In The Devil In The White City, Erik Larson Tells The Story

In The Devil in the White City, Erik Larson tells the story of two men, an architect and a serial killer, operating in Chicago during the 1890’s This novel describes the years surrounding the building of the 1893 Chicago World s Fair, also known as The World s Columbian Exposition, which was designed to commemorate the landing of Columbus in America. It is divided into four parts with the first three primarily taking place in Chicago between the years 1890-1893. However, Part four of the novel takes the reader to Philadelphia circa 1895. In this novel, Larson helps readers make sense of what was new about big cities at the end of the nineteenth century—transportation, communication, electricity, anonymity—by showing how these aspects of†¦show more content†¦The irony that such a positive global statement could be at the same place at the same time as such terror as Dr. Holmes’s murders was daunting and it lured him to pursue this particular case. He says he would not have been interested in just doing a book about the Fair or just about Holmes. But together they made a unity of good and evil. Though Holmes is the obvious criminal in this novel, Larson doesn’t particularly characterize him that way. He is fairy neutral about taking sides, but he seems to lean more towards the side of holmes. He describes Holmes as a normal person, and he even gives him excuses for his actions and creates his persona as a gentle, kind man, which only emphasizes the battle between good and evil in his novel. In interviews, Larson has said that the most difficult part of writing The Devil in the White City for modern readers is explaining why Chicago wanted to host the World’s Fair so badly and only having the knowledge of it a person 108 years in the future could obtain. One reason for Chicago’s interest in hosting the World’s fair is that it wanted to prove itself to large established cities. Chicago was one of the largest cities in the country at the time, but it was established more than 200 years after New York City and Boston. Also, most of the wealthy families in Chicago made their money from slaughterhouses — not the most glamorous profession. By hosting the 1893 World’s Fair, Chicago wanted to show that it had its own uniqueShow MoreRelatedThe Book Thief And Erik Larson1639 Words   |  7 Pagesantivenin itself. It is all about perspective to how you view life. Markus Zusak, author of the Book Thief and Erik Larson, author of The Devil in the White City use perspective to show how people can personify an identity, treatment of others and never change regardless of time. In light of using perspective to identify, we see people in the Book Thief and The Devil in the White City that have a positive and negative attitude towards life because of events. In chapter the grave digger’s handbookRead MoreRhetorical Analysis Of The Devil In The White City764 Words   |  4 PagesDevil in the White City Rhetorical Analysis Essay How can two people be so different, yet so similar? The World’s Columbian Exposition was a major event in the 19th century. The fair was something that’s never been done before in history triumphing the famous Eiffel Tower. As spectacular as the fair was there were murders being committed without any signs of slowing down. The Devil in the White City tells a story between the architect Daniel Burnham and the infamous serial killer H.H. Holmes. ErikRead MoreThe Devil In The White City; Murder, Magic, and Madness At The Fair That Changed America1329 Words   |  6 Pagessuccess. In his book, The Devil in the White City: Murder, Magic, and Madness at the Fair that Changed America, Erik Larson’s portrays Burnham’s obsession with grandeur as a key part of his persona to emphasize why he was the right man for the job. Larson includes examples of Burnham’s high opinions of grandeur and elegance, as well as his understanding of their greater effect on the general public to highlight why he was the right choice for lead architect. For example, Larson includes a scene aboardRead MoreAnalysis Of The Book The Devil Of The White City : Murder, Magic, And Madness At The Fair2200 Words   |  9 PagesBurnham. He led America to do great things in architectural design. These two are very different, but they are brought together in the turbulent and chaotic environment of Chicago in the late 1800’s. The Devil in the White City: Murder, Magic, and Madness at the Fair That Changed America by Erik Larson is a Non-Fiction book, but it gives essential information necessary to understand where the concepts of architectural design and the depraved mind of serial killers began in the U.S.. The book reviewsRead MoreAnalysis Of Erik Larson s The Devil 1250 Words   |  5 PagesJournal Entry #1 Erik Larson has organized The Devil in the White City chronologically, alternating between the construction of the 1893 Chicago World’s Fair and the evolution of a serial killer. In doing so, Larson is able to explore the details of the fair in-depth, while keeping the interest of the reader. By using this organizational structure, Larson is also able to tell the gruesome tale of a serial killer without scaring away his audience. Overall, the pairing of these two stories helps to balanceRead MoreDevil in the White City1839 Words   |  8 PagesEssay Erik Larson states, â€Å"The juxtaposition of pride and unfathomed evil struck [him] as offering powerful insights into the nature of men and their ambitions.† This quote relates to the premise of his book The Devil in the White City, which tells two different stories based around a central theme of the World’s Fair in Chicago in 1893. One tells of the adventures and horrors that came with being the important figures behind the production of something as great as the exposition. The story focusesRead More The Truth About Serial and Mass Murders Essay1033 Words   |  5 Pagesbook, The Devil in the White City, Larson says that â€Å"Holmes was warm and charming and talkative, he touched the women with a familiarity that while perhaps back at home would have been offensive, now seemed quite alright in the new city of Chicago† (Larson, 245). R.M and S.T. Holmes observe that â€Å"serial killers give themselves no discernible traits form the other people in socie ty; they walk into the lives of many, invited then fatally dispatched with little concern.† Just like Larson said HolmesRead MoreSerial Killers Nature Versus Nurture1843 Words   |  8 Pagesin their mid-twenties, and they like to murder their own color in the article, Serial Killers, they stated â€Å"Most serial killers are male between their mid-twenties to their thirties. Most murders of this kind do not cross racial lines; whites tend to murder whites and blacks murder blacks, etc. Most serial killers begin by hunting down victims close to home (Serial Killers).† The serial killer will try to understand the victim’s lifestyle and their habits, behaviors that will explain more about hisRead MoreBuilding the World Fair in The Devil in the White City by Erik Larson 2548 Words   |  11 PagesThe Devil in the White City, Erik Larson Prologue The prologue begin aboard the Olympic following a man named Daniel Burnham on April 4, 1912. Burnham is suffering of severe pain in his foot. Burnham tries to send a message to his friend Millet who is aboard the Titanic, but the message was not allowed to be sent. Burnham thinks back to the fair and reminisces of the people that helped with the fair and thinks about who is still alive from the fair. Part 1 The first chapter introduces ChicagoRead MoreAmericas First Serial Killers2909 Words   |  12 Pagesfor. Most of the rooms had gas vents that could let off lethal or sleep inducing gases, the vents could only be controlled from a closet in Holmess bedroom. [9] Many of the rooms were soundproof and could not be unlocked from inside. It was a three-story building with shops on the first floor and a bizarre labyrinth of windowless rooms, false floors, secret passages, trapdoors, a well-equipped surgery area as well as several instruments of torture, such as an elasticity determinator, a contraption

Twilight 19. GOODBYES Free Essays

string(33) " any more time arguing with him\." 19. GOODBYES Charlie was waiting up for me. All the house lights were on. We will write a custom essay sample on Twilight 19. GOODBYES or any similar topic only for you Order Now My mind was blank as I tried to think of a way to make him let me go. This wasn’t going to be pleasant. Edward pulled up slowly, staying well back from my truck. All three of them were acutely alert, ramrod straight in their seats, listening to every sound of the wood, looking through every shadow, catching every scent, searching for something out of place. The engine cut off, and I sat, motionless, as they continued to listen. â€Å"He’s not here,† Edward said tensely. â€Å"Let’s go.† Emmett reached over to help me get out of the harness. â€Å"Don’t worry, Bella,† he said in a low but cheerful voice, â€Å"we’ll take care of things here quickly.† I felt moisture filling up my eyes as I looked at Emmett. I barely knew him, and yet, somehow, not knowing when I would see him again after tonight was anguishing. I knew this was just a faint taste of the goodbyes I would have to survive in the next hour, and the thought made the tears begin to spill. â€Å"Alice, Emmett.† Edward’s voice was a command. They slithered soundlessly into the darkness, instantly disappearing. Edward opened my door and took my hand, then drew me into the protecting enclosure of his arm. He walked me swiftly toward the house, eyes always roving through the night. â€Å"Fifteen minutes,† he warned under his breath. â€Å"I can do this.† I sniffled. My tears had given me an inspiration. I stopped on the porch and took hold of his face in my hands. I looked fiercely into his eyes. â€Å"I love you,† I said in a low, intense voice. â€Å"I will always love you, no matter what happens now.† â€Å"Nothing is going to happen to you, Bella,† he said just as fiercely. â€Å"Just follow the plan, okay? Keep Charlie safe for me. He’s not going to like me very much after this, and I want to have the chance to apologize later.† â€Å"Get inside, Bella. We have to hurry.† His voice was urgent. â€Å"One more thing,† I whispered passionately. â€Å"Don’t listen to another word I say tonight!† He was leaning in, and so all I had to do was stretch up on my toes to kiss his surprised, frozen lips with as much force as I was capable of. Then I turned and kicked the door open. â€Å"Go away, Edward!† I yelled at him, running inside and slamming the door shut in his still-shocked face. â€Å"Bella?† Charlie had been hovering in the living room, and he was already on his feet. â€Å"Leave me alone!† I screamed at him through my tears, which were flowing relentlessly now. I ran up the stairs to my room, throwing the door shut and locking it. I ran to my bed, flinging myself on the floor to retrieve my duffel bag. I reached swiftly between the mattress and box spring to grab the knotted old sock that contained my secret cash hoard. Charlie was pounding on my door. â€Å"Bella, are you okay? What’s going on?† His voice was frightened. â€Å"I’m going borne,† I shouted, my voice breaking in the perfect spot. â€Å"Did he hurt you?† His tone edged toward anger. â€Å"No!† I shrieked a few octaves higher. I turned to my dresser, and Edward was already there, silently yanking out armfuls of random clothes, which he proceeded to throw to me. â€Å"Did he break up with you?† Charlie was perplexed. â€Å"No!† I yelled, slightly more breathless as I shoved everything into the bag. Edward threw another drawer’s contents at me. The bag was pretty much full now. â€Å"What happened, Bella?† Charlie shouted through the door, pounding again. â€Å"I broke up with him!† I shouted back, jerking on the zipper of my bag. Edward’s capable hands pushed mine away and zipped it smoothly. He put the strap carefully over my arm. â€Å"I’ll be in the truck – go!† he whispered, and pushed me toward the door. He vanished out the window. I unlocked the door and pushed past Charlie roughly, struggling with my heavy bag as I ran down the stairs. â€Å"What happened?† he yelled. He was right behind me. â€Å"I thought you liked him.† He caught my elbow in the kitchen. Though he was still bewildered, his grip was firm. He spun me around to look at him, and I could see in his face that he had no intention of letting me leave. I could think of only one way to escape, and it involved hurting him so much that I hated myself for even considering it. But I had no time, and I had to keep him safe. I glared up at my father, fresh tears in my eyes for what I was about to do. â€Å"I do like him – that’s the problem. I can’t do this anymore! I can’t put down any more roots here! I don’t want to end up trapped in this stupid, boring town like Mom! I’m not going to make the same dumb mistake she did. I hate it – I can’t stay here another minute!† His hand dropped from my arm like I’d electrocuted him. I turned away from his shocked, wounded face and headed for the door. â€Å"Bells, you can’t leave now. It’s nighttime,† he whispered behind me. I didn’t turn around. â€Å"I’ll sleep in the truck if I get tired.† â€Å"Just wait another week,† he pled, still shell-shocked. â€Å"Ren? ¦e will be back by then.† This completely derailed me. â€Å"What?† Charlie continued eagerly, almost babbling with relief as I hesitated. â€Å"She called while you were out. Things aren’t going so well in Florida, and if Phil doesn’t get signed by the end of the week, they’re going back to Arizona. The assistant coach of the Sidewinders said they might have a spot for another shortstop.† I shook my head, trying to reassemble my now-confused thoughts. Every passing second put Charlie in more danger. â€Å"I have a key,† I muttered, turning the knob. He was too close, one hand extended toward me, his face dazed. I couldn’t lose any more time arguing with him. You read "Twilight 19. GOODBYES" in category "Essay examples" I was going to have to hurt him further. â€Å"Just let me go, Charlie.† I repeated my mother’s last words as she’d walked out this same door so many years ago. I said them as angrily as I could manage, and I threw the door open. â€Å"It didn’t work out, okay? I really, really hate Forks!† My cruel words did their job – Charlie stayed frozen on the doorstep, stunned, while I ran into the night. I was hideously frightened of the empty yard. I ran wildly for the truck, visualizing a dark shadow behind me. I threw my bag in the bed and wrenched the door open. The key was waiting in the ignition. â€Å"I’ll call you tomorrow!† I yelled, wishing more than anything that I could explain everything to him right then, knowing I would never be able to. I gunned the engine and peeled out. Edward reached for my hand. â€Å"Pull over,† he said as the house, and Charlie, disappeared behind us. â€Å"I can drive,† I said through the tears pouring down my cheeks. His long hands unexpectedly gripped my waist, and his foot pushed mine off the gas pedal. He pulled me across his lap, wrenching my hands free of the wheel, and suddenly he was in the driver’s seat. The truck didn’t swerve an inch. â€Å"You wouldn’t be able to find the house,† he explained. Lights flared suddenly behind us. I stared out the back window, eyes wide with horror. â€Å"It’s just Alice,† he reassured me. He took my hand again. My mind was filled with the image of Charlie in the doorway. â€Å"The tracker?† â€Å"He heard the end of your performance,† Edward said grimly. â€Å"Charlie?† I asked in dread. â€Å"The tracker followed us. He’s running behind us now.† My body went cold. â€Å"Can we outrun him?† â€Å"No.† But he sped up as he spoke. The truck’s engine whined in protest. My plan suddenly didn’t feel so brilliant anymore. I was staring back at Alice’s headlights when the truck shuddered and a dark shadow sprung up outside the window. My bloodcurdling scream lasted a fraction of a second before Edward’s hand clamped down on my mouth. â€Å"It’s Emmett!† He released my mouth, and wound his arm around my waist. â€Å"It’s okay, Bella,† he promised. â€Å"You’re going to be safe.† We raced through the quiet town toward the north highway. â€Å"I didn’t realize you were still so bored with small-town life,† he said conversationally, and I knew he was trying to distract me. â€Å"It seemed like you were adjusting fairly well – especially recently. Maybe I was just flattering myself that I was making life more interesting for you.† â€Å"I wasn’t being nice,† I confessed, ignoring his attempt at diversion, looking down at my knees. â€Å"That was the same thing my mom said when she left him. You could say I was hitting below the belt.† â€Å"Don’t worry. He’ll forgive you.† He smiled a little, though it didn’t touch his eyes. I stared at him desperately, and he saw the naked panic in my eyes. â€Å"Bella, it’s going to be all right.† â€Å"But it won’t be all right when I’m not with you,† I whispered. â€Å"We’ll be together again in a few days,† he said, tightening his arm around me. â€Å"Don’t forget that this was your idea.† â€Å"It was the best idea – of course it was mine.† His answering smile was bleak and disappeared immediately. â€Å"Why did this happen?† I asked, my voice catching. â€Å"Why me?† He stared blackly at the road ahead. â€Å"It’s my fault – I was a fool to expose you like that.† The rage in his voice was directed internally. â€Å"That’s not what I meant,† I insisted. â€Å"I was there, big deal. It didn’t bother the other two. Why did this James decide to kill met There’re people all over the place, why me?† He hesitated, thinking before he answered. â€Å"I got a good look at his mind tonight,† he began in a low voice. â€Å"I’m not sure if there’s anything I could have done to avoid this, once he saw you. It is partially your fault.† His voice was wry. â€Å"If you didn’t smell so appallingly luscious, he might not have bothered. But when I defended you†¦ well, that made it a lot worse. He’s not used to being thwarted, no matter how insignificant the object. He thinks of himself as a hunter and nothing else. His existence is consumed with tracking, and a challenge is all he asks of life. Suddenly we’ve presented him with a beautiful challenge – a large clan of strong fighters all bent on protecting the one vulnerable element. You wouldn’t believe how euphoric he is now. It’s his favorite game, and we’ve just made it his most exciting game ever.† His tone was full of disgust. He paused a moment. â€Å"But if I had stood by, he would have killed you right then,† he said with hopeless frustration. â€Å"I thought†¦ I didn’t smell the same to the others†¦ as I do to you,† I said hesitantly. â€Å"You don’t. But that doesn’t mean that you aren’t still a temptation to every one of them. If you had appealed to the tracker – or any of them – the same way you appeal to me, it would have meant a fight right there.† I shuddered. â€Å"I don’t think I have any choice but to kill him now,† he muttered. â€Å"Carlisle won’t like it.† I could hear the tires cross the bridge, though I couldn’t see the river in the dark. I knew we were getting close. I had to ask him now. â€Å"How can you kill a vampire?† He glanced at me with unreadable eyes and his voice was suddenly harsh. â€Å"The only way to be sure is to tear him to shreds, and then burn the pieces.† â€Å"And the other two will fight with him?† â€Å"The woman will. I’m not sure about Laurent. They don’t have a very strong bond – he’s only with them for convenience. He was embarrassed by James in the meadow†¦Ã¢â‚¬  â€Å"But James and the woman – they’ll try to kill you?† I asked, my voice raw. â€Å"Bella, don’t you dare waste time worrying about me. Your only concern is keeping yourself safe and – please, please – trying not to be reckless.† â€Å"Is he still following?† â€Å"Yes. He won’t attack the house, though. Not tonight.† He turned off onto the invisible drive, with Alice following behind. We drove right up to the house. The lights inside were bright, but they did little to alleviate the blackness of the encroaching forest. Emmett had my door open before the truck was stopped; he pulled me out of the seat, tucked me like a football into his vast chest, and ran me through the door. We burst into the large white room, Edward and Alice at our sides. All of them were there; they were already on their feet at the sound of our approach. Laurent stood in their midst. I could hear low growls rumble deep in Emmett’s throat as he set me down next to Edward. â€Å"He’s tracking us,† Edward announced, glaring balefully at Laurent. Laurent’s face was unhappy. â€Å"I was afraid of that.† Alice danced to Jasper’s side and whispered in his ear; her lips quivered with the speed of her silent speech. They flew up the stairs together. Rosalie watched them, and then moved quickly to Emmett’s side. Her beautiful eyes were intense and – when they flickered unwillingly to my face – furious. â€Å"What will he do?† Carlisle asked Laurent in chilling tones. â€Å"I’m sorry,† he answered. â€Å"I was afraid, when your boy there defended her, that it would set him off.† â€Å"Can you stop him?† Laurent shook his head. â€Å"Nothing stops James when he gets started.† â€Å"We’ll stop him,† Emmett promised. There was no doubt what he meant. â€Å"You can’t bring him down. I’ve never seen anything like him in my three hundred years. He’s absolutely lethal. That’s why I joined his coven.† His coven, I thought, of course. The show of leadership in the clearing was merely that, a show. Laurent was shaking his head. He glanced at me, perplexed, and back to Carlisle. â€Å"Are you sure it’s worth it?† Edward’s enraged roar filled the room; Laurent cringed back. Carlisle looked gravely at Laurent. â€Å"I’m afraid you’re going to have to make a choice.† Laurent understood. He deliberated for a moment. His eyes took in every face, and finally swept the bright room. â€Å"I’m intrigued by the life you’ve created here. But I won’t get in the middle of this. I bear none of you any enmity, but I won’t go up against James. I think I will head north – to that clan in Denali.† He hesitated. â€Å"Don’t underestimate James. He’s got a brilliant mind and unparalleled senses. He’s every bit as comfortable in the human world as you seem to be, and he won’t come at you head on†¦ I’m sorry for what’s been unleashed here. Truly sorry.† He bowed his head, but I saw him flicker another puzzled look at me. â€Å"Go in peace,† was Carlisle’s formal answer. Laurent took another long look around himself, and then he hurried out the door. The silence lasted less than a second. â€Å"How close?† Carlisle looked to Edward. Esme was already moving; her hand touched an inconspicuous keypad on the wall, and with a groan, huge metal shutters began sealing up the glass wall. I gaped. â€Å"About three miles out past the river; he’s circling around to meet up with the female.† â€Å"What’s the plan?† â€Å"We’ll lead him off, and then Jasper and Alice will run her south.† â€Å"And then?† Edward’s tone was deadly. â€Å"As soon as Bella is clear, we hunt him.† â€Å"I guess there’s no other choice,† Carlisle agreed, his face grim. Edward turned to Rosalie. â€Å"Get her upstairs and trade clothes,† Edward commanded. She stared back at him with livid disbelief. â€Å"Why should I?† she hissed. â€Å"What is she to me? Except a menace – a danger you’ve chosen to inflict on all of us.† I flinched back from the venom in her voice. â€Å"Rose†¦Ã¢â‚¬  Emmett murmured, putting one hand on her shoulder. She shook it off. But I was watching Edward carefully, knowing his temper, worried about his reaction. He surprised me. He looked away from Rosalie as if she hadn’t spoken, as if she didn’t exist. â€Å"Esme?† he asked calmly. â€Å"Of course,† Esme murmured. Esme was at my side in half a heartbeat, swinging me up easily into her arms, and dashing up the stairs before I could gasp in shock. â€Å"What are we doing?† I asked breathlessly as she set me down in a dark room somewhere off the second-story hall. â€Å"Trying to confuse the smell. It won’t work for long, but it might help get you out.† I could hear her clothes falling to the floor. â€Å"I don’t think I’ll fit†¦Ã¢â‚¬  I hesitated, but her hands were abruptly pulling my shirt over my head. I quickly stripped my jeans off myself. She handed me something, it felt like a shirt. I struggled to get my arms through the right holes. As soon as I was done she handed me her slacks. I yanked them on, but I couldn’t get my feet out; they were too long. She deftly rolled the hems a few times so I could stand. Somehow she was already in my clothes. She pulled me back to the stairs, where Alice stood, a small leather bag in one hand. They each grabbed one of my elbows and half-carried me as they flew down the stairs. It appeared that everything had been settled downstairs in our absence. Edward and Emmett were ready to leave, Emmett carrying a heavy-looking backpack over his shoulder. Carlisle was handing something small to Esme. He turned and handed Alice the same thing – it was a tiny silver cell phone. â€Å"Esme and Rosalie will be taking your truck, Bella,† he told me as he passed. I nodded, glancing warily at Rosalie. She was glowering at Carlisle with a resentful expression. â€Å"Alice, Jasper – take the Mercedes. You’ll need the dark tint in the south.† They nodded as well. â€Å"We’re taking the Jeep.† I was surprised to see that Carlisle intended to go with Edward. I realized suddenly, with a stab of fear, that they made up the hunting party. â€Å"Alice,† Carlisle asked, â€Å"will they take the bait?† Everyone watched Alice as she closed her eyes and became incredibly still. Finally her eyes opened. â€Å"He’ll track you. The woman will follow the truck. We should be able to leave after that.† Her voice was certain. â€Å"Let’s go.† Carlisle began to walk toward the kitchen. But Edward was at my side at once. He caught me up in his iron grip, crushing me to him. He seemed unaware of his watching family as he pulled my face to his, lifting my feet off the floor. For the shortest second, his lips were icy and hard against mine. Then it was over. He set me down, still holding my face, his glorious eyes burning into mine. His eyes went blank, curiously dead, as he turned away. And they were gone. We stood there, the others looking away from me as the tears streaked noiselessly down my face. The silent moment dragged on, and then Esme’s phone vibrated in her hand. It flashed to her ear. â€Å"Now,† she said. Rosalie stalked out the front door without another glance in my direction, but Esme touched my cheek as she passed. â€Å"Be safe.† Her whisper lingered behind them as they slipped out the door. I heard my truck start thunderously, and then fade away. Jasper and Alice waited. Alice’s phone seemed to be at her ear before it buzzed. â€Å"Edward says the woman is on Esme’s trail. I’ll get the car.† She vanished into the shadows the way Edward had gone. Jasper and I looked at each other. He stood across the length of the entryway from me†¦ being careful. â€Å"You’re wrong, you know,† he said quietly. â€Å"What?† I gasped. â€Å"I can feel what you’re feeling now – and you are worth it.† â€Å"I’m not,† I mumbled. â€Å"If anything happens to them, it will be for nothing.† â€Å"You’re wrong,† he repeated, smiling kindly at me. I heard nothing, but then Alice stepped through the front door and came toward me with her arms held out. â€Å"May I?† she asked. â€Å"You’re the first one to ask permission.† I smiled wryly. She lifted me in her slender arms as easily as Emmett had, shielding me protectively, and then we flew out the door, leaving the lights bright behind us. How to cite Twilight 19. GOODBYES, Essay examples

Critical Reflective Paper

Question: Discuss about theCritical Reflective Paper. Answer: Introduction: The process of education and academic research is an enriching one, which provides individuals with an inspirational experience. This process helps individual in not only developing the academic skills that helps in the arena of education and career but also helps in developing the personality of individuals (Brew and Lucas, 2009). Hence the main emphasis of this critical reflective paper would be to highlight upon the personal development along with educational enhancement in the process of academic research. Development of Academic Research Practice and Skills During the initial modules, there are number of aspects and practices associated with academic research regarding which I was not aware of. One of such mentionable skill is research ethics. Prior the completion of the modules I was only aware of the not taking the idea or committing plagiarism. However, in the process of completion of the modules I came to know that, while doing a research it is vital that none of the collected data are used for any purpose other than the academic purpose. This is a vital part of research ethics along with not committing any misconduct, which plays an integral part of the research practices (Resnik, 2015). In the initial stage, the type of research skills that I was aware of was collecting secondary data. I used to perform any kind of research only on the basis of secondary data that consisted of online data consisting of peer reviewed journals, and offline data consisting of magazines. However, over the previous research modules I developed the skil l of collecting primary data. In this process I learned the skill of conducting interview, survey with the help of questionnaire. The Changed Ideas and Views of Academic Research While undergoing the previous modules a number of views and ideas associated with academic research that I had, have changed. One of mentionable idea associated with academic research that have changed is, the only means of collecting data in order to conduct research is secondary. These modules provided me with the knowledge that primary data is integral in the completion of a research and also provides the researcher, helps him or her in collecting accurate data (yourarticlelibrary, 2014). It also altered my perception and taught me that effective selection of the target sample and interpretation of qualitative and quantitative data is essential for the success of a research. Development of Ability to Conduct Research and its Understanding Over the previous modules, I have been provided with an in-depth knowledge and understanding of academic research. As already mentioned that, the understanding of the aspects associated with research like collection and interpretation of qualitative, quantitative and primary data have been imparted to me with the help of the previous modules. Moreover abilities required to conduct research includes qualities like effective communication required in conducting survey, interpretation of data, data analysis essential for quantitative data analysis have also been developed over the previous modules (Blaikie, 2006). Other than that, in order to conduct academic research time management is crucial, which had also been developed. Application of the Knowledge in Future Research In the future when conducting a research, I would try to focus on completing a research within the time frame for which I will try to manage and utilize the provided time in an effective manner. I would also make effort to use the knowledge of collecting qualitative, quantitative and primary data in an efficacious manner. In order to perform the qualitative, quantitative and primary data I would utilize the gained skill of conducting interview, survey, and data analysis skills. Conclusion In the conclusion it may be stated that the arena of academic research is multilayered and complex process. In the process of its completion we come across number of new skills, which if implemented in the future researches, it gets enriched. References Blaikie, N. (2006). Analyzing quantitative data. 7th ed. London: Sage Publications. Brew, A. and Lucas, L. (2009). Academic research and researchers. Maidenhead: Society for Research into Higher Education Open University Press. Resnik, D. (2015). What is Ethics in Research Why is it Important?. [online] Niehs.nih.gov. Available at: https://www.niehs.nih.gov/research/resources/bioethics/whatis/ [Accessed 2 Sep. 2016]. yourarticlelibrary.com. (2014). Different Ways of Collecting Primary Data. [online] Available at: https://www.yourarticlelibrary.com/agriculture/different-ways-of-collecting-primary-data/44384/ [Accessed 2 Sep. 2016].

Why I Picked Speech Essays - Speech And Language Pathology

Why I Picked Speech The science field of communication disorders has been of interest to me since my early childhood years. As a toddler, my younger brother Paul suffered forma severe ear infection, which caused him to lose fifty percent of his hearing. Due to this, Paul developed a speech impediment. At the age of seven I was introduced to the communication disorders field when I accompanied my brother for his first speech lesson. I remember observing through a one way mirror as the speech pathologist worked with my brother on pronunciations, syllables and playing phonics games. I recall the session as being fun and enjoyable both for Paul and the speech pathologist. My brother went to numerous sessions after this, and with my curiosity, I also attended. Now at the age of fifteen Paul has no impediment. No one would ever know he once had difficulties speaking. I enjoyed watching these lessons, and as I grew older, my curiosity grew even stronger, which made me investigate this field as a career. Due to this childhood experience, I have decided that communication disorders is the field I wish to study for my future career. Knowing the difficulty of this field has made my dedication to my academics even stronger. Throughout my four years of high school I have tried to take courses related to the communication disorders and science fields. I have been a hard working student throughout my years of schooling, because one day I hope to have an impact on children's lives the way someone did my brother's. I am an excellent candidate for the Massachusetts Association of Insurance Women, Inc. Scholarship because I have proved to be a dedicated and involved student during my Taunton High School career. Throughout my four years of high school I have excelled academically and athletically. I have been an extremely busy student. Currently The vice president of my high school, I have obtained the respect of both my peers and faculty. Many of our school functions have been left to my responsibility, such as ?Spirit Week?, ?Senior Week?, proms, school dances and more. Besides being one of the leaders of my school, I am also the captain of the Taunton High Swim Team and have been in charge of many other school and outside related committees, including the Advisory Board which converses with our school committee to discuss ways to make Taunton High a better place. Dedicating much of my time to school related activities, has been a wonderful experience. As I further my education, I plan to contin ue my involvement and further pursue my leadership qualities. Although I feel I have been an asset to my school, my desire to achieve my dream of becoming a speech pathologist can not be accomplished by dedication and inspiration alone. Being the hard worker that I am will get me far, but in this day and age money is also a necessity. Each college that I have applied and been accepted to, including Northeastern University and the University of New Hampshire requires immense sums of money. I am hoping that a good financial aid package will help defray expenses, but I know that I will need assistance from other organizations to achieve my goal. Speech and Communication Essays

The Experts Guide to the AP Chemistry Exam

The Expert's Guide to the AP Chemistry Exam SAT / ACT Prep Online Guides and Tips AP Chemistry is a challenging subject, and many students feel nervous about taking on the exam at the end of the school year. But if you have a sense of what to expect on the AP Chemistry test well in advance, you'll be able to prepare appropriately for it. In this guide, I'll lay out the structure and content of the AP Chemistry exam, give you examples of different types of questions you'll see on it, and tell you how to study effectively for it! How Is the AP Chemistry Exam Structured? Like other AP tests, the AP Chemistry exam has two sections: a multiple-choice section and a free-response section. On both sections, you will have access to a periodic table of the elements as well as a chart listing any formulas and constants you might need for your calculations. The Multiple-Choice Section Here is a brief overview of the multiple-choice section on AP Chemistry: Number of Questions: 60 questions with four answer choices each Time: One hour and 30 minutes Scoring: Worth 50% of your total AP Chemistry score Calculator Use: Prohibited Be aware that some of these questions will exist as a part of question groups (which consist of a few questions that ask about one set of data), whereas others will stand on their own. The Free-Response Section Next up, here is an overview of the free-response section on AP Chemistry: Number of Questions: Four short-response questions and three long-response questions Time: One hour and 45 minutes Scoring: Worth 50% of your total AP Chemistry score Calculator Use: Allowed Question Topics Finally, here are the main topics you'll be tested on with the AP Chemistry exam: Experimental design Analyzing data and identifying patterns or explaining phenomena Creating or analyzing atomic and molecular views to explain observations Articulating and then translating between representations of data Following logical/analytical pathways to solve a problem The entire AP Chemistry exam is three hours and 15 minutes long. This year, the test will be administered on Thursday, May 7, 2020, at 8 am. You'll probably have to wake up at least this early on the day of the AP Chem test. Also, this corded monstrosity is what people used to set alarms before smartphones. Horrifying, I know. How Is the AP Chemistry Exam Scored? As mentioned above, the multiple-choice and free-response sections are each worth 50% of your total score. No points are taken off for incorrect answers on either section (i.e., there is no guessing penalty). To calculate your raw multiple-choice score, add up all of your correct answers. This means you can earn a maximum of 60 points on the multiple-choice section. While the free-response section is a little more complicated, you should be able to figure out how many points you’ve earned if you have scoring guidelines. Short-response questions are worth 4 points, and long-response questions are worth 10 points, meaning you can earn a maximum of 46 points on this section. Next, convert these raw scores into numbers out of 50 so that they each make up half your final raw score. Say you got 40 out of 60 multiple-choice questions correct. You would convert this score to the equivalent fraction of 33 out of 50. Then, if you got 30 out of 46 points on the free-response section, you would convert that score to the equivalent fraction of 32 out of 50 points. Finally, add the two scores out of 50 together to get your final raw score out of 100. You can use the conversion chart below to estimate how your raw score might translate to an AP score (on a scale of 1-5). In this case, your raw score of 65 would be right in the middle of the 4 range. We can’t be absolutely sure that these raw score ranges will correlate exactly with these AP scores because the curve is slightly different every year. If you find you’re close to the bottom of your goal score range in practice testing, don't get complacent! You should probably put in a little more studying so you can feel more secure. Raw Score AP Score Percentage of Students Earning Each Score (2017) 72-100 5 10.1% 58-71 4 16.2% 42-57 3 26.1% 27-41 2 26.2% 0-26 1 21.4% Source: The College Board What Do You Need to Know for the AP Chemistry Test? The AP Chemistry test centers around six major themes, or big ideas, which encompass all the topics covered in the AP Chemistry course. I list them here to give you an overview of what kinds of ideas you should be familiar with before taking the test. Big Idea 1: Chemical Elements and Matter The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identities in chemical reactions. In terms of specific topics, here's what this idea covers: Compounds in atomic molecular theory Using mass data to identify the composition or identity of a chemical substance Units in chemistry: particles vs. moles vs. mass vs. volume Electrons (distribution in atoms and ions, energy levels, Coulomb’s Law, classic shell model vs. quantum mechanical model) Structure of the periodic table Mass spectrometry Spectroscopy/light absorption and chemical composition of a solution The Law of Conservation of Mass Gravimetric analysis and titration Dude, I'm telling you, this is what everything looks like if you zoom in far enough. Big Idea 2: Chemical and Physical Properties of Materials With this big idea, both the chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. This idea covers the following topics: Molecular structure and its connection to a substance’s properties Phase changes (solids, liquids, gases) Chromatography Interactions between solutes and solvents London dispersion forces Polarity of atoms and molecules Coulomb’s law and the interactions of ions Chemical bonds and why certain atoms form certain types of bonds Bond polarity Properties of metallic elements Lewis diagrams and VSEPR Properties of ionic solids Properties of metal alloys Metallic bonding and the electron sea model Properties of covalent solids Properties of molecular solids Salt: what a square. Big Idea 3: Changes in Matter Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Specifically, this big idea encompasses the following topics: Writing balanced chemical equations Stoichiometric calculations to predict outcome of reactions Bronsted-Lowry acids and bases Redox reactions Difference between physical change, chemical change, or ambiguous change Galvanic or electrolytic reactions Half-cell reactions/potentials and Faraday’s laws Matter is always making changes to be its best self. Good for it. Big Idea 4: Rates of Chemical Reactions With this idea, rates of chemical reactions are determined by details of the molecular collisions. Here are some important topics included in this idea: Factors that impact rates of chemical reactions (temperature, concentration, surface area) Calculating rate of a zeroth-, first-, or second-order reaction How half-life relates to rate constant in a first-order reaction Rate law and molecular collisions Catalysts and their impact on chemical reactions Molecular collisions are a lot like car collisions except smaller! Aren't you glad I'm here to enlighten you? Big Idea 5: The Laws of Thermodynamics It's important to know that the laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. These laws encompass the following topics: Thermal energy transfer Relating the magnitudes of energy changes in two interacting systems (direction of energy flow, type of energy) How energy changes relate to heat capacity, enthalpy of fusion, enthalpy of reaction, PV work Calorimetry Enthalpy of reactions and connection to chemical bonds Noncovalent interactions between molecules Whether reactions are thermodynamically favored or not Gibbs free energy calculations Le Chatelier’s principle Equilibrium constants This is a star, or, more scientifically, "a crazy-hot ball 'o energy." Big Idea 6: Bonds and Intermolecular Attractions Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. This big idea covers the following topics: How changes to chemical reactions affect Q and K Relative rates of forward and reverse reactions Equilibrium constant (K) and how to calculate it Calculating equilibrium conditions of a system Direction of the shift resulting from stresses placed on a system at chemical equilibrium Design a set of conditions that will optimize a certain reaction outcome The distinction between strong and weak acid solutions with similar pH values Interpreting titration data to determine the concentration of the titrant/pKa/pKb Calculating the pH of a solution and its makeup Acid/base reactions Buffer solutions - design, identification, reactions Labile protons and how they affect pH Solubility of salts and Ksp Equilibrium constant in terms of ââ€" ³G ° and RT Join these kooky characters in the new hit dramedy Bonds: They're Stuck Together. Oh man, you've never seen chemistry like this before. Will they? Won't they? Who cares? Sample AP Chemistry Questions + Explanations Here are examples of each type of question you'll see on the AP Chemistry test. I’ll also walk you through the answers to give you an idea of how to approach and solve them. Sample Multiple-Choice Question Many questions on the AP Chemistry exam ask you to make predictions about chemical properties or reactions based on data like this. In this case, the answer is A. The coulombic attractions are weaker in NaCl than they are in NaF because the ionic radius of F- is smaller than that of Cl-. The attraction between molecules will be greater in NaF, and the bonds will be harder to break. Sample Short Free-Response Question In this question, part a requires an understanding of why or why not reactions might occur between molecules. First, you need to explain how collision energy affects whether two molecules will react with each other. Only collisions with enough energy to overcome the activation energy barrier (typically represented by the variable Ea) will reach the transition state and break the F-F bond. Next, you need to identify one other factor besides collision energy that influences the likelihood of a reaction between two colliding molecules. You could say that in order for a collision to be successful, the molecules must have the correct orientation. You would need to mention the specific bonds being formed and broken. Only molecules with the correct orientation can start to form the N-F bond and break the F-F bond. The molecules have to contact each other in very specific places for the transition to take place. Part b is about rate laws, and the first part is pretty straightforward. You have a 50/50 chance of circling the right one even if you have no idea what the answer is. For the record, it's the second option, rate = k[NO2][F2]. You then need to explain why you made your choice to get the last point on this question. The second rate law is the correct answer because Step I is the slower, rate-determining step in the reaction mechanism. Step I is an elementary reaction, so its rate law comes from the stoichiometry of the reaction molecules, NO2 and F2. Sample Long Free-Response Question In part a of this question, you’re asked to write two net-ionic equations. Writing balanced equations based on experimental scenarios is an important skill for the test. For part i, the neutralization reaction is H+ + OH- = H2O (liquid). For part ii, the precipitation reaction is Ba2+ + SO42- = BaSO4 (solid). In part b, you need an understanding of what causes electrical conductivity in chemical substances and why the conductivity decreases at first in the situation described. For part i, the solution is conducting electricity as the first 30 mL of the H2SO4 are added due to the presence of Ba2+ and/or OH- ions that haven’t yet been scooped up for the reactions (you could mention either one and still get a point). For part ii, you could say that the conductivity decreases because these two types of ions are steadily removed by the precipitation and neutralization reactions (Ba2+ ions are taken to form BaSO4, and OH- ions are taken to form water). Side Note: The conductivity goes back up after the equivalence point because of the additional H- and SO42- ions that now exist in solution after all the Ba2+ and OH- ions have been used up by the reactions. Part c requires some attention to detail in unit conversion as well as a logical assessment of the information you’re given. Molarity is moles per liter, so the question is how many moles of Ba(OH)2 were there per liter in the original solution without the added H2SO4. Since the conductivity starts going back up after 30 ml of H2SO4 are added, that means that at that point the number of moles of H2SO4 is equal to the number of moles of BaOH2 in the original solution. We can calculate that 30 mL of 0.10 M H2SO4 is equivalent to 0.0030 moles (0.10 moles/liter multiplied by 0.030 liters). There should be the same number of moles of BaOH2 in the original solution, so we can divide 0.0030 moles by the original 0.025 L (25 ml) to arrive at our answer of 0.12 moles/liter or a molarity of 0.12 M. Part d requires you to use Ksp (the solubility product constant) to determine the amount of Ba2+ ions that remain in solution at the equivalence point. The question tells us that for BaSO4, Ksp = 1.0 x 10-10. The solubility product constant equals the product of the number of ions of each component of the precipitate. Each of these is raised to the power of its coefficient in the original net ionic equation, which in this case is 1 for both: Ksp = [Ba2+] x [SO42-] At the equivalence point, the amount of each of these ions is equal. This means that [Ba2+] x [SO42-] = [Ba2+]2 and [Ba2+]2 = 1.0 x 10-10. The number of Ba2+ ions would be the square root of Ksp, which is 1.0 x 10-5 M. Part e asks you to explain why there is a lower concentration of Ba2+ ions in solution as the amount of H2SO4 added increases past the equivalence point. In this case, you would need to mention the common ion effect and the fact that if you add sulfate ions to an equilibrium reaction involving other sulfate ions, the reaction will consume the added ions to reach a new equilibrium. This means that more of the precipitate (BaSO4) is formed, and more Ba2+ ions are taken out of solution to contribute to it. Equilibrium must be reached. Transition from doing ... to being (I've been getting into yoga lately even though I can't touch my toes without feeling like my whole body is being ripped apart). As you can see, the questions on the AP Chemistry test range from short and sweet to long and moderately evil. An important thread that runs through all of them is that you need to know basic background information about why certain substances act the way they do. For example, why do some substances have higher boiling points than others? What does collision energy have to do with molecular reactions? Why do some chemical substances conduct electricity? Being able to justify your answers is very important. Make sure you never lose sight of the fundamentals as you get into more complex calculations and concepts. How to Study for AP Chemistry: 6 Key Tips Here are some additional tips that will help you prepare for the AP Chemistry exam appropriately and improve the efficiency of your studying! #1: Always Ask Why Don’t gloss over questions you got right through lucky guesses. If you don’t understand exactly why the correct answer is correct, you need to review the concept until you do.Chemistry builds on itself, so if you don’t get the fundamental reason your answer was correct or incorrect, you could be in for a whole mess of trouble in the future. For example, you might have memorized that a certain molecular compound has a higher boiling point than another, but that doesn’t mean you necessarily know why this is the case. Make sure you always know why certain properties occur based on molecular and atomic structure so that you can justify your answers and adapt your knowledge to a variety of scenarios. #2: Memorize Formulas You should memorize all the formulas you need to know for the test. Even though you’ll get a formula sheet, it’s going to be much easier to get through the questions if you don’t have to keep consulting it. For each formula, make sure you know the types of questions it will help you answer and how else it could come into play on the test. #3: Review Your Labs Labs are critical in AP Chemistry because they show you the real-life implications of the facts you’ve been studying. You’ll see many questions on the exam that deal with lab scenarios, and it’s much easier to understand these types of questions if you’re somewhat familiar with the setup. It’s crucial to understand why you got the results you did for each lab and to be able to connect them to facts about chemical reactions and properties of different substances. #4: Learn to Estimate The multiple-choice section of the AP chemistry exam doesn’t let you use a calculator. This is kind of scary for some people, but it shouldn’t be a big obstacle if you’re well prepared. You’ll save yourself a lot of time if you practice doing multiple-choice questions and estimating logical answers without going through long calculations. The more familiar you are with the mechanics of chemical reactions, the easier it'll be to estimate the answers to these problems. #5: Practice With Official Materials The College Board offers free downloadable AP Chemistry materials you can use to get more used to the content of the exam and to practice real multiple-choice and free-response questions. All free-response questions include sample answers as well as commentary that explains what is particularly good (and not so good) about the response. #6: Get a Review Book This is one of the AP classes for which it’s extremely helpful to have a review book to guide your studying. Since the material is complicated and there are a lot of different things you need to know how to do, a review book can help ground you and give you a better handle on how to structure your review overall. You’ll also get a lot of additional practice problems and answer explanations. While you should still use your labs and notes from class, a review book will help you better organize your thoughts. Here are a couple of books I recommend: 5 Steps to a 5: AP Chemistry 2018 (about $10 on Amazon) Barron’s AP Chemistry (about $10 on Amazon) For practice questions, you can also get the book Sterling AP Chemistry Practice Questions (about $20 on Amazon). It’s not technically a full review book, but it will give you more practice resources to use as you study the material on the test. Sometimes this is how your mind acts when you're trying to study something complicated. Let a review book guide your way so the journey toward enlightenment is less anxiety-ridden! Conclusion: How to Study for the AP Chemistry Exam In summary, here are the basic logistical facts to keep in mind about the AP Chemistry exam: Test Date and Time Thursday, May 7, 2020, at 8 am Total Time 3 hours and 15 minutes # of Questions 60 multiple-choice questions 7 free-response questions (4 short, 3 long) Scoring Long free response: 10 points Short free response: 4 points Calculator? Multiple choice: Not allowed Free response: Allowed Point Penalty for Wrong Answers? No penalty %age of Points Needed to Score a 5 Around 70% As I’m sure you've noticed, there’s a lot of material to learn for the AP Chemistry test (six big ideas compared with AP Biology’s four big ideas! What!?!?!). This is why starting your studying early and keeping up with the progress of your class throughout the year are so strongly connected to your level of success on the test. Here’s a quick review of my top six tips for preparing for the AP Chemistry exam: Always ask yourself why the answer is correct on practice questions Memorize all the formulas Review your labs, not just your notes Learn to estimate on multiple-choice questions Practice with official AP Chem materials Use review books to organize your studying If you’re focused and diligent, nothing on this test will be a chemystery to you because you’ll be a regular Sherlock Coulombes ('cause you’ll know all about London dispersion forces. OK, I’m done now). What's Next? Chances are, if you're taking AP Chemistry, you're also planning to take a couple of SAT Subject Tests. Check out our guide to learn about the differences between AP tests and Subject Tests! If you get a 5 on AP Chemistry, what does that mean for you? Find out how AP credit works at colleges. If you read this article, you're probably taking AP Chemistry. But your final high school schedule might not be set in stone just yet. Read this article for comprehensive advice on how many total AP classes you should take in high school to reach your goals. How can you use your knowledge of chemistry to help clean your stuff? Read up on muriatic acid (and what not to combine it with) here. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Accounting Earnings and Cash Flows

Longreach Ltd has adopted the international accounting standard and the objective of the standard in relation to the impairment of assets is prescribing the procedures to ensure that the assets are carried at not more than recoverable amount. Since the assets are described as impaired under this standard, it is required by the entity to recognize the loss arising from impairment. There are several types of assets included in the entity in both the profit and non-profit organization. Such assets are segmented into various section and those employed for carrying out the current operation are deemed as the current assets (Bevis 2013). Fixed assets on the other hand serves the entity for longer period. An entity may comprised of several intellectual assets other than current and fixed assets such as trademark, copyright assets and many more. It also comprised of assets emerged from the acquisition or due to the growing popularity among consumers are also included along with the goodwill and brand. The organization can increase its revenue by directly employing such assets. There are also intangible assets, which are not physical and cannot be measured in units. In the books of account, such assets are maintained at the amount purchased (Briloff 2013). There is a significant decline in the real value of the assets with the time. The company at the real time value applies impairment and the decreased amount is adjusted in the impairment account. Decline in the value of asset leads to loss, which is viewed as loss due to impairment. There are certain common factors applicable to the numerous assets and several factors influences the asset value. Value of machinery, equipment and several tools is based on the manufacturing capability and usage. It is viewed that the upcoming g production capability of these assets might decrease due to their increased usage in the production (Dechow 2012). The older equipment and machineries decreases in the value and eventually it becomes obsolete because of the emergence of modern machineries and equipment. The value of land gradually increase due to various factors such as over population, new cities emergence and transformation of the locality. Due to the alterations in the choice of consumers and modern technology emergence, the trademark along with the patent right tends to fall in value. Goodwill is falsified in the event of acquiring any acquisition and it serves as an additional value (Gray et al. 2013). The goodwill imbibed in purchasing the assets falls significantly when there is the reduction in the value of the assets. There is need to the financial report as per the requirement of the stakeholders because the stakeholders have different interest over the organization. Government and the accounting standards signifies huge importance in the interest of shareholders. It is desired by the stakeholders that financial reports must represent the true and fair value of the asset and liabilities of the listed companies. Due to the emergence of the modern machineries at the lower price, the market value of the machineries has turned out to be half of the real value cost. There can be the case when the organization has acquired the machinery before five years. If the cost price of certain machinery is presented in the financial report, it would indicate that the asset are overvalued. This would not represents the true and fair value of the assets. Valuing the assets of the organization are considered an efficient investment option by the shareholders (Maas et al. 2016). Shareholders of the company may take faulty investment decision if the shareholders rely their investment decisions on the overvalued financial statements, if the organization does not represents the fair and true value of the assets. The accounting board for gaining the shareholders interest has introduced the impairment concept. Introduction of the government policies and the accounting standards outlines the instruction for the impairment of the assets along with the general financial statements. When the carrying amount of the assets exceed the recoverable amount, it is required to carry out the test of impairment at that time. In the books of accounts of the assets, the carrying amount is recorded. The purchasing cost of the assets represents such amount and it is depreciated in relation to the appropriate technique of depreciation (Huian 2013). The asset fair value can be selected as the amount recovered after all the anticipated expenses of the assets are reduced by the organization. Asset value can be regarded as another recoverable amount. The net cash flow of the entity anticipated to be collected from the assets is referred to as the value. The higher value among the two can be chosen in accordance with the IAS 36. If we consider IAS 36, the loss arising from the impairment is measured by reducing the recoverable amount of assets from their carrying amount (Aasb.gov.au 2017). Since the book value of the asset is reduced, the impairment loss attributed to the respective assets are debited. In addition to this, the maintenance of the accounting amount of the assets has decreased the value. Such impairment loss is adjusted in the income statement in the year-end along with the profit and loss account. The loss is representing as the non-operating loss in the income statement. The overall value of the shareholder is decrea sed if the impairment loss is credited in the revaluation surplus account. In case of the assets that are generally considered as the Cash Generating Units that encompasses the goodwill, which has resulted from the acquisition of the assets. The impairment loss is not adjusted accordingly in this case. The impairment loss can be calculated as per the aforementioned method if the overall value of the cash-generating unit requires being impaired. Moreover, the loss is adjusted with the Goodwill account. In the event of making adjustment with the goodwill, certain amount is left, and then the remaining amount is aligned with the CGU assets (Rappaport 2012). This is relied on the book value of the assets. Aasb.gov.au. (2017). Available at: https://www.aasb.gov.au/admin/file/content105/c9/AASB136_07-04_COMPapr07_07-07.pdf [Accessed 18 Jan. 2017]. Bevis, H.W., 2013.  Corporate Financial Accounting in a Competitive Economy (RLE Accounting). Routledge. Briloff, A.J., 2013.  The truth about corporate accounting. Harpercollins. Dechow, P.M., 2012. Accounting earnings and cash flows as measures of firm performance: The role of accounting accruals.  Journal of accounting and economics,  18(1), pp.3-42. Gray, R., Owen, D. and Adams, C., 2013.  Accounting & accountability: changes and challenges in corporate social and environmental reporting. Prentice Hall. Huian, M., 2013. Stakeholder’s participation in the development of the new accounting rules regarding the impairment of financial assets.  Business Management Dynamics,  2(9), pp.23-35. Maas, K., Schaltegger, S. and Crutzen, N., 2016. Integrating corporate sustainability assessment, management accounting, control, and reporting.  Journal of Cleaner Production. Paton, W.A. and Littleton, A.C., 2012.  An introduction to corporate accounting standards  (No. 3). American Accounting Association. Rappaport, A., 2012. Establishing objectives for published corporate accounting reports.  The Accounting Review,  39(4), pp.951-962. Rennekamp, K., Rupar, K.K. and Seybert, N., 2014. Impaired judgment: The effects of asset impairment reversibility and cognitive dissonance on future investment.  The Accounting Review,  90(2), pp.739-759.

Evaluate the outcomes that are used to measure progress towards Assignment

Evaluate the outcomes that are used to measure progress towards meeting the Milenium health goals - Assignment Example The goals set should be SMART that is specific, measurable, attainable, realistic and timely. Actually, Nursing’s role in helping achieve the United Nation’s Millennium Development goals is theme for this year’s International Nurses Day. Since Nurses are the only professionals in the world who are available to several people in their lifetime thus they are the key to the achievement of the millennium development Goals. Additionally, Nurses are the largest health care profession in the world thus play a major role compared to other health professionals. Moreover, nurses are well placed and often the most innovative in reaching the disadvantaged and underserved populations. Nurses help in reducing child mortality, combating malaria, HIV/AIDs and other diseases, and improve maternal health. According reports from ICN, the global children mortality (five years and below) has reduced and the deaths that occur could be prevented via affordable and effective interventio ns (United Nations 2008). The number of women who die during pregnancy and child birth has been halved with regional variations. Nurses also help in issuing of anti-malarial treatments and treating the multi-drug resistant tuberculosis. Since nurses interact with residents more Oftenly than not they are able to advice on how to prevent oneself from acquiring tuberculosis and other communicable diseases. Health settings in any community should have their intentions majorly as quality patient and resident service delivery during the phase of care. With maintained health data the health care personnel are in a position know that the outbreaks in the community. Occurrence of any outbreak means a campaign should be carried out and if need be vaccination administered. For example if there is an outbreak of polio children, children in a particular age range should be immunized against the polio (Geneva health 2013, April). Therefore, when the community receives quality services the economy of a nation rises since the costs that are incurred in ordering drugs are diverted and utilized in other areas for development. Professional in the health care setting inclusive of the nurses should ensure that they understand the patients and the customer service is improved to proactive. The essence of the system being proactive is to ensure that the patients’ history is not repeated in the event that they go back to the hospital for check-up. In the event the patient is unconscious and is taken to the hospital by strangers the nurses are in a position to retrieve the patient’s records easily thus ease in diagnosis. This also helps them in managing the data and with the same they are able to deduce when there is an outbreak. Otherwise, with no records it is may be difficult to tell which area is experiencing an outbreak and of which disease. It is part of offering quality services to help the patients when nurses help patients with prevention of diseases and advice on how to attain the same. This impacts to a nation since deadly outbreaks are eradicated as a result of the advice from nurses to patients. Therefore it is in order to say that â€Å"happy employees, happy patients hence happy residents† (Rebecca McNeil 2013, February 15). The nation may benefit directly or indirectly. Nurses educate the patients on the dangers of some of the unhealthy activities they are involved in such as smoking and the kind of diet they

Art history Essay Example | Topics and Well Written Essays - 1250 words - 2

Art history - Essay Example He is perhaps best known as a portrait painter but critics have found it difficult to categorize him much more accurately beyond that. The Encyclopaedia Britannica cites his â€Å"large-scale Photo-Realist† portraits as his most famous achievement while the Oxford Dictionary of Art labels his early work as â€Å"Abstract Expressionist† and his later work as â€Å"Superrealism†. Many commentators (Sultan, 2003) have regarded his work in the medium of print to be even more significant than his paintings and it is certainly true that photography and print media have influenced his painting, as well as being major works of art in their own right. Throughout his life Chuck close has given interviews and collaborated on many books and television programmes (see for example Finch, 2007) which gives critics a good insight into his life and thought. His childhood was in some ways difficult, because of illness in the family and his own learning difficulties. Nowadays he would have no doubt been diagnosed with dyslexia and coached out of his rather individual way of seeing things, but as it was, he used his disability with words to focus on what he was good at, namely art. He has an exceptional awareness of his own artistic development and an uncanny talent for finding new techniques. While still a student Close was fascinated by prints and photography, citing Jasper Johns as an early influence (Sultan 10). He was a student in the 1960s, and experienced the blossoming of Pop Art first hand. The work of Johns and Warhol opened up a whole new field of exploration where the boundaries between collage and paint, between commercial silk screen printing and traditional fine art painting seemed to be merged. Multiple repetitions of the same subject were made in different colors and on a huge scale, highlighting these artists’ ability to frame even very ordinary items in unusual ways and change our perception of these items. Images such as the cans of soup and the Marylin

Renaissance Essay Example for Free

Renaissance Essay We mark Italian societys rebirth from the medieval period with the changes that occurred during the Italian Renaissance. Civilization was changing and what we consider the modern world was about to begin. The renaissance activity that happened in Europe outside of Italy is called the Northern European Renaissance. Italys humanist ideas and values moved out of Italy and throughout Europe, which spurred on the Northern European Renaissance. The Renaissance period began in the early 14th Century and lasted until the late 16th Century. Renaissance† comes from the French word that means â€Å"rebirth. † This time period is named and studied because of its unique art, literature, and music. It is also known as societys modern age. The Renaissance was a period of great cultural and technological changes which swept Europe from the end of the 13th century. It was integral in developing Europe was subjected to different changes there were two primary renaissance which were most notable. They were the Italian and the Northern renaissance. Both of the renaissance had a profound impact on Europe. But they also had some typical differences among them and each was unique in its own way. Early in the 14th Century, Italian scholars started to study the ancient cultures that preceded them, like those of Greece and the Roman Empire. This scholarly interest would lead to the Italian Renaissance. Italy and Europe was ready for change after the harrowing destruction of the Black Plague in the Middle Ages. Florence, Italy, was the home of the start of the Renaissance. After the collapse of the Roman Empire, culture, politics, and the arts had only been in decline. Petrarch advocated learning about Italys Latin and Roman history. The Pope and the royalty liked this idea, so other scholars begun to study in the same vein. These scholars valued the accomplishments of the Romans, but they wanted to improve on their society instead of blindly trying to recreate the same thing. These scholars wrote books that would stimulate Italians thinking and give them a new purpose. Italy was divided into distinct city-states, which gave them a more modern, and regional, cultural outlook. The city-states thrived, banking increased, and trade became more important. As Italian society became wealthier, they could strengthen their culture and their ideologies became entrenched. Wealthy people had the means to patronize and fund artists. Scientific development spurred Humanism as well as some of historys most important artists. Architecture evolved beyond the Gothic. The Renaissance period is considered the intellectual birth of modern society. Most thinkers were concerned with humanity and how to become a good and honorable person. The European, but not Italian, renaissance period is called the Northern European Renaissance. Similar growth in society and culture happened in Northern Europe as occurred in Italy during this time. This architecture did not change munch in the beginning, and did not stray far from the Gothic style that preceded it. Humanist changes resembling those in Italy also happened in the culture of Northern Europe. The Italian Renaissance focused its questions on humanity and mans ability to grow and develop. The Northern European Renaissance, though, focused on the secular reform of society and government. As Italian society changed as a result of their Renaissance, the people of Northern Europe became uneasy with Rome and the Popes control of their church. They thought that Italian powers had slipped away from traditional, strict, Christian belief and dogma. They began to strive to reform the church. The Italian Renaissance and the Northern European Renaissance did not happen in exactly the same ways. Italy grew and prospered with their city-state governance, while an aristocracy still controlled Northern Europe. Wealthy Italians patronized the arts, while in Northern Europe the arts were funded by the rulers and the church. Renaissance period art was bright and realistic, and the art of the Northern European Renaissance also followed this Italian style. Artists in Italy tended to work on paintings, sculpture, and architecture. In Northern Europe, artists created furniture, tapestries, and manuscripts. Europes wealthy had a lot of homes; they needed a lot of furniture and decorations. Literature in both regions was concerned with humans and humanity. Italians explored the idea that man was rational and decided rationally how to be a good person. Literature in Northern Europe was more concerned with the Catholic Churchs humanity and how to reform the church. Both areas wanted to reform the church – Northern Europe was more concerned with religion. Art in the Italian Renaissance was paid for by wealthy people. This art was concerned with nature. This art used a contrast between dark and light, 3D perspective, and human images. Northern European art used similar methods as Italian artists, but they were more concerned with depicting religion. Italian art used scenes from religion, mythology, the natural world, and eroticism. Northern European artists made portraits, scenes from the Bible, and tapestries. Aristocrats and the church owned most of the artwork. Below and to the left is a tapestry woven during the Northern European Renaissance called The Wedding Dance. This tapestry was made by the artist Peter Brueghel from the Netherlands. Not many pieces focused on the lives of everyday people as this one did – most were religious in nature instead. The work below and to-the-right is emblematic of the Italian Renaissance. It was pained by Giorgio Vasari.

Gay Marriage Essay -- Same-Sex Marriage Essays

A large majority of people in the United States will say that they are in favor of equal rights for homosexuals. They will all agree that homosexuals should have the same rights in housing, jobs, public accommodations, and should have equal access to government benefits, equal protection of the law, and other rights granted to US citizens. However, when the topic of marriage arises, all the talk of equality ceases. Over fifty percent of all people in the United States oppose homosexual marriage, despite the fact that most are otherwise supportive of homosexual rights. This means that many of the same people who are even passionately in favor of homosexual rights oppose homosexuals on this one issue. This is because there is a lot of misunderstanding about what homosexuality really is, as well as the erroneous assumption that homosexual people enjoy the same civil rights protections as everyone else. For the reasons of ending social injustice, the economic and social benefits of allo wing homosexuals to marry, and the constitution, homosexual marriages should be a legalized institution.   Ã‚  Ã‚  Ã‚  Ã‚  Homosexuals are often treated unjustly socially. Homosexual people and couples are treated as inferior to that of heterosexuals. The values that homosexual couples exhibit in their daily lives are often indistinguishable from those of their straight neighbors. They're loyal to their mates, and are devoted partners. Many of the reasons offered for opposing homosexual marriage are based on the assumption that homosexuals have a choice in which they can feel attracted to, and the reality is quite different. Many people actually believe that homosexuals could simply choose to be heterosexual if they wished. But the reality is that very few do have a choice; any more than very few heterosexuals could choose which sex to find them attracted to. Additionally, many people continue to believe the propaganda from right-wing religious organizations that homosexuality is about nothing but sex, considering it to be merely a sexual perversion. Homosexual relationships are just like heterosexual ones, and are much more about love and affection than they are about sex. And this is what homosexual relationships are based on: mutual attraction, love and affection. Sex, in a committed homosexual relationship, is merely a means of expressing that love, just the same ... ...o deny that the right to marriage whomever you may choose is constitutionally guaranteed. Homosexuals, targets of discrimination and social injustice, deserve to have equal opportunities and rights as every other person in America, homosexual or straight. Homosexual marriages are accepted already by the Constitution, and they offer nothing but economic and social benefits if legalized, therefore there is no real reason as to why homosexual marriages should not be legalized. Legg, Joshua. Interview. 17 May 2004. 23 Nov. 2004 . Cooperman, Alan. â€Å"Christian Groups Say They Won't Give Up.† The Washington Post. Jul. 15, 2004. . â€Å"Q&A: Same-Sex Marriage.† The Washington Post. Mar. 10, 2004. . Rauch, Jonathan. Gay Marriage : Why It Is Good for Gays, Good for Straights, and Good for America. New York: Times Books, 2004. 1-224. Baird, Robert M., and Stuart E. Rosenbaum. Same-Sex Marriage: The Moral and Legal Debate. Amherst, New York: Prometheus Books, 1997. 1-242. Nieves, Evelyn. â€Å"Same-Sex Marriage Issue Fires Up Gays.† The Washington Post. Nov. 1, 2004. . Civil Rights: Brown v. Board of Education I (1954). 12 Jan. 2005. National Center for Public Policy Research. 24 Jan. 2005 .

Criminal Justice Paper Essay

The purpose of this Preparation Guide is to provide you with some general direction concerning the content, process, and structure of your class project paper. In the sections below are proffered some helpful information that will prove valuable with respect to facilitating your completion of a course project reflective of the high standards of quality work and personal learning that should be the aim of each participant in the course. Research Students must conduct research to obtain information from which the paper will be written. Sources of information may be classified as being â€Å"primary† or â€Å"secondary†. Primary sources include articles in scholarly/peer reviewed journals, court decisions, statutes, personal memoirs/interviews, government review articles, and so forth. Secondary sources include professional magazines in a related field of study, newspaper articles, book chapters, etc. The student will be graded in part on the depth and thoroughness of the research. For a 8 to 10 page paper, the student should develop approximately 10 sources. It is important that you work on this paper throughout the session and not procrastinate. Getting Started Select any ONE of the following six (6) Research Paper Topics. Other topics may be considered with prior instructor approval, but they must be directly related to a criminological theory for approval. * ONE: CONCEPTS OF CRIME, LAW, AND CRIMINOLOGY 1. Profile a county in your state on the basis of social, economic, and criminological factors. For the social picture the students may want to include such items as population size, rural versus urban area, rate of college graduates, divorce rate, etc. For the economic picture the students may want to include such items as percentage below poverty, average family income, percentage unemployed, rate of home ownership, etc. Census data are useful for the social and economic variables. Criminological factors, such as crime rates, arrest rates, number of officers, etc., can be obtained from  your state crime information center. The focus of the written assignment, then, is to tie the various social and economic forces operating within the county to the levels and types of crimes identified. 2. There are thousands of agencies with the mission of providing services to victims of crime. Complete an in-depth investigation into a specific agency at the local, state, or national level. The paper should include an historical look at the agency, provide statistics on the number and type of victims they assist, offer descriptions of the services provided, give an explanation of the philosophy of the agency, discuss funding sources, and provide information on the location of the agency. You may even want to include a personal interview with a representative of the agency. Try to apply a specific criminological theory. TWO: THEORIES OF CRIME CAUSATION Select a recent crime from a local newspaper. Spend a short amount of time laying out the facts of the case; attach the article to their final paper. Then define and apply one criminological theory that does a good job explaining this type of offense and one criminological theory that does a bad job explaining this type of offense. Integrate facts from the article to support your argument. This paper works best if you apply a specific criminological theory, like Routine Activities Theory, rather than a more â€Å"umbrella† theory, like Social Disorganization Theories. THREE: CRIME TYPOLOGIES 1. Select one type of crime. Provide the legal definition for the offense, incidence rates at both the state and national levels, and clearance rates at both the state and national levels. To what extent does this crime in your state reflect nationwide trends? Try to apply a specific criminological theory. 2. Street crimes (violent and property), enterprise crimes, and public order crimes vary in definition, incidence level, and how society views them. You  may either compare and contrast across these three large crime classifications or select one crime from each of the three categories to use as a representative of that group of offenses. Then discuss how not all crimes are alike or viewed as such. Try to apply a specific criminological theory. FOUR: THE CRIMINAL JUSTICE SYSTEM There are hundreds of treatment and rehabilitation programs for offenders that have been utilized in the past or are currently in favor. Identify one such program and provide an analysis of it. Specific topics to be discussed include the type of offender the program targets, the history of the program, its breadth of use across various facilities, its level of success, the length of the program, the structure of the program, etc. Try to apply a specific criminological theory. NOTE: You are encouraged to use the resources of the DeVry University online library and campus library resources. If you are unable to locate source material at the campus library, you should request the material via â€Å"inter-library loans†. Writing Style In this course you are expected to demonstrate writing proficiency. Pay careful attention to paragraphing, sentence structure, quotation conventions, spelling, punctuation, citation protocol, and other aspects of grammar. Remember to proofread, correcting any typing or printing errors. All papers written for this course should follow the standards that are applicable in the business environment. This includes a business-appropriate writing style and no misspelled words or grammatical errors. Presentation and organization, while not as important as content, will impact your grade. Always write as if the reader is unfamiliar with the material you are presenting. It is important that you learn to catch mechanical errors in your writing. Research has shown that they can make a bad impression. In 2001, Larry Beason published a study of how business persons react to minor writing  errors–â€Å"Ethos and Error: How Business People React to Errors† College Composition and Communication. 53(1), 33-64. He found that â€Å"For some readers, simple accidents or certain errors have little impact, while other readers see the same errors and create a damning portrait of the writer.† Many of the business persons in his study interpreted mechanical errors as evidence that the writer was a poor business person–a faulty thinker, not a detail person, a poor oral communicator, and/or a poorly educated person. Some also interpreted mechanical errors as evidence that the writer was hasty, careless, uncaring, and/or uninformed.† A direct quotation will be indicated by quotation marks (followed by the page number where the quote was taken). Direct quotes longer than three lines, will be indicated by indenting the entire quote and typing it double-spaced (followed by the page number). Unless the style or manner of presentation of the information in the quote is important to the paper, the material will be substantially paraphrased, rather than quoted. The student is reminded that the use of a direct quote or paraphrase without proper citation of the source of the material amounts to plagiarism. Physical Preparation of the Paper See the Course Paper in the Course Home section of our class. Submission Deadlines and Point Value: All submission deadlines will be noted in the class syllabus. See the Course Paper link under Course Home. Citing Work in the Body of the Paper This paper will be written using the latest publication manual of the American Psychological Association (APA). There are two steps in the APA style of documentation: (1) works are cited, in an abbreviated form, in the body of the paper (in-text citation), and (2) full information about all works cited in the text provided at the end of the paper in a section entitled â€Å"Reference Page.† When you need to document the source of your information, you will provide, within the text the paper, the last name of the author(s) of the work (or a short title if the author is unknown), followed by the date the material was published. This can be done in a variety of methods, depending upon the flow of the sentence. For instance, A Check List and a Few Reminders: Did you: * Proof-read your paper * Use quotation marks (hopefully you did not use many, if any, quotes) for any direct quote (complete with page number where quote was taken)? * Check to make sure that all sources used in the text match with the reference page (including correct spelling of authors and dates)? * Review reference page to insure that all sources are complete and in proper order (e.g. alphabetical by author’s last name)? * Number all pages * Write the cover page with the following information: Title of paper, your name, email, Course title, The University, and Due date. * Keep your paper gender neutral? (Do not assume the masculine voice when writing – use â€Å"police officer† rather than â€Å"policeman† or use he/she rather than he). * Keep the tense the same throughout your paper? (should be in past tense – such as, â€Å"research revealed†). * Insure that you have at least 2 complete sentences for a paragraph? (One sentence paragraphs are not accepted in formal writing). * NEVER use a personal pronoun in your paper (such as â€Å"I†, â€Å"my†, etc.). You are not experts in the field. While your opinion is encouraged during classroom discussion, it does NOT belong in a research paper. Plagiarism DeVry University is committed to the highest standards of academic honesty. Acts of academic dishonesty include plagiarism, cheating, bribery, academic fraud, sabotage of research materials, the sale of academic papers, the purchase of academic papers, and the falsification of records. An individual who engages in these or related activities or who knowingly aids another who engages them, is acting in an academically dishonest manner and will be subject to disciplinary action in accordance with the bylaws and procedures of DeVry University (See Student Handbook). Each member of the academic community is expected to give full, fair, and formal credit to any and all sources that have contributed to the formulation of ideas, methods, interpretations, and findings. The absence of such formal credit is an affirmation that the work is fully the writer’s. The term â€Å"sources† includes, but is not limited to, published or unpublished materials, lectures, lecture notes, computer programs, mathematical and other symbolic formulations, course papers, examinations, theses, dissertations, and  comments offered in class or informal discussions. The representation that such work of another is the writer’s represents plagiarism. Care must be taken to document the source of any ideas or arguments. If the actual word of a source is used, it must appear within quotation marks. In cases that are unclear, the writer must take due care to avoid plagiarism. The source should be cited whenever: 1. A text is quoted verbatim   2. Data gathered by another are presented in diagrams or tables/charts 3. The results of a study conducted by another are used   4. The work or intellectual effort of another is paraphrased by the writer. Since the intent to deceive is not a necessary element (strict liability), careful note taking and record keeping is essential in order to avoid plagiarism. In other words, it is like being a little bit pregnant (you either are or you are not). One cannot have â€Å"accidental/unintentional† plagiarism! Students should consult members of the faculty for clarification of the definition and substance of this policy on plagiarism as it applies to their particular discipline. (Source: City University of New York – Proposal on Plagiarism).

Characters Representing Major Ideas and Themes

A Raisin In the Sun by Lorraine Handovers, the Younger family Is faced with many big issues and themes that affect African Americans in the 1 ass's. These overlying themes appear in the form of individuals In the play, even for those characters that play only minor roles. George Morison, Wily Harris, and Mr.. Liners each represent different obstacles that the Youngster's must overcome in order to follow their dreams and trust what is in their hearts.This is Handlebars way of telling her readers to not be afraid to follow their dreams, even If there are obstacles In your path, because If they don't then they will be worse off than ever before. George Morison is the living example of assimilation culture and it's destructive tendencies toward your native culture and heritage. He dresses like whites, acts like whites, and puts more value on money than on thoughts and culture. Beneath witnesses this transformation occurring in her brother, and it angers her.She feels pressured by society to assimilate. George has merged with the American White Majority Ideals and has no difficulty in doing so, which deeply rubles Beneath, who believes that if you lose your heritage, you in turn lose yourself. George gets incredibly aggravated whenever Beneath mentions how she feels on the topic of Assimilation, and finally George can't listen any longer to her and snaps, â€Å"Let's face it, baby, your heritage is nothing but a bunch of raggedy- eased spirituals and some grass huts! (Handovers, 81) Beneath is trying to find herself by rediscovering her culture, while George Is separating himself from his as much as possible. This huge difference between the two Is the mall reason behind Beneath slice of him and love of Sagas, who fully embraces his culture. He helps her overcome modern society's expectations and dance to her own drumbeat, therefore giving her a way to find herself. The pressure to assimilate into society and become â€Å"acceptable† to others is shown in Be neath, but has already won over George.Even though Wily Harris never even steps onto the stage, his dark presence hangs over the family, as he took the $6,500 that was left of Big Walter's money. He did the taking, and left the Younger â€Å"token†, representing people who exploit others who are desperate and helpless. Wily and others like him take advantage of people like the Younger who have no experience or way of getting help if they fall into a bad situation, but will trust someone to help them out because they are desperate enough to try to achieve their dreams anyway. In stealing the money, Wily Harris destroys Walter's last hope for a good future.Walter explains after he hears the bad news of the stolen money how he thinks the world works and what he has concluded from the experience: â€Å"Life is just like it is. Who gets and who don't get†¦ Mama, you know it's all divided up†¦ Between the takers and the â€Å"token†Ã¢â‚¬ ¦ Mom of us always getting token†¦. I'll say one thing for old Wily Harris. He's taught me something. He's taught me to keep my eye on what counts in this world. Yeah- Thanks, Wily! † (Handovers, 141) By this point, Walter has realized that his dream Is not going to happen, and Wily has left him devastated.But amidst all these distraught what really counts, not money, not social status, but love, his family, his wife, and his son. The kind of love that made big Walter work to death for his family. This realization pulls him together, and finally becomes a man and gives Mama and Ruth their dream of owning a house. It seems that people like Wily Harris gravitate to people in poor circumstances with big dreams and little experience. Walter overcomes this disastrous event, but the memory that he could have done better in business and made something of himself will probably haunt him forever.Mr.. Liners is Just one man, but he represents thousands of people, the white majority, and their intense prejud ice against blacks and other minorities. Prejudice and racism was still everywhere in the sass's, even though slavery was gone. The views that people like Mr.. Liners harbor are keeping the Younger and other minority groups oppressed and unable to rise up to their full potential. Liners expresses his frustration with the Younger after Walter refuses his offer for the first time, â€Å"What do you are going to gain by moving into a neighborhood where you Just aren't wanted†¦ People can get awful worked up when they feel that their whole way of life and everything they've ever worked for is threatened. â€Å"(Handovers, 199) Liners says the one thing that the white majority has been thinking. He tells the Younger very simply that they are not wanted. This kind of hostility has nothing to do with any f these peoples personalities, Jobs, or morals, it is solely because they are not white and therefore are deemed not good enough to be with whites.The family overcomes this prejudic e by asking Mr.. Liners back. Walter tells him that they will move into the house, and they will be good neighbors, therefore giving the Whites the first punch if they want to take it, as he will do nothing to them, because he states that the family has a right to live there Just as much as anyone else. Prejudice affected the Younger through the voice of one man, but through the minds of many. But they anally overcome their fear of it and move into the house at Closure Park.Throughout this play, Handovers is constantly using symbolism, and not only does she do it through objects, but through people as well. She shows us how all of these complicated issues are gathered together in one tiny apartment and how this can destroy dreams Just by stepping into the room that is the sass's. By using characters like George, Wily, and Mr.. Liners, we get a real sense of what people are willing to do to achieve their goals, be accepted, and keep things how they have always been. The Younger overc ome each of these with their love and their dreams.