March 4, 1929. Americans Appeared Shine Brightly When Herbert

March 4, 1929. Americans appeared shine brightly when herbert Hoover was elected President. October 24, 1929, at the same year happened, the longest and deepest depression of United States, the Great Depression. Known as Black days, October 24 and October 26 it was the collapse for this depression, 16 million stocks were traded, by any price. Banks were calling for loan, Dow Jones fells 23%, $30 billion in stock were â€Å"disappeared†, unemployment rate is higher than 24%. Smoot-Hawley tariff Act, New Deal, Townsend Plan, Social Security Act, Housing Act, all of these are measures that the US government create to pass this big depression, which just ended in the middle of the Second World War, 1939. Black Thursday, or the initial of the Great†¦show more content†¦To change this scenario Roosevelt decides to start a program, a reform, the New Deal. This program was essential for get out the depression. One of the first deal’s it was the Agricultural Adjustment Administration, they confronted farm problems. Trying to reduce the agricultural surplus, by releasing loans to cooperating owners. To reduce the production of certain basic necessities (to raise prices). It also gave rise to the creation of the Commodity Credit Corporation, for loans for land acquisition. A lot of families were going to bed with an empty stomach. Francis Everett Townsend was an American physician who is well known for his great plan for help the United States to get out of the Great Depression, Dr. Townsend published his plan in a Long Beach, California newspaper, as a kind of extended Letter to the Editor†nearly by 1933, the Plan was then published as a pamphlet and distributed thro ughout America, by 1934. Dr.Townsend were fully expected Roosevelt to endorse his plan. However Roosevelt, like most establishment figures of the era, saw the Townsend Plan as irresponsible and unworkable. By 1934 Congressional elections all the candidates transformed Townsend Plan as priority, and it had more than 5 million votes for approval. Townsend and his followers were disappointed with Social Security because it didn’t promise instantaneous payments , because the benefits of Social Security promised were small compared to the $200 per month that Townsend proposed,Show MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pages Kim S. II. Title. HD30.4.W46 2011 658.40071 173—dc22 I. Cameron, 2009040522 10 9 8 7 6 5 4 3 2 ISBN 10: 0-13-612100-4 ISBN 13: 978-0-13-612100-8 B R I E F TA B L E O F C O N T E N T S Preface xvii Introduction 1 PART I 1 2 3 PERSONAL SKILLS 44 Developing Self-Awareness 45 Managing Personal Stress 105 Solving Problems Analytically and Creatively 167 PART II 4 5 6 7 INTERPERSONAL SKILLS 232 233 Building Relationships by Communicating Supportively Gaining

Introduction Of New Auditing Standard †Myassignmenthelp.Com

Question: Discuss About The Introduction Of New Auditing Standard? Answer: Introduction The title of the report is the Collapse of ABC Learning Centre and the introduction of new auditing standard ASA 701. The title has itself described the aim of the study. In the years of 21st century, many companies have went into liquidation due to the accounting frauds made with the connivance of the auditor and the management frauds which shows the ineffective working and functioning of the government. The major of these companies were Lehman Brothers, HIH Insurance, One Tel Phone Company, Cash Converters and ABC Learning Centre. These collapses have led the global financial crisis across the World. In the report, the discussion will be limited only to the collapse of the ABC Learning Centre. These collapses has led the government of the country of Australia to take such measures so as to avoid the accounting and management frauds and accordingly in the year of 2015, the government has issued the new auditing standard number 701 on Communicating the Key Audit Matters in the Indep endent Auditors Report. This standard has increased the role of the auditors of the company in disclosing all the relevant information about the company like accounting policies, methods and similar information. Simultaneously the role of the management of the company has also been increased in relation to presenting the actual position to the auditors of the company and the stakeholders. It has also been detailed as to how the collapse would not have happened in case the new auditing standard has come into place earlier. With this consideration, the report has been prepared with appropriate headings and sub headings. Abc Learning Centre Background Of Company ABC Learning Centre Limited is the company based in the country of Australia and is regarded as one of the largest company which is providing the child care facilities across different countries across the globe. The company has first founded in the year of nineteen hundred and eighty eight in the country of Australia. It has then expanded its operations throughout Australia, United States and New Zealand. In the year two thousand and one, being the March month, the company has been listed on the Australian Stock Exchange and since then the company has experienced immediate rise and shown the tremendous growth for the continuous period of seven years. The main function of the company is to provide the child care services to the children up to the age of not more than five years. It means children up to the preschool age. Most of the centre of the company provides the after school and before school care services including the care for vacations also. In the child care centre, the company provided the games for each of the different age groups, imparting the beginning education through the series of different activities and supply of hygienic food for the children at the child care centre. Apart from the business of providing the child care services, the company also possess the institute namely National Institute of Early Childhood Education. The basic premise of having the institution is to provide the training facilities to the staff located at different centre for child care. This institute has been established by the company in the year of nineteen hundred and ninety five. It shows that the company from the beginning is in the wave of expanding its operations as the institute has been opened within the period of seven years of incorporation of the company. The company has started its operations in different fields lie in the year of two thousand and five; the company has acquired Judius Propriety Limited to enter into the primary education area. But the time has changed and in the year of 2008 the company has greatly collapsed. Reasons For Collapse The ABC Learning Centre was at the peak during the twenty first century and has been able to capture the 20% of the market share on its own in the country of Australia. The company has made noticeable achievements since its formation. The company has collapsed not suddenly but slowly, as the root of collapsing has taken time to step into at the end and brought out all the discrepancies and the frauds that the company has entered into in the earlier years (Bajada and Trayler, 2010). The following are the reasons as to why the company has collapsed and has gone for receivership:- Financial Accounting Mess The first and foremost reason for the collapse is the treatment of every transaction while recording in the books of accounts. The company has not treated the accounting part seriously and has more focused on the financial expansion across the globe. There are two major accounting frauds that have come across by the company during its period of survival. The first major accounting fraud is related to the accounting treatment of the licenses acquired by the company during the period its survival. Licenses are recognized as the intangible assets as per the provisions of the Australian Accounting Standard 138. It is because these are identifiable assets, does not have any form or any type of the physical substance but carries the cost which can be easily measured in the real terms. As per the provisions of the Australian Accounting Standard 138, the intangibles are required to be accounted on the basis of either of the two models. One is Cost model and the other one is revaluation model. As per the cost model, the intangible assets is recognized at the cost incurred to acquire that asset and as per the revaluation model, the intangible asset is recognized at the revalued figure which is equivalent to the market or fair value of the intangible asset at that point of time. In the given case, though the company has been following the provi sions of the accounting standard 138 and valuing the intangible asset at the revalued figure, but the company has taken the undue advantage of the provisions and engaged in revaluing the intangible assets at the value higher than the value given by the market or the market valuer. The revaluation has been made to an extent which has shown that the intangible assets of the company counts as 72% to 81% approximately of the total assets as shown under the Assets side of the Balance sheet (McRobert, 2009). Further as per the AASB 138, the company can revalue its intangibles only in certain circumstances and only if the intangibles have the material impact on the financial position and the financial performance of the company. As these licenses are not material to the business of the company, therefore it has been declared by the Australian Securities and Investment Commission that the company has been engaged in the malpractices and the financial statements of the company is suffered fr om the severe material misstatement and financial discrepancies (Thomson, 2008). The second major accounting fraud is related party transaction that the company has entered into during the period of its operations. Eddy Grooves, then owner of the company, has entered into the number of related party transactions with the company like Austock through which the company has made the transaction of $27 million. Austock is the broking firm in which the major shares are held by Mr. Grooves. Secondly, the company has paid $74 million to Queensland Maintenance Services in which Mr. Grooves brother in law is the owner (Sumsion, 2012). Another numerous transactions have been happened with various related companies. Failure of the Corporate Governance In the plethora of articles and the newspapers it has been mentioned on daily basis that the major reason for the failure of the company has been failure of the operations conducted by the owner of the company Mr. Eddy Grooves. He has worked in accordance to the nature and size of the business and has worked at his discretion. Corporate governance is referred to as the manner of governing the operations and functions of the company with reference to the principles, policies and strategies of the company. These have listed as follows: Grooves has been engaged in the expansion of the business irrespective of the fact that the company has been losing its market share, companys accounting is being done at the comfort level of the employees working there, the deterioration of the services provided to the children of the child care facilities and so on (Penn, 2011). The company has entered into the related party transactions and in the annual report, the company has mentioned that company has not entered into any related party transactions and the company has no interest in the business of other company. This statement has showed that the company the poor corporate governance and has bad corporate governance practices. The third failure has been due to the change in the government policy. Since the year of 1991, the law was that the government will fund the child care organization only if these are the non - profit making organizations. But the year of 1991 has bought the change and allows the grant to every organization engaged in the child care facilities whether it is the profit making organization or the not for profit making organization. Since then the new companies has started entering into the market. The company has not taken this change into consideration and rather keeps on expansion of the company and acquires the different child care centre like Future One, Peppercorn Management and Kids Campus and have extra over their net worth. Auditing Flaw- Despite of the above factors, the auditors of the company were in the wave of issuing clean audit report. They have not issued any qualifying report for the adhoc revaluation of the intangibles or the poor corporate governance practices or the disclosure in relation to the going concern assumption of the business, etc. At the end of the year 2007 when the auditors have been changed from the current auditor to the Ernst and Young, the latter refused to sign off the balance sheet unless the previous year figures are reinstated and regrouped as per the current year financial statement and have disclosed the fraud of valuation of the intangibles and thereby increasing the profit. The above factors state how the companys business has been collapsed. Clean Report Issued In the case of every collapse of the business whether it is HIH, One Tel or ABC Learning, the auditors have played the major role. The auditors are required to authenticate the financial statements of the company and have to give report thereon whether the financial statements represents the true and fair view of the financial statements of the company or not (Kachelmeier, Schmidt and Valentine, 2016). In the given case, the auditors have been issuing the clean report because of the following reasons: The auditors have the wrong view that the companys accounting policy for the intangible assets are correct and is as per the provisions of the accounting standard 138. The auditors have placed excessive reliance on the preparation of the books of accounts of the company. The auditors have received the higher remuneration in lieu of taking the risk of signing off the balance sheet. The auditors have not exercised their professional due care while auditing the books of accounts as they have never mentioned that the intangibles counts as 72% of the total assets of the company and other similar discrepancies. New Auditing Standard Asa 701 Auditor plays the very important role in the disclosure of the financial information to the stakeholders and other shareholders of the company. It is presumed that the audited financial statements provided to the users of the financial statements will be free from any type of discrepancies and errors and will represent the true and fair view of the results of the company. After having the consecutive collapses of business across the world and having the look of the declined role of the auditors, the government has issued the new auditing standard ASA 701 in the year of 2015 having the title as communicating the Key Audit Matters in the Independent Auditors Report. This has given the right to the investors to take the legal action against the auditors in case incorrect information is furnished (AASB, 2015). Auditning Standard Requirements The major meaning and the content of this standard is the aim for which the standard has been placed for the application by the auditors of the company and ways through which the key audit matters noticed during the conduct of audit be reported in auditors report so as to make the users of the financial statements understandable about any kind of discrepancies prevailing in the company (McKee, 2015). The term key audit matters is defined as the areas which is related to the significant high risk and communicating the key audit matters is defined as the disclosure of the risky areas in the audit report of the company annexed with the financial statements of the company. The key audit matters are indentified by the auditor after consider the following aspects: Areas where there are chances of having the high risk as defined as per ISA 315 Areas where the judgment of the management has come into place and which requires the urgent consideration by the auditor of the company. Areas where the major transactions have occurred and which can have the material impact on the audit being conducted by the auditor of the company (Cordos and Flpa, 2015). Key Audit Matters For Abc Learning If the new auditing standard has come into force before the year of the collapse of the company, then the collapse would not have happened in the history of the industries operating at various countries across the globe. The annual report of the company would have included the following key audit matters in the audit report, forming part of the annual report, in case the new auditing Accounting treatment of the Intangible Assets The audit report should have contain that the company has followed the revaluation model on irregular basis and have violated the provisions of the Accounting standard 138 on Intangible Assets. Rapid Expansion The audit report should have contained that with the process of the rapid expansion, the company will face the problem of going concern in the future and hence the financial statements cannot be said as prepared according to the going concern assumption (Masytoh, 2010). Conclusion The auditor is the key person between the company and the stakeholders of the company. On the basis of the auditor report only the investors invest their funds in the company and other similar stakeholders participate in the business of the company. The above analysis helps in concluding that the auditors have helped the company in manipulating the accounts of the company and has provided the misleading financial information to the stakeholders. Recommendation The report has recommended that the auditor shall perform his work with due professional care. The government shall actively take part in the formation and application of the new policies for the benefit of the stakeholders of the company. References AASB, (2015), ASA 701, Communicating Key Audit Matters in the Independents Auditors report, available on https://www.auasb.gov.au/admin/file/content102/c3/ASA_701_2015.pdf (accessed at 06/09/2017). Bajada, C. and Trayler, R., 2010. How Australia Survived the Global Financial Crisis.The Financial and Economic Crises: An International Perspective, Edward Elgar: Cheltenham, UK and Northampton, USA, pp.139-154. Cordos, G.S. and Flpa, M.T., 2015. Understanding audit reporting changes: introduction of Key Audit Matters.Accounting and Management Information Systems,14(1), p.128. Kachelmeier, S.J., Schmidt, J.J. and Valentine, K., 2016. The disclaimer effect of disclosing critical audit matters in the auditors report. Masytoh O, (2010), The analysis of determinants of Going Concern Audit Report, Journal of Modern Accounting and Auditing, Vol 6(4), pp 27-36. McRobert, A., 2009. ABC Learning Centres Limited-did the annual reports give enough warning?.JASSA, (1), p.14 McKee, D., 2015. New external audit report standards are game changing.Governance Directions,67(4), p.222. Penn, H., (2011), Gambling on the market: The role of for-profit provision in early childhood education and care-Journal of Early Childhood Research,9(2), pp.150-161. Sumsion, J., 2012. ABC Learning and Australian early education and care: a retrospective ethical audit of a radical experiment.Childcare markets local and global: can they deliver an equitable service, pp.209-225. Thomson, J., (2008), Five lessons from the Spectacular fall of Eddy Grooves, available at https://www.smartcompany.com.au/finance/five-lessons-from-the-spectacular-fall-of-eddy-grroves.html accessed on 06/09/2017.

Santol Peelings as Potential Source for Ethanol free essay sample

Abstract Today’s world poses an era where technology is both comfort and need. In the enjoyment of these benefits, energy has been harnessed mostly from non-renewable energy resources. While energy is surging in demand, by-products included pollution and other harmful effects. People need to shift their views to the alternative energy resources such as ethanol, alcohol extracted from fruits. Food consumption should never be sacrificed, therefore, using fruit wastes is wiser. Santol is locally abundant fruit with popularly eaten pulps and normally thrown peelings. The study focuses on extracting ethanol from Santol peelings, using white and brown sugar, and comparing it to the commercial in flame propagation, duration, temperature difference, and heat content with varying concentrations. The study is an experiment divided into three phases, fermentation, distillation, and the flame testing. Gathered data has been tabulated and treated with Z test and Randomized Block Design. With the findings, Santol peelings can be a potential source of ethanol. We will write a custom essay sample on Santol Peelings as Potential Source for Ethanol or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Keywords alternatives, concentrations, fermentation, distillation, duration, heat content, propagation I. INTRODUCTION Energy is the prime requirement for us to enjoy the benefits of technology. Through the years, its demand has been surging while its supply experiences shakes. Energy sources spring from coal, natural gas, oils, and many other nonrenewable energy resources. The depletion of these sources is inevitable as their recovery rate is much slower than the consumption rate of the people. Apart from the depleting issue, nonrenewable energy resources have been giving pollutants and risks, responsible for the manmade calamities and tragedies worldwide. There is a need to divert our views towards energy sources that do not sacrifice the quality of living that we long while promoting a much sustainable environment where all organisms thrive and prosper. Ethanol, a renewable energy resource, is combined with gasoline (gasohol) and used as automotive fuel. Though, ethanol is chiefly produced from raw materials fitter for human consumption. Ethanol is extracted from fruits, might as well, the fruit wastes such as peelings can generate ethanol. Santol (Sandoricum koetjape) is among the locally abundant fruit in the country. Its pulp is popularly eaten while its peelings are naturally thrown away. Thus the project is called to explore the potential of ethanol from Santol peelings and comparing its ethanol to that of the commercial one. II. METHODOLOGY Extraction of the Santol ethanol had undergone three phases. First was the fermentation phase, then the distillation phase, and lastly, the testing phase. During the fermentation process, the santol peelings were chopped into fine pieces. For every two cups of the chopped peelings, one cup of distilled water was added. To produce the mash, the chopped peelings, together with the distilled water were blended. We used the cheese cloth in order to filter the juice from the mash. For every four cups of juice, we added one cup of sugar. Since we had two set-ups, the first set-up was added with brown sugar while the other one was added with white sugar. The mixture was stirred in order to completely dissolve the sugar. The mixture was then pasteurized at 60Â °C in 30 minutes in order to eliminate bacteria that might alter the process. After pasteurizing the mixture, it was cooled to room temperature. When the temperature reached its steady state, we added the baker’s yeast. For every 1. 125liters of the pasteurized mixture, only 1/8 teaspoon of the baker’s yeast must be added. The mixture was then placed in a sealed fermenting jar and kept in a dark place at room temperature in two weeks to complete the fermentation. The distillation process cannot be done if the mixture is not completely fermented. Necessary equipment is also needed in order to start distilling the fermented mixture. During this process, 100ml of the fermented mixture was poured into the distilling flask and was heated up to 78. 5Â °C in order to evaporate and condense the ethanol. Testing was done using the extracted ethanol from the distillation procedure and also with the commercial one. The tests conducted were for the flame propagation, flame duration, temperature differences and heat content. In testing for the flame propagation, we used a 20-inch cotton strip. The cotton strip was fully dipped into the Erlenmeyer flask with the 3:2 ratio or 3ml of the santol ethanol and 2ml of unleaded gasoline mixture. The cotton absorbed all the liquid mixture. The wet cotton strip was then held on a flat surface and ignited from the tip using a match. The conduct of the flame duration and temperature differences was also done during the procedure. The procedure for the heat content was done after gathering the necessary data for the temperature differences III. RESULTS TABLE 1 FLAME DURATION OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 40% CONCENTRATION Trial 40% Ethanol Solution Experimental Commercial 1 53 51 2 47. 7 60 3 52. 83 52. 26 4 73. 17 57. 06 5 59. 63 58 Ave 57. 266 55. 664 The table shows the flame duration of the experimental and commercial ethanol for 40 % ethanol concentration. TABLE 2 FLAME DURATION OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 50% CONCENTRATION Trial 50% Ethanol Solution Experimental Commercial 1 60. 57Â  50 2 66. 15 48 3 55. 57 60. 21 4 62 51. 34 5 60 52. 4 Ave 60. 858 52. 39 The table shows the flame duration of the experimental and commercial ethanol for 50 % ethanol concentration. TABLE 3 FLAME DURATION OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 60% CONCENTRATION Trial 60% Ethanol Solution Experimental Commercial 1 67. 16 45 2 59 50 3 62. 05 54. 9 4 59. 67 49 5 54 48. 34 Ave 60. 37 6 49. 448 The table shows the flame duration of the experimental and commercial ethanol for 60 % ethanol concentration. TABLE 4 FLAME DURATION OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 100% CONCENTRATION Trial. 100% Ethanol Solution Experimental Commercial 1 55. 71 59. 35 2 71. 05 71. 37 3 73. 21 57. 24 4 67. 32 50. 22 5 70. 02 81. 18 Ave 67. 462 63. 872 The table shows the flame duration of the experimental and commercial ethanol for 100 % ethanol concentration. TABLE 5 FLAME PROPAGATION OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 40% CONCENTRATION Trial 40% Ethanol Solution Experimental Commercial 1 0. 508 2. 032 2 1. 27 2. 032 3 1. 016 1. 693 4 1. 639 1. 209 5 1. 411 1. 954 Ave 1. 1688 1. 784 The table shows the flame duration of the experimental and commercial ethanol for 40 % ethanol concentration. TABLE 6 FLAME PROPAGATION OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 50% CONCENTRATION Trial 50% Ethanol Solution Experimental Commercial 1 2. 309 2. 032 2 1. 129 1. 693 3 1. 037 1. 588 4 1. 058 1. 494 5 2. 032 2. 032 Ave 1. 513 1. 7678 The table shows the flame duration of the experimental and commercial ethanol for 50 % ethanol concentration. TABLE 7 FLAME PROPAGATION OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 60% CONCENTRATION Trial 60% Ethanol Solution Experimental Commercial 1 1. 27 1. 881 2 1. 104 1. 5875 3 1. 155 1. 155 4 1. 129 1. 494 5 1. 303 2. 032 Ave 1. 1922 1. 6299 The table shows the flame duration of the experimental and commercial ethanol for 60 % ethanol concentration. TABLE 8 FLAME PROPAGATION OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 100% CONCENTRATION Trial 100% Ethanol Solution Experimental Commercial 1 0. 403 0. 598 2 0. 026 0. 541 3 0. 032 0. 706 4 0. 057 0. 806 5 0. 314 0. 876 Ave 0. 1664 0. 7054 The table shows the flame duration of the experimental and commercial ethanol for 100 % ethanol concentration. TABLE 9 TEMPERATURE DIFFERENCE OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 40% CONCENTRATION Trial 40% Ethanol Solution Experimental Commercial 1 13 9 2 20 12Â  3 14 16 4 15 26 5 19 21 Ave 16. 2 16. 8 The table shows the temperature difference of the experimental and commercial ethanol for 40 % ethanol concentration. TABLE 10 TEMPERATURE DIFFERENCE OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 50% CONCENTRATION Trial 50% Ethanol Solution Experimental Commercial 1 9 14 2 8 24 3 10 16 4 9 30 5 10 44 Ave 9. 2 25. 6 The table shows the temperature difference of the experimental and commercial ethanol for 50 % ethanol concentration. TABLE 11 TEMPERATURE DIFFERENCE OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 60% CONCENTRATION Trial 60% Ethanol Solution Experimental Commercial 110 21 2 10. 5 32. 5 3 9. 5 22 4 4. 5 20 5 10 30 Ave 8. 9 25. 1 The table shows the temperature difference of the experimental and commercial ethanol for 60 % ethanol concentration. TABLE 12 TEMPERATURE DIFFERENCE OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 100% CONCENTRATION Trial 100% Ethanol Solution Experimental Commercial 1 3 26 2 20 21 3 49. 5 15 4 7 21 5 11. 5 15 Ave 18. 2 19. 6 The table shows the temperature difference of the experimental and commercial ethanol for 100 % ethanol concentration. TABLE 13 HEAT CONTENT OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 40% CONCENTRATION Trial 40% Ethanol Solution Experimental Commercial 1 58. 3623 40. 4047 2 89. 7882 53. 8729 3 62. 8517 71. 8306 4 67. 3412 116. 7247 5 85. 2988 94. 2776 Ave 72. 7284 75. 4221 The table shows the heat content of the experimental and commercial ethanol for 40 % ethanol concentration. TABLE 14 HEAT CONTENT OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 50% CONCENTRATION Trial 50% Ethanol Solution Experimental Commercial 1 50. 5059 78. 5647 2 44. 8941 134. 6823 3 56. 1176 89. 7882 4 50. 5059 168. 3529 5 56. 1176 246. 9176 Ave 51. 6282 143. 6611 The table shows the heat content of the experimental and commercial ethanol for 50 % ethanol concentration. TABLE 15 HEAT CONTENT OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 60% CONCENTRATION Trial 60% Ethanol Solution Experimental Commercial 1 67. 3411 141. 4164 2 70. 7082 218. 8587 3 63. 9741 148. 1505 4 30. 3035 134. 6823 5 67. 3412 202. 0235 Ave 59. 9336 169. 0263 The table shows the heat content of the experimental and commercial ethanol for 60 % ethanol concentration. TABLE 16 HEAT CONTENT OF THE EXPERIMENTAL AND COMMERCIAL ETHANOL FOR 100% CONCENTRATION Trial 100% Ethanol Solution Experimental Commercial 1 33. 6706 291. 8117 2 224. 4705 235. 694 3 555. 5645 168. 3529 4 78. 5647 235. 694 5 129. 0705 168. 3529 Ave 204. 2682 219. 9811 The table shows the heat content of the experimental and commercial ethanol for 100 % ethanol concentration. FIGURE 1 VOLUME OF THE ETHANOL YIELD OF THE WHITE SUGAR Figure 1 shows the amount of volume of the ethanol yield of the white sugar. To compute for the volume of ethanol per unit volume of the juice, Volume of ethanol extracted = 49 mL Volume of the juice= 750 mL Therefore the volume of ethanol that can be extracted from a milliliter of Santol juice is, 49 mL / 750 mL = 0. 0653 mL of ethanol A volume of 0. 0653 mL of ethanol can be extracted from a one milliliter of Santol juice. The volume of juice necessary to obtain a one milliliter of ethanol is, 750 mL / 49 mL = 15. 30612mL of juice To obtain 1 mL of ethanol, 15. 30612 mL of Santol juice is needed. FIGURE 2 VOLUME OF THE ETHANOL YIELD OF THE BROWN SUGAR Fig. 2 shows the ethanol yield of the brown sugar. To compute for the volume of ethanol per unit volume of the juice, Volume of ethanol extracted = 50 mL Volume of the juice= 1125 mL Therefore the volume of ethanol that can be extracted from a milliliter of Santol juice is, 50 mL / 1125 mL = 0. 0444 mL of ethanol A volume of 0. 0444 mL of ethanol can be extracted from a one milliliter of Santol juice. The volume of juice necessary to obtain a one milliliter of ethanol is, 1125 mL / 50 mL = 22. 5 mL of juice To obtain 1 mL of ethanol, 22. 5 mL of Santol juice is needed. TABLE 17 ETHANOL YIELD PER UNIT GRAM Mass of Peelings Ethanol Yield (volume) Brown Sugar 500 g 50 mL White Sugar 450 g 49 mL For the Brown Sugar Set-up To compute for the ethanol yield per gram is, Volume of ethanol Yield = 50 mLMass of the Peelings = 500 g 50 mL / 500 g = 0. 1mL per gram For every 1 gram of Santol peelings, 0. 1 mL of ethanol can be obtained. To compute for the mass of Santol peelings needed to obtain a 1 mL of ethanol, For the 60 % concentration, there is statistical evidence of a difference between the flame duration of the experimental and the commercial ethanol. For the 100 % concentration, there is no significant difference between theflame duration of the experimental and the commercial ethanol. there is no statistical evidence to prove that there is a significant difference in the flame duration between the different ethanol concentrations of the experimental one. For the 40 % concentration, there is statistical evidence of a difference between the flame propagation of the experimental and the commercial ethanol. For the 50 % concentration, there is no significant difference of the flame duration between the experimental and the commercial. For the 60 % concentration, there is significant difference of the flame propagation between the experimental and the commercial ethanol. For the 100 % concentration, there is statistical evidence in the flame propagation of the experimental and commercial ethanol. There is statistical evidence to prove that there is a significant difference in the flame propagation between the different ethanol concentrations of the experimental one. For the 40 % concentration, there is no significant difference in the temperature difference of the experimental ethanol from the commercial one. For the 50 % concentration, there is statistical evidence of difference of the experimental ethanol from the commercial one. For the 60 % concentration, there is statistical evidence of difference of the experimental ethanol from the commercial one. For the 100 % concentration, there is no statistical evidence that there is difference in the temperature difference of the experimental ethanol from the commercial one. There is no statistical evidence to prove that there is a significant difference in the temperature difference between the different ethanol concentrations of the experimental one. For the 40 % concentration, there is no statistical evidence that there is difference in the heat content of the experimental ethanol from the commercial one. For the 50 % concentration, there is significant evidence that there is difference in the heat content of the experimental ethanol from the commercial one. For the 60 % concentration, there is significant evidence that there is difference in the heat content of the experimental ethanol from the commercial one. For the 100 % concentration, there is no statistical evidence that there is difference in the heat content of the experimental ethanol from the commercial one. There is no statistical evidence to prove that there is a significant difference in the heat content between the different ethanol concentrations of the experimental one. The set-up with brown sugar has ethanol yield of 0. 1089 mL per gram of the Santol peelings. The weight of the Santol peelings needed to obtain a one mL ethanol is 9. 1836 grams. The set-up with the white sugar has ethanol yield of 0. 1 mL for every one gram of Santol peelings. Ten grams of Santol peelings is needed to obtain a one mL of ethanol. The set-up with the brown sugar with 1125 mL of Santol juice has produced 50 mL of ethanol. To produce an mL of ethanol using brown sugar, 22. 5 mL of Santol juice is needed. The set-up with the white sugar has 750 mL of Santol juice and has produced 49 mL of ethanol. To produce an mL of ethanol using white sugar, 15. 30612 mL of Santol juice must be prepared. To produce 1 mL of ethanol from the Santol peelings, the total cost will amount to 0. 6638 pesos. V. CONCLUSION Santol peelings have the potential to be a source of ethanol. Considering the minimal acquisition cost of the experimental ethanol and the comparative performance it has showed for the flame duration, flame propagation, temperature difference, and the heat content in relation to the commercially available one, a latent source of ethanol can be the discarded peelings from this fruit and may serve as alternative for the traditional sources of ethanol, which currently spring from food sources such as corn, bananas, and others. The concentration of the experimental ethanol does not affect the performance in flame duration, temperature difference, and heat content while effects in the flame propagation is observed. Then, the concentrations do not generally affect on the performance. For economical reasons, one can use the greater concentration of Santol ethanol to save resources without sacrificing the quality of the fuel. Concurrently, this study will significantly help in the research of finding better alternatives and greener choices towards a more sustainable environment. ACKNOWLEDGMENT The researchers extend their deepest gratitude to research adviser, Engr. Kae Vines G. Tanudtanud for the guidance and support she has extended to us. To Engr. Norma B. Moreno and the faculty of the Chemistry Department whose knowledge and support have made us along our project testing, to Engr. Rosario Dangin, laboratory assistant of the Chemical Engineering Department for the unwavering support and encouragement in the pursuance of this study, and to Concordia C. Bacalso, head of the Networking and Linkages Office, for sharing her information on the field of study.

The Idea of Orientalism Portrayed in James Camerons Avatar Essay Example

The Idea of Orientalism Portrayed in James Camerons Avatar Essay The Idea of Orientalism Portrayed in James Cameron’s Avatar Abstract In brief, this study discusses about the representation of orientalism idea which is portrayed in the film Avatar. The film tells about the conflict between human and native people in Planet Pandora, where human exploits the land and oppresses the native. This study explores in what way the idea of orientalism is represented and how both narrative and non-narrative aspects of the film helped in delivering that representation. Indeed, to explore the focus of analysis, the study will be completed by applying orientalism criticism proposed by Edward Said. Thereby, this research will be a qualitative research where the data is taken from the film Avatar, library research, journals, and other resources which appropriate in conducting the analysis. This study discovers that Avatar shows the idea of orientalism in three different pursuits: an academic discipline, a style of thought and a corporate institution for dealing with the Orient. Thus, hopefully this will be completed as expected and may give contribution in literary research focusing on film analysis. Key words: Orientalism, Oppression, Narrative, Non-Narrative, Orient. Introduction The European colonialism towards almost the whole Eastern regions has caused the cultural dominance of Western. The European tends to see that they are more civilized and advanced than the colonized people. Tyson states that the colonizers saw themselves at the center of the world; the colonized were at the margins. Furthermore, he also states that the colonizers also saw themselves as the embodiment of what a human being should be, the proper â€Å"self†; native peoples were considered â€Å"other,† and different (419). We will write a custom essay sample on The Idea of Orientalism Portrayed in James Camerons Avatar specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Idea of Orientalism Portrayed in James Camerons Avatar specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Idea of Orientalism Portrayed in James Camerons Avatar specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The colonial discourse of â€Å"self† and â€Å"other† thus leads to the practice of othering, which is the practice of judging the different as less than fully human (Tyson 420). This practice of othering can be seen not only in the written text such as literature but also in the narrative of the performed human culture. The â€Å"other† that is created through narratives is imaginary, stereotypical, and biased. But the details of the narratives lend crucial insight into the identity formation of the â€Å"self† as differentiated from the exaggerated â€Å"other† (Roberts 4). There is another specific form of othering called Orientalism. The term of Orientalism appears in the book with the same title Orientalism written by Edward Said, a preeminent scholar and an important figure in postcolonial studies who is also known as an activist n Middle Eastern politics. Orientalism purpose is to produce a positive national self-definition for Western nations by contrast with Eastern nations on which the West projects all the negative characteristics it doesn’t want to believe exist among its own people (Tyson 420). Said’s Orientalism is a study of ‘the West’s’ representation of ‘the East’ and, in particular, how they underpinned imperialist political ambitions and administrations (Baldwin et al. 169). As an academic discipline, Orientalism emerged in the late eighteenth century and has since assembled an archive of knowledge that has served to perpetuate and reinforce Western representations of ‘the East’ which is also known to be ‘the Orient’ (Ashcroft 57). The idea of Orientalism in recent days can be found in current Western depictions of Arab culture and the discussion of politics in Middle East which is closely associated with terrorism. However, the idea of Orientalism does not merely exist only in either the current affair of Western and Middle East or the literature works which represent the distinctive identity between ‘the West’ and ‘the East’, but also in the recent movie production. In 2009 there is one movie production titled Avatar which has a strong depiction of Orientalism. Avatar is directed by James Cameron. This is an adventure sci-fi movie which is delivered in a 3D format. This movie got 56 nominations and won 3 Oscars and 25 other awards. The film reached the second highest blockbuster movie gross in its first month release date and also became the first movie that delivers truly photo-real CG technology. Besides all the awards and the technology this movie has presented, the clear depiction of Orientalism idea in this movie becomes the main reason Avatar is chosen to be the subject of this study. The plot of this movie tells about the exploitation done by human towards Planet Pandora, the place in which the valuable mineral can be obtained. In that place, human has to face and overcome the struggle of the native called Na’vi who opposes the land exploitation. Human scientists invent the avatar program which enables human to drive their avatar body, a genetically-bred human-Na’vi hybrid, and therefore human can freely observes and persuades the native to surrender their land. Here, the idea of Orientalism clearly depicted in the way human represents the native as primitive and uncivilized and how human tries to educate and build the native in the way human believes to be the best way. There are several critics towards Avatar which states that this movie contains racist themes in which the white hero once again saving the primitive natives. The editor in chief sci-fi magazines Jesse Washington writes that Avatar reminds her of Pocahontas story which also tells about how the main white characters realize that they are complicit in a system which is destroying aliens or people of color, and then go beyond assimilation and become leaders of the people they once oppressed. Furthermore, she criticizes the way Avatar is picturing the native incapability to save their selves (The Huffington Post, 2009). This review also supports the idea of orientalism since being white man wan an idea and reality which involved a reasoned position towards both the white and non-white world. Said further suggests that being a White Man, in short, was a very concrete manner of being in the world, a way of taking hold of reality, language, and thought (226). However, Avatar is the new film production which contains the idea of orientalism. This film represents the story in a more advanced technology. Also, during the process of this research, there is no publication of other researches which is using this film and the idea of orientalism as their main subject. Thus, Avatar is worth to be analyzed in this study. From the previous explanation about the issue which will be analyzed, this study will mainly focuses in analyzing how the idea of orientalism represented in the movie through the depiction of the human and the native relation and also how the narrative and non-narrative aspects of the film build that idea. Orientalism by Edward Said is believed to be the most appropriate theory approach of the study. The theory of narrative and non-narrative of film also will be used in this study since the subject of this study is a film, thus the analysis cannot just rely on the story or narrative of the film, but also the non-narrative aspect which plays the same important role in shaping the film. The Idea of Orientalism Represented in Avatar The analysis will be focuses on the representation of the idea of orientalism portrayed in the film Avatar. The film tells about the conflict between human and the native of Planet Pandora called Na’vi which is caused by the oppression and land exploitation done by human. A valuable mineral called unobtanium which only exists in Pandora is the main motive why human try to conquer the place. Pandora, which has the different geographical condition from earth, becomes the object of learning and discovery by human. Thus, Pandora represents the Orient and human represents the Occident. A. Orientalism in the Narrative of Film One way of approaching films is to see them as stories. It involves analyzing the various ways in which some common recurring features of storytelling and plot structures are developed. The term narrative is really quite simply used as another term for story. But it can also be seen as a more technical term relating to attempts to theorize the principles by which stories are structured (Benyahia et al. 50). Narrative cinema’s function is storytelling not description. Furthermore, narrative refers to the strategies, codes and conventions employed to organize the story (Hayward 256). The story of Avatar is brought by one narrator who is also become the main character, Jake Sully. Through his narration, the story of the film is delivered in his perspective and emotional attachment. From the paralyzed marine, he becomes the hero of Na’vi people. The narrative of the film clearly shows the superiority of human. Jake Sully comes as the chosen hero character which in the end of the story saves Na’vi people from human ambition to conquer the Orient. The appearance of Jake Sully as the narrator of the story also initiates that this character has the power to represents the Orient and the Oriental. Thus, human still represented as the superior one since the Na’vi people cannot save themselves. They are saved and helped by the coming of Jake Sully. Even the spirit of Eywa, the native’s goddess, gives the message that places Jake Sully as the important character in the first place. The idea of Orientalism is portrayed in the way human defining the Orient as a dangerous place and its people as irrational and uncivilized. Baldwin et al. suggests that Orientalism is not simply a process of description, but a relation of power and domination whereby one group gets to define identities for all by defining the ‘Orient’ and ‘Orientals’ in certain ways (172). Part of the pervasive power of Orientalism is that it refers to at least three different pursuits, all of which are interdependent: an academic discipline, a style of thought and a corporate institution for dealing with the Orient (Ashcroft and Ahluwalia 57). Those three different pursuits of Orientalism appear in Avatar and will be explored specifically. 1. A style of thought Said argues that Orientalism is a style of thought based upon an ontological and epistemological distinction made between the Orient and the Occident (3). Mostly covered by forest, Pandora is seen as the dangerous and mystical place. The place is dominated by giant plants and wild animals. With all its exotic and challenging condition, human tends to see Pandora as the place which is waiting to be conquered. This representation is clearly stated in the beginning of the movie when Colonel gives a speech to the newcomer marines. Conversation 1 (scene 0:06:15) Colonel: You’re not in Kansas anymore. You are on Pandora, ladies and gentlemen. .. Behind that fence, every living thing that crawls, flies or squat in the mud wants to kill you f you wish to survive, you must obey the rule†¦ As for the native people, human places them in the inferior side. Na’vi is determined to be irrational and uncivilized. Na’vi lives in group and they settle in one big tree deep in the forest. They find their food by hunting. They believe in the spirit named Eywa and the flow of energy that lives through all the living things in the planet. Besides their custom, their biological appearance is also different from human. They are two times higher from human and they have blue skin, a tail and a long braid hair which is functioned as their bond device. From all those differences, both appearance and custom, human places themselves in the contrary position of Na’vi. Thus, human are rational and civilized. 2. An Academic Discipline Said suggests that Orientalism is the discipline by which the Orient was – and is approached systematically, as a topic of learning, discovery and practice (73). In the film Avatar, both Pandora and Na’vi people becomes the object of the study of human. The Avatar program itself is the scientist project in combining the DNA of Na’vi and the DNA of human which will become the driver of the avatar body. As described in the film, Pandora has become the specific field of study. Some books have been written by the scientist and those books have been the sorts of knowledge in order to get a description of Pandora, especially for human who never set foot on that place. Conversation 2 (0:10:20) Norm: Grace Augustine is a legend. She’s the head of Avatar Program. She wrote the book. I mean literary wrote the book on Pandoran botany. Conversation 3 (1:11:54) Grace: There is something really interesting going on there biologically. I would die to get samples. Both conversations above clearly show that Pandora has become the topic of learning for human. The knowledge of Pandora is built through the human’s understanding. Thus, the scientists speak for Pandora and Na’vi people. None of the Orient and Oriental can speak for themselves. 3. A corporate institution for dealing with the Orient The third definition of Orientalism as a corporate institution is demonstrative of its amorphous capacity as a structure used to dominate and to authorize the Orient. Hence, Orientalism necessarily is viewed as being linked inextricably to colonialism (Ashcroft and Ahluwalia 57). In the film clearly describes that human try to give Na’vi people education, transportation and health-care through the company policy. Human wants to build Na’vi based on their agenda so that they can dominate and authorize the native. Conversation 4 (0:12:38) Parker: Look, look, you’re supposed to be winning the hearts and the mind of the natives. Isn’t that the whole point of your little puppet show? If you look like them, talk like them, they’ll start trusting us. We build them a school, we teach them English †¦ Na’vi people are taught to speak in English and they are also invited to attend the school which is built for them. Human needs to educate Na’vi people to think like human so that human can freely explores the richness of the land. Furthermore, the main reason the Avatar Program is created is to become the diplomatic solution between human and Na’vi people. Appears in the same biological body with the natives, human intends to persuade Na’vi people to give away their land. Thus, all the corporate institution that is built to Na’vi people in the film Avatar clarifies the intention of the Occident represented by human to dominate and authorize the native. The idea of Orientalism in the film then portrayed hrough the human dominance in the power of knowledge. Human tends to see Pandora as the subject of the study and the place to be conquered of. This idea can be seen in the three different pursuit of Orientalism: a style of thought, an academic discipline and a corporate institution for dealing with the Orient. B. The Supporting Non-Narrative of Film Non-narrative aspect of the film is functioned as the supporting elements in strengthen the idea and meaning proposed by the narrative aspect. Non-narrative contains of cinematography technique which is separated from narration such as setting, costume and make up, and character appearances. In analyzing this study, several non-narrative aspects mentioned above will be analyzed briefly 1. Setting The setting of the film only takes place in the Planet Pandora, the place where human exploits the land to obtain a valuable mineral. The distinction geographical condition between the Orient and the Occident does not appear in the film since Pandora is the only setting of the film. Pandora is located in six years travel time from earth. The planet is mostly covered by wild forest. There is hardly human building since the native lives inside the forest. The setting is dominated by green and giant plants. There are also flying mountains which significantly differs the geographical condition of Pandora and the Earth. The setting of the Orient represents the dangerous and untamed nature in which the Occident try to conquer. Wild and large forest, flying mountains and steep cliff are the dominant setting of the film. Those setting represent the dangerous and challenging nature. Although the setting in which the Occident is represented is the same as the Orient, but there is a clear distinction between the two places. While the Orient is represented in the wild and dangerous environment, the Occident is represented in an advanced technology environment. Human build the headquarters which filled with high technology equipments. There are no green or giant plants in the setting of the Occident. Thus, from the distinction of the setting the message of superiority is clearly shown. Human rules the native through the power of knowledge and technology. 2. Character Appearance The Occident characters are represented through several human characters portrayed in the film. First is Jake Sully, the main character and the hero. He happens to be unexpected person; invalid and not fulfill the requirement to drive the Avatar body, which surprisingly overcome the task by which he is given to. Second is the Colonel character, the man who sees the military force is the best solution on every problem. Third is Grace, a scientist which creates the Avatar program who sees Pandora as the place of learning and discovery. The Orient character is best described by Neytiri and Tsu-tey. Both of them have a great ability to fight and hunt. It is their belief and dependency towards the spirit that clearly shows their weakness. However strong they might be, they still cannot save their people by their own power. 3. Costume and Make Up The distinction between human and Na’vi is clearly shown since Na’vi has a different biological appearance. Na’vi appears in the blue skin and twice height of human. Bellantoni states that many films use an intense turquoise blue as an exotic presence that, because it’s combined with green, visually warms the conservative forces in a tiny village (131). Here clearly stated that the skin color of the Na’vi signifies the exotic presence which always associated with the Orient. The Na’vi barely wears any clothes and there is only some fabric and beads which covers their vital organ. The distinction then does not appear in the costume wear by human compares to Na’vi people, instead it appears on the Avatar body which is driven by human. Although they have the exact same biological body, Avatar body wears the proper clothes according to human custom. Thus, from the distinction of costume it can be clearly seen that Na’vi represents the uncivilized part while human, although becomes the driver of the Avatar body, represents the civilized one . Conclusion Based on the analysis, it can be concluded that Avatar contains the strong idea of Orientalism. Through the distinction power between the Orient which is represented by Planet Pandora and the Occident which is represented by human, the idea of Orientalism is delivered in three interdependent pursuits proposed by Said. First is Orientalism as a style of thought. Pandora is seen as the dangerous and mystical place. Since it has a different geographical condition with earth where human comes from, human tends to see the Orient as the other, the different and contrary identity from them. With all its exotic and challenging condition, human sees Pandora as the place which is waiting to be conquered. Second is Orientalism as an academic discipline. Pandora has been the object of the scientific study by human. Several books and science projects are created in order to give the broad examination of the Orient. Thus, human has the whole knowledge about the Orient. Human speaks for the Orient according to their understanding and none of the Orient able to represent themselves. Third is Orientalism as a corporate institution for dealing with the Orient. In the film clearly describes that human try to give Na’vi people education, transportation and health-care through the company policy. Human wants to build Na’vi based on their agenda so that they can dominate and authorize the native. The idea of Orientalism which is portrayed in Avatar is supported in both narrative and non-narrative aspect of film. Narrative is the story of the film which contains the plot structure which forms the sequence performed in the film. Avatar is narrated by the main character Jake Sully, which then initiates the emotional and perspective attachment towards the problem. The appearance of Jake Sully as the hero who saves Na’vi people from the destruction of human shows that human indeed still has the superiority towards the Orient and Oriental. Na’vi is described to be incapable to save themselves and thus it places them on the weak and inferior side. The film shows that Jake Sully is the chosen one, the character which will be the savior for Na’vi people. The non-narrative aspects of the film also becomes the important part in giving the supportive power in strengthen the idea which is presented in the narrative aspect. The non-narrative aspects analyzed in this study are setting, character appearance, costume and make-up. All four elements in non-narrative aspects give the supportive power in strengthen the idea of Orientalism and the clear distinction between the Orient and the Occident. To conclude, Avatar is one film which contains the issue of Orientalism. Although it is not rely on the specific Western and Eastern region as proposed by Said, but the role of the power of knowledge which defines human as the superior clearly shows the main idea of Orientalism. Moreover, this ilm has achieved three Oscars and has listed in 53 nominations throughout the world. Then it is undeniable that this film gives a great impression towards the film critics. Works Cited Ashcroft, Bill, and Pal Ahluwalia. Edward Said. London: Routledge, 2001. Avatar. Dir. James Cameron. Perf. Sam Worthington, Zoe Saldana, and Sigourney Weaver. Twentieth Century-Fox, 2009. Baldwin, et al. Introducing Cultural Studies. London: Pearson Education Limited, 1998. Bellantoni, Patti. If It’s Purple, Someone’s Gonna Die. Focal Press, 2005. Benyahia, Sarah, Freddie Gaffney, and John White. As Film Studies: The Essential Introduction. Routledge, 2006. Hayward, Susan. Cinema Studies: The Key Concept. London: Routledge, 2000. Loomba, Ania. Colonialism / Postcolonialism. London: Routledge, 1998. Purdue OWL. â€Å"MLA Formatting and Style Guide. † The Purdue OWL. Purdue U Writing Lab, 2009. Roberts, Kathleen G. Alterity and Narrative: Stories and Negotiation of Western Identities. Albany: State University of New York Press, 2007. Said, Edward W. Orientalism. London: Penguin Books, 2003. Tyson, Louis. Critical Theory Today. New York: Garland Publishi ng Inc. , 1999. Washington, Jesse. ‘Avatar’ Critics See Racist Theme. The Huffington Post, 2009.

11 Questions to Ask Yourself to Create Meaningful Work

11 Questions to Ask Yourself to Create Meaningful Work As you conduct your job search, are you clear about what type of work will be most meaningful for you while also meeting your financial requirements?   How about how the other aspects of your life impact your job search?   If you are looking for truly fulfilling work, you might benefit from the following exercise, offered by women’s life coach Britt Bolnick (www.InArmsCoaching.com ).   Answering some of her suggested questions will help you gain clarity about where you are and what you need. Note:   Some of you may remember my article, Top 10 Questions NOT to ask Yourself in Your Job Search. That advice still holds. If you are doing it alone, get some support! Britt reminds us, â€Å"You can create work and life situations that work FOR you, instead of trying to fit yourself into work that you feel you HAVE to be doing.† This message is a great one to remember. Here’s Britt’s exercise to get you thinking about what YOU want: Write down the following 11 (or more) items regarding what you’re looking for in your work situation. what you want the hours to be what kind of responsibilities you enjoy what you want your advancement opportunities to be what kind of money you want to be making (think BIG!) what types of benefits you’re looking for what kind of work environment you work best in (on your own, as part of a team, outdoors, in a structured office environment, etc.) how you want to feel in the work environment (challenged, appreciated, mentally or physically stimulated, etc.) how you want to feel in the morning when you wake up for work how you want to feel at the end of the day what kind of commute you want what type of people you want to work with Keep in mind: Knowing what you want makes it a lot more likely that you’ll find it! Britt is offering a two-month online group coaching opportunity, Your Manifesting Abundance Program (Your MAP), for women who want to cause a change in their work or life situations.   This program will help you as you step towards creating what you truly want in your life and identify the things that have been standing in your way.   And you will learn how to manage your time and energy in the process! This group starts Wednesday May 18th. If you’re interested in learning more, go to: Your Manifesting Abundance Program Category:Job SearchBy Brenda BernsteinMay 9, 2011

Exam Essay Example | Topics and Well Written Essays - 1000 words

Exam - Essay Example However, bullying also takes other, more indirect forms, such as gossiping, spreading rumors and other psychological forms of harassment. It is this type of bullying which is common in colleges. It has to be accepted that â€Å"the sad reality is that bullying and harassment affect millions of students on college campuses† (Holt). Bullying now takes many forms on a college campus: intimidation, hazing, and even cyber-bullying. Anti-harassment laws are necessary in colleges because of the new wireless culture, to signal zero tolerance for bullying and to ensure a positive impact on all stakeholders. The spread of wireless technology has changed the culture on college campuses. It is no longer sufficient that â€Å"Virtually every college in the country is required by federal law to have strong rules banning discriminatory harassment† (Lukianoff). These federal laws largely belong to the last century. The very nature of college campuses has changed in the past decade due to wireless technology. It is clear that bullying and harassment no longer deal only â€Å"with stalking, vandalism, telephonic harassment and threats† (Lukianoff).  With the spread of wireless technology and students’ constant interaction on social networks, the problem of bullying and harassment has also taken on more serious dimensions. ... College campuses must reflect larger society in order to function as true environments of learning. Anti-harassment laws must keep pace with the changing times in order to remain effective. It is only when colleges are bound by clear anti-harassment laws that they can firmly signal their zero tolerance for bullying. Institutes of higher learning must be clearly seen to encourage a positive, supportive atmosphere where students know that bullying will not be tolerated, where students know they can go to adults for help, and where there are clear consequences for bullying. When it is made compulsory for colleges â€Å"to distribute their anti-harassment policy to all students, including instruction on what students and administrators should do if an incident of harassment occurs,† bullying will be controlled (Holt). Spelling out the college’s commitment to an anti-harassment position will stop bullying.   This can be done by making colleges â€Å"publicly recognize tha t bullying is a real problem and have a policy to deal with it† (Holt). Only a compulsory anti-bullying policy will move college authorities to being proactive on this issue. Otherwise, there will be a tendency for teachers to tolerate or ignore bullying and even to look down on victims as not being ‘man enough’ to take it in their stride. Authorities need to be active in preventing bullying on campus. An anti-harassment legislation will ensure that teachers and administrators make it a part of their duty to intervene in bullying. When colleges are required to prevent bullying and harassment, all the stakeholders will benefit. The victims of bullying often carry scars for life. This is

Complete a literature review on an area of your choice Essay

Complete a literature review on an area of your choice - Essay Example The review includes three parts. There is the literature reviewed on the effects of education in eradicating poverty. The second part will review literature on improving the outcomes of adults and the outcome on the lives of children. The last part will review literature on the benefits and effects of education. It will investigate the impact of education on an individual’s work. The last part of the review will include the conclusions drawn from the review. In most countries, it is a fact that education will increase the chances of someone securing employment. The level of education largely determines the wages that one will be able to get. Government policies determine largely what the families will be able to attain. The government is allowed to intervene on the various measures that the income can have. For instance, the government can reduce the amount of taxes that families below a certain pay grade can attain. The cost of reducing poverty among children through education is very high. It is more sustainable to think of education as a long-term goal where people are educated from a young age so that it becomes part of the culture. There is a lot of evidence that more years of schooling results in higher wages. The most recent focus on this issue is that there is the same degree in the level of education and the returns. Academic qualifications enable an individual to earn much more than any type of vocational training (Dearden et al. 2002) and (Sianesi 2003). The main point is to differentiate between the causative influences of qualification from any other type of qualification that may not be considered. According to Blundell et al. (2005), it is important to distinguish individuals who earn a higher salary because of their academic qualifications and individuals who choose to continue their education because of their well-paying jobs. This will be dealt with by trying to