Uses of Do

Uses of Do Uses of Do Uses of Do By Maeve Maddox ESL learners sometimes have difficulty with the uses of the verb do. For example, a reader wonders about the use of the -ing form doing: According to what I have learned, â€Å"do† is used with the simple present form of the verb to make a question: â€Å"Do you like pizza?† But I have seen â€Å"do† used with the â€Å"-ing† form of the verb: â€Å"Does closing a scheme for new money pay off?† â€Å"Does shutting furnace vents improve efficiency?† â€Å"Does doing a tattoo hurt?† Please explain. Do may be used as either a main verb or as a helping verb. Its forms are do, did, (have) done, doing. As a main verb, do means â€Å"to carry out some action.† What shall I do about the spoiled fruit? (main verb) Mr. Baxter does odd jobs. (main verb) She did all the cleaning for her mother. (main verb) As a helping verb, do is used to pose questions: Do you live in the neighborhood? (The main verb is â€Å"do live.†) Does your dog know the basic commands? (The main verb is â€Å"does know.†) Didn’t I see you at the Court House yesterday? (The main verb is â€Å"did see.† Do is used both to frame a negative statement and to contradict a negative statement: A: I don’t think you know Charley. (negative statement) B: I do know him. (contradiction) A: I don’t think Mrs. Wong turned off the lights last night. (negative statement) B: She did turn them off. (contradiction) Do is used for emphasis: I do love chocolate chip cookies! Jack certainly does love his Monday night football! The form doing can be used with a helping verb to form a main verb, as in â€Å"She was doing her best not to cry,† but in the examples that puzzle the reader, the -ing form doing is not part of the verb. It is a noun (gerund): Does closing a scheme for new money pay off? (The verb is â€Å"does pay off.† The subject is â€Å"closing a scheme for new money.†) Does shutting furnace vents improve efficiency? (The verb is â€Å"does improve.† The subject is â€Å"shutting furnace vents.†) Does doing a tattoo hurt? (The verb is â€Å"does hurt.† The subject is â€Å"doing a tattoo.† In some contexts, the verb do cannot be replaced. For example, â€Å"What shall I do?† But in many others, it can be replaced by a more specific verb. For example, â€Å"I’m doing the dishes† can be rephrased as â€Å"I’m washing the dishes.† Here are some common expressions that use do as a main verb: do a favor do well/do badly do good/do evil do damage do homework do housework do nothing do research do something do the math do one’s best do 70 miles an hour do time (serve a prison sentence) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:How Many Tenses in English?Homogeneous vs. Heterogeneous20 Names of Body Parts and Elements and Their Figurative Meanings

What Is SAT Writing and Language 5 Tips to Excel

What Is SAT Writing and Language 5 Tips to Excel SAT / ACT Prep Online Guides and Tips Stephen King once wrote, "To write is human, to edit is divine." Anyone who has written papers for school knows that first, second, and even third drafts can be full of errors. Through editing and revising, youcan polish a piece of writing into its best form. The Writing and Language section of the SAT asks you tobe that "divine" editor. Itasksyou to improve paragraphs that contain both little picture mistakesand big picture weaknesses. Writing and Language will be combined with your Reading score, but it’s a unique section that requires its own specific approach to prep. This guide is your first stop for preparing for the Writing and Language section of the SAT; read on to learn everything you need to know! What's New AboutSAT Writing and Language? The new SAT Writing and Language section differs from the old SAT’s Writing section in a number of ways, one of which is its name. It’s now called Writing and Language, though most people will probably just shorten it to SAT Writing. (As will I, unless I'm differentiating between the old Writing section and the new one.) Since both sections test your understanding of the conventions of the English language, you can consider them to be similar. However, there are someimportant differences between the two sections beyond what they're called. The new Writing sectionhas anexpanded emphasis on how language functions in different contexts(one reason, perhaps, behind the name change). No longer will students answer stand-alone questions about fixing individual sentences. Now, all the questions are passage-based, and many ask you to improve meaning, style, or flow of ideas. Since all the questions are based on passages, that means â€Å"sentence completions† and â€Å"identifying errors† questions have been completely eliminated. You’ll still need to apply rules of grammar - and now rules of punctuation, as well - to fix sentences, but all of these will be contained within the context of a paragraph and passage. I’ll delve into the content of SAT Writing more below, but first I want to point out one more change that distinguishes it from the SAT Writing section of years past. SAT Writing is now combined with Reading to make one verbal score out of 800. Your score report will break down your performance by individual section, but your overall scores that matter for college will be made up of one math score and one combined Reading and Writing score. While the SAT Writing and Language section is similar to its predecessor, the above make up the main changes of which you should be aware. To reiterate them briefly... the Writing section is now called Writing and Language. this section focuses on both little picture editing - grammar, word choice, punctuation - and big picture editing - flow, organization, and tone. all of the questions are passage-based. your Writing score will be combined with your Reading score to make one verbal score, on a range from 200 to 800. Now that you know about the main changes to the SAT Writing and Language section, let’s take a closer look at how this section works, starting with a review of its structure. The Writing section is only35 minutes, so it might just be over before you know it. How Is SATWriting and Language Structured? As you saw above, though, it’s different than the SAT Writing section of past years, so make sure you don’t confuse the old and new SAT Writing sections as exact equivalents. SAT Writing will be your second section on the SAT, right after Reading and a five-minute break. After you’ve stretched and snacked, you’ll get to work on Writing, which asks you 44 questions in 35 minutes. You’ll have about 47 to 48 seconds to answer each question. All of the Writing questions are multiple choice and feature four answer choices, A, B, C, and D. As you read above, every single question on SAT Writing is passage-based. Some questions may be detail-oriented, even asking you about a single word, but they’ll still point to that detail within the context of a longer passage. Within the Writing section, you’ll get four passages of about four to five paragraphs, or 400 to 450 words, each. Every passage will accompany 11 questions. Don’t worry about having to flip back and forth through the test booklet to find your answer. The questions will be lined up alongside the paragraphs to which they refer. Here’s a preview of the format (this passage continues from a previous page): In addition to knowing exactly how many passages and questions you’ll encounter, you’ll also be able to anticipate the broad topics of each passage. One Writing passage will feature a major career field,such as health care, technology, or historical pirate reenactment. What Are the SAT Writing Passages Like? While you won’t know exactly what your Writing passages will look like, you can have a general sense of their topics. According to College Board, these always include careers, social studies, the humanities, and science. Careers - passage might feature trends or debates in major fields, like business, technology, or health care. Social studies - passage might draw from history, anthropology, psychology, political science, sociology, among other areas. Humanities - this passage might focus on arts and literature, feature an author, or describe trends in prose, poetry, art, music, or dance. Science - this passage will explore topics in earth science, biology, chemistry, or physics. Unlike the Reading section of the SAT, the Writing section won’t include any prose. Instead, the passages may take the form of an argument, an informative or explanatory text, or a nonfiction narrative. Additionally, one or more passages might contain an informational graphic, like a chart, graph, or table. These graphics are no longer contained only in math questions, but instead show up throughout the SAT! Now that you have a sense of the structure and format of SAT Writing, let’s discuss the skills it seeks to test. SAT Writing asks you to mow down overgrown details and graze for stray errors. What Skills Does SAT Writing and Language Test? SAT Writing tests a number of skills, from the detail-oriented to the big picture. It wants to make sure you understand sentence structure and punctuation, but it also seeks to measure your ability to organize the information and ideas within a passage. In a nutshell, SAT Writing makes sure you can use language effectively to develop ideas and prove a point. With the inclusion of graphics, it also wants you to be able to describe and back up those ideas accurately with data. Of course, you’re not producing the paragraphs as you wouldbe if you tookthe SAT Essay section. Instead, you need to be able to spot and fix errors within andimprove organizationof pre-written paragraphs. You’ll be asked to revise and edit texts and to show facility with the conventions of grammar, usage, and punctuation. A few questions are also vocabulary-based, asking you about word choice and how it can shape tone and meaning. According to College Board, SAT Writing covers four major skills areas: Command of Evidence, Words in Context, Expression of ideas, and Standard English Conventions.Here's the breakdown: About 24 questions, or 55%, cover Command of Evidence, Words in Context, and Expression of Ideas. These questions ask about development, organization, and effective language use About 20 questions, or 45%, will cover Standard English Conventions. These questions ask about sentence structure, usage, and punctuation. Between 2 and 4% of all questions will also ask you to interpret data from a graphic. These questions often ask you to revise a sentence so that it accurately represents information given in the corresponding graphic. Here’s an example of a typical data interpretation question: Now that you have a sense of the structure and purpose of SAT Writing, let’s delve deeper into each major skill area. Read on to learn about the concepts tested, as well as to see an official sample question for each area. Attention in the courtroom!The first skill areacalls for strong supporting evidence. #1: Command of Evidence Command of Evidence questions ask you to improve the way a passage develops information and ideas. These are â€Å"big picture† questions. You may have to add a supporting detail or choose a sentence that would strengthen the passage’s argument. Because these questions are concerned with overall meaning and function, they usually require that you read the entire passage before answering. The sample question below, for example, represents a Command of Evidence question. It asks you to choose a sentence that, if added to the paragraph, would best introduce its main topic. Answer: C #2: Words in Context Words in Context questions are all about vocabulary and word choice, otherwise known as diction. Based on context, you’ll have to choose the best word or phrase for a sentence. In some cases, you’ll have to correct an error. In others, you’ll replace a word with one that improves the passage’s style or tone. Unlike Command of Evidence questions, Words in Context questions often point to a single line within a passage. You may be able to answer these questions without reading the entire passage first - though having context is always helpful. Just as you need to be able to spot and fix an error, you also must be able to recognize when no error exists. That’s why the first answer choice (A) for these questions will always be, â€Å"No Change.† In the example below, you’re asked to choose the correct word, not improve style or tone. Notice how this question represents the SAT’s focus on more commonly used vocabulary words that may have multiple meanings. Answer:D #3: Expression of Ideas Back to big picture! Expression of Ideas questions ask about the overall organization of a passage or strength of an argument. They may refer to individual sentences and ask you whether or not (and how) they should be rearranged. They also might refer to larger structural changes you could make to improve flow or make the passage more impactful. The following sample question asks about whether a sentence should be kept or deleted and why. You need to demonstrate your understanding of how a sentence functions within its context, as well as provide your reasoning behind your decision. Answer: D #4: Standard English Conventions This last category of questions may be the one that most commonly comes to mind when people think about SAT Writing. These are the detail-oriented questions that ask about sentence structure, usage, and punctuation. You may be asked to fix mistakes in clauses and sentences. Some grammar rules that SAT Writing tests include verb tense, parallel construction, subject-verb agreement, pronoun use, and commas. The following are two examples of Standard English Conventions questions. The first asks about subject-verb agreement and verb tense, while the second tests subject-possessive pronoun agreement and the difference between â€Å"it’s† and â€Å"its.† Answers:18. A; 19. D Your first step in studying for SAT Writing should be familiarizing yourself with exactly what’s on it. If you’ve made it this far in the guide, then congratulations! You’ve completed the first step of your prep. Now, what else can you do to study for the Writing section of the SAT? Most of the passagespresent an argument or describe an argument, so reading the news may help you prep. Just opt for articles and editorials over crossword puzzles and comics. How to Study for SAT Writing In case you had any misconceptions that SAT Writing was only about grammar rules, you should have them cleared up by now! This sectionalso tests your ability to edit entire paragraphs and passages for logical flow, organization, tone, and argument. Studying grammar rules and punctuation is still an important part of your prep, but you’ll also need to sharpen your writing and editing skills and understanding of construction. So how can you develop all the editorial skills you need to excel on SAT Writing? Read on for five useful study tips. #1: Study Rules of Grammar, Punctuation, and Usage As you saw above, about 45% of your SAT Writing questions will cover Standard English Conventions. Thus, a firm grasp of the rules of grammar, punctuation, and usage is essential for answering these questions. Luckily, there’s a plethora (classic old SAT word) of resources for reviewing these rules, both for the updated and old SAT Writing sections. Make sure your study materials break down all the important rules, such as parallel structure, modifier placement, verb tense, subject-verb agreement, pronoun-antecedent agreement, items in a series, end of sentence and within-sentence punctuation. You can find a decent breakdown of the rules on pages 63 and 67 of College Board's guide to the redesigned SAT. As you study these rules, you shouldanswer practice questions. You’ll need to recognize what rule a question is testing and how to apply it. With a solid grounding in grammar, you can know why your answer is correct, rather than simply relying on a risky strategy of going with what sounds right. For the most part, these questions don’t require that you comprehend the entire passage before answering. However, context is important for all these passage-basedSAT Writing questions. You should probably at least skim the relevant paragraph before answering these detail-oriented questions. Did you ever study the "hamburger" structure of paragraphs and essays? It was actually a pretty useful, if hunger-inducing, tool for understanding proper structure. #2: Develop Writing Skills in School Since SAT Writing questions ask you to improve organization, strengthen arguments, and clarify points, you’ll need to possess strong writing skills. Much of the writing and editing you do in school, whether it’s on your own papers or for peers, should help you grow as a writer. Since the Writing section incorporates argument-based, explanatory, and nonfiction narrative texts, you should especially focus on these types of writing. It will also help to go back to basics to ensure you have a strong grounding in structure. Remember the â€Å"hamburger† structure from middle school? The top bun represented the introductory sentence that spoke to the main point of a paragraph. The lettuce, tomato, and burger stood forsupporting details, all of which related to the main topic and flowed logically from one to the next. Finally, the bottom bun symbolizedthe concluding sentence, which wrapped everything up nicely. This structure describes a paragraph, or can be broadened to representan essay as a whole. By recalling this fundamental structure, you can keep a critical eye on the organization of essays you write and read. Then when an SAT Writing question asks about rearranging sentences or adding a topic sentence, you can have a strong sense of what to do and why. It may also remind you to keep an eye out for transitions and how to organize ideasin a logical order. Improving your writing skills may feel harder to pin down than studying concrete grammar rules, but you should feel confident that the more you read and write, the more progress you’ll make. As long as you pay attention to feedback you get on your writing and keep a critical eye as you read and edit, you’ll gain a stronger sense of the mechanics of the written word. #3: Read Essays and Newspaper Articles Just as practicing writing and editing will enhance your grasp of the English language, so too will reading widely. Seek out persuasive, informative, and nonfiction narrative texts, like academic essays or news and magazine articles. As you read, pay attention tostructure and flow. Take notes on how an author introduces her argument and what supporting details she includes to build a case or explain a topic. Also,circle transitional words and phrases that allow one point, sentence, or paragraph to flow into another. Circling back to the last point, you can model your own writing based on what you learn from reading expert works. An SAT word a day keeps the doctor away! #4: Study the Right Kind ofVocabulary The vocabulary questions on SAT Writing won’t ask about particularly obscure or high level words. Instead, they’ll test the meaning of more common words that may have different meanings depending on their contexts. Similarly, they may ask about frequently confused words, such as in the example above that asks you to choose between outdo, outweigh, and outperform. As you study vocabulary, therefore, you should pay attention to nuance and shifts in meaning depending on context. Keep an eye out for words that are used one way in one passage and another way in a different passage. Focusing on more common words that can be used in unusual ways will also help you on the SAT Reading section. #5: Practice Data Interpretation The SAT will feature graphs, charts, and tables in all three sections, Reading, Writing, and Math. Just about 2 to 4% of your Writing questions will refer to a graphic, but you want to make sure you’ve sharpened your data interpretation skills. Some of these questions may ask whether a sentence accurately conveys information represented in a chart. Others may combine skills with a Command of Evidence question by asking if you should insert a sentence based on the graph in order to reinforce a point or strengthen an argument. Again, developing your skills of data interpretation from graphs, tables, and charts won’t just help you on SAT Writing; it will also help you do well on SAT Reading and SAT Math. You can practice with SAT practice questions, as well as some questions from ACT Science. Before you start in on your SAT Writing prep, let’s review the main features of this section. Develop your "eagle eye" for errors in grammar and usage. Fun fact: eagles are one of nature's most literary creatures, second only to bespectacled owls. Key Facts About SAT Writing and Language The SAT Writing sectionasks you to be an editor. This section tasks you with reading passages, fixing mistakes, and improving word choice and organization. You’ll need to develop both your little picture skills of grammar, punctuation, and vocabulary, as well as your big picture skills of paragraph construction and argument development. To answer these multiple choice, passage-based questions, you should develop a strong understanding of the English language, particularly how it functions when constructing an argument, explanation, or nonfiction narrative. Studying grammar rules and vocabulary, along with reading and writing widely, will enhance your facility with language and, ultimately, help you master the SAT Writing and Language section. What’s Next? What other grammar rules do you need to know besides subject-verb agreement? This guide contains the complete list of SAT grammar rules, broken down one by one. Are you aiming for top scores in SAT Writing? In this guide, a full scorer shares his tips, tricks, and strategies for achieving a perfect SAT Writing score. Since your Writing score is combined with your Reading score on the SAT, you’ll have to do well on both sections to achieve a high verbal score. Check out ourultimate study guide forthe SAT Reading section to learn about content, reading strategies, and practice questions. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Business Ethics - Ethical Dilemma Essay Example | Topics and Well Written Essays - 1500 words

Business Ethics - Ethical Dilemma - Essay Example To do this, the essay will start by describing a situation at my friend Mary’s former placement workplace that posed an ethical dilemma. Later, the essay will seek to explain why the situation proved an ethical dilemma, before coming up with an appropriate solution for it. Working for a few months at Sisto Mission Hospital as a content developer and data entry clerk, Mary came across some information that placed her in a dilemma ethically. As she was gathering information as part of her daily routine, her sister’s fiancà ©Ã¢â‚¬â„¢s name came to the screen. His information said that he had recently been tested for HIV and diagnosed to be positive. In addition, the information also showed that Michael was currently under treatment at a local facility, as well as counseling services, for HIV. Mary and her sister and are close, especially since their mother passed away from cancer early in their lives, which has meant that they always look out for one another. Having met her sister at least six times in the last month, Mary was sure she did not know about Michael’s condition. If she did, Mary or her father would have known about it by now. The information comes at an especially crucial moment because her sister is preparing for her wedding in three weeks. Mary am devastated by the information and torn between her sister and family on one side and her job on the other. If she elects not to give this information to her sister with regards to her fiancà ©Ã¢â‚¬â„¢s condition, she can maintain my integrity and get a good reference from her boss. This is important, as this is a prestigious company, which will strengthen her CV significantly. However, telling her sister about Michael’s condition will inform her decision on whether to go ahead with the wedding. She could be able to evaluate her position alongside Michael and make a decision based on reality. Nonetheless, doing this could lead to termination from Mary’s current position and a poor report from her

Date Rape and Date Rape Drugs Assignment Example | Topics and Well Written Essays - 1500 words - 1

Date Rape and Date Rape Drugs - Assignment Example The UCR was introducedin 1929. This Part I or Crime Index offenses include vicious murder, non-negligent manslaughter, forcible rape, robbery and aggravated assault. Included in the index crime offenses are property crimes, which include burglary, arson and motor theft. Part II offences include sexual offenses (excluding rape), vandalism and offenses against the family. The UCR statistic on rape collects information on the number of female victims involved in forcible rape incidences ((Doerner & Lab, 2012). The NCVS, an abbreviation for National Crime Victimization Survey, is a surveywhich interviews victims of crime about their experiences. The NCVS was introduced in the 1960s to complement the UCR. NVCS surveys gather crime specific information such as when and where the crime happened, the weapon used and victim-offender relationship. NVCS covers 7 counts of crime in two categories namely personal crimes and household crimes. Personal crimes include rape, sexual assault, robbery and aggravated assault.The NVCS statistics on rape covers both male and female victims (Doerner & Lab, 2012). The UCR greatest strength is that it is easily available as it is a primary source of crime estimates. The UCR statistics report is a summary of all reported cases of crimeto law enforcement agencies. The UCR captures a lot of information on index crimes, both in terms of arrest and reports. Secondly, the UCR introduces a common metric for measuring crime in the US states. The FBI division of crime as personal and property offenses does not apply to states statutes and codes. The UCR offers a uniform measure for the 50 US states. Lastly, the UCR is continuous as new crimes are collected all the time through law enforcement offices, unlike the NVCS which requires support systems. However, the UCR has serious shortcomings. First of all, it only accounts for police reported crimes. This is a major setback as there

Absorption vs. Variable Costing Essay Example for Free

Absorption vs. Variable Costing Essay This case study will look at Jokkmok Industries and one of its managers, Mr. Rosen, who is bucking for a promotion to CEO. His division uses absorption costing and has the ability to produce 50,000 units a quarter with a fixed overhead amount of $600,000. While the sales forecast shows that the company will only sell 25,000 units during each of the next two quarters, Mr. Rosen wants to double his budgeted production for the second quarter from 25,000 to 50,000 units. We will look at Mr. Rosen’s decision and see how it affects his company’s bottom line by putting the figures from last quarter and the next quarter into an absorption income statement and a contribution margin statement. From this we will be able to see the differences in production costs from the two income statements. These figures will let us be able to assess if Mr. Rosen has improved his division’s performance by increasing production. We will also be able to tell if absorption costing is a viable option for management to use when making decisions like increasing production when sales are not forecasted to improve. We will also discuss a few shortcomings of the absorption approach and how it relates to management. And finally, we will see if Mr. Rosen’s decision would allow him to be considered for the CEO position. Absorption vs. Variable Costing (Contribution margin) â€Å"The main difference between variable costing and absorption costing is the accounting for fixed manufacturing costs.† (Horngren C. n.d.) This is never more evident than in this case study. Income statements prepared using these different methods usually produce different net operating income, and they will also produce different costs per unit sold. In order to completely fill out the income statements we will need to look at the 1st quarter’s income statement listed in Table 1. From the data in table 1 we will need more data to input into the absorption and contribution margin income statements. This additional data is displayed in Table 2. Now we will plug these numbers into both the absorption and contribution margin income statements shown in tables 3 and 4 below for both the 1st and 2nd quarters. Information for setting up these tables was obtained from the article â€Å"Income Comparison of Variable and Absorption Costing† from Accountingexplanation.com. One can notice right away that there are some major differences between the two income statements especially in the 2nd quarter’s net operating income. Under absorption the net operating income is $650,000 and Mr. Rosen would think that his bottom line is looking better and he could almost see himself in the corner office. But running the numbers using the variable costing method in the contribution income statement, the increase in production shows the same net operating income as the previous quarter which was $350,000. So how can the bottom line look so much better under absorption than contribution? The main reasons have to do with fixed manufacturing overhead and inventories. Fixed manufacturing overhead are things like rent, facilities expenses, salaries, and insurance that do not change over a given period of time. â€Å"Since fixed overhead costs do not change substantially, they are easy to predict, and so should rarely vary from the budgeted amount.† (Bragg 20 13) This is demonstrated in the cost per unit sold difference between the first and second quarters. First quarter’s was $72 while 2nd was $60. The reason is because fixed manufacturing costs are involved in the equation. In absorption you have to take the fixed manufacturing costs ($600,000) and divide by the total units manufactured (50,000) to get $12 per unit. Now you add that to the cost per unit manufactured on Table 1 ($48) to get a total of $60 per unit manufactured. When the company only produced 25,000 units the cost was $72 per unit. ((600,000/25,000) + $48 = $72). Now the excess fixed manufacturing costs are rolled into inventory for the next quarter. As shown in the less ending inventory in Table 3 ($1,500,000), because 25,000 units of the units manufactured were not sold. Contribution margin or variable costing does not break up the fixed manufacturing costs, instead it puts in the entire amount of $600,000 into the quarter and does not roll over the fixed costs into inventory. (As shown in the line fixed manufacturing overhead below the contribution margin.) Ho wever, in variable costing, $48 of manufacturing cost per unit is rolled over in the inventory. Because variable costing accounts for the fixed costs entirely it is the better option for knowing where your company stands. Besides the problems with absorption costing listed above, it considers fixed manufacturing overhead as product cost which shows a higher cost per unit than variable costing. As a result, it does not help management decide the selling price of a product. In the example above table 3 shows $72 and $60 per unit sold, while table 4, the variable cost per unit sold is $55. Also absorption costing can make the bottom line look better than it is by removing product costs from the income statement by producing inventory. This way managers, like Mr. Rosen, who are evaluated on the basis of operating income can temporarily improve profitability by increasing production. But there some that still think there are advantages to absorption costing. â€Å"Advocates of absorption costing argue that all manufacturing costs must be assigned to products in order to properly match the costs of producing units of product with the revenues from the units when they are sold.† (Accountingexplanation .com n.d.) But given the reasons stated above variable costing is still the way to keep the books for the decision makers. I would not recommend Mr. Rosen for the CEO position because he seems to have cooked the absorption books in his favor. By increasing his production he manipulated the fixed manufacturing costs to show them lower than they really are and thus showing a better net operating income. But the real costs are rapped up in inventory for the next quarter to worry about, like kicking the can down the road. There is something that Mr. Rosen could do, or might have been planning to do, to correct the inventory problem. He could plan on selling more units. What if market research shows that sales will increase by nearly 20% if Lokkmok drops prices by 5% to gain a competitive edge in the 3rd quarter? Look at Tables 5 and 6 below to show how dropping the prices and increasing sales to get rid of inventory would help the bottom line. Notice the difference between keeping the status quo of pricing and sales compared to the ‘what if’ third quarter numbers on both income statements. Now notice the difference of the bottom line between the absorption ‘what if’ 3rd quarter and the contribution margin income statement, the bottom  line suffers under absorption because sales are eating into the inventory, which is a good thing. But in reality the increase sales has increased revenue, eating away at inventory and actually helping the bottom line, as is the case on the contribution income statement which shows net operating income went up over 21%. Conclusion We have discussed the shortfalls of absorption costing, while showing the many benefits of variable costing and the contribution income statement. Whether it showing the correct net operating income for a company that increases production, or that selling more units, cutting into inventory, and increases revenue actually helps the bottom line, variable costing is correct tool for decision makers. Attached to the submitted Case assignment is the excel worksheet I used. I learned a lot about accounting and excel to complete this assignment. I had a fun time crunching the numbers to see how sales, fixed/variable costs, unit pricing and the like affect the income statement. Please feel free to open and change the yellow highlighted sections to see the outcomes. Please give me any feedback on the excel spreadsheet, for I was a broadcast journalism major 18 years ago and have not tinkered with spreadsheets too often. Thank you. References Horngren C. (n.d.) Chapter 9: Absorption/Variable Costing Retrieved from http://www.csus.edu/indiv/p/pforsichh/accountinginfo/121/documents/newCh09In-ClassProblemsHorngren13e-MYCOPY-X2.pdf Bragg, S (2013) What is fixed overhead?, AccountingTools. Retrieved from http://www.accountingtools.com/questions-and-answers/what-is-fixed-overhead.html Accountingexplanation.com. (n.d.). Advantages, Disadvantages, and Limitations of Variable Costing Systems. Retrieved from http://www.accountingexplanation.com/advantages_disadvantages_limitations_of_

Death: Flowers and Bomb Shells :: essays research papers

Death is something that every person will have to deal with at some point in his or her life. The poems "Dulce et Decorum Est" and "Nothing Gold Can Stay" both deal with the concept of death, but in very different ways. They provide views of what death can be like from opposite ends of the proverbial spectrum. Death can be a very hard thing to experience, and the emotions that it evokes can be difficult to express as well. These two poems both express a feeling of loss through death, but the tones perceived by the reader in each are completely unalike. The setting of "Dulce et Decorum Est" is a battlefield during wartime, and tells of the main characters, the soldiers, fighting for their lives. The author, Wilfred Owen, was a soldier himself, who died in the war, which is one reason that this poem has such a personal tone about it. It relates directly to human experience. The reader cannot help but wonder if Owen experienced the horrors that he recounts in this poem. Owen also uses many personal pronouns, like "you" and "I" repeatedly as if to remind the reader war is a real thing and that they could easily be in the same situation. Line twenty-one reads, "If you could hear, at every jolt" followed by line twenty-five, "My friend, you would not tell with such high zest". The use of the word "you" and even "my friend" makes both of these lines very personal, as if Owen is speaking directly to the reader. "Nothing Gold Can Stay" also has a personal sense to it, but the author of this poem, Robert Frost, does not try to make the same connection with his readers. Allegory is put to use in this poem with the case of nature. Instead of using personal pronouns to draw the reader into the story as Owen does, Frost uses them to personify nature, always referring to it as "her". The opening lines of the poem say, "Nature's first green is gold / Her hardest hue to hold". This is a common occurrence in writing, especially when dealing with nature. By personifying nature as a woman, rather than just an object, the reader is able to connect more with that character. This is because it is easier for humans to relate to another person than it is for them to relate to an object, even if only on paper.

Problem Set 1

Problem Set 1 Ben Polak, Econ 159a/MGT522a. Four Questions due September 19, 2007. 1. Strictly and Weakly Dominated Strategies? What is the de nition of a strictly dominated strategy? What is the de nition of a weakly dominated strategy? Give an example of a two-player game matrix where one player has three strategies, one of which is strictly dominated; and the other player has three strategies, one of which is weakly (but not strictly) dominated. Indicate the dominated strategies. 2. Iterative Deletion of (weakly) Dominated two-player game 2 l c T 1; 1 0; 1 1 M 1; 0 2; 2 D 1; 3 3; 1 Strategies Consider the following r 3; 1 1; 3 2; 2 a) Are there any strictly dominated strategies? Are there any weakly dominated strategies? If so, explain what dominates what and how. (b) After deleting any strictly or weakly dominated strategies, are there any strictly or weakly dominated strategies in the `reduced' game? If so, explain what dominates what and how. What is left? (c) Go back to your a rgument for deleting in the rst `round' and recall what dominated what and how. Compare this with what was deleted in the `second' round. Comment on how this might make you a bit cautious when iteratively deleting weakly dominated strategies? . Hotelling's Location Game. Recall the voting game we discussed in class. There are two candidates, each of whom chooses a position from the set Si := f1; 2; : : : ; 10g. The voters are equally distributed across these ten positions. Voters vote for the candidate whose position is closest to theirs. If the two candidates are equidistant from a given position, the voters at that position split their votes equally. The aim of the candidates is to maximize their percentage of the total vote. Thus, for example, u1 (8; 8) = 50 and u1 (7; 8) = 70. Hint: in answering this question, you do not need to write out the full payo matrices! ] (a) In class, we showed that strategy 2 strictly dominates strategy 1. In fact, other strategies strictly dominate s trategy 1. Find all the strategies that strictly dominate strategy 1. Explain your answer. [Hint: try some guesses and see if they work. ] (b) Suppose now that there are three candidates. Thus, for example, u1 (8; 8; 8) = _ _ 33:3 and u1 (7; 9; 9) = 73:3. Is strategy 1 dominated, strictly or weakly, by strategy 2. How about by strategy 3? Explain. Suppose we delete strategies 1 and 10.That is, we rule out the possibility of any candidate choosing either 1 or 10, although there are still voters at those positions. Is strategy 2 dominated, strictly or weakly, by any other (pure) strategy si in the reduced game? Explain. 4. Strength can be weakness†. A three-person committee has to choose a winner for a national art prize. After some debate, there are three candidates still under consideration: a woman who draws antelope in urban settings, a man who makes rectangular lead boxes, and a woman who sculpts charcoal. Lets call these candidates a, b and c; and call the committee member s 1,2 and 3.The preferences of the committee members are as follows: member 1 prefers a to b and b to c; member 2 prefers c to a and a to b; and member 3 prefers b to c and c to a. The rules of the competition say that, if they disagree, they should vote (secret ballot, one member one vote) and that, if and only if the vote is tied, the winner will be the candidate for whom member 1 voted. Thus, it might seem that member 1 has an advantage. (a) Consider this voting game. Each voter has three strategies: a, b, or c. For each voter, which strategies are weakly or strictly dominated? Hints. Be especially careful in the case of voter 1. To answer this question, you do not need to know the exact payo s: any payo s will do provided that they are consistent with the preference orders given above. To answer this question, you do not have to write out matrices]. (b) Now consider the reduced game in which all weakly and strictly dominated strategies have been removed. For each voter, which st rategies are now weakly or strictly dominated? What is the predicted outcome of the vote? Compare this outcome to voter 1's preferences and comment. 2 Problem Set 1 Problem Set 1 Ben Polak, Econ 159a/MGT522a. Four Questions due September 19, 2007. 1. Strictly and Weakly Dominated Strategies? What is the de nition of a strictly dominated strategy? What is the de nition of a weakly dominated strategy? Give an example of a two-player game matrix where one player has three strategies, one of which is strictly dominated; and the other player has three strategies, one of which is weakly (but not strictly) dominated. Indicate the dominated strategies. 2. Iterative Deletion of (weakly) Dominated two-player game 2 l c T 1; 1 0; 1 1 M 1; 0 2; 2 D 1; 3 3; 1 Strategies Consider the following r 3; 1 1; 3 2; 2 a) Are there any strictly dominated strategies? Are there any weakly dominated strategies? If so, explain what dominates what and how. (b) After deleting any strictly or weakly dominated strategies, are there any strictly or weakly dominated strategies in the `reduced' game? If so, explain what dominates what and how. What is left? (c) Go back to your a rgument for deleting in the rst `round' and recall what dominated what and how. Compare this with what was deleted in the `second' round. Comment on how this might make you a bit cautious when iteratively deleting weakly dominated strategies? . Hotelling's Location Game. Recall the voting game we discussed in class. There are two candidates, each of whom chooses a position from the set Si := f1; 2; : : : ; 10g. The voters are equally distributed across these ten positions. Voters vote for the candidate whose position is closest to theirs. If the two candidates are equidistant from a given position, the voters at that position split their votes equally. The aim of the candidates is to maximize their percentage of the total vote. Thus, for example, u1 (8; 8) = 50 and u1 (7; 8) = 70. Hint: in answering this question, you do not need to write out the full payo matrices! ] (a) In class, we showed that strategy 2 strictly dominates strategy 1. In fact, other strategies strictly dominate s trategy 1. Find all the strategies that strictly dominate strategy 1. Explain your answer. [Hint: try some guesses and see if they work. ] (b) Suppose now that there are three candidates. Thus, for example, u1 (8; 8; 8) = _ _ 33:3 and u1 (7; 9; 9) = 73:3. Is strategy 1 dominated, strictly or weakly, by strategy 2. How about by strategy 3? Explain. Suppose we delete strategies 1 and 10.That is, we rule out the possibility of any candidate choosing either 1 or 10, although there are still voters at those positions. Is strategy 2 dominated, strictly or weakly, by any other (pure) strategy si in the reduced game? Explain. 4. Strength can be weakness†. A three-person committee has to choose a winner for a national art prize. After some debate, there are three candidates still under consideration: a woman who draws antelope in urban settings, a man who makes rectangular lead boxes, and a woman who sculpts charcoal. Lets call these candidates a, b and c; and call the committee member s 1,2 and 3.The preferences of the committee members are as follows: member 1 prefers a to b and b to c; member 2 prefers c to a and a to b; and member 3 prefers b to c and c to a. The rules of the competition say that, if they disagree, they should vote (secret ballot, one member one vote) and that, if and only if the vote is tied, the winner will be the candidate for whom member 1 voted. Thus, it might seem that member 1 has an advantage. (a) Consider this voting game. Each voter has three strategies: a, b, or c. For each voter, which strategies are weakly or strictly dominated? Hints. Be especially careful in the case of voter 1. To answer this question, you do not need to know the exact payo s: any payo s will do provided that they are consistent with the preference orders given above. To answer this question, you do not have to write out matrices]. (b) Now consider the reduced game in which all weakly and strictly dominated strategies have been removed. For each voter, which st rategies are now weakly or strictly dominated? What is the predicted outcome of the vote? Compare this outcome to voter 1's preferences and comment. 2

Chinese language Essay

Another major difficulty experienced by ESL Chinese students are the topic-comment structure of sentences. It could be noted that the value of the subject is not as important as it is with Chinese, it is often the case that Chinese sentences has a topic but seldom has a subject. As such ESL Chinese students often find themselves using the Topic-Comment structure rather than the Subject-Verb-Object/Complement structure of sentences. Examples are the following: My father he always get my mother’s money. Hong Kong in the year 2047, it will have a lots of things become better. The most important event in my thirteen years life. It was in my eight years old. The use of relative pronouns has also been a source of problems as the Chinese language does not contain relative pronouns (Chan, 2004, p. 41). For example: She is my mother which is the most important person in my life. I can get new friend from church whom are nice to me. They brought her to playground, swimming pool and various places where is interesting. (p. 41) Relative clauses in the Chinese language are also often found to have its pronouns repeated. Example: She is the teacher that she taught me grammar last year. There is one thing which I can remember it very clearly. Did you remember the person you met him yesterday? (p. 41) On the other hand, some sentences are not found to have repetitive pronouns, but rather lack of it. For instance: You are the first person came to Hong Kong. There is only one people look after my whole life. One obvious symptom can be detected is insomnia. (p. 42). Some ESL Chinese students tend to remove pronouns that often result in a serial verb construction. A serial verb construction is two or more overlapping verb phrases or clauses which doe not signify any relationship between them (Li & Thompson, 1981, 594, as cited from Chan 2004, p. 42). Missing verbs are also a problem in reduced relative clauses. Examples are: I have a large family which including grandmother, grandfather, uncle, my parents and also my younger sister. After enjoying our delicious food which cooked by my mum, we went to school together. The negative consequence that brought by its growth was. . . (p. 42). of Chinese Students The study of Fei-Yu (2005) was done using a corpus linguistics based error analysis (EA) among 50 student essays which is made of 88,000 words. These essays for studied for formal errors in which a total of 5,232 errors were identified. The errors of the participants were categorized in broad categories in which the top ten sources of error seen were: †¦ determiners (23. 7%), nouns (15. 3%), verbs (7. 6%), grammatical prepositions (6. 9%), lexical misconceptions (5. 8%), punctuation (5. 1%), sentence parts (4. 1%), tenses and aspects (3. 8%), modals (3. 5%) and lexical-grammatical prepositions and syntactic complementation of a word (3. 3%) (Fei-Yu, 2005, p. 27).

Ansel Adams essays

Ansel Adams essays Ansel Adams was born on February 20th, 1920 in San Francisco. His dads name was Charles while his moms name was Olive. As a young student Ansel often interrupted his classes because he was unable to stand the confinement of the classroom. His father decided that Ansels formal education was best ended. From that point on Ansel Adams was home-schooled. He learned Greek, the English Classics, algebra and geography. He especially loved geography. In 1916 Ansel was given a gift from his parents while on a family vacation in Yosemite National Park. This very special gift was a Kodak Box Brownie. IT allowed him for the first time ever to record the wondrous images that he already perceived in the natural beauty around him. In 1925 Ansel decides that he wants to be a pianist and buys a grand piano. In 1929 Ansel Adams married Virginia Best and for the first two years of his marriage he wavered between his two possible career choices, music and photography. Ansel decides on taking one of his friends coarse on photography. Once he realized how much people loved his work he joined Willard Van Dyke, Imogen Cunningham, Edward Weston, Henry Swift, Sonya Noskowiak, and Jon Paul Edwards to form f/64, a group dedicated to the concept of photography that looked like photography, not like an imitation of other art forms. Their exhibitions produced a lot of comment although most of it was negative. In March of 1933 Ansel Adams met renowned photographer and patron Alfred Stieglitz, husband of Georgia OKeefe who was the owner of An American Place gallery and a powerful influence on artists of that time. Alfred was impressed with Ansels work and mounted an exhibition for him in November of 1936. Ansel also worked in the commercial field, taking pictures of everything from raisin bread to glassware to bathrobes for a Christmas catalog. It was not his favorite work, but it paid the rent and allowed hi ...

Attack on Fort Sumter Began the Civil War in 1861

Attack on Fort Sumter Began the Civil War in 1861 The shelling of Fort Sumter on April 12, 1861 marked the beginning of the American Civil War. With the booming of cannons over the harbor in Charleston, South Carolina, the secession crisis gripping the country escalated into a shooting war. The attack on the fort was the culmination of a simmering conflict in which a small garrison of Union troops in South Carolina found themselves isolated when the state seceded from the Union. The action at Fort Sumter lasted less than two days and had no great tactical significance. And casualties were minor. But the symbolism was enormous on both sides. Once Fort Sumter was fired upon there was no turning back. The North and the South were at war. The Crisis Began With Lincolns Election in 1860 Following the election of Abraham Lincoln, the candidate of the anti-slavery Republican Party, in 1860, the state of South Carolina announced its intention to secede from the Union in December 1860. Declaring itself independent of the United States, the state government demanded that federal troops leave. Anticipating trouble, the administration of the outgoing president, James Buchanan, had ordered a reliable U.S. Army officer, Major Robert Anderson, to Charleston in late November 1860 to command the small outpost of federal troops guarding the harbor. Major Anderson realized that his small garrison at Fort Moultrie was in danger as it could easily be overrun by infantry. On the night of December 26, 1860, Anderson surprised even members of his own staff by ordering a move to a fort situated on an island in Charleston Harbor, Fort Sumter. Fort Sumter had been built after the War of 1812 to protect the city of Charleston from foreign invasion, and it was designed to repel a naval attack, not a bombardment from the city itself. But Major Anderson felt it was the safest place in which to place his command, which numbered less than 150 men. The secessionist government of South Carolina was outraged by Andersons move to Fort Sumter and demanded that he vacate the fort. Demands that all federal troops leave South Carolina intensified. It was obvious that Major Anderson and his men couldnt hold out for long at Fort Sumter, so the Buchanan administration sent a merchant ship to Charleston to bring provisions to the fort. The ship, Star of the West, was fired on by secessionist shore batteries on January 9, 1861, and was unable to reach the fort. The Crisis at Fort Sumter Intensified While Major Anderson and his men were isolated at Fort Sumter, often cut off from any communication with their own government in Washington, DC, events were escalating elsewhere. Abraham Lincoln traveled from Illinois to Washington for his inauguration. It is believed that a plot to assassinate him on the way was foiled. Lincoln was inaugurated on March 4, 1861, and was soon made aware of the seriousness of the crisis at Fort Sumter. Told that the fort would run out of provisions, Lincoln ordered ships of the U.S. Navy to sail to Charleston and supply the fort. The newly formed Confederate government kept up demands that Major Anderson surrender the fort and leave Charleston with his men. Anderson refused, and at 4:30 a.m. on April 12, 1861, Confederate cannon positioned at various points on the mainland began shelling Fort Sumter. The Battle of Fort Sumter The shelling by Confederates from several positions surrounding Fort Sumter went unanswered until after daylight, when Union gunners began returning fire. Both sides exchanged cannon fire throughout the day of April 12, 1861. By nightfall, the pace of the cannons had slowed, and a heavy rain pelted the harbor. When morning dawned clear the cannons roared again, and fires began to break out at Fort Sumter. With the fort in ruins, and with supplies running out, Major Anderson was forced to surrender. Under the surrender terms, the federal troops at Fort Sumter would essentially pack up and sail to a northern port. On the afternoon of April 13, Major Anderson ordered a white flag to be raised over Fort Sumter. The attack on Fort Sumter had produced no combat casualties, though two federal troops died during a freak accident at a ceremony after the surrender when a cannon misfired. The federal troops were able to board one of the U.S. Navy ships which had been sent to bring supplies to the fort, and they sailed to New York City. Upon arrival in New York, Major Anderson learned that he was considered a national hero for having defended the fort and the national flag at Fort Sumter. Impact of the Attack on Fort Sumter The citizens of the North were outraged by the attack on Fort Sumter. And Major Anderson, with the flag that had flown over the fort, appeared at a massive rally in New York Citys Union Square on April 20, 1861. The New York Times estimated the crowd at more than 100,000 people. Major Anderson also toured the northern states, recruiting troops. In the South, feelings also ran high. The men who fired the cannons at Fort Sumter were considered heroes, and the newly formed Confederate government was emboldened to form an army and plan for war. While the action at Fort Sumter had not amounted to much militarily, the symbolism of it was enormous, and intense feelings over what had happened propelled the nation into a conflict that would not end for four long and bloody years.

Discuss the detail information of the movie Rossie the Riveter Essay

Discuss the detail information of the movie Rossie the Riveter - Essay Example The movie explains about the life of a plant worker Rosalind Warren, and the way in which she struggles to survive as a plant worker during war time 1944. Apparently, the main message of the movie was to emphasis on the equality of gender and race and how women can work her way towards success with her will power and determination. In this movie the Rosie with her friend Vera Watson and two other male colleagues had to share the last room which was available in town, while working for a factory. This movie clearly portrays the gender and race economics through the character of â€Å"Rosie† and also conveys how the government aimed at persuading the American women to join the work force to enhance the economy and also to build the lives of women themselves. The movie was focusing on the factor that gender is never an issue when it comes to work, and, every individual had the right to work hard and earn their livelihood. The main propaganda behind this movie was to explain the r acial discrimination, gender inequality and economical downturn during the World War II. The economic status of the war time demanded a revolution and highly necessitated a need for the women of the American society to join the workforce. This process stole many positions of men as women occupied positions which required masculinity and courage as equal to male workers. Here the movie points out the life experience of Women in the war front and the process by which they came forward to join the workforce competing with men. Here the division between men and women has been erased to a major level and female power is focused on. The traditional image of women is given a twist and her empowerment as a female power is highlighted and exalted. The Movie projected the working phase of three black women and two white women during the World War II industrial revolution. The movie shows that the racial and gender discrimination were put off from the minds of American culture and equality was promoted to bring about justice and rights to women in the society. This action of the government gave a message to the public that women could handle both home and profession at same time successfully. Rosie the lead character of the movie had to live with men along with her female friend and this was not an easy task for women of that century, in which existed lot of social taboos on female. This movie however, had eluded many feminist historians as the female characters of the movie were epitomes of courage, determination and positive thinking. Moreover, the movie showed how the black women can rise in the society as a worker and home maker like other races without facing any bias and prejudice. The three black women and the two white women portrayed in the movie come as an example for the future generation to understand that the race and gender should not be criteria when it comes to employment opportunity. Here in the movie the high spirits, undying energy, positive mind and s trength of women are highlighted in a profound manner. These female characters in the movie were excited about working in a risky atmosphere and were eager to make money on their own to have a livelihood. The female characters in the movie took over job which was done previously by military men and this was a factor of awe and inspiration for the women in the society. This could be the main reason why the character ‘