An Analysis of the Hurricane Catrina Relief Effort Essay

In a state of national emergency, the United States government is expected to be efficient and organized. When Hurricane Katrina struck on August 25th, 2005, the United States government was not readily prepared for such an immense disaster. The mismanagement of relief efforts by the U.S. government led to a lack of adequate assistance to U.S. victims along with a prolonged restoration period for those in need. Had the government accepted more foreign aid and further prepared for the storm, hurricane Katrina may not have proved such a disaster in our nation’s history. This essay will explain how foreign aid was integrated into the relief effort. Additionally, this essay will explore the government’s refusal of aid from various countries†¦show more content†¦Unfortunately, in many instances this was not enough, seeing as the final death toll from the storm came to an estimated 1800 people (Kenny, 2013). As the G.A.O. stated, â€Å"it exacted terrible human cost s with the loss of significant number of lives and resulted in billions of dollars in property damage†(GAO 2006). Faster aid and relief to the victims of Katrina was a possibility that did not occur due to the lack of preparation and acceptance of aid by the United States government. Government Action In a time of crisis, the government response to the situation at hand was poor and inefficient. There were numerous flaws and errors in the relief plan proposed to the government which in turn led to delayed relief to victims in need. The immediate response phase after Katrina lasted roughly 12 days. During this time, â€Å"victims were evacuated, rescued, sheltered, and received medical care from first responders, charities and other non-governmental organizations, and private citizens†(McNeill, 2011). The fact that the U.S. government organizations were not the first responders to the disaster is shameful for our country. The majority of the immediate relief occurred thanks to the aid of private organizations such as the Red Cross along with the Bush-Clinton Katrina Fund (McNeill, 2011). The Bush administration and other government figures acted incredibly slowly and were unable to give the

Contemporary Utilization Of Classical Perspective

Contemporary Utilization of the Classical Perspective James C. Boudreau Charleston Southern University Abstract This paper will explain the contemporary utilization of the classical perspective of criminology. Deterrence theory, rational choice theory, routine activities theory, and lifestyle theory will be explained and defined thoroughly detailing each theory and provide a historical background, theorist(s) involved, prior literature, scientific methods, results, personal opinions, and policy implications for each theory. These theories are still being utilized in law enforcement in present day enforcement of laws and policies and this paper will describe an in-depth explanation of the theories. Crime has been an on-going problem since the creation of the human race. When there are people that do harm to others, either physically or emotionally, there will be others that wonder why these people commit these crimes. Theories have been enacted to determine why crimes are being committed. Keywords: Deterrence theory, cross-sectional studies, rational choice theory, scenario research, experiential effect, routine activities theory, lifestyle theory, criminology Contemporary Utilization of the Classical Perspective Modern laws, policies, statutes, rules, and regulations are based on laws, policies, statutes, rules, and regulations from the past and many are still being utilized in modern day. People make choices that can affect their lives every day. Deterrence,Show MoreRelatedReview Of Van Gogh s The Rocks Vs. Pissarro s The Goose Girl 1363 Words   |  6 Pagesaway from impressionists’ naturalism. Both groups painted contemporary pieces, inspired by landscapes and modern life. Impressionists focused on the lighting, and the natural movement of the setting they were painting. They painted things en Plein air (in open air). 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Pros and Cons of Integration Essay Sample free essay sample

Integration among Central High was a good thing and there were many pro’s about the Little Rock Nine trying to go to this school. By making this. a baby measure was being taken towards complete integrating. As a small miss. Melba had to confront a batch of integrating between Whites and inkinesss. She asked inquiries like. â€Å"why do the white people write ‘Colored’ on all the ugly imbibing fountains. the dingy public toilets and the dorsum of the busses† ( 3 ) ? Integration among Central high was a start to bettering this racialist society. Central was the best high school in the country and originally. merely white people were admitted at that place. A pro to African Americans traveling at that place would be them being allowed to acquire the best instruction they could. It would intend equal instruction between Whites and inkinesss. The Small Rock Nine was a really smart group. and Melba explained that. We will write a custom essay sample on Pros and Cons of Integration Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"each of us planned to travel to college† ( 27 ) . The Small Rock Nine was merely as smart and capable as many white pupils. they merely needed to derive equal instruction. Thankfully. the federal military personnels get sent in to protect the Little Rock Nine signifier every bit much injury as they can. Its makes Melba. â€Å"proud that I lived in a state that would travel this far to convey justness to a Small Rock miss like me† ( 95 ) . The chief pro of traveling the Little Rock Nine go toing Central High. was that they were taking a baby measure to deriving equality for their race. Although there were pro’s to the Little Rock Nine go toing Central High. there were con’s that they faced every bit good. The Small Rock nine faced many sorts of toughs from the school athletes to angry Whites who drove from other provinces merely to make an angry rabble that terrorized the group whenever they got the opportunity. Melba recalls that. â€Å"some of the white people raised their fists to us. Others shouted ugly words† ( 94 ) . The whole state of affairs besides brings a batch of unwanted attending to the households of the Little Rock Nine. Every twenty-four hours when Melba was on her manner back from school she was met by dozenss of newsmans whom she did non desire to speak to. Melba’s household besides received many intimidating phone calls from angry Whites. One white male called her and said. â€Å"Melba. nigga. I know where you live. . . Twelfth and Cross. We gon na acquire you tonight† ( 46 ) . Chilling people like this forced Melba’s household to invariably be on the ticker.

The Beatles Revolver

Question: Discuss about the the Beatles Revolver. Answer: Introduction: In North America, Oceania and Europe, 1960s has been the decade that has been particularly revolutionary in terms of popular music (Shepherd and Horn 2012). The year saw the evolution of rock music. The beginning of the decade saw the emergence of the rock and roll and pop trends. In the early 1960s, the rock and roll in their purest form was gradually overtaken by psychedelic rock, folk rock, pop rock and blues rock (Shuker 2016). The year also saw the rise in popularity of the several Western popular music groups such as The Beatles. The Beatles derived their name form the American beat band of the era, Crickets (Hoffmann, Cooper and Haney 2013). The Beatles was followed by a number of performers in Liverpool, after the national success of the band in 1962 in Britain (Feldman-Barrett 2014). By the end of the year, the band drew a wide range of Americans influences including the rhythm, should music and blues. The band also infused their original rock compositions with the increasin g complex distinctive sound and musical ideas. The Beatles never rested on their achievements. They had been constantly stretching the boundaries of pop music. The band had been creating achievements and experimented with the sounds and music. This incorporation of the innovative ideas and techniques in the music has made The Beatles to become the biggest selling rock band of all time (Haas 2013). Being influenced by the psychedelic culture, The Beatles infused their music with the replication of enhanced mind altering experiences of hallucinogenic drugs (Cox 2016). John, Ringo, Paul and George are the featuring members of the band, The Beatles. It took almost three decades for the music historians to get the work of the Beetles into proper perspective. In 2000, the Q magazine enlisted the Revolver to be the most daring and innovative album of all times by The Beatles (Montgomery 2014). The Beatles released the 7th Studio album and titled it as Revolver in the year 1966. This album has been the favorite album of the music lovers of all time (Greene 2016). The launch of the album was the most defining moments of growth and development in the long lived carriers of The Beatles. The Revolver symbolizes an evolutionary period for The Beatles which could be evident after listening to the album. The album includes the lyrics which has a feeling with every chord change. With Revolver , The Beatles transformed from being heartthrobs of teenagers into rock stars. The album has no pop songs and there are explorations of Innocence, loneliness, and dream state. During the period of the making of the 1966 masterpiece, the band made experiments with the non musical influences as could be evident from the Revolver album through a great extent (King 2015). As for example, the lyrics of the song goes like She said that had been influenced by a conversation between Harrison, Starr and Peter during an acid trip. The contribution from the outside influence to the Revolver can be evident in the song Tomorrow Never knows. The lyrics in the song had been inspired by the book The Psychedelic Experience written by Timothy Lear (Psenicka 2014). However, the book was not the only non musical influence that contributed for the song. The album was also influenced by the Indian contribution for the song Love to you which was written particularly for the Indian sitars (Braae 2015). This was the year of emergence of the Indian classical music to the top of the records in the US. The album was rapidly becoming popular among the population around the globe. The Beatles experimented with the recordings by playing backwardsor slow or speeding up. They tried to lay the recording backwards just to check the outcome of the resultant sound. The interest of the band was in the tomes which were as a result of the variations in the speed of the tape. These variations were extended to record a basictrack. They made variations at a faster beat then what they intended for the song to sound on the disc. All the songs in the album were composed soon after the returning of the band from their North American tour (Lebovic 2016). The band broadened their sound in the album which influenced not only the vocal harmony pop of the Beach boys but also the contemporary folk rock of The Byrds and Bob Dylan (Sanchez 2014). The band also expanded the instrument resources of the rock and roll music. They had used the technique in the song Norwegian Wood though the Indian sitar of George (Christiansen 2014). George had been introduced to the sitar through the instrumental score. Norwegian Wood, the song, spanked off musical craze by creating the sound from the novel instrument during 1960s. The song branched out into Indian rock and the raga rock genres. The song is now acknowledged as the cornerstone of the world music today. Moreover, it was a major milestone in creating a trend towards the incorporation of the Western music with the non-Western musical influence. The album was not only the turning point of The Beatles, but was also time for development and experimentation in the studio. The Beatles actually used the studio in several ways as an instrument. As for example, the song called Tax Man opens with a countdown. The song sounds like a coughing when heard fin the background (Ursulesku 2016). Every track on Revolver features technical innovations including the use of Leslie speakers, speed manipulation, and backward tapes where each of these innovations played a crucial role in the creation of the album (Devi 2016). Example, the song Tomorrow Never knows, was released with sounds from the Hammond organ after moving the speaker components and rigging into the microphone of John Lennon in order to create these swirling vocal sounds (Devi 2016). Another innovation that could be evident after listening to the Revolver album is that it incorporates the use of the compression on the drums (Barry 2013). It was for the first time that compression had been used as a sonic tool for creating a music album in the history of the music industry. The team of engineers in The Beatles had been credited for the invention of the Artificial Double Tracking or ADT during the music sessions of the Revolver (Russo 2015). The ADT was utilised as a time saving technique for the vocal treatments. This technique involves the implementation of two linkedtape recorders that automatically creates a doubled vocal track. The technique issued to double the vocal where the main trick is to sing the same piece two times onto a multitask tape. This invention made The Beatles delighted and they had used the technique extensively into their album, Revolver (Russo 2015). The ADT technique has now become a standard pop production method. This technique has furt her led to the development of the artificialchorus effect. Revolver incorporates the sound of better drugs and good times. The album also relates to the individual members of the greatest brand in the history of pop music which is peaking at the exact time and knowing it (Green 2013). They wrote with the unwavering confidence. The members played with reckless disregard for any and all the rules with unwavering confidence. They wrote the album by breaking the rules that ever existed in the history of pop music back then. Bill Hicks, one of the noted prophets had once made a comment that Beatles had been so high that one needed to pull them off the ceiling with a rake. This comment of the prophet influenced them with their sound Help!AndRubber Soul, where they mimicked the sound of the joint on one song (Hamelman 2015). The drugs of choice were slightly stronger in case of the Revolver. The song Yellow Submarine shows how much the Beatles were high in 1966. Despite being absurd by the fact that they let Ringo sing lead, the song became arguabl y the top song of all times (Choi 2013). The song is the most dated moment on the album. It offered the best glimpse of the movement in the music industry in s early as 1960s. The song carried freedom to the spirit of humans which still is being intoxicating and a bit silly. The band broadened their sound in the album which influenced not only the vocal harmony pop of the Beach boys but also the contemporary folk rock of The Byrds and Bob Dylan (Hamelman 2015). The band also expanded the instrument resources of the rock and roll music. The album is now acknowledged as the cornerstone of the world music today. Moreover, it was a major milestone in cresting a trend towards the incorporation of the Western music with the non-Western musical influence. The album was not only the turning point of The Beatles, but was also time for development and experimentation in the studio. The Beatles actually used the studio in several ways as an instrument. The essay helped in assessing the accomplishment of The Beatles in their 1966 masterpiece form the various perspectives related to the technological influence, innovations, and development of their rock music as we are enjoying today. The album, Revolver as released by the band had made the audiences of the several generations to be more guns crazy. The band, through the album had been able to grab the audiences by the ears. The band has been able to influence the generation so the audience and is still continuing to be having a profound impact in the music industry. The band not only changed music but also altered the way its being made. The casualness innovativeness of The Beatles that are still being followed helped the band in setting up the musical trends. They had been credited for the invention of the Artificial Double Tracking or ADT during the music sessions of the Revolver. The ADT was utilized as a time saving technique for the vocal treatments. The power of the Beatles al so influenced the generation through the feeling of love. Revolver is one of the most innovative and captivating albums of all time. It is an experience rather than just a musical album. The album takes its audiences to a psychedelic journey which is being innovated by the minds of four brilliant artists that has changed the way we had been listening to rock music. The power of the Beatles also influenced the generation through the feeling of love. Revolver has left a lasting impression in the music industry. References Barry, B., 2013, October. (Re) releasing the Beatles. In Audio Engineering Society Convention 135. Audio Engineering Society. Braae, N., 2015. Sonic Patterns and Compositional Strategies in Queen's Bohemian Rhapsody. Twentieth-Century Music, 12(02), pp.173-196. Choi, D.I., 2013. A Comparative Study of Storytelling between The Wall and Yellow Submarine. Cartoon and Animation Studies, pp.23-42. Christiansen, S., 2014. From Help! to Helping out a Friend: Imagining South Asia through the Beatles and the Concert for Bangladesh. Rock Music Studies, 1(2), pp.132-147. Cox, K.B., 2016. Mystery Trips, English Gardens, and Songs Your Mother Should Know: The Beatles and British Nostalgia in 1967. In New Critical Perspectives on the Beatles (pp. 31-50). Palgrave Macmillan UK. Devi, G., 2016. Blue Jay Way: The Imagery of Pure Consciousness in Selected Beatles songs. In New Critical Perspectives on the Beatles (pp. 119-137). Palgrave Macmillan UK. Feldman-Barrett, C., 2014. From Beatles Fans to Beat Groups: A historiography of the 1960s all-girl rock band. Feminist Media Studies, 14(6), pp.1041-1055. Green, D.J., 2013. The Synthesizer: Modernist and Technological Transformations in Film Sound and Contemporary Music. Greene, D., 2016. Rock, Counterculture and the Avant-Garde, 1966-1970: How the Beatles, Frank Zappa and the Velvet Underground Defined an Era. McFarland. Haas, R., 2013. The Beatles Are the Greatest Rock Band of All Time and I Can Prove It. Riley Haas. Hoffmann, F., Cooper, B.L. and Haney, W.S., 2013. Rock Music in American Popular Culture: Rock n Roll Resources. Routledge. King, M.S., 2015. 'Roll up for the Mystery Tour': Reading The Beatles' Magical Mystery Tour as a Countercultural Anti-Masculinist text. Global Journal of Interdisciplinary Social Sciences. LEBOVIC, S., 2016. Here, There and Everywhere: The Beatles, America, and Cultural Globalization, 19641968. Journal of American Studies, pp.1-23. Montgomery, T., 2014. The Beatles Through Headphones: The Quirks, Peccadilloes, Nuances and Sonic Delights of the Greatest Popular Music Ever Recorded. McFarland. Psenicka, C., 2014. Tomorrow Never Knows: Language Change in Progress in 1960s America. International Journal, 2(3), pp.21-35. Russo, N., 2015. à ¢Ã¢â€š ¬Ã‚ ª Psycherelic Rock. Volume!, 11(2), pp.162-173. Sanchez, L., 2014. The Beach Boys' Smile (Vol. 94). AC Black. Shuker, R., 2016. Understanding popular music culture. Routledge. Ursulesku, O., 2016. In Between the Brows: The Influx of Highbrow Literature into Popular Music. ELOPE: English Language Overseas Perspectives and Enquiries, 13(1), pp.81-95.

Ode on a Grecian Urn by John Keats A Critique Essay Example

Ode on a Grecian Urn by John Keats: A Critique Paper Ode on a Grecian Urn (also titled as Ode to a Grecian Urn) is one among John Keats’ series of Odes (songs) written in contemplation of various subjects. Collectively referred to as the Great Odes of 1819, they include the Ode on Melancholy, Ode on Indolence, Ode to Psyche and Ode to a Nightingale. Keats invented a new poetic frame for these poems for he found conventional structures to be inadequate for philosophical musings that is the Odes’ defining characteristic. Keats wanted the tone of these odes to be introspective with lesser emphasis on lyrical harmony. As critics have observed, Keats has pulled off this feat without majorly compromising on other literary elements. Although Ode on a Grecian Urn stands out in various literary aspects, it is the meaning of the poem (both obvious and suggestive) that account for its lasting relevance. The content/meaning of the poem is sweeping in scope and profound in its analysis; it also serves as a testament for the adaptabili ty of the poetic form for deliberative philosophical discourse. The breadth and scope of the Ode on a Grecian Urn can be learned from the fact that the speaker tries to find relationships between the soul, time, art and nature – some of the basic conceptual preoccupations of classical poetry. By taking up an ancient Grecian Urn as his subject, Keats is suggesting the immortality of his own poem and the concerns raised by it. A key source to the poem is Haydon’s articles on the subject that appeared in the Examiner of May 1819. In these articles, such elements of ancient Greek culture as sacrifice and superstition were discussed. (qtd in Rourke 145) Haydon also analogizes the artistry of the vase/urn makers to the style of Michelangelo and Raphael, making a connection between the ancient and modern – a theme that is central to the poem. It should also be remembered that the urn being pondered over is not an original artifact from Greek history, but only an idealized representation of the culture, style and sentiments of the er a long past. The philosophical inquiry evident in Keats’ poetry can be said to belong to Platonism, due to its placement of the soul, the divine and the transcendent, over the material, tangible and the physical. For example, Ode on the Grecian Urn urges the reader to ask: We will write a custom essay sample on Ode on a Grecian Urn by John Keats: A Critique specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Ode on a Grecian Urn by John Keats: A Critique specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Ode on a Grecian Urn by John Keats: A Critique specifically for you FOR ONLY $16.38 $13.9/page Hire Writer â€Å"When then does the soul touch upon the truth?†¦But the soul then reasons in the most beautiful manner, when it is disturbed by nothing belonging to the body, neither by hearing, nor sight, nor pain, nor any pleasure, but subsists in the most eminent degree, itself by itself, bidding farewell to the body, and, as much as possible, neither communicating nor being in contact with it, extends itself towards real being.† (Kennedy 85) The opening lines of the poem describe the aural and temporal qualities of the urn: â€Å"Thou still unravish’d bride of quietness!/ Thou foster-child of silence and slow time†. (lines 1-2) The creator of the urn is not a merchant in words as a poet is; hence the ‘foster-child of silence’. Since stone artifacts deteriorate very little over long periods of time, the references to ‘slow time’ and ‘unravished’. Addressing the urn as the ‘Sylvan historian’ in the next line further reinforces the eternal character of the object in admiration. The series of questions toward the end of the first stanza, underscore the broader philosophical reach of the poem through the details of the artifact. Although these questions are vague and sketchy, they do capture the direction and outline of Keats’ philosophical inquiry: â€Å"What men or gods are these? What maidens loth?/ What mad pursuit? What struggle to escape?/ What pi pes and timbrels? What wild ecstasy?† (lines 8-10) The words ‘pursuit’, ‘escape’ and ‘ecstacy’, do give away the sexual component of these questions. Looked at cursorily, an urn is an unimpressive and poetically unpromising addressee. This has lent license to some critics to see the object as a funeral urn, which provides them the opportunity â€Å"to enrich the poem with ponderous thoughts on death and transitoriness, or with a plethora of symbolic lore. Conversely, other critics have valiantly embraced the precariousness of the inappropriate object with an emphasis on the abject state of the disused utensil, the piece of debris, which through this abasement is elevated to the state of art. From this point of view Keats’ Ode is regarded as ancestral to surrealist translations of discarded utensils into art objects.† (Hofmann 251) The genius of Keats is at display where he juxtaposes the static scene imprinted in the urn and its possible dynamic animation in real life. What Keats is implying is the magical quality of time itself, as it empowers and liberates the players in the scene to fulfill their desires. Yet, there is potential for decay and disappointment associated with the nature of time, which the immortality of static encapsulation evades. This comparison is best captured in these lines: â€Å"Bold Lover, never, never canst thou kiss,/ Though winning near the goal – yet, do not grieve;/ She cannot fade, though thou hast not thy bliss,/ For ever wilt thou love, and she be fair!† (lines 17-20) Hence, the poem is rich in its meaning and deep in its philosophical inquisition and also substantiates the poetic form’s suitability to thoughtful deliberation. Works Cited: Hofmann, Klaus. â€Å"Keats’s Ode to a Grecian Urn.† Studies in Romanticism 45.2 (2006): 251+. Kennedy, Thomas C. â€Å"Platonism in Keats’s ‘Ode on a Grecian Urn.’.† Philological Quarterly 75.1 (1996): 85+. Rourke, James O’. Keats’s Odes and Contemporary Criticism. Gainesville, FL: University Press of Florida, 1998.

Questions to Ask During Your Medical School Interview

Questions to Ask During Your Medical School Interview Interviews are all about questions- not only for the applicant but for the interviewer as well. Most medical school applicants spend a great deal of time considering what they might be asked and how they will respond. No doubt about it, you will be grilled during your interview for medical school. Although tips for applying to medical school abound, many med school interview candidates dont realize is that the interview is also a time to ask questions. In fact, you will even be judged on the quality of your questions. Asking good questions is important because it shows that you are informed and interested in the program. More importantly, it is only by asking relevant questions that you will gather the information needed to determine if a particular medical school is right for you. The admissions committee is not just interviewing you. You are interviewing them. Too often candidates take the position that they will attend any school that admits them. Remember that you need to choose a program that is a good match for you. It is only by asking questions that you can accurately determine that. What Not To Ask One caveat about asking questions: Remember to do your homework. You should already know a lot about the program. Your questions should never ask about simple information that can be gleaned off of the website. You are expected to be aware of such materials. Instead, your questions should probe and follow up on what you have already learned. Never ask any personal questions of the interviewer either- unless they specifically relate to how that person enjoys the environment, classes or professors of that med school. Steer clear of questions whose answers dont help you understand the program better or that delve too deeply into the person sitting in front of you (though polite questions like how are you? are completely fine in conversation). This is your chance to get to know the school, not the interviewer. That said, it is important to tailor your questions to your interviewer. For example, ask questions about the quality of life  that the interviewer, as a resident of the school, would know the answers to.   Curriculum and Evaluations One of the primary reasons to choose one medical school over another is the courses offered specifically in that program. Therefore it is important to ask if there are any special programs for which this medical school is notably special. Its even better to ask about specific programs youve researched on the school website or course catalog.   Since most medical programs are slightly different with how they handle clinical application years, it is also important to ask the interviewer to describe the curriculum during the pre-clinical and clinical years and if there is any flexibility in the coursework (how many  electives  are offered and the timing of the courses). What makes this program different than another similar program youve discovered at another school? What difference is there in teaching style? Questions like these will help you determine if the medical school youre applying to is the right fit. Evaluation of students can also be drastically different from one institution to another. If the website or course catalog does not specifically cover the topic, you should ask your interviewer how students are academically evaluated and what the course of action is should a student perform poorly. How does the school assist students who do not pass? Clinical evaluations, similarly, can be carried out differently from school to school, so you should also ask about their process for such.   The future of students attending this particular med school can also help you determine whether or not you can achieve your goals as a student by attending. Asking how do students from this  medical school  perform on the National Board Examinations (percentage-wise) and which residency programs the recent graduates were accepted to can shed some light on the likelihood an education at this program will improve your chances of getting into the residence of your choice. If you have a narrower idea of where youd like to attend medical school, perhaps asking what clinical sites are available (rural, urban or private) and if students are permitted to do rotations at other institutions will provide more insight into the programs offerings.   Resources and Faculty-Student Interactions Speaking of resources, it is important that at the end of the interview you understand exactly what tools the program has to help you along in your college career. Ask about the library and electronic journal database access- is it, in the interviewers opinion, adequate for all the current medical information you will need. Further, what computer and technology resources are available to students? It is critically important, especially in modern times, that the program offers adequate resources, so dont hesitate to ask for clarification on any of their availability.   Also, finding out what kind of academic, personal, financial and career counseling services are available can help you better understand how well the program cares for the individual needs of its students. If you are a minority or special interest group, you may want to know the diversity of the student body and any support services or organizations for ethnic minorities and women the school may offer. If you are married, asking if there are services available for spouses and dependents will alleviate some of your concerns with family issues.   In terms of faculty-student interactions, you may want to know how each advisor is assigned and what the working relationship with students is throughout the program. This typically includes work on faculty research, so you may want to ask how that gets assigned and if students are given the opportunity to design, conduct and publish their own research.   Financial Aid Medical school can be expensive- very expensive- so asking about what kinds of  financial aid are offered could be imperative to the pursuit of your medical school degree. You should ask the interview how common it is for students to have unmet needs in their financial aid package  and how these students come up with the extra funds. Perhaps someone is available to assist  students with financial aid, budgeting, and financial planning?   In any case, it is important that before you finish the interview you have a bit more comfort in how you will manage to pay for your tuition and degree. Asking a variety of questions surrounding financial aid, including clarifying exactly what the expected cost of tuition will be, can help give you this piece of mind.   Student Involvement Its important to remember that you are paying for your education and you alone are responsible for making the most of your education. One of the best ways to ensure this (other than choosing professors and courses suited best to you) is to get involved on campus and in the program itself. Ask your interviewer what medical school committees have student representation and what opportunities exist for students to provide program feedback and participate in  curriculum planning. This will allow you more freedom to influence your program to most benefit your curriculum goals. Similarly, the student council or government involvement may be an important question to ask.   In terms of the valuable on-the-job experiences that will go toward future residence applications, community service also plays a key role in your education. You may consider asking if most students are involved in those activities and which community service opportunities are available to students. It might even be a requirement of completing your degree, so its best to ask the interviewer exactly how the program regards and encourages student involvement.   Campus Policies As a student entering the medical field, you should understand the importance of an institutions response to medical emergencies and virus outbreaks. Consider asking your interviewer what the protocol is for dealing with student exposure to infectious diseases. Are vaccinations provided against Hepatitis B or prophylactic AZT treatment in case of a needle-stick or accident? There are many more campus policy questions you could ask depending on your lifestyle, career goals, and medical needs as a student. For instance, if you are a student living with a disability, you might consider asking if  disability insurance  is provided by the school. If you hope to fast-track your degree, you may ask about the possibility of taking on a heavier course load. Inversely, if you are working full-time and hope to only enroll in night classes, you may ask what the campus policy is for attendance and when courses are offered, specifically. If you anticipate a loved one passing or needing critical care and you are forced to leave school, you may ask what the grievance procedure is for the institution. Location and Quality of Life If youre relocating to the area for school- especially if the interview happens to coincide with your first visit to its location- you may want to ask specific questions about the city and campus standard of living. Asking what the housing facilities are like and if most students live on or off campus is perfectly acceptable as long as the information has not already been provided on the website (do your research first). Even personal lifestyle questions like what the neighborhood is like and what kind of stores and restaurants are around are okay to ask in this vein of questioning. Commuting may become an issue if you choose off-campus housing. You should ask your interviewer if a car is necessary and what public and school transit options are available if you choose to do so.   Questions to Ask Yourself The answers the interviewer gives to all of the above questions should serve to give you a better understanding of what being a student of the medical school will entail. Once youve completed the interview, its time to review your notes and ask yourself a few questions that will help you decide if the program is truly right for you.   Start with the core curriculum and education program offered. Does this school provide training in the type of medicine you want to practice- primary versus specialized care, urban versus rural practice, academic medicine or private practice education? Is the program specific (or broad) enough to meet the needs of your professional goals? Do you like the professors youve researched or heard about in the program? These questions will guide you to the most important facet of choosing a program: is it the right fit for me? If yes- and you have more than one yes program- you should then examine how you feel about the school itself and the neighborhood youll be living to attend classes. Compare the perks and disadvantages of attending each of the programs that suit your educational needs. Will you be happy at the school? In the neighborhood? If youve answered yes to all of these, youve found the program for you!

IFRS Illustrated Financial Statement Essay Example | Topics and Well Written Essays - 1000 words

IFRS Illustrated Financial Statement - Essay Example US GAAP, on the other hand, requires that post-tax loss/income as well as pre-tax loss/income be presented on the face of an entity’s income statement. IAS 1, which falls under IFRS, prohibits all extraordinary items while under US GAAP it is permitted. Depreciation under IFRS requires that components of the asset being depreciated that have varying benefits are to be depreciated separately while under US GAAP, component method of accounting is just permitted, but it is not a requirement. IFRSs, in revenue recognition have general principles that guide as to whether or not revenue is recognizable. Under US GAAP, on the guidance of revenue recognition, there is a more particular guidance in the determination of whether there should be recognition of a given revenue type. Also under US GAAP, public companies are supposed to utilize the more detailed guidance that the SEC provides. As per IAS 19, which falls under IFRSs the recognition of actuarial losses/gains, IFRS has an accou nting policy that helps recognize all actuarial losses/gains under the sub-heading of OCI- Other Comprehensive Income, with a provision that these should be recognized fully with regards to the period that they occur. On the other hand, US GAAP requires that the entire actuarial losses/gains are recognized under the profit or loss in totality, but this does not exclude the permission to make a deferral in equity of losses/gains without going beyond the set limits. Those losses/gains are at first shown under OCI originally. (iasplus.com, 2008) Differences between IFRSs and US GAAP in the Statement of Financial Position In the statement of financial position of entities, there also exist differences while using IFRS and US GAAP. One of the differences arises under the classification of payments that are share-based in the financial position statement. IFRS 2 there is a focus upon whether the award in question can be settled in cash. US GAAP, under the same scenario, requires more deta ils which may lead to further share-based arrangements being put under the classification of liabilities. Another example of a variance is that of contingent assets and liabilities. Under IFRS, it falls in IFRS 3. This IFRS requires that all contingent liabilities be recognized at fair value if such fair values are reasonably measurable. Then, the contingent liability is estimated at the original amount or the recognized amount, whichever is higher. US GAAP, on the other hand, states that all contingences that are contractual are recognizable at fair value. In the case of non-contractual contingences, these are recognizable only if such are more likely than not that such meet the definitions of a liability or an asset at the date they were acquired. Subsequent to recognition, companies maintain the original measurement up to the point new information is gotten so as to consider their fair values. IFRS does not recognize contingent assets while US GAAP they are recognized at the lowe r of fair value and the best future estimate. IFRSs include intangible assets while doing a segmental disclosure. US GAAP do not include intangible assets. IFRS 8 also requires disclosure of segmental liabilities while the US GAAP do not call for such recognition. Under IFRS deferred tax liabilities and assets are always classified under non-current equivalent while under US GAAP the classification