Opposites and Paradoxes in King Lear free essay sample

The sequence of oppositional characters and motifs in the play bring about in the audience a sense of the corruption of principles that beset the protagonists of the play. With this sense of opposition comes a strong sense of the duality within the play seemingly centred on the Epodoclean theory of a â€Å"world governed by the contrary forces of love and hate. Though this is not unusual for a stage production, McAlindon believes that when the bond of opposites that constitutes the natural order of â€Å"revolt against limit and fly to extremes. † This can be seen in the characters foremost as the sons of Gloucester as well as the daughters of Lear are directly opposed to each other. Indeed it is in the internal nature of Lear that this is focused most powerfully as his beliefs in love and kindnesses are offset by the egocentric and chloric feelings that dwell within his heart. We will write a custom essay sample on Opposites and Paradoxes in King Lear or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is mainly from the character and fate of Lear that the true extent of the breakdown of nature can be seen as within the space of two weeks he has sunk from kingship to a world of destitution and poverty as he suffers at â€Å"th’ extreme verge† in his relationship with his family. What is most tragic in relation to Lear though is his rediscovery of Cordelia before the heart wrenching death she endures as he is thrown from the heights of grief before his heart gives way under the strain of ecstatic joy. But while the emotional converses that Lear endures are tremendously powerful they are not the only matters in opposition throughout the play. There can be seen in the various settings of the play a number of thematic oppositions, with the most apparent being the contrast between the nocturnal and gloomy castle of Gloucester as opposed to the serene Dover fields where Father and daughter are reunited, where love opposes strife. Indeed there are a great number of inversions that apply a new number of possible thoughts to the understanding of the play. Lear’s sufferings are completely opposed to the more typical tragedies of the Shakespearean era where there was a distinct separation between the suffering of the social elite and â€Å"the low and the ludicrous† in the principal of the Senecan school of thought. In King Lear though it would appear to be the Saturnalism theories that prevail as the positions of the lowest are inverted with those of the highest, as Lear takes the place of his fool in declaring the unpalatable truths of the world in his madness, adopting a sense of tragedy in the manner in which this is done. There are none more demonstrative of inversions than the antonymic nominalism that occupy the play with the most pathetic being Gloucesters praise of Goneril and Cornwall, whereby his loyalty to the king becomes â€Å"treason† whereas Edmund’s betrayal is described as a show of â€Å"loyalty. † But more than this it is a key illustration of the wickedness of protagonist such as Goneril who condemn â€Å"harmful mildness. † This sense of paradox is prevalent mostly in the evil party where it comes to signify a moral and social inversion of a rational order of things. In contrast to this a positive paradox comes to represent a renewal through destruction and a discovery though loss, most notably seen in the increase of France’s attraction for Cordelia following her rejection by Lear as she becomes an â€Å"unprized precious maid,† becoming â€Å"most choice, forsaken† as the isolation of â€Å"forsaken† seemingly highlighting the paradox. What is more is that a sense of pathos is granted through this as Lear’s misinterpretation of each one of his daughters and his reliance of the â€Å"wolfish† Regan and Goneril, as well as Gloucester’s miscomprehension of Edmund as being a â€Å"loyal and natural boy. The twin paradoxes that appear in the discovery of madness, characterised by Lear, and the discovery of vision in blindness are the most powerful in the development dignity undertaken by Lear and to an extent Gloucester in this play. McAlindon believes that of all the paradoxes it is the fact that th e tragedy develops around an inability â€Å"to contain the worst effects of a terrible eruption in nature,† and none is more terrible than the progressive failing of family links. The typical familial bond of mutual love and affection that is the ornerstone of most families is shockingly absent in King Lear though it is desperately craved by Lear himself. McAlindon believes that this style of bond involves love and justice as well as that it â€Å"predicates a glad and spontaneous performance of offices and responsibilities. † It is therefore bewildering that Edmund would break such a bond in such an anti-familial manner, undermining civilised society in the process, and comparisons can be drawn between him and Iago in his mistreatment of Claudius in Othello. Gloucester, however, can be seen to be as equally to blame for Edmund’s waywardness as his dreadful mistreatment of him, whose breeding is only acknowledged as Gloucester â€Å"often blushed,† and seems to be a victim of tragic causality as Edmund comes to believe that he owes everything to himself. The ancient Greek writers Plato and Aristotle believe that love creates emotional awareness and allows for the creation of just law. With this in mind the manner with which Lear treats the link between him and his daughters in such a material way shatters any sense of order or responsibility in his court with the dismissal of Cordelia and Kent becoming a satire of what passes for justice in society. If Plato’s theories are developed then it would seem that the main cause for injustice is a loss of human kindness and sympathy, explaining fully Edmund’s pathological hardness as his bastardy alienates him. In the same manner in which Edmund suffers a lack of acknowledgement, so too does Lear suffer the same fate, it is only through his mistreatment on the familial ties. McAlindon believes that Lear holds a heavy â€Å"dependence of personal identity on the bond† and it is his reliance on the bond as a material tie makes him a nobody after he divulges himself from his power and estate resulting in one of the most pathetic lines â€Å"I gave you all† separated from the cruelty of Regan. The greatest dignity is then conveyed onto those around him who still perceive the bond to be a union through love, and therefore still hold the same respect for Lear despite his failure to recognise them. The importance of a character understanding the treatment of time plays an integral part in the possibility of them being seen as a tragic figure. King Lear is a tragedy characteristic of its age, a tragedy of extreme and terrible violence, as there is a sense of the untimeliness of violence and destruction that rashness and impatience bring about. Most characteristic of this flaw is Lear as his kingdom implodes through his â€Å"hideous rashness† as he signals the unleashing of pitiless violence that culminates in the utterly pathetic death of Cordelia. He is ironically guilty too of being overly patient as there is an almost comic stichomythia between him and Kent portraying his unwillingness to accept facts. A parallel can be drawn with Gloucester in this as his impatience regarding the supposed traitor Edgar is both unjust and demonstrative of the nexus between time and justice as well as injustice and haste. Calculated swiftness becomes characteristic with the actions of the evil party and can be seen by Edmunds manipulation of Gloucester under the pretence of judicial behaviour as well as that of his brother as he acts â€Å"in cunning† and its placement a the beginning of the line illuminates its two meanings. In an extreme contrast the good party align themselves with time, adopting a policy of patience that is both dignified and tragic. Edgar is keen to wait for â€Å"the mature time† whilst Kent waits for the perfect moment to reveal himself to his master, however, it is his own personal tragedy that he never finds the right moment. This can be seen as a demonstration of a true heart as this is a play that appeals profoundly to the heart as much as it does to the mind. Emblematic of a noble heart is the manner in which a protagonist empathises and treats those around them and powerful contrasts can be seen between characters and their counterparts. Indeed the most powerful of these contrasts is between the â€Å"dog-hearted daughters† of Lear and Cordelia with the scenic juxtaposition of tranquil Dover and the castles and courts of Regan and Goneril a clear demonstration of this. To be truly tragic in King Lear a character possess a good heart and this is perfectly shown by the â€Å"marble hearted sisters† as opposed to Kent’s whose own heart is pierced by Lear’s rejection of Cordelia. Alongside the good characters Lear’s heart is true in its nature, though he seems to suffer the promethean anguish, with his heart replacing the traditional liver, culminating in his death which must be presumed as being from a broken heart. Compassionate love is the supreme value in the play and as discussed above beliefs and social morals come from love and therefore the heart. Conversely though a slighted heart can produce the most devastating fury and hatred through grief as not only does the heart present the duality of nature with the possibility for disunity and anarchy but in this same manner emphasizing the importance of patience. Therefore the presence of all the aforementioned undertones and subtle themes tragedy is both made distinctly more unattainable as well as becoming much more powerful in its nature, with pathos coming to play a key role in its development.

A Brief History of the Ivory Trade in Africa

A Brief History of the Ivory Trade in Africa   Ivory has been desired since antiquity because its relative softness made it easy to carve into intricate decorative items for the very wealthy.  For the past one hundred years, the ivory trade in Africa has been closely regulated, yet the trade continues to thrive. Ivory Trade in Antiquity During the days of the Roman Empire, the ivory exported from Africa largely came from North African elephants. These elephants were also used in the Roman coliseum fights and occasionally as transport in war and were hunted to extinction around the 4th century C.E. After that point, the ivory trade in Africa declined for several centuries. Medieval Times to the Renaissance By the 800s, the trade in African ivory had picked-up again. In these years, traders transported ivory from West Africa along the trans-Saharan trade routes to the North African coast or brought East African ivory up in boats along the coastline to the market-cities of north-east Africa and the Middle East. From these depots, ivory was taken across the Mediterranean to Europe or to Central and East Asia, though the latter regions could easily acquire ivory from southeast Asian elephants. European Traders and Explorers (1500-1800) As Portuguese navigators began exploring the West African coastline in the 1400s, they soon entered into the lucrative ivory trade, and other European sailors were not far behind. During these years, ivory was still acquired almost exclusively by African hunters, and as the demand continued, the elephant population near the coastlines declined. In response, African hunters traveled further and further inland in search of elephant herds. As the trade in ivory moved inland, the hunters and traders needed a way to transport the ivory to the coast.  In West Africa, trade focused on numerous rivers that emptied into the Atlantic, but in Central and East Africa, there were fewer rivers to use. Sleeping Sickness and other tropical diseases also made it almost impossible to use animals (like horses, oxen, or camels) to transport goods in West, Central, or central-East Africa, and this meant that people were the primary movers of goods.   The Ivory and Slave Trades (1700-1900) The need for human porters meant that the growing slave and ivory trades went hand-in-hand, particularly in East and Central Africa. In those regions, African and Arab slave traders traveled inland from the coast, purchased or hunted down large numbers of slaves and ivory, and then forced the slaves to carry the ivory as they marched down to the coast. Once they reached the coast, the traders sold both the slaves and the ivory for hefty profits. The Colonial Era In the 1800s and early 1900s, European ivory hunters began hunting elephants in greater numbers. As demand for ivory increased, elephant populations were decimated. In 1900, several African colonies passed  game laws that limited hunting, though recreational hunting remained possible for those who could afford the expensive licenses.   Pouching and Legitimate Ivory Trade, Today At Independence in the 1960s, most African countries maintained or increased colonial game legislation laws, either outlawing hunting or permitting it only with the purchase of expensive licenses. Poaching and the ivory trade continued, however. In 1990, African elephants, with the exception of those in Botswana, South Africa, Zimbabwe, and Namibia, were added to Appendix I of the Convention on International Trade in Endangered Species of Wild Flora and Fauna, which means that participating countries agreed not to allow their trade for commercial purposes. Between 1990 and 2000, the elephants in Botswana, South Africa, Zimbabwe, and Namibia, were added to Appendix II, which permits trade in ivory but requires an export permit to do it.   Many argue, though, that any legitimate trade in ivory encourages poaching and adds a shield for it since illegal ivory can be publicly displayed once purchased. It looks the same as legitimate ivory, for which their continues to be relatively high demand for both Asian medicine and decorative objects.   Sources Hughes, Donald, â€Å"Europe as Consumer of Exotic Biodiversity: Greek and Roman times,† Landscape Research 28.1 (2003): 21-31. Stahl, Ann B., and Peter Stahl. â€Å"Ivory production consumption in Ghana in the early second millennium AD,† Antiquity 78.299 (March 2004): 86-101.

Rules and Standards for Patent Drawings

Rules and Standards for Patent Drawings There are two acceptable categories for presenting drawings in utility and design patent applications: Black Ink: Black and white drawings are normally required. India ink, or its equivalent that secures solid black lines, must be used for drawings.Color: On rare occasions, color drawings may be necessary as the only practical medium by which to disclose the subject matter sought to be patented in a utility or design patent application or the subject matter of a statutory invention registration. The color drawings must be of sufficient quality such that all details in the drawings are reproducible in black and white in the printed patent. Color drawings are not permitted in international applications under patent treaty rule PCT 11.13, or in an application, or copy thereof, submitted under the electronic filing system (for utility applications only). The Office will accept color drawings in utility or design patent applications and statutory invention registrations only after granting a petition filed under this paragraph explaining why the color drawings are necessary. Any such petition must include the following: Patent petition fee 1.17 h - $130.00Three sets of color drawings, a black and white photocopy that accurately depicts the subject matter shown in the color drawingAn amendment to the specification to insert the following to be the first paragraph of the brief description of the drawings: The patent or application file contains at least one drawing executed in color. Copies of this patent or patent application publication with color drawing(s) will be provided by the Office upon request and payment of the necessary fee. Photographs Black and White: Photographs, including photocopies of photographs, are not ordinarily permitted in utility and design patent applications. The Office will accept photographs in utility and design patent applications, however, if photographs are the only practicable medium for illustrating the claimed invention. For example, photographs or photomicrographs of: electrophoresis gels, blots (e.g., immunological, western, Southern, and northern), autoradiographs, cell cultures (stained and unstained), histological tissue cross sections (stained and unstained), animals, plants, in vivo imaging, thin layer chromatography plates, crystalline structures, and, in a design patent application, ornamental effects, are acceptable. If the subject matter of the application admits of illustration by a drawing, the examiner may require a drawing in place of the photograph. The photographs must be of sufficient quality so that all details in the photographs are reproducible in the printed patent. Color Photographs: Color photographs will be accepted in utility and design patent applications if the conditions for accepting color drawings and black and white photographs have been satisfied. Identification of Drawings Identifying indicia, if provided, should include the title of the invention, inventors name, and application number, or docket number (if any) if an application number has not been assigned to the application. If this information is provided, it must be placed on the front of each sheet and centered within the top margin. Graphic Forms In Drawings Chemical or mathematical formulae, tables, and waveforms may be submitted as drawings and are subject to the same requirements as drawings. Each chemical or mathematical formula must be labeled as a separate figure, using brackets when necessary, to show that information is properly integrated. Each group of waveforms must be presented as a single figure, using a common vertical axis with time extending along the horizontal axis. Each individual waveform discussed in the specification must be identified with a separate letter designation adjacent to the vertical axis. Type of Paper Drawings submitted to the Office must be made on paper which is flexible, strong, white, smooth, non-shiny, and durable. All sheets must be reasonably free from cracks, creases, and folds. Only one side of the sheet may be used for the drawing. Each sheet must be reasonably free from erasures and must be free from alterations, overwritings, and interlineations. Photographs must be developed on paper meeting the sheet-size requirements and the margin requirements (see below and next page). Sheet Size All drawing sheets in an application must be the same size. One of the shorter sides of the sheet is regarded as its top. The size of the sheets on which drawings are made must be: 21.0 cm. by 29.7 cm. (DIN size A4), or21.6 cm. by 27.9 cm. (8 1/2 by 11 inches) Margin Requirements The sheets must not contain frames around the sight (i.e., the usable surface), but should have scan target points (i.e., cross-hairs) printed on two catercorner margin corners. Each sheet must include: a top margin of at least 2.5 cm. (1 inch)a left side margin of at least 2.5 cm. (1 inch)a right side margin of at least 1.5 cm. (5/8 inch)and a bottom margin of at least 1.0 cm. (3/8 inch)thereby leaving a sight no greater than 17.0 cm. by 26.2 cm. on 21.0 cm. by 29.7 cm. (DIN size A4) drawing sheetsand a sight no greater than 17.6 cm. by 24.4 cm. (6 15/16 by 9 5/8 inches) on 21.6 cm. by 27.9 cm. (8 1/2 by 11 inch) drawing sheets Views The drawing must contain as many views as necessary to show the invention. The views may be plan, elevation, section, or perspective views. Detail views of portions of elements, on a larger scale if necessary, may also be used. All views of the drawing must be grouped together and arranged on the sheet(s) without wasting space, preferably in an upright position, clearly separated from one another, and must not be included in the sheets containing the specifications, claims, or abstract. Views must not be connected by projection lines and must not contain center lines. Waveforms of electrical signals may be connected by dashed lines to show the relative timing of the waveforms. Exploded Views: Exploded views, with the separated parts embraced by a bracket, to show the relationship or order of assembly of various parts are permissible. When an exploded view is shown in a figure which is on the same sheet as another figure, the exploded view should be placed in brackets.Partial Views: When necessary, a view of a large machine or device in its entirety may be broken into partial views on a single sheet or extended over several sheets if there is no loss in facility of understanding the view. Partial views drawn on separate sheets must always be capable of being linked edge to edge so that no partial view contains parts of another partial view.A smaller scale view should be included showing the whole formed by the partial views and indicating the positions of the parts shown.When a portion of a view is enlarged for magnification purposes, the view and the enlarged view must each be labeled as separate views.Where views on two or more sheets form, in effect, a s ingle complete view, the views on the several sheets must be so arranged that the complete figure can be assembled without concealing any part of any of the views appearing on the various sheets.A very long view may be divided into several parts placed one above the other on a single sheet. However, the relationship between the different parts must be clear and unambiguous. Sectional Views: The plane upon which a sectional view (example 2) is taken should be indicated on the view from which the section is cut by a broken line. The ends of the broken line should be designated by Arabic or Roman numerals corresponding to the view number of the sectional view and should have arrows to indicate the direction of sight. Hatching must be used to indicate section portions of an object and must be made by regularly spaced oblique parallel lines spaced sufficiently apart to enable the lines to be distinguished without difficulty. Hatching should not impede the clear reading of the reference characters and lead lines. If it is not possible to place reference characters outside the hatched area, the hatching may be broken off wherever reference characters are inserted. Hatching must be at a substantial angle to the surrounding axes or principal lines, preferably 45 °.A cross-section must be set out and drawn to show all of the materials as they are shown in the v iew from which the cross section was taken. The parts in cross section must show proper material(s) by hatching with regularly spaced parallel oblique strokes, the space between strokes being chosen on the basis of the total area to be hatched. The various parts of a cross section of the same item should be hatched in the same manner and should accurately and graphically indicate the nature of the material(s) that is illustrated in cross-section.The hatching of juxtaposed different elements must be angled in a different way. In the case of large areas, hatching may be confined to an edging drawn around the entire inside of the outline of the area to be hatched.Different types of hatching should have different conventional meanings as regards the nature of a material seen in cross-section. Alternate Position: A moved position may be shown by a broken line superimposed upon a suitable view if this can be done without crowding; otherwise, a separate view must be used for this purpose.Modified Forms: Modified forms of construction must be shown in separate views. Arrangement of Views One view must not be placed upon another or within the outline of another. All views on the same sheet should stand in the same direction and, if possible, stand so that they can be read with the sheet held in an upright position. If views wider than the width of the sheet are necessary for the clearest illustration of the invention, the sheet may be turned on its side so that the top of the sheet, with the appropriate top margin to be used as the heading space, is on the right-hand side. Words must appear in a horizontal, left-to-right fashion when the page is either upright or turned so that the top becomes the right side, except for graphs utilizing standard scientific convention to denote the axis of abscissas (of X) and the axis of ordinates (of Y). Front Page View The drawing must contain as many views as necessary to show the invention. One of the views should be suitable for inclusion on the front page of the patent application publication and patent as the illustration of the invention. Views must not be connected by projection lines and must not contain center lines. The applicant may suggest a single view (by figure number) for inclusion on the front page of the patent application publication and patent. Scale The scale to which a drawing is made must be large enough to show the mechanism without crowding when the drawing is reduced in size to two-thirds in reproduction. Indications such as actual size or scale 1/2 on the drawings are not permitted since these lose their meaning with reproduction in a different format. Character of Lines, Numbers, and Letters All drawings must be made by a process which will give them satisfactory reproduction characteristics. Every line, number, and letter must be durable, clean, black (except for color drawings), sufficiently dense and dark, and uniformly thick and well-defined. The weight of all lines and letters must be heavy enough to permit adequate reproduction. This requirement applies to all lines, however, fine, to shading, and to lines representing cut surfaces in sectional views. Lines and strokes of different thicknesses may be used in the same drawing where different thicknesses have a different meaning. Shading The use of shading in views is encouraged if it aids in understanding the invention and if it does not reduce legibility. Shading is used to indicate the surface or shape of spherical, cylindrical, and conical elements of an object. Flat parts may also be lightly shaded. Such shading is preferred in the case of parts shown in perspective, but not for cross-sections. See paragraph (h)(3) of this section. Spaced lines for shading are preferred. These lines must be thin, as few in number as practicable, and they must contrast with the rest of the drawings. As a substitute for shading, heavy lines on the shade side of objects can be used except where they superimpose on each other or obscure reference characters. Light should come from the upper left corner at an angle of 45 °. Surface delineations should preferably be shown by proper shading. Solid black shading areas are not permitted, except when used to represent bar graphs or color. Symbols Graphical drawing symbols may be used for conventional elements when appropriate. The elements for which such symbols and labeled representations are used must be adequately identified in the specification. Known devices should be illustrated by symbols which have a universally recognized conventional meaning and are generally accepted in the art. Other symbols which are not universally recognized may be used, subject to approval by the Office, if they are not likely to be confused with existing conventional symbols, and if they are readily identifiable. Legends Suitable descriptive legends may be used subject to approval by the Office or may be required by the examiner where necessary for an understanding of the drawing. They should contain as few words as possible. Numbers, Letters, Reference Characters Reference characters (numerals are preferred), sheet numbers, and view numbers must be plain and legible, and must not be used in association with brackets or inverted commas, or enclosed within outlines, e.g., encircled. They must be oriented in the same direction as the view so as to avoid having to rotate the sheet. Reference characters should be arranged to follow the profile of the object depicted.The  English alphabet  must be used for letters, except where another alphabet is customarily used, such as the  Greek alphabet  to indicate angles, wavelengths, and mathematical formulas.Numbers, letters, and reference characters must measure at least.32 cm. (1/8 inch) in height. They should not be placed in the drawing so as to interfere with its comprehension. Therefore, they should not cross or mingle with the lines. They should not be placed upon hatched or shaded surfaces. When necessary, such as indicating a surface or cross section, a reference character may be underlin ed and a blank space may be left in the hatching or shading where the character occurs so that it appears distinct. The same part of an invention appearing in more than one view of the drawing must always be designated by the same reference character, and the same reference character must never be used to designate different parts.Reference characters not mentioned in the description shall not appear in the drawings. Reference characters mentioned in the description must appear in the drawings. Lead Lines Lead lines are those lines between the reference characters and the details referred to. Such lines may be straight or curved and should be as short as possible. They must originate in the immediate proximity of the reference character and extend to the feature indicated. Lead lines must not cross each other. Lead lines are required for each reference character except for those which indicate the surface or cross section on which they are placed. Such a reference character must be underlined to make it clear that a lead line has not been left out by mistake. Arrows Arrows may be used at the ends of lines, provided that their meaning is clear, as follows: On a lead line, a freestanding arrow to indicate the entire section towards which it points;On a lead line, an arrow touching a line to indicate the surface shown by the line looking along the direction of the arrow; orTo show the direction of movement. Copyright or Mask Work Notice A copyright or mask work notice may appear in the drawing but must be placed within the sight of the drawing immediately below the figure representing the copyright or mask work material and be limited to letters having a print size of 32 cm. to 64 cm. (1/8 to 1/4 inches) high. The content of the notice must be limited to only those elements provided for by law. For example,  ©1983 John Doe (17 U.S.C. 401) and *M* John Doe (17 U.S.C. 909) would be properly limited and, under current statutes, legally sufficient notices of copyright and mask work, respectively. Inclusion of a copyright or mask work notice will be permitted only if the authorization language set forth in rule  Ã‚ § 1.71(e)  is included at the beginning (preferably as the first paragraph) of the specification. Numbering of Sheets of Drawings The sheets of drawings should be numbered in consecutive Arabic numerals, starting with 1, within the sight as defined by the  margins. These numbers, if present, must be placed in the middle of the top of the sheet, but not in the margin. The numbers can be placed on the right-hand side if the drawing extends too close to the middle of the top edge of the usable surface. The drawing sheet numbering must be clear and larger than the numbers used as  reference characters  to avoid confusion. The number of each sheet should be shown by two Arabic numerals placed on either side of an oblique line, with the first being the sheet number and the second being the total number of sheets of drawings, with no other marking. Numbering of Views The different views must be numbered in consecutive Arabic numerals, starting with 1, independent of the numbering of the sheets and, if possible, in the order in which they appear on the drawing sheet(s). Partial views intended to form one complete view, on one or several sheets, must be identified by the same number followed by a  capital letter. View numbers must be preceded by the abbreviation FIG. Where only a single view is used in an application to illustrate the claimed invention, it must not be numbered and the abbreviation FIG. must not appear.Numbers and letters identifying the views must be simple and clear and must not be used in association with brackets, circles, or  inverted commas. The view numbers must be larger than the numbers used for reference characters. Security Markings Authorized security markings may be placed on the drawings provided they are outside the sight, preferably centered in the top margin. Corrections Any corrections on drawings submitted to the Office must be durable and permanent. Holes No holes should be made by the applicant in the drawing sheets. Types of Drawings See rules for  § 1.152 for design drawings,  § 1.165 for plant drawings, and  § 1.174 for reissue drawings

UNDERSTANDING FINANCIAL STATEMENTS Research Paper

UNDERSTANDING FINANCIAL STATEMENTS - Research Paper Example A balance sheet is split into three parts; assets, liabilities and stockholder’s equity. Assets are the economic resources possessed by a firm. Liabilities are a firm’s debt or obligations to acquire its assets. Stockholder’s equity is the total value of a firm’s common stock in addition to the additional paid-in capital and retained earnings. A basic rule of finance is that all business transactions are documented on the balance sheet at the dollar value actually decided at the time of the transaction. This suggests that, recording all of the firm’s transactions at their historic cost is the factor that the net worth of the firm illustrated on the balance sheet should not be mixed with the sales or appraised value. Net worth or stock holder’s equity on the balance sheet simply shows the difference between assets and liabilities (Bernstein & Wild, 2000). Income statement, which is also known as the profit and loss statement, statement of operations or statement of income, is another major financial statement. Income statement summarizes the firm’s revenues and expenses over a specified time, concluding with the net income or loss for the period. The income statement is divided into three parts; revenue, expenses and the net income. Revenue is cash inflows or acquiring of assets of a firm during a specified period. Expenses are the outflow or using of the assets, or incurrence if liabilities during a specified period. Net income on an income statement is the total sum earned or lost by the firm during the accounting period. Using the accrual method of accounting, sales are documented on the income statement when the goods and/or services associated with those sales are delivered or shipped to the customer. The cost of goods sold is recorded on the income statement at the same time the sales are recorded. Sales and cost of good s sold are also recorded in spite of of when the firm gets cash for the goods delivered

Paraphrasing Essay Example | Topics and Well Written Essays - 250 words - 37

Paraphrasing - Essay Example Almost all organizations engage in this type of operation in a bid to refine their processes. Task-focussed approach involves consultation that is always accompanied with directives. A case in point is in the universities where the senate, after consulting various stakeholders, may reach a decision and then communicate it to the university fraternity through memos, instructions, or emails. The third approach is charismatic transformation and is commonly applied in organizations such as banks. It is characterised by directed business process and re-engineering as its success is anchored on its functionality that often a times calls for the restructuring of processes. Multinational enterprises on the other hand find themselves operating in environments that are constantly changing. This means that they have to be flexible enough to alter their operations in a frequency which marches the level of their dynamic environment. In such a situation, facilitated and directed approaches may var y to also include aspects of fine tuning and corporate transformation. This in turn gives rise to turnaround transformation that is characterised by both directive style and a bit of coercion. The best case to illustrate this is Toyota’s lean Just-In-Time manufacturing technique which seeks to eliminate waste during the production process. Different factors account to organizational failure during change management. Among the prime factors is the absence of effective communication. Communication of the change process to the stakeholders is a critical ingredient in winning their commitment to a cause. The leader thus has the responsibility to let every interested party understand why the change is important, how they will benefit from it, and what will remain unaltered to take care of anxieties and resistances that are likely to crop up. It is

Andrew Jackson Campaign Speech of 1828 Essay Example for Free

Andrew Jackson Campaign Speech of 1828 Essay My fellow Americans, the upcoming national elections present a very important choice. We can forge a â€Å"true† representative democracy for the first time in history, and be led by our directly elected leaders. Or we can continue to live in an aristocratic republic run by over-educated elitists who are not beholden to the will of the people, but only to themselves. As you all know, three years ago I won the popular vote for President, but was denied the office because of a â€Å"corrupt bargain† between the dishonorable Henry Clay and President Adams. The people’s choice was disregarded by the elite in power. As a result, I immediately resigned from the Senate and returned to Tennessee, where the legislature immediately nominated me for President again. I have spent the last three years preparing to right this terrible wrong and take back the people’s power to choose their own leaders. My opponent Mr. Adams dismisses me as a â€Å"military chieftain. † I have fought two wars for this country, and I am proud of it. I think one of the most important qualifications a President should have is a military background. We were invaded by the British only 15 years ago. That enemy is still in the Canadas agitating Indians to attack us, and waiting for another chance to invade. We have foreign enemies at our every border. Don’t forget the Spanish forces just to the south in Florida, and Mexico to the west, and Indians constantly raiding settlements all along the frontiers. These foreign threats are many and dire, and we need a President who has the experience to defend our nation against them. There are threats to our nation from within as well. The Second National Bank is a threat to our economic well-being. President Adams and Vice-president Clay both support the bank claiming that it provides stability. I say it does great harm to the average American. It is a financial monopoly controlled by a few wealthy easterners. It controls the credit for the entire country, prints paper money of dubious worth, and it is just plain unconstitutional. Out west thousands of ordinary shop keepers, millers, farmers and other business owners cannot get the currency and the loans they need to run their concerns. How do you develop and grow the economy of a new state without currency, or worse yet, with paper currency of dubious worth? I say let us do away with all paper money, I do not trust it. Gold and Silver coin have intrinsic and eternal value, paper does not. We should also rely on our local and state banks, run by the people who live in and understand our communities, to control the currency needed for commerce, not some faceless, monopolistic national bank. Another threat from within are the abolitionists. They care about one issue only, and would tear the nation apart to get their way. Slavery is necessary to the economy of the south. If we outlaw it, we will make criminals of thousands of slave owners overnight, and collapse all of the southern states’ economies. How will southern families feed and clothe themselves without their labor force? I say let the people and their states decide this issue for themselves. Many northern states have already outlawed slavery, and one day the southern states may follow. You cannot force a cultural change like this on people; you must let them come to it in their own way and time. That is the nature of democracy. President Adams is afraid of internal threats as well. His biggest fear is YOU! The people of this nation, the ordinary citizens of the United States are the gravest threat he faces. Our President doesn’t trust us. To him, we are the unwashed, ignorant masses who, given the chance, would run the country into the ground. The president has stated many times that he believes his precious republic will soon â€Å"degenerate into democracy; that government of the people will become government by the people. † I say it’s about time. I say â€Å"we the people† built this nation. We have marched across the continent, scratching out a living, and burying our children along the way to do it. I say â€Å"we the people† understand better than anyone what it takes to make this nation grow and prosper. I trust the common people of this nation, because I am one of the common people. I am not yet another wealthy land owner from Virginia, nor am I an aristocratic lawyer from Massachusetts. I am a just an old Indian fighter from Tennessee. I believe â€Å"we the people† who have sacrificed the most for this great nation have earned the right to govern it. But I need your help to make this happen. Already, the new states are entering the union with few restrictions on the vote. This has caused many the old states to change their ways as well. Eighteen of our states now choose their electors by popular vote, while only six still allow the legislature to choose their representatives for them. I urge you all to go to the polls on Election Day. With this election we can finally take back power from the old aristocracy. We can establish the legitimacy of majority rule based upon direct voting for candidates by the electorate, and guarantee preservation of the Union, with states rights as the fundamental basis of American liberty. This is the dawn of a new day for democracy and modern American politics. Please vote on Election Day. Thank you.

Philosophy of Education Essay -- Philosophy of Teaching Statement

Philosophy of Education School. What is school? School is something where kids go five days a week to learn new things each day. School is where they get a good education so when they get out of college they can go get a high paying job and support their family. Having an education is something that will help you when you get in the real world. Education is something that has helped me to pursue my dream, which is to go to college and get a job as a teacher, which was influenced by my father. In my paper I plan to tell you about my views of nature of knowledge, purpose of education, why education is important, what I want to accomplish as a teacher, what one want the students to accomplish, methods, discipline, and curriculum. Today children are classified into three groups AP , intermediate, and LED. The children are strongly influenced by their environment just as Plato had said. If kids were born with the same intelligence, then we wouldn't have to classify them into three groups. One example to show that Rousseau' s theory was wrong is when I was in second grade and the teacher have us a reading test. The test was to see who could read well enough to move to a higher reading level. Some of us moved and some didn't. If Rousseau's theory was right that every student had the same intelligence, then every kid would have passed the test and moved to a higher reading level. However if kids that weren't read to as a kid are more likely to have lower scores in reading. Knowledge is the particular range of one's information or acquaintance with facts. This is something that is absolute and by that it means it will never change. What you learn can only make you understand life more. Life is knowledge, if you k... ...o think physical education classes can be good for teaching the students the importance of team work. The reason I think Health is important, is because most kids today doesn't know how the body works and don't know how to eat a healthy diet. Health goes right along with P .E. , because in Physical Education I'm promoting physical activity and in Health I'm promoting proper eating habits. It all ties in together on how to have a properly fit and healthy body that can produce a long healthy life. Many of the views that I gave you are similar to the views of Plato's. Many of the views discussed why education is so important in a person's life. Having a education is something that will help you beyond the work force it will help you in life itself. If it wasn't for the education that I have received over the years, I wouldn't be pursuing my dream as a teacher.