The Right Reaction to Affirmative Action Essay -- Inequality Equality

The Right Reaction to Affirmative Action As much as we would like to forget it, racial and gender disparity has been a part of our history since America was young. Racial disparity is still very evident in American society today as illustrated by continued racial discrimination and remaining signs of societal segregation. One of the key issues that arise when regarding affirmative action is whether or not affirmative action fairly promotes equality and atones for past prejudices. Another concern is whether the current affirmative action policy is the right policy to use. Through the discussion of empirical claims, moral claims, public opinion, international statistics, and the history involved in affirmative action, we have decided that the best position for our candidate is pro-affirmative action with some restrictions. The debate on affirmative action exists because the concerns it deals with impact a vast amount of people, and the effectiveness of affirmative action is constantly questioned. It is a very divisive issue because affirmative action affects different groups of people in different ways, and some benefit more from affirmative action than others. In addition, it causes people to be classified into groups, and at the same time, strives to break down group barriers. It is an issue that is difficult to resolve because people have varied ideas about how the problems of racial inequality and historical discrimination should be addressed. In 1961, President John F. Kennedy created the Committee on Equal Employment Opportunity to make sure that hiring practices were made without racial discrimination. Following this order in 1965 Lyndon B. Johnson stated: the executive order requires government contract... ...y 2003. http://www.aacte.org/Membership_Governance/affirmativeactionstmt.pdf {secondary scholarly; print via internet} (not used for evidence) Unemployment rates. 2004. Public Agenda. <http://www.publicagenda.org/issues/factfiles_detail.cfm?issue_type=race&list =9>. {secondary scholarly; print via internet; reputable} Wilson, Pete. "Proposition 209 and the affirmative action debate on the University of California campuses." Feminist Studies 25 (n.d.)1999 <http://proquest.umi.com/pqdweb?index=37&did=000000042121378&SrchMode=1&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1082526756&clientId=9269>. {primary scholarly; print via internet; authoritative} Williams, Walter. Affirmative Action Can't Be Mended. 15 Dec. 1997. CATO Institute. <http://www.cato.org/dailys/12-15-97.html>. {popular news; internet publication; apparently credible} The Right Reaction to Affirmative Action Essay -- Inequality Equality The Right Reaction to Affirmative Action As much as we would like to forget it, racial and gender disparity has been a part of our history since America was young. Racial disparity is still very evident in American society today as illustrated by continued racial discrimination and remaining signs of societal segregation. One of the key issues that arise when regarding affirmative action is whether or not affirmative action fairly promotes equality and atones for past prejudices. Another concern is whether the current affirmative action policy is the right policy to use. Through the discussion of empirical claims, moral claims, public opinion, international statistics, and the history involved in affirmative action, we have decided that the best position for our candidate is pro-affirmative action with some restrictions. The debate on affirmative action exists because the concerns it deals with impact a vast amount of people, and the effectiveness of affirmative action is constantly questioned. It is a very divisive issue because affirmative action affects different groups of people in different ways, and some benefit more from affirmative action than others. In addition, it causes people to be classified into groups, and at the same time, strives to break down group barriers. It is an issue that is difficult to resolve because people have varied ideas about how the problems of racial inequality and historical discrimination should be addressed. In 1961, President John F. Kennedy created the Committee on Equal Employment Opportunity to make sure that hiring practices were made without racial discrimination. Following this order in 1965 Lyndon B. Johnson stated: the executive order requires government contract... ...y 2003. http://www.aacte.org/Membership_Governance/affirmativeactionstmt.pdf {secondary scholarly; print via internet} (not used for evidence) Unemployment rates. 2004. Public Agenda. <http://www.publicagenda.org/issues/factfiles_detail.cfm?issue_type=race&list =9>. {secondary scholarly; print via internet; reputable} Wilson, Pete. "Proposition 209 and the affirmative action debate on the University of California campuses." Feminist Studies 25 (n.d.)1999 <http://proquest.umi.com/pqdweb?index=37&did=000000042121378&SrchMode=1&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1082526756&clientId=9269>. {primary scholarly; print via internet; authoritative} Williams, Walter. Affirmative Action Can't Be Mended. 15 Dec. 1997. CATO Institute. <http://www.cato.org/dailys/12-15-97.html>. {popular news; internet publication; apparently credible}

Debt and Trial Balance Essay

DRIVE PROGRAM SEMESTER SUBJECT CODE & NAME BK ID CREDITS MARKS ASSIGNMENT WINTER 2013 MBADS/ MBAFLEX/ MBAHCSN3/ MBAN2/ PGDBAN2 1 MB0041 FINANCIAL AND MANAGEMENT ACCOUNTING B1624 4 60 Note: Answer all questions. Kindly note that answers for 10 marks questions should be approximately of 400 words. Each question is followed by evaluation scheme. Q. No Questions Marks Total Marks 1 Give the classification of Accounts according to accounting equation approach with its meaning and examples. Compare the traditional approach with modern approach of accounting equation approach. Analyze the transaction under traditional approach. a. b. c. d. e. f. g. h. 20. 1. 2011 Paid salary Rs. 30,000 20. 1. 2011 Paid rent by cheque Rs. 8,000 21. 1. 2011 Goods withdrawn for personal use Rs. 5,000 25. 1. 2011 Paid an advance to suppliers of goods Rs. 1,00,000 26. 1. 2011 Received an advance from customers Rs. 3,00,000 31. 1. 2011 Paid interest on loan Rs. 5,000 31. 1. 2011 Paid instalment of loan Rs. 25,000 31. 1. 2011 Interest allowed by bank Rs. 8,000 Classification of accounting equation approach with meaning and examples Analysis of transaction –with accounts involved-nature of accountaffects and debit/credit 2 4 10 6 The following trial balance was extracted from the books of Chetan, a small businessman. Do you think it is correct? If not, rewrite it in the correct form. Debits Stock Purchases Returns outwards Rs. Credits 8250 Capital 12750 Sales 700 Returns inwards Rs. 10000 15900 1590 Discount received Wages and salaries Rent and rates Sundry debtors Bank Overdraft 800 2500 1850 7600 2450 Discount allowed Scooty Carriage charges Sundry creditors Bills payable 800 1750 700 7250 690 Journal entries of all the transactions Conclusion 3 6 10 4 From the given trial balance draft an Adjusted Trial Balance. Trial Balance as on 31. 03. 2011 Debit balances Furniture and Fittings Buildings Rs. Credit balances Rs. 10000 Bank Over Draft 16000 500000 Capital Account 400000 Sales Returns 1000 Purchase Returns 4000 Bad Debts 2000 Sundry Creditors 30000 Sundry Debtors 25000 Commission Purchases 90000 Sales Advertising 20000 Cash 10000 Taxes and Insurance 235000 5000 General Expenses 5000 7000 Salaries TOTAL 20000 690000 TOTAL 690000 Adjustments: 1. 2. 3. 4. 5. Charge depreciation at 10% on Buildings and Furniture and fittings. Write off further bad debts 1000 Taxes and Insurance prepaid 2000 Outstanding salaries 5000 Commission received in advance1000 Preparation of ledger accounts Preparation of trial balance 4 6 10 4 Compute trend ratios and comment on the financial performance of Infosys Technologies Ltd. from the following extract of its income statements of five years. (in Rs. Crore) Particulars 2010-11 2009-10 2008-09 2007-08 2006-07 27,501 22,742 21,693 16,692 13,893 Operating Profit (PBIDT) 8,968 7,861 7,195 5,238 4,391 PAT from ordinary activities 6,835 6,218 5,988 4,659 3,856 Revenue (Source: Infosys Technologies Ltd. – Annual Report) Preparation of trend analysis Preparation of trend ratios 4 Conclusion 5 4 10 2 Give the meaning of cash flow analysis and put down the objectives of cash flow analysis. Explain the preparation of cash flow statement. Meaning of cash flow analysis Objectives of cash flow analysis 3 Explanation of preparation of cash flow analysis 6 2 10 5 Write the assumptions of marginal costing. Differentiate between absorption costing and marginal costing. Assumptions of marginal costing (all 7 points) 4 Differences of marginal and absorption costing (Includes all 8 6 points) 10

Quotes on Strategic Composition in the Writing Process

The writing process is the series of overlapping steps that most writers follow in composing texts. Also called the composing process. In composition classrooms before the 1980s, the writing was often treated as an orderly sequence of discrete activities. Since then--as a result of studies conducted by Sondra Perl, Nancy Sommers, and others--the stages of the writing process have come to be recognized as fluid and recursive. Beginning in the mid-1990s, research in the field of composition studies began to shift again, from an emphasis on process to a post-process focus with the emphasis on pedagogical and theoretical examination of culture, race, class, and gender (Edith Babin and Kimberly Harrison, Contemporary Composition Studies, Greenwood, 1999). Reflect on these facts, and your own writing process, as you explore the following excerpts. Process vs. Product: Writing Workshops A watchword of much recent composition theory is process: teachers are warned against concentrating on papers as products and invited to engage with papers as part of the writing process. . . .Teachers interested in the writing process may turn their classes into writing workshops in which commentary on papers is designed to spark an ongoing process of revision. In at least one influential model, this workshop atmosphere follows from the belief that students already know how to express themselves, that writing is based on an innate competence for expression.(Harry E. Shaw, Responding to Student Essays, Teaching Prose: A Guide for Writing Instructors, edited by K.V. Bogel and K. K. Gottschalk, Norton, 1984) The Recursive Nature of the Writing Process   [D]uring any stage of the writing process, students may engage mental processes in a previous or successive stage.(Adriana L. Medina, The Parallel Bar: Writing Assessment and Instruction, in  Reading Assessment and Instruction for All Learners, ed. by Jeanne Shay Schumm. Guilford Press, 2006)- The term [recursive] refers to the fact that writers can engage in any act of composing--finding ideas, thinking about ways of organizing them, imagining ways of expressing them--at any time during their writing and often perform these acts many times while writing.(Richard Larson, Competing Paradigms for Research and Evaluation in the Teaching of English.  Research in the Teaching of English, October 1993) Creativity and the Writing Process The open-ended writing process may lead to successive versions of a short piece of writing as it goes through various stages or transformations: you end up keeping what is in effect the last version and throwing away all the previous ones--that is, throwing away 95 percent of what you have written. . . .If you separate the writing process into two stages, you can exploit these opposing muscles [of creativity versus critical thinking] one at a time: first be loose and accepting as you do fast early writing; then be critically toughminded as you revise what you have produced. What youll discover is that these two skills used alternately dont undermine each other at all, they enhance each other.For it turns out, paradoxically, that you increase your creativity by working on critical thinking. What prevents most people from being inventive and creative is fear of looking foolish.(Peter Elbow, Writing With Power: Techniques for Mastering the Writing Process, 2nd ed. Oxford University. Pre ss, 1998) Writers on the Writing Process You must write first and avoid afterward. A writer is in no danger of splitting an infinitive if he has no infinitive to split.(Stephen Leacock, How to Write, 1943)- In the writing process, the more a story cooks, the better. The brain works for you even when you are at rest. I find dreams particularly useful. I myself think a great deal before I go to sleep, and the details unfold in the dream.(Doris Lessing in Mrs. Lessing Addresses Some of Lifes Puzzles, by Herbert Mitgang. The New York Times, April 22, 1984) Criticism of the Process Paradigm For many writing teachers and researchers, the thirty-year-old love affair with the process paradigm has finally begun to cool. . .. Frustration has focused on a number of problems: the way writing has been turned into a largely interior phenomenon; the way it has been reduced to a more-or-less uniform sequence of stages (thinking, writing, revision); the way it has been modeled on a single kind of text, the school essay; and the way it has been conceived as the outcome of a general skill that transcends both content and context and is capable of being learned in a short period of time by young people in formal educational settings. At its worst, critics have contended, the process has left our students without a precise language to talk about rhetorical products, without substantive knowledge concerning rhetorical practices and their effects, and without the deep-seated rhetorical habits and dispositions needed for effective and responsible participation in genuinely deliberative de mocracies.(J. David Fleming, The Very Idea of a Progymnasmata. Rhetoric Review, No. 2, 2003)