Topic For A Position Paper

Topic For A Position PaperIf you are in the business of writing articles, you will notice that many well-known names in business have traditionally had solid topics for a position paper. Why? They understand what it takes to do well in business and they know what type of information to provide when putting together an interesting topic. But if you are new to writing and you are looking for ideas for your own paper, you should look to the famous names of business to get a feel for how to write your own paper.For example, many people have seen the first mention of Robert Picardo, Senior Vice President of Sales at Apple. The name of his paper was a perfect introduction to what makes a great subject for a position paper: a matter of discussion within the top leadership of the company. Many say that it was even one of the most popular papers of all time, demonstrating that it is not just the topic that is important, but also the way it is explained in writing.But then, why isn't it import ant to have solid topics for a position paper? It really doesn't matter how good a topic is because it is only important if it is interesting to the reader. There is no sense in writing something that is simply boring or simply pointless.If you are in charge of writing a topic for a position paper, you should try to think about what the person you are writing to think when they read your paper. It may seem silly to think about what the person you are writing to will think, but try to think about it. Once you have figured out what kind of topic would interest the reader, you can then work on coming up with the best possible topic for a position paper.There are many reasons why people do not write their topics for position papers in such a way that it is interesting. Some of the reasons could be because they are embarrassed to admit that they don't know what they are doing. Some may be afraid that if they disclose their lack of knowledge, others might not share their knowledge.To comb at this, you can always find some of the most successful people in business and ask them for their opinion on which topic is the best to write about. Then, you can use their experiences and advice in writing your own topic. And you will not even have to break the rules by using their writings as the basis for your own.Of course, even if you do figure out a good topic for a position paper, it still does not mean that you will automatically write a topic that is interesting. You will still need to learn how to make the topic interesting. It will take some practice, but with some practice, you will be able to come up with topics that are exciting and unique. Just be patient and keep trying different topics until you can come up with the topic that you want to write about.

How Many Amuses?

How Many Amuses?How many anecdotes to write in my personal college essay? This can be a challenging task. In fact, I have an essay written and sent out to the admissions committee but never receiving an acknowledgement back. I have several places where I would want to cut and fix this bad essay.I will now attempt to give you some insight into how to successfully write a college personal essay. By the end of this article, you will be well equipped to craft a good short essay.First, you will need to decide how many anecdotes to write in your personal college essay. When you begin the writing process, it is not always easy to pick the anecdotes to tell. As you go, you may begin to realize that some anecdotes are not necessary or could be boring to include. With that being said, the less anecdotes you include, the better the essay will be.There are a few tips that can help you determine how many anecdotes to write in your personal college essay. First, use the 'I' Statement. What this me ans is that you will write a sentence saying what you are going to include in your essay.Use the 'I' Statement to also highlight and give additional information about the attributes of the subject of your college personal essay. Usually, this kind of information will come from other resources, such as other essays or from an extra conversation with another student. When you do so, think about whether or not this information will be relevant.You can then incorporate some facts about the article into the subject of your college personal essay. For example, the person in question has visited Hawaii and had a highly personal encounter with the death of their uncle. Some of these facts may also come from the personal essay.In general, include more than one anecdote. They can be some sort of study of the character or habits of the author.

Why Do You Want to Pursue an MBA Essay Sample?

Why Do You Want to Pursue an MBA Essay Sample?If you have been thinking about entering a major in higher education, why not check out an MBA Essay Sample? An MBA is one of the most sought after degrees by students today. It gives them a wider scope for job opportunities, but it also brings with it a lot of additional responsibility that they cannot ignore.An MBA is very much sought after by many students because it allows the students to gain invaluable experience that can be used when applying for other graduate and postgraduate degrees. It also allows the students to become more competitive, because they can apply for a higher level degree from a better quality university. Of course, this does not mean that all students who enter an MBA program are automatically ahead of their peers. An MBA student should strive to excel and reach his or her highest possible status in the company as quickly as possible.Students who go through the rigorous MBA program will be well prepared for anyth ing that is thrown at them. They will also understand the importance of networking and will make sure that they give it every chance that they can. In fact, networking is a great way for an MBA student to develop and enhance his or her career.A writing sample is not just about doing well in a competition - it is also about looking after your own well being. Your mind is at its best when you are able to find things that are of interest to you and write about them. To achieve that, you will need to be creative and articulate, so a good sample can help you achieve that.MBA students will have to deal with a lot of individuals in his or her career, including professors, mentors, staff and other students. The process of networking with these people can become rather exhausting, but this does not have to be the case. A MBA students should take the opportunity to meet as many people as possible. Once he or she has met as many people as possible, then the student should try to make a lastin g impression with them. An MBA writer will always try to ensure that his or her work is original, but at the same time should deliver well on paper. This means that the student has to make sure that his or her writing flows nicely, making sure that he or she makes the reader want to read what is on the page.If you really want to be successful, a student in the MBA program should always write well. A well written MBA essay sample can only make your writing much more impressive and will surely make you stand out from the rest of the other applicants.

Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population Essay Example

Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population Essay The present research was carried out in order to investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population. The aim was to identify a possible correlation that may illustrate that people with high self-esteem are generally more satisfied than those with low self-esteem. The survey instrument used as the means to test the hypothesis was a self-complete questionnaire containing both closed and open questions. This was piloted and then administered to an opportunity sample of 21 first year undergraduates at West Suffolk College. The quantitative data was analysed using the SPSS computer package. The results reveal a correlation coefficient of r=.816 indicating a strong positive correlation, which was then statistically tested and shown to be significant at the 0.01 level. The qualitative data was analysed and found to support the quantitative data. The results and findings in both cases support the hypothesis and so it can therefore be concluded that there is a significant correlation between levels of self-esteem and levels of undergraduate satisfaction. This study is interested in self-esteem in relation to satisfaction in the undergraduate student population. It seeks to investigate how high or low self-esteem affects the way a person sees their world. The aim was to identify a possible correlation that may illustrate that people with high self-esteem are generally more satisfied than those with low self-esteem. Self-esteem is one of the most studied aspects of individual difference in personality. Humanist, psychodynamic, social psychological and cognitive theorists have emphasised the importance of self-esteem. The impact on the individual of having either high or low levels of self-esteem may not simply affect their life expectations but also impact at a societal level. There is a belief, supported by Baumeister (1999), that low self-esteem is responsible for a broad assortment of personal and social problems. There is a dearth of evidence that suggests that school programs aimed at raising childrens self-esteem produce a reduct ion in crime, delinquency, drug abuse and underachievement in school. (Baumeister 1999). We will write a custom essay sample on Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Investigate a possible relationship between self-esteem and levels of satisfaction in the undergraduate student population specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Curry and Johnson (1990) describe high self-esteem as a secure sense of identity and an ability to acknowledge and value ones own efforts and achievements. They stress a connection between high self-esteem, confidence, energy and optimism and argue that these traits have their roots in early years. Baumeister, Rice and Hutton (1989) discuss self-esteem in terms of motivational orientation, with high self-esteem giving a self-enhancing orientation. In other words a person considered to have high self esteem is more likely to seek to capitalise on their good traits and pursue successes even under risky conditions. On the other hand people with low self-esteem have a self-protecting orientation and avoid failures and set backs. (Baumeister 1999). The importance of understanding more about self-esteem in relation to education is clear. A suitable means of doing this is in the guise of a straightforward satisfaction questionnaire the process of which students are quite familiar with. With the focus of self esteem and student satisfaction in mind the following experimental hypothesis has been drawn up. Experimental Hypothesis There is a significant correlation between levels of self-esteem and levels of undergraduate satisfaction Null Hypothesis Any correlation between levels of self-esteem and levels of undergraduate satisfaction is due to chance factors. Method The survey instrument used in this study was a self-complete questionnaire, which was developed for the purpose of identifying levels of satisfaction and self esteem. The self esteem indicators were based on the Rosenberg (1965) self esteem scale (see appendix 5). The main reason for the use of a questionnaire as opposed to semi-structured interview or any other method was for practical reasons and speed. The questionnaire uses a mix of open and closed questions allowing for the collection of both qualitative and quantitative data. One of the drawbacks of using this method is that it does not allow for probing, prompting or the collection of additional data. It is however quick to administer, relatively cheap and convenient for respondents. The questionnaire was broken into 3 short sections in an attempt to avoid respondent fatigue. The first section was made up of 3 qualitative questions, which were deliberately positioned at the start in order to capture the students comments while fresh. The second section was made up of a bank of quantitative questions with a 4 point Likart scale. These questions required the respondent to read a statement and then mark whether they strongly agreed, agreed, disagreed or strongly disagreed with the statement. The answers were coded and given a score, ranging from strongly agreed = 4 and strongly disagreed = 1. Finally section 3 called for demographic information and more general questions probing long term goals. (Bryman 2004). A pilot study was performed and the questionnaire re designed accordingly. The resulting questionnaire was then administered. The quantitative data was analysed in order to establish the correlation coefficient, the strength of the correlation, which was then statistically tested for significance. The qualitative data was analysed and findings compared to the quantitative data. An opportunity sample of 21 participants made up of 20 females and 1 male agreed to take part. The group consisted of first year students on degree programs within the West Suffolk College. Eleven of the participants were Humanities degree students and 10 were Behavioural Studies and the ages ranged from 19 41+. Standard forms (appendix 1-3) were produced in order to make replication of the survey possible. These included an information/consent form (appendix 1), a request for further information form (appendix 2) and a self-complete questionnaire (appendix 3). A group of 1st year undergraduate students were approached within designated lecture time and invited to take part in a student satisfaction survey. An ethically approved information/consent form was issued and the students were asked to read through and sign it to give their consent. An additional form was provided to collect the details of those who wanted further information on the survey or a copy of the research findings. The respondents were informed that the whole process would only take about 10 minutes and their responses would remain entirely confidential. The purpose of the survey was explained briefly although no mention was made with regard to the self-esteem aspect of the questions. Participants were also informed of their right to withdraw at any time and asked if they had any questions prior to proceeding. Results Descriptive statistics Table 1 PPT No Course Sex M/F Age Satisfaction Score Self-esteem score Positive word score Long term goal 1 B/S F 19-21 14 11 5 Degree then job 2 H F 32-41 16 16 2 teaching 3 B/S F 42+ 12 12 4 Ed Psych 4 H F 42+ 14 14 4 Gain degree 5 B/S F 19-21 12 10 0 Get a job 6 H F 22-31 13 12 4 teaching 7 H F 22-31 14 13 3 No long term goal 8 B/S F 22-31 11 9 2 Not sure if I will even complete course 9 B/S F 42+ 13 13 5 Open minded 10 B/S F 22-31 13 10 1 unsure 11 B/S F 22-31 16 15 5 MA Psych 12 B/S F 42+ 15 16 5 Teaching primary 13 B/S F 32-41 12 12 3 Ed Psych 14 H F 32-41 15 14 3 Achieve best grade 15 H F 42+ 11 11 4 Teach primary 16 H M 42+ 13 13 2 Teach 17 H F 22-31 16 15 3 1st Class Hons 18 H F 32-41 12 12 4 Teaching 19 H F 19-21 13 14 3 teaching 20 B/S F 32-41 14 12 5 Rewarding career/independance 21 H F 22-31 12 10 2 Teach Not sure if good enough Total 281 264 Mean 13 13 St Dev 1.6 2 Table 1 lists the program of study, age group and gender of the 21 respondents. It also lists the total scores for satisfaction and self-esteem taken from the quantitative part of the questionnaire together with the mean and standard deviations. The table also includes the individual respondents positive word scores, which were derived from the qualitative data collected. The final column details the respondents long-term goal, which was part of the demographic section of the questionnaire and shows that 8 out of the 21 respondents aim to go into teaching, 3 respondents hoped their degree would lead onto a job but did not specify the type of job. 3 respondents said they would like to undertake a Masters degree and/or go into Educational Psychology. 3 respondents reported that gaining a degree was their long term goal, 1 of whom is aiming for a first class honours degree. The 4 remaining respondents said they were unsure, open-minded or had no long-term goal. Generally satisfaction sc ores tended to be high with a mean score of 13 (the lowest possible score being 4 and the highest 16). Deviation from the mean was minor with a standard deviation of 1.6 for satisfaction and 2 for self-esteem. SPSS was used to calculate the correlation, which is illustrated in the scatter gram in appendix 4. Correlation measures the extent to which the self esteem and satisfaction scores tend to change together or co-vary. Appendix 4 illustrates the strong positive correlation found with the self esteem and satisfaction scores. Regression analysis estimates the best fit of the line through the scatter of related pairs. SPSS generated descriptives showing the scores, mean and standard deviations for both self esteem and satisfaction broken down into age groups can be seen in appendix 17. Fig. 1 Breakdown of Scores by Age Fig 1 Compares the means scores for self-esteem and satisfaction and breaks them down into the separate age groups. See appendix 16 for SPSS generated age, score summary. Self-esteem scores vary from mid to high. The greatest difference in scores can be seen in the 22-31 age group. The scores were also analysed in terms of the program of study in order to see if there was any difference between the responses of the behavioural studies and humanities students (see appendix 7) in which case little difference was found. Inferential statistics In order to determine any significance in the correlation, Pearsons Product Moment parametric test was applied. This test was selected, as it is the most appropriate for use with the interval data generated by the self-esteem and satisfaction scales used in this study. SPSS was used to calculate the level of significance. (See appendix 6) The results displayed in table 2 below, show the correlation to be significant at the 0.01 level thereby confirming that the null hypothesis may be rejected. (Coolican, 1999). Table 2 Sample size (N) Correlation coefficient (r) Hypothesis Significance 21 .816 2 tailed 0.01 Analysis The qualitative data discussed below has been taken from the responses to three questions. In the first, respondents were asked to list 5 words, which they felt best describe the person they are. See appendix 8. The words were then analysed and common themes drawn out. Appendix 9 is a table showing the chosen words in order of most frequently used. The words were broken down into the following categories, positive, negative and neutral, low self-esteem and high self-esteem. Appendix 10 includes a bar chart showing the resulting breakdown. Of the 105 words in total used by the 21 respondents, 51 words were classified as positive and only 4 were classified as negative. The two pie charts in appendix 10, illustrate the breakdown of high self-esteem and low self esteem words used. These findings clearly reflect a high level of positive self-description by respondents and a very low negative self-description. Friendly, confident and content were the most frequently used high self-esteem w ords and self-conscious was the most frequently used low self-esteem word. The comparison between the number of high and low self-esteem words in the bar chart (appendix 11) serves to further illustrate the strength of self-esteem in the respondents. The second question focused on the best and worst things about college. Transcripts of the respondents comments can be seen in appendix 12. Common themes were drawn from the transcript and detailed in the table shown in appendix 13. It was observed that the number of positive comments, which totalled 40, far outweighed the negative comments which totalled 25, thus further supporting the view that students are generally satisfied with their college experience. Two bar charts were created to illustrate the findings. See appendix 14. Finally, the third question was-What do you hope to have achieved on completion of the course? Transcripts may be seen in appendix 15. Respondents comments fell into 2 main categories, that of achievement of the degree course and secondly that of self-fulfilment. Further analysis is required in order to identify any possible meaning behind this. In reviewing the qualitative data sets and comparing them with the individual scores for satisfaction and self-esteem a common theme is revealed. The 4 respondents with the highest scores for self-esteem and satisfaction, (respondents nos. 2,11,12 and 17 highlighted in yellow on table 1), tended to have more specific and ambitious long-term goals. For example, respondent 11s long-term goal is to go on to achieve a Masters in Psychology and respondent 17s goal is to gain a first class honours degree. In contrast the 4 respondents with the lowest scores (nos. 5, 8, 10 and 21 highlighted in green) had much less ambitious and specific long term goals. Respondent 8 who scored the lowest out of all the respondents for self-esteem replied not sure if I will even complete the course. From this it is possible to argue that those with higher esteem tend to be more ambitious and more specific in their goals. This would concur with the findings of Baumeister, Rice and Hutton (1989) in regard to motivational orientation. Discussion The intention of this research was to address the hypothesis that there is a significant correlation between levels of self-esteem and levels of undergraduate satisfaction. Statistical testing has demonstrated a significant correlation between these two variables and this has been further supported by the more descriptive data provided by each respondent. The strengths and weaknesses of the method, sample and application will now be reviewed. The method of accessing the sample was efficient in terms of response rate. The aim was to obtain 20 completed questionnaires. 25 questionnaires were issued thus allowing for up to 5 spoiled or withdrawn question sheets. 21 completed questionnaires were returned along with their corresponding information/consent forms correctly signed. The high rate of respondents may have been affected by an element of conformity pressure. The lecture theatre location and timing were conducive to the high response rate and the fact that the lecturer introduced the researcher and clearly gave her approval further encouraged co-operation. It also meant that all the respondents were subject to the same external conditions. Despite the possible pressure to take part, the respondents may have felt uneasy about writing their answers in the close proximity of their classmates; this could alter the responses given and t hus the reliability of the study. By capturing an audience in this opportunist way, one inevitably ends up with an unrepresentative sample. In this case a group of students from a limited no of courses namely Humanities and Behavioural Studies Degree programmes. They were all first years and all but one, female. These imbalances are bound to bias the results. The program of study a particular student may be studying is likely to have an effect, however little difference in responses could be identified between the Humanities and Behavioural Studies students. It would however be dangerous to assume that this would be the case across all undergraduate subjects. It can argued that Humanities and Behavioural studies subject may attract similar types of students and the views or experiences of an undergraduate engineering group for example, may vary considerably. The focus of the study is concerned very much with general overall satisfaction with college experience. It has deliberately steered away from specifics such as satisfaction with individual modules, methods of delivery and course content. The open ended questions have however highlighted a host of factors affecting satisfaction which have not been fully analysed in this case. The findings have simply been used to indicate general levels of satisfaction. The self esteem aspect of the study has revealed that in this research sample levels of self-esteem scores range from mid to high with no scores indicating low self-esteem. A possible explanation for this may be that few people with low self-esteem would even consider attempting a degree course in the first place. Further investigation may shed more light on this possibility. It has proved useful to have a mix of data in order to gain a more balanced view. There was a tendency for some respondents to tick the same response column to all quantitative questions. This happened in 4 cases. This could mean that the respondent felt that the same answer applied to all questions or they were just arbitrarily ticking the same box with little thought. Bryman (2001) describes this as acquiescence, the tendency for people to consistently agree or disagree. One way to identify if the respondents are really reading the questions and answering accordingly is to include the odd reversed score question. The option to split the order of questions to avoid possible order affects was considered, should the study be taken further this may well be worth consideration. A minor level of deceit was employed in that respondents were not informed about the self-esteem aspect to the study. This was considered to be of minimal ethical consideration and acceptable in order to prevent any affects resulting from the participants knowing that their self-esteem was the subject of the study. This study also notes that 13 respondents completed the further information form requesting a copy of this report. Conclusion and Implications This study has established a relationship between satisfaction and self esteem in that those with higher self-esteem have reported greater satisfaction with their college experience compared to those with lower self-esteem. This has been demonstrated through a significant, strong, positive correlation of the variables supported by qualitative data. It must however be noted that the correlation of these factors does not imply cause and effect. In other words it can not be concluded that one has an effect upon the other. It is also impossible to state with any authority that those with higher self-esteem tend to be more satisfied with their college experience across education as a whole. The sample in this study is too narrow to make that assumption. The possibility that college life only appeals to those with higher self-esteem can not be ignored either. It may be the case that Higher education may not attract those with low self-esteem. It has been established through the literature that self-esteem is a useful trait to possess. Baumeister (1999) suggests that raising self-esteem could bring about dramatic improvements to both the individual and society as a whole. Inclusion and lifelong learning are driving forces throughout education today. Watson and Taylor (1998). Perhaps by attempting raise levels of self esteem from an early age access to higher education may be increased.

Origins of the à in Spanish

Origins of the Ñ in Spanish The Spanish letter à ± is original with Spanish and has become one of its most distinctive written features. Where Did the Ñ Come From? As you could probably guess, the à ± came originally from the letter n. The à ± did not exist in the Latin alphabet and was the result of innovations about nine centuries ago. Beginning in about the 12th century, Spanish scribes (whose job it was to copy documents by hand) used the tilde placed over letters to indicate that a letter was doubled (so that, for example, nn became à ± and aa became ). How Is the Ñ Used Today? The popularity of the tilde for other letters eventually waned, and by the 14th century, the à ± was the only place it was used. Its origins can be seen in a word such as aà ±o (which means year), as it comes from the Latin word annus with a double n. As the phonetic nature of Spanish became solidified, the à ± came to be used for its sound, not just for words with an nn. A number of Spanish words, such as seà ±al and campaà ±a, that are English cognates use the à ± where English uses gn, such as in signal and campaign, respectively. The Spanish à ± has been copied by two other languages that are spoken by minorities in Spain. It is used in Euskara, the Basque language that is unrelated to Spanish, to represent approximately the same sound as it has in Spanish. It is also used in Galician, a language similar to Portuguese. (Portuguese uses nh to represent the same sound.) Additionally, three centuries of Spanish colonial rule in the Philippines led to the adoption of many Spanish words in the national language, Tagalog (also known as Pilipino or Filipino). The à ± is among the letters that have been added to the traditional 20 letters of the language. And while the à ± isnt part of the English alphabet, it frequently is used by careful writers when using adopted words such as jalapeà ±o, pià ±a colada, or pià ±ata and in the spelling of personal and place names. In Portuguese, the tilde is placed over vowels to indicate that the sound is nasalized. That use of the tilde has no apparent direct connection with the use of the tilde in Spanish. The Rest of the Story After this article was published, this site received additional information from Robert L. Davis, associate professor of Spanish from the University of Oregon: Thanks for including the interesting page on the history of the à ±. In a few places you express uncertainty about some of the details of this history; below I offer the information you need to complete the story. The reason the tilde appears over an N (as in Latin ANNU Sp. aà ±o) and Portuguese vowels (Latin MANU Po. mo) is that scribes wrote a small letter N over the preceding letter in both cases, to save space in manuscripts (parchment was expensive). As the two languages developed phonetically away from Latin, the double N sound of Latin morphed into the current palatal nasal sound of the Ñ, and Portuguese N between vowels got deleted, leaving its nasal quality on the vowel. So readers and writers began to use the old spelling trick to indicate the new sounds that did not exist in Latin. (Its really nice the way you framed the Ñ as the only Spanish letter of Spanish origin!) Also of potential interest to your readers: The word tilde actually refers to both the squiggle over the Ñ as well as the accent mark used to mark phonetic stress (e.g., cafà ©). There is even the verb tildarse, which means, to be written with an accent mark, to stress, as in La palabra cafà © se tilda en la e.The unique character of the letter Ñ has led to its becoming a marker of Hispanic identity in recent years. There is now a generacià ³n Ñ, the children of Spanish-speaking parents in the U.S. (parallel to Generation X, etc.), a stylized Ñ is the logo of the Cervantes Institute (cervantes.es), and so forth.The squiggle under the à § in Portuguese and French has a similar origin as the à ±. It is called a cedille, meaning little Z. It comes from the diminutive of the Old Spanish name for the letter Z, ceda. It was used to represent the ts sound in Old Spanish, which no longer exists in the language. E.g., O.Sp. caà §a (katsa) Mod. Sp. caza (casa or catha).Restaurants in the U.S. now offer dishes made with a very spicy pepper, the habanero, which is frequently mispronounced and misspelled as habaà ±ero. Since the name comes from La Habana, the capital of Cuba, this pepper should not have Ñ. I think the name has been contaminated by jalapeà ±o, which of course is simply a pepper from Jalapa, Mexico.

Ethics in Busniess Essay Example | Topics and Well Written Essays - 750 words

Ethics in Busniess - Essay Example For example, in U.S it is necessary for business accountants to implement given rules when conducting their businesses. The American system refers to these rules as the Generally Accepted Accounting Principles (GAAP) when they are involved in reporting the business financials. Therefore, every public company in U.S should follow the set accounting principles and report so that they can accurately release their financial information (Needles & Powers, 2011). Ethical Numerous fraud cases in the contemporary society constitute the moral and legal issues in accounting and financial reporting of businesses. The concerns include changes in the manner that fraudsters execute their operations. Consequently, most systems, which support financial reporting, are vulnerable to fraudulent activities. Therefore, it is necessary that the current accounting reporting adapt measures that would reduce immoral practices. Professionals usually create accounting rules because there are several emerging e thical issues in accounting. A need arises for accountants to follow all the ethical rules to minimize abuse on the profession (Albrecht, 2011). In addition, the issue of creative accounting is a concern to the ethical issues in accounting. This is because some accountants use their knowledge to create false crisis in the present world. These crises cause several damages, for example, misleading economic depiction. Consequently, ethical rules demand that businesses communicate about their respective financial positions. This will eliminate unreliable reports through annual accounting reports (Needles & Powers, 2011). The preparation of true reports is also a concern since some current accountants are immoral. They prepare false reports to the relevant people to benefit. For example, they account for money that was not even spent in their respective firms. Indeed, this allows them to keep the extra funds because no one came tell unless they are as professional as they are (Albrecht, 2011). Legal Presently, there are numerous legal requirements in accounting and financial reporting. This is because of the universal needs to protect both internal and external investors. In addition, several countries ensure that the legislation of their respective countries is against faulty accounting systems. There are also mandatory laws for all current accountants, which ensure that there are minimal illegal practices. For example, the creation of commissions enables accountants to counter legal issues in accounting (Albrecht, 2011). Other legal issues in the existing society include the emergence of audit firms. These audit firms visit organizations and in turn inspect their accounting books. This is a new phenomenon in accounting. Consequently, it forces organizations to be honest. This is because the audit firms take strict legal actions against firms whose accounting books display financial illegalities. For example, firms that fail to account funds have to be in court an d face respective fines. Finally, current legal concerns in accounting include the establishment of punishments that discourage people from committing accounting frauds (Needles & Powers, 2011). Technological concerns of accounting and financial reporting of business In the accounting and financial reporting of businesses, the accounting professionals are vital because they play a significant role within every successful business. The professional accountants

Reading Comprehension Essay Example | Topics and Well Written Essays - 750 words

Reading Comprehension - Essay Example Graphic organizers are a powerful tool to the students as it provides students with tools that they can use to show and examine the relationship between concepts in a text. The essay will delve in the teaching comprehension strategies and how the graphic organizers are used to enhance the learning of students. It will also focus on the benefits of using graphic organizers in teaching comprehension strategies. Teaching strategies are the tools that teachers use to enable students learn and understand whatever they are reading. To help students understand comprehension easily, graphic organizers are always used. Graphic organizers like semantic maps are used in self monitoring strategy. Semantic maps are devices that help students to derive explicit and implicit meanings from concepts, ideas and details that are in a text (Sewak & Lubin, 2007). This strategy is helpful to students as it increases their understanding and helps them to acquire, organize and maintain information. This str ategy can be used by providing students with semantic maps, which depict concepts from a passage and the key words (Adler, 2005). Students should read the passage and then find out the key words which they should link to those key words that are on the map. When semantic maps are used in teaching of comprehension, they make students put much focus on the concepts and main vocabularies which will enhance comprehension reading. For example, when a teacher is teaching on the concept of â€Å"whales†, the teacher can trigger the prior knowledge that the students have, by showing them a video and then allow them to point out the key words which relate to that topic. The metacognitive strategy can be enhanced by use of the concept diagrams. Concept diagram helps in comprehension skills and they show the relationship between concepts in a passage. Concept diagrams are graphics which describe the concepts in a passage, and their relationship from top to bottom (Boudah & Hagan-Burke, 2000). They also show how these concepts at the top support those at the bottom and they have lines that show the connections between concepts. The concept diagram makes students focus on concepts that enhance comprehension. When teaching comprehension and teachers are using concept diagrams, the teacher is to give an explanation about the different parts of the diagram. The teacher together with his students, they highlight the main concepts in a passage. Then the teacher provides a blank concept diagram and allows students to make their own connections (Sewak & Lubin, 2007). Hence this makes the students to be actively involved as they engage themselves in writing concepts of the diagram. Other graphic organizers that are useful when teaching comprehension are the story maps. The story maps are used by teachers to help the students to know the story structure. One way of using the story maps is when the teacher reads a story and stops at some points which are strategic to ask the students some questions. This strategy is necessary in understanding comprehension as it allows students to identify some important elements in the story such as the plot, characters and the setting (Adler, 2005). The story maps help to improve the literal, applied and interpretive comprehension skills of the students. In fact, it is a powerful tool for making students pay attention when