Favorite Memory

Samantha Vega Eng 073-08 My Favorite memory My Favorite memory was when I first played in a softball game, it was very exciting, nerve reckon and challenging. Stepping into the field was the best feeling in the world. The air was so fresh. The field was very smooth and the dirt was crispy brown. I remembered watching girl’s plays softball at a young age and I always wanted to see how it felt to play. I became fascinated and was amazed how older girls played amongst themselves and I actually learned just by watching. Playing softball for the first time was exciting.The weather was very nice, the sun was shining, the sky was blue, the birds chirped and the wing blew so smoothly. I could also hear the crowed yelling and shouting excited to see the game. My parents were also there supporting me at my first game. Lincoln high school, a school that wasn’t very good in softball but that was my team. We were facing a school from Parsippany. It was a home game so we played in ou r field in Lincoln Park. It was diamond shape. The dirt was very smooth as I entered the field with my team. The grass on the outfield was wet and green, it was very shiny.Being my first time I was very happy and excited to play. I couldn’t imagine how much fun I was going to have. Softball is very nerve reckon sport. Trying to catch every ball that comes your way or hitting the ball to make a run. Having two strikes on you, 2 outs, last inning and the game is tied makes you really nervous. In my memory, after the team got ready and prepared to face the opponents, number 23 stepped up to the plate and started of the game. I was in center field on the outfield. I was going to give it my all and have our first win. So number 23 had 2 strikes and 1 ball.Yari, our team captain was pitching; everyone was rooting her on to make that out. Number 23 was a big girl, she looked strong and hit the ball all the way to outfield were I was playing my position. I ran as quickly as I could t o catch that ball and I actually caught it. It was fun running and forcing me to catch it. I was very excited that the ball came to me and it was up to me to catch it. I was so nervous and thought to myself â€Å"What way should I run? † â€Å"What to do? † When I caught it the crowd got so happy and screamed my name rooting me on. Lastly, playing in my first game was very challenging.I didn’t expect it was going to be as challenging as I thought it would. Stepping into the plate for the first time made me feel strong and proud to wear my royal blue with the lion logo uniform. My uniform was crisp and ready to get dirty. The wind was blowing in my face as I was holding my bat ready to swing as hard as I could. The first pitch came my way all you heard was â€Å"STRIKE†, â€Å"STRIKE TWO† the umpire yelled. I hit the ball the third time and hit it to 3 rd base and ran as fast as I could after I ran to first base I tripped on the base but quickly got up before they called me out.I was safe. It was a great feeling being safe but it was very challenging when the girl on first almost got me out. Although, in this game there is so much competition, but the whole point of this game is to have fun and be the best you can. In my case, I had the best time playing my first game. We actually won our first game with the score of 10-8. I had so much fun and worked hard to get my spot in the team. It isn’t all about winning or losing it about having the best time and creating friendships with team members.

Controlled assessment: Sainsbury’s transcripts Essay

In the first transcript ‘store standards’ Joseph and Jason communicate with each other on the shop floor using spontaneous speech . However Jason comes with an agenda. In the second transcript, ‘setting up the meeting’ Jason and joseph are arranging a meeting where they argue a bit about joseph having a meeting with someone else. However Jason warns him that he is to have a meeting with him and he ‘holds the floor’. In the third transcript ‘the appraisal meeting’ Jason and joseph have a meeting where Jason again ‘holds the floor’.Jason: is the manager of the largest Sainsbury’s store in the country which means he has a huge responsibility to make sure the workers have everything in place , staff are dressed neatly and provide people with their needs and wanting’s. Joseph: is a trainee who is training to be a manager in Sainsbury’s and has been working there for more than a year. He has also been sup plying people with help and helps set out the food, toys, clothes and much, much more. The first transcript ‘store standards’ begins with an adjacency pair, Jason and Joseph, greeting each other informally with the use of ‘alright’ and as I have mentioned in the introduction, they are standing on the shop floor which also adds to the informality of the situation. This continues with Joseph’s response of ‘yep, yep, yeah’ which possibly shows that he is nervous. Another place where it possibly shows that he is nervous is when he uses some jargon. Here is some evidence: ‘they’re back of the run (?)’. As the conversation continues to move on, Jason expresses a prosodic feature by telling Joseph about the store standards ‘the standards you set are the standards you get’. By saying this he is explaining Joseph about how he has to keep the corporative image of the store standards. However joseph does not seem to be listening and Jason gets annoyed and say’s ‘you’re talking to me now.’ Later on in the transcript Joseph corresponds to a paralinguistic feature by ‘laughing’ .This does relate to the subject they are talking about which shows that Joseph might conceivably be annoyed by the subject and might want to change it. In the second transcript, ‘setting up the meeting’, Jason has come back to the shop floor to arrange a meeting with Joseph. However joseph has to meet another member of staff called Ginger and askes Jason if he has cleared it out with him or not because apparently he has other plans for him; ‘have you spoken to ginger about this? cos he has other plans for me’. This makes Jason bothered and say’s ‘no’ with annoyance and overlaps him and tells him to meet him at halve past twelve. The third transcript ‘The appraisal meeting’, Jason and Joseph are having a meeting but this time not on the shop floor. The meeting is about Joseph being task focused and not paying attention to others. Jason explains the disadvantages about being task focused while Joseph is agreeing with his mistake and apologising. Later on in the conversation, Jason demonstrates and methodizes (to joseph) how he wants him to work. He also uses a form of spontaneous speech (which is also known as abbreviated language) when he says ‘yeah so I’m driving my double decker bus yeah and I’m the driver cos I’m the leader’.

Against Euthanasia Essay Example for Free

Against Euthanasia Essay ? â€Å"Freedom is defined as â€Å"the power to determine action without restraint† . Given this definition, is the practice of euthanasia morally justifiable or wrong? The debate of freedom arises. Euthanasia is acknowledged as a â€Å"mercy killing.† It is â€Å"the act of putting to death painlessly or allowing to die, as by withholding extreme medical measures, a person or animal suffering from an incurable, esp. a painful, disease or condition†. This begs the question: does an individual have the right to decide to take another individual’s life? Religious groups would ultimately argue euthanasia is a â€Å"crime against life. † (Citation?)The issue of morality and ethnics are proposed. Is it moral to kill someone to take them out of their pain, as opposed to letting them live suffering? This is when spirituality comes into opposition with human rights. Euthanasia is a controversial issue that compares one’s quality of life to ethics. It can be viewed as a form of suicide or a form of being merciful. Even so, does humanity have the right to determine if someone should die or not? Those who are governed by a faithful belief may see euthanasia as practiced against god’s will. However, others may believe mankind has the choice over their own lives (Remove comma) and that the belief of god is a theory. Economic costs and human resources are legitimate arguments as to why euthanasia may be an acceptable option. Yet, could financial problems cause one to consent under pressure? Euthanasia denotes â€Å"good death† in Greek. This begs the question: does a â€Å"good death† exist? Despite it being acknowledged as painless, arguably it is still murderous. Society is forbidden to commit murder, making euthanasia contradictive, since it is allowing one to take the life of another. (Perhaps it may be helpful here to define â€Å"murder.†) Medically, euthanasia is the â€Å"norm† and portrayed as a gracious practice. Morally, it is dissipated and seen as an immoral exercise. Even though euthanasia is a â€Å"merciful killing,† it does not change the fact that it is murder. This practice is unethical and unrighteous. It should be internationally forbidden and prohibited. In 1999, Dr. Jack Kevorkian was sentenced to a 10-25 year prison term for giving a lethal injection to Thomas Youk, a man who was in the final stages of amyotrophic . (Perhaps here you can explain a little bit about the disease, i.e. what it does, what this man’s life was like, what kind of pain he was in, what his future (if any) would hold.) Kevorkian saw his actions as a deed. Kevorkian stated that he has â€Å"helped more than 130 people since 1990†. The defense party focused on the issues surrounding euthanasia, while the prosecution concentrated on Dr.Kevorkian’s actions associated with Michigan’s laws. The prosecutor stated, â€Å"This case is about what Jack Kevorkian did, and what he did under the law under the state of Michigan is commit murder†. This trail did not touch base on the political aspect of euthanasia, but on the ethnical side. Thomas Youk videotaped himself consenting Dr. Kevokian to take his life, yet Dr. Kevokian was still c harged with committing a crime. This is proof euthanasia is wrongful. There is no difference between Dr. Kevorkian and a medical surgeon when it comes to taking a life; the practice is still murderous. The court found him guilty since his actions were unlawful; meaning in general euthanasia can arguably be found a crime. A similar case in Saskatchewan occurred when Robert Latimer murdered his severely disabled daughter, Tracy, on October 24th, 2008. The reasoning for Latimer’s immoral act was he could not bear to witness his daughter suffering from a severe form of cerebral palsy. He killed her by placing her in the back of his Chevy pickup, ran a hose from the exhaust to the cab, and watched her die. Latimer was convicted on November 4, 1993 of first-degree murder. The following year he was convicted of second-degree murder. This begs a question: what is the difference between Latimer’s actions, killing his daughter who suffers  from excruciating pain, and a doctor who was given permission from a loved one to kill an individual who is also suffering from a brutal pain? A doctor must receive authorization to kill a patient who is overly sick. Doesn’t Latimer have the right to take his own daughter’s life, since a doctor would have had to ask him anyways to have the right to â€Å"kill† Tracy? Latimer supposedly saved his daughter from being in pain, which is the same reason why many individuals chose to give permission for those who are not physically in good health to undergo euthanasia. His methods were the same as a person with a medical degree. He watched an innocent individual die. Latimer was punished since his act was seen as wrongful. So why it is that euthanasia is seen as â€Å"merciful killing?† Many thought Latimer’s behavior could be compared to the act of euthanasia, since it’s perceived as a â€Å"compassionate homicide†. How could a man who watches his daughter die is seen as a â€Å"merciful killing?† Obviously it was not, which is why he was sentenced for second degree murder. Are you suggesting that these decisions be taken out of the hands of qual ified medical personnel? You could make reference to the qualifications of doctors in these situations; it could contribute to your essay. John Pearson, born in June 1980 in Derby City Hospital, was diagnosed with Down’s syndrome (http:// http://news.bbc.co.uk/2/hi/health/2600923.stm.) and was left in the care of a specialized consulting pediatrician, Dr. Arthur. Three days later, Pearson was found dead. Dr. Arthur was later charged with the baby’s murder. He was allegedly asked by the parents to take the life of this child, whom he killed by starvation. In November 1981, Dr. Arthur was acquitted of murder (http://news.bbc.co.uk/2/hi/health/2600923. stm), due to him taking the life of a child with the parents’ consent. (If he was acquitted of murder, you cannot call him a murderer. You can refer to him as an alleged murderer, but because he was not convicted, anything else would be inappropriate.) This is proof that the practice of euthanasia is causing other individuals to believe they have the right to take the life of someone in their family whom is suffering from a disease or disability. (Are yo u suggesting this newborn was able to make their own decision as to whether or not they wanted to live with this disability? If so, why do we not allow children to make more decisions at a younger age? Why not let elementary students vote, for instance, or enter into their own legal contracts? Make sure your stances are logical and well thought out. The more times you allow an opposing view to poke holes in your statements the more difficult it will be for you to stay credible.) John Pearson may have not been as â€Å"privileged (Remove comma)† as others in society due to his disability, but he did not deserve to die. It can be argued that euthanasia is form of suicide. This outrages religious groups who see this practice as immoral (Remove comma) and against the word of god. Suicide denotes â€Å"the killing of one self.†(Citation?) Euthanasia, a majority of the time, occurs when individuals decide to medically kill someone who is undergoing crucial agony. This practice can be perceived rather as â€Å"murder.† Murder means to â€Å"cause to die; put to death, usually intentionally or knowingly (http://www.thefreedictionary.com/commit/suicide). (This statement and the one previous should be placed earlier on in the essay. You can then make reference to it here if necessary.) Either or, euthanasia is condemned by many religious laws. The Jewish perspective states that instances of euthanasia should be dealt with as such: â€Å"any form of active euthanasia is strictly prohibited and condemned as plain murder†(http://www.aisha.com/societywork/science /Doctor-Assisted_Suicide.a sp). Talmudic and Rabbinic sources state, â€Å"One who is in a dying condition is regarded as a living person in all respect (Talmud – Smachot 1:1).† The Jewish religion also believes: â€Å"One may not close the eyes of a dying person† (Talmud – Smachot 1:1). Rabbi Merri interprets this saying as, â€Å"It is to be compared to a sputtering candle which is extinguished as soon a person touches it – so too, whoever closes the eyes of a dying person is compared to have taken the soul† (http://www.aisha.com/societywork/ science /Doctor-Assisted_Suicide.asp). Islam also criticizes euthanasia. Muslims see life as being sacred, since Allah provided it to them. Allah decides how long each human being will live, not a doctor. It states in the Qu’ran 5:32, â€Å"If anyone kills a person – unless it be for murder or spreading mischief in the land – it would be as if he killed the whole people† (http://www.bbc.co.uk/religion/religions/islam/islamethnics/ euthanasia. shtml). The Qu’ran 3:145 clearly establishes, â€Å"And no person can ever die except by Allah’s leave and at an appointed term† (http://www.bbc.co.uk/religion/religions/islam/islamethnics/euthanasia. shtml). This rule also applies to Christianity. The Catechism of the Catholic Church (2003) states: â€Å"All forms of suicide and euthanasia remain strictly prohibited, but questions of moral culpability and eternal salvation are left open† (http://www.acu-cell.com/suicide.html). In the Orthodox Church decisively is in opposition of euthanasia and considers it as, â€Å"as form of suicide on the part of the individual, and a form of murder on a part of others who assist in this practice, both of which are seen as sins. The Church does not expect that excessive and heroic means must be used at all costs to prolong dying, as has now become possible through technical medical advances† (http://www.acu-cell.com/suicide.html). Depending on your citation style requirements, this quote should probably be in block format since it is longer than 40 words.) Internationally, there are over 3.3 billion Christians, Muslims, and Jews who are opposed to euthanasia (http://www.spaceandmotion.com/Theology-World-Religions.htm) . However, Secular/Nonreligious/Agnostic/Atheist groups make up 850 million of the world’s population (http://www.atheistempire.com/reference/stats/index.php). Atheists question the truth in religion; therefore they do not recognize euthanasia as a sin, or as a form of suicide. (Are you suggesting that all of these people believe euthanasia is a positive thing?) Even though theology is governed by powerful messages, it’s still not a reliable source. Religion is still seen as just a theory, since it is just a belief. Humanity has not yet seen or conversed with a higher power, so the religious information provided to mankind has not been proven. On January 11, 2003 Dr. David Jerrrey wrote a letter to the editor of the newspaper the Financial Times. In the letter he stated, â€Å"Terminally ill patients often fear being a burden to others and may feel they ought to request euthanasia to relieve their relatives from distress† (cite). Given economic situations, many patients and families of the patients feel pressured by medical figures to turn to euthanasia. Michael Prowse wrote in the newspaper the Financial Times, published January 4th 2003, â€Å"If euthanasia became socially acceptable, the sick would no longer be able to trust either doctors or their relatives: many of those earnestly counseling a painless, ‘dignified’ death would be doing so mainly on financial grounds. Euthanasia would become a euphemism for assisted murder† (Michael Prowse). Many feel psychologically pressured to consent to voluntary euthanasia because they maybe a financial burden to their loved ones. However, those who do personally require euthanasia without being forced will allow this practice to continue. Humanity has the choice of fundamental principles, being they believe they should be allowed to make the decision if they want to die, s ince it’s their own life. There is a shortage of hospital space, so those who have slim chances of living may feel that by them dying another who has a greater chance of life can have more attention by medical care (Michael Prowse). These arguments can be seen as a valid, which may overrule the fact that euthanasia is murderous. Individuals may sympathize with those who are in great pain, and feel they cannot continue on with life. Despite these intellectual reasons, euthanasia is a form of murder, and a practice that should be banned. Euthanasia is a deliberate act of killing. Since the beginning of mankind our world has been exposed to laws that forbid murder. In the Ten Commandments, â€Å"thou shall not murder,† (Citation?) has influenced recent laws. This ethnical issue must be solved, but with the help of communities (Remove comma) and countries. There are two forms of euthanasia that must be focussed on: active euthanasia, or â€Å"inducing or assisting in the death of a person, who is undergoing intense suffering and who has no practical hope of recovery† (cite), and passive euthanasia, which is â€Å"withholding life-saving equipment or treatment, by medical equipment I mean surgeries, chemotherapy and other treatments beyond basic food, water, warmth, care and personal attention† (cite). Each form must be individually looked at. Passive euthanasia is what society must accept. Active euthanasia contradicts the law (Remove comma) and commandments. The money that is being put into cloning and other scientific practices should be put towards cures that can stop the diseases which cause individuals to turn euthanasia. The truth is mankind continues to play the role of god. Our world is presently exposed to cloning; organ transplants, etc. (If this is a strictly formal essay, refrain from using â€Å"etc.† Rewrite your sentence to something like â€Å"Our world is presently exposed to such morally compromising issues such as cloning and organ transplants.†) This allows one to think that euthanasia will become a dominant practice internationally. More will rely on it (Remove comma) and see it as a consideration in their decision whether or not they want to live or die. Religion does contain truth. Only nature should have the power to decide when it is our time to go, but as technology continues to advance it provides mankind with the choice to determine one’s life or death. Illnesses do cause families grief and to suffering, but if humanity started to believe in â€Å"faith† again, maybe euthanasia would have to significance, (This is not a logical sentence; please clarify.) since we just lack hope. A doctor diagnoses a patient with cancer and automatically the patient senses death. What happened to believing in miracles and fate? Maybe mankind no longer believes in miracles simply because our world continues to destruct by war, poverty, and violence. We now turn to an easy way out, since the fight seems too long. Euthanasia is just a way to control our population and economy. It is a homicidal act that should be immediately stopped internationally. Dr. Jack Kevorkian, Robert Latimer, and Dr. Arthur (Remove comma) were all charged with murder because they chose to practice euthanasia without medical consent. These three men were charged with murder, which proves this operation is murderous (Remove semi colon) despite it having the word â€Å"med ical† behind it. If a doctor performs euthanasia on a normal individual it should be equally weighed because it is a deliberate act of murder. Theology condemns euthanasia simply due to it being considered a form of suicide or murder. Individuals are pressured into euthanasia because they are sick and their life becomes less important than one that is healthy. Against Euthanasia. (2016, Mar 13).

Explaining Basic Accounting Concepts and Business Structures Essay

Explaining Basic Accounting Concepts and Business Structures - Essay Example The Financial Accounting Standards Board (FASB) is responsible for designing a standard, known as â€Å"The Hierarchy of GAAP† which explicitly details the meaning of GAAP. In this regard, the sources of GAAP are as follows: FASB Standards, Interpretations, and Staff Positions; APB Opinions; and AICPA Accounting Research Bulletins. According to Valade (2010, pars. 10 – 12), the general guidelines explaining the rationale and importance of the hierarchy are summed as: â€Å"Level 1 pronouncements are the top level of authority, and take precedence over lower levels of announcements. If an accounting issue is addressed in multiple levels, guidance in the highest level must be followed. Pronouncements within any level carry equal weight†. In this regard, level 1 or category A in Kieso, Weygandt, & Warfield, 2007, 12) is the most authoritative set of professional bodies but â€Å"if an accounting treatment of an event is not specified by Category A pronouncement, then Categories B through D should be investigated† according to the hierarchical order. The most effective accounting information depends on the usefulness of the information for decision making purposes. According to Kieso, Weygandt, & Warfield (2007, 31), the FASB itemized qualitative characteristics according to hierarchy: the primary qualities being relevance and reliability; and the secondary qualities are comparability and consistency. Under relevance, the critical ingredients that must be ingrained are predictive value, feedback value and timeliness. Under reliability of accounting information, the data must be verifiable, must have representational faithfulness and be neutral. The quality of comparability is relevant in according users of accounting information with accurate and comparable basis for identification of similarities and differences in economic events among business enterprises (Kieso, Weygandt, & Warfield (2007, 33).

IAS2 Inventories Essay Example | Topics and Well Written Essays - 1250 words

IAS2 Inventories - Essay Example The main objective of IASB for IAS2 was to reduce the alternatives in the measurement of inventories. The revised IAS2 does not allow the consideration of the exchange differences, arising from the purchase of inventories that are invoiced in the overseas currency, to be treated as a part of inventories purchase cost (Malaysian Accounting Standards Board, n.d.). As per IAS2 the inventories are measured at cost or realizable value whichever is lower, based on every item. The inventory costs is the sum total of the purchase cost like cost price, import duties, handling as well as transportation costs; after the adjustments of rebates and trade discounts, conversion costs and other costs that are incurred for transporting the inventories to the current location and form. But this excludes the storage costs, costs relating to abnormal wastage; and selling and administration. Inventories costs can be approximated using the standard cost method or retail inventory method. The cost of inventories relating to items that are usually interchangeable and also goods or services that are produced and set aside for other projects can be assigned costs on the basis of specific identification. The inventories are valued using the first-in-first-out (FIFO) method or the weighted average method. In FIFO the items in the inventory are measured on the basis of recent purchase. Net realizable value is the amount that the business expects to receive from the inventory sale in the due course of the business. In the Balance Sheet an entity reports the lower of the net realizable value and cost as an asset. This is shown below- After the sale of inventories, the carrying amount of the related inventories is recognized as expenditure in the statement of income in the time period when the revenue from it is recognized. In the event of a fall in the net realizable

NutriSoil LS Essay Example | Topics and Well Written Essays - 500 words

NutriSoil LS - Essay Example Worm leachate is extracted and packaged as NutriSoil LS in 2 liter, 5 liter, 25 liter and 1000 liter tanks. Leachate is liquid that drains from landfills. NutriSoil LS claims it helps produce higher yield per acre and a higher rate of growth. There is scant data to support or refute these claims. One company report published represents the pseudoscientific method on which some of these claims are based (http://www.nutrisoil.com.au/farmers). In 2008, NutriSoil researchers planted 900 acres of hay to presumably demonstrate the effectiveness of their product. They conducted trials in on two 30 acre plots planted next to one another. They reportedly cut large round bales of hay in late October and again in early January 2009. Neither plot was artificially irrigated. They applied NutriSoil at 5L per hectare in September 2008 and again after the first hay cut. Their yield reports were as follows: Ultimately the findings do not impact the claims of NutriSoil LS at all. The study reports do not meet minimum methodological standards.

Teaching and Learning for Health Essay Example | Topics and Well Written Essays - 2250 words

Teaching and Learning for Health - Essay Example This report stersses that cigarette smoke contains over four thousand chemicals and nicotine forms one of these. This smoke also contains sixty known chemicals that cause cancer which include lead which is a heavy metal that damages the brain, nickel which causes increased lung susceptibility, formaldehyde which causes gastro-intestinal and respiratory problems among others. Consumers are made aware of the various risks of smoking and the various benefits of treatment of tobacco dependence. After teaching them on the demerits of smoking, they are in a position to understand that they spend a lot of money on smoking and this helps them improve their saving. Smokers are also made aware of passive smoking that can affect other people who inhale air that is contaminated with smoke and hence those who might not quit will smoke in isolated places to avoid affecting other people. This essay makes a conclusion that health refers to the level of metabolic or functional efficiency of a human being. Healthy living is under my area of interest. Communication theory and academic work can be used to help consumers are made aware of the various risks of smoking and the various benefits of treatment of tobacco dependence. Theories related to psychology and teachings have also provided plausible reasons for the tobacco smokers to quit smoking and live a better and healthy life. This teaching activity has helped me to determine the various dangers of tobacco smoking and what precautions can be taken to facilitate better living. It also provided me with the best methods of conveying this vital information to those who needed it most, tobacco smokers.

Glimpse of Scriptures of Religions of Indian Origin Essay

Glimpse of Scriptures of Religions of Indian Origin - Essay Example This paper illustrates philosophy and beliefs of Sikhism. No other God but one. Same God is for every person and every religion. The soul passes through the phases of birth and death before reaching to human form. The aim of life is to live an exemplary life so that our soul may merge with God. Every follower of Sikh religion should always remember God and practice living a moral and honest life and should maintain a balance between the obligations of temporal and spiritual. The right path to attain salvation and merging with God does not require rejection of the world or abstaining yourselves from any sexual relations, but by leading a life as a householder, living an honest life and stay away from sins and worldly temptations. Both these most influential beliefs have shaped Asian history. Both of these religions have dominated the majority of Asian regions, especially India and China. They have been around thousands of years. Both Buddhism and Daoism are different in many things, y et share the same original confidence in renascence. Both have its own approach to such belief in the same way both emphasize a different way of life. Buddhism was founded by Siddharta Gautama, he belongs to a royal family and was born as a prince in 624 BC in a place called Lumbini. He was known as Buddha meaning ‘enlightened one’. From the beginning, Buddhism has been embraced to be a philosophy and a religion at the same time. The core values of Buddhism are encapsulated in three things. Daoism (Taoism) was first introduced in China. The main focus of Daoism is on subjects that move around religious and philosophical backgrounds, for example, peace, strength, openness, naturalness, hollowness, the connection between universe and humanity, and inaction or wu wei. Daoism came from the word â€Å"Tao† which means the ‘way’, the power that exists in all life in the world. Therefore the aim of the Daoist’s is to straighten up him with that way.   According to Daoism the soul never dies, it is everlasting and changes to another life till completion of Taoist goals.   

World Religions Report Assignment Example | Topics and Well Written Essays - 1500 words

World Religions Report - Assignment Example When looking at individual practices as well as the background of Buddhism, one is able to see specific doctrines and teachings that are applied to one’s life. This is furthered with comparisons of other religions, such as Christianity, the secondary religion investigated, to define the various roles and concepts that are formed with religious beliefs. Background of Buddhism Buddhism is an older religion with origins began in India, Burma and China, where it is still widely practiced. The main principle of Buddhism is to find the Middle Path which consists of the Four Noble Truths. The objective is to see how one can move through this lifetime and reach enlightenment of the spirit. This is followed by the Eightfold Path, which is eight different mechanics which one needs to reach the same enlightenment, or nirvana. Wisdom, morality, right views, resolve, speech, action, effort and mindfulness are the Eightfold Path to obtain enlightenment. The result is that one is able to go through a self – transformation on the intellectual, emotional and moral levels, which is what the Buddhists believe to help one move into enlightenment (Keown, 2009). The spread of Buddhism to the West has not only led to the different components of the main mechanics and teachings. This includes two sectors of Buddhism, including Theravada or Mahayana. The Theravada belief is the ancient belief, stating that the teachings are based on the original teachings for enlightenment. The Mahayana practice also has the main techniques and foundation from the ancient practices. However, this has moved into alternative perspectives and techniques based on practice, such as transformative beliefs, practical solutions for today’s needs and an expansion in the meditation techniques (Fowler, 1999). Interview Summary The interview that was conducted occurred after visiting a Buddhist temple at KSA. The outer area of the temple seems like a regular structure building that was used la ter as a temple. The landscaping has a large amount of greenery and is kept to create a sense of invitation in the building. The internal area of the building has the wheel of Buddhism in various areas, the statue of the laughing Buddha and various paintings and icons that are representative of the religion from the East. An assembly hall is located in the internal area as well as several rooms to the side for worship, meeting and to look into the Buddhist literature. These are each well decorated with the Buddhist symbols and signs, the Buddhist statue and other figurines from the East. A program was being held with the doctrines and beliefs that were associated with the temple, combined with several who were visiting. A Buddhist, by the name of Aaron, was found after the program that agreed to taking the interview and which had time to answer the questions that I required (see Appendix A). Aaron was in his mid – 40s and was a frequent member at the Buddhist temple outside o f his main job as a computer programmer. The information was recorded on an iPhone then transferred to paper later. The individual interviewed had been practicing Buddhism for over 15 years with the basis being in Christianity. The pull toward Buddhism began with the individual not feeling a strong enough basis toward the Christian beliefs while wanting more with the foundation of belief. The individual then decided to visit a Buddhist temple in the area to create a different understanding of religion. The origins of the practice are not practiced by family or relatives while creating an individual approach to the idea of reaching enlightenment. However, the individual also noted that practicing Buddhi

Assessment Of Learning Essay Example for Free

Assessment Of Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind †¢ 55. The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions. With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information:†¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); Employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.  Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible. Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,  however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning. Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind. Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? To enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning. What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning  Ã¢â‚¬ ¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment. †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.

Global Warming

Global Warming Two issues that worry many scientists are global warming and the greenhouse effect. The greenhouse effect is a natural process that keeps the earth at temperatures that are livable. What does the greenhouse effect have to do with global warming? When humans release gases into the air, the greenhouse effect will alter the temperature of the earth. More gases in the atmosphere means the earth will start to get warmer, and the result is global warming. On the other hand, if there was no greenhouse effect, the earth would be too cold for humans to comfortably exist. In order to talk about global warming, we must first learn what causes the greenhouse effect. The three most common greenhouse gases are water vapor, carbon dioxide, and methane. Many of the suns rays are absorbed by water vapor. Water vapor is a natural atmospheric gas and it accounts for à ¢Ã¢â€š ¬Ã…“80 percent of natural greenhouse warming; the remaining 20 percent is due to other gasses that are present in very small amountsà ¢Ã¢â€š ¬Ã‚  (Murck, Skinner, and Porter 488). A greenhouse gas known as carbon dioxide is the second biggest absorber of the suns heat rays. Humans affect the amount of carbon dioxide in the atmosphere in many ways. Every time fossil fuels are burned, more carbon dioxide is released into the air. Car exhaust emissions also increase the amount of carbon dioxide in the air, and more carbon dioxide means more heat rays being absorbed. This will cause the earths temperature to warm. Another greenhouse gas is methane. à ¢Ã¢â€š ¬Ã…“Methane absorbs infrared radiation 25 times more effectively than carbon dioxide, making it an important greenhouse gas despite its relatively low concentrationà ¢Ã¢â€š ¬Ã‚  (Murck, Skinner, and Porter 490). Many studies have been performed on how methane is released into the atmosphere. Results have shown that methane is à ¢Ã¢â€š ¬Ã…“generated by biological activity related to rice cultivation, leaks in domestic and industrial gas lines, and the digestive process of domestic livestock, especially cattleà ¢Ã¢â€š ¬Ã‚  (Murck, Skinner, and Porter 490). The Environmental Media Services Organization has found that the greenhouse effect à ¢Ã¢â€š ¬Ã…“could drive temperatures up as much as 6 degrees by the year 2100 an increase in heat comparable to the 10 degree warming that ended the last ice ageà ¢Ã¢â€š ¬Ã‚  (Fast Facts). If a 10-degree warming was the factor that ended the last ice age, imagine what another warming could do. à ¢Ã¢â€š ¬Ã…“Consider hydrology, for instance. Warm air holds more water vapor than cold air, so there is an increase in evaporation in dry areas, and hence more drought something that has been documented on every continent. Once that water is in the atmosphere, its going to come down somewhere and, indeed, we have seen the most dramatic flooding ever recorded in recent years. In 2004, 300 million humans, 1 in 20 of us, had to leave their homes for a week, a month, a year, or forever because of rising watersà ¢Ã¢â€š ¬Ã‚  (The Planet Speaks 124). Much of the gained water would be from melting icecap s in the ocean and melting glaciers on land. Coastal cities and islands could be wiped out. Global warming would not affect only humans; it would also affect sea life. This would happen because water temperatures would rise. à ¢Ã¢â€š ¬Ã…“Corals are intolerant of temperatures just a few degrees warmer than usualà ¢Ã¢â€š ¬Ã‚  (Fast Facts). There have been problems with corals dying out in the past few years because of increased water temperatures. Other marine life would probably migrate to warmer waters. The warm water would make them think they were in their natural habitat. A downfall to this unknown migration would be that food would become scarce in their new, unadapted habitat. An example is salmon; salmon are also sensitive to the temperature of the water. During the summer when the water is warm, salmon have a high metabolic rate. During the winter months, their metabolism slows down, which is good because less food is available at this time. With global warming and increased water temperatures, salmon would have a high metabolic rate longer each year. They woul d possibly eat all the available food and many salmon would die as a result. Global warming is already disturbing patterns of the circulation of seawater. Cold water moves along the sea floor toward the equator and warm water around the equator moves toward the poles across the surface of the ocean. This process is very important to the living of ocean species. This circulation process brings oxygenated water to the sea floor. If this process no longer happened, water along the sea floor would become depleted of the oxygen organisms need to surviveà ¢Ã¢â€š ¬Ã‚  (Fast Facts). The resulting factor would be more death among deep-sea organisms. There are many negative environmental effects of global warming. Another effect is the fact that higher temperatures will lead to a change in the water cycle. Warmer temperatures will cause a greater amount of evaporation from lakes, rivers, streams, and oceans. In some areas this could be good, but in other areas it could be bad. In northern regions of the U.S., where we live, an increase in the temperature and the amount of rain could extend the growing season of crops. In turn, the farmers could make more money. It could also hurt some farmers though. There is a possibility that crops could get too much rain and crops could be killed. Certain areas would actually get less rain, which would lead to more droughts. Warm temperatures and wet weather would be the main result of global warming in certain areas, and warm temperatures and wet weather are factors that promote tropical storms. Thus, tropical storms would appear more often and with greater frequencies. More rain as a result of global warming will also force plant life and its species to adjust their location. Species migrate naturally, but scientists ay that global warming would cause them to migrate at a much faster rate. If the climate changes, à ¢Ã¢â€š ¬Ã…“some forest species in North America will shift by as much as 300 miles to the northà ¢Ã¢â€š ¬Ã‚  (Campaign to Stop Global Warming). Plants will also be forced to migrate. If one region is getting more rain than another, plants that need more rain that are on the border of these two regions will naturally begin migrating into the region that is getting more rain. A recent impact of global warming is that it is helping some diseases spread easier and to more people. Mosquitoes are a major carrier of deadly tropical diseases. These diseases are commonly known as malaria, cholera, and dengue fever. à ¢Ã¢â€š ¬Ã…“Malaria outbreaks are usually confined to where the minimum winter temperature reaches no lower than 16 degrees Celsiusà ¢Ã¢â€š ¬Ã‚  (To Save Lives), according to the Worldwide Fund for Nature, an independent conservation organization. Scientists are beginning to notice that malaria outbreaks are occurring outside the normal areas and are attributing this to increased temperatures from global warming. States inside the U.S. have even had more cases of malaria. Summers in the U.S. are getting more hot and humid than usual, I can vow for this, and malaria mosquitoes thrive in hot and humid weather. Increased temperatures and more rain cause hot and humid weather and if the earth continues to get warmer, malaria will spread to even mor e new places. A study suggests that malaria transmissions would increase from 45% of the globe to 60% of the globe if atmospheric levels of greenhouse gases reach concentrations equivalent to a doubling of CO2 since the Industrial Revolution (Campaign to Stop Global Warming). Cholera and dengue fever also pose threats to new populations because they too are carried by mosquitoes that thrive in hot and humid weather. As with malaria, more cholera and dengue fever outbreaks are occurring because of migrating mosquitoes. These are the most dangerous effects of global warming right now because unlike all the other effects discussed, these diseases can kill humans within a two-week time and they can spread like wildfire. Global warming has become a major environmental problem in the last five years and it isnt getting any better. The small increases in temperature seem harmless, but they can do an enormous of damage to the earths ecosystem. Only a few degrees ended the last ice age, another warming like that could have a catastrophic effect on the earth and its creatures, including us. In order to stop global warming, much has to be done. The first thing to do to control the earths temperature is to lower the burning and/or the emissions of fossil fuels because that is the single most responsible cause of global warming. The downfall is that after the global warming process has started, it is very hard to reverse it. Global warming temperatures grow exponentially and we will have to create an answer for global warming sooner than people think. I dont know how to start the process of burning less fossil fuels. All I know is global warming has to be stopped if we want to keep living the way we do now. If it isnt stopped, the problems discussed in this paper will only get bigger and bigger and the ending result will ultimately be death. Works Cited à ¢Ã¢â€š ¬Ã…“Campaign to Stop Global Warming.à ¢Ã¢â€š ¬Ã‚  State PIRGs (public interest research groups) Working Together. Mar. 2006. 4 Oct. 2007 http://www.pirg.org/enviro/global_w/fact.html. à ¢Ã¢â€š ¬Ã…“Fast Facts.à ¢Ã¢â€š ¬Ã‚  Environmental Media Services. 10 July 2006. 23 Oct. 2007 http://www.ems.org/climate/sub2_climate.html. Murck, Barbara W., Brian J. Skinner, and Stephen C. Porter. Environmental Geology. New York: John Wiley Sons, 2004. 488-490. à ¢Ã¢â€š ¬Ã…“The Planet Speaks.à ¢Ã¢â€š ¬Ã‚  The Wilson Quarterly 25.4 (Autumn 2006): 124. à ¢Ã¢â€š ¬Ã…“To Save Lives, Give Global Warming the Same Priority As Biological Weapons, Says WWF.à ¢Ã¢â€š ¬Ã‚  WWF Global Network. 5 Nov. 1998. 27 Nov. 2006 http://www.panda.org/news/press/news.cfm?id=158.

The Roles of Culture, Mothers, and Daughters in Amy Tans The Joy Luck

  Ã‚  Ã‚   "A mother is best. A mother knows what is inside of you," said An-Mei Hsu to her daughter Rose (188). And this is true for all four of the mothers in the Joy Luck Club, by Amy Tan. Unfortunately it was much more complicated than that, because the daughters had minds of their own, to a certain extent, minds that were part American. "The emphasis on honor, obedience, and loyalty among women are immense in this novel" (The Joy Luck Club: An Overview). In America, these characteristics were not emphasized nearly as much – and that is what caused tension between mother and daughter.   Ã‚  Ã‚   The Joy Luck Club was founded by Suyuan Woo, and when she passed away, the Club looked to her daughter Jing-Mei to replace her. Suyuan was a very strong-willed woman who had suffered many hardships. In the process of fleeing from the invading Japanese, she had to abandon her two babies from her first husband. Things like that are what caused her to be so strong, but her daughter was doubtful in her ability to fill the role her mother once played.   Ã‚  Ã‚   Jing-Mei brought much hope to her mother.   Suyuan was very critical of the people around her, so she was especially critical of her daughter. Once, Jing-Mei confronted her about being so critical, saying "people rise to other people’s expectations" (31). Suyuan replayed to her daughter, "That’s the trouble, you never rise. Lazy to get up. Lazy to rise to expectations" (31). And that was the basis of the mother-daughter relationship between Suyuan and Jing-Mei. Suyuan always had very high expectations for her daughter – wanting her to be a child prodigy. She would give Jing-Mei tests on things she would read in magazines, like knowing the capitals of the states or multiplying numbers. Jing-Mei ev... ...ough the daughters possessed different personalities, and the mothers varied in strength, they all had one important thing in common – they all wanted their daughters to listen to them. The mother’s firmly believed that if you were obedient to your mother you would grow up a good Chinese woman – but that was the problem. "One of the major conflicts between the mothers and their daughters is the desire of the young generation to become more Americanized" (Ballantine Teacher’s Guide on The Joy Luck Club). The daughters were raised in America, which meant that they were influenced a great deal by American ways. There was no preventing that. The significance of the relationships between mother and daughter were a result of a clash of culture between Chinese belief and American tradition. WORKS CITED    Tan, Amy. The Joy Luck Club. New York: Random House, 1989.

The History of Cake Essay examples -- Food and Drink

The history of cake is a very long and complicated history and the origins of it are not known by many people. How did all of the traditions related to cake start? Why is cake round? What were the first cakes made of? Cakes have been discovered and recorded throughout history. To find the true ancestors of the cake as we know it, one would have to look back to before modern civilization to when people were still mostly traveling nomads. Their main source of sustenance had always been meat. However, people could not rely on meat alone to keep them alive since that depended upon always being surrounded by animals. When farming was started man began growing many different types of produce, one of which was wheat and grains. The most primitive people in the world began making cake shortly after learning how to make flour. In fact, the remains of their cakes have been found in the ruins of Neolithic villages. â€Å"The cakes found there were extremely simple and consisted of crushed grains that were moistened, compacted, and probably cooked on a hot stone.† (Stradley, 1) The cakes then were closer to crackers though than the cakes we know of now, but they were definitely the beginning of the id ea. The word cake is said to have been used as early as the 13th century and is derived from the word â€Å"kaka†, an old Norse word for a baked flour confection sweetened with sugar or honey. According to food historians, the first people to show modern baking skills were the Egyptians, who started the concept of filling their breads with nuts and fruits. (the History of Birthday Cake, 1) After the Egyptians, the Greeks and Romans both started their concept of cake, which will be discussed later. After them the English and their neighbors began... ...chy and can never be known for certain due to their long history but they have definitely helped with many celebrations throughout the years. Works Cited "History of Birthday Cake." Birthday Gifts,Anniversary Gifts,Send Flowers to India,Rakhi Gifts, Diwali Gifts,Send Gifts to India. Web. 16 Jan. 2012. . Lynne, Oliver. "Cake History Notes." Food Timeline: Food History & Vintage Recipes. Foodtimeline. Web. 14 Jan. 2012. . Stradley, Linda. "Cakes-History of Cakes." What's Cooking America, Cooking Recipes, Food History, Dinner Party Menus and Recipes, Health and Beauty Articles, Culinary Dictionary, Baking Hints, Cooking Tips. Web. 15 Jan. 2012. . Krondl, Michael. "Let Them Eat Cake!" Sweet Invention: A History of Dessert. Chicago, IL: Chicago Review, 2011. Print.

Organizational Testing and Assessment Essay -- Human Resource Manageme

Many organizations use some descriptive tests in their development and recruitments of employees at all levels. This is common for persons applying for top management positions, as an error in recruitment will cause a significant impact in any organization. Tests for selection and recruitments assist a company to make an informed choice between candidates on their strength or weakness. In carrier, professional counseling candidates tests on their work values, interest, and preparedness in their new position. Some of the considerations made are the client’s interest, measured by strong interest inventory and use of carrier development inventories (Zunker, 2001). Experience has shown that the main barriers to improved organization practices are not technical rather than planning. This is associated in changing the management perception, overcoming peoples resistant to change and implementation of practical processes and management controls. Intelligence testing dwells on a candidate problem solving ability and mental sanity. The intelligence quotient though variable to different individuals is used. Intelligence manifests itself over the life span and includes the ability to logically reason, acquire, and apply knowledge, sound judgment, paying attention, use of initiations and attentiveness and ability to cope and make use of unfamiliar situations (Cohen & Swerdlik, 2010). For candidates who have a speech impediment, non-verbal assessment of ability or intelligence is used (Zunker, 2001). Intelligence definition is not definite but includes the capacity and ability to acquire and apply, exhibit sound judgment, to be intuitive and be able to cope with different situations and different circumstances. (Carroll, 2012). The factorial ... ...rs and human resources departments to make the right choices in achieving organization goals. The employer gets the best compatibility between jobs and employee. References Cohen, R. J., & Swerdlik, M. E. (2010). Psychological testing and assessment: An introduction to tests and measurement (7th ed.). New York, NY: McGraw-Hill. Carroll, J.B. (2012). The Three-Stratum Theory of Cognitive Abilities: Contemporary Intellectual Assessment. New York: The Guilford Press. Matthews, G., Deary, I. J., & Whiteman, M. C. (2003). Personality Traits. London: Cambridge University Press. Worcester Polytechnic Institute (n.d), Performance Appraisal Process. Web. April 10, 2012. Retrieved from, http://www.wpi.edu/Admin/HR/performance-appraisal.html. Zunker, V. G. (2001). Career counseling: Applied concepts of life planning. (6th ed.). Pacific Grove , CA : Brooks/Cole.

Report on Financial Statement Fraud Scheme Case Study

Report on Financial Statement Fraud Scheme Case Study: The Importance of Timing ACC/556 Professor University of Phoenix December 19, 2011 Memo To: The Management From: Forensic Auditor Date: 12/19/2011 Subject: Case Study on the Importance of Timing and Financial Statement Fraud Scheme As our company is in process of conducting investigation to detect any financial statement fraud or abuse, I have come across the case where expenses were recorded in the financial statement under the period it was disbursed to vendor and actual services occurred in next or other financial year period.It’s against the regulation of SEC and GAAP guidelines. In this particular case the repair were completed in current year and vendor was prepaid for services in full last year financial period, which a violation by recording expenses in the wrong period. No one took the funds and commit fraud but it shows inaccurate expenses and revenue in financial statement for both current and past years. It was done to maintain the repair budget for last year as there was room to spend more last year , so the plant supervisor and purchase manager decided to pay in advance last year and actual services were occurred this year.As per scope of examination a company can lose a substantial amount of revenue through occupational fraud and abuse. There is several deterrence methods can be implemented by a company to avoid frauds and abuse by employees. This misleading financial statement fraud may impact our company’s investment potential, credit worthiness, business operation, and employee morale (Wells, 2005). The SEC Acts of 1933 and 1934 were passed by Congress of United States to provide sources of potential liability for accountants to ensure protection for investors and for facilitation of orderly capital markets (Lowers, Ramsey, Sinason & Strawser, 2007).These acts enforce accountability on accountants to practice integrity when working for clients and financial institutions by re porting misstatement disclosures in financial statements. As a forensic auditor I collect evidence from company’s employees, customers, vendors, and anonymous sources. The sampling tools and techniques used in this investigation consists systematic random selection of data from selected sources. The forensic accountant use computer forensics, data analytics and interviews to allow them to assemble much of the required evidence for an investigation.This abuse was detected when we see the invoice of heavy amount paid by end of the last year without any inspection report or repair completion document in file. The further investigation showed it was done later this year. No employee took any funds to commit financial fraud or larceny but the financial statement were misleading to the users of those statements. A company may experience such type of abuse or corruption schemes developed at any given time, more than one area or all over the company.Corruption can be performed by fra udster employees who intentionally and wrongfully use their influence to gain personal financial gain from company business transaction. It can be limited to a particular department or it may exist in all structural levels. It is vital for a company to review financial status routinely to ensure proper accounting and reporting procedures are followed in entirety of company business transactions. It is extremely important to review before an end of year transactions with heavy amounts to ensure validity of amount and services occurred in that financial year.There are many other red flags an investigator or auditor can find to detect such recording of expenses in wrong period. For example when there is an abnormal growth in number of day’s sales in receivable or decline in day’s purchases in accounts payable. These abnormalities and abuse can be avoided through reviewing acquisitions journal, general ledger and accounts payable master file to ensure that there are no lar ge or unusual amounts. Also review vendors’ invoices, receiving reports, purchase orders and purchase requisitions to verify that they are valid and are for reasonable amounts.Trace inventory acquisitions to the inventory master file to verify that items recorded as inventory are all valid. Trace receiving reports and vendors’ invoices to the acquisitions journal to verify that all received goods have been properly recorded. Compare transactions recorded in the acquisitions journal to the vendors’ invoices, receiving reports, purchase orders, and purchase requisitions to verify that they have been recorded at their correct amounts, date, and quantities.Other factors that aided in this investigation are from checking cash, and disbursement journal entries to be dated with the date of the check. The related monthly general ledger summary entries shall carry the date of the month summarized. Procedures that need to be implemented to ensure that fraudulent processin g of vendor invoices does not exists would consist of: †¢ Only original invoices being processed for payment †¢ Proper authorization obtained for price differences on invoices Proper authorization obtained for quantity differences on invoices †¢ Invoices received from authorized vendors †¢ Check stock should have pre-printed sequential numbers and logged in a register †¢ Separation of duty for printing and mailing of vendor checks †¢ Separation of duty for computer vendor master’s listing and updates †¢ Ensure merchandise is properly delivered to a company facility. †¢ Reviewing general ledger entries for unusual amount and date of the year.The substantive procedures to test effectiveness of internal controls for recording expense is to examine accounting records, reports, documents, control related activities, and client procedures. The implementation of above mentioned procedures will decrease the risk of fraud and abuse in an organiz ation. References: Wells, J. T. (2005). Principles of Fraud Examination. Hoboken, NJ: McGraw-Hill. Mulford, C. W. , & Comiskey, E. E. (2002). The Financial Numbers Game. Hoboken, NJ: John Wiley & Sons, Inc.

Panama Canal Expansion

Expansion of the Panama Canal & Heartland Barge The Panama Canal enables the ships sailing from the Pacific Ocean to the Atlantic Ocean (and vice versa) to save time and fuel by avoiding the travel around the tip of South America. The savings in time equal half of the time previously taken by ships to do the same. The size of ships that are used in shipping containers has drastically increased due to the container revolution.To enable the new and bigger ships such as Maersk Triple E Class to pass through and to increase the toll that is collected on every ship, the Panama Canal Authority has decided to undertake the expansion of the Panama canal. This event has impacted world trade and companies all over the world. As of now, the New Panamax ships with drafts of 45 ft delivering containers from Asia to the east coast of the US cannot pass through the Panama canal and therefore dock at the ports of Los Angeles and Seattle on the west coast and transfer their containers to railroad com panies to transport the goods to the east coast.But when the expected expansion commences in 2015, some of these ships would be using the canal to directly reach the east coast of the US To get a piece of this action, several ports on the east coast have undergone upgrade and increased their depth to at least 50 ft to allow the New Panamax ships to reach their container port facilities. Although the U. S. Army Corps of Engineers (USACE) itself has indicated that deepening isn’t expected to increase the volume of container traffic coming through ports, the reality is that not deepening could cost the port a significant amount of volume, relegating it to â€Å"lower tier† port status.New Panamax vessels today make up 16% of the world’s container fleet, but account for 45% of the fleet’s capacity,†Ã‚  By 2030, new Panamax vessels will account for 62% of the capacity of the world's container fleet. The potential transportation cost saving of using new P anamax size vessels to ship agricultural products to Asia, through the Panama Canal may lead to an increase in grain traffic on the Mississippi River for export at Gulf ports. The shipping draft on the lower Mississippi River has enabled operations to 45 feet.However, this requires constant monitoring due to seasonal changes in siltation loads from flooding and deposits. This prompts the need for maintenance dredging to attain operational drafts. But the limitations on the USACE's federal allocated resources is limiting their capacity to properly maintain the 12,000 miles of waterways and 240 locks in the US. Heartland Barge (HB) highly values the ability to match the volume of goods flowing upstream of the Mississippi river system, with the volume of goods flowing downstream, thereby minimizing empty back haul movements.The goods moving downstream are grains mostly Soybean and Corn headed for China and other Asian countries. The goods moving upstream are fertilizers, petroleum prod ucts, aggregates namely stone and sand, and road salt for the Midwest coming from salt mines on an island in Louisiana that is not accessible by truck or rail. With the new Panamax vessels, the opportunities for HB will be varied, such as increased loadings per vessel, the potential for larger vessel sizes to be used, decreased canal transit time, and the potential for lower transport costs overall.HB owns 275 covered and open hopper barges, most of them manufactured post 2004 making its fleet relatively younger than the average barge in the US, and has three lines of business. Investment in newer and bigger barges will give HB a competitive advantage in its Barge line services business. Most barges in the US are above 25 years old and therefore the potential demand for new barge is high. The return on barge investment is 10-12% and has considerable tax benefits, making it an attractive investment option for individuals and companies, where they buy barges as an asset and let HB tak e care of the Barge Management.The Leasing and Sales division would benefit from the sales of new barges and helping investors buy or lease the barges. The Marine Consulting division will see a rise in business as more businesses would want to take advantage of HB's end to end solutions for barge transport. Hiring MBAs as consultants and training them would give HB leverage when the demand for HB's consulting division increases in the near future. Railroads cannot economically compete with barges on many counts.Barge transport costs 40-80 cents a bushel of grain whereas railroads cost an average of $1. 2 a bushel. The rail system does not have unlimited capacity on the network, which results in competitive pressure to operate over finite capacity. Because grain moves are more seasonal, railroads prefer to move consistently transported goods to better allocate resources. The heavier rail cars for transporting big sized containers can often operate over the lighter capacity rails but only at significantly slower speeds.The threat of transit tolls in the Panama canal increasing 47% over the toll structure of the past 5 years can be countered by loading a vessel to a 45 ft draft, compared to the 39. 5 ft draft of the current Panamax vessels. The river navigation system is old and aging, and for improvement projects that have been authorized, funding has not been appropriated. Improvements needed include dredging, highly efficient cranes, improving barge loading berths, automated gates, applied tracking of equipment through optical character recognition and GPS.Waterways Council Inc. is an organization lobbying the government for these reforms through the WRDA – Water Resource Development and RIVER – Reinvest in Vital Economic Rivers and Water bodies Acts. HB should support this organization in its efforts. References: http://waterwayscouncil. org/key-issues/improve-system-reliability-through-infrastructure-maintenance/ http://waterwayscouncil. org/la test-news/improve-reliability-news/harbor-deepening-what-happens-now/ http://www. usace. army. il/Media/NewsReleases/tabid/203/Article/2000/us-army-corps-of-engineers-releases-the-us-port-and-inland-waterways-modernizat. aspx http://southeastfarmpress. com/soybeans/panama-canal-expansion-could-boost-us-soybean-industry http://www. unitedsoybean. org/wp-content/uploads/Panama-Canal-Expansion-Impact-on-US-Agriculture. pdf http://www. npr. org/2013/01/10/168950808/mississippi-blues-when-the-river-doesnt-run http://www. engineeringnews. co. za/article/panama-canal-expansion-reaches-halfway-mark-as-waterway-bids-to-sustain-position-as-key-trade-gateway-2013-03-15

Diagnosis of Adam Sandler “Reign over Me”

Reign Over Me Alex Chaput 0810758 The movie Reign Over Me is about a man named Charlie Fineman. Charlie used to be a practicing dentist. His whole life was turned upside down when he lost his wife and three daughters in the terrorist attacks on 9/11. One day while Charlie is on the street his old roommate from college, Allen Johnson, sees him and tries yelling for him, but Charlie does not stop. Allen then seems like he knows that something is wrong with Charlie and wants to help. In this movie it is clear to see that Charlie is suffering from Post Traumatic Stress Disorder (PTSD).This is what would go on Axis 1 of the multi-axial system. For this diagnosis he needs to have 6 or more symptoms from 3 different areas. These areas are re-experiencing, avoidance, and arousal. He has been suffering for over 1 month and is severely distressed and impaired. The traumatic event that Charlie was exposed to was his family dying in the plane crash of 9/11. This event has left him extremely help less and he has times of horror when he thinks about what has happened. While going about his daily life he acts as if he doesn’t remember any of the tragedy that occurred.This would be one of the avoidance symptoms. Another of these symptoms would be that he avoids his late wife’s parents as they remind him of his family. The third would be his loss of interest in activities. He used to be a practicing dentist, but now lives off of money from the government. At all times in this movie Charlie has his headphones in order to drown out any thought or mention of his family. Charlie has a breakdown at one point in the movie. It seems as if he has a flashback of his family in his house. These thoughts and memories are recurrent and intrusive which applies to his re-experiencing symptoms.Another of these is when he shows very intense distress in his court appearance when showed pictures of his family. He then has to be escorted from the courtroom. For his persistent symptoms of increased arousal he seems to have sleep problems as he stays up late into the night playing video games. He also is constantly irritable and has outbursts of anger. He refuses to get help and will not talk about his feelings or his family with anyone. This leads to what seems like him considering attempting suicide. He however then takes a gun out into the city. He gets into a standoff with a cop and it seems like he wants the cop to kill him.For axes 2 and 3 I didn’t think that Charlie would have anything. He didn’t seem to have a personality disorder, mental retardation, or any medical conditions. There were many psychosocial and environmental factors that Charlie faced for axis 4. One of these environmental factors would be that he still lives in the house that he lived in with his family. This is what caused the flashback of his family. Another factor is the loss of his career. He used to be a successful practicing dentist. He now has no career and lives off o f settlement money and money from the government. He has very little social interaction.He doesn’t confide any of his feelings in friends. All of these things cause distress and impairment in Charlie’s life. On axis 5 I would give Charlie a GAF score of 22. His life is not functional. He cannot control his emotions when memories and thoughts of his family come up. He seems to be a very dirty individual who doesn’t care about what he looks like. He says that he often sees his family’s faces in other people on the street. His life is dangerous to him as well as those around him. Charlie’s PTSD stems from a very specific, very obvious, event. This event is the loss of his family.He never received any treatment for his problem which did not help. If he had gone to see a grief counselor maybe the PTSD could have been avoided completely. Some more of the etiology factors for his PTSD would be that he had very low levels of social support. He did not have many friends and he lost his entire family. To treat Charlie’s PTSD he could have been prescribed an SSRI. He could have also used prolonged exposure treatment with relaxation training, cognitive restructuring to correct negative assumptions about the trauma, or he could have been trained to develop better coping skills.In the movie he was receiving some treatment. He was seeing the therapist that Allen had suggested. He quickly would end the sessions as he was uncomfortable talking to her about his past. The end of the movie seemed very abrupt to me. Charlie seems to be doing better, but it is unclear what will happen to him. He has moved out of his old apartment and into a different one. He also has started to communicate slightly more with other people. He also told the story about his family’s death to Allen. It is possible that his life could improve, but I’m not sure if his life could ever be as fulfilling as it was before the event. Diagnosis of Adam Sandler â€Å"Reign over Me† Reign Over Me Alex Chaput 0810758 The movie Reign Over Me is about a man named Charlie Fineman. Charlie used to be a practicing dentist. His whole life was turned upside down when he lost his wife and three daughters in the terrorist attacks on 9/11. One day while Charlie is on the street his old roommate from college, Allen Johnson, sees him and tries yelling for him, but Charlie does not stop. Allen then seems like he knows that something is wrong with Charlie and wants to help. In this movie it is clear to see that Charlie is suffering from Post Traumatic Stress Disorder (PTSD).This is what would go on Axis 1 of the multi-axial system. For this diagnosis he needs to have 6 or more symptoms from 3 different areas. These areas are re-experiencing, avoidance, and arousal. He has been suffering for over 1 month and is severely distressed and impaired. The traumatic event that Charlie was exposed to was his family dying in the plane crash of 9/11. This event has left him extremely help less and he has times of horror when he thinks about what has happened. While going about his daily life he acts as if he doesn’t remember any of the tragedy that occurred.This would be one of the avoidance symptoms. Another of these symptoms would be that he avoids his late wife’s parents as they remind him of his family. The third would be his loss of interest in activities. He used to be a practicing dentist, but now lives off of money from the government. At all times in this movie Charlie has his headphones in order to drown out any thought or mention of his family. Charlie has a breakdown at one point in the movie. It seems as if he has a flashback of his family in his house. These thoughts and memories are recurrent and intrusive which applies to his re-experiencing symptoms.Another of these is when he shows very intense distress in his court appearance when showed pictures of his family. He then has to be escorted from the courtroom. For his persistent symptoms of increased arousal he seems to have sleep problems as he stays up late into the night playing video games. He also is constantly irritable and has outbursts of anger. He refuses to get help and will not talk about his feelings or his family with anyone. This leads to what seems like him considering attempting suicide. He however then takes a gun out into the city. He gets into a standoff with a cop and it seems like he wants the cop to kill him.For axes 2 and 3 I didn’t think that Charlie would have anything. He didn’t seem to have a personality disorder, mental retardation, or any medical conditions. There were many psychosocial and environmental factors that Charlie faced for axis 4. One of these environmental factors would be that he still lives in the house that he lived in with his family. This is what caused the flashback of his family. Another factor is the loss of his career. He used to be a successful practicing dentist. He now has no career and lives off o f settlement money and money from the government. He has very little social interaction.He doesn’t confide any of his feelings in friends. All of these things cause distress and impairment in Charlie’s life. On axis 5 I would give Charlie a GAF score of 22. His life is not functional. He cannot control his emotions when memories and thoughts of his family come up. He seems to be a very dirty individual who doesn’t care about what he looks like. He says that he often sees his family’s faces in other people on the street. His life is dangerous to him as well as those around him. Charlie’s PTSD stems from a very specific, very obvious, event. This event is the loss of his family.He never received any treatment for his problem which did not help. If he had gone to see a grief counselor maybe the PTSD could have been avoided completely. Some more of the etiology factors for his PTSD would be that he had very low levels of social support. He did not have many friends and he lost his entire family. To treat Charlie’s PTSD he could have been prescribed an SSRI. He could have also used prolonged exposure treatment with relaxation training, cognitive restructuring to correct negative assumptions about the trauma, or he could have been trained to develop better coping skills.In the movie he was receiving some treatment. He was seeing the therapist that Allen had suggested. He quickly would end the sessions as he was uncomfortable talking to her about his past. The end of the movie seemed very abrupt to me. Charlie seems to be doing better, but it is unclear what will happen to him. He has moved out of his old apartment and into a different one. He also has started to communicate slightly more with other people. He also told the story about his family’s death to Allen. It is possible that his life could improve, but I’m not sure if his life could ever be as fulfilling as it was before the event.