How to Get Good Grades in Business School

The most effective method to Get Good Grades in Business School Each business college works distinctively with regards to grades. Some evaluating frameworks depend on instructional methodologies. For instance, address put together courses some of the time base evaluations with respect to class assignments or grades. Projects that utilization the case strategy, similar to Harvard School of Business, regularly base a level of your evaluation on study hall support. Now and again, schools wont even honor conventional evaluations. Yale School of Management, for instance, has evaluating classifications like Distinction, Proficient, Pass, and Fail. Different schools, similar to Wharton, demand that educators keep normal class GPAs under a specific number, guaranteeing that solitary a specific number of understudies will get an ideal 4.0. How Important Are Grades in Business School? Before you start agonizing over evaluations to an extreme, note that GPA isnt actually that significant if youre a MBA understudy. Clearly, you need to have the option to get through your group and progress admirably, yet all things considered, MBA reviews only aren’t as significant as secondary school or undergrad grades. Bosses are happy to neglect delicate evaluations for MBA graduates who fit the organization culture or exceed expectations in a specific zone, for example, initiative. On the off chance that youre an understudy in an undergrad business program, then again, your GPA is significant. A low undergrad GPA can keep you out of a highest level doctoral level college. It can likewise influence your business possibilities, as bosses are considerably more prone to get some information about your group rank and achievement rate in a specific class. Tips for Getting Good Grades in Business School Assurance is a significant quality for all MBA understudies. Without it, you will make some hard memories swimming through the famously thorough educational plan and staying aware of your companions. In the event that you can keep your assurance level high, your diligence will pay off with passing marks or possibly an A for exertion - teachers notice energy and exertion and will discover some approach to compensate it. A couple of different tips to assist you with getting passing marks in business college: Appear for class. You don’t need to go to each and every class, except in the event that you go to an independent venture program, your unfilled seat will be taken note. Since numerous business programs are collaboration based, you will likewise be letting down your cohorts when you don't pull your weight.Participate in class. Keep in mind, investment can represent an enormous part of your evaluation. In the event that you don’t engage in class conversation or if nothing else look keen on class, you won’t charge well for a situation based educational plan or a course that underlines involvement.Learn to understand quick. In two years of business college, you could peruse upwards of 50 reading material and 500 cases. Figuring out how to take in a ton of dry content in a short measure of time will spare you time and permit you to concentrate on other work.Join or structure an examination gathering. Study bunch individuals can gain from each other. Making yourself r esponsible to a gathering can likewise keep you spurred and on track.Read contextual investigations. A decent contextual analysis/examination combo is the ideal method to figure out how to respond to inquiries in a business college class. In the event that you comprehend what theme you will concentrate one week from now in class, get ready with a couple of contextual investigations in private this week. Ace time the executives. There will never be sufficient opportunity to complete the entirety of your work in business college. The more you can learn and rehearse time the board, the simpler it will be for you to in any event get to 90 percent of your work.Network with everybody. Evaluations are significant, yet organizing is the thing that will assist you with enduring business college and flourish after graduation. Don’t penance your time with others for quite a long time in the books.

Open System Interconnection (OSI) Essay Example | Topics and Well Written Essays - 1250 words

Open System Interconnection (OSI) - Essay Example The information transport or 'lower layers' of the OSI model handle information transport issues and are executed in equipment and programming. The most reduced layer, the physical layer, is liable for really setting data on the medium. As a side note, most frameworks today utilize an adjusted variant of this model; for instance TCP/IP utilizes a 6-layer model. The OSI model is conventional and isn't a correspondence model - it makes no suspicions about programming language ties, working framework ties or application and UI issues. Correspondences are actualized through conventions which are a proper arrangement of decides and shows that administer how PCs trade data over a system medium. A convention actualizes the elements of at least one of the OSI layers. The table beneath depicts the job of every one of the 7 layers in more prominent detail: Liable for actuating, keeping up and deactivating the physical connection between arrange objects. System interface cards and interfaces on switches run at this level. Physical layer determinations characterize attributes, for example, voltage levels, timing of voltage changes, physical information rates, greatest transmission separations, and physical connectors. Physical layer executions can be sorted as either LAN or WAN details. At the point when an application on Computer 1 sends dat... Gives mistake checking, blunder recuperation and stream control. The vehicle conventions utilized on the Internet are TCP and UDP. 3 System Layer Makes the upper layers autonomous of the information transmission, exchanging advancements, and topology of the system. Figures out which path(s) in the system that information will be steered. This layer is essential to the plan and arrangement for internetworking. IP and directing conventions work here. 2 Information Link Layer Gives solid exchange over the physical connections. Sets up the start and end of squares of information (with synchronization when important) Reorder outlines which are out of succession [framing]; mistake identification and revision pace of information transmission [flow control]. It is partitioned into the legitimate Link Control (LLC) and Media Access Control (MAC) sub layers. Extensions and switches interface here. 1 Physical Layer Liable for initiating, keeping up and deactivating the physical connection between arrange objects. System interface cards and interfaces on switches run at this level. Physical layer details characterize qualities, for example, voltage levels, timing of voltage changes, physical information rates, most extreme transmission separations, and physical connectors. Physical layer executions can be ordered as either LAN or WAN details. electrical optical mechanical At the point when an application on Computer 1 sends information to Computer 2 that information goes through each layer of the OSI model on Computer 1 until it gets to the Physical layer. By then it is transmitted on the physical medium (for example cabling) across to the Physical layer on Computer 2. The information at that point leaves behind through the Physical, Data, Network, Transport, Session, Presentation and

Buy Essays Online: Flaws of Society and Man Revealed in Odyssey

Blemishes of Society and Man Revealed in Odysseyâ â Â Â â Society is conformed to ethics, yet society is demolished by the defects of the citizens.â Man has progressed significantly since the hour of Homer, yet there are as yet numerous imperfections conspicuous in man, which ties man to society and society to man.â Homer uses Odyssey to address and break down these blemishes of society and man, for example, man's doubting soul, man's endurance dependent on others' adversity, and man's inclination to increase dishonorable help through pity.â These indecencies are general, and nobody, not even the immortals, may dispose of them.â Â â â â â â â â â â One of the fundamental blemishes with man is their doubting spirit.â Even Odysseus himself, is wary of others when others have not yet demonstrated their trust.â Since Calypso has not yet demonstrated her trust to Odysseus, Odysseus doesn't feel that he should believe her in any event, when her aims are pure.â Because of his doubt, when Calypso was intended to send Odysseus on his way, he committed to Calypso make a vow and says, I will never, despite what you state, set foot upon a pontoon till you assent, goddess, to swear a grave promise that you are not importance to plot me further woe(48).â Even with Calypso simply being an emissary of the divine beings, Odysseus despite everything won't put his trust in her.â In request to permit himself to rely upon Calypso, he should be guaranteed by the divine beings that Calypso implies no harm.â Â â â â â â â â â â Along with individuals demonstrating their trust, Odysseus removes the trust he sets in others and the divine beings when he is far fetched of himself.â Once Odysseus encounters self-question, at that point he experiences a psychological procedure where nobody might be trusted.â This can be conquered once a divine being causes Odysseus to put stock in himself again.â One of the most noticeable ... ...s of mankind.â It is then sensible to presume that the immortals themselves have defects too, for on the off chance that they were great, at that point wouldn't they make the humans impeccable too?â If distorted man is subject to the degenerate divine beings, at that point how could society ever be an ideal world? Works Cited and Consulted Crane, Gregory , Calypso: Backgrounds and Conventions of the Odyssey,â Frankfurt, Athenaeum 1988. Heubeck, Alfred, J.B. Hainsworth, et al. An analysis on Homer's Odyssey. 3 Vols. Oxford PA4167 .H4813 1988. Homer (Translated by Robert Fagles. Prelude by Bernard Knox). The Odyssey. New York: Viking Penguin, div. of Penguin Books, Ltd. 1996. Rengakos, Antonios. Homertext und kick the bucket Hellenistichen Dichter. Hermes. Einzelschriften, Heft 64. Stuttgart, F. Steiner, 1993. Van der Valk, Marchinus. Literary Criticism of the Odyssey. Leiden: A.W. Sijthoff, 1949.

The Mass-marketing of Working Class Culture :: Exploratory Essays Research Papers

The Mass-promoting of Working Class Culture The prevailing fashions of the dad are visited on the child: we've all perceived how grown-up trends are offered down to kids. We've perceived how payload pants have streamed down, gratitude to the Gap, Baby Gap, and Old Navy (all enterprises possessed by The Limited, Inc.). Load pants have consistently been a secret to me. The appealing thing about them is capacity (which I'll get to later), flatness and individual appearance. I just thought to be wearing freight pants since they'd shroud how thick my thighs are. What's more, they're beige and exhausting - they along these lines go with anything. I additionally don't comprehend this interest with looking regular workers (In an ongoing duplicate of Vogue, there were luxurious, extravagant variants of logger apparel). There's literally nothing amiss with that and I would prefer not to seem like an elitist, since I'm in no way, shape or form not regular workers. I simply wonder why this a pattern, why salaried specialists need to seem as though they work with their hands. Be that as it may, this interest with capacity, with having such huge numbers of items presents an issue. Payload pants were structured so laborers could basically wear their tool stash. The present children wearing freight pants needn't bother with that space for mallets and nails. To abstain from recognizing that payload pants are a senseless pattern, wearers unknowingly look to fill their pockets. As Lacan may state, void pockets help us to remember our needs. Freight pants just empower the careless. The Gap, similar to some other entrepreneur partnership, needs shoppers to go through gobs of cash. Giving more extra room in some jeans takes into consideration youngsters and adolescents to go through considerably more cash filling them. What the Gap has done is changed the importance of payload pants. It is a redefinition: the present load pants wearers aren't workers, they're spenders. Isn't that a brilliant thing, the Gap may ask us. It's a method of indicating how the privileged has consistently ventured everywhere throughout the lower class, taking what parts of its way of life it loves and disposing of the people in question. We've seen this again and again, however it ordinarily has been a race's way of life that has been utilized while the people are viewed as unimportant by the decision classes. This is going on again today with Latin culture. White culture takes what barely any things it loves (in particular Jennifer Lopez and Ricky Martin, perhaps a salsa beat, and some Tex-Mex food), and commends it as all Latin culture brings to the table, overlooking discussions about the Latinness of such angles in any case.

Social Dimensions of Education free essay sample

Character and the activity framework are the conduct and the determination life form that plays out the activities of each general public in a network. The fundamental unit of the general public is where love, participation, respectability, confidence and information start. The general public can't exist without a family, henceforth family is the core of society. The second most significant piece of society is the. School plays out a significant capacity in building the general public and country all in all. School fills in as an establishment which gives keenness, information and serious training and abilities of HR as the result of the school-foundation. Thusly Structural functionalism is identified with training. Representative connection considers ourselves to be an imprint components in social powers and social structure. In this way, the social self is a functioning piece of the general public overall. Along these lines emblematic interactionism manages socialization and association of everybody which is the primary center of social unique basics. We will compose a custom exposition test on Social Dimensions of Education or then again any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Representative interactionism express that people are blessed with a limit with regards to deduction and is molded by social collaboration that can have the option to get familiar with the implications and the images that permit them to fathom and decipher their activities and connections. These tangled examples of activities and communications make up gatherings and society. Without a doubt, representative interactionism is identified with the procedure of training since everybody of us had been imprint and part of the shaped society of keenness the school. 2. How might you recognize agreement and struggle? What are the effects on the contention and agreement speculations in the work as an educator? 1. Request, steadiness and training guideline inside the class premise. 2. Understanding among understudies, guardians and different resources in the school. 3. Support and continuation of deliberately, in fact and excellent educating. 4. Mutual standards and qualities as basic to class rehearses. While the impacts on the contention hypothesis in the work as an instructor, are the accompanying;

A preview of SIPAGovTech2015 COLUMBIA UNIVERSITY - SIPA Admissions Blog

A preview of SIPAGovTech2015 COLUMBIA UNIVERSITY - SIPA Admissions Blog We at SIPA and our partners at the Columbia Global Center are thrilled to inform  you that were  hosting the  â€œTechnology and Innovation in the Public Service” conference this week. For registered attendees, this is  a chance to engage with top public sector managers from Brazil, India and other Columbia Global Center locations, as well as to watch and debate new audiovisual case studies filmed on location in New York, Rio, Mumbai and other cities. While registration for the event  is already at capacity, I thought it would be nice to highlight the six case studies that will be discussed at the conference. Theres some pretty interesting content, so take a look at it and tell us what you think on social media using #SIPAGovTech2015.   FROM COMPSTAT TO GOV 2.0: BIG DATA IN NEW YORK CITY With interviews with NYPD police chief Bill Bratton, Bloomberg “geek squad” chief Michael Flowers, and Deputy Mayor Goldsmith, this case explores the creation of Compstat, and the birth of what would later be called the “Big Data” movement in city government. Faculty Sponsor: William B. Eimicke, Columbia University Dennis C. Smith, New York University Case Writers: Adam Stepan Kathleen Gilsinan Researcher: Nora Shannon Johnson PUBLIC PRIVATE PARTNERSHIPS FOR NEW YORK CITY PARKS This case examines the history of the world’s most famous and success privately run parks â€" NY’s Central park and Highline. With exclusives interviews with government officials and green space activists, it explores the controversies and policy issues surrounding the use of private funds to fund public spaces. Faculty Sponsor: William B. Eimicke, Columbia University Steven A. Cohen, Columbia University Case Writers: Adam Stepan Ted Smalley Bowen Researcher: Nora Shannon Johnson DIGITAL INDIA A new Prime minister looks to set India on the path to sustainable growth via an ambitious new plan for digital inclusion. Filmed on location in Delhi, Bangalore and Mumbai, this case explores India’s massive campaign to create a biometric database of its 1.2 billion citizens, and bring banking and other services to India’s rural masses. Faculty Sponsor: William B. Eimicke, Columbia University Case Writers: Adam Stepan Ted Smalley Bowen Research Coordinator: Nora Shannon Johnson Researchers: Sharmishtha Maheshwari, Renu Pokharna, and Pooja Desai SCHOOLS OF TOMORROW? Across the globe, countries have expanded free public education, but recent studies show most systems fall short of their mark in terms of educational outcomes. Filmed on location in the South Bronx, Rio and Mumbai, this case explores global efforts to make urban schools work. Faculty Sponsor: William B. Eimicke, Columbia University Brian K. Perkins, Columbia University Case Writers: Adam Stepan Ted Smalley Bowen Research Coordinator: Nora Shannon Johnson Researchers: Renu Pokharna, Matheus Terentin, Bruna Santos, and Sharmishtha Maheshwari e DOCTORS Web based technologies offer promising opportunities to improve health services and lower costs. While here in the US, legal and bureaucratic barriers hold back the spread of “tele-medicine,” in India an exciting experiment aims to take online medicine to the masses. Filmed on location in NY, Chennai and rural Tamil Nadu. Faculty Sponsor: William B. Eimicke, Columbia University Michael S. Sparer, Columbia University Case Writers: Adam Stepan Ted Smalley Bowen Research Coordinator: Nora Shannon Johnson Researchers: Renu Pokharna, Pooja Desai, and Sharmishtha Maheshwari SMART CITY TECHNOLOGY IN RIO With an investment of over $50 million, Rio created what many call the world’s most advanced digital control center. This case explores how cop cameras, mapping of favelas and other initiatives are turning Rio’s problems into ones and zeros, and using this information to refocus city services. Faculty Sponsor: William B. Eimicke, Columbia University Case Writers: Adam Stepan Ted Smalley Bowen Research Coordinator: Nora Shannon Johnson Researchers: Tania OConor, Matheus Terentin, and Bruna Santos Want to learn more? Then visit  www.SIPAGovTech2015.org.

Significant Themes In The Kite Runner - Free Essay Example

The Author and His Times: The author of The Kite Runner is named Khaled Hosseini. He was born in Kabul, Afghanistan on March 4 in the year 1965. Khaledrs mother worked as a teacher and his father worked as a diplomat. He was the eldest of five children which was explained how he had to be a role model for his siblings. In 1976, Khaled and his loving family moved to Paris because of his fatherrs work. They moved to California in 1979 because of the soviet invasion at his original home which made a huge impact on Khaled and his family. The invasion affected Khaled and led him to keep pursuing his dreams. For example in the Encyclopedia Britannica, it says, The Kite Runner was praised for its powerful storytelling, but it was, at times, dismissed by critics for elements considered melodramatic (Pallardy and Luebering). Khaled created a story from his past experiences. He attended Santa Clara University where he majored in biology and also attended medical school in 1989. He began working on The Kite Runner before practicing medicine at the University of San Diego which changed his whole life. The novel was a huge success in his career even though he was not a professional writer. He was just an amazingly smart and talented person who wrote for fun. The novel was published in 2003 and is said to be an amazing and inspiring novel. Khaled Hosseini wrote The Kite Runner because he was inspired by his past experiences such as leaving his home. The soviet invasion was part of the reason why he wrote the novel and part of the reason why he became such an inspirational writer. In the novel, i t says, It always hurts more to have and lose than to have in the first place (Hosseini 211). Khaled Hosseini is known for his motivational quotes from his novels which were inspired by his experiences as a child. These experiences from the soviet invasion of Afghanistan impacted and made the novel what it is today because it played a huge part in why Khaled Hosseini created it. He and his family were going to move back to Kabul after being in Paris, but they didnt because it was too dangerous to move back. The danger and theme of The Kite Runner is very similar with the soviet invasion in Afghanistan because it shows how two boys fight through it. They have to suffer and pursue as Khaled Hosseini did when he had to move to California. The invasion was very dangerous because multiple soviet troops took over Kabul and multiple areas of Afghanistan politicaly and militarily. The novel was created because Khaled Hosseini had to go through lots of things with his family. Form, Structure, and Plot: The novel The Kite Runner written by Khaled Hosseini is very organized and has lots of different text structures to show dreams, flashbacks, foreshadowing, climax, turning points, revision, nightmares, and parallel structure. These different text structures are used throughout the novel to show suspense and a better understanding of the details and themes in the chapters. The novel has 25 chapters with an foreword and afterword to explain why and how the author wrote The Kite Runner. This structure and organization of the text impacts the reader because it tells them details before, after, and during the story. It also shows how events are resolved by cause and effect. In the novel, dreams are established throughout the text to show how hope is expressed. The different characters have dreams to hope for a better future ahead. In chapter eight, its says, I thought about Hassanrs dream, the one about us swimming in the lake. There is no monster, hed said, just water. Except hed been wr ong about that. There was a monster in the lake. It had grabbed Hassan by the ankles, dragged him to the murky bottom. I was that monster (Hosseini 86). The dream that Amir has shows the reader what the character is thinking about. He realizes he has been dragging his friend down instead of being a good friend. This text structure shows the reader clues and a better understanding of the characters. Hosseini uses flashbacks to show the reader what is happening outside the climax of the novel. The novel begins in 2001 and ends in 2002 which shows how the narrator grows up. He talks about his past and his experiences he has been through which tells the reader who the character is. Amir begins to tell his childhood in the beginning of the novel and then he grows into a man at the end. He says, I became what I am today at the age of twelve, on a frigid overcast day in the winter of 1975 (Hosseini 1). This is foreshadowing because Amir is explaining how his past brought him to who he is today. The chapter also starts out with December 2001 because it tells the reader a date in which Amir starts telling his story. Flashbacks and foreshadowing come into play in the novel because it hints the reader what will be coming next and how the reader was shaped throughout it. In the middle of the story is where all the suspense and drama is. The suspense in the story shapes the novel and shows the strong organization it has from beginning to end. This is called the climax which is in different novels to express drama. The climax of the novel is where the most action is or where there is mystery and suspense. In The Kite Runner, Amir finds out Sohrab, his half nephew, was taken by the Taliban. The suspense and mystery to where he went is the climax of the story. It also shows how Sohrab has been sexualy abused by the taliban when Amir rescued him. This part of the story tells the reader the evil part of the story and it is the biggest problem in the novel. In the novel it says, Sohrab looked down at his feet, but kept stealing shy, furtive glances at me. The manrs hand slid up and down the boyrs belly (Hosseini 391). The way Assef touches Sohrab shows how he abuses the boy in an evil way. The climax of the story is where the evil, mystery, and suspense is. The author also uses techniques of text structure such as parallel structure. He uses parallel structure to show the repetition of events that are very similar in the story. This allows the text to come together very efficiently and it makes the novel very organized. Parallel structure is used in parts of the novel such as kite running in two different parts of the story. In the beginning of the novel, Hassan runs the kite for Amir because he was a very good kite runner and it showed his love for his friend. It also showed how much Hassan cared for Amir. After Hassan brought the kite back to Amir, he said, For you a thousand times over(Hosseini 71). This quote is also repeated at the end of the novel when Sohrab is still getting used to living in San Francisco with Amir and his wife. Amir tells him all about his father, Hassan, and how he used to fly kites. When Amir says the same exact quote to Sohrab, the reader gets reassured that everything will be alright. It shows how Sohrab will be loved by Amir and he will protect him for the rest of his life. Parallel structure is also shown in two other parts of the novel when Assef is threatened by getting shot in the eye with a slingshot. At the beginning of the novel, Amir was getting pushed around by Assef and his evil friends. Hassan protected him by threatening him with a slingshot. In the novel, it said, Hassan held the slingshot pointed directly at Assefrs face. His hand trembled with the strain of the elastic band and beads of sweat had erupted on his brow (Hosseini 42). The fact that Hassan had a slingshot pointed at Assefrs face shows his bravery and how much he cares for Amir. This also happened when Sohrab was protecting Amir from getting beat up by the older Assef who worked for the Taliban. It says, The slingshot made a thwiiiiit sound when Sohrab released the cup. Then Assef was screaming (Hosseini 291). Even though Sohrab knew what Assef would do to him if he got caught, he still protected Amir. The parrallel structure shows the reader how much the two characters are alike and how much bravery they show. Turning points are also shown in the novel such as when Hassan and Amirrs relationship come to an end. This affects the whole story because Amir feels guilty for lying and blaming Hassan for the things he has been doing. The author creates turning points in the story to show the reader what it was like before and after Hassan and Amir had a relationship. Things began to change when Hassan left and Amir began to feel different throughout the s tory. Hassan had a great impact on Amir and he didnt even know it. Point of view: The Kite Runner is written in first person point of view which is referred to as I. This is important to the technique and writing of the text because it tells the reader what their thoughts are about the person. It also tells you specific details to what people look, sound, and act like. It is almost as you are looking through the main characters eyes and picturing what he is seeing. The novel is written in a reminiscence and recent perspective which is recent and past tense. The novel starts out with the year December 2001 to show that he is reminiscing about his past with his best friend that he no longer has. The novel changes to a recent perspective when Amir is now older and begins to rescue Sohrab. Since the novel is in first person point of view, the main character, Amir is the protagonist. He is a protagonist because it is his story and he is talking about his own childhood and events he had to go through. He went through mistakes of his own such as being selfish and not app reciating what he has. Amir is not an observer because the novel was about him and how his life was created. An observer only observes what is happening to someone else going through hardships. The point of view shifts to another person in the novel named Rahim Khan. It says, Then Rahim Khan sipped some more tea. Rested his head against the wall and spoke (Hosseini 202). The shift from the two narrarators in the story impacts the reader because it shows both of their emotions and perspectives. The reader learnes more about Hassan and his past when Rahim Khan tells his story. The authorrs purpose of switching narrarators is to explain two different point of views of Hassan. It tells the reader what Hassanrs family was like before he died and also how happy he was. Switching narrarators between Amir and Rahim impacts the entire novel because it shows what Hassan was like after leaving Amir and their friendship. Different point of views in novels can impact the reader because it can give the reader a better understanding of characters such as Hassan. Since Amir and Hassan did not keep in touch, Rahim tells us what he was like by his perspective and eyes. Point of view can show the reader what their feelings are and what emotions they have when they are thinking. First person point of view affects the reader because it shows us what happens through the c haracterrs eyes and how different they are. It also shows the reader the differences between Rahim Khan and Amir by the way they are thinking and reacting to different situations. Rahim is very close to Hassan and respects him while Amir did not respect him until he was gone. Character: Amir is a main character in the novel that is a dynamic and has a rounded personality. The dynamic character that he is means that he changes over time. He changes from a disrespectful young boy to a brave older man. For example, Amir always treated Hassan very poorly even thought they had a very close relationship. It was always Amir who became angry of Hassan because he was not getting any attention from his father. He was always treating Hassan as a person who was a different culture than him and he always thought Hassan was lower than him. For example Amir began to resent Hassan and said, Your a coward! (Hosseini 92). Amir was changing from being into a close relationship with Hassan, to being full of hatred. An example of a static character is Hassan because he hasnt changed as a person throughout the story no matter how much he has gone through. Hassan was just an innocent boy in the beginning of the story. He never changed from being innocent and respectful when growing up int o a man. Hassan is a person who is caring, respectful, appreciative, and brave as a boy and as a grown up. He cares for his friend Amir even when they dont agree on certain things and also he is very respectful when Baba is talking to him. Even though he isnt treated the same as Amir and his family, he still is very kind and respects his superiors. For example in the novel, it says, Hassan did get up, but he just stood there, looking dazed like a man dragged into the ocean by a riptide when, just a moment ago, he was enjoying a nice stroll on the beach (Hosseini 92). After Amir was yelling at Hassan to hit him with pomagranets, Hassan just stood there and didnt do anything to Amir. He stood there while getting pelted and splattered and didnt react in any harm to Amir. Hassan is respectful and knows doing harm to anyone is not effective. He is also very brave at times when he is standing up for Amir. He stood up for Amir when Assef was bullying them in the alley. Hassan threatened to hit him with his slingshot if he didnt stop messing with Amir. This shows his bravery because Assef is very powerful and could do anything to Hassan at any time in the future. The characters of the novel are very believable because the reader can understand how they are feeling. It gives the reader a sensation of what the characters are going through. The different characters in The Kite Runner are revealed in parts such as brave, respectful, and genuine. In other parts they are revealed as cowardly, fearful, and horrific. The complex characters of the novel are Amir and Hassan because the reader has a better understanding of their personalities. They are portrayed differently in parts of the novel which makes the reader understand who they truly are. There are thirteen characters in the novel that the reader can understand how they act and what their personalities are. All of the characters have things in similar because they are going through the same situations in the war. They are also very different because they grew up differently and they have contrasting feelings and emotions. The protagonist is Amir because the reader sees what he is feeling through his perspective and it shows his feelings throughout the novel. We see him change as a character from the beginning to the end of the story. The role of minor characters such as Baba, Ali, and Soraya are there to cause tension in the main characters. Amirrs father causes him to struggle when trying to impress him. That is why Amir is always wanting to impress his father by leaving Hassan behind. The minor characters affect the main characters emotions and reactions. One character of the novel is Amir who is a younger boy in the beginning of the story but also grows up into a man at the end of the story. He is described as a sensitive, intelligent, and jealous person in parts of the story. Amirrs appearance in not expressed in the novel but he is portrayed as a privileged, Pashtun boy who comes from a well-known family. Amirrs function in the novel is being the main character and also the novel is shown by his own eyes and perspective. His name is significant in the novel because it is said multiple times when he was a boy and an older man. It is a common arabic name that describes what culture he is. In the novel, it says, I actually aspired to cowardice, because the alternative, the real reason I was running, was that Assef was right: Nothing was free in this world. Maybe Hassan was the price I had to pay, the lamb I had to slay, to win Baba. (Hosseini 68). Amirrs jealousy takes over his character and emotions which is why he ended his brotherly relationship with Hassan. Another character is Hassan in the novel. The novel does not describe his age in the book but he is a younger boy in the beginning and an older man in the middle of the story. He is very brave, respectful, and loyal. His appearance in the beginning of the story is that he has a cleft lip that was fixed moments after we learned abo ut him. He is a little boy with a father named Ali who takes care of him. They both live in a hut next to Amirrs house and they work as servants for Baba. Hassan is a very caring and innocent boy who never breaks down the whole story. His character is significant because he forms a brotherly bond with the main character which causes conflict because of their different cultures. Hassanrs name is significant because the reader remembers it the whole story. Amir never forgets his friendrs name and their bond. In the novel, it says, Hassan never denied me anything (Hosseini 4). Hassan is a character who never said no to Amir or Baba. He always followed them and did whatever they said. He always thought of them superiors because of their culture. Hassan was treated unfairly because he was a different culture than Baba and Amir but he never gave up hope in the novel. Another main character in the novel is Baba. The novel never describes his age because he grows older throughout the story. He is very well-known, proud, and determined as Amir describes him in the novel. The novel never describes his outer appearance but we know that he is an adult which is Amirrs father and also Hassanrs father as the reader finds out at the end. Baba is very independent but also distant from Amir is some parts which explains why Amirrs jealousy takes over him. Babars function in the novel is Amirrs father but he creates conflict because he creates jealousy when Amir tries to impress him. This created tension between Hassan and Amir. Babars name is significant to the story because he is always in Amirrs head when he is trying to impress him. Baba never gives up trying to care for Amir which shows how proud he is of his son. It says, You steal his wifes right to a husband, rob his children of a father. When you tell a lie, you steal someones right to the truth. When you cheat, you steal the right to fairness. Do you see? (Hosseini 17). Baba talks to Amir about life problems and that there is only one sin which is theft. He is very wise and also wants Amir to be confident and make moral decisions in the future. Another character is Assef which doesnt describe his age in the future. He is dangerous, rude, and cowardly but it doesnt describe his appearance in the novel. Assef is one that is feared and very manipulative to Amir and Hassan. The function of his character is to bring the climax and conflict to the story and also his name is significant because the two boys will always remember him. It says, Ill tell you why, Hazara. Because to him, youre nothing but an ugly pet (Hosseini 55). Assef makes fun of Hassan just because he is Hazara which is very unfair and cruel. He treats Hassan as a pet with no rights.

A Research Study Of Two Conceptual And One Pedagogical...

This experiment was considered a notorious psychology experiment that was conducted for the study of two conceptual and one pedagogical types of research. The Stanford prison experiment was conceived by Dr. Philip G Zimbardo then conducted at Stamford University in Palo Alto, Calif on Au6 14 1971. This was a research experiment using ordinary college students that applied for $15.00 a day for 14 days. The intent was to explore the volatile dynamic between prisoners and prison officers that exist as well provide reform to the real world of officers training in correction (Blaas, 2000). Starting out the experiment was a setup prison setting to use volunteers by way of a newspaper posting for the Experiment. College students replied to the newspaper ad that was asking for volunteers for the study of what is known as the psychological effects of prison life. In the controlled experiment that was designed by Philip Zimbardo, a psychology professor at Stanford. The 24 males that was int erviewed and personality tests to eliminate candidates with psychological problems out of more than 70 applicants was given diagnostic, medical disabilities, or a history of crime. Both groups completed the informed-consent forms which indicating that some of their civil rights could be violated in the research (Blaas, 2000). What started out as a make-believe prison setting experiment quickly evolved into a real prison situation with the inmates and officers. The guards were giving theShow MoreRelatedInnovation And Change Of Jesuit School System1538 Words   |  7 PagesInnovation and Change in Jesuit Education: Horizon 2020, a case study in the Jesuit school system in Catalonia. Research Methodology 1. 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The Star Made Knight - Original Writing - 1959 Words

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1.The Disruption Of Significant Supplier Relationships

1. The disruption of significant supplier relationships could negatively affect the business. The company is overly dependent on its supplier (United Natural Foods, Inc.), more than 30% of their total purchases in 2016 are from the same supplier. If the relationship with the supplier become difficult or it is cancelled the company may face serious problems of supplying. 2. A loss in consumer confidence in the safety and quality of certain food products could materially impact the results of the operations. One of the company’s competitive advantage is their high quality standards; that’s why any concern about the quality or safety of any product could cause that consumers avoid purchasing in the store and/or them to change to other†¦show more content†¦Whole Foods Market may not be able to adapt the distribution, management information and other operating systems to adequately supply products to new stores at competitive prices so that they can operate the stores in a successful and profitable manner. 4. Increased competition may adversely affect the Company’s revenues and profitability. Lately, some of the biggest competitors of Whole Foods Market are expanding more aggressively in offering a range of natural and organic foods. 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The Impact Of Art On The Life Of The Believer - 1378 Words

Throughout history, art has been an essential component of almost every civilization, both for its own sake and for the reflection it provides of changing social attitudes and political climates. Yet while art does serve an important role in secular society, how should it influence, and perhaps even change, the lives of believers? Does God value art? If so, how does He expect us to interact with both secular and religious works of art? This essay will address these and other questions by analyzing the definition of art, discussing the role of art in the life of the believer, and considering how to properly evaluate artwork. We will close our discussion with a reflection on the importance of encouraging artistic expression and appreciation†¦show more content†¦3). This latter definition is more comprehensive than the former because it explains that art requires skill and is a medium through which an artist conveys a message. Yet even this description is not completely accurat e. First, artists occasionally create ‘ugly’ artwork to express inner turmoil or to convey harsh truths about society. Second, not all imaginative designs can be considered great art. Although creating a mural for a home, for example, certainly requires imagination and skill, the mural might not qualify as a work of art according to the judgement of art historians. Perhaps a better way to ‘define’ art would be to utilize a multifaceted approach, such as that suggested by Jeffrey T. Dean. Dean proposes that in order to determine whether a certain work can truly be considered art, it should be compared to â€Å"radial categories† of artwork (31) in the context of the â€Å"historical narrative† of art (29). In other words, the item in question must have some relation, whether direct or indirect, to a recognized work of art, and the connection between the two pieces (if one exists) will likely correlate to known developments in art history (31 â €“ 33). Based on these definitions, what types of creative works would not be considered art? According to Maria Khan, â€Å"Art is derived from our external and internal experiences. Art is a projection of what you experience, how you view the world and what you want to

Case Balance Sheet and Personal Financial Information Free Essays

Case Study Companies must report or disclose in their financial statements information about all liabilities, including potential liabilities related to environmental clean-up. There are many situations in which you will be asked to provide personal financial information about your assets, liabilities, revenue, and expenses. Sometimes you will face difficult decisions regarding what to disclose and how to disclose it. We will write a custom essay sample on Case: Balance Sheet and Personal Financial Information or any similar topic only for you Order Now Instructions Suppose that you are putting together a loan application to purchase a home. Based on your income and assets, you qualify for the mortgage loan, but just barely. How would you address each of the following situations in reporting your financial position for the loan application? Provide responses for each of the following situations. a) You signed a guarantee for a bank loan that a friend took out for $20,000. If your friend doesn’t pay, you will have to pay. Your friend had made all of the payments so far, and it appears he will be able to pay in the future. For this situation I would be personally liable for the $20,000 he borrowed. It is both a liability and an expense for both parties. When applying for my loan I would have to make sure to disclose that all payments have been made and on time. Since my friend never failed to make any payments I shouldn’t face too much resistance from getting the loan. In my opinion I would not share or disclose this information with the bank since this particular situation does not seem it will become a problem. b) You were involved in an auto accident in which you were at fault. There is the possibility that you may have to pay as much as $50,000 as part of the settlement. The issue will not be resolved before the bank processes your mortgage request. In this case you are have earned a liability and another expense. It would be highly unethical not to disclose such information with the bank. If for some reason you omit this information and the bank finds out about it later, you could be at fault since you lied to the institution that evaluated their risks without taking in consideration all of the factors involved. It would be wiser to settle your liability of 50,000 dollars before acquiring new expenses. c) The company at which you work isn’t doing very well, and it has recently laid off employees. You are still employed, but it is quite possible that you will lose your job in the next few months. Since the probability of you losing your job is undisclosed I don’t think it would be necessary to disclose any of this information with the bank. However if you receive a loan and lose your job you would still be held liable with this current expense. The only way to make a definite decision is to wait and see what happens with your company, or in the other if you want to take a risk and make the loan it would be unwise to disclose your current possibility of losing your job. How to cite Case: Balance Sheet and Personal Financial Information, Papers

Cticism Of Edgar Allan Poe Essay Example For Students

Cticism Of Edgar Allan Poe Essay Edgar Allan Poe was a master of his craft, gifted with the talent of introducing each reader to his or her own fears. As the first writer to compose tales of horror, death, and mystery into literature and poetry, he is blessed, maybe even cursed, with an imagination that set higher standards in the field of writing. However sinister or dark it may be, Poes writing continues to have an impact on the world of writing. A look into Poes childhood might shed some light on where his fascination with death comes from. Edgar Allan Poe was born in 1809 in Boston, Massachusetts to drifting actor parents. Denying his parental responsibilities, Edgars father abandoned his wife and children, leaving her to support the family as best she could. He died somewhere around 1810. His mother traveled through various cities acting in as many stage performances as she could get, but the struggle eventually took a toll on her health. Towards the end of 1811, shortly after turning 2, while in Richmond, Virg inia, she became ill and died. Her three children were put into homes. His brother William died young, his sister Rosalie later became insane, and Edgar was placed into the home of a well-off, yet unsupportive man named John Allan. Allan was emotionally detached from Poe, refusing to even legally adopt the boy. This move would begin a chain of events, eventually triggering a drinking problem, that would cause majority of Poes psychological troubles later in life. He was raised in an wealthy home, but lacked the emotional support needed to build determination and confidence in himself. Edgar would attend the finest boarding schools to train to be a proper gentleman. But, when it came time to go to the University of Virginia in 1826, his foster father barely gave him enough money to survive. In those days, the average college freshman was nineteen years old. Edgar was certainly wise beyond his years, enrolling in college only a month after his seventeenth birthday. This made it harder on Edgar to survive out on his own at such an early age. John Allan had always been strict and harsh, and sometimes even cruel to Edgar, but this was the first time he denied him the means to survive outside of his home. Adding insult to injury, he also forbade Edgar to study what his heart so desired: poetry. Going against Allans orders was not an option; what little money he was given to live off of would have been taken away. In an effort to make his money stretch out while in college, Poe turned to gambling, but like so many other gamblers he lost all of his money while developing a terrible addiction. In short, his first term in college was not a success. When the semester was over Allan removed him from the University and forced him to work at his (Allans) firm. When he came home, he was devastated to find out his first love, Elmira Royster, had married someone else. After, he had joined the Army, but then enrolled into West Point Academy. Before Edgar was forced to leave the University of Virginia, he unfortunately discovered alcohol. Beginning in college and continuing through the rest of his life, Poe would struggle with a drinking problem that earned him a broad reputation for being a crazy drunk. Though he frequently tried to quit drinking, it was never long before he would relapse and drink again. Considering all that is known about the effects of alcohol on the brain, it is possible that he never reached his full capabilities as a writer. Or, it is what made him the writer we know today. One wonders if his topics of writing (i.e., death, horror and fantasy) would have been the same if his youth hadnt been so traumatic or his drinking so serious. When Poe was 27-year-old, he married his cousin Virginia Clemm. She was only 13-years-old. It is only natural that he was unfaithful. When his wife died in 1847, the alcohol and drug abuse carried on even further, and he began to deteriorate. He started to use opium, lau danum, and morphine. Opium was prescribed to him, as it was an over-the-counter drug at the time, but Edgar abused his prescription. It was also speculated that Poe had some sexual problems as well. Allegedly, he was impotent, and possibly a necrophilia (a person who has sex, or wishes to have sex, with corpses). His life was just as morbid, twisted, and chaotic as his stories. .u8e2ab9219f9f0bce57ee8e666612fe69 , .u8e2ab9219f9f0bce57ee8e666612fe69 .postImageUrl , .u8e2ab9219f9f0bce57ee8e666612fe69 .centered-text-area { min-height: 80px; position: relative; } .u8e2ab9219f9f0bce57ee8e666612fe69 , .u8e2ab9219f9f0bce57ee8e666612fe69:hover , .u8e2ab9219f9f0bce57ee8e666612fe69:visited , .u8e2ab9219f9f0bce57ee8e666612fe69:active { border:0!important; } .u8e2ab9219f9f0bce57ee8e666612fe69 .clearfix:after { content: ""; display: table; clear: both; } .u8e2ab9219f9f0bce57ee8e666612fe69 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8e2ab9219f9f0bce57ee8e666612fe69:active , .u8e2ab9219f9f0bce57ee8e666612fe69:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8e2ab9219f9f0bce57ee8e666612fe69 .centered-text-area { width: 100%; position: relative ; } .u8e2ab9219f9f0bce57ee8e666612fe69 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8e2ab9219f9f0bce57ee8e666612fe69 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8e2ab9219f9f0bce57ee8e666612fe69 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8e2ab9219f9f0bce57ee8e666612fe69:hover .ctaButton { background-color: #34495E!important; } .u8e2ab9219f9f0bce57ee8e666612fe69 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8e2ab9219f9f0bce57ee8e666612fe69 .u8e2ab9219f9f0bce57ee8e666612fe69-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8e2ab9219f9f0bce57ee8e666612fe69:after { content: ""; display: block; clear: both; } READ: Critical accounting theory EssayEdgars main focuses in writing are horror, fantasy, and murder, with the subject of death cited in most of his works. His many writings reflect an imagination that most of his readers will only experience when dreaming at night. Poe takes death a step further than the simple act and explores the processes and avenues of death. Nearly all of his works contained many versions of this single theme. Berenice, Morella, and Ligeia all deal with the deaths of beautiful women. The Fall of the House of Usher is another tale focusing on death, and is probably his best known. Other stories that ponder the areas of death include The Facts in the Case of M. Valdemar, The Assignation, The Masque of the Red Death, and The Premature Burial. Regardless of the story, though, Edgar had an elaborate voice that made the reader identify with what he was trying to portray. In his more popular poem The Raven, Poe takes his readers through the heart of misery with a dark shadow of terror. The narrator is a man home alone at night mourning the loss of his love Lenore. As he reads and nods in and out of sleep, a rapping at his chamber door wakes him, eventually leading him to the infamous Raven. While he at first seeks to understand this black and mysterious bird, momentarily forgetting about the death of Lenore, he is suddenly struck with the idea that this bird is sent from either Heaven or Hell. Does it send word of Lenore? Can it tell him where her soul is? As it sits on the bosom of Pallas, goddess of wisdom, only one word will escape its beak: Nevermore. Instead of bringing peace to his broken heart, it only seems to breed more agony. Poes description of the pain and terror that this man is experiencing demonstrates his love of words and their power to control the human heart. Edgar Allan Poes death was as mysterious and strange as his life and stori es. To this day, the cause of his death is unknown. Some say it was the drugs; some the mental stress and disorder; and some an illness. Whatever the case may be, that fateful day of October 7, 1849, his days of brilliance came to an end.

Business Accounting Business Draft and Proposal

Question: Discuss about the Business Accounting for Business Draft and Proposal. Answer: Examining the relevant exposure draft depicted in IASB website: IASB mainly have discussion, exposure draft and proposal on certain topics, which in turn helps in supporting the ethical business practices. The relevant exposure draft published in 2015 December is been effectively reviewed in the assignment. Applying IFRS 9 Financial instrument with IFRS 4 Insurance Contacts is the topic of the exposure draft (Ifrs.org 2016). In addition, the effective depiction of the overall issues portrayed in the exposure draft is evaluated. Identifying and summarising the overall issued raised in the exposure draft: The main concern depicted in the paper is regarding the impact of new insurance contract standards on IFRS 4 Insurance Contracts (Ifrs.org 2016). The IFRS 4 is mainly designed to address the concerns of relative parties regarding the effective dates of IRFS 9. In addition, with the help of relative IFRS 9 companies and relatively individuals are able to recognise and measure the financial instruments. Furthermore, IAS 39 is been effectively replaced with the IFRS 9 for recognising and measuring the financial instruments (Ifrs.org 2016). Bischof and Daske (2016) stated that the use of effective regulation of IFRS does not allow companies to use any unethical measures to decrease their tax pay. On the other hand, Ramirez (2015) criticises that changing rules in IFRS mainly depicts a loopholes, which help companies to take advantage and reduce their tax pay. In addition, the exposure draft also portrays the problems, which might be faced by insurers, while using the new IFRS 9 for recognising and measuring the financial instruments (Ifrs.org 2016). The insurers and relative party has mainly states that the two major accounting changes in such short notice could eventually change the cost. Moreover, this cost difference might affect the volatility of the profit and loss statement of the insurance companies. Furthermore, if the IFRS 9 is applied before new insurance contract standard then the companies might face problems in their overall financial statement. Onali and Ginesti (2014) mentioned that IFRS 9 is mainly helpful in valuing the financial instruments used by insurance companies, which could be adequately depicted in their financial statement. On the contrary, Novotny (2016) argued that due to the complexity of IFRS 4 and IAS 39, IFRS 9 could not be easily incorporated in the financial statement of the insurance companies. In addition, the insurance companies have further identified that the implementation of IFRS 9 could mismatch their overall accounting system, which might depict wrong financial statement to its stakeholders. In addition, the use of IFRS 9 could eventually hamper their overall financial statement (Ifrs.org 2016). Thus, for addressing the conversion of the insurance companies the IFRS has mainly included the option of voluntarily discloser. However, the temporary issues taken by the IFRS does not accommodate the negative impact IFRS 9 could have on the new insurance contract standards. Nadia and Rosa (2014) cited that insurance companies have been effectively developing the financial instruments based on IFRS 4 guidelines. In this context, Chawla et al. (2016) further elaborated that changing the financial instrument from IFRS 4 to IFRS 9 could mainly have negative impact on the operations and valuation of the companys assets. However, IASB after hearing and understating the problems of the insurance companies have effectively depicted the measures, which could be used until the IFRS 9 is fully implemented from 1st Jan 2018. Furthermore, IASB after the effective evaluation have depicted the entities that an option to reclassify their financial instruments will be effectively provided (Ifrs.org 2016). These additional benefits of reclassification and providing an option could help in reducing the volatility of IFRS 9 on the profit and loss statement of the entities. Furthermore, the option creation could effectively help the IASB reduce the overlap approach, which arises from the implementation of IFRS 9. Huian (2013) stated that amendments and revisions are mainly helpful in reducing the negative impact of law in the operations of the company. Nevertheless, Celli (2013) criticises that delay in implementing ethical laws might not help in reducing the unethical measures conducted by companies in depicting t he value of their intangible assets. In addition, the IASB has also depicted the second measure, which might be implemented to reduce the negative impact of IFRS 9. Moreover, IASB also stated the entities, which deal in financial instrument could temporarily opt out from IFRS 9. In addition, the entities who mainly issue contracts based on IFRS 4 could also be exempted from the temporary implementation of IFRS 9 until the matter is been effective resolved (Ifrs.org 2016). This exemption is mainly conducted to prevent the companies from facing loses, which are wholly dependent on the IFRS 4 for designing the financial contracts. In addition, insurance and financial product selling companies are most affected from the overall change depicted in IFRS 9. Ldenbach and Christian (2013) mentioned that IFRS 4 mainly provides the insurance companies relatively measures, which could be depicted in their financial statement. However, Bischof and Daske (2016) argued that due to the loopholes in IFRS 4 the IASB has mainly introduced IFRS 9, which might change the overall assumption of financial assets conducted by certain entities. The overall exposure draft mainly depicts the questions, which needs to be answered within the 60 days from its release. This system is mainly maintained by IASB for effectively detecting the relative changes, which might be needed in the IFRS 4 and IFRS 9 (Ifrs.org 2016). Furthermore, IASB mainly stated that the overall issues depicted in the exposure draft mainly relate to some entities and the scope of the impact can be limited. Furthermore, the depicted amendments are a temporary faces, which is just a measure that could only be used before the implementation of the IFRS 9. In this context, Onali and Ginesti (2014) mentioned that IASB with the help of due process handbook is able to collect relative comments from the entities ridging viability of the proposed law. However, Nadia and Rosa (2014) argued that IASB can be enforce the law if low impact is on the operations and financial statement of different entities. Critically evaluating the overall issues discussed in the exposure draft: The overall issues that is been depicted in the exposure draft mainly states the change in IFRS 4 regulations and insurance contract. Moreover, the main reason for drafting the IFRS 9 is to reduce the overall loopholes that are currently being present in IFRS 4 laws. IFRS 4 mainly allows the insurance and lending companies to depict the future predictions, which might be incurred from the current transactions (Huian 2013). This type of listing mainly reduces the overall viability of the financial statement. In addition, the IFRS system allows banks and financial institutions to depict the expected gains in their current profits and inflate their overall balance sheet. In addition, banks are able to effective use the CDS (Credit Default Swaps) to reduced the losses in their overall financial statement (Celli 2013). The financial crisis of 2008 was the major indication that the overall impact of IFRS is being reduced on the financial institutions. In addition, IFRS to reduce the unethical measures used by financial institutions effectively depicts the IFRS 9, which limits the overall financial institutions from utilising the identified loopholes. Furthermore, the IFRS 9 changes the current valuation of assets and liabilities that are being accounted in the financial statements (Ifrs.org 2016). In addition, it introduces logical approach, which might be used by companies to depict its adequate and ethical financial statement (Chawla et al. 2016). In addition, IFRS mainly changes the overall principle based requirements, which was been use to measure the financial asset and liabilities of banking companies. Reference: Bischof, J. and Daske, H., 2016. Interpreting the European Unions IFRS endorsement criteria: The case of IFRS 9.Accounting in Europe,13(2), pp.129-168. Celli, M., 2013. The Faithful Representation of Electrical Energy Sale and Purchase Agreements Under International Accounting Standards/International Financial Reporting Standards (IAS/IFRS).Journal of Modern Accounting and Auditing,9(8), p.1032. Chawla, G., Forest, J., Lawrence, R. and Aguais, S.D., 2016. Point-in-time loss-given default rates and exposures at default models for IFRS 9/CECL and stress testing.Journal of Risk Management in Financial Institutions,9(3), pp.249-263. Huian, M., 2013. ANALYSIS OF THE CONSTITUENTSPARTICIPATION IN THE DEVELOPMENT OF THE 1ST PHASE OF IFRS 9 FINANCIAL INSTRUMENTS.Annals-Economy Series,1, pp.209-216. Ifrs.org. (2016).IFRS - Home. [online] Available at: https://www.ifrs.org/Pages/default.aspx [Accessed 10 Oct. 2016]. Ldenbach, N. and Christian, D., 2013.IFRS Essentials: Regeln, Flle, Lsungen. Mehr als 50% Beispiele. Verstndlicher Sprachstil. Praxisrelevante Bilanzierungsfragen. Inklusive IFRS 9-13, IAS 1 (2011) und IAS 19 (2011). NWB Verlag. Nadia, C. and Rosa, V., 2014. The impact of IFRS 9 and IFRS 7 on liquidity in banks: Theoretical aspects.Procedia-Social and Behavioral Sciences,164, pp.91-97. Novotny-Farkas, Z., 2016. The interaction of the IFRS 9 expected loss approach with supervisory rules and implications for financial stability.Accounting in Europe,13(2), pp.197-227. Onali, E. and Ginesti, G., 2014. Pre-adoption market reaction to IFRS 9: A cross-country event-study.Journal of Accounting and Public Policy,33(6), pp.628-637. Ramirez, J., 2015.Accounting for Derivatives: Advanced Hedging Under IFRS 9. John Wiley Sons.

Adoption of M

Adoption of M Executive Summary Current trends in education show that Mobile learning (M learning) has significantly redefined learning processes. However, at the heart of its adoption lie serious concerns about the benefits, limitations, and implications of M learning.Advertising We will write a custom report sample on Adoption of M-learning Technology specifically for you for only $16.05 $11/page Learn More This paper explores these concerns by evaluating the issues that surround the adoption of M learning and its potential ramifications for students and educators. Based on the challenges and responses given by educators, regarding the adoption of M-learning, this paper predicts that more educators will adopt the M learning technology beyond the current integration of learning processes. Introduction Mobile services have increasingly become part of everyday life. Indeed, it is normal to see the dominance of technology on most aspects of human life. This trend has also g ripped the education sector because instructors and students today use technology to teach and learn. This trend has slowly crept into the education sector because technology today is more portable and affordable than in the past years. For example, many mobile devices, such as cell phones and PDAs, have increasingly become affordable and accessible to most people because their prices are relatively reasonable, as opposed to other technological device such as computers. It is for this reason that MacCallum Jeffrey (2009) say, â€Å"Features such as the facility to make phone calls, take pictures, record audio and video, store data, music, and movies, and interact with the Internet all provide opportunities that could be harnessed in the educational context† (p. 602). The availability of technology has brought new opportunities in learning, especially concerning the easy access to information communication technology (ICT). Mobile learning (M learning) is one such platform th at uses technological advancements to support learning. M learning involves the use of specialised technology such as personal digital assistants (PDAs), mobile telephones, MP3 players, notebooks, tablets, handheld computers, iPads (and the likes) in learning. The adoption of M learning technology in education has brought significant changes, challenges, and opportunities in learning.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This paper explores some of these issues through a critical analysis of the benefits, implications, and ramifications of M learning. At the centre of this analysis is the technology acceptance model Technology Acceptance Model Many educators have used the technology acceptance model to evaluate the possible benefits of new technology in learning (Seliaman 2012). Many researchers have also advanced the technology acceptance model as a valuable tool in M learning research (Seliaman 2012). Its usefulness in the adoption of M learning especially surfaces here because the model evaluates how students accept and use M learning. The technology acceptance model suggests that many students are motivated to accept and use M learning because of its perceived benefits and ease of use (Seliaman 2012). The first criterion (perceived usefulness) was first described by Fred Davis as the ability of students to see how new technologies improve their learning processes (Lumsden 2011). Fred Davis also defines the second criterion (perceived ease of use) by suggesting that most students would be willing to accept new technology if they consider it to be free from effort (Abeka 2012). Kynslahti (2003) conducted a study to evaluate the significance of M learning in education by demonstrating that the M learning technology improved learning in three dimensions – convenience, expediency, and immediacy. Seppl Alamki (2003) compared these three dimensions to a different finding where they analysed the responses of trainee teachers regarding their perceived uses of M learning. The trainee teachers agreed with most of the findings proposed by Kynslahti (2003) when they admitted that M learning gave them a lot of convenience when teaching. They supported this claim by saying that M learning enabled them to manage their time better and more efficiently. For example, the teachers said M learning devices enabled them to work on trains or buses if they needed to write notes or share some information with their colleagues (Seppl Alamki 2003).Advertising We will write a custom report sample on Adoption of M-learning Technology specifically for you for only $16.05 $11/page Learn More The trainees also admitted that M learning devices provided them with expediency in teaching, especially because they could easily access the internet whenever and wherever they pleased. Relative to their claims, MacCallum Jeffrey (2009) add, â€Å"For example they could use the mobile devices when they were in the shops to check if there was a particular foodstuff at school, which was needed in a lesson on home economics. They were able to integrate technologies, whereby they could upload images from their mobile phones, rather than waiting to return to class to do so† (p. 603). Lastly, the trainees said that the greatest advantage they enjoyed from M learning was its immediacy (Seppl Alamki 2003). They mostly cited the fact that they could undertake most learning tasks immediately, without having to wait for an â€Å"appropriate† time to do so. For example, they said they could easily take pictures and share them with their colleagues in real-time. They also mentioned their contentment with the fact that M learning technologies helped them to make memos and share them, while observing other trainee lessons (Seppl Alamki 2003). The teachers therefore had no reservations regarding the technology. Gen erally, the technology acceptance model shows that the perceived benefits of M learning in education have a significant impact on the decision by teachers or students to embrace the technology in their learning processes. However, given the pivotal role that most educators have to play in learning, it is crucial to appreciate the power that most of these educators have in inhibiting or supporting the adoption of M learning technologies in education. It is also important to appreciate the familiarity of technology among most educators, although people should agree that this familiarity does not mean that all educators know how to integrate this new technology into their learning processes (MacCallum Jeffrey 2009). It is for this reason that it is equally important to understand why educators may not openly incorporate technology in their teaching practicesAdvertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Barriers to the Adoption of M-learning MacCallum Jeffrey (2009) say many barriers prevent the complete adoption of M learning technologies. Broadly, the reasons for instructors and students to resist the adoption of new technology in learning may be widespread, but some issues are very specific to M learning. For example, some educators are not comfortable with using M learning technologies in the classroom. Such groups of educators may therefore be less inclined to adopt new technologies in the classroom. Some educators and students are also less enthusiastic to embrace new technology in their learning processes. These groups of people are also less likely to embrace the M learning technology. Lastly, another group of educators and students may not fully enjoy the benefits of M learning because of their failure to understand its benefits, or the lack of proper understanding regarding how M learning technologies work. Personal attitudes and preferences also have a significant role to play in understanding if people will adopt new technologies, or not. For example, research has proved that even though educators know the potential benefits of adopting M learning in the classroom, they need to have a strong personal conviction that they would be able to execute the new technologies in their learning processes. If they do not believe they can do so, they would be resistant to the technology. Relative to this assertion, MacCallum Jeffrey (2009) says â€Å"An educator that feels ill at ease when using ICT is typically the result of negative past experience, conversely an educator may feel at ease with ICT when they have had a positive personal experience using ICT and therefore, research shows that they would be more willing to include it into their teaching practices† (p. 603). Educators may however experience a change of belief and attitude when they face the challenge of adopting new technologies, but this change ought to happen in the context of past en counters, vicarious experiences, and social or cultural experiences with M learning (Abeka 2012). A positive experience with M learning may lead to increased enthusiasm to adopt the technology in education, while a negative experience with M learning may equally lead to increased opposition of the technology. MacCallum Jeffrey (2009) suggest that the measurement of a teacher’s personal belief about a new technology is therefore a reliable measure for the understanding of lasting changes of M learning in the classroom. New studies have also shown that an increased sense of proficiency in one technological medium of learning may also lead to the adoption of M learning, or similar technologies (MacCallum Jeffrey 2009). In Caspi and Gorsky (2005), researchers showed that most teachers and students who were proficient in E-learning had a high likelihood of adopting other ICT tools in their learning processes. Overall, it is important to agree that the personal perception of ICT proficiency significantly determines the frequency that an educator, or a student, may use M learning in education. Nonetheless, it is unwise to use the attitude of an instructor, as the single most reliable indicator of the adoption of M-learning in education (MacCallum Jeffrey 2009). Challenges Posed by M Learning While many studies have explored the potential benefits that M learning brings to education, other studies have also explored the potential challenges caused by M learning (especially how they significantly prevent their adoption in education) (Abeka 2012). For example, MacCallum Jeffrey (2009) single out the concept of mobility as a serious challenge posed by M learning. They say that even though many studies have shown that most teachers and students appreciate the mobility created by M-learning, this technological tool also allows students to associate external issues (outside the classroom) with their technological gadgets, thereby compromising the objectivity of t heir learning process (MacCallum Jeffrey 2009). Indeed, â€Å"Inside the classroom, mobile devices provide students with the capabilities to link to activities in the outside world, albeit these activities do not correspond with either the teacher’s agenda or the curriculum† (MacCallum Jeffrey 2009, p. 610). This challenge dents the efficiency of conventional teaching practices. Another possible challenge that plagues the application of M learning technology is the informality that it introduces to education. People have regarded education as a highly formalised discipline that thrives on clearly defined rules of sourcing, retrieving, and analysing information. However, the M learning technology introduces informality to education, thereby undermining the formal structures that have traditionally characterised the education system (Seliaman 2012). This analysis does not however mean that the informality introduced by M-learning is a bad thing for education. However, any possible benefits that may be enjoyed through informality may be lost if the informality is allowed to characterise all aspects of education. For example, many students live in distinct social networks, but if technology undermines the existence of these networks, the students may oppose them. Another factor that may potentially prevent the smooth adoption of M learning stems from serious concerns expressed by Gong Wallace (2012) regarding the adoption of the technology in learning. One concern is the erosion of the collaborative environment that should characterise teacher-student interaction. According to Gong Wallace (2012), M learning decreases the level of interaction between students and their teachers. They also say that M learning prevents immediate feedback between students and teachers (Gong Wallace 2012). High school dropout rates are also common among students who use M learning technologies (Gong Wallace 2012). Besides these challenges, Gong Wallace (2012) add that â€Å"M learning also creates a time-place displacement that decreases communication, erodes social connections, and increases feelings of personal loneliness and depression† (p. 7). Moreover, some scholars have expressed concern that the widespread use of M learning may encourage plagiarism as students have an unlimited access to web materials that they may pass off as theirs (Banyard Underwood 2006). Additionally, Gong Wallace (2012) have little doubt that M learning causes identity reconstruction challenges, as it erodes the traditional face-to-face interaction model of learning. This is especially true because participants who use M learning may easily maintain anonymity as they use the technology. According to Gong Wallace (2012), the anonymity that M-learning supports in education may promote deception and antisocial behaviours in learning. Comparatively, Anderson Emmers-Sommer (2006) say face-to-face interactions in the classroom pose several advantages to stu dents and educators alike because face-to-face interactions are active and interactive (attributes that the M-learning model seeks to erode). Equally, Sherblom (2010) contends that â€Å"in M-learning, uncertainty reduction strategies are altered, both restricted and expanded, in ways that affect interpersonal impressions, communication, and relationships† (p. 497). Beyond the psychological limitations of adopting M learning, Gong Wallace (2012) say that the restrictions and challenges that characterise the use of M learning technologies are still apparent. Most of these restrictions and challenges stem from the uses, prices, and sizes of the technological gadgets used in M learning. A common concern that many educators have, is the quickly changing nature of technology (Gong Wallace 2012). Indeed, technological gadgets evolve quickly and one type of technology that may be useful this year may not be so useful in three or five years. Some people also consider some of the te chnological gadgets that most educators use in M learning as â€Å"expensive toys† (Gong Wallace 2012). This perception may affect the attitude of some students, or teachers, in adopting the technology in education. Additionally, some of the technologies used in M learning require high system requirements that may reduce their efficiency in the learning context. For example, Chen-Chung (2009) says, â€Å"The screens on handheld devices are designed for individual-user mobile applications. They may therefore constrain interaction among group learners† (p. 127). Lastly, Luminita (2010) observes that personal ownership in M learning is a key factor that supports the realisation of its learning benefits in the classroom (both personal and group learning may potentially lead to the realisation of these benefits). Some of these benefits may be tangible or intangible. However, personal ownerships of M-learning devices pose the greatest benefits in learning. Certainly, if all students own an M learning device, they can easily explore the benefits of the device, beyond the realms of the classroom setup. However, institutional ownerships of these devices pose a challenge to the realisation of these benefits because students do not own the M learning devices (personally). Conclusion This paper mainly takes a keen interest in the adoption of M learning from an educator’s point of view because educators are usually the primary point of contact with students. Educators also experience the support and barriers to the adoption of the new technology first hand. Currently, many of these educators have embraced M learning through a simplistic version of integrating education processes. However, the potential for M learning exists beyond the realms of integrating educational processes. For example, the use of M learning for SMS notification and quiz distribution is a very limited application of the technology. This limited application of M learning may stem from the potential limitations of the technology, or the fact that its application is still very â€Å"young† and fragile. Indeed, M-learning is a relatively new technology in learning, but the success or failure of its adoption will largely depend on the ability of educators and students to see its benefits (at least according to the technology acceptance model). The experience, attitude, and perception of the new technology will also play an instrumental role in ascertaining if students and educators will adopt the M learning technology successfully, or not. However, as more researchers continue to explore the benefits and implications for the adoption of the new technology, there is a high likelihood that many educators may appreciate the full benefits of adopting M-learning in education. References Abeka, S 2012, An Investigation Of Factors Influencing Corporate Customers Acceptance Of Internet Banking: A Case Study Of East African Trade Finance Customers, GRIN Verlag, Mu nchen. Anderson, L Emmers-Sommer, M 2006, ‘Predictors of relationship satisfaction in online romantic relationships’, Communication Studies, vol. 57 no. 1, pp. 153-172. Banyard, P Underwood, J 2006, ‘Do enhanced communication technologies inhibit or facilitate self-regulated learning’, European Journal of Education, vol. 41 no. 3, pp. 473- 489. Caspi, A Gorsky, P 2005, ‘Instructional media choice: Factors affecting the preferences of distance education coordinators’, Journal of Educational Multimedia and Hypermedia, vol. 14 no. 2, pp. 169-198. Chen-Chung, L 2009, ‘Analysis of peer interaction in learning activities with personal handhelds and shared displays’, Journal of Educational Technology Society, vol. 12 no. 3, pp. 127-142. Gong, Z Wallace, J 2012, ‘A Comparative Analysis of iPad and Other M-learning Technologies: Exploring Students’ View of Adoption, Potentials, and Challenges’, Journal of Literacy a nd Technology, vol. 13 no. 1, pp. 2-27. Kynslahti, H 2003, Mobile Learning, IT Press, Helsinki. Luminita, S 2010, ‘Internet-a new way of training, designing an e-learning platforms’,  Young Economist Journal, vol. 11 no. 1, pp. 151-158. Lumsden, J 2011, Human-Computer Interaction and Innovation in Handheld, Mobile and Wearable Technologies, Idea Group Inc (IGI), New York. MacCallum, K Jeffrey, L 2009, Identifying discriminating variables that determine  mobile learning adoption by educators: An initial study. Web. Seliaman, S 2012, ‘Mobile Learning Adoption in Saudi Arabia’, World Academy of Science, Engineering and Technology, vol. 69 no. 1, pp. 391-393. Seppl, P Alamki, H 2003, ‘Mobile learning in teacher training’, Journal of Computer Assisted Learning, vol. 19 no. 1, pp. 330-335. Sherblom, J 2010, ‘The computer-mediated communication (CMC) classroom: a challenge of medium, presence, interaction, identity, and relationshipâ€℠¢, Communication Education, vol. 59 no. 4, pp. 497-523.