Balance Sheet and Accounting Standards

ANSWER SHEET STUDENT’S SURNAME   OTHER NAMES   STUDENT NUMBER   TUTORIAL DAY & TIME TUTOR’S FULL NAME   Test 1 – Version 2 Session 2, 2012 Course Code: ACCG 224 Course Name: INTERMEDIATE FINANCIAL ACCOUNTING Time allowed: 55 minutes plus 5 minutes reading time Total No. of questions: Three Questions Instructions 1. You must answer ALL questions in the test booklet. No separate booklet will be provided to answer the questions. . This is a closed-book test. You are not allowed to refer to any text material for the test. 3. Show all workings. Handwriting must be legible. 4. Non-programmable and non-text retrieval calculators may be used, but dictionaries are not to be used. Question No. Marks 1 /15 2 /15 3 /10 Total /40 Question 1 – Multiple Choice (15 marks) (Please circle the correct answer) 1. The main functions of the Financial Reporting Council include: I. II. III. IV. V. a. b. * c. d. overseeing the process for the setting of accounting standard s of the AASB. determining the AASB’s broad strategic direction. onitoring and reviewing the level of funding for the AASB. directing the AASB in relation to the development or making of a particular standard. the power to veto a standard recommended by the AASB. I, II, III and V only I, II, and III only I, II, IV and V only II, III, IV and V only 2. The role of the Australian Securities and Investments Commission is to: I. II. III. IV. a. b. c. * d. 3. I, II, III and IV I, III and IV only I, II and IV only II, and III only Regulatory capture is said to occur in which of the following situations? a. b. c. d. * 4. Enforce and administer the Corporations Act.Inform the public about Australian companies, financial markets and financial professionals who deal and advise in financial instruments. Issue accounting standards. Improve the performance of the financial system. When the regulated entities ensure non-performance by the regulating body When the regulated entities co-opt t he regulators into a mutually shared perspective When the regulated entities control the regulations and the regulatory body All of the above Which of these theories could explain a move towards government control of accounting standards setting in Australia? a. b. . d. * 5. Public interest theory Regulatory capture theory Private interest theory All of the above The primary reasons for developing a conceptual framework is: a. * b. c. d. To enable regulators to develop accounting standards that are consistent and logical To provide guidance to accountants in areas where no standard exists To reduce the number of accounting standards needed To assist auditors 2 6. According to the AASBs Conceptual Framework an asset is: a. b. c*. d. 7. A company incurs significant costs in relation to a speculative project that intends to turn rocks into gold.In accordance with the AASBs Conceptual Framework the costs of this project are an: a. * b. c. d. 8. d. it is not necessary to restate the prio r period comparatives; the error may be amended prospectively; it may be deferred and recognised in the subsequent period; a retrospective correction must be made. When changing an accounting policy which of the following has to be applied retrospectively? a. * b. c. d. 11. Relevance, reliability, materiality, consistency, verifiability, understandability Understandability, timeliness, relevance, readability, timeliness, reliability Relevance, faithful representation, comparability, nderstandability, verifiability, timeliness Uniformity, relevance, reliability, consistency, faithful representation Where a fundamental error occurs in the recognition process: a. b. c. d*. 10. expense because there is little probability that future economic benefits will eventuate expense because the recognition criteria for an asset is not satisfied asset because the definition and recognition criteria for assets are satisfied asset because the company will control the future economic benefits. The qu alitative characteristics for financial reporting contained in the Conceptual Framework are: a. b. c. 9. a contingent item depending on another event occurs at some time in the future a future benefits controlled by an entity as the result of a future transaction a future benefit controlled by an entity as the result of past transactions or events an item that has a physical existence and can be converted into cash. a voluntary change to improve the relevance of information presented a change due to the adoption of a new accounting standard a change due to the adoption of a new interpretation all of the above. A company’s workforce went on strike for an indefinite period commencing on 5 August 20X1.The strike was expected to cause severe financial conditions for the company. The financial statements for the year ended 30 June 20X1 were expected to be completed by 7 August 20X1. In accordance with AASB 110 Events after the Reporting Date, the appropriate treatment regarding th e strike is: a. * b. c. d. disclosure as a note to the financial statements, as it is a non-adjusting event; disclosure as a note to the financial statements, as it is an adjusting event; to adjust the financial statements, as it is a non-adjusting event; to adjust the financial statements, as it is an adjusting event. 12. Differences between the carrying amounts of an entity’s net assets determined under accounting standards and accrual accounting, and the tax bases of those net assets determined under the Income Tax Assessment Act, are described as: a. * b. c. d. 13. CTT Limited has an asset which cost $300 and against which depreciation of $100 has accumulated. The accumulated depreciation for tax purposes is $180 and the company tax rate is 30%. The tax base of this asset is: a. * b. c. d. 14. temporary differences permanent differences tax losses the current income tax liability. $120 $220 $80 $20In jurisdictions where the impairment of goodwill is not tax deductible, AA SB 112 Income Taxes: a. * b. c. d. does not permit the application of deferred tax accounting to goodwill allows the recognition of a deferred tax item in relation to goodwill requires that any deferred tax items in relation to goodwill be recognised directly in equity requires that any deferred tax items for goodwill be capitalised in the carrying amount of goodwill. 15. Revaluations under AASB 116 Property, Plant and Equipment apply to: a. b. c. d. * all assets on an individual basis individual current assets only individual non-current assets only ssets on a class-by-class basis. 4 Question 2 – Short Answers (15 marks) Part a. The ASIC Act details that one of the primary accounting standard functions of the Financial Reporting Council (FRC) is to ensure that accounting standards serve the best interests of both the private and public sector. Why is it important that the FRC ensure that the interests of the public sector are met? (3 marks) One of the crucial roles of FRC is to assess the continued relevance and effectiveness of accounting and auditing standards to ensure that accounting standards serve the best interests of both the private and public sector.Relevant accounting standards lead to required and appropriate accounting information disclosure. Accounting information serves an important public policy purpose — namely improving the flow of information to investors in a country’s capital markets. Accounting information helps investors and other stakeholders make sound economic decisions, which will enhance the efficiency of resource allocation and fairness of wealth distribution in the society. With the development of a country’s economy, the social welfare will increase.The public interest means such social welfare. 5 Part b. You have recently graduated with your Bachelor’s degree and have applied for a position with the Australian Accounting Standards Board (AASB) as a technical adviser. At the interview, the Chai rman stresses that they often have difficulties in determining whether the standards they draw up should follow a ‘principles based’ or ‘rules based’ approach. In particular they want to implement standards to overcome creative accounting practices.Knowing that you have recently completed studies in accounting theory and standard setting, explain the Chairman what are the three main differences between the ‘principles based’ approach as opposed to a ‘rules based’ approach to standard setting? (3 marks) Principles Based ? †¢ †¢ IASB follows a principles-based approach to standard setting. Constructed in a broad framework that is not focussed on specific rules under specific circumstances Allows for professional judgement in relation to substance rather than form Advantages of principles-based standards †¢ Principles-based standards are simpler. They supply broad guidelines that can be applied to many situations. †¢ They improve the representational faithfulness of financial statements. †¢ They allow accountants to use their professional judgement. †¢ Evidence suggests that managers are less likely to attempt earnings management. Disadvantages of principles-based standards †¢ Managers may select treatments that do not reflect the underlying economic substance. †¢ The judgement and choice involved in many of the decisions mean that comparability among financial statements may be reduced Rules-based †¢ Currently FASB follows rules-based approach. Constructed in a framework that is focussed on specific rules under specific circumstances. †¢ Misuse in corporate collapses means that FASB is reconsidering if they should move to principles-based standards. Disadvantages of rules-based standards †¢ Rules-based standards can be very complex. †¢ Organisations can structure transactions to circumvent unfavourable reporting. †¢ Standards are likely to be inco mplete or even obsolete by the time they are issued. †¢ Manipulated compliance with rules makes auditing more difficult. †¢ Rules-based standards can be confusing. Part c.Explain what a conceptual framework is and what are the benefits of having a Conceptual Framework for the accounting profession? (4 marks) Definition of a Conceptual Framework ? ‘A coherent system of interrelated objectives and fundamentals that is expected to lead to consistent standards’; ? Also, it is an attempt to provide a structured theory of accounting that prescribes practice. ? establishes concepts/ideas that underlie the preparation and presentation of financial reports; ? assists standard setters, preparers, auditors, users and those interested in the work of standard setters How the framework is used for the accounting profession? Explains the concepts/ideas that underlie the preparation and presentation of financial reports for external users – What is the purpose of finan cial reporting? – For whom should financial reports be prepared? – What qualitative characteristics should financial information possess? – What are the elements of financial reporting? – What measurement rules should be employed? It provides guidance to the accountants when there is no specific guidance given in the accounting standards.It also assists the accountants when they cannot understand the application of certain IFRS due to the complexity involved. 7 Part d. Barton Ltd uses tractors as a part of its operating equipment, and it applies the straight-line depreciation method to depreciate these assets. Barton Ltd has just taken over Deakin Ltd, which uses similar tractors in its operations. However, Deakin Ltd has been using diminishing balance method of depreciation for these tractors. The accountant in Barton Ltd is arguing that for both entities the same depreciation method should be used for tractors. Provide arguments for and against this pro posal. 2 marks) Para 50 of AASB 116 notes that depreciation is the systematic allocation of the depreciable amount of an asset over its useful life.. Arguments against the Proposal ? Depreciation is measuring the change in value due to the use of an asset over the period. It is possible that Deakin Ltd has been using the diminishing value as it was going to use the tractor more in the early years of the economic life and hence the choice of the depreciation method is justified. Arguments in Favour ? It is important that there is consistency in the type of the asset and depreciation method applied.Part e. a. Explain the difference between the cost model and revaluation model under measurement subsequent to initial measurement. (3 marks) Cost Model AASB 116 requires that measurement subsequent to initial measurement of assets could be carried at cost less any accumulated: – depreciation; – impairment losses. Revaluation model – As an alternative to the cost model AASB 116 allows the revaluation model to be used for classes of assets. Revaluation is an adjustment of PPE’s carrying amount so that it reflects its current fair value. Measurement basis is fair value (FV).Frequency of revaluations is not specified, but must be performed with sufficient regularity such that the carrying amount of assets is not materially different from their FV. Revaluation performed on a class basis. Accounting performed on an asset-by-asset basis. 8 Question 3 – Practical (10 Marks) Bravo Ltd began operations on 1 July 2011 and has provided the following information: 1. 2. 3. Pre-tax accounting profit for the financial year ended 30 June 2012 is $150 000. The enacted tax rate is 30%. Differences between the 30 June 2012 income statement and tax return are listed below: (a) b) (c) (d) (e) 4. Annual leave expense accrued for financial reporting purposes amounts to $15 000. The employees were not allowed to take annual leave in the first year of operat ion. Depreciation of property, plant and equipment for accounting purposes amounts to $120 000. Depreciation of these assets amounts to $80 000 for the tax return. Entertainment expenses of $6 500 were included in computing pre-tax accounting profit. Tax free government grants of $5 000 were recognised as income. As a small business, Bravo Ltd chose for taxation purposes cash accounting for their sales revenue.Accounts receivable regarding sales show a balance of $20 000 at year-end. There was no need to recognise any allowance for doubtful debts. Taxable profit is expected for the next few years. Required (a) (b) (c) Calculate taxable profit for the financial year ended 30 June 2012. (4 marks) Prepare the journal entry to record income tax expense, deferred tax and income tax payable for the financial year ended 30 June 2012. (4 marks) Draft the income statement beginning with ‘Profit before income tax’. (2 marks) (a) Pre-tax accounting profit $150 000 Permanent differ ences: Entertainment expenseTax-exempt revenue Adjusted accounting profit 6 500 (5 000) 151 500 Originating temporary differences: Annual Leave Provision Accounting expense Tax deductible Excess depreciation expense Accounting expense Tax deductible Excess Revenue Taxable profit (b) $ 15 000 (0 ) 15 000 > DTA 4 500 120 000 (80 000) 40 000 > DTA 12 000 (20 000) > DTL 6,000 $186 500 > Income tax payable 55 950 Income Tax Expense 45 450 Deferred Tax Asset 16 500 Income Tax Payable 55 950 9 Deferred tax liability 6 000 DTA = 4 500 + 12 000 (c) Profit before income tax Income tax expense Profit for the period $150 000 45 450 $104 550 10

Jb Watson

J. B. Watson In 1878 John Broadus Watson was born to Emma and Pickens Watson. A poor family in Greenville, South Carolina. 1913 was the year he published his famous paper on behaviorism, which was pretty controversial. In 1919, Rosalie Rayner graduated from Vassar and came to Johns Hopkins as a grad student. She collaborated with Watson on the famous Little Albert study of conditioned emotional responses in 1920. She collaborated with him. The â€Å"Little Albert† experiment was a famous psychology experiment conducted by behaviorist John B. Watson and graduate student Rosalie Raynor. Previously, Russian physiologist Ivan Pavlov had conducted experiments demonstrating the conditioning process in dogs. Watson was interested in taking Pavlov's research further to show that emotional reactions could be classically conditioned in people. The participant in the experiment was a child that Watson and Raynor called â€Å"Albert B. , but is known popularly today as Little Albert. Around the age of nine months, Watson and Raynor exposed the child to a series of stimuli including a white rat, a rabbit, a monkey, masks and burning newspapers and observed the boy's reactions. The boy initially showed no fear of any of the objects he was shown. The next time Albert was exposed the rat, Watson made a loud noise by hitting a metal pipe with a hammer. Naturally, the child began to cry after hearing the loud noise. After repeatedly pairing the white rat with the loud noise, Albert began to cry simply after seeing the rat. Watson and Raynor wrote: â€Å"The instant the rat was shown, the baby began to cry. Almost instantly he turned sharply to the left, fell over on [his] left side, raised himself on all fours and began to crawl away so rapidly that he was caught with difficulty before reaching the edge of the table Some other things he did†¦ â€Å"I was a product of schools and colleges. I knew nothing of life outside the walls of a university. † To get to understand the Consumer better, he spent the summer as a clerk at Macy's. Soon he brought his background as a student of human nature to bear on problems in the world of advertising. He did research showing that different brands of a product were indistinguishable to consumers; their buying decisions must be based on the product's image instead of on the product itself. He thus arrived at the basic tenet of modern advertising: sell the image!

Management And Leadership Development Essay Example | Topics and Well Written Essays - 3250 words

Management And Leadership Development - Essay Example Motivation is a crucial concern in modern organisation because it influences other fundamental issues such as the performance, creativity and problem solving (Salaman, Storey & Billsberry, 2005). Drive theory is an understanding of needs and motivation created by unfulfilled needs. Maslow’s Hierarchy of Needs is a motivational theory that suggests that the needs and motivation of people differ according to their needs. McClelland theory also classified needs into the need for achievement, affiliation and power. The company conducts opinion surveys to find how their staff feels about their job (Houldsworth & Jirasinghe 2006). Job satisfaction is measured using questionnaires or interviews administered to the staff in the organization. In BAT, leaders have maximized the opportunity to satisfy the needs of the workers. Managers share the concerns of researchers in order to create satisfaction of the employees in their daily tasks. Therefore, employee satisfaction in BAT is high t hereby contributing to the low employee turnover and the exceptional reputation of the organization. For this reason, lack of job satisfaction results in employees looking for jobs in other companies where there the salaries are better (Dychtwald & Morison 2006). BAT attempts to reduce staff turnover by offering their employees chances to develop and grow their careers by training. Employees are offered challenging and interesting position where they consider they are best apt to work in thus, employees are motivated. Transactional theories can also be applied to focus on the employee’s rewards and punishments in accordance to performance (Durai 2010). Management by objectives is practiced where performance of the employees is measures against the... This essay stresses that managers and leaders are required to create an environment in the workplace where employee’s satisfaction is achieved. Staff turnover is one issue which is directly related to job satisfaction. Job satisfaction is the extent to which employees enjoy their jobs and lack of it has been described as negatively affecting their job performance. Herzberg two factor theories suggest that motivation at work is affected by factors related to the job. This paper makes a conclusion that globalization and technology advances have a great influence in management and leadership development of any organization. Organization such as BAT implemented the new SAP HR system which has benefited it in many ways that includes the effective usability and empowerment of employees. The system allows future upgrades and additions. The main aim of the system was to harmonize the human resource process globally by automation of the Hr administrative process. It is true that managers’ positions are highly competitive due to a looming shortage predicted in the next few years. In BAT, training of future leaders is enhanced by the initiative program that involves graduates for two year. This is a strategy of developing leadership and managing the supply of future leaders in order to ensure that the right people in the organization who can deliver a change performance are available. BAT is a multinational organization and it is important for it to be able to have a vibrant human resource and a competent management team.

LTC Administrators and Alzheimers's Disease Essay

LTC Administrators and Alzheimers's Disease - Essay Example According to the Alzheimer’s Association of America, 5.3 million Americans have this disease in 2015 (Alzheimer’s Association of America, 2015). The ages for the affected individuals varies as 5.1 million of them are above the age of 65 while 200,000 are under the age of 65. The Association also states that two-thirds of the affected are women. The figures state that from the 5.3 million affected individuals 3.2 million are women while 1.9 are men. In addition, the number of patients is expected to grow each year as the proportion of Americans who are above the ages of 65 continues to grow. It is projected that by 2025, the number of people suffering from Alzheimer’s will have increased to 7.1 million and by 2050, the numbers will have already reached 13.8 million people. This is an alarming prediction since such numbers will hamper any form of research, and the chances of obtaining a medical breakthrough will be very slim. Alzheimer’s has no known cure, but there are medications if administered, can help the patients to cope with the disease (Newport, 2013). When the symptoms appear, it is advisable see a physician or a neurologist to plot the next course of action. A majority of diseases irrespective of their scope can be managed if detected early. Individuals living with Alzheimer’s need specialized care, and there are a few options for the families of the affected. They included home health care, nursing homes and assisted living facilities. Nursing homes provide personal and custodial care to the individuals who cannot do it themselves. Nursing homes are not the primary facilities for taking care of Alzheimer’s patients as well as other individuals with acute illnesses. Nursing homes bring about complaints from both the patients and the caregivers. Patients might feel that their autonomy had been eroded since they have no freedom

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Spending a Single Day at the Beach - Essay Example Located on Padre Island, Texas, the longest barrier island in the world, the beach area near Bob Hall Pier is unique in its ability to both relax and excite at the same time. This is because of its soft white sands, its range of surprising wildlife and an element of danger. The beach near Bob Hall Pier is first characterized by very fine white sand. This sand is generally very soft and very fine, almost like dust, thanks to the high winds the area often gets. This fine sand drifts across the roadways in beautiful, wave-like sheets that give the invisible breeze a face. Anything standing within this blowing dust receives a fine ash-toned coating. It brings with it the faint taste of salt from the nearby ocean and leaves a gritty feeling between the teeth. Because the sand is so fine, it causes no pain when it strikes, feeling instead like a soft brush of feathers against the skin. Only when the wind is particularly brisk does it feel any different. Taking a closer look at the scenery reveals all kinds of surprising wildlife in spite of the barren appearance. Seagulls are present everywhere, but the gulls here are called ‘laughing gulls’ because of the unreserved laughing sound that is their call. There are also sandpipers and other shorebirds stomping their orange stick-like legs like jackhammers against the wet sand trying to find the eerie white ghost shrimp hiding just below the surface. Sand crabs can be sung out of the ground and sit patiently listening like a human audience in an amphitheatre until someone makes a sudden move. Then these small, light-brown colored crabs scuttle quickly into their dark holes. The thick, green railroad vines make the reason for their name clear in the criss-crossing tracks they make on the sand and can add a splash of vibrant purple color to the beach atmosphere.

The Case of the Spelunkers Essay Example | Topics and Well Written Essays - 500 words

The Case of the Spelunkers - Essay Example It is not morally and politically correct for people to act as Gods and decide the fate of another person even when we are in the face of intense pressure. In our case, the fact that the four men were stranded in the middle of nowhere and were in danger of starving to death does not give them the right to vote as who should live and who should die. The fact that Peter, Greg and John connived to give Paul the shortest straw can be considered as an act of discrimination. You see, these three men knew the present circumstances of Paul and apparently, the three of them decided that Paul is the person who is least likely to be missed by his family and his community. The discriminatory treatment against Paul is not only unfair, it is also immoral. Note also that the relationship of the four friends is based on mutual trust and confidence and the act of the three other men of conniving against Paul constitute an act of betrayal. Even if Paul was unemployed and he has not achieved much in li fe that does not mean that he is expendable. We have to understand that every human being should be treated equally regardless of his or her background. On the other hand, based on the facts of our case, Paul did not want to take part in the scheme that Peter, Greg and John hatched is evident. He expressly told his friends that he did not want to take part in the plan of â€Å"sacrificing† someone so that the others could live. Since Paul did not give his express consent to his friends that they could eat him, his friends should never have forced him to sacrifice himself. On the other hand, even if Paul agreed to the plan of Peter, Greg and John, that does not make the plan to kill someone moral or legal. Taking another person’s life constitutes manslaughter or homicide at the very least and such act is punishable under the law. With regards to the reaction of the public, outraged

Econ final exam Essay Example | Topics and Well Written Essays - 1500 words

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National and International Oil Companies Essay Example | Topics and Well Written Essays - 3000 words

National and International Oil Companies - Essay Example The formation of joint ventures to explore oil has always defied all odds because the partnerships are formed across boundaries despite the parties coming from a different geo-political background. For instance, it was quite astonishing that BP formed a joint venture with the Rosneft, a Kremlin based Oil Company (Chzan, 2013). The joint venture was formed to explore the complex oil reserves of Russia thus there was a chance for BP to renew its investments in Russia despite the Sanctions that Moscow had been facing from the West. The joint venture was formed despite the sanctions against the annexation of Crimea but the CEO of BP, Bod Dudley, maintained that the sanctions could not affect investments (BBC NEWS, 2011). Therefore, the two oil giants teamed up to explore resource in central Russia. According to the provisions of the terms of the joint venture, BP was supposed to own 49% of the joint venture while Rosneft was to own 51%. In this case, there was a 4.9 billion share between the two companies (Chzan, 2013). The joint venture is a collaboration between an international private oil company and a national oil company (Brinded, 2010). BP stands in the history as a major oil explorer worldwide whose ownership was privatised or acquired from the government and since then, it has seen tremendous growth in different areas in the world. On the contrary, Rosneft is a Russian National Oil Company and has also been a major player in oil exploration. There are increasing concerns over the fast depleting oil reserves.

Discussion Question Essay Example | Topics and Well Written Essays - 1250 words

Discussion Question - Essay Example McDonald’s has mastered the art of change management. We can verify that through many examples. The McDonald’s launch in France, according to the ‘International Journal of Business Management’, where customers are ‘resentful of the fast-food chain’s incursion’ was successful mainly due to an adaptation of the local culture and demands of the market. French are particular about fine dining and hence McDonald’s underwent serious changes, such as comfortable armchairs, hardwood floors, an addition in their menu of items such as espresso, brioche and upscale sandwiches etc and ‘successfully responded to ‘the preferences of the local area (Richard L. Daft). ‘In the other countries the situation is the same. For example, in Canada, McDonald’s has introduced new Canadian feature breakfast. In Belgium, the McCicken Premiere has been added to the menu.’ (International Journal of Business Management, Nov 2008). Jing Han. (2008, Nov.) The Business Strategy of McDonald’s. International Journal of Business and Management. Volume 3, No. 11. Retrieved from:

The Progressive Era Essay Example for Free

The Progressive Era Essay The Progressive Era began in the mid 1890’s and continued through World War I.   It was a time when individuals were beginning to have concerns with the state of society and how government was going to handle the problems.   It also brought about a belief in human compassion and how new innovations along with scientific investigation could somehow show what the problem was with ways of solving the problems.   Two prominent figures during this era were Theodore Roosevelt and Woodrow Wilson who were both national spokesmen for the movement.    The sediment it spread changed society to what we know today, â€Å"it affected large numbers of people and expressed at many levels the excitement of progress and change† (633).   Muckraking was a term used for a journalism style of that time.   Theodore Roosevelt coined this term in 1906 to â€Å"describe the practice of exposing the corruption of public and prominent figures† (632).   This journalistic voice spread progressivism and the ideals associated with this movement very fast and to a large audience.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Progressivism was enmeshed in all parts of society.   In the political arena it called for reformation of problems that involved city, state and nation.   Intellectually, â€Å"it drew on the expertise of the new social sciences and reflected a shift from older absolutes of class and religion to newer schools of thought that emphasized physiological explanations for behavior, the role of the environment in human development, and the relative nature of truth† (633).   It brought about a cultural change that included expression in dance, film, painting, literature, and architecture.   It became the attitude and a movement that society as a whole embraced fully.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The appeal of this movement involved a wide variety of individuals that included the middle class, laborers and farmers.   In the business community it gained a large following with ideals of expansion and money.   The leaders were young educated men and women that had experience in â€Å"law, medicine, religion, business, teaching, and social work† (633).   With these young leaders came the ideology of an improved society using their expertise. There was not one single cause to unite the group, but their one single goal and that was to help create a better world in helping people to achieve this.   Their belief was strong â€Å"the high compliment of believing that, once they knew the truth, they would act upon it† was said by the social reformer Florence Kelley an active participant in progressivism.     Knowledge was an important key in this movement and formed a bond between people bringing them together instead of dividing them and pulling disheartened groups together in an effort to improve the well-being of everyone in society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Where Populism came out of rural America, Progressivism gained support across the whole country.   Its starting ground came from cities with individuals that were feeling the pressures of urban living and factory life.   This social justice movement had its attention on the national need for housing laws, better child labor laws and better working conditions for women. Individual groups of reformers were also able to pressure municipal agencies â€Å"for more and better parks, playgrounds, day nurseries, schools, and community services† (636).   These reformers wanted a cure to suffrage rather than using charity as a bandage.   Instead of individual needs they wanted to focus more on scientific analysis of neighborhoods, occupations, and classes of people for a change to better society as a whole.   This group was most successful in passing state laws limiting the work hours for women and their right to vote. Another doctrine to come from this era was pragmatism.   A psychologist, William James had a view on the role of environment and its effect on human development along with the role humans had on the environment.   This doctrine became the main mindset for Americans from 1890’s to World War I.   He believed there were no abstractions to truth, â€Å"True ideas are those we can assimilate, validate, corroborate and verify.   False ideas are those we cannot† (639).   Everything was pretty much black and white at that time.   John Dewey applied this doctrine to education reform and the theme to emerge was that â€Å"thought evolves in relation to the environment and that education is directly related to experience† (639).   This revolution in education addressed the needs and capabilities of the children.   Not only was this theory applicable in education it could be applied to law.   Because law reflected the environment that it shaped, this was throwing away the old concept that law was universal and unchanging.   It was understood that variables in the environment affects the actions of humans. Reformation of city’s and states was another accomplishment of this era.   Municipal governments were desired that would tighten its grip on corporate activities, helped to widen utility regulations and to restrict city franchises.   Efficiency and results were the theme and it was a generation of the belief in civil service.   Though this thought was micro a macro theme was needed and it was understood that government beyond the city limits would need to become universal for society as a whole to get along .   State government during the 1890’s to 1920 worked to stiffen laws that regulated â€Å"the labor of women and children, create and strengthen commissions to regulate railroads and utilities, impose corporate and inheritance taxes, improve mental and penal institutions and allocate more funds for state universities, the training ground for the experts and educated citizenry needed for the new society† (642). During these years the industrial system had great changes employing thousands of workers and equipped with assembly lines to produce large numbers of any product that they were producing.   Results and efficiency was required to expand the company and managerial skill of the business world be used to achieve this goal.   The innovation of the model T and using the assembly line system was the seed for success of businesses today.     Ã‚  This was a time when big business was swallowing up the small business.   With this huge growth of business came the debate over trusts which influenced politics throughout the Progressive era.   Mass production enabled industry to create bigger, better and more products.   Yet this also is the time when jobs were very dangerous and unchecked.   It wasn’t until a fire at the Triangle Shirtwaist Company that killed over 500 men and women immigrants that attentions on unsafe working conditions were recognized.   Union membership was founded and striking became a way to change how the companies handled their employee who worked for them.   This created more leisure time for employees giving room for play and enjoyment of the arts. Past time games of football created the fans and movie theaters opened to audiences during this era.   When thinking of the reforms of this era you can’t forget the changes to how Americans spend their leisure time or for that matter just having leisure time.  Ã‚   Dancing, music, and even literature the director of the New York Metropolitan Museum said in 1908, â€Å"There is a state of unrest all over the world in art as in all other things, it is the same in literature, as in music, in painting, and in sculpture† (654).   This and all that is what came out of the Progressive Era. Works Cited Divine, R.A., Breen, T.H., Fredrickson, G.M., Williams, R.H. (1987). America Past    and Present 2nd. Ed.   Illinois: Scott, Foresman and Company.

Applying Learning Theory in the Classroom

Applying Learning Theory in the Classroom The two main influential learning approaches are the behaviourist and the cognitive approach to learning theories. This report critically evaluates how learning theories are applied in the 14-19 Applied Science classroom. It examines how behaviourism, although an outdated theory, is still relevant in the modern classroom and is still used in developing the rewards and sanctions policies of the modern school. The impact of Piagets theory of cognitive development is evaluated and what possible difficulties might arise if they were applied exactly as Piaget dictated. The impact of adhering rigorously to Piaget maturational stages is criticised and how it might not be possible to adhere to set ages for progression in a school. Kolb, Vygotsky and Bruners constructivist approaches are compared and shown that, when applied to a motivated class they work as they were originally intended and yet when applied to a more disaffected class, they arent as easily applied. The science classroom is an inherently dangerous place for students to work in (Frost, Turner, 2005, p.168). It is therefore necessary to instil a level of ‘discipline in the students, to ensure they minimize the dangers to themselves and others in the science classroom. It is necessary to ‘condition (Child, 1997, pp.114-121)the students to behave when certain commands are issued. Behaviour theorists believed that the mind was a blank slate ‘tabula rasa and that we could observe the response to stimulus that happened to an organism. Watson thought that a response is more likely to be connected to an environmental event (stimulus), if that stimulus-response is repeated regularly and with a short period of time between them (Child, 1997, p.115). Thorndike showed that the student is less likely to repeat negative stimulus-responses, which therefore means that there will be an increase in the positive stimulus-responses, until a correct response is repeated regularly. The stimulus-response is then reinforced whenever a positive result is produced (Child, 1997, pp.114-121). Skinner made several conclusions from his findings in Operant Conditioning (Child, 1997, pp.119-121). The steps taken in the conditioning process must be small. Regular rewards are required at the early stages, but once the conditioning is reflexive, rewards can be given less regularly. The rewards must come immediately or shortly after a positive response to ensure maximum effectiveness (feedback) (Child, 1997, pp.114-121) When discussing learning theories, its necessary to mention Pavlov due to the importance held in his work, even if it doesnt really directly affect the classroom. Pavlov pioneered the idea of classical conditioning with his famous experiment where he taught dogs to salivate, when a stimulus was applied, just before food was given to them. The dogs eventually associated the ringing of the bell with the arrival of food and salivated in anticipation of the food arriving (Child, 1997, pp.116-118). Pavlovs work does not directly link to teaching in the classroom, but it does apply, in that the students may be conditioned, to have a memory or a response to an event that happens within the classroom environment. During my lessons I tried to implement Watson, Thorndikes and Skinners theory of Operant Conditioning in the classroom to modify the behaviour of the class. The goal was to condition the students to reflexively stop talking when I moved to a certain area of the room; using the theory that the students would repeat behaviour that received a positive response, and not repeat behaviour that received a negative response. I initially started to modify their behaviour by moving to the left of the front desk, holding my hand up and waiting for silence in the same spot, every time I required them to stop talking and listen. Initially it was necessary to ask for silence and remind them that I was waiting to talk. In some cases it was necessary to issue a sanction as per the science departments rules of two warnings, then issuing a detention or keeping them in for part of their break if, if they didnt stop talking quickly enough. If the class stopped talking quickly, they would be rewarded wit h praise and if the lesson had gone well a class reward of a game or competition at the end, if it was appropriate. Positive feedback about performance is said to have a positive effect on future performance. Skinner called it reinforcement; Thorndike called it The Law of Effect (Child, 1997, pp.115-121). McAllister et al. (1969) found that praising students not only acted as a positive reinforcement of behaviour, but that the praise may have also worked by causing peer group pressure in the class to reduce inappropriate behaviour, because the negative behaviour reflected on the class as a whole (McAllister et al., 1969). Banduras Social Learning Theory would say that the students were not only being conditioned to respond to the teacher, but also learning from their peers actions as to what was appropriate behaviour in the classroom (Atherton, 2009) By the end of the six weeks, the students were starting to respond to the successive approximation as described by Skinner (Child, 1997, p.121)positively and required reminding less that I was waiting to talk to them. It was evident that they much preferred the positive response of listening and being allowed to continue with whatever activity I had planned, to the negative response of not listening and receiving a sanction, before continuing with the activity I had planned. It could be said that they were suffering from Learned Helplessness (Atherton, 2009a)and had given up on being able to change the lesson by negative behaviour. Due to the need to provide a safe working environment in the classroom, I also worked on the class responding to the command ‘STOP when they were carrying out laboratory work. The idea being that if ‘STOP was said loudly to the whole class, that they automatically stop what they are doing, stop talking, turn to where the teacher is in the classroom and prepare for instructions that are important or safety related. â€Å"In the early stages of conditioning, continuous reinforcement is needed to establish the Stimulus-Response link.† (Child, 1997, p.119) The difficulties whilst trying to implement these theories was down to the amount of time involved in getting the students responding to the stimulus positively. The theory of being able to reward the students for responding positively and sanction them if they dont isnt appropriate in this situation, due to the serious nature of the command. If the students dont respond to it, it could ultimately end up with dire consequences in an emergency situation. The ‘STOP command in particular was a difficult one to implement due to its infrequent use and the seriousness of its use that was implied to the students. If the command was overused, then it would lose its importance as something serious, but on the other hand if it wasnt practiced enough, the students would not respond appropriately when the command was issued. Another interesting situation that arose was from the attention-monopolising students, in that the more demanding students are prepared to put up with the minor inconvenience of the negative reinforcement if they get the attention time from the teacher. (McAllister et al., 1969) Seeing the students more frequently, I am sure that they could be conditioned quicker and show the innate response more readily than when I was only able to see them a few times a week. Behaviourism is evidently still relevant in the modern school (McQuillan, 1998), even if it is a somewhat outdated theory. Schools still have their sanctions policies based around Operant Conditioning and negative reinforcement with various levels of warnings and detentions in place for negative behaviour. This will remain effective for as long as policy makers allow these sanctions to be used. However, Skinners belief that we are all blank slates and what goes on inside our black boxes (Child, 1997, pp.119-121) when we learn is not important, is not relevant anymore.(Child 1997, pp.113-121) The students I have worked with and taught are all very unique in their personalities and show completely different ways of learning. To say that the learning processes they go through are only related to external stimulus and their response to that stimulus does not correlate with what has been observed in the classroom. Constructivist Theory has played a big part in the current educational environment in schools. Driver and Easley introduced constructivism as it is known now to the science community in 1978. (Solomon, 1994, p.3)They stated what was previously an inaccessible theory for science, accessible to the scientific educational community. The 14-19 classroom allows us to look at how Piagets Theory of Cognitive Development is applied. Piaget observed that children go through four distinct stages of cognitive maturation (Burton, 2001, pp.237-239) Stages of Cognitive Development (Atherton, 2009b) In the 14-19 classroom, according to Piagets theory, all the students have reached the Formal Operational stage of cognitive development and are capable of developing hypothetical situations and understand abstract concepts. Students should be able to apply their understanding of a situation and in theory be able to hypothesise what would happen in a given event. (Child, 1997, pp.191-207) From experience it is clear that not all students reach the Formal Operation stage at the same time and in fact the 11 year and up boundary is not as clear cut as that (Child, 1997, p.202-203). Within my Year 9 KS3 classes the majority of the students were at the Formal Operation stage of development and were capable of taking an abstract idea, such as levers and moment of a force and applying their knowledge and understanding to derive the equation for calculating the moment of a force themselves. A complex operation that required the students to both assimilate and accommodate (Child, 1997, p.192) the new information they were processing, a task which some found difficult, but all were able to eventually complete. With the Year 10 Applied Science class only a small portion of the class were at the point where they could process abstract information or make a hypothesis. Unlike the year nine class they had to be walked through every new concept step by step (Burton, 2001 p241). When they were given the task of hypothesising why something had happened, for example, where did the glowing light from heated calcium carbonate come from, they were unable to comprehend that the glowing was not related to the heating itself, but was actually an endothermic reaction. Even with a step by step explanation and clearly showing how the reaction was occurring, only a small portion of the class were able to assimilate and accommodate the schema. ‘Teaching at middle and upper school level should begin from concrete considerations, building up, where applicable, to more abstract reasoning.'(Child, 1997, p.203). Piagets theory of distinct maturational stages poses an interesting problem for teachers and educational authorities. Should a student be moved into a more advanced class or year because of their age, or should they move up a level when they reach a stage in their learning ability? From experience with the two different classes, its quite apparent that these boundaries are not as clear as Piaget was led to believe. If a school was to teach students based on their stage of cognitive development; how long could a student be held back for, before the age gap between their classmates was too much? Some students may after all never reach the Formal Operations stage. Vygotskys theory says that the childs higher mental processes are developed through the child working with other more knowledgeable persons than themselves.(Kozulin, 2003, p.19). He theorised that there was a Zone of Proximal Development (ZPD) that was the boundary between a childs Zone of Actual Performance and their potential level of understanding. The child can access their ZPD with the assistance of a more ‘competent (Kozulin, 2003, p.20) person guiding them.(Chaiklin, 2003, p.43) Vygotskys Social Constructivist theory moved away from the didactic approach of teaching, which often led to students developing their own misconceptions and not being able to apply their scientific knowledge ‘flexibly to new situations (Karpov, 2003, pp.67-73), to a more socially guided, active approach to learning, where students learnt from their teacher, peers and themselves. Kolbs four stage experiential learning cycle, is similar to both Vygotskys theory of a ZPD and Bruners theory of scaffolding the learning. Kolbs cycle builds on the learners concrete experience and goes through three distinct stages, reflective observation, abstract conceptualisation and active experimentation, before returning to the now new concrete experience,.(Burton 2001, p.246) Similarly Bruner theorised that students built on their past experiences and that by applying a spiral curriculum, they would able to return to subject areas and build on them when they were more capable of dealing with the more complex areas of the curriculum. He saw the teacher as a guide, leading the student through the learning process by scaffolding their learning with appropriate material and as the student progressed less scaffolding is required.(Burton, 2001, p.241) When applying these theories it is important to be aware that students are all at different stages of learning. Some students have a more advanced understanding, which puts them in a completely different ZPD, concrete experience or stage in their scaffolded learning, to students who have a lower level of understanding. With the KS3 class the students were all in the 5-7 range for target grades, therefore it was a lot easier to plan how they were going to progress in the lesson. A clear understanding of where they were in relation to their ZPD or their concrete knowledge was available and it was therefore a lot clearer, what was required to get them to a new Zone of Actual Performance or to the next stage in Kolbs cycle. They had all reached Piagets formal operation stage and were able to develop their knowledge independently. With the GCSE Applied Science class it wasnt as easy to apply the theories. The students target grades ranged from G-A., therefore ascertaining where their concrete knowledge lay or where they were in their Zone of Actual Performance was quite challenging. Such a large spread of stages meant it was often necessary to take a didactic approach to try and provide a basic foundation level of knowledge for the lower attaining students, so that they could access the lesson. In some cases students were never able to access the lesson due to their complete disaffection from the subject or school in general. Most of the class had not reached the formal operation stage and some struggled in the concrete operational stage at times. A good example being when one of the students struggled with the concept of limestone having nothing to do with the fruit. Finding the middle ground, where the higher attaining students wouldnt be bored waiting for the lower attaining students to get on task or understand what to do was extremely challenging, and at some points, felt completely pointless trying to apply social constructivist theory to the lesson planning with such a wide range of grades in the class was one of the key problems when trying to apply these theories to the lessons. It was however (in retrospect) interesting being able to see two different sides to how social constructivist theory is applied in the classroom. With the higher attaining, less disaffected KS3 students, it was a lot easier to see how the theories could be effectively applied to their lessons, how they benefitted from the teacher acting as a guide and their interest in the lesson meant that they were able to access it and move forward in their learning. It was always clear at which point in the learning process each students was at and what was required to move them onto the next level in the learning cycle. With the more disaffected, lower attaining students, in the GCSE Applied Science class it was so much harder to effectively apply these theories in the lesson. I tried on several occasions to teach lessons where I acted as the guide through their learning process; the students (in theory) would build on their experiential learning and move forward in their knowledge and understanding of the subject. In fact what happened was that the students panicked at the thought of not having the teacher dictating to them each step of the lesson and what they must do. The concrete experience for some was so limited that they were unable to apply it to the lesson and very quickly, if they were not given step by step instructions as to what to do next, they would be off task and cause other students to go off task as well. Therefore it seemed that the behaviourist theory, in particular Skinner, was being followed, as the positive reward was completing the step. Within the GCSE class there were several students who were classed as having Special Educational Needs (SEN), this ranged from Social Emotional Behavioural Difficulties (SEBD) to Dyslexia and Dyspraxia. Since the revised national curriculum was brought in to effect in September 2000, these students have had the right to a place in the classroom alongside students without any SEN.(Peacey, 2001) Students with SEN are to be included in the lessons and not treated as separate entities to the non-SEN students. Effectively inclusion was brought in to ensure that all students had access to exactly the same educational opportunities as other students. Too see inclusion in practice is very different to reading about it on paper though. Within the class the students suffering from Dyslexia and Dyspraxia, worked fairly diligently, and although at times they found it a struggle organising themselves for course work or in taking notes, they caused little disruption to the other students. They had the extra help required and were catered for in examinations and course work; they were effectively being included. The students who were listed as having SEBD on the other hand, would have appeared to an outsider to relish in the opportunity to be able to disrupt learning; they spent more time being removed from the class than learning itself. Yet if their backgrounds were to be looked into, it would be apparent that it was an achievement being in school that day and it was quite understandable that science was not their top priority, when they might not have even had breakfast that morning. Their inclusion in the lesson was negatively impacting on other students who were not on the SEN register and did not need to be specially included into the class to due to disruptive behaviour. This leads to the question ‘When should a student not be included in a classroom?, which at this point in my limited experience, I am unable to answer. In conclusion, behaviourism is still always going to be prominent in the modern school as a way of leading students towards becoming more disciplined and focused in their studies, via the rewards and sanctions policies on which they are based. When applying the cognitive learning theories, it is necessary to be aware that not all of the students are going to be starting at the same level, some may well be significantly below the level of other students and are only grouped together because of their age. Therefore the materials to be taught are not necessarily going to be accessible to all of the class all of the time unless they are developed to be inclusive for all the students, which is the current aim of the government (Peacey, 2001). The only viable option would be to group classes closely by attainment level as opposed to age, which is unlikely to happen. References ATHERTON, J.S., 2009, Learning and Teaching; Social Learning Theory (Bandura), [Online] (Updated Nov. 2009). Available: http://www.learning-theories.com/social-learning-theory-bandura.html [12/Dec/2009]. ATHERTON, J.S., 2009a, Learning and Teaching; Behaviourism, [Online] (Updated Nov. 2009). Available: http://www.learningandteaching.info/learning/behaviour.htm#operantconditioning [15/Dec/2009]. ATHERTON, J.S., 2009b, Learning and Teaching; Convergent and Divergent Learning [Online] (Updated Nov. 2009). Available: http://www.learningandteaching.info/learning/converge.htm [15/Dec/ 2009]. ATHERTON, J.S., 4 November 2009, 2009c-last update, Learning and Teaching; Learned Helplessness, [Online]. Available: http://www.learningandteaching.info/learning/learned_helplessness.htm [19/Dec/2009]. ATHERTON, J.S., 2009d, Learning and Teaching; Piagets Developmental Theory [Online, [Online] (Updated Nov. 2009). Available: http://www.learningandteaching.info/learning/piaget.htm#Keyideas [19/Dec/2009]. BURTON, D., 2001. Ways Pupils Learn. In: S. CAPEL, M. LEASK and T. TURNER, eds, Learning to Teach in the Secondary School. 3rd edn. London: RoutledgeFalmer, pp. 235-249 CHAIKLIN, S., 2003. The Zone of Proximal Development in Vygotskys Analysis of Learning and Instruction. Vygotskys Educational Theory in Cultural Context. 1st edn. Cambridge: Cambridge University Press, pp. 39-64 CHILD, D., 1997. Cognitive Formation and Cognitive Development. Psychology and the Teacher. 6th edn. London: Cassel, pp. 185-213 CHILD, D., 1997. Learning Theory and Practice. Psychology and the Teacher. 6th edn. London: Cassel, pp. 112-151 DYSON, A., FARRELL, P., POLAT, F., HUTCHESON, G. and GALLANNAUGH, F., 2004. Inclusion and Pupil Achievement. 578. Newcastle: University of Newcastle. FROST, J. and TURNER, T., 2005. Planning Practical Work. Learning to Teach Science in the Secondary School. 1st edn. Oxon: RoutledgeFalmer, p. 168 GIEST, H. and LOMPSCHER, J., 2003. Formation of Learning Activity and Theoretical Thinking in Science Teaching. Vygotskys Educational Theory in Cultural Context. 1st edn. Cambridge: Cambridge University Press, pp. 267-288 HUITT, W. and HUMMEL, J., 1997, 1997-last update, An Introduction to Operant (instrumental) Conditioning. [Online]. Available: http://chiron.valdosta.edu/whuitt/col/behsys/operant.html [15/Dec/2009]. KARPOV, V.Y., 2003. Vygotskys Doctrine of Scientific Concepts. Vygotskys Educational Theory in Cultural Context. 1st edn. Cambridge: Cambridge University Press, pp. 65-82 KOZULIN, A., 2003. Psychological Tools and Mediated Learning. Vygotskys Educational Theory in Cultural Context. 1st edn. Cambridge: Cambridge University Press, pp. 15.-38 LEACH, J. and SCOTT, P., 2002. Designing and Evaluating Science Teaching Sequences: An Approach Drawing Upon the Concept of Learning Demand and a Social Constructivist Perspective on Learning. Studies in Science Education, 38(1), pp.115-142 MCALLISTER, L.W., STACHOWIAK, J.G., BAER, D.M. and CONDERMAN, L., 1969. The Application of Operant Conditioning Techniques in a Secondary School Classroom. Journal of Applied Behaviour Analysis, 2(4), 277-285. MCQUILLAN, P.J., 1998. Educational Opportunity in an Urban American High School: A Cultural Analysis. 1st edn. Albany: State University of New York. PEACEY, N., 2001. An Introduction to Inclusion and Special Educational Needs. In: S. CAPEL, M. LEASK and T. TURNER, eds, Learning to Teach in the Secondary School. 3rd edn. London: RoutledgeFalmer, pp. 218-233 SOLOMON, J., 1994. The Rise and Fall of Constructivism. Studies in Science Education, 23(1), pp.1-19 ZEMBYLAS, M., 2005. Three Perspectives on Linking the Cognitive and the Emotional in Science Learning: Conceptual Change, Socio-Constructivism And Postructuralism. Studies in Science Education, 41(1), pp.91-115.

Life at an All Boys School Essay -- Personal Narrative, essay about my

I hadn't planned on going to a private school; in fact the idea disgusted me. My sister tried it for an entire four days, then she quit and went to a public school with all of her friends and never looked back. I guess that I thought the same thing would happen to me if I ever went to a private school. Â   In the spring of seventh grade, my parents made me take the acceptance test for McCallie, the all boys private school full of rich snobs, nerds, and especially queers. I didn't know much about the school except that none of my friends went there and all of the gossip(which turned out to be false)from my friends about turnng gay from being around only boys and no girls. Nevertheless I took the test and was excepted much to my dismay. Â   The first question that came to mind was what it would be like to go through the entire school day without seeing a single member of the opposite sex. My entire career as a student involved girls, from when I was real little and hated being chased by them on the playground, until I was the one doing the chasing. Having a girlfriend meant seeing her all day, everyday. You could really tell the boys who had girlfriends because they always came to school looking their best for their girl, the single boys came looking sloppy. Â   Before school started, I went to a McCallie-GPS dance that an old friend invited me to. Here was my chance to meet the new set of girls that I would get to know for the rest of my high school life. What a disappointment. They were nothing in comparison to the pretty Signal Mountain girls that I had grown up with since I was three. Not that they were that much more unattractive, but that their personalities were so much dif... ... of gays at McCallie as there are at these other schools, but they keep it to themselves for their own good. I guess it's more excepted when you go to a co-ed school of thousands. Â   It's hard to imagine McCallie as a co-ed school. I would probably do more staring than studying. Boys would come to school actually caring about their appearance. Perhaps the worst that would happen would be that level of learning would go down. Â   Life at an all boys school is a real learning experience. Classes without girls, boys who are different from the excepted norm are afraid to be themselves because people like me wouldn't want to be around them, and an easier and better way of learning is what a boy will find at an all boys private school. So if your a boy who plans to attend an all boys private school, don't believe everything that people say.

Why Modern Monsters Have Become Alien to Us :: Papers

Why Modern Monsters Have Become Alien to Us Late autumn has arrived and with it comes the dark magic of Halloween--and, of course, the murky thrill of monsters. Yet our appetite for a good monster knows no season. Ever since ancient times we have been fascinated with all sorts of tales about monsters and intrigued by myths and legends about those wild half-human beasts who haunt the edges of our forests and lurk in the recesses of our oceans. The sphinxes, minotaurs, and sirens of early mythology gave way to Beowulf's Grendel and Saint George's dragon, then to the mermaids, trolls, and one-eyed giants of our fairy and folk tales, and finally to those 19th-century Gothic classics. Nor are these stories on the wane, for the monster tales that made Lon Chaney, Boris Karloff, and Bela Lugosi stars of the silver screen continue to draw megacrowds six and seven decades later. In 1994 Kenneth Branagh and Robert DeNiro brought us the latest reincarnation of Shelley's story of Frankenstein's tortured creature, and Tom Cruise and Brad Pitt starred in "Interview with a Vampire," the first installment of Ann Rice's homage to Stoker'sDracula. Meanwhile, Andrew Lloyd Weber's musical production of Gaston Leroux's "Phantom of the Opera" continues to pack in audiences from London to L.A. Much of the initial appeal of monster stories comes from the fact that they, like their twisted siblings, "creature features" and "slashers," both terrify and fascinate us with their ghoulish brand of horror. It's the rattling-the-tiger's-cage kind of thrill that Scout and Jim Finch got from sneaking onto Boo Radley's porch under a pale moon. Reading or watching great monster stories, we get to accompany the frightened heroes or heroines as they descend into the dragon's lair; crane our necks over the tops of books or movie seats and peek into the dank recesses of the giant cyclops' cave; stretch out our trembling hands and actually touch the monster's reptilian scales, hairy paws, or cloven hoofs; and then run screaming like a banshee the instant it wakes from its slumber. What a rush! As frightening as these creatures are, in monster stories it is always the beast that ends up taking the fall, which means that this is a place where we not only get to tangle with evil's most daunting and dangerous minions but to vanquish them with regularity. Pretty heady stuff.

Biography of Nellie Tayloe Ross Essay -- Bio Biograhies Nellie Ross E

Biography of Nellie Tayloe Ross Nellie Tayloe was a woman of remarkable skills, responsibility and endurance. Before she became the first woman governor of the United States, Nellie was a kindergarten teacher and a presenter of informative papers at her local women’s group. She also helped her husband with his law practice as well as his governorship. Nellie was born in Missouri in 1876. â€Å"She was the sixth child and the first daughter of James and ‘Lizzie’ Tayloe† (Scheer, 2). Nellie was very private about her childhood and little is known about the family from which she came. The only story of her childhood that she ever shared was of her home being destroyed by a fire (Scheer, 1). In 1902, she became Nellie Tayloe Ross after marrying a successful lawyer and future governor of Wyoming, William Bradford Ross. Nellie was a stay at home mother with their four sons; twins George and James Ambrose, Alfred, who died at the age of ten months, and William Bradford II (Mackey, 26). In 1924, just one month before the general election, William Bradford Ross died of complications from appendicitis, leaving the democrats without a candidate (Thompson, 36-37). Many of Nellie’s friends, â€Å"... encouraged her to seek the Democratic Party’s nomination† (Mackey, 26). Analysis once suggested that â€Å"... women are put forward when their parties feel that they have little chance of winning and nothing to lose by nominating a controversial candidate† (Thompson, 36-37). Ross defeated Sullivan (the republican candidate) by more than 8000 votes. During her reign as Governor of Wyoming Nellie Tayloe Ross addressed many issues including the state’s budget deficit. While looking into the mining operations, Ross found that a lot of proper... ... A women’s dormitory, on the campus of the University of Wyoming, was named after her: Nellie Tayloe Ross Hall. In 1977, at the age of 101, Nellie died from a fall in her apartment near Washington D.C.. She was buried in Cheyenne, Wyoming (Scheer, 213-214). Her contributions to Wyoming helped pave the way for future generations of politicians as well as women and women’s rights. Works Cited: Mackey, Mike. "Nellie Tayloe Ross and Wyoming Politics." Journal of the West 42(2003): 25-31, 33. Scheer, Teva J. Governor Lady: The Life and Times of Nellie Tayloe Ross. Columbia, MO: University of Missouri Press, 2005. Thompson, D. Claudia. "Governor Lady: The Life and Times of Nellie Tayloe Ross." Annals of Wyoming 78(2006): 36-37. Van Pelt, Lori. "Discovering Her Strength: The Remarkable Transformation of Nellie Tayloe Ross." Annals of Wyoming 74(2002): 4.

Literature Narrative

Hemingway's modernist style of storytelling requires an impersonal narrator. The narrator describes the scene, and interjects small actions into the dialogue, but remains a facilitator for the reader to concentrate on the dialogue and the action of the story. The narrator in this story seems to tell the story as if it were a video clip, a nameless railway station somewhere between Barcelona and Madrid, ghostly white hills, a faceless waitress and an anonymous couple.The use of this narrator makes the reader look much deeper into the dialogue of the couple, because without the narrator spelling out the action for the reader, one is forced to interpret much more from the character's words. This modernist device tends to separate the reader momentarily from the text, so that the full impact of the story is not truly felt until one is finished reading. However, this device serves to make the story connect on a deeper level, and to have more impact as it hits one suddenly, instead of bein g built into a slow climax.From almost the beginning of his writing career, Hemingway employed a distinctive style which drew comment from many critics. Hemingway does not give way to lengthy geographical and psychological description. His style has been said to lack substance because he avoids direct statements and descriptions of emotion. Basically his style is simple, direct and somewhat plain. He developed a forceful prose style characterized by simple sentences and few adverbs or adjectives.He wrote concise, vivid dialogue and exact description of places and things. Critic Harry Levin pointed out the weakness of syntax and diction in Hemingway's writing, but was quick to praise his ability to convey action The majority of his early novels were narrated in the first person and enclosed within a single point of view, however, when Hemingway wrote For Whom the Bell Tolls, he used several different narrative techniques.He employed the use of internal monologues (where the reader is in the â€Å"mind† of a particular character), objective descriptions, rapid shifts of point of view, and in general a looser structure than in his earlier works. Hemingway believed that â€Å"a writer's style should be direct and personal, his imagery rich and earthy, and his words simple and vigorous. The greatest writers have the gift of brevity, are hard workers, diligent scholars and competent stylistsTo explain Hemingway's style in a few paragraphs in such a manner as to satisfy those who have read his articles and books is almost impossible. It is a simple style, straight forward and modest. Hemingway's prose is unadorned as a result of his abstaining from using adjectives as much as possible. He relates a story in the form of straight journalism, but because he is a master of transmitting emotion with out embelli

Hot-Button Issue Paper Essay

Nowadays one of most concerning topic in today’s media is sex and violence. Determining what’s â€Å"too much† for children is not an easy task, because every parent has their personal preferences about such matters. But determining the actual effects of media violence on children gives rise a problem in itself, as it’s quite tricky to actually determine what â€Å"violent media† means to the children (Cutler, 2002). There were many children friendly shows back in the days, shows that taught some useful lessons to the children in a non-violent manner. Shows like Ducktales or Darkwing Duck are examples of such shows that children not only could enjoy, but also learn some valuable lessons from. Even vintage video games like Super Mario was just a fun seeking game that children could enjoy and parents didn’t have to worry about their effects on their children too. But if we look at the TV shows, movies and games in the present, it’s quite obvious that the use of excessive violence has crawled its’ way into almost every form of media. Another problem is the increase of usage of sexual acts in the media. There are open discussions of sex and enactments of sexual activities in almost all the TV shows and movies. In the past, TV shows mostly showed two persons getting into bed and the next scene took us to the next day. There were no enactments of sexual activities in the shows. But today, almost every show on every premium channels show fully nude persons or even the acts of having sex. The media industries have been strongly resisting such arguments that the usage of scenes containing sex, violence, and drug usage in TV, music, radio and movies is directly related to the increasing cases of negative behavior buildups in the society, (Anderson, 2002). Canceling such shows is the only way to get rid of sex from the TV. But doing so creates the possibility that children will grow up without the knowledge of sex. They might grow up and have to face the big bad world without anyone to properly guide them into making the right decisions. So it’s essential for them to learn the correct decisions at an early age, so  that they don’t make any decision that could destroy their life forever. You might be able to control the TV shows on their usage of sex and violence; but what about other for ms of media such as magazines, internet, books, music, and movies? Nowadays media has an array of methods to attract peoples’ eyes. They can target audiences of any age or group by tempting their senses. Teenagers are often attracted by violent acts, and by using this they can easily influence them. It doesn’t matter if it’s TV or the movies or the internet, violence is everywhere and trying to shut down all of them is simply not possible. Imagine yourself in a scenario where you’re changing through channels on the TV and you can’t find any shows with violence, shooting or sexual scenes. What would you do in that case, keep on watching the TV or turn it off and do something else? Doing the later would cause the viewer ratings of TV networks to go down and thus giving them the impression that they need to show more violence and sexual acts to attract the audiences. There’s no point in denying that sex and violence attract people or â€Å"sell†, so to say. Although almost 60-70 persons out of 100 say that there’s excess use of sex and violence on TV, they have to firstly watch such usage to find that out. Imagine a show that you watch on a regular basis, and you’d realize by yourself that sex and violence sell. Not a single person can be found who hasn’t seen or doesn’t know of a show that uses violence or sexual references, at the very least. Just as a children mig ht want to smoke if they see their parents smoke, they also might have the inclination towards committing crime if they see their favorite TV character commit a crime. Recently several methods have been developed to control or even block specific shows at specific times. A parental control, that gives the parents the power to block certain TV shows, is offered by every cable provider. But still, it’s the parent that must decide whether to block or not. The V-chip is a recent controlling method developed to restrict sex and violence scenes from being showed on the TV and it’s done by incorporating a small chip in the TV. But to some extent, this seems to be violating the first amendment. What someone wants to watch on their TV is their personal choice; why should they be restrained from watching something they want? It’s understandable that children shouldn’t be exposed to such shows that negatively impact their sense of judgment, but what about someone who’s an adult and willing to watch those shows? Whether you allow play in  shows containing sex and violence in your household premises is a decision that you should make, not the government. If there are children in the house, the parents should be responsible for keeping them away from shows that contain sex or violence. Another point is that most of these shows are aired at nighttime, and it’s safe to assume that children should be in the bed by that time. If kids are staying up at nights to see such shows, it’s not the networks’ fault that they are airing these shows, but it’s the parents’ fault that they can’t fulfill their responsibilities as a parent. On average, a child in the USA watches almost 28 hours of TV shows per week. Also, by the age of eleven, before finishing elementary school, a child views about 8000 murders on these TV shows. And the most terrifying fact is that in almost 75% of the cases shown in the TV, the criminal is shown to get away without being caught and feeling no remorse for their violent acts. This creates a false impression on children about violence. They often get an impractical idea about the acts of violence. Some of them feel no affect of violence whatsoever and even think that it’s cool, while other few become scared of everything around them. In 2009, the National Organization of Women reported that the most violent shows that were being aired were- Alias of ABC, Law & Order: SVU of NBC and WWE: Smackdown of CW (NOW, 2009). When children watch TV shows that show someone committing a crime and getting away with it, it creates an impression on their mind that even they can get away without suffering the consequences of their actions. It’s also possible to link violent movies to several cases of assault, robbery and other anti social behaviors. People, particularly teenagers, often confuse things they watch on TV or movies with reality. Eric Harris and Dylan Klebold, the Columbine shooters, are a perfect example of such delusional cases. They tried to du plicate scenes from the movies The Matrix and Basketball Diaries and even dressed up in trench coats and armed themselves with guns to depict those scenes. But just watching violence on TV and movies is not the entire story, there are several other factors that shape the thoughts of persons. Information obtained from several social research studies prove that what a child learns from what he/she watches is greatly affected by his/her surrounding environment (Anderson, 2002). For instance, if a child grows up seeing domestic violence in his/her household, he/she is more likely to think that these acts of violence is acceptable in the society. He/she would  be more prone to act according to what he/she saw when growing up, thus giving him/her a completely false sense of what’s acceptable and what’s not. To those who are mentally handicapped, these effects are much more severe. Since they often have problems differentiating what’s right and what’s wrong, exposure to these sexual acts and violence change the way they think about the world and often clouds their judgments. Watching people commit crimes in the media might give them the impression that it’s okay to do such acts. In one of her studies, Sue Bailey declared that people would of ten enact scenes they saw in the media, even if those scenes were to contain violence or sexual exploitation (Anderson, 2002). This is in fact the main reason why we see so many copycat criminals nowadays. This reminds us of the Bandura’s theory of modeling (Sparks, 2013). Children often idolize these TV and movie characters and watching their idols beat someone, sell drugs, and committing crimes makes them want to do the same. The act of violence and their rate varies in every society, but what’s alarming is that the USA has a horrifying rate of killings and suicides in the 15 year age group. In 1995, the combined death toll of children among 26 countries was at 2872. Out of these 2872 deaths, 1446 were in the USA alone and compared with the other 25 countries; this rate was almost 5 times higher. A child’s personality also plays an important role in their vulnerability to these violent acts. From an early age, some children might have the tendency to be temperamental. Watching violent acts in the media might increase their tendency to act violently. Furthermore, prolonged exposure to acts of violence increases their chance to act according to what they see in the media. Showing sexual acts and violence in TV can, in many ways, negatively impact the society. But the most argued point is the belief that a persons’ behavior is affected by what they watch. But this seems likely only if someone was to watch only these type of shows at all times. Watching such acts on TV or movies once or twice is not going to affect someone’s personality or turn them into violent sexual offenders. Moreover, the choices someone make is their and theirs’ only to make. No one else can be blamed for their personal faults. To conclude all this discussion, today’s TV can’t be compared with the TV from 30 years ago. Today’s shows cover a more wide range of topics, represent different cultures and languages and they’re targeted for every age group. The increase in sexual scenes and acts  of violence in the media reflects the change our society has undergone in the past years. This change can’t be denied and sooner or later society has to accept that these shows are a part of this change. So rather than demanding to stop this change, it’s practical to demand that these shows should be aired at a certain t ime, thus enabling the viewers to choose what they see and what they allow their children to see. References Anderson, C. A. (2002). Violent Video Games and Hostile Expectations. Retrieved from http://www.psychology.iastate.edu/faculty/caa/abstracts/2000-2004/02BApspb.pdf Bandura, A. (2006). Social Learning Theory. Retrieved from http://www.instructionaldesign.org/theories/social-learning.html Cutler, Maggie: Research on the Effects of Media Violence on Children Is Inconclusive†. Is Media Violence a Problem? James D. Torr, Ed. At Issue Series. Greenhaven Press 2002 National Organization of Women. (2009). Retrieved from http://www.now.org/organization/conference/resolutions/2009.html Sparks, G. G. (2013). Media Effects Research (14th ed.). Retrieved from The University of Phoenix eBook.

Critical Success Factors of Six Sigma Implementation in Indian Automobile Components Manufacturing Industries

Chapter 5 RESULTS & A ; DISCUSSIONS 5.1 Consequences and treatments This chapter shows the consequences of methodological analysis used to happen the CSFs, weightages of CSFs and barriers of Six Sigma execution in Indian car constituents fabricating industries. 5.1.1 Critical Success Factors of Six Sigma Table 5.1 Gap analysis of CSFs of Six SigmaCritical Success factorsImportancePracticeAManagement engagement4.42.8BacillusOrganizational substructure3.92.5CCultural alteration4.12.1CalciferolEducation and preparation4.12.5TocopherolVision and program statement4.12.5FAssociating Six Sigma to client4.22.4GramAssociating Six Sigma to concern scheme4.02.6HydrogenAssociating Six Sigma to employees3.82.9IAssociating Six Sigma to providers4.02.5JouleCommunication4.12.7KUnderstanding of Six Sigma4.02.9LiterProject direction accomplishments3.82.9MeterUndertaking prioritization and choice4.03.0This undertaking work presents the consequences of the study conducted to place CSFs of Six Sigma within a medium graduated table car constituents fabricating unit and the consequences are used to compare with the findings of other research workers. The study consequence is represent the spread analysis revealed that there is the important spread between the sentiment of the employees of the company and t he existent pattern of CSFs within the company. It is shown in table 5.1 and at that place graphical representation is shown in figure 5.1 Figure 5.1 CSFs of Six Sigma executionConsequences oforganisational public presentationTable 5.2 Organizational public presentation standards to mensurate the success of Six SigmaOrganizational public presentationMeanStd. DeviationProductiveness2.20.8Defects Reduction2.10.8Warranty claim cost as a % of entire gross revenues3.10.9Cost of quality as a % of entire gross revenues2.90.8Delivery on clip to client3.50.8Net income betterment1.50.8Gross saless betterment1.70.7The consequences and benefits of Six Sigma execution within the administration were assessed in footings of organizational public presentation and attitudinal/perception alterations in the employees and clients. The organisational public presentation component of Six Sigma focuses on quality public presentation, operational and concern public presentation indexs, the inside informations of which are provided in table 5.2 and figure 5.2. attitudinal/perception alterations shown in table 5.3 and figure 5.3 that all the sof t factors have got low evaluation from the respondents. The average values of factors are below 3, with occupation engagement and organizational committedness holding the lowest evaluation of 2.6. The highest evaluation of 3 for the acquisition factor shows that administration public presentation in footings of supplying preparation and coaching. Figure 5.2 Graphical representation of organisational public presentation Table 5.3 Attitude/Perception alteration after Six Sigma deploymentAttitudinal ChangeMeanStd. DeviationEmployee satisfaction2.90.7Customer satisfaction2.80.5Organizational committedness2.60.7Job engagement2.60.6Learning3.00.7Work environment2.70.6 Figure5.3 Attitude/Perception alteration after Six Sigma deployment 5.1.3 Impeding factors in the execution of Six Sigma The respondents were asked to place three largest issues that they have faced during Six Sigma execution. Several obstructions to the acceptance of Six Sigma programme were highlighted as shown in figure 5.4 Figure 5.4: Factors suppressing the execution of Six Sigma 5.1.4 Consequences of AHP analysis The AHP Analysis is performed to place the critical successful factor for Six Sigma execution in car constituents fabricating industries. For AHP attack 6 factors are selected, they are Education and Training, Associating Six Sigma to concern scheme, Cultural Change, Associating Six Sigma to client, Vision and program statement, Management Commitment and engagement. It is found that the Management engagement and committedness ( F ) has got highest weightage i.e. 0.2586 and it is in first precedence. The standards, Associating Six Sigma with client has 2nd precedence and Associating Six Sigma to concern scheme has last precedence as it got lowest weightage i.e. 0.1255. Table 5.4 Average precedence and weightages for Six Sigma execution in car industrySuccess FactorsWeightsPrecedenceAEducation and preparation0.143165BacillusAssociating Six Sigma to concern scheme0.1255356CCultural Change0.151264CalciferolAssociating Six Sigma to client0.16892TocopherolVision and program statement0.1524853FManagement engagement and committedness0.2586615.1.5 Barriers for Six Sigma execution Table 5.5 shows the barriers to the effectual execution of Six Sigma. The consequences of the analysis show that the six reacting companies felt merely fiscal restraint to be important at 0.1 degree of significance. This indicates the fact that it is easy to implement Six Sigma plan in the Indian car constituents sector, as merely one barrier is found to be important out of the eight. Table 5.5Barriers for Six Sigma executionBarriersMeanS.D.t-valueFiscal Constraint3.330.521.58Time Constraint, Difficulty in Understanding Complicated3.001.100.00Statistical Tools3.001.100.00Lack of Management Exposure2.001.10–2.24Work Force/Union Resistance1.830.75–3.80Improper Training1.830.75–3.80Expensive Consultation Charges2.000.63–3.87Trouble in Understanding Six Sigma Methodology1.830.41–7.005.1.6 Analysis of benefits with Six Sigma execution Table 5.6: Benefits of Six SigmaexecutionBenefitsMeanS.D.t-valueDecrease in COPQ4.170.417.00Increase in profitableness4.330.526.32Improved merchandise quality3.830.415.00Improved company image3.830.415.00Decrease in procedure variableness4.000.633.87Addition in productiveness4.000.633.87Decrease in client ailments4.000.892.74Decrease of rhythm clip3.831.171.75Improved work civilization3.170.750.54Improved employee morale/ motive3.000.630.00Improved gross revenues2.330.523.16Decrease in review2.330.523.16Table 5.6 shows the assorted benefits of the Six Sigma plan The consequences of the analysis show that, in line with the Six Sigma doctrine of bottom line consequences, these Six Sigma companies have besides derived important fiscal benefits through reduced Cost of Poor Quality ( COPQ ) . Increase in profitableness, a 2nd important benefit, is a natural result of the decrease in COPQ. 5.1.7 Statistical analysis of CSFs for Six Sigma execution Table 5.7: Critical success factors for Six SigmaCSFsMeanS.D.t-valueTraining4.670.527.91Associating Six Sigma to clients4.670.527.91Undertaking Prioritization and Selection4.670.527.91Project Management Skills4.330.526.32Cultural alteration3.830.415.00Management Involvement and Participation ( Leadership )4.000.633.87Understanding of Six Sigma Methodology4.000.633.87Associating Six Sigma to Business Strategy3.670.523.16Organizational Infrastructure3.330.521.58Associating Six Sigma to Employees3.170.411.00Associating Six Sigma to Suppliers2.670.821.00As shown in Table 5.7 preparation, associating Six Sigma to clients, undertaking prioritization and choice topped the list of CSFs, followed by undertaking direction accomplishments. Cultural alteration came following. Management engagement and engagement, and understanding Six Sigma methodological analysis stood at the 4th degree. Associating Six Sigma to concern scheme and organisational substructure are besides rated as important. Asso ciating Six Sigma to employees and providers were rated as non important. This shows that companies have non linked their Six Sigma plan to their employees and providers. 5.1.8Comparison ofcritical successful factors analyzedwith literature Table 5.8 Comparison of CSFsanalyzedwith literatureFactorPresent survey IndiaPrevious Study ( Antonyet Al. , 2010 in UK )RankRankTrainingISixAssociating Six Sigma to CustomersITwoUndertaking Prioritization and SelectionISevenProject Management SkillsFourEightCultural ChangeVoltEightManagement Involvement and ParticipationSixIUnderstanding of Six Sigma MethodologySixVoltAssociating Six Sigma to Business StrategyEightThreeOrganizational InfrastructureNineFourAssociating Six Sigma to EmployeesTenElevenAssociating Six Sigma to SuppliersElevenTenThese findings were rather contrary to the findings from the old surveies carried out by Antonyet Al. [ 51 ] in little and moderate-sized UK fabrication endeavors Results of that peculiar survey show that direction engagement and engagement, associating Six Sigma to clients and associating Six Sigma to the concern scheme of the organisation are the most of import factors for the successful execution of Six Sigma, followed by organisational substructure, apprehension of Six Sigma methodological analysis, developing on Six Sigma, and undertaking prioritization and choice. Table 5.8 gives the comparing of the present and old survey. This difference in the precedence attached to CSFs can be to due to the fact that India is a developing economic system and the industrial civilization and environment environing India are different from that of UK. 5.1.9 Model for Six Sigma execution Six SigmaEngagement of EmployeesOrganizational InfrastructureDevelopment of TeamworkFocus on CustomerFocus on Supplier RelationshipUnderstanding of Six Sigma MethodologyTop direction committedness and leadingAssociating Six Sigma to CustomersQuality Improvement Tools & A ; TechniquesTraining and EducationFigure 5.5 Model for Six Sigma execution The top direction demands to be proactive in implementing Six Sigma and concentrate on incorporating Six Sigma with TS 16949. Associating Six Sigma plan to employees will assist in acquiring better cooperation, improved work civilization and morale. Associating Six Sigma to providers will assist in bettering coaction, which shall ensue in the effectual execution of Six Sigma. Organizations can derive much by volunteering to implement Six Sigma instead than waiting for it to be imposed. Evaluation and comparing of CSFs of Six Sigma aid organisations in the sector to attach the needed importance to assorted CSFs. Barriers of Six Sigma execution in Indian car constituents fabricating industries ISM modeling is performed. The consequences of ISM modeling shows Lack of Management Exposure and Expensive Consultation Charges are at first degree. The consequences of the Statistical analysis show that the companies felt merely fiscal restraint to be important at 0.1 degree of significance. Th is indicates the fact that it is easy to implement Six Sigma plan in the Indian car constituents sector, as merely one barrier is found to be important out of the eight. Harmonizing to the analysis, pillars of Six Sigma are arrived and general model for Six Sigma execution is developed. It is shown in figure 5.5.

Identity in the Novel Deadly Unna

How does Blacky’s identity change with the death of Dumby Red? The novel Deadly Unna by Phillip Gwyne, addresses many issues including racism and identity. This book provides the opportunity to look at how friendship can change the way people view themselves and others throughout. Deadly Unna the main character, Blacky confronts issues such as racism, conformity and identity as part of growing up as a teenager in the port. Before Blacky became friends with Dumby, he went along with the crowd and conformed to the way the rest of the Port operated.Blacky is portrayed as a boy who doesn’t like to get in peoples way. He has different views about the Aborigines’, than the people in the port, but feels as if he has to conform to the way everyone else thinks to fit in. When Blacky and Dumby meet for the first time he automatically labels him as a ‘Nunga’ and jumps straight to conclusions about him because that is the way he has been brought up. His dad call s him a ‘gutless wonder which doesn’t really help his confidence and courage to stand up for what he believes in.However when Blacky gets to know Dumby, he is drawn to how confident and sure he is of himself. Blacky is jealous at first of how confident Dumby is and his ‘killer smile’. The people in the port have many racist beliefs toward Aborigines’. Even though Dumby was the best player, Arks still put Mark Arks at the top of the team list. ‘Top of the list was Mark Arks. The next name down was Dumby Red’s. ’ Most rumors come from the front pub. They are stories people have of what they think Aboriginals are like (e. g. the point sign full of bullet holes).The Aboriginals get treated unjustly in the community and the only time they are represented is when everyone comes together for the footy matches. When Dumby saves Blacky from the Thumper, Blacky really starts to like Dumby, but he doesn’t show it because he thinks he has to conform to what everyone else thinks ‘So I stopped hating Dumby’s guts. Except I still acted like I did. I was used to it, I suppose. It was easier to stay like that. ’ Blacky and Dumby become friends, and Blacky realizes the divide between the races is worse than what he originally thought.After Dumby dies Blacky decides to take action. He is fed up with the injustice in the town. He becomes confident enough about his identity not to conform and starts to stand up for what is right. An example of this is when he gathers all his siblings and goes to the bridge to get rid of the ‘BOONGS PISS OFF’ graffiti. This is a powerful moment in the story because it shows how Blacky is finally opening up and taking action on something he believes is wrong. He stops conforming to every ones’ views and attends Dumby’s funeral against what his father says.He realises what the Point is really like and that the Aboriginals are really nice normal people. Blacky wants to do something about the towns racist views, and feels uncomfortable to be part of it. By the end of the novel Blacky has faced very real problems such as conformity, racism and identity and has overcome major obstacles as part of growing up. Blacky becomes more confident and sure of who he is. Dumby changed his way of thinking, but Blacky took the action and started to believe in himself and have the courage fight for his beliefs.