Discussion forum 1 and 2 Essay Example | Topics and Well Written Essays - 500 words

Discussion forum 1 and 2 - Essay Example We observe all factors related to development of health policies on the basis of nursing experiences through the present article According to WHO, â€Å"health policy refers to decisions, plans, and actions that are undertaken to achieve specific  health  care goals within a society† (Buerhaus & Needleman, 2000, p.10). This definition speaks a lot about the cumulative approach that health policy development ends up being. The development of health policy creates a vision for the forthcoming generations and establishes targets and reference points towards achieving the specific health goals in the society. In a way, having set norms in health policy helps keep health institutions catering to patients in an uniform manner. Executive agencies and health departments are instructed to publish the norms related to the use of different treatment and healthcare protocols all across the area. This brings in a direct impact on the kind of patient care imparted in different organizations. Awareness of the latest health policies and their practice is very important to ensure the growth of stability in society. The main focus on the use of payment tables which are important sections in the rule book and the medicare conditions of participation is very important and while health institutions, nursing and medicare personnel are aware of these policies, the common man reaps complete benefits only when he is aware of them too. As is observed in every society, health policies have a definite impact on the quality of care, staffing and payments in these institutions (Buerhaus & Needleman, 2000, p.10). The role of the nurse in policy making is very important today (Toofany, 2005, p.27). Nursing professionals are given complete freedom to register their recommendations to the government and policy making bodies. Nurses can easily make their recommendations and cases studies heard by contacting the elected representatives in their state and use technology to reach out to

Junk Van Case Study Example | Topics and Well Written Essays - 1750 words

Junk Van - Case Study Example This study highlights that Kingo is worried about the fact that he is not able to feel the pulse of business. Indeed, the original idea was to create a company that would not have a physical office. At first, this seemed to be as a great way to save money that otherwise would have been used for rent. In addition to that, this kind of organization allowed great flexibility of the staff. In other words, having a virtual office was regarded as a positive aspect of the firm. However, later Kingo notices that he cannot keep track of all the actions happening in the company. In addition to that, he could not see the processes in the real time. All this significantly decreased effectiveness of his managerial influence on the company.From this paper it is clear that if a customer paid in cash or using a cheque, the drivers would have to return to the customer in order to bring one the necessary documentation and receive the money. It is obvious that while doing so, they drivers wasted their time that they could have used to visit a different customer and increase the volume of waste that they processed during the way. In other words, the drivers did almost twice as much job that they had to. One would make no mistake suggesting that it would not be effective to make all the customers to pay using their debit cards since that would scare off some part of the potential clients. On the other hand, if this pattern is not changed, the drivers will continue wasting their valuable time.

Inquiry learning Essay Example for Free

Inquiry learning Essay Introduction Discovery learning or Inquiry Learning has a long history in education and has regained popularity over the last decade as a result of changes in the field of education that put more emphasis on the role of the learner in the learning process. Zachos, Hick, Doane, and Sargent define discovery learning as â€Å"the self-attained grasp of a phenomenon through building and testing concepts as a result of inquiry of the phenomenon. † The definition emphasizes that it is the learner who builds concepts, that the concepts need to be tested, and that building and testing of concepts are part of the inquiry of the phenomenon. Computer simulations have rich potential to provide learners with opportunities to build and test concepts, and learning with these computer simulations is also referred to as simulation-based discovery learning (Lester, Vicari, Paraguacu, 2004). Students engaged in discussions – raising questions, resting ideas, challenging each other’s assertions – is at the heart of inquiry learning. Such discussions enable students to go beyond hands-on activities to interpret and reflect on their experiences and develop new ways of thinking. Reflecting their understanding of inquiry learning, the originators of network science aimed to have students in distant classrooms use the network to discuss science with one another like collaborating scientists (Feldman, 2000). Literature Review The main goal of discovery learning activity is to obtain and/or construct knowledge about a domain by performing experiments and inferring rules and properties of the domain from the results of those experiments. Research on discovery learning has shown that learners can experience a range of problems that can prevent successful learning. Discovery learning requires learners to act in the same manner as scientist when discovering the properties and relations of the domain that is simulated, using processes that are very similar to the processes of scientific discovery. Learners need to generate hypotheses, design experiments, predict their outcome, interpret data and reconsider hypotheses in order to construct knowledge about the domain. With each of these learning processes, problems can arise. Learners can fail to state testable hypotheses, design uninformative experiments or interpret experimental results badly (Gauthier, Frasson, VanLehn, 2000). In order to make discovery learning successful, learners can be supported from within the learning environment. The learning environment can contain cognitive tools that can be directed at the support of one or more learning processes. Cognitive tools can offer support to the learner in several ways of support, creating a learning dialogue between the learning environment and the learner and at establishing the conditions under which profitable learning processes takes place. Cognitive tools play a role in supporting and provoking these learning processes (Gauthier et al. , 2000; McTighe Wiggins, 2005). Like in discovery learning, the idea of simulation-based discovery learning is that the learner actively engages in a process. In an unguided simulation-based discovery environment learners have to set their own learning goals. At the same time they have to find and apply the methods that help to achieve these goals, which is not always easy. Two main goals can be associated with simulation-based discovery learning; development of knowledge about the domain of discovery, and development of skills that facilitate development of knowledge about the domain (Lester, Vicari, Paraguacu, 2004). Those who read Guthrie, Cornford, Allen, and Bluck, among others, will find there what we might call the â€Å"traditional view. † According to this view, the paradox is a dilemma about one’s epistemic resources at the outset of inquiry and the role those resources play at the inquiry’s conclusion. The alternatives that the dilemma proposes are beginning with 1) total, explicit knowledge or 2) absolute ignorance. The doctrine of recollection provides the solution with its proposal that all inquiry begins with something intermediate between 1) and 2): latent, unconscious, or implicit knowledge. When these commentators speak of â€Å"total knowledge,† they seem to have in mind â€Å"self-consciously clear† or â€Å"conscious† knowledge (Anton Preus, 1989). There are three points to be borne in mind in any discussion on learning by discovery. First, what is involved primarily is the learning of facts, concepts and principles rather than skills, techniques or sensitivities; and the subjects most relevant to discovery learning are mathematics, science and environmental studies. Second, it is usually associated with the traditional classroom, and third learning by discovery does not just happen; it comes about as a result of a particular teaching method or strategy. Numerous strategies can be distinguished in this connection; perhaps the most common one to be found is that of guided discovery (Manion, Morrison, Cohen, 2004). Discovery or Inquiry must ultimately in the history of the race precede instruction; for if it’s this teacher who teaches from someone else who learned it from another teacher that cannot go back indefinitely. Somewhere in the knowledge that we pass on in the process of teaching, someone must have discovered it for himself. so we see, first of all, that learning by discovery is primary (Loucks-Horsley Olson, 2000). Learning by instruction is secondary. And if this is so then we also see that teachers are, in an absolute sense, dispensable. For nothings which can be learned by instruction with teachers is impossible to learn without teachers. I don’t mean teachers aren’t useful; they are. For most of us would not be able to learn without the help of teachers or learn as rapidly or learn as easily the things we have to come to know in the course of our lifetime. But I do not mean that teachers are only helps. And this understanding of the teacher as an aid, as something which helps in the process of learning, is the deepest insight into the nature of teaching in relation to learning (Adler, 2000). Learning by instruction, learning with the help of teachers is no less active than learning by discovery or inquiry. Perhaps it would be better then, instead of saying learning by instruction and learning by discovery, to call them both learning by discovery; learning with a teacher as â€Å"aided discovery† and learning without a teacher, as â€Å"unaided discovery (Adler, 2000). Analysis Many network science projects have not lived up to their potential to involve students in productive inquiry. Firstly, the network science model of curriculum typically constraints classrooms by imposing rigid schedules for data submission and exchanges. The low level of completion for many network science projects – which, was less than 50% of classes in one project submitting data – may reflect teacher’s inability to fit the real lives of their classrooms, punctuated by school events and holidays and snowstorms, into the schedule demands of many network science projects (Feldman, 2000). Aiming to coordinate work among classes, many network science projects are constrained by centralized schedules. To refocus science learning on inquiry, teachers and students need flexible schedules to allow questions to be pursued in greater depth. Without such flexibility, the potential of the curriculum to support student inquiry is greatly diminished (Feldman, 2000). Secondly, network science encourages the use of scientific and social problems to spark learning, focusing on the importance of investigating questions for which the answer is not known. However, this emphasis on questions for which the answer is not known and the questions are of genuine interest to scientists excludes the possibility of students investigating concepts that may be well known to scientist but no longer of interest to them. Because such concepts are still unknown to students and potentially of great interest, they offer a scientific excursion through which students can reliably have successful and powerful learning experiences. For example, students might investigate phenomena as simple as why some objects float – a topic that is unlikely to be of any interest to scientists (Feldman, 2000). Inquiry learning, under appropriate conditions, is highly desirable; an elaborate pattern of ideas must be built up in a child’s head and only the child can built it; it is the teacher’s job to help the child to build up this elaborate structure of interrelated ideas, and to help the child correct the structure of interrelated ideas, and to help the child correct the structure whenever it is found to be in error (Solomon, 1988). By means of discovery learning we may reasonably expect children to learn something new; and to do so through some initiative of their own. Moreover, a teacher supports a child’s self-chosen activity with questions, commentary and suggestions (Manion et al. , 2004). Conclusion In this paper, we presented a view on combining collaborative learning and the discovery learning. The aim was to show how we can benefit from theoretical knowledge on discovery learning to enhance the added value that collaboration can have and, vice versa, how collaboration in itself can serve as support for the processes of discovery that learners can engage in. Mutual gain can be created from combining collaborative and discovery learning by increasing the mutual awareness in tools supporting either type of learning. Adding knowledge about discovery to collaborative tools can enhance collaborative tools to adapt themselves or give feedback on their contents. On the other hand, collaborative processes take the role of cognitive tools for discovery learning in making learning processes explicit. Of course the examples given in the paper are only a small part of what become possible combining two powerful paradigms of learning (Gauthier et al., 2000). In the latter part of the paper we show how a theory of discovery learning can help to design architecture for communicative support for discovery learning. A central place is taken by a common frame of reference that supports the communication between the different components in the architecture (Gauthier et al. , 2000). References: Adler, M. J. (2000). How to Think About the Great Ideas: From the Great Books of Western Civilization. Chicago and La Salle: Open Court Publishing. Anton, J. P. , Preus, A. (1989). Essays in Ancient Greek Philosophy: Plato. New York: SUNY Press. Feldman, A. (2000). Network Science, a Decade Later: The Internet and Classroom Learning. Mahwah, New Jersey: Lawrence Erlbaum Associates. Gauthier, G. , Frasson, C. , VanLehn, K. (2000). Intelligent Tutoring Systems. Germany: Springer. Lester, J. C. , Vicari, R. M. , Paraguacu, F. (2004). Intelligent Tutoring Systems. Berlin Heidelberg, NY: Springer. Loucks-Horsley, S. , Olson, S. (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington DC: National Academies Press. Manion, L. , Morrison, K. R. B. , Cohen, L. (2004). A Guide to Teaching Practice. London and New York: RoutledgeFalmer. McTighe, J. , Wiggins, G. P. (2005). Understanding by Design. Virginia USA: Association for Supervision and Curriculum Development. Solomon, C. (1988). Computer Environments for Children: A Reflection on Theories of Learning and Education. Cambridge, Massachusetts; London, England: MIT Press.

Cultural And Crop Related Festivals

Cultural And Crop Related Festivals Agriculture is the prime and predominant occupation of tribals and the culture of the tribal communities is reflected in their agricultural practices. Their main entertaining modes or ways are the celebrations of different festivals in different seasons that relate to and depend on agriculture produce. The study was made in Seethammapeta Mandal tribal areas on their socio- cultural traits influenced by the crops and forest mining produce that they acquire. This paper details the analysis of how influential the crops and F.M.P. are on the tribals socio-cultural activities in Seethammapeta Mandal and understanding the thematic perception of each festival that the tribes celebrate in different seasons as well as to analyze the concept of cultivation based much on spiritual confidence rather than logical process of production. The encouragement and support from the government legislation for the progress of tribal music and dance have inculcated a new sense of pride in their music and so cial ethos play an important role. KEY WORDS: Crops F.M.P., Primitive tribal groups, Spiritual confidence, Time cycle, Tribal culture. INTRODUCTION The tribes generally have a group of families living together and these groups have pre-historic economy, with several rituals and customs. Certain tribal languages have no script except speech. They live in interior forest areas far away from the civilized world. They have slash burn cultivation and hunting of the wild animals as the way of life. They have a common religion, common customs and live as a community. In general tribes are of peculiar type of people living all over the world. Agriculture is the prime and predominant occupation of tribals and the culture of the tribal communities is reflected in their agricultural practices. The agro-climatic conditions and the resource potentialities differ from one tribal area to another. This is due to the nature of soil, fertility, availability of water etc. Due to prevalence of unemployment and underemployment, agriculture alone cannot sustain them throughout the year. So the tribals must rely on labour works and the forest produce which occupies and play an important role in their daily life. Hence the tribal economy may rightly be called as agro forest based economy. The isolated location of the tribes from the main stream of life is hindering their economic activities. The illiteracy among the tribals and the rich forest produce tempted the money lenders and small traders to exploit the tribals. India ranks the second in having the tribal concentration in the world next only to Africa. India holds unique position in the concentration of tribal communities. Andhra Pradesh is one of the States where the tribals with different cultures especially in Seethammapeta Mandal of Srikakulam District, the important tribes are Savara (Hill and plain) and Jatapu. Savara are one of the important Mundari speaking tribes of India, on linguistic and ethnological grounds. Savara can be considered as pre-Aryan and pre-Dravidian. Though, there were so many sub-divisions among Savara, broadly they are treated as Konda Savara (Malia Savara) and Kapu Savara. Savaras are divided into a number of endogamous tribes. It has been noted that among sub-tribes the Konda Savara tribe have restricted themselves to the tracts of hill and jungle covered valleys. But as the plains are approached, traces of amalgamation become apparent, resulting in a hybrid race, whose apperance and manners differ but little from those of the ordinary citizens. The culture of the hill Savara is very ancient and they are considered by government as primitive tribal groups (PTG) and the Sa varas in plains are not considered as PTG in the Srikakulam district. The researcher has observed considerable differences between Konda Savaras and plain Savaras and also they are equally numbered in tribal population of the district. The other important tribes residing in Seethammapeta mandal are Jatapu, who are socially, economically and culturally advanced tribe in the Seethammapeta mandal. Actually, the other tribes residing in Seethammpeta mandal are insignificant in number. Konda Savara, plain Savara (hereafter mentioned as Savara) and Jatapu are in equal proportion and they consist of nearly 92 per cent of the total tribal population of the Seethammapeta Mandal. Their main entertaining modes or ways are the celebrations of different festivals in different seasons that relate to and depend on agriculture produce. Objectives To analyze how influential the crops and F.M.P. are on the tribals socio-cultural activities in Seethammapeta Mandal To understand the thematic perception of each festival that the tribes celebrate in different seasons. To analyze the concept of cultivation based much on spiritual confidence rather than logical process of production. Present Study The study was made in Seethammapeta Mandal tribal areas on their socio- cultural traits influenced by the crops and forest mining produce that they acquire. Tribal celebrate most of the festivals with respect to the crop grown at particular seasons and throughout the year. In the survey throughout the year, it is revealed that in all the 12 months, they celebrate different festivals by which they worship their traditional gods and godesses in association with agricultural and forest mining produce. This paper deals with wholesome information about how different cultural traits, traditional festivals are influenced by the crops (Agricultural F.M. Produce) in Seetampeta Mandal, Srikakulam District. TIME CYCLE REPRESENTING CULTURAL AND CROP RELATED FESTIVALS January: January is an important month for all Hindus of Andhra Pradesh for the most auspicious festival Sankranthi is celebrated in a grand way, similarly tribals also celebrate it, but the way and process of celebration is somewhat different .They accompany the crop red grass with Sankrathi, conventionally called as Redgram week festival. They have the custom of tasting newly cultivated redgram only after this celebration refers that it should be presented to the god first. Sankranthi in this month is also celebrated in a distinguished way that the entire tribals worship village Godesses regionally called as GRAMA DEVETAS by sacrificing crows and continue the procession of the Godess with all relatives. Another festival in this month called Tiger Festival which they call as PULI PANDAGA in which a goat is sacrificed to the Yojjos in the name of the persons who got expired in the family. They enjoy by taking part in dances like Dhinsa, ancient orchestra and tribal games in this fest ival. Dancing in the villages provides them opportunity for collective rejoining as well as inculcates in them a sense of cultural solidarity. February: Siva Ratri is pretty famous in this month even for tribals and their customary practice is to celebrate the flowers festival (POOLA PANDAGA in their language) in such a way that all the tribals gather flowers from all corners of the forest to worship the Godess and then onwards flowers are used for other personal and commercial purposes. This month is famous for marriages which are generally arranged under the direction of villege Jannad in a formal and traditional way. There is a celibration of cereal week where no cereal produced is tasted till the celebration is held. Another festival in this month is Toku festival in which they construct a small hut in the middle of the villege for their traditional priest called Yojjodu as a representative of the God, is decorated with the feathers of peacock proceeded with a grand procession afterwards. There is another festival called Solapur festival celebrated for the productive growth of cultivation by getting away from the evils, envious deeds and harmful thoughts from others. March: New amavasya is pretty famous and tribals celebrate by being articulated as bear with appropriate make-up and Jannod the formal priest store seeds in a swing. Later all taste the newly cropped mongo .Then follows other festivals in this month called New Jaggary, Jakaramma Temple and tamarind festival are also celebrated. April: There is a festival called Ujjamma Godess festival for the welfare of the villege in which they make a cart and fill it with a kind of fruits called Palli and worship with chik sacrifice and represent the same at the outscirts of the villege. They also celebrate Perantal celebrations for the welfare of the earth, forest and water which give better existence of them. May: Tribals are very busy with agriculture in this month where Seeds Festival is celebrated. All the tribals gather and clean all the agri-utencils and tools and worship them with water melted with rice powder .They also gather sample seeds from every family for puja (worship) with an animal sacrifice and then distribute seeds to all farmers assuming that the permission granted from the God to continue the process of cultivation. June : In this month there are two festivals called Tenka festival and Corner festival (Mula Panduga) in which all tribals taste seeds firstly and celebrate with riped mango by digging them at the corner of every house .This is one of the important festivals for them as the crop of mangos from the forest give them good return. July: There is a festival called Mokkalu Fest in which all tribals take out the unwanted plants in their fields to prevent deceases and increase the productivity of the crop. In this festival a cow is sacrificed to the God. August : The major and important tool they use for the preliminary process of cultivation is ploughing and tribals celebrate PLOUGH WEEK where the plough is neatly cleaned with turmeric powder, decorated with bangles and worship with again a cocks sacrifise so as they start cultivation ploughing with a new instrument. September: ANKUDA Leaves festival is celebrated is this month to get away from the dangerous mosquitos and bees which cost their health. In this Connection they gather every different flower from the forest and worship their God. October: DURGA FESTIVAL traditionally called DASARA is also celebrated by them just as every one of us does. They decorate all the tools, weapons, utensils and furniture with turmeric powder in order to worship the God. Another festival called NANDAMMA Godess Festival is also held at the time of the corp has been handed over from the fields. They celebrate this festival with articulations and roleplays by making up like their traditional Gods. They also worship JAKARI with potatoes and then the corp is taken back to home. November: There is a different festival in the way of games called KANDI GAMES in which they play with their skills of playing withaxes and dancing DHINSA and the tiger festival as refered before also celebrated in this month. December: CHUKKALA Festival is celebrated exclusively by the person who married second time after the dimise of first wife .In order to the former wife should be satisfied in the heaven and assuming that there will be a problem if it is not celebrated , they present four animals sacrifice to the God. There is another festival called AGAMA festival for preventing unnecessary demises is the family. At the end of the month KANDA festival starts and new red gram is tasted by all and will be continued to Redgram week in the month of January. Findings and conclusions: In most of the festivals there is a common practice of presenting animals like cock, cow and goat to the God or Goddess whom they worship. The basic source of their lively hook is either agriculture or acquiring Forest Mining Produce, so they worship the God or Goddess with newly originated produce or endowrsed to the God and afterwards they enjoy by eating and selling them. Most of their practice of enjoying every festival with non-vegetarian, liquor, Dinsa dance articulations. They celebrate festival for the most consumed crop or produce that is directly helpful and gainful to their livelihood such as redgram, cereals, tamannad custard apple and etc. They also give much importance to the utensils, tools and weapons in some festivals as their process of cultivation or FMP starts with them only. There are many superstitions they believe in and very proud to follow the traditional practices in every festival. They respect the mythological master called YOJJODU and JANNADS whom are believed as the representatives of the God or Goddess. They do not generally allow other castes to join their festivals as they look into them as almost their utmost responsibility much associated with community. They believe much in nature and in every festival they worship pancha bhutaas (Five Survivors i.e. air, earth, water, sky, and fire) for their survival is depended on them. The participation in every festival is found from every small village, every house and every person in the family. There is nothing like one exclusive festival is for one separate segment. Fishing hunt is one of the livelihoods for them exclusively for the tribals who reside at the bank of any river. It is found almost all the tools used by them for cultivation, hunting, and gathering produce from the forest are manufactured by them only. Step irrigation is the main system that they proceed with for cultivation. There are famous Gods and Goddess named Gramadevata, Durgadevi, Nandemma Goddess, Goddalama Goddess, Vijjamma Goddesses and etc. Traditional music and dance is slowly becoming less popular among the literate sections of the tribal society. The encouragement and support from the government legislation for the progress of tribal music and dance have inculcated a new sense of pride in their music and social ethos play an important role and significance of socio-cultural factors cannot be ignored in formulation of schemes for their all-round sustainable development. The degree of change with respect to traditional practices and celebrations of festivals is more in Jatapu and Kapu Savaras who are residing in the surroundings of Seethammapeta and in roadside villages. However, the degree of change for the same among these tribes is limited in the interior villages which are not having any transport or communication facilities.

Women, Sport, and Film :: Sociology Norms Society Essays

Women, Sport, and Film There are two sides to every coin. This is something to keep in mind when examining the topic of gender in sport. Specifically, I am speaking of the costs and benefits of a male or female entering a sport in which he or she is not traditionally accepted for their gender. The two sides to this concept lay not only the individual's sacrifices as the underdog, but also in the benefits the individual encounters on his or her adventure into uncharted territory. Of course, it is a struggle for the individual to become accepted by the sport world, and also the general public. It can be an uphill battle in order for him or her to even be able to participate initially. On the other hand, upon crossing the gender boundary, the individual can earn great recognition. This brings the concept to another level; there are cultural benefits that arise from an individual entering a non-traditional sport for their sex. Three movies that we viewed in the first half of this course have served to demonstr ate the individual costs and benefits involved when women become involved in sports that are not traditionally accepting of the female sex. After close analysis of "Girl Fight", "Pumping Iron II", and "Personal Best", effects that these women have on the female culture as a whole, to this day, become clear. In the movie "Girl Fight", Diana struggles as a female boxer living in the inner city. Because of the abnormality of her involvement in this typically male dominant sport, Diana has a hard time adjusting to the scrutiny she gets from her surrounding culture. This brings up the first social cost she stumbles upon due to her choice. She must remain secretive about her new found love for the sport of boxing. She is excited to have found a coach, a gym, and an outlet for her energy, however she is silenced by the fear of being shunned by her friends and peers, and worse, her dad and brother. As she (inevitably) progressively gains skill in the sport, it becomes harder for her to hide her excitement, and so she invites her best friend and other peers to one of her boxing matches. Another individual benefit for Diana is a social one. By being the only girl involved in boxing, she has potential boyfriends and opportunity for friendships and loves surrounding her.

Britain And America Revolution :: essays research papers

Since the historical conflict between Great Britain and her North American colonies began to unfold, historians have searched for the reasoning behind it. Many experts have discussed the various reasons for the conflict. Some experts believe the conflict occurred because America and Britain had become vastly different social and political entities. Others say that economical disagreements caused the conflict. However, these economical and social forces worked hand-in-hand to slowly erode away the binds that held America to its Mother Country. The traditional liberties of Britain and the newly established liberties of America were very different. After the French and Indian War, the colonies were “heavily'; taxed to sow together the damaged British pocketbook. These economical problems and social distinctions needed to be mended simultaneously or the war could not be avoided.   Ã‚  Ã‚  Ã‚  Ã‚  First, the traditional liberties of Britain were considerably different from the political and social origins of America. From the beginning, America developed different character than its Mother Country of Great Britain. In New England, where the seeds of revolution were sown, merchants used their shipping trade to defy English duties on sugar. As a result of this, additional troops were sent to the colonies to enforce British laws. Later, when the Quartering Act was passed, Americans complained against not only the taxation, but also an infringement on their rights of property. Before the conflict between Britain and France over the Ohio Valley and Canada, America was given practically free reign over its political liberties too. It set up colonial legislatures and citizenship by the act of owning land. Its government system wasn’t based on birthright and a monarch, they were for individual freedoms and the right to participate in government. But when the “tyrannical'; King George jumped in demanding control of the colonies, they were angered and looked for a way to keep their liberties.   Ã‚  Ã‚  Ã‚  Ã‚  Second, America was taxed by the British government to decrease its national debt. Due to their differences in economic base, Britain was self-sufficient in manufacturing goods and the colonies in agriculture. They both needed each other to survive initially. Later, however, America grew more self-sufficient and was able to survive without Britain’s helping hand. America had developed ships to trade with, which were primarily based in the New England colonies. America developed a strong agricultural base and crop source in the southern plantations and middle, “bread';, colonies. They also utilized these economic resources by generating trade with other countries such as France and her West Indian colonies.

Payroll Accounting Cycle Essay

The Payroll Accounting Cycle or Payroll Cycle is basically a process for recording time and attendance and converting that data into payroll calculations and payroll disbursements (Robertson, 2003). This cycle covers all activities related to payroll from hiring and firing to pay distribution. The payroll cycle has four basic stages; recruitment, which covers the identification of vacant positions, advertising for the vacancies, and selection of a candidate for hire, time and attendance, which is a record of all the work hours of the employees, salary distribution, which involves the depositing of paychecks into the employees account, and unfunded liability, which determines the unfunded annual leave and separation pay (Payroll Cycle, 2005). The most important internal control process in the Payroll Accounting Cycle is the division of duties (Bierstaker, 1997). Under this control process, the main tasks should be handled by different people.  This means that processes such as the hiring and firing of personnel and the management of labor relations, the supervision approval of work time, the preparation and timekeeping of payroll, the payroll check preparation and related payroll reports as well as the payroll distribution and actual custody of checks and its subsequent distribution to employees, should all be handled by five separate auditors to ensure the integrity and accuracy of the Payroll Cycle (Robertson, 2003). Another specific internal control in the Payroll Cycle is by implementing authorization requirements. This basically acts as a checks and balance feature in the Payroll Accounting Cycle (Bierstaker, 1997). In this control process, the pay base data, which is the data on which pay is based including factors such as hours, piece rate volume, and incentives, and personnel hiring and firing decisions, should all be initially approved by a supervisor or an independent department (Robertson, 2003). Providing that all these controls are implemented properly, there should be no relative weaknesses in the Payroll Cycle. There are probabilities however that the internal control systems will fail to detect material misstatements. The methods that can be used to identify the strengths and weaknesses in the Payroll Accounting Cycle of a business involve careful auditing, risk assessment and control risk assessment (Bierstaker, 1997). In conducting control risk assessments it should always be remembered that if the control risk is assessed very low, substantive audit procedures can be limited in cost-saving ways. If it is assessed very high, substantive procedures will need to be designed to lower the risk of failing to detect material misstatement in the account balances (Robertson, 2003). There is no perfect Payroll Accounting Cycle and control measures should always be implemented and audited periodically.