Friday, August 31, 2012

FAS

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FILTHY NHS hospitals kill 5,000 patients a year, a shock report claims.


They die from infections contracted during treatment for other conditions.


But as patient care plummets, the report says billions of pounds are spent hiring increasing numbers of penpushers.


The report by the respected Centre For Policy Studies says the number of managers hired under Tony Blair since 17 has soared by 50 per cent � but there are only eight per cent more qualified nurses.


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They are employed to ensure Government ministers’ targets are met � and a new one must be hired for each new target.


The thinktank report warns there are now 70,000 penpushers running the NHS � compared with 185,000 beds.


But it says the most alarming example of management failure within the NHS is Hospital Acquired Infection.


The term � for secondary illnesses picked up in hospital � affects 00,000 patients a year and kills 5,000 of them.


Such infections also contribute to the deaths of another 15,000.





Failed reform ... Tony Blair


HAIs costs the NHS £1billion a year and take up .6 million bed days annually.


Only one in 0 doctors and nurses wash their hands between touching patients � who are 15 times more likely to catch an HAI in Britain than in Sweden or Holland.


Professor Hugh Pennington, an infection control expert, said “I have investigated slaughterhouses cleaner than some hospitals.”


The report documents a retired GP whose wife died of an HAI reporting how he spotted old sticking plasters, disposable syringes, dead flowers and sweet wrappers under her bed.


A former consultant in Glasgow reported soiled toilet paper and a blood-stained theatre gown in a loo.


At another hopsital, a consultant revealed surgeons shoes were caked in old blood.


Cleaning firms refused to change the water in their buckets unless it was stipulated in their contract. Medical staff have no direct control over them.


The dossier says “The Government has created the bizarre situation where hospitals take on managers to evaluate a service that is deteriorating because of their appointment.”


It adds “Political correctness, the power of the unions and centrally set targets all take precedence over the well-being of patients.


“Their care is almost incidental.”





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Saturday, August 25, 2012

Freedom of speech

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Freedom of Speech….?


Monday, 70 am. There is a traffic jam in front of Woodcreek High School. Students are craning their necks to see what the hold up is. At the only entrance to the school’s parking lot a mass of people, strangers and teachers, are assembled. At first, the students are excited. They think that the teachers are on strike again. The last time the teachers went on strike the school was shut down for three days. As each student edges closer he or she realizes that there are also six foot by three foot signs with big bold letters and a full color picture below it. The gasps are so loud as each car full realizes that those signs are not the familiar signs of a teacher’s strike but signs of an abortion protest. The protesters were arguing the out come of the court case Roe v. Wade, which legalized abortion. The Court held that a womans right to an abortion fell within the right to privacy protected by the Fourteenth Amendment. The decision gave a woman a right to abortion during the entirety of the pregnancy and defined different levels of state interest for regulating abortion in the second and third trimesters (website).


The pictures on the huge signs show a real cut up fetus, the cause of abortion. The students also notice that these strangers are yelling at them as they drive by. They are screaming at the top of their voices that the student’s parents are baby killers and that they should count their blessings to be alive. The students described so far are high school students.


A big yellow school bus drives by. The bold letters on the side do not read Roseville Joint Union High School District. Instead, the letters spell out Dry Creek Elementary School District. (The only way for three of the elementary school buses to get to the school is to drive past the high school.) The young faces pressed in horror against the bus windows belong to children of seven, eight and nine years old. They see the gruesome, larger than life pictures of cut up babies and hear the chants of the protesters. They do not under stand.


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Unfortunately, this scene really happened. Protesters have the right to assemble on public property. The school grounds which are owned by the government is off the limits, while the side walk surrounding the school parking lot is considered public property. The first amendment also guarantees the freedom of speech. However, a set of doctrines known as the Public Forum Doctrines insures that one person’s ninth amendment rights are not abolished by the use of another’s first amendment rights. The protesters where abusing their first amendment rights and taking away the rights of the students.


In 171, the first ten amendments to the constitution were set in place. The first amendment, which is the most well know states;


“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances”(website).


The first amendment guarantees that an Untied States Citizen has the right to choose and practice their own religion, the right to speak freely with out government interference, and the right to protest and petition the government. The first amendment is the amendment that the protesters thought gave them the right to scream at young children.


The students, whose school was the target of the protest, also have rights. The constitution calls them human rights- the freedoms that all people should have. The declaration of Independence calls these rights “Unalienable Rights” and lists them as “Life, Liberty and the pursuit of Happiness” (textbook). The student’s rights were violated.


The Public Forum Doctrines (PFD) insures that the unalienable or human rights are not violated. The PFD focuses on the time, place and manner that the first amendment rights were being used. To decide if the rights of others were being abridged the PFD asks the crucial question, “is the manner of expression… incompatible with the normal activity of a particular place at a particular time(website).








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Friday, August 17, 2012

Style, technique and themes in 'Gary's House'

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EXAMPLE ESSAY


QUESTION


With reference to Garys House , discuss the techniques devised to realise the playwrights artistic and social goals.


ANSWER


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Garys House illustrates many of the issues and predicaments confronted by Australians today, especially those people who are marginalised by society. The play primarily does this through a style which can be described as selective realism, with naturalistic dialogue counterbalancing the archetypal characters and overtly theatrical devices. The playwrights humanism infuses the play.


All the characters represent the little Aussie battler who tries, by his/her own efforts, to rise to a higher social class and survive in a harsh land. The isolation of the bush setting is a metaphor for the emotional and social state of the characters at the start of the play. Gary and Sue-Anne are the first two ragged edges (Act II scene 8) who come together through mutual need to build a community. While Gary, Christine and Dave at first appear dissimilar, it is soon apparent that their roles are parallel, each surviving a dysfunctional family upbringing. Gary in particular might also be said to represent the disenfranchised. Like many of todays refugees and yesterdays Aborigines, he was institutionalised as a child, dependent on government agencies and separated from his family. His struggle to build a home suggests the struggle of so many to create stability and find a meaning to life. His dream is to establish the perfect family he lacked as a child. His apparent failure mirrors the breakdown of the traditional nuclear family in contemporary Australia. His final reappearance suggests, perhaps, survival through adapting new pathways and accepting the need to build a community built on non-traditional ties.


The building of the house is a physical and visual metaphor for Garys dreams and his emotional/social relationships ... and those of the other characters caught up by his vision. When he suicides in despair, believing Sue-Anne has left him his and his dream has been extinguished, the house looks deserted, abandoned (start Act II), finding its parallel in the damaged, abandoned house (Act II scene 11) when Christine too finds her plans are spoilt when Sue-Anne chooses to leave, taking Clint to the Central Coast. Christine assaults the house when her initial ideal plan is ruined. When she adapts to a more realistic plan, the house building resumes. The house completion at the end of Act II is mirrored in Garys resurrection, his vision accomplished - if a little modified - and complete family relationships established. The baby is another metaphor for the dream and the relationships. The quickening at the end of scene marks the closeness of Gary and Sue-Anne at that point of the play. Other buildings further depict the state of the characters, notably the motel room in Act 1 scene 5 somewhere. The vagueness of the locale reiterates Christines being in limbo, caught between classes as she is dressed in city clothes but keeping her voice rough, in defiant chip-on-the-shoulder style and isolated in her single room with no home, no relationship, no family except on paper. This is reiterated in the parallel scene in Act . The motel is, fittingly, a transitional place for one on the move towards or from a relationship or self realisation. The pub represents socialisation, as we see Dave and Christine tentatively starting a relationship.


Light is a further theatrical device used in the play. Following its religious and traditional association with goodness and warmth, the stage directions often show it is dark when relationships falter (start of Act I scene and when Gary dies and the house is abandoned) but that it is daytime or a gas lamp is lit when the house / relationships are being built or repaired. At the end of Act I, the torch beam shining on Daves face suggests hope in his intervention until he goes out into the darkness (as he has done in the previous scene, when, significantly, he has rejected Christine.) It is notable that the stage directions only specify light or darkness, night or day when a climactic emotional moment is reached. It is explicit at the end of the play when, for the first time, the setting is a perfect, brilliant day, the house being completed, the relationships established.


Dualism is a feature of the play. Daves walk away from Christine and from Gary at the end of Act I is noted above. Two scenes in pubs, two scenes in motel rooms, two women, two families established, two houses - that of Gary and that of Dave. Ms. Oswald contrasts the different responses to pain and failure Garys anger and the sublimation of that anger and energy in a positive ambition; Daves avoidance of hurting or being hurt by remaining a traveller and an observer rather than a participant. Sue-Anne is dependent on others. Christine prefers to be independent. Gary takes the chain-saw from Sue-Anne in Act 1, Dave the sledge hammer from Christine in Act . Sue-Anne says that if God exists, he sent Gary to her in Act I scene 8; in Act II, scene 10, she says to Vince that If theres really a God I reckon he sent you to me and Clint. In Act I, scene 6, Gary carries Sue-Anne in his arms, an action echoed in Act II, scene 8 when Christine carries her back to the tent. The dualism emphasises the key issues of the play is it better to remain isolated and insular or should relationships be hazarded? Is it better to strive towards a goal and risk failure or to accept the status quo?


As well as a structural device to give unity and balance, the dualism works in two disparate ways. Sometimes the parallelism emphasises similarities - such as Gary, then Christine caring for Sue-Anne. At other times the differences are accentuated, most obviously in the shocking death of Gary at the end of Act I meeting its inverse in the end of Act II with his metaphysical resurrection. Either may be described as a coup de theatre and the climax of its respective act. This illustrates how well issues and techniques are integrated in the play. Oswald considers the question of male suicide in Australian society and suggests that inflexibility and the uncompromising determination to cling to ones ideal can be admirable but destructive. She salutes the need to have goals and, as she has said (SMH interview), believes that little snatches of happiness can be gained if people are prepared to compromise and, most importantly, reach out to each other... or, as E.M. Forster wrote only connect .


Throughout the play, the writers compassion for all the characters and their plight is apparent. The characters are familiar and close to stereotypes but each are given enough contradictions and details to make them emerge as individually interesting. Sue-Anne might appear to be typical of the media depiction of the teenage unmarried mother, self-centred and negligent but her refusal to smoke while pregnant suggests some sense of responsibility and it is no real surprise that, despite her threats to abort the baby or get it adopted, she does neither. Her apologies for her bad temper offset its effect and her back pain is real. Christine is clearly not the hard and heartless feminist she first appears, soon showing a willingness to forgo her own inheritance in order to protect Gary and his dream. Vince is far more assertive and perceptive than he first appears. With the exception of Sue-Anne, characters grow and evolve, with Dave eventually discarding his pose as a conscientious objector in the world of relationships.


The plays greatest strength may be the naturalistic language which sounds realistic and unaffected but economically conveys character, emotion and subtext. Sentences are short, often fragmented and highly colloquial. Sue-Annes working class slang contrasts with Christines more educated speech. The roughness of the latter is assumed, (Act I scene 5) an echo of the hard exterior which conceals a vulnerable and caring person. Daves laconic speech reflects his laidback character. He is articulate - a symbol of his control - except on the rare occasions when he discusses his family or his feelings. Then his language falters (But the thing is, its not like- I mean, I see whats going on for other people, Act I scene 4). Garys language, while often uncouth and ungrammatical, is forceful, emotional and direct, making the rare use of metaphor at the end of Act I particularly effective (Shes torn out my heart).


In a non dogmatic manner, Ms. Oswald explores the changing roles of women and families today. Sue-Anne may not be married at the start of the play but she is as dependent on her man to be her carer and provider as any housewife in the 150s. She is resolutely feminine in her inability or disinclination to do any physical work and Gary clearly approves. Like Vince, he enjoys being needed. Christine has a business career and is prepared to build the house by herself, having faith in her ability to learn and do as well as any man. She is in her thirties and single. In this she is typical of the majority of women in Australia today ... including her ultimate decision to have a family and settle down in a house. Significantly, there is no suggestion that she will marry Dave (unlike Sue-Anne and Vince) and it is evident that in their partnership, they will be mutually dependent, symbolised by the merger of the two properties. Both work together on the building of the house (Act II, scene 14), literally and metaphorically. No judgment is implied. Indeed the play seems to ratify the right of both women to choose their own role and path, both families at the end having an equal chance of success. Or failure. While the final moments suggest an unexpected optimism, this is a play which avoids absolutes. Moments of joy are constantly undercut as if the darkness always threatens, the first impression of the picture perfect final scene quickly modified - the baby cries, Sue-Anne whinges, Dave avoids work.


Mateship is also central to the play. Dave constantly calls Gary mate, but fails him in his time of need. To some degree, his decision to complete the house may be seen as his attempt to compensate for this betrayal.


The plays naturalism is offset by the plays overt theatrical elements.


Thus happiness and , comedy and tragedy are constantly juxtaposed in the play.


Garys House by Debra Oswald


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Wednesday, August 15, 2012

Blah Blah Blahbadi Blah

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The title of To Kill a Mockingbird represents innocense. In the novel, Boo Radley, Tom Robinson, and Dill are all examples of mockinbirds. They are all innocent people just as mockingbirds are innocent.


First of all is Boo Radley. Boo had problems such as violence and bad bahaviour during his youth which kept him by himself in joil or under house arrest. As he got older he grew less and less mature from being by himselfin his house and not being social. Boo envied Scout, Jem, and Dills childhood; the childhood he never had. Boo had childhood inocense even though he was not a child. His innocense was he did not understand the world and what the world was like.


Tom Robinson was blamed for a crime he did not commit. Because Tom was black, people looked down on him. The jury of the rial could not say a black an was not guilty for a chrime white people said he committed. No matter how much evidence there was taht proved Tom was not guilty of raping Mayella Ewell, he was still found guilty. Tom was innocent just becuase of the plain and simple fact that he was charged with a crime he was not guilty of.


Dill, was also innocent, but throughout the novel, he lost his innocense. Een though he tried to act like he did not understand what was going on, deep down he knew. At the beginning of the book, the first summer he was there, he was innocent. As he went back home to Mississippi during the winter, he lost his innocense. The next summer of came, the summer of the trial. Dill knew exactly waht was going on and why. Scout did not understand at al, while Jem was maturing, buat not enoughto know why all this was going on. That is why Dill started crying so hard at the


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trial. Scout could not understand, Arent you feeling good? (18). No matter what Dill tried to say,


That old Mr. Gilmer doin him thataway, talking so hateful to him---(18). Then Scout said that that was his job and he had to do that, but Dill didnt like that Tom was having to deal with the people talking so mean to him.


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Sunday, August 12, 2012

Critical Thinking & Decision Making

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Abstract


Critical thinking and decision-making go hand in hand to enable us to evaluate a situation, process the information and determine a course of action. The focus of this paper is to put both critical thinking and decision-making under the microscope for closer inspection to see how one compliments the other and how they are used in our professional and personal lives. In addition, the benefits of critical thinking are examined and whether or not these two elements are present in the company I work for, ACN Communications. Lastly, the nominal group technique will be explored as a means for problem solving.





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Critical Thinking and Decision Making


Critical Thinking


As human beings, we are faced with many opportunities to critically think about the world around us. From the commercials we see on television, the articles we read in newspapers and even comments from co-workers about the companies we work for, we have the opportunity to question the world and people around us to determine what we think about it and how we are going to respond. The evaluation and questioning of information and situations around us is called critical thinking.


Critical thinking, as defined in the Grolier Encyclopedia, is “the general term given to a wide range of cognitive skills and intellectual dispositions an individual needs to evaluate claims and arguments in everyday situations, to discover and overcome personal prejudices and biases, to assess the reliability of information according to established intellectual standards, and to make decisions about what to believe and what to do.” (00)


In my opinion, critical thinking then is our ability to question whether to believe or disbelieve what is in front of us and to decide how we are going to respond to it. How we respond is determined by the decisions that we make. Decision making is a key component in how we function on a personal and professional level as well.


Decision Making


Both personally and professionally, we make decisions everyday. Determining what to wear to work, which route to take to get there and even what foods we will eat are all decisions that have an impact on our lives. From a professional perspective, decision making is a key part of our jobs. Making the decision to hire or fire someone, whether or not to give someone an important project and deciding if we should launch a new product line, all impact our working lives and relationships in our organization. Decision making is defined as “the act of deciding between two or more alternative courses of action.” (A Dictionary of Finance and Banking in Economics and Business, 17). Being a good decision maker causes others to trust our abilities, whereas the opposite is true if we tend to make decisions hastily without carefully considering the ramifications of those decisions and their impacts across functional units.


It is obvious that decision making is a key component in our lives, but decision making without critical thinking gives us only half of the picture. It is these two components combined that result in successes both personally and professionally.


Critical Thinking & Decision Making


Combining the techniques of critical thinking and decision making results in situations that have been analyzed closely and potential outcomes clearly considered and defined prior to taking any action. In an article written by Greg Kitzmiller (00), he states that “It seems most business people are busy taking action, meeting with people, interacting and making decisions. Certainly, thinking is one of the most important actions we take and is at the core of strategic planning.”


Based on Kitzmiller’s comments, I believe that critical thinking and decision making must go hand in hand in order to be successful. In order to develop a strategic plan, you must closely evaluate all aspects and in making decisions about your course of action, you develop a strategic plan for the future. From both a personal and professional level, these two combined techniques will put you in a better position to reach your goals and be successful. As restated by Ken Petress “Making quality decisions involves critical thinking; critical thinking has been defined as ‘involving the ability to explore a problem, question, or situation; integrate all the available information about it; arrive at a solution or hypothesis; and justify ones position’” (Warnick & Smith, 14).


Benefits of Critical Thinking


Critical thinking allows us to question our environment and the information presented to us. As stated in our text, we can either “One alternative is to accept passively what you encounter; doing so automatically results in your making someone else’s opinion your own. A more active alternative consists of asking questions of yourself in an effort to reach a personal decision about the worth of what you have experienced.” (Browne 18, p.)


Individual Perspective � ACN Communications, Inc.


When I look my organization, ACN Communications, Inc., I see areas where critical thinking and decision-making are present and absent. Being a product manager for U.S. voice products and North American competitive intelligence, I work with all functional units within the organization. It is at this level, back-office support, that I see the most critical thinking and decision-making taking place. On a daily basis, representative and customer numeric information is prepared to determine our position versus the competition and over the calendar year. Individuals in our operations and finance departments work closely together to monitor our sales and report these findings to upper management. It is at the upper management level however, where I lose sight of critical thinking and decision-making.


Our senior management staff consists of 5 founders, a CEO, COO, CFO and numerous Vice Presidents. Not assuming that these individuals are lacking in critical thinking, it is sometimes difficult to follow their reasoning for the decisions that they make. Case in point, a little over a year ago, half of our organizations employees were relieved of their duties in a downsizing effort. We were advised that in order to remain profitable, we had to decrease our expenses and streamline all of our processes. The remaining employees did just that and now a year later, we have rehired all of our staffs and added additional members to our organization. I question, why we could not streamline our processes and still retain the knowledgeable staff we had in place? It is very difficult to exist in a downsizing effort since work requirements increase while headcount does not.


When I stop to consider that I probably do not have a clear picture of how ACN looked financially a year ago, I know that I cannot critical evaluate the situation in order to understand their position and reasoning. Perhaps this understanding in and of itself is critical thinking.


Nominal Group Technique


The nominal group technique strongly encourages and harbors participation by everyone in the group selected to tackle a particular issue or problem. No one or two individuals dominate this decision-making process. In addition, this technique works well with large groups as well as smaller groups and really focuses on the issues at hard without the concern of having too many issues on the table for consideration.


In order for this technique to be successful, there are key steps that must be followed as stated in the article, “What Needs May Be” by Kim, Siegenthaler and Kevin Riley.


The first step is selecting the participants. If there will be many participants, individuals are to be separated into smaller groups. All participants are given paper and pencil for writing down their concerns.


The second step is for the participants to brainstorm individually. The participants are given a single question to address regarding the subject of the meeting. The group is asked to write down their thoughts in short answer without sharing them with the group.


The third step is for someone to act as the recorder to jot down the ideas as they are read aloud in a round-robin. In order to encourage teamwork, participants sit facing each other in a circle. Each participant reads aloud one of their concerns and the recorder writes down their issue on a large piece of paper for all in the room to see.


The fourth step is to assign a letter grade to each concern and duplicates are removed. Once all participants have read aloud their concerns, the items are ranked according to importance, 5 being the most important and 1 the least.


The fifth step starts discussions on the items and during this process, the items go through another ranking to finalize those issues of highest importance. This process eliminates concerns of little importance and highlights the issues that truly demand the attention of the group.


The sixth and final step is to discuss in detail the remaining items without the intrusion of invalid issues clouding the judgment of the group members.


This process alleviates the chance of someone not having a say in the decision-making and brainstorming process. The NGT technique opens the door for creativity and problem resolution without fear of criticism and in my opinion, encourages teamwork and team-building.


Conclusion


Throughout this paper, the benefits of critical thinking, decision-making and the nominal group technique have been discussed with supporting documentation. The above proves that evaluating a situation, sometimes in a group environment, without hastily making decisions proves to provide more insight, creativity and team-building opportunities that lead to a stronger and single-minded successful organization.








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Thursday, August 2, 2012

Character Art

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Character “Art”





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Fahrenheit 451 was one of the better books I have read in a long time. The characters each had their own individual personalities and were each different in many ways. I took pictures of four different people that reminded me of characters in the book and I will explain in the following paragraphs why I chose those people. I will also tell you how the people I took pictures of reminded me of the characters in the book.


The first “character” I took a picture of was Guy Montag. Guy Montag was portrayed by Travis Pitz. I feel like Guy is just like Travis in his looks and personality. Guy is a firefighter who suddenly realizes that his life means nothing and starts to search for meaning in the books he is supposed to be burning. Even though he is sometimes quick to judge and has a hard time determining what road to take. He finally decides to get away from the oppression of society. Travis Pitz is just like him. He is muscular, has short hair, and is the “all american” type of guy. Travis always has a hard time determining what to do. Once Travis determines what to do he is going to go all out and do it with all his heart just like Guy Montag.


The next “character” I took a picture of was Mildred Montag. Mildred Montag was portrayed by Heather Church. I don’t think their personalities match up very well but when I was reading the book, Heather was the first person I thought when they described Mildred. Mildred is small minded and does not understand her husband and probably has no desire to do so. Mildred is obsessed with watching television and refuses to talk with her husband about their marriage or her feelings. This is mostly because her friends and what they tell her about marriages. She harbors a great deal of pain. Mostly because of which society has put on her. I am going to tell you the truth here. I think I thought about Heather when they were describing Mildred because of her hair. Her hair gives the impression that she has the “I don’t care about you” type of attitude. Just for the record, Heather is one of the nicest people that I know and isn’t like Mildred, personality wise.


The Third “character” that I did was Captain Beatty. Captain Beatty was portrayed by a La Crosse Fire Department Firefighter by the name of Andre Lungsurg. I don’t know to much about his personality besides the fact that he is a native of La Crosse, grew up here his whole life, and seemed to be a really nice guy for the time that I talked to him. Captain Beatty is a very serious man that use to enjoy books very much. Something happened in his life that was so dramatic that he became a fireman and wanted to burn books for the rest of his life. I believe that the picture of “Captain Beatty” is a very clear out take on how I think he looked in the book. Dark hair, dark skinned, and extremely serious.


The fourth and final “character” was Clarisse McClellan. Clarisse was portrayed by Andrea Guggenbuehl. I think Andrea and Clarisse have a lot in common. They are both attractive young women that have hearts like gold. Clarisse is also very gentle, innocent, and fills Guy Montag with curiosity. She asked him the question that changed the whole book, “ Are you really happy?” Andrea reminds me of Clarisse so much that is scares me. She asks those type of questions that really make you think. Andrea is also a very gentle and innocent teenager just like Clarisse.


In Conclusion, I believe that the characters that I have chosen and the people I have portrayed them with are great examples of what they were like in the book I believe that I have used enough “from the reading” to make this a good project and I hope you see it the same way.


Please note that this sample paper on Character Art is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Character Art, we are here to assist you. Your cheap custom college paper on Character Art will be written from scratch, so you do not have to worry about its originality.

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Wednesday, August 1, 2012

Essay

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For acceptance one needs to have the basic minimal contact with human beings. For their part, a good social standing is essential and possibly some people skills. Also with the use of emotional speaks and gestures one can be accepted into their chosen minority group more quickly than a dolphin.


Also this computer is really annoying the hell out of me. It is so damn smart i may as well just talk about something else in a way to make it think that i am writing an essay so here goes. Jack and jill went up the hill to fetch a pail of water, jack fell down and broke his crown and jill came tumbling after. Bah bah black sheep have you any wool? Yes sir yes sir, three bags full. One for the master and one for the dame and one for the little boy who lives down the lane.


Its all right to tell me what you think about me, i wont try to argue or hold it against you, i know that your leaving, you must have your reasons, the season is calling, your pictures are falling down. The steps that you retrace , the sad look on your face, the timing and structure, did you hear he f#$ed her, a date late, a buck short, im writing the report on losing and failing when i move im flailing now.


Spiderman, spiderman does what ever a spider can, spins a web any size, catches theives just like flies , look out here comes the spider man.


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Teenage mutant ninja turtles, heroes in a half shell turtle power. Splinter taught them too be ninja team ( hes a radical rat) Leonardo leads, Donatello does machines, ( thats a fact jack ), Raphiel is cool but rude ( gimmi a break), Michaelanglo is the party dude. When the evil shredder attacks, these turtle boys dont cut him no slack.


Please note that this sample paper on Essay is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Essay, we are here to assist you. Your cheap custom college paper on Essay will be written from scratch, so you do not have to worry about its originality.

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The Nature of Price Changes

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The Effect of Price Changes


Inflation has become an important fact of life in almost all countries of the world. As a result it is necessary to take into account the effects of price changes on financial reporting.


We know that a change in price affects the purchasing power of a monetary unit. We have alternative methods of accounting for price changes. The main objective of purchasing-power accounting is to restate the unit of measure into a common denominator. The restatement means to a scale adjustment.


For example


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I could say that I bought an accounting book for US $100 and I bought another accounting book for CDN $100. So I spent $00 US and CDN dollars. Saying like this is meaningless to me because the scale of measurement of the value of US and CDN dollar is different. I could say that I bought two books for US $171 or for CDN $40 if I assume that the exchange rate or price for US $ is CDN $1.40. So if the price of US$ changes, we have to adjust the scale of measurement. That is why it is very important that when we measure the current costs and the historical costs of the assets of a company we do understand the effect of price changes and of the resulted changes in purchasing power of a monetary unit.


The Nature of Price Changes


Prices reflect the exchange value of goods and services in the economy. In general, these prices can be classified as either input prices or output prices. As we know, input prices are the prices of factors of production at intermediate stages and output prices are the prices charged by an enterprise for its final goods and services.


One thing is sure that price changes occur only when the prices of goods or services are different from what they were previously in the same market. For example, if Company A purchases 100kg of Apples for $100 from Company B and resells it to Company C for $110, it is not price change. Price change will occur only if Company A now start charging Company B more or less than $100 per 100kg of Apples or Company B now start charging Company C more or less than $110 per 100kg of Apples or both Company A and Company B now start charging more or less for 100kg of Apples.


Basically price changes can be divided in the classes as follows


1. General Price Changes


. Specific Price Changes


. Relative Price Changes


General Price-Level Changes


General price-level changes reflect the value of the monetary unit over time. The total supply of money and the total supply of goods and services in the economy fluctuate, but not usually at the same rate. This disparity leads to inflation or deflation, changing the value of the monetary unit. Changes in commodity prices or a discrepancy between total supply and demand of goods and services can also lead to general price changes.


Because prices change at different rates, general price changes can only be measured by calculating the average level of current prices and comparing it with a base period. Products and services change over time and good comparisons can only be drawn if goods and services are the same or similar at both dates. The ratio between the current prices and the base prices reflect the change in the price index. For example, if the base period is 18 and prices have increased by 50% between 18 and 00, the index will be 150 in 00. The reciprocal of this ratio expresses the change in purchasing power. Thus, while prices have increased by 50%, purchasing power has decreased by one third. Purchasing power refers to the amount of goods and services that can be purchased with a monetary unit.


General purchasing power refers to the ability to purchase all types of goods and services whereas specific purchasing power refers to the ability to purchase specific goods and services. The Consumer Price Index is a measure which falls between general and specific purchasing power. While the CPI measures the change in price of specific goods and services commonly bought by all consumers, it is extensive enough to be considered to be a general index.


Specific Price Changes


Specific price change is the change in the price of a particular commodity, or the change in its exchange value. Specific price changes are caused by some factors specific to the commodity, such as


- Changes in tastes of consumers


- Technological improvements


- Speculation


- Natural or artificial changes in the supply of particular products, etc


For example, the price of a 1¡± TOSHIBA TV in 188 is $750, while in 00 is around $00. Why the price of the same TV dropped so much in years?


- Consumer tastes Consumers are looking for TVs with finer video and audio quality, larger screens, better design, or even game and internet functions.


- Technological improvements New video and audio technology has made current TVs more enjoyable. In addition, improved technology has significantly lowered TV production costs.


- Changes in the supply Consumers nowadays have more TV brands to choose from. TVs imported from developing countries have intensified market competition and dragged down market price.


How do we recognize the specific price changes in accounting? In traditional accounting, the historical cost basis is used. The original transaction price of goods or services acquired is matched with the revenue associated with the period or the goods sold. Therefore, changes in the specific input prices of goods sold are included in the computation of the reported net income for the period.


Current sales price ¨C Historical cost = Income


For example, Commodity A was purchased in January 00 at $10 each. When it¡¯s sold at $15 in January 00, it can be purchased at the market for $1. Under traditional approach, income = 15-10 = $5. The price increase $ is absorbed into net income.


A more relevant matching is the current cost basis. The current input prices are matched with the current output (revenue) prices. The price changes, which are the differences between current and historical input prices, are treated as holding gains (increase) and holding loss (decrease). In the example above, current income of Commodity A = 15-1 = $. Holding gain = 1-10 = $.


Current sales price ¨C Current replacement cost = Income


The current cost approach is more relevant as a measure of operating efficiency and as a better basis for predicting the results of future transactions. Therefore it¡¯s more relevant in meeting the objectives of financial report users. However, an objection is frequently made regarding the use of current costs, on the ground that a subjective value is substituted for a verifiable exchange price (historical cost). In addition, current input prices can be assumed to represent current costs to the firm only if the firm generally purchases the same types of assets and is continuing to do so, while this is usually not the case in reality.


Relative Price Changes


Normally speaking, prices of different goods and services do not move in sync with each other, much less in the same direction. A relative price change is defined as the change in the price of a specific commodity as compared to an index such as the Consumer Price Index. For example, if the Consumer Price Index increased by 10% over last year and car insurance doubled in the Maritimes, we can say that the relative price increase in car insurance is approximately 8%.


How do price changes impact accounting? Traditionally since accounting uses historical costs, price changes are not isolated and reported separately. All gains and losses are hidden in the bottom line. However the various income statement and balance sheet accounts can be adjusted for general price level changes through the use of foreign exchange gains and losses accounts. But any gains or losses from specific price changes would not be measured and separated from net income.


If instead we chose to use current costs instead of historical costs, net income can still be measured without the effects of price changes. But this would require that all accounts be adjusted for both the effects of general as well as specific price changes. The complexity of this exercise is probably one reason why historical costs are still used.


Summary


A general price change is defined as the change in the value of a monetary unit such as the Canadian dollar. Some examples would be a decrease in the value of the dollar due to an increase in the money supply from overprinting or an increase in value due to demand from foreign investors wishing to invest in Canada.


As was explained earlier, specific price changes are not due to movements in the exchange value of the Canadian dollar but are caused by more specific reasons such as changes in technology, or changes in the supply of goods available. Some examples would be changes to the prices of a given computer; they tend to decline in price over time. Another example would be changes to the price of crude oil as OPEC manipulates it.


Relative price changes occur when goods or services increase or decrease in value relative to a standard such as the Consumer Price Index.





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