Dvorak :: essays research papers

Dvorak   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Antonin Dvorak was born in Nelahozeves on September 8, 1841. Dvorak was one of the greatest of the Czech composers. He grew up with an appreciation of local folk songs and demonstrated a talent for music at an early age. His first experience with music was of a violinist and violist. He got the attention of Johannes Brahms with his Moravian Duets and soon won a competition in Vienna that he would have never won if it had not been for the insistence of Brahms. Since his patriotic composition, Hymnus, was so popular in 1873, he decided to dedicate himself to composing and teaching music.   Ã‚  Ã‚  Ã‚  Ã‚  Unlike most of the contemporaries, Dvorak was not a pianist/composer. His compositions for the piano are rare. His piano compositions have a quality that makes them both beautiful and powerful. Someone said that they are much like a jewel: they are revered by those who appreciate the beauty of their shape, the smoothly polished surface, and the glow that comes from within.   Ã‚  Ã‚  Ã‚  Ã‚  As his fame spread throughout Europe, it spread to the United States as well. He was invited in 1892 to the National Conservatory in New York City where he became the artistic director. At the time, he was earning a little less than $500 a month as a professor at the Prague Conservatory. When he took the job at the National Conservatory, he made a salary of $15,000 a year. He served at the Conservatory for three years and wrote some of his best-known music during his time, which includes his Symphony #9 in E minor.   Ã‚  Ã‚  Ã‚  Ã‚  When in New York City at the Conservatory of Music, Dvorak taught composition three mornings a week and conducted choir and orchestra another three mornings. He encouraged his students to develop their own â€Å"American style†. He also encouraged them to develop the folk songs and â€Å"plantation music† of the South.   Ã‚  Ã‚  Ã‚  Ã‚  Dvorak was nationalistic in his earlier works back home; the New World was a nationalistic composition for America. The time he spent working on the New World made him homesick for his native home; Bohemia. His personal secretary suggested the family go to the tiny Czech community in Iowa, known as Spillville. The village was located on a river and the hills and countryside reminded Dvorak of his native Bohemia. In Spillville, everyone spoke Czech and the Catholic Church had an organ that Dvorak would be able to play.

Hatchet :: essays research papers

Hatchet’ Speech.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬ËœHatchet’ by Gary Paulsen is a great book about survival in the wild. It follows the time of a boy, Brian Robson, who crash lands in the middle of a Canadian forest. I think Brian would have though of his time in the forest as fulfilling. Maybe not in the middle of the story, but afterwards, he would of thought of it as a very good experience. From only pages of the book, Brian starts to learn. When the pilot offers him a quick ‘lesson’ of flying the Cessna plane, this saves his life when the pilot dies a horrific heat attack in his seat. This causes Brian to panic, but he safely crash lands inside a lake. Then soon after, he starts to learn that just some insects are coming wanting his flesh. He never thought they were that bad until they cause him to swell all over The only stuff Brian had seen about the wild was on nature films â€Å"They only showed animals jumping around in the bushes and the rolling mountains†. It said in the novel. Brian had only lived in the city, where he is hidden away from the wilderness. He had never been into a forest before. So he was living by what he knew, which was very little. When he goes looking for berries, he is confronted by a big bear. He had seen one before in a zoo, and thought that they would be something to stay away from in the wild. He thinks he is done for, and thinks he will be attacked. But the bear leaves him alone, leaving him with the thought that they only attack you if you attack them. He learns things that are not just relevant to wilderness survival but also about life. These include patience, appreciation for the natural world and observation. He learns to control his temper when he discovers frustration and hopelessness does nothing. He also learns by trial and error, like hunting or building his shelter. For example, his first shelter doesn’t work, so he spends more time on building the second. If a method fails to accomplish the job, Brian learns from his mistakes instead of dwelling on them. Brian also notices the beauty of nature and its sights and sounds. Living in the city has dulled his senses. He uses his new senses to survive, like when at first he couldn’t locate the foolbirds he tries to hunt, they pop out of nowhere surprising him with their presence.

Elementary School Children Exercises Essay

The paper begins with introduction whereby it briefly describes elementary schools and whom it they serve. In this part the paper attempts to show the changes that take place throughout elementary school period. The paper further outlines behavioral experiences of 1st graders through to 5th graders. In so doing the paper takes into account behavioral observation both in class and in the playground. Experiences both in class and playground are taken into consideration throughout the grades. The paper concludes by observing the general circumstances in the elementary school set up and how they can be improved. Introduction In the United States, a child between the kindergarten level and the 8th grade attends elementary schools for her/his education. However, the most universal grade range is kindergarten through 12th grade. Elementary schools in this country are also referred to as ‘grade schools’. Throughout their elementary school years, children experience imperative developmental transformations. Their way of thinking becomes more coherent, their concentration gets more compliant, their perception taking grows more complicated, and their understanding and math dexterity flourish. With admission into recognized schooling, children expend more time away from their relatives. Repeatedly, this time embraces many hours spent in schools and out-of-school time programs. During elementary school, children commence to assimilate knowledge from their exchanges with teachers, peers, and families so as to create identities based on their understanding of what they are good at as well as capable of doing. Behavior of grade 1- 5 children I observed a boy child attending elementary school through grades 1 to 5 and found 6 that and found this is the most period when attachments to friends grow. The child showed interest with best friend while he showed a sign of shunning those children who were fond of bullying others. Much activity centered on how to stay with friends as well as identifying those who are not co-operative. Majority of the child’s friends were of his sex. While in the 1st grade the child shows a tendency of seeking or dependent behavior toward older rather than same-age or younger children. As the child advances to second grade, he depicts a kind of need for peer assistance as opposed to teacher help. As a mode of attracting the attention of adults, the child develops tattling behavior. Through grades 4 to 5 this child tries to attract the attention of his peers as well as teachers so as to gain cognition. He puts more effort so as to lead others or win in whatever they are doing. The child tries to boss around and he seems not to be happy upon being defeated. In the playground the child tries to be attached to an adult such as a teacher, club leader, and caregiver or neighborhood teenager. The child shows competing enthusiastically so as to win the attention of this adult. Advancing through the grades a positive self-concept continues to develop with successful experiences. The child becomes more sensitive to personal criticism and does not know how to accept failure. The child shows self-control as well as patience in addition sharing and respecting the rights of others while in the 5th grade. It is at this stage that the child develops sequencing and ordering skills, preparing the way for problem solving math skills. Summarily, while in grade one and two the child exhibits, high active behavior, while not being modest he dislikes to loose, he appears to be self centered while seeking to be the centre of attention among portraying other attitudes. In the playground the child becomes sensitive about being called names, but calls others names, often pairs up and has best friend; tends to enjoy leaving out a third child. He shows some interest in games with rules and action but lacks skill, on top of this the child enjoys rough-housing but does not know when to stop and ends up being hurt, upset or exhausted. The child appears to like to know rules in as well as complaining about unfair treatment by peer playmates. While in the fifth grade the child wants to do things right, he erases and tries again and again, he begins to enjoy reading as a pastime as there has been success learning this skill. The child starts to show politeness and consideration; less opinionated and stubborn, he shows friendship by sharing possessions, secrets and time together. The child appears to develop attitude towards opposite sex a combination of liking and hostility. Elementary school and the children Children in elementary schools encounter a number of problems orchestrated by their peers. This can be in form of including undirected anger, such as tantrums, and lashing out at others; ‘bullying’, which is targeting someone thought to be weaker; and ‘hate bullying’, which is oppressing someone of a different (and perceived to be inferior) gender, race, ethnicity, religion, or sexual orientation (U. S. Department of Education, 1999). Young children encounter an immense and mounting range of challenges as they try to build up pro-social competencies and a pacifying, peaceful approach to life. They not only suffer from a lack of closeness with adults, but also from an excess of coverage to explicit violence in the news and entertainment media and, progressively more, in their homes and communities. All these forces have an effect on the disposition of children, and each child conveys a distinctive set of responses to probably provocative conditions. One of the most acknowledged features in schools across America and the rest of the globe are bullying. Bullying is not only destructive in elementary school children, but also adolescents in high school. Studies carried out indicate that the most common locale for bullying is on the playground, closely followed in occurrence en route to and from school. These studies show that bullying that took place on a playground was observed by monitors as well as adult playground assistants. On the playground, the number of time assistants had to intervene was only 17% of the time, and monitors intervened in only 23% of the observed cases. Noting that bullying in bullying is common in elementary schools; action should be taken to make school playgrounds a safer place for all children. This can be achieved if administrators, teachers, staff, as well as other adult stakeholders work to sustain a stricter measure of management on the playground, particularly in areas that appear to be prone to harassment, in addition to these same persons endeavoring to build a more cooperative and engaging school environment. Playground affords recess to the elementary school children. Recess can be described as a break period, typically outdoors, for children. In comparison to the rest of the school day, recess is a time when children have more free will to decide what they want to do and with whom. Through a 1989 study carried out by National Association of Elementary School Principals (NAESP) it was acknowledged that schools in 90% of school districts had at least one recess period during the day. It is however articulated via American Association for the Child’s Right to Play (IPA/USA), many school systems have done away with recess since 1989. Among the reasons for such decision are safety and liability concerns and fears that recess would interrupt work patterns. Eradication of recess among elementary schools is also associated with the requirement for more instructional time while in some instances m principals and teachers suggest that they feel pressured to pack more instruction into the school day because of new calls for accountability. Abolishing recess in elementary schools was detrimental to both the social development of the child as well the academic well being of the children. This is due to the fact that recess may be the only chance for some children to connect socially with other children. Many classrooms permit very little interaction. In addition, latchkey children, who lock themselves in at home after school glued in TV and computer games as cohorts, frequently have no peer exchanges once they leave school. A good deal of what children do during recess, counting the sharing of folk culture, making choices in addition to developing rules for play, has bearing on the development of social skills. During elementary school recess, it was observed that children manage their own games, choosing on the rules and formatting which team goes first or who is â€Å"it†. Even though game playing can take place in the classroom as well as on the playground; however recess offers a more â€Å"open setting† with freedom of withdrawal as opposed to the classroom where it is typically â€Å"closed setting† and children cannot withdraw from the game. Playgrounds afford the children with the ability to learn to resolve conflicts to keep the game going, resulting in low levels of aggression on the playground. The fact that recess is only time in the school day when there is free peer interaction it is a important time in which adults can examine children’s social behaviors, their predisposition to bully and fight, in addition to their leadership and pro-social behaviors. Seeing how their students cooperate socially can assist teachers and other playground supervisors intercede in situations involving hostility or social isolation. Reference U. S. Department of Education, Office of Civil Rights. (1999). Protecting students from harassment and hate crime: A guide for schools. Washington, DC: U. S.

Real Presence: Eucharist

The Eucharistic Presence also known as the communion and the Last Supper is a significant part of the Christian religion . The Protestants believe that the communion is merely for the remembrance and the thanksgiving of Jesus’s sacrifice for the people. However the Roman Catholics and the Orthodox believe that the ritual is a physical union, becoming one with Jesus by partaking in the eating of the body and bread. Jesus spoke â€Å"My flesh is true food, my blood is true drink,†(John 6:55) when the disciples were gathered for the Last Supper before Jesus died on the cross.The intention of Jesus’s saying was not of a metaphor but to be accepted literally which is done so by the Catholic church. The Eucharist is a sacrament of the last supper. It involves sacred elements that go through transubstantiation, a change in the substance, essence. This theological concept can be referred to as a Real Presence, in which the bread and wine changes its substance into body a nd blood along with the soul and divinity of Jesus. The concept of Real Presence was opposed during the reformation period of 1500 when there was a division within the church.Before the concept of transubstantiation was officially codified, the term was already assumed and accepted in the literal sense. The oppositions and the divisions in the church lead the church into forming an Ecumenical council in Trent and the Vatican Council of 1962 where Episcopal powers aimed to defend and reinforce the belief in Real Presence. The Eucharist as the Real Presence of Christ can be seen through the Eucharistic dogma provided by the the Council of Trent, Vatican II.Certain excerpts from scripture can be used to display the consistency of belief in the Eucharist as the literal blood and body of Jesus Christ. John Macquarrie in â€Å"Paths in Spirituality† consist of concepts of temporal, spatial, and personal presence can be used to support the dogma of Eucharist as Real Presence. The Eu charist involves a theological concept of transubstantiation which was a term created to explain the mystery of the liturgy practice. It is a compound word consisting of two words that mean change and substance. Therefore the meaning of the word is a change of substance.The substance refers to the uniqueness and the very nature of anything that exists. The accident refers to the eternal qualities that are subject to the senses. The substance of the bread and wine which is refered to as the â€Å"breadness† and the â€Å"wineness† transforms into the substance of the body and blood of Christ. However the appearance and the physical state of the bread and wine, which can be tasted, touched, smelled, all do not change. There are numerous writings by significant church figures to support the literal interpretation of the Eucharist as the Real Presence of Christ.This can be seen in the works of Ignatius of Antioch, he writes â€Å"Strive then to make use of one form of tha nksgiving, for the flesh of Our Lord Jesus Christ is one and one is the Chalice in the union of His Blood, one alter, one bishop. † Saint Augustine wrote â€Å"It was in His flesh that Christ walked among us and it is his flesh that he has given us to eat for our salvation† The early fathers of the church attested the belief in transubstantiation. The concept of transubstantiation was officially codified at the Council of Trent.Even before the council of Trent, the Eastern church used a similar concept in Greek called metaousious â€Å"change of substance. † Variations in the interpretations regarding the liturgy of Eucharist started to form. The Protestant reformation gave a rise to Constantiation which was formed by Martin Luther. The protest with the universal faith of Christians in the Real Presence began during the Protestant Reformation when Zwingli and Calvin refuted the concept of the real physical presence of Jesus in the Eucharist using their subjective interpretation of the text. Zwingli believed the Eucharist was just a symbolic experience.Calvin refuted that it was more than a symbol, but less than Jesus’ physical presence. He prefered a â€Å"spiritual† presence and never explained how this differed from the omnipresence of God. On the contrary, Luther protects the concept the Real Presence. Luther wrote: â€Å"Who, but the devil, hath granted such a license of wrestling the words of the holy Scripture? Who ever read in the Scriptures, that my body is the same as the sign of my body? Or, that is the same as it signifies? What language in the world ever spoke so? It is only then the devil, that imposeth upon us by these fanatical men. . . Not one of the Fathers, though so numerous, ever spoke as the Sacramentarians: not one of them ever said, It is only bread and wine; or, the body and blood of Christ is not there present. † Luther believed in Constantiation which was when the substance of the bread and win e remain the same, coexisting with the substance of Jesus’s blood and body. Eucharist as Real Presence can supported through biblical scriptures. The communion is for the receiving of Jesus into our bodies by eating his body and drinking his blood. In John 6:56 â€Å"He who eats my flesh and drinks my blood abides in me, and I in him. The word abide is significant in understanding transubstantiation. Jesus also uses the word â€Å"abide† in chapter fifteen when he mentions the vine and the vinedresser. The word abide in greek can also be translated as living. So Christ is living in those that have ate his flesh and drank of his blood. John Macquarrie in Paths in Spirituality supports the Eucharistic as Real Presence through three concepts of present reality. Presence has several different significations that are fundamental in understanding the concept of transubstantiation. The first one is temporal presence. In the Eucharist there is a presence in time.But the confl ict in this understanding is that The Last Supper happened two thousand years ago. So how would the church bridge the time in between? Macquarrie writes, â€Å"The Council of Trent, incidentally, used the word repraesentatio in connection with the Eucharist in the sense that it makes present again Christ’s saving work. We live between the Christ of history, of the historical incarnation, and the Christ of the future, the Christ who will come again with glory. But between times’ Christ is not absent. † Therefore in the Eucharist, Christ is fully, and physically present.Many protestants such as Bultmann, does not believe in the real, physical presence of Christ, rather a genuine presence in which Christ can only be revealed through the Word of God. But that is limiting the very possibility in Christ being present in many other ways. Where is Jesus present? God and Jesus is both omnipresent. But if God is present everywhere then what is the significance of Jesus be ing present in the bread and wine? Macquarrie inquires â€Å"But how can this be reconciled with the idea of a particular presence? † A universal presence of God is very hard to detect and recognize because he is simply everywhere.But if his presence is densed, localized and particularized into one area there will be â€Å"moments of intensity and meeting or encountering of God. Even in the Old Testament, God’s presence was localized in the Ark of the Covenant, where His presence was experienced with intensity. The church can be an another example of sacred space. Macquarrie claims, â€Å"If there was no particular places where one might find Christ present, I do not think he would be present anywhere. † Summation of the presences leads to the personal presence. It is a multidimensional presence where it is not limited to time and space.Christ can be revealed in the actions of his people. He is revealed in the community of the faithful, the body of Christ, â₠¬Å"sometimes called the extension of the incarnation. † Protestants receive the Eucharist as spiritual presence. however the spiritual presence is inferior to the personal presence. Personal presence has no limitations and boundaries in the human experience which includes spatial, temporal and even spiritual. Because the accidents of the elements do not change, there is no empirical verification, leaving the presence visible only to those that have eyes of faith.Many Christians abstain from the practice of Eucharist because they refuse to believe that the Eucharist is the real flesh of Jesus Christ. Even great Christian thinkers like Calvin believed in a limited presence of Christ in the communion. In disputing over the real presence in Eucharist through biblical justifications, divisions in the church started to form. â€Å"Interpretation of certain verses has been a source of division between Christians, and not only in creating separation between Catholics and Protestants. Luther and Calvin also stood in fundamental disagreement over the doctrine of the real presence in the elements, and these verses played no small part in that dispute. † However this was good for the church because they were able to filter out the different interpretations of the Eucharist. The Eucharist as the Real Presence of Christ can be seen through the Eucharistic dogma provided by the the Council of Trent, Vatican II. John Macquarrie in â€Å"Paths in Spirituality† can also assist further supporting the idea of real presence through the concepts of temporal, spatial, and personal presence.CITATIONS – Pope Paul VI, Encyclical Mysterium Fidei. 1965, St. Paul Books and Media, Boston, MA. p. 354. – St. Ignatius â€Å"Letter to the Romans,† J. B. Lightfoot, The Apostolic Fathers, p. 405. – Luther’s Collected Works, Wittenburg Edition, Vol. VII, p. 391. – Foster, Paul. 2006. â€Å"Jesus, The Real Presence of God (John 6:35, 41 -51). † Expository Times 117, no. 10: 416-417. – Macquarrie, John. Paths in Spirituality. New York: Harper & Row, 1972. p. 83-93 ——————————————– [ 1 ]. Pope Paul VI, Encyclical Mysterium Fidei. 1965, St.Paul Books and Media, Boston, MA. p. 354. [ 2 ]. Luther’s Collected Works, Wittenburg Edition, Vol. VII, p. 391. [ 3 ]. Macquarrie, John. Paths in Spirituality. New York: Harper & Row, 1972. p 84 [ 4 ]. Macquarrie, John. Paths in Spirituality. New York: Harper & Row, 1972. p 83 [ 5 ]. Macquarrie, John. Paths in Spirituality. New York: Harper & Row, 1972. p 84 [ 6 ]. Macquarrie, John. Paths in Spirituality. New York: Harper & Row, 1972. p 84 [ 7 ]. Foster, Paul. 2006. â€Å"Jesus, The Real Presence of God (John 6:35, 41-51). † Expository Times 117, no. 10: 416-417.

Reflection of Daily Nutrition Intake Essay

Hypothesis: My daily caloric intake is anticipated to be higher than the recommended allowance of carbohydrates, lipids and sodium; however, it is expected to be lower than the recommended allowance for proteins, minerals, and vitamins. Research: In the United States, people use almost their entire food budget on processed foods which often have been treated with chemicals after being harvested or butchered. These chemicals are additives and preservatives which are substances intended to change the food before it is purchased by customers. Additives can be flavorings that enhance the food’s taste, dyes that alter the color, and dietary additives, such as vitamins, minerals, fatty acids and other supplements. Preservatives are used to extend a products shelf life by preventing bacterial or fungal growth, oxidation (which can lead to the discoloration or rancidity), or inhibiting the natural ripening of fruits and vegetables. Packaging is considered an â€Å"Indirect Food Additive† because it can add substances to the food it protects. A common preservative in the food that I eat is called propionic acid, which prevents mold in bread. Also, most processed foods rely on additives to restore the flavor that is lost in processing or create new flavors altogether. For example McDonald’s chicken products like Chicken McNuggets ® add â€Å"chicken flavor†. A food additive is considered fit for human consumption after the Food and Drug Administration (FDA) approves it. However, this decision can prove to be poor because when certain chemicals are added to processed food products, some of these food and color additives provoke an allergic reaction or other critical health problems. For example, monosodium glutamate (MSG) causes headaches, nausea, weakness, difficulty breathing, drowsiness, rapid heartbeat, and chest pain. This can be avoided because it is required for all of the ingredients to be listed on the food label. Unfortunately, additives and preservatives are often unclear as to what they include. Saturated fat is found in foods from animals and certain types of plants. Foods from animals include beef, lamb, pork, lard, poultry fat, and other dairy products made from milk. Foods from plants that contain saturated fat inclu de coconut, tropical oils, and cocoa butter. Two types of unsaturated fat are polyunsaturated and monounsaturated fats. They are found mostly in fish, nuts, seeds and oils from assorted plants. Trans-fatty acids are found in small amounts in various animal products such as beef, pork, lamb and the butterfat in butter and milk. Both polyunsaturated and monounsaturated fats are considered to be healthy because they may help lower one’s blood cholesterol level when replacing saturated and trans fats. Unsaturated fatty acids are found in two different types: â€Å"cis† and â€Å"trans.† These terms refer to the hydrogen atoms physical positioning around the carbon chain. The cis form is more common than the trans form. In some studies hydrogenated fats, or trans fats, mostly raised the total LDL cholesterol level and lower the HDL cholesterol levels. This could result in the heightened risk of heart disease. Essential Vitamins and Minerals are often called micronutrients because only a small portion is needed to live a healthy lifestyle. Without these micronutrients one is almost guaranteed to become infected with a disease like scurvy, blindness or rickets. Although they are both considered micronutrients, vitamins and minerals differ in basic ways. Vitamins are organic and can be broken down by heat, air, or acid. Minerals on the other hand are inorganic and hold on to their chemical structure. Essential Vitamins include Fat-Soluble and Water-Soluble Vitamins. The water-soluble vitamins are B and C and the fat-Soluble Vitamins are A, D, E, and K. The fat-soluble vitamins include A, D, E, and K. Firstly, Vitamin A is vital for good vision, prevents night blindness, keeps mucous membranes healthy and is necessary for healthy skin and hair growth. Next, Vitamin D is found in foods obtained from the sun. It helps bones use the mineral calcium to build strong bones and it prevents rickets. Also, Vitamin E helps breakdown polyunsaturated fats. It is an antioxidant that protects blood cell membranes from too much oxygen. Finally the fat-soluble Vitamin K is essential for the clotting of blood. It can be found in foods or produced in bacteria in the small intestines. The water-soluble vitamins are B and C. C is the most famous vitamin, and is also referred to as ascorbic acid. It helps form collagen, grow and repair body tissue and blood vessels, and prevent scurvy. However, too much Vitamin C can lead to the creation of Kidney stones and the breakdown of red blood cells. Vitamin B is complex and has several different types such as B1 (Thiamine), B2 (Riboflavin), Naicin, B6, B12, and Folacin. Amino Acids are organic compounds. They are the monomers of proteins and consist of both an amino group and a carboxyl group. The human body is unable to synthesize certain amino acids called â€Å"essential amino acids,† â€Å"the human body can synthesize all of the amino acids necessary to build proteins except for the ten called the â€Å"essential amino acids.†Ã¢â‚¬ (Nave 1) For example, some of the â€Å"essential amino acids are Leucine(leu) and Phenylalanine. Conclusion: My hypothesis was correct because as I cataloged my daily nutritional intake I found that the recommended allowance of carbohydrates, lipids and sodium is lower than what I eat and the recommended allowance for proteins, minerals, and vitamins is higher than what I eat. I am supposed to take in approximately 2000 calories a day and, on average, I only eat 900 calories a day. As I reflect on my daily nutritional intake I realize that in order to have a completely healthy lifestyle I must have more essential vitamins and minerals as well as proteins in my diet. Works Cited American Heart Association . â€Å"Cholesterol.† www.heart.org. American Heart Association , n.d. Web. 11 Nov. 2012. . â€Å"Helpguide helps you help yourself and others.† Helpguide helps you help yourself and others. N.p., n.d. Web. 11 Nov. 2012. . Nave, R. â€Å"Essential Amino Acids.† Essential Amino Acids. University of Arizona’s Biology Project , n.d. Web. 11 Nov. 2012. . Sustainable Table. â€Å"Food Additives, food additives pose threat – The Issues –

Question Essay Example | Topics and Well Written Essays - 500 words - 9

Question - Essay Example These defined liabilities are the results of the past events that will be turning into future economic outflows from the company, these liabilities successfully meet the standard definition of obligation but their measurement and computation is often observed to be a debatable issue. As the above-discussed liabilities are future expenses for the company, their future value computation may depend upon numerous factors. These liabilities are very sensitive to the rates of interest of the country and other external factors such as government policies, inflation rates, time value of money, and the probable date of maturity. Their date of maturity may change and solely depends upon the clauses and covenants placed upon them in the contracts. The lease commitments are the future payments of the leased item. Only the current liability under the lease agreement contains a true value of the lease payment for the year, the non-current liabilities hold an estimated figure to be paid in the future. The purchase obligation makes an organization to bound into a commitment of purchase of an item in the future date. The market value of the item in the future cannot be defined in the present period; an estimated value is considered in this case as well. In the case of marketable securities, the rates and maturity periods, and markets for the item are estimated based on assumptions. The derivatives also fall into the same category. The nature of these obligations makes it difficult for the company to reflect and present the real and accurate value of these items. Hence, there is a possibility that the liabilities been shown by the companies may differ from their actual worth. Ernst & Young LLP is the audit firm which performs external audit of Apple Inc. and PriceWaterhouseCoopers performs external audit of Dell Inc. The auditors of both

Cultural Sensative Counseling Essay Example | Topics and Well Written Essays - 1500 words

Cultural Sensative Counseling - Essay Example 72). The ultimate goal is for the counselor to be â€Å"culturally sensitive† in that he/she â€Å"is aware of, shows recognition of, demonstrates some knowledge of, and expresses an interest in the client’s ethnic identity and cultural background† (Day 2008, p. 72). This is very important because conduct in one culture may be more distressing in another culture. For example, a Filipina student going against her parents’ choice of major may be more of an issue than for an American student. In other words, there is no universal prescription for dealing with all human beings’ problems (Day 2008, p. 72). Cultural sensitive interviews will help the counselor obtain the information necessary for narrowing the issues down to a specific culture. Therefore a cultural sensitive interview will begin by first determining the client’s first language. Language questions will seek to determine whether or not the client’s family or home speaks anothe r language or languages and what language or languages are used at home. The client’s feelings about whether his or her language is â€Å"standard English or nonstandard English† will also be queried at a cultural sensitive interview (Day 2008, p. 73). Secondly, the client will be questioned about family roles. Essentially, the counselor will attempt to determine what is expected of children within the family and how those expectations are modified throughout childhood to adulthood. Other questions about family roles will include information about whether or not adult children have to take care of their parents; the degree of authority that parents have over their adult children and adolescent children’s decisions; whether or not parents are strict and if the client follows their parents own â€Å"parenting style† (Day 2008, p. 73). The client will be questioned about sex/gender distinctions and roles. Specifically, the counselor attempts to determine cul tural beliefs relative to sexes and the degree to which those beliefs and distinctions are reflected within the client’s family. The counselor will also need to ascertain the client’s own feelings about those prescribed differences and roles. The counselor will also endeavor to obtain information about sexual orientation. More specifically, the counselor will attempt to determine the degree to which the client’s sexual orientation or the sexual orientation of others affects the client. Information about what the client learned about sexual orientation from the family and whether or not the client’s own concept of sexual orientation has been refuted (Day 2008, p. 73). Another area of query includea information about the client’s independence. Specifically, the counselor will be required to determine if the client firmly believes in â€Å"freedom from others’ influence†, or if co-dependence within the family or the community ranks highe r (Day 2008, p. 73). Questions about the spirituality and its influence on the client are also important. How the client’s culture defines success and how conflict is dealt with by the client’s culture are also important questions. Cultural and family history and its influence on the client are also important questions in a cultural sensitive interview. Questions about money, more specifically class status, economic objectives and the importance of wealth to the client’