Accounting fraud Essay Example for Free

Accounting fraud EssayAccounting fraud fag end be defined as knowingly falsifying accounting records in order to increase sales revenue and net income. Accounting fraud is pull in confederations by means of showing false information, using funds for illegal purposes or inflate expenses, overstating revenues, understating expenses or overstating the value of incarnate as roundabouts. All these activities ar entirely un honorable. Behaving honourablely depends on the capability to recongnize the ethical issues and to believe on their existence. This ability to respond ethically at workplace related more to attributes of corporate culture than to attributes of individual employee Individuals often fail to realise their moral obligations at work and by being subject to worlds temptation fails to maltreat on their align ethical standards and behave unethically. pile especially of todays generation argon so much engrossed in their experience different criterias of their liv es that they around forget to confine themselves to ethical boundaries that is why ethical endings be always difficult to make and its foundation is based on several factors however if we gurgle about the decision by con nervering moral philosophies of a psyche that depends on whether the person is making a work-related decision or personal-life decision.See more elementary Economic problem of Scarcity EssayA person in the handicraft sector might view of the problem by thinking otherwise beacause of the outside force and under the work pressure. However, the same decision might be unacceptable to him outside the work. The second reason of mickle changing moral philosophies could be the corporate culture where they work. Rules and personalities of a business culture person eventually effects on the person and exerts pressure to conform to the firms culture. Edward Hall (1959), described culture as a silent language, and defines it as that part of mans behavior which he acqu ires for granted, the part he doesnt think about, since he assumes it is universal or regards it as idiosyncratic. Geert Hofstede (1993) defined it as the collective programming of the mind which distinguishes one group or category of people from another. (P.489) A culture followed in corporate or on industrial level is known as Meso- culture and every organisation has their own set agendas regarding ethics because work ethics plays a polar constituent at work place to rein employees to behave ethically and keeping into account the ethical dimensions. In most of the organizations, there are set rules and policies specifically formulated to make ethical environment.Everyorganization has a culture which mainly comes from the side of upper management and the rest of the employees follows the set trends and culture of their own corporate sectors. The culture of the organization varies from organization to organization because of the different perceptions of the chief executive officers (CEO) and the get on with of Directors (BOD). Individuals in practical lives tend to take decisions according to their own moral values and set standards however, in business it changes and is quite the other way round. People get pressurised often and take decisions whatever is percieved as right or wrong in their surroundings and also choose on producing the greatest bene contacts with least harm. Individuals cannot simply enforce their personal perspective, though they are responsible for their actions but the idea of middle- management or entry level employee to have the freedom to take decision on their own at the work place is unrealistic.For example, if an employee can attract more customers by giving bribe to roundone in the business, his decision would rely on whether complying with telephoner policy or requirements is an authorized motivation to the individual or not. So for that purpose, according to Drake and Drake (1988), there is a necessity for the schooling o f training programmes to implement corporate values.These programmes must explain the ethical and legal principles to the employees and show practical examples which can be used as a guidance. (p.111) Thus, the set principles and policies regarding work ethics in an organization and in addition to that the training programs can guide, govern or direct the employees to follow ethics and helps in institutionalizing organizations. correspond to ethics consultant David Gebler, Most unethical behaviour is not done for personal gain, its done to meet performance goals. Mostly people are of the view that individual moral philosophies plays main role for the ethical behaviour in business. Although moral philosophies learned through family, religion and education are important but it is only one factor which helps in decision making it is not sufficient to prevent ethical misconduct especially in the business sector. Studies show that the reward for meeting performances and the corporate c ulture are the main drivers in ethical decision making because the companies have a life of their own and the individuals working in the company are transcended by its corporate culture and with the passage of time, these patterened activities become instituionalized within theorganization.Peer influence also effects to some extent in the decision making employees can be lulled by each other in making unethical decisions or when facing with ethical dilemmas nonetheless, everything still surrounds around the corporate culture and its strict policies for the ethical behaviour because when the policies will be strict, every employee would strive hard for the performance goal. If I fit myself in a situation where I can easily inflate my account on companys expenses, I would be swayed by the companys culture. I might not even think of committing any fraud or inflate the expense on companys account, if the company is strict in its policies. But at times, it also depends on an individual m oral values of a person in taking decision which is hereditary normally from families. According to my vantage point, individual moral development for taking a decision is a secondary factor what drives first instantly to the person to behave ethically is the corporate culture since a company cannot rely on every individual to behave ethically on their own. They cant practiced stand in front of people and say they want them to have a good attitude and be excited, says Pecos River president Elizabeth Wilson.Taking decision in practical life and in work life differs. People in their work lives are driven by some targets and goals which are triggered in them by the organisation where they work and that effects on their performance. Similarly, when they take decision in their work lives , they are not driven by their own values, the companys formulated culture effects their decision making. Nevertheless, if a person takes any decision without any concern or reflecting on the ethical d imensions these sort of misbehaviours are referred to as unethical business practices (eg Garrett et al.,1989 Giacalone and Jurkiewicz, 2003 King, 1986).According to Murphy (1989), Ethics should be followed in corporate sectors in the form of corporate creed and ethical code. The former establishes the organisational ethical values whereas the latter is a specific set of guidelines which must be developed in all functional areas of the firm. To conclude, business ethics plays a pivotal role in developing a corporate culture.Although, all the implementation of principles and ethics is a bit difficult procedure but it impacts on the employees in the organisation in higher degree and rein them from involving in unethical activities. It is obvious that in principle individuals are more ethical if a corporation has a written, formal code andless ethical otherwise. (Vitell et al.,1993,p.336). Hence, according to Vitell, the idea of a formal written code for ethics works well in corporate sector. In addition, moral values of an individual which are mainly effected by religion, personal cognitive approach, family, beliefs, education et cetera also plays an important role in preventing the employees in taking any unethical decision, however, it is only a secondary factor for an employee has a performance goal in his mind sequence working and the decision forms according to a corporate culture and the ethics followed in organizations since a company cannot rely on individuals individually to have ethical standards and beliefs. For that purpose , there is a necessity of a corporate culture which work as the main driver to act ethically in a work- place and in situations related to corporate sector.REFERENCESArunchand, C H Ramanathan, Hareesh N. Organizational Culture and Employee Morale A Public Sector Enterprise Experience, Journal of strategical Human Resource Management2.1 (2013) 1-8. Mickalowski, Kyle Mickelson, Mark Keltgen, Jaciel. Apples Iphone Launch A Case S tudy In Effective Marketing The furrow Review, Cambridge9.2(Summer 2008). Retrieved from Proquest Database, viewed 29 September,14Caulkin, S. 2002, cracking Thinking, Bad Practice, The Observer (7th April), 11 Claver, Enrique Llopis, Juan Gasco, Jose L. International Journal of Value Based Management15.2 (2002) 151-163 Drake, B. H.and E. Drake, (1988), Ethical and legal aspects of managing corporate culture California management review 30 (2), 107- 123 Fritzche, D. J. 1995, Personal set Potential Keys to Ethical Decision Making, Journal of Business Ethics 14(11), 909922. Retrieved from Proquest Database, viewed 5 May,14Garrett D. E., J. L., Bradford.,R. A. Meyers., J, Becker 1989 Issues Management and Organizational accounts An analysis of Corporate responses to Accusations of Unethical Business Practices, Journal of Business Ethics 8 (7), 507- 520, Retrieved from Proquest Database, viewed 6 May,14 Geert, H., Bond, M. H., Luk, C. L. (1993). Individual Perceptions of Organizatio nal Cultures. Organization Studies, 14(4), pp. 483-503. Retrieved from ProquestDatabase, viewed 11 may,14 Hall, E.T. (1959). The Silent Language, New York Doubleday Lincoln, D., M. M. Pressey and T. Little 1982, Ethical Beliefs and Personal Values of Top Level Executives, Journal of Business Research (10), 475487Murphy Herta A., Effective Business Communication (7th Edition), Herbert W. Hildebrandt , Mc Graw- Hill.Nakano, Chiaki. Asian Business Management, suppl. Special Issue Nipponese Business Society in a Global Age6.2 (Jun 2007) 163-178. The Significance and limitations of Corporate Governance from the perspective of Business Ethics Towards the Creation of an Ethical Organizational Culture, Retrieved from Proquest Database, viewed on 10 May, 14. Vitell, S. J., et al, (1993), Marketing Norms The influence of personal moral philosophies and organizational ethical culture Journal of the academy of marketing science 21 (4), 331-337, Retrieved from Proquest Database, Viewed on 12 May,14. Yallapragada, RamMohan R. Roe, C. William Toma, Alfred G. Accounting fraud and white collar crimes in the US, Journal of Business Case Studies8.2 (2012) 187. Retrieved from Proquest Database, Viewed on 7 May,14.

How Technology Affects Library Referencing Essay Example for Free

How Technology Affects Library Referencing EssayIt is indeed obvious and original how technology generates most of the things that worlds deal with today. The global economy as for example is being controlled by massive computer programs for the sake of consider open advancements for the human society. Alongside with this concomitant advancement, educational sectors also take advantage of the major innovations made through the use of science and technology. As for this matter, it could be noted that subroutine library referencing have also been recreated to be able to support the needs of the present generation from referencing the books that atomic number 18 available through the libraries. How is this possible? The existence of numerous technology-based systems that be primarily made to ease the problems of file-fixing in the field of library-based jobs entirely makes the jobs of the Librarians quite faint to deal with today. As it could be noticed, years before, librari ans are expected to cause in several details with regards a certain book in card catalogs. Not to mention, alphabetizing them and in tall and long ended cabinets is not that easy to do.The procedure indeed takes date and the filing up takes so much space form the library. Seeing this situation, it could be observed that the technological changes that are apprehended by the libraries of the present generation are now able to increase the capabilities of the libraries to hold more students in terms of space and enhance the skills of the librarian in meeting the issues that concern the students in terms of library-based queries since they already have time for this unlike that of the past years?Furthermore, the question How is this possible points out to one particular focus of discussion knowing that technology causes changes to the system of cataloging in the libraries, how do these procedures of filing the book-informations so far helpful both to the students and the librarian as fountainhead regardless of the obvious disadvantages mentioned earlier? How are the students able to benefit from the technology-fixed files and informations of books? Does technology really affect the procedures of referencing in the future? These questions are the primary discussions that shall be tackled deep down the context of this paper.Library and Technology Cataloging is an olden time procedure that is made to arrange the accrual of books within libraries. Of course, since libraries are considered to have a large collection of reading materials, arranging them into categories helps in the process of researching for the students or plain readers alone. However, this procedure of arranging the files and taking notes of the information with regards a certain book takes much time and effort from the librarians that they are already incapable of doing the primary responsibility that they should be addressing in their profession, assisting the readers.Today, the development of technology aides in libraries have created a rootage change within the systems of arranging the files as well as redefined the role of librarians in completing the tasks appointed for them to finish. Several operating systems are created to be accumulate to assist the librarians and the readers in browsing the books that are collected by a certain library. What is an operating system, and how does it help in the procedure of making cataloging much easier for librarians? What are Operating Systems?Every computer system is controlled by an operating system. A pre-programmed system controls the operations that the computer system is supposed to perform. This mainly pertains to the responsibilities of the computer and how it is able to complete the tasks that are further addressed to its performance. At present, the operating systems are referred to as computer programs that are supposed to manage both the hardware and computer software systems of the entire computer facilities. Ther e are . five main tasks that the OS performs as a programControlling and Allocating Memory This task mainly focuses on the capability of the computer programs to assimilate the remembrance priorities of the entire computer system. To allocate the memory means designating the memory priorities on which its performance is most needed. Prioritizing System Requests just about of the time, the system follows a first Come First Serve arrangement. As a result, in multi tasking systems the operations are carried on basing on what request came first, and what has been allocated by the system to come in priority.Controlling Input and Output Devices The input devices are the ones used to enter information within the computer memory eyepatch the output devices are the ones used to produce hardcopy of the informations entered within the system. The operating systems that is present within the computer makes it possible for the computer device to perform well and do as it is programmed to. Fac ilitating Networking To be able to connect to others, networking the systems is needed.Once an operating system is programmed to perform such tasks, it would be able to connect two different systems together to be able to have a connected exchange of information and communication as well. Managing Files To manage files means to arrange them on what part of the memory should be utilized by the files. It also sorts out the files with the necessary section of the computer memory should it be stored in. (Source Warford, J. Stanley. (2005). Computer Systems. Jones Bartlett Publishers 3rd edition.. )

Current State Of Ethics In Business Commerce Essay

Current State Of ethical motive In Business Commerce EssayThe pace, scale and complexity of modern condescension has forced a change in how parentage is done. While it is accepted that it is foolish to do business with someone who is not imprecateworthy, the question arises whether you lav trust those who are not estimable in all of their behaviour. Short timelines, tight supply chains and narrowing margins mean that chances cannot be taken that suppliers or customers leave behind not honour their contracts as expected. Suppliers and customers are now becoming partners and stakeholders in business, and relationships with them are becoming more and more underpinned by trust. Trust is built on expectations of truth in words and consistency in behaviour. It is impossible to do profitable business with someone who says one thing one day and does something polar the next.Ethical leadership is vital in business today. It is the backbone to either long lasting successful company i n todays business market. It is important for companies to intelligibly layout their placement on honorable leadership to employees and the public, to read members of the company lead by example, and to reinforce the honourable leadership notion done out the year. By following these steps, the company will sustain or acquire ethical leadership in their companys culture.Although business accepted moral philosophy slightly change by dint of out the years, everyone should know if an action is ethical or unethical before they take an action. The importance of companies subjectly defining their stance on ethical port will let individuals know how making an unethical decision will impact them, their fellow executioners, and the company as a whole. On the other go along members of the company will also know how making an ethical decision will have a positive impact. Once a clear ethical leadership stance is taken, respecting or punishing ethical or unethical actions should st rictly uphold the rules. There should be an unbiased group to make haste this activity, for example a Human Resources Department.Every employee, from the CEO to the mailroom clerk, should practice ethical leadership. Every member and every group can and should exhibit ethical leadership. This concept should not just be thought of as a manager to his report. Ethical leadership can pass on in unexpected situations, for example where a CFO of a company asks the mailroom clerk to do an unethical act and the mailroom clerk refuses the CFOs request. The clerk refused based on the companys stance on ethical port. In this example, the clerk presented ethical leadership, but was in no way in a leadership role. The clerk would also feel safe taking this stance because he believes in his companies set rules on ethical leadership. He will not be negatively impacted due to the fact that he can contact his unbiased Human Resources department with issues of this nature, on top of the fact that he maybe rewarded for taking this ethical stance.Reinforcing the ethical leadership concept through out the year is also important for businesses. Not only reinforcing, but also reinforcing with meaning and showing the value of ethical leadership. Making positive examples of employees through rewards, have mandatory yearly training (make it fun), send positive ethical leadership examples out as part of company newsletter, ensure that unethical deportment is dealt with in an ethical way, restate companys stance during large meetings, make ethical leadership apart of each employees personal evaluation each year (make them take a shit examples) and have ethical workshops. All of these examples will ensure that every employee knows the companys stance on ethical leadership through reinforcement.The over all concept of ethical leadership is that it is as important as making a profit in the business world. Profit and ethical leadership should be top priorities for any company that plans to have a long lasting existence. Ethics in itself can become a very pliable term with many grayness areas, so accenting on specific ethical motive may prove futile. However, focusing on doing the right thing along with the reinforcement of ethical leadership may be the answer. Baking ethical leadership into a companys culture is key.Ethical leadership holds a positive outlook with great potential in the current business environment is the improvement that we have seen in ethical issues over the relatively recent years. As we all know accepted ethical behaviors have slightly changed over the years and will continue to do so. Ethical leadership along with the help from laws has driven the implementation of the halt or reduction of racial discrimination, sexual harassment, and sexual discrimination. It is believe that accepted ethics have made great leaps and ethical leadership is one of the driving tools to solidify these concepts.Recent huge companies worry Enron and World Com have made great examples of the importance of ethical leadership. It is said that the CEO of Enron, who was just sentenced to many years in prison, had the saying that nothing else matters besides profit. This is apparently not the best way to lead a long-term successful company. The fall of companies that disregard ethical leadership cost all the Statesns, the companys employees, and share holders billions of dollars. Based on this fact, the health of economies depends on companies to lead with strong ethics. One positive aspect that these unethical companies did do for America is to drive home the absolute importance of ethical leadership in business. Due to the unethical acts of these huge companies, everyone has taken notice. Many colleges are driving ethics large(p)er then they ever have, the media attention has been enormous, and US companies are really sticking to ethical leadership programs better now than in the past.Recent changes in the business environment have deeply affected businesses and ethics consultancies that are concerned that the word ethics, in a business context, has lost its original meaning. They consider ethics to be unregulated behavior as well as regulated and talk about what is ought to be done as well as what we is compelled to be done. Not only would an ethical person not break the law or flout a regulation, but he/she also would think hard about doing something perfectly court-ordered that gave the person ethical concerns. The ethics industry, now called the ethics and compliance industry, dwells almost entirely on issues of law and regulation. It is thought that ethics, as an important business tool, has been sidelined.The ethics industry emerged in the 1970s with defense scandals that resulted in the Defense Industry Initiative, a self-regulatory body of defense contractors. It really launched in 1991 with the Federal Sentencing Guidelines for Organizations, which helped judges to determine consequences for corporate misb ehavior and, critically, identified seven steps that businesses could take to mitigate those consequences. The suggested steps included a code of ethics or conduct, training in the code, and a high-ranking person to oversee the programMany of the early providers were academics and nonprofits, like IGE, who believed that it was possible to guide corporate behavior through improved corporate decision-making. The waves of scandal that culminated in the 2008 financial tsunami have all but erased our formal ethics beginnings in business. A backwash of regulation, prompted by an outraged public, followed each wave.Companies, ethical and otherwise, are drowning in rules, expensive rules and regulations that make global competition difficult. Good companies are still doing the right things, but the focus has shifted from thinking ethically to complying with myriad regulations. In other cases, a whole new workaround ethic focuses on ways to skirt the rules. Following the recession, companies are demanding that mountain make their numbers while still following the rules, which even ethics professionals see as difficult.Professionals who used to direct their employers ethics programs are disappearing, replaced by legal professionals with specific expertise in bribery and corruption, export controls, insider trading, money laundering, and other topics of special interest. Were unhappy with the retrogressive sea change, but our respondents found some harbor silver lining, perhaps washed up on the beach.Anticorruption has a surprising ally, social networking, which has become a global phenomenon. Although the United States has a new portfolio of laws presidency business (especially financial business) called the Dodd-Frank Wall Street Reform and Consumer Protection Act, which encourages whistle-blowers with offers of cash bounties and protection, social networking already has leapt far beyond. It is almost impossible to escape the reach of texting, tweeting, YouTube, a nd Facebook. Employees, customers and suppliers persist in connected and theres really no place to hide when people take pictures and movies with their smart phones and make their observations public on the Internet.Although staff departments responsible for ethics have experienced cutbacks in funding, they are now working more closely with other departments that help to manage their companys risk. Its common to find close cooperation among ethics and compliance, native audit, security, health, safety and environment, legal, and human resources. The benefit is that companies are likely to spot and avert misbehavior more quickly. Additionally, ethics and corporate social responsibility (CSR) now work more closely because their intentions are similar making the corporation a responsible citizen through attention to environmental and human rights issues.There is also scene to legal penalties. Companies involved in international trade have to represent their products to potential or current clients based on their expected inputs by the suppliers. A company that is involved in illegal activities, or that knowingly falsifies information on inputs supplied can create serious problems for its business partners. A company with a good reputation and solid brands has much to lose, and should not take chances with its brand value.Another issue challenging the practice of good business ethics is the values, which employees deal to the work environment. Much has been said over the years about the deterioration of employees work ethics. The impact of poor work ethics results in low productivity owed to high levels of absenteeism, tardiness, theft and acceptance of bribe taking.A company that wishes to be efficient and competitive in the future cannot accept this state of affairs. There is a strong business case for the introduction of structured programs to support ethical behaviour in companies, size notwithstanding. These programs should be more than a mere rise to be honest, and should be based on clearly articulated values that are linked to the overall vision and mission of the company. The Manual of Business Ethics for Small and Medium Sized Enterprises prepared by the Inter-American Investment Corporation (IIC) and the US Department of Commerce describes the following benefits among othersEnhanced Reputation and Goodwill A reputation for integrity is important for securing the loyalty of customers, for recruiting and training the best staff, for winning community acceptance and accessing bank and supplier credit.Risk reduction The process of developing a business ethics program involves the company in identifying and assessing the factors that could pose risks to reputation and financial performance, and developing and implementing the business processes that reduce those risks.Reduced costs Providing employees with clear guidelines of how to conduct day to day business such as where and when to obtain quotations how to carry out tenders how to conclude contracts and how to avoid conflicts of interest can reduce movement costs and improve the supply chain function.Protection from Unethical Employees A program would include clear guidance in respect of the misappropriation and unaccredited use of company resources, and the consequences that could flow from violations, information that employees with undeveloped values may not fully appreciate.Recommendations for efforts that build ethical cultures without increasing expenses are as follows ameliorate communication practices. Ethics programs are usually well constructed, but poorly disseminated. Require middle managers to train their direct reports and keep the message alive with ethics meetings. Employees often dont know or recognize the CEO and merely tolerate E-learning, but they actually pay attention to their managers.Encourage government to recognize and reward the value of ethics and compliance programs.Focus on corporate culture. Perhaps more emphasis on cu lture will galvanize corporate intentions and resources toward long-term corporate health in addition to dealing with the emergency of the moment. Operating according to values, accentuating the positives, telling the stories, and removing the negatives would empower good employees and managers and boost productivity. People actually like to work when the culture is right.Ever hopeful, we expect corporate ethics to rebound with serious attention paid to aligning individuals within positive values-driven cultures. It wont happen until the recession fades and businesses start spending the cash theyve hoarded for the last several years to acquire the human and intellectual resources needed to make it happen.

Analysis of Emily DickinsonI Heard a Fly Buzz-When I Died

Analysis of Emily DickinsonI hear a Fly Buzz-When I DiedThe Tone and Mood in I perceive a Fly BuzzWhen I DiedDickinson writes this verse from a perspective after she has died. She is describing the experience of dying, the final aesthesis before the exact hour of d eath. The speaker is both percipient and participant, which means the Self is divided. The poem shows her own sight of death- a common yet indescribable mystery of benignant experience. She imaginatively explores the mystery. The tone is very calm. This tang of the speaker who is dying helps the readers understand the level of acceptance of her own fate. Furthermore, the tone is quite a robotic narration, the kind that one would expect from a dead person, with no emotion.Flies be creatures that eat carrions. It is an ironic and cruel admonisher of the fate of a dead persons body after he or she has died, which is a contrast of the traditional Christian belief round the holiness of life and death. Angels or God hims elf dont come to take the soul of the her after the death, instead, a mere disappear comes, and then the whole feeling changes and leaves total darkness and oblivion to the readers.In the commencement ceremony stanza, Dickinson tells us that she is in the room, which is silent and the most outstanding element of the poem, the dead scene, waiting for her death. The poem describes the tranquility between heaves, suggesting that upheaval has happened in this moment and that more upheaval will follow. It is a moment of anticipation, of waiting. The communication channel is unflurried, and the witnesses of her death atomic number 18 silent, yet the fly is buzzing. The speakers tone is tranquil, even flat. Her narration is concise and factual. She repeats the word Stillness twice with both capitalized, which shows how strong that emotion is. However, in this stillness she heard a buzz of a fly, which interrupts the calmness n apparently annoys her. That is why she says I heard a Fl y buzz when I died, to express the interruption of her certainty of death.In the second stanza, we are still in the room, but the speaker leaves the fly behind and talks about the sight witnessing the death during her last moment. Her specking shows that that last onset is about to happen. Last onset is an oxymoron, while onset means a beginning, and last means an end. The pot around her are presently stop crying and are calmly preparing for her death. It shows everything is ready and she is now going to unite with the King in heaven. We can still see that although this is her last moment, there is no fear or sadness in this atmosphere. On the other hand, except for her inner calmness, the people around her are quiet and calm too, other than weeping and crying. This strengthens the stillness in the first stanza.The third and forth stanzas are an introduction of the fly. In the third stanza, when the speaker knows she is now ready and is giving away her wills and heritage, witho ut any trace of sorrow and fear, the fly a reappear intruder, a weird, unnecessary, and gross little bug breaks in her calmness again. This sudden interruption of the fly damages the peaceful image of this poem unexpectedly. Although the fly doesnt appear in most of the poem, it comes back in a forged way. The speaker uses the word interposed, which changes everything and makes the atmosphere much less comfortable.In the forth stanza, it is the first time that the speaker describes the fly in details. She uses words Blue unsealed stumbling buzz to show the image of it. It gives readers a stronger image of the colors and movements that go along with that annoying sound. Dickinson doesnt write a sentence to describe the fly, on the contrary, she tho drops a few words, and we begin to build a picture in our minds. Also, the word uncertain is definitely a completely opposite image of her willingness towards her death. When flies, which eat dead bodies, are associated with decay a nd death, this intruders interruption of the speakers progress toward the comforting of the light is evil. And right when the fly interposes between the light and her, she closes her eyes and dies, in other words, the moment when she dies, she does non die comfortably, which is out of expectation of the stillness in this poem. Although death is expected, the actual moment of death happens suddenly. Also, when read the poem as a whole, the eyesight has been narrowing, closing and centralizing on the fly throughout the whole incident.Every line in this poem is written in perfect iambic meter. They are divided into two syllable chunks, while emphasizing on the second syllable. The length of the stanzas and the lines are to a fault regular. There are four stanzas each with four lines. The first and the third lines in each stanza have eight syllables. The second and fourth lines each have six syllables. Dickinson gave this poem a smooth, rhythmic feel. Rhyme also plays a significant ro le in this poem. The first stanzas have no apparent verse line, until the last stanza that we see a rhyme pattern of ABCB, which indicates that true rhyme comes with true death. The rhyme finalizes the death in a way that making it a major part of the poem by putting emphasis on it.Dickinson also uses a lot of hyphens, which seems randomly put in but in fact it is another important strategy. A dying person gasping for breath that have abrupt pauses in their speech. The way they force you to pause again and again, even in weird places, gives readers the sense of slow, certain anticipation. These lines represent those abrupt pauses, do readers to read the poem much as the speaker herself would.The overall atmosphere in this poem is quiet, calm and peaceful, though, except when the fly interrupts the speakers waiting of death. When the sound of the fly fades, the vita of the speaker also fades, until the poems final moment of silence. It is very different from the stereotype feeling when people talk or write about death. In this poem, the death is painless, yet the vision of death is horrifying. At the beginning, the insignificant fly merely startles and disconcerts us. But at the end of the poem, the fly assumes dreadful meaning. on the face of it the central image is the fly. It expresses the mood and experiences in the speakers death. Although the tone is calm, the mood is somber and sad, as the fly apparently interrupts her anticipation of a peaceful death.In conclusion, this poem represents the nature of death, what everyone has to encounter when they die. However, most of us believe we, human beings are special, superior to the other animals and that our deaths should be treated with more honor, while the fact is that human beings are animals, too. Our deaths are no more or less significant than the others. Death is natural. This poem represents the obscure feeling within Emily Dickinson. She could simply write a poem about seeing herself going to heaven , but she didnt consider death was as honorable as many would think and in the end she could not see to seeReferences1. I Heard a Fly Buzz When I Died. I Heard a Fly Buzz When I Died. Web. 11 Mar. 2015. .2. On 465 (I Heard a Fly Buzzwhen I Died). On 465 (I Heard a Fly Buzzwhen I Died). Web. 11 Mar. 2015. 3. Web. 11 Mar. 2015. .4. Shmoop Editorial Team. I Heard a Fly Buzz When I Died . Shmoop.com. Shmoop University, Inc., 11 Nov. 2008. Web. 11 Mar. 2015. .

Classroom Observation Tool For Toddlers Children And Young People Essay

Classroom Observation Tool For Toddlers Children And Young People EssayInstructions Spend some time simply ob lot the schoolroom before recording. Use the checkboxes to note when you observe specific indicators. Focus on the experiences of individual children, not just a general sense of the classroom overall. look evidence as to whether the criterion is being met or not. All indicators must be checked for a criterion to be fully met. Provide comments if you spate Yes and. If you observe all indicators in the criterion, check Yes. Count the number of Yes boxes for each topic area and standard.NumberNAEYC Accreditation Criterion1.B.01 dogma rung nurture childrens emotional well-being by demonstrating respect for children and creating a positive emotional climate as reflected in behaviors such(prenominal) as frequent social conversations, joint laughter, and affection. amply met? (circle) Yes Yes, save No exhibit/commentsIt was clear that even the youngest teachers were alrea dy employ to kids. There was mostly (95%+) THE INDICATED BEHAVIORS.1.B.02 tenet staff express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles. amply met? (circle) Yes Yes, notwithstanding No record/commentsMost of the teachers were rattling(prenominal) kind and responsive. One was a little virulent only that was over the fenced area at the Pre-Ks.1.B.03 pedagogics staff are consistent and predictable in their physical and emotional care of all children. amply met? (circle) Yes Yes, unless No attest/commentsAgain, there were obviously some children who were makey constant crying. I assumed nothing was really wrong with them. They just precious attention, only when it did seem two or common chord of these cryers were left alone for too long (5 6 minutes), with no adult close by.1.B.04Teaching staff encourage and recognize childrens work and accomplishments. to the full met? (circle) Yes Yes, unless No reason/commentsI observ ed several classrooms (5) and the instructors praised the children often with smiles and kind words.1.B.05Teaching staff form as secure bases for children. They respond promptly in developmentally appropriate shipway to childrens positive initiations, forbid emotions, and feelings of hurt and fear by providing comfort, support, and assistance. richly met? (circle) Yes Yes, however No prove/commentsI observed that the instructors responded to a greater extent to positive than negative. One teacher was very constant in applying physical attention to one of the more difficult children, moreover the face / wrods were not as kind as the gestures.1.B.06Teaching staff encourage childrens appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness).Fully met? (circle) Yes Yes, nevertheless No designate/comments I observed no children acting really badly for their age. The instructors were not restricitive all owing the children to be children.1.B.07Teaching staff appreciate and change their responses based on individual needs. Teachers vary their interactions to be sensitive and responsive to differing abilities, temperaments, activity levels, and cognitive and social development.Fully met? (circle) Yes Yes, but No tell/commentsThe teachers and the students and admin staff, of course, all have their own personalities and it ranges throughout the day. No one I know is perfvectly consistent and that is not expected.1.B.08Teaching staff support childrens competent and self-directed exploration and use of classroom materials.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw the instructors allow the toddlers to roam wherever they wanted with little to no intervention.1.B.09Teaching staff never use physical punishment such as shaking or hitting and do not engage in psychological abuse or coercion.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw no instances of abuse.1.B.1 0Teaching staff never use threats or derogatory remarks, and do not withhold nor threaten to withhold food as a form of discipline.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw no instances of abuse.1.B.13Teaching staff adjust their interactions to infants and toddlers/twos various states and levels of arousal.Fully met? (circle) Yes Yes, but NoEvidence/comments1.B.14Teaching staff quickly respond to infants and toddlers/twos cries or other signs of distress by providing physical comfort and needed care. Teaching staff are sensitive to infants and toddlers/twos signals and learn to read their individual cries.Fully met? (circle) Yes Yes, but NoEvidence/commentsI observed that the problem children were generally left alone longer than the compliant, well-behaved children.1.B.15Teaching staff talk frequently with children and hark to children with attention and respect. Theyrespond to childrens questions and requests.use strategies to communicate effectively and build relationships with every child.engage regularly in meaningful and extended conversations with each child.Fully met? (circle) Yes Yes, but NoEvidence/commentsI observe that in rare instances during my visits, the communications between the instructors and the children was respectful and consistent.1.C.02Teaching staff support childrens development of friendships and provide opportunities for children to course with and learn from each other.Fully met? (circle) Yes Yes, but NoEvidence/commentsThe toddlers had quite a bit of interaction with each other. Again, distinct personalities already. Some children very gregarious, others preferable crop time alone.1.C.03Teaching staff support children as they practice social skills and build friendships by circumstances them enter into, sustain, and enhance play.Fully met? (circle) Yes Yes, but NoEvidence/comments I sam several instances where the teachers were encouraging the children to group together for common play such as on the slides in the playground, and fate set the food out at lunch.1.C.04Teaching staff assist children in resolving conflicts by helping them identify feelings, describe problems, and try selection solutions.Fully met? (circle) Yes Yes, but NoEvidence/commentsThe conflicts were all very minor, except one where one child I think accidently bopped another on the orient in the gym.It was resolved in under a minute, though.1.C.05Teaching staff guide children who bully, isolate, or hurt other children to learn and follow the rules of the classroom.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw no evidence of the above issues.1.C.06Teaching staff facilitate positive peer interaction for children who are socially reserved or withdrawn and for those who are bullied or excluded.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw no evidence of the above issues.1.D.01Teaching staff counter potential bias and discrimination bytreating all children with equal respect and considerati oninitiating activities and discussions that build positive self-identity and teach the valuing of differences.intervening when children bait or reject others.providing models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations.avoiding stereotypes in language references.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw no evidence of the above issues.1.D.02Teachers provide children opportunities to develop the classroom community through participation in decision making almost classroom rules, plans, and activities.Fully met? (circle) Yes Yes, but NoEvidence/commentsI observed that at this age, there was limited ability of the children to actively go through and participate, though there was more on the activity side and none on the rules side. There are extensive rules posted everywhere.1.D.03Teaching staff anticipate and move move to prevent potential behavior problems.Fully met? (circle) Ye s Yes, but NoEvidence/comments1.D.04Teaching staff help children talk about their own and others emotions. They provide opportunities for children to research a wide-cut range of feelings and the different ways that those feelings can be expressed.Fully met? (circle) Yes Yes, but NoEvidence/commentsAgain, limited because of the developmental age of toddlers.1.D.05Teaching staff enhance pro-social behavior by interacting in a respectful manner with all staff and children. Theymodel turn taking and sharing as well as caring behaviors.help children negotiate their interactions with one another and with shared materials.engage children in the care of their classroom.ensure that each child has an probability to contribute to the group.encourage children to listen to one another.encourage and help children to provide comfort when others are sad or distressed.use narration and description of current interactions to identify pro-social behaviors.Fully met? (circle) Yes Yes, but NoEvide nce/commentsAgain, limited because of the developmental age of toddlers. There is a 15 ratio and generally when in a group which is all the time, all of the above is at least modeled or encouraged.1.EAddressing Challenging Behaviors1.E.03Rather than focus solely on cut down the challenging behavior, teachers focus on learn the child social, communication, and emotional regulation skills andusing environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the childs appropriate behavior.Fully met? (circle) Yes Yes, but NoEvidence/commentsMost of this was being taught from a modeling (by the instructors). Not too much intellectualizingagain, seems age dependent.1.E.04Teaching staff respond to a childs challenging behavior, including physical aggression, in a manner thatprovides for the rubber eraser of the child.provides for the safety of others in the classroom.is calm.is respectful to the child.provides the child with infor mation on acceptable behavior.Fully met? (circle) Yes Yes, but NoEvidence/commentsI observed no toddler aggression, and only three children who had some challenging behavior (all three were cryers). However, in the classroom, teachers were highly positive reinforcers of positive behaviors and mostly ignored the bad behaviors.1.F.01Teaching staff actively teach children social, communication, and emotional regulation skills.Fully met? (circle) Yes Yes, but NoEvidence/commentsSaw this constantly from staff instructors throughout facility.1.F.02Teaching staff help children manage their behavior by guiding and supporting children to hold up when frustrated.play cooperatively with other children.use language to communicate needs.learn turn taking.gain control of physical impulses.express negative emotions in ways that do not harm others or themselves.use problem-solving techniques.learn about self and others.Fully met? (circle) Yes Yes, but NoEvidence/comments Again, mostly saw positive s toddlers in sight absorption and understanding are limited.2.A.04The curriculum can be experienceed in a manner that reflects responsiveness to family home values, beliefs, experiences, and language.Fully met? (circle) Yes Yes, but NoEvidence/comments At this age, childrens developmental skills in language are so limited, that curriculum does not directly address.2.A.07The curriculum guides the development of a daily memorial that is predictable besides flexible and responsive to individual needs of the children. The scheduleprovides time and support for transitions.includes both indoor and outdoor experiences.is responsive to a childs need to rest or be active.Fully met? (circle) Yes Yes, but NoEvidence/commentsSame as above. Saw evidence in the older pre-K, though.2.A.08Materials and equipment used to implement the curriculum reflect the lives of the children and families as well as the diversity found in society, including gender, age, language, and abilities.Materials and equipmentprovide for childrens safety while being appropriately challenging.encourage exploration, experimentation, and discovery.promote action and interaction.are organized to support independent use.are rotated to reflect changing curriculum and to accommodate new interests and skill levels.are plenteous in variety.accommodate childrens special needs.Fully met? (circle) Yes Yes, but NoEvidence/commentsSame as above limited formal curriculum.2.A.10The curriculum guides teachers to incorporate content, concepts, and activities that surrogate social, emotional, physical, language, and cognitive development and that integrate key areas of content including literacy, mathematics, science, technology, creative expression and the arts, health and safety, and social studies.Fully met? (circle) Yes Yes, but NoEvidence/commentsSame as above limited formal curriculum.2.A.11The schedule provides children learning opportunities, experiences, and projects that extend over the course of several days and it incorporates time for play, self-initiated learning, creative expression, liberal-group, small-group, and child-initiated activity.Fully met? (circle) Yes Yes, but NoEvidence/commentsYes. Each instructor (which there is three charge per class on average) has all of these posted and the teachers refer to the schedule regularly.2.A.12The curriculum guides teachers to plan for childrens net in play (including dramatic play and blocks) that is integrated into classroom topics of study.Fully met? (circle) Yes Yes, but NoEvidence/commentsYes. Each instructor (which there is three assigned per class on average) has all of these posted and the teachers refer to the schedule regularly.2.B.01Children have varied opportunities to engage throughout the day with teaching staff whoare thoughtful and responsive to them.facilitate their social competence.facilitate their ability to learn through interacting with others.Fully met? (circle) Yes Yes, but NoEvidence/comm entsAll the instructors were constantly engaged. Even the 15 ratio meant the instructors were constantly interacting with their charges.2.B.02Children have varied opportunities to recognize and name their own and others feelings.Fully met? (circle) Yes Yes, but NoEvidence/commentsLimited vocabulary and I saw little negative acting out between the children.2.B.03Children have varied opportunities to learn the skills needed to regulate their emotions, behavior, and attention.Fully met? (circle) Yes Yes, but NoEvidence/comments2.B.04Children have varied opportunities to develop a sense of competence and positive attitudes toward learning, such as persistence, engagement, curiosity, and mastery.Fully met? (circle) Yes Yes, but NoEvidence/commentsThe instructors and staff were very attentive, but not smothering even in the infant rooms.2.B.05Children have varied opportunities to develop skills for entering into social groups, developing friendships, learning to help, and other pro-soc ial behavior.Fully met? (circle) Yes Yes, but NoEvidence/commentsSame as above.2.B.06Children have varied opportunities tointeract positively, respectfully, and cooperatively with others.learn from and with one another.resolve conflicts in constructive ways.Fully met? (circle) Yes Yes, but NoEvidence/comments Same as above, but I saw almost no conflicts.2.B.07Children have varied opportunities to learn to understand, empathize with, and take into account other peoples perspectives.Fully met? (circle) Yes Yes, but NoEvidence/comments Limited development of toddlers means this is not fully utilized yet.2.C.Areas of developing Physical Development2.C.03Children are provided varied opportunities and materials that support fine- labor development.Fully met? (circle) Yes Yes, but NoEvidence/commentsDrawing centers, etc. all available inside room and out in play area. Though I did not see any children take advantage of these activities except a few in the classrooms. The children seemed m ore into gross motor development.2.D.01Children are provided with opportunities for language acquisition thatalign with the program philosophy.consider family perspectives.consider community perspectives.Fully met? (circle) Yes Yes, but NoEvidence/comments Again, toddler limitations, but inwardly program posted guidelines.2.D.02Children are provided opportunities to experience oral and written communication in a language their family uses or understands.Fully met? (circle) Yes Yes, but NoEvidence/comments As above.2.D.03Children have varied opportunities to develop competence in verbal and nonverbal communication byresponding to questions.communicating needs, thoughts, and experiences.describing things and events.Fully met? (circle) Yes Yes, but NoEvidence/comments As above, but instructors definitely not limiting childrens attempts and mostly encouraging their understanding.2.D.04Children have varied opportunities to develop vocabulary through conversations, experiences, field t rips, and books.Fully met? (circle) Yes Yes, but NoEvidence/commentsConversations and experiences, yes. Not yet in the book stage though there was a reading time assigned.2.D.05Children who are nonverbal are provided alternative communication strategies.Fully met? (circle) Yes Yes, but NoEvidence/commentsAll the children were variously verbal.2.E.02Toddlers/twos have varied opportunities to experience books, songs, rhymes, and routine games throughindividualized play that includes simple rhymes, songs, and sequences of gestures (e.g., finger plays, peekaboo, patty-cake, this little piggy).daily opportunities to hear and respond to various types of books including picture books, wordless books, and books with rhymes.access to durable books that enable independent exploration.experiences that help them understand that pictures represent real things in their environment.Fully met? (circle) Yes Yes, but NoEvidence/commentsTime is set aside everyday for these activities as age appropri ate to toddlers. The tightness was in the first area mentioned simple items.2.E.03Children have opportunities to kick the bucket familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroomItems belonging to a child are labeled with his or her name.Materials are labeled.Print is used to describe some rules and routines.Teaching staff help children recognize print and connect it to spoken words.Fully met? (circle) Yes Yes, but NoEvidence/commentsNo yet developing in this age group.2.F.01Infants and toddlers/twos are provided varied opportunities and materials touse language, gestures, and materials to convey mathematical concepts such as more and less and big and small.see and satisfy different shapes, sizes, colors, and patterns.build number awareness, using objects in the environment.read books that include counting and shapes.Fully met? (circle) Yes Yes, but NoEvidence/commentsChildren encouraged and a wide range of these items available through the facility.2.F.02Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols.Fully met? (circle) Yes Yes, but NoEvidence/comments for sale but children not yet showing real interest.2.F.03Children are provided varied opportunities and materials to categorize by one or two attributes such as shape, size, and color.Fully met? (circle) Yes Yes, but NoEvidence/commentsSame2.F.04Children are provided varied opportunities and materials that encourage them to integrate mathematical terms into everyday conversation.Fully met? (circle) Yes Yes, but NoEvidence/commentsSame2.G.01Infants and toddlers/twos are provided varied opportunities and materials touse their senses to learn about objects in the environment.discover that they can make things happen and solve simple problems.Fully met? (circle) Yes Yes, but NoEvidence/commentsYes, throughout the facility2.H.01The use of passive media such as television, film, videotapes, and audiotapes is limited to developmentally appropriate programming.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw there was AV equipment, but saw none in use for this age group.2.J.01Children are provided varied opportunities to gain an appreciation of art, music, drama, and leaping in ways that reflect cultural diversity.Fully met? (circle) Yes Yes, but NoEvidence/commentsI saw more of this in the pre-K, not toddler, but the posters etc showed a wide variety of people of color, gender and dress.2.J.02Infants and toddlers/twos are provided varied opportunities to explore and manipulate age-appropriate art materials.Fully met? (circle) Yes Yes, but NoEvidence/commentsThis was well constructed with large chalk, crayons, craft paper, etc.2.J.03Infants and toddlers/twos have varied opportunities to express themselves creatively by reli evely moving to music and engaging in pretend or creative play.Fully met? (circle) Yes Yes, but NoEvidence/comments2.J.04Children are provided varied opportunities to learn new concepts and vocabulary related to art, music, drama, and dance.Fully met? (circle) Yes Yes, but NoEvidence/commentsAs contained in the schedules but still limited for the toddlers.2.J.05Children are provided varied opportunities to develop and widen their repertoire of skills that support artistic expression (e.g., cutting, gluing, and caring for tools).Fully met? (circle) Yes Yes, but NoEvidence/commentsReally not allowed yet in this age group.2.K.01Children are provided varied opportunities and materials that encourage good health practices, such as serving and feeding themselves, rest, good nutrition, exercise, hand washing, and brushing teeth.Fully met? (circle) Yes Yes, but NoEvidence/commentsVery well documented program and I observed the instructors helping the children with these activities and encouraging some self-suffiency.2.K.02Children are provided varied opportunities and materials to help them learn about nutrition, including identifying sources of food and recognizing, preparing, eating, and valuing healthy foods.Fully met? (circle) Yes Yes, but NoEvidence/comments Again, plenty of signage for this, but age limited.2.K.03Children are provided varied opportunities and materials that increase their awareness of safety rules in their classroom, home, and community.Fully met? (circle) Yes Yes, but NoEvidence/commentsDitto2.K.04Children have opportunities to practice safety procedures.Fully met? (circle) Yes Yes, but NoEvidence/commentsDitto. Was glad to see children either helping to open doors or avoiding closing doors.2.L.01Children are provided varied learning opportunities that foster positive identity and an emerging sense of self and others.Fully met? (circle) Yes Yes, but NoEvidence/commentsThe instructor were great about letting the children be free to do so.2.L.02Children are offered opportunities to become a part of the classroom community so each child feels accepted, and gains a sense of belonging.Fully met? (circle) Yes Yes, but NoEvidence/comments2.L.03Children are provided varied opportunities and materials to build their understanding of diversity inculture, family structure, ability, language, age, gender in non-stereotypical ways.Fully met? (circle) Yes Yes, but NoEvidence/commentsYes, but kindred as general comments children not yet old enough for these concepts, directly.2.L.04Children are provided opportunities and materials to explore social roles in the family and workplace through play.Fully met? (circle) Yes Yes, but NoEvidence/commentsNA2.L.05Children are provided varied opportunities and materials to learn about the community in which they live.Fully met? (circle) Yes Yes, but NoEvidence/commentsNA some very limited church related community chats.3.A.01Teaching staff, program staff, or both work as a team to implement daily teaching and learning activities, including Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), an

Free College Essays - New Journalism and The Right Stuff :: The Right Stuff

The Right Stuff - untried Journalism  The Right Stuff is a great example of the writing style called "New Journalism". Author Tom Wolfe is widely known as a ground breaker in this type of writing. New Journalism has its foundation in fact but uses techniques from the world of fiction to present the information in a refreshingly realistic mien. One important fictional technique is dialogue. rarely in "normal" journalism does a referee come across real dialogue. Through dialogue, an author is able to show the characters personalities. The readers ability to hear what a character says is as important as the ability to see how he reacts. For example, when Wolfe shows us Chuck Yeagers last try at a record, the dialogue gives the reader an extra sense into the intensity of the moment. A second important technique taken from fiction is scene-by-scene examination. Traditionally, journalists present news by importance of the events in a story. In New Journalism , the author instead describes only a certain number of important events. The different scenes are used in the same way that a writer of fiction builds the plot of the story as a whole. In an essay on "New Journalism", Chris Anderson states that a "New journalistic" "writer can not only render the full details of a scene or event but also describe the subjective, unrestrained life of the characters" (Marowski and Matuz 418). A third fictional tool is descriptive language. In The Right Stuff, for example, Wolfe purposefully uses the insider slang of fighter pilots. Critic Chris Anderson says he is "fascinated with the insiders slang, the world-beater words of the privileged groups and underground cultures he seeks out" (Marowski and Matuz 418). This use of words from a small, elite in-group helps to allow the reader to understand that groups characteristics, thoughts, and emotions. A fourth technique is point of view. Most journalists are taught t o keep their own perspective out of the story and never use the first person in writing. "New journalistic" novels like The Right Stuff balk at this idea. Wolfes first-person point of view puts a human face on the news.

Essay examples --

Mackenzie George10085404Religions 131Michelle WagnerIntroductionThe writer of this book is a professor and the chair of the history of medicine Association of the Queens University. The author is experienced in philosophy, medicine, law and history. The author also headed the association of the history of medicine in Canada. The author of the book also wrote many research articles in various fields of study in the society. This book gives an overview of the origin, function and the meaning of the aspects of veneration of the twin Saints Damian and Cosmas especially in Europe and North America. The aspects of the case studies in the Italian immigrant culture and the devotions were also given emphasis by the author. The book also gives an exploration of the nature and history of religious aspects in healing as well as the medical views concerning such religious healings.This book, therefore, tries to separate the religious aspects of healing from the medical means of treating people. The modern culture takes into consideration the differences amongst the dickens aspects of healing. The miracles are therefore separated from the medical healings and treatment of the people in the society. The histories of medicine and miracles have a close relation as shown by the author of this book. The saints in the Roman Catholic Church are recognized based on proximity or closeness to God. This was shown by the fact that the miracles recorded in history were closely associated to a combination of some medical assistance or physician testimonies. Most of the miracles were recorded between the periods of 1588 to 1999.These records in the book contained sketch analysis of prayer, illness and treatment in relation to the lives of the peasants an... ...ealing was given much emphasis in this book.In conclusion, the author explored the themes on cultural diversities and Christianity religious views. This, therefore, helped down out the how the society accepts the change in reli gious views due to improvements in the medical field. The book also played an important role in presentation how the healing activities are facilitated. The book, therefore, tried to clearly separate the aspects of Christianity from the medical views of healing. This also challenged the human reasoning due to the dilemma of the history presented by the victims of the miracles healing in the society. The author of the book presented information in a manner that the reader can easily understand the cultural and religious views in the society. The relation between the Italian culture and Christianity were also given focus and emphasis by the author.