7 Movie-Title Mistakes

7 Movie-Title Mistakes 7 Movie-Title Mistakes 7 Movie-Title Mistakes By Mark Nichol One does not rely on the entertainment industry to model proper grammar and punctuation, but is it too much to expect that movie titles make grammatical sense? Evidently, it is; filmmakers and film studio marketing staff have more important things to do than ensure that titles correctly use hyphens and apostrophes, appropriately employ punctuation marks, and form verbs properly, as these movie posters demonstrate. An early poster for The 40-Year-Old Virgin omitted the first hyphen, resulting in a title that didn’t make sense. If it were plural, it could refer to twoscore twelve-month-old babies, but that’s rather complicated. Fortunately, later versions were corrected, and moviegoers were left with a comforting correlation between a photograph of Steve Carell’s dorky-looking title character and a that-figures movie title. The title of the horror-comedy Eight Legged Freaks appears to refer to an octet of people who may be otherwise abnormal but are equipped with legs. However, as an epithet for unusually large and aggressive spiders (apparently based on an ad lib from the star of the film, which originally bore the title Arac Attack), it should read Eight-Legged Freaks; the words eight and legged must outside of Hollywood, that is be hyphenated to signal that they combine as a single term modifying freaks. Shrink, shrank, shrunk. Shrink, shrank, shrunk. I always have to look that kind of stuff up a strategy the makers of this film could have easily employed to produce a grammatically correct title. Depending on where Rick Moranis’s character is in the child-miniaturizing process at the pertinent time, the title should be Honey, I Will Shrink the Kids, Honey, I Shrank the Kids, or Honey, I Have Shrunk the Kids. This man belongs to the ladies. He is in their possession. Ladies claim ownership of this man. He is a ladies’ man. Ladies, is this your man? A citizen who abides by the law is a law-abiding citizen; law and abiding are connected by a hyphen to show that together, they describe the particular type of citizen ostensibly featured in this film (in reality, the protagonist is a law-flouting citizen but that’s Hollywood for you). The lack of a hyphen is excusable in display type on a movie poster or in the film’s credits, but when it is omitted on promotional materials as well, the producers are not law-abiding filmmakers. When you plan to resign from a job, it’s customary to give notice two weeks in advance of your planned departure date. You give a notice of two weeks. The two weeks â€Å"belong† to the notice, so it’s â€Å"two weeks’ notice† (or â€Å"a two-week notice,† though the other form is much more common). This title is a question. The source material for the film is a novel titled Who Censored Roger Rabbit? So, why does the movie title not include a question mark? Some sources claim that filmmakers have a superstition that titles so adorned do poorly at the box office. Tell that to What’s Up, Doc?, Whatever Happened to Baby Jane?, Who’s Afraid of Virginia Woolf?, and, more recently, O Brother, Where Art Thou?, among others. This film did very well, but I think would have been just as successful with the perilous punctuation mark. Defenders will say the title is shorthand for â€Å"Find Out Who Framed Roger Rabbit,† but that requires logical contortions not even the rubber-limbed title character can manage. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:"Because Of" and "Due To" The Six Spellings of "Long E"List of Prefixes and Suffixes and their Meanings

Native Americans transition from freedom to isolation

Native Americans transition from freedom to isolation Introduction The American civil war, which begun in 1861and ended in 1865 is regarded as one of the most violent wars experienced in the history of United States of America. At least 620,000 soldiers died during this war, which was estimated to be 2% of the American population by then.Advertising We will write a custom term paper sample on Native Americans transition from freedom to isolation specifically for you for only $16.05 $11/page Learn More The war caused havoc and destruction in the south wiping off about two thirds of the appraised value of the southern wealth, destroying more than half of the regions farm machinery, consuming two-fifths of southern livestock and killing one quarter of southern white males between the ages of 20 and 40 (David 1996). In the mid nineteenth century, America as a nation had conflicting ideological and cultural indifferences as it attempted to adopt the agrarian revolution traditions. Although the country had enjoyed un ity for more than 60 years, political, cultural economic and social differences were the cause of the crisis in 1861 that erupted into a civil war. The consequences of the war were termed as being more positive rather than negative to the country as a whole. According to Abraham Lincoln, the civil war brought to America a new birth of freedom as the war enlightened the people about slavery and destroying slavery paved way to freedom. Reconstruction after the war was an opportunity to adopt and embrace new changes in the southern society placing Native Americans in a new redefined society life. Lifestyle of natives American The period between 1862 and 1865 was a time during which all Native Americans all over the continent were struggling for sovereignty. The civil war attracted many people dwelling in America especially the Native Americans who comprised of various tribe’s, bands and nations. During the civil war, the Native Americans served in both federal government and the confederate states of America military. Even though they participated in the war, they did so knowing very well that, they could be putting at risk their freedom, inimitable cultures and ancestral lands if at all they lost in the war. Most of the American natives lived in the west of Mississippi river. About 360,000 of the American natives were American Indians who were confined in an Indian Territory what is today known as Oklahoma. The American Indians are said to have occupied and lived in America 9,500 years before the arrival of the first Europeans explorers. From the arguments of many anthropologists and archeologist, the first people to arrive in America most probably arrived during the last ice age period of about 20,000-30,000 years ago when they used the bridge at Bering Sound in the northeastern part of Siberia to cross over to Alaska.Advertising Looking for term paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More â€Å"The name â€Å"Indian† was first referred to them by Christopher Columbus, an European explorer, who while in search of a shorter route to India mistakenly came across the islands of America which were part of the Indies in Asia hence the name Indians† (James et al 2010). Native Americans lived in small groups and tribes. Since they were not domesticated and primitive, the American Indians used their hunting skills to kill their prey which they would later bring back to their families as a source of food. Their houses were known as longhouses, which had a rectangular shape and constructed using barks covering. These homes had one thing in common, they had smoke hole in the roof, and the entrance doors were low and covered with animal’s skins, while fires in their homes burned inside their houses all the time both day and night. Everyone in these communities had specific work entitled to them in accordance to gender and age. Men were the head of the families and for this reason they were responsible for bringing food they hunted, protect their families from animals and enemies and cure diseases while the women gathered forest foods and reaped corn in preparation to serve a meal for their families. Women were also responsible of nurturing their children while children helped when necessary as a way of preparing themselves for adulthood. Coming of the Europeans In the late fifteenth and early sixteenth centuries, the Europeans started to stream immigrants into the northern and eastern parts of America. This is where they discovered a new kind of society that was very different compared to theirs (Larry, 1986). The natives themselves were amazed by the physical appearances of the Europeans since they were white in complexion compared to their reddish natural skin colour complexion. They also had a very differently mode of dressing from the natives which was deerskins with decors from shell beads or porcupine quills, feathers and other unique ornaments. Apart from that, Europeans had a unique kind of technology with them that made them even more perplexed. This wonderful technology comprised of the fire-belching harquebus and cannon, steel knives, mirrors, hawk bells, earrings swords, copper and brass kettles, and much more wonderful things. In American history, the European exploration is termed as one of the greatest event with ecological impacts since it led to the increase in population of the Americans. The increase in population is as a result of the mass movement of people to embrace ‘new world’. The movement caused conflicts between the Europeans and the natives of the American land (Bowles 2011).Advertising We will write a custom term paper sample on Native Americans transition from freedom to isolation specifically for you for only $16.05 $11/page Learn More Impact of European settlement For a long time since their arrival, the Europeans and the natives coexis ted peacefully as they learned different things from each other since they both had totally different lifestyles. The two societies were able to trade food, fur coats, and beads for weapons, glass while the Indian children enjoyed playing with European toys. The two societies had very contrasting ideas in relation to personal wealth and ownership. According to the Europeans, only those who were rich had the opportunity to own land and strongly believed that once this rich person dies, the land is to passed on to family signifying honor and pride this was contrary to Indians beliefs. Indians believed that property is owned by a tribe, land was a sacred asset and it belonged to no individual person but to a family as a whole. The Indians had a rule that states that ‘everything on the earth is given to all, and each person deserves their own share’. Thereafter, conflicts erupted. Europeans appeared to be oblivious to the culture and traditions of the Indians. They were arr ogant and materialist in terms of land, animals and plants in presence, a gesture that was not appealing to the Indians. This was the beginning of indifferences among the two societies. Conflicts among Native American brought about wars and desperate struggles between the native people and white people for the rich lands that became the United States (Larry, 1986). Europeans desired to conquer the new continent because of what they viewed as materialist opportunity. Their main aim was to force out the natives from their own land compelling them to relocate in order to acquire and own these rich lands for profit. The Europeans perceived this new land as a land of great opportunities hence the motive for pushing the Native Americans into the west to where the Indians were. Their arrival brought about agricultural revolution and several other environmental changes as the Europeans colonies established new and permanent settlements in the Indian country. There was a transformed world as Europeans arrival accelerated already manifested practices of the native community (James et al 2010). These practices included; gradual collapse of chiefdoms, steady coalescence of smaller groups to large communities and introduction of new diseases.Advertising Looking for term paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the onset of the ‘new Indian world’ people become aware that they was scarce resources and therefore it resulted to war between themselves in order to acquire what they thought was of value to build and maintain a viable community this was the ‘human asset’. One of the main reason for the war erupting is the introduction of new technology with no way of defeating the Europeans so the natives watched helplessly their society crumble down slowly. Once the Europeans destroyed the way of life of the natives, it was difficult for many indigenous groups to maintain their traditional methods even if they wanted to. The American Indian had no powerful incentive to dream up new technologies to assist human survival. Since their arrival, the Europeans impact toward the natives was negative. The Native Americans suffered in the arms of the Europeans whereby the Native Americans were treated badly as Europeans did whatever they wished with them. At first the natives were determined to defeat their visitors but as soon as a group of the Native Americans rose to challenge the Europeans and stand up for themselves, the Europeans with their advanced technology would quickly put them down. Comparing the native’s weapons which comprised of bows and arrows and the Europeans weapons which comprised of canons and guns, the natives had a hard time battling with the Europeans. It was rare for the Native Americans to fall ill and they had built sweathouses that they used to purify themselves of ills and evil spirits. Richard (2000) notes that, â€Å"the natives had not come into contact with these kinds of diseases from the old world since they were separated from Asia, Africa and Europe by vast water bodies and ice.† Diseases like measles, pneumonia, influenza, malaria and small pox were new to these people. The Europeans are to be held responsible for bringing these diseases to the native’s lands and infecting the native people. Sin ce the diseases were introduced into America, the population of the native people dropped significantly since these people were not immune to such kind of diseases. In just a span of twenty years, about 50% of the American native population had been wiped out many of them dying because of the diseases. The increased number of deaths sparked rage among the natives as they started doubting and questioning their beliefs and religion since they could not understand why their people were dying as they had never experienced anything like these deadly diseases before the arrival of the Europeans. These made them believe that Europeans had the ability to kill and give life to people. Europeans way of life was very different from the natives. They were used to owning land and claiming its ownership arguing that Indians had no land value and no interest to owning any part of the land hence they decided to evacuate them. These conflicts brought about Indian wars, signing of an act ‘India n Removal Act’ that permitted the removal of Indians from their own land signed by President Andrew Jackson in 1830, including passing of several acts that favored European interest at that time. The war was a great disadvantage to Native Americans since they were few in numbers due to deaths brought about by lack of immunity to new diseases, their nomadic way of life prevented them from having advanced weapons, their weapons were blunt clubs and could only manage to wound and not kill their enemies. They also lacked unified of cooperation among themselves to enhance their defense. On the other hand, Europeans succeeded in conquering the natives due to their advanced weapons like the canons and guns which were considered to have played a major role. But the fact was that they only instilled fear, a psychological effect on the Native Americans as they were also well armed with Spaniards steel swords and daggers which were very sharp with the ability to slaughter the Indians. T hey also possessed horses and horsemen who could override the Indians before they could inform their fellow Indians of an invasion. These horses provided the Europeans with speed of surprise attack and a platform where Europeans could protect themselves during a fight as they could flee before their enemies could succeed in attempting to retaliate. The once peaceful community was now being faced with harsh treatment from colonialists. They had to endure several new and deadly diseases, enslavement and wars. Europeans took advantage during these wars and killed Native Americans indiscriminately. A major setback for the natives was an inconsistency in cooperation among themselves in order to build a strong defense group. This was due to the fact that there were a number of American Indians who were in support of European actions while others did not approve any of what the Europeans were doing. During the American revolutionary war, war between various American Indians tribes accelera ted (Celia, 2003). The new American settlers were struggling with the British people to support the native Americans and the nations in the east of Mississippi therefore many native Americans supported the early European settlers with the expectation of stopping the expansion of colonization in the continent. Unfortunately, the European settlers continued to expand the horizons in which they colonized either forcefully or through mutual understanding. The isolation and concentration of Indian Americans can be traced to this period after the justification of the Indian removal act in 1830. Most of the Indians who were located in the eastern parts of the Mississippi river were relocated to the western part of the river. Some of the groups relocated include: â€Å"Seneca, a group that was evicted from the state of New York and later settled in northeastern part of Oklahoma; the Sauk Indians who were evicted from Midwest and settled in a small area northern central Oklahoma; the Cherok ee who were evicted from Southeast to Oklahoma. Those Indians who refused to move west were forced to give up large tracks of their lands, which they had control over and were concentrated on increasingly small and geographically isolated areas† (Alvin, Joane Troy 1999). The population of European origin in the United States continued to increase in the late 1800 mounting more pressure on the Native Americans to give up more of their new land. The expulsion process was accomplished mostly through peaceful treaties while at times it involved violence. These new lands given to the Indians were regarded by the whites as undesirable and were located far from major population centers, trails and transportation routes. During the 19th century, United States government policies aimed at isolating and concentrating Indians in areas with scarce natural resources, detached from the emergent United States wealth. Conclusion The act signed by President Andrew Jackson in 1830, ‘the Indian Removal Act,’ essentially could be blamed for taking away any remaining opportunity of sovereignty and freedom for the Native Americans. Literature has constantly shown that these Americans left their original land by choice though this has raised a lot of criticism. Celia (2003) claimed that Native Americans endured immense pressure from European settlers to move away and due to their marginal numbers they had to concede the pressure. Since the European arrival they had been alienated mentally from their beliefs, cultures and practices as the Europeans tried to convince them to adopt to the ‘new culture’ so that they do not feel isolated but rather feel like Americans. Unfortunately, the Native American practices have been erased in an effort to make people believe that Europeans were the first people to settle in America. Towards the end of the 19th century, due to the sub-standard way of life in the isolated reservation, the federal government changed i ts primary approach to the â€Å"Indian problem† from a forced isolation to forced assimilation and now concerns about the reservation problems were resembled in many aspects. Native Americans living on reservations disproportionately lacked access to both basic and advanced technologies because poor infrastructure makes the cost of obtaining new modern technology equipment very expensive. The assimilation was achieved through allotment policy and the first allotment legislation (the Dawes Act) that was first enacted in 1887 and required that the land be sub-divided into smaller pieces so as to give the Indians an opportunity to do farming or ranching since they were the main occupations in the areas where Indians occupied. References Alvin M. J., Joane N., Troy R. J. (1999). Red power: the American Indians fight for freedom. Lincoln: University of Nebraska Press. Bowles, M. (2011). A history of the United States since 1865. San Diego, CA: Bridgepoint. Celia, B. (2003). Nati ve American power in the United States, 1783-1795. Madison, NJ: Farleigh Dickinson University Press. David, L. V. (1996). Native American Economic Development on Selected Reservations a Comparative Analysis, American journal of Economics and Sociology. Vol 4 (9) p. 9-45. James, S. O. et al (2010).The Ethnic Dimension in American History. New York, NY: John Wiley and Sons. Larry, W. B. (1986). Roots of the Native American urban experience relocation policy in the 1950s. Journal of American Indian Quarterly. Vol-10, 45. Richard, F. (2000). Native Americans: the indigenous peoples of North America Living through history. Mankato, MN; Heinemann.

The Death Penalty Research Paper Example | Topics and Well Written Essays - 1250 words

The Death Penalty - Research Paper Example Summary of the major issues, concepts and distinctionsThe death penalty is not a new phenomenon in the society, and it has been in existence over the last decades. Even today, many nations still practice death penalty including the US, who believes to be the human rights advocates. This was witnessed when it hanged the Iranian president, Saddam Hussein. There are still lingering and unanswered question regarding the death penalty. Many people believe that the continuous existence of death penalty in the 21st century compromises the role of the justice system. For instance, the justice system was established with the desire for rehabilitation but not retribution (Norman, 1995). Therefore, it is unconvincing to kill a convict because the justice system has made a judgment. To many people, the death penalty is immoral and unethical. Life is un-alienated right that everyone should enjoy. Hence, human rights activists believe that taking ones right more so natural right is immoral and une thical.The justice system of any nation has a role of rehabilitating the offenders so that they don't repeat the same crime. Because of this, the convicts are given another new chance to re-evaluate themselves and start a new life. Imposing death penalty on criminals is an indication of failed justice system as it is an unethical practice. As much as a person who commits capital offenses deserves capital punishment, the death penalty is harsh and compromises the role of humanity as well as natural rights (Norman, 1995).

How does the living wage relate to the labour movement and how does Essay

How does the living wage relate to the labour movement and how does the labour movement relate to the living wage (employment relationship) - Essay Example In addition to that, globalization has also led to a few number of state renounce the laws that govern the employees. Due to the mere ignorance and the globalization factor, majority of the states have cut of the wages of their employees to go down more than they deserve. This occurs mostly in the sector where skills are not needed and they are not counted as increasing the economy (McConnell & Brue, 1999). Due to all the reasons mentioned above, numerous organizations that claim to fight off low pay, or living wage or fair pay have been introduced in the last twenty years. This has happened in majority of the countries both the developed countries and the developing. They have acted a key part in the society since they gather, educate and air the views of unsatisfied employees to the government who for a very long time have been going on with a low pay, way down more than the standard one. The activities that these labor organizations do have yielded positive results for instance, one of the results they have yielded is that wage tribunals have been happening more than they used to. In addition to that, the labor work force has also been awarded for the good work they portray of campaigning for or fellow human rights. Some of the benefits that the employees have gained for is for instance having a weekend, which has two days, if they work on holidays they get paid and majority of the organizations that employ them have focused on the 8 hours of working each day and compensation for any extra minute spent working (Victor et al., 1998). In a lay mans’ dictionary if we try to look at the definition of the term labour movement, it is the movement of workers for enhanced management by employers, for the most part through the creation of labour unions. So how does it (the labour movement) relate to the living wage and how does the living wage relate to the labour movement? Living wage and the labour movements go hand in

Information Pack Essay Example for Free

Information Pack Essay With an international reputation for innovation, high quality education and research, and global relationships, it is not surprising that Oxford Brookes University has been voted the best modern university in the Sunday Times Good University Guide for seven years in succession. The Business School is one of the leading schools for teaching and learning in the UK, being a national Subject Centre in Business, Management, Accountancy and Finance, and Oxford Brookes University is one of only sixteen institutions across the UK to have received two multi-million pound awards to establish more than one Centre for Excellence in Teaching and Learning. Oxford Brookes University – like other UK universities – has degree awarding power, granted by Royal Charter. But what does this mean? Well, these powers are granted on the basis of Oxford Brookes University having appropriate procedures for assuring the quality and standards of its awards in both design and operation, and being subject to the scrutiny of the QAA, the body responsible to the UK Governments Department for Innovation, Universities and Skills for assuring the quality of UK Higher Education in the public interest. So although you don’t physically attend Oxford Brookes University to gain the BSc (Hons) degree in Applied Accounting, the degree programme is of the same rigorous standard as other degrees offered by Oxford Brookes University and meets standards set by QAA. In an independent assessment of teaching quality, the Business School was one of only two in the country to achieve the maximum score (24/24) across more than one subject area. The Schools reputation has also been recognised through the award of a national, multi-million-pound Centre of Excellence in Teaching and Learning, which has developed a new learning centre on campus with the latest technology to support learning in a cafe-style environment. In a recent QAA audit of Oxford Brookes University it concluded that it has broad confidence (the highest category available) in the quality and standards of its awards. So by gaining the BSc (Hons) in Applied Accounting, awarded by Oxford Brookes University, you will not only demonstrate to potential or existing employers that you possess all the relevant graduate skills to equip you for a brilliant career in accounting and finance, but that it is from a university that has a reputation for excellence. 4 2. Eligibility To be awarded the BSc (Hons) in Applied Accounting you must:  · Be eligible for the degree. This means you must be registered with Oxford Brookes University i. . opted-in to the BSc degree scheme before passing any of the three ACCA Fundamentals papers, F7, F8 and F9  · pass the three ACCA Fundamentals papers F7, F8 and F9 and pass other papers as required to successfully complete all nine Fundamentals level papers  · complete the ACCA Professional Ethics module before submitting a Research and Analysis Project to Oxford Brookes University.  · complete and pass the Oxford Brookes University Research and Analysis Project The degree must be completed within 10 years of your start date onto the ACCA’s professional qualification otherwise your eligibility will be withdrawn If you are unsure on your eligibility for the BSc (Hons) in Applied Accounting degree, then you should firstly refer to myACCA which will tell you whether or not you have opted in to the degree scheme and whether or not you are eligible. If you are not eligible for the degree programme, then it will be for one of the following reasons: You enrolled with ACCA before the BSc (Hons) in Applied Accounting degree was introduced When the degree programme was introduced in 2000/2001, all eligible registered students were required to opt into the degree scheme by November 2001. Any student who did not do so, would have been automatically withdrawn.  · If you registered with ACCA prior to 2001, have yet to complete Papers F7-F9 and are within 10 years of your start date, please contact ACCA Connect to opt into the degree programme. You ticked the box on your ACCA registration form stating you did not wish to join the Oxford Brookes University degree programme If you are yet to complete Papers F7, F8 and F9, you may opt back in to the BSc degree by contacting ACCA Connect.  · If you have already passed ANY of Papers F7, F8 or F9, then unfortunately it is now too late to opt back into the degree programme.  · If you hold exemptions for any of Papers F7-F9, then you may contact ACCA Connect to forfeit these in order to remain eligible. This must be done before sitting any of the other core Papers of F7-F9 once you have forfeited your exemption you cannot reverse this decision. 5 You do not hold a suitable English language qualification  · Providing you complete Paper F4, then this will be acceptable. Oxford Brookes University deems Paper F4 as proof of English proficiency therefore you should complete this exam and opt in with ACCA before passing Papers F7-F9. You enrolled with ACCA over 10 years ago  · The BSc (Hons) in Applied Accounting degree has a 10 year deadline starting from a student’s start date with ACCA. If this has expired in your case, we regret that you are no longer eligible to complete the degree with us. 6 3 Conversion arrangements ACCA exam conversion arrangements Oxford Brookes University will recognise any passes or exemptions from Part 1 and Part 2 exams in the ACCA Professional scheme that are converted to the Fundamentals level of the ACCA Qualification, as contributions towards the award of the BSc degree. ACCA Professional Scheme exam passes before June 2000 You will be subject to both the requirements of the transitional arrangements, published when the degree was introduced, and the requirements of these conversion arrangements. 7 4. Aims and outcomes The principal aim of the BSc degree programme is to widen access to Oxford Brookes University (OBU) and enable ACCA students across the world the opportunity to obtain an OBU degree. The BSc degree aims to enhance and extend the knowledge and skills gained by you in your professional studies, and to improve your effectiveness as a professional accountancy student and future finance professional. 4 . a) Programme regulations Admission The minimum academic entry requirements for registering on the BSc degree are two A Levels plus three GCSEs (grade C or above) in five separate subjects including Maths and English. Oxford Brookes University recognises a number of other qualifications which satisfy the minimum English language requirement, including a Pass in ACCA Paper F4, Corporate and Business Law. Further details can be obtained from the ACCA office at Oxford Brookes University. If you registered with ACCA under the mature student entry route (MSER) and do not have an acceptable English Language qualification, you will be permitted to register for the BSc degree only after you have passed Paper F4, Corporate and Business Law. If you are a CAT student, and have passed the CAT Advanced level exam papers, you meet all the entry requirements for the BSc degree. Exemptions As a registered student, you may be given exemptions from one or more of the nine ACCA specified exam papers. Exemption decisions are made by ACCA and ACCA exemption policy is periodically reviewed by Oxford Brookes University. However, if you wish to achieve the BSc degree you must sit and pass all of the three ACCA subjects F7, F8 and F9. No exemption can be given from the Professional Ethics Module or from the Oxford Brookes University Research and Analysis Project (RAP). Progression When you register with ACCA to undertake the ACCA Qualification, you are automatically registered with Oxford Brookes University for the BSc (Hons) in Applied Accounting, unless you opted-out of the BSc degree programme at the time of initially registering with ACCA. If you have opted-put, you may re-register for the BSc degree scheme provided you have not passed any of the three subjects – F7, F8 and F9. If you have passed any one of these three subjects you cannot then register on to the BSc degree. Conversion arrangements have been developed for completion of the BSc degree if you have passed one or more ACCA professional scheme exams by, or at, the June 2 0 07 ACCA exam sitting. 8 Oxford Brookes University Research and Analysis Project You must pass or be exempt from the ACCA Fundamentals exams, including sitting and passing all of F7, F8 and F9, and complete the Professional Ethics module before submitting a RAP to Oxford Brookes University. You will need to find a project mentor to assist you with your RAP, by providing guidance and advice on your RAP and also to verify that you made an oral presentation at the end of your project research. Your project mentor should be a member of staff at an ACCA tuition provider, your line manager or an ACCA qualified member. Please note that this is different role to the role of the workplace mentor you need when completing your practical experience requirements, although you may find that your line manager is the most appropriate person to fulfil both these roles. Oxford Brookes University has two submission periods each year during which you may submit an OBU RAP. An OBU RAP that is submitted after the end of a submission period will be returned unmarked to you, but it may be resubmitted in the following submission period. You are required to pay a project submission fee to Oxford Brookes University with any project submission. See the section on Submission Periods for the current submission fee. 4 . b) Programme learning outcomes On completing the degree programme, you will have demonstrated a capability to: Knowledge and understanding K1 Critically evaluate accounting concepts and principles and their application in solutions to practical accounting problems. K2 Prepare financial statements of entities, including groups of companies, using relevant financial information, accounting techniques and standards; and to analyse and interpret such financial statements. K3 Use relevant management accounting techniques with cost information, for planning, decision-making, performance evaluation and control, within different business settings. K4 Apply financial management techniques to issues affecting investment, financing, and dividend policy decisions of an organisation. K5 Understand the general legal framework, and apply specific legal principles relating to business, including taxation legislation as applicable to individuals, single companies and groups of companies. K6 Explain the process of carrying out the assurance (audit) engagement and its application in the context of the professional (audit) regulatory framework. K7 Describe the organisational context of the accountant and of the development of accounting information systems; to understand the need for the efficient use of resources within an organisation. K8 Understand the ethical responsibilities of professional accountants, including the principles of the ACCA code of conduct, and to reflect on ethical dilemmas and potential solutions. 9 Disciplinary and professional skills D1 Prepare non-complex financial statements using generally accepted accounting principles. D2 Evaluate and comment on the performance and financial situation of organisations using a range of interpretative techniques. D3 Select and apply appropriate accounting and financial management techniques to organisational business planning, decision-making and control. D4 Understand the limitations of accounting techniques and the implications of such limitations. D5 Understand the limitations of acquired knowledge of legal and taxation issues and recognise the need to seek further specialist advice where necessary. D6 Communicate analysis of accounting and financial information and recommendations to a variety of different audiences. Transferable Skills T1 Solve problems through the identification of key issues, synthesis of information and analytical tools, and the presentation and critical evaluation of a range of options. T2 Communicate appropriately in writing and through an oral presentation.

The Atomic Bomb Helpful or Harmful Essay -- essays papers

The Atomic Bomb Helpful or Harmful There used to be a time in America when the name â€Å"Atomic Bomb† seemed fictional to some, non existent to others,and seemed only a dream to those in the science world. That time is long gone.The day that changed all ideas and opinions about what war was and what is has evolved to be was August 6,1945. President Truman had decided to drop the Atomic bomb in order to end the war and save as many lives as possible. The United States had dropped the bomb on Hiroshima in order to end the war almost instantly and avoid bloody invasion, thereby saving both American and Japanese lives. Whether or not to drop the atomic bomb was president Truman’s decision, faced with this decision Truman researched and asked advisors to share their ideas about the bomb and then made the best decision for the American and Japanese people. â€Å" In an invasion of Japan,the fighting would have been more savage, and the number of lives lost on both sides would of been tragic.†(O’Neal 35) The Atomic bomb was essential in helping to put and en d to the war and saving lives. The decision to drop the atomic bomb was made by President Truman . In his decision he states, â€Å" The only thing that was the right thing to do for the American and Japanese people was to end the war through the use of the atomic bomb.† ( O’Neal 36) Why all the controversy over the bomb? Historians and people today continue to ask this question along with others. Were the Japanese seriously considering surrendering before the bomb was let off, and was the only way the war could of been ended ended was throughout the bomb? The atomic bomb saved lives on both sides and served it’s purpose of helping to end the war. The facts remain the Atomic Bomb that was dropped on Hiroshima killed many civilians, but if the war continued to go on it would of killed many more. When President Truman walked in to the White House he had problems and decisions lying ahead of him that he knew little about.In his first few days of briefing from advisors and committee he had said,†I have to decide Japanese strategy-shall we invade Japan proper or shall we bomb and blockade? That is my hardest decision to date .but I’ll make it when I have all the facts. â€Å"(Takaki 26) As you can see Truman had no intention of making uneducated decisions and he was by no means in a rush to bo... ...tomic bomb was being assembled at the time and it was to be let off on Tokyo, that bomb was never used. The 500,000 lives that were saved in bombing Hiroshima compared to the 100,000 that died in the bombing shows that Truman did in fact make the best decision when lives were at stake. Bibliography: Alperovitz, Gar. The Use of the Atomic Bomb. Chicago : D.C. Heath and Company, 1974. Blow, Michael. The History of the Atomic Bomb. New York ,New York:American Heritage Publishing and Company Inc., 1968. Feis, Herbert. The Atomic Bomb and the end of World War II. Chicago: Princeston University Press, 1866. Kurzman, Dan. Day of the Bomb. New York: McGraw- Hill Book Company, 1986. Nardo, Don. Modern Japan. California: Lucent Books, 1995. O’Neal, Michael. President Truman and the Atomic Bomb. San Diego,California Greenhaven Press, Inc., 1990. Takaki, Ronald. Hiroshima. Canada: Little Brown and Company Limited, 1995. Wheeler, Keith. World WarII Time Life Books. Virginia: Time Life Books Inc., 1983. Wyden, Peter. Day One Before Hiroshima and After. New York: Simon and Schustler, 1984.

Lord of the Flies- Leadership Analysis on Ralph

A leader is someone who directs or guides a group. However, good leadership is the ability to set priorities and accomplish what needs to be done with the feelings of the group in mind. In Lord of the Flies, Ralph demonstrates many traits that would be considered good leadership. At times he also lacks them, and if he had demonstrated them he could have helped the situation greatly. Ralph understands how people feel and has the ability to respect that and make decisions based off of people’s feelings. He also has the ability to be very serious, which is a good leadership trait if you want to accomplish something.Ralph was also very wise and always made the decisions that he thought were best for the group. In addition, Ralph is very hard working, once he knows what needs to be done he will work very hard to accomplish that task. Throughout the book Ralph demonstrates he is empathetic towards other people’s feelings, he is serious towards his goal, he makes wise decision s, and he is hardworking towards the task at hand. In the book, Ralph was empathetic and showed understanding towards the boys’ feelings. â€Å"‘Trouble is, we haven’t got enough people for a fire. You got to treat Samneric as one turn.They do everything together-’† (138) This shows that, even in a time of crisis, Ralph will consider everyone’s feelings before he acts. This trait also hinders Ralph because he does not realize how unproductive it would be to treat the twins as one boy until Piggy explains it to Ralph. This is an example of how he may understand the boy’s feelings, but he must use his wisdom to make the best decision for the whole group. Dwight D. Eisenhower once said, â€Å"You do not lead by hitting people over the head — that's assault, not leadership. † This is a perfect example of the difference between Ralph and Jack.Jack lacks the quality of empathy, which is what divides Ralph from Jack and leads Ja ck’s group to chaos while Ralph’s still holds onto some civilization. Ralph also cared about Jack’s feelings in the beginning because he felt bad that he had all the power so he told the boys, â€Å"‘Jack’s in charge of the choir. They can be- what do you want them to be? ’† (23) This shows that he is willing to share his power, while Jack will later want it all for himself. In the book Ralph is also very serious most of the time. Ralph is serious because he knows what must be done and how to accomplish it.Ralph’s main goal is to keep the fire going and to get rescued. Ralph often sticks to this idea and prioritizes what they must do, while the other boys just focus on having fun. â€Å"‘You hunters! You can laugh! But I tell you smoke is more important than the pig, however often you kill one. Do all of you see? ’ He spread his arms wide and turned to the whole triangle. ‘We’ve got to make smoke up th ere – or die. ’† (69) This shows that Ralph can be serious, while the other boys do not try to be. In being serious, Ralph is able to focus on the main task at hand and make practical decisions, which in turn makes him a good leader.However, at first Ralph had fun with Jack and Simon when they all went to see if the island they were on was truly an island. This shows that he may have developed leadership qualities once he needed to. Being serious did not always help Ralph, the other boys joined Jack’s group because they thought it would be more fun. Had Ralph been able to have fun while trying to accomplish his important tasks (like keeping the fire going), he may have been able to have more boys stay with him. At the beginning of the book Ralph says, â€Å"‘This is our island. It’s a good island. Until the grown-ups come to fetch us we’ll have fun. † (33) While Ralph was more open to fun, the group of boys held together tighter; the more and more Ralph tries to keep the fire going the more and more nobody listens. Ralph is also very wise for his age. He knows what needs to be a priority for the group, he says, â€Å"‘The fire is the most important thing on the island. How can we ever be rescued except by luck, if we don't keep a fire going? ’† (80) and he continues on to say that they should die before they let the fire go out because Ralph knows that if the fire goes out they are as good as dead, and have no hopes for ever being rescued.He was always wise to try to keep order because he knew if it was lost there would be no way to regain it, he always insisted on sticking to the rules and everyone doing an equal part. Also, once order was almost lost Ralph knew not to call the boys back to the meeting, when they went with Jack, because he knew if he blew the conch then and it failed the power of it would be lost forever to the boys on the island. In the beginning of the book Ralph also knew that building huts should have been the priority over hunting. Ralph says, â€Å"‘If it rains like when we dropped in we’ll need shelters all right.And then another thing. We need shelters because of the-’† (52) At the end of the quote Ralph is referring to the beast all of the children are afraid of. This shows he is wise because he knows what needs to be the group’s priorities. Throughout the book, Ralph was also hardworking. He always knew what had to be done and was willing to put in the work to do it. He knew that it was more necessary to build the huts rather than to hunt and he worked hard, with only Simon’s help, to complete the shelters. Ralph says in an argument with Jack, â€Å"‘People don’t help much†¦ Simon. He helps. He pointed at the shelters. ‘All the rest rushed off. He’s done as much as I have. ’† (54) This shows that even with very little help from the rest Ralph will work hard to accomplish his goal, even if it makes him angry to do so. Ralph also works hard on trying to get the boys to make sure the fire keeps going. He insists on multiple occasions that it is the priority and tries very hard to get that idea ingrained into the boys’ heads. However, towards the beginning and the end of the book Ralph is not as hard working because he doesn’t have the goal of keeping the fire going.Towards the end of the book he gets confused and slightly confused by the savagery, which causes him to forget about the fire at times. Ralph says to the group of children, â€Å"‘The fire’s the most important thing. Without the fire we can’t be rescued. I’d like to put on war-paint and be a savage, But we must keep the fire burning. The fire’s the most important thing on the island, because, because-’† (142) Towards the end of Ralph’s speech he starts to forget the main importance of the fire. He doesnâ €™t recall until Piggy reminds him.Towards the beginning of the book Ralph says, â€Å"This is our island. It’s a good island. Until the grown-ups come to fetch us we’ll have fun. † (33) This shows that Ralph is not as hardworking at first towards the goal of being rescued and takes the idea of being rescued for granted. He does not realize how hard he actually has to work to be rescued until he stayed on the island for longer and realized they must keep the fire going and cannot just rely on luck. Ralph demonstrated many leadership qualities throughout the course of the book.However, in some cases he lacks some of the same traits that would be necessary towards the situation. Throughout the course of the book his leadership skills develop because, at first, the only reason he was leader was because he found the conch. He had to develop some of his leadership traits afterwards to rise to the occasion. He was also not hungry for power; he developed the idea t o remain leader once he was elected. Jack wanted the power to begin with and came with most of the traits he displayed throughout the book, while Ralph develops a lot throughout the course of it.