What Makes A Society Work Together - 2117 Words

Civilization is what makes a society work together in a stable environment. It takes hard work and different constituents to make civilization happen. The evolution of society does not happen right away but it does happen within ages. The first matter that should happen is systematic agriculture. Society needs to feel food insecure. Once they have found a place that food surplus occurs then they can start the urbanization process. Once urbanization has started and a population is formed then a government will be established. Usually the one who has created the town has the main authority, sometimes not. Because of the government wanting to protect their town, the government will then build up a military and make laws. Society and the government will find trade routes, so that the people can get what they want, whether it is silk or jewelry. To pay for these materialistic items, coinage will need to be made as well. This will made through metallurgy. Society will then find a way to p lace themselves on a social hierarchy. The social hierarchy will establish a balance for civilization. Then there is culture, architecture, and religion. Of course none of these ideas can happen without having a language or writing. More than anything having a government, trade routes, and religion are the key components that really pushes civilization forward onto a much more advance level. Before civilization occur, the world had people roaming around hunting and gathering, also known as theShow MoreRelatedNVQ Business studies1456 Words   |  6 Pagesï » ¿OCR Business and Administration NVQ (QCF) UNIT 203 Title Work in a business environment Level 2 Credit 2 1.1 Describe what is meant by diversity and why it should be valued? Diversity should be respected and valued, because nobody is completely the same as anyone else. It is everywhere in our lives which makes rich and varied. In our lives diversity can be defined as differences in heritage, race, beliefs, customs, mental capabilities, physical appearances etc. It should be valuedRead MoreMarxist Theory And Its Impact On Society934 Words   |  4 Pagesthat society is based upon ‘conflicts of interest’. They believe that the most important conflict is between the Bourgeoisies and the Proletariats. The bourgeoisies are the capitalist class that own most of society’s means and productions. Whereas the proletariats are the working class people. Social class is used to explain how and why societies change. Class conflict is where change occurs through the opposition of the social classes as what they see to be collective interests in society. HoweverRead MoreBiography Of Karl Marx s Writing On Class Conflict1335 Words   |  6 Pagesoci ety is told that through hard work and dedication anyone can become successful. Success in the United States is looked at as being a part of the elite. Though it may seem like the status may easily be reached, this is not, in fact the case. Karl Marx’s writing on class conflict suggest otherwise. Class conflict is still very relevant in present day’s society and can be seen throughout the levels of class. In today’s society you can see class conflict in the way that working class is under paidRead MoreRelationship Between An Individual And Society1400 Words   |  6 Pagesand society is that individuals make up society by their exchange of different goods such as: materials, women, and services. Humans need their society, and each society has its own way of creating it. The exchange of materials is important in many societies where the material from one group with in society to another is how they relate. Instead of materials being important, there are some cultures who’s models of kinship trade women from family to family in order to make a complete society. ThereRead MoreHow Can We Define Society?1149 Words   |  5 PagesSociety can be considered as a community who work together and make decisions about how to do things. It can be seen as a union of people who have a developed culture. Yet this can be seen as controversial because some societies in todays world can be seen as primitive as they have not yet developed some of the vita l things what we call the norm in society like culture. But for what we see as normal way not somewhere else. There are many different people or communities which have different waysRead MoreFrom The Frying Pan Into The Fire1611 Words   |  7 Pageseconomy and technology have been changed in many ways. Development of technology allows people to be in the industrial society, and capitalism takes an important position as an economic system. In order to develop technology, efficiency is necessary. Because of this reason, capitalism also focuses on efficiency seeking to make more profits. As the coming of technology and capitalism society develop the modernity in daily life, efficiency seeking is not only required at the public level but also in theRead MoreIdeal Society1408 Words   |  6 Pagesviews on what an ideal society should be like. Society is defined as a body of individuals living as members of a community. Many scholars and well known authors like Dr. Martin Luther Kin g Jr. and Thomas More express those ideas through public speaking or literary examples delivered to society. Although those ideas are just one person’s opinion about the subject matter. Others believe in the power of God and the belief that the world was created by him, which in turn developed societies amongstRead MoreSimilarities Between The Truman Show And Animal Farm1717 Words   |  7 Pagesout amongst a society? What balance of power can result in a beautiful utopia? How can we all lead a good life without stripping others of their own? The answers to these questions must be known if we want to lead a good, functioning society today and the answers can be found in the book, Animal Farm, written by George Orwell and the movie, The Truman Show, directed by Peter Weir. Both fictional stories help us understand where we need to set boundaries in our lives and how to work in harmony withRead MoreSociological Characters In Disney Film : A Bugs Life970 Words   |  4 Pagesf or the grass hoppers by spilling it over the edge into water, he uses sociological imagination to try and become a hero and right his wrongs. Sociological imagination is the awareness of the relationship between personal experience and the wider society. Flik uses sociological imagination by volunteering to do something no one of his kind has ever done before, leave the island. Flik offers to venture into the real bug world and find a group of big, strong warrior bugs capable of fighting of HopperRead MoreWalt Whitman s View On The Socio Political Conditions Of Modernity1685 Words   |  7 PagesLangston Hughes’s view on the socio-political conditions of modernity What is a modern poem? What modern poets write in a society that is running very fast through the latest technologies? In a machinery time, modern poets write in new manner with new social subjects. They just cannot write about trees, river, cattle, and other natural resources. Their poems are now soak up with the essences of machines, and their effects on the society. Otherwise modern poetry cannot exit in today’s busy world. Two modern

Global Warming The World’s Biggist Hoax Essay - 959 Words

Are we ruining the globe for our descendants; or are we finding a way to power our cars, lights, and homes? This is the question of global warming. I say this: global warming isn’t all it’s made out to be. There have been little, if any effects. We aren’t necessarily warming either. Although I know this for sure: WE ARE NOT THE CAUSE! To know what is going on, lets look at the big picture. Let’s start off at co2. Co2 has been helping us, and in no way is causing us any major problems. Co2 is a great airborne fertilizer, which as it’s concentration grows, causes additional plant growth, and causes plants to need less water. Without co2, there would be no plant life on earth, and we all know how much we need them. The additional 120 ppm†¦show more content†¦If a group of four polar bears drowned ONE TIME, then it in not necessairly the fault of global warming. Ever since 1980, there is a growing population of polar bears. Of 13 main groups in canada, 2 are declining, and the other 11 are thriving (Kelly, 2009). In fact, polar bears are becoming a problem to the natives because of the GROWING polar bear population (Watts, 2013). There are actually thousands of feet of rock that has fossils, and these fossils, back when they were animals, thrived in the co2 rich atmosphere, which had TEN TIMES the amount of co2 that we have today (Miscellaneous myths). Now, how is that bad? As fo r the people that rant on and on about how the co2 we put in the atmosphere causes huge weather problems, you’re next. Global warming has NOT caused any adverse weather conditions. Global warming alarmists have said that there would be an upward increase in the number of hurricanes and strength all over the globe. Instead, global hurricane activity has decreased instead, since 200 to a 30+ year low. As of June 15, 2013, the U.S. has gone seven years without a major hurricane that has actually hit land, which is the longest time since the 1860s (Watts, 2013). All time snow records were set in virtually all the bigger, major cities, and the northern hemisphere snow coverage has increased all but one out of five years, since 2007/2008 (Watts, 2013). Also, over by the east coast, the NOAA has been tracking high impact snowstorms, and 11/46 of

Financial Analysis and Reporting Research †MyAssignmenthelp.com

Question: Discuss about the Financial Analysis and Reporting Research. Answer: Introduction: The issue presented in the first part of the case study is that the company Marvin had purchased a customer list for $4 million which had a useful life of two years. Meanwhile the managing director of Marvin conducted an independent valuation of the customer list which resulted in valuation of the customer list at $5 million with a total useful life of five years. Now the issue lies in the fact that the customer list has been recorded as an intangible asset with a carrying value of $4 million. However Marcus now wants the list to be revalued to the higher amount (Chalmers et al., 2012). $ (in millions) Previous value of the customer list 4,000,000 Useful life (years) 2 Amortization Expense under Straight line method 2000000 Amortization Expense from July to December ($) 1000000 Formula for calculating Amortization Expense under Straight Line Method = Cost of intangible asset / Useful Life According to the above table the carrying amount of the customer list that should be recorded in the books of accounts is ($4,000,000 - $1,000,000) = $3,000,000. But currently the intangible asset has been recorded at $4,000,000. Therefore in order to record the customer list at a rectified figure the intangible assets in the balance sheet should be reduced by $1,000,000 (-$4,000,000 + $3,000,000). Now in order to record the customer list at a revalued figure, the $3,000,000 that is the rectified amortized figure of the customer list has to subtracted from the intangible asset and the new carrying amount of the customer list according to the below table should be added. $ (in millions) Revalued figure of the customer list 5,000,000 Revalued useful life (years) 5 Amortization Expense under Straight line method 1000000 Amortization Expense from July to December ($) 500000 According to the above table the revalued carrying amount of the customer list should be ($5,000,000 - $500,000) = $4,500,000 Therefore the intangible asset in the balance sheet should be ($15,000,000 - $1,000,000 - $3,000,000 + $ 4,500,000) = $15,500,000 As the total intangible asset account increases by $500,000 therefore the total revenue automatically increases by $500,000 which should be adjusted in the consolidated income statement under the head, Revaluation. Therefore the total comprehensive income for the year increases by $500,000 (Ifrs.org, 2017). Second part of the case study The second part of the case study involves impairment of asset. In order to find the amount of impairment it should be determined that whether the value in use of the machine is higher or the fair value of the machine given in the case study is higher. In order to calculate the value in use of the machine, the table below has been made (Amiraslani, Iatridis and Pope 2013). PV Annual net income to be generated Expected present value 0.909 $3,800,000 $3,454,200 0.826 $3,138,800 0.751 $2,853,800 0.683 $2,595,400 0.621 $2,359,800 $14,402,000 Add: disposable value of the machine $4,200,000 TOTAL $18,602,000 Here in the above table the annual net income to be generated has been provided in the case study that is $3,800,000. The expected present value or the value in use has been calculated by multiplying the rate of present value given in the case study with the annual net income to be generated by the machine. Therefore the total value in use of the machine as generated by the table is $18,602,000. Now as given in the case study the fair value of the machine is calculated at $16,000,000. The recoverable amount will be the fair value or the value in use whichever is higher. Therefore the recoverable amount in this case will be the value in use that is $18,602,000. Now the recoverable amount should be compared to the carrying value of the machine. The carrying value of the machine as stated in the case study of the machine is $22,000,000. Therefore the value of asset impairment that has to be recorded is ($22,000,000 - $18,602,000) = $3,398,000. As $3,398,000 is a loss incurred by the company and it will appear as an expense in the income statement of the company and the net profit will reduce by this amount. More specifically the profit before taxation will be reduced by the impairment loss amount and will come under the head Non-operating Expenses. Therefore the total comprehensive income will reduce by $3,398,000. The same amount has to be adjusted in the balance sheet of the company in order to make them even. Therefore the carrying value of the asset should be decreased by the impairment value of $3,398,000 by adding it to the accumulated depreciation account. Therefore the carrying value of the machine will become $18,602,000 (Ifrs.org, 2017). The global accounting standards that have been created in order to simplify the task of preparation of the financial statements also come with certain limitations. Though the major intention behind the creators of the financial statements have been to make the work of the accountants more organized and systematic in nature but there have been certain limitations that restrict the extent to which the users of the financial statements can rely on them in order to make economic decisions. The major issue with the global accounting standards is concerned with the translation of the standards in different languages around the world. Translators often struggle to interpret or translate the exact meaning that the standard setter is trying to convey. The translators mostly face this issue because of the use of lengthy sentences; haphazard and random use of accounting terms; and usage of those terms in further describing topics. Another issue related to translating the global accounting standards is that the translation of the accounting standards is often done with the support of donor funding. Donor funding generally is a time oriented or specific task oriented event. This means that the translation is done once as the organizations are unable to manage resources for executing the task of translating the accounting standards again, thus the revisions that are done in the accounting standards from time to time are not updated. The translated standards soon become outdated and the accounting statements that are prepared in accordance with these standards can no more claim compliance with the global accounting standards, forcing an individual to question or doubt his economic decision taken on the basis of these financial statements (Trombetta, Wagenhofer and Wysocki 2012). For an instance a particular concern that was raised when the IFRS was endorsed by the EU and the European Commission was that the translation of all the accounting standards under the IFRS required certain time and could not be done within a specified time frame. This would surely disrupt the process of proper implementation of the accounting standards. The Commission made an official declaration that it would take approximately nine months (after the publication of the standards by the IFRS) for the regulations to appear in the Official Journal of the Commission. The International Accounting Standards Committee in order to mitigate this issue developed a formal plan regarding the process of translation of the accounting standards and involved professional accountants in the team concerned with the process of translation. Users of the global accounting standards are of the opinion that the global standards with each passing day are becoming more complex, rules or regulation dependent and complicated in nature. This is clearly becoming a major issue in the implementation of the accounting standards. Though the in depth discussion that the standards hold is highly acclaimed and appreciated by accountants worldwide but the need for a guidance manual in regards to the implementation of the standards have been the demand of the users for a long time. International accounting standards are generally created by the standard setters by observing the common problems that occur while preparing the financial statements. Now the difficulty lies in the fact that these accounting statements that are prepared for the purpose of global implementation may not apply to all situations. This means that each company face different experience but in order to comply with the stated accounting standards, the accountant may h ave to apply a standard that is not fit for the situation. This issue occurs due to the inflexibility of the accounting standards. Some users also are of the opinion that the standard setters should establish or modify the accounting standards keeping in mind that certain countries do need to incorporate the standards as their national law. The approach in which these standards are written cannot be directly integrated into national law and therefore they have to be transformed by the national standard setters. The International Accounting Standards Board decision to move towards a fair value model has made the situation more critical. The users opposed such a model because they were of the opinion that a fair value model is subjective and out of the scope of measurement. This means that different interpretations will lead to different conclusions and hence cannot be accurately measured (Bradbury and Schrder 2012). A particular recommendation for this issue is that the global standard setters should make the accounting standards more principle oriented. This will not only make the text of the established standards simple and understandable but also elevate the structure of the accounting standards in such a way that they can be incorporated into the national law with ease. Another major issue that is faced by the users of the global accounting standards are that the frequent, in volume and complex changes in the standards that are very difficult by the users to follow. For instance the IASB amended 13 major standards which in turn resulted in amendment of many other accounting standards. There also has been implementation of new accounting controls in relation to quality control of the accounting firm and the audit engagement levels. The global auditing standard related to the responsibility of the auditor in identifying fraud in the financial statements has been revised and another previously revised standard regarding the audit of the financial statements became effective. Such huge number of amendments and modifications do not allow or give time to the users or adopters of the global standards to fully incorporate the accounting standards and implement them in relevant cases. A particular recommendation for such a situation has been that the countries that engage in incorporating accounting standards in the national body of law should not include those standards that are already being revised or may be revised till the time these standards are finalized (Watty et al., 2014). Thus the presence of such limitations restrict or make an user doubt the economic decisions taken on the basis of the financial statements prepared in compliance with the global accounting standards. References Amiraslani, H., Iatridis, G.E. and Pope, P.F., 2013. Accounting for asset impairment: a test for IFRS compliance across Europe. Centre for Financial Analysis and Reporting Research (CeFARR). Bradbury, M.E. and Schrder, L.B., 2012. The content of accounting standards: Principles versus rules. The British Accounting Review, 44(1), pp.1-10. Chalmers, K., Clinch, G., Godfrey, J.M. and Wei, Z., 2012. Intangible assets, IFRS and analysts earnings forecasts. Accounting Finance, 52(3), pp.691-721. Ifrs.org. (2017). IFRS. [online] Available at: https://www.ifrs.org/issued-standards/list-of-standards/ias-36-impairment-of-assets/ [Accessed 31 Oct. 2017]. Ifrs.org. (2017). IFRS. [online] Available at: https://www.ifrs.org/issued-standards/list-of-standards/ias-38-intangible-assets/ [Accessed 31 Oct. 2017]. Trombetta, M., Wagenhofer, A. and Wysocki, P., 2012. The usefulness of academic research in understanding the effects of accounting standards. Accounting in Europe, 9(2), pp.127-146. Watty, K., Freeman, M., Howieson, B., Hancock, P., OConnell, B., De Lange, P. and Abraham, A., 2014. Social moderation, assessment and assuring standards for accounting graduates. Assessment Evaluation in Higher Education, 39(4), pp.461-478.

What Is Meant by a Positive Environment Your Children free essay sample

What is meant by a positive environment is a happy place. A happy environment is a setting that has structure and routine so that children can rely on a secure environment. Always looking at the positive in everything that children do can help them to be more confident. A positive environment can also help to stimulate children and in affect make the children want to learn more. There are regulatory requirements that underpin a positive environment for young children. There are two compulsory register for child care providers working with children under 5 years: The Early Years Register Childminders and childcare providers registered on the Early Years Register must meet the legal requirements set out in the Childcare Act 2006 and associated regulations. The Early Years Foundation Stage requires all providers to keep the following written records: ? A record of complaints received from parents and their outcomes. ?A record of all medicines administered to children. We will write a custom essay sample on What Is Meant by a Positive Environment Your Children or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ?A record of accidents and first aid treatment while in care of the provider. A record to demonstrate to Ofsted that the required Criminal Records Bureau checks have been carried out, including the number and date of issue of the enhanced CRB Disclosure, for all people who work directly with children or who are likely to have unsupervised access to them. ?A record of the following information for each child in their care: ? full name ?date of birth ?the name and address of every parent and carer who is known to provider ? which of these parents or carers the child normally lives with ? emergency contact details of the parents and carers. A record of the name, home address and telephone number of any person living or employed on the premises. A record of the name, home address and telephone number of anyone who will regularly be in unsupervised contact with the children. ?A daily record of the names of the children looked after on the premises, their hours of attendance and the names of the children’s key person. ?A record of risk assessment, clearly stating when it was carried out, by whom, date of review and any action taken following a review or incident. A risk assessment must be carried out for each specific outing with the children. All childminders, are expected to have written copies of those policies and procedures for: ? Safeguarding children including the procedure to be followed in the event of an allegation being made against a member of staff. ?Ensuring equality of opportunities and for supporting children with learning difficulties and disabilities. ?Administering medicines, including effective management systems to support individual children with medical needs . ?Behaviour management. ?Dealing with concerns and complaints from parents. The procedure of a parent failing to collect a child at the appointed time. The event of a child going missing. ?The emergency evacuation of the premises. The General Childcare Register The general childcare register provides a register of setting and people who are legally allowed to care for children and young people. Settings on the register are regularly inspected to ensure that children are not at risk from poor premises or unqualified professionals. The general childcare register is made up of two parts, these are: The compulsory register: Childcare providers must register on the compulsory part of the Childcare register if: †¢They care for children aged 5 8 years old. They receive reward for providing care for a child for more than 2 hours a day. Voluntary Register: Some childcare providers can choose to register with Ofsted if they want to provide care that does not need to be registered The following types of childcare are not registered or inspected: †¢Nannies (working for no more than two families) †¢Au pairs (in the family home). Au pairs are regulated by the Home Office but the work they do is not registered or inspected. †¢Services which cater only for children aged eight or over. Every Child Matters Every Child Matters main aims are for every child, whatever their background or circumstances, to have the support they need to: ? Be healthy ?Stay safe ?Enjoy and achieve ?Make a positive contribution ?Achieve economic well-being Every child matters uses multiple agencies in partnership, working together to achieve the aims listed above. The agencies in partnership may include childrens centres, early years, schools, childrens social work services, primary and secondary health services, playwork, and Child and Adolescent Mental Health services (CAMHS). In the past it has been argued that children and families have received poorer services because of the failure of professionals to understand each others roles or to work together. Every Child Matters aims to change this, emphasising the need for all professionals working with children to work together, sharing information and services. Flying Start Flying Start brings together education, childcare, health and social services and combines the voluntary, private and statutory sectors to offer preventative interventions that influence child outcomes. Flying Start is targeted at 0-3 year olds in the most disadvantaged communities in Wales. It aims to create positive outcomes in the medium and long term. It is a prescriptive programme, based on international evidence of what works. Flying start aims to provide free quality part-time childcare for 2-3 year olds, an enhanced Health Visiting service (where the Health Visitor caseload is capped at 110 children), access to Language and Play sessions. It also aims to give parents access to programmes helping them with good parenting skills. The objectives of Flying Start Medium term Make significant savings through: †¢Earlier identification of needs. †¢The avoidance of reception into the care system. †¢The avoidance of other crisis remedial systems such as youth offending teams or substance misuse services. Long term †¢Reduce the number of people with very poor skills. †¢Reduced the rates of criminal behaviour, truancy and drug use. †¢Foster higher employment, increased earnings and better qualifications at the end of schooling. Early Years Foundation Phase The Early Years Foundation began in September 2008. It is a play based and focused task curriculum and requires the need to be proficient in the use of assessment through observing continuously. It is essential to be unbiased when observing children at play to get a true report. The Foundation Phase provides a holistic approach to learning across the curriculum. It develops thinking skills, language, literacy and communication skills, I.T skills, Mathematical and numeric skills, working with others, personal and social, Welsh language skills, physical and creative development and knowledge and understanding of the world. The Foundation Phase is met through three steps. These are: †¢Continuous provision is where areas of play are set up continuously. †¢Enhance provision is where items are added to continuous provision with the purpose to meet skills of the foundation phase curriculum. †¢Focus task requires planning to ensure variety of skills are met that are required from the framework.

Tess Of Durbervilles Essays - Novellas, , Term Papers

Tess of Durbervilles Annonymous Muriel Spark's The Prime of Miss Jean Brodie depicts the coming of age of six adolescent girls in Edinburgh, Scotland during the 1930's. The story brings us into the classroom of Miss Jean Brodie, a fascist school teacher at the Marcia Blaine School for Girls, and gives close encounter with the social and political climate in Europe during the era surrounding the second World War. Spark's novel is a narrative relating to us the complexities of politics and of social conformity, as well as of non- conformity. Through looking at the Brodie set and the reciprocities between these students and their teacher, the writer, in this novel, reviews the essence of group dynamics and brings in to focus the adverse effects that the power of authority over the masses can produce. Sparks, in so doing projects her skepticism toward the teacher's ideologies. This skepticism is played out through the persona of Sandy Stranger, who becomes the central character in a class of Marcia Blaine school girls. Sandy's character is even more focally sculpted than the teacher's favored disciples who came to be known as the Brodie Set; a small group of girls favored by Miss Jean Brodie in her Prime. The Brodie Set is a social system and a enigmatic network of social relations that acts to draw the behavior of its members toward the core values of the clique. The teacher Miss Jean Brodie projects upon this impressionable set, her strong fascist opinions. She controls this group on the basis that she is in her prime. Her prime being the point in life when she is at the height of wisdom and insight. Sandy pejoratively uses the personality traits and ideology of Brodie to overthrow her, by unveiling them. Sparks is clearly opposed to the kind of authoritarian power and control that is exercised over the impressionable adolescents by a conniving school teacher. The writer thus uses the pitfalls of social conformity found in classical studies, in order to make specific points. For example, research done by social psychologists Muzafer, Carolyn Sherif and Solomon Asch treated social conformity as an aspect of group dynamics (Coon, 560). This is present in Spark's novel, as seen by the dynamics of the group formed by a teacher named Miss Brodie. Brodie's students, like the subjects of the said psychological studies, conform to a set of beliefs under the pressure and power of suggestion despite what could be better judgement. This is shown in the passage when Sandy expresses the desire to be nice to Mary, but decides not to because she knew that such an action would not be in accordance with the Brodie Set's system of behavior (Spark, 46). The narrator says about Sandy: She was even more frightened then, by her temptation to be nice to Mary Macgregor, since by this action she would separate herself, and be lonely, and blameable in a more dreadful way than Mary who, although officially the faulty one, was at least inside Miss Brodie's category of heroines in the making. Theorists would say that an individual tends to conform to a unanimous group judgment even when that judgment is obviously in error (Coon, 561). The more eager an individual is to become a member of a group, the more that person tends to orient his or her behavior to the norms of the group (Coon, 561). This eagerness is true of Sandy Stranger. Miss Brodie often makes reference to Sandy overdoing things, or trying to hard. If the Brodie Set must hold their heads high, Sandy held her head the highest (Spark, 35). Miss Brodie warned that One day, Sandy, you will go too far. Also, the more ambiguous the situation, the greater the group's influence on the individual (Coon, 562). When the group's judgment reflects personal or aesthetic preference, however, the individual feels little pressure to conform as is the case with Spark's character, Sandy Stranger. Brodie's fascism, born of an authoritarian political movement that developed in Italy and other European countries after 1919 as a reaction against the political and social changes brought about by World War I, is projected in this novel as the unsettling proliferation of socialism and communism in Europe during the 1930's and 1940's. The early Fascist program was a mixture of left and right wing ideas that emphasized intense nationalism, productivism, antisocialism, elitism, and the need for a strong authoritarian leadership (Homans, 451). This was the Brodie ideology. With the postwar economic crisis, a widespread lack of confidence in the traditional political system, and a growing fear of socialism, Fascist ideology

Examples of Simple Sentences With the Verb Learn

Examples of Simple Sentences With the Verb Learn As an English learner, youll want to know about the verb  learn.  Learn  is one of the few verbs in English that have two acceptable forms for  the past simple and as a participle.  Learnt  or  learned  is acceptable in both American and British English, but  learned  is more common in American English.   Base Form: ​Learn Use the base form of the verb in simple tenses including the present simple. The base form of learn is also used with the future form and modal forms such as  can,  should,  and  must: I usually learn a lot when I travel.Will you learn anything about math today?ï » ¿You should learn at least one foreign language. Past Simple: Learned or Learnt Use either learned  or  learnt  in past simple positive sentences: The children learnt about squirrels in school yesterday.I learned to play the piano at the age of five. Past Participle:  Learned or Learnt Use the past participle  learned  or  learnt  in past, present, and future perfect forms. This past participle form is also used in passive sentences. Perfect Forms: Shelleys learnt a lot in the United States.Peter had learned to count to ten before he turned one year old.They will have learned their lesson by the end of next week. Passive Forms: Latin was learned by most students in the early 1900s.Patience is a lesson that has been learned by anyone trying to study a language. Present Participle: Learning The present participle  learning  is perhaps the most common form as it is used in past, present, and future continuous forms, as well as with the past, present, and future perfect continuous forms: Continuous Forms: Hes learning a little Chinese this month.I wasnt learning anything new when you interrupted the meeting.Hell be learning a lot of new things this time next week. Perfect Continuous Forms: Shes been learning English for a few years.Theyd been learning a lot from Tom before Alice returned.Tom will have been learning Japanese for two years by the end of next term. Example Sentences with Learn Here are example sentences in each  tense in English. As you study these examples, imagine a timeline on which the actions take place to help become familiar with tense usage.  Please note that passive forms are much less common in everyday English than active forms. Present Simple: She learns languages quickly.Present Simple Passive: Math is learnt slowly by some.Present Continuous: Jack is currently learning Russian.Present Continuous Passive: Russian is being learnt by the students.Present Perfect: Angela has learnt four languages.Present Perfect Passive: Four languages have been learnt by Angela.Present Perfect Continuous: Angela has been learning Arabic for the past few months.Past Simple: Jennifer learnt how to play poker yesterday evening.Past Simple Passive: Poker was learnt quickly by all.Past Continuous: She was learning her lesson when he telephoned.Past Continuous Passive: The lesson was being learnt when he arrived.Past Perfect: She had learnt the song by heart before Jack did.Past Perfect Passive: The song had learnt by heart by the class before the singer arrived.Past Perfect Continuous: Our children had been learning English for two months before we moved.Future (will): She will learn quickly.Future (will) passive: A new song will be learnt soon. Future (going to): She is going to learn a new language next year.Future (going to) passive: A new song is going to be learnt next week.Future Continuous: This time next week we will be learning in a new classroom.Future Perfect: She will have learnt everything by the end of the month.Future Possibility: She might learn something new.Real Conditional: If she learns Russian, she will travel to Moscow.Unreal Conditional: If she learnt Russian, she would travel to Moscow.Past Unreal Conditional: If she had learnt Russian, she would have traveled to Moscow.Present Modal: She can learn easily.Past Modal: She cant have learnt that so quickly! Quiz Conjugate with Learn Use the verb learn  to conjugate the following sentences.  In some cases, more than one answer may be correct. Angela _____ Arabic for the past few months.Math _____ slowly by some.Poker _____ quickly by all.She _____ the song by heart before Jack did.A new song _____next week.She _____ everything by the end of the month.If she _____ Russian, she would have traveled to Moscow.Angela _____ four languages.She _____ languages quickly.Jack _____ currently _____ Russian. Answers: has been learningis learnt / is learnedwas learnt / was learnedhad learnt / had learnedis going to be learnt / is going to be learnedwill have learnt / will have learnedhad learnt / had learnedhas learnt / has learnedlearnsis learning

Discuss how the father-daughter relationship is important in Essay

Discuss how the father-daughter relationship is important in Cinderella, how it's relevant - Essay Example This paper will focus primarily on the father-daughter relationship and its significance and relevance in different versions of Cinderella. For masses, the daughter-father relationship is almost absent in the story and one does not come across a direct evident relationship of the two in most of the versions. However, from a critical point of view, there exists somehow a negative relationship between the two (Neilsen, pp. 20-23), as most of the versions have shown an ignorant father who did not interfere when stepmother/s and stepsisters were mistreating Cinderella in the story. In one of the earliest versions of Cinderella, the father is shown as a widowed one who ends up marrying a woman who always mistreats Cinderella also known as Zezolla in some of the versions of this fairytale. This version has shown an absent relationship of father and daughter as the father is always silent when it comes to mistreatment of her daughter. Later on, Zezolla plots killing of her evil mother with the governess (Nielsen, pp. 22-25) and subsequently, father marries the governess who is shown as the worst stepmother resulting in harsher treatment for the Cinderella. Almost all versions of the story except the Disney’s film version, the father is portrayed as a cruel one who takes the side of the evil stepmother and forces Cinderella to perform all the nasty house chores while the stepmother and stepdaughters enjoy bounties of the world (Silvey, pp. 136-139). Some of the versions of Cinderella story have moved a line ahead by showing an incestuous father (Nielsen, pp. 25-28) that resulted in huge criticism from educators, as it portrayed a wrong image of fathers to children, especially daughters. To show incestuous intention of the father, Alan Dundes briefed one of the versions of Cinderella while saying: Usually the queen on her deathbed makes the king promise to marry only someone who