Sublime and Fantastic Elements in The Day We Were Dogs :: Day We Were Dogs Essays

Sublime and Fantastic Elements in The Day We Were Dogs      Ã‚   "The Day We Were Dogs" is a short story written by an author born in Puebla, Mexico, in 1993. Elena Garro's major themes revolve around the concepts of time and memory. I do not believe this story is a true example of magical realism; however I do see the sublime and the fantastic used in this story. I think that this story is really a misidentification of magical realism. To start out, I was moved by the way the author talked about a day with two days inside of it. How could this occurrence be? It is two days and two realities. There also were two afternoons and two heavens, dogs talking, dogs named Buddha and Christ. I just see Garro trying to imitate magical realism, but she did a bad job of it. I do have to give her credit for bringing the sublime and the fantastic in, though. The characteristics of magical realism are phenomenal, deeper realm, visibility, mysterious, opinionated, timeless fluidity, and fascinating. This story has none of those characteristics, or at least it does not express them the way a magical realism story would. "We recognize the world, although now-not only because we have emerged from a dream-we look on it with new eyes"(Roh 17). I see what Roh is trying to say about magical realism, and I do not think one can use these certain strategies to figure out this story because it is fantastical and sublime. The fantastic is characterized by the marvelous, the uncanny, the natural, and the supernatural. The marvelous to me in this story would be the two parallel days. It seems so normal how Garro talks about it. They looked at one day or thing and saw what happened, and then they looked at another. Being able to experience time this way seems so wild and crazy. Rabkin states that "we recognize this reversal (90 to 180) through certain textual (signals):the reactions of the characters, the statements of the narrators, and the implications of structures provided by implied authors."(Rabkin 11). The story does show a big reversal as the dogs act as dogs and the people act as dogs. Also, the character questions, "I'm a dog"? Then another dog replies, "Yes we are dogs." I saw that later on in the story she realizes that she was a dog by replying ,"Woof, Woof, Woof," when someone asked her a question.

“Brown girl, brownstones” by Paule Marshall Essay

Plot summary The prose fiction Brown girl, brownstones by Paule Marshall, is a bildungsroman with autobiographical elements, tracking the life and experiences of the main protagonist, Selina Boyce and the family and friends in her life. Marshall uses various elements and techniques in the prose, to bring about different themes, characteristics and aspects in her novel. The text is set mainly in the 1930’s Brooklyn, New York, at a community of brownstone houses occupied by the Bajan immigrants. Though there are various perspectives of other personas in the prose, Marshall uses a third person narrative to show the first person perspective of Selina. The story begins with Selina at ten years old and continues until she is no longer a minor. It shows the theme of identity as Selina is trying to find who she is amongst members in her family. â€Å"But they have taken no photographs†¦Ã¢â‚¬  was one of the first time Selina’s loneliness can be seen in the text. She is jealous of the fact her parents took photographs of the family before the death of her infant brother, yet took no keepsakes of hers. Then it goes on to where Marshall is a very descriptive narrator, using a cinematic effect in her story telling. The scenes shift continuously to suggest simultaneous action which produces a dramatic effect that helps to build conflict and suspense. She also uses devices and diction to bring about various themes and symbolic elements in her text. She uses the technique of epigraph to start each chapter, it is a type of foreshadowing, hinting of what will happen throughout the chapter. It also helps to characterize individuals in the story. Contrast is also a reoccurring technique in the text, as characters such as Silla and Deighton, Ina and Selina, have contradictory personalities. There is also contradiction in the symbols and diction in the text. Words such as ‘winter’ and ‘Sun’, ‘darkness’ and ‘light’, are contradictory symbols referring to the characteristics of individuals such as Selina’s parents in the text. The write r involves the use of the Bajan dialect as well as English, as if trying to incorporate the reader in the culture of Barbados and also add credibility and realism to the story. It suggests pride in the Bajan culture. The author uses various figurative devices in the text. There is a heavy focus on the use of personification and architectural imagery. Symbolism is evident in the prose; using colors such as red to represent romance and sexual relationships; and white, and  brownstones to represent upward mobility, status and unattainable goals. Land in the text is also symbolic of independence and opportunity. The use of conflict, such as; mother-daughter, husband-wife, black-white, is brought out by the symbols and conflicting elements in the prose. It shows the destruction in relationships, and accentuates climatic moments, such as when Deighton, used the money Silla stole from him, or when Silena told the whole Bajan association, she’d tricked them. Marshall uses devices such as; imagery, epigraph, motif, foreshadowing, pathetic fallacy and biblical allusion, to show racism, identity, women in society, family, deceit, and various other themes in the prose fiction. The denouement, begins with Silena recognizing who she is and making final decisions for herself. After all her trials and lost relationships, she finally covers her identity, accepting who she has become, the trials she is yet to face and the people in her past who has made her who she is today. Especially her mother, whom she had always fought against. Rational The life of Deighton Boyce, was the subject chosen for the poem between many view Deighton as a problem in the text Brown girl, brownstones, giving him no sympathy. The poem was intended to convey sympathy for Deighton. His life in the poem is specifically intriguing as though he causes many shifts in characteristics of others in the text, his own life is not emphasized. The poem will hopefully give an explanation of the circumstances surrounding the issues of Deighton death, and his life. Mocking Jay I saw a song bird fight a bird of prey, Beautiful-ugly, he was, filled with sorrow, was she. Night and day, He sang a tune of love and wonder, She sang back of vicis and plunder, I tried to save that mocking Jay, But the night stole him away. Where are you my mocking Jay? Trapped in the tomb of brown stones? Your young are calling, where are you? Won’t you fight the snow away? Don’t you hear the light’s moans? Has she trapped him too? No longer perched on your window silla They’ve clipped your wings You’ve destroyed their prison The flock screams their Bajan banter Fly away home my mocking Jay Swim home my song bird But, mocking Jay’s never dive†¦ I’ll send a new light your way†¦ For you to see through winter’s clock†¦ To save your flock†¦ To blind your eyes†¦ And save you from the dark†¦ Shattered tunes of my broken song bird Remember your prayers Eulogy. The sad broken memory. The life you ran away. Dead like marrow staining the asphalt. Staining corals a sea away. Songs long dead, I’ll sing them to you. I’ll pray your tarnished soul away. Deighton, my mocking Jay. Analysis The poem â€Å"mocking Jay†, is a kind of stanzaic elegy, in tribute to a character in the prose text â€Å"Brown girl, Brownstones†. The poet uses the mimicking bird, mocking jay, to represent the character Deighton in the prose text. Not only do mocking jays have a gift in music, which was one of the professional genres Deighton attempted, but they repeat everything sung to them in a mocking manner. Deighton, like these birds, reflects a mocking version of the negatives surround him; from using the money his wife stole from him, to purchase frivolous gifts to spite her; to changing his course of study every time he is confronted with racism or barriers. Deighton also  has the dream like (surreal), and fun loving attributes common to these birds. The poem comprises of four sestets, a couplet a single line and a septet. The stanza formation, is quite symbolic. The first stanza is the first of the four sestets. At the end of each sentence in this sestet is a comma. This represents the fact that this relatively pleasant chapter in his life is not yet complete, it won’t end in a ‘happy ever after’. It is as if to say that the beginning of their relationship was an unfinished dream. The second sestet ends in a question within, as if questioning the relationship, not understanding the change in the relationship and in Silla. The third sestet ends without punctuation is representative to all the times Deighton and the audience were waiting to see Silla’s response to sightings behavior. The final sestet concludes with â€Å"structured-chaotic† punctuation, of when Silla’s revenge unfolds it was chaotic in the circumstances of deportation, but structured in that it was her plan all along. Combining with the lack of punctuation, the couplet of stanza five signifies hi s never ending pain. It symbolizes that, as the lack of punctuation prevents the sentence from truly being complete, his pain and suffering will not end even in the afterlife. The single line consists of one word â€Å"Eulogy†, this refers to the speech given at a funeral or a recollection of the past doings of an individual after he is dead. This word being the shortest stanza, represents the lack of quality and memorabilia Deighton has left behind with his children. The final stanza a sestet can be tied to the biblical representation of the day God rested. The number seven represents the change that occurs after an accomplished cycle. Deighton, accomplices all he could so the last stanza represents his death the final rest he accomplished after his life cycle. The poem has a steady rhythms. Though not all stanzas have a structured rhyme scheme, the poem still flows as if it does. It is like the steady yet unusual flow of life, just as the poem is a depiction of Dighton’s life as was repre sented in the prose fiction. The first stanza contains a set of rhyming couplets, repeating the first rhyme in the last stanza (an â€Å"a, a b, b a, a† format). The last rhyme however is a forced rhyme, this is there to show that leaving the omnipresence was not something the Jay wanted, but was what was forced on him. The second stanza consists of alternate rhymes that emphasize the questioning in this stanza, that he is running alternate scenarios in his mind as to why the wife who used to love him hates him so  much now. The fourth sestet has the last rhyme, â€Å"clock† and â€Å"flock†. This symbolizes that the time he has left with his children is limited as his death is nearing. The rest of the poem is rhyming going parallel to the pores fiction as explanations are revealed in the story, the confusion and rhyming stops. The poem commences with the omnipresent narrator giving a visual imagery of the meeting between two contradicting birds. The â€Å"song bird† represents something happy, passive and peaceful, while â€Å"bird of prey† represents something sly, dominating and warlike. The story continues with oxymoronic inverted syntaxes of line two, that helps to emphasize that the creatures have contradicting personas and that their union could never last as it was based on confusion. Just as in the prose fiction, Silla thought she could turn Deighton into someone he wasn’t, and failed. The diction used in the first stanza such as; â€Å"vicis†, â€Å"Jay† and â€Å"Night†, aid in displaying the theme of conflict in relationships. ‘Vicis’ is the Latin word for change, in reference to the context it highlights Silla’s need to change her husband’s persona and fight to create a life for them that he never wanted. The capitalization diff words such as Jay and Night, personify these nonhuman objects, in the case of the Jay it helps to emphasize this being a character trait of Deighton, while the Night highlights Silla’s character as bright cold and heartless, but at that time seeming beautiful and peaceful . Lines three and four of the first stanza also help to concretize the theme of contradictory persons in relationships, displayed in the first stanza. Stanza two is a rhetorical question sestet, it constantly asks questions the ‘Jay’ is obviously unable to answer, and these are symbolic of the time where the relationship between Silla and Deighton was confusing. He didn’t know where she stood, whether still in love with him or hating h for the injustice she believes he did to their son, the first line emphasizes this. It follows with a reference to the brownstone house Silla spent a majority of the text fighting to obtain. The use of diction such as â€Å"prison†, â€Å"brown†, and â€Å"stones† was a slight pun as a Jay would find a house made of stones a prison, and juxtaposed with the text, it can be said that Deighton saw the house his wife fought so much for was like a prison to him, and a symbol of his failures in his relationships and providing for his family. Line two is the first and only mention of their children in the poem. This is symbolic as it shows that not only did Deighton not spend enough time  with them and focused more on himself, but he also failed as a father in that he couldn’t protect them from the â€Å"snow† which is a personified symbolism of his wife. The personification of the ‘light’, at the end of the stanza references all the happiness and innocence still in the family. When the persona asks about the moaning light that ‘she’ has trapped it means that he was unable to prevent the happiness and life from leaving their family, this aids in uncovering the themes of failing one’s family and loosing things that are important. The third stanza has the most textual allusions, the stanza opens with a pun, â€Å"window silla†. As a bird a sill is somewhere you can rest, be at peace like a home, in this means Deighton no longer feels at home in the browns stones. Silla is also the name of his wife so it can mean that he is also no longer feeling happy in his marriage, as shown in the text queen he began going you the house form his mistress in the nights. â€Å"They’ve clipped your wings† line two of the stanza refers to when he almost got his arm amputated due to his indolence. This is symbolic as it is a physical representative and slight foreshadowing of how his time was ending. The next line refers to the song they sang to him at the wedding. The ‘f’’, ‘s’, ‘th’ and ‘b’ fricative and plosive so funds of the fourth line in the third stanza, emphasizes the running and the drama happening in that scene of the text. The ‘swim home’ in the last line of that stanza references the Caribbean since Islands in the Caribbean are surrounded by water. The last sestet refers to the last actions before Deighton’s death. It starts with a pun, on Deighton’s childhood, as he dived for the coins white men through at him, and also an allusion to him diving to his death. The ‘new light’ is symbolic for Deighton’s religious period, where the movement of the new light helped him to finally discover himself, though completely swiping his personality. ‘winter’s clock’ is symbolic for Deighton’s attempts at going back in time to rectify the problems mainly caused by his relationship with his wife. The couplet, single line and septet, is after his death. People have pained cries due to morning Deighton’s death. The mansion of Prayers refer to his newfound beliefs and Eulogy is the speech given at a funeral. The final stanza is technically the omnipresence’s eulogy for Deighton, though it shows that he is not someone people will remember with respect. It speaks of how he could have had a life if he’d made different choices. It gives an image of his death at sea, and  its connection to his past in the Caribbean. It then shows the general sadness surrounding his death, and accentuates the theme of death in the text. The poem changes from a tone of observation, to unease, to sadness. Hopefully bringing out an overall sympathy for the persona. Though it is not a total rhyming poem, it still has a flowing rhythms that showcases the life cycle of Deighton, as shown in the text. Conclusion The text Brown girl, brownstones, is an excellent depiction of women and men in immigrant communities. Most persons generally sympathize with the women of these communities, however this poem has hopefully garnered a positive response to men in these communities, and those shown in the text. This may help persons to recognize that women were not the only ones with problems in the text. The blame for these conflicts also, should not be solely the fault of males like Deighton, in the prose, but equally shared between each individual, and characters in the prose fiction.

Important Factors Leading to Industrial Revolution

Nowadays, it is almost taken for granted that the industrial revolutions are the result of changing technology and the proper application of that in the industrial production. However, from my point of view, these two factors did play a vital role in stimulating industrial revolutions, but they were not the only catalyzer propelling monumental development in industry. Influentially, the improvements in organizations of politics, social patterns, commerce, finance, and transportation also accounted for the prosperous phenomenon in the industrial revolutions. In this paper , I am going to compareBritain in the First Industrial Revolution with the United States during the timeframe of Second Industrial Revolutions, and show†¦show more content†¦2. Social change The overall social structure change and the shifit of attitude towards business were essential for stimulating the industrial revolution. In Britain, the shift of social pattern was mainly represented by the â€Å" relative and positive decline in the agricultural population†. In 1688, 88% of the population was engaged in agriculture.( Reformation to Indutrial Revolution, 66) But the total --3 of 8-- rural population steeply dropped to 33.3% in the year of 1881. The rapid urbanization of populaiton not only significantly pulled up the demand level for goods and services in the countries , but also provided sufficient labor for manufactured industry. We could conclude that the social shift sparkled the industrial development and preparared the economy in Britain to be lifted up to a whole new level. Similarly, in the United States, the broad social shift significantly contributed to the development in Second Industrial Revolution. With the establishment of independence, the accptance of competitive individualism and liberal democracy became pervasive. This favorable social climate helped protect individual rights, and also created a healthy Entrepreneurial Spirit. Finally, an increasing number of large coporations showed up. All those changes mentioned above were the unique social orShow MoreRelatedIndustrial Revolution Essay1016 Words   |  5 PagesTowards the end of the eighteenth and the beginning of the nineteenth century, the Industrial Revolution began. History defines the Industrial Revolution in the article â€Å"Industrial Revolution† as â€Å"a period during which predominantly agrarian, rural societies in Europe and America became industrial and urban.† Prior to the revolution, during the agrarian and rural society period, people typically lived in small communities working to simply sustain themselves. Life for these people was difficultRead More The Effects of Industrialization on Society Essay1424 Words   |  6 PagesThe Effects of Industrialization on Society The Industrial Revolution changed society from an agriculture based community into a thriving urban city through many interrelated changes. One of the most important changes was the quantity and rate of products produced to meet the rising demand. Large industrial factories increased efficiency and productivity, which caused a shift in economy. Karl Marx’s believed that the new changes overturned established economies as well as societyRead MoreEssay on Industrial Revolution1489 Words   |  6 Pagesenvironment. Industrial revolution was so fundamental that it’s often compared with the transition from farming to stock raising, which began several thousand years before the birth of Christ. 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Modernity, it is a macro process of transition from traditional to modern society. â€Å"Formation of a modern political map of the world began in early 1800 in Western Europe and maybe characterized as the product of the twin revolutions.† European colonization of the New World, the economic and political development of new territoriesRead MoreIndustrial Revolution Essay913 Words   |  4 Pages The Industrial Revolution was a innovative period between mid 18th century through the 19th century, making people go from a predominantly agricultural existence into a more urban lifestyle. Starting after year 1750, all the factors that combined, made Great Britain the best place for industrialization. The primary assessment that made it possible was the invention of machines that could do work that was previously done by hand. 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This allowed production to shift from inside homes intoRead MoreThe Industrial Revolution Of Europe1553 Words   |  7 Pagesâ€Å"The most important of the changes that brought about the Industrial Revolution were (1) the invention of machines to do the work of hand tools; (2) the use of steam, and later of other kinds of power, in place of the muscles of human beings and of animals; and (3) the adoption of the factory system† (Industrial Revolution). The Industrial Revolution was a big event that happened in Europe. Those three main changes impacted everything in a huge way. The Industrial Revolution in Europe was a positiveRead MoreThe Importance Of The Industrial Revolution931 Words   |  4 Pagesit covered 25% of the earth’s land mass during that time. The big industrial innovations that came about in England helped to begin the revolution that they have been credited for. The textile industry was on the forefront in helping to move the industrial revolution forward. As the population in England grew there needed to be a way to keep with how things were manufactured. Clothing and food would be two of the most important items needed at that time. Spinning thread and creating clothing

Do We Give Our Children Too Many Vaccines - 1094 Words

Do We Give Our Children Too Many Vaccines? By Jeffrey Murrah | Submitted On February 04, 2012 Recommend Article Article Comments Print Article Share this article on Facebook 1 Share this article on Twitter Share this article on Google+ Share this article on Linkedin Share this article on StumbleUpon Share this article on Delicious Share this article on Digg Share this article on Reddit Share this article on Pinterest Expert Author Jeffrey Murrah The Problem with multiple vaccines There is growing concern among parents regarding the number of vaccines that children now receive. Children are required by government schools to have completed the required vaccines prior to enrolling in school. The list of required vaccines continues rising, along with the costs. The number of vaccines raises concerns about safety and reasons for the large numbers of vaccines. To put the situation in perspective consider that about one hundred years ago, children received a single vaccine for smallpox. Over time, the number of vaccines increased to five, which was about forty five years ago. These five vaccines were for diphtheria, pertussis (whooping cough), tetanus, polio, and smallpox. In the past forty years the number doubles to where today s children receive 11 routine vaccines. Many of the vaccines are in the form of multiple shots. Increasing costs of vaccines In the early 1980 s the cost to immunize a child with the required vaccines was $75 to $100. Not only has the numberShow MoreRelatedThe Controversial Issue Of Vaccines1350 Words   |  6 PagesVaccines, a topic that remains a debated and contentious issue not only in the media but also in the homes of many, which is partly as a result of the comments made in the recent Republican primary debate in regards to this issue. Both Donald Trump and Ben Carson expressed their concern about the problematic vaccines schedules that are currently in place in the U.S. Today, children are required to get an average of thirty vaccines by the age of eighteen and fourteen of them before the age of twoRead MoreVaccine Is An Organic Process That Keeps People From Developing Diseases?1309 Words   |  6 Pagesyou ever been vaccinated in your entire life or do you know what vaccine is? A vaccine is an organic process that keeps people from developing diseases. Some people say that, since they received vaccinations since as children, their health has improved. However, other people say that vaccination causes different diseases like cancer and autism. They are afraid to be vaccinated. Some parents say that when the nurses who are in training vaccinate children, they put the vaccination needle in the wrongRead MoreVaccines Are Pointless And Will Do Nothing But Harm The Children985 Words   |  4 PagesMany sites including Every Day Health and The Huffington Post suggest that spreading out vaccines are pointless and will do nothing but harm the children not receiving them. Dr. Gupta, a physician-journalist, counter-argued the idea of a new schedule stating, â€Å"altering the vaccine schedule by spacing vaccines further apart is dangerous in that it essentially leaves the child unvaccinated, defeating any purpose of vaccine prevention† (Gupta min. 1:35-2:28). Children are vulnerable at their age andRead MoreVaccination And Its Link On Autism1066 Words   |  5 Pageshas be en an intense debate for decades. Many parents feel as though they shouldn’t have to vaccinate or be required to vaccinate their children because vaccinations can cause diseases like autism and even death. Others feel that their children shouldn’t have to risk getting infected by a child that hasn’t been vaccinated. Many people feel as if those who don’t get vaccinated are a danger to society. The government has put protocols in place for children when it comes to vaccinations. The parentsRead MoreVaccinations and Children1531 Words   |  7 Pagesbeing safe or not. Parents wonder should they get their children vaccinated and take the risk of their child having a side effect. While some experts say that vaccinations are safe, others say that vaccinations are deadly. Approximately 100 years ago children received 1 vaccine, smallpox. About 40 years ago children received 5 vaccines, diphtheria, pertussis, tetanus, smallpox and polio. Today a child receives 52 vaccines, 15 of these shots are by the age of 16 months (http://tuberoseRead MoreWhy Vaccines Should Be Required For School Children. The1310 Words   |  6 PagesWhy vaccines should be required for school children The Centers for Disease Control (CDC) recommends receiving 29 doses of vaccines as well as a yearly flu shot. But as more and more kids are getting vaccinated a number of parents start to wonder if they should be injecting their healthy kid with such substances. Vaccination is not mandatory by any U.S. federal law, but all 50 states have some kind of vaccination requirement before children enter public schools. Many that promote vaccines pointRead MoreVaccination Safety And Necessity Has Been Debated For Years1551 Words   |  7 Pagesfor years. Vaccine supporters claim they are completely safe and necessary for everyone. People against vaccines question their safety and feel it should be a personal choice. While some vaccines are for personal safety, others are for the safety of society and should be given to the majority of people to avoid previously eradicated diseases from coming back and killing off thousands, even millions of people. Vaccinations are an asset to our healthcar e and help to keep us safe from many deadly diseasesRead MoreVaccines And Its Effects On Children1400 Words   |  6 Pages Vaccines have changed the life of children with making some illnesses obsolete. The majority of parents are making sure that their children get vaccinated against potentially serious diseases. The parents that get their children vaccinated are trying to prevent the reoccurrence of these deadly illnesses. The problem arises when you have these children that have not been vaccinated around children not of age to get the vaccine for a particular disease. The older children get the disease and giveRead MoreSitting In That Room, You Wait Anxiously For The Arrival1343 Words   |  6 Pagesrubs the wipe on your arm. Then she counts down, â€Å"3-2-1.† That is when you feel the pinch of a needle. That was not so bad, considering that the vaccine is going to protect you. Parents should make their kids get vaccinated because it protects them from the diseases that run through the world. Fear of autism is leading to a fear of vaccines; however, vaccines are critically important for ch ildren’s health. Disneyland, California is supposed to be one of the happiest and most magical place on EarthRead MoreThe Epidemic Of The Vaccine1341 Words   |  6 Pagestwo-hundred years ago Edward Jenner, a country doctor, came up with a theory that would later on be a benefit towards our population. Edward took an eight-year-old boy and scratched him with a fluid filled blister from a cow. As a blister popped up on his skin, Edward concluded it was cowpox. 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Essay on Abuses in the Food Industry - 1929 Words

Oppression has always been a concept that humanity has turned its head too. Whether that means a country is being governed by a dictatorship, an individual race being discriminated against, or immigrants in a country not being able to find adequate working environment. Even today, big businesses and individual supervisors are oppressing many people, specifically immigrants in the lowest jobs available. Books like Fast Food Nation and documentaries like Food Inc. have brought light to the situation of the grotesque, dangerous, and immoral environment in which many people are forced to work within the American food system. Situations like the ones discussed in Fast Food Nation also brings to attention the ethical principles of the labor†¦show more content†¦If this worker were to slip his/her hand while slicing the carotid artery, there could be very severe consequences or injuries for the individual worker, or anybody working close by (Schlosser 236). Workers are required to preform these mind numbing tasks for 8 hours per day. Because there is little room for mechanical improvement in processing cattle due to their inconsistency in size and weight, companies are still reliant on physical labor to process the meat (Schlosser 239). This shows that the methods that are used today have not changed drastically from the methods that people had to use nearly half a century ago. Within the factories, most of the workforce consists of illegal immigrants, whom are unable to find jobs anywhere else. The documentary Food Inc. discusses this problem in a scene looking at working conditions in slaughterhouses. The documentary articulates that, â€Å"being a meat packer in the 1950†²s was like being an auto-mechanic. It was considered to be a decent job with a decent wage, benefits, and a pension plan. Now, it is the most dangerous job and employs many immigrants.† The documentary shows a scene where these illegal immigrant workers were recruited by the meat companies, and shuttled in to work by company owned vans. Because these individualsShow MoreRelatedPoor Factory Farming Is Contributing to E. Coli Illness, Environental Pollution, and Inhumane Treatment of Animals952 Words   |  4 PagesThe meat and poultry industry is the largest segment of U.S. agriculture. This contributes to the high number of production of meat in the industry. Americans ea t meat, eggs and drink milk frequently, but that doesn’t make it good for us. Factory farming is the main issue as to why the way food is processed isn’t good for humans to consume. Animals in factory farming are trained to grow faster than the average animal so that the portions of the food they produce are larger. These animals are sprayedRead MoreInterference With Agricultural Production Law1401 Words   |  6 Pagesoperations. 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Reaction About The National Sports and Physical Education Association Standards Free Essays

The National Sports and Physical Education Association (NASPE) came up with the 3rd edition of the National Guidelines and Standards for the Physical Education Teacher Education (PETE) which provides programs with guidance on the 2008 Initial and Advanced national physical education teacher training standards. Below are the INITIAL PETE Standards and reaction or view about each category: 1. Scientific and Theoretical Knowledge. We will write a custom essay sample on Reaction About The National Sports and Physical Education Association Standards or any similar topic only for you Order Now Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals. This standard assures that the teacher candidate has the scientific bases which could explain the concepts critical to the progress of an individual. The elements which must be done by the teacher started in describing and applying the scientific concepts related to the movement, physical activity and fitness, followed by identifying historical, philosophical and social perspectives of physical education issues and legislation, then lastly, analysing motor skills and performance concepts. It is very important for the teacher to know what he is teaching to the learners. This will help the teacher find ways on how to attack or target and plan for a physical fitness activity that is very effective and scientific. This is the most important thing to provide effective and purposeful program for physical education. 2. Skill-Based and Fitness-Based Competence. Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health-enhancing fitness as delineated in NASPE’s K-12 Standards. After having the knowledge about the bases of the concepts in developing physically educated individuals, a teacher candidate should also know how to demonstrate different movements and fitness activities. He must reach and maintain a health-enhancing level of fitness throughout the program. This is important in conducting variety of physical activities and maintain the level of fitness. It also stated that there should be no discrimination among the persons with disabilities. Teacher candidates with special needs are encouraged to modify or use different ways in providing physical activities. . Planning and Implementation. Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state and national standards to address the diverse needs of all students. This refers to the ability of the teacher candidate in designing, planning, managing and implementing learning experiences. Teacher should provide a progressive activities to meet the needs of the learners, especially today there is an increasing number of persons with a poor- healthy lifestyle. . Instructional Delivery and Management. Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning. A physical educator must possess an effective verbal and non- verbal communication skills to encourage them to participate and get interested with all the planned physical activities. This is an effective avenue to promote fitness and wellness. A teacher who does not know how to communicate and deliver the competencies is not effective. Delivery and communication is a very important standard to make all the learners understand the importance of engaging to physical activities and enhance their abilities and skills. 5. Impact on Student Learning. Physical education teacher candidates utilize assessments and reflection to foster student learning and to inform instructional decisions. This standard refers to the employment of assessment and evaluation of the physical fitness activities. The importance of the assessments and reflection is knowing how effective the designed program or activities. It is also important to identify which part of the program needs to be improved and be adjusted. This helps the teacher to know the effect of the activities to the learners. 6. Professionalism. Physical Education teacher candidates demonstrate dispositions essential to becoming effective professionals. It is very important for the teacher to be a model of character/ behaviors, dignity and respect. Teacher must believe that all students can become a physically educated individuals. (REFERENCE: 2008 National Initial Physical Education Teacher Education Standards National Association for Sport and Physical Education ) In general, NASPE’s standards for the Physical Education Teacher Education will provide all the professional physical education teachers a guide and tool in achieving its mission- to enhance knowledge, improve professional practice, and increase support for high quality physical education, sport, and physical activity programs. Physical Education teachers must be aware of this standards to properly direct the learners. Sadly, not all physical educators are familiar with these standards. The reason why, especially in our country, Philippines they see physical education as a non- academic subject and always given the less priority. As the head- teacher of our institution, I will make sure that all my physical education teacher will follow this standards. 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AASB 138 On Intangible Assets Focuses On The Treatment Of Intangible

Question: Discuss about the AASB 138 On Intangible Assets Focuses On The Treatment Of Intangible Assets Answer: Introduction The main objective of AASB 138 on intangible assets is prescribing the treatment for the intangible assets that are specifically not dealt in any other standard. It requires a company to identify the intangible assets only if the criteria are met. Further, it also specifies in what way the carrying amount of the intangible asset is measured and the requirement of the disclosures regarding the intangible asset (Ji and Lu 2014). All the companies frequently incur the liabilities and spend their resources for the development, acquisition, enhancement or maintenance of the intangible resources like technical or scientific knowledge, implementation and design of new systems or process, market knowledge, trademarks and intellectual property. Various examples for these items are import quotas, supplier or customer relationship, market share, marketing rights, customer loyalty, patent, computer software and copyrights. However, as per Para 9 of AASB 138, all the assets do not qualify under t he intangible asset definition (Yao, Percy and Hu 2015). However, when the item does not qualified to be recognized under the standard, the expenses related to acquiring the asset or generating it internally is identified at the time when incurred. However, when the item is acquired it will be regarded as the part of goodwill that is identified at the date of acquisition. Measurement and recognition The recognition of any item as intangible asset needs an organization to determine that item satisfies the following conditions It meets the criteria of recognition as per Para 21-23 of AASB 138 It meets the intangible assets definition as per Para 8-17 of AASB 138 The above mentioned requirement is applicable to the cost that is initially incurred for acquiring or generating internally the intangible asset and the amount incurred to make the addition or replace the asset or service the asset. Te Para 25-32 of AASB 138 deals with application of recognition criteria for acquiring the intangible asset separately, while Para 33-43 deals with the application to the intangible assets that are acquired under the business combination. Further, Para 44 of the standard deals with initial measurement of the intangible assets while Para 48-50 deals with treatment for the goodwill that is generated internally. Moreover, Para 51-67 of the standard deals with measurement and initial recognition of the intangible assets that is internally generated (Hu, Percy and Yao 2015). As per Para 21 of AASB 138 the asset shall be recognized as intangible asset if and only if The assets cost can be reliably measured It is expected that the future economic value with regards to the asset will inflow to the company. As per Para 22 of the standard an organization shall analyse the probability of the forecasted future economic benefits through the supportable and reasonable assumptions that will represent the best estimation of the management with regard to the economic condition set that may exist over the assets useful life. Further, Para 23 states that an organization uses the judgement for for assessing the certainty level that is attached with the inflow of the future economic advantages contributable to assets usages based on the available evidence while making the initial recognition and gives greater weight age to the external evidence. As per Para 24 of AASB 138 the intangible asset initially must be recognized at cost. Notwithstanding anything to Para 24, with respect to the Not-for-profit organization, where the asset acquired for no-cost or for the nominal cost, the cost is the fair value on the acquisition date. Goodwill generated internally As per Para 48 of AASB 138, the goodwill that is internally generated must not be identified as the asset. In some of the instances, the expenses incurred for generating the future economic advantages but do not result into the generation of intangible asset that satisfy the recognition criteria as per the standard. Such expenses are generally described as contributable to the goodwill that is internally generated. Further, the goodwill that is generated internally will not be identified as asset as it is not the identifiable resource that is the asset cannot be separated or it does not arise from the legal or contractual rights. The variances among the carrying amount and the fair values of the identifiable net asset at any point of time may capture the wide range of the factors that will impact the entitys fair value (Bond, Govendir and Wells 2016). However, the differences do not specify the intangible assets cost that is controlled by the organization. Telstra Corporation Ltd. Telstra is the Australian media and telecommunications company that operates and builds the telecommunication network and markets the mobile, voice, pay television, internet access and other services and products related to entertainment (Telstra.com.au 2017). Treatment of intangible asset by Telstra Corporation Looking at the annual report of Telstra Corporation Ltd. for the year ended 2016, it is recognized that the goodwill acquired under the business combination is measured at the cost. This cost represents excess of payment towards business combination over fair value of identifiable asset on the date of acquisition (Bond, Govendir and Wells 2016). Further, the goodwill was not amortised, however, it was tested for the purpose of impairment on annual basis or while the impairment indication is there. Further, the intangible assets includes the assets that are internally generated particularly the costs related to development of IT incurred for build, design and testing the improved or new systems and products related to IT. The costs related to research are spend while incurred and the external direct cost related to consumption of services and material, costs associated with payroll for the employees and borrowing cost directly contributable to qualifying asset shall be capitalised (St eenkamp et al. 2016). However, the intangible assets that are acquired through separate acquisition or through business combination are recorded at the fair values on the acquisition date and are identified separately from the goodwill (Telstra.com.au 2017). Impairment of intangible assets The company compares the recoverable amount and the carrying amount of CGU for the impairment assessment through the calculation of value in use (VIU). The calculations of VIU uses the major assumptions like the forecasts of cash flow, terminal rate of growth and the rate of discounts (Russell 2017). Conclusion From the above discussion it is concluded that any organization shall disclose the details related to the intangible assets, its measurement and recognition. The company must disclose the useful lives of the asset that is whether the life is definite or infinite. Further, the company shall disclose the method of amortisation used for the intangible assets that has finite life. The company shall disclose the description, remaining amortisation period and carrying amount of the particular intangible asset that will be material for the financial report of the organization. Further, the organization shall state the factors that plays significant role for determination of the fact that the asset has indefinite period of useful life. References Bond, D., Govendir, B. and Wells, P., 2016. An evaluation of asset impairments by Australian firms and whether they were impacted by AASB 136.Accounting Finance,56(1), pp.259-288. Bond, D., Govendir, B. and Wells, P., 2016. An evaluation of asset impairment decisions by Australian firms and whether this was impacted by AASB 136. Hu, F., Percy, M. and Yao, D., 2015. Asset revaluations and earnings management: Evidence from Australian companies.Corporate Ownership and Control,13(1), pp.930-939. Ji, X.D. and Lu, W., 2014. The value relevance and reliability of intangible assets: Evidence from Australia before and after adopting IFRS.Asian Review of Accounting,22(3), pp.182-216. Russell, M., 2014. Capitalization of intangible assets and firm performance. Russell, M., 2017. Management incentives to recognise intangible assets.Accounting Finance,57(S1), pp.211-234. Steenkamp, N., Steenkamp, N., Steenkamp, S. and Steenkamp, S., 2016. AASB 138: catalyst for managerial decisions reducing RD spending?.Journal of Financial Reporting and Accounting,14(1), pp.116-130. Telstra.com.au. 2017. Telstra - mobile phones, prepaid phones, broadband, internet, home phones, business phones. [online] Available at: https://www.telstra.com.au/ [Accessed 20 Sep. 2017]. Yao, D.F.T., Percy, M. and Hu, F., 2015. Fair value accounting for non-current assets and audit fees: Evidence from Australian companies.Journal of Contemporary Accounting Economics,11(1), pp.31-45.