Rights and Benefits of Full US Citizenship

Rights and Benefits of Full US Citizenship Many of the benefits of U.S. citizenship, such as the assurances of equal protection under the law and due process of law are granted by the U.S. Constitution and federal laws to both citizens and non-citizens living as lawful permanent residents in the United States. Immigrants to the United States who pass the civics examination and take the Oath of Allegiance to complete the naturalization process of achieving full U.S. citizenship gain the full protection of the U.S. Constitution, along with several rights and benefits denied even to immigrants with long-time legal permanent resident status. At the same time, the benefits of U.S. citizenship do not come without some important responsibilities. Benefits of Citizenship While the U.S. Constitution and laws of the United States give many rights to both citizens and non-citizens living in the United States, some rights are only for citizens. Some of the most important benefits of citizenship are: Sponsorship of Relatives for Permanent Resident Status Persons holding full U.S. Citizenship are allowed to sponsor their immediate relatives - parents, spouses and unmarried minor children - for U.S. Legal Permanent Resident (Green Card) status without waiting for a visa. Citizens may also, if visas are available, sponsor other relatives, including: Unmarried sons and daughters, 21 years of age and older, of U.S. citizens;spouses and children (unmarried and under 21 years of age) of lawful permanent residents;unmarried sons and daughters, 21 years of age and older, of a lawful permanent resident;married sons and daughters of U.S. citizens; andbrothers and sisters of U.S. citizens (if the U.S. citizen is 21 years of age and older). Obtaining Citizenship for Children Born Abroad In most cases, a child born abroad to a U.S. citizen is automatically deemed to be a U.S. citizen. In general, children born abroad to U.S. citizen parents may obtain full U.S. citizenship either at birth or and after birth but before the age of 18. Congress has enacted laws that determine how citizenship is conveyed by a U.S. citizen parent (or parents) to children born outside of the United States. In general, the law requires that at the time of the child’s birth, at least one parent was a U.S. citizen, and the U.S. citizen parent had lived in the United States for a period of time. Becoming Eligible for Federal Government Jobs Most jobs with federal government agencies require applicants to be U.S. citizens. Travel and Passport Naturalized U.S. citizens may possess a U.S. passport, are protected from deportation, and have the right to travel and live abroad without the threat of losing their Legal Permanent Resident status. Citizens are also allowed to re-enter the U.S. repeatedly without being required to re-establish proof of admissibility. In addition, citizens are not required to update their address of residence with the U.S. Customs and Immigration Services (USCIS) every time they move.  A U.S. passport also allows citizens to get assistance from the U.S. government when traveling overseas. Naturalized U.S. citizens become eligible for a wide range of benefits and assistance programs offered by the government, including Social Security and Medicare. Voting and Participation in the Electoral Process Perhaps most importantly, naturalized U.S. citizens gain the right to vote, and to run for and hold all elected government positions, except for President of the United States. Showing Patriotism In addition, becoming a U.S. citizen is a way for new citizens to demonstrate their commitment to America. Responsibilities of Citizenship The Oath of Allegiance to the United States includes several promises immigrants make when they become U.S. citizens, including promises to: Give up all prior allegiance to any other nation or sovereignty;Swear allegiance to the United States;Support and defend the Constitution and the laws of the United States; andServe the country when required. All U.S. citizens have many responsibilities other than the ones mentioned in the Oath. Citizens have a responsibility to participate in the political process by registering and voting in elections;  Serving on juries is another responsibility of citizenship;Finally, America becomes stronger when all of its citizens respect the different opinions, cultures, ethnic groups, and religions found in this country. Tolerance for these differences is also a responsibility of citizenship.

What Is Imagery A Complete Guide

What Is Imagery A Complete Guide SAT / ACT Prep Online Guides and Tips A literary device is a technique a writer uses to convey ideas and messages to their readers. That means that as readers, we need to understand and use literary devices to fully understand a work’s major themes! Today, we’re going to take a closer look at how to use imagery to analyze a text. We’ll start by giving you the imagery definition before talking about why it’s an important tool for analyzing a text. Then we’ll walk you through some imagery examples in poetry and fiction and show you exactly how to analyze the imagery in each. By the end of this article, you’ll be able to talk about imagery in literature like a pro, so let’s get started. Seriously. Once you know what you're looking for, you'll see it everywhere! What Is Imagery? Definition and Explanation Have you ever read a book that makes you feel like you’re seeing, feeling, smelling, or tasting the same thing as the character you’re reading about? (We had that experience the first time Harry Potter tries butterbeer in Hogsmeade.) If you have, you can thank imagery for that experience! Imagery is the act of using language to create images in the reader’s mind. Writers use descriptive words and phrases to help the reader feel like they’re...well, wherever the writer wants them to be! Basically, the writer is trying to create a â€Å"mental image† for the reader through the words they choose. Here’s how one of the greatest horror writers of all time, Stephen King, describes imagery: Imagery does not occur on the writer’s page; it occurs in the reader’s mind. To describe everything is to supply a photograph in words; to indicate the points which seem the most vivid and important to you, the writer, is to allow the reader to flesh out your sketch into a portrait. In other words: you can think of imagery as painting with words in order to fuel the reader’s imagination! An easy way to spot imagery in a text is to pay attention to words, phrases, and sentences that connect with your five senses (sight, smell, taste, touch, and sound). That’s because writers know that in order to capture a reader’s attention, they need to engage with them mentally, physically, and emotionally. Since imagery is designed to connect a reader to a text, it’s one of the most powerful tools a writer has to communicate their themes and messages. The 2 Types of Imagery Any time a writer engages a reader’s senses, they’re using imagery...which means imagery is a really broad literary device. In general, however, imagery fits into two big categories: literal and figurative. Literal Imagery: Examples and Explanation With literal imagery, a writer is literally describing things to the reader. (Pretty straightforward, huh?) Writers often use literal imagery to describe the setting, characters, and situation for a reader. Literal imagery helps the reader picture where characters are, understand what characters are doing, and even foreshadow what might happen next. (For example, if the character is in a dark, dirty alley, they’re probably in a more dangerous situation than if the character is skipping through a field of daisies.) Let’s take a look at an example of literal imagery from Michael Crichton's Jurassic Park so you can see what we mean. In this scene, Dr. Alan Grant, Lex Murphy, and Tim Murphy are trying to hide from a tyrannosaurus rex: They were closer to the waterfall now, the roar much louder. The rocks became slippery, the path muddy. There was a constant hanging mist. It was like moving through a cloud. The path seemed to lead right into the rushing water, but as they came closer, they saw that it actually went behind the waterfall. The tyrannosaur was still looking downstream, its back turned to them. They hurried along the path to the waterfall, and had almost moved behind the sheet of falling water when Grant saw the tyrannosaur turn. Then they were completely behind the waterfall, and Grant was unable to see out through the silver sheet. Now that you’ve read this passage, close your eyes and picture the scene. You’re probably picturing a giant waterfall, a hungry tyrannosaurus rex, and a lot of danger, right? That’s because the literal imagery in this passage paints a very specific, literal picture that helps you imagine what’s happening in this moment! Magic, right? Not quite. Imagery works because the writer uses descriptive words and phrases to help paint a picture. Let’s take a look at the first few lines again and pick out some of the descriptive language that helps shape the scene: They were closer to the waterfall now, the roar much louder. The rocks became slippery, the path muddy. There was a constant hanging mist. It was like moving through a cloud. These lines are almost exclusively description, and Crichton uses phrases like â€Å"rocks became slippery† and â€Å"constant hanging mist† to help you imagine exactly what’s happening. A good way to pick out literal imagery is to look for nouns, then see how they’re described. For example, the noun â€Å"waterfall† is described as having a â€Å"roar† that gets â€Å"louder† the closer the characters get! From an analysis perspective, these literal images all work together to help build the mood, or tone, of the scene. In this case, the imagery of the scene contributes to its tense and suspenseful tone. The environment is treacherousnot only are the rocks slick, but the characters have trouble seeing through the mist and water. One false move, and they’ll be a tasty snack for a hungry dinosaur! Use this picture as inspiration for finding connotation! (This will all make sense in a second.) Figurative Imagery: Examples and Explanation Unlike literal imagery, figurative imagery uses on the non-literalor metaphoricalmeaning of words to paint a picture for the reader. Almost all words have two meanings: their denotation and connotation. The denotation of a word is its literal, dictionary definition. Figurative imagery, on the other hand, relies on the connotation- or implied meaning- of words and phrases to help shape a text’s themes and ideas. To see how figurative imagery works, let’s look at the first line of Shakespeare’s â€Å"Sonnet 130,† where the speaker is describing his lady love: My mistress’ eyes are nothing like the sun; Okay. Let’s zero in on the word â€Å"sun† here. According to Merriam-Webster, the literal definition of the word â€Å"sun† is â€Å"the luminous celestial body around which the earth and other planets revolve, from which they receive heat and light, which is composed mainly of hydrogen and helium.† But the speaker doesn’t literally mean that his mistress’ eyes aren’t like a ball of gas! So what does he mean? To figure this out, let’s look at the figurative imagery here. Take a minute and think of some of the implied or metaphorical meanings of the word â€Å"sun.† The word might make you think of warmth and happiness. It also might make you think of other images like burning, blazing, or fiery brightness. With this figurative imagery in mind, this line is better read as â€Å"my mistress’s eyes aren’t bright, warm, or happy.† Not only does figurative imagery help this line make more sense, it also clues readers into the message of the poem: that you can recognize someone’s faults and still love them and find them beautiful. One more quick note: because you’re a savvy reader, you’ve probably realized that this line from Shakespeare is also a metaphor, which is a comparison between two seemingly unrelated objects (in this case, â€Å"eyes† and â€Å"sun†). Writers often use other literary devices like metaphor, simile, and personification to help create vivid imagery for the reader. So don’t be surprised if you see imagery overlapping with other literary techniques! Can an Example of Imagery be Both Literal and Figurative at the Same Time? Absolutely! In fact, it’s quite common to see writers use literal and figurative imagery simultaneously. Take the first stanza of William Wordsworth’s poem, â€Å"Daffodils†: I wandered lonely as a cloud That floats on high o’er vales and hills,When all at once I saw a crowd,A host, of golden daffodils;Beside the lake, beneath the trees,Fluttering and dancing in the breeze. This stanza combines literal and figurative imagery. Literally, the images in this stanza help us see the speaker wandering around alone until he stumbles upon a patch of daffodils that are growing by a lake. This imagery is important to understanding Wordsworth’s poetry, which often explores the relationship between nature and man. The figurative imagery helps us learn a little more about the speaker, who’s an outsider. We can infer this because of the imagery he gives us; he imagines himself as a cloud floating over everything, able to see what’s going on but unable to participate. The daffodils, on the other hand, represent society. The imagery here is happy (the daffodils are â€Å"golden† and â€Å"dancing†), which is how the speaker views society as someone on the outside looking in. Imagery in Poetry: â€Å"Hope is the thing with feathers† by Emily Dickinson Now that you know more about imagery, let’s look at a poem that uses imagery to portray its major themes: â€Å"‘Hope’ is the thing with feathers - That perches in the soul -And sings the tune without the words -And never stops - at all - And sweetest - in the Gale - is heard -And sore must be the storm -That could abash the little BirdThat kept so many warm - I’ve heard it in the chillest land -And on the strangest Sea -Yet - never - in Extremity,It asked a crumb - of me. Imagery can make something abstract, like an emotion or theory, seem more concrete and tangible to the reader. By using imagery, writers can evoke the feeling they want to talk about in their readers...and by making their readers feel, writers can also help readers connect to the messages in their work. In this example, Emily Dickinson takes the abstract idea of â€Å"hope† and compares it to a bird. Dickinson paints images of hope doing all the same things a bird does: it â€Å"perches,† â€Å"sings,† and keeps â€Å"so many warm† with its feathers. And despite all these gifts, hope never â€Å"asked a crumb† of anything in return. By using imagery to take an abstract idea (hope) and make it concrete (a bird), Dickinson helps readers understand the nature of hope. For Dickinson, hope is something that costs little to have and yet offers us comfort in all of life’s toughest situations. Imagery in Fiction: Dracula by Bram Stoker Imagery can be an equally powerful tool for fiction writers, too. In Dracula, Bram Stoker uses imagery to drive home the horror of the novel. Let’s take a look at one particularly stand-out scene, where Arthur Holmwood has to kill his former fiancee, Lucy Westenra, who has been turned into a vampire: The Thing in the coffin writhed; and a hideous, blood-curdling screech came from the opened red lips. The body shook and quivered and twisted in wild contortions; the sharp white teeth champed together till the lips were cut, and the mouth was smeared with a crimson foam. But Arthur never faltered. He looked like a figure of Thor as his untrembling arm rose and fell, driving deeper and deeper the mercy-bearing stake, whilst the blood from the pierced heart welled and spurted up around it. His face was set, and high duty seemed to shine through it; the sight of it gave us courage, so that our voices seemed to ring through the little vault. Remember how we talked about how imagery can set a tone or mood? That’s certainly the case here. Lucy is visually described not as a woman but as a â€Å"thing,† and the â€Å"blood-curdling screech† she lets out is a great example of how auditory imageryor the sound of a scenecan contribute to its overall effect. (In this case, it amps up the horror of a once-delicate Englishwoman being transformed into a bloodthirsty beast.) It's the imagery associated with Lucy that shows readers how vicious and animalistic she’s become, which is no surprise: she’s joined Dracula’s army of the undead. Now, take a look at the imagery surrounding Arthur, Lucy’s former fiancee, and see how it compares to Lucy’s description. Even as he’s killing Lucy, Arthur is described as â€Å"a figure of Thor†meaning he’s strong, heroic, and good with a hammer. Stoker specifically says Arthur is â€Å"untrembling† in his task; despite its grisly nature, his steadiness showcases his commitment to protecting his country from the vampire threat...even when it means driving a stake in his lover’s heart. Additionally, his face has the â€Å"shine† of duty, which is a nod to the glowing, angelic halos of angels. Arthur’s bravery and light stands in contrast to Lucy’s dark, demonic nature, and Stoker specifically uses imagery to show readers how good can triumph over evil. 3 Questions to Ask When Analyzing Imagery These examples have shown you how to find and analyze imagery, but you’ll have to do this all by yourself when you take the AP Literature exam. But don’t worrynow that you’re an expert, finding and analyzing imagery will be a breeze! But just in case you get stuck, here are three questions you can ask yourself to help you better analyze imagery in literature and poetry. Question 1: What Did I Imagine While I Was Reading? The hardest part about analyzing imagery is finding it in the first place. Like we mentioned earlier, a good way to do this is to look for nouns and search for words that describe them. Then you can start asking yourself if those descriptions are figurative imagery (i.e., do those words have any implied or metaphorical meaning). But when you’re crunched for time, you can go back to the tried-and-true method of using your imagination. Which parts of the text made you picture something in your mind? Since imagery is designed to spark your imagination, there’s a great chance that section contains some sort of imagery! Question 2: What Does the Imagery Reveal About the Situation? This question helps you get to the meat-and-potatoes of your analysis really quickly. Once you find a piece of imagery, ask yourself what it’s showing you. It could be describing an important setting, plot point, or character. Make sure you’re asking yourself if there’s figurative imagery at work, too. If you’re struggling here, you can always go back to the â€Å"mental picture† we talked about with the first question. What do you see in that image? There’s a good chance that whatever you’re imagining matters in some way. Once you have that image in your mind, you can start to ask yourself why that particular image is important. Here’s what we mean: think about the Jurassic Park example we talked about earlier. The imagery there tells us some literal things about what’s happening in the scene, but it also adds to the danger and suspense of the main characters’ predicament. The same can be said for the excerpt from â€Å"Daffodils,† only instead of revealing a plot point, the imagery gives readers important insight into the narrator of the poem. Question 3: How Does the Imagery Affect the Mood of the Text? Once you find a good piece of imagery, ask yourself how it makes you feel. Is it hopeful? Scary? Depressed? Angry? The feelings associated with the imagery in a work can often reveal the theme of a text. Take Emily Dickinson’s poem. What feelings are associated with the imagery surrounding â€Å"hope†? Well, birds are tame and delicate, and the bird Dickinson describes sings sweetly through life’s fierce storms. Hope is clearly a reassuring, gentle, uplifting thing. By asking yourself why Dickinson thinks hope is good, you can start to figure out some of the messages of the poem! What's Next? Test out your new-found imagery chops by analyzing a poem on your own! We think that Dylan Thomas’ â€Å"Do not go gentle into that good night† is a great place to start. You can find the full text of the poem, as well as additional analysis, here. There’s more to literary analysis than just knowing your way around imagery! Make sure you’re familiar with the most important literary devices, like personification, before you head into your AP test. There are two parts to the AP Literature test: the multiple choice section and the essay section. Some students worry about the written portion of the test so much that they forget to study for the multiple choice questions! Don’t let this be your situation. Make sure you’re preparing for the whole test by reading through this guide to mastering the AP Literature exam’s multiple choice portion, too.

Prevention and Mitigation Analysis Essay Example | Topics and Well Written Essays - 1500 words

Prevention and Mitigation Analysis - Essay Example They include risk transfer, risk avoidance, risk reduction, and accepting the risk if everything else fails. All these strategies require the firm’s management to be ready to handle any risks since they happen when least expected and their effects can be devastating. The Arizona Department of Corrections operates 13 prison facilities, including the Arizona State Prison Complex – Lewis, which has six units, all named after correction officers killed in line of duty. The Dale Morey unit is one of these units where in early 2004, prisoners attempted to escape but ended up holding correction officers hostage. The standoff lasted for 15 days between January 18 and February 2, before the conclusion of negotiations and the release of hostages. This event exposed various loopholes in the management style of the Arizona Department of Corrections. The management could have prevented the long 15 days that the two officers went through had officials responsible foreseen and acted o n these weaknesses. Though the ordeal ended peacefully, it caused trauma to the officers involved, and the people lost faith in the institution. Therefore, the management had to work extra hard to remedy these. Strategies to Handle the Situation The management could have done several things to avoid the standoff, or at least reduce its effects. Since prevention is always better than cure, preventive strategies are usually more effective and less expensive as it is easy to predict an occurrence but not its effects. Therefore, of all the recommendations discussed, the management of any institution should always attempt preventive measures. Measures the prison management could adopt include; acquiring knowledge on disaster preparedness, self-defense training for officers, hiring professional crisis negotiators, employing adequate prison officers, humane treatment of prisoners, increasing officers’ pay, improvement of prison infrastructure, and providing officers with better weap ons (Greenstone, 2005). Education The Arizona Department of Corrections should take all its employees for training one aspect or the other of risk management. This means that all employees should have the guiding steps to take in case something out of the norm happens. In that case, their efforts would not conflict or waste in other manners, as they would all be geared towards achieving a common goal in an orderly manner. The management should make schedules such that employees go for training in disaster management on a rotational basic, so that the information would be up to date with the situation at their workplace. In addition, there should be maximum employee participation in making decisions that affect the conditions of the working environment. The management should perform an analysis to identify the effective portions of training and single out others for modification, improvement, or reinforcement. Employees should undergo an analysis too, to identify the most valuable on es, especially among the low ranking correction officers. The management should single out high performing low rank officers, recognize, and award them so that other officers may emulate them as ideal employees. This system should be successful considering that the only other people that these officers interact with are criminals (Hubbard, 2009). Self-Defense Training Though officers go for rigorous training before employment, the system

Nutrition discussion Unit 4 Essay Example | Topics and Well Written Essays - 250 words

Nutrition discussion Unit 4 - Essay Example A checklist where dietician enters pertinent information about the patient is used. Since the rest of the team requires drawing reference to the information, the form is placed on the patient’s medical record. The process of checking the nutritional status of a patient is a four-step model. Every in-patient checking to the hospital must receive nutritional screening to determine whether they face nutritional impairment or not Coulston & Boushey (2013). Thorough screening is run on patients who are at risk of nutritional impairment and a nutritional support program is developed and initiated by the dietician. Monitoring to the patient is done to ensure positive response to the program. Although hospitals have been running these tests on patients, they have not put enough emphasis on the Programme. Out patients rarely receive the tests, yet they could also be suffering from the problem. The program is very expensive and only sustainable to patients who can afford it. Though hospitals are trying to eliminate cases of malnourishment, a lot more need be

A Covenant in Biblical and Legal Terms Essay Example for Free

A Covenant in Biblical and Legal Terms Essay The goal of this particular essay is to explain the various covenants in which the Bible mentions. This paper shall compare the Biblical covenants with the legal covenants. DEFINITION: Before the author of this paper can move forward one must first define what a covenant is. According to http://www.merriram-webster.com/dictionary/convenant it tells us this is merely a written promise/agreement between two or more parties. However, when referring to the Bible it is then personal because it is a promise between mankind and God. However, there is another way of explaining the definition of a covenant according to (http://ehis.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=ab6d21cb-c8ea-436e-a5e8-5fcc2808a6c7%40sessionmgr112vid=6hid=23) Covenanting, a keyword in the ecumenical process of mutual commitment for justice, peace and the integrity of creation, is also a keyword in the biblical tradition. So central a place does it occupy that Christians use the titles Old Testament (sc.Covenant) and New Testament (sc. Covenant) as summaries of the contents of the Hebrew Bible and the testimonies of the first Christian community. COVENANTS WITHIN THE BIBLE The bible informs us of the many which appears to be eight. The Bible also shows examples whereas God makes these covenants not only with mankind but also individuals. These A COVENANT IN BIBLICAL AND LEGAL TERMS Covenants are also broken down into two different descriptions one being called a conditional covenant and the other being called an unconditional covenant. TWO DESCIRPTIONS OF COVENANTS: 1. Conditional covenant are the ones in which Gods promises He will always stand with man but man must also do his part and fulfill His laws and command which had already been established. 2. Unconditional covenants are basically showing Gods promises are granted and it does not matter what man will or will not do. The Bible informs us of eight covenants; with the first covenant being called one Endemic covenant also a conditional covenant given unto Adam and Eve by God who had to give them everything they would need in order to survive (Genesis 2:16-17). God did provide them with certain conditions for they had to obey His every command and if they did not then there would be consequences and curses would fall upon them as well as their future generations to come. Because of their downfall the second covenant which had come about is known as the Adamic covenant (Genesis3:16-19) and this one was considered to be an unconditional covenant because of mans fall and what mankinds life will not be like because of sin. The third covenant in the Bible would be another unconditional covenant known as the Noahic Covenant (Genesis 9:1-18). This particular covenant tells us how God still reveals what His purpose is for mankind through Noah. Not only this but also the prophecy of Noahs children in which sh owing the Messiah would come and the symbol/seal of this covenant was a rainbow. The fourth was the Abrahamic Covenant (Genesis chapters 12, 13, 15, 17, 26 28) for this is also an unconditional covenant because of the circumcision being the sign. In this God does have an agreement with? A COVENANT IN BIBLICAL AND LEGAL TERMS Abraham He would keep His Word. By this I mean within the Bible we see how God promised Abraham many blessings, posterity, a great nation as well as land. This covenant was basically to show mankind throughout all generations to come everyone could still have the promised of God but that each individual must obey His Word. The fifth Mosaic Covenant located in the Book of Exodus (19:4-6) is to be considered a conditional covenant. For this particular covenant was given into Moses from God so he (Moses) could have or rather established a relationship with the people of Israel and God. This was an essay covenant to follow for all God wants is actually simple to keep the Sabbath holy. The sixth covenant known as the Deuteronomic Covenant (Deuteronomy 30:1-10) is unconditional as well as conditional: unconditional with regards to the fulfillment of Gods command; conditional because throughout every generation someone will use the covenant and obey God. Although Israel is consistently shown or rather mentioned through the Bible it is also a way to show mankind how everyone will eventually see the return of even Israel back to the land (Earth).The seventh covenant known as Davidic Covenant (2 Samuel chapter 7) is a covenant of promise made from God to David everyone is guaranteed an everlasting throne. And the covenant which is the eight covenants is known as New Covenant (Jeremiah 31) and was established because God had promised a new covenant to the descendants of the ones whom He had originally given the Old Law Covenants and this new covenant was for Israel. But in general it also is basically to be set forth with established Laws for the entire universe. A COVENANT IN BIBLICAL AND LEGAL TERMS LEGAL COVENANT LAWS Throughout the Bible all of Gods Laws were legal in my eyes. For although the prophets were given the Biblical Covenants it was then beginning with Adam and Eve that legal covenants had already been established as well. The legal covenant is the basis for all of mankind to be able to repair what damage has been done prior to his or her entry into this world by this I mean one needs to recognize how powerful Satan and his deceptions can become but hold and keep God closer than ever before to their hearts. This will allow everyone to have a place with God and everlasting peace. In the Book of Hebrews it tells of how the laws were set aside (7:18; 10:9) offering everyone hope, and how we start with our Faith.† God has given up His only son for everyones sins in order for all concerned to inherit the eternal kingdom of Heaven. Laws are also transformed in the way we apply them to become a part of our daily walk with God. For God also showed mankind how for every reaction there are consequences one will and must face. In other words if you break the law and Gods law you will be punished. According to http://www.berith.org/pdf/The-Covenantal-Structure-of-the-Bible.pdf God’s covenantal judgment upon Christ at the cross opened the way of salvation so that the human race (not every individual man, but the majority, the world) has been saved from God’s everlasting wrath. Also according to (Catholic Biblical Quarterly; Apr2008, Vol. 70 Issue 2, p223-243, 21p) the long-standing traditional view is that the legal material of the Pentateuch presents the law that was authoritative and in force in ancient Israel and Judah. This material is believed to have contained the rules by which the society and the legal system operate.

Keechie: Femme Formidable :: Film Movie Essays

Keechie: Femme Formidable INSTRUCTOR'S COMMENT: This is an extraordinarily accomplished essay: beautifully written, critically perceptive, and nicely related to the critical discourse on Altman and film noir. Saving the quotation from Anderson for the very end is a nice touch because it brings the reader back to the frame of reference: the process of adaptation. The little note about first shots of Cora in two versions of The Postman Always Rings Twice makes an extremely clear point of comparison with which to think about Altman's very different agenda. A fine, fine piece of work, of which you should be very proud. In an article entitled "Night and Day", Robert Philip Kolker distinguishes a transformation of the gangster film from the genre's conventional film noir elements. He places Robert Altman's Thieves Like Us, an adaptation of Edward Anderson's 1937 crime novel, amongst this subgenre on account of the film's antigeneric mise-en-scene. While Altman's departure from the classic film noir form has often been analyzed by film critics, the noir heroine--who is generally central to the plot--has received little (if any) attention. Further, even though faithfulness to the original text pervades adaptation discourse as a major criterion for judging the cinematic counterpart, critics have often overlooked Altman's most noteworthy change to Anderson's grim story: Keechie survives in the end. In fact, the film tends to be compared more with Nichols Ray's preceding film version than with the novel. However, in his manipulation of film noir genre conventions, Altman not only constructs a lighter, mor e open world, he creates a corresponding heroine who likewise transforms the characteristics of the noir woman.[1] Women in Film Noir, edited by E. Ann Kaplan, provides the framework from which an examination of Keechie's character can be drawn. Throughout the volume several distinctions are made between the two categories of women in film noir. While the femme fatale is characterized as a combination of sexuality and aggressiveness which inevitably makes her an obstacle to the male quest, the appropriate archetype--woman as redeemer--is depicted as a means of integration for the hero into both his environment and himself. However much control either type of woman may exhibit throughout the course of the film, by the end of it is relinquished. They are either restored to their prescribed positions in patriarchy[2] or destroyed. Keechie both manifests and opposes selective qualities attributed to the femme fatale and the "nurturing woman" (as she is referred to in the Kaplan text).

Show Choir

Show Choir Learning Design Information Project Title: Show Choir Developer(s): Amy Hanson Development Date: 06/15/1998 Revised By: Amy Hanson Revision Date: 10/19/1998 Organization: Shawano-Gresham School District Department: music Instructional Area: Music & Arts Instructional Level: 6-8 Total Credits: 0 Target Population 6th-8th grade students Course Description Show Choir is an elective class that integrates choreography into the choral experience. A varied repertoire of 2 and 3 part music is memorized, choreographed and then performed in a concert setting.Vocal technique, developing the ensemble and dance are the main emphasis of this class. Various public performances are presented by this group. Target Exit Learning Outcomes Core Abilities 1 Make informed choices based on global connections due to the interdependence of the world o learner recognizes cultural differences in order to promote understanding for a cooperative work and social environment o learner demonstrates aware ness of current world events o learner describes political, economic and social systems different from one's own o learner demonstrates geographical literacy learner recognizes difference in world measurements 2 Utilize informational resources for life-long learning o learner augments and values learning o learner is open to new ideas o learner has avocational interests o learner understands the need for ongoing education o learner searches for knowledge to satisfy curiosity o learner sets goals and makes plans to achieve them o learner takes risks 3 Communicate effectively through speaking and writing in all areas o learner applies the English language correctly (spelling, grammar, structure) o learner writes so others can understand learner speaks so others can understand o learner gives instructions o learner expresses empathy o learner checks for accuracy o learner writes legibly o learner applies effective listening o learner uses acceptable language o learner provides necessar y detail o learner describes problems accurately o learner understands the impact of nonverbal communication 4 Use problem solving skills in real world situations o learner identifies the problem learner clarifies purposes and goals o learner identifies solutions to a problem and their impact o learner employs reasoning skills o learner evaluates options o learner sets priorities o learner selects and implements a solution to a problem o learner evaluates results of implemented option o learner organizes workloads 5 Practice citizenship skills based on democratic principles o learner accepts responsibility of membership in society o learner knows the ole and impact of social and organizational systems and operates effectively with them o learner performs community service o learner assumes leadership or supporting roles as appropriate o learner practices behaviors that promote the basic values of our democracy o learner is informed about current issues o learner respects the rights of others o learner understands political and economic global interdependence o learner practices environmental stewardship o learner participates in the political process Appreciate past and present cultures and the impact of those groups on individuals and society o learner describes the importance and influence of cultural diversity and equity on educational planning and transition from school to work o learner validates the importance of cultural diversity and equity by behaviorally demonstrating respect for diversity and equity in school, work, and community environments o learner analyzes the historic effect of cultures, including inequities and biases Performance Expectations Goals 1.Sing alone and with others a varied repertoire of 2 and 3 part music 2. Develop individual vocal technique, ensemble skills and dance 3. Demonstrate creativity in music 4. Demonstrate music literacy 5. Create a knowledge of musical theatre 6. Cultivate relationships between music and other discip lines 7. Promote community involvement through performance 8. Investigate musical careers and life applications 1. Develop a repertoire of 2 and 3 part vocal music Properties Domain: Cognitive Level: Synthesis Difficulty: Low Importance: Essential Linked Core AbilitiesMake informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Criteria – Criteria – Performance will be satisfactory when: o learner sings a variety of 2 and 3 part songs Conditions for Assessment – Competence will be demonstrated: o teacher observation o concert performances Learning Objectives a. Distinguish between 2 and 3 parts Procedure b. Sing both melody and harmony parts Procedure c.Sing music representing diverse cultures and genres of music Process 2. Enhance individual vocal development Properties Domain: Cognitive Level: Synthesis Difficult y: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner practices proper posture and breath support o learner displays ability to match pitch learner produces full, open and supported sound Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique o solo & ensemble competition Learning Objectives a. Develop ability to sing and dance alone and in a group Procedure b. Sing accurately and with proper breath control Procedure c. Match pitch accurately Procedure d. Demonstrate correct singing posture Process e. Perform music expressively Concept f. Participate in solo and ensemble alone or in a small group Procedure 3. Sing with technical accuracy PropertiesDomain: Psychomotor Level: Pr actice Difficulty: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner sings correctly alone and in their section Conditions for Assessment – Competence will be demonstrated: o teacher observation Learning Objectives a. Match pitches accurately Procedure b. Sing accurately and with proper breath controlProcedure c. Read rhythms and pitches correctly Procedure d. Practice proper vowel production Procedure 4. Exhibit ensemble skills Properties Domain: Affective Level: Internalizing Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking a nd writing in all areas Use problem solving skills in real world situations Practice citizenship skills based on democratic principlesCriteria – Criteria – Performance will be satisfactory when: o learner can sing part alone and in their section Conditions for Assessment – Competence will be demonstrated: o teacher observation Learning Objectives a. Differentiate between melody and harmony parts Procedure b. Be aware of the individual's roles within their section Principle c. Sing and dance expressively as a section and as part of an ensemble Concept d. Perform music from memory Procedure e. Evaluate musical performances of other groups Principle 5. Develop expressive qualities of musical elements PropertiesDomain: Cognitive Level: Synthesis Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effect ively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner performs a piece with the correct interpretation and style of selected piece o learner displays understanding of standard musical symbols of pitch, rhythm, dynamics and articulationConditions for Assessment – Competence will be demonstrated: o student critique o teacher observation Learning Objectives a. Differentiate between different styles and genres of music Process b. Demonstrate correct dynamics, phrasing and style Procedure c. Evaluate performances Principle 6. Prepare public music performances Properties Domain: Cognitive Level: Application Difficulty: Medium Importance: Essential Linked Core Abilities Practice citizenship skills based on democratic principlesCriteria – Criteria – Performance will be satisfactory when: o learner performs in a winter concert & spring concer t Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique of performance Learning Objectives a. Perform music in a public concert Procedure b. Practice music and concert ettiquette Process c. Perform memorized music Procedure d. Evaluate performances by other groups Principle 7. Investigate other areas of the arts including musical theatre, dance and visual arts Properties Domain: Cognitive Level: ApplicationDifficulty: Low Importance: Useful Linked Core Abilities Appreciate past and present cultures and the impact of those groups on individuals and society Criteria – Criteria – Performance will be satisfactory when: o learner participates in group discussions o observes various examples of the fine arts Conditions for Assessment – Competence will be demonstrated: o written exam o teacher observation Learning Objectives a. Discuss the importance of music in the arts Concept b. Study musical theatre, dance and visual arts Procedure c. Investigate careers in musicConcept d. Compare musical works by era, composer and style Process Show Choir R&S Standards NATIONAL STANDARDS OF EXCELLENCE FOR SHOW CHOIRS Original authors:   Diana R. Spradling and National R&S Jazz & Show Choir Committee Revision authors: Ken Thomas and National R&S Show Choir Committee (2006) Purpose The purpose of these standards is to provide choral directors and choral educators (choreographers, arrangers, set designers, costumers, etc. ) with a foundation upon which to build their show choirs as a viable and contributing part of a total choral program.For the beginning show choir, these standards should serve as starting points upon which to build. For the developing show choir, these standards should serve as goals to strive to attain. For the experienced show choir, these standards should serve as a measure of evaluation for the effectiveness and viability of their ensemble. Premise Recognizing the complexity of the world in which we live and particularly that of the educational system in today’s society where much of the body of choral literature is taught and performed, we create these standards believing in certain fundamental premises.Foremost, the show choir is not a replacement for a traditional choral program but an enhancement of the existing program. The show choir experience is designed to build upon the experiences of a traditional choral program, to provide opportunities for the exploration of additional literature, to expose more people to experiences in choral singing and to attract more listeners to the beauty and joy of choral music. Furthermore, it must be the essential mission of ach choral director and choral educator to maintain a level of excellence and a dedication to integrity in the stylistic performance of choral music of all types, idioms, historical periods and styles. Standards I. Singing Performing alone and with others, the members of the show choir should d emonstrate the ability to sing a varied repertoire of music from the popular culture and musical theatre genres with appropriate and healthy vocal technique, musical accuracy, technical accuracy, expression, ensemble skills and stylistic integrity. II. Movement/DancePerforming alone and with others, the members of the show choir should demonstrate the ability to add movement to their performance that compliments the music through technical accuracy, appropriate ensemble technique, expression and appropriately varied styles of dance. III. Instrumental Accompaniment When performing with instrumental accompaniment, the members of the show choir should demonstrate the ability to create a total ensemble performance integrating the skills of all the performers into a stylistic, entertaining and educational package for both audience and participants.The use of live accompaniment is strongly encouraged. Directors of the show choir should work toward this achievement. IV. Integrating Art For ms While experiencing the rigors and complex demands required in combining the individual disciplines of music, dance and theatre into a single performance medium, the members of the show choir should demonstrate the skills of the complete artistic performer. V. Interpreting Music ElementsIn reading and notating well-crafted music, the members of the show choir should demonstrate the ability to read a vocal score of varying parts appropriate to the ability level of their ensemble, describe the elements of music being used and expressively interpret the markings within the score. VI. Stylistic Awareness After listening to analyzing and rehearsing the music, the members of the show choir should demonstrate stylistic awareness in the music they perform through appropriate vocabulary, the performance of appropriate articulations and phrasing and critical evaluation.VII. Performance Practices and Evaluation By evaluating performances, the members of the show choir should demonstrate the ability to objectively review both their performances and the performances of others utilizing the accepted standards of excellence incorporated by the disciplines of music, dance and theatre along with the ensemble approach to the combination of these disciplines.The members of the show choir should recognize that performance practices in this genre do allow for more individualized interpretation than that of traditional choral literature. VIII. Creativity of the Individual As a means of encouraging the development of a variety of individual competencies, the members of the show choir should be given the opportunity to demonstrate their individual talents and abilities as solo performers, as composers and arrangers of repertoire for the ensemble, as choreographers and designers and as production leadership team members.IX. Entertainment as Art Recognizing the relationship between the three disciplines of music, dance and theatre in the performing arts, the members of the show choir should demonstrate their concept of entertainment as an art form through the elements of performance, appropriate rehearsal etiquette, continuous practice with attention to detail and respect for the contributions of others. X. History and Pop CultureUnderstanding the genre of popular music and theatrical music in relationship to history and culture, the members of the show choir should demonstrate the ability to classify repertoire or performance by style, type or historical period and explain the reasoning behind their classification as well as identify the role that this music and its performers have played in the historical and cultural development of society. DYNAMICS 1. The competition is open to  all SFC members. 2. There should only be  one (1) entry per BIG SECTOR.All big sectors should confirm their entry with the lyrics of the songs on or before  June 18, 2011. (The official list should be signed by the  SFC Cluster and Sector Couple Coordinators  to ensure tha t they are certified SFC members). Changes will be entertained until  July 2, 2011. 3. A  Show Choir  is defined as a group of people who combine choral singing with dance movements, sometimes within the context of a specific idea or story. 4. Each BIG SECTOR has an assigned genre from which they can choose their song/s for the performance. a. NORTH – Motown . WEST – Latin American c. CENTRAL –  Ã‚  Boy Band/Girl Band d. EAST – Movie Sountrack e. SOUTH – Broadway 5. Each group must be composed of at least 30 members. They can be a combination of singers, dancers and instrumentalists. Three (3) points  will be deducted for every person in deficiency of the provision. 6. Entries must also be composed of MIXED performers – brothers and sisters (there should be more than 10 brothers or sisters in the group). 7. The members of the show choir  should demonstrate the ability to sing  their chosen music. . The members of the show choir   should demonstrate the ability to add movement or choreography to their performance  that complements the music. 9. The members of the band/instrumentalists in the show choir  should demonstrate the ability to arrange, mix and play their musical score. 10. Use of props is highly encouraged to develop the visual aspect of the performance. 11. The group is  responsible for bringing their own musical instruments. 12. Lyrics should be wholesome and not sexually suggestive or vulgar.The song can be in the form of fast-paced or slow-paced pieces. 13. The song rendition or medley should not exceed five (5) minutes. There will be a one-minute grace period for entrance and another minute for the exit. 14. Costumes are highly encouraged to add up to the total performance however, it must be decent and proper for the performance. The COMPETITIONS COMMITTEE deserves the right not to allow the performance of a group due to costume technicalities. I. CRITERIA FOR JUDGING MUSICAL RENDITI ON †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% Voice Quality  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15% Choreography  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15% Blend and Balance  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15% SHOWMANSHIP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦30% Stage Presence  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10% Synchronization and Movements  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10% Costume/Props  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10% MESSAGE AND CONTENT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% TOTAL †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 100% Theme Assignments NORTH MANILA (Motown) WEST MANILA (Latin America) CENTRAL MANILA (Boy Band and Girl Band) EAST MANILA (Movie Soundtracks) SOUTH MANILA (Broadway) Color Scheme: NORTH:   Ã‚  Ã‚  Ã‚   YELLOW WEST:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   RED CENTRAL:   GREEN EAST:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   BLUE SOUTH:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ORANGE

Management Accounting and Management Decisions

Management Accounting, Cdn. 6e (Horngren/Sundem/Stratton/Beaulieu) Chapter 1 Management Accounting and Management Decisions 1) Both internal managers and external parties use accounting information. Answer: TRUE Diff: 2 Type: TF Page Ref: 16 Objective: 8 2) Internal accounting reports must follow generally accepted accounting principles and account for assets at historical cost. Answer: FALSE Diff: 2 Type: TF Page Ref: 16 Objective: 8 3) Organizations that do not make or sell tangible goods are called service organizations. Answer: TRUE Diff: 1 Type: TF Page Ref: 7Objective: 3 4) The cost-benefit balance is the primary consideration in choosing among accounting systems and methods. Answer: TRUE Diff: 1 Type: TF Page Ref: 2 Objective: 3 5) Planning refers to setting objectives, implementing plans, and evaluating objectives. Answer: FALSE Diff: 1 Type: TF Page Ref: 3 Objective: 2 6) A budget is a quantitative expression of a plan of action. Answer: TRUE Diff: 1 Type: TF Page Ref: 2 Obj ective: 3 7) Management by exception involves a detailed analysis of all deviations from planned performance regardless of the amount.Answer: FALSE Diff: 1 Type: TF Page Ref: 2 Objective: 3 8) Sales growth occurs in the mature market stage of product life cycle. Answer: FALSE Diff: 1 Type: TF Page Ref: 9 Objective: 4 9) Line authority is authority exerted downward over subordinates. Answer: TRUE Diff: 1 Type: TF Page Ref: 12 Objective: 5 10) Line departments support or service staff departments. Answer: FALSE Diff: 1 Type: TF Page Ref: 12 Objective: 5 11) According to the Financial Executives Institute, the controller's function is to obtain both short-term and long-term loans.Answer: FALSE Diff: 1 Type: TF Page Ref: 14 12) The CMA program focuses on management accounting and its role in Canadian business. Answer: TRUE Diff: 1 Type: TF Page Ref: 16 Objective: 8 13) The factors causing changes in management accounting today include increased global competition, technological advances and increased production by Canadian companies. Answer: FALSE Diff: 1 Type: TF Page Ref: 16 Objective: 8 14) The essence of the just-in-time philosophy is to eliminate waste. Answer: TRUE Diff: 1 Type: TF Page Ref: 16 Objective: 8 5) The Society of Management Accountants of Canada (SMAC) has developed standards of ethical conduct for management accountants, which include standards of competence, confidentiality, integrity and objectivity. Answer: TRUE Diff: 1 Type: TF Page Ref: 20 Objective: 9 16) A survey of managers selected which of the following business areas as the most common starting-point for future managers? A) Accounting. B) Finance. C) Legal environment of business. D) Computers in business. Answer: A Diff: 1 Type: MC Page Ref: 2 Objective: 1 17) Management accounting refers to accounting information developed for A) shareholders.B) governmental authorities. C) managers within an organization. D) loan officers. Answer: C Diff: 1 Type: MC Page Ref: 16 Objective: 8 18) __ ______ is a formal mechanism for gathering, organizing, and communicating information about an organization's activities. A) An accounting system B) Scorekeeping C) Management accounting D) Attention directing Answer: A Diff: 1 Type: MC Page Ref: 3 Objective: 2 19) ________ refers to accounting information developed for users within an organization. A) An accounting system B) Scorekeeping C) Management accountingD) Financial accounting Answer: C Diff: 1 Type: MC Page Ref: 3 Objective: 2 20) ________ is the accumulation and classification of data. A) An accounting system B) Scorekeeping C) Management accounting D) Attention directing Answer: B Diff: 1 Type: MC Page Ref: 3 Objective: 2 21) ________ means reporting and interpreting information that helps managers to focus on operating problems, imperfections, inefficiencies, and opportunities. A) Scorekeeping B) Attention directing C) Problem-solving D) None of the above Answer: B Diff: 1 Type: MC Page Ref: 3 Objective: 2 2) ________ i s the aspect of accounting that quantifies the likely results of possible courses of action and often recommends the best course to follow. A) Scorekeeping B) Attention directing C) Problem-solving D) None of the above Answer: C Diff: 1 Type: MC Page Ref: 3 Objective: 2 23) The codes of conduct for integrity include all of the following EXCEPT A) avoiding actual or apparent conflicts of interest. B) refusing to advise or assist with the commission of fraud. C) recognizing and communicating professional limitations. D) communicating information subjectively. Answer: DDiff: 1 Type: MC Page Ref: 20 Objective: 9 24) A clerk prepares a monthly report comparing the actual phone bill with the expected phone costs. This activity would be classified as A) problem-solving. B) scorekeeping. C) planning. D) attention directing. Answer: D Diff: 1 Type: MC Page Ref: 3 Objective: 2 25) Broad guidelines and detailed practices that together make up accepted accounting practice at a given time are re ferred to as A) GAAS. B) accounting conventions. C) GAAP. D) Revenue Canada regulations. Answer: C Diff: 1 Type: MC Page Ref: 16 Objective: 8 26) Service organizationsA) sell tangible goods. B) are not wholesalers. C) are considered manufacturers. D) must be profit-seeking. Answer: B Diff: 1 Type: MC Page Ref: 7 Objective: 3 27) A characteristic of service organizations is that A) labour is intensive. B) output is easy to define. C) major inputs and outputs can be stored. D) plant and equipment costs are high in proportion to labour costs. Answer: A Diff: 1 Type: MC Page Ref: 7 Objective: 3 28) The watchword for the installation of systems in service industries and nonprofit organizations is A) maximize. B) simplicity. C) constraints. D) complexity.Answer: B Diff: 1 Type: MC Page Ref: 7 Objective: 3 29) Which of the following is a characteristic of both profit-seeking and nonprofit service organizations? A) Labour is intensive. B) Output is usually difficult to define. C) Major inpu ts and outputs cannot be stored. D) All of the above are characteristics. Answer: D Diff: 1 Type: MC Page Ref: 7 Objective: 3 30) Financial accounting is constrained by GAAP. Management accounting is constrained by A) GAAS. B) the cost-benefit balance. C) Revenue Canada. D) the controller. Answer: B Diff: 1 Type: MC Page Ref: 16 Objective: 8 1) The primary consideration in choosing among accounting systems and methods is A) simplicity. B) behavioural issues. C) cost-benefit balance. D) computerization. Answer: C Diff: 1 Type: MC Page Ref: 3 Objective: 2 32) An accounting system should provide accurate, timely budgets and performance reports in a form useful to A) shareholders. B) bankers. C) Revenue Canada. D) managers. Answer: D Diff: 1 Type: MC Page Ref: 3 Objective: 2 33) ________ is (are) a quantitative expression(s) of a plan of action. A) A budget B) Performance reports C) Variances D) Management by exception Answer: ADiff: 1 Type: MC Page Ref: 3 Objective: 2 34) ________ prov ide(s) feedback by comparing results with plans and by highlighting deviations from plans. A) A budget B) Performance reports C) Variances D) Management by exception Answer: B Diff: 1 Type: MC Page Ref: 3 Objective: 2 35) ________ is (are) deviations from plans. A) A budget B) Performance reports C) Variances D) Management by exception Answer: C Diff: 1 Type: MC Page Ref: 3 Objective: 2 36) ________ concentrate(s) on areas that deviate from the plan and ignore(s) areas that are presumed to be running smoothly. A) A budgetB) Performance reports C) Variances D) Management by exception Answer: D Diff: 1 Type: MC Page Ref: 3 Objective: 2 37) Launching a new product line is an example of A) decision making. B) planning. C) controlling. D) organization. Answer: A Diff: 1 Type: MC Page Ref: 3 Objective: 2 38) Answering the following questions: When is dinner? Who is cooking it? is an example of A) planning. B) controlling. C) budgeting. D) analyzing. Answer: A Diff: 1 Type: MC Page Ref: 3 Objective: 2 39) Cooking dinner and tasting the food are examples of A) planning. B) controlling. C) budgeting.D) analyzing. Answer: B Diff: 1 Type: MC Page Ref: 3 Objective: 2 40) Planning determines action, action generates feedback, and feedback influences A) reports. B) accounting systems. C) further planning. D) deviations. Answer: C Diff: 1 Type: MC Page Ref: 3 Objective: 2 41) A quantitative expression of a plan of action is a A) variance. B) performance report. C) control. D) budget. Answer: D Diff: 1 Type: MC Page Ref: 3 Objective: 2 42) Actual results are compared to budgeted amounts in a A) performance report. B) financial statement. C) production report. D) flexible report.Answer: A Diff: 1 Type: MC Page Ref: 3 Objective: 2 43) Management by exception means management concentrates on A) significant activities proceeding as planned. B) significant deviations from expected results. C) insignificant activities proceeding as planned. D) insignificant deviations from expected results. Answer: B Diff: 1 Type: MC Page Ref: 3 Objective: 2 44) A synonym for deviation is A) planned. B) systematic. C) variance. D) reported. Answer: C Diff: 1 Type: MC Page Ref: 3 Objective: 2 45) A significant unfavourable variance A) should be ignored because of materiality.B) could not result from careless budgeting. C) is the result of proper planning. D) should be analyzed, and measures should be taken to correct the situation. Answer: D Diff: 1 Type: MC Page Ref: 3 Objective: 2 46) The product development stage in a product's life cycle corresponds to A) no sales. B) sales growth. C) stable sales level. D) low and decreasing sales. Answer: A Diff: 1 Type: MC Page Ref: 9 Objective: 4 47) The introduction to market stage in a product's life cycle corresponds to A) no sales. B) sales growth. C) stable sales level. D) low and decreasing sales. Answer: BDiff: 1 Type: MC Page Ref: 9 Objective: 4 48) The mature market stage in a product's life cycle corresponds to A) no sales. B ) sales growth. C) stable sales level. D) low and decreasing sales. Answer: C Diff: 1 Type: MC Page Ref: 9 Objective: 4 49) The phase-out-of-product stage in a product's life cycle corresponds to A) no sales. B) sales growth. C) stable sales level. D) low sales to no sales. Answer: D Diff: 1 Type: MC Page Ref: 9 Objective: 4 50) The various stages through which a product passes are called the A) product life cycle. B) production plan. C) market analysis. D) product initiative.Answer: A Diff: 1 Type: MC Page Ref: 9 Objective: 4 51) Product life cycles A) are the same for all products. B) must be considered to effectively plan for production. C) are computerized bicycles. D) have nothing to do with product profitability. Answer: B Diff: 1 Type: MC Page Ref: 9 Objective: 4 52) Authority exerted downward over subordinates is referred to as A) line authority. B) staff authority. C) general authority. D) specific authority. Answer: A Diff: 1 Type: MC Page Ref: 12 Objective: 5 53) Authorit y to advise but NOT command is called A) line authority. B) staff authority.C) general authority. D) specific authority. Answer: B Diff: 1 Type: MC Page Ref: 12 Objective: 5 54) An example of a line department at a jewelry manufacturer is the A) accounting department. B) finance department. C) maintenance department. D) sales department. Answer: D Diff: 1 Type: MC Page Ref: 12 Objective: 5 55) According to the Financial Executives Institute, one function of controllership is A) investments. B) short-term financing. C) provision of capital. D) reporting and interpreting. Answer: D Diff: 1 Type: MC Page Ref: 14 56) The top accounting officer in an organization is oftenA) the controller. B) the treasurer. C) the CFO. D) the CEO. Answer: A Diff: 1 Type: MC Page Ref: 14 57) ________ is mainly concerned with the company's financial matters. A) The controller B) The treasurer C) The secretary D) None of the above Answer: B Diff: 1 Type: MC Page Ref: 14 58) ________ is the designation that provides the greatest orientation toward management accounting. A) CIA B) CMA C) CEO D) CGA Answer: B Diff: 1 Type: MC Page Ref: 14 59) According to the Financial Executives Institute, one function of treasurership is A) planning for control.B) protection of assets. C) investor relations. D) economic appraisal. Answer: C Diff: 1 Type: MC Page Ref: 14 Objective: 6 60) Chartered Accountants are A) internal auditors. B) management accountants. C) external auditors. D) clerical accountants. Answer: C Diff: 1 Type: MC Page Ref: 16 Objective: 8 61) The largest Canadian association of professional accountants whose major interest is management accounting is the A) Canadian Institute of Chartered Accountants. B) Certified General Accountants of Canada. C) Government Accounting Institute. D) Society of Management Accountants of Canada.Answer: D Diff: 1 Type: MC Page Ref: 16 Objective: 8 62) A philosophy to eliminate waste by reducing the time products spend in the production process and elim inating the time that products spend on activities that do NOT add value is A) computer-integrated manufacturing. B) just-in-time. C) better late than never. D) added value tax. Answer: B Diff: 1 Type: MC Page Ref: 16 Objective: 8 63) Systems that use computer-aided design and computer-aided manufacturing, together with robots and computer-controlled machines are called A) just-in-time systems. B) robotic-computer systems.C) computer-integrated manufacturing systems. D) manufacturing-robotic systems. Answer: C Diff: 1 Type: MC Page Ref: 16 Objective: 8 64) Which of the following factors is causing changes in management accounting today? A) Shift from a manufacturing-based to a service-based economy. B) Increased global competition. C) Advances in technology. D) All of the above are factors. Answer: D Diff: 1 Type: MC Page Ref: 16 Objective: 8 65) Systems that use CAD and CAM together with robots and computer-controlled machines are called A) JIT. B) CMA. C) CIM. D) none of the above .Answer: C Diff: 1 Type: MC Page Ref: 16 Objective: 8 66) Below is a statement from the Code of Professional Ethics for the Society of Management Accountants. â€Å"Maintain at all times independence of thought and action. † It is an example of A) competence. B) confidentiality. C) integrity. D) objectivity. Answer: D Diff: 1 Type: MC Page Ref: 20 Objective: 9 67) Management accountants are similar to CAs and CGAs in that they A) give opinions on financial statements. B) are licensed by the Canadian Institute of public accountancy. C) adhere to codes of conduct.D) are independent of the company they work for. Answer: C Diff: 1 Type: MC Page Ref: 16 Objective: 8 68) The Society of Management Accountants has adopted a set of standards of professional ethics which includes codes of conduct regarding all of the following EXCEPT A) competence. B) independence. C) integrity. D) confidentiality. Answer: B Diff: 1 Type: MC Page Ref: 20 Objective: 9 69) Which of the following individu als would likely NOT be users of management accounting reports? A) company presidents B) university deans C) bankers D) chief physicians Answer: CDiff: 2 Type: MC Page Ref: 16 Objective: 8 70) Which of the following statements about management accounting is FALSE? A) It is concerned with how measurements and reports will influence managers' daily behaviour. B) It is less sharply defined than financial accounting. C) Its primary users are organizational managers at various levels. D) It is constrained by generally accepted accounting principles. Answer: D Diff: 2 Type: MC Page Ref: 16 Objective: 8 71) Which of the following statements about ethical dilemmas faced by management accountants is FALSE?Ethical dilemmas A) are clear-cut. B) involve conflict between two or more ethical standard. C) require individual integrity and judgment. D) require the application of ethical standards. Answer: A Diff: 2 Type: MC Page Ref: 20 Objective: 9 72) Which of the following statements about line a uthority is TRUE? Line authority A) is similar to staff authority. B) is indirectly related to the basic activities of an organization. C) is exerted upwardly from subordinates. D) includes the authority to command action. Answer: D Diff: 1 Type: MC Page Ref: 12 Objective: 5 3) Broad concepts or guidelines and detailed practices, including all conventions, rules, and procedures that together make up accepted accounting practice at a given time. Answer: Generally accepted accounting principles Diff: 1 Type: SA Page Ref: 16 Objective: 8 74) The person from whom the controller derives authority to set accounting procedures. Answer: The company president Diff: 1 Type: SA Page Ref: 12 75) Weighing known costs against probable benefits, the primary consideration in choosing among accounting systems and methods. Answer: Cost-benefit balance Diff: 1 Type: SA Page Ref: 11Objective: 7 76) A quantitative expression of a plan of action, and an aid to coordinating and implementing the plan. Answ er: Budget Diff: 1 Type: SA Page Ref: 2 Objective: 2 77) Deviations from plans. Answer: Variances Diff: 1 Type: SA Page Ref: 2 Objective: 2 78) Concentrating on areas that deserve attention and ignoring areas that are presumed to be running smoothly. Answer: Management by exception Diff: 1 Type: SA Page Ref: 2 Objective: 2 79) Authority exerted downward over subordinates. Answer: Line authority Diff: 1 Type: SA Page Ref: 12Objective: 5 80) Authority to advise but not to command. It may be exerted downward, laterally, or upward. Answer: Staff authority Diff: 1 Type: SA Page Ref: 12 Objective: 5 81) The largest Canadian professional organization of accountants whose major interest is management accounting. Answer: Society of Management Accountants Diff: 1 Type: SA Page Ref: 16 Objective: 8 82) A philosophy to eliminate waste, by reducing the time products spend in the production process and eliminating the time that products spend on activities that do not add value. Answer: Just-in-t ime philosophyDiff: 1 Type: SA Page Ref: 16 Objective: 8 83) Describe the major users of accounting information. Answer: In general, users of accounting information fall into three categories: (1) Internal managers who use the information for short-term planning and controlling routine operations. (2) Internal managers who use the information for making nonroutine decisions and formulating overall policies and long-range plans. (3) External parties, such as investors and government authorities, who use the information for making decisions about the company. Diff: 1 Type: ES Page Ref: 2 Objective: 1 4) Explain the cost-benefit and behavioral issues involved in designing an accounting system. Answer: The cost-benefit balance, weighing known costs against probable benefits, is the primary consideration in choosing among accounting systems. The system's value must exceed its cost. In addition, the system's effects on the behaviour of managers should also be considered. The system must p rovide accurate, timely budgets and performance reports in a form useful to managers. Diff: 1 Type: ES Page Ref: 14 Objective: 7 85) Distinguish between line and staff roles in an organization, and give an example of each.Answer: Line authority is authority exerted downward over subordinates. Staff authority is authority to advise but not to command. It may be exerted downward, laterally, or upward. Line departments are directly responsible for conducting the basic mission of the organization, that is, producing and selling a product or service. Staff departments are indirectly related to these basic activities through servicing and supporting the line departments. An example of a line role would be the sales executives, whereas a staff role would include the top accounting executive.Diff: 1 Type: ES Page Ref: 12 Objective: 5 86) Contrast the functions of controllers and treasurers. Answer: The treasurer is concerned mainly with the company's financial matters such as investor relat ions, provision of capital, short-term financing, credits and collections, and banking. The controller is concerned with operating matters such as reporting and interpreting, evaluating and consulting, tax administration, government reporting, and protection of assets. Diff: 1 Type: ES Page Ref: 1 87) Explain a management accountant's ethical responsibilities.Answer: A certified management accountant must adhere to a code of conduct regarding competence, confidentiality, integrity, and objectivity developed by the Society of Management Accountants. An unethical act is one that violates the ethical standards of the profession. Management accountants have an obligation to the organizations they serve, their profession, the public, and themselves to maintain the highest standards of ethical conduct. Diff: 1 Type: ES Page Ref: 20 Objective: 9 88) Explain the role of budgets and performance reports in planning and control.Answer: Budgets and performance reports are essential tools for pl anning and control. Budgets result from the planning process. Managers use them to translate the organization's goals into action. A performance report compares actual results to the budget. Managers use these reports to monitor, evaluate, and reward performance and, thus, exercise control. Diff: 3 Type: ES Page Ref: 3 Objective: 2 89) Discuss the role that management accountants play in the company's value-chain functions. Answer: Management accountants play a key role in planning and control.Throughout the company's value chain, management accountants gather and report cost and revenue information for decision makers. Diff: 2 Type: ES Page Ref: 9 Objective: 4 90) Identify current trends in management accounting. Answer: Many factors have caused changes in accounting systems in recent years. Most significant are globalization, technology, and a shift from a manufacturing-based to a service-based economy. Without continuous adaptation and improvement, accounting systems would be obs olete. Diff: 2 Type: ES Page Ref: 16 Objective: 8

How To Calculate Percent

How To Calculate Percent Calculating percent is a fundamental math skill, whether youre taking a class or just living life! Percentages are used to make car and house payments, calculate tips and pay taxes on goods. Percent calculations are fundamental to many classes, especially science courses. Heres a step-by-step tutorial on how to calculate percent. What Is Percent? Percentage or percent means per one hundred and expresses the fraction of a number out of 100% or the total amount. A percent sign (%) or the abbreviation pct is used to denote percentage. How To Calculate Percent Determine the total or whole amount. Divide the number to be expressed as a percent by the total.In most cases, youll divide the smaller number by the larger number.Multiple the resulting value by 100. Example Percent Calculation Say you have 30 marbles. If 12 of them are blue, what percent of the marbles are blue? What percent are not blue? Use the total number of marbles. This is 30.Divide the number of blue marbles into the total: 12/30 0.4Multiple this value by 100 to get the percent: 0.4 x 100 40% are blueYou have two ways to determine what percent are not blue. The easiest is to take the total percent minus the percent that are blue: 100% - 40% 60% not blue. You could calculate it, just like you did the initial blue marble problem. You know the total number of marbles. The number that is not blue is the total minus the blue marbles: 30 - 12 18 non-blue marbles.The percent that is not blue is 18/30 x 100 60%As a check, you can make sure the total of blue and non-blue marbles adds up to 100%: 40% 60% 100% Learn More How To Calculate Mass PercentHow To Calculate Percent Composition by MassPercent Error CalculationVolume Percent Concentration

Classroom Strategies for Improving Behavior Management

Classroom Strategies for Improving Behavior Management Behavior management is one of the biggest challenges that all teachers face. Some teachers are naturally strong in this area while others have to work hard to be an effective teacher with behavior management. It is crucial to understand that all situations and classes are different. Teachers must quickly figure out what works with a particular group of students. There is not a single strategy that a teacher can implement to establish better behavior management. Instead, it will take a combination of several strategies to create the desired atmosphere of maximized learning. Veteran teachers often use these simple strategies to maximize the time they have with their students by minimizing the distractions. Establish Rules and Expectations Immediately It is well documented that the first few days of school are essential in setting the tone for the remainder of the year. I would argue that the first few minutes of those first few days are the most critical. Students are generally well behaved, and attentive in those first few minutes giving you the opportunity to captivate their attention immediately, lay the foundation for acceptable behavior, and dictate the overall tone for the remainder of the year. Rules and expectations are two different things. Rules are negative in nature and include a list of things a teacher does not want students to do. Expectations are positive in nature and include a list of things that a teacher wants students to do. Both can play a role in effective behavior management in the classroom. Rules and expectations should be simple and straightforward covering the essential aspects of behavior management. It is essential that they are well written avoiding vagueness and wordiness that can be counterproductive by creating confusion. It is also beneficial to limit how many rules/expectations you establish. It is better to have a few well-written rules and expectations than a hundred that no one can remember. Practice! Practice! Practice! Expectations should be practiced several times throughout the course of the first few weeks. The key to effective expectations is for them to become a habit. This is done through prioritized repetition at the beginning of the year.  Some will see this as a waste of time, but those that put in the time at the beginning of the year will reap the benefits throughout the course of the year. Every expectation should be discussed and practiced until it becomes routine. Get Parents on Board It is crucial that teachers establish meaningful, trusting relationships early on in the school year. If a teacher waits until there is an issue to reach out to a parent, then the results may not be positive. Parents must be as aware of your rules and expectations as the students are. There are many ways to establish an open communication line with parents. Teachers must become adept at utilizing these different forms of communication. Begin by making contact with the parents of those students who have a reputation of having behavior problems. Keep the conversation entirely positive in nature. It is likely that this will provide you with credibility as they are probably not used to hearing positive comments about their child. Be Firm Do not back down! You must hold a student accountable if they fail to follow a rule or expectation. This is especially true at the beginning of the year. A teacher must get their bluff in early. They can lighten up as the year progresses. This is another vital aspect of setting the tone. Teachers who take the opposite approach will likely have a difficult time with behavior management throughout the year. Most students will respond positively to a structured learning environment, and this begins and ends with consistent accountability. Be Consistent and Fair  Ã‚   Never let your students know that you have favorites. Most teachers would argue that they do not have favorites, but the reality is that there are some students that are more endearing than others. It is essential that you are fair and consistent no matter who the student is. If you give one student three days or detention for talking, give the next student the same punishment. Of course, history can also factor into your classroom discipline decision. If you have disciplined a student several times for the same offense, you can defend giving them a tougher consequence. Stay Calm and Listen Do not jump to conclusions! If a student reports an incident to you, it is necessary to investigate the situation thoroughly before making a decision. This can be time-consuming, but ultimately it makes your decision defendable. Making a snap decision can create an appearance of negligence on your part. It is equally essential that you remain calm. It is easy to overreact to a situation, especially out of frustration. Do not allow yourself to handle a situation when you are emotional. It will not only diminish your credibility but could make you a target from students looking to capitalize on a weakness. Handle Issues Internally The majority of discipline issues need to be addressed by the classroom teacher. Consistently sending students to the principal on a discipline referral undermines a teacher’s authority with students and sends a message to the principle that you are ineffective in handling classroom management issues. Sending a student to the principal should be reserved for serious discipline infractions or repeated discipline infractions for which nothing else has worked. If you are sending more than five students to the office a year, you likely need to reevaluate your approach to behavior management. Build Rapport Teachers who are well-liked and respected are less likely to have discipline issues than teachers who are not. These are not qualities that just happen. They are earned over time by giving respect to all students. Once a teacher develops this reputation, their job in this area becomes easier. This type of rapport is built by investing time into building relationships with students that extend outside what happens in your classroom. Taking an interest in what is going on in their lives can be endearing in developing positive teacher-student relationships. Develop Interactive, Engaging Lessons A classroom full of engaged students is less likely to become a behavior issue, than a classroom full of bored students. Teachers must create dynamic lessons that are both interactive and engaging. Most behavior issues originate out of frustration or boredom. Great teachers are able to eliminate both of these issues through creative teaching. The teacher must be fun, passionate, and enthusiastic while differentiating lessons to meet individual needs in the classroom.

Five Attitudes toward Quality Nursing Care Essay

Five Attitudes toward Quality Nursing Care - Essay Example Nursing profession is a most noble profession of all and apart from various skills it always harps on some traits or attitudes that need to be cultivated to fulfill the cause for which this profession is known. Florence Nightingale was perhaps the first nurse in human history in true sense to possess the traits for which she became popular at that time. She showed to the world that generous nursing attitude can make a lot of difference in the life of the patient. During the Crimean war, she visited military hospital at Turkey along with some women nurses and made terrific changes in the hospital. The mortality rate, which was at 40% when she entered the hospital, came down to just at 2%. That was the first recognition to the nursing profession that became an integral part of the medical treatment as an intimate care taker. Nightingale became a role model for future generations in nursing profession. (Quan, Kathy) Since then medical science has made a lot of progress in terms of facil ities and modern equipments but importance of nurse has never diminished. Attitude of Professionalism: The ICN code of ethics for nursing informs, â€Å"The nurse’s primary professional responsibility is to people requiring nursing care.† ... The process of communicating to the patient and obtaining consent regarding a course of treatment through patient's signature on a form is one of the important requisite as a frontline caretaker and this forms a part of professional attitude for the nurses. The patient’s consent is sacred and must be protected while undertaking any nursing procedure; however, when patient is incompetent for physical or mental handicap, due to age or unconscious state then consent is required from legal guardians in the best interests of patient. (David, Deena 2009) By virtue of nursing profession, they hold patient’s confidential information and nurses use judgment while sharing them. Respecting the confidentiality is one of the professional necessities on part of the nurse to form a bond of trust between patient and nurses. (Hendrick, Judith 2000) Nursing attitudes what is desired and what is not desired at times could be subjective but having heard one real life incident of one of the patient, it can certainly be outlined in more authentic way. The patient belonged to a big town in US where she was born and brought up. She was well aware of nodules in right breast but she assumed that they were merely benign cysts and that will go away after some time and she didn’t pay much attention on it. When she went for her annual well women visit she was asked to go for immediate mammogram and surgical consultation. She listened to the heed and fixed the appointment for a mammogram two weeks later. As she narrated, mammogram checkup was her distasteful experience. â€Å"Do these technicians and nurses really care?† that is what her first experience was. She was alone, unsure, afraid, and a bit confused. Professionals go through all this as per the daily routine and they

Concepts of Time Essay Example | Topics and Well Written Essays - 1250 words

Concepts of Time - Essay Example One significant issue that the Americans understand through the conception of time is the declaration of independence. In the book, The Sons of the fathers, Albanese looks at the declaration of independence in terms of time and the importance of that achievement at the time it happened and in future time (Albanese 5). Albanese states that the declaration of independence meant a lot to school-going children. She states that the declaration of independence was a form of enlightenment to schoolchildren in 1937. She also states that this event was significant for succeeding generations because they would consider the document as an evidence of a stronger foundation. As such, Albanese looks at the declaration of independence in terms of its meaning to different people in different generations (Albanese 18). In 1937, the declaration of independence meant that Americans could control their materialism. They looked at independence in terms of ability and capacity to control their belonging. However, the current America does not look at the declaration of independence as a means to control their materialism. They look at it in terms of awareness and freedom. The declaration of independence means a way of acquiring rights and controlling politics and governance. Albanese looks at declaration of independence in times of people like Thomas Jefferson, Margaret Willard among other people (Albanese 219). During the declaration of independence, Americans considered it as a sacred document and an entity that was handled by religious leaders as a formed of governance. Albanese states that because the document was sacred, then the time of its declaration was also sacred. There were religious practices that were done during the declaration, which included natural liturgy of religious remembrance. Another important event looked at in terms of time is the ratification of the constitution in 1787. The constitution marked a different age in the United States of America. For example, b efore the constitution was ratified, American people did not have many rights and freedoms defined. The political class used to control many issues that affected citizens. Political leaders did not care about the wellbeing of citizens, as long as they acquired the things and privileges they wanted. However, after the ratification of the constitution, many rights and freedoms were defined formally in the constitution. They allowed American citizens to engage in certain things such as free will to religion, freedom of speech, right to life and freedom of movement among other things. Therefore, time in this sense, meant an aspect of different lifestyles and ways of life in America (More 19). American Revolution is also understood in terms of time. Political leaders who existed in the United States of America in the seventeenth century used history to compare forms of governance, political regimes and the success of different governance systems. They compared political systems and their governance through time and used that history, to develop their own political forms. A notable result of this involves the start of republicanism that occurred in the United States of America in 1775. Republican values in the United States and the importance of a materialistic way of life influenced the American Revolution. All Americans adapted their ways of life including, culture, religion