Eyemax Corporation Evalution of Audit Differences

Completing the audit, Reporting to Management, and External Reporting C A S eS INC LU De D IN T h IS Se CTION 12 369 379 385 391 395 12.1 EyeMax Corporation 12.2 Auto Parts, Inc. 12.3 KK, Inc. . . . . . . . . . . . . . . . . . . . . . . . Evaluation of Audit Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . Considering Materiality When Evaluating Accounting Policies and Footnote Disclosures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Leveraging Audit Findings to Provide Value-Added Insights . . . . . . . . . . . . . . . . . . . . . . 12.4 Surfer Dude Duds, Inc. Considering the Going-Concern Assumption . . . . . . . . . . . . . . . . . 12.5 Murchison Technologies, Inc.†¦show more content†¦We recommend using it to apply concepts covered in the â€Å"Completing the Audit† chapter/ module. The case is designed to illustrate the issues surrounding end-of-audit adjustments. The case is also designed to reinforce student’s understanding of tolerable misstatement, materiality, and audit sampling. In our experience, even though students have a basic understanding of materiality, many of them have difficulty not requiring the client to adjust for proposed audit adjustments related to misstatements in the financial statements. In particular students have difficulty not requiring adjustment when misstatements are due to the misapplication of GAAP. The case requires students to decide which of the individual adjustments to make and in what amount. Some students select proposed adjustments that are less subjective while others simply select one of the largest misstatements to correct. These differences l ead to good class discussions about the differences in â€Å"hard† and â€Å"soft† proposed adjustments. The students do not have the case extension or follow-up assignment in their casebook. We have used the case as both an in-class and out-of-class exercise where students complete the original case individually. Before

Why Minors Shouldn’t Get Tattoos. Free Essays

Why Minors Shouldn’t Get Tattoos Body Piercings! The more popular and mainstream tattoos and piercings become, the more teenagers want them. The problem is, it’s not legal for minors to get tattoos in many states. The other problem is, most parents don’t go for the idea at all. We will write a custom essay sample on Why Minors Shouldn’t Get Tattoos. or any similar topic only for you Order Now This puts teens in a position where they feel they have to make a decision for themselves, and they go seeking someone to tattoo and/or pierce them without the consent of their parents. This is where things can go terribly wrong. The fact is, any tattoo or piercing â€Å"artist† (I use that term very loosely) who is willing to break the law and disregard the wishes of parents in order to tattoo or pierce a minor is already proving they have no concern for their â€Å"client†. How can you trust someone with your health and safety who is already a criminal? Do you really want to get a tattoo by some scum with a â€Å"gun† and some ink just because he he’ll do it cheap and not tell your parents? If you don’t want to listen to me, listen to one of your own peers. Lucky Star† is 17, and she felt compelled to share her story and explain why she has decided to wait until she is of legal age to get a tattoo. Before I begin my tale of horror I have one thing to say. Wait ‘til your 18, because it’ll be so much greater if you do. That’s going to be your right of passage. Trust me. I’m going to be 17 in July and its killing me that I’ll have to wa it just one more year to get a tat. I’ve been wanting tattoos since I was 10 – no joke. And I’ve already planned out the ones I want and where they’re going to be on my body. But I know when I’m finally able to have a professional put that beautiful piece of artwork on my body that I’ve craved for so long, the feeling will be so sweet. Ok enough of that on to my scary story. At the beginning of June my friend met this guy at work who said he would tattoo us at his home because he was an apprentice and he had the tools to do so at his house. I was so excited and so was my friend. So that weekend while we were driving over to his house I started thinking about all the things that have been said about tattoo artists who are willing to tattoo minors. I became torn†¦ the â€Å"should I or shouldn’t I? † began a battle in my head ’til we pulled into the guy’s driveway. My friend turned to me and said â€Å"are you ready? † and I was like â€Å"No, I’m not. I’m not going to go through with this. I’m just going to wait till I’m 18. † My friend then called me a baby and we went into the guy’s house. The house was disgusting and the bathroom was even worse, and that’s where the dude tattooed a hibiscus flower on my friend’s pelvic bone. I sat on the couch and cried my eyes out because I thought I blew my chance to get inked. Boy, was I wrong. After not seeing my friend for 6 days I went to her place to return some clothes I borrowed from her. As soon as I walked into the house she grabbed me and ran to the bathroom and showed me this disgusting blob that was once her hibiscus flower tattoo. It had become infected and patchy. She ended up having to go to the hospital because the infection got really bad and she didn’t want to fess up to her mom that she had gotten a tat underage in some dude’s bathroom. I had to explain to her mom at the hospital about what went down. My friend is doing much better now and we’ve both learned a good lesson. This hasn’t scared either of us from getting tattoos. It just taught us to wait till we’re of legal age. Well, to all of you who are still reading I say thank you and hope that you learned something from my experience. Lucky Star’s experience is just one of many where young people find themselves in a dangerous situation simply because they can’t wait a few months or years to get tattooed or pierced legally. Is it really worth risking your life for? Is a piece of jewelry or a picture on your skin worth dying for? If you think it is, that is exactly why you are not mature enough to get it. Grow up and come back later. How to cite Why Minors Shouldn’t Get Tattoos., Papers

Alexander PopeS Elegy To The Memory Of An Unfortunate Lady Essay Example For Students

Alexander PopeS Elegy To The Memory Of An Unfortunate Lady Essay Alexander PopeS ?Elegy To The Memory Of An Unfortunate Lady?In Alexander Pope’s poem â€Å"Elegy to the Memory of an Unfortunate Lady,† Pope uses a great amount of war-like imagery to enhance his vision of the suicide described. He creates allies and enemies, weapons and invasions, as well as the gruesome death that only seems to come from war. These pieces add to the overall meaning of the work and the vision of the event that has occurred, giving the reader an image of a battle occurring. The first images of the war or battle are that of the victim of battle. Starting at line four and extending to line ten, I find that Pope is using a great amount of imagery to depict the woman’s wound and the fate upon which she has fallen. In line four he describes her wound in only three words â€Å"bleeding bosom gor’d,† but he then extends the depiction of her wound into how it was obtained. He describes the knife or the dagger that she must have used to kill herself with as a â€Å"sword†, which is something that would typically be found in battle rather than in the case of a suicide. He also brings in the theory of the ancient Roman justice system for not just war but any crime. It is much greater and braver to die by your own sword than by any other. She kills herself for the simple fact that in her eyes she must be punished for loving some one too much; however, her death is the start of the real war, between Pope and the society and family that ab andoned her. Pope sides with the ghost in the poem and criticizes her family and society for her death. In line thirty he states clearly his great dislike for the uncle who he labels as Thou, mean deserter of thy brothers blood! This is an apparent line drawn between what Pope believed should have occurred and what did occur, creating the image of enemy and ally. It is even an echo of a challenge to the uncle on how to raise or treat his family. Pope blasts society in lines forty-eight and forty-nine when he states that rites unpaid? / No friends complaint, no kind domestic tear He seems to be stating that society abandoned her as much as her family did and that no one seems to even care that this young woman is gone. He once again has drawn a line saying, you are the enemy and I am the ally. Now that the sides have been chosen the battle can be looked at much more closely. The image of a battle takes up much more of this poem than any other section. Not only is the suicide a battle within the woman as to whether or not to commit it, but the language lends itself to shape yet another battle of morality. Pope brings in the language of battle a great deal on page 115 of the poem. He speaks of justice, vengeance,  and the besiegeing of your gates in which case he is speaking to the family and society. These are images that are common with battle rather than suicide. He also brings up the fact that foreign hands are what took care of the young womans body once she died. This also seems to illuminate the image of death on a battlefield. Pope captures this picture beautifully in lines fifty-two to fifty-four, when he writes: By foreign hands thy dying eyes were closd, By foreign hands thy decent limbs composd, Pip's Education in Great Expectations EssayBy foreign hands thy humble grave adornd, By strangers honourd, and by strangers mournd! This passage is the essence of how men died in battle in those days and during the civil war. They were not buried by their family and friends, but rather buried in mass graves or where they lie, if buried at all. They were mourned and honored by strangers rather than their loved ones. Pope also brings up the fact that she has no tombstone marking her grave; Nor polishd marble emulate they face. That is another common factor with the victims of war. There is often no marking of their graves but rather just the grass to cover where they lie. Pope even brings this image in when he writes And the green turf lie lightly on thy breast. He also gives her the image of a fallen soldier when he proclaims in lines seventy to seventy-one; What once had beauty, titles, wealth, and fame. / How lovd, how honourd once as well as when he states in lines seventy-three and seventy-four; A heap of dust alone remains of thee; / Tis all thou art, and all the proud shall be! These four lines in completion create a strong image of a soldier who has been killed. The woman was fighting for love and died in battle. At one point before her death she probably held some point of honor or beauty. Depending on her class she even held titles, if through no one else, at least through her father or uncle, but once she died, all of her titles, wealth, beauty and honor meant nothing. They are things that could not be carried with her in her death. The lines about her becoming a pile of dust also fit with the image of a soldier who has fallen in battle bec ause she is a pile of dust, which all the proud shall be. Every proud soldier who dies what they believe in becomes a pile of dust just like the lady in the poem. The war imagery in Popes poem helps define and clarify the point of view Pope has on the even that has occurred. It also gives Pope a poetic platform on which to condemn the opposite side. He uses the imagery to describe the victim of war, the way death and battle are in war, and the opposing sides of this war and why they are battling; creating a new view  of the womans suicide and her as a soldier for love.

Rousseau as Totalitarian free essay sample

Rousseau, known as â€Å"Father of Modern Democratic Theory†, was being accused by other people as a â€Å"Father of Totalitarianism†. This is one of the contentious issues which attack Rousseau’s social contract; he is seen to be advocating totalitarian solution rather democratic. Others may have only misunderstood the concept of totalitarianism but I tell you there is no clear evidence showing he is in favor of totalitarian. Why, then, some considered Rousseau as a totalitarian? Maybe it goes with his controversial concept of general will. The general will can be perceived as an objective truth to which every citizen must conform. Therefore everybody was under the control of the general will. Since totalitarianism is defined as a  political system  where the state holds total authority over the society and seeks to control all aspects of public and private life whenever necessary; this means that the general will can be use as a totalitarian device. We will write a custom essay sample on Rousseau as Totalitarian? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But the methods suggested for discovering the general will were basically democratic. This concept was introduced to prevent exploitation and this will only take effect if it is willed by the citizens. In this case, we can see that Rousseau was proposing that the best way for a community to make decisions was really to use democratic procedures. Hence, we cannot condemn him being a totalitarian advocate just because general will reigns. After all, even if it controls every citizen, it still comes from all and it tends always to the preservation and welfare of the whole and every associate. Another thing that can probably make people thinks of Rousseau’s social contract as a totalitarian is due to his view of â€Å"majority binds the rest†. Rousseau was aware that no particular human being knows what the general will truly is that is why he proposes that what the majority has voted, it is the general will, assuming that everybody is thinking for the common good of the community and not for his own self-interest. Now problem the decision of the majority is what rules the community and we don’t even know if they are really thinking for the common good of everybody. They maybe considered as one political group who reigns over the community. This cannot be a valid reason for saying that Rousseau was after a totalitarian government. Remember Rousseau has insisted that the sovereign is the people and not a particular group only. And at the start of the compact, before they have voted for what they think is general will; the people should give their consent to all the laws that will be passed even in their opposition. Despite that the decision of the majority wins, the people still has participated in determining that certain law. Rousseau was merely proposing measures aimed at creating community cohesion and preserving democracy. We can now say that his proposal was really an authentic attempt of finding a form of association which will defend and protect with the whole common force the person and goods of each associate, and in which each, while uniting himself with all, may still obey himself alone, and remain as free as before.

Free Essays on Careers

Present Career, Career Interests, And the Value of a College Education October 4th, 2004 â€Å"To be or not to be: that is the question† (Shakespeare), is what Hamlet once said. Well, you probably ask yourself why I chose this reference. Of course, my response will be: that it seems to be that this question has been revised in so many ways throughout our life, from our very first moment in school (kindergarten, and for some of us, earlier). For instance, most children in elementary school hear this question as such: â€Å"What do you want to be when you grow up?† Furthermore, it seems to be the major topic that we would most often write about in the beginning of each school year. Of course, a majority of our responses would probably be â€Å"to be a millionaire.† For those who have children in school, I ask you to hear their responses, especially in the beginning of the school year. Then you will know what I am talking about. Now, as we shift into college mode, become adults, and enter into the workforce, the question has once again been revised. Instead of what we want to be when we â€Å"grow-up,† it’s about careers, and interests. What is our main goal in life? As a matter of fact, when it comes to careers, career interests, and the value of a college education, we must be able to think outside of the box. Therefore, we must evaluate our interests, and know our abilities to the job we wish to pursue. We must also have an understanding of the values, or skills we are able to offer to our current or future careers. That is why the value of a college education is equally as important-so that we can offer those unique skills to the business/professional world. Or we can be valuable assets to a perspective company. Now, as I remain in my current position within the field of accounting, I continue to get an education in hopes for a better future. However, for me to achieve in my career interests of being self-emplo... Free Essays on Careers Free Essays on Careers Present Career, Career Interests, And the Value of a College Education October 4th, 2004 â€Å"To be or not to be: that is the question† (Shakespeare), is what Hamlet once said. Well, you probably ask yourself why I chose this reference. Of course, my response will be: that it seems to be that this question has been revised in so many ways throughout our life, from our very first moment in school (kindergarten, and for some of us, earlier). For instance, most children in elementary school hear this question as such: â€Å"What do you want to be when you grow up?† Furthermore, it seems to be the major topic that we would most often write about in the beginning of each school year. Of course, a majority of our responses would probably be â€Å"to be a millionaire.† For those who have children in school, I ask you to hear their responses, especially in the beginning of the school year. Then you will know what I am talking about. Now, as we shift into college mode, become adults, and enter into the workforce, the question has once again been revised. Instead of what we want to be when we â€Å"grow-up,† it’s about careers, and interests. What is our main goal in life? As a matter of fact, when it comes to careers, career interests, and the value of a college education, we must be able to think outside of the box. Therefore, we must evaluate our interests, and know our abilities to the job we wish to pursue. We must also have an understanding of the values, or skills we are able to offer to our current or future careers. That is why the value of a college education is equally as important-so that we can offer those unique skills to the business/professional world. Or we can be valuable assets to a perspective company. Now, as I remain in my current position within the field of accounting, I continue to get an education in hopes for a better future. However, for me to achieve in my career interests of being self-emplo...

Academic Performance of College Students Essay Example for Free

Academic Performance of College Students Essay Academic performance (42) , College Students (39) , college level (10) , for college students (8) , top college (7) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? The lack of adequate background and/or preparation, among other things, causes many students to withdraw from college or to graduate with low grades, which often makes it difficult for them to obtain suitable jobs. This paper examines the academic performance and efforts to seek assistance for academic and related problems of undergraduate students at North Carolina A&T State University. To that effect, the grade reports of business and economics majors and responses to a survey of students enrolled in business and economics courses were qualitatively analyzed. The results of the analyses indicated that many students experienced academic deficiency and did not seek assistance when faced with problems. The results also revealed that many of the students who sought assistance rated the services they received as ineffective and indicated their preference for school-level advisement services. The development of a school-specific academic monitoring and advisement center would alleviate these problems. Such a center, with a comprehensive and extended advisement and counseling program, will be more effective than university-wide services in improving student academic performance and marketability upon graduation. ********** Teaching, research and service are usually used as a yardstick to measure faculty contributions to higher education institutions. Major universities have long stressed the importance of research activities relative to teaching. Over the last two decades, many of smaller teaching institutions, including the Historically Black Colleges and Universities (HBCUs) where research activities were recognized only to the extent that they would keep educators and the knowledge they transmit to students current, have been under pressure to acquire external funds for scholarships, faculty development, and meeting accreditation standards (Fielding 1985). As these institutions, particularly the HBCUs, placed more emphasis on faculty research productivity, they are faced with the challenge of striking a balance between teaching and research activities. Nevertheless, most colleges and universities recognize that teaching is the ultimate goal of their institutions (Wiley 1993). The main factors considered for improving teaching effectiveness among other things, include teaching approaches and techniques and faculty availability for student assistance and advisement. However, students in higher education institutions must be motivated and committed to make reasonable efforts toward handling various activities, such as reading, written assignments, class discussion, presentation and examinations, effectively. Accordingly, the students’ commitment to attain a good education, their study habits and cooperation, their motivation and efforts to seek assistance, when needed, are equally critical for learning. Thus, since the provision and consumption of education service occur simultaneously, the students’ active participation in the process is a necessary condition to transform teaching to effective learning (Norales and Addus 2003). This paper assesses the academic performance and efforts of undergraduate students to seek assistance for academic and related problems at North Carolina A&T State. The paper (1) examines the academic performance and deficiencies of the students in terms of their overall grade point averages; (2) identifies the relative magnitude of student academic and related problems from freshman to senior classifications; (3) presents student evaluation of the effectiveness of advisement and counseling services available to students; and (4) recommends the development of a school-specific academic monitoring and advisement center to improve student academic performance and marketability upon graduation. Methods and Instrumentation The 1998 grade point averages (GPAs) of undergraduate business and economics majors were used to determine the levels of student academic performance and deficiencies, with the application of chi-square statistic test to the relevant data. The student grade reports (the most recent data available) were obtained from the North Carolina A&T State University’s School of Business and Economics. In addition, data from students were collected through a student survey of 2002. The sample for the student advisement and counseling effectiveness questionnaire consisted of students enrolled in business and economics courses at North Carolina A&T State University. The questionnaire items were designed to elicit responses from students to determine the magnitude of student academic and related problems, efforts to seek assistance to solve their problems, evaluation of effectiveness assistance they received, and preference for the location of advising and monitoring services within the University. The results of this study can be used as a source of data that can provide information on the curriculum effectiveness at North Carolina A&T State and other universities. Such data can assist educators in curriculum planning and development so that they can better meet the needs of students. Student Academic Performance and Survey Results The results of this study are based on the examination of the School of Business and Economics student GPAs and the student advisement and counseling survey of students enrolled in business and economics courses at North Carolina A&T State University. The results are centered around (1) the student academic performance levels and deficiencies; (2) the magnitude of student academic and related problems; (3) the students efforts to seek assistance to solve problems; (4) the student evaluation of effectiveness assistance received; and (5) the student preference for the location of advising and monitoring services. The following are the findings of the study based on student grade point averages and student advisement and counseling services questionnaire responses. Student Academic performance. The school of Business and Economics at North Carolina A&T State University consists of accounting, business administration, business education and economics and transportation/logistics departments. The distributions of grade point average of students enrolled in the School during the 1998 fall semester are presented in Table 1. For the data in the Table, the chi-square test statistic is significant. This indicates that grade distributions by classification are statistically different. Generally, the number of students with low grade point averages decreased from freshman to senior classifications. In other words, more freshmen maintained lower grades relative to seniors, and more seniors maintained higher grade point averages than freshmen. More specifically, the data indicates that, in the School of Business and Economics, 55% of freshman, 14% of sophomore, 16% of junior, and 6% of senior students maintained below 2. 00 grade point averages. The decline in the proportion of students with lower grades from the freshman to senior levels is an indication of either grade improvements, transfer from one program to another or withdrawal and/or suspension/dismissal from the university. In their senior year, 41% of students maintained a GPA of below 2. 50, 23% below 2. 25, and 6% below 2. 00. For all classifications, 53% of students maintained a GPA of below 2. 50, 39% below 2. 25, and 26% below 2. 00. The School of Business and Economics cannot afford to ignore 23% students who may graduate with a GPA of lower than 2. 25 and 41% below 2. 50, only to find it difficult to find professional jobs of their choice in their respective fields. Apparently, students need to be monitored, encouraged and assisted to play an active role in their pursuit to achieve their education and career objectives. Student Survey Results Of some 206 students who responded to the survey, 52% were female and 48% were male students. By classification, 10% were freshmen, 30% sophomore, 37% junior and 23% senior students. In terms of general fields of study, 68% majored in business and economics and 32% in other areas, including arts and sciences, education and engineering (Table 2). These figures suggest that the survey represents a balanced coverage on gender, student classification, and various fields of study. Magnitude of Student Academic and Related Problems: Of 154 who sought assistance, 52% were female and 48% were male students. By classification, 9% were freshmen, 30% sophomore, 37% junior and 25% were senior students (Table 3). The data in the Table is indicative of the fact that the number of problems faced by students generally declined from freshman to senior year of their study. Of 52 students who did not seek assistance, 52% were female and 48% were male students. By classification, 17% were freshmen, 30% junior, 37% sophomore and 19% senior students. A total of 56% who did not seek help were junior and senior students. The reasons indicated for not seeking assistance are that 19% did not have any problems, 17% did not have time to seek assistance, 19% did not know the availability of assistance, 14% did not believe such assistance would be useful, and 15% indicated a combination of the above factors (Table 4). Student Efforts to Seek Assistance: Out of 206 students who sought assistance, 60% consulted with their academic advisors and 30% with course instructors or respective departments. Only 4% indicated to have sought assistance with the University Center for Success (Table 5). Student Evaluation of Assistance Effectiveness: Of 154 students who sought help, 72% indicated that the assistance they were offered was effective resulting in grade improvements, enhanced self-confidence, remaining in major for the better, and changing major for the better. However, 28% indicated that the assistance they received was not effective at all (Table 6). Student Preference for Advising and Monitoring Services: Of 206 survey respondents, 147 (71%) indicated their preference for student monitoring and counseling services at school/college level (as opposed to counseling at the university level); and 92% indicated that they would seek assistance more often if such services were available at school/college level (Table 7). The Case for Academic Monitoring and Advising Center The findings of this study reveal that relatively low grades and high failure rates were maintained by upper level undergraduate students with the possibility of marketability problems. The findings further show that 28% of survey respondents said the assistance services they received were not effective. Another 28% of the respondents, of which 56% were juniors and seniors, did not seek help to resolve their academic and related problems. In addition, 71% of respondents indicated their preference for a school-level assistance services, and the overwhelming majority (92%) said they would seek help more often if such services were available at the school level. It follows that a school-specific academic monitoring and advisement center (AMAC), with a comprehensive agenda for student advisement and counseling, will be effective in improving student academic performance and marketability. The need for the AMAC is underscored by other studies. The main problems affecting student academic performance include inadequate background, working long hours, lack of time to study and seek advice, lack of time management skills, bad study habits and skills, and lack of self-confidence. Many students are also faced with various impediments in their pursuit of higher education and career objectives, including financial problems, family responsibilities, and social and extracurricular activities. Some of these activities do not only take away from the time needed for sleeping, attending class and studying, but they also cause considerable stress resulting in negative effects on academic performance as measured in terms of GPA (Womble 2001). The results of a survey of 239 university students enrolled in business and economics courses at North Carolina A&T State University indicated that most students did not have sufficient time to read the textbook and study, and that their absence from class was work related. The majority (56 %) of the students stated that they could not take lecture notes while listening, and 29 % said they could not understand the lecture (Norales and Addus 2003). Kelly et al (2001) classified college students into short sleepers (individuals who slept six or fewer hours a day), average sleepers (individuals with seven or hours of sleep a day), and long sleepers (individuals sleeping nine or more hours a day). They found that the individuals who represented long sleepers reported higher GPAs than the first two groups. Many students are admitted to a university as a result of their performance in examinations that do not demand the same preparation levels required to succeed in higher education. Thus, one of the main factors affecting the academic performance of college and university students is the lack of adequate preparation skills (Beswick and Ramsden 1987). Entwistle et al (1989) studied the academic performance of electrical engineering students and found that low course grades were associated with inadequate study skills, and that many students had not established adequate independent study strategies required to succeed in higher education. Eikeland & Manger (1992) looked into factors affecting student achievement, especially those factors related to high failure and dropout rates. The findings showed that organized study habits had a positive impact on self confidence during the students’ first semester, but such study habits did not have a direct effect on grades until as late as their fourth semester in college. In a survey of close to 350,000 students attending four-year public and private colleges, over 70 items related to the students’ educational experiences on the survey instrument were grouped into 12 factors. (1) The survey results indicated that out of these factors, public college/university students rated academic advising as the most important aspect of their educational experiences. Private college/university students rated academic advising second to only instructional effectiveness in importance. When students were asked to rate five items (2) comprised academic advising, both public and private college/university students rated the academic advisor’s approachability and the academic advisor’s knowledge about major requirements as strengths–meaning most important and most satisfying (Noel-Levitz 2003). In general, the success or failure in higher education are not explained by the student attributes or faculty teaching efficiency in isolation, but by the complex interactions between students and the learning environments they experience (Entwistle 1990). Thus, students are in need of comprehensive advisement, counseling and support services including time management, stress management, efficient study style, habits and skills, reading, writing, and lecture note taking skills, and other support services. These must help students enhance their capacity to master the relevant subject, self confidence, verbal and written communication, academic performance, and to be competitive and productive members of the community. Academic Monitoring and Advising Center The findings of this study, along with the discussion of relevant literature, suggest that a school-specific AMAC, with a comprehensive agenda for student advisement and counseling, will be effective in improving student academic performance and marketability. The primary purpose of the AMAC is to enhance student academic performance and produce marketable graduates by providing extended assistance and guidance to students in academic activities and related areas. At North Carolina A&T State University there are university-wide student support services, including the Center for Student Success (which is focused on student retention) and school-level academic assistant services. In addition, there are programs which are designed to mentor students with high academic standing, in collaboration with potential employers, to prepare them for the real world work environment upon graduation. However, many students who for various reasons fail to perform to their potential levels deserve to be uplifted through a similar program provided by the AMAC. Compared with university-wide academic counseling services available for students, the AMAC will be more effective for needy students can be given individual and unique attention suited to their specific needs by their respective schools. In addition to regular advisement provided by academic advisors, the AMAC will provide counseling services for students who fail to reach a minimum GPA of 2. 50 during each semester. To start with, such students will be able to discuss issues regarding specific courses and their course loads with an advisor from the AMAC, and receive advice on how to successfully manage their time and handle their course loads. Also, the AMAC if necessary, can suggest changes in course, course loads and schedule to help the students balance their time between school and work. As mentioned above, one of the biggest problems that many students have is lack of time and time management skills. If this problem is solved early, students will be able to maintain a more marketable GPA. The AMAC will continuously monitor students and evaluate their grades throughout each semester to insure that these students continue to do well in the school, and graduate within a reasonable period of time. Students who need assistance must be identified at the appropriate time and be given intensive advice and counseling. It will maintain a data base for all students in the School of Business and Economics with an overall GPA of 2. 50 or less. The data can be collected from student applications, academic records, and surveys (Seidman, 1996). The AMAC will coordinate its activities with university programs designed to provide remedial services to students with deficient backgrounds. It will refer students to other departments and and University support services for problems outside its responsibilities. Such intensive intervention will likely help not only improve academic performance, but also retain students and enable them to graduate with decent grades. Student participation in the AMAC’s program shall enhance their capabilities to improve their academic standing through sound advice and counseling which will positively influence their attitude toward learning and grades, time management skills and study habits. The AMAC will further facilitate development of university policies and programs designed to overcome academic deficiencies and encourage students to stay in school and achieve their academic and career objectives. Conclusions Academic advising is a very important aspect of students’ educational experiences in higher education. In order to enhance teaching and learning effectiveness, higher education institutions must listen to their students unique needs and priorities by assessing assistance services available to students. The results of such assessments can be used to develop targeted action plans for serving specific student population. The results of the analyses of data obtained from the School of Business and Economics grade reports and a survey of students enrolled in business and economics courses at North Carolina A&T State University, along with other relevant literature, imply that many college students need a school-specific academic monitoring and advisement services at an early stage of their college career. It is apparent that it becomes difficult, if not impossible, for junior and senior students to make meaningful grade improvements due to the short span of time available to them during their last years of study before graduation. This may pose a serious marketability problem for some of the graduates of these programs with low grades. In the real world of ever increasing globalization and more competitive job market environments, college students need to acquire higher skills and GPAs. The proposed AMAC is certainly a first step to guide needy students in this direction. References Beswick, D. and Ramsden, P, (1987). How to Promote Learning with Understanding. Working Paper 87:1. Melbourne: Center for the Study of Higher Education, University of Melbourne. Eikeland, O. J. and Manger, T. (1992). Why Students Fail During Their First University Semesters. International Review of Education 38(5), 489-503. Entwistle, N. J. (1990). How Students Learn and Why They Fail. Paper Presented at Conference on Talent and Teaching, University of Bergen. Entwistle, N. J. , Hoursell, D. , Macaulay, C. , Situnayake, G. and Tait, H. (1989). Success and Failure in Electrical Engineering Courses in Scotland. Summary of a Report to the SED. Edinburgh: Department of Education and Center for Teaching, Learning and Assessment. University of Edinburgh. Fielding, G. J. (1985). Transportation Education, Part Two. Report of Joint Conference, Eno Foundation Board of Directors and Board of Consultants. Transportation Quarterly, 39(2), 207-233. Kelly, W. E. , Kelly, K. E. and Clanton, R. C. (others) (2001). â€Å"The Relationship between Sleep length and Grade-Point-Average among College Students,† College Student Journal. Noel-Levitz Research (2003). â€Å"Academic Advising Highly Important to Students,† www. noellevitz. com. Norales, Francisca O. and Addus, Abdussalam A. (2003). â€Å"University Students’ Learning Efforts,† Texas Business and Technology Educators Association Journal, Vol. VII, No. 1. Seidman, A. (1996). Retention revisited: R = E, ID + E & In, Iv. Journal of College Student Retention. 71(4), 18-20. Wiley, III, Ed (1993). Re-Emphasizing Teaching. Black Issues in Higher Education. Womble, Laura P (2001). â€Å"The Impact of Stress Factors on College Students’ Academic Performance,† Working Paper, University of North Carolina, Charlotte, N. C. ABDUSSALAM A. ADDUS Associate Professor DAVID CHEN Associate Professor ANWAR S. KHAN Professor Emeritus Department of Economics and Transportation/Logistics North Carolina A&T State University Notes. (1) the factors are: academic advising, campus climate, campus Life, campus Support Services, concern for the Individual, instructional Effectiveness, recruitment and financial aid effectiveness, registration effectiveness, responsiveness to diverse population, safety and security, service excellence, and student centeredness. (2) the items are: the academic advisor’s approachability, the academic advisor’s knowledge about major requirements, the academic advisor’s concern about the student’s success as an individual, the academic advisor’s assistance to set goals and work toward, and the clearness and reasonableness of major requirements. Table 1 Grade Distribution of Students in the School of Business and Economics by Classification, Fall 1998 Grade Range Classification Freshman Sophomore Junior No. % No. % No. % 3. 50-4. 00 20 6 46 19 20 10 3. 00-3. 49 26 7 44 18 32 16 2. 50-2. 99 45 13 62 25 45 23 2. 25-2. 49 33 9 33 13 33 17 2. 00-2. 24 37 10 28 11 34 18 Below 2. 00 200 55 35 14 31 16 Total 361 100 248 100 195 100 Chi-square: 278. 38 * Grade Range Classification Senior All No. % No. % 3. 50-4. 00 18 7 104 10 3. 00-3. 49 42 17 144 13 2. 50-2. 99 90 35 242 24 2. 25-2. 49 47 18 146 14 2. 00-2. 24 44 17 143 13 Below 2. 00 14 6 280 26 Total 255 100 1059 100 Chi-square: 278. 38 * Note: * Statistically significant at 5 percent probability level. Source: School of Business and Economics, NC A&T State University. Table 2 Profile of Survey Respondents Item Frequency Percent Gender (n = 206): Male 99 48. 1 Female 107 51. 9 Classification (n = 206): Freshman 21 10. 2 Sophomore 61 29. 6 Junior 77 37. 4 Senior 47 22. 8 Major Area Unit (n = 206): Business and Economics 140 68. 0 Other Areas * 66 32. 0 * Include Arts and Science, Education, and Engineering. Table 3 Distribution of Number Problems for Students who Sought. Assistance * (n = 154) Classification Number of Problems and Gender One Two Three Four Five Six Total Plus Classification: Freshman 4 1 3 2 1 2 13 Sophomore 16 4 7 9 8 2 46 Junior 14 14 12 6 4 7 57 Senior 6 7 14 7 3 1 38 Total 40 26 36 24 16 12 154 Gender: Male 19 15 15 11 8 6 74 Female 21 13 19 13 8 6 80 Total 40 26 36 24 16 12 154 * Problems include adding/dropping courses, choosing major, changing major, improving grades, time management, internship opportunities, personal problems which affect academic performance. Table 4 Distribution of students who did not Seek Assistance (n = 52)  frequency Percent of Total Classification: Freshman 9 17. 3 Sophomore 14 29. 9 Junior 19 36. 5 Senior 10 19. 3 Total 52 100. 0 Gender: Male 25 48. 1 Female 27 51. 9 Total 52 100. 0 Reason for not Seeking: Did not have problems 10 19. 2 Did not have time 9 17. 3 Did not know availability of assistance 10 19. 2 Did not believe it is useful 7 13. 5 Combination of last three 8 15. 4 Other reasons 8 15. 4 Total 52 100. 0 Table 5 Student Efforts to Seek Assistance for Academic Problems (n = 154) Assistance sought from Frequency Percent Academic Advisor 89 59. 7 Department/Course instructor 44 29. 5. University Center for Success 6 4. 0 SOBE resource Lab 3 2. 0 University Counseling Service 3 2. 0 Career Counseling 2 1. 4 Financial Aid 2 1. 4 Table 6 Student evaluation of Effectiveness of Assistance Sought (n = 149) Item frequency Percent Grade improved 13 8. 7 Enhanced self-confidence 4 2. 7 Remained in major 15 10. 1 Changed major for better 16 10. 7 Two or more of above 60 40. 3 No effect 41 27. 5 Table 7 Student Preference for Counseling/Monitoring Services Location (n = 206) Item Frequency Percent Prefer student Counseling at school level Yes 147 71. 3 No 44 21. 4 Indifferent 15 7. 3. Would seek assistance more often if Available at school/college level) Yes 92 44. 7 No 15 7. 3 Not sure 45 21. 8 Indifferent 54 26. 2 Gale Copyright: Copyright 2007 Gale, Cengage Learning. All rights reserved. Economic Scene Colleges Are Failing in Graduation Rates Top of Form Bottom of Form †¢ Share By DAVID LEONHARDT Published: September 8, 2009 If you were going to come up with a list of organizations whose failures had done the most damage to the American economy in recent years, you’d probably have to start with the Wall Street firms and regulatory agencies that brought us the financial crisis. From there, you might move on to Wall Street’s fellow bailout recipients in Detroit, the once-Big Three. Multimedia [pic] From the Most Selective Colleges, More Graduates Related The College Dropout Boom Economix: Which Colleges Are Doing Their Job? Reader Responses: Failing Colleges Readers’ Comments Share your thoughts and read responses to readers’ comments from David Leonhardt on the Economix blog. †¢ Read All Comments (113)  » But I would suggest that the list should also include a less obvious nominee: public universities. At its top levels, the American system of higher education may be the best in the world. Yet in terms of its core mission — turning teenagers into educated college graduates — much of the system is simply failing. Only 33 percent of the freshmen who enter the University of Massachusetts, Boston, graduate within six years. Less than 41 percent graduate from the University of Montana, and 44 percent from the University of New Mexico. The economist Mark Schneider refers to colleges with such dropout rates as â€Å"failure factories,† and they are the norm. The United States does a good job enrolling teenagers in college, but only half of students who enroll end up with a bachelor’s degree. Among rich countries, only Italy is worse. That’s a big reason inequality has soared, and productivity growth has slowed. Economic growth in this decade was on pace to be slower than in any decade since World War II — even before the financial crisis started. So identifying the causes of the college dropout crisis matters enormously, and a new book tries to do precisely that. It is called â€Å"Crossing the Finish Line,† and its findings are based on the records of about 200,000 students at 68 colleges. The authors were able to get their hands on that data because two of them are pillars of the education establishment: William Bowen (an economist and former Princeton president) and Michael McPherson (an economist and former Macalester College president). For all the book’s alarming statistics, its message is ultimately uplifting — or at least invigorating. Yes, inadequate precollege education is a problem. But high schools still produce many students who have the skills to complete college and yet fail to do so. Turning them into college graduates should be a lot less difficult than fixing all of American education. â€Å"We could be doing a lot better with college completion just by working on our colleges,† as Robert Shireman, an Education Department official who has read an early version of the book, says. Congress and the Obama administration are now putting together an education bill that tries to deal with the problem. It would cancel about $9 billion in annual government subsidies for banks that lend to college students and use much of the money to increase financial aid. A small portion of the money would be set aside for promising pilot programs aimed at lifting the number of college graduates. All in all, the bill would help. But it won’t solve the system’s biggest problems — the focus on enrollment rather than completion, the fact that colleges are not held to account for their failures. â€Å"Crossing the Finish Line† makes it clear that we can do better. †¢ The first problem that Mr. Bowen, Mr. McPherson and the book’s third author, Matthew Chingos, a doctoral candidate, diagnose is something they call under-matching. It refers to students who choose not to attend the best college they can get into. They instead go to a less selective one, perhaps one that’s closer to home or, given the torturous financial aid process, less expensive. About half of low-income students with a high school grade-point average of at least 3. 5 and an SAT score of at least 1,200 do not attend the best college they could have. Many don’t even apply. Some apply but don’t enroll. â€Å"I was really astonished by the degree to which presumptively well-qualified students from poor families under-matched,† Mr. Bowen told me. They could have been admitted to Michigan’s Ann Arbor campus (graduation rate: 88 percent, according to College Results Online) or Michigan State (74 percent), but they went, say, to Eastern Michigan (39 percent) or Western Michigan (54 percent). If they graduate, it would be hard to get upset about their choice. But large numbers do not. You can see that in the chart with this column. In effect, well-off students — many of whom will graduate no matter where they go — attend the colleges that do the best job of producing graduates. These are the places where many students live on campus (which raises graduation rates) and graduation is the norm. Meanwhile, lower-income students — even when they are better qualified — often go to colleges that excel in producing dropouts. â€Å"It’s really a waste,† Mr. Bowen says, â€Å"and a big problem for the country. † As the authors point out, the only way to lift the college graduation rate significantly is to lift it among poor and working-class students. Instead, it appears to have fallen somewhat since the 1970s. What can be done? Money is clearly part of the answer. Tellingly, net tuition has no impact on the graduation rates of high-income students. Yet it does affect low-income students. All else equal, they are less likely to make it through a more expensive state college than a less expensive one, the book shows. Conservatives are wrong to suggest affordability doesn’t matter. But they are right that more money isn’t the whole answer. Higher education today also suffers from a deep cultural problem. Failure has become acceptable. Students see no need to graduate in four years. Doing so, as one told the book’s authors, is â€Å"like leaving the party at 10:30 p. m. † Graduation delayed often becomes graduation denied. Administrators then make excuses for their graduation rates. And policy makers hand out money based on how many students a college enrolls rather than on what it does with those students. There is a real parallel here to health care. Academic Performance of College Students. (2016, Oct 22).

Designing an Implementation Strategy for establishing a Technical Thesis Proposal

Designing an Implementation Strategy for establishing a Technical College in the Ivory Coast - Thesis Proposal Example The current government has struggled to restore peace in the country and wants to progress towards social, political, and economic development in the country. Three ministries are mainly concerned with the education system in the country. These are the Ministry of Education, The Ministry of Technical Education and Professional Training, and the Ministry of Higher Education and Research (Imboua-Niava, 2002, para.2). Other ministries also provide indirect support to education. A strong education system plays a significant role towards achieving these developmental objectives. There should be technical colleges that absorb students that do not qualify directly for university entrance. This improves on one of the objectives of educational policies of ensuring equity to improve educational outcomes (Barr, n.d, p.33). The colleges should integrate other academic and practical training to produce graduates that are useful to the country. This paper focuses on the establishment of a technical college in Abidjan, Cote D’Ivoire. In particular, it focuses on the influence that political factors play in the establishment of such institutions. These political factors also relate to other factors like the economic and social issues in the country. Thus, the response and opinions of different individuals will be sought on how best the institution can be established. Education promotes political, social, and economic development in a given country. The good education can only be realized if an effective educational system is put in place. Nevertheless, the development of this effective educational system is in turn affected by the political, economic, and social factors prevailing in the country. Is it possible to establish a technical institute owing to the current political, social, and economic situations that are witnessed Cote D’Ivoire? In other words, is the government’s

Brand Terrorism - a Powerful Corporate Responsibility Research Proposal

Brand Terrorism - a Powerful Corporate Responsibility - Research Proposal Example Most companies are carrying out eco-promising activities on websites, advertisements, and on the products themselves. These eco-promises can focus a particular issue such as organic or focus on the inputs’ characteristics such as chemical-free.The proliferation of both eco-labels and environmental claims cause confusion to many customers. This confusion creates uncertainty to customers about the claims to trust and when deciding the best way of making environmentally friendly purchases (Blowfield and Murray 2011, p. 56). Â  Currently, many companies, spotting this issue are working together with governmental and non-governmental organizations (NGOs) to ensure that business organizations use convincingly and honest labeling, and eco-promising principle. It is my hope that this report provides an essential and useful basis that will help end this brand terrorism issue. The report also concludes with some recommendations that companies and consumers must follow and practices in order to get rid of this on-going collaboration and dialogue.The issue of brand terrorism/greenwashing has risen dramatically in recent years. The accelerating number of bolds’ commitments in high-profile organizations evidence this. Greenwashing refers to the practices carried out by many companies to make misleading or unsubstantiated environmental claims to benefit their products, services, or technology. Â  Greenwashing tends to make an organization a more environmentally friendly more than really it does. Companies also use this practice to create a difference between its products and those of its competitors by promising that their products and services have a more efficient power use or are cost-effective. The organization should value the significance of the brand.This has highly increased the need to communicate about the environmental attributes to customers concerning the products and services they purchase. This drive involves claims to improve environmental cred entials. Many companies are currently trying to improve product sourcing in relation to fish and forest, and cleaner production processes as well as the use of low harmful chemicals. In addition, most companies are taking steps to decrease the environmental footprint.

A Very Filipino Way Of Doing Business Essay Example for Free

A Very Filipino Way Of Doing Business Essay Whenever I go to the local market with the Asawa, I love to wander around the meat and fish section. I love the squalor and the flies and the noise and total lack of any lip service being paid to basic hygiene regulations. It is so Filipino! I have my Suki for meat and another for chicken and one I go to for fish and seafoods. The Asawa has her own for vegetables, fruit and dry goods, spread around the market. A suki, for the uninitiated, is a regular provider of whatever it is you are buying. I think to be technically correct, you as the customer are actually the suki, but in typically Filipino fashion the word is used in either direction and you call the store you go to regularly your suki! We have a suki for bottled water. Our first suki would always deliver in the morning when we were out, despite having been told numerous times we wouldn’t be there to take the gallons (those large bottles of water usually seen in the office back home but commonplace in every home here) until after noon. Their insistence we change our routine to match theirs plus the fact it took six weeks to get them to sell us a table top stand for the bottles meant I spat the dummy one day and found a new suki! They realized the error of their ways and tried to regain the business but the damage had been done! Changing your suki is not something you undertake lightly. The very fabric of commercial society here is built upon the relationship between buyer and seller. When you look at any row of Filipino market stalls or shops, you may notice how everybody in a row is selling exactly the same thing. The plastic bucket shops are all over there. The hardware stalls are all over there, the next row is all cloth and old clothes. Not only are all the stalls for one line of merchandise in a row, they all look identical. Every stall has the same goods displayed exactly the same way. As if there is a pattern laid down by law as to how to display those goods! Woe betide you if you do it any other  way or s et up amongst the wrong stalls. The prevailing wisdom appears to be that you increase your chances of making some money if you are where people will go to look for the range of goods you offer. If the hardware stores were to spread themselves around the town then maybe one of them would wither on the vine as few people might find them. By having all of the hardware stores in the one spot, then it is guaranteed that anyone who needs hardware MUST gothere. Brilliant! So why would they shop at this store instead of that one if they all offer the same goods in the same location? The only answer I have ever received for that question has always been the same; because you know the store owner, or are a friend or, they are your SUKI! Personal relationships are very important to Filipinos and without them your business is pretty well doomed to fail. Once you start buying regularly from one store and they take on Suki status then the suki will lose face if you are seen purchasing elsewhere in the same market. Other store owners will know your suki is someone else and they will usually refrain from hassling you. Poaching customers has been known to lead to arguments, fights and even stabbings! You should be able to expect a discount (walay hang yoo) from your suki. Of course over time the actual discount might decrease as both parties become comfortable with the relationship and outright price is no longer as important as the trust displayed and enjoyed between parties. This is a factor of Filipino business that many foreigners never grasp. They expect a good deal right from the beginning, yet what have they done to deserve that favouritism? Anywhere in Asia there is a similar attitude to time. Time being invested to really get to know each other and develop trust and a rapport that will span generations. It is a long term view that we foreigners are coming up against way down the path the other parties involved have been traveling for perhaps centuries! The term interloper comes to mind and that is what we are in many ways. Break that down to the local food market level of commerce and the relationship may take less time to build but the concept remains the same. If you apply the same mindset to more expensive business ventures here then it is easy to develop guidelines. Firstly, don’t expect the best terms right off the bat, give the other guy time to get to know you and like you. Secondly, never show your anger or emotion, it shames you and the other party and achieves nothing worthwhile. Thirdly, if you are being  ripped off, don’t be in too much of a hurry to take your business elsewhere. This goes for the meat suki too. I had one who was putting the old thumb on the scales when weighing my beef tenderloin every Thursday. I knew I was being short changed somehow, yet the challenge was how to turn this around to my advantage as I loved my beef and there was only one other stall that sold it. My solution was to negotiate an extra piece thrown in after the kilo or two was weighed and agreed upon. This let the suki think they were doing me a favour and building rapport while I was actually getting what I was paying for. The end result was they finally caught on and stopped thumbing the scales and I eventually stopped insisting on my extra chunk. They got the message that I knew they were ripping me off, yet nobody lost face and business carried on as usual. In some ways, dealing with your suki is good training for dealing with so much that you will confront in this country. Going head to head will only have you losing time after time. You may think you won, you made your point, you showed them but the reality is Filipinos, like most Asians, take the long term view in many things. There is the short term immediate gratification often exploited by the lesser educated and those who figure they will never have to deal with you again but on the whole the opposite is more often the case. Choose your suki wisely, and then stick with them. Work out your differences in ways other than the typical western yelling and posturing and you are sure to come out a winner in the long term. In the commercial context, suki relationships (market- exchange partnerships) may develop between two people who agree to become regular customer and supplier. In the marketplace, Filipinos will regularly buy from certain specific suppliers who will give them, in return, reduced prices, good quality, and, often, credit. Suki relationships often apply in other contexts as well. For example, regular patrons of restaurants and small neighborhood retail shops and tailoring shops often receive special treatment in return for their patronage. Suki does more than help develop economic exchange relationships. Because trust is such a vital aspect, it creates a platform for personal relationships that can blossom into genuine friendship between individuals. Patron-client bonds also are very much a part of prescribed patterns of appropriate behavior. These may be formed  between tenant farmers and their landlords or between any patron who provides resources and influence in return for the clients personal services and general support. The reciprocal arrangement typically involves the patron giving a means of earning a living or of help, protection, and influence and the client giving labor and personal favors, ranging from household tasks to political support. These relationships often evolve into ritual kinship ties, as the tenant or worker may ask the landlord to be a childs godparent. Similarly, when favors are extended, they tend to bind patron and client together in a network of mutual obligation or a long-term interdependency. The word suki is a Filipino term which means loyal customer. This so-called market-exchange partnership can be developed into an agreement where one can be a regular customer and supplier. Contents [hide] * 1 Suki system * 2 Customer satisfaction * 3 Returning favors * 4 Reference * 5 Citation| - Suki system The suki system is a system of patronage in which a customer regularly buys their merchandise from a certain client. In the merchandising business, Filipinos often buy from specific suppliers who will provide their customers reduced prices, good quality and credit as well. These factors are the usual components of becoming a suki. The presence of trust and the development of friendship between the two parties is a vital aspect in the establishment of an economic exchange relationship. In some instances, regular patrons of restaurants, small neighborhood retail shops and tailoring shops receive special treatment in return for their patronage. Customer satisfaction Customer satisfaction is essential to the survival of any business, small-scale or large-scale; and retailers know that satisfied customers are loyal customers. Consequently, retailers develop strategies to build relationships that result in customers returning to make more purchases. By responding to customer needs, business owners endeavor to meet or exceed  customer expectations for their product or service. This increases the likelihood of gaining sukis. The quality of after-sales service can also be a crucial factor in influencing any purchasing decision. In the current economic environment, businesses continuously strive not only for customer satisfaction, but for customer delight that extra bit of added value that may lead to increased customer loyalty. Any extra added value, however, will need to be carefully costed. Returning favors Usually, favors are returned or extended to both patron and clients. For example, this reciprocal arrangement typically involves the patron providing a means of earning a living or help, protection, and influence. The client in turn provides labor and personal favors, ranging from household tasks to political support. These relationships often evolve into ritual kinship ties, as the tenant or worker may ask the landlord to be a childs godparent. Similarly, when favors are extended, they tend to bind patron and client together in a network of mutual obligation or a long-term interdependency.

Mythic Heros: Sinbad The Sailor :: essays research papers

Mythic Heros: Sinbad the Sailor   Ã‚  Ã‚  Ã‚  Ã‚  When I think about mythic heroes, for many years the first name that came to mind was Sinbad: Sinbad the sailor. In his days as an adventurer, he went on seven fantastic voyages which earned him fame for the rest of his life. Yet, now in retrospect, I no longer consider him to be the great adventurer that I saw him as in my childhood.   Ã‚  Ã‚  Ã‚  Ã‚  On his seven voyages, Sinbad encountered every obstacle one could possibly think of. He and his crew met up with: a fish so large, many mistook it for an island, an island where rocs (enormous birds (their eggs were often mistaken for buildings)) still lived, cannibals, giants, and even herds of angry elephants. On each and everyone one of his famed voyages, he was shipwrecked, alone, and faced with some hideous danger. On each and everyone, he overcame the odds, destroyed his foes, and returned home with riches beyond the imagination.   Ã‚  Ã‚  Ã‚  Ã‚  As a child, the stories of Sinbad's voyages were wildly entertaining. In each one, there was adventure, danger, money, and the hero always came home in one piece. Now that I look back at the stories, there are some parts of Sinbad's fantastic tales that bother me.   Ã‚  Ã‚  Ã‚  Ã‚  First of all, Sinbad never set out in search of adventure. These amazing things just seemed to always happen to him. He normally set out as a merchant, carrying goods from one exotic land to another. Yet, on each of these trips, something incredible happened to him and his crew, resulting in a dead crew and a fantastic story for Sinbad the sailor.   Ã‚  Ã‚  Ã‚  Ã‚  Secondly, all of Sinbad's great adventures occurred sequentially. In other words, he went immediately from one adventure to another without so much as a nap in between. This man never had a quiet boat ride in the entire span of time in which his adventures took place.   Ã‚  Ã‚  Ã‚  Ã‚  Another interesting point is the manner in which Sinbad always left and returned to his home port in Baghdad. All seven times, he left with a full crew and carrying the goods of a local merchant. Yet all seven times he returned, he was alone, the crew having died in the early part of the respective adventure. All seven times, he returned without the goods that he was to take to market, but he often returned with new riches from the island where he was stranded (and of course, kept them for himself). This leads me to believe that maybe his crew

Electric cars vs The Gas Oil line Cars Essay

In the next ten years what the average American drives will be very different than today. Electric cars may phase out gasoline (Gasoline is also known as petrol) in the next couple of decade. Electric cars produce no tailpipe emissions and are much cheaper to fill up than the more common gasoline vehicles. Switching to electric cars will have more benefits than drawbacks in comparison to other fuels such as petrol and diesel. In order to switch to electric cars America’s electric capacity will have to increase. In the next few years electric cars will also have new upgrades to increase practicality, range and longevity which may convince people to switch. The only major concerns in the market today is an electric car’s driving range and the number of charging stations available across the nation. These problems are likely to be solved within the next decade. Although some Americans do not want to buy a fully electric vehicle yet there are many benefits to owning one. One of the main reasons people are considering them is because the low cost of powering an electric vehicle. â€Å"Drivers struggle with gasoline prices well over four dollars a gallon, and a cumulative 60 billion dollars was spent on gasoline during the past year alone†(CalETC). Electricity ismore cost effective to run than when using gasoline. The equivelent cost of elctricity is a dollar or more per gallon. Electric cars also provide the convenience of powering up at home if one’s work is close enough for the battery to take them there and back. Today’s electric cars have a range of about 100 miles on a single charge. When someone comes home they plug it in and charge it for the next day. Most people do not drive far on day to day basis. â€Å"Most people would be able to benefit from a car they drive to work and charge overnight†(Truett). The average person only goes to work and back and maybe stop at a nearby store before going home. Some auto makers in the future will have solution to the charging issue. â€Å"Some future cars will have an emergency gas engine that kicks in when the battery is low†(Truett). Although these kinds of cars already exist the car will not travel very far on the battery alone which increases the need for the gasoline engine for some current cars. In the future hybrid cars will have an even smaller engine that will be used less  frequently because the car will have a larger capacity battery. Another benefit that electric cars have is more horsepower and torque than petrol cars. The best current electric cars are from Tesla. â€Å"Tesla’s roadster has tons of power, great handling and looks better than a Prius†(White). Tesla cars achieve multiple advantages in the way they are built by putting the battery in the middle of the car increasing its center gravity. Some auto makers might follow in the foot steps of Tesla and implement these improvements in their entry level electric cars. Most automakers will not make them as fast as a Tesla car. â€Å"Automakers invest their engineering talent in more efficient cars and new technologies rather than horsepower wars†(Espejo). Automakers will produce electric vehicles that will be comparably as fast as an average petrol car. However electric motors have many advantages that many consumers would want. In terms of power and running efficiency an electric motor produces its maximum torque and efficiency at any rpm (rotations per minute) rather than any piston engine which must speed up to reach maximum torque and running efficiency. The piston engine design requires a reciprocating piston which must change directions throughout the four stroke engine cycle and must also use engine power to turn a camshaft to open the valves to draw fuel and air into the chamber and also let exhaust out. This makes it much less efficient than an electric motor which only has one turning output shaft and nothing else but a single speed transmission. Electric cars do not waste fuel while idling like a conventional engine design. Having fewer moving parts that need to be serviced periodically electric motors do not need as much maintenance as petrol engines. In America electric cars are in the beginning phase of catching on in the market. While there are some negatives to electric cars such as â€Å"24 percent mention they have concerns about having access to recharging stations†(Mealia). This is the biggest concern among people that are considering switching to electric vehicles. Although some states are starting to put charging stations in cities charging stations are still nowhere as available as gas stations nationwide. One misconception of electric cars is that they have zero emissions. â€Å"They do however have upstream emissions†(Kliesch). These upstream emissions can come from a coal  fired power plant. Depending on where one lives there may be no emissions produced. Only if the electricity generated is from a renewable resource there will be no emissions. Right now, America does not offer the capacity to charge the amount of electric cars needed on a mass scale. â€Å"states are working to get more power statio ns†(Wald). As more states begin putting power stations the demand for electric cars will go up. More power stations will make people consider purchasing an electric car for their next vehicle. Even the government is giving people incentives to switch electric cars. â€Å"Obama’s stated goal of putting 1 million electric cars on the road by 2015†³(Rascoe). While the government provides encouragement and tax deductibles on people with high efficiency vehicles that could encourage a lot of people to consider buying one. This will make owning an electric car much cheaper to own with the added benefit of low cost charging. Until charging stations become more widely available across the nation the electric car market will not take off very quickly. Some of today’s and future improvements will make people want to buy an electric car. Another type of vehicle with an electric motor is a hybrid which uses a electric car system as the main drive train and a small petrol engine to turn a generator to recharge its battery. In the near future the lithium ion batteries that are used to power the car will undergo a major upgrade. â€Å"developers have added ultra capacitors that prevent the battery from peaking in power which improves the life of the battery†(Truett). With the added battery life this will make some electric ecu’s able to have a longer drive range than most petrol ears of today. This improvement also makes the batteries overall lifespan greater too because it puts less stress on the battery. Electric motors will also be useful for big trucks too â€Å"BMW plans to use a 2 mode transmission that can tow and drive efficiently†(Truett). This system will provide the capability of towing large capac ities and when there is not such a heavy load drive with maximum efficiency. While electric cars provide a promising future it will be a few years before they will be more common than petrol cars. As of now petrol cars are more practical than electric cars but they are much more expensive to run which is the greatest selling point of owning an electric car. In conclusion electric cars may phase out petrol cars in America because of how inexpensive the cost of owning and running one is. Many people are ready for the switch but are waiting for their old car to die or are waiting for a higher availability of public charging stations in their area. It would be best to wait a couple of years before buying an electric car so it has been upgraded with longer lasting batteries and high efficiency drive train. In a couple of years there will be more electric cars available so you can choose from more options. Electric charging stations will cost less to operate because there will not be no need to deliver fuel to the pumps it would also be cheaper to produce an electric charging station because there will not be large gasoline reservoirs underground and the charger will not need a complicated system to pump energy into the vehicle. The range issue electric cars currently face will likely be solved soon by more efficient batteries and gear system s. Disclaimer: this document is no way related to the author or be used against them in the form of turnitin.com. Works Cited â€Å"CalETC Posts Report on Electric Cars and Drivers’ Fuel Bills.† Professional Services Close – Up (2012)ProQuest. Web. 17 Jan. 2014. Espejo, Roman. Cars in America. Detroit, Mich: Greenhaven Press, 2010. Print. Truett, Richard. â€Å"I [ybrids 101.† Automotive News. 02 Mar. 2009: 17. eLibrary. Web. 12 Nov. 2013. Kliesch, James. â€Å"WHY ELECTRIC CARS ARE CLEANER.† Mother Earth News Feb 201 I: 58.62.64. ProOuest, Web. 25 Oct. 2013. Mealiea, Wallace. â€Å"Electric Cars? Bring ‘Em on!† Electric Perspectives 37.1 (2012): 12 ProOuest. Web. 23 Oct. 2013. White. B, Joseph., â€Å"lives on the Road: The Surge in Electric Cars.† Wall Street Journal. 16 Dec. 2009: Dl. eLibrary. Web. 12 Nov. 2013. Wald. Matthew L. â€Å"8 States Teaming Up to Support Electric Cars.† New York Times. 25 Oct 2013: p. B. 1. SIRS Issues Researcher. Web. 29 Oct 2013. Rascoe, Ayesha, and Deepa Seetharaman. â€Å"U.S. Still Dedicated to Electric Cars, but Deadline no Longer Important, Energy Secretary Says.† Oakland Tribune]an 31 2013. ProOuest Web. 6 Nov. 2013.

Perils of Indifference Analysis

Is Ignorance Bliss? Elie Wiesel was victim to one of the most tragic and horrific incidents of the twentieth century, the Holocaust. He was one of few lucky ones who escaped the camps alive, while his family was part of millions who were not so lucky. Years after that, he became a journalist and eventually was convinced to finally write about his experiences with the Holocaust. The result became one of his most famously publicized works.The book, Night (English translation version), only represented the beginning of a flourishing career as a political activist and novelist. He came to the United States and continued writing about his life and political ideologies, and was awarded the Nobel Peace Prize in 1986 for works that diligently argued for ending oppression, hatred, and racism. Such themes are the underlying basis of his message in his speech The Perils of Indifference.The horrors he faced as a boy forged the man that would go on to write all of these magnificent works; the neg lect and ignorance of those events that occurred during the Holocaust influenced and inspired him to warn people of the dangerous woes of indifference. Lecturing an audience for any extended period of time is never an ideal way to convey one’s message effectively. As an experienced and successful novelist, Wiesel was well aware that if he wanted to get people to really understand what he meant when he said â€Å"Indifference, after all, is more dangerous than anger or hatred. , he couldn’t just talk at his audience, he had to ask questions to engage them. However, questions don’t have to require answers, and in a speech as passionate and carefully articulated as this one, a Q & A every thirty seconds would drown out his point among all of the redundant tangents the conversation could take off in. Instead, Wiesel took the approach of using the figurative devices of asking rhetorical questions and setting up allusions to make his argument relatable, understandabl e, reliable, and most importantly: agreeable.The use of rhetorical questions in this speech differs from what many people use on a day to day basis -usually to promote sarcasm or imply one must be immensely dense to not understand a point. Here, Wiesel uses the device to get his audience to participate in his argument as well as hear it. By asking themselves the very questions he asks, audiences are apt to reach the very conclusions that Wiesel’s has. Two types of rhetorical questions used by Wiesel most often are either unanswerable or suggestive. For example, â€Å"How is one to explain their indifference? or â€Å"Why didn’t he [FDR] allow these refugees [Jews] to disembark [back to the Nazis]? † are unanswerable. Questions that don’t have an answer allow for people to make their own assumptions. If guidelines have been set prior to these questions, an audiences’ conclusions are likely to further support his argument. To this day, no one knows what influenced FDR to make certain decisions, but based on Wiesel’s persistent argument, it can be presumed that indifference played a major role in some of FDR’s decisions.Another type of rhetorical question that Wiesel used were â€Å"suggestive† questions. There were many instances were Wiesel would insert long chains of rhetorical questions one right after the other. Though risky or even overwhelming, these questions made the direction of his argument easier to control. On the first page when he asks about indifference, he enters this chain of rhetorical questions: â€Å"What are its courses and inescapable consequences? Is it a philosophy? Is a philosophy of indifference conceivable?Can one possibly view indifference as a virtue? Is it necessary at times to practice it simply to keep one’s sanity, live normally, enjoy a fine meal and a glass of wine, as the world around us experiences harrowing upheavals? †. The first rhetorical question is r esponded to with his next idea: Is it a philosophy? He assumes it is, then from there the idea of indifference is inferred as ubiquitous. The pattern of assuming each questions with a new question continues.Rhetorical questions that are suggestive enhance Wiesel’s position, and this injection forces the audience to come to Wiesel’s conclusion, while still feeling as though the conclusion is their own. Allusion is another literary device used to Wiesel’s advantage in this argument. Wiesel uses allusions to make his rhetorical questions as effective as possible. Initially, if Wiesel was to go on and on about indifference in general, the audience might be less engaged. However, Wiesel inserts multiple types of allusions to make his point relatable to the lives f his audience. For instance, when he talks about how â€Å"It is so much easier to look away from the victims† when referencing â€Å"behind the black gates of Auschwitz† and â€Å"the most tr agic of all prisoners†, since the Holocaust is a universally accepted tragedy, indifference is related to that event, and is therefore conceived as a trait with demonic properties. By establishing the allusion that reinforces how terrible the Holocaust was, the rhetorical question regarding why FDR did not take more action became much more influential.Additionally, Wiesel incorporated more vague references, such as a â€Å"political prisoner in his cell, the hungry children, the homeless refugees-†. Wiesel infers that ignoring such tragedies and remaining unresponsive is both evil and indifferent. Then by displaying indifference in many kinds of scenarios, going to this extent allows Wiesel to create effectiveness with his allusions. His goal is to have the audience establish their own connections and inferences, which he does through creating relative allusions, then asking relevant rhetorical questions.Of course there were other literary elements in this speech that m ade Wiesel’s argument all that more effective. His use of powerful diction -such as â€Å"betray†, â€Å"abandon†, â€Å"suffering† â€Å"anger†- all promotes the same intense and powerful tone, and he sporadicly uses anaphora to extend the passion in his message such as instances where he says â€Å"You fight it, You denounce it. You disarm it. † or â€Å"They no longer felt pain, hunger thirst. They feared nothing. They felt nothing. They were dead and did not know it. †. Lastly, Wiesel interjects himself into the speech in the beginning as he recounts himself as a small boy in the midst of a struggle.Then once more at the end, he retells that brief anecdote, and uses the idea of his childhood still accompanying him as a metaphor for how events that had transpired during his childhood: How the past he has carried with him to this day and is what has made him into the novelist the audience sees before them. Wiesel certainly makes it clear through his prominent uses of rhetorical questions and allusion that indifference creates a threat to the humanity everyone possesses somewhere within, and uses examples of his time in Auschwitz as an example of what damaging and painful effects indifference can inflict upon others.Even when he says, â€Å"Do we hear their pleas? Do we feel their pain, their agony? Every minute one of them dies of diseases, violence, famine. Some of them -so many of them- could be saved. † However, Wiesel doesn’t let the indifference that affected his childhood so heavily deny who he is, and what he cares about. That is why he is able to make many more speeches, construct many more arguments, and make many more advancements of movements, that can be just as effective as this speech. He does it so flawlessly with his ability to combine the fervency derived from his past and the skills he has obtained throughout his career as a great novelist.

How Do You Assess An Ideology Essay Example

How Do You Assess An Ideology Essay Example How Do You Assess An Ideology Essay How Do You Assess An Ideology Essay How do you assess an ideology? An ideology is the study of ideas, or a science of ideas. It forms the basis of economic or political theory and policy or can be a set of beliefs of a social group or individual (Press n. D. ) In order to assess an ideology it is essential to know how to asses, this is when you evaluate the nature, ability or quality of something. However it is difficult to assess an ideology as it is a contested concept, it is impossible to define as it is fundamentally hard for everyone to agree on. In this essay will be making a judgment about the ways in which he concept ideology should be approached. Michael Freedmen sees ideology as thought behavior which is how people actually use ideas. Whereas ideology in Marxism is seen as a dominant set of ideas which reflects and legitimates existing arrangements Of power it also makes unequal social relations seem natural and inevitable. These notions are on the opposite spectrum from one another as one embraces the Enlightenment period and the other rejects key Enlightenment values. Breeders view on ideology seems to be more relevant to our society today unlike Marx and Engels interpretations of ideology as it is very one sided. Firstly, the rise of ideology has shown that reason replaces divine proficiency and religious views on understanding how the world works. The rise in science, along with key enlightenment values played a major role in replacing religion as it helped answer many questions that religion was incapable of answering. Enlightenment thinkers believed that the truth existed in the world we live in and not in religious scriptures or the word of God as these are outages for todays world. The enlightenment period embraced equality, freedom and individualism. This brought about change for the people who were treated unfairly, the French Revolution was one of the biggest revolts which started from the concept of rationality and reason as the divine King was overthrown. As a result the revolution brought about ideologies where individuals were able to create their own ideas about humanity, politics and the economy. Furthermore it seems as though Michael Breeders approach to understanding ideologies can be applied to how ideologies are viewed in todays society. Freedmen provides his definition of ideology in his book A Very Short Introduction as a political ideology being which is a set of ideas, beliefs, opinions and values that exhibit a recurring pattern. A political ideology is held by significant groups who compete over providing and controlling plans for public policy they do this by justifying, contesting or changing the social and political arrangements and processes of a political community (Freedmen 2003). He provides an analysis of his definition by breaking down the definition using the Four AS. The first P that Freedmen mentions is proximity which shows that political concepts cannot make sense on their own, unless its applied to an ideology for instance when looking at two of the dominant ideologies for the political system which are conservatism and liberalism. The concept of same sex marriage doesnt have any substance by itself but when looked at from a conservative view the Republican Party will deem it deviant and against the law. On the other hand when looking at same sex marriage from a liberalism viewpoint it would be made legal and normal. This is just one of the many cases showing how a certain concept has no backbone without an ideology. The second P is priority, where ideologies are organized based on rank of importance as the importance of ideologies can change in society. The third P permeability, this is where ideologies interlink with one another such as Liberal Feminism, it contains Feminist concepts and liberal concepts which are intertwined. The final P is proportionality which is how an ideology wishes to present its arguments, there is a different representation for each individual. In contrast to Freedmen, Marxist have a very radical critic of ideology, they strongly reject the enlightenment values such as rationality and scientific objectivity. They see reason as being shaped and constrained by social norms and dominant systems Of power unlike enlightenment thinkers who believe otherwise. Capitalism oppresses, alienates and exploits citizens whilst leading them to believe that this is unavoidable. On the other hand Marxist agree with enlightenment thinkers on how religion is not rational, Marx mentioned that religion is just an opium of the people. It provides people with an illusion of happiness, if they sin they will be punished and if they do not they will be rewarded so Marx states that religion is another lie that helps people accept the position they are in. Marxist consider ideology to have a similar purpose to religion, it justifies the position people are in due to the hierarchical, capitalist system. Ideology to Marxist assist the bourgeoisie to continue exploiting the working class by concealing their struggle by making it appear as though the working class are working towards a way out of the position hey are in, when really everything the working class do are in favor of the ruling class. Ideology plays against the working class in a number of ways by blinding them, for example the Health and Safety Act was created to protect workers from injuring themselves which will cause them to be out of work but Marxist look at it from a different perspective. They say that really the act protects the ruling class, if an employee was to injure themselves due to no health and safety being available the company would be at a loss. They will eave to find a replacement and in most cases have to pay sick pay or they can even be sued, so this can be seen as blinding the working class into thinking the ruling class care about them when truly they care about themselves. Other ideologies such as Feminism see Marxist views as influential as they also believe that people are misled and oppressed except they see as men as the oppressors and not the ruling class. Many people see ideologies in a positive light which provide a foundation to political identity where people can understand and participate in politics. Conversely others see ideology as he basis of oppression and control which prevents positive change. Unlike Freedmen is becoming difficult to apply the Marxist ideology to todays society, whilst there is still a struggle between classes which causes oppression there are more and more opportunities which are allowing many people from lower class background to be socially mobile and climb up the social ladder. Overall Freedmen provides a better definition of an ideology, he was able to break down the concept of an ideology and gives different viewpoints which are not one sided. Whereas the Marxist view is very restricted to the idea that al ideology does is oppress, hence it is very difficult to relate our current society to the Marxist ideology. Freedmen notes that ideologies provides a basis where a political identity is developed which helps individuals compare and apply it to their own beliefs.

Security Operations Management Practicum Assignment

Security Operations Management Practicum - Assignment Example If I was an adjudicator and considering the investigative report done by the Special Agent, FBI, on   Smith Ronald James Smith DPOB: 2/5/1976, I would not have granted her the security clearance request. According to the investigative report gathered, the credit agencies had no unfavourable financial information on Smith. He was born in Davenport, Iowa, in 1976, on his security form it; he indicated that he had been arrested in high school over alleged smoking of marijuana. According to guideline regarding drug involvement, drug abuse is a condition that can raise a security concern and thus disqualifies an individual from been granted security clearance. By definition, drug abuse is the illegal use a drug in a manner that deviates from the correctly approved medical direction. Accordion to the Controlled Substance Act of 1970, Marijuana or Cannabis is classified as an illegal drug (Herbig 12). Further, a review of State Department travel records indicated that Smith had travelled outside the country on four different occasions. However, the date he indicated on his security form regarding his tour to Moscow did not match with the date on indicated in the State Department travel record. As if that was not enough, on his security form, he failed to indicate his tour to Rome, Italy. In the travel state department, it is clearly indicated that he travelled to he travelled to Rome, Italy on September 15, 1988, and returned on October 15, 1988. According to the Guideline E, personal conduct, dishonesty and questionable judgment is a concern that can result in unfavourable action for clearance eligibility (Herbig 12). However, Smith could have mitigated the security concerns if in good faith efforts he corrected the falsification of the dates before he was confronted with the facts. Other the other hand, if I was an adjudicator and considering the investigative report done by the Special Agent, FBI, on Susan Julia Kidwell, DPOB: 7/5/1986, I would have granted her the security clearance request. The aggravating factor that I would consider first is that Kidwell profoundly admitted that she owed the credit card debt and after discovering this, she filed for bankruptcy.  Ã‚  

Korean Art Essay Example | Topics and Well Written Essays - 750 words - 1

Korean Art - Essay Example One of the leaders in the Monochrome Art Movement, Ha Chong-Hyun (1935) used landscaping techniques in his works so to express the way he saw man as not being separable to nature (Art World of Ha Chong-Hyun). Kwon Young woo (1926) on the other hand, used simple composition out of paper by tearing, sticking, perforating, and coloring paper to create abstract modern paintings. His purpose was to break down the gap between Korean painting and the Western painting - This was obviously what the Minjung Art Movement was against (The 11 Great Korean Artists). Minjung artists, on the other hand, used a more revolutionized technique in painting. This is one of the biggest differences between the two movements. They used different vivid colors and facial expressions in their works to show their feelings toward capitalists and imperialists. Their techniques though were adopted from Buddhist paintings and narrative art. In this image ECRITURE NO. 000105, Park Seo-bo used one color pattern only although it dramatically shows the lights and shades, as well as for image 2 - Ecriture 000105 2000. ... Both paintings resemble nature. They show movement and harmony. Although the works of Minjung Art painters were quite different from those of Monochrome Art Movement because of their use of colors, they are similar in the use of patterns. Both painting techniques use patterns in design and color as well. In the next images, you can see vibrant colors in the Minjung Art paintings, but still, they follow a certain pattern as to the color of the clothes used, accessories, and background. The next images represent the Minjung Art Movement: (SoRi-MoRi Philadelphia Korean Cultural Troupe www.sorimori.org/eng/aboutus/mission.php) ("The Kabo Peasants' War" koreaweb.ws/minjungart) Both paintings used different colors and detailed faces. It is also similar in some way to the Monochromatic Art technique because it also follows a certain pattern in direction. Both have symmetry and balance. Works Cited Jung, Jun-mo. The 11 Great Korean Artists. Kim, Yong-na. 20th Century Korean Art. NJ: Laurence King Publishing, 2005 Seo-bo, Park. "Ecriture 000105" Online image. "Ecriture 000105 2000" Online image. Park Ryu Sook Gallery. Path: Galleries; Asian Artists Smith, Edward Lucie. Art World of Ha Chong-Hyun. 2007/08/02Path: Criticism; Art World of Ha Chong-Hyun-Edward Lucie-Smith l Art Critic "SoRi-MoRi Philadelphia Korean Cultural Troupe" Online image. Yon'guso, Kyore Misul. "The Kabo Peasants' War" Online image. Our People's Art