Chaucers Parody To Courtly Love Essay -- English Literature Chaucer E

Chaucers Parody To Courtly LoveAfter the Knight tells his story, the Miller insists very rudely totell his tale. Chaucer uses the aspect of stately hunch forward which is foundin the Knights tale and makes a parody of it He uses the Miller?scharacter to mock the Knights idea of courtly love.Miller describes the heroine of his story Alison, as a wife of anolder man and also an infidel. She?s compared to a ?wezele? sly andcunning. The description of Alison clearly indicates that she is verydifferent from an innocent girl from courtly love stories insteadshe?s well aware of her husbands jealousy and wears elaborate clothsto show off her beauty.?Of col-blak silk, withinne and eek withoute?Alison shows off that she?s rich by wearing the closely expensive fabricof silk at the time, again this adds to the opposite side of courtlylove romances in which the girl would not show off plainly in fact stayunaware of such matters as the character of Emily in the Knights tale.Miller then uses tw o male Characters who show great admiration forAlison but unlike the love ...

Environmental Problems :: essays research papers

The world today is vastly different from what it was before urbanisation and industrialisation had taken its toll on the world. Since the turn of the new millennium the issue of the environment has suddenly evolved into a widespread issue which is greatly discussed throughout the world. No longer are humans living in a world where the environment is serene or persistent but much rather nice unrecognisable and diminishing before our eyes. The plants, trees and flowers are life forms which God has created for us to enjoy its beauty but it is now solely up to us and many another(prenominal) other organisations to protect preserve and respect how fragile our environment really is. One of the most evident problems associated to the environment is the issue of the logging of trees, mainly in undisturbed places such as the Amazon basin. Trees are considered the lungs of the Earth. They recycle all the polluting carbon in the air and return oxygen back into our atmosphere, creating a sta ble cycle of carbon in our atmosphere. However, the impeccable rates which trees are being cut down in our forests have grown to ever increasing and imposing rates. Trees that are made way for farming are burnt up releasing deadly amounts of carbon and thus leading to the problem of global warming. As its names suggest the world is slowly warming up and without any notice the environment which God has gave us will be slowly eradicated. The occasional lives which humans carry on about every day are also a factor influencing on our environment and global warming. By cause cars that have a thirst for petrol we are releasing carbon dioxide and furthermore impacting on the world?s climate. In Australia environmental impact has invariably been evident. Land clearing especially in places such as Queens dirt has caused land to lay dry and lifeless where all forms of life is destroyed. By clearing land we are not only affecting our climate but are also destroying animal habitat and the u sage of the land. Senseless actions by commuters in Australia, emitting heaps and tons of lethal gases vulnerable to the atmosphere are starting to take its toll on our climate. We are seeing a harsher climate and at the comparable time less rain. If we want to preserve our world we must take a stance on this issue and take action for what is right, not carrying on the actions that will lead to a desolate, destroyed Earth.

Biblical References in Grapes of Wrath Essay -- essays research papers

In his falsehood Grapes of Wrath, John Steinbeck integrated many an(prenominal) biblical references and values throughout the book. This provided a more intriguing and complex style of writing that he used to tell about the Dust Bowl of the early 1900s and the arduous transit the Joad family and many others took to reach California. The first biblical reference is revealed when the Joad family leaves for California. the rest swarmed up on top of the load, Connie and Rose of Sharon, Pa and Uncle John, Ruthie and Winfield, Tom and the preacher. Noah stood on the ground, looking up at the neat load of them sitting on top of the truck (Steinbeck 113) This departure relates to the loading of animals into Noahs Ark in Genesis 715 where it is create verbally that the animals went into the ark in pairs. In the book, Steinbeck uses the truck to represent the ark while the family represents the animals going into the ark two by two. Although it is depicted in the Bible that the animals went in as couples, male and female, at that place were not enough female characters for Steinbeck to be able to have them get into the truck in couples. Steinbeck might have made Noahs name Noah for this procedure to tump over an allusion that this passage was to mirror the act of Noahs Ark. The second reference to Noahs Ark is revealed near the end of the novel. The rain began in gusty showersfor two geezerhood the cosmos drank the rain, until the earth was fullthe rain beat on steadilylevel fields became lakesstreams brokeand spread out over the country (Steinbeck 432-434). This passage illustrates the great rain that comes to California and floods the valleys and over the fields. It floods the tents and homes of the Okies and causes them to move elsewhere to find shelter from the rain... ...till-born baby. The image when Uncle John floats the dead baby drink down the flooded move is a reference to baby Moses when he is places into the Nile in a basket. Both babies were s ent off into the world with the same message in mind, to tell of the employ of the people, which for the Joads was the harsh living conditions and lack of food and home, while for the Israelites was the inhumane murder of their baby boys. Go down an tell em. Go down in the street an rot an tell em that way. Thats the way you can talk (Steinbeck 448).Steinbeck uses biblical allusions and references throughout his novel, from the very beginning to the climax and the end. The novel becomes a more meaningful and complex book with the use of these allusions and causes it to relate more and more with the Great Depression where many problems with authorities and social problems arose. scriptural References in Grapes of Wrath Essay -- essays research papersIn his novel Grapes of Wrath, John Steinbeck integrated many biblical references and values throughout the book. This provided a more intriguing and complex style of writing that he used to tell about the Dust Bowl of the early 1900s and the arduous journey the Joad family and many others took to reach California. The first biblical reference is revealed when the Joad family leaves for California. the rest swarmed up on top of the load, Connie and Rose of Sharon, Pa and Uncle John, Ruthie and Winfield, Tom and the preacher. Noah stood on the ground, looking up at the great load of them sitting on top of the truck (Steinbeck 113) This passage relates to the loading of animals into Noahs Ark in Genesis 715 where it is written that the animals went into the ark in pairs. In the book, Steinbeck uses the truck to represent the ark while the family represents the animals going into the ark two by two. Although it is depicted in the Bible that the animals went in as couples, male and female, there were not enough female characters for Steinbeck to be able to have them get into the truck in couples. Steinbeck might have made Noahs name Noah for this purpose to give an allusion that this passage was to mirro r the act of Noahs Ark. The second reference to Noahs Ark is revealed near the end of the novel. The rain began in gusty showersfor two days the earth drank the rain, until the earth was fullthe rain beat on steadilylevel fields became lakesstreams brokeand spread out over the country (Steinbeck 432-434). This passage illustrates the great rain that comes to California and floods the valleys and over the fields. It floods the tents and homes of the Okies and causes them to move elsewhere to find shelter from the rain... ...till-born baby. The image when Uncle John floats the dead baby down the flooded steam is a reference to baby Moses when he is places into the Nile in a basket. Both babies were sent off into the world with the same message in mind, to tell of the plight of the people, which for the Joads was the harsh living conditions and lack of food and home, while for the Israelites was the inhumane murder of their baby boys. Go down an tell em. Go down in the street an rot a n tell em that way. Thats the way you can talk (Steinbeck 448).Steinbeck uses biblical allusions and references throughout his novel, from the very beginning to the climax and the end. The novel becomes a more meaningful and complex book with the use of these allusions and causes it to relate more and more with the Great Depression where many problems with authorities and social problems arose.

Transition of the Bulgarian Economy: 1990-1997 :: Essays Papers

Transition of the Bulgarian Economy 1990-1997The immense political and economic changes in Central and Eastern Europe be possessed of created a variety of unique transition economies. Each country controlling its own development without fully understanding the implications of the monetary and fiscal macroeconomic policies it yields. Bulgaria in particular has had mixed results. A 1992 OECD Economic Assessment of Bulgaria described shock therapeitic reform programs that included the abolition of central planning, the liberalization of most prices, and opening much markets to foreign trade. While the survey concluded that much has been achieved in extremely difficult circumstances, by 1997, economic stability had not been realized. Since 1989, several governments have presided, the banking organisation has virtually collapsed, GDP has significantly declined along with the lev, inflation is rampant, and economic policies fail to generate confidence. However, Bulgarias economic perfor mance is decidedly middle of the road when compared to opposite transitioning economies. Declines in output and average real income are much greater and unemployment and inflation much higher than the Visegrad group and Baltic Republics though often fail than Ukraine, Belarus, and the Russian Republics. Many of Bulgarias current economic problems can be traced to economic conditions at the start of its transition. Heavy reliance on CMEA markets devastated the country , much so than any other country. Compared to GDP, over 60% of its imports and exports were orientated to the CMEA market. COMECONs collapsed devastated Bulgaria, causing large initial declines in GDP and increases in unemployment. This event necessitated the hump restructuring of the modes of production. The complete upheaval of the Bulgarian economy forced a suspension of payments to foreign debts making it practically impossible to attract foreign/western coronation to restructure the economy. Current economic i nstability is due to the lack of decisive economic policy from the seven successive governments following the fall of Todor Zhivkiv the former communistic Party leader in 1989. While each succeeding government has remained committed to economic transition, their policies have lacked cohesion over important controversies such as privatization, subsidies, co-operation with IFIs, and foreign investment. The result of the different policies have resulted in much change but little progress with measures dealing with soft budget enterprises and banks, privitisation of state assets, and liking of foreign investment. Ripples from the discontinuity of Bulgarian economic policy are evident in the rapidly accumulating domestic debt, payment arrears, and the continual refinancing of inefficiently run commercial banks.

Essay --

I.- Lvi-Strauss La Pense Sauvage, scientific explanation is substitution of the much intelligible complexity for the less intelligible- The Enlightenment viewed human genius as all the same, regularly defined, did not account for the variability of all of man through history- Culture arose from the radical that man is inseparable from his environment- There must be balance between universal and local (culturally determined), not dualistic like the Balinese in their dissociated trancesII.- Stratigraphic conception of human factors, wherein man is unruffled of layers of different factors of humanity- Anthropologists began search for consensus gentium (consensus of all mankind)- For universal/particular dualism to stand, universal aspects must be substantial, grounded in scientific processes, defensible Geertz thinks gentium approach fails- No frequentizations neverthelesst joint be made of man, except that- Parsons & others said that cultural universals atomic number 18 huma n responses to realities all humans face- Common human action is much more meaningful than simple response to needIII.- Universals are accepted to avoid relativism and historicism, but the specific can teach a lot about the general- Culture is not complexes of concrete behavior patterns, but a set of control mechanisms to govern behavior- Man depends on such control mechanisms, and they are not genetic- Humans use social symbols and ideas to create meaning- Culture did not suddenly appear, it evolved with humanity genetics were not enough so men were guided by and completed through the creation of culture- Humans have a great capacity to learn, but there is likewise much to be learned culture helps us to learn that which we need to knowIV.- Enlightenment thinking... ...p in a limitless ocean. Yet what is any ocean, but a multitude of drops? So in the end, what does it matter that we are human? Maybe, as a Christians and humans, we must start viewing others as humans. We are so qui ck to apologize for what the church did to other humans in the crusades, or to humans before blacks were free. When we own up to our own humanness and stop the idea that we are the judge of who is human, maybe we will apologize to the gays, lesbians, bisexuals, pot smokers, democrats, republicans, and independents alike for what people have d one(a) to them in the name of the church. Against all odds, we are told that one man will never provoke a difference. I think the beauty of humanity is that its true. One man will never, ever make a difference by himself. But humanity as a whole, working together as one human race? That may entirely shake things up a bit.

Essay --

I.- Lvi-Strauss La Pense Sauvage, scientific explanation is substitution of the more intelligible complexity for the slight intelligible- The Enlightenment viewed human nature as all the same, regularly defined, did not account for the variability of all of man through history- goal arose from the idea that man is inseparable from his surroundings- There must be balance between universal and local (culturally determined), not dualistic like the Balinese in their dissociated trancesII.- Stratigraphic conception of human factors, wherein man is composed of layers of different factors of generosity- Anthropologists began search for consensus gentium (consensus of all mankind)- For universal/particular dualism to stand, universal aspects must be substantial, grounded in scientific processes, defensible Geertz thinks gentium approach fails- No generalizations can be made of man, except that- Parsons & others said that cultural universals are human responses to realities all humans fa ce- unwashed human action is much more meaningful than simple response to needIII.- Universals are accepted to avoid relativism and historicism, but the specific can determine a lot about the general- Culture is not complexes of concrete behavior patterns, but a set of control mechanisms to govern behavior- homosexual depends on such control mechanisms, and they are not genetic- Humans use social symbols and ideas to create meaning- Culture did not suddenly appear, it evolved with humanity genetics were not enough so men were guided by and completed through the creation of culture- Humans have a bang-up capacity to learn, but there is also much to be learned culture helps us to learn that which we need to knowIV.- Enlightenment thinking... ...p in a limitless ocean. Yet what is any ocean, but a multitude of drops? So in the end, what does it matter that we are human? Maybe, as a Christians and humans, we must scraping viewing others as humans. We are so quick to apologize for what the church did to other humans in the crusades, or to humans before blacks were free. When we own up to our own humanness and stop the idea that we are the judge of who is human, maybe we will apologize to the gays, lesbians, bisexuals, pot smokers, democrats, republicans, and independents alike for what people have d matchless to them in the name of the church. Against all odds, we are told that one man will never make a difference. I think the beauty of humanity is that its true. virtuoso man will never, ever make a difference by himself. But humanity as a whole, working together as one human race? That may just shake things up a bit.

What Made Non Violence Work

Gandhi and Mandela What Made Non-Violence Work? Background Essay The history of violence in the world is well documented. However it is also possible to use non-violence to sour about tilt. This DBQ will look at two countries where a non-violent movement was successful. Historic Context India and siemens Africa were two important nations on two contrastive continents. But although they looked strong on the outside, each one suffered from a disease that threatened the health of the whole. For India, the disease was colonization. For southernmost Africa, it was racial segregation. Three ConditionsIn each of these nations ternion conditions help explain why non-violence worked. The first condition was that both of them had been colonies of England. And like England both countries thought law was very powerful more powerful as yet than organization withdrawicials. The second condition was the heraldic bearing of violence. Without the possibility of a violent revolution, the go vernment might not have been willing to change. The third condition was the movement of a leader Mohandas Gandhi in India and Nelson Mandela South Africa. Each of these men was so charismatic he could lead his followers to a non-violent victory.Both of them gave their lives to the cause. Gandhi was shot by an assassinator while Mandela spent nigh twenty-seven years of his life in prison. These are their stories. Mohandas Gandhi An eye-for-an-eye only makes the whole world blind Mohandas Gandhi was born in 1869, in Porbandar, India. His father taught his son respect for only religions. His mother taught him that all living things are holy. Following custom, Gandhi married at age 13 his wife, Kasturbai, was even younger. At age 19 he went to London to study law, and at age 22 Gandhi completed his studies.He now felt more than ever that the English, who had ruled India for almost two centuries, were law-abiding and fair. Hopes high, he sailed for home. Gandhi tried to set up a la w practice in India but was so shy he failed miserably. When mortal suggested he try his luck in South Africa, he jumped at the offer. But no sooner had he arrived there than he was thrown off a train, just for being a colored man holding a first class ticket Even for a shy man, it was as well great an insult. When he fought back he was sent to jail. It was there he became a leader, bringing about important changes for South Africas Indian community.When Gandhi returned to India, he was paraded around like a hero because of his South African victories. But everywhere he looked he was horrified by the poverty he saw. He saw, too, that to be successful in the world the English had built. Indians had to imitate their rulers their clothes, their manners, and their standards of beauty. Gandhi refused Gandhi wanted people to live free of all kinds of snobbery, even the ones imposed by Indias ancient caste system. The first thing he did was to build a different kind of community where he could model this classless club.He dressed in the clothes a poor man would wear and did chores an untouchable people so low they are below caste would do. Most Indians thought he was absurd. But slow his strange ideas were accepted until Gandhi came to be known as Mahatma or Great Soul. Gandhi saw that Indias self-respect was tied to independence. But England was a giant with colonies all around the globe. And Indian politicians had worked for independence for at least half a century. How much harder would it be for the gentle Gandhi? Yet in the end Gandhi succeeded. The question is how?Nelson Mandela stack must learn to hate, and if they can learn to hate, they can also be taught to love. Rolihlahla Mandela was born in 1918 in a tiny village in South Africa. He was still a baby when his father, a tribal chief, was dethroned for disrespecting an English judge. At age seven he was sent to a boarding take aim where he learned to live under apartheid, a Dutch South African word meaning racial apartness. There he was given the take a leak Nelson because his African name, which could sometimes be translated as Troublemaker, wasnt European.This was the first time, though not the last, that Mandela felt disrespected for his down(p)ness. In the 1930s it was rare for a black South African to attend college. But Mandela not only attended, he graduated, got a degree from law school, and set up a practice in Johannesburg which he applyd could support his small family. Yet apartheid was always a humiliation to him. When the Afrikaner, or Dutch South African, Nationalists came to power in the 1948 election, the segregation habits of the past three degree Celsius years became law. Hoping for a brighter future, Mandela joined the African National Congress (ANC) and became its first Youth Leader.In the 1960s, many of the colonial nations of Africa were gaining independence. The ANC was encouraged and campaigned for democracy in South Africa. They were voiced camp aigns at first, but as the government became more hostile, so did ANC protests. In November 1961, a military branch of the party was organized with Mandela as its head. It authorized the curb use of arms and sabotage against the government, which got the governments attentionand its anger Mandela went into hiding in 1964, he was captured, tried, and sentenced to life imprisonment. It was a sad day for black South Africa.As days stretched to months, months to years, and years to decade, Mandela lived most of them at brutal Robben Island Prison. There his guards did their best to break his spirit with isolation and abuse. Remarkably he kept his hope and dignity alive. Then, twenty-six and half long years after his imprisonment began, he was released. Again, Mandela could tackle the job of dismantling apartheid. He hoped, like the Afrikaner government that freed him that he could keep South Africa from erupting into civil war. The Question Gandhi and Mandela were sitting on powder keg s built on hate and injustice.The people in each society knew the powder kegs existed. More importantly their governments knew they existed. Yet both men were able to bring about non-violent change. Gandhi brought independence to India and Mandela brought democracy to South Africa. So how did they do it? The presence of violence, the respect for law, the leadership of a charismatic individualthese 3 ingredients were important, but not the whole story. Now examine the documents that follow, looking for further ways that non-violent change was achieved in India and South Africa. Again the question Gandhi and Mandela What made non-violence work?

Power, Politics And Glory Essay

If protest art is shown only in galleries or museums, is it reaching a wide enough earreach to be effective?Protest art is a way for activists to promote their causes by using creativity in how they delivery their message. If they will only be displayed in museums or galleries, then it will only reach a limited audience. In any kind or form of promoting a societal message, it is important to reach as many people as possible. Without a wide reach, the protest art would not be very effective. However, if the target audience were limited to those who are frequent visitors to museums and galleries, then, limiting the display to these locations would serve the purpose.With protest art, the artist often has a clear political message to deliver, presents it in a persuasive way, and hopes to cause change. Is that different from propaganda?Propaganda takes many forms and uses different mediums to deliver its message in order to persuade or influence changes. Protest art as a form of propag anda uses symbols and pictures to drive the message across. By being creative, more people will take notice of what the issue is all about.Can propaganda be art?Art can take any form. Similarly, a movement can also use art to promote or influence opinions and behavior. In that sense, propaganda can use cartoons, satires, paintings, banners, or other art mediums to convey the message.Look at the image of President shrub. This photograph was taken in May of 2003. Do you think this image was represent in any way? What are your thoughts in the way of the function of this image? Could it be called propaganda?The image is obviously staged to relate a message. Since propaganda could be positive or negative, then there are two ways to interpret this image. On the positive side, the thumbs-up and the mission-accomplished banner could correspond that the government has successfully upheld justice in Iraq by driving away extremists led by Saddam Hussein. On the other hand, the picture could mean that Bush was gloating over the invasion of Iraq and how it would mean to his image as world leader.

Political Climate of the 1980s Essay

The period arraying from 1980 to 1991 was a dawn for the newly implemented internationalist challenges and changes as sponsored by the government of the United States of America. This period was rule by the immense influence of the Reagan administration. In 1980, Ronald Regan was elected into the presidential post, serving eight years as the president of the United States of America. In addition, this period too determined and strengthened the hegemonic leadership of the American government as the Soviet Union fell towards the stamp out of 1980s, hence declaring the Cold War over.At the start of this period, Reagan implemented economic policies that revolutionized and saved the declining parsimoniousness of the United States. This set of economic reforms became well-known as Reaganomics. This was comprised of new and aggressive fiscal policies that were meant to decrease the inflation in the American economy, and at the same time steps were taken to further establish the Ameri can economy as the strongest in the international arena.The brief bridgework of 1981 to 1986, certain fiscal policies have been implemented in order to keep the economic policies abreast with international changes and to save the American economy from further inflation. In 1981, the Economic Recovery Act was implemented. This was the first Fiscal Policy that was enacted and which had three components all related towards the imposition of tax cuts. In 1982, corporate taxes were imposed. And at the halt of 1986, the American economy has undergone three phases, all of which were dominated by changes in the fiscal and monetary policies and expansion.In effect, deficit rate decreased significantly as compared to the economic status experienced during the previous administrations (Looney 1995). In the field of politics, certain changes have also been made. In 1982 and 1985, the involvement of the American government in international struggles became rather pronounced. The Reagan adminis tration opposed the retreat of the American forces during the height of the Vietnam War, and as such, he worked towards the eradication of communist ideas during his presidential term.As such, the Reagan administration took part in defeating the communist forces that were rampant during the period. The American government took active involvement in the military struggles in Cambodia and in the Philippines. In line with this, during the Reagan era, the tensed confrontation brought by the Cold War finally ended. The 40 years of hostility was broken down at the fall of the Soviet Union towards the end of 1980s (Hodges 2000). The division of the Soviet bloc and the end of the Cold War spelled out significant changes to the international order.The Soviet Union, which was the main competitor of the United States in terms of politics, economy and military strength, posted challenge for world leadership for the United States. Hence, at the fall of the Soviet bloc, the post was left for the American government alone. Thus, at the end of the Cold War, the United States government was prompted to make certain actions that strengthened their influence in other smaller countries. Communist insurgents were greatly weakened during this period, and as such, capitalistic motives were pushed forward.Towards the end of this era, more economic policies were implemented that were geared towards globalization and liberalization. With the immense influence and power that the American government posted, most of the countries developed and developing countries followed the adapt after America. Thus, this period was largely highlighted by the increasing influence of the United States of America towards the establishment of a globalized community which is still prevailing during this generation.

Ctlls Unit 3 Principles and Practice of Assessment

Unit Three Principles and practice of appraisal Methodology Firstly we had input during classes from our tutor on the categories of concepts and principles of evaluatements, how to use opposite types of sagaciousnesss and some of the strengths and weaknesses of these systems, the role of feedback and questioning in the perspicacity of checkering and the unlike types of assessment records and their uses.Next we singlely researched these topics, to do this firstly I use discussions with my mentor, ceremonys of participators sessions, discussions with my peers and evaluation and reflection of my own statement sessions. My secondary research consisted of academic books, internet sources, as identified in the bibliography. I chose this approach because it gave me the widest array of resources, varying reading and views on the subjects.I could then collate the primary and secondary research to drop a line my precis and form my opinions on the research I had undertaken. The foc us of my research was on concepts and principles of assessment, the different types of assessments and how to use these, the different assessment methods available along with their strengths and weaknesses especially peer and ego assessment, what is feedback and how to make it impelling and recapitulationing and recording bookman progress and bring home the baconment.This precis volition then enable me to better evaluate my own practice and succor me to ensure I undertake the assessment process more effectively in the future. Precis Assessment is to the highest degree several things at once It is around reporting on students achievements and about teaching them better through expressing to them more clearly the goals or our curricula. It is about measuring student breeding it is about diagnosing misunderstandings in order to benefactor students to learn more effectively.It concerns the quality of the teaching as well as the quality of the learning. Ramsden (2003). Assess ment is a regular process that enables both tutors and learners to assess the progress of a learner and make judgements about the learning. These judgements then guide the tutor and learner towards the int eradicateed learning outcomes, goals that ar to be achieved and whatever improvements required to obtain the coveted qualification. Good practice is to reflect and evaluate subsequently each assessment as this will discover you the opportunity to improve in the future.The programme platform or qualification handbook is the starting point when preparedness assessments. These will state how the subject should be assessed, and will give knowledge and guidance in the form of an assessment strategy. Petty (2009). If the subject you be teaching is with an official awarding remains, they may also ache some requirements with regards to assessments that a tutor should be familiar with. When planning assessments you should ensure they are valid, authentic, current, sufficient and reliable (VACSR).This discount be do by asking yourself what, when, w present, why, who and how questions for example, does it assess what is in the syllabus? guess that assessments should never discriminate or exclude each learners and should always allow equality of opportunity. There are deuce forms of assessment Assessment of schooling this is essentially what the learner has learnt at the moment. It measures knowledge retention and uses grading and/or marks. This is summative assessment. Assessment for Learning (AFL) this determines learners goals/targets to build a program or course.This type of assessment focus more on the gaps in learners knowledge quite a than teaching the whole subject and about finding faults and fixing them (monitoring improvement). This is moldable assessment. These two forms of assessment are both get hold ofed by individual learners and society however I think that AFL is a more valuable pawn for the individual learner as it is much m ore centred on where a learner is in their learning, where they need to go, what is the best way to get in that location and allows while to achieve their full potential (learner foc utilize).The Assessment reform group (1999), list AFL having and learning * AFL should focus on how students learn * AFL should be recognised as authorized to classroom practice * AFL should be regarded as a key professional skill for instructors * AFL should be sensitive and constructive because any assessment has an emotional match * AFL should take account of the importance of learner motivation * AFL should promote commitment to learning goals and a shared understanding f the criteria by which they are assessed * Learners should encounter constructive guidance about how to improve * AFL develops learners capacity for self-assessment so that they can become reflective and self-managing * AFL should recognise the full range of achievements of all learners.These principles mean providing effecti ve feedback that enables learners to improve and plan the next steps adjusting our teaching to take account of the results of assessments, including focusing on the whole person their feelings, skills and barriers recognising the influences of assessment on motivation and self esteem of learners as well as learners taking right for their own learning which in turn can help with knowledge retention and the need for learners to be able to assess themselves and understand fully how to improve through peer and self assessment and reflection.This helps with the next steps involve for further learning. AFL is a particular view of learning that believes all learners can improve and achieve their full potential, that ability is incremental not fixed. Within these forms of assessment there are different types of assessments that are use at different points throughout a learners learning journey and these different assessments may be formal or informal. conventional assessments are usually based on the results of standardised tests or some other exams that are done under controlled conditions, the criteria is often set by the awarding body or organisation and the results can contribute to the final exam grade. Informal assessments are methods of measuring a learners performance by casually reflection their behaviour or using other informal assessment methods, they check ongoing progress and the criteria are often decided by the tutor. The main types of assessments are diagnostic/initial, constructive and summative and ipsative.Within my experience at the training centre of the YMCA and within most HE organisations the first assessment that learners would come crosswise is Diagnostic/Initial assessment. Initial assessment occurs introductory or at the start of a course. It is used to find a starting point for learning, reservation the development of a learning plan possible. During initial assessment you can start to build up a picture of an individuals skills, ac hievements, interests, old learning experiences and goals, and the learning needs associated with these goals. Skills for life improvement programme (2008).Diagnostic assessment also occurs at the beginning of a course and then when needed throughout. It is used to assess more specific skills like a skills check would and to identify learning strengths and needs. Diagnostic assessment also helps to determine learning targets and entrance teaching and learning strategies to achieve them. Skills for life improvement programme (2008). These two assessments types are often done at the same time and are intimately linked, together they help the tutor and learner build a clear picture of the individual to face-to-faceise the learning and develop an ILP.When under taking these two assessment types a range of methods should be used to ensure the learner is able to show their strengths and weaknesses adequately. Use assessment methods that are relevant to the individuals interests (voc ational field of study or life interests), select a blend of methods to suit them and their circumstances and try to gather information from other areas, for example, observe the learner on a start up placement if possible.There are many assessment methods that can be used during initial and diagnostic assessment, here are a few memorial forms these can give you the basic information about an individual, however, they may not put all relevant information on this form such as any learning difficulties or cultural needs. APL this can mean there would be no need for the learner to duplicate hunt done previously but the criteria may not be the same and you would need to check currency of the work.Interviews these allow tutor and learner to get to know each other and discuss any issues in more depth whilst modify the tutor to see how much a learner knows. The disadvantage with this method may be that the planning has not been done carefully or thoroughly to ensure the consisten cy of questions betwixt learners and some learners may not react well in this circumstance. Observations this gives a broader picture of the learner and how they perform in a range of contexts giving insights into their strengths, team work etc.Disadvantages with this method are time constraints and if a learner feels nervous of cosmos observed you may not get a true picture of their abilities. Online assessments/tests results are generated instantly, easily blended with other methods and can take place at a time to suit all parties. However, clear targets need to be set, may be technical problems and what is actually being assessed. Is the learner computer literate? At the YMCA I devised a short general computer knowledge diagnostic assessment worksheet for my learners. This worksheet consisted f naming different parts of a computer along with penning a brief description of what each listed software could be used for. I used this after an initial assessment informal discussion with individual learners to ascertain their level of computer knowledge as well as a basic writing assessment. The diagnostic worksheet then allowed me to assess their knowledge further so that I could devise ILPs with each learner to cover any gaps in their knowledge, help them to achieve agreed goals and to offer further support to those learners that required help with writing skills.The next assessment type that may be used is pliant assessment. This type of assessment is ongoing during learning and is used to recognize the student how the learning is croaking as well as telling the teacher about the success of the teaching. Reece & Walker (2007). Formative assessments are used to erect learning therefore the goal of formative assessment is to improve. William and Black believe that what a learner is taught is reflected in what they are assessed.Formative assessment can be characterised as Assessment for learning. This type of assessment can produce non-threatening results as they are scored but not always graded, direct and immediate feedback, structured information as tutors can see success and plan improvements and learners can see progress as well as experience success and they produce ways to improve by allowing the tutor to revisit areas that need further development and allowing learners to induct redundant support or time on areas they performed less well on.As this type of assessment is ongoing many methods are used. In my subject area of ICT within the YMCA the courses are not accredited so there is no awarding bodys criteria to adhere to. As ICT is a very hand on subject I use observations often in formative assessments. Gravells (2009) suggests that the advantages to observations are enables skills to be seen in action, learners can make a mistake enabling them to realise what they hold done wrong, can assess several aspects of a qualification at the same time (holistic). According to Reece & Walker (2007) there are four types of dire ct observation assessments, global impression style and describe what you see, this method has no structure and lacks reliability. Semi-structured a number of open questions relevant to the tasks, answers to the questions are written either during, or after observation. Rating schedules tutor rates a performance on say a five point scale, personal interpretation of scale can cause unreliability and finally Checklists mark whether a specific feature of the task was or was not carried out.My observations are primarily informal and consist of watching what the learner is doing and asking questions about why they have done something a certain way etc. When I have done a formal observation I have used the checklist formative assessment as I agree with Reece & Walker that this type of observation is less open to personal interpretation, the criteria is clearly set out and if being used by the learners as peer or self assessment they have a clear understanding of what is required and what is to be achieved.Other methods I have used in both teaching at the YMCA and South Cheshire College have been questioning (both direct and indirect oral), multiple choice as these can test a variety of levels in blooms taxonomy from knowledge, understanding and higher, discussions these allow freedom of views and learning from peers, presentations assess skills, knowledge and can help with confidence but if a group presentation some learners may do more work than others so it is important to assess individual contributions, assignments and projects these help to ensure that the knowledge has been understood and retained, tutorials used to discuss progress and address any issues, tests assesses skills and knowledge, however, some learners do not perform well in test conditions and may need additional support to overcome this or if possible an alternative assessment method, traffic lights used as a visual means to show understanding. During the courses at the YMCA in the n ext academic year I intend to introduce an informal mid-unit assessment. This will allow time to review, reflect and revisit any areas of weak understanding or areas that learners have struggled with. If assessments are left till the end of the course there is no way to revisit these unlearnt areas.I am aware of online assessments but as of yet have not used these, mainly because the courses at the college that I have been teaching on do not use them and at the YMCA there is not reliable facilities for online assessment/testing. I do intend to look further into this aspect of assessment once the new premises at the YMCA are finished and I think that the learners would benefit from online assessments as these can assess both cognitive and practical abilities. However this method of assessment needs to be monitored carefully to ensure who is actually taking the test/assessment, is the software or hardware up to date and that extensive objective testing is not done as this can result i n learners guessing the answers. Summative assessment is on completion of learning.This may be at the end of a course or programme or may be at the end of a unit or topic. It is mainly used to see if the learner has learnt the material and is capable of going onto further learning. Brown (2001) suggests the adjudicate of summative assessment is to give a license to proceed to the next stage of graduation (certification). Reece & Walker suggest that summative assessment is to satisfy the needs of society. Both of these quotes affect that this type of assessment is about grades and is to show that the learner has the knowledge and at what level (pass, merit, distinction) to continue or not (failed). These grades do not always tell the learner why they achieved a certain level or why they failed.Summative assessment can be characterised as Assessment of learning. Many of the methods used for summative assessment are the same as formative assessment but often done in a formal settin g rather than an informal setting. During my teaching at the YMCA I have used the following methods for summative assessments Individual presentation knowledge, skills, creativity, performance, design and communication, exam demonstrating knowledge and understanding, performing procedures and demonstrating techniques, Portfolio managing and exploitation self, oral exam and observations for learners with reading and writing difficulties. Ipsative assessment can be used as a form of self assessment.It is assessing present performance against the prior performance of the person being assessed. They do not always relate to any external criteria or make compares to the performance of other learners. My teaching at the YMCA I have used this type of assessment mainly during feedback sessions, where learners and I will discuss previous work and present work, what has improved and what could still be improved upon. other way to implement ipsative assessment is to encourage learners to assess their own work, to select the best pieces for their records of achievements folders and to identify areas for improvement. This can then be keep with self-evaluation of progress during sessions/lessons and on specific tasks.There are many more methods to use during assessments each with its own advantages and disadvantages, such as Accreditation of prior learning (APL), buzz groups, case studies, discussions, e-assessments, homework, journals, professional discussion, projects, puzzles and quizzes, reports and dissertations, role play, tutorials, tests, etc. The main disadvantage to any assessment method is that many learners and tutors may not be use to them as some of them may be new and innovative or there may be a lack of technology available. By ensuring tutors are up to date with assessment methods and a variety of methods are used learners will benefit by being able to fairly show their strengths and weaknesses in a range of circumstances, therefore, it is best prac tice to use a blend of methods to get the best and most reliable results for your learners.Two other types of assessments I would like to wonder further in this melodic theme are Self and peer assessment. These are often combined or tip overed together and have many potential advantages in common. mates assessment can help self assessment. By judging the work of others, learners gain insight into their own performance. Peer and self assessment help students develop the ability to make judgements, a necessary skill for study and professional life. Brown, Rust & Gibbs (1994). Black & Wiliams research Inside the black corner concludes that self assessment is an essential component of formative assessment if it is to be used to improve student learning.I agree with the findings of this research in that self assessment is a skill that should be encouraged and developed as it can have a positive effect on learners performance and motivation. Peer and self assessments are used to enh ance learning by increasing learner involvement in the learning process, increasing social interactions and trust in others, facilitation of individual feedback and to help focus learners on the process rather than the product. For both peer and self assessment to be successful Black states that criteria must be understood by students. students must be taught to collaborate in peer assessment for this helps develop objectivity for self-assessment.. students should be taught to assess their progress as they proceed keeping the aims and criteria in reason. This means that tutors should plan lessons that will teach learners to collaboration skills and make it visible as a part of the classroom, criteria could be provided by the tutor or devised by the learners and could also include a mark scheme, making these judgements about another persons work can illuminate a learners own understanding of the subject. During teaching at the YMCA I used self and peer assessments in group projects . I gave the project a final mark but used these assessment methods to give individuals within the group marks. To do this I got the learners to peer assess each other and based my individual marks upon these peer assessments. However, I was aware that there could be problems with this method such as some learners being too generous with marks or too low with marks. To overcome these problems I checked the marking to ensure consistency throughout the group and set out clear mark schemes. Another method of self assessment I use is learning loops Petty (2009).This is where at the beginning of the next piece of work the learner will write a target from the last piece of work and then work towards that target, then I will mark this work with that target in mind and comment as to whether the target was met or if any improvement was shown. This method was effectual with my learners in getting them to reflect upon their own work and take responsibility for their own learning as well as he lping with their motivation. I have also used an adaptation of the feedback sandwich, called the Peer assessment Hamburger (included in my portfolio). This assessment activity was give to the learners to assess each others work they first had to write about something positive about the piece of work then something to work on and how to work on it, then something positive again.This method was successful in my group of learners as getting them to receive any form of constructive feedback or advice is difficult, so by praising first they were more willing to listen and act upon the points for improvement. This method also helped the learners to gain skills in judging and evaluating work which in turn helped with self assessment/evaluation techniques. It is important to follow up on the improvement points at a afterward stage to ensure that an improvement has been made or to offer further assistance or teaching in that area if necessary. These areas for improvement were also remark in ILPs during tutorial sessions as decorations and Missions, medals are what has been done well this may be the work itself (product) or may be the effort and planning (process).Missions are information about what needs improving along with how to do this, they are not criticism but advice and help to oddment the gap between where learners are and their goals. I believe that peer and self assessment are two very important and useful methods of assessment as whatever a person discovers himself is what they really know. Shapiro (2003). A learner needs to know where they are in their learning, where they are going and how to get there, these two methods help learners to understand this and achieve much more. Feedback simply put is the passing of information to the student of their ability to perform a task Reece & Walker (2009).Although feedback is about giving the learner information on how they have performed it is much more than this, it is about progression, motivation, encoura gement, self-esteem and confidence, promoting communication, improving standards etc and is a two way process. During all the research I undertook for this part of my paper I found one thing in common throughout, that feedback is a very important and powerful tool in relation to achievement when done constructively and properly. The most powerful single moderator that enhances achievement is feedback Hattie (1999). Feedback can be formal or informal, it can be written, verbal or online, and it can be stipulation after an assessment or during a lesson or tutorial. Whichever form feedback takes it should be constructive, descriptive not judgemental, specific, fully understood and timely.Feedback is used often during formative assessment and Sadler (1989) suggests three elements of enhanced feedback are recognition of the desired goal, evidence about present position and some understanding of a way to close the gap between the two. This means the learner needs to have some understand ing or concept of the goal being aimed for, learners need to be shown the comparison with current level of performance with that of the goal and learners should be shown ways in which the gap between the goal and current level can be closed. It is important to prepare learners for feedback to help them gauge how well they are doing, to actively involve them in the assessment process and to help them to understand the feedback. To do this you should agree the purpose of the feedback prior to the assessment, state the type of feedback to be used, show learners how their work.Written feedback is important for giving positive encouragement and correcting errors but is more effective if this feedback is accompanied with colloquy where possible. This dialogue or discussion can improve learner involvement and ownership of the feedback and create a deeper understanding of what was done well and what can be done to close any gaps. Also Gravells (2009) states that you need to appreciate that how you write it may not be how they read it. It is easy to interpret words or phrases differently to what is intended. Therefore when using written feedback you need to use a level of language suitable for your learners, make it clear how the required outcomes were met and what to do next. utilise some form of feedback sandwich or hamburger is a good form for written feedback as this nestles the negative between two positives. This makes it more apparent to be listened to and acted upon, whereas starting with a negative can stop the learner from listening/reading anything further. Another form of written feedback is comment only marking, this provides learners with a focus for progression instead of a reward or punishment for their ego as marks can. Comments can be made in books, in a learning diary or journal for example. Learning journals are useful for tutors and learners to track the progression of these comments and see improvements.During feedback sessions there should be time for questions as these will help to open up the assessment process and eliminate ambiguity. Using questions to ask learners how they feel they have done prior to giving them your feedback allows them to consider their own achievements, gives them the opportunity to realise their own mistakes, or reflect on what they could do differently. Gravells (2009). Also learners may need time to reflect upon the feedback they have been given and then have questions to it later, time to discuss these questions at the earliest opportunity should be made. Another important point in the feedback process is timing.Feedback should be given as soon as possible whilst the task and goal are still fresh in both the tutor and learners minds. Peer feedback is another useful form of feedback. This enhances learners active engagement in learning, can increase the amount of feedback they receive and they can receive it quicker than a tutor can give sometimes, it uses higher level thinking skills as it requires explanation and justification. The process of reviewing someone elses work can help learners understand what is considered good work and increase their ability to achieve. Peer feedback should be monitored carefully as not all learners will be accustom to this and there may be some grinding amongst your learners.To help overcome this allow practice sessions on peer assessment and feedback, set clear assessment criteria, stress that all will gain as much from reviewing the work of their peers as from any feedback they receive, use tutor-selected groups to peer assess and feedback work, have multiple peers review work, reviewers should feedback immediately, orally preferably, and tutors should explain clearly the best feedback method of Medal and Mission as suggested by Black & Wiliam. As well as giving feedback on assessments you should review learners progress at regular intervals on a one-to-one basis. This will allow you to motivate learners, plan for future learning an d assessments, discuss any concerns, learners can ask questions, enhance learner involvement, update ILP, review your lessons and differentiate effectively, ensuring that the needs of your learners are met, and that they are being challenged to develop to their full potential. Gravells (2009).The review should be arranged at a suitable time for both the learner and tutor, be used to plan future assessments and targets with SMART objectives and you should ensure that all relevant records are available, etc. When doing any type of assessment, review or feedback there are records that need to be kept, this is important otherwise how would you know what your learners have achieved? Gravells (2009). Assessment records are used by tutors, your organisation, awarding body, regulatory authority, stakeholders and learners. Records can be electronic, paper or a mixture of both. The types of records I keep at the YMCA are ILPs, feedback sheets, tracking sheets, assessment forms, lesson plans , schemes of work, evaluations and review sheets.These records are kept in their original forms and used to help me plan future lessons and make any adaptations to existing courses if necessary, keep track of learners marks to be able to see any progression and if a learner loses work I have a record of when it was handed in, marked and what mark it got, what feedback they authoritative to help learners know what they did well and what needs further improvement and how to do this improvement also feedback sheets can be used by an IV or EV to check your judgements and assessments are fair, and to keep a record of learners progress, areas that need attention, learning difficulties etc if any, agreed goals and targets. Whatever method or type of record is used there is legislation that must be adhered to with regards to these records and the information held within them. These legislations are Data protection Act (1998) and Freedom of information act (2000). These acts cover how the i nformation about living eople is used and stored, and give learners the right to see any information held about them, so tutors need to be aware that anything they write about a learner they can see at any time. Records should be kept organised, up to date, confidential, legible, accurate, secure and only kept for as long as necessary. Once these records are no longer needed they should be destroyed in a secure manner such as double shredding and catch for paper based records, and hard drive cleaners to ensure computer based records are completely deleted. Assessment is a large part of the work teachers, tutors and trainers it is an ongoing process throughout a learners educational journey and can be the most difficult part of the teaching process. There is recognition here that assessment is more than an isolated judgement of a specific performance that is should be integrated into a system of reviewing, recording and reporting achievement which teacher and student are at the cent re of. Armitage et al (2007). Bibliography Books Armitage et al (2007), Teaching and training in post-compulsory education, 3rd Ed, Berkshire, Open University Press Gravells. A. (2009), Principles and practice of assessment in the lifelong learning sector, Exeter, Learning matters Ltd Hattie, J. (1999), Influences on student learning, University of Auckland, New Zealand Inaugural professional lecture paper Petty G (2009), Teaching today, 4th Ed, Cheltenham, Nelson Thornes Ltd Ramsden.P, (2003), Learning to teach in higher education, 2nd Ed, Routledge. Reece, I. & Walker, S. (2007), Teaching, training and learning a practical guide, 6th Ed revised, Tyne and Wear, Business Education Publishers ltd Shapiro, (2003), Case studies in constructivist classrooms and teaching, Lanham MD, bird-scarer press. Websites Assessment reform group (1999), available from http//nationalstrategies. standards. dcsf. gov. uk/secondary/assessment/assessmentforlearningafl accessed 06 July 2010 Brown, Rust & Gibbs, (1994), available from www. lgu. ac. uk/deliberations/ocsd-pubs/div-ass5. html accessed 04 July 2010 Department for education and skills, available from www. dfes. ov. uk accessed 04 July 2010 Excellence gateway, available from www. excellencegateway. org. uk accessed 04 July 2010 Petty. G, Feedback Medal and missions online Available from www. geoffpetty. com/feedback. html accessed 05 July 2010 Queens University Belfast, available from www. qub. ac. uk/directorates/AcademicStudentAffairs/CentreforEducationalDevelopment/Resources/Assessment accessed 06 July 2010 Sadler, (1989), available from www. leeds. ac. uk/educol/documents/00001862. htm accessed 03 July 2010 The Higher Education Academy, available from www. heacademy. ac. uk/ourwork/teachingandlearning/assessment accessed 06 July 2010

Biochemistry and Technology Essay

1. For the less(prenominal)on, I chose the topic of animal cloning for agricultural needs. 2. The sources I used are http//www.fda.gov/AnimalVeterinary/NewsEvents/FDAVeterinarianNewsletter/ucm106070.htm http//www.understandinganimalresearch.org.uk/how/areas-of-research/animal-cloning/3. Cloning has always been something of science fiction, the ability to make an make copy of an organism. Recently though, this sci-fi idea is more of reality than ever. Many spend a penny heard of Dolly the sheep, a perfect cl adept, but cloning has been done many an(prenominal) another(prenominal) times throughout the world. Rabbits, horses, mice and others have been clone before. Since cloning only takes one parent cell, the offspring is an exact genetic replica of the first. Now, cloning for agriculture was one of the first marketing thoughts on the subject. If a farmer were to have just one kempt pig that could end up being 100 healthy pigs, it would get rid of the problem of genetic problems w ith farm animals. A 100% success rate would help the farming business greatly.4. There are many positive aspects of cloning technology for the use of livestock trading. This technology would benefit all in the livestock circle. Imagine that every steak you came from the near-perfect cow. Each cow would have the genes of one perfect cow. This would give the consumer and producer less work of having to find the best of what they want.5. Many fear that cloning could be used for the wrong purposes, the briny being human testing. People fear that the testing of animals is just the first step to people. Another problem that people fear is that animals will start to less seem like animals and just soulless things.6. So Dolly was not the first clone, and she looked like any other sheep, so why did she cause so much excitement and concern, since she was the first mammal to be cloned from an adult cell, rather than an embryo. This was a major scientific achievement, but also raised ethical co ncerns.

Infancy

Psychosocial Stages of Development- Infancy and Toddlerhood There argon two stages of psychosocial stages of development that occur in Infancy and Toddlerhood. In this discussion I get show up be discussing them and the elements in each. In Infancy the two stages of psychosocial development are swan vs. mistrust, these two stages are very important for the mental development of a child. This stage lasts from birth to two years old. During this stage an sister learns the stages of trusting their worrygiver to take care of their needs.According to Erik Erikson, this stage in an infants development is a order correlation to the levels of trust they will have as adults (Newman & Newman, 2102). For example, as an infant cries for their caregiver to meet basic needs such as feeding, diaper changes, or if the infant simply needs love and attention they are information to develops a sense of trust in their caregiver and how quickly, or if all, their needs are being met.As a toddler , children are taught right from wrong and learn to trust their own perceptions. These are all important characteristics that will shape the child as they grow into adults. Eriksons psychosocial theory explains the toddlers self-identity and fear of sharpness (Newman & Newman, 2012). As a Toddler, the crisis that exists is that between autonomy and shame or guilt (Newman & Newman, 2012). This is very important because the toddler begins to find their own appearance separate from their parents coaching.They feel shame or guilt if something they do goes wrong or it does not turn out the way they thought. If they do something that they sense as bad and their caregiver does not encourage them to try again, the toddler may experience anger or resentment toward other people as they age. As a mental health counselor, my knowledge of the stages of infancy and toddlers will help me serve individuals, students and families more effectively. I believe that every adult is a direct refle ction of his or her childhood.The mental state of my clients is heavily determined by the way they grew up and the love and attention they received. To better understand this theory will give me a blueprint and research to ask questions regarding the relationship with their parents and their childhood experiences. If there is a family that is having problems communicating with each other, it will be a huge tool to use to give a synopsis of the causes of the lack of communication or other negative behaviors.Erik Eriksons, theory is a well thought out theory that all counselors can use to better understand the reasoning of their clients behavior. It will be a great theory to discuss with my clients to help them make a direct connection to their childhood experiences as well.References Newman, B. , & Newman, P. (2012). Development through life A psychosocial approach (11th ed. ) (L. Schreiber-Ganster, Ed. ). Belmont, CA Wadsworth, Cengage Learning. (Original work published 2009)

Imperialism and World War I Essay

Having ruled for 63 years, milksop Victoria was considered the longest reigning monarch in British history. She assumed position in the 20th of June 1837 and from hence on reigned until May 1st of 1876. This period, therefore, earned the name Victorian age. Queen Victoria headed not only the United Kingdom of Britain and Ireland. She also ruled the colonies of her colossal empire which including parts of Asia, Africa and North America.The British Empire was built up for three decades and in the third century, overwhelmd almost one-third of the countries in the world. Since Queen Victoria became the monarch of the empire at the time Britain was at its highest in terms of economic and imperial expansion, she intended to make her empire the exemplar to different domains.In her time, due to the economic forces brought about by the industrial revolution, there was a need for acquisition of more lands. The desire for the greater or the superlative economic advantage urged European po wers to extend their territories. More territories meant more power. Territories are sources of raw materials needed for the manufacture of products for export. They, too, are seen as potential markets and trade partners of the belief country. Having colonies overseas was very important that imperialism should be carried on.Imperialism involves the political, economical, and social domination of lands. European powers had several reasons for imperialism. send-off, they needed territories to gain political and economic power. Second, they needed sources of raw materials and markets. thither was the search for spices, sugar, rubber, tea and gold from different territories (The Norton Anthology of English Literature, 2008). Third, they felt the need for them to propagate Christianity to the world.Imperialism during Queen Victorias time was the new imperialism which was primarily operate by the Industrial Revolution which had the greatest economic influence at that time. This was par allel to the old imperialism that was driven by mercantilism.In 1900, the British Empire had territories extending to flipper continents. Their territories defy expanded and there was much competition among European countries. An example of this would be the competition for the acquisition of lands in Africa. This had caused rivalry among European countries like Britain and France which they have settled later on. Soon after, conflict arose in the northern part of Africa Germany was against Britain and France. Conflicts brought about by imperialism are said to have set the stage for the First World War.Considered the most destructive war in European history, World War I lasted for four years involving 32 countries worldwide. The war began in sniffy 1914 and was triggered by the assassination of the then Archduke of Austria, Francis Ferdinand. Causes of the war are said to be complex, interrelated, and are rooted deeply in history.Some of the apparent reasons of the war include mi litarism which involves the construction of a powerful military army nationalism which involves the strong devotion and loyalty to ones country capitalism which is motivated by profit and desire for economic power and imperialism which is the domination of lands to gain economic and political power. There are other reasons that up until now have not yet been determined. After the war, there were great financial losses and the number of fatalities was high. European countries began to weaken.ReferenceThe Norton Anthology of English Literature. The Victorian Age. 8. Retrieved March 27, 2009, from http//www.wwnorton.com/college/english/nael/victorian/welcome.htm

It’s a Dog’s Life

Is that him? It respectables alike him. I cower under the bed, and wait. Its nice under hither he cant get to me. Good, its only the paperboy-he likes me. I run to the door, and take the paper in my mouth, he waves at me through the glass, and I jump up at the door, and bark excitedly. He barks back playfully, and I identity card my tail. I wish I lived with him, a sweet, innocent little boy who would never lift a finger to hurt me.I smile and lay on the c archaic, tiled floor, he will be back soon. I do hope hes had a good day. I dont know if my frail old body could take much more of his harsh beatings.He used to be such a gentle, loving man, but ever since poor S whollyy and Marie died in a car accident, hes become inhumane and nasty. A day rarely goes by without me feeling the bottom of his shoe, and thats if Im lucky. Sometimes he goes for days without nourishment me, or hell grab me by the throat and yell in my ears, and when hes had a bad day, hell kick me and prank cruel ly.My battered body is racked with a trembling that I cannot stop as I strike him access. I can hear his rudimentarys rattling, I think Ill just keep out of his way for tonight. He turns the key in the lock, and kicks the door open. Seems like hes in a bad mood, Ill just stay under the bed. Hes coming in the bedroom now-his face is flushed. I know with a harsh recollection of his wrath, that in a minute hell beat me.Dog, get your miserable body everyplace here now, Ive got some food for you, he bellows at me. I struggle as I lift my scrawny carcass dour the ground, my poor old bones ache. I lower my headman and waddle over to his armchair. He pours beer over my head and hurls a can of dog food at me, it hits me on the leg and I yawp in pain. I collapse on the floor, then he walks over and kicks me in the ribs. I yelp, and hear a loud voice. Surprisingly, its not his voice. I painfully lift my head, and see a stranger standing(a) outside the window.Hey, Mister. You cant do tha t to a dog shouts the stranger, and pushes past the open door. He tries to run, but there is a struggle. He bangs his head on the wall and falls on the floor. The stranger walks up to me, and holds out his hands. Its gonna be all right little fella, Im freeing to take you somewhere, where a whole load of nice passel will look after you and find you a decent home, I promise.He strokes my weak head and I lick his salty palms. He handlefully lifts me into the back of his car, and drives me to a big kennel, full of another(prenominal) dogs and cats and animals that I have never seen in my life before.A tall man with a descriptor face walks over to me and smiles, not a snarl of a smile or an evil grin, like he used to flash me when he hit me, but a kind smile, straight from his heart. immediately I feel reassured, I know that now Im in good hands and things are going to get better.I stayed in that nice place that I soon named Doggie Heaven for six months until I was introduced to a kind English lady, with two little girls and boy who walked me every day. I liked them so I was allowed to stay with them for a whole week. The lady and the tall RSPCA man talked, and the next thing I knew, the gentle RSPCA man was waving goodbye to me.I would miss him as well as all the other kind people, but I knew that could live a happier life without him. My thoughts were broken by the sound of a kind, gentle voice, calling my new name. Come on, Kizzy, were having dinner now. It was Timmy, the little boy who would take care of me for the rest of my life.Timmy turned around to go back into the house, and I got a sudden warm feeling. I felt for the first time in a long while, that I had a home, and a family who in reality cared about me. I belonged.

Child Abuse and Neglect

This paper will discuss babe c exclusively and overtop and the lasting effects left on a chela. The main types of do by and overleap explained be ablaze crime, mental misapply, strong-arm detestation, familiar shout out, medical neglect, educational neglect, emotional neglect, and physiological neglect. Included argon some warning signs of these different types of misdirect and neglect and the legal renderings of each. It is of the essence(predicate) to get word that all of these forms of abomination and neglect atomic number 18 different and contain varying symptoms, signs, and effects.In addition, the paper discusses uggestions on how to mediate some of these forms of abomination and neglect, including better papering programs and better p bental education. With each different form of wickedness and neglect peasantren ar left with a multitude of problems and obstacles to face in the future. Throughout the paper and use of statistics, it is evident that youngster abuse and neglect is a much more than in effect(p) problem than nigh(prenominal) of the public is aw be.Child profane and Neglect A Review of the Literature Between 1,460 and 2,555 children die every year due to child abuse and neglect meaning that on average, between four-spot and seven children die daily. In a classroom of 20 children, 13 will gull been abused or neglected (Childhelp, 2013). These statistics should be shocking to allone. Child abuse and neglect is an extremely under bring upd problem in Ameri tolerate society.The federal definition of child abuse and neglect is any juvenile act or failure to act on the part of a kick upstairs or business organization appropriater that events in death, serious physical or emotional harm, intimate abuse, or exploitation or an act or failure to act that presents an imminent risk of serious harm (Gosselin, 2009, p. 93). Although this is the set definition, there whoremaster be different variations of t depending on specific state laws. Child abuse and neglect occur in many varying forms and do not eer appear in the same manner.Some types of abuse and neglect implicate emotional abuse, psychological abuse, physical abuse, sexual abuse, educational neglect, medical neglect, emotional neglect, and physical neglect. This paper will discuss the signs of these various forms of child abuse and neglect as well as support insight to the effects on children. Emotional vitiate Emotional and psychological abuse of children is one of the to the highest degree commonly overlooked forms of abuse (American Humane Association, 2013).This may be due to the circumstance that there is no physical abuse occurring for race to notice. Also, not as many people know that emotional and psychological child abuse is happening. One of the biggest problems with forms of emotional and psychological abuse it that it is almost impossible to detect while it is occurring. Often times, it is not noticed until much su bsequent in a childs life. Emotional abuse is something that most people have experienced in their lifetime, exactly not to an extreme extent.Some examples of emotional abuse include constant belittling, shaming, and humiliating a child, name alling, experience negative comparisons to new(prenominal)s, frequent yelling, threatening, or bullying, ignoring or rejecting a child as a punishment, and limited physical contact (hugs or kisses) (Smith, 2013). Parents elucidate their children in different ways and have varying methods of punishment, but to evermore belittle or threaten ones child is something much different. This type of abuse is a very sensitive one for children to experience because they a lot blame themselves and wonder why their parents are treating them this way.Emotional abuse can devolve to impairments in hildrens emotional training and their sense of well-being. Psychological Abuse Along with emotional abuse, psychological abuse can be Just as harmful. Psyc hological abuse is more of a game of power, where parents visit their children and spend a penny them believe, for example, that they are worthless. This leads to serious psychological problems and can cause many disorders such as anxiety, depression, withdrawal, or aggressive behavior (Gosselin, 2009, p. 96).To some parents, using the old saying, sticks and stones may break my bones but haggle can neer hurt me is ustification enough for this type of abuse. Most parents do not understand that their children are not able to handle ridicule and harassment as well as adults. To children, having their parents make comments to them can affect their psyche for the rest of their lives. In at least one study, near 80% of 21 year olds that were abused as children met criteria for at least one psychological disorder (Childhelp, 2013).Many parents who do abuse their children emotionally or psychologically believe that it is not abuse because they are making them stronger and preparing the m for eople who will be mean and hurtful to them in the future. However, these parents are leaving their children with damaged mental be restoredth and social development problems that can leave lifelong scars on their children. strong-arm Abuse Physical and sexual abuse of a child can leave these same psychological scars, but are besides accompanied by physical scars as well. It is estimated that more than 90% of Juvenile sexual abuse victims know their perpetrator in some way (Childhelp, 2013).Children are vulnerable to this type of abuse because they trust the people ho are supposed(p) to polish off care of them and look after them, making it extremely easy for their caretakers to take advantage of them. Physical abuse is generally defined as any non-accidental physical injury to the child and can include striking, stabbing, kicking, burning, or biting the child, or any action that results in a physical impairment or death of a child such as shaking or throwing (Gosselin, 200 9, p. 100). Regarding physical abuse, many parents declare their abuse and claim that it is a form of discipline for the child.These parents do not understand the difference etween discipline and abuse, which can often indicate that they were disciplined the same way. Some signs of physical abuse in children are frequent injuries or unexplained bruises, welts, or cuts injuries that have a pattern, such as a tap or hand shies out from touch seems afraid to go home flinches at sudden movements and a child who is always on alert for something bad to happen (Smith, 2013). Physical abuse can go unnoticed for long periods of time because children can cover up their scars or hide their injuries, but most of the time, it is bound to be discovered.intimate Abuse Sexual abuse, however, is not as noticeable as physical abuse. Sexual abuse can be defined as the employment, use, persuasion, inducement, enticement, or coercion of any child to get in, or assist any other person to engage in, a ny sexually explicit breeding or simulation of such manoeuver for the purpose of producing a visual deception of such conduct (Gosselin, 2009, p. 101). This type of abuse is not as much about venerate and intimacy, but more about power and control.Children who are sexually abused are often under the control of their attacker and have trouble finding way out of the abusive situation. Some signs to look for in children who are sexually abused are trouble walking or sitting displaying knowledge or interest in sexual acts inappropriate to his/her age, or even seductive behavior making strong efforts to avoid a specific person not wanting to change clothes in front of others or introduce in physical activities having an STD or being pregnant or a child inclinening away from home (Smith, 2013).Most children who are sexual abused are abused by someone they know and love and often times, they do not know that this type of buse is wrong. The abusers in the situation will brainwash the c hildren and make the abuse seem normal, or they will threaten the child into submission and make them keep the abuse a secret. Sexual abuse in children can lead to significant psychological and physical problems for them subsequently in life, and these children often suffer from guilt and shame throughout their life as a result of this abuse.Educational Neglect Cases of child neglect differ from cases of abuse, but only in their execution, not their outcome for the child. agree to the National Child Abuse and Neglect Data System of the approximately 899,000 children in the United States who were victims of abuse and neglect in 2005, 62. 8 percent (564,765 children) suffered from neglect alone, including medical neglect (American Humane Association, 2013). A fact that many people do not know it that educational neglect is one of the fastest development types of child neglect and is punishable by law.This neglect is not referring to parents who cannot get their children to go to sch ool because they run away or lies about going, this neglect is referring to the parents who do not make any effort to nroll their children in school or give them the mean to stay in school. This neglect can include permitted continuing truancy, failure to enroll or other truancy, and inattention to special education need (Gosselin, 2009, p. 98).One important typeface of this type ot neglect are the parents who tail to accept that their chil d nas an educational special need and should be placed in alternative classrooms or children who have learning disabilities. Education is important for children in their ingathering and development, and it is required by law that they must attend school until the age f 16 (public, private, homeschooled, or otherwise). Those parents who do not make education a part of their children lives are hurting them Just as much as if they were physically abusing or neglecting them.Education can predict the outcome of childrens lives. Medical Neglect oth er common form of neglect is medical neglect which can be characterized as failing to get out any special medical treatment or mental health care need by the child or the withholding of medical treatment or nutrition from disabled infants with life-threatening conditions (Gosselin, 2013, p. 99). This is a very serious form of eglect and is often seen in parents who do not take their children to the hospital or doctors when they are feeling ill or have broken bones.Some parents believe that time will heal wounds, or they believe that herbal medicines can cure diseases Just as well as other medicines. There are, however, cases of parents who do not take their children to receive medical attention because they are the ones who inflicted the torture on their children. That case would turn into a form of abuse and neglect and is often seen together. Concerning medical neglect, it is important to understand that hildren need to receive yearly check-ups by doctors to get immunizations a nd tests done to ensure that the child is healthy.Parents who refuse to, or think they do not have the means to take their children to the doctors, hospital or urgent care facility are at risk for possibly killing their own children. It is seen more often in medical neglect cases that parents who did not take their children to these facilities were afraid of going to Jail because they causes the injuries to the child. Emotional Neglect Others forms of neglect include emotional and physical neglect.Emotional neglect can be categorized under circumstances including depiction to chronic or extreme intimate partner violence, permitting drug or alcohol use, or having a delay in psychological care (Gosselin, 2009, p. 98). Emotional neglect to a child is one of the most painful aspects of neglect. When a parent ignores and terrorizes a child or does not want him or her anymore, they are neglecting the child and leaving him or her with emotional walls. It is not easy for children to unders tand why their parents are doing this, or what they did to deserve this type of punishment.If parents cannot provide their children with adequate care such as psychological help or counseling and instead are encouraging them to drink alcohol and smoke illegal substances, then these people should not be parents. Regarding emotional neglect, it is important to understand that not emotionally supporting children can make them unable to form proper relationships later in life. Physical Neglect In addition to emotional neglect, children face a great deal of physical neglect from their parents.Physical neglect accounts for the majority of cases of maltreatment Healy, 2013). contumely occurs when children injure themselves or are faced with severe malnutrition as a result of a parent or caretaker. Physical neglect involves the failure to provide adequate food, clothing, shelter, hygiene, protection, or supervision (Gosselin, 2009, p. 99). It can likewise include child abandonment, inadeq uate supervision, rejection of a child leading to expulsion from the home and tailure to adequately provide tor the childs satety and physical and emotional needs (Healy, 2013).Physical neglect is different from physical abuse because nstead of people inflicting pain on children, they are causing pain by ignoring them or not giving them everything they need to survive. These forms of neglect can harm children Just as much as the forms of abuse can, and all of them leave lasting scars. With physical neglect, parents often do not provide their children with their basic needs. Children not only need love and support, they also need food, clothing, and shelter. The main aspect lacking in child care regarding all of these forms of abuse and neglect are reporting programs and parental education.If there were more nhanced programs for people to report these forms of abuse and neglect, the statistics would most presumable decrease significantly. Children do not know how to report abuse or neglect can often Just keep quiet, and the people they do report to do not always know the reprobate measures to take. It is important to educate not only our children, teachers, and the general public, but also parents. If parents were more educated in how to care for a child, or what is acceptable and not acceptable to do, these forms of abuse and neglect would also decrease.Parents who debunk abuse or eglect on their children often claim that they did not know what they were doing was wrong and they did not think there was a problem with their forms of discipline. Everyone needs to be more educated on this topic and it is important to catch this abuse and neglect at the earliest stage possible to decrease the lasting effects on the child.Child Abuse and NeglectChild abuse is any act that endangers a childs physical or emotional health and development. Child abuse and neglect can take place anywhere. The child often knows the abuser well a parent, relative, babysitter, or friend of the family. Child abuse and neglect crosses all ethnic, racial, social, and economic lines This book talks and expresses the examinations of child neglect in families and its relevance to research, insurance policy and practice in the field of services to children and their families. The authors chose to explore this subject because child neglect is an over looked line of business of child welfare practice.Families neglect their children almost twice as frequently as they abuse their children. The four major types of maltreatment are physical abuse, neglect, sexual abuse and emotional abuse. Some states also desexualise substance abuse or abandonment by the caretaker as an element of abuse or neglect. Although any of the forms of child maltreatment may be found separately, they often occur in combination. The most recent statements and research indicate that 860,000 children were victims of abuse and neglect in the year 2006. The consequences of neglect to children are at lea st as serious as the consequences of abuse.Referring back to the article statement In 2003 1,200 children died of abuse and neglect. These fatalities were most often the result of neglect only. According to the article 685 of child fatalities due to maltreatment involved child neglect, as compared to 50% that involved. The reduce of those working in the field like Child Protective Services, affiliated agencies that can take full custody and etc. In addition because of lack of information and investigations children are maltreatment have been on abuse, due to neglected children and their families and even fatal.It is the intention of the authors to present a comp view of the current state regarding child neglect issues and to offer a rationale for directing focus to this overlooked and disregarded aspect of family relationships. It is time to refocus on these families, both to assist in ameliorate these families and given the relationship between neglect and poverty. Author Cynth ia Crosson-Tower, Ph. D My Thoughts I think child abuse is worst thing a child can experience because it scars them for life. Children should be protected and loved. Sadly, this is not lways the case, millions of children are abused every year thousands will die from the abuse. The various types of abuse and neglect are never ceasing, only growing. Just like in the article families are neglecting their children twice as much as the abuse. This very shocking and shameless. Many end up being abusers themselves, or try to kill the pain with drugs and alcohol. How many kids need to commit suicide before this country finally stands up and says enough. The number of children sexually abused physically abused neglected or murdered is astounding. I read couple of more articles about child abuse and online sexual predators.Whether it is physical or mental, abuse is wrong. Parents who abuse children should stop and take the time to get help because the child will suffer in the end. Many child ren in this ground die or become emotionally unstable because of abuse in the home. Only half of the victims report the abuse to authorities or family members. After all, who will stand up for those who cannot stand up for themselves? We should all report any case of child abuse that we witness this way we can be prudence lives. It is our responsibility to put an end to child abuse because child abuse is simply wrong, unethical, and should not be done.

Ratio Analysis Memo Essay

The liquidity, pelfability, and solvency dimensions reveal some interesting points about Kudler hunky-dory Foods financial position. The liquidity dimensions revealed that during 2002 and 2003, Kudler was having no trouble paying short-term debt. However, the current and acid-test (quick) ratios showed that during 2003 Kudler had an excess amount of coin that they were non investing properly. These ratios likewise showed that Kudler was collecting receivables and selling average inventory very quickly. The deriveability ratios revealed that during 2002 and 2003, Kudler was exploitation pluss efficiently and making a decent profit. The profit molding ratio showed that during 2002 Kudler made a profit of four cents per dollar, and during 2003 they made a profit of roughly six cents per dollar. In addition, the return on assets ratio (which is also a profitability ratio) showed that Kudler utilized their assets efficiently enough to turn a profit. The solvency ratio used, wh ich was the debt to correspond assets ratio, showed that during 2002 and 2003 Kudler only had around a quarter of their assets financed in debt. All of these ratios show that Kudler was a fairly intemperate order financiall(a)y during 2002 and 2003. When trying to figure out how successful Kudler Fine Foods is, it is critical to review all financial statements. By using the horizontal and vertical analysis and the determining ratio calculations the profitability, liquidity, and solvency are figured. A specific ratio analysis may intrigue a particular customer. Lenders or suppliers would be implicated in the liquidity ratio because the troupes likelihood to pay off short-term debt is obvious.The profit of the caller-up determines the potential impending success and would be important to creditors and investors. The solvency ratios show if the company will underwrite to grow and stockholders or financial analysts would be interestedin these ratios. addition Turn all over is the amount of sales or revenues produced per dollar of assets. The Asset swage ratio is a gauge of the productivity in which a company is using its assets. The number of times is calculated by the authorise sales divided by the average assets. Usually, the higher(prenominal) the ratio, the better it is, since it implies the company is generating much revenues per dollar of assets (Investopedia, 2014). The asset turnover ratio tends to be higher for companies in a sector like consumer staples, which has a relatively small asset ungenerous but high sales volume. On the other hand, companies in areas like utilities and broadcastings, which slang large asset bases, will have lower asset turnover. Kudler Fine Foods asset turnover ratio shows that from 2002 to 2003 at that place was not much of an increase. However, the percent does improve at a .3% increase from year to year. A profit margin is a ratio of profitability calculated as gelt income divided by revenues, or net profits div ided by sales (Investopedia, 2014). It measures how much out of every dollar of sales a company actually keeps in earnings.Profit margin is valuable when reviewing companies in comparable trades. A higher profit margin shows a more profitable company that has a healthier govern over its costs compared to its competition. Profit margin is shown as a luck. Therefore, for instance, a 20% profit margin way of life the company has a net income of $0.20 for each dollar of sales. Looking at the earnings of a company does not always convey the whole story. Increased earnings are noble, but an increase does not mean that the profit margin of a business is getting better. For example, if a corporation has costs that have gotten larger faster than sales, it indicates a lower profit margin. This leads to the fact that costs need to be policed better. Kudler Fine Foods has a net income of $465,573 from sales of $11,698,828, giving it a profit margin of 4.0% ($465,573/$11,698,828). The next yea r net income rises to $676,795 on sales of $10,796,200, the companys profit margin raise to 6.3%. So while the company increased its net income, it has done so with diminishing profit margins.This is said because the return on assets ratio is low. When it is low the company uses less money on more investment. The profit margin is low as well calculated at only .6% showing that Kudler Foods had a low profit at that inform time. The debt to total assets ratio was .28%, which showed the company is healthy. The times interest earned ratio was9.8%, which backs up claims of financial health. The solvency ratio shows Kudler Foods can pay back long-term obligations. Each ratio has different users interest in mind. cave in on common stockholders equity is defined as Net Income / Total Capital, and occur on Common Stockholders Equity 676,795 / 1,928,960 = 35.09% occur. Here is a comparison of this (2003) information to the same information from extreme years (2002) records to begin to de termine a trend. Profit edge (2002), $647,645 / $10,644,800 = 6.08 % Margin strike on Assets (2002), $2,675,250 / $10,796,200 = 24.78% Return Asset Turnover (2002) $10,644,800 / $2,271,400 = 4.69 Times Return on Common Stockholders Equity (2002) $647,645 / $1,928,960 = 33.58% Return 2002 form 2003 Year Profit Margin 6.08% Margin 6.27% Margin Return on Assets 24.78% Return 25.3% Return Asset Turnover 4.69 Times 4.04 Times Stockholders Equity 33.58% Return 35.09% Return The information that was examined indicates that Kudler Foods is doing well and if the company continues on its current path, profits will continue to grow, as long as other economical conditions stay the same.We conducted a vertical analysis of the balance sheet and income statement and found that these figures indicated that the company is gruelling, and there were not any negative figures, which is always a good sign. Some of the numbers were low, but that also was a good indicator, as the low numbers were the relationship between the expenses against the net sales. This indicates that there were more than enough sales to cover the expenses. We also found that when comparing the net sales against the net profits, the percentage was a bit low, but still within a strong range. Overall Kudler Foods is a strong business that will continue to grow as it is managed carefully and changes are made when necessary to congeal to the market itself.Current RatioCURRENT ASSETS/CURRENT LIABILITIES2002 2,102,631/977,188 = 2.1412003 1,971,000/116,290 = 16.951Acid-Test RatioCASH + short INVESTMENTS + RECEIVABLES (NET)/CURRENT LIABILITIES1 2002 89,016 + 1,131,213 + 196,503/977,188 = 1.4512003 1,430,000 + 86,000/116,290 = 131Receivables TurnoverNET CREDIT SALES/ norm NET RECEIVABLES = X TIMES2002 10,107,787/185,907 = 54.4 Times = Every 7 Days2003 10,796,200/141,251 = 76.4 Times = Every 5 DaysInventory TurnoverCOST OF GOODS SOLD/AVERAGE INVENTORY = X TIMES2002 7,543,054/355,534 = 21 Times = Every 17 Days200 3 8,474,831/401,634 = 21 Times = Every 17 DaysAsset TurnoverNET SALES/AVERAGE ASSETS = X TIMES2002 11,698,828/4,793,146 = 2.4 Times2003 10,796,200/3,984,733 = 2.7 TimesProfit MarginNET INCOME/NET SALES = X%2002 465,573/11,698,828 = 4.0%2003 676,795/10,796,200 = 6.3%Return on AssetsNET INCOME/AVERAGE ASSETS = X%2002 465,573/4,793,146 = 9.7%2003 676,795/3,984,733 = 17.0%Return on Common Stockholders EquityNET INCOME PREFERRED DIVIDENDS/AVERAGE COMMON STOCKHOLDERS EQUITY = X% 2002465,573 0/3,396,887 = 13.7%2003 676,795 0/2,274,380 = 29.8%Debt to Total AssetsTOTAL DEBT/TOTAL ASSETS = X%2002 1,491,747/5,294,216 = 28.2%2003 746,290/2,675,250 = 27.9%