Gay Marriage Should be Legalized Essay -- Legal Issues, Gay Marriage

There are numerous opinions and standing views on gay marriage. The argument regarding gay marriage should be legalized or not is extremely controversial. According to an article from the Human Rights Campaign, there is nothing wrong with allowing homosexuals to have the same rights as those who are heterosexual. Every individual person should be granted equal rights, regardless of sexuality. Gay marriage should be legalized in all states and countries, it has been held off for too long. Moreover, there are several reasons why homosexuals feel strongly about wanting to be legally married. One reason that is most commonly heard is, they want to legally show their love for each other by having a marriage license. Homosexuals want the right to marry like anybody else, and for the same reasons too. They are in love and want to spend their lives with this person. Even though it is possible to do this without being married; â€Å"they want to honor their relationship in the greatest way our society has to offer† (90). There be no reason two people cannot marry despite their sexuality. If a man and woman get to marry because they love each other, what is the difference between a man and a man or a woman and a woman wanting to marry because, they love each other? Also, another cause why homosexuals want the right to marry their spouse is because they are being cheated of rights. Although, two people love each other, if they cannot marry they are losing rights. Marria ge gives both spouses benefits, â€Å"same-sex couples in long-term, committed relationships pay higher taxes and are denied basic protection and rights granted to married heterosexual couples† (90). It is unfair to couples of the same-sex to lose rights based on sexuality. They are... ...an† (97). Some people have lived by this mind set of what a marriage is, but not every thing only has one outlook. A marriage is ultimately two people that are serious and love each other, gender takes no place when a person really takes time to think about what a marriage actually is. Regardless, there is always going to be two views on gay marriage; it is up to each individual to decide which view they agree with. Gay marriage should be legally recognized, what is so right about a heterosexual marriage compared to homosexuals? They both start with the letter â€Å"H†, the only difference is the genders. Nobody should have the right to determine what is considered â€Å"right†, marriage makes a couple officially together; it does not affect anybody but them. Labels should not define love, and by not allowing same gender couple the right to marry is unfair and wrong. Gay Marriage Should be Legalized Essay -- Legal Issues, Gay Marriage There are numerous opinions and standing views on gay marriage. The argument regarding gay marriage should be legalized or not is extremely controversial. According to an article from the Human Rights Campaign, there is nothing wrong with allowing homosexuals to have the same rights as those who are heterosexual. Every individual person should be granted equal rights, regardless of sexuality. Gay marriage should be legalized in all states and countries, it has been held off for too long. Moreover, there are several reasons why homosexuals feel strongly about wanting to be legally married. One reason that is most commonly heard is, they want to legally show their love for each other by having a marriage license. Homosexuals want the right to marry like anybody else, and for the same reasons too. They are in love and want to spend their lives with this person. Even though it is possible to do this without being married; â€Å"they want to honor their relationship in the greatest way our society has to offer† (90). There be no reason two people cannot marry despite their sexuality. If a man and woman get to marry because they love each other, what is the difference between a man and a man or a woman and a woman wanting to marry because, they love each other? Also, another cause why homosexuals want the right to marry their spouse is because they are being cheated of rights. Although, two people love each other, if they cannot marry they are losing rights. Marria ge gives both spouses benefits, â€Å"same-sex couples in long-term, committed relationships pay higher taxes and are denied basic protection and rights granted to married heterosexual couples† (90). It is unfair to couples of the same-sex to lose rights based on sexuality. They are... ...an† (97). Some people have lived by this mind set of what a marriage is, but not every thing only has one outlook. A marriage is ultimately two people that are serious and love each other, gender takes no place when a person really takes time to think about what a marriage actually is. Regardless, there is always going to be two views on gay marriage; it is up to each individual to decide which view they agree with. Gay marriage should be legally recognized, what is so right about a heterosexual marriage compared to homosexuals? They both start with the letter â€Å"H†, the only difference is the genders. Nobody should have the right to determine what is considered â€Å"right†, marriage makes a couple officially together; it does not affect anybody but them. Labels should not define love, and by not allowing same gender couple the right to marry is unfair and wrong.

The Situation In Ireland :: European Europe History

The Situation In Ireland "But who are we that we should hesitate to die for Ireland. Are not the claims of Ireland greater on us than any personal ones? Is it fear that deters us from such an enterprise? Away with such fears. Cowards die many times, the brave only die once." Padraic Pearse (rebellion leader), 1916 (The New Republic, 34) Pearse's words, spoken just before the Easter rebellion, summarizes many Irish feelings toward rebellion for independence. In order to gain freedom from the British, revolutionaries were willing to sacrifice anything, even their lives. For centuries, the Irish had been part of the vast British empire and for most of that time, they struggled to obtain their sovereignty. Numerous events sparked this discontent in Ireland in the early 20th century. At the top of their list of grievances was the political treatment of the Irish. The Irish parliament was highly inadequate and inefficient with no real power to represent the people (The Outlook, pg 116). Additionally, Britain governed Ireland in the same manner that it governed all of its territories; it ruled according to what would best serve Great Britain, not the territory. For example, Ireland's commerce was discouraged and their manufacturing was paralyzed by British legislation (The Outlook, pg 116). Religious treatment of Roman Cat holics also angered the Irish. A large number of Irish were (and still are) Catholic and were repressed in many ways by English legislature. They were expected to pay taxes to support the Established Church of England, which gave Catholics no services. Furthermore, Britain forbade Catholics from providing education for their own children. Catholics could not be teachers and parents could not send their children abroad for education without forfeiture of their property and citizenship (The Outlook, pg 117). Although these actions by the British government infuriated the Irish, the new wave of rebellion actually began again in 1914 with the British government's repeal of the recently enacted Home Rule Bill, which gave the Irish some measure of political autonomy. These feelings came to a peak on Easter Monday, April 24, 1916 in the Irish capital of Dublin when approximately 1500 men, led by Pearse, seized the post office and other strategic points. These men were members of the Citizen Army, an illegal force of Dublin citizens organized by labor leader Jim Larkin and socialist James Connolly. From here, they established themselves in military fashion by erecting barricades of sandbags and closing off the streets with barbed wire.

Gone with the Wind Essay

â€Å"Gone with the Wind† is an adaptation of an historical romance. The film, set in Civil War-era southern United States, tends to be highly sentimental. Paradoxically, the circumstances in which it is set are often harrowing and serve to highlight the bravery required to survive during that time. The â€Å"frothiness† of the plot is in stark contrast to the utter seriousness of its context. The film opens in the antebellum South, on a Georgia plantation where the heroine entertains two gentlemen callers. The talk is of imminent war, a theme which guests carry through the subsequent picnic. Talk then turns to action and the men depart to enlist in the Confederate Army. Confidence and jubilation quickly become disappointment which gives way to horror as the realities of war intrude upon the genteel tableau. Under assault, the Southerners struggle to keep their society together in the face of poverty, filth, and chaos. We see the major historical points of the period, especially Sherman’s march through Georgia and the burning of Atlanta, a scorched earth policy. The women are the main characters in the film. In the effects of war and its aftermath we see destitution, famine, terror, desperation. The wounded are legion and supplies dwindle and disappear. The war ends and the soldiers come home to regroup. Carpetbaggers descend and begin an uneasy alliance with enterprising individuals, notably Scarlett. She casts aside honor to regain prosperity, marrying for money and using her combination of feminine wiles and shrewdness to rise above abject poverty. Finally she marries Rhett, a selfish opportunist like her. At the end he realizes that she will never love him and leaves Scarlett with that which has sustained her; an abiding love for Tara. This narrative is history seen from the women’s perspective. They are alternately brave, childish, and childlike, treading on the line between what they are and what they must be. They do it for the men of the South, themselves, and for the South itself. The depiction of the war and the events surrounding it is largely consistent with the historical record. The factual portions of the film are in part accurate. For instance, at a benefit supporting the war, the ladies are asked to relinquish their jewelry. Such a depiction is consistent with the account in â€Å"The American Civil War† by Peter J. Parish and it highlights one of the sacrifices women made during this time. George A. Trenholm, who replaced Secretary of the Confederate Treasury Memminger, asked for these concessions as the finances of the South became particularly desperate. This detail concerns one of the points at which â€Å"Gone With the Wind† succeeds as history. â€Å"†¦wealthy female slaveholders escaped significant disruption in their lives at the outset of the war, for they had money to maintain their antebellum lifestyle and the slaves to maintain plantation production. † (Frank 514) Thus the sheltered experience depicted in the film is wholly consistent with rich women’s lives until the last stages of the period. In opposition, several events as depicted in â€Å"Gone with the Wind† are inaccurate. At the end and after the war, black people did not leap to the aid of their former masters as the film asserts. The character Mammy would have sought paid employment rather than stay on a ruined plantation. In reality, the vast majority of the planters used violence to subjugate their â€Å"property. † In one scene, the character Ashley Wilkes chides Scarlett for treating the convict workers in her lumber mill cruelly in supposed contrast with their treatment of the slaves. It is true that in the darkest days for the South they did choose to prevail upon the Negroes to fight for their own oppression. â€Å"There was no greater irony in all the efforts of the Confederacy to find adequate means to match its ambitious goals than the proposal to arm Negroes. † (Parish 561) But the slaves did not fight for the South as much for a newfound and cherished liberty, greater than they had ever known. And once they had tasted that liberty, they did not willingly acquiesce in the imposition of a terrible, unjust burden. The importance of the Civil War and its aftermath can hardly be overstated. The struggle has been the only armed conflict fought on our territory. It consumed nearly 500,000 lives, the largest wartime death toll in American history. It also was a first step in remedying the shame of slavery which Americans had perpetrated in a country which largely had been the realization of a vision of freedom and equality. They fought with not only the political reality of the South’s secession of 1861, but with the region’s separate psychology. â€Å"By 1860 the South was a state of mind as well as a place on the map. A definition of ‘Southernness’ was and is at least as much a task for the psychologist as for the geographer. † (Parish 303) This enduring mindset notwithstanding, had the South won, not only would the crime of slavery have been continued, it is doubtful that the U. S. would have grown into the superpower it is today. The war determined that an integral part of the union would remain. The significance of the war for the world at large in the mid-nineteenth century â€Å"†¦belongs in part to the realm of might-have-beens; its long-term consequences derived less from what did happen from what did not. † (Parish 381) Among the events that very well might have happened were interference from foreign governments, international recognition of the Confederacy, and the widening of this internecine war into a general conflagration abroad. Such luck for the union was due to the relative isolation the U. S. has enjoyed throughout its history. Americans fought their war amid constant threats from abroad. â€Å"There was nothing inevitable about the fact that it remained a domestic†¦affair. It remained a purely American affair through a combination of good fortune and great skill on the part of those who wished to keep it so, gross errors on the part of those who did not, and canny calculations of national and self-interest on the part of those who might have been caught in its toils. † (Parish 381) Although some continue to fight this war in their minds, they benefit from over 200 years of federal association and its attendant largess. As I stated earlier, with regard to the historical accuracy of the film as document, it is a women’s narrative. Though there was no Scarlett O’Hara per se, the things we see her experience and perpetrate on others is consistent with the accounts of those who actually lived in that time and place. The threat of starvation was indeed present in all households in the later stages. â€Å"Domestic production and ingenuity staved off a state of crisis for slaveholding women for a while, but, by the end of the war starvation and material deprivation shook even the most affluent households. † (Frank 515) When Scarlett was forced to hide her wagon under a bridge with three highly vulnerable people in it while Northern soldiers passed overhead, she was surviving a circumstance familiar to many Southern women. â€Å"†¦many faced the hazards of living in the path of the Union army. Those who resided near the battlefront risked having their property commandeered, stolen, or destroyed by Northern soldiers. (Frank 515) Such dangers were in addition to the threat, both potential and realized, of bodily violation. Scarlett valiantly, not to say desperately, defends herself and her loved ones against a looting Union soldier when she shoots him in the face. It is an act not uncommon to those willing and able to defend themselves. The depiction of slave and ex-slave loyalty is highly romanticized to say the least. â€Å"Gone with the Wind† depicts Negroes as possessing a childlike innocence. They seem to be a rich vein of merriment instead of the human beings upon which the horrors of bondage had been visited. Nowhere do we see slavery’s pain and degradation. The black characters in the film are even more a caricature than even the heroine is at times. The film’s tendency toward opaque sentiment at first glance is a terrible injustice to a period quite painful to the American psyche be it black or white, Northern or Southern. Certainly the film is nowhere near the caliber of slave narratives, Ken Burns’ â€Å"the Civil War†, or â€Å"Uncle Tom’s Cabin. † However, it is important as hitherto all-too-often neglected genre of women’s history. Seldom in mainstream culture is the women’s perspective represented so faithfully. And equally seldom is it given the attention and resources devoted to this film. It is simply not taken seriously enough and shunted off into women’s studies classes rather than included in the mainstream of scholarship. Valuable though they are, the women’s studies classes or gender studies courses tend to attract the favor of those predisposed to appreciate them. â€Å"Gone With the Wind†, for a long while a staple of popular culture, has reached a much wider audience. In many ways this movie is indeed an historical romance, ladies’ fiction. However it is also a significant historical document. Many more people have learned about the Civil War from the women’s point of view by means of viewing this film than from any other source. This fact, in addition to its inclusion of important data, renders it deserving of attention and respect. For instance, it highlights the worthlessness of the Confederate currency, a situation which underscores the sheer lack of administrative competence displayed in the South at all stages of the war. Not only did the Confederates fight the North, they also had to contend with the inherent weaknesses of their fledgling nation, as they sought to envision it. Many things weakened â€Å"The Cause†, most notably slavery’s lack of long-term viability as an economic model. The South was heavily invested in a system which had no hope of succeeding beyond a few years. To a great extent, the Confederacy fell under its own weight, much to the past and continuing chagrin if its champions and much to the edification of the nation of which it is a part as well as humankind in general. If only the proof of that assertion would not have required the death of so many and the maiming of still more. Bibliography Frank, Lisa Tendrich. Women in the American Civil War Vol. II. Santa Barbara: ABC-CLIO, Inc. , 2008 Parish, Peter J. American Civil War, the. New York: Holmes and Meier, 1975.

Business Statistics Essay

Technology has brought to the sport of golf a revolution in golf equipment. Clubs swing faster and the balls fly higher and further. The average driving distance of golf pros has gone from 260 yards in 1992 to 286 yards in 2003. However, with all of these improvements in distance, it is not all that clear whether players have improved their accuracy or whether their scores have gotten better. The Professional Golfers Association (PGA) has collected performance data on the 125 top-earning PGA Tour pros. The task of this analysis is to determine whether there exists any relationship between certain aspects of the game such as driving distance, accuracy and overall performance, among others. Description of the data is as follows: Money refers to the total earnings in PGA Tour events. Scoring Average is the average a golfer scores per round. DrDist refers to the average driving distance measured in yards per drive. This measurement is composed of two drives measured on different wholes with opposing wind directions and with no regard to accuracy. DrAccuracy is the percentage of times that a drive lands on the fairway. Every drive is measured with the exception of par 3’s. GIR, or Greens in Regulation refers to the percentage of times that the golfer was able to hit the green in regulation. Hitting the green in regulation consists of getting the ball to the green in par minus 2 strokes. This analysis will study whether there exits any relationship between: driving distance and scoring average; driving accuracy and scoring average; GIR and scoring average; driving accuracy and driving distance. This analysis will also determine which of these variables is most significant in terms of scoring average. Descriptive Statistics The data used in this report consists of information regarding the top 125 players in the PGA Tour based on earnings. The data includes the total amount earned in PGA Tour events, the average number of strokes per completed round, the average number of yards per measured drive, the percentage of time a tee shot comes to rest in the fairway, and the percentage of time a player was able to hit the green in regulation. Care was used in collection of the data to ensure a proper sample. For the average number of yards per measured drive (DrDist), the selection of two holes facing opposite directions to counteract the effect of the wind was used to limit outside factors. Also the point where the ball came to rest was measured regardless of whether or not it was on the fairway. Driving accuracy (DrAccu) was measured on every hole with the exception of par 3’s. For the percentage of time a player was able to hit the green in regulation (GIR), the stroke was determined by subtracting two from par. The data collected was then summarized both numerically and graphically to determine if any relationship exists improvements in technology and golfers performance. Appendix A depicts both graphically and numerically the summary of all data. The mean amount earned is $1791113 and the mean scoring average is 71. 03. For the data the mean distance is 288. Appendix B shows the relationship between scoring average and driving distance. The use of regression analysis shows an F of . 608 and a p-value of . 437. With a p-value ≠¥ .01 the null hypothesis is to be accepted. While accepting the hypothesis recognizes statistical significance, it is necessary to investigate further whether a relationship between scoring average and driving distance exists. Regression analysis was also used to find a relationship between scoring average and driving accuracy. Appendix C shows that an F of 5. 91 and a p-value of . 016. With a p-value ? .01 the null hypothesis is to be accepted in this case. The relationship between scoring average and greens in regulation was also investigated using regression analysis. The regression analysis showed an F of 39. 3 and a p-value of 5. 75. With the p-value ≠¥ .01, the null hypothesis should be accepted. The hypothesis shows statistical significance between scoring averages and greens in regulation. Appendix D shows the results of the relationship between scoring average and greens in regulation. Appendix F shows that with driving distance used as the independent variable and driving accuracy as the dependent variable the resulting p-value is 1. 72. The null hypothesis should be accepted in this case with the p-value ≠¥ .01. The data shows that with a p-value of . 16 the driving accuracy appears to be the least significant factor in terms of average score. With a p-value of 5. 75 greens in regulation appears to be the most significant factor in terms of average score. Interpretation of Statistics PGA golfers have increased their driving distance due to new advanced technology of golf balls and golf clubs. In the past, the average driving distance has ranged from 260-286 yards. The goal of this study is to see the relationship between driving distance and player performance in terms of their accuracy with long range shots. This information is taken from the 008 PGA Tour and covers 125 players. The study’s null hypothesis deals with the link between variables of interest, driving distance, driving accuracy and greens in regulation, and states that increased driving distance has no effect on players’ accuracy and performance. The alternative hypothesis has a relationship between the golfers’ accuracy and driving distance. Our team used a scatter diagram to show the relationship between the two variables. We used a straight line model which has a linear regression. Our two variables on our scatter plot are scoring average and driving distance. There is no functional relation between the variables because there cannot be a straight line that passes through every point, however there is a statistical relation because all the points on the plot are scattered randomly around the line. We are using a simple linear regression model due to the one independent variable. Response is another name for the dependent variable, y. The slope is rise over run or the change in x to y. In Appendix F, the ANOVA shows the scoring average and driving distance. The coefficient gives us the information for the simple regression model. The constant is 70. 4 and gives us the y intercept and the slope coefficient is 0. 00342356. The null proves that there is not a relationship between the players’ average and performance. According to the 95% confidence interval demonstrates that the intercept is within the range of 67. 53551 and 73. 35093 and the slope coefficient is within the range of -0. 00527 and . 014914. The summary in the Appendix re gression gives us data about the analysis. Column one tells us that there is only a single independent variable. The following column states the relationship between the observed dependent variable and the predicted dependent variable. The simple Pearson’s correlation is the same thing as the one independent variable and has a correlation between the two variables. The coefficient of determination tells us proportions and how they can be credited to the x variable. The variation in scoring average is 0. 005% and is caused by the variation in driving distance. Lastly, the standard error of estimate tells us that it is not the same as our original prediction and is off by a score of 0. 42. The Appendix gives us the analysis of variance related to regression analysis. The mean square is represented by the degrees of freedom and the residual degrees of regression. The F-statistic shows a ratio of explained variance to not explained variance. If the regression sum of square is zero then that would mean the independent variable is not associated with the dependent variable’s variation. The larger the sum of squares the more the variation can be viewed by looking at the dependent variable. The F value is . 60774 with a p value of 0. 43714. Therefore, we can accept the null hypothesis because there is no relationship between the scoring average and driving distance. This is exemplified in Appendix E(1), where total driving distance was divided by total score. The higher the %, the lower the score. In this case, there is no trend in the chart because there is no correlation to driving distance and scores. Appendix E(2) shows the relationship between driving accuracy and scores, with the same inverse relationship. The higher the driving accuracy percentage, the lower the score. The graph shows a slight downward trend, meaning there is a slight correlation between accurate drives and better scores. Appendix E(3) shows that, by the same standard as E(1) and (2), there is a more noticeable downward trend. This goes to show that a green in regulation (GIR), although not always, will generally mean lower scores. Accuracy is more important than driving distance. Formulation of Analysis We now can determine if there is a relationship with players’ scoring average and driving distance, because of the statistical information associated with the PGA players. The biggest factor used to prove this relationship is the regression analysis. This lets us look at two variables and figure out if they are linked. The scoring average is the independent variable and the other three are the dependent variables. We used an excel spreadsheet to examine our values. Applying these numbers we are able to find the relationship between our variables. The observed variables are smaller and have a positive relationship between them. We used a 99% confidence level to show the link in scoring average and our variables. Players who have a higher than 99% level tend to drive the ball farther and typically have lower scores. Those players have an intercept of 73. 3509, compared to those that are lower than 99% who have an intercept of 66. 2953. Next, the only positive relationship we can see between the variables is the fact that players that are more accurate tend to have lower scores. Therefore we can reach the conclusion that accuracy improves scores. Conclusion and Recommendations The data shows that a correlation exists between scoring average, driving distance, and hitting greens in regulation. The regr ession analysis showed a p-value of . 02 showing that while a relationship exists between accuracy and scoring average it is relatively small. The relationship between driving distance and accuracy are dependent. With a p-value of 1. 72 the analysis shows that the more accurate the player is the further they are able to drive the ball. By making driving accuracy the dependent variable and driving distance the independent variable, the analysis showed that accuracy is dependent on the driving distance. The data for the analysis was collected for players on the PGA Tour for 2008. The data does not contain historical information on previous years. Without looking at data from previous years it cannot be determined if improvements in technology have resulted in the improvements for players. The data does show that it is important for the player to be able to drive the ball further in order to be more accurate. It also shows that player’s scores are improved with accuracy. With technology that produces clubs that are able to drive further the result is more accurate shots and therefore, better scores. By continuing to make improvement with clubs that are lighter and allow the players to swing harder and faster, players will continue to become more accurate in their shots. The more accurate the shots the better the scores of the players.

Importance of English

History of the English Language A short history of the origins and development of English The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed west and north by the invaders – mainly into what is now Wales, Scotland and Ireland.The Angles came from Englaland and their language was called Englisc – from which the words England and English are derived. Germanic invaders entered Britain on the east and south coasts in the 5th century. Varieties of English From around 1600, the English colonization of North America resulted in the creation of a distinct American variety of English. Some English pronunciations and words â€Å"froze† when they reached Amer ica. In some ways, American English is more like the English of Shakespeare than modern British English is.Some expressions that the British call â€Å"Americanisms† are in fact original British expressions that were preserved in the colonies while lost for a time in Britain (for example  trash  for rubbish,  loan  as a verb instead of lend, and  fall  for autumn; another example,  frame-up, was re-imported into Britain through Hollywood gangster movies). Spanish also had an influence on American English with words like  canyon,  ranch,  stampede  and  vigilante  being examples of Spanish words that entered English through the settlement of the American West.French words (through Louisiana) and West African words (through the slave trade) also influenced American English (and so, to an extent, British English). Today, American English is particularly influential, due to the USA's dominance of cinema, television, popular music, trade and technology (i ncluding the Internet). But there are many other varieties of English around the world, including for example Australian English, New Zealand English, Canadian English, South African English, Indian English and Caribbean English.WHY IS ENGLISH SO IMPORTANT? Although a variety of languages are spoken all over the world, English is an important language to know. English is the language most international business is conducted in, it is used in more areas of the globe than any other and the only language spoken by more people is  Mandarin  (one of the languages in China). In many countries, the citizens have different tribal languages. Even though English is not a native language, the governments select English as an adopted national language.The government documents and laws written in English will be less subject to interpretation than if they had to be written separately in every tribal language. All school-related and workplace connections require a solid understanding of the E nglish language. If you are studying English at school, college or university, remember that getting an ‘A' grade in English is almost worthless, in terms of communication, if you cannot speak the language. Spoken English is used in the best careers, the best universities, and is increasingly being used at job interviews.REASONS TO LEARN ENGLISH 1) English is the most spoken language around the world. 1 out of 5 persons understands it! 2) Many of the most famous movies or songs are written in English! You’ll be able to understand them! 3) If you learn English, you’ll be able to visit most websites! 4) Speaking English is a tremendous asset for your professional career! 5) English is not hard to learn, compared to many other foreign languages! 6) Nowadays, we are surrounded by English (in non English speaking countries of course†¦). Understanding this language becomes more and more important! ) If you are a student, or just eager to learn, to understand Engli sh is almost mandatory since many publications are in English! 8) You will be able to visit the 45 countries where English is the official language! 9) But you will also be able to travel around the entire world! Even if you’re not going to an English speaking country, it is very likely that locals will understand you if you speak in English! 10) For the pleasure! Learning a language, especially English, is rewarding when you see you’re improving! Communicate with your friends in English! Dare To learn and Speak! ENGLISH AS AN INTERNATIONAL LANGUAGE

Education and Method Essay

Submitted By Wamia Akhtar (111011142) Fowzia Morshed (102011133) Rubia Khatun Rubi (113011002) Zannatul Ferdous Bristy (103011202) Nusrat Jahan Jebin (103011156) Research subject: Teaching Method Concept: Learning Process Constructs: * Traditional Classroom teaching * Active Learning Methods * Teaching with Instruments * Teaching Through Tour * Teaching By Creating Pressure Questions: * Traditional Classroom Teaching 1. What system has been followed for traditional teaching? 2. What elements are used in this teaching method? 3. How the traditional teaching has been given? 4. Is it a time sufficient method 5. Can students maintain direct interaction with teacher? 6. Can it make good bonding among the students? 7. How it can be a motivated method for students? 8. Can it create general competitive nature in students? 9. Do you think it pressurize the students to do hard work? 10. Do you think it bring good results for students? 11. Is it interesting or not? 12. Do you think resuming text books are enough? 13. Is it a memorizing based method? 14. Do you find this helpful? 15. Do you feel it is an old system of teaching? 16. Can you relate teaching concepts with real facts? 17. Do you find it challenging? 18. Is it a lengthy process? 19. What kind of preparation you need to take for assuming this method? 20. Do you feel active with this process? * Active Learning Method 1. Do you find group working helpful? 2. Is it a more practical based process of teaching? 3. Can students be involved physically in this process? 4. Is it easy to learn in this way? 5. Are students getting dependent on the course teacher? 6. Do you find this method interesting? 7. Is it an internationally recognized system? 8. Is it helpful for enriching conceptual thoughts? 9. Do you think it creates a distance between you and the books? 10. Is it a stressful method? 11. Do you find it more helpful for making good results? 12. Is it a modern process? 13. Is it saves your time? 14. Can you enjoying the learning through this method? 15. Do you find it easy? 16. Can you reach personally to all technical tools? 17. Do you feel necessity of practicing at home? 18. How you handle this technique of teaching? 19. Is it important for students to be presented all time? 20. Do you find it as short cut? * Teaching With Instruments 1. Are all materials easily findable? 2. Are the materials easy to use for all? 3. How much helpful is the method? 4. Is it a time saving process? 5. Is it a practical based method? 6. Is it a time saving process? 7. In this method of teaching how many times you need to come to the classroom? 8. What kind of role a teacher plays in this method? 9. How often you need to use your text books? 10. Are students enjoying lerning like this? * Learning Under Pressure 1. Do you find teaching with forceful tendency is good? 2. Is it makes you do better result? 3. What kind of difficulties usually you faces? 4. Is it an old form of teaching? 5. How many students can make better result in this method? 6. Do you think teachers work more harder than a student in this method? 7. How much pressure you can handle at a time? 8. Hwo much pressure of study you feel at home? * Learning Through Tour 1. How learning through tour has been worked? 2. How students are participating here? 3. What is the teacher’s role here? 4. Do you find any practical experience by this? 5. Because it is not a classroom based method, how you manage to study by touring? 6. Do you appreciate this system? 7. How students manage their time for this? 8. Is it an internationally recognized system? 9. How many tours you have to join? 10. Is it helpful for making better result?

Audit Assurance and Compliance Case Study

As per the specific roles and responsibilities of independent auditors, it can be said that the independent auditors have the accountability to prepare as well as present financial declarations based on the accurate historical data of the organization and by considering the company’s financial as well as trading standpoints (Glover et al. 2014). However, the financial announcements of the company need to replicate the actual financial condition of the firm during a particular period of time founded on the flows of cash, functional results, incomes as well as gains along with income and profits (Kend et al. 2014). Nevertheless, in certain cases, particular events or else circumstances might crop up after the specific date of authorizing and declaring the pecuniary reports of the firm. Therefore, it becomes important to adjust and incorporate the effects of these events in the financial declarations in the upcoming financial reports that is to be declared by the corporation. In addition to this, the independent auditors also have the need to attach significance to the events that take place prior to the process of preparation as well presentation of the financial declarations and take into account the material impacts of the events on the preparation of the financial statements related to the organization (Schmidt et al. 2016). Thus, there is pressing need for conducting obligatory adjustments for the purpose of disclosing several critical facts regarding the financial soundness of the organization during the specific period of time. As per the effective adjustments in the financial statements made during the period September 2002, the incidences triggered by the disclosures or else non disclosures can be indicated to the consequent events that involved several parties. As per the case study, it can be hereby ascertained that EFL had to bear huge amount of losses owing to the bankruptcy of the corporation Impulse. It can further inferred that this specific loss is mostly caused due to the non-disclosure of proper financial information of Impulse by the auditing and accounting firm King & Queen of Impulse Pty Ltd. Based on the norms and principles of auditing, it can be hereby inferred that the actions steered by the auditing firm King & Queen was immensely unethical. Consequently the auditing firm is accountable to the financing company EFL for the losses it has suffered by disbursing huge amount of loans to the company Impulse based on the financial reports of the firm (Messier Jr 2016). B.The analysis of the case study reveals the fact that King & Queen might not face legal charges based on certain condition. The independent auditing company would not face any legal charges in case if it delivered the right information concerning the financial condition of the firm Impulse to the EFL at the time when EFL asked about written explanation in quest of advice from King & Queen related to the financial condition of the firm. King & Queen had the need to provide credible financial information regarding the firm Impulse to the financing firm EFL if it had clearly written regarding their decision for disbursement of loan based on the financial announcements presented by the King & Queen. However, if EFL agreed to disburse loans to Impulse even after receiving and knowing the actual financial information regarding the company Impulse, then EFL cannot hold King & Queen responsible for the bitter consequences. However, as per the conditions stipulated under the â€Å"paragraph s (93 to 97) of â€Å"PCAOB Auditing Standard No 5†, the auditing corporation King & Queen had the need to undertake an assimilated audit of the financial announcement of the company Impulse in a bid to generate an appropriate financial statement of the firm and to declare about the real health and financial soundness of the company (Moroney et al. 2014). In addition to this, there was also need for maintenance of internal control related to the particular approach of the firm regarding auditing. The maintenance of internal control can help in delivering the direction associated to the consequent events as mentioned in the in the case study. The internal control in organization can also help in proper audit of financial reports and provide proper advice to the auditors. The right guidance to the auditing firm King & Queen can help in averting different liabilities that are associated to the different consequences of events as stated above. The auditing therefor, also needs to abide by the guidelines related to the associated to auditing standards for undertaking the practices of audit as well as their approaches of audit (Stuart 2012). The auditing firm such as King & Queen can adhere to the stipulations conditioned under the Australian Auditing Standards mentioned under the Section 336 of the Corporation Act (William Jr et al. 2016). In this case, King & Queen, the firm performing audit needs to review and audit of financial reports in addition to other financial information as per the conditions laid under the ASQC 1. In addition to this, they also need to maintain compliance with the ASA 102 that mentions the ethical obligations that need to be satisfied at the time of performance of audit, reviews as well as other types of assurance engagement of the firm (Eilifsen et al. 2013). Furthermore, the King & Queen also had the need to comply with the stipulations provided as per the section ASA 220 for maintenance of quality control of a particular audit of a financial statement together with other historical information (financial information) (Auasb.gov.au 2016). In addition to this, the auditors also need to maintain compliance with the directives mentioned under ASA240 for understanding the responsibilities of the auditors associated to fraudulent actions in a specific audit of financial declaration and take into consideration the regulations of ASA 250 for understanding the laws of auditing a financial report (Auasb.gov.au 2016). C.As rightly indicated by Glover et al. (2014), auditing independence deals with two wide aspects that can be discussed for comprehending the nature as well as characteristics of auditors. As such, there remains difference between the actual independence and perceived independence of auditing when considered in terms of appearance. Therefore, in a bid to attain goals as well as objectives of auditing, both the actual as well as the perceived independence is imperative from the viewpoint of the contributions of auditing. Louwers et al.   (2013) asserts that actual independence refers to the operations of the auditors that get impacted by the thinking potential. To put it simply, the actual independence of auditing is primarily reliant on the in dependent state of mind of the particular auditors. The state of the mind of the auditors exert considerable impact on the functioning as well as approaches of different auditors. This in turn affects the way auditors deal with particular sit uations associated to their auditing practices (Arens et al. 2012). Thus, freedom in the decision making can be observed during the time when directors of firms tries to negotiate positions of the auditors. The actual independence of auditing that depends on mental state of individuals is very difficult to enumerate. Therefore, this can be very challenging to gauge the objectivity of particular auditors. However, perceived independence of auditing can be considered as the grey area between the normal black and white aspects of the auditing and is based mainly on perceptions (Duncan and Whittington 2014). D.As rightly mentioned by Carson et al.   (2013), there are several important regulatory requirements along with auditing standards associated to the process of auditing as developed by Australian Securities and Investment Commission (ASIC). There are several directives as well as regulations stated in the regulations of ASIC that the independent auditors take into consideration for undertaking their actions (O’Donnell K. et al.   2015).    As mentioned in the first scenario, Bob has duplicated and at the same time used the financial information provided in the books of the company â€Å"Club Casino† in a bid to prepare university assignment task. Bob essentially removed the probable references that are related to the Club Casino that has the probabilities of breach of audit as Bob did not notify Clun Casino for any such kind of practices. Thus, it can be said that Bob is an independent auditor who needs to get approval from Club casino regarding the utilization and employment of financial information for satisfying the primary educational requirements. Bob also need to comply with the ethical requirement as stipulated under the ASA 102 (Auasb.gov.au 2016). Bob needs to adhere to the regulations in order to comply with ethical obligations during the performance of audit of firms. The second scenario explicates in detail the involvement of Wendy to the company Ace Limited. The company have the need for the auditor rotation as per the stipulations of ASIC. In addition, it is also imperative for the auditor to maintain adherence to the stipulations mentioned under ASA 220 Quality Control Aus A6.1 that specifies about the requirement of the auditor rotation (Auasb.gov.au 2016). The Corporation 2001 also mentions about the requirements of the rotation requirements necessary for meeting the ethical obligations of auditors (Auasb.gov.au 2016). Again, as per the guidelines of ASIC, there are several enforceable regulations for the auditors responsible for preparation as well as presentation of reports for main areas of different business actions and if the corporation is operating for more than 5 years. The third scenario refers to the assignment of Leo in the auditing procedure of organization Precision Machinery Limited. The scenario can help in comprehending the features of appointment that need to meet the capability and effectiveness levels. This is related to the quality assessment programs together with different disciplinary procedures of the professional accounting bodies. Therefore, it is important to adhere to the directives stipulated under ASA 220 for quality control of audit and assessment of quality of the particular audit evidence and ASA 510 Audit Engagement rules and regulations (Auasb.gov.au 2016). The fourth scenario indicates towards the occurrence particularly between Chan & Associates and the Classic Reproduction Pty Ltd. The present scenario refers to the application of registration requirements in the most suitable manner (Stuart 2012). Thus, it calls for the need of arrangement of full settlement actions for the particular claims related to the fees of auditing firm Chan & Associates. In addition to this, the present scenario also talks about the relation with Classic Reproductions for not fulfilling specific auditing requirements. Arens, A.A., Elder, R.J. and Beasley, M.S., 2012. Auditing and assurance services: an integrated approach. Prentice Hall. Auasb.gov.au. 2016. Auditing and Assurance Standards Board (AUASB) - Home. [online] Available at: https://www.auasb.gov.au/ [Accessed 15 Dec. 2016]. Carson, E., Simnett, R. and Vanstraelen, A., 2013, September. Auditing the auditors: An international analysis of the effectiveness of national inspection regimes on audit quality. In The University of Auckland Business School Seminar. Duncan, B. and Whittington, M., 2014, September. Compliance with standards, assurance and audit: does this equal security?. In Proceedings of the 7th International Conference on Security of Information and Networks (p. 77). ACM. Eilifsen, A., Messier, W.F., Glover, S.M. and Prawitt, D.F., 2013. Auditing and assurance services. McGraw-Hill. Glover, S.M., Prawitt, D.F. and Messier, W.F., 2014. Auditing & assurance services: a systematic approach. McGraw-Hill Education. Glover, S.M., Prawitt, D.F. and Messier, W.F., 2014. Auditing & assurance services: a systematic approach. McGraw-Hill Education. Kend, M., Houghton, K. and Jubb, C., 2014. Competition issues in the market for audit and assurance services: are the concerns justified?. Australian Accounting Review, 24(4), pp.313-320. Louwers, T.J., Ramsay, R.J., Sinason, D.H., Strawser, J.R. and Thibodeau, J.C., 2013. Auditing and assurance services. New York, NY: McGraw-Hill/Irwin. Messier Jr, W., 2016. Auditing & assurance services: A systematic approach. McGraw-Hill Higher Education. Moroney, R., Campbell, F., Hamilton, J. and Warren, V., 2014. Auditing: A Practical Approach. Wiley Global Education. O’Donnell, K., Hicks, B., Streeter, J. and Shantapriyan, P., 2015. Getting it right: directors’ assessment of information. Managerial Auditing Journal, 30(2), pp.117-131. Schmidt, P.J., Wood, J.T. and Grabski, S.V., 2016. Business in the Cloud: Research Questions on Governance, Audit and Assurance. Journal of Information Systems. Stuart, I., 2012. Auditing and assurance services: an applied approach. McGraw-Hill/Irwin. William Jr, M., Glover, S. and Prawitt, D., 2016. Auditing and Assurance Services: A Systematic Approach. Auditing and Assurance Services: A Systematic Approach. Looking for an answer 'who will do my essay for cheap',