Thoreau And King s Ideas On Civil Disobedience - 1267 Words

Comparing and Contrasting: Thoreau and King’s Ideas on Civil Disobedience Henry David Thoreau was born in 1817, a time where slavery was legal. In 1849 Thoreau published an essay â€Å"Civil Disobedience† which explains his idea that the government is much more harmful than helpful and that man has the right to disobey the government when he feels it is being unjust, in his case it was slavery, American Imperialism, and the Mexican-American War. Martin Luther King Jr. was born in 1929, 64 years after slavery was abolished, but America was still a racist country. A country made up of segregation of blacks from whites. In 1963 King wrote a letter while incarcerated defending his fellow African-American brethren for the strategy of nonviolent†¦show more content†¦These two men were both imprisoned for choosing to break a law they felt was unjust. Thoreau, for refusing to pay a poll tax. King, for protesting the treatment of blacks in Birmingham. When choosing to break an unjust law there is something that needs to be remembered most people will not have the guts to do so out of fear or whatever the case may be. But what these two authors agree on is if action isn’t taken no change will occur, things don’t just fix themselves. Thoreau states, â€Å"They hesitate and they regret and sometimes they petition’ but they do nothing in earnest and with effect. They will wait, well disposed, for others to remedy the evil, that they may no longer have it to regret (309).† There are many people who claim to be against slavery and the war but don’t do anything to stop either one. King states â€Å"We know through painful experience that freedom is never given by the oppressor; it must be demanded by the oppressed (381).† Like Thoreau he was tired of people saying they would do something but didn’t so he decided to take direct action. They both believe that anyone who takes direct action a nd chooses not to follow an unjust law is already making a difference. Thoreau compares the government to a political machine while King just talks about social injustice and if

The Sarbanes Oxley Act ( Sox ) - 1604 Words

Fraudulent financial reporting has gained substantial attention from the public after the scandals of many high profile companies in the 21st century. Periodic cases of financial statement fraud raise concerns about the credibility of financial reports and are as a result of problem in the capital markets, a dropping of shareholder value, and, the bankruptcy of the company. Thus, to respond to the public pressure over acts of corporate offense, the Sarbanes-Oxley Act (SOX) was enacted in 2002. SOX proposed major changes to the regulation of corporate governance and financial reporting by improving the accuracy and reliability of company disclosure. This essay will explain the effects of SOX on the financial statement fraud in an organization. Situation Prior to the legislation of Sarbanes-Oxley Act, the regulations of financial statement were much more lax than current. There were only the rules declared by the SEC, the 1933 and 1934 securities laws (Carol, J., 2005). These laws required public companies to disclose the corporate information and have an independent party who reviewed and assured the company’s financial report. The public trusted the financial reports which were audited by the auditors and used in making investment decision. However, no one gave precedence to the accuracy and transparency of the financial information. Hence, many companies’ management took advantage of the lax reporting rules by manipulating the financial statement to make financialShow MoreRelatedThe Sarbanes Oxley Act ( Sox )1728 Words   |  7 Pagesaccounting scandals that led to the passing of Sarbanes-Oxley Act, which introduced the most comprehensive set of new business regulations since the 1930’s. The Sarbanes-Oxley A ct (SOX) is an act that was passed by United States Congress in 2002. This act safeguarded investors from the likelihood of fraudulent accounting practices of publicly traded organizations by authorizing strict reforms to advance financial disclosures and prevent accounting frauds. With SOX being an extremely important piece ofRead MoreThe Sarbanes Oxley Act ( Sox )943 Words   |  4 PagesThe Sarbanes-Oxley Act (SOX) was passed by Congress in 2002, and is administered by the SEC. The SEC checks for compliance and creates rules and requirements. The Act was created to restore investor confidence in financial statements after major accounting frauds, such as Enron, Tyco, and WorldCom. In addition, SOX aimed to prevent future accounting fraud through improving the accuracy of disclosures and through increasing corporate governance, accountability, and reliability. Major Provisions TheRead MoreThe Sarbanes Oxley Act ( Sox )2238 Words   |  9 Pages The Sarbanes-Oxley Act. An act passed by U.S. Congress in 2002 to protect investors and the general public from the possibility of accounting errors and fraudulent practices by corporations. The Sarbanes-Oxley Act (SOX), named after U.S. Senator Paul Sarbanes and U.S. Representative Michael G. Oxley, which contains eleven sections, mandated strict reforms to improve financial disclosures and prevent accounting fraud. The eleven sections of the bill cover responsibilities of a public corporation’sRead MoreThe Sarbanes Oxley ( Sox ) Act1995 Words   |  8 PagesThe Sarbanes-Oxley (SOX) Act was passed by Congress in 2002 to address issues in auditing, corporate governance and capital markets that Congress believed existed. These deficiencies let to several cases of accounting irregularities and securities fraud. According to the Student Guide to the Sarbanes-Oxley Act many changes were made to securities law. A new federal agency was created, the entire accounting industry was r estructured, Wall Street practices were reformed, corporate governance proceduresRead MoreThe Sarbanes Oxley Act ( Sox )1202 Words   |  5 PagesBrief historical summary on SOX enactment The Sarbanes Oxley Act (SOX) was sanctioned in July 2002 with the objective of reestablishing public trust in the markets. SOX was promised as one of the opportunities for cultivating organizational ethics by clearly outlining the code of ethics. This included the raise of truthful and strong ethical behavior. SOX moreover, demands that corporate organizations to release codes applicable to the senior financial officer. Indorsing whistle blowing in theRead MoreThe Sarbanes Oxley Act ( Sox )955 Words   |  4 PagesErnestas Zarskis BUS 5644 International Accounting and Reporting Paper #2 Dr. LuAnn Bean 1. Based on the video Bigger Than Enron, discuss at least five features of the Sarbanes-Oxley Act (SOX) that are the result of events related to corporate fraud. Under Section 302 signing officer should be familiar with the report and are responsible for internal controls and have evaluated these internal controls within the previous ninety days and have reported on their findings. Also, report should notRead MoreThe Sarbanes Oxley Act ( Sox ) Essay1609 Words   |  7 Pagesmalpractices across several companies in the United States such as Enrol Corporation, Tyco International and WorldCom, there has been a lot of attention with regards to the accounting practices in the corporate sector. Specifically, the Sarbanes – Oxley Act (SOX) which was passed by congress in 2002, was aimed at addressing the situation by regulating fraudulent accounting practices such as bribery and wrong entries in books (Williams Elson, 2010). While regulation has its own limits, it is hopedRead MoreThe Sarbanes Oxley Act ( Sox )969 Words   |  4 PagesU.S. Congress passed the Sarbanes-Oxley Act of 2002 (SOX), a legislation put in place not only to improve the accuracy of corporate disclosures, but also to protect shareholders and the general public from accounting errors and fraudulent practices in all organizations. Although these organizations include corporations, small businesses, non-profit institutions, government bodies and any other entity where business is conducted, according to Accounting in Business, the Act was mostly enacted to â€Å"toRead MoreThe Sarbanes Oxley Act ( Sox ) Essay1233 Words   |  5 Pagescompanies such as Enron and WorldCom in the turn of the century motivated Congress to pass the Sarbanes-Oxley Act (SOX) in 2002 to strengthen regulations within the accounting profession (Whittington Pany, 2014). As a result, the SOX introduced provisions that changed the accounting function, such as the establishment of the Public Company Accounting Oversight Board (PCAOB) and other major elements; however, the SOX regulations subsequently resulted in consequences to its compliance. In the United StatesRead MoreThe Sarbanes Oxley Act ( Sox )1526 Words   |  7 PagesEssay #1- Tax Advantages and Disadvantages of Sarbanes-Oxley Eric Kitts Liberty University â€Æ' Introduction The Sarbanes-Oxley Act (SOX) of 2002 was implemented to deter fraudulent activities amongst companies by monitoring and auditing financial activities as well as set up internal controls to aid in the safeguard of company funds and investor’s interest. SOX also regulates the non-audit tax services (NATS) that can be performed by an auditing firm. SOX was passed by Congress in 2002 in an attempt

Cognitive Development of a 5 Year Old Free Essays

Cognitive developmentChild: Luke Jackson Present/Observed (Oct. 24th, 2012)Observer: Bernique Pinder| Skill| Yes| Not Yet Able| Comments| Names a range of shapes| X| | Completed | Names a range of colours| X| | Completed | Sorts objects easily into alike groups| X| | Completed. Although some objects were classified with some assistance| Orders objects according to size| X| | Completed | Counts up to 20 objects, touching each one (rational counting)| X| | Completed | Retells events in sequence with detail| | X| Details are sketchy and only supplies information when prompted or questioned| Completes puzzles| X| | Completed with assistance| Listens to told story without props| X| | Answers questions when asked and is able to reason| Understands ordinal concepts of first, second, last etc. We will write a custom essay sample on Cognitive Development of a 5 Year Old or any similar topic only for you Order Now | X| | Was read the story of the hungry caterpillar and was able to give sequence of food the caterpillar ate in correct order. | Speech/language development | Skill| Completed| Not Yet Completed| Comments| Relays messages correctly| | X| During a game of â€Å"pass the message along’ he was unable to pass the correct message with repetition. | Can listen without interrupting| | X| No. Asks questions constantly| Asks about meaning of new words| X| | Relates to words he already knows| Uses adult like sentences| | | Language errors present| Can recite own name and personal details| X| | | Uses language in play activities| X| | | Recognises familiar symbols, simple words| X| | | Prints own first name| X| | | Rating Scale Rating Key 1= Poor or None. The indicator is seldom or never done by the child ( Not at all). 2=Attempted. 3= Moderately. It is not regular or frequent (sometimes) 4= Good. (most of the time) 5= Excellent. Does all the time or does the task well. Skill| Rating Scale| Can tell his physical address and home telephone number | 1 2 3 4 5| Identify or draw, name and describe many pictures. | 1 2 3 4 5| Identify and name many colours. | 1 2 3 4 5| Draw a person adding much detail to the body. | 1 2 3 4 5| Count to at least 10-20| 1 2 3 4 5| Understand that events have a cause and effect reaction (e. g. if you drop a glass then it will break). 1 2 3 4 5| Make up rhyming words, mimic sounds or even create his own sounds. | 1 2 3 4 5| Speech is understandable to everyone. | 1 2 3 4 5| Uses simple reasoning| 1 2 3 4 5| Understands a whole object or concept| 1 2 3 4 5| Knows about things used every day in the home (money, food, appliances)| 1 2 3 4 5| Understands the concept of time| 1 2 3 4 5| Read simple books. | 1 2 3 4 5| Make up imaginative stories. | 1 2 3 4 5| Reads some words by sight, including own name. | 1 2 3 4 5| Knows alphabet and many letter sounds. | 1 2 3 4 5| Uses long complex sentences. | 1 2 3 4 5| Can recognize numbers regardless of arrangement in groups| 1 2 3 4 5| Tells stories about own experiences| 1 2 3 4 5| Piaget’s Theory: Concrete Operational Skills Experiment| Results| | Child A| Child B| Conservation of Numbers- I placed a row of small bubble gums in front of the child and asked him (both are male) to make another row the same as the first one. After asking the child to exist the room, I then spreaded out the row of gum and the child if there were still the same numbers of gums as there were before. (without counting them)| They were more gums than before. | There were more gums than before| Conservation of Length- Both children are shown two equal length straws aligned, then they are asked if they were the same length. After leaving the room one is moved to project beyond the other. Agreed that they are the same length firstly then on returning said that the protruding straw was longer stating â€Å"because I stretched it†| Agreed they were the same length at first then when he came back he said that â€Å"they were the same length because I moved it. †| Conservation of Liquid- Got two equal glasses and pour juice into each. Asked each child if It was equal. Then ask them to leave the room and removed one of the glass and poured juice into a tall skinny glass and asked which had more? | Acknowledge that they were equal at first then suggested that the initial cup had more. When asked why? He was unable to say why just that the tall cup was smaller (implying the narrowness)| Acknowledged that they were equal at first then said that the taller cup had more juice. When asked why he stated that â€Å"the juice in the taller cup is higher than the other so that means it contains more†| Analysis of Data Developmental Checklist Based on observation and data collected from the child I observed, He is capable of completing tasks expected of a five year old. He is capable of understanding two or three simple commands given at once. He can sort objects by size, and by what sort of thing they are, e. g. animals, or by colour or shape. He successfully compared two weights to work out which is heavier. He was able to understand taller, smaller and shorter. He can copy his name. Draw a person with a head, body, legs and arms. Tell the difference between morning and afternoon. Luke is a great conversationalist and loves to talk about the details of all sorts of scientific and nature things. He speaks clearly on the whole, but still not using some sounds correctly, e. g. say ‘th’ for ‘s’ or ‘w’ for ‘r’. He asks ‘Why’, ‘When’, ‘How’ questions and ask what words mean. He is eager to tell long stories which to me are partly true and partly made up. He is interested in questions and argues and gives his own ideas about things. He knows a few nursery rhymes which he can say, repeat or sing. Similarly, to Luke’s physical development his cognitive develop is also maturing at what theorist would say is a normal rate. According to HDEV upon reaching the age of five a child should be rapidly expanding his vocabulary. It is evident that he is beginning to think intuitively but still somewhat selfish. As mentioned before, currently, he is speaking in full sentences that vary in lengths and purposes. He enjoys watching television shows about super heroes and cars and planes and he spends large amounts of time, up to 15 minutes, telling me all about them. Luke’s cognitive development in the area of language has a lot to do with the fact he is inquisitive and seems to enjoy learning. According to Rathus Spencer and the developmental checklist of widely held expectations, a five year old should be able to count and should be drawn to letters and sounds. Luke demonstrates a love of reading and will often ask to go in the reading corner. Additionally, by playing games like Snakes and Ladders where he counted the required spaces indicating an understanding of numbers. After presenting him with a book with the cover ripped, he was excited to find the tape and he started to think of ways to fix the book. He suggested taping it, and was excited when that idea was welcomed and put to use. This not only demonstrated intuitive thought but helped Luke feel intelligent and begin to learn that it is perfectly okay and acceptable to ask for help when needed. Luke is developing cognitively a little more everyday and seems to be on his way to accomplishing all the key milestones. His language skills are growing each day and he is learning to try new things on his own with the idea that he can always ask for help. Rating Scale Analysis The rating of the scale The present five point scale extends from (1) where the child observed did not adhere to that aspect of the task or was unable to, to (5) where there is very high skill. Thus the scale assesses both adherence to the task and skill of the child. With the hardest tasks being speaking, listening and recall some sequence but his memory being very good otherwise. He is most skilled at recognition of numbers, and reasoning. Piaget’s Theory: Concrete Operational Skills Analysis Results: Luke has failed at conservation methods across the board whereas child B has successfully achieved conservation of length but has also failed conservation of numbers and liquids. They cannot think of both dimensions at the same time and so trade off one over the other. They do not possess the ability to understand when the amount of something remains constant across two or more situations despite the appearance of that thing changing across those situations, as with the gum. Although the volume of liquid remains constant across the two containers, each container has a very different visual appearance, with one being tall and thin, while another was short and wide. Both children were unable to appreciate that the total amount of liquid was unchanged despite being poured into differently shaped containers. They were fooled by the appearance of the containers and tended to conclude that wider, shorter containers held less water and the taller, thinner containers held more than the wide. Also my subject was unable to realize that the straws were the same length subject B was able to see that the straw was moved but remained constant which is odd considering Piaget’s theory. Reflection As I reflect upon my experience, it is a valuable process in which all teachers should engage in order to improve their professional practice. Assumptions are made about kids and their abilities both for the teacher as well as the student. However, there is a lack of in-depth research on the learning processes of children. This analysis was very useful to illustrate and understand the process of how students learn as well as their abilities as they are experienced and I was able to note these and this can be used to support my upcoming professional development. Data was collected at three levels: reflection upon personal practice, pupils’ learning and â€Å"official† professional development activities. Reading of the research literature was incorporated into the observation process and this was very useful to my knowledge. At the beginning of the process, it was ifficult for me to engage with the child in a meaningful way; however, once the habit of observation became established, it was easy to interact with my subject. This interaction was life changing and it automatically leads to changes in my opinions and practices. Although it was neither easy nor straightforward, i found it engaging in the proces s of critical analysis and found it to be a valuable experience because it gave me a powerful sense of control over my professional learning and my professional life. Cognitive Development of Children Observation EDU 220 Bernique Pinder November 1st, 2012 How to cite Cognitive Development of a 5 Year Old, Essay examples

Dear Gabby Letter Essay Example For Students

Dear Gabby Letter Essay Dear Gabby, People experience many different obstacles in their life in which they have to make important and sophisticated decisions or solutions. Even though I am just 16 years old I am having one of these issues. The issue is not concerning me but a friend of mine and any advice to help me will dramatically change her life. Something traumatizing and severe is happening to my friend. Near the beginning of the school year she came to school with a black eye. Although she had a black eye I didnt worry too much about her health. On that same day we had swimming in gym class. It was almost painful to witness the bruises across her ribs and the scratches down her skinny back. Feeling concerned I quietly and privately asked her after gym class how she had gotten so badly bruised and scratched all over her body. After a moment she replied that her and her mom got in a car accident while exiting the free way. Since she was a good friend I trustfully and sincerely believed her. Life went on, her and I continued on doing social activities with each other. It was finally winter break but once I came back I was totally surprised to see my friend once again with bruises and scratches. The thing that worried me the most is the fact both her and her 14 year old little sister had bruises and cuts. Once again feeling very concerned and nervous for her I approached her and asked what had happened. She said that her and her sister went sledding and ran into a big pine tree. This was an extremely hard to believe story considering the fact that it had not snowed at all this winter vacation. I let it go because I relized she could have simply gone to a sledding hill where they make there own snow. Many more instances of bruising and scratching has happened to my friend and her sister more often since winter break. Now I am beginning to get real worried about my friend since she had no excuses to these new instances. Recently my friend invited me over to her house. The door could barely open because a bunch dirty laundry and clutter were blocking the door. My friend and I squeezed through the door and my jaw dropped to notice her mom lying on the couch drunk with a can of beer in her hand. The closing door made her mother more aware of what was happening around her. She immediately exploded and threw a baseball against the tortured wall. After that experience I spent some time thinking. It thought if her mom carelessly treated her house like that how does she treat her children? I though some more and began to think it possibly child abuse but I might not be accurate. I dont want say something directly to my friend about it or report it to the police because I could  possibly be wrong. How could I ask my friend I if this is really happening to her? If questioning her is not a good gesture what should I do? Should I consult both her and her sister of the issue? Since I have not yet spoken to my friend about this issue I am in serious need of good advice. Concerned Friend,