My Ambition Essay Example for Free

My Ambition Essay My ambition in life has always kept changing frequently, like as a dancer, as an artist, a writer or a doctor since I like biology . But I have realized that by just liking something that is related to it cannot assure someone to become that. Every ambition has so many fields to look through to achieve. One may not be successful in all the related paths but can be in at least a few. But now I feel its time for me to have a particular goal to reach. I don’t want to be focused completely on it but also want to be flexible at the same time. At home my father always dreams of me becoming a scientist like him, for that’s natural. But if anyone asks me now, about my ambition, may be it’s for sure I would like to tell I would become a scientist. This is not because my family wants it or because of their view, it’s because I have seen how life changes with a job like this. I always think of doing something different from others so that I am being recognized and also to do something new and worthy. A scientist lives with all reality. There is nothing better. I would love to work for the country’s development and to retain its prestige. As far as I have seen, I know that a scientist job would do better for me to do this. I don’t want to be just a scientist but also a researcher. A work becomes a research when one does something which is not known to the person doing which brings out wonders. I would like to learn every moment rather to do what others have done. It may be a hard job to do, but I like being complex. I want to work with others view to improve or invent something that is needed by the world. On a daily basis, I see my father’s work as a scientist or as a researcher discovering something that is unusual. Every day becomes a day to solve problems This very much surprises me . It also won’t be wrong to say that his works, deep involvement, seriousness, ect have actually put an impact on me. I would rather say, he has influenced me to carve out my future. I now dream to get into the field of my father and would put in a complete contribution to achieve my goal, by also having a complete support from my family . By becoming a scientist I will not only fulfill my parents dream but also can fulfill my wishes to live in my own way, with my own ideas like a free bird. I also wish to become a role modal to the rest of the world. The value of achievement lies in achieving. But at the same time I remember that it needs lot of work from now, only then can I turn a dream into reality. Sincere hard work always fetches. It may not just be a proud moment for me, but also for my parents and for my country. The will to succeed can overcome greatest adversity. So, my ambition to become a scientist begins or has already begun.

A Child Protection Social Worker Social Work Essay

A Child Protection Social Worker Social Work Essay Upon a social service department receiving the initial referral a decision will be made by the manager whether to act upon the information received. In the case of Samantha and her children the referral offers enough information to meet the criteria for a social worker to undertake an Initial Assessment. Local Authority (Social Services) Act (1970), places a duty on authorities to provided social services. It sets out a legal framework for local authorities and social work responsibilities in a statutory role, this being continually updated. In the case of Samantha and her children the authority in which the family reside in have a legal responsibility to undertake an assessment and a corporate obligation to provide services to children in need and adults, if necessary. Powers grant Local Authorities to act in certain ways but there is no obligation to do so and there is a degree of discretion of how powers are applied. In relation to the case study, the social worker would have the power to initiate contact with the family and other professionals they felt may provide valuable information to assist in the assessment process (Brammer, 2010). When carrying out the assessment, the social worker would refer to legislation which governs what they can do in order to safeguard children. The Children Act, (1989) sets out that the welfare of the child is paramount, the child being the primary client (Brayne Carr, 2010). The Act provides the legal framework within which social work practice with children and families is situated and promotes the family as being the best place for the child to be brought up in, where it is safe and possible to do so. The Act also includes principals with regards to welfare, childrens rights and introduced the concept of parental responsibility (Children Act, 1989, s.3, Brammer, 2010). The Act states that the local authority is required to provide services for children in need, their families and others (Children Act 1989, sec.17) and investigate if they have reasonable cause to suspect a child is suffering or is likely to suffer from significant harm (Children Act 1989, sec.47). It also gives the authority the power to apply to the court if they believe the child is suffering or is likely to suffer significant harm, placing the child in local authority care (Children Act, 1989, sec 31). The Children Act (2004) was introduced following an enquiry into the death of Victoria Climbe by Lord Laming. The Government responded by producing a green paper Every Child Matters and Wales Rights to Action, this led onto pass the Children Act 2004. Its main focus is to highlight the importance of multi-agency working placing a duty on local authorities and their partners including health, schools, and the Police to work responsibly and collaboratively to promote the wellbeing and safety of children. A common assessment framework was introduced so that social workers and partner agencies could provide better preventative support for families deemed not to reach child protection thresholds. The introduction of the Common Assessment Framework (CAF) considers a holistic view of the child and their family, incorporating the childs developmental needs, parenting capacity and family and environmental factors (Brammer, 2010). In relation to the case study there have been concerns regardin g Callum and Claudia from their school. The Education Act 2002 also includes a provision requiring school governing bodies, education authorities and further education institutions to safeguard and promote the welfare of children (NSPCC, 2012). Using the CAF will also allow the social worker to explore family issues concerning the childrens father, older siblings and immediate family. The CAF will also consider the families identity and promote any welsh language needs in accordance with the Welsh Language Act 1993 (CCW, 2002, 1.6). In response to the Children Act, 2004 the Welsh Assembly Government (WAG) produced, Safeguarding Children; Working Together under the Children Act 2004, providing local authorities with guidelines and descriptions of roles of partner agencies and focused on working responsively and proactively (WAG, 2004). The All Wales Child Protection Procedures, 2008 were also introduced upon recommendations from Lord Lamings report requesting that governments strengt hen their child protection procedures (WAG, 2008). The Human Rights Act 1989 also plays an important role in the social work assessment. Professionals are required to uphold and defend the rights of individuals whilst seeking to meet their needs. The Act has also heavily influenced the Disability Discriminations Act, 2005 and Equality Act, 2006 2010 (Brayne Shoot, 2010). Wales have also implemented their own introducing The Equality and Human Rights Commission in 2007 (BASW, 2011). This legislation will be relevant when taking into account the needs of Samantha in relation to her historical mental health problems. The United Nations Convention on the Rights of the Child 1989 (UNCRC), is an international agreement that protects the human rights of children under the age of eighteen and recognises children as possessing rights on equal footing with adults. This along with the Human Rights Act 1989 is instrumental in the CAF as it requests that the child is to be seen and a consideration of their needs and wishes recorded. The children, along with Samantha have the right to have their wishes and feelings known in relation to any assessment or intervention undertaken (Children Act, 1989 sec. 22 Human Rights Act, 1989, UNCRC, 1989 article 12). There are also national bodies that provide social care professionals with common guidance on their practice. These are the British Association of Social Workers (BASW), the General Social Care Council (GSCC) and in relation to Wales the Care Council of Wales (CCW) and the National Occupational Standards of Social Work (NOS). The legislation and guidance discussed will assist the social worker in undertaking an initial assessment of Samantha and her children. Using the CAF will help to establish what support if any the family requires. The assessment should show the strengths, difficulties and impact of the situation on the family (Parker Bradley, 2008). The social worker will need to determine from an analyses of the assessment whether the children are children in need (Children Act, 1989 sec. 17) or children in need of protection (Children Act 1989 sec.47). The worker will be required to work alongside other professionals in a multi-agency approach in particular education, possible mental health agencies and recognising that the children, in particular Callum maybe a young carer (Children Act, 2004, Disability Discrimination Act, 2005, Equality Act, 2006 2010, Carers Recognition Services Act 1995). The social worker would also be abiding by statutory bodies codes of ethics in recognising and promotin g services users rights, working open and honestly and respecting their views and wishes (BASW, 2012 CCW, 2002, CCW, 2003 GSCC, 2002). Section B. Upon receipt of this further information from the Health Visitor, the Local Authority would have a duty under the Children Act 1989 to initiate Sec.47 enquiries. The Children Act 1989 Sec. 1b states that, If the local authority have reasonable cause to suspect that a child who lives or is found in their area is suffering or is likely to suffer significant harm. The authority shall make or cause to be made such enquiries as they consider necessary to enable them to decide whether they should safeguard or promote the childs welfare. Following this legislation the social worker in consultation with a senior manager would undertake a strategy discussion at the earliest opportunity. Information would be gathered from the referrer and also the consultant paediatrician and discussed with the police; this can be done via telephone (WAG, 2008). Any other relevant information about the family should also be shared during this time. Information should be given to the Police regarding Samanthas partner David and checked against the police national database, although this should have been done as part of the Core Assessment process. Pertinent questions should be raised regarding the consultants assessment of the alleged burn marks; How did the hospital visit come about? Why did the consultant not make the referral themselves? Was Claudia sent home after the examination? The strategy discussion should agree the course of action to be taken; if a medical examination is needed, whether the investigation would be a single or j oint agency response (social services alone or in conjunction with the police) and what information should be shared with the family at this time. It should also take into consideration the needs of any other children who may be affected, in this case Claudias brother Callum (WAG, 2008). As part of the Sec.47 enquiries it is a statutory requirement for the social worker to see the child unless there is enough evidence and information to proceed (Children Act, 1989 s47.4). It is important that any discussions with children are done in a way that minimises the distress and maximises the likelihood of them providing clear and accurate accounts (Brayne Carr, 2010). Due to the seriousness of the information regarding Claudia and Callum and the presence of a potential non accidental injury, the decision needs to be made whether emergency action is needed. This may be because access to the child is being refused; parent is refusing a medical examination or deliberately delaying enquiries. Legal advice should also be available through the local authoritys legal service (WAG, 2008). Following this there are a range of options available to the local authority for securing the protection of Claudia and Callum. Samantha may agree to David leaving the household and sign a safe-care agreement for him not to have contact with the children. Although this may not be possible as there are allegations of a non-accidental injury with no reasonable explanation to the cause. Claudia and Callum may be cared for be extended family subject to safeguarding checks (WAG, 2008). The children may be looked after by the local authority with parental agreement (Children Act, 1989, sec. 20). Social services can also make an application to court for an Emergency Protection Order, allowing them to accommodate the children for up to eight days without parental consent. The last option is Powers of Police Protection whereby the Police have the power to remove the children (WAG, 2008, Williams, 2008). Although there must be no delay in safeguarding children who are at risk, it is important to be aware of the possible trauma and disruption such proceedings may have on the children involved and every effort must be made to minimise this. Section C. Under the Human Rights Act 1998, Claudia has the right to respect for a family life and privacy and local authorities have to justify any interference in family life with any involvement being necessary and proportionate (HRA, 1998 article.8). This is also supported by the UNCRC 1988. These rights can be compromised when there are concerns regarding child welfare and child protection. Local authorities exercising their legal duties and functions must do so without violating the rights of children and their parents. In relation to Claudia and the escalating concerns for her welfare and safety, social services are legally justified in intervening in family life if it is to protect her health and wellbeing (Laird, 2010). This must only happen in accordance to the law, Children Act 1989 and must not interfere with the convention law, beyond what is absolutely essential to prevent some kind of harm (Laird, 2010, p150). The case study highlights incidents of escalating seriousness with regards to Claudia, she has suspected non accidental injuries and her brother Callum has alleged that David has slept in her room on occasions, this alongside on-going issues of neglect. This information would be sufficient to trigger compulsory measures by the local authority under sec.47 Children Act 1989. Section 47 enquiries and powers of police protection to remove children in an emergency do not require a court order. A court order ensures that there is a forum in which the rights of those who are involved and what is needed in order to safeguard the child can be considered by a judge, this ensures that in most cases compulsory measures will not normally breach Article 8 ECHR (Williams, 2008). In situations of extreme urgency where the child is at risk of significant harm, relating to the case study and the non-accidental injuries to Claudia, the local authority can apply to the court for an emergency protection order (EPO) which can be granted by a single magistrate without the prior knowledge of the parents (Laird, 2010). Courts must regard Claudias welfare as paramount and must be satisfied that making an order is better than making no order at all. Local authorities must look to identify family placements for the child before opting for foster care. Laird (2010) uses an example of X Local Authority v B (Emergency Protection Orders), whereby the local authority where the children lived did not take into account the viability of placements with extended family members before applying for an EPO. This contravening article 8, as removing the children from all their relatives into foster care is the most extreme interference in family life. In relation to Claudia, if she was to be removed from the care of her mother, into foster care and possibly separated from her brother, without giving prior consideration to any immediate or extended family may breach her rights under article 8 or the Human Rights Act 1998 and UNCRC 1989. Working in partnership with professionals during child protection procedures is guided through legislation and agency roles, powers and duties. The difficultly can be working in partnership with parents especially when they are not in agreement with the process. In child protection work the relationship between parent and social worker can be fraught and tightly directed by legal and procedural requirements (Pinkerton Devaney, 2009). If Claudia was to remain in the care of her mother, she would be the subject of an Initial Child Protection Conference. WAG (2008) states that where possible parents and others with parental responsibility should be invited to attend and helped fully to take part. They also have the option of bringing an advocate or legal representative. Family members and professional should be able to share information in a safe and non-threatening environment and for family members to speak to the chair in the absence of other relatives, especially if there is a risk of violence or intimidation (Brammer, 2007 CCW, 2002, 1.3, 3.1). This could be apparent in relation to Samantha if Claudias father having parental responsibility also attended the conference. The social worker should also meet with the parents beforehand to share the report which highlights the concerns bringing them to conference. The chair should also meet before the conference to ensure that they understand the procedure and purpose of the event (Brammer, 2007). At six years old, Claudia is able to voice her wishes and feelings and this should be done through direct work with the social worker, not to obtain a disclosure about possible abuse, but to build a trusting relationship between worker and child with the child being able to feel safe and secure whether they remain at home or in placement (Milner OByrne, 2009, CCW, 2002 1.2, 2.1 UNCRC, 1989, article 12). Studies show that children are capable of understanding complex situations and are able to construct ways of dealing w ith them, so an honest explanation of the situation is more productive, however young they are. However issues can arise when the child knows only too well the seriousness of the situation. Claudia may hesitate and feel unable to talk freely as she may worry how the information discussed will be used. If she is to return home to her mother, she may be questioned over what she has said (Milner OByrne, 2009). Although the worker will respect the confidentially of Claudia, it is not wholly guaranteed and this should be explained to her in an age appropriate manner, ensuring her understanding (BASW, 2011, CCW, 2002, 2.3, Children Act 2004 sec. 12). Any disclosures from Claudia which could potentially put her or others at risk will require compulsory action under sec. 47 Children Act 1989. Whilst working with Claudia and her family the social worker will be guided by legislation and statutory guidance which will on times conflict with human rights and ethical values. The very nature of child protection work can be oppressive with a distinct power imbalance. The power and status is firmly with the worker who is advantaged by being someone of the authority. It is also likely to be reinforced by the parents and children being disadvantaged by gender, class, race and age (Pinkerton Devaney, 2009). Childrens rights to protection are clearly laid out in international and domestic law (Human Rights Act, 1998, UNCRC, 1989, Children Act, 1989/2004) and promoted in national and international codes of ethics and practice guidance (International Federation of Social Workers, British Association of Social Workers Care Council of Wales). In relation to Claudia the Human Rights Act 1989 and UNCRC 1989 article 8, supports her right to remain in the care of her mother. In contrast to this article 19 ensures that Claudia is protected from violence, abuse and neglect by her parents or anyone else who looks after her. Article 9 goes on to support the removal of the child for their own protection but promotes contact with parents if safe to do so (UNCRC, 1989). The social worker would encounter ethical dilemmas during her work with Claudia and have to balance her needs and interests where they may conflict with those of others, especially other professionals, and child protection issues in regards to her safety (CCW, 2002, BASW, 2011). The worker would apply the relevant codes of ethics and practice around issues of information sharing and confidentiality (CCW, 2002 2.3, 6.5, 6.7). However in relation to child protection and the law, the welfare of the child would always be paramount over any rights of confidentiality (Children Act, 1989). The social worker would need to give due consideration regarding Claudias life-skills and knowledge and promote her participation in the process that concerns her (BASW, 2011, 2.1, CCW, 2002, 1.1, 1.2, 3.1). Although consideration of a childs wishes and feelings does not impose a duty to act upon them (Brayne Preston-Shoot, 2010). Overall this assignment highlights the complex nature of social work in one of the most demanding areas, child protection. The need to follow legislation and statutory guidance and to balance that with the individuals human rights, taking into consideration ethics, non-oppressive and anti-discriminatory practice can, on times be a highly contentious process but one that hopefully has the desired outcome, the child has been protected and is safe from harm. Children have a right to live in this world and be protected from violence, abuse and neglect and child protection should be the business of everyone. There have been incidents when things have gone wrong and unfortunately children have died as a result, lessons have been learnt and law and policy nationally and internationally has been changed to hopefully prevent this in the future.

Generational Differences in the Workforce

Generational Differences in the Workforce Workforce in todays organisations fall into four broad categories and it has been well established that individuals growing up in different times has affected their values, behaviours and viewpoints. These generational differences present a significant challenge for current organisations. This topic of Generational differences at work place has been immensely researched over the past decade. There has been a spawning number of consulting reports, magazine articles, academic literature produced and replicated in-order to conclude these differences in perceived and actual values between four generations of workforce (Lyons, Urick, Kuron, Schweitzer, 2015). Costanza Finkelstein (2015) reported that the evidence presented in majority of research about this topic is controversial and lacks the depth and rigor (Costanza Finkelstein, 2015). An appraisal of vast majority of systematic and critical reviews provide documented evidence that the perceived differences across the generations might exist, but do these generational cohorts actually have different wishes in a work context or is it perceived commonly held biases that needs to be investigated empirically (Lyons et al., 2015). This question has been addressed in a research conducted by (Lester, Standifer, Schultz, Windsor, 2012) in the article titled as Actual Verses Perceived Generational Differences at Work; An empirical Examination. (Lester et al., 2012) have discussed generational differences in detail, with emphasis on why the nature of these values may lead to the generational misconceptions and its impact on the workplaces. This study thus provides an articulate discussion about the perceived and actual differences in the organisations with multigenerational workforce and its impact on workplace. This summary briefing will share the salient features of the article by (Lester et al., 2012) and will provide the insight of this research paper concluding with application of the key concepts to my current workplace. Literature Review Generational cohort theory established by Inglehart (1997) merely states that the behaviour and values of the generations born in the same era are shaped by the internal and external events of that era. The generations who are affected by the comparable issues, impacted by the same events and share similar experiences are likely to have similar underlying work values. According to (Lester et al., 2012) currently there are four different generational cohorts in the American workforce; Traditionalists, Boomers, Generation X and Generation X based on the era they were born. This board categorization has been reasoned throughout the literature, traditionalist include individuals born prior to 1946, boomers between 1946 and 1964, Generation X between 1965 and 1981 and Generation Y between 1981 and 2000. Literature suggests that these generational cohorts possess a unique set of distinctive and unique characteristics that distinguish their workplace tendencies (Hill Stephens, 2003). This study only includes three generational cohorts due to the reason Traditionalists (65 years of age) is commonly viewed as the benchmark age for the retirement (Lester et al., 2012). Boomers This generational cohort is viewed as consensus seekers, who are competitive micromanagers and possess a moderate level of disrespect for authority. Preference of Face-to-face interaction and conventional mail are other characteristics of this generational cohort, additionally they are presumed to open in using online tools are resources in their work (Reynolds et al., 2008, cited in Lester et al., 2012, p. 342). Generation X This generational cohort is viewed as sceptical individuals who prefer relatively informal work climate with weaker work ethics. They crave autonomy, challenge authority and believe in work-life balance, where personal activity takes priority. Additionally, they prefer technology based interactions in comparison to face -to-face meetings and value direct feedback form the leaders (Twenge., 2010; Reynolds et al., 2008, cited in Lester et al., 2012, p342). Generation X This generational cohort is viewed as technology driven, multitasking individuals who prefer working with peers in a team oriented work environment. They strongly value fast paced technological interactions and regard work-life balance important and where engagement with friends and family take priority over work commitments (Sessa et al., 2007; Steele Gordon, 2006; Crumpacker Crumpacker, 2007; Myers Sadaghiani, 2010, cited in Lester et al., 2012, p342). The literature review suggested although there are many assumptions and perceptions for each of the generational cohort but very little empirical evidence exists to substantiate these differences (Twenge, 2010). Lester et al. (2012) selected 15 specific aspects of ones work context; and the reasoning was based on the generational cohort theory. They also expected greatest actual disparity in generational preferences with respect to technology; e-mail communication; social media; technology; formal authority and fun-at-work. On the basis of generational cohort theory, the generations are likely to differ across generational lines in technological means of communication. This is rational on the basis that Boomers generation grew up without the significant exposure to the technology compared to Generation X. The other end of the spectrum is Generation Y who have been exposed to digital world throughout their entire lives; would be expected to place highest value on technology (Lester et al., 2012). The generational theory also suggests that when Boomers entered workforce communicating was predominantly by phone, face-to-face and through traditional mail; by the time Generation X cohort joined employment early use of internet and email had arrived. However, the communication for Generation X has been drastically changed by social media like (Facebook, Twitter Texting etc.). Another area of difference between the generation cohorts will be the preference regarding work culture due to ones view of formal authority and its association with leadership (Crampton Hodge, 2007., cited in Lester et al.,2012). On the other hand, perceived differences in what generational cohorts desire in their work context are expected in far greater number. Firstly, from the attribution theory perspective that proposes in order to understand the cause of our or someone else human behaviour, individuals have tendency to link these traits to internal or external causes rather than assuming the behaviours are random in nature (Bell, 2008). Due to this reason it will not be surprising to see generational cohorts have different perception of work values across with respect to each generation lines (Buss, 1978). According to Lester et al (2012) generational stereotyping is another reason for expected perceptual differences across three generational cohorts in the study. Immense research in the area of negative and positive stereotyping exit in literature. No statistical significant differences exist yet age stereotyping exist in all organisations with multigenerational workforce. Literature suggests older employees are more likely to contemplate they have stronger work ethics then younger employees of an organisation and younger employees are likely to think they are better at multi-tasking and creativity compared to older employees (Blauth, McDaniel, Perrin, Perrin, 2011). Additionally, authors suggest that in expecting generational value differences regarding technology, views of authority, communication and work culture, these actual value differences will influence perceived generational differences (Lester et al., 2012, p344). Hypothesis 1 Actual generational differences exist regarding the extent to which technology, face-to-face communication, e-mail communication, social media, formal authority and fun-at-work are valued (Lester et al., 2012, p 344). Hypothesis 2 There are more perceived value differences between generations than actual value differences (Lester et al., 2012, p 344). Methods This study was conducted in United States from a Midwestern organisation. The sample size was 466, with a response received form 263 employees. Female participants formed 84% of the workforce with 16% being male. Participants ranged from 17 to 65 years of age with 4 % having a graduate degree, 30% with bachelors degree, 19% 2-year associate degree, 30% had attend some college and 17% reported of having completed high school. The data was gathered though online survey using a 6-point Likert-type scale (Lester et al., 2012). Measures Participants were placed in the four generational categories on the basis of their age where 62 categorised as Generation Y, 102 Boomers and 99 Generation Y respectively. Three or four participants fell into Traditionalist but were included into Boomers category due to their small number (Lester et al., 2012). Participants were asked about the how they personally valued already selected 15 different items (table 1) that could represent their work content I Value and then they were asked to rate the same items based on the extent to which they believed each if the three generations valued the items (Lester et al., 2012). Table 1 (15 specific aspects of ones work context and I value measure grouping Table 1. I Value Measure Groupings Engagement Nature of Job Technology Structure Teamwork Autonomy Technology Formal authority Face-to-face communication Security E-mail communication Structure Participation Professional Social media Continuous learning Flexible Fun at work Recognition (Lester et al., 2012, p346). Results Multivariate statistical analysis was conducted to test the relationship between generational designation and 15 I Value items. Control variables of gender, educational level, ethnicity and generational design were entered as fixed factors and 15 I Value items were entered as dependent variables. Table 2. Hypothesis 1: Actual Differences Between Generations on I Value Items Mean Value Generation Y Generation X Boomers Differencea Interpretation E-mail communication 4.90 4.19 0.71** Generation Y reports valuing it more than Boomers report valuing it Social media 3.90 2.74 1.16*** Generation Y reports valuing it more than Generation X reports valuing it 3.90 2.40 1.50*** Generation Y reports valuing it more than Boomers report valuing it Fun at work 5.48 4.79 0.69** Generation Y reports valuing it more than Generation X reports valuing it 5.48 4.82 0.66** Generation Y reports valuing it more than Boomers report valuing it Continuous learning 5.33 4.82 0.51* Generation Y reports valuing it more than Boomers report valuing it Professionalism 5.06 5.43 0.38* Boomers report valuing it more than Generation X reports valuing it a. The values represent absolute difference mean scores. *p à ¢Ã¢â‚¬ °Ã‚ ¤ .05. **p à ¢Ã¢â‚¬ °Ã‚ ¤ .01. ***p à ¢Ã¢â‚¬ °Ã‚ ¤ .001 (Lester et al., 2012, p347). References Bell, E. E. (2008). Exploring employee perception of the work environment along generational lines. Performance Improvement, 47(9), 35-45. Blauth, C., McDaniel, J., Perrin, C., Perrin, P. (2011). Age-based stereotypes: Silent killer of collaboration and productivity. No. M01360). Tampa: AchieveGlobal. Buss, A. R. (1978). Causes and reasons in attribution theory: A conceptual critique. Journal of Personality and Social Psychology, 36(11), 1311. Costanza, D. P., Finkelstein, L. M. (2015). Generationally based differences in the workplace: Is there a there there? Industrial and Organizational Psychology, 8(03), 308-323. Hill, R. P., Stephens, D. L. (2003). The compassionate organization in the 21st century. Organizational Dynamics, 32(4), 331-341. Lester, S. W., Standifer, R. L., Schultz, N. J., Windsor, J. M. (2012). Actual versus perceived generational differences at work an empirical examination. Journal of Leadership Organizational Studies, 19(3), 341-354. Lyons, S., Urick, M., Kuron, L., Schweitzer, L. (2015). Generational Differences in the Workplace: There Is Complexity Beyond the Stereotypes. Industrial and Organizational Psychology, 8(03), 346-356. Twenge, J. M. (2010). A review of the empirical evidence on generational differences in work attitudes. Journal of Business and Psychology, 25(2), 201-210.

John Q. Adams :: essays research papers

John Quinsy Adams was born in Braintree Massachusetts. His other, Abigail Smith Adams and his father, John Adams (2nd president of the United States of America) trained John Quinsy very well. At ten years old John Q. traveled with his father on diplomat missions to Europe. He learned French fluently there in a private school at Paris. After Studying French in Paris Adams studied at the University of Leiden. In 1782 through 1783 he was a secretary and interpreter of the French in Germany. After being a secretary and interpreter in Germany, He traveled to Holland   Ã‚  Ã‚  Ã‚  Ã‚  John Q. Adams was very good and smart at languages, history and mathematics. By the end of his school he was a very good and trust worthy lawyer. Adams came particularly to George Washington’s attention because of the articles he published in the newspaper about defending the president’s policies. As a result of this â€Å"† defending for rights† Washington put Adams in the place for a Dutch ministering the Netherlands. After all this, President James Monroe called Adams to become Secretary of State in 1817.As secretary John Q. Adams was pleased with the schools he participated in, in the past years because they paid off.   Ã‚  Ã‚  Ã‚  Ã‚  Adams greatest achievements Secretary of State were the Transcontinental Treaty with Spain. Which was signed on February 22. By this treaty Spain acknowledged east Florida and west Florida to become part of the United States of America.   Ã‚  Ã‚  Ã‚  Ã‚  John Quinsy Adams may have been the greatest United States Secretary of State. He was not one of the greatest presidents He was really a minority president chosen by the House of Representatives they get the most. Jackson had received the most of the popular votes both at poles and in the state but he lacked a constitutional majority, (which is a major in college) Clay one of the four can dates through all his support in 1824 to Adams in the house in February 1825.After secret conferences between the two electing Adams in the first ballot. Clay had put Adams into the White House in order to become his Secretary of State and successor.   Ã‚  Ã‚  Ã‚  Ã‚  President Adams believed that the American Revelation had already won liberty, at least for White House people, and that this liberty was guaranteed the constitution of the United Sates of America. His policy was to let there be more national power and to make freedom better for the people.   Ã‚  Ã‚  Ã‚  Ã‚  On

East of Eden Essay: Steinbeck vs. Christ :: East Eden Essays

East of Eden: Steinbeck vs. Christ In the novel, East of Eden, John Steinbeck proposes the idea that man has much more control over his own destiny than many chose to believe-a conclusion reached from Steinbeck's own interpretation of the story of Cain and Able wherein God neither instructs Cain to master the sin which is crouching at his door, nor predicts that Cain will master it, but rather gives Cain the ability to choose. Taking the text out of context, Steinbeck uses it to convey the message that a man's destiny is up to himself and that the ability to choose to do what is right and wrong is as much a curse as it is a blessing. Steinbeck's interpretation is incorrect. By taking the clause thou mayest out of its context, Steinbeck twists the truth of free will and uses it to convey his own message: that a man, through his own free will, can shape and define his destiny. By reading the text in context-both the story of Cain and Able and the story of Christ, which is the accepted Christian message of the Bible as a whole-the message that thou mayest conveys is quite different in both meaning and gravity. The very context of the phrase tells its immediate meaning: "If you do what is right, will you not be accepted? But if you do not do what is right, sin is crouching at your door; it desires to have you, but [thou mayest] master it." In context, the phrase thou mayest is more than the blank check that Steinbeck makes it out to be; rather, it is a warning and an instruction. God gives Cain the warning that if he chooses not to do rightly, sin will conquer him; and at the same time, He offers hope and tells Cain he can and, in context, should choose to master that sin. The Biblical context of the story goes further, applying itself to life in general. As the whole of the Bible unfolds, the concept of free will is realized on a far greater magnitude than Steinbeck applies it. All humanity is subject to the harassment of a sinful nature and a fallen world. "There is no one righteous, not even one; there is no one who understands, no one who seeks God." Therefore, instead of the uninfluenced freedom to choose his

Carl Jung Theory Essay

Jung’s theory divides the psyche into three parts. The first is the ego, which Jung identifies with the conscious mind. Closely related is the personal unconscious, which includes anything that is not presently conscious, but can be. The personal unconscious is like most people’s understanding of the unconscious in that it includes both memories that are easily brought to mind and those that have been suppressed for some reason. But it does not include the instincts that Freud would have it include. But then Jung adds the part of the psyche that makes his theory stand out from all others: the collective unconscious. You could call it your â€Å"psychic inheritance. † It is the reservoir of our experiences as a species, a kind of knowledge we are all born with. And yet we can never be directly conscious of it. It influences all of our experiences and behaviors, most especially the emotional ones, but we only know about it indirectly, by looking at those influences. There are some experiences that show the effects of the collective unconscious more clearly than others: The experiences of love at first sight, of deja vu (the feeling that you’ve been here before), and the immediate recognition of certain symbols and the meanings of certain myths, could all be understood as the sudden conjunction of our outer reality and the inner reality of the collective unconscious. Grander examples are the creative experiences shared by artists and musicians all over the world and in all times, or the spiritual experiences of mystics of all religions, or the parallels in dreams, fantasies, mythologies, fairy tales, and literature. A nice example that has been greatly discussed recently is the near-death experience. It seems that many people, of many different cultural backgrounds, find that they have very similar recollections when they are brought back from a close encounter with death. They speak of leaving their bodies, seeing their bodies and the events surrounding them clearly, of being pulled through a long tunnel towards a bright light, of seeing deceased relatives or religious figures waiting for them, and of their disappointment at having to leave this happy scene to return to their bodies. Perhaps we are all â€Å"built† to experience death in this fashion. Archetypes The contents of the collective unconscious are called archetypes. Jung also called them dominants, imagos, mythological or primordial images, and a few other names, but archetypes seem to have won out over these. An archetype is an unlearned tendency to experience things in a certain way. The archetype has no form of its own, but it acts as an â€Å"organizing principle† on the things we see or do. It works the way that instincts work in Freud’s theory: At first, the baby just wants something to eat, without knowing what it wants. It has a rather indefinite yearning, which, nevertheless, can be satisfied by some things and not by others. Later, with experience, the child begins to yearn for something more specific when it is hungry — a bottle, a cookie, a broiled lobster, a slice of New York style pizza. The archetype is like a black hole in space: You only know its there by how it draws matter and light to itself. The mother archetype The mother archetype is a particularly good example. All of our ancestors had mothers. We have evolved in an environment that included a mother or mother-substitute. We would never have survived without our connection with a nurturing-one during our times as helpless infants. It stands to reason that we are â€Å"built† in a way that reflects that evolutionary environment: We come into this world ready to want mother, to seek her, to recognize her, to deal with her. So the mother archetype is our built-in ability to recognize a certain relationship, that of â€Å"mothering. † Jung says that this is rather abstract, and we are likely to project the archetype out into the world and onto a particular person, usually our own mothers. Even when an archetype doesn’t have a particular real person available, we tend to personify the archetype, that is, turn it into a mythological â€Å"story-book† character. This character symbolizes the archetype. The mother archetype is symbolized by the primordial mother or â€Å"earth mother† of mythology, by Eve and Mary in western traditions, and by less personal symbols such as the church, the nation, a forest, or the ocean. According to Jung, someone whose own mother failed to satisfy the demands of the archetype may well be one that spends his or her life seeking comfort in the church, or in identification with â€Å"the motherland,† or in meditating upon the figure of Mary, or in a life at sea. Mana You must understand that these archetypes are not really biological things, like Freud’s instincts. They are more spiritual demands. For example, if you dreamt about long things, Freud might suggest these things represent the phallus and ultimately sex. But Jung might have a very different interpretation. Even dreaming quite specifically about a penis might not have much to do with some unfulfilled need for sex. It is curious that in primitive societies, phallic symbols do not usually refer to sex at all. They usually symbolize mana, or spiritual power. These symbols would be displayed on occasions when the spirits are being called upon to increase the yield of corn, or fish, or to heal someone. The connection between the penis and strength, between semen and seed, between fertilization and fertility are understood by most cultures. The shadow Sex and the life instincts in general are, of course, represented somewhere in Jung’s system. They are a part of an archetype called the shadow. It derives from our prehuman, animal past, when our concerns were limited to survival and reproduction, and when we weren’t self-conscious. It is the â€Å"dark side† of the ego, and the evil that we are capable of is often stored there. Actually, the shadow is amoral — neither good nor bad, just like animals. An animal is capable of tender care for its young and vicious killing for food, but it doesn’t choose to do either. It just does what it does. It is â€Å"innocent. † But from our human perspective, the animal world looks rather brutal, inhuman, so the shadow becomes something of a garbage can for the parts of ourselves that we can’t quite admit to. Symbols of the shadow include the snake (as in the garden of Eden), the dragon, monsters, and demons. It often guards the entrance to a cave or a pool of water, which is the collective unconscious. Next time you dream about wrestling with the devil, it may only be yourself you are wrestling with! The persona The persona represents your public image. The word is, obviously, related to the word person and personality, and comes from a Latin word for mask. So the persona is the mask you put on before you show yourself to the outside world. Although it begins as an archetype, by the time we are finished realizing it, it is the part of us most distant from the collective unconscious. At its best, it is just the â€Å"good impression† we all wish to present as we fill the roles society requires of us. But, of course, it can also be the â€Å"false impression† we use to manipulate people’s opinions and behaviors. And, at its worst, it can be mistaken, even by ourselves, for our true nature: Sometimes we believe we really are what we pretend to be! Anima and animus A part of our persona is the role of male or female we must play. For most people that role is determined by their physical gender. But Jung, like Freud and Adler and others, felt that we are all really bisexual in nature. When we begin our lives as fetuses, we have undifferentiated sex organs that only gradually, under the influence of hormones, become male or female. Likewise, when we begin our social lives as infants, we are neither male nor female in the social sense. Almost immediately — as soon as those pink or blue booties go on — we come under the influence of society, which gradually molds us into men and women. In all societies, the expectations placed on men and women differ, usually based on our different roles in reproduction, but often involving many details that are purely traditional. In our society today, we still have many remnants of these traditional expectations. Women are still expected to be more nurturant and less aggressive; men are still expected to be strong and to ignore the emotional side of life. But Jung felt these expectations meant that we had developed only half of our potential. The anima is the female aspect present in the collective unconscious of men, and the animus is the male aspect present in the collective unconscious of women. Together, they are referred to as syzygy. The anima may be personified as a young girl, very spontaneous and intuitive, or as a witch, or as the earth mother. It is likely to be associated with deep emotionality and the force of life itself. The animus may be personified as a wise old man, a sorcerer, or often a number of males, and tends to be logical, often rationalistic, and even argumentative. The anima or animus is the archetype through which you communicate with the collective unconscious generally, and it is important to get into touch with it. It is also the archetype that is responsible for much of our love life: We are, as an ancient Greek myth suggests, always looking for our other  half, the half that the Gods took from us, in members of the opposite sex. When we fall in love at first sight, then we have found someone that â€Å"fills† our anima or animus archetype particularly well! Other archetypes Jung said that there is no fixed number of archetypes that we could simply list and memorize. They overlap and easily melt into each other as needed, and their logic is not the usual kind. But here are some he mentions: Besides mother, their are other family archetypes. Obviously, there is father, who is often symbolized by a guide or an authority figure. There is also the archetype family, which represents the idea of blood relationship and ties that run deeper than those based on conscious reasons. There is also the child, represented in mythology and art by children, infants most especially, as well as other small creatures. The Christ child celebrated at Christmas is a manifestation of the child archetype, and represents the future, becoming, rebirth, and salvation. Curiously, Christmas falls during the winter solstice, which in northern primitive cultures also represents the future and rebirth. People used to light bonfires and perform ceremonies to encourage the sun’s return to them. The child archetype often blends with other archetypes to form the child-god, or the child-hero. Many archetypes are story characters. The hero is one of the main ones. He is the mana personality and the defeater of evil dragons. Basically, he represents the ego — we do tend to identify with the hero of the story — and is often engaged in fighting the shadow, in the form of dragons and other monsters. The hero is, however, often dumb as a post. He is, after all, ignorant of the ways of the collective unconscious. Luke Skywalker, in the Star Wars films, is the perfect example of a hero. The hero is often out to rescue the maiden. She represents purity, innocence, and, in all likelihood, naivete. In the beginning of the Star Wars story, Princess Leia is the maiden. But, as the story progresses, she becomes the anima, discovering the powers of the force — the collective unconscious — and becoming an equal partner with Luke, who turns out to be her brother. The wise old man guides the hero. He is a form of the animus, and reveals to the hero the nature of the collective unconscious. In Star Wars, he is played by Obi Wan Kenobi and, later, Yoda. Notice that they teach Luke about the force and, as Luke matures, they die and become a part of him. You might be curious as to the archetype represented by Darth Vader, the â€Å"dark father. † He is the shadow and the master of the dark side of the force. He also turns out to be Luke and Leia’s father. When he dies, he becomes one of the wise old men. There is also an animal archetype, representing humanity’s relationships with the animal world. The hero’s faithful horse would be an example. Snakes are often symbolic of the animal archetype, and are thought to be particularly wise. Animals, after all, are more in touch with their natures than we are. Perhaps loyal little robots and reliable old spaceships — the Falcon– are also symbols of animal. And there is the trickster, often represented by a clown or a magician. The trickster’s role is to hamper the hero’s progress and to generally make trouble. In Norse mythology, many of the gods’ adventures originate in some trick or another played on their majesties by the half-god Loki. There are other archetypes that are a little more difficult to talk about. One is the original man, represented in western religion by Adam. Another is the God archetype, representing our need to comprehend the universe, to give a meaning to all that happens, to see it all as having some purpose and direction. The hermaphrodite, both male and female, represents the union of opposites, an important idea in Jung’s theory. In some religious art, Jesus is presented as a rather feminine man. Likewise, in China, the character Kuan Yin began as a male saint (the bodhisattva Avalokiteshwara), but was portrayed in such a feminine manner that he is more often thought of as the female goddess of compassion! The most important archetype of all is the self. The self is the ultimate unity of the personality and is symbolized by the circle, the cross, and the mandala figures that Jung was fond of painting. A mandala is a drawing that is used in meditation because it tends to draw your focus back to the center, and it can be as simple as a geometric figure or as complicated as a stained glass window. The personifications that best represent self are Christ and Buddha, two people who many believe achieved perfection. But Jung felt that perfection of the personality is only truly achieved in death.

Ch1 Analysis

CHAPTER 1—INTRODUCTION TO FINANCIAL REPORTING MULTIPLE CHOICE 1. Charging off equipment that cost less than $20 would be an example of the application of: a. |going concern| b. |cost| c. |matching| d. |materiality| e. |realization| ANS:D 2. The going concern assumption: a. |is applicable to all financial statements| b. |primarily involves periodic income measurement| c. |allows for the statements to be prepared under generally accepted accounting principles| d. |requires that accounting procedures be the same from period to period| e. |none of the answers are correct| ANS:C 3.Understating assets and revenues is justified based on: a. |realization assumption| b. |matching| c. |consistency| d. |realization| e. |none of the answers are correct| ANS:E 4. The assumption that enables us to prepare periodic statements between the time that a business commences operations and the time it goes out of business is: a. |time period| b. |business entity| c. |historical cost| d. |transactio n| e. |none of the answers are correct| ANS:A 5. Valuing assets at their liquidation values is not consistent with: a. |conservatism| b. |materiality| c. |going concern| d. |time period| . |none of the answers are correct| ANS:C 6. The business being separate and distinct from the owners is an integral part of the: a. |time period assumption| b. |going concern assumption| c. |business entity assumption| d. |realization assumption| e. |none of the answers are correct| ANS:C 7. The principle that assumes the reader of the financial statements is not interested in the liquidation values is: a. |conservatism| b. |matching| c. |time period| d. |realization| e. |none of the answers are correct| ANS:E 8. An accounting period that ends when operations are at a low ebb is: a. a calendar year| b. |a fiscal year| c. |the natural business year| d. |an operating year| e. |none of the answers are correct| ANS:C 9. The accounting principle that assumes that inflation will not take place or will be immaterial is: a. |monetary unit| b. |historical cost| c. |realization| d. |going concern| e. |none of the answers are correct| ANS:A 10. Valuing inventory at the lower of cost or market is an application of the: a. |time period assumption| b. |realization principle| c. |going concern principle| d. |conservatism principle| e. |none of the answers are correct| ANS:D 11.The realization principle leads accountants to usually recognize revenue at: a. |the end of production| b. |during production| c. |the receipt of cash| d. |the point of sale| e. |none of the answers are correct| ANS:D 12. The comment that â€Å"items that are not material may be recorded in the financial statements in the most economical and expedient manner possible† is representative of: a. |matching| b. |conservatism| c. |realization| d. |materiality| e. |none of the answers are correct| ANS:D 13. The assumption that deals with when to recognize the costs that are associated with the revenue that is being re cognized is: a. matching| b. |going concern| c. |consistency| d. |materiality| e. |none of the answers are correct| ANS:A 14. The most significant current source of generally accepted accounting principles is the: a. |New York Stock Exchange| b. |Accounting Principles Board| c. |Accounting Research Studies| d. |AICPA committee on Accounting Procedure| e. |Financial Accounting Standards Board| ANS:E 15. All but one of the following statements indicates a difference between the Financial Accounting Standards Board (FASB) and prior approaches. Select the one that is not a difference. a. The FASB is independent of the AICPA. | b. |The size of the board is much smaller. | c. |The FASB has broader representation. | d. |The FASB is the primary board for the development of generally accepted accounting principles. | e. |Members of the FASB serve on a full-time basis. | ANS:D 16. The Accounting Principles Board issued Opinions between: a. |1959-1973| b. |1939-1959| c. |1973-present| d. |1966 -1976| e. |none of the answers are correct| ANS:A 17. The Financial Accounting Standards Board has issued statements between: a. |1960-1973| b. |1939-1959| c. |1973-present| d. 1966-1976| e. |none of the answers are correct| ANS:C 18. Accountants face a problem of when to recognize revenue. Which of the following methods of recognizing revenue is not used in practice? a. |point of sale| b. |point of order acceptance| c. |end of production| d. |receipt of cash| e. |revenue recognized during production| ANS:B 19. The organization that has by federal law the responsibility to adopt auditing standards is the: a. |New York Stock Exchange| b. |Public Company Accounting Oversight Board| c. |Accounting Principles Board| d. |Financial Accounting Standards Board| . |AICPA Committee on Accounting Procedure| ANS:B 20. By law, the setting of accounting standards is the responsibility of the: a. |AICPA Committee on Accounting Procedure| b. |New York Stock Exchange| c. |Accounting Principles Board | d. |Securities and Exchange Commission| e. |Financial Accounting Standards Board| ANS:D 21. The assumption that allows accountants to accept some inaccuracy, because of incomplete information about the future, in exchange for more timely reporting is: a. |conservatism| b. |time period| c. |business entity| d. |materiality| e. |realization| ANS:B 22.Which of the following does not relate to The Public Company Accounting Oversight Board (PCAOB)? a. |Two members of the board must be CPAs| b. |In addition to appointing the five members of the PCAOB, the SEC is responsible for the oversight and enforcement authority over the Board| c. |The PCAOB consists of five members appointed by the SEC| d. |The PCAOB is to adopt auditing standards| e. |The PCAOB is to adopt accounting standards| ANS:E 23. Understating expenses is justified based on: a. |time period assumption| b. |conservatism assumption| c. |materiality assumption| d. |matching assumption| . |none of the answers are correct| ANS: E 24. At the end of the fiscal year, an adjusting entry is made that increases salaries payable and increases salaries expense. This entry is an application of which accounting principle? a. |full disclosure| b. |materiality| c. |matching| d. |realization| e. |historical cost| ANS:C 25. Accountants provide for inflation using which of the following accounting principles? a. |going concern| b. |time period| c. |conservatism| d. |materiality| e. |none of the answers are correct| ANS:E 26. Which of these measurement attributes is not currently used in practice? . |historical cost| b. |relevant cost| c. |current market value| d. |current cost| e. |present value| ANS:B 27. The following data relate to Swift Company for the year ended December 31, 2008. Swift Company uses the accrual basis. Sales on credit|$250,000| Cost of inventory sold on credit|170,000| Collections from customers|220,000| Purchase of inventory on credit|150,000| Payment for purchases|140,000| Selling expenses (accrual basis)|40,000| Payment for selling expenses|45,000| Which of the following amounts represents income for Swift Company for the year ended December 31, 2008? a. $60,000| b. |$50,000| c. |$40,000| d. |$35,000| e. |$30,000| ANS:C 28. The following data relate to Rocket Company for the year ended December 31, 2008. Rocket Company uses the cash basis. Sales on credit|$180,000| Cost of inventory sold on credit|130,000| Collections from customers|170,000| Purchase of inventory on credit|140,000| Payment for purchases|150,000| Selling expenses (accrual basis)|20,000| Payment for selling expenses|25,000| Which of the following amounts represents income for Rocket Company for the year ended December 31, 2008? a. |$30,000| b. |$5,000 loss| c. |$40,000| . |$45,000| e. |$50,000| ANS:B 29. The following data relate to Gorr Company for the year ended December 31, 2008. Gorr Company uses the accrual basis. Sales for cash|$200,000| Sales for credit| 220,000| Cost of inventory sold | 180,000| Collec tions from customers| 300,000| Purchases of inventory on credit| 190,000| Payment for purchases| 180,000| Selling expenses (accrual basis)| 50,000| Payment for selling expenses| 60,000| Which of the following represents income for Gorr Company for the year ended December 31, 2008? a. |$180,000| b. |$185,000| c. |$190,000| d. |$200,000| e. none of the answers are correct| ANS:C 30. The following data relate to Falcon Company for the year ended December 31, 2008. Falcon Company uses the cash basis. Sales for cash|$180,000| Sales for credit| 190,000| Cost of inventory sold| 210,000| Collections from customers| 350,000| Purchases of inventory on credit| 200,000| Payment for purchases| 220,000| Selling expenses (accrual basis)| 60,000| Payment for selling expenses| 70,000| Which of the following amounts represents income for Falcon Company for the year ended December 31, 2008? a. |$90,000| b. |$80,000| c. |$70,000| d. $60,000| e. |none of the answers are correct| ANS:D 31. Other than Dec ember, the most popular month for fiscal year-end is: a. |January| b. |March| c. |June| d. |September| e. |October| ANS:D TRUE/FALSE 1. In order to determine the economic success of a grocery store, we should view it as separate from the other resources that are owned by this individual. ANS:T 2. Many of our present financial statement figures would be misleading if it were not for the going concern assumption. ANS:T 3. The going concern assumption does not influence the classification of assets and liabilities. ANS:F 4.The most accurate way to account for the success or failure of an entity is to accumulate all transactions from the opening of business until the business eventually liquidates. ANS:T 5. An entity usually cannot reasonably account for the profits related to inventory until that inventory is sold in the normal course of business. ANS:T 6. To the extent that money does not remain stable, it loses its usefulness as the standard for measuring financial transactions. ANS: T 7. A loss in value of money is called inflation. ANS:T 8. At the time of originally recording a transaction, historical cost also represents the fair market value.ANS:T 9. It would always be conservative to value inventory at market. ANS:F 10. Accountants normally recognize revenue when cash is received. ANS:F 11. The 1933 and 1934 U. S. federal securities laws virtually gave the Securities and Exchange Commission (SEC) authority and responsibility for the development of generally accepted accounting principles. ANS:T 12. The Statements of Financial Accounting Concepts are intended to provide the Financial Accounting Standards Board with a common foundation and the basic underlying reasoning on which to consider the merits of various alternative accounting principles. ANS:T 13.Eventually, the Financial Accounting Standards Board intends to evaluate current principles in terms of the concepts established in the Financial Accounting Concepts. ANS:T 14. Financial Accounting Concepts establish generally accepted accounting principles. ANS:F 15. According to the second Financial Accounting Concept, those characteristics of information that make it a desirable commodity can be viewed as a hierarchy of qualities, with understandability and usefulness for decision making of most importance. ANS:T 16. Performance indicators for nonbusiness organizations are usually formal budgets and donor restrictions.ANS:T 17. Reasonable inaccuracies of accounting for an entity, short of its complete life span, are accepted. ANS:T 18. Using the business entity assumption, the financial statements are prepared separate and distinct from the owners of the entity. ANS:T 19. The time period assumption indicates that the entity will remain in business for an indefinite period time. ANS:F 20. Timeliness is a pervasive constraint imposed upon financial accounting information. ANS:F 21. Relevance and reliability are two primary qualities that make accounting information useful for decision making. ANS:T 22.Predictive value, feedback value, and timeliness are ingredients needed to ensure that the information is reliable. ANS:F 23. Decision usefulness is a pervasive constraint imposed upon financial accounting information. ANS:F 24. Relevance is a quality requiring that the information be timely and that it also have predictive value or feedback value or both. ANS:T 25. The SEC has the authority to determine generally accepted accounting principles and to regulate the accounting profession. ANS:T 26. Some industry practices lead to accounting reports that do not conform to the general theory that underlies accounting.ANS:T 27. All important events that influence the prospects for the entity are recorded and therefore are reflected in the financial statements. ANS:F 28. The accrual basis of accounting recognizes revenue when realized (realization concept) and expenses when incurred (matching concept). ANS:T 29. The cash basis recognizes revenue when cash is received and expenses when cash is paid. ANS:T 30. The accountant records only the events that affect the financial position of the entity and that can be reasonably determined in monetary terms. ANS:T 31.The Sarbanes-Oxley Act has far-reaching consequences for financial reporting and the CPA profession. ANS:T 32. Among the many responsibilities of the PCAOB is to adopt accounting standards. ANS:F 33. For a public company, the SEC requires that a report be filed annually on its internal control systems. ANS:T 34. The Sarbanes-Oxley Act has had an insignificant effect on the relationship between the company and the internal auditor. ANS:F 35. Reporting under Sarbanes-Oxley revealed that very few companies had material weaknesses in their controls and processes. ANS:F 36.Private companies are required to report under Sarbanes-Oxley. ANS:F 37. Some firms question the costs/benefits of implementing Sarbanes-Oxley. ANS:T 38. For many companies that use December 31 for the year-end, we cannot tell if December 31 was selected because it represents a natural business year or if it was selected to represent a calendar year. ANS:T 39. Accounting Trends & Techniques is a compilation of data obtained by a survey of 600 annual reports to stockholders undertaken for the purpose of analyzing the accounting information disclosed in such reports. ANS:T 40.Many companies are on a 51-52 week fiscal year. ANS:F 41. The Sarbanes-Oxley Act has materiality implications. ANS:T 42. Web sites are not very useful when performing analysis. ANS:F 43. Accounting standards codification TM reorganizes the accounting pronouncements into approximately 90 accounting topics. ANS:T 44. Accounting standards codification TM addresses U. S. GAAP for nongovernmental entities. ANS:T PROBLEMS 1. Required: Listed below are several accounting principles and assumptions. Match the letter of each with the appropriate statement. a. Business entity|e. Historical cost|i.Full disclosure| b. Going concern|f. Conservatism|j . Verifiability| c. Time period|g. Realization|k. Materiality| d. Monetary unit|h. Consistency|l. Industry practices| 1. |Some industry practices lead to accounting reports that do not conform to the general theory that underlies accounting. | 2. |Requires the accountant to adhere as closely as possible to verifiable data. | 3. |Requires the entity to give the same treatment to comparable transactions. | 4. |Directs that the measurement that has the least favorable effect on net income and financial position in the current period be selected. 5. |The decision is made to accept some inaccuracy because of incomplete information about the future in exchange for more timely reporting. | 6. |Involves the relative size and importance of an item to a firm. | 7. |A reasonable summarization of financial information is required. | 8. |Deals with the problem of when to recognize revenue. | 9. |The primary value that is used for financial statements. | 10. |Standard of measure for financial sta tements. | 11. |The assumption that the entity being accounted for will remain in business for an indefinite period of time. 12. |Assumption that a business's financial statements are separate and distinct from the personal transactions of the owners. | ANS: 1. |l| 2. |j| 3. |h| 4. |f| 5. |c| 6. |k| 7. |i| 8. |g| 9. |e| 10. |d| 11. |b| 12. |a| 2. Required: State the accounting principle or assumption that is most applicable: a. |The company uses the same accounting principle from period to period. | b. |Financial statements are prepared periodically. | c. |Subscriptions paid in advance are recorded as unearned subscription income. | d. |All significant financial transactions are reported. | e. Personal transactions of the stockholders are not recorded on the company's financial statements. | f. |Land is recorded at $10,000, which was the amount paid. Current value of the land is $25,000. | g. |The accountants determine that the company is in danger of going bankrupt and therefore re fuse to certify the statements as prepared according to generally accepted accounting principles. | h. |The company loses a major customer and does not record a loss. | ANS: a. |consistency| b. |time period| c. |realization| d. |full disclosure| e. |business entity| f. |historical cost| g. |going concern| h. |transaction approach| . Listed below are ten interrelated elements that are directly related to measuring performance and status of an enterprise according to SFAC No. 6, â€Å"Elements of Financial Statements. † a. Assets|f. Comprehensive income| b. Liabilities|g. Revenues| c. Equity|h. Expenses| d. Investments by owners|i. Gains| e. Distribution to owners|j. Losses| Required: Match the letter with the appropriate definition. 1. |Probable future sacrifices of economic benefits arising from present obligations of a particular entity to transfer assets or provide services to other entities in the future as a result of past transactions or events. 2. |Increases in the equi ty of a particular business enterprise resulting from transfers to the enterprise from other entities of something of value to obtain or increase ownership interests (or equity) in it. Assets are most commonly received as investments by owners, but that which is received may also include services or satisfaction or conversion of liabilities of the enterprise. | 3. |A decrease in the equity of a particular business enterprise resulting from transferring assets, rendering services, or incurring liabilities by the enterprise to owners.Decreases ownership interest (or equity) in an enterprise. | 4. |Decreases in the equity (net assets) from peripheral or incidental transactions of an entity and from all other transactions and other events and circumstances affecting the entity during a period, except those that result from expenses or distributions to owners. | 5. |Outflows or other consumption or using up of assets or incurrences of liabilities (or a combination of both) from deliverin g or producing goods, rendering services, or carrying out other activities that onstitute the entity's ongoing major or central operations. | 6. |The change in equity (net assets) of a business enterprise during a period from transactions and other events and circumstances from nonowner sources. It includes all changes in equity during a period, except those resulting from investments by owners and distributions to owners. | 7. |Probable future economic benefits obtained or controlled by a particular entity as a result of past transactions or events. | 8. |The residual interest in the assets of an entity after deducting its liabilities. 9. |Inflows or other enhancements of assets of an entity or settlements of its liabilities (or a combination of both) from delivering or producing goods, rendering services, or engaging in other activities that constitute the entity's ongoing major or central operations. | 10. |Increases in the equity (net assets) from peripheral or incidental transa ctions of an entity and from all other transactions and other events and circumstances from revenues or investments by owners. | ANS: 1. |b| 2. |d| 3. |e| 4. |j| 5. |h| 6. |f| 7. |a| 8. |c| 9. |g| 10. |i| 4.Listed below are several qualitative characteristics. a. |understandability| b. |usefulness for decision making| c. |relevance| d. |reliability| e. |predictive| f. |feedback value| g. |timely| h. |verifiable| i. |representational faithfulness| j. |neutrality| k. |comparability| l. |materiality| m. |benefits of information should exceed its cost| Required: Match the letter (or letters) that goes with each statement. 1. |Two constraints included in the hierarchy. | 2. |For this quality, the information needs to have predictive and feedback value and be timely. | 3. These are the qualitative characteristics that are viewed as having the most importance. | 4. |SFAC No. 2 indicates that to be reliable, the information needs to have these characteristics. | 5. |Interacts with relevance and reliability to contribute to the usefulness of information. | 6. |Two primary qualities that make accounting information useful for decision making. | 7. |For this quality, the information must be verifiable, subject to representational faithfulness, and neutral. | 8. |SFAC No. 2 indicates that to be relevant, the information needs to have these characteristics. |ANS: 1. |l, m| 2. |c| 3. |a, b| 4. |h, i, j| 5. |k| 6. |c, d| 7. |d| 8. |e, f, g| 5. Listed below are ten phrases with the appropriate abbreviation. a. |Generally Accepted Accounting Principles (GAAP)| b. |Securities and Exchange Commission (SEC)| c. |American Institute of Certified Public Accountants (AICPA)| d. |Accounting Principles Board (APB)| e. |Financial Accounting Standards Board (FASB)| f. |Statements of Financial Standards (SFAS)| g. |Discussion Memorandum (DM)| h. |Statements of Position (SOP)| i. |Emerging Issues Task Force (EITF)| j. |Financial Reporting Releases (FRRs)| k. The Public Company Accounting O versight Board (PCAOB)| Required: Match the letter with the appropriate definition. 1. |Issued by the SEC and give the SEC's official position on matters relating to financial reports. | 2. |Accounting principles that have substantial authoritative support. | 3. |A task force of representatives from the accounting profession created by the FASB to deal with emerging issues of financial reporting. | 4. |Created by the Securities Exchange Act of 1934. | 5. |Issued by the Accounting Standards Division of the AICPA to influence the development of accounting standards. 6. |A professional accounting organization whose members are certified public accountants (CPAs). | 7. |Issued official opinion on accounting standards between 1959-1973. | 8. |This board issues four types of pronouncements: (1) Statements of Financial Accounting Standards (SFAS), (2) Interpretations, (3) Technical Bulletins, and (4) Statements of Financial Accounting Concepts (SFAC). | 9. |Presents all known facts and poi nts of view on a topic; issued by the FASB. | 10. |Issued by the Financial Accounting Standards Board (FASB) and establish GAAP for specific accounting issues. 11. |Responsible for adopting auditing standards. | ANS: 1. |j| 2. |a| 3. |i| 4. |b| 5. |h| 6. |c| 7. |d| 8. |e| 9. |g| 10. |f| 11. |k| 6. Listed below are Concept Statements. a. |Statement of Financial Accounting Concepts No. 1| b. |Statement of Financial Accounting Concepts No. 2| c. |Statement of Financial Accounting Concepts No. 3| d. |Statement of Financial Accounting Concepts No. 4| e. |Statement of Financial Accounting Concepts No. 5| f. |Statement of Financial Accounting Concepts No. 6| g. |Statement of Financial Accounting Concepts No. 7| Required:Match the letter that goes with each Concept Statement title. 1. |Objectives of Financial Reporting by nonbusiness| 2. |Elements of Financial Statements of Business Enterprises| 3. |Qualitative Characteristics of Accounting Information| 4. |Elements of Financial Statements (a replacement of No. 3)| 5. |Objective of Financial Reporting by Business Enterprises| 6. |Recognition and Measurement in Financial Statements of Business Enterprise| 7. |Using Cash Flow Information in Accounting Measurements| ANS: 1. |d| 2. |c| 3. |b| 4. |f| 5. |a| 6. |e| 7. |g|