptable to both. Classical economists believe that the economy is stimulated when more goods are produced. The concept of flexible prices is very important to the Classical theory. When demand slows, sellers can lower their prices to increase demand and thus restore equilibrium. If demand is too high, sellers can raise their prices to restore equilibrium. Flexible wages are also important to the Classical theory. When someone is unemployed, they can find another job by working for less money. Flexible wages guarantee that anyone who wants to work will work. Keynesian theory states that the economy is inherently unstable and needs a helping hand to find its equilibrium. This helping hand comes in the form of government intervention. Keynesian economists believe that the market is not capable of  achieving equilibrium by itself and it is possible that disequilibrium will last for a long time. Keynes believed that small changes in output, prices, or employment were likely to be magnified, not correcte d, by the invisible hand. He believed that the depression of the 1930s was not a unique event. He argued that a depression would happen again if we relied on the market mechanism to self-regulate. He saw that macro failure was the rule, not the exception. In the Keynesian economic model, the government has the important role of smoothing out business cycle bumps to ensure economic growth and stability. Keynes believed in helping the economy in the short run, not the long run. When in a recession, the government should not wait to see when or if the market will self-correct. Keynes believed the government should intervene to save jobs and income. Keynes saw that policy levers are both effective and necessary. Without such intervention the economy would experience repeated macro failures. The Keynesian perspective argues that an economy left alone will not reach its full capacity. Corrective intervention can come in the form of government spending (increased or decreased), tax cuts, or tax increases. Also, Keynesian economists believe that if you demand it, it will be supplied. Keynesian theory maintains that most economies are demand driven and supply is based on demand. Keynesian theory believes in inflexible prices and wages. Prices do increase, but prices are not as flexible when going down. Suppliers must make a profit and will not supply at a loss. It is the same for wages. Wages do decrease, but they are much more inflexible when traveling in that direction. Keynes also saw that the economy does, at times, call for a budget deficit or surplus. Duri ng a recession, the government can increase spending and/or lower taxes. This will cause the budget to run a deficit. Keynes also felt that when the economy is in good shape the debt should be paid. Debt payment can come in the form of spending cuts and/or tax increases. Keynes saw nothing wrong with an unbalanced budget when it was needed to keep the economy healthy and running smoothly. 3. Which do you believe is the relevant one in today’s current economic downturn? Keynesian theory is the relevant theory in today’s economic downturn. The market does need a helping hand. The economy can self-adjust, but the downturns can last for long periods and people suffer during these times. Without government intervention, an economic downturn can continue as it did in the 1930s. The government does have  policy levers available that they can use to shift the aggregate demand and/or aggregate supply curves. These measures help restore the economy to its full production possibilities potential.

Life in the Student Lounge

The student lounge is a place which is characterized by a wide range of activities. There are students who come to the lounge to have discussions on coursework.There are students who come to the lounge just to have a good time. There are also students who come to the lounge to sleep. The lounge has all the modern facilities. It has internet connectivity, refrigerators, microwave ovens and a television set and it is air conditioned. It has very comfortable furniture consisting of red sofas and wooden tables that are always shining as if they were coated on with new paint every day. The floor has lush carpets.Just outside the lounge is a food and drinks vending machine. On the same floor as the lounge is the student canteen within a short walk from the lounge. In fact if you stand at the door of the lounge, you can see the student canteen. So it is possible for students to spend days in the lounge without having to go home.Typical happenings at the loungeThe lounge serves both curricul ar and extra-curricular activities. There are students who have lunch there. They go out to the canteen, get their lunch and bring it over to the lounge. There are students who bring their girlfriends over to have a talk.And if a group of students is contemplating throwing a party, then the first place they think of is the student lounge. When there is a break between semesters, the lounge is deserted.As the new semester starts, more and more students start to trickle in and the lounge begins to get crowded until near the end of the semester the lounge starts to become very noisy as a great number of students hold group discussions on coursework nearing the submission date. As mentioned before, the entrance to the door requires the ID card for verification.Sometimes there are students who forget to bring their ID cards. So they reach the lounge entrance, fish in their wallets for the ID card, make the terrible discovery that it is not there and are condemned to knocking on the glass of the door until some kind-hearted soul inside gets up and opens the door from inside.This is not possible however if you are one of the first in the morning to turn up at the lounge. I happened to forget to bring along my ID card one time and it was very early in the morning and there was no one in the large room that the main entrance opened into. Luckily for me there was one student that I could see through the glass in the second entrance opening into the small room on the extreme left. She got up and opened the door for me.It was lucky for me because if she had happened to sit in the room on the extreme right which did not have an entrance, I would be condemned to standing outside possibly for the rest of the day because it was the spring break.

Book Outline How to Outline a Novel with 11 Steps for Success [Video]

Book Outline How to Outline a Novel with 11 Steps for Success [Video] Book Outline: How to Outline a Novel with 11 Steps for Success Outlining. That word may conjure images of 7th Grade English, scribbling at your desk in frustration while a stern teacher looks over your shoulder as you try to learn how to outline.A book outline can be almost as intimidating as that teachers blatant glare.Many of us learned how to outline in middle school, and it’s a skill we haven’t revisited since our braces came off and the acne faded away. But have no fear! You’re a grown-up now, and this project isn’t being graded, which means learning how to outline a book can (and will!) be pain-free, especially with the right help.Here are the different book outlining methods well cover in this post:Use a mind map book outlineSimple book outlineChapter-by-chapter outlineSketched book outlineOutline with ScrivenerBasic outlinePost-it note outline methodThe snowflake methodThe skeletal outlineNovel outline templateThe reverse outlineYou have free reign to structure your story outline to benefit your writing proces s- whether that’s a spaghetti-on-the-wall approach or a color-coded Excel spreadsheet.Us at Self-Publishing School? We love this tried-and-true Mindmap to Outline procedure. Book Outlining The Whole Process All in OneWe understand you.Your life is busy and sometimes you want all the (book-related) goods in one place. We heard you and we listened!Chandler Bolt created this all-in-one exclusive training for serious soon-to-be-authors. If you want to learn how to outline and everything else about the book writing process,make sure to sign upto save your spot!Because if you want to learn how to outline, you may as well get as much information as you can right away. Trust us, itll make your writing process that much easier.What if you could outline your book in just 24 hours?Join hundreds of other like-minded writers in a challenge that will give you all the tools, information and motivation you need to finish your outline!Click the button below to learn more about how Well basi cally hold your hand while you outline your book! (if we can do it, you can too!).Join the 24 Hour Book Outline ChallengeWhat is a Book Outline?A book outline is a roadmap or blueprint for your story. It tells you where you need to go and when in chronilogical order.Its easy to see this term and wonder exactly what that means. Is it a bullet list of topics for your book? Is it a chapter by chapter overview written in paragraphs?No matter how you write an outline, the purpose is the same.Think of it as a GPS of sorts but instead of giving you driving directions, your outline will give youwriting directions.Why Should IWrite a Book Outline?No matter which type of book outline you choose, planning before you write has many benefits. Its not just about getting your thoughts on the paper, either. Its about so much more than the actual writing. Outlines can do a number of things for you:help you define your goalsfinish your manuscript quickerstay focusedavoid plot holescreate a cohesive p lansee your story from start to finishhelp you stay motivatedensure you can focus on thequality of your writing instead of what to writeYou don’t need to spend huge amounts of time learning how to outline a book, but some (mostly painless!) prep before writing will be time well-spent since you won’t be spinning your wheels by staring at the blank screen of death.When you start with a plan, you’ll unconsciously make connections and think about your draft, even when you’re not actively writing. Mentally writing in the shower is one of the perks of outlining, because it will get your thoughts percolating. Be sure to keep paper and pens scattered about so you can capture your brilliance the minute it bubbles up, rather than letting all those ideas fade away.Once you have a plan to write your book in outline form, you’ll be better able to put these thoughts to paper and compose your chapters when you do sit down to write. This means a finished book in l ess time!And I have some good news: there’s no â€Å"right† way to outline. Each writer will have their own process that’s personal to them. Keep reading for tips on how to outline different ways. If one of these exact methods doesn’t strike a chord with you, you can combine methods to create your own way that works best for your unique book.Are you writing a fiction or non-fiction book? Depending on which youre working on, the outlining process may look be different.Thankfully, there are plenty of relevant tips you can apply in the section about outlining a non-fiction book. Likewise, even if you’re writing non-fiction, the section on how to write a fiction outline can help spark some ideas for your process, so we recommend authors of all types of books read the full list.NOTE: We go in-depth with everything covered in this blog post along with the writing, marketing, and self-publishing process in our VIP Self-Publishing Program.Click here to lea rn moreHow to Write a Nonfiction Book OutlineMost non-fiction authors find outlines useful due to the nature of their books. Generally, works of non-fiction require research and citation of sources (although many novels require their own research!).An outline can help organize your research so it doesn’t overwhelm you, plus your outline will help you create the best structure for your finished book. These are some of the beneficial methods we recommend for you.#1 Mindmap + Book OutlineThis is the main method of outlining that we teach in Self-Publishing School. The mindmap method requires you to create a brain dump based on your book’s topic. Write your topic in the center of a piece of paper, then use lines and words to draw as many connections as you can. It doesn’t need to make perfect sense from the get-go- the goal is free-form thinking to get all of your ideas out of your head and onto the page.You’ll start to notice connections between different c ategories of information. This makes it easier to spot the relevant â€Å"book-worthy† ideas. Then you can pluck those ideas out of your mindmap and put them into a cohesive book outline. We also recommend doing a mindmap for each chapter you select from your original mindmap. It will help you structure your entire book chapter by chapter. Fun, and so easy- we told you this would be (mostly) painless!At Self-Publishing School, we encourage students to make a mess with their mindmap.Regardless of what your mind map looks like in the end, it is an essential element to your book writing process.This mind map will be the jumping off point for you to begin your outline. In this brief video, Chandler explains how to turn your mindmap into an outline: #2 Simple Book OutlineA simple book outline is just as it sounds; keep it basic and brief. Start with the title. Don’t get too hung up on the perfect title at this stage of the process; you just want to come up with a good-for- now placeholder.You can always change the title later- in fact, you probably will- but starting with some kind of title gives you a better idea of where you want your book to go.Plus, outlining your book this way jump-starts the creative process.Next, you’ll list all of the key points that cover your book’s overall theme and message. You’ll use these key points to generate your notes. Later, you’ll flesh out these notes to draft your book chapters.#3 Chapter-by-Chapter Book OutlineYour chapter-by-chapterbook outline is a pumped-up version of the simple book outline.To get started, first create a complete chapter list. With each chapter listed as a heading, you’ll later add material or shift chapters around as the draft evolves.Create a working title for each chapter, and list them in a logical order. After that, you’ll fill in the key points of each chapter.Finally, you’ll link your resources as they would appear in each chapter, inc luding books, interviews, and Web links.Heres a great example of a chapter-by-chapter nonfiction book outline completed with bullet lists:#4 Sketch Your Book OutlinePerhaps you find the idea of a written outline confining. That’s OK - there’s another option which might appeal to your artistic side.Dan Roam, author of The Back of the Napkin: Solving Problems and Selling Ideas with Pictures, wrote about how sketching your ideas can simplify complex thoughts.To create this type of book outline, hand-draw your book concept in sequential order.This may be as simple or as elaborate as you desire. Feel free to use a Bic pen and a spiral notebook, or take it to the next level with a color medium on canvas-sized paper.The great thing about drawing your book is that you can later use the images as promotional and marketing material!#5 Book Outline With ScrivenerIf you like being uber-organized, then the writing software Scrivener might appeal to you. Their book outline progra m allows you to upload your research, organize it by moving it around, and filing it into folders.Like many writing software programs, it does have a fairly extensive learning curve, which can be a major downside- especially if you tend to procrastinate and really want to get your book published quickly.However, some writers say it revolutionized their organizational process for longer works.You can learn more about the program and its uses hereor check out this tutorial for an overview. How to Outline a Novel in 6 WaysWhile you can incorporate the book outlining tips we shared in the non-fiction section above, creating an outline for your novel will be inherently different from creating a non-fiction outline.Your novel outline will require a few different elements like: character developmentcharacter arcsthe evolution of plot pointsthe first slapthe second slapthe breaking pointthe climaxresolution of conflictWhile the methods may be different, the goal is the same- organization an d pre-planning so that you can write a great, cohesive book much faster.#1 Basic DocumentYour goal with the Basic Document format is to use a Word or Excel table to give structure to your theme. Create a table and organize and summarize your key points and plot.You’ll then create a separate section for characters and themes, and an additional section with relevant research.#2 Post-It WallThis is for the creative mind, and another method we teach in Self-Publishing School. All you need is a blank wall and a box of Post-It notes. Carry a pad of Post-Its with you wherever you go, and doodle your book on the fly.Write your ideas and inspiration on your Post-Its when the mood strikes you.Next, affix the Post-Its containing words, snippets, doodles, and phrases to the wall. After a week of this exercise, organize these words into novel outline form. Voila- simple, effective, creative!#3 The Snowflake MethodThe Snowflake Method was created by fiction writing coach Randy Ingermans on based on the notion,â€Å"Good fiction doesn’t just happen. It’s designed.†The process of the snowflake method focuses on starting small, then expanding. For example, you’d start with one line from your book, then add a paragraph, then add a chapter.Since the snowflake method is fairly detailed and based on scientific theory, Randy’s article is worth a read so you can review the detailed steps involved in this outlining method.#4 The Skeletal OutlineIf you’ve ever written a term paper or thesis, then you’re probably familiar with the skeletal outline. You’ll lay out your narrative points in the order they’ll appear in your story, which involves a broad 7-step story arch.This gives you a big picture idea of the flow of your story, so you can adjust your story and add subplots for maximum impact.#5 Novel Outline TemplateWhy reinvent the wheel? If you’re impatient to jump right into the fun part- writing!- or yo u aren’t sure exactly how to format your novel outline, then a pre-formatted template outline might be your saving grace.A fill-in-the-blank novel outline can help you develop your plot, characters, and ideas without getting bogged down with the notion of striving for â€Å"proper† outline form.#6 The Reverse OutlineSometimes looking at the problem from a different angle can give you the answer to the question. The same applies to outlining.Reverse outlining is exactly what it sounds like: Write down how your novel ends. Then once you know the ending, outline backwardto get to that happy (Or sad? You’re the author!) ending.This method often helps if you want to plant seeds and have a lot of shocking foreshadowing moments.Authors like George R.R. Martin have to use these methods in order to make sure the plot lines up.For more ideas and creatives ways to jump-start your novel outline, check out How to Write a Novel Outline.Here’s the takeaway: No matter w hich option you choose, ultimately, you’ll write faster and better with a book outline. If one way doesnt work well for you, then experiment and try another. Remember, your goal is a finished manuscript, not the gold medal for â€Å"Most Perfect Book Outline.†Discover what works best for you and you’ll be one step closer to a finished book.Ready to become a published author?Make sure to take advantage of this free training. It will take you through everything you need to go from blank page to published author in as little as 90 days! Youll have your outline started before your training is even finished.

The Life and Works of David Ricardo - a Biography

The Life and Works of David Ricardo - a Biography David Ricardo - His Life David Ricardo was born in 1772. He was the third of seventeen children. His family was descended from Iberian Jews who had fled to Holland in the early18th Century. Ricardo’s father, a stockbroker, emigrated to England shortly before David was born. Ricardo began working full-time for his father at the London Stock Exchange when he was fourteen. When he was 21 his family disinherited him when he married a Quaker. Luckily he already had an excellent reputation in finance and he set up his own business as a dealer in government securities. He quickly became very rich. David Ricardo retired from business in 1814 and was elected to the British parliament in 1819 as an independent representing a borough in Ireland, which he served up to his death in 1823. In parliament, his main interests were in the currency and commercial questions of the day. When he died, his estate was worth over $100 million in todays dollars. David Ricardo - His Work Ricardo read Adam Smiths Wealth of Nations (1776) when he was in his late twenties. This sparked an interest in economics that lasted his whole life. In 1809 Ricardo began to write down his own ideas in economics for newspaper articles. In his Essay on the Influence of a Low Price of Corn on the Profits of Stock (1815), Ricardo articulated what came to be known as the law of diminishing returns. (This principle was also discovered simultaneously and independently by Malthus, Robert Torrens, and Edward West). In 1817 David Ricardo published Principles of Political Economy and Taxation. In this text, Ricardo integrated a theory of value into his theory of distribution. David Ricardo’s attempts to answer important economic issues took economics to an unprecedented degree of theoretical sophistication. He outlined the Classical system more clearly and consistently than anyone before had done. His ideas became known as the Classical or Ricardian School. While his ideas were followed they slowly were replaced. However, even today the Neo-Ricardian research program exists.