Humanities Final Flashcard

Humanities Final

French Exercise - Si Clause Threads, Second Conditional

French Exercise - Si Clause Threads, Second Conditional This practice exercise can be done as a class or in small groups. It requires familiarity with the second conditional (si clauses), including imperfect and conditional conjugations. What to Do Print out a table for each group (see below).Write the first part of a conditional sentence beginning with si (see suggestions below) in the first table cell. Since this is the second conditional, the si clause needs to be in the imperfect. Invent a result clause, using the conditional, for the second cell.For example: Next, transform the result clause into a si clause and write it in the first column of the second row. (Remember that the verb which was in the conditional now needs to be in the imperfect.) Then invent a corresponding result clause to continue the thread. If clause Result clause Si je gagnais au loto, jachterais une nouvelle voiture. Si je gagnais au loto, jachterais une nouvelle voiture. Si jachetais une nouvelle voiture, je la mnerais lcole. Transform the second result clause into a si clause, and so on, until you have completed the thread. Si je gagnais au loto, jachterais une nouvelle voiture. Si jachetais une nouvelle voiture, je la mnerais lcole. Si je la menais lcole, les autres tudiants madmireraient. Si les autres tudiants madmiraient, ils minviteraient djeuner. To make sure students understand the exercise, start by demonstrating on the board: write a si clause and call on students as you go through the entire thread collectively. Then divide the class into groups of 2 to 4 students and provide each group with an if clause, or have them come up with their own. After each group has completed their thread, either have students read them out loud, or - if there are likely to be a lot of mistakes, as in the case of weaker students - collect the papers and read the threads out loud yourself, either correcting them as you read, or writing the sentences on the board and going over them together. Variations To challenge students creativity, have each group start with the same si clause, and then compare how each one turned out at the end.Assign a different si clause to each group, and after they have each completed one row of the table, have them trade with another group. Each group will then complete the clause in the other groups tables, and then exchange once again with a third group.You can also use this exercise to practice the first conditional and the third conditional. Starter Clauses You and your students can of course invent your own if clauses,* but here are some ideas to get started: Si jallais la luneSi javais un souhaitSi je navais quune semaine vivreSi jà ©tais le prà ©sidentSi jà ©tais richeSi jà ©tais toiSi je faisais mes devoirs tous les joursSi je me cassais la jambeSi je me mariaisSi je pouvais faire la connaissance de nimporte qui dans le mondeSi je pouvais remonter dans le tempsSi je pouvais visiter nimporte quel paysSi je trouvais un portefeuille dans la rueSi je voyais un OVNI (objet volant non identifià ©)Sil y avait des formes de vie intelligente sur dautres planà ¨tesSi les chiens pouvaient parlerSi mon meilleur ami me mentaitSi notre professeur à ©tait en retardSi nous à ©tudiions ensembleSi nous savions le secret du bonheur *If you come up with a great starter clause, please share your ideas. Tables This exercise needs tables with two columns and four rows. Printable pages of tables are available in  Microsoft Word format; you can save and edit this if, for example, you want to type the starter if clause into the first cell of each table. Print enough copies so that you can cut them up and provide at least one table for each group of students. Si Clauses LessonFirst conditional practiceThird conditional practice

French Exercise - Si Clause Threads, Second Conditional

French Exercise - Si Clause Threads, Second Conditional This practice exercise can be done as a class or in small groups. It requires familiarity with the second conditional (si clauses), including imperfect and conditional conjugations. What to Do Print out a table for each group (see below).Write the first part of a conditional sentence beginning with si (see suggestions below) in the first table cell. Since this is the second conditional, the si clause needs to be in the imperfect. Invent a result clause, using the conditional, for the second cell.For example: Next, transform the result clause into a si clause and write it in the first column of the second row. (Remember that the verb which was in the conditional now needs to be in the imperfect.) Then invent a corresponding result clause to continue the thread. If clause Result clause Si je gagnais au loto, jachterais une nouvelle voiture. Si je gagnais au loto, jachterais une nouvelle voiture. Si jachetais une nouvelle voiture, je la mnerais lcole. Transform the second result clause into a si clause, and so on, until you have completed the thread. Si je gagnais au loto, jachterais une nouvelle voiture. Si jachetais une nouvelle voiture, je la mnerais lcole. Si je la menais lcole, les autres tudiants madmireraient. Si les autres tudiants madmiraient, ils minviteraient djeuner. To make sure students understand the exercise, start by demonstrating on the board: write a si clause and call on students as you go through the entire thread collectively. Then divide the class into groups of 2 to 4 students and provide each group with an if clause, or have them come up with their own. After each group has completed their thread, either have students read them out loud, or - if there are likely to be a lot of mistakes, as in the case of weaker students - collect the papers and read the threads out loud yourself, either correcting them as you read, or writing the sentences on the board and going over them together. Variations To challenge students creativity, have each group start with the same si clause, and then compare how each one turned out at the end.Assign a different si clause to each group, and after they have each completed one row of the table, have them trade with another group. Each group will then complete the clause in the other groups tables, and then exchange once again with a third group.You can also use this exercise to practice the first conditional and the third conditional. Starter Clauses You and your students can of course invent your own if clauses,* but here are some ideas to get started: Si jallais la luneSi javais un souhaitSi je navais quune semaine vivreSi jà ©tais le prà ©sidentSi jà ©tais richeSi jà ©tais toiSi je faisais mes devoirs tous les joursSi je me cassais la jambeSi je me mariaisSi je pouvais faire la connaissance de nimporte qui dans le mondeSi je pouvais remonter dans le tempsSi je pouvais visiter nimporte quel paysSi je trouvais un portefeuille dans la rueSi je voyais un OVNI (objet volant non identifià ©)Sil y avait des formes de vie intelligente sur dautres planà ¨tesSi les chiens pouvaient parlerSi mon meilleur ami me mentaitSi notre professeur à ©tait en retardSi nous à ©tudiions ensembleSi nous savions le secret du bonheur *If you come up with a great starter clause, please share your ideas. Tables This exercise needs tables with two columns and four rows. Printable pages of tables are available in  Microsoft Word format; you can save and edit this if, for example, you want to type the starter if clause into the first cell of each table. Print enough copies so that you can cut them up and provide at least one table for each group of students. Si Clauses LessonFirst conditional practiceThird conditional practice

Reading response in language discrimination Essay

Reading response in language discrimination - Essay Example In these chapters Lippi Green discussed openly through examples that how language subordination had negatively affected the speakers of different languages resides in the United States. Since the 18th century this is the problem that persists in the United States where people are still facing discrimination due to their non-American accent. The author raised several evidences to support her arguments therefore; she used several authentic information and facts and figures in her findings from 1800 to onward. America has been the house for several immigrants and people are visiting this country for several reasons, but no matter how long they lived in the United States they are unable to learn the accent of Native Americans. Lippi Green had strongly opposed discrimination on the basis of language and accent and called it just a myth. The topic has been researched by several well known researchers and authors across the world in different eras and they did their level best to discuss di fferent aspects of language discrimination. The effect of such efforts can be seen in the modern society where people have learned to ignore some traditional questions such as race, ethnicity, culture, accent, etc. unfortunately, such things are not completely eliminated from the American society and authors like Lippi Green still needs to work on this issue. To look at the issue of language discrimination in the United States, the Author Lippi Green used several authentic and genuine sources. To discuss the issue clearly, Lippi Green used a comparison of political cartoons, US census, historical data of World War II to understand the types of immigrants to the US and an in-depth analysis of the literature of other well known authors. Apart from such sources, the author used a group of frameworks to further clarify this topic. The author used to include her casual observation, legitimated data taken from journals and many latest tools to sketch the

ANNOTATED BIBLIOGRAPHY ON FINANCE Example | Topics and Well Written Essays - 500 words

ON FINANCE - Annotated Bibliography Example This article is crucial for individuals pursuing finance and those conducting research in the field of public financing. However, it remains vital to explore other sources of information on the same topic in order to come up with a report backed up with adequate academic sources. DENG, M., MELUMAD, N. & SHIBANO, T. (2012). Auditors’ Liability, Investments, and Capital Markets: A Potential Unintended Consequence of the Sarbanes-Oxley Act. Journal of Accounting Research, 50(5):1179-1216. As the title suggests, the authors explore the effect of increased liability of auditors on rate of audit failure, cost of capital and new investment level. According to the authors, the Sarbanes-Oxley Act, 2000 authorized stringier regulations, which increased the liability of auditors. However, these move increased the confidence of investors as regards the trustworthiness of company financial disclosures. The authors explore market imperfection in terms of information flow. They discuss a scenario where a firm in lemons market intends to raise capital from investors who have no information that the audit they are relying on is imperfect. The authors argue in their conclusion that audit failure is indirectly proportional to increased auditor liability and capital cost for new ventures. This resource is crucial for practicing auditors and accountants. It is also very insightful for professionals pursuing accounting and auditing career and conducting research. However, further resea rch is necessary to justify the claims of the authors. Bar-Yosef, S. & Prencipe, A. (2013).The Impact of Corporate Governance and Earnings Management on Stock Market Liquidity in a Highly Concentrated Ownership Capital Market, Journal of Accounting, Auditing & Finance, 28(3):292–316. In a situation with very high non-institutional ownership, the authors of this article explore how corporate governance machineries and earnings management impact

The Mirror and the Lamp Essay Example for Free

The Mirror and the Lamp Essay M.H. Abrams: The Mirror and the Lamp. It is establishes between a work and three pivotal points. -The primary focus of literature/art is to instruct which brings it into the realm of education. 1. Work represents the product itself. It is called an artefact. 2. Most important thing is artificer (artist)Â  3. Taken to have a subject derived from something 4. Lastly this comprehensive quality is absorbed by people. -There are varying literary schools of thought but they exclusively choose one. Artist If the focus is on the artist, we read Hamlet but we look at Shakespeare, the creator. Biographical criticism, the perspective that the biographical criticism reflects the event, specific experiences, personal prejudices, and life are reflected in the work. So that Hamlet is a projection of Shakespeare. The danger of this approach is that it can become a fallacy. The poet is (not) the speaker. It can and cannot be the speaker, we dont separate the work from the writer. Psychological In the world of physiological, the physiological state of the artist and the manifestations of repressed needs, desires, and frustrations are reflected in the work. We move away from the work and focus on the physiological state of the artist. Universe: Social Historic The work expresses the values, issues, and concerns of the age which produced the work. Moral/Didactic From this perspective, the art should reflect an ethical perspective. If it teaches us anything, it becomes didactic. Audience: Reader Response There is no single interpretation which takes present over another. It becomes affected, tainted by our emotions, and perspectives. We arent really talking about literature, we are taking our feelings. How we interpret literature changes the work itself. Work The work should stand alone from the artist, universe, and audience. 1. Philosophical Within the realm of PC, the work reflects an idea. We eliminate the art when we just view a work from a philosophical idea. 2. Linguistic We are forced to look at syntactical use of words and the meaning of words because its purpose is communication. It becomes too scientific and we dont take into consideration the connotation, denotation, and the metaphoric aspect. 3. Formalistic The focus is on the artful and formal arrangement of language. Our focus is then on the rhetorical. -All literature should be viewed from all four points. No piece of literature will stand alone, it will have to be viewed with all for aspects.

Frankenstein: The Relationship between God and Man

Frankenstein: The Relationship between God and Man In Mary Shelleys novel, Frankenstein, the book examines a variety of aspects of ambition. For instance, with Victor, ambition proves to be his undoing, and, in turn, Victors example becomes a forewarning for Robert Walton; meanwhile, the Creature is, in a sense, Victors child and thus inherits facets of Victors ambitionbut because the Creature is also a conglomerate of all the humans who embody him, he is thereby also symbolic of Mankinds ambitions that do not fully come to realization nor fulfillment, which is why readers can identify with the Creatures tragic elements. Frankenstein explores the repercussion of man and monster chasing ambition blindly. Victor Frankenstein discovered the obscure secret that allowed him to create life. And after Frankenstein discovered the source of human life, he became utterly absorbed in his experimental creation of a human being and it consumed his life completely. Victors boundless ambition and his yearning to succeed in his efforts to create lif e, and to have his creation praise him as his creator for the life he gave it led him to find ruin and anguish at the end of his ambition. For this I had deprived myself of rest and health. I had desired it with an ardor that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart. (P. 42) Walton wanted to sail to the arctic because no other sailor had ever reached it or discovered its secrets. The monster was created against his will; his ambition was to requite his creation as an appalling outcast and to attain some satisfaction for crumbling the world around Victor. These three characters all acted upon the same blind ambition. The novel asks enduring questions about human nature and the relationship between God and man. The monster displays a similar kind of duality, inciting sympathy as well as dread in all who hear his tale. He requisitions our compassion to the extent that we recognize ourselves in his exceeding loneliness and compare our own life with the Creature. Despised by his creator and wholly alone and hated, he learns what he can of human nature as he eavesdroppes on a family of cottage dwellers, and he educates himself by reading three books that had fortunately fallen across his path, among them Paradise Lost. Who was I? What was I? Whence did I come? (P. 93), the Creature asks himself after reading them. Even though the Creature commits criminal acts, the fact that he has a self-consciousness and his ability to educate himself as a person raises the question of what it really means to be human, what thoughts and emotions it takes to be considered a human-being. It is difficult to think of th e monster as anything less than just that in his entreaty for understanding from Frankenstein when the creature wishes to speak to him: Believe me, Frankenstein: I was benevolent; my soul glowed with love and humanity; but am I not alone, miserably alone? You, my creator, abhor me; what hope can I gather from your fellow-creatures, who owe me nothing? They spurn and hate me. (p. 71). When the Creatures unknown, but helpful acts of kindness toward the De Laceys are returned with baseless animosity, we come to wonder whether it is the world that the creature inhabits, as opposed to something intrinsic that caused him to commit enormity. Nonetheless, he clings on to a conscience and a zealous longing for another kind of existence as well as acceptance and love from another, which Victor cruelly denies him. Modern man is an example of the monster, estranged from his creator-who believes his own origins to be meaningless and accidental,non important and full of rage at the conditions of his existence as well as at his creator. Since the monster has no name of his own, hes not quite an autonomous fellow. Instead, he is bound to his creator. He is naught without Victor. He is as much a part of Frankenstein as he is his own self. The monster comes into the world by a pretty horrendous set of circumstances. He has the physique of a giant, yet a puerile mind. He has an amiable nature, yet his physical deformity hides his benevolence and makes everyone fear and abuse him. His own creator even rejected him because of his hideous looks. His feelings are the most deep and poignant of any characters in this novel, as well as the most conflicted. When I looked around I saw and heard of none like me. Was I, the, a monster, a blot upon the earth from which all men fled and whom all men disowned? (P. 105) To make matters more complicated, the monster is correlated to both Adam and Satan in Paradise Lost. This may seem slightly nebulous. The thing to keep in mind is that the idea at the heart of the monster is his duality. He has a very abstruse duality. He is at once man in his immaculate state before the Fall (the Fall = evil), and yet the manifestation of evil itself. This is starting to sound like Victor Frankenstein. Abstruse dualityconflicting characterizationcould it be that the monster mirrors his maker in his duality? Of course, the other reason the monster turns on humans is because Victor was his last tie to humanity. The monster is one of many people in this text that is affected by loneliness, isolation, and an all around desire for companionship. Victor may have scorned him, resented him, and tried repeatedly to eradicate him, but at least he talked to the monster. At least he recognized the monsters existence. And for a creature that spent most of his wretched life in hiding and exile, alone without anyone there for him, this can be pretty good reason to pursue Victor. Good or bad, Victor is the only relation hes ever had and he tries desperately to cling to this relationship. Do we accuse him? Do we spite him? Do we adore him? Hes tenderhearted. He articulates well with others and he even rescues a little girl from a river. He just gets the cruelty and hatred because hes ugly. Can we blame him if he lashes out in abrupt and absurdly violent ways? From that moment he declared everlasting war against the species, and more than all, against Frankenstein who had formed him and sent him forth to this insupportable misery. (P. 99) This sounds like more clashing emotions. Could it be that we, the reader, feel the equivalent duality of emotions that the monster and Victor feel for each other? One more thing, what does it mean that the fmonster is made out of dead-person pieces? If hes made up out of people, then hes essentially a person himself. But if theyre inert, then hes never really extant in the first place. You could also say that, since hes an aggregate of human parts, hes also a conglomerate of human traits. This might show us the nature of his complex duality. Modern man is also Frankenstein, breaking ties and becoming further away from his creatorusurping the powers of God and irresponsibly tinkering with nature, even if they are full of benign purpose, it ends with malignant results. Although Frankenstein as well as the monster begin with good intentions and become murderers in the end, the monster seem way more softhearted than Victor because he is by nature the outsider of society, whereas Frankenstein purposely removes himself from human society. When Frankenstein first becomes enthralled in his endeavours to create life, as he collects materials from a slaughterhouse and disecting room. Frankenstein also breaks his ties with friends and family during his hindering work, and he becomes increasingly confined. His father reproaches him for this; eliciting Frankenstein to think to himself what his single-minded quest for knowledge has cost him, and whether or not it is morally acceptable. After he looks back on his mistakes, he concludes that, contrary to his credence at the time it was not worth it, If no man allowed any pursuit whatsoever to interfere with the tranquility of his domestic affections, Greece had not been enslaved; Caesar would have spared his country; America would have been discovered more gradually; and the empires of Mexico and Peru had not been destroyed. (p. 35). Natural world is like Eden and will be corrupted through too much knowledge (science). [ProofBiblical Conception of Knowledge; man evicted from paradise for knowing too much; Prometheus reined in by Gods; novel written in Romantic era which upholds the values that Progress is Dangerous and that there must be a return to Idealized Past]. Through Victor and Walton, Frankenstein represents human beings as deeply ambitious, and yet also deeply erroneous. The labors of men of genius, however erroneously directed, scarcely ever fail in ultimately turning to the solid advantage of mankind. (P. 29) Both Victor and Walton fantasize of transforming society and bringing prestige to themselves through their scientific conquests. Yet their ambitions also make them ignorant. Blinded by dreams of glory, they fail to consider the repercussions of their actions. So while Victor turns himself into a god, a creator, by bringing his monster to life, this only highlights his fallibility when he is ultima tely inept of fulfilling the obligation that a creator has to its creation. Victor thinks he will be like a god, but ends up the progenitor of a devil. Walton, at least, turns back from his quest to the North Pole before getting himself and his crew annihilated, after hearing Victors tale about the devastating aftermath of pushing the boundaries of exploration. I will not lead you on, unguarded and ardent as I then was, to your destruction and infallible misery. Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge, and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow. (P. 33) He learns from Victors tragedy. After Victor dies, he turns the ship back to England, trying not to make the same mistakes that Victor made in the obsessive compulsion that destroyed his life, but he does so with the resentful conclusion that he has been deprived of t he glory he originally sought. Frankenstein is an expostulation of humanity, specifically of the human concept of science, enlightenment, technical progress, and a deeply humanistic effort full of empathy for the human state of our own condition. Victor is a brilliant, sentimental, visionary, and accomplished young man whose studies in natural philosophy (p. 31) and chemistry evolve from A fervent longing to penetrate the secrets of nature. (p. 22). As the novel develops and the plot thickens, Frankenstein and his monster oppose each other and fight one another for the portrayal of the main protagonist of the story. We are inclined to identify with Frankenstein, who is admired by his immaculate friends and family alike and even by the ship captain Robert, who saves him, berserk by his pursuit for vengeance, from the piece of ice he had been stranded on. He still is a human being, nevertheless. Notwithstanding, regardless of his humanitarian aspiration to Banish disease from the human frame and render man invulnera ble to any but a violent death! (p. 43), Frankenstein becomes tangled in a hostile pursuit that is the single and main cause that lead him to destroy his own well-being and to remove himself from his fellow-creatures as ifguilty of a crime (p. 35). His irresponsibility is the stimulant, the foundation of what causes the death of those around him, his family, his friends and his love and he falls under the ascendancy of his own creation and fails to break free from the chains that bind him. Neither Victor nor Walton could liberate themselves from their blinding ambitions, they made it seem that all men, and notably those who pursue to raise themselves up in renown above the rest of society and even god, are in fact impetuous and imperfect creatures with feeble and defective natures. We can all learn from Victors last words to Walton, Seek happiness in tranquility and avoid ambition, even if it be only the apparently innocent one of distinguishing yourself in science and discoveries. (P. 162)

Subjectivity Of Justice Amongst Societies English Literature Essay

Schlink efficaciously employs word picture through the supporter Michael Berg to exemplify the cardinal subjectiveness of different sorts of justness portrayed throughout history. As a reader we are presented with a German society where most persons were either involved or affected, both straight and indirectly by World War II. This is besides no exclusion with the life affecting Michael, with his male parent being expelled from his university talking station because of his bizarre doctrines which were against Hitler ‘s purposes. Michael is portrayed as a naif kid raised in a society plagued with the load of war. While at his most guiltless point in his life, a vulnerable Michael begins a insouciant relationship with Hanna, a former SS guard at the Auschwitz concentration cantonment. From this Schlink highlights Michael ‘s exposures and how Hanna uses her laterality and mature temptingness to command Michael ‘s naif nature. Her actions are finally the cause of Micha el ‘s development from an guiltless kid into an emotionless adult male which acts as a polar point in the development of the text ‘s major subjects. This is because Schlink so presents Michael ‘s narrative throughout the text as undependable, which is symbolic of the subjectiveness of justness amongst societies. In the tribunal tests sing Hanna, different events are retold as through the narrative an undependable recount is given which reiterates the subjectiveness of all versions of history which lead to justness. This is reiterated through Michael ‘s comments on his changeless cunctation and how they support Schlink ‘s usage of Michael ‘s undependability to portray the subjectiveness of justness, † But today I can acknowledge that events back so were portion of a life-long form in which thought and making have either come together or failed to come together-I think, I reach a decision, I turn the decision into a determination † From the finding of fact of the test, Schlink forces the reader to finally question justness through the tribunal system and one version of events warrants the harshest of all humane punishments. Although Hanna ‘s actions were inhumane, as a reader we are positioned through narrative to experience sympathetic and believe although her actions should n't be condoned, as a reader we should oppugn who has the ultimate incrimination. This is done by sing who should be brought to justice more righteously, the caputs of evil governments, or their pawns bring downing enduring while non to the full being metaphorically illiterate to what is go oning. Schlink efficaciously uses symbolism to uncover the ignorance of the German people post the Nazi Regime and how the bequest of guilt still remains evident. This is particularly the instance through the symbolism casted by Schlink when associating to Hanna ‘s illiteracy. Throughout the bulk of the text it becomes progressively evident that Hanna is illiterate. This is first foreshadowed by Schlink one time Michael leaves a note which Hanna can non read, so in an effort decode it, she assumes it is about him go forthing and as a consequence she punishes him with her â€Å" leather supporter belt † to exert her authorization, cutting his lip in the procedure. It is so discovered she had resigned from several occupations due to frights of being incapable and society going aware of her illiteracy. In kernel her illiteracy is symbolic of the moral illiteracy of the German society and how the bequest of guilt remains. Although Hanna is illiterate, this does non needfully intend she is an invalid. Her function in the Nazi government was one forced by societal economic force per unit areas and was unable to grok the true badness of her actions. The German society mirrors her actions through the ignorance expressed throughout society. The moral illiteracy through ignorance becomes evident during the tribunal proceedings where Hanna is under scrutiny from the justice, and in an effort to warrant her actions she beckons to the justice â€Å" what would you hold done? † The justice is so baffled and moves on towards the following topic as she repeats the same inquiry momently after. Schlink illustrates Hanna ‘s illiteracy to symbolically stand for a true appraisal of an nescient Germany society, plagued with moral illiteracy that are unable to grok the agony felt by the Judaic people. As a reader we are so positioned to contemplate the inquiries associating to justness and disapprobation being presented to us by Schlink. It becomes evident that Sch link conveys the audience to be positioned to oppugn how a society can judge those who have done incorrect, while their ignorance has done nil to forestall or handle any farther wrong. Once once more Schlink uses symbolism to uncover how corporate guilt burdens an person. This is revealed through Hanna ‘s realization of her actions through the tribunal room and her clip in prison. Before her realization she led a life of illiteracy which so reflected her actions, nevertheless while in prison she was given hope by Michael for a new found life. This was done through the changeless sending of audio books recorded by Michael. Slowly Hanna began to understand literature and this is when she realised the full extent of her actions. Schlink portrays Hanna ‘s self-destruction as a agency of going free from the collective guilt which was placed onto her. Symbolically Schlink uses an old tea box to function as Hanna ‘s manner of seeking forgiveness to her lasting victim. Michael follows her concluding wants and finally travels trying to manus over the gift as a mark of Hanna ‘s forgiveness. The writer gracefully diminutions but is pleased to have a po rtion of the gift, a tea box which reminds her of one she one time possessed whilst in the cantonment. Schlink illustrates this minute as the sympathetic rapprochement scene where Hanna ‘s bequest is continued, with forgiveness sought.

Describing of the Sarbanes-Oxley Act

1. In two to three paragraphs, describe the Sarbanes-Oxley Act and why it is important to the accounting profession. (15 points) Sarbanes-Oxley Act was created in order to ensure that controls were implemented and monitored by the regulating authority. Congress wanted to make sure that there was a specific standard and guideline for companies to follow in order to prevent fraud at such a large scale. When followed correctly there are controls set in place that are internal which are governed by the managers and checked upon by the Federal regulatory authorities.This act was passed in 2002, prior to then the rules were more relaxed and when the crisis occurred with Enron that was a breaking point for the American people, especially those who lost a lot of money. Needless to say this just made it harder for fraud to occur. There were and still are several grey areas that the players involved exploit.2. Name and briefly describe the five components of COSO’s internal control fram ework. (10 points) The five components of COSO are as follows: a. Control Environment: Basically means that the leaders of the organization set the tone for ethics and enforce them with a code of conduct followed by consequences when not abided by. b. Risk assessment: this just means they check there controls for weaknesses regularly and fix any discrepancies with stronger controls. c. Control activities: These are segregation of duties, account reconciliations, and info processing controls. They are considered internal controls as well that protect the processes in place. d. Information and communication: The internal and external reporting process. The text book stated that it includes technology assessments as well.3. Describe the relationship between the Sarbanes-Oxley Act and COSO. (10 points) COSO is used to check in on the organizations and offer guidelines for them to follow when setting upo their controls. If all five elements are followed then they will not have much to wo rry about when auditing occurs and fraud would be less likely.4. Tom Jackson is a CPA who really likes to go to Las Vegas, play poker, and bet on football games. Tom knows that the accounting profession disapproves of gambling, but because he spends a lot of time studying sports facts and how to win at poker, he feels that he is simply making educated decisions based on facts. He says that this is no different from using accounting information to buy stocks. Use the fraud triangle as a basis to comment on Tom’s gambling activities. (15 points) In this case Tom has all of the elements in place to commit fraud. He has the opportunity because of the nature of his business.He has already decided that gambling excessively is ok because it is a calculated risk. Not realizing he is putting himself in a position where the pressure will come into place when he does lose. Debt is always looked at when being evaluated for sensitive positions that deal with national security or money inv olvement. Even if it is just a public trust clearance that the person is seeking on order to get the position they still will review your credit history at a minimum.

The Controversy of Huckleberry Finn essays

The Controversy of Huckleberry Finn essays Huckleberry Finn, timeless classic, or modern day disgrace? Should it be banned? Or should it be continued to be taught? The answer is two-faced, because there is undoubtly some questionable themes and word choice. But on the other hand, if the material is presented in a mature way, with a discussion about the, questionable, racial material, Huck Finn really can be, and is, one of the greatest literary works of all time. The Adventures of Huckleberry Finn is a classic piece of American literature, Twain takes a very funny, and very satirical viewpoint of many of society's flaws. The most prominent concept Twain attacks is the concept of slavery. Huck's battle of concious versus heart is shown at multiple times in the novel. With the climax of the novel when Huck decides he would rather burn in hell than turn Jim in. Apart from the climax, Twain does make fun of many of society's wrongs. For example, the Grangerfords and Shepardsons episode is satirizing people's false sense of honor and hipocracy as they go to church and listen to sermons about brotherly love and peace, while at the same time stroking their guns. Twain also takes a huge shot at religion. Huck complains that before he can eat he has to listen to the widow grumble over a few lines. Huck also says he would prefer hell over heaven because his friend Tom Sawyer would be there, and heaven seemed boring, with the harps and clouds and all. Many people have said that Jim is a racial sterotype. This, however, could not be further from the truth. How can Jim be a stereotypical slave if he was willing to care for Huck, after he had learned of Huck's father's passing away. Jim stayed with him on his journey down the Mississippi River even though he knew it was leading him straight into slave country where he was no doubtedly being looked for. This decision has transcended the streotype ...

Definition and Examples of Generative Grammar

Definition and Examples of Generative Grammar In linguistics, generative grammar is grammar (or set of rules) that indicates the structure and interpretation of sentences which native speakers of a language accept as belonging to the language. Adopting the term generative from mathematics, linguist Noam Chomsky introduced the concept of generative grammar in the 1950s. This theory is also known as transformational grammar, a term still used today. Key Takeaways: Generative Grammar Generative grammar is a theory of grammar, first developed by Noam Chomsky in the 1950s, that is based on the idea that all humans have an innate language capacity. Linguists who study generative grammar are not interested in prescriptive rules; rather, they are interested in uncovering the foundational principals that guide all language production. Generative grammar accepts as a basic premise that native speakers of a language will find certain sentences grammatical or ungrammatical, and that these judgments give insight into the rules governing the use of that language. Definition Grammar refers to the set of rules that structure a language, including syntax (the arrangement of words to form phrases and sentences) and morphology (the study of words and how they are formed). Generative grammar is a theory of grammar that holds that human language is shaped by a set of basic principles that are part of the human brain (and even present in the brains of small children). This universal grammar, according to linguists like Chomsky, comes from our innate language faculty. In Linguists for Non-Linguists, Frank Parker and Kathryn Riley argue that generative grammar is a kind of unconscious knowledge that allows a person, no matter what language they speak, to form correct sentences: Simply put, a generative grammar is a theory of competence: a model of the psychological system of unconscious knowledge that underlies a speakers ability to produce and interpret utterances in a language...A good way of trying to understand [Noam] Chomskys point is to think of a generative grammar as essentially a definition of competence: a set of criteria that linguistic structures must meet to be judged acceptable. Generative grammar is distinct from other grammars such as prescriptive grammar, which attempts to establish standardized language rules that certain usages right or wrong, and descriptive grammar, which attempts to describe language as it is actually used (including the study of pidgins and dialects). Instead, generative grammar attempts to get at something deeper- the foundational principles that make language possible across all of humanity. For example, a prescriptive grammarian may study how parts of speech are ordered in English sentences, with the goal of laying out rules (nouns precede verbs in simple sentences, for example). A linguist studying generative grammar, however, is more likely to be interested in issues such as how nouns are distinguished from verbs across multiple languages. Principles of Generative Grammar The main principle of generative grammar is that all humans are born with an innate capacity for language- and that this capacity shapes the rules for what is considered correct grammar in a language. The idea of an innate language capacity- or a universal grammar- is not accepted by all linguists. Some believe, to the contrary, that all languages are learned, and therefore based on certain constraints. Proponents of the universal grammar argument believe that children, when they are very young, are not exposed to enough linguistic information to learn the rules of grammar. That children do in fact learn the rules of grammar is proof, according to some linguists, that there is an innate language capacity that allows them to overcome the poverty of the stimulus. Examples of Generative Grammar As generative grammar is a theory of competence, one way to test it is with what is called a grammaticality judgment task. This involves presenting a native speaker with a series of sentences and having them decide whether the sentences are grammatical (acceptable) or ungrammatical (unacceptable). For example: The man is happy.Happy man is the. A native speaker would judge the first sentence to be acceptable and the second to be unacceptable. From this, we can make certain assumptions about the rules governing the order of parts of speech in English sentences (for instance, a to be verb linking a noun and an adjective must follow the noun and precede the adjective).

Diversity in the Work Environment Essay Example | Topics and Well Written Essays - 1250 words

Diversity in the Work Environment - Essay Example Diversity is the guide for innovative thinking, entrepreneurial spirit and new methods of building the communities. According to Abbasi, & Hollman (1991) that Diversity as a concept is one that welcomes numerous ways of thinking and expression as important business resources for the reason that those differences can create new and innovative product and service ideas and methods of problem solving. Carr-Ruffino, (1996) said that managing diversity is considered as planning and implementing business systems and practices to direct people so that the probable advantages of diversity are maximized while its probable disadvantages are minimized. Managing diversity well presents a unique advantage in a time when flexibility and creativity are keys to competitiveness. A business needs to be flexible and adjustable to attain new customer desires. We live in time where understanding diversity is becoming more vital than ever. The word diversity has assumed new significance all throughout the past few years. Diversity has turn out to be related with positive action programs and cultural or gender-based sensitivity training. Yet diverse does exactly explain these days a usual firm's workers, independent contractors and customers. In this situation, it merely describes reality. The diversity issues are now considered important and are projected to turn into even more essential in the future due to growing differences in the population. Businesses' need to focus on diversity and look for ways to develop into totally inclusive organizations for the reason that diversity has the potential of yielding greater productivity and competitive advantages. Diversity is an important competitive asset that cannot afford to overlook. Managing and valuing diversity is a key component of effective people management, which can develop workplace productivity. Demographic changes will necessitate organizations to review the management practices and extend new and creative approaches to mana ging people. Changes will enhance work performance and customer service. Operating in a global economy presents vital challenges to businesses. On the human resources side of the equation, assembling a diverse workforce can be component of an effective overall strategy to stay competitive and create more employee and customer loyalty. The diversity of workforce is a through reflection of the organization and the appreciation of the benefits a diverse workforce has to offer. Diversity recruiting is becoming more and more significant as the world turned into more global. At first, legal compliance was the main driver behind most diversity recruiting. It's essential to recruit diverse individuals not merely for the reason that numerous corporations must operate facilities at multiple locations around the globe, but also for the reason that they need diverse-thinking individuals to design products that will be in high demand in every major country. In a global economy, having a diverse workforce is no longer an alternative. It has developed into an absolute r equirement for victory in a global economy. Various organizations have established processes and procedures for

Renewable energy source Essay Example | Topics and Well Written Essays - 250 words

Renewable energy source - Essay Example Passive solar methods consist of orienting a building to the sun, selecting materials with positive heat mass or mild scattering qualities, and developing areas that normally clear of the flow of air. Solar energy is the transformation of light from the sun into power either by photovoltaics (PV), or ultimately using focused solar (CSP). Concentrated solar techniques use contacts or showcases and monitoring techniques to focus a large area of sunshine into a small ray. Commercial focus on solar plants was first developed in the 1980s. Photovoltaics turn mild into electricity using the photoelectric effect. Photovoltaics is an important and relatively affordable energy source where lines energy is affordable to link, or simply not available. However, as the cost of solar power is dropping, solar is also progressively used in grid-connected situations to nourish low-carbon energy into the lines. The development of affordable, endless and clean solar energy technological innovation will have huge longer-term benefits. It will increase countries’ energy security through dependency on natural, endless and mostly import-independent resource, improve durability, reduce contamination, reduced the expenses of mitigating international warming, and keep non-renewable energy prices reduced than otherwise (Tiwari &Â  Mishra 78). These advantages are international. Hence the additional expenses of the rewards for early implementation should be considered learning investments; they must be smartly spent and need to be widely