The Character of Curleys Wife Essay Example for Free

The Character of Curleys Wife Essay A reason for Steinbeck portraying to the colour red may be to foreshadowing the blood that was to be seen at the end. Curley’s wife attracts all the guys in the ranch. She uses the excuse that she is looking for Curley to talk to the guys. She does wear red lipstick; the colour red is again used as a symbol because it’s a primary colour therefore a lot of children are attracted to it because of the brightness in the colour. It attracts Lennie as he has a 4 year olds mind that can’t control his feeling but still stops and stares at Curley’s wife. He says that â€Å"she’s purty† very defensively (pg35). On the other hand George doesn’t like her at all. On page 35 there’s lots of negativity about Curley’s wife coming out of George’s mouth. He says â€Å"Jesus what a tramp, so that’s what Curley picks for a wife† Steinbeck has created a character that can’t stand Curley’s wife this is because he doesn’t want to lose his job by getting into trouble like their last place of work. I think when his talking to Lennie saying â€Å"Don’t you even take a look at that bitch. I don’t care what she says what she does I seen’ em poison before but I never seen no piece of jailbait worse that her. † (pg36) He has shown that his past is one of the reasons that he don’t like Curley’s wife, he also thinks she’s nothing but trouble and doesn’t trust her at all. Another character in the novella is one of the only one who is the nicest to Curley’s wife. He goes by the name Slim, in the novella everyone on the ranch looks up to him he’s a thoughtful tall man. Curley thinks that Slim and Curley’s wife have a relationship but Curley’s wife is just lonely and needs somebody to talk to because there isn’t any love between Curley and his wife. She says in the novella â€Å"think I’m gonna stay in that two-by-four house and listen how Curley’s gonna lead with his left twice and then bring in the ol’ right cross? † this means that she is very lonely and trapped in a loveless marriage. Curley wears a glove on his hand the ‘glove of Vaseline’ because he wants his hand to be soft when he is making love with his wife. He is very proud to show everyone this glove but this is a bad image on Curley’s wife because he is only using her because she is attractive and showing all the other guys on the ranch his sexual side with her. Curley’s wife only married Curley because of the great depression and life was hard so she thought because Curley is the bosses son she will have a good life but she didn’t! Curley’s wife came across as a trampy flirtatious character but this opinion changes when she is in the barn with Lennie opening up her feelings which showed us that she wasn’t just a tramp but a woman who had a dream, it also showed us that she was lonely like the other characters in the novella. Steinbeck made her into a character a sensitive hopeful and made herself into a normal human being and also a very weak female. Curley’s wife dreamt of being an actress and said Coulda been in the movies, and had nice clothes. This is showing that Curley’s wife is very upset about the way her is life is at the moment. In conclusion I think Curley’s wife is one of the strongest but loneliest characters in the book because after everything she has been through with her mother, Curley and being alone she didn’t open up to anyone except Lennie, but he kills her at the end because of his unknown strength. I also think Lennie did Curley’s wife a favor because she was moaning about her terrible life to him like she wanted it to end. Steinbeck portrayed Curley’s wife as an interesting and complex character to make the reader more curious on the way she is shown. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE John Steinbeck section.

Any warrant officer or enlisted member who Essay Example for Free

Any warrant officer or enlisted member who Essay Article 91 -â€Å"Any warrant officer or enlisted member who— (1) strikes or assaults a warrant officer, non-commissioned officer, or petty officer, while that officer is in the execution of his office; (2) willfully disobeys the lawful order of a warrant officer, noncommissioned officer, or petty officer; or (3) treats with contempt or is disrespectful in language or deportment toward a warrant officer, noncommissioned officer, or petty officer while that officer is in the execution of his office; shall be punished as a court-martial may direct. † Article 91 of the Uniform code of justice (UCMJ) is insubordinate conduct toward warrant officer, Noncommissioned Officer (NCO), or Petty Officer. Article 91 of the UCMJ defines insubordination and failure to obey order and regulation. Military discipline and effectiveness is built on the foundation of obedience to orders given by senior leadership or grades appointed over you. It’s not insubordinate conduct if the order given is unethical or illegal; neither is refusing to perform an order that is within the power of the person giving the order. Many superiors feel that the line of verbal contempt can be broken on many different levels. One can only assume that foul language, and language that may impose threat, violence or outright disobedience will ultimately fall in to the category of verbal contempt and disorderly language. A simple verbal disagreement with no foul language or violent intent can be considered as verbal contempt and or disorderly language to the NCO. An enlisted member can be subject to being punished by this article just on the superior’s thoughts on whether or not the accused was in verbal contempt. So in the case of a disagreement between two individuals, where one Marine says something and the next Marine another, it is what is perceived as the truth that becomes the truth. This can be troubling to some service members due to the fact if they have nothing to back their story; it can be assumed they are lying. Even if this is the case, until proven otherwise it will be assumed you have lied and will face punishment accordingly. In conclusion the purpose of Article 91 is to establish a set of rules and respect for all service members to adhere to. This creates a better work atmosphere and helps create the needed separation between superiors and subordinates. Without the separation between the service members the system could never function accordingly.

The Role Of Theory And Practice Facilitated By Reflection Nursing Essay

The Role Of Theory And Practice Facilitated By Reflection Nursing Essay Question Dewey (1938) stated that all genuine education comes through experience. Certainly, in practice-based professions such as the health care professions, clinical experience should be the basis for learning. To extract learning from experience, we need to create meaning from our experiences as we interact with and react to, them. We cannot allow any experience to be taken for granted; once we do so, actions become routine and habitual, we stop noticing and enter into a rut (Stuart 2007). Critically discuss this quotation by focusing on the complexity of learning in practice, the complexity of supervisory process and the end goal of creating a competent practitioner. Table of Contents Introduction It is in the interest of both the university and the clinical areas to ensure that newly qualified nurses are perfectly competent to take on the responsibilities of their new jobs. The big question is; which area should play the best part in ensuring that this feat is accomplished? Conversely, could it be a perfect balance between the two domains? Considering the changing face of nursing education to keep up with modern times, it is also useful to contemplate the challenges that students and educators, both academic and clinical are faced with. In order to establish if the goal of producing a competent practitioner is reached, it is important to determine what exactly constitutes a competent practitioner. As a final thought the concept of competency shall be pondered to see if it is sufficient to produce competent professionals when todays employers demand high standards and excellency of care. The changing nature of nursing Countless times nursing has been referred to as both an art and a science. Clearly, this is to delineate that it is a combination of both academical knowledge and practice skill. Through the years nursing education has shifted from hospital training (skills) to higher education (academic) namely university baccalaureates, masters and also doctorates (Wilson, 2008). Jarvis (2005) explains that this change is occurring because nursing is undergoing a process of professionalization (professionalism). Another important change is that, whereas the student nurses before were all young recruits nowadays the classroom is a mixture of ages either due to mature students entering nursing or due to continuing education (Jarvis, 2005). These adult learners may thus have different learning needs. The fact that nursing has distanced itself from the medical model, in favour of a holistic, patient centered approach, it has also inevitably changed the way nurse education is planned and delivered nowad ays. Alongside the study of anatomy and physiology, nurse educators had to include the nursing process and humanistic subjects like the concept of care, psychology, sociology and ethics. Meurier, Vincent Parmar (1997) maintain that this process was necessary for nursing to become an autonomous profession that has research underpinning its practice. Evidence based practice became a means of gaining credibility with both clients and other professions. Greater autonomy has been given to nurses locally by the issuing of the nursing warrant. However, autonomy also translates into increased accountability. Patients abroad are now personally suing individual nurses when they are thought to be personally responsible for errors. Never before has it been more important to produce competent, efficient and effective nurses in order to avoid costly litigations and avoidable patient suffering and harm. The emphasis is now on which type of learning is best at producing competent nurses, theoretical, academic or possibly a mixture of both. The great debate One of the main objectives of this assignment is to critically discuss the quote provided. In this quote Dewey is said to put great emphasis on the role that experiences plays in providing a genuine education. Experience is defined in the Longman (2010) dictionary as knowledge or skill that you gain from doing a job or activity. Experience is an important component of practice development (Lyneham, Parkinson Denholm, 2009). However, nursing is not only about doing but also about thinking. In the quote provided, Deweys seems to be subjective when he omits to recognize the role that theory plays in the learning process. However Dewey, in his own book states that the belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative (Dewey, 1998, p. 13). Knowles, Holton III, Swanson, (2005) believed that many Deweys ideas were misinterpreted through the years and emphasised the importance of direct quoting. Hence, to evaluate properly Deweys quote, one must assess it in the whole context not just a short quote. Peplau (1988, p. 13) asserts that the art and science aspects of nursing should always be kept interconnected if not inseparable. This statement suggests that experience and academical knowledge, should complement each other in order to achieve optimal learning. The clinical environment is a rich learning ground full of learning opportunities. On the other hand, this knowledge can be in a tacit f orm and hard to translate into words. Eraut (2004) maintains that when these situations arise, the practitioner needs to find alternate ways of unlocking and sharing this knowledge. Reflection, which is widely taught in nursing curriculae nowadays may be a means of articulating knowledge that is embedded in practice (McBrien, 2006). Thus, this is an example of theory complimenting experiential learning. Furthermore, without nursing developing its own theoretical body of knowledge the quest for professionalization would have been unreachable. In order to advance the nursing profession and provide the tools to increase the body of knowledge, critical thinking and research modules have been added to the nursing curriculae. This enabled nursing to move away from the dominancy of other professions and empowered nurses to be able to make their own competent decisions based on well researched evidence. Clinical experience includes also the practicing of skills, which are primarily learnt through role modelling strategies and perfected through repetition thus increasing competence. Consequently, habitualisation runs the danger of becoming a ritualistic practice when it is taken for granted and done without thought (Stuart, 2007). Heath and Freshwater (2000) regard proficiency in skill, achieved through repetitive practice as positive. They explain that nurses will require less thought whilst performing procedures and their attention may be dedicated to answering the patients questions or observing his behaviour. However, practice without reflection truly risks becoming a rigid, habitualised and ritualistic vicious circle. Experience is not just about performing skills well and in good timing. It is also an opportunity to be faced with different clinical situations and challenges that equip the nurse with the necessary knowledge to deal with similar situations in the future. A report compiled by the Department of Health (1999) entitled Making a difference outlined that many newly qualified nurses lacked the necessary skills to function as confident and competent practitioners in their new professional roles. Therefore, although nurses might possess the academical knowledge to pass their final exams, they lacked the experience to operate confidently on the wards. Another shortfall was that newly qualified nurses were observed to lack the critical thinking skills necessary to function in the increasingly complex clinical environment (Aronson, Rosa, Anfinson Light, 1997). Many argue that this is the result of the shift from hospital based training to university centered education, creating the theory pra ctice gap phenomenon (Evans, 2009). In the following paragraphs, the theory practice gap and means of reducing it shall be discussed. Theory- Practice Gap In the past, nurses had more clinical hours than study hours as part of their nurse education. Furthermore, the students of the past were counted as part of the nursing compliment. This may explain why they found the transition from a student to qualified nurse less problematic. However, this kind of training sucked the students into a circle of ritualistic practice concentrating on efficiency rather than effectiveness. In contrast todays student is provided with all the theoretical knowledge to ensure that practice is guided by evidence thus shifting the balance onto effectiveness. Wilson (2008) explains that teaching should not just be the imparting of facts but that students must learn how to adapt this information to each unique clinical setting. Therefore, it is empirical to bridge the gap between what is known and what is practiced. The gap between theory and practice is not something of the present and will persist through the ages. Haigh (2009) considers this gap to be important as it portrays nursing as a vibrant and dynamic profession (p. 1). Notwithstanding this, the theory practice gap has inspired theorists to introduce learning models in the clinical environment and mostly included the participation of a clinical supervisor (Beinart, 2004 and Lynch, Hancox, Happell, Parker, 2008). Furthermore, no model has managed to eradicate the theory practice gap (Baxter, 2007). Whichever model may be used, the importance of having a clinical supervisor with exceptional qualities must not be overlooked. An advantage of the local nursing scene is that although the Institute of Nursing has now become a faculty, its basis is still within the general hospital. The significance of this is not only that the two domains are not physically separated, but that also academical staff and other resources such as the library are easily accessible. However other measures are also necessary in order to amalgamate theory and practice. The areas of reflection and clinical supervision as a means of reducing the gap shall be discussed in the following paragraphs. Reflection and learning Schà ¶n (1983) in his book regarding the reflective practitioner states that reflective practice enables a person to learn from both his actions and experiences. Jarvis (2005) maintains that the role of a teacher may include facilitating reflective practice for practitioners in order to crystallize the ideas generated in practice. Moreover, Schà ¶n established that nurses reflect upon their actions and through this, knowledge about practice is generated as opposed to just the application of knowledge to practice. Rolfe (1997) supports this statement by asserting that reflective practice is a systematic and thoughtful process that allows nurses going about their daily work to make sense of their practices. Reflection is a means of identifying areas that need improvement. However, reflection should also take place in instances that went well to identify the key principles that contributed to success. Surgerman, Doherty, Garvey and Gass (2000) point out that if reflection is taken awa y from practice, the practitioner might not be able to learn from these experiences. Unfortunately staff shortages and the overcrowding of wards often leave little time for nurses to think (Weaver, Warren Delaney, 2005). However, this should not be an excuse not to engage reflective practice. Reflection on action may be more suitable and should be greatly encouraged amongst supervisees as a means of making sense of practices being undertaken. This form of reflection was also used by Florence Nightingale as a means of generating knowledge from practice and the start of evidence based practice (McDonald, 2001). Another way would be to organise group reflections. The group may include a mixture of supervisors and supervisees in order to facilitate discussion and the sharing of knowledge (Lee, 2009). The process of reflection is also very useful in helping students and qualified staff alike to develop critical thinking skills. Further on, a problem solving attitude may be instilled, which is a valuable tool for the nurses in their career (Jarvis, 2005) thus leading to t he development of a competent practitioner. The generation of ideas from reflection is not sufficient. The greatest challenge is to put these ideas into practice. Clinical supervisors can be an asset in helping students to engage reflective practice whilst helping them articulating and implementing the ideas generated. Clinical supervision Wong and Lee (2000) define the roles of clinical supervision as to help students develop their clinical skills, help to bridge theory and practice and assist students with their socialisation into nursing. McBrien (2006) states that clinical supervision acts as an extension of classroom teaching. In other words, the clinical supervisor works alongside the university to maximize the educational activity gained from the ward experience. In the wards, the supervisor, helps to safely monitor students, whilst they practice what they have learned in the classroom thus bridging the afore mentioned gap. Supervisors may teach supervisees by being good role models, and help novice students acquire knowledge through emulating their behaviour. As supervisees progress the supervisor must then give greater freedom to the student whilst challenging their practices in order to develop their reflective and critical thinking skills. Supervisors must be well prepared and supported (Lynch, Hancox, Happe ll, Parker, 2008). Furthermore, their practices have to be grounded in evidence as supervisees at this stage will healthily challenge what the supervisor is imparting. Supervision takes up different forms in different hands depending on the intent and emphasis of the supervisor (Johns 1996, p.1142). Staff shortages, overcrowding and high patient turnover may result in ward nurses looking at students in an inappropriate manner, especially if supervision was forced on them. Consequently, they may look at students as a burden, an extra duty or a waste of their free time. Moreover, they may view them as an extra pair of hands which can be easily manipulated to do their every bidding. McBrien (2006) warns that faced with such negative attitude student nurses may be inclined to abandon their learning objectives in order to fit in. Furthermore, nurses may be hostile and uncooperative towards their colleagues who are trained clinical supervisors who take on students for supervision in their wards. The clinical supervisor thus has an important role in creating an environment conducive to learning on the wards. This should include measures to make students feel welcome and accepted by the rest of the ward staff in order to safeguard the students self esteem and potential for learning (Franke, Garssen, Huijer Abu-Saad, 1995). Moreover, good relationship is of utmost importance in obtaining the desired goals in the supervisory process. The relationship between the supervisor and the supervisee is the key for successful clinical supervision (Lynch, Hancox, Happell, Parker, 2008 and Sloan, 1999). The above points strongly indicate that clinical supervisors have to be willing and dedicated to undertake the teaching role in the ward. Supervisors must undergo specialised training. However, in order to move a further step, full collaboration with the academic body has to be in place. Sloan (1999) stated that on-going training for supervisors helps them to construct their own supervision models, to develop interpersonal skills and facilitate supervisory support besides others. One training module is not enough to last a life-time, hence update courses and meetings should be held yearly. By this means not only knowledge is updated but also an opportunity for the sharing of ideas is provided. Introducing regular meetings with the academic supervisor ensures not only a bridging of the theory practice gap but also that the desired student goals are made clear and achievable. Unfortunately, the number of nursing students by far outnumbers the amount of clinical supervisors who have been formally trained. This lack of supervisors may be the result of the absence of a good reward system such as monetary or professional. Alternatively, the quality of supervision might deteriorate with its introduction. This can be due to applicants applying for the rewards, rather than a keen interest in supervision. In this event, a rigid vetting process and performance appraisal should be introduced. The concept of collaborative learning has been explored by Jeffries (2005) as a means of compensating for the lack of supervisors. The main advantages were an increased sense of teamwork, student bonding and richer discussions. However, Evans (2009) points out those students who are less eager to participate may hide within these groups thus limiting the development of their potential. Moreover, large groups may contribute to certain students getting away with not performing d uties that they might consider not to their liking (Evans, 2009). An important role that the clinical supervisor must play, which is sometimes overlooked is the development of self awareness. Heath and Freshwater (2000) maintain that the supervisor must help the student to develop an awareness of self, and an acceptance of responsibility for ones own actions. Thus the supervisor must instil the concept of accountability, which greatly contributes to the development of a competent practitioner. Todd Freshwater (1999) assert that through this process the supervisee becomes less dependent on the clinical practitioner because an internal supervisor is developed. Hence, the supervisee develops a professional conscience whilst becoming more capable to assume more responsibility for ones own learning. When this is achieved, the seed of life-long learning is planted ensuring that the supervisee will continue to self direct learning even after graduation. Jarvis (2005) states that if this had to be universal for all students, continuing education programme s could be drastically reduced. Competent practitioners Weaver, Warren and Delaney (2005) explain that nursing care affects a range of health care outcomes namely; mortality, morbidity and costs. For this reason, an emphasis is now being placed on high quality care, avoidance of errors, cost effectiveness and elimination of wastages. A competent practitioner is someone who is able to conduct tasks safely on their own. Moreover, competency is defined by the Nursing Council of New Zealand, (2008, p.12) as, the combination of skills, knowledge, attitudes, values and abilities that underpin effective performance as a nurse. Conversely, Lofmark, Smide, Wikblad, (2006) state that competency must be achieved in all areas and not just in clinical and technical skills. Furthermore, it is difficult to find a person who is competent in all areas. Having stated all this, a doubt arises, whether being a competent practitioner is enough to meet these growing healthcare demands. Nurses are faced daily with items that are out of stock, staff shortages and unexpected and unplanned occurrences. In these situations, knowledge and standard practice are not sufficient to meet healthcare demands. Heath and Freshwater (2000) explain that a nurse that goes beyond the competent phase not only can demonstrate greater technical proficiency but is also able to correct and adapt her actions according to the unfolding situations. Benner (1984) asserts that for competent practice to become proficient, a qualitative change must occur. Benner, Tanner, Chesla, (2009) believe that some nurses may never develop beyond the competent stage. Given the complex clinical situations that every single nurse is faced daily on the wards, this transition should be avidly cultivated. Improvisations and solutions must be effected in order to ensure that patients still receive good quality care. Drawing up on past experiences, knowledge new or old and utilizing reflection and problem solving skills are a means of coming up with new solutions. The clinical supervisor is an invaluable asset in helping the supervisee to make this transition. This can be done by being a role model, providing meaningful experiences that can be utilized in future practice as well as supporting the supervisees in developing their own problem solving skills. A universal responsibility Although an emphasis has been made that the clinical supervisors should be formally trained, every single nurse in the clinical setting should take an interest in the education of student nurses. These same students will in the future become nursing colleagues and further on nursing administrators and lecturers. Making sure that they receive the best possible education is a means of safeguarding the future of nursing. On a more egoistical note, these same students will be the nurses in the wards taking care of us and our loved ones. Therefore, ensuring that they develop their full potential is a guarantee of receiving excellent quality care to the highest standards. Conclusion It has been established that experience and theoretical knowledge both play a pivotal role in the formation of competent practitioners. The phenomenon of the theory practice divide occurs, when academical knowledge is not successfully adapted into the working environment to achieve meaningful practice. In order to bridge these gaps important assets were identified namely clinical supervision, experience and the use of reflection. Clinical supervision is a challenging area of nursing that should involve specific training and utmost dedication. Collaboration with the academical supervisors ensures that the goal of achieving competent practitioners is achieved. However, exceptional practice should be the ultimate goal that should be shared by all clinical practitioners in order to safeguard the future of nursing.

Vocabulary :: essays research papers fc

Introduction One of the most fascinating aspects of words is that they all have a past. Some words in English, for example, can be shown to have been in place for more than 5000 years (P. Baldi, 1999). Ordinarily we pay little attention to the words we articulate; we concentrate instead on the meaning we intend to express and we are seldom conscious of how we express that meaning. Only if we make a mistake and we have to correct it or we have difficulty remembering a word we become conscious of our word. This means that most of us do not know where the word we use come from and how they come to have the meaning they do. English words come from several different sources. They developed naturally over the course of centuries from ancestral languages, they are also borrowed from other languages and we create many of them by various means of word vocabulary available to us today. History and morphology of the word Mother The idea of the mother goddess was invented in early ice age, some 25,000-30,000 years ago. She and her life giving breasts were called omma from which we have the words akin to maternal, matter, and mother. By the late ice age the Semites had shortened omma to om. The Dravidians of India are Semites who migrated to India after the ice age. They still call mother goddess omm. Om is also the present day Arabic word for female and mother. Omma became ma among the Iranians, meaning the female breast. From ma we have the Iranian maman. Also, we have the Iranian ma-Dar (earlier ma-tar) meaning breast which became mater in Latin, modor in Old English (725), madre in modern Italian, and mother in modern English (1425), (R.K.Barnhant, 2000). Collocation There are several words that fit together with the word mother.  Mother Country  Mother Nature  Mother Figure  Mother Tongue  Mother Board Connotation The word mother has a positive connotation as it describes maternal tenderness and affection although in American English mother could also mean motherfucker which carry a negative and vulgar meaning (Chambers, 1994). Semantic field relation The following are some semantic field relations to the word mother.  Father  Son  Daughter Semantic usage   Ã‚  Ã‚  Ã‚  Ã‚  REGISTER Mother  Ã‚  Ã‚  Ã‚  Ã‚  Very Formal British English Mum  Ã‚  Ã‚  Ã‚  Ã‚  Informal British English Mummy  Ã‚  Ã‚  Ã‚  Ã‚  Informal British English mainly used by children Mom  Ã‚  Ã‚  Ã‚  Ã‚  Informal American English Mommy  Ã‚  Ã‚  Ã‚  Ã‚  Informal American English mainly used by children Ma  Ã‚  Ã‚  Ã‚  Ã‚  Informal expression American and British English working class (often used with any much older woman)

School Violence :: Youth Children Violent essays research papers

There is definitely a problem with school violence today. The last three years have shown us that violence in our schools society is more common today then ever before. Whether the violence has to do with guns, knives, or just a simple fight, school violence is getting a little out of hand. There have been several school shootings in the last few years, and the number of school shootings seems to be growing rapidly these days. When the last figures were taken by the government educators had found more then 2,000 weapons stashed by students in lockers, backpacks and pockets in the 1996-97 school year. These school shooting and the findings of all these weapons makes parents wonder if their children really are safe at school anymore. When parents begin to worry about their children at school, everyone should realize there is far to much violence at school. School violence is a big issue, and the problem seems to be getting worse every year. National statistics show schools are the safest place in children's lives, but are we all so sure that this is true anymore? School violence has been growing rapidly for the past three years. Every time there is an occurrence of violence more kids are afraid to go to school. Every child has the right to an education in a safe and secure environment, and violence in our nation's schools seems to come as a threat to this right. This is one sign that school violence is out of hand, and something has to be done. School violence is probably one of the biggest problems in the nation, this is said due to all the school shootings that have taken place in the past three years. School violence is an issue that everyone may recognize but not everyone is doing something to help prevent it. In the past three years several school shootings have taken place, starting the 2nd of February 1996, in Moses Lake, Washington. Barry Loukaitis opened fire in his algebra class, killing 2 students and a teacher. There was another shooting in the same month, February 19, 1996. This shooting took place in Bethel, Alaska, killing the principal and a student. There were three more shooting in 1997, including the shooting in Pearl Mississippi on October 1, where two students were killed and seven were wounded, by a 16 year old boy.

The Cayman Islands :: essays research papers

Part I - The Question   Ã‚  Ã‚  Ã‚  Ã‚  When I was 18, my family took a trip to Cancun for Spring Break. I absolutely loved the beaches and palm trees, the white sand, hot sun and blue waves. Ever since then I have had a real passion for tropical islands. My favorite and perhaps the most beautiful Islands I’ve researched are the Cayman Islands. I’ve only seen pictures and heard stories but I’ve already decided that’s where I am getting married. I still however, don’t know anything about the islands. My love for these islands and my thirst for knowledge on the topic has driven me to do more research and find out the history behind the Cayman Islands. I want to know everything about them, so far the only thing I know is that there are three islands, Grand Cayman, Cayman Brac, and Little cayman. I would like to know more. I am hoping to learn about the early development of the islands, the people, growth, tropical climate and environment. I am doing this purely for my own reference and curiosity. Part II - Research   Ã‚  Ã‚  Ã‚  Ã‚  I began researching for this paper online because it was easy for me to use and a lot faster than looking up information in text books, and it’s a lot more accurate and up-to-date. Immediately I found about a hundred web sites worth printing. After scrolling through page after page, site after site I realized I had barely scratched the surface, so I decided to pick the ones with the most promising titles and print them all. Then I began the tedious task of sifting through all those papers until I found the best ones. I think I ended up with about six different sites, all on different things about the islands. One of the best ones was about the history of the Cayman Islands, I found this to be the most factual. Another good one mostly was about the Geography and Geology of the islands. The rest of them were mainly about visiting the islands, the discovery of the islands, touring the islands and comparing and contrasting the three islands.   Ã‚  Ã‚  Ã‚  Ã‚  After this I went to the Jackson Community College Learning Center and read through books and Encyclopedias about Cayman Islands but I found most of these to have the same information as my web sites, but not as good. I found a few pictures and maps that were helpful in my own understanding of the islands, unfortunately they wouldn’t be much help with my paper. The Cayman Islands :: essays research papers Part I - The Question   Ã‚  Ã‚  Ã‚  Ã‚  When I was 18, my family took a trip to Cancun for Spring Break. I absolutely loved the beaches and palm trees, the white sand, hot sun and blue waves. Ever since then I have had a real passion for tropical islands. My favorite and perhaps the most beautiful Islands I’ve researched are the Cayman Islands. I’ve only seen pictures and heard stories but I’ve already decided that’s where I am getting married. I still however, don’t know anything about the islands. My love for these islands and my thirst for knowledge on the topic has driven me to do more research and find out the history behind the Cayman Islands. I want to know everything about them, so far the only thing I know is that there are three islands, Grand Cayman, Cayman Brac, and Little cayman. I would like to know more. I am hoping to learn about the early development of the islands, the people, growth, tropical climate and environment. I am doing this purely for my own reference and curiosity. Part II - Research   Ã‚  Ã‚  Ã‚  Ã‚  I began researching for this paper online because it was easy for me to use and a lot faster than looking up information in text books, and it’s a lot more accurate and up-to-date. Immediately I found about a hundred web sites worth printing. After scrolling through page after page, site after site I realized I had barely scratched the surface, so I decided to pick the ones with the most promising titles and print them all. Then I began the tedious task of sifting through all those papers until I found the best ones. I think I ended up with about six different sites, all on different things about the islands. One of the best ones was about the history of the Cayman Islands, I found this to be the most factual. Another good one mostly was about the Geography and Geology of the islands. The rest of them were mainly about visiting the islands, the discovery of the islands, touring the islands and comparing and contrasting the three islands.   Ã‚  Ã‚  Ã‚  Ã‚  After this I went to the Jackson Community College Learning Center and read through books and Encyclopedias about Cayman Islands but I found most of these to have the same information as my web sites, but not as good. I found a few pictures and maps that were helpful in my own understanding of the islands, unfortunately they wouldn’t be much help with my paper.

XI accountancy CBSE Board

Do you hink the Accountant has correctly recorded the interest on the loan? Give reason for your reply. 7. Write down the main features of Partnership. 8. When does the need for valuation of internally generated goodwill arise? Y IT tne amount 0T super pront Is negatlve, wnat does It Inalca e 10. Prithvi is admitted to the partnership and the goodwill he was to bring in is Rs. 50, 000. But, he is not in a position to bring in the goodwill. The accountant has recorded an entry in the books of account debiting ‘Goodwill Account' and crediting ‘Sacrificing Partner's Capital Account'.Do you think, he has recorded the entry correctly? Give reasons for your reply. 11. X and Y are partners sharing profits in the ratio of 3:2. Z Joins for 1/6 th share in the running business on 1st April 2011. Z was given guarantee of Rs. 48,000 per annum but unfortunately Z died on 1 st July 2011. Profit during the current year to be accrued on the same scale as in the previous year. Profit earn ed during the year was Rs. Calculate the amount of deficiency borne by X and Y. 3 Marks 12. Write down the provisions applicable in the absence of Partnership Agreement. 3 Marks 13. X, Y and Z are partners sharing profit equally.X drew regularly Rs. ,000 at the beginning of every month for six months ended 30th September 2011. Y drew regularly Rs. 4,000 at the end of every month for six months ended 30th September 2011. Z drew regularly Rs. 4,000 at the middle of every month for six months ended 30 th September 2011. Calculate the interest on drawings for X, Y and Z at 5%p. a. 3 Marks 14. Write down three differences between drawings against profit and drawings against capital. 3 Marks 15. The average profit of the firm is Rs. The total tangible assets in the firm are Rs. 14, 00,000 and outside liabilities are Rs.In the same type of usiness, the normal rate of return is 10% of the capital employed. Calculate the value of goodwill by Capitalisation of Super Profit Method. 4 Marks 16. A and B are partners in a firm. Their respective capital contributions are Rs. 3, 00,000 and Rs. and their profit sharing ratio is 3:2. Immediately after the allocation of Rs. 80, 000 as profit for the year ended 31st march 2011, it was discovered that in arriving at the profit of 2010-11 the following two items were ignored: i. Outstanding expenses of Rs. 7,000 and i'. Accrued interest on investment of Rs. 5,000. Pass the adjustment Journal entry. Marks 17. Write down the differences between fixed and fluctuating capital Accounts. 4 18. Mark and Pat are partners in a business. Their capitals at the end of the year were Rs 4BUUU ana Rs 36,000 respectlvely. During tne year enaea 31st Marcn, 2 Marks drawings and Pat's drawings were Rs. 8,000 and Page 1 of 3 Rs. 12, 000 respectively. Profits before charging interest on capital during the year were Rs. 32, 000. Calculate the interest on capital at 5% for the year ended 31 st March 2011. 4 Marks 19. A and B shared profits and losses in the ratio of 3:2. With effect from 1st April 2011 they agreed to share profits equally.The goodwill of the firm was valued at Rs. 30,000. Make the necessary Journal entry for the treatment of goodwill. What is a ‘Gaining Ratio? (3+1)marks 20. A, B and C were partners sharing profits in the ratio of 5:3:2. Their Balance sheet as at 1 st April 2012 was as follows: Balance Sheet of A, C at 1st April, 2012 Liabilities Creditors Employees Provident funds Fund Capitals: c 70,000 50,000 Amount Assets 20,000 cash 26,000 Debtors Stock Furniture Building 2, 20,000 266,000 16,000 80,000 34,000 C retires on the above date and it was agreed that: C's share of Goodwill was Rs. ,OOO; % provision for doubtful debts was to be made on debtors; Sundry creditors were valued Rs. 4, 000 more than the book value. Pass necessary journal entries for the above transactions on C's retirement. 21 . Ram, Shyam and Gita were partners sharing profits in the ratio of 5:3:2. On 31 st March 2012 their Balance Sheet showed the following: Capitals: Ram 1 50,000 Shyam 125,000 Gita 75000 Workmen's Compensation reserve Capital Leasehold Patents Machinery 350,000 stock 30,000 cash at sank 30,000 40,000 Gita died on August 2012. It was agreed that: l.Goodwill of the firm is to be valued at Rs. 1,75,OOO II. Machinery be valued at Rs. 1, 40,000; Patents at Rs. 40, 000; Leasehold at Rs. l, 50,000 on this date. Ill. For the purpose of calculating Gita's share in the profits of 2012-2013, the profits should be taken to have accrued on the same scale as in 2011- 2012 which were Rs. 75,OOO Prepare Gita's Capital Account and Revaluation Account. 6 marks 22. X and Y are in partnership sharing profits and losses in the ratio of 3:2. The capitals of X and Y remaining after the adjustments are Rs. 80, 000 and Rs. 0, 000 respectively. They admit Z as a partner on his contribution of Rs. 35,000 as capital for 15th share of profits to be acquired equally from both X and Y. The capital accounts of old partners are to be adjusted on the basis of proportion of Z's capital to his share in the business. Calculate the amount of actual cash to be paid off or brought in by the old partners for the purpose. 6 marks 23. John and David were partners in a firm supplying school uniform. They share profits in the ratio of 4:3. Their capital as on 1st April 2012 were and Rs. 50,000 respectively.On this date John suggested David to start supplying low cost school uniforms also to the students who belong to low income group and have been dmitted to the private schools of the city as per the provision of Rights to Education Act 2009. David agreed and requested to admit his friend Sita, a visually handicapped unemployed person into the firm; however Sita will not contribute any capital. John agrees to it. They were in need of more capital. John therefore persuaded a rich friend of his, All, who Joined them to be a partner. Ali contributed Rs. 7, 00,000 in cash. Delivery van of Rs. 2,75,OOO and furniture o f Rs. 25,000 as his capital.