Does the rotation of auditors improve the quality of auditing Essay - 2

Does the rotation of auditors improve the quality of auditing - Essay Example Based on all conjecture about such rotations and research studies on auditing tenure versus rotation, it would appear that the quality of auditing is actually improved by rotating auditing firms. The evidence Pozen (2012) argues that when an organisation decides to rotate auditors, there is the need for significant investment on behalf of the new auditing firm to gain important institutional knowledge about the industry which has already been learned by the incumbent auditing firm. Research studies have illustrated that there is reduced quality in auditing practice and competency during the initial years of appointment as the new auditing firm attempts to familiarise itself with specific business practices (Pozen 2012). Especially apparent in multi-national firms, new auditing companies must learn highly extensive information about corporate finance and accounting in a complex, global accounting environment. This requires time and perhaps even training, however once this information is gleaned, the auditor can provide better quality audits even though this quality took considerable time to develop and enhance. The International Federation of Accountants sees the situation from a rather different perspective outside of the time and labour investment in learning business processes. Elongated and long-standing relationships with existing auditing firms are recognised as becoming too cosy with their corporate employers which changes the dynamics of how incumbent auditing firms view business practices and ideologies. When long-standing relationships are developed with existing auditing firms, auditors tend to give favourable opinions, rather than unbiased opinions, about the corporate-mandated auditing processes. Existing auditor relationships that have endured over time leads to trust-building between business and auditor which, in turn, creates a situation where the auditor handles investigations carelessly and are more willing to accept business written statement s rather than inspect the situation to ensure that the business is actually performing compliance-based activities to general accounting standards (IFA 2010). Boxer (2008) absolutely agrees with the aforementioned notion of corporate cosiness developed over time and in the face of trust that endures through familiarity with business leaders. This author representing the Office of the Comptroller of the state of New Jersey refers to this scenario as familiarity fatigue stating that such familiarity with management leaders of the business leads to a lack of independence where professional ties create a complicity that reduces auditing effectiveness and lack of unbiased auditing support (Boxer 2008). When this type of relationship is developed, the auditor loses their scepticism about the oral and written information that is provided to the auditor by the company leadership and, therefore, begins to overlook important facts and figures associated with financial statement production dur ing the auditing processes. Boxer (2008) indicates yet another scenario that occurs, potentially, when maintaining enduring relationships with existing auditing firms. Auditors will have the tendency to desire corporate approval in the hopes of maintaining a continuous revenue

Women empowerment Essay Example for Free

Women empowerment Essay Since the older times, women have been treated as second rate citizens of all across the globe. The situation is almost the same everywhere-irrespective of the developed country or the developing country-caste, community, colour or creed a position which is comparable in many ways, with that of racial minorities. Women have been relegated to secondary position despite the fact that they numerically constitute about half the world population today. This situation has caused immense loss to their self-dignity as human beings and also their independent entities, associated with men, apart from other matter, in context with intellectual and professional capability. In the very beginning of civilization, women enjoyed a respectable position in society-at par with men. They actively participated in social, religious affairs as well as in warfare. The social, religious ceremonies were considered incomplete unless women participated in them. However, it was their physical constitution which acted as hurdles on the way to doing their various different difficult tasks. Gradually, they became dependent on men for food, protection for their other necessities. It was due to the strong built-up of men they risked their lives in course of hunting and food collection. It is really ironical that superiority is not accorded to the fair sex who are responsible for carrying forward lives on this planet but to men who have muscle power with the help of which they can subjugate others. Later, woman became the epitome of procreation, and was very often associated and identified with Earth, which supported lives with all her resources. This thought inspired in men a feeling of respect and regard which was reflected in their worship of women as goddesses. Despite this elevated position that she enjoyed, and are still enjoying in the form of being worshipped as goddesses Durga, Kali, Lakshami, Saraswati, etc. However, a woman is fated to be subjected, owned, and exploited like the very nature, whose magical fertility she embodies. During the course of social development, the position of women also changed. When society was formed, patriarchy was establ ished. Gradually, males became dominant in society. They were to write the codes for all times and obviously women were given a subordinate position. A prominent feature of hegemonic ideologies is the projection of the dominant viewpoint as universally true. Patriarchy, as an ideological assumption, works on the same principle. And, yet, even in ages of strict dominance by males, society has thrown up women of calibre,  who could match, even surpass, the skills of men. They made great progress in various fields of life and gained significant achievements as teachers, doctors, engineers, scientists, explorers, soldiers and pilots. This achievement is really plausible because they have been achieved in a highly adverse situation and at the cost of severe social criticism, indeed even ostracism. The need for women’s empowerment arises from the subordinate position they have been accorded for a long time. The empowerment has been felt as a tool to bring about changes in their socio-economic condition. It has been felt on the part of nation as well as individual that no society can progress till women, a major constituent of society, lag behind. Empowerment of women needs to begin with her participation in different spheres of life. Education is a great determinant in this regard. To achieve empowerment women have to be educated to be aware of their rights and privileges in a modern society. It is education which can bring about awareness in them related to their social status, injustice and differentiation meted out to them. Besides, economic independence is a major factor which can contribute in empowering women. India in the very beginning realised this need. The architect of Indian Constitution was of the opinion that unless and until women are empowered, nothing was going to bring about any change in their destiny. At that time, the women, in the name of sansakaras were tied up with the bondage of superstitions, which they had to carry till the last breath of their lives. They were considered just a matter of joy and a source of amusement. She was, according the Hindu Shashtra, the bonded slave of her father when she was young, to her husband when she was middle-aged and to her son when a mother. Of course, all the epigrams, aphorisms, proverbs, platitudes and truism have been naked truth about the stature of women in India. It does not mean that efforts have not been made to bring dignity in the life of women. There has been a long tradition of social reforms by our saints and social reformers which include: Raja Rammohan Roy, Ishwar Chandra Vidyasagar, Mahadev Govind Ranade, and Jyotiba Phule, to name a few, who tried their best to bring changes in the life of women. Their efforts, however, bore fruit to some extent, but did not make too much difference to the lots of the masses. In this direction, Dr. Ambedkar tried to break down the barriers in the way of advancement of women in India. He laid down the foundation of concrete and  sincere efforts by codifying the Common Civil Code for the Hindus and the principle is capable of extension to other sections of the Indian society. Besides, he also made provision in the Constitution to ensure a dignified social status to women. He, by codifying Hindu Law in respect of marriage, divorce and succession rationalised and restored the dignity of women. In addition to this, the Sharda Act is also worth mentioning. It has set the seal of authority upon the piece of social reforms, which the heads of orthodoxy were imposing and impending. The Hindu Code Bill, which covers issues such as right to property, order of succession to property, maintenance, marriage, divorce, adoption, minority and guardianship, constitutes part of social engineering via law. Needless to say, it was a revolutionary measure. It was really a first step towards the recognition and empowerment of women in India. This gives a woman right to property, which undoubtedly strengthens her social position. Despite all these political measures, women’s empowerment remains a distant dream in India. In fact, political empowerment is a key to develop ment in this society. It is a must for an all- around development of women. It is the need of the hour to ensure her participation in the decision-making at home, in community and at the national level. It is for the fulfillment of this need that the Women’s Reservation Bill was introduced in the Parliament by the BJP Government. But since then, ruling parties changed in power but the Bill could not see the light of the day. The political parties do not seem to be honest in their perspectives. But before political empowerment, we must concentrate on imparting social education because without academic and social education, the political empowerment has failed to bring desired result as we have seen in case of 33 per cent reservation in local bodies ensured by the historic 73rd and 74th constitutional amendments. The uneducated women are quite unaware of their rights and privileges and are therefore subject to exploitation at the hands of government machinery, as well by family members. Therefore, our efforts should be directed towards the all- around development of each and every section of Indian women, not confining the benefit to a particular section of women in society, by giving them their due share. It is a must to protect their chastity, modesty and dignity and ensure their dignified position in society. Without removing social stigma, enduring progress and development could not be achieved. For this, the governmental and non-governmental organisations including media should come forward and play an active role in creating awareness in society. The task is not too difficult to achieve. The honesty and sincerity on the part of those involved is a must. If the lots of women change, definitely it will have a positive impact on society. Hence, the women’s empowerment is the need of the hour.

Effect of Parent Addiction on Children

Effect of Parent Addiction on Children Antonio Latham Children of Parents with Addiction Drug and alcohol addiction is prevalent in America. Within the U.S., there has been an increasing emphasis and mounting research on how parental addiction impacts the lives of children (Barnard McKeganey, 2004). This alarm is being powered in part by the escalation of disturbing incidents involving extreme neglect and abuse that children of drug or alcohol addicted parented subject them to (Barnard McKeganey, 2004). Studies now show that children who reside with parents who suffer from any substance addiction are likely to be unstable, demonstrate severe emotional and behavioral issues (Barnard McKeganey, 2004). Moreover, this present great challenges for children matriculating through school (Barnard McKeganey, 2004). These children are frequently exposed to one or both substance dependent parents that are unstable and chaotic places where drugs and criminal activity occur regularly (Barnard McKeganey, 2004). For U.S. citizens working with such families and children, it is impo rtant to recognize substance abuse early and confront the difficult needs of parents with substance addiction and those of their children (Barnard McKeganey, 2004). Over the last several years, researchers and advocates of child’s rights have developed advanced strategies and programs that have facilitated innovative guidelines for a more efficient, cooperative, and holistic approach to helping the parent and child (Barnard McKeganey, 2004). This paper will analyze the behavioral, academic, and development problems associated with growing up in a household where a parent suffers from drug or alcohol addiction. Additionally, this paper will provide information on the connection between substance addiction and child neglect. It will also explore explains approaches for prevention, intervention, and treatment that including examples of effective programs and practices. Behavioral, Academic, Development Impact When mothers or fathers abuse substances, this greatly impact the behavioral, academic, and development growth of the children. Studies show that these children are more likely to suffer signs of depression and anxiety, experience mental instability and display conduct problems (McKeganey, Barnard, McIntosh, 2002). All of these issues have both long-term and short-term effects; in which will determine the life trajectory these children will follow. Academically, these children often score lower on school academic exams and exhibit various signs of struggles in school such continued conflict with peers (McKeganey, Barnard, McIntosh, 2002). Children of parents with addiction may demonstrate behaviors that are difficult for their addicted parents to effectively handle (McKeganey, Barnard, McIntosh, 2002). This can produce unreliable parenting and the likelihood the child will be removed from their parental homes. Studies on children’s behavioral issues reveal that children of drug abusers exhibit some of the following characteristic: lack of compassion for other individuals; reduced social interaction and interpersonal engagement; low self-confidence; and defiance against authority (McKeganey, Barnard, McIntosh, 2002). For proper development, children need positive social and emotional reinforcement, especially from their parents. Children are more capable of reaching their optimal potential if they experience steady, certain, enhanced, and motivating relations with their family and other relationships (McKeganey, Barnard, McIntosh, 2002). A lack of this has been generally linked to developmental problems for the child. For instance, when a child suffers repeated instance of neglect from the parent, especially during the young developmental stages, activation of the stress response systems is severally damaged (McKeganey, Barnard, McIntosh, 2002). The often result in the child responding to normal situations in a threatening or alarm manner (McKeganey, Barnard, McIntosh, 2002). Long-term Impact for Children Children of substance-addicted parents will often have lingering effects long into adulthood that will impact their maturity (Haggerty, Skinner, Fleming, Gainey, Catalano, 2008). Although it is important to note that not all children will experience long-term consequence, however, they may have an increased vulnerability. Parental substance addiction can have a plethora of long-term effects on their physical well-being (Haggerty et al, 2008). These include poor brain development and increased chances of obesity and malnutrition (Haggerty et al, 2008). The more instantaneous emotional effects of parental substance addiction produce feelings of loneliness, depression anxiety, and an unwillingness to trust (Haggerty et al, 2008). These can translate into permanent mental consequences in adulthood, including low self-worth, insecurity, and relationship problems (Haggerty et al, 2008). Research steadily reveals an increased probability that children who have lived with substance addicted parents will eventually take on negative habits such as smoking, abusing alcohol, or engaging in illegal drugs (Haggerty et al, 2008). Prevention Intervention Strategies To end the cycle of destruction and decrease the possibility of lasting effects, researchers agree that there must be continued development and implementation of methods to prevent substance addiction from occurring and dangerously effecting children (Fraser, McIntyre, Manby, 2009). While experts concede that the causes of substance addiction and its effects on children are complex, it is probable to formulate prevention strategies that tackle recognized risk factors (Fraser, McIntyre, Manby, 2009). Prevention initiatives are best to thwart the onslaught of the mental and physical effects children are likely to have when growing up in a home where a parent is addicted to drugs or alcohol. The best prevention method is identifying children who live within these homes and provide support for both child and parent. Researchers encourage inspiring intellectual, emotional, societal, and physical experiences for children through various outlets (Fraser, McIntyre, Manby, 2009). According to Fraser, McIntyre, and Manby (2009), prevention methods should first involve understanding important principles of healthy growth and development for children that will help to identify sensitive or possible threatening issues in homes and within the child. Academic institutions play a crucial role in prevention as well as intervention (Fraser, McIntyre, Manby, 2009). Schools should be adequately informed on application and testing of educational and prevention programs as well bringing additional awareness to the issue (Fraser, McIntyre, Manby, 2009). Once the issue has occurred, the next best course of action is intervention. Fraser, McIntyre, and Manby (2009) explains that because of the greater risks associated with parental substance addiction, it is especially significant for schools and child services personnel to thoroughly assess thoroughly the needs of the children to effectuate the most beneficial change. Intervention revolves around providing a home environment that is safe, predictable, and nurturing for the children (Fraser, McIntyre, Manby, 2009). Moreover, intervention should entail family-centered treatment programs that provide care for parents in facilities where children are allowed and are able to aid in the healing of parent and child (Fraser, McIntyre, Manby, 2009). Ultimately, proper intervention will use other family members without addiction issues to help restore balance and harmony within the child. Conclusion The body of research on children with addiction continues to grow and highlight many alarming issues, such as child abuse and neglect. This type of environment affects the child in many ways including behaviorally, academically, and developmentally (Fraser, McIntyre, Manby, 2009). Though the effects may vary contingent on many variables, the potential for destruction create enough social panic for proper prevention and intervention strategies. Researchers are encouraging appropriate recognition and responses to this epidemic in a way that effect national policies (Fraser, McIntyre, Manby, 2009). It is vital for this nation to allocate as much resources as possible to the development and implementation of prevention and intervention tactics and services. References Barnard, M., McKeganey, N. (2004). The impact of parental problem drug use on children: what is the problem and what can be done to help?. Addiction, 99(5), 552-559. Fraser, C., McIntyre, A., Manby, M. (2009). Exploring the impact of parental drug/alcohol problems on children and parents in a midlands county in 2005/06. British Journal of Social Work, 39(5), 846-866. Haggerty, K. P., Skinner, M., Fleming, C. B., Gainey, R. R., Catalano, R. F. (2008). Longà ¢Ã¢â€š ¬Ã‚  term effects of the Focus on Families project on substance use disorders among children of parents in methadone treatment. Addiction, 103(12), 2008-2016. McKeganey, N., Barnard, M., McIntosh, J. (2002). Paying the price for their parents addiction: meeting the needs of the children of drug-using parents. Drugs: education, prevention and policy, 9(3), 233-246.

Theory and Practice in Post-Colonial Literatures Essay -- English Lite

Theory and Practice in Post-Colonial Literatures Introduction More than three-quarters of the people living in the world today have had their lives shaped by the experience of colonialism. It is easy to see how important this has been in the political and economic spheres, but its general influence on the perceptual frameworks of contemporary peoples is often less evident. Literature offers one of the most important ways in which these new perceptions are expressed and it is in their writing, and through other arts such as painting, sculpture, music, and dance that the day-to-day realities experienced by colonized peoples have been most powerfully encoded and so profoundly influential. What are post-colonial literatures? This book is concerned with writing by those peoples formerly colonized by Britain, though much of what it deals with is of interest and relevance to countries colonized by other European powers, such as France, Portugal, and Spain. The semantic basis of the term ?post-colonial? might seem to suggest a concern only with the national culture after the departure of the imperial power. It has occasionally been employed in some earlier work in the area to distinguish between the periods before and after independence (?colonial period? and ?post-colonial period?), for example, in constructing national literary histories, or in suggesting comparative studies between stages in those histories. Generally speaking, though, the term ?colonial? has been used for the period before independence and a term indicating a national writing, such as ?modern Canadian writing? or ?recent West Indian literature? has been employed to distinguish the period after independence. We use the term ?post-co... ...rad, Patrick White and Margaret Atwood?, World Literature Written in English 24, no. 2 (Autumn). Campbell Praed (1981). Policy and Passion. London: Richard Bentley & Sons. Howe, Joseph (1874). Poems and Essays. Montreal: Lovell. Ngugi wa Thiong?o (1972). Homecoming: Essays on African and Caribbean Literature, Culture, and Politics. London: Heinemann. Ngugi wa Thiong?o (1986). Writers in Politics. London: Heinemann. Phillips, Arthur (1958). ?The cultural cringe?. The Australian Tradition: Studies in a Colonial Culture. Melbourne: Cheshire. Said, Edward W. (1984). The World, the Text and the Critic. London: Faber. Tiffin, Chris, ed. (1978). South Pacific Images. St Lucia, Queensland: SPACLALS. Viswanathan, Gauri (1987). ?The beginnings of English literary study in British India?. Oxford Literary Review 9:1 & 2.

How to Write a 5 Paragraph Essay

1 I. How to Recognize Plagiarism1 Overview In order to avoid plagiarism, you must give credit when You use another person's ideas, opinions, or theories. You use facts, statistics, graphics, drawings, music, etc. , or any other type of information that does not comprise common knowledge. You use quotations from another person's spoken or written word. You paraphrase another person's spoken or written word. 1 Begin the writing process by stating your ideas; then go back to the author's origina l work. Use quotation marks and credit the source (author) when you copy exact wording.Use your own words (paraphrase) instead of copying directly when possible. Even when you paraphrase another author's writings, you must give credit to that author. If the form of citation and reference are not correct, the attribution to the original author is likely to be incomplete. Therefore, improper use of style can result in plagiarism. Get a style manual and use it. 2 II. Formula for an Essay Basically, the writing expected of students in college is of one type that can be used for all disciplines. This handout generally focuses on the basic, â€Å"formulaic† nature of the college level essay and its components.THIS IS THE PROCESS & ITS PRODUCTS: 1. BRAINSTORM: Write down whatever comes to mind about the topic. 2. A. A. : AUDIENCE ATTRACTOR: This is the first sentence of the opening paragraph which catches the reader's attention, an attentiongetting sentence. 3. BACKGROUND SENTENCES: These are the sentences that provide background information about the subject and act to narrow the focus, thereby introducing the thesis. 4. THESIS: This is the sentence that expresses the main idea of the paper. **A thesis may change as the essay matures. ** 5. PROOF SENTENCES (2-3 sentences): Proof sentences support and prove the validity of the thesis. It helps to use a proof sentence as the opening sentence in each body paragraph. In each paragraph, a minimum of four sentences should be wr itten supporting the topic sentence. ) EXAMPLE: SAMPLE TOPIC: The value of a college education. BRAINSTORMING: better job enrichment more pay wider outlook AUDIENCE ATTRACTOR: higher self-esteem People all over the world yearn for an education. 3 BACKGROUND: 1. In the past, many individuals did not have access to an education. 2. History reveals many were forced to perform low-income, manual labor while others reaped the benefits of life. THESIS:Today, a person needs a college education in order to be financially successful in a technologically advanced world. PROOF/SUPPORT SENTENCES: The writer may compose 2-3 proof sentences depending on whether the essay is to be 4 or 5 paragraphs. The model used here includes 2 proof sentences for a 4 paragraph essay. 1. Education is a prerequisite for certain high-paying jobs. 2. In addition, advanced technology, like computers, makes college level training essential. NOTE: Thesis and proof/support sentences can be combined into a single thesis statement which advances the main idea and sketches the arrangement of the roof/support of that thesis. EXAMPLE: Today, a person needs a college education even to start certain high-paying jobs and to be able to use advanced technology in the workplace. OPENING PARAGRAPH: A. A. : People all over the world yearn for an education. BACKGROUND: In the past, many individuals did not have access to an education. History reveals many were forced to perform low-income, manual labor while others reaped the benefits of life. THESIS: Today, a person needs a college education in order to be financially successful in a technologically advanced world.PROOF (SUPPORT) SENTENCES: Education is a prerequisite for certain high-paying jobs. In addition, advanced technology, like computers, makes college level training essential. **PROOF SENTENCES CAN BE PLACED BEFORE OR AFTER THE THESIS. ** 4 FIRST BODY PARAGRAPH: FIRST PROOF SENTENCE REWRITTEN: The pay scale for certain jobs is based on how much educa tion the employee has. (Now, add four or more sentences to support this idea. ) SECOND BODY PARAGRAPH: SECOND PROOF SENTENCE REWRITTEN: Because of computers, sophisticated communications systems, and other technological advances, a general education may not be enough for some of today's jobs. Again, add four or more sentences to support this idea. ) CONCLUSION: The conclusion can be the thesis rewritten and the proof sentences rewritten. Stating one's opinion adds a personal touch. In the conclusion one should never introduce new material. A conclusion usually summarizes or re-emphasizes what has already been discussed in the paper. 5 III. Writing the Five Paragraph Essay INTRODUCTION Motivator, an attention grabbing sentence: Children have many things to learn and to adjust to as they grow up including the awareness of the parts of their bodies. Thesis (Main Idea):Children often do humorous things. Blueprint: They are often humorous in learning to speak, in discovering that all obj ects do not have human characteristics, and in attempting to imitate others. Often, the thesis and blueprint can be combined into a single thesis sentence which advances a main idea and sketches the arrangement of the details which support that main idea (thesis). BODY (SUPPORT & DEVELOPMENT) FIRST CENTRAL PARAGRAPH Topic Sentence: Specific Support: Children are often humorous in learning to speak. My daughter Betsy, mistook â€Å"old tomato† for â€Å"ultimatum. † SECOND CENTRAL PARAGRAPHTopic Sentence: Specific Support: Specific Support: Specific Support: Children â€Å"humanize† the objects around them. A psychologist says children blame balls and chairs as though the things were conscious. When I was a child, I thought the sun was out to get me. Betsy ordered her shoes to climb the stairs. THIRD CENTRAL PARAGRAPH Topic Sentence: Specific Support: Specific Support: Children attempt to imitate what they see. They dress like their parents. My daughter imitated a tantrum a visiting child threw. CONCLUSION Reworded Thesis: Clincher Children are funny creatures to watch. A reminder of the motivator which states that children have a lot of learning and adjusting to do. ) 6 IV. Writing the One Paragraph Essay A PARAGRAPH is a group of sentences that are combined to make a point. Sentences must be tied together in a relationship that gives meaning to the whole. Every ONE-PARAGRAPH ESSAY must contain three main parts: –main idea (topic sentence) –support for the main idea –closing that feels like an ending MAIN IDEA can be proved is worth discussing A MAIN IDEA must have a topic and offer an opinion about the topic. It must be provable, maybe in more than one way.It must be something worth discussing. TOPIC My first grade teacher OPINION influenced my career choice. A sentence that states only a subject, or topic, cannot be a main idea. WITHOUT AN OPINIONATED STATEMENT, there is nothing to PROVE OR ARGUE, nothing worth discu ssing. NOT A MAIN IDEA My first grade teacher was old. A MAIN IDEA without a TOPIC and an OPINION makes a poor foundation for an ESSAY. 7 A NOTE ON PERSONAL AND IMPERSONAL WRITING Some main ideas and some essays are about people and events in our own lives. They are derived from the writer's personal experiences.The writer is prominently featured in this kind of writing. PERSONAL MAIN IDEA-â€Å"My first grade teacher influenced my career choice. † Other MAIN IDEAS do not deal directly with the writer. They are about people, things, and ideas that the writer is thinking about, but they have not necessarily been experienced by the writer personally. IMPERSONAL MAIN IDEA -â€Å"Cold weather was the cause of the Challenger disaster. † SUPPORTING THE MAIN IDEA The main idea states what the writer believes to be true. Once the writer has stated a main idea, he or she must prove that the main idea is plausible. This is done with SUPPORTING IDEAS.Without supporting ideas, the re is no paragraph; there is only a statement of the writer's view or merely his or her opinion. SUPPORTING EVIDENCE can be of many types, including any or all of the following: physical descriptions stories (narrative) examples comparisons discussion or analysis of cause and effect discussion or analysis of a process definitions division of a group into smaller ones statistical evidence quotations from authorities logical and reasonable arguments THE CLOSING OR CONCLUSION Every one-paragraph essay has an effective closing, something that makes the reader feel that the writer is finished.It might be one of the following: –a summary or restatement of the main idea –a conclusion that can be drawn from the proof stated –the repetition of a key phrase from the beginning of the work –a particularly effective supporting detail that feels like an ending 8 V. Writing a Good Three Point Thesis A thesis is: 1. The basic stand you take. 2. Your opinion on a subject. 3. The point you make. 4. The controlling idea. 5. The directing statement of your paper. PERSUADE THE READER THAT YOUR THESIS IS VALID. GENERAL SUBJECT: Education LIMITED SUBJECT: Professor XTHESIS STATEMENT: Professor X is an incompetent teacher. (Your purpose is to back up the statement, to persuade the reader). A THESIS IS NOT A TITLE. OR AN ANNOUNCEMENT. TITLE: The Fad of Divorce THESIS STATEMENT: Too many people get divorced for trivial reasons. ANNOUNCEMENT: My subject is the incompetence of Professor X. THESIS STATEMENT: Professor X is an incompetent teacher. A THESIS IS NOT A STATEMENT OF ABSOLUTE FACT. A good thesis is restricted. A thesis limits or restricts your subject. A thesis keeps the paper from wandering over too great a territory.The more restricted the thesis, the better the chances are for supporting it fully. A GOOD THESIS IS UNIFIED. It expresses ONE MAJOR IDEA about its subject. A good thesis may sometimes include a secondary idea if it is strictly subordina ted to the major one, but without that subordination the writer will have too many ideas to handle. A GOOD THESIS IS SPECIFIC. A GOOD THREE POINT THESIS STATEMENT: Professor X is an incompetent teacher because he grades unfairly, gives tests on materials not covered in his courses, and enjoys threatening students with failing grades. 9 VI. Writing a Good Conclusion ? ? ? ? The conclusion brings the essay to completion and gives the reader a sense of closure. The conclusion is memorable – the writer saves something interesting for the end. The conclusion reminds readers of the thesis or restates it in different words. The conclusion provides a brief but well-worded analysis of the point of the paper. The conclusion ends with a distinctive sentence: it may be a short sentence; it may be an especially well-worded or thoughtful sentence; it may be an image that stays with the readers. Concluding Strategies: End by reflecting on the importance or implications of your thesis.End wi th a call to action. James Baldwin calls for an end to the injustices of racism in his conclusion to Notes of a Native Son: â€Å"One must never, in one's own life, accept these injustices as commonplace but must fight them with all one's strength. † (102) End with a hook. Refer back to an idea, image, or question with which you began your essay. This gives your readers a satisfying sense of closure like a circle coming round. If, for example, you start an essay with a brief story about your mother’s kindness, you can refer back to her kindness in your conclusion.Brian Courtney uses a hook from his title â€Å"Freedom from Choice† when he uses the word â€Å"choose† twice in his conclusion. End with a vivid image or picture that reinforces your thesis and helps readers feel what you mean. End with a quotation that reinforces your thesis in a memorable way. End with a question that leaves readers pondering the significance of your essay. In her essay †Å"Television and Free Time,† Marie Winn argues that television programs what a child experiences. Her last sentence is, â€Å"When, then, is he going to live his real life? † (Winn 155) End by offering a solution to a problem your essay concerns.End by striking a note of reasonable hope that a problem or an issue will get better. End with a prediction that logically follows from your thesis and evidence. 10 Conclusions to Avoid: ? ? Avoid the one-sentence or very short conclusion. Like the one-sentence introduction, the one-sentence conclusion suggests there may be something wrong with the structure of your paper. The conclusion has a real purpose. It is the place where you should evaluate your evidence. In your conclusion you should tell your reader what the evidence means-what insights you draw from your paper.Avoid merely summarizing your paper or restating your thesis. The summary ending is a cliche that is so overused it seems amateurish. Avoid using an overused ph rase, such as â€Å"In conclusion† or â€Å"To sum up. † Try to be original. Avoid drawing attention to yourself instead of drawing attention to your point: â€Å"Now that I have reached the end of this time-consuming paper†¦Ã¢â‚¬  Avoid raising any new or irrelevant subjects in the conclusion. By using effective titles, introductions, and conclusions, you will engage your audience more fully-you will help them pay attention to your thesis and supporting evidence.

Choosing Destiny Essays - Hairstyles, Rachel Green, Friends

Choosing Destiny Essays - Hairstyles, Rachel Green, Friends Choosing Destiny Throughout life, one will encounter many ups, downs, highs and lows. It's quite obvious that some will handle the downs and lows better than others. These problems can range anywhere from something serious such as family conflicts, or it may be something foolish like laundry issues. Others find that their lows in life are due to the fact that they face the same daily obstacles, and tend to get annoyed with the repetition behind them. Life all of a sudden seems to have no particular meaning, and a person begins to feel worthless. Life in itself is repetitive, however a person can only take so much until they begin to need a serious modification. The concept stated above is demonstrated in A Jest of God by Margaret Laurence and The Book of Eve by Constance Beresford-Howe. In A Jest of God, Rachel is deprived of a fulfilling lifestyle mainly because of the limits she is placed under by her mother. Day in, and day out, Rachel is living a confined life and feels there is no possibility of changing it. Her sister Stacey has married and moved away and Rachel is the only support her mother has. Rachel feels obliged to provide and care for her. After her affair with Nick Kazlik, Rachel begins to have a different outlook on life and therefore decides to change it drastically. In The Book of Eve, Eve is restricted to some of life's simple things such as going out for walks. Her husband Burt is afraid of fire and resents being left alone even for short intervals. After Eva decides to leave, she experiences a whole new lifestyle. Eva now has enough time to go out for strolls, 'shop', and is still left with too much time in which to cont emplate her situation. In each novel it's evident that the protagonists are getting fed up with their lives and are taking matters into their own hands. In A Jest of God the protagonist is Rachel, a thin, tall, lanky teacher in the town of Manawaka. Rachel lives with, supports and cares for her mother despite her somewhat negative feelings towards her. Rachel's sister Stacey does not care to visit her mother, and clearly does not have any intentions of attending to her medical needs. Therefore, Rachel is left with an awfully irritating mother who criticizes and controls her life wherever, and whenever she gets the opportunity to do so. At the age of thirty-four, Rachel is unmarried and living with her mother. Her life revolves mainly around her grade one class at the school she teaches, and her wonderful mother. She doesn't exactly associate with many people except for Calla, a teacher at her school and Willard Sidley, the principal of the institution. Rachel rarely goes out except for the occasional movie with Calla. Calla frequents a local Tabernacle, and quite often invites Rachel to go along. However, she does not feel comfortable attending such a place and rarely agrees to going. Willard also invites Rachel to dinner with his wife and a friend, but Rachel doesn't necessarily appreciate their company and declines the offer. As a result of her ordinary life, Rachel begins to long for something different, particularly a husband. The person to thank for Rachel's change is Nick Klazik. He comes into her life as a wake up call! As Rachel's sexual affair with Nick becomes more intense, the reader notices a significant change in Rachel's outlook on life. Until Nick came along, she kept more to herself and thought of nothing more than living a day to day humble life. However, Nick brought out the best in her and it's clear that Rachel's ideas about her future begin to change drastically, particularly regarding children. Rachel mentions quite often her studies of babies and their mothers. Rachel will speak of a baby and automatically give reference to a book she read regarding the same topic. For the first time, Rachel feels loved and begins to consider marriage and a family. For Rachel, the only family she has is her mother. She has no sense of having something of her 'own', such as a husband and children. Nick has been the change in

Chingiz Aitmatov and Russias Reform

Chingiz Aitmatov and Russias Reform Free Online Research Papers If history was a man, his eyes would have stored countless feats of incredible sacrifice into his memory. He would have stood tirelessly to witness the sacrifices made by Jesus Christ and then thousands of years later the sacrifices made by Avdiy Kallistratov and Boston Urkunchiev. In Chingiz Aitmatov’s The Place of the Skull, these three characters never meet, but they are all caught in the same tempest of human morality. Aitmatov delivers his unique hybrid Christian and Kyrgyz message to the bereft Soviet people, utilizing the characters Boston, Jesus, and Avdiy as his vehicle, in order to expose and reform the national moral problems that were previously concealed in the post-Stalinist era. Chingiz Aitmatov was well versed in both Kyrgyz and Russian history and culture. In 1928, Aitmatov was born in Kyrgyzstan. He was raised in a large extended family, where he was educated, most notably by his grandmother, in the ways of his native Kyrgyz culture. His grandmother made him attend many local ceremonies and instilled in him the Kyrgyz’s love and respect of their land. As his grandparents gave him his education in his native cultural background, his parents gave him an education in Russian literature and culture. Aitmatov was not only bilingual, but quite learned in his own native and Russian culture. While explaining Aitmatov’s early history and success, one critic says â€Å"Chingiz Aitmatov achieved literary success in large part due to his ability to keep one foot in his own minority culture and the other in the ruling Soviet one,† (Haber 109). This fact helped to pave the way to his unique success as an author in touch with both the Russian popul ace’s moral failings and his own native land’s dilemmas. Aitmatov attempts to coincide with one of Gorbachev’s Perestroika reforms; a movement in the direction of capitalization. Boston Urkunchiev, a man who appears as the main character in the last third of the story, is the voice of this movement. His very name, the name of an American city, implies capitalism. Boston is envied by the local shepherds, especially Bazarbai Noigutov, for his productive farm and his voice in the local party. Good luck was not the key to his success, however, as he is the hardest of the workers on the state farm and produces the most to turn over to the government. All of the local workers, though assigned by the government, want to work on his farm. Boston and his workers produce the most and receive bonus pay, setting them apart yet again. Boston believes vaguely in capitalism and thought that man should reap the rewards of his labor. When discussing this issue with a friend he asks, â€Å"What sort of guest is going to break his back on someone else’s land?† (254). He attempts to claim the land for himself and his team so that work would be more efficient and more productive. He is met with cold opposition in the form of the Party Organizer Kochorbayev, who tells him that the claim is counter-intuitive to socialism and that the land belongs to the state and not the individual. While attempting to circumvent this man and the ideals he represents, Boston meets with the Director Ibraim Chotbaevich, an old friend. He tells him of the problems he has faced and of his plan to remedy the situation, but the director remains passive. The director has tried to make a change before, but doesn’t want to â€Å"stick my neck out again: I’ve learnt my lesson,† (254), a theme that all three of Aitm atov’s heroes face. Boston’s capitalist ideas clash with authorities, but as he practices the notion of more work more pay in his own life, his farm excels. His affinity for capitalism is not the only difference he shares with the shepherds around him. In Boston Aitmatov created not only a voice to broach capitalistic ideals, but a moral pillar as well. Boston’s opposite and nemesis, Bazarbai, is representative of the ethics Aitmatov attempts to dissolve. In his greed Bazarbai takes advantage of inexperienced visitors for easy money, robs a she-wolf’s lair, and beats his wife. These problems all stem from his alcoholism. He takes the naà ¯ve visitors’ money and steals the she-wolf’s cubs in order to fund his addiction. That leads him to beat his wife when she complains of his failings, which are themselves spawned by his laziness and alcohol abuse. Aitmatov does not only highlight the problem, but also produces the solution. Boston represents the answer to the problems plaguing Bazarbai and the people of many other Soviet nations. He does not drink, the reason never being explicitly cited, but assumed that the trappings of alcohol are counter productive and a gateway to moral problems. Boston never abused wither of his wives, but instead communicated and respected her. He attempted to recover the cubs from Bazarbai in order to appease the spirit of the restless wolves. This nature respecting motif is one that ties back to Aitmatov’s own history in the Kyrgyz culture taught to him by his grandparents. These themes of morality and love of nature are expressed in Aitmatov’s other characters, though in different degrees. Aitmatov expresses his Christian beliefs in his rendition of the conversation between Pilate and Jesus, before He went to Golgotha. During this conversation, Jesus tells Pilate that God’s greatest gift to man is the power of reason. With this gift, He tells Pilate, we should use our â€Å"will to live according to our understanding,† (141). He explains that with this understanding we exist to spiritually improve and to strive for perfection. Only through the struggle to reach the pinnacle of humanity do we find purpose. To reach Heaven, we must succeed on Judgment Day, which is not years in the future, but now, every day. In order to reach the Kingdom of Heaven, men must work each day according to their reason. The achievement of this goal relies on mankind himself. Pilate does not believe that man could be responsible for this and in disbelief says â€Å"If men could, by an act of will, bring closer or put off such an event, why then, they would be like gods,† to which Jesus agrees (142). Aitmatov says that man’s greatest quality, produced from the gift of reason, is akin to God’s greatest quality, which is forgiveness. In this way, men are like God. The most similar divine quality that man shares with God, forgiveness, is the key to moving forward towards the perfection of existence. If man can but forgive himself and release the past, he may progress to perfection and the Kingdom of Heaven. Man needs but recognize this and reconcile what faults he possesses. Recognition and realization are where Aitmatov places himself in this scheme. The Place of the Skull is his instrument of recognition, a medium where he may identify the ills of society and aid in their remedy. In the story itself, there is a character that, inspired by Jesus’ message, mirrors Aitmatov’s own role and uncovers the problems facing Russian society. Avdiy Kallistratov is a character who more clearly echoes Aitmatov’s own view on Christianity and the Kyrgyz belief system. Avdiy attended a seminary but was excommunicated due to his attempted reformation of Christian dogma. Avdiy disregarded the traditional view of God and adopted the idea of a contemporary God. In this theory he is â€Å"offering the human spirit liberation in the knowledge of God as the highest essence of it own being,† a view that contrasted greatly with that of his opponent and representative of the Church, Co-Ordinator Father Dimitry (71). For this view he was to be removed from the Church. Avdiy’s own vision of God parallels what Jesus preached in his conversation with Pilate, as this scene occurred during Avdiy’s pain-induced hallucination. The contemporary God theory is not the only characteristic that Avdiy shares with Jesus. Avdiy and Jesus share both qualities of physicality and, more importantly, moral qualities that aid in the improvement of humanity. Two distinct physical traits they share are shoulder length hair and high foreheads. Just before Avdiy departs on the anasha collection, he takes work as a carpenter for a farmer. Apart from these simple similarities, the two share qualities of love and forgiveness. Ordained from God, Jesus sets out to reform the people and bring them closer to God. Avdiy forges a similar destiny for himself. When he leaves the Church, he knows he must spread Christ’s love in his own way. He attaches himself to the infamous drug smuggling ring because he know that there are youths their who were in desperate need of his message. Of the small group Avdiy he joins, he targets the sadly young and impressionable boy Lyonka. This boy was drawn by desperation to the drug running and Avdiy attempts the extract him from this life. He tells Lyonka and the other boy that he has come to save them and to prompt them to start â€Å"repenting before God and our fellow man,† to no avail (96). He encounters Grishan, the leader of the boy-smugglers. Just as Pilate offers Jesus a way out if just He relents, Grishan makes Avdiy the same offer. Both decline and refuse to betray the messages that they believed they were born to deliver. However, the situation end badly for Avdiy and he loses his opportunity to reform the smugglers. But this is not his last chance. In Avdiy’s next opportunity to deliver God’s word to a desperate group of miscreants, Aitmatov combines his Kyrgyz and Christian moral beliefs. Avdiy joins ‘Ober’ Kandalov and his company on an expedition to the mountains. Promised work and distraction from a depressing matter, Avdiy readily agrees. He soon discovers that the work entail the horrific slaughter of the saigak, a mountain antelope. He is appalled by the massacring and demands that they stop. He implored the men committing the killings to end their destruction and turn to God, begging for forgiveness. He was met with the same resistance the drug smugglers had dealt him. He received a beating and was thrown, hands and feet bound, onto the carcasses of the antelope he had tried to protect. In this episode, Aitmatov combines all of the problems, barring capitalism, that his story addresses. In the fashion of the Kyrgyz he cries out against the slaughter of the antelope and in the Christian manner he preaches repentance and forgiveness to the killers. Not only are both of his messages denied, but he is mock-crucified to imitate Jesus, with whom the killers associate Avdiy. Even more, the men who punish Avdiy do so under the influence of alcohol, yet another aspect of Aitmatov’s reform. The power and prestige of the government obstructs, directly and indirectly, all three of Aitmatov’s characters in their mission to restructure the world around them. Avdiy’s journalistic report concerning the underworld of anasha smuggling is not released. While he sees the exposure of the drug world as the first step in combating it, the paper he works for does not release its content to the public. The head of the paper, turning an ashamed cheek, fears that the critical content would invite the wrath of the government upon their heads. They fail to see that the publishing and the positive social effects it would have goes beyond their sake. They only think of themselves. Boston goes to the director of the farms, Ibraim Chotbaevich, to seek the land and reform he deems necessary for efficiency. Head lowered in shame, the director tell him that he had been punished already for attempting a change and would not risk another punishment. To this Boston replies â€Å"That ’s just it, every man thinks of himself first and foremost,† (254). The message of God’s love and justice is thwarted by the Jewish hegemony and the ruling Roman power. Pilate, though sympathetic to Jesus’ words, cannot release Him and lose face. Power and the image it protects will always oppose criticism. Aitmatov’s own Place of the Skull, though released in 1986 during the Glasnost, was cause for political unease because of its content and purpose. One critic questions the openness of this era and reports that the Glasnost â€Å"was a political tool different from freedom of the press and that Gorbachev preached reform but betrayed liberal principals when they came into conflict with his political agenda† (Becker 200). This is what the Characters in Aitmatov’s story went up against. The leaders abandon their principals in order to maintain positive public status and to retain and cultivate power. Aitmatov himself receives criticism concerning his message and its effectiveness. Many critics claim that he was simply in the right place at the right time, meaning the Glasnost’s diversity faà §ade was in need of a poster boy. Chingiz Aitmatov’s success in relating to Russians while maintaining the connection he had with this native culture was rare. Gorbachev was in dire need of someone to glue together some of the nations within the Soviet Union, and Aitmatov fit the bill. Despite this criticism, Chingiz Aitmatov persevered. His intention to expose and morally reform Russia did not go unnoticed. The blending of his native Kyrgyz culture and the Biblical references were effective in reaching into the hearts of some of the Russian people. Nina Kolesnikoff was impressed with the Biblical and Kyrgyz references and said that they were crucial in â€Å"Revealing the deeper meaning of present events and directing the reader’s attention to universal questions concerning the human condition and the purpose of life,† (Kolesnikoff 91-92). Regardless of his critics’ opinions either way, Aitmatov achieved at least part of his goal. The story of the anasha drug runners was implemental to the author’s goals of recognition and reformation. Though the idea that Aitmatov helped morally guide the people to a better understanding of God and existence is disputable, the fact that his story made an impact on Russian lives is not. This is an article explaining the police and crime reports during the Glasnost under Gorbachev’s rule. It details the drug epidemic and the effect that Chingiz Aitmatov’s attention has on this problem: The glasnost’ brought with it greater public preparedness to report crimes, which further increased the statistics. Perhaps the best case study is of drug abuse and drugs-related crime, given that the official figures for drug addiction had actually been falling, from 2700 registered addicts in 1980 to 2400 in 1984. Yet glasnost’, and in particular such keynote cultural events as the publication of Chingiz Aitmatov’s novel Plakha (The Place of the Skull) in 1986, led to their dramatic rise. By 1987 officials admitted to 123 000 drug abusers, including 46000 registered addicts; next year the figures were 131 000 and 50000, respectively; by 1990 they were 1 500 000 and 60,000, with an annual 25000-30000 drugs-related crimes. In part this increase reflected a genuine growth in the use of drugs, yet to a large extent it was a result both of greater official candour and, in the light of the new discussion of the issues, a new preparedness by addicts and users to regis ter and seek help. But the population at large only really noticed the headline figures, especially since one product of the decades of censorship and mendacity was media lacking the experience and often the will to cover such taboo topics without sensationalism. (Galeotti 775) Though Chingiz Aitmatov received criticism from all sides, he was still a major figure in Gorbachev’s Glasnost. His recognition and highlighting of taboo subjects like capitalism, drugs, and alcohol were both effective and prudent for the reformation of the Russian nation. The increase in drug reports are evidence of the impact that he made in the countries social understanding. With his unique cultural background mixed with his understanding of the Russian nation, Aitmatov began the reshaping of morality and understanding. In humanity’s journey towards its perfect existence in the Kingdom of Justice, he identified the moral dilemmas and supplied the reconciliatory remedy, establishing the first steps towards it achievement. Work Cited Aitmatov, Chingiz. The Place of the Skull. New York: Grove Press, 1989. Becker, Jonathan. â€Å"Author Review.† Rev. of Glasnost: The Soviet Media in the First Phase of Perestroika, by Joseph Gibbs. Slavic ReviewVol. 60, No. 1 (Spring, 2001), 199-200. Galeotti, Mark. â€Å"Perestroika, Perestrelka, Pereborka: Policing Russia in a Time of Change.† Europe-Asia Studies > Vol. 45, No. 5 (1993): 769-786. Haber, Erika. The Myth of the Non-Russian. New York: Lexington Books, 2003. Kolesnikoff, Nina. Myth in the Works of Chingiz Aitmatov. New York: University Press, 1999. 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