Political science paper- comparative Essay Example | Topics and Well Written Essays - 1500 words

Political science paper- comparative - Essay Example The theory adopts the rule of consensus decision making and majority rule. In an occurrence where a decision cannot be reached through consensus, a decision is reached through the majority rule by voting. The type of voting embraced by this theory involves one that does not regard authority. Every party of individual affected by the decision making process is effectively considered in terms of representation in the decision making process (Gutmann & Dennis 57). Deliberative democratic theory also represents representative democracy and direct democracy. In an argument by Ross deliberative democracy refer to representative bodies that give equal chance to its members to deliberate on a decision making procedure without uneven distribution of power due to authority or position an individual holds (87). Another definition of the theory given by Gutmann & Dennis depicts deliberative democratic theory refers to the system of governance where the lay citizens are given the power of making decisions (87). Generally, this theory acts with respect to democracy where every person is entitled to a decision or thought; and the thought or opinion is considered in a decision making process. The decision making process in this theory may be represented in tow forms depending on the parties involved. The decision making may be based on the elitist deliberative democracy or populist deliberative democracy. In elitist deliberative democracy, the involved parties use the social decision making bodies such as courts and legislatures to rule over a dispute or direct a decision making process. In the populist deliberative democracy the power is given to the people to decide on the opinion or decision to uphold. In an argument by Gutmann & Dennis the power given to the people is more significant than using decision making bodies since there is a higher probability that public opinion will be represented (132). The author further argues that populist deliberative democracy theory gene rates decisions that may be significant to the lives of involved citizens since their opinion will be greatly considered in the decision making process. Characteristics The characteristics that apply in deliberative democratic theory are greatly similar to the provision of any consensus approach. There are five characteristics of the theory; I. Information In any decision making process there are numerous information that are required in order to have a complete validation of option. In deliberative democratic theory, this information should be provided to all involved parties in the decision making process. Additionally, the information provided to the participants should be accurate and relevant to the consensus being held. Gutmann & Dennis argue that the theory may be distorted if the information provided to participants is biased, distorted or incomplete (122). II. Substantive balance All arguments considered in this theory should be met by contrary arguments that support the ar guments. According to Ross the opinions the participants bring forth should be supported by relevant and significant evidence in order for

Carroway Clothing Limited Essay Example for Free

Carroway Clothing Limited Essay Carroway Clothing Limited (CCL) is a Canadian-controlled private corporation (CCPC) that was incorporated 10 years ago. CCL follows accounting standards for private enterprises (ASPE). It is owned by two brothers, Chip and Charles Carroway, who started the company after identifying an opportunity to design and manufacture clothing with innovative fabric. The Carroway brothers have run the business together and have an equal stake in its equity. You are Rose Reddick, a recently graduated CGA assigned as team leader to complete the March 31, 20X3, financial statement audit of CCL. This is the second year that your firm has done CCL’s audit. The audit planning was completed in early March by Blake Mouton, another CGA in your firm, but he has recently announced he is resigning from the firm. Due to scheduling conflicts and an unusually busy season, he will be unable to continue with the remainder of the audit before he leaves, and you have been asked to take over leadership of the audit team. It is now late April, and the team under Blake’s supervision has completed about two-thirds of the audit field work. The audit is scheduled to be completed by May 15, and realizing that you have a limited amount of time to complete your work on this audit, you immediately begin your review of the work done to date and the available client background information. Client background The Carroway brothers started manufacturing athletic wear, utilizing new techniques in fabric treatments to increase the durability of the fabric. CCL’s range of products includes clothing lines for women and men. The products are, primarily athletic wear, but three years ago they added a line of soil-resistant work clothing. Tax losses have occurred in the early years, but sales have grown each year since the company was started. As sales increased, Chip hired a team of design specialists to create new clothing items with innovative features. This team was hired three years ago to begin the research and development required to bring new products to market. Chip also hired a marketing manager with a degree in fine arts to design the tags attached to each piece of clothing and develop the marketing programs. At the same time, specialized software was implemented to produce tags for the products. Because there are specific requirements for content and format of the tags, the production manager is the only individual with authorized access to the software. In July 20X2, CCL signed a contract to produce a line of athletic wear for Sports Shop, a small chain of sporting goods stores. The line of athletic wear features the chain’s logo and trademark colours. CCL ships product to these stores using a company truck. The contract specifies that Sports Shop is to pay for each shipment within 30 days of signed receipt of delivery. Recently, Sports Shop has disputed some of the amounts owing to CCL, maintaining that there is no proof of receipt of the shipment. When Chip questioned the CCL driver, the driver admitted that when he was running late with his deliveries, he simply dropped the shipment at the store counter and did not wait for the store manager’s signature. Chip has not provided an allowance for these receivables since the delivery was made even though there is no signature. In fact, CCL has never recorded an allowance in any fiscal year and has not had any issues with uncollectible accounts. The research and early stages of development of CCL’s products were financed by a combination of capital invested by the brothers, bank financing, and a government grant (see financial statements, Exhibit 1). Scientific Research  and Experimental Development (SRED) credits were received in 20X1 and 20X2 and have been reported as government grants for accounting purposes. The sales volume of the soil-resistant clothing is now great enough to assure the lenders and any potential investors that these products are commercially viable. In fact, based on the 20X1/X2 results, they expect the current product line to become a significant commercial success. The cost of developing this product line, called Walton Work Wear has been deferred and is being amortized (straight-line) at the rate of 10% per year starting in 20X2 (see Deferred Development Schedule, Exhibit 2). Original research costs for the Walton Work Wear products were expensed when incurred, net of grants and SRED credits. The prior-year audit file shows that this treatment of SRED credits is consistent with CCL’s reporting of all taxes (payable and recoverable), which have been accounted for on a current basis without regard to recognition of the future tax effects of any current transactions. During the past year, the brothers have turned their attention to a moisture management and odourreduction feature for the athletics tops. They are confident that within two years their current research will lead to a product line that keeps the sweat away from the skin and minimizes the impact of perspiration on the clothing. The preliminary prototype works effectively for the first several minutes, but the protection barrier degrades quickly and more work is required. This product line will be called Carroway Cool Top and is currently in the research stage only. The deferred development costs for this product line are $975,000. In order to finance completion of the new research and development of the Carroway Cool Top products, Chip Carroway expects to obtain a long-term bank loan for CCL. He is aware that this long-term bank loan will include a more stringent debt to equity covenant than the existing line of credit. He is also interested in the option of going public and issuing new shares to raise funds for future growth. However, Chip is concerned about the implications of losing some control over CCL so he is leaning towards remaining a CCPC. CCL’s chief financial officer, Jack Lawson, was the original office manager  and bookkeeper when CCL was first established, and although he has no professional accounting credentials, he does have a degree in business administration with a major in finance. He is responsible for the preparation of financial reports and is involved in all of the financing discussions. Jack has always been employed by companies which are private and he has no experience in the requirements of going public, so Chip will require additional information from you in order to be able to make an informed decision between the financing options available. CCL has grown rapidly over the last three years, after implementing its research and development activities. During 20X1, the implementation of the research and development department resulted in the hiring of many new employees in research and development, production, and administration. CCL would like to provide an incentive plan to these new employees, but is not in a position to provide a cash bonus. Therefore, CCL is considering a limited issue of stock options to its employees. The stock options would entitle an employee to acquire equity shares of CCL at $50 per share at any time starting six months after the date of their issue. Some employees are uncertain about the impact of the issue of stock options on their taxable income and are considering disposing of them immediately upon acquisition. Chip has recently been notified about a pending lawsuit and provided Blake with some preliminary details when he was at the office in March. Six months ago, the production process of one of the fabric treatments resulted in an accidental but illegal leak of chemicals into the environment. The local environmental agency objected to such a release of chemicals, and when their objections were ignored they filed a lawsuit against CCL, alleging that CCL was negligent in the release of the chemicals and in violation of environmental regulations. Chip is not concerned about this lawsuit since he notes that the amount of chemicals that leaked from CCL equipment was not significant, but he would like to know whether there are any other risks associated with this issue and how they should be dealt with. Review of audit findings to date The audit-planning file indicates that Blake assessed the inherent risk associated with this audit as low. The reasons for this assessment include the fact that this is the second year of the engagement and no audit or financial reporting problems have been uncovered in the past audit. Blake included a note that the design of the clothing tags is now being handled jointly with the marketing manager, who had persuaded the production manager to give her access to the specialized software while he was away from the office on vacation. During this time, the marketing manager redesigned the tags to include more marketing elements and minimized the font size of the list of additives used in the fabric treatment so that there was more room to describe the innovative features of the clothing. The newly designed tags have been on product for the past two months, and CCL has recently heard some feedback from concerned customers that the information about the additives is difficult to read. These customers have allergies to certain chemicals, so it is imperative they are aware of the chemicals used in the treatment of these fabrics. Another important factor influencing the risk assessment is that, in spite of operating losses in the past, CCL has never had serious cash flow problems, due to Jack’s careful business planning and the good relationship CCL has with its lender. CCL is experiencing growth in profits, indicating that the investment in the research and development department is paying off. The draft financial statements show positive net income and strong revenue, with a portion of this revenue being generated by the Walton Work Wear line of products in 20X3 (see Exhibit 1). Although no misstatements or errors have been documented in the work completed so far, you are not sure if this is because conclusions have not yet been drawn on most sections of the audit file. In addition to evaluating all of the evidence gathered so far, the following audit work still needs to be completed: review of the accounts in Exhibit 2; team leader review of all work done by subordinates; completion of the audit work on unrecorded liabilities, subsequent events, and contingencies; and review of the draft  tax returns. Once all of these steps have been completed and approval of the statements is received from the client, the schedule of unadjusted errors and final review of the financial statements must be completed. The file will then be ready for a final partner review before release of the audit report. You see from the files that Blake has used traditional sampling to sample small amounts of data for the audit and you are not comfortable basing your conclusions on the work done because with the increase in sales this year and the research and development activities, there is a large amount of data to audit. You are considering an appropriate alternative, such as generalized audit software. Upon examining the file, you realize that a number of financial reporting and potential tax issues have arisen this year that were not present in prior years. These issues and other new information have not been adequately addressed in the current-year audit plan. You believe that the client should be informed of your concerns regarding the current year’s issues as well as the implications of the financing options.

Life :: essays research papers

1. Evolutionary Psychology assumes that human behavior, just like human anatomy and physiology has been shaped by the evolutionary process. A. Can you justify that assumption? Yes, because it is saying that the mental mechanisms that underlie human behavior are held in common among people all over the world. These mental organs constrain and shape people's thoughts, perceptions and behaviors. Also, evolved mechanisms in the brain channel the evolution of human societies and human culture that make some outcomes more likely than others. B. Don't the advanced learning capacities of humans negate the relevance of an evolutionary approach to human behavior? No, because not all behavior is learned or just there from the beginning. According to human behavioral ecology, peoples' interests are defined in evolutionary terms: as wanting to maximize their fitness. 2. Evolutionary psychology assumes that the brain is composed of many domain-specific cognitive modules. A. What does the phrase â€Å"domain-specific† mean? It means that there are socialized cognitive mechanisms designed to solve problems important in the EEA. B. Why is this assumption justified theoretically? Because empirical evidence shows that animals are predisposed to learn some things and not others. C. What empirical evidence exists to suggest that it is correct? A study on rats concluded that their food aversions are based solely on the taste of foods that have made them sick, not the food's size, shape or color. However, there are certain foods that rats won't touch because their diet is strictly controlled by genes. 3. Human mating and parenting behaviors are critical to fitness and should have been responsive to selection. A.Do you expect men and women to have the same mating and parenting adaptations? Why or why not? No, because with women and men are predisposed to certain types of mating and parenting adaptations. Women tend to mate with fewer people and are more inclined to heavily partake in parenting of the offspring. Men are generally inclined to mate with whomever, whenever, and however often they can and because they aren't sure of paternity, they are less inclined to parenting the offspring.

F. Scott Fitzgerald’s The Great Gatsby - A Life Foolishly Lived Essay

The Great Gatsby:  Ã‚  A Life Foolishly Lived  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Released in 1925, F. Scott Fitzgerald’s novel, The Great Gatsby cleverly demonstrates the manners and morals commonly practiced throughout the time period. The plot revolves around several main themes and effectively expresses Fitzgerald’s unique perspective. With an objective standpoint, Nick Carraway narrates the story as Jay Gatsby, a foolish racketeer, tries to win over his lifelong love, Daisy Buchanan. Although pecuniary matters can often be too large of an influence on human relationships, the novel unveils several powerful battles entangling love, morals, and money. As Nick Carraway follows the tale of Jay Gatsby pursuing a dream, Gatsby can be observed as a foolish man working so hard, and yet accomplishing nothing. One of the numerous reasons why Jay Gatsby can be seen as foolhardy when simply pursuing a dream is not because he is foolish, but rather because of the method in which he does. Stretching back to the roots of his life, Gatsby was not a wealthy person in upbringing. Following a rigorous daily schedule and constant attempts at bettering his moral values are two of his hopeful methods to win over Daisy Buchanan. Improvements such as, "No more smoking or chewing, Bath every other day, be better to parents" (182), were yet a few of his guidelines to strive for constant self-improvement. Although realizing that Daisy cannot be so easily won over, Gatsby continues to toil in attempt to win his sole love. Not only did he concentrate on actual values in life for the future, Gatsby resolves to himself that he must change his past. Because of his dissatisfaction with his original name, James Gats, he alters his name to the more attractive Jay Gatsby.... ... the novel vividly depicted a life foolishly lived, only for a lost goal so long sought.    Works Cited Raleigh, John Henry. "F. Scott Fitzgerald's The Great Gatsby." Mizener 99-103. Sklar, Robert. F. Scott Fitzgerald: The Last Laocoon. Oxford: Oxford UP, 1967. Trilling, Lionel. "F. Scott Fitzgerald." Critical Essays on Scott Fitzgerald's "Great Gatsby." Ed. Scott Donaldson. Boston: Hall, 1984. 13-20.    1.  Ã‚  Ã‚  Ã‚  Ã‚   Underline titles of novels. 2.  Ã‚  Ã‚  Ã‚  Ã‚   When quoting, the final punctuation should come after the parentheses instead of inside the quote, â€Å"Right you are† (72). Instead of â€Å"right you are.† 3.  Ã‚  Ã‚  Ã‚  Ã‚   I see several different focuses within your paper, from the foolishness of Jay Gatsby to Myrtle to the corruption of the twenties.   Stick to one of the topics and explore it fully instead of jumping from topic to topic.        

College Uneducation Essay

I wish to speak on â€Å"College Uneducation.† Is it possible that our college educationmay â€Å"uneducate† rather than educate? I answer â€Å"Yes.† It is a paradox but nonetheless the truth—the grim, unmerciful truth. We all believe in higher education; else we should not be in the University. At the same time, college education—like all other human devices for human betterment—may build or destroy, lead, or mislead. My ten years’ humble service in the University of the Philippines has afforded me an opportunity to watch the current of ideals and practices of our student body. In some aspects of higher education, most of our students have measured up to their high responsibilities. But in other features—alas, vital ones!—the thoughts and actions of many of them tend to stunt the mind, dry up the heart, and quench the soul. These students are being uneducated in college. I shall briefly discussthree ways in which many of our students are getting college uneducation, for which they pay tuition fees and make unnumbered sacrifices. Book Worship In the first place, there is the all but delirious worship of the printed page. â€Å"What does the book say?† is, by all odds, the most important question in the student’s mind whenever he is faced with any problem calling for his own reasoning. By the same token, may students feel a sort of frenzy for facts till these become as huge as the mountains and the mind is crushed under them. Those students think of nothing but how to accumulate data; hence, their capacity for clear and powerful thinking is paralyzed. How pathetic to hear them argue and discuss! Because they lack the native vitality of unhampered reason, their discourse smacks of cant and sophistry rather than of healthy reasoning and straight thinking. It is thus that many of our students surrender their individuality to the textbook and lose their birthright—which is to think for themselves. And when they attempt to form their own judgment, they become pedantic. Unless a student develops the habit of independent and sound reasoning, his college education is a solemn sham. Compare these hair-splitting college students with Juan de la Cruz in the barrios. Now, Juan de la Cruz has read very little: no undigested mass of learning dulls the edge of his inborn logic, his mind is free from the overwhelming, stultifying weight of unassimilated book knowledge. How penetrating his perception, how unerring his judgment, how solid his common sense! He contemptuously refers to the learned sophists, thus: †Lumabis ang karunungan mo,† which means, â€Å"Your learning is too much.† Professional Philistinism The second manner of college uneducation that I want to speak of is this: most students make professional efficiency the be-all and end-all of college education. They have set their hearts upon becoming highly trained lawyers, doctors, engineers, teachers, and agriculturists. I shall not stop to inquire into the question of how much blame should be laid at the door of the faculties of the University for this pernicious drift toward undue and excessive specialization. That such a tendency exists is undeniable, but we never pause to count, the cost! We are all of one mind: I believe that college education is nothing unless it widens a man’s vision, broadens his sympathies, and leads him to higher thinking and deep feeling. Yet how can we expect a; this result from a state of affairs which reduces a law student to a code, a prospective doctor to a prescription, and a would-be engineer to a mathematical formula? How many students in our professional colleges are doing any systemat ic reading in literature? May we not, indeed, seriously ask whether this fetish of specialization does not smother the inspiring sense of beauty and the ennobling love of finer things that our students have it in them to unfold into full-blown magnificence. The Jading Dullness of Modern Life â€Å"A thing of beauty is a joy forever,†Ã¢â‚¬ says Keats. But we know that beauty us a matter of taste; and, unless we develop in us a proper appreciation of what is beautiful and sublime, everything around us is tedious and commonplace. We rise early and go out into, but our spirit is responsive to the hopeful quietude and the dew-chastened sweetness of dawn. At night we behold the myriad stars, but they are just so many bright specks—their soft fires do not soothe our troubled hearts, and we do not experience that awesome, soul stirring fascination of theimmense ties of God’s universe. We are bathed in the silver sheen of the moon and yet feel not the beatitude of the moment. We gaze upon a vista of high mountains, but their silent strength has no appeal for us. We read some undying verses; still, their vibrant cadence does not thrill us, and their transcendent though is to us like a vision that vanishes. We look at a masterpiece of the chisel with its eternal gracefulness of lines and properties, yet to us it is no more than a mere human likeness. Tell me, is such a life worth coming to college for? Yet, my friends, the overspecialization which many students pursue with zeal and devotion is bound to result in such an unfeeling, dry-as-dust existence. I may say in passing that the education of the older generation is in this respect far superior to ours. Our older countrymen say, with reason, that the new education does not lawfully cultivate the heart as the old education did. Misguided Zeal Lastly, this selfsame rage for highly specialized training, with a view to distinguished professional success, beclouds our vision of the broader perspectives of life. Our philosophy of life is in danger of becoming narrow and mean because we are habituated to think almost wholly in terms of material wellbeing. Of course we must be practical. We cannot adequately answer this tremendous question unless we thoughtfully develop a proper sense of values and thus learn to separate the dross from the gold, the chaff from the grain of life. The time to do this task is not after but before college graduation; for, when all is said and done, the sum and substance of higher education is the individualformulation of what life is for, with special training in some advanced line of human learning in order that such a life formula may be executed with the utmost effectiveness. But how can we lay down the terms of our philosophy of life if every one of our thoughts is absorbed by the daily assignment, the outside reading, and the laboratory experiment, and when we continuously devour lectures and notes? â€Å"Uneducated† Juan de la Cruz as Teacher Here, again, many of our students should sit at the feet of meagrely educated Juan de la Cruz and learn wisdom. Ah! He is often called ignorant, but he is the wisest of the wise, for he has unravelled the mysteries of life. His is the happiness of the man who knows the whys of human existence. Unassuming Juan de la Cruz cherishes no â€Å"Vaulting ambition which o’erleaps itself.† His simple and hardy virtues put to shame the studied and complex rules of conduct of highly educated men and women. In adversity, his stoicism is beyond encomium. His love of home, so guilelessly faithful, is the firm foundation of our social structure. And his patriotism has been tested and found true. Can our students learn from Juan de la Cruz, or does their college education unfit them to become his pupils? In conclusion, I shall say that I have observed among many of our students certain alarming signs of college uneducation, and some of these are: (1) lack of independent judgment as well as love of pedantry, because of the worship of the printed page and the feverish accumulation of undigested data; (2) the deadening of the delicate sense of the beautiful and the sublime, on account of overspecialization; and (3) neglect of the formulation of a sound philosophy of life as a result of excessive emphasis on professional training.

Oxidation and Reduction Reactions (Redox Reactions)

Oxidation and Reduction Reactions (Redox Reactions) This is an introduction to oxidation-reduction reactions, also known as redox reactions. Learn what redox reactions are, get examples of oxidation-reduction reactions, and find out why redox reactions are important. What Is an Oxidation-Reduction or Redox Reaction? Any chemical reaction in which the oxidation numbers (oxidation states) of the atoms are changed is an oxidation-reduction reaction. Such reactions are also known as redox reactions, which is shorthand for reduction-oxidation reactions. Oxidation and Reduction Oxidation involves an increase in oxidation number, while reduction involves a decrease in oxidation number. Usually,​ the change in oxidation number is associated with a gain or loss of electrons, but there are some redox reactions (e.g., covalent bonding) that do not involve electron transfer. Depending on the chemical reaction, oxidation and reduction may involve any of the following for a given atom, ion, or molecule: Oxidation involves the loss of electrons or hydrogen OR gain of oxygen OR increase in oxidation state.Reduction involves the gain of electrons or hydrogen OR loss of oxygen OR decrease in oxidation state. Example of an Oxidation-Reduction Reaction The reaction between hydrogen and fluorine is an example of an oxidation-reduction reaction: H2 F2 → 2 HF The overall reaction may be written as two half-reactions: H2 → 2 H 2 e− (the oxidation reaction) F2 2 e− → 2 F− (the reduction reaction) There is no net change in charge in a redox reaction so the excess electrons in the oxidation reaction must equal the number of electrons consumed by the reduction reaction. The ions combine to form hydrogen fluoride: H2 F2 → 2 H 2 F− → 2 HF Importance of Redox Reactions The electron transfer system in cells and oxidation of glucose in the human body are examples of redox reactions. Oxidation-reduction reactions are vital for biochemical reactions and industrial processes as well. Redox reactions are used to reduce ores to obtain metals, to produce electrochemical cells, to convert ammonia into nitric acid for fertilizers, and to coat compact discs.

Music Final Essays

Music Final Essays Music Final Paper Music Final Paper Essay Topic: Poetry Of the following, who is a noted woman composer of the Romantic era Amy Cheney Beach Of the following, which was NOT a major theme of Romantic writers idealized heroes of Greece and Rome The favorite subjects for the Romantic poets were love, longing, and nature Of the following, which is NOT a title for Schumanns piano works Rondos Which does NOT characterize Romantic music reserved emotions What is the form of Schumanns In the lovely month of May strophic The art song can be described as representing a union of poetry and music True A German-texted song with piano accompaniment that sets a short lyric poem is called a Lied: The mood of Schumanns In the lovely month of May is joyful and exuberant False The Romantic orchestra was the same size as the Classical orchestra False The Industrial Revolution produced less expensive musical instruments but with no technical improvements False Which is true of Schuberts Erlking It is the masterpiece of his youth It is based on the legend that whoever is touched by the king of the elves must die It presents four characters who are differentiated in the music: Franz Schubert was a thoroughly Romantic composer whose music abandoned the forms and stylistic principles of Classicism False The desire for increased expressiveness in nineteenth-century music is communicated by the composer to the performer through new descriptive terms True A song that is composed from beginning to end without repetitions of whole sections is in strophic form False Exoticism was expressed through the incorporation within a composition of folk music of ones own country False A song form in which the same melody is repeated with every stanza of text is called strophic Nineteenth-century musicians continued to be viewed by society as glorified servants False Franz Schubert composed several song cycles, including Winters Journey The first movement of the Romantic concerto often omitted the orchestra exposition True Which composer is generally considered the greatest pianist and showman of the Romantic era Liszt Of which national school of composition is DvoÃ…â„¢k a representative Czech Although a musical nationalist, Smetana avoided getting involved with the political revolution False Amy Cheney Beach was widely recognized in her lifetime as the leading American woman composer True Which does NOT characterize the scherzo from Beachs Sonata in A minor Placed third in the four-movement cycle: Nineteenth-century Russian composers have a strong tradition of utilizing folk tales as the basis of their compositions True Liszt joined Chopin in transforming the _____ from a piano exercise into a poetic mood piece à ©tude Which of the following is LEAST likely to be an example of program music String Quartet in B-flat major DvoÃ…â„¢ks Symphony No 9 was inspired by Goethes Faust: False Nationalism found natural expression in music, among other arts True Who was the first internationally acclaimed American composer of classical music Louis Moreau Gottschalk Of the following, who did NOT write a major concerto in the Romantic era Schubert Who is the German-born conductor who set up a concert series across the United States and also established New York Citys second professional orchestra Theodore Thomas Gottschalks The Banjo is in a modified sonata form False Pianist Clara Schumann gave the first performances of her husband Roberts important works, and also became known as a leading interpreter of the music of Brahms and Chopin True The melody of the African-American Spiritual Swing Low, Sweet Chariot is suggestive of the third theme in the first movement of DvoÃ…â„¢ks New World Symphony: The melody of Chopins Prelude in E minor moves in disjunct motion through a wide range False Berlioz was awarded the Prix de Rome, during which time he wrote his Symphonie fantastique True The most important keyboard instrument of the Romantic period was the piano: Incidental music to a play is generally considered to be absolute music False Of the following, which does NOT describe symphony composition in the Romantic era Composers wrote more symphonies than their Classical counterparts The finale to Symphonie fantastique projects a satanic character True Franz Liszt described the style of his music, along with that of Wagner and Berlioz, as the music of the future True Mendelssohn played an important role in the revival of music by which Baroque composer Bach In the nineteenth century, where did serious American musicians complete their studies in Europe The Harlem Renaissance was an early twentieth-century movement that promoted the creative efforts of African Americans True The symphony was a new genre in the Romantic era False Clara Schumanns later creative activities were supported by the devotion of which composer Brahms A piece of program music for orchestra in one movement which, through several contrasting sections, develops a poetic idea or suggests a scene or mood is called a symphonic poem: The typical Romantic symphony has four movements True Which of the following did NOT characterize salons They were generally hosted by wealthy male aristocrats: Titles such as Prelude, Impromptu, and Intermezzo are used for short, lyric piano pieces: Which best describes the style of the third movement of Brahmss Symphony No 3 a melancholic waltz Brahmss Symphony No 3is a program symphony False Chopin spent most of his productive life in Paris: Popular music has recently become a vehicle for the voice of women composers True Which movement of a symphony is traditionally the slowest the second movement The scherzo is a lively, dancelike movement in duple meter False William Grant Still was an African-American composer who sought musical inspiration from his native heritage True One of the leitmotifs from Wagners Die Walkà ¼re is the magic fire music True The habanera is a dance song of Cuban origin True Puccinis Madame Butterfly is a tragic tale of a Japanese geisha and a U: S: naval officer: Which description best characterizes a part song a short, secular song for three or four voice parts Brahmss German Requiem was intended for performance in the Catholic Church False The focal point of Wagnerian music drama is the voice False Impressionist music is often characterized as a reaction to all of the above: Ravels art reflects the twin goals of Impressionism and Neoclassicism True Which of the following was NOT characteristic of Impressionist music accents on the first beat of each measure Which of the following statements is NOT true about Romantic choral music Only professional singers participated in nineteenth-century choruses Which of the following countries was NOT a leading opera center in the nineteenth century England Tchaikovskys Nutcracker is based on a story by E T A Hoffmann Stravinskys The Soldiers Tale is a ballet What was the name of the Paris-based Russian ballet impresario who commissioned Stravinsky to write ballets Diaghilev Singing in a chorus generally requires a different skill than playing in an orchestra True Which of the following is the Cuban dance song that Bizet set as an aria in Carmen habanera Opera provided composers with a good outlet for their interest in far-off lands True The text for Fanny Mendelssohn Hensels Under the Greenwood Tree was taken from Shakespeares As You Like It: The Waltz of the Flowers is the climax of The Nutcracker ballet True Ravel was attracted to many styles of dance music True The librettist for Verdis Otello was Boito Debussy considered Wagners music dramas to be ponderous and tedious True French poets responded to Impressionism in painting by developing a new literary style called Symbolism Debussy was much influenced by non-Western music he heard at the Paris World Exhibition of 1889 True Puccinis opera Madame Butterfly, with its Japanese melodies and pentatonic and whole-tone scales, is an example of exoticism True Ravels _____ sets texts from The Arabian Nights Shà ©hà ©razade Ballet became an independent art form in the nineteenth century True The form of How Lovely Is Thy Dwelling Place, the fourth movement of Brahmss German Requiem, is best described as A-B-A-C-A, or rondo Brahmss German Requiem has _____ movements seven In Rigoletto, Verdi turns away from tuneful melodies to heighten the dramatic action False Schumann wrote his song cycle A Poets Love during his year of song, in which he wrote hundreds of Lieder and he also married Clara (Wieck) Schumann: True The melody in twelve-tone music is called a tone row Of the following, which describes formalism Formal considerations are valued over expressive ones. What was the name of the Paris-based Russian ballet impresario who commissioned Stravinsky to write ballets Diaghilev Stravinskys The Soldiers Tale is a ballet Klangfarbenmelodie refers to a style that gives each note of a melody to a different instrument Neoclassical composers preferred absolute music and forms to program music True Stravinskys ballets all achieved immediate popularity with their audiences. False In The Royal March from Stravinskys The Soldiers Tale, the meter remains constant throughout False Bergs music owes much to the influence of Arnold Schoenberg True It is thought that Mahlers conversion to Catholicism was prompted primarily to avoid anit-Semitism in Vienna. Weberns Symphony, Opus 21, uses many contrapuntal procedures True Weberns Symphony, Opus 21, combines serial technique with traditional forms True Who composed the opera Peter Grimes Britten Bart à ³k found that eastern European folk music was based on ancient modes, unfamiliar scales,non-symmetrical rhythms. Which nineteenth-century American composer is best remembered for his popular ballads and minstrel show tunes Stephen Foster Which of the following instruments would you NOT find in a standard mariachi band clarinet Which of the following is NOT a ballet by Aaron Copland Our Town While composing in his spare time, Charles Ives made his living as an insurance executive. Shape-note notation was used to help music reading for the general public True The music of Charles Ives was very popular and performed frequently during his lifetime False William Grant Still composed the first symphony by an African American to be performed by a major American orchestra True Like Copland and Prokofiev, Revueltas wrote music for films True Which does NOT characterize the blues It is a form of African folk music. What American city is considered the birthplace of jazz New Orleans Billie Holidays song Billies Blues demonstrates ________ form 16-bar blues The principal exponent of cool jazz was trumpeter Miles Davis. What is the form of Gershwins Piano Prelude No1 : A-B-A The popular style that is characterized by vocal patter against a syncopated rhythmic accompaniment is rap. The Irish rock group of the late 1980s interested in political activism was U2. The Whos Tommy is an example of rock opera. Bernsteins West Side Story updates the feud between the Capulets and the Montagues to that between The Jets and the Sharks. The term loosely applied to various styles of Afro-Cuban dance music is Salsa. Ragtime was named for its ragged, highly syncopated rhythms and melodies True Cajuns and Creoles stem from the same ethnic background and share similar musical influences False Art rock or progressive rock was largely a British style True A new style that emerged during the 1950s that was a union of African American rhythm-blues, country western, and pop was called bebop False Rock is characterized by a strong, steady beat in a triple meter False The use of preexisting literary sources such as books and plays for the plots of musicals helped the new genre to gain maturity and permanence True New Orleans jazz depended on simultaneous improvisations by the players, which created a polyphonic texture True Big-band swing represented the dominant form of American popular music in the 1930s and 1940s True The jazz technique of playing short melodic ostinatos, or riffs, derives from African call-and-response patterns. True The musical has remained exclusively an American art form, not attempted by composers of other countries False

Konnichiwa Means Good Afternoon in Japanese

Konnichiwa Means Good Afternoon in Japanese If you want to greet someone in Japanese by saying good afternoon or good day, the word you want to use is Konnichiwa.   Konnichiwa is actually a shortened version of a full greeting. Over time, a more slang version of the term evolved in the Japanese language. â€Å"Konnichiwa was once the beginning of a sentence that went, â€Å"konnichi wa gokiken ikaga desu ka?,†Ã‚  or â€Å"How are you feeling today?† (ä »Å Ã¦â€" ¥Ã£  ¯Ã£ â€Ã¦ ©Å¸Ã¥ «Å'㠁„㠁‹ã Å'㠁 §Ã£ â„¢Ã£ â€¹ Writing Rules for Konnichiwa There is a rule for writing hiragana wa and ha. When wa is used as a particle, it is written in hiragana as ha. Konnichiwa is now a fixed greeting. However, in the old days it was a part of sentence, such as Today is ~ (Konnichi wa ~) and wa functioned as a particle. Thats why it is still written in hiragana as ha. The greeting can be changed to good evening, with, â€Å"Konbanwaâ€Å" where â€Å"this evening† is substituted for the word today. (ä »Å Ã¦â„¢ ©Ã£  ¯Ã£ â€Ã¦ ©Å¸Ã¥ «Å'㠁„㠁‹ã Å'㠁 §Ã£ â„¢Ã£ â€¹) Audio File: Listen to the audio file for Konnichiwa. Japanese Characters for Konnichiwa: 㠁“ん㠁 «Ã£  ¡Ã£  ¯Ã£â‚¬â€š More Japanese Greetings: Previous wordNext wordGreetings ArchiveSimple Japanese Phrases Sources: Rocket News 24, http://en.rocketnews24.com/2014/04/08/what-does-konichiwa-really-mean-understanding-japanese-greetings/

Different facets of the Macro Economy Essay Example | Topics and Well Written Essays - 2500 words

Different facets of the Macro Economy - Essay Example There was a development of model of trader risk that insinuated that decisions on investments are done with reference to market noise, and these decisions are not rational and hence unpredictable from the simple fact that they are affected by the sentiments of an investor. This makes the idiot traders a threat in markets of finance. Secondly, noise existence provides opportunists with information that enables them to exploit and take advantage of the situation in the market. These opportunists may engage in strategies of stealth trading where these investors extend their trade with time. Lastly, the irrationality by the noisy traders may lead to movement of assets’ prices from their basic values hence making the market to destabilize. Contrary to that, investors who are rational would act in a manner opposing a noisy trader hence stabilizes the market equilibrium. There is a prediction that institutional investors fail in encountering activities that are irrational by the nois y traders. The examination of the essential effects of the noisy traders on ADR market is as explained. ADR return falls or increases if the investors are not rationally pessimistic or optimistic. In the period of low noise, ADRs that are owned by high institutions exhibit autocorrelation that is same to ADRs being owned by low institutions. Nevertheless, in periods of high noise, ADRs that are owned by high institutions exhibit autocorrelation that is higher compared to the ones owned by low institutions. This creates an implication that there must have been an engagement in stealth trading by investors for exploitation of an irrational market. Via a regression of Granger causality, there is evidence of ADR portfolio returns with high institutions ownership which confirms that these traders make a reflection of the market information which is in the long run converted to securities. Finally, investors of an institution aid in the reduction of ADR returns of Europe. Though, for othe r continents ADRs, the stabilizing magnitude of positions of arbitrage that is taken by investors of an institution is not significant (De Long et al. 1990) Question two Consider a model with both noisy traders and rational arbitragers. Suppose there are no limits of arbitrage. Then arise in investment sentiments among the noisy traders: a) Shifts the asset demand curve of the noisy traders N b) May lead to increased short sales Y c) Has no effect on the equilibrium asset price N d) Affects the distribution of assets holding between the two groups of investors Y e) Affect the total gross supply of the assets in the market Y Discussion In case of existence of the noisy trader and an arbitrager in a market, given that there are no limits of arbitrage and a situation of arising of sentiments, a) there would not be shifts in the demand curve of the noisy traders. The explanation for this is straightforward because given an irrational trader who takes risk which give rise to investment s entiment; the prices of assets are mainly affected. In economics, the price of commodities affects demand in that the increase or decrease in prices leads to a movement of the curve and not a shift. Therefore, the statement of demand shifting is wrong as the main factor influencing demand of asset in this case is the price. b) The action may lead to increased short sales in that, in any case the noisy trader tries to sell the assets at prices that are lower than the market’

Napoleon The Third Term Paper Example | Topics and Well Written Essays - 750 words

Napoleon The Third - Term Paper Example Any dissenting and uprisings were thoroughly repressed and intimidation tactics were employed in electoral processes. The second Empire was established in November, 1852 with Louis Napoleon becoming Emperor Napoleon III. For the next years, Napoleon III used dictatorial leadership style and encouraged both railway construction and establishment of the first French Investment bank. Napoleon provided better housing and free medical care for workers in order to reduce the tensions among the working class. Napoleon also reconstructed Paris by ensuring new water supply, sewage systems and circular plazas (Spielvogel 666). Napoleon III is considered to have personal power since he asserted that â€Å"nothing could trouble the clear vision of his judgment or the strength of his resolution†. Napoleon foreign policy contributed to the unification of Italy and Germany. Napoleon participated in the Crimean War between 1854 and 1856 and is idea was to free the French from the early ideolo gy that France should not participate in peace arbitration across Europe that had been implemented in 1814 to 1815. Napoleon III undertook an aggressive foreign policy in all major wars and confrontations across the globe. His pursuit for French supremacy in Europe led to success in Crimean war in the 1850s and the ultimate unification of Italy and Germany (Spielvogel 666). In Italy, Napoleon III wanted to prevent Spain and Austria from extending the authority to papal Rome and intervened militarily in order to restore the authority of pope in Rome. The revolutions of 1848 led to nationalism ideas across the Italian Peninsula as Lombardy tried to rise against the influence of Austria dominance in the region. The kingdom of Piedmont-Sardinia Prime minister Count Camillo di Cavour secured a diplomatic alliance with Napoleon III in 1859 before the onset of Franco-Austrian War. The Austrian Army was considered a common enemy and was defeated by Piedmont and French forces at Solferino an d Magenta thus surrendering Lombardy. In early 1860, Italian states voted to join the kingdom of Piedmont-Sardinia while Nice and Savoy was relinquished to France. By 1862, the Kingdom of Italy was proclaimed with only Venetia and Rome outside the kingdom. Napoleon III was interested in protecting the Papal States and Rome from any Italian occupation, but Prussia declared the Franco-Prussian War (1879-1871). Italians took advantage of the ongoing Franco-Prussian war and invaded the Papal States and Rome and annexed them to the Kingdom of Italy. Finally, the Italian capital became Rome thus symbolizing the final unification of Italy (Spielvogel 668). The outcomes of Prussian war surprised Napoleon, but Napoleon III tried to tighten his ties with anti-Prussian South German states but Germans had become economically advanced and nationalistic. The German revolutionaries of 1848 advocated for national militia and trial by jury. Bismarck advocated for real-politik and allied with Austria in fighting Danes in 1862 in order to protect Holstein which was a member of German Confederation. After the Austro-Prussian War in 1866, Prussia annexed some German states while allowing some Austrian states to maintain a considerable level of independence. In 1867, Bismarck a union of the Northern German states under pretext of Prussia and several German states in the north joined the German Confederat

Why was the Nile River important for the rise of successful states in Essay

Why was the Nile River important for the rise of successful states in North Africa - Essay Example The river flows for more than 4000 miles through the Sahara desert, farmlands, swamps, villages, and large cities. Across its length, the Nile divides into several streams to form a delta before emptying into the Mediterranean Sea. The Nile is regarded as international waters shared among countries along its source, flow, and mouth including Rwanda, Burundi, Tanzania, Ethiopia, South Sudan, Sudan, and Egypt. Since time in memorial, rivers have shaped the course of human history creating and sustaining great civilisations along its banks. River Nile is the birthplace of the greatest civilisations in the ancient world in Northern Africa and its importance remains vital to date. This paper seeks to highlight the importance of the Nile River for the rise of successful states in North Africa. The Nile forms large water basin along its length that has proven essential to nations in North Africa. The Sahara desert extends to nations serviced by river Nile including Egypt and Sudan creating varying climate regions. In North Africa, Egypt and Sudan receive sparse rainfall while as the south receives heavy downpour, contributing flooding in the north. The floodwaters drain to the north carrying with them fertile soil that formed the foundation of life in North Africa. The regular flooding of the Nile River emptied in valleys leaving them highly fertile and ready for growing season. Ancient civilisations established farming techniques to cater for their population, providing enough food for consumption and excess for trade purposes. Besides the fertile lands, river Nile provided water for irrigation purposes in farms along the river during the dry season. Farmers practised basin irrigation, which was a prolific adjustment of the natural rise and fall of the river where they regulated the flow of floodwaters into the basin through a network of earthen banks along the river. Irrigation allowed cultivation of large tracks of land even during the dry summer to provide food fo r the emerging civilisation. This saw a significant expansion of agricultural practices making Egypt and surrounding settlements the breadbasket for other civilisations such as the Roman Empire. Agricultural production received a boost with the construction of the Aswan High Dam, which saw the water harnessed for irrigation purposes leading to increased food production (Awulachew et al 12). The farmers cultivated wheat, barley, flax, and vegetables while rearing fowl, cattle, sheep, and goats. Agriculture played an important role in the economies of countries along the Nile basin by providing food to sustain the population. The existing government became wealthy and strong among the neighbouring nations leading to prosperity among its population. Owing to the increased production of food, there was an influx of population along the river valleys. The increase in population necessitated amicable governance for a harmonious existence. In addition, the population increase strained avai lable resources leading to the expansion of the existing settlements to accommodate new families. This contributed to the establishment of towns and cities along the fertile valleys of river Nile and with the intensified population growth, the leaders established territories governed through stratified government organs. The Nile River provides a stable source of water for both domestic and industrial use, which ensured a low cost of production of goods and services translating to increased efficiency and level of production. In regard to this, the economy thrives owing social security creating unlimited potential in terms of growth. This is especially because the government can focus on other economic sectors by committing large

Bussiness Communications Essay Example | Topics and Well Written Essays - 1000 words

Bussiness Communications - Essay Example The ones that have existed thus far have relied a great deal on the phenomenon attached with change and consistent upgrading of the needs as put forward by the business and its norms. Organization structure impacts the manner in which work is basically carried out. More than anything else it adheres to the different purposes of the discrete services and the related achievements with the passage of time. This brings to light the notion of discussing the structural basis of the organizations themselves. For starters, these organizations might not be that easy to understand at the very beginning. These can encompass a variety of different aspects, features and traditional mindsets which make up their structures. To start with, we see that an organization can either be formally aligned in its ways and means of doing things and different processes or the same might just be in a way informal in quite a few of its activities and tasks. The manner in which it runs across this paradigm is something that needs to be studied in depth before we reach further consensus on their purposes and the kind of achievements that they have had. The communication within an organization can flow in one of three ways or in all the three directions. This means that these three directions pave the way for the ease of communication and there are as such no barriers to arise from the whole equation. The first communication flow is from top to bottom, which means that the communication starts from the top management and goes down towards the middle and lower management. The second form could be the one that starts from the lower or middle management and goes up towards the top management. The third communication flow could be in the kind of peer to peer communication and interaction. This means that the employees and the workers at the same level communicate within their own capacities

Evidence Based Practice- Annotated bibliography

Evidence Based Practice- - Annotated Bibliography Example cle would be highly useful for the current research that covers evidence based practice due to the applicability and relevance of the contents in the information gathered, analyzed and from the output generated. Several limitations were noted in the research: the limited number of emergency departments used for the study and the violence noted were primarily recorded from patients and does not include other visitors of the emergency departments. The conclusions emphasized the need for nurses to report violence in their work setting as instrumental in providing policies and preventive measures for these incidents. The article would be highly beneficial for researches in violence met by nurses in the emergency departments’ settings but should include other sources to address the limitations noted. The article focused on exploring patient-related violence directed at nurses through verbal and physical abuse, particularly in emergency departments of various health care institutions. Secondary authoritative sources from databases, CINAHL, Medline, and Journals@ Ovid were used to determine the extent of reporting on patient-related violence noted during a ten-year period 1998 to 2008. The authors’ scope of research covered 53 different papers where studies were conducted in different countries such as Australia, Sweden, Hong Kong, USA, Canada, UK, and Ireland. The article is useful for the current research covering evidence based practice due to the extensive scope, comprehensiveness, and applicability of findings due to the recent publication of findings by the authors. The only perceived limitation of the study is its focus on identified patient-related violence in abovementioned locations which could further be expanded to other work-related settings. The relevance of t he findings indicates the need to address patient-related violence to enhance awareness for policymakers and health care administrators in incorporating preventive measures to safeguard the welfare

Bussiness Communications Essay Example | Topics and Well Written Essays - 1000 words

Bussiness Communications - Essay Example The ones that have existed thus far have relied a great deal on the phenomenon attached with change and consistent upgrading of the needs as put forward by the business and its norms. Organization structure impacts the manner in which work is basically carried out. More than anything else it adheres to the different purposes of the discrete services and the related achievements with the passage of time. This brings to light the notion of discussing the structural basis of the organizations themselves. For starters, these organizations might not be that easy to understand at the very beginning. These can encompass a variety of different aspects, features and traditional mindsets which make up their structures. To start with, we see that an organization can either be formally aligned in its ways and means of doing things and different processes or the same might just be in a way informal in quite a few of its activities and tasks. The manner in which it runs across this paradigm is something that needs to be studied in depth before we reach further consensus on their purposes and the kind of achievements that they have had. The communication within an organization can flow in one of three ways or in all the three directions. This means that these three directions pave the way for the ease of communication and there are as such no barriers to arise from the whole equation. The first communication flow is from top to bottom, which means that the communication starts from the top management and goes down towards the middle and lower management. The second form could be the one that starts from the lower or middle management and goes up towards the top management. The third communication flow could be in the kind of peer to peer communication and interaction. This means that the employees and the workers at the same level communicate within their own capacities

How Sweden's Accounting Financial Statements and Functions Research Paper

How Sweden's Accounting Financial Statements and Functions Differentiate from That of the USA - Research Paper Example It is evidently clear from the discussion that while most nations shifted to the latest version, the United States still favors GAAP and believes that the IFRS has no guidance and comprise several loopholes. It also believes that the adoption of IFRS will lead to chaos and several accounting scandals. Sweden, on the other hand, being a part of the European Union has adopted the IFRS as IAS regulation from the year 2006. Prior to the year 2006, Sweden had been following SFASC (Swedish Financial Accounting Council) Accounting Standards. A lot of changes have been brought about in the financial system throughout the years in Sweden. But with the acceptance of IFRS in Sweden quite a few changes and amendments have been made in order to marginalize with the other nations of the European Union. There have been a lot of differences between the US GAAP and the IFRS. One strong difference between the two is on account of the intangible considerations. According to the GAAP, the acquired intan gible assets are always recognized at fair values. Even the cost allocation is done on individual assets. The intangibles also have a definite life amortized over the period. Few of the examples of such individual assets are research and development, advertising costs; start-up costs and even website developments. Whereas according to the guidelines of IFRS followed by Sweden, the intangibles are recognized only if it has a scope of future economic benefit and has reliability in measuring. Even the initial measurement is done on the cost of the intangible. The mergers and acquisitions i.e. the intangibles are valued at fair cost and the revaluation is also made on a regular basis in order to obtain the actual cost. There is a vast difference between GAAP and IFRS on the basis of revenue. In case of the GAAP, the revenue is recognized on four essential criteria that are persuasive evidence, determinable or fixed pricing, delivery and the assurance of collection whereas in the case of IFRS, the major five criteria are transfer of risk and reward, reliability of measurement, reliability of measurement of the costs incurred or to be incurred, non continuation of management involvement and it also considers the probable economic benefits.

Community policing and Traditional policing Essay Example for Free

Community policing and Traditional policing Essay History reveals that crime an awful act that people would not like to be a victim of. Police, therefore, play a significant role in ensuring that crime rates are reduced. Community policing and traditional policing are important aspects when it comes to issues of security and dealing with criminals (Kappeler Gaines, 201, p. 89). Community policing requires that approaches to serious crimes be done in creative and innovative ways to ensure that there is long-term improvement in terms of security. In community policing, all crimes are treated as serious social problems and are dealt with accordingly. This kind of policing is not concerned about eradicating crime. Furthermore, the number of arrests or the crime rates is not the measure of success (Kappeler Gaines, 201, p. 89). Community policing is concerned about ensuring that society provides opportunities for people to engage in meaningful business. Young people are often targeted because they are prone to becoming victims. Therefore, this is aimed at ensuring that future crimes rates reduce. On the other hand, traditional policing dictates rules and law to the public but are not on the ground to work with the community. They ensure that they respond quickly in case of a crime and this is a measure of their success. They also focus on identification of criminals, apprehending and prosecuting them. Traditional policing apprehends the criminals using the evidence that is collected at the crime scene. Both community and traditional policing complement each other. Community policing is aimed at ensuring that crimes rates are reduced through engaging the society to enter into gainful employment. Their work is to ensure that people live well with one another, while traditional policing is able to come in and assist in areas where crimes have been done by gathering evidence to assist them to apprehend criminals and take them to court to answer charges. The strategy of community policing is a design that may displace traditional policing. The role of the community policing is to ensure that there is law  and order and to deter any criminal activities from happening. Further, community policing is aimed at ensuring that people engage in constructive work. This strategy is aimed at reducing the rates of crimes hence slowly doing away with the traditional policing. Once the rate of crime reduces, traditional policing will have no role to play. Community policing strategy is constructed to help in creating organizational ethical behaviors. Ethics helps an organization to engage in activities that are in tandem with the moral obligation and the expectations of the society (Ortmeier Meese, 2009, p. 254). Community policing is a force that does not cause anxiety in the community, but perform their duties diligently by relating well with the members of the community. Therefore, they assist the community members especially the youths with ideas and this makes them shun away from involvement in criminal activities. The major role of community policing is to ensure that society upholds to positive behaviors and moral standards. It helps to foster moral behaviors among the people. People should be able to live well with others and also show respect. Community policing is not concerned about the number of arrests they make but the magnitude at which they are able to change and transform the society into a better society. Therefore, this policing organization is built and performs its functions based on ethical standards. References: Gaines, L.. Kappeler, V. (2001). Policing in America (p. 640). Anderson Publishing. Ortmeier, PJ and Edwin Meese (2010). Leadership, Ethics and Policing; 2nd edition. Prentice Hall, New Jersey.

Issues Affecting The Transition Of High School Students

Issues Affecting The Transition Of High School Students Individuals experience changes that impact the various stages of and experiences in their lives. Transition from high school to post school activities is one such change experienced by students with disabilities, including higher education and/or employment. The author of this literature presents an overview of the issues affecting the transition of students with disabilities. Specifically, it brings to attention the impact of cultural and linguistic diversity on the transition process, as well as the positive effect of self determination, collaboration with service providers, and family intervention have on the transition process. Overall, findings support that when correctly administered with proper planning, the transition process is beneficial to students with disabilities. Issues Affecting the Transition of High School Students with Disabilities: A Review of the Literature Introduction Transition is the movement from one place, status, or situation to the next. Transition is dynamic and is a constant aspect of life, requiring the necessary fine-tuning to address life changes (Wehman, 1992). As life progresses, individuals encounter various sets of transitions (Harrington, 1982). For transition to be considered successful, the individual must experience improved confidence and competence in skills (Wehman, 1992). For individuals with disabilities, the period of transition from the school system to post school activities represents a pivotal junction in their lives and will require careful planning and specialized services. Students with disabilities are provided educational rights by the Individuals with Disabilities Act (IDEA), with its main focus being to ensure that all children with disabilities are presented with free appropriate education that emphasizes special education and related services that is intended to meet their special needs and to prepare them for further education, employment and independent living (US Department of Education, 2010). When appropriately implemented, IDEA propels the education and subsequent transition process of students with disabilities into functional post school outcomes (McDonnell, McDonnell Hardman, 2003). The successful post school, independent functioning of students with disabilities is heavily dependent on the transition process. Built into the transition process is the actual planning for transition. In assisting the students to achieve the full benefits of the transition process and to be able to use the skills learned in school to be successful at independent living, the goals, needs, preferences and aptitude of the student with disabilities must form the foundation of the students transition planning process. Families, school districts, and communities collectively bear the responsibilities to successfully guide a student through the transition process (Wehman, 1992). The successful execution of the plan is squarely placed on school districts as theirs are the responsibilities of educating the students (Wehman, 1992). Transition Planning Transition planning is an important aspect of the education of the student with disabilities, and should be treated accordingly. A transition plan that will have lasting effect on the student takes into consideration post school educational prospects, such as training that will result in eligibility of entry to community college, universities, or employment at the completion of high school. There are also other significant factors such as post-adult living, independent living skills, and community experiences. Transition planning is done as a team effort. For students to realize the full benefits of what IDEA offers, and to successfully transition to post school activities, their course of study requires specific planning and programing. Transition services specifically deal with maximizing the academic and functional abilities of the student. Transition services are those coordinated set of activities for a student with disabilities that will result in the desired educational objectives (Flexor, Baer, Luft Simmons, 2008). An important role of the transition process is to increase success, self-worth, and confidence in an individual while taking the students needs, strengths and preferences in mind (Flexor et al, 2008). The members of the transition team should include the students, teachers, members of the family, school administration, and members of the local education agency. These are considered to be the core members of the team. Vocational rehabilitation counselors, related service providers, adult service providers, post school education program representatives, and other professionals with expertise in a specific disability or disabilities are also influential members of the team. The selection of the entire team is to be collaborative in nature, with all members being fully mindful of the student and the specific disability that the student is experiencing. At best, all individuals who interact with the students as far as transition planning is concerned must be well-informed and conversant with the students Individualized Education Program (IEP). Students with Disabilities as a High Risk Group for Successful Transition to Post High School Activities Osgood, Foster and Courtney (2010) point out that the manner in which an adolescent transition to adulthood has significant implications over the long haul. For example, whereas gaining a college degree makes it possible to achieve a higher-paying and more respectable job; early parenthood, failed marriage for a young person or becoming involved in criminal conduct or substance abuse can have negative outcomes in the areas of finances, family relationships and other important areas of life. It has been found, for example, that high school graduates or dropouts who do not attend college have significantly lower prospects of achieving a successful and satisfying life during adulthood than those youths who are college-bound (Bloom, 2010; Osgood, et al, 2010). Bloom (2010) observes that a recent study done in New York City identified young people with disabilities, including young people with learning disabilities or emotional and behavioral problems, as one of five significant groups of young people who are at significantly high risk of leaving school, not returning, and then ending up unemployed or out of the labor force (p.94). Cortiella (2009) reports that the Presidents Commission on Excellence in Special Education reported in 2004 that unemployment for adult individuals with disabilities have stayed at around 70% for the prior 12 years. Young people with disabilities transitioning from high school were found to be at relatively the same risk for failure in pursuing post school activities as immigrant youths, young people involved in the justice system, youth aging out of foster care and young mothers (Bloom, 2010). According to Osgood, Foster and Courtney (2010), given the fact that the years from high school into the early twenties represent a difficult period of transition for the general population in the U.S. and other developed nations, this time is particularly arduous for vulnerable youths, including those emerging from the special education system. In addition problems affecting the general population that require many young adults to depend on their parents for much longer, individuals with disabilities tend to face . . .exceptional challenges finding employment, attending college, and marrying and starting a family. Many struggle with emotional or behavioral problems; many of histories of problems in school and in the community. Often their families are unable or unwilling to provide the support that most families provide to their children during this transition-funding for college, child care that permits work or schooling for young parents, a place to live when times are hard. Some of these young adults are hampered by limited capacities and difficulty acquiring skills. The day-to-day tasks of achieving financial and residential independence can be daunting because of physical disabilities, chronic illness, or mental illness. (Osgood, Foster Courtney, 2010, p.211) At the same time, vulnerable populations experience greater challenges to transition into adulthood than other youths often because they have to deal with tasks that youths their age do not have to face. For example, a youth who has physical disability has to engage in the arrangement of medical services or assistive devices and it may require extra burden to achieve a college degree or have a successful romantic relationship that blossoms into marriage. Furthermore, youths with disabilities leaving high school may have limited ability to accomplish everyday tasks. Physical disabilities, for example, may result in reduced strength and range of motion whereas impaired learning and cognitive abilities can make it more challenge to earn a college degree and the kinds of professions that would lead to independent living without the need for special assistance. In addition, adolescents with mental illness and behavioral problems can experience problems meeting the expectations of employer s, friends and romantic partners. Because children with disabilities can require considerable parental time and resources and have behavioral problems that negatively affect the parent-child relationship, parents and families sometimes lack the energy and desire to assist these youths, making it more difficult and longer for youths with disabilities to succeed in the post high school world (Osgood, Foster Courtney, 2010). Consequently, the literature supports the need for effective transition services for post high school activities among youths with disabilities (Sabbatino Macrine, 2007). It is found for example, that vulnerable groups do poorly at completing high school and obtaining postsecondary education which is of vital importance to succeeding occupationally and financially in todays economy. It has been reported that youths with more than one disabilities have a one in twelve chance of successfully completing a higher education. Compared with 69 percent of other youths who attain full-time employment with three to five years of completing high school, only 57 percent of youth from special education gain full-time employment in this time period. Compared with 72 percent of individuals with mild disabilities and 79 percent of the general population, only 39 percent of youths aged 18 to 30 with serious disabilities are in the workforce. Only about 32% of all persons with disability between the work-age of 18-64 years are employed, compared to 81% of people without disabilities. Limited education and employment among youths with disabilities have daunting consequences for their living circumstances. Problems include strong likelihood of living below the poverty line, difficulty paying bills and meeting the experiences of daily living, strong dependence on public assistance and high rates of early parenthood. For example, about 50% of young women with learning disabilities or emotional problems become mothers with three to five years of finishing high school compared with only about one-third for the general population. Compared to national unemployment rate of about 6%, unemployment rate for individuals with disabilities is around 40-70%. In the area of independent living, 65-75% of persons with disabilities have not achieved independent living status. About 25% of young women with health heath issues have unplanned pregnancies when compared with under 10 percent of the ge neral population (Sabbatino Macrine, 2007; Osgood, Foster Courtney, 2010). Systemic Failures in Transition Planning as an Underlying Issue Affecting Successful Post School Outcomes In 2004, the IDEA was amended particularly to improve postsecondary outcomes for students with disabilities. The revisions were based on the Presidents Commission on Excellence in Special Educations finding that problems affecting high school graduates with disabilities such as significant unemployment and significant amounts of students leaving school without a diploma compared to the general population, are the result of failures in the present systems structures (Cortiella, 2009, p.1). Particularly, the Commission felt that high school graduates face barriers to smooth transition to adult living because of failures in transition planning (Sabbatino Macrine, 2007; Cortiella, 2009). Four areas of improvement were highlighted: better definition, clear starting point, improved planning and a new performance summary. The term Transition Services were redefined as activities aimed specifically on improving the academic and functional achievement of the child to facilitate movement from post-school activities (Florida Department of Education, 2005). Continued education and transition services were mandated to be provided for young people with disabilities for four years beyond the traditional time of graduation from high school. Furthermore, the definition was extended to require that services are based on the strengths, preferences and interests of the child with a result-oriented focus (Sabbatino Macrine, 2007). The IDEA (2004) also provides a clearer starting point in terms of the age where transition planning should begin, identifying 14-16 as an effecting age range. Improved planning involves the addition of measurable postsecondary goals regarding training, education, employment and independent living skills where necessary; as well as a development of a statement in the IEP about transition services necessary to help the student achieve these goals. The new performance measures include a requirement by schools to evaluate special education services before terminating them when the child graduates as well as a summary of performance including the childs academic achievement and functional performance upon leaving high school (Rutkowski, Daston, Kuiken Riehle, 2006; Sabbatino Macrine, 2007; Corteilla, 2009). Factors Contributing to Successful Transition Resilience or the ability to quickly recover from stressful events and problems determine how successful high school students with disabilities are able to transition to post high school activities. The resources that contribute to resilience come in many forms, from individuals skills and personality, to supportive relationships with other people, the involvement in groups like churches and clubs (Osgood, Foster Courtney, 2010, p.218). However, the most important factors identified by research as keys to promoting successful transition to adulthood among high school graduates with disabilities are success at school, support from family and friends, and healthy interpersonal relationships (Osgood et al, 2010) The good news is that special education services as with foster care, have programs in place to ensure the successful transition of individuals with disabilities to adulthood. In addition to providing support for individuals with disabilities, health and special education systems specifically address the needs of individuals with disabilities by providing access to specialized services that target particular needs of young people. However, to ensure that the transition from high school to adult life is successful for individuals with disabilities, it is important to begin early transition planning (Florida Department of Education, 2005). Florida Department of Education Bureau of Exceptional Education and Student Services (2005) defines transition planning as the process of focusing on the plans and dreams parents and their children with disabilities have for the future. The function of transition planning is to provide youths with disabilities with the services and supports he or she needs to make a successful move into adult life (p.5). The school plays a fundamental role in transition planning, which typically begins at age 14 through to time of graduation from high school, but may occur earlier to hedge problems such as dropping out of school or to get an early start for children with significant disabilities. In general, transition planning should occur for all students with disabilities who have an IEP. In addition to being part of the IEP process, transition planning should involve all individuals and agencies identified by the transition IEP team, including the student, the family, and school staff. Students and Parents In order to be successful, transition planning must involve the full participation and contribution of each transition team member. Each student must actively participate in the transition planning process, particularly in helping to decide what he or she wants to do after leaving school. The Individuals with Disabilities Education Act (IDEA) of 2004 stresses the importance of students being involved in the transition process. For example, it added a new requirement that transition services designed to coordinate various activities that are provided to students with disabilities by the schools and other agencies to help them successfully transition from high school to postsecondary education, employment and independent living; to consider the students interests, preferences and strengths. Identification of the students strengths enables the transition team to identify goals that highlight and build on the students abilities rather than on what the child cannot do (Cortiella, 2005). Students have various responsibilities in ensuring the success of the transition planning process. These include taking an active role in the development of the Transition IEP, becoming knowledgeable about the transition process, thinking about the kinds of services that would help him/her in their adult life in order to help the transition team invite the appropriate agencies to attend the Transition IEP meeting, working with guidance counselors and career counselors to identify courses and school experiences that will promote their desired post high school activities, becoming knowledgeable about their disabilities and how to gain access to services and supports to enhance his/her long term goals, attending class, acquiring self-determination and self-advocacy skills, learning how to use assistive technology and how to save money for post school activities (Florida Department of Education, 2005). Parents play an invaluable role in the transition process. In fact, parental involvement is considered one of the most important factors in how successful the youths transition will be from high school to post high school life. Parental responsibilities in the transition process include playing an active role by asking questions and making suggestions, reviewing their childs Transition IEP goals, reviewing graduation requirements, providing opportunities for their child to explore post high school options such as employment, career centers, community colleges, community service, recreation and leisure, etc.; helping their child with their post school outcome statement, and helping their child develop a portfolio of personal informational medical and psychological testing, learning style, class rank, grade point average (GPA), honors, awards, work experiences, etc. (Florida Department of Education, 2005). Dunlap (2009) indicates that it is important for parents and professionals to work together to meet their childrens needs because it serves as a reinforcement of the program goals and objectives. Parents can contribute valuable information about their child and about the family unit. They know many things about their child that others initially are unlikely to know, including the childs strengths and weaknesses, likes and dislikes and medical history (p.92). This is a valid assessment. Children with special needs present many challenges for educators. Therefore, it is important for teachers to be aware of their global functioning in order to best meet their needs. The best way to achieve this goal is through parent-teacher collaboration. Furthermore, when parents stay in contact with professionals they also learn strategies and techniques that they can implement at home to enhance their childrens success. In addition, parents and their children can provide important information about the students goals for adult life, the strengths and resources of the family, extended family and the community, the services needed by the family and the services and providers that have helped the family in the past (Florida Department of Education, 2005). Sabbatino and Macrine (2007) indicate that the process of including students and their parents in the transition planning process provides students and their parents opportunities to look to the future, voice preferences, express concerns and desires, and share in decision making that directly affects each students future (p.34). Olsen and Fuller (2008) point out that parent involvement may take a variety of forms and levels of involvement, both in and out of school. It includes activities that are provided and encouraged by the school and that empower parents in working on behalf of their childrens learning and development (p.128). Olsen and Fuller (2008) identify six types of parental involvement, including (1) basic responsibilities of families, which involves providing health, security, shelter and other basic necessities for their children; (2) communication, or the sharing of information and ongoing two-way interaction between parents and children; (3) volunteering or providing advocacy help to educators and administrators for programs aimed at helping children with homework or other needs; (4) Learning at home, which involves managing childrens time with television and homework and ensuring that they build positive attitudes about education; (5) Decision making, which involves partnering with the schoo l to solve problems and shape goals and policies affecting the lives of their children; and (6) Collaborating with the community (i.e., small businesses, religious communities, cultural groups, government agencies, etc.) to identify resources to enhance childrens ability to learn and develop (Olsen Fuller, 2008). According to the research, parent involvement in the lives of their children with special needs is beneficial not only for the children and the parents themselves, but for educators and the school. In sum, research shows that when parents and schools support and encourage the development of children it benefits the children in numerous ways, including helping children to achieve more regardless of the racial/ethnic, socioeconomic status or educational level of the parents; help children to get better attendance, test scores and grades; result in greater consistency with children completing their homework. Other benefits for children include better self-esteem, less discipline problems, and higher motivation for school. Benefits for parents include greater responsiveness and sensitivity to the social, emotional and intellectual needs of their children; more confidence in their parenting and decision making skills, greater affection for their children, and greater awareness of policies affecting the education and future development of their children (Olsen Fuller, 2008). Transition Services: Getting Students Ready for Productive Work Work experience during high school has been identified in the literature as a strong predictor of successful employment outcomes for young people with disabilities (Carter et al, 2010). Furthermore, it has been reported that people with disabilities are offered jobs at a lower rate that the general population. The reality is that many students with social, emotional, behavioral, cognitive, or developmental disabilities find that their educational experience in todays schools did not equip them with the skills necessary to leading self-determined, independent lives (Sabbatino Macrine, 2007, p.33). In fact, a central goal of education for students in general is to ensure the successful transition from school to work. Without a well-defined transition program, students with disabilities leave high school unprepared to become productive workers and, as a result, become unemployed Transition services represent an important part of transition planning. The overarching goal of transition services is to help the student successfully move from school to post school activities or to successfully transition to adult life. Before the child turns 16, the transition team (also called the Transition IEP team) involves parents, the young person and teachers. After age sixteen, the team may involve representatives of agencies who provide or pay for the services given to the young person. Post school activities coordinated by transition services to help the youth move into adult life include access to college or university programs, continuing and adult education, vocational training, employment, independent living, community participation and the coordination of adult services from different agencies. The IDEA requires the transition services to development include a statement in the IEP about the transitional service needs of the student, with a focus on the courses of s tudy the study will engage in do achieve his or her post school goals; and a statement in the IEP about the students transitional service needs when the student turns 16. The transition services must also be based on the individual needs of the young person, their likes and interests as well as necessary activities regarding instruction related services, community experiences, employment, post-school adult living skills, daily living skills and functional vocational evaluation (Florida Department of Education, 2005; Rutkowski, Daston, Kuiken Riehle, 2006). Rutkowski, Daston, Kuiken and Riehle (2006) identify four commonly used special education models for transition services: traditional classroom model, work-study model, transition-to-community model and the adapted career and technical model. In the traditional classroom model, students in segregated special education classrooms are taught employability skills. In the work-study model, classroom instruction is combined with actual work experience, with the students participating mainly in food or custodial service related jobs for a few hours a day. In the transition-to-community model, students are prepared for independent living, which includes developing social skills and participating in job-shadowing experiences and workplace observation. In the adapted career and technical model students are taught work skills and ethics in a simulated work site. School-to-Work Transitions According to Carter et al (2010), preparation for the world of work has long been a central focus of transition education (p.194). Estrada-Hernandez et al (2008) observe that when counseling professions measure the career outcomes of persons with disabilities, they do so by assessing their employment outcomes in the competitive labor market. The assumption is that positive independent living outcomes for individuals with disabilities are positively correlated to successful community employment and the empowerment it provides the individual. The successful movement from education to employment is crucial for establishing independence among young adults with disabilities (Shandra Hogan, 2008, p.117). Baugher and Nichols (2008) point out, however, that preparing special education students to leave high school and enter the world of work or post-secondary education can be a difficult task (p.216). This may explain the reality that while coordinated transition services combined with comm unity work experience plays a vital role in ensuring successful school-to-work transitions for young people with disabilities, and despite of the fact that federal law requires transition assistance, these services are inconsistently available (Rutkowski, Daston, Kuiken Riehle, 2006; Shandra Hogan, 2008). The consequence of this is that young people with disabilities leaving high school are not given the opportunity to learn proper work ethics, communication skills or the kinds of attitudes that make them hireable. The IDEA requires schools to develop transition plans by working with students and parents and to provide transition services that prepare students for employment after graduation. The increased emphasis by the IDEA on students with disabilities being prepared for employment has been driven by the pervasive and persistent rate of post school employment outcome for young people with disabilities, the well established finding in the literature that gaining work experience s during high school is the most trustworthy predictor of favorable post school employment outcomes, and the finding that working during high school contributes to independent living post high school by promoting the young persons autonomy, vocational identity, career awareness and ambitions, workplace skills, values and ethics. However, it is reported that having a transition plan in place does not necessarily mean that students will be successfully employed (Sabbatino Macrine, 2007; Shandra Hogan, 2008; Carter et al, 2010). Carter et al (2010) investigated the summer employment and community participation experiences and outcomes of 136 high school students with severe disabilities. Predictor measures included employment skill (understand requirements for preferred employment, make informed occupational choices, know how to obtain a job, demonstrate general job skills and attitude for getting and maintaining a job, and having specific knowledge and skills to perform a particular job), community activities (non-work activities), self-determination (ability to perform specific self-determination behaviors, perceptions of efficacy of self-determined behaviors, knowledge about self-determination and associated behaviors), social skills and problem behaviors, spring work activities, career preparation activities (career interest assessments, goal setting and planning, workplace visits, occupation specific training, vocational education classes, social skills training, and person-centered planning), and teach er expectations for employment. They found that 61.7% of these students were not working and 11.1% reported sheltered employment. Those who work in competitive jobs mainly engaged in tasks related to cleaning, food services, stocking and assembly-related work. Those who worked completed about 10.3 hours a week for competitive jobs, 12.0 hours for unpaid jobs and 17.8 hours for sheltered jobs. Only three of the participants worked full time (more than 35 hours a week). Most of the respondents reported that they receive supports from school staff (63.6%), parents (63.6%) and employment agencies (13.6%). They obtained jobs through the help of school staff (58.6%) or parents (23.5%). For the students (47.7%) who did not work, two reasons were offered: parents did not want them to work (36.9%) and specific barriers to finding and maintaining employment (30.8%), including limited transportation and supports. The most important factor associated with getting and maintaining a paid job was employment skill, which were related to spring work experiences and teacher expectation. Working in the spring increases the odd of gaining a summer job by 5.28 times or a 36% better chance of getting a paid job (Carter et al, 2010). Estrada-Hernandez et al (2008) investigated the experience of individuals with disabilities in transition from school to work. In particular, the researchers examined the mediating effects of the severity of disability among 115 high school students with disability on their employment outcomes in an intensive school-to-work transition program. The authors concluded that employment outcomes were significantly affected by the severity of disability despite the fact that their interests were appropriated matched to the jobs they performed. As a result, while participants had positive employment outcomes in the area of job entry, such outcomes may not necessarily result in higher earn