Isolation in The Great Gatsby Essay

Hundreds of people are gathered around dancing, drinking, and having a good time. People are causally talking and laughing. Men and women from all around are having the â€Å"time of their life. † However, the lifestyle of the city, money, and connections don’t always create fulfilled, happy lives. For Daisy Buchanan, Nick Carraway, and Jay Gatsby, they are never alone but always isolated. Daisy Buchanan uses her need for attention and people to adore her most likely to cover up her fear of isolation. From the beginning Daisy has virtually been alone. Her husband Tom was not even there for the birth of their only daughter. Well, she was less than an hour old and Tom was God knows where. I woke up out of the ether with an utterly abandoned feeling†¦ † (21). She was very isolated from Tom at that point of time in their marriage. This stems her fear of being alone leads to the suspicion of Tom and Myrtle’s affair. She doesn’t have the strength to step away from Tom’s money or her fear and confront him though. She uses attention to cope with his affair. For example, she kisses Gatsby in her own husband’s house. She needs to know that someone will give and receive her attention. She lets her fear of isolation run her life. Nick Carraway is the one of the most isolated characters in The Great Gatsby. He once said that, â€Å"At the enchanted metropolitan twilight I felt a haunting loneliness †¦ sometimes (61-62). † Through this quote Nick expresses his overwhelming loneliness of city life. He is originally from the Midwest and doesn’t know many people in West or East Egg. He feels alone in the â€Å"crowd† especially at Gatsby’s famous parties when â€Å"introductions (are) forgotten on the spot† (44) and enthusiastic meeting occur between people who don’t even know each other’s names. Nick also feels alone when he realizes he had turned thirty already. He fears growing old because he sees isolation within old age. He sees the people around him and notices that no one is truly happy and as they age life doesn’t get any better. Jay Gatsby’s death confirmed his fears of isolation. Gatsby was the most well known man in West Egg and hundreds of well known, famous people showed up at his parties every night, yet â€Å"Nobody came† (143) to his funeral. Nick was just an average person just trying to work his way up to the American dream. If no one came to say goodbye to Jay Gatsby after his death, what was in store for him when he died. This mphasized his fear of growing older and being isolated. Jay Gatsby seemed like he was on top of the world from the outside looking in. He was extremely wealthy and had hundreds of people at his house at all times; however, on the inside he was just like everyone else, lonely. The love of his life married a different man when he went off to war. He had never gotten over her and always longed for her to come back to him. He isolated himself from everything that didn’t have to do with her. He made his money, bought his house, and threw his parties in hopes to impress and get her back into his arms. He was still in need of company though. He asked Nick Carraway to go to Coney Island in his car late one night. Then, when Nick said it was too late, Gatsby asked if he’d like to go swimming. Nick turned down his offer yet again. Gatsby had all the toys, money, and people in the world to interact with yet he was still lonely because he had isolated himself so much from the outside world. Even into his death, Gatsby didn’t have anyone but a few people at his funeral. He had isolated himself so much; he never made any true relationships. Throughout The Great Gatsby, Daisy, Nick, and Jay suffer from the fear or isolation of the outside world. The dream life of knowing people, being wealthy and living in the city with the upper class is as glamorous as it seemed to be for these characters. They are always around people, but always alone. It’ll show you how I’ve gotten to feel about – things. Well, she was less than an hour old and Tom was God knows where. I woke up out of the ether with an utterly abandoned feeling, and asked the nurse right away if it was a boy or a girl. She told me it was a girl, and so I turned my head away and wept. ‘All right,’ I said, ‘I’m glad it’s a girl.

DNA the Master Code for All Living Things

Bacteria, zebras, mosquitoes, anacondas, essentially all living things have one thing in common which makes them what they are. It is DNA. It is one of the greatest biological discoveries in the history of mankind. It is not only related to biology but is tied to the study of chemistry as well because of the convoluted molecular structure. DNA is short for the molecule deoxyribonucleic acid. RNA or ribonucleic acid is another nucleic acid derived from DNA and used as a template to make proteins, the product of the genetic code. In an article, â€Å"What is DNA? † written by James Randerson, DNA is described as, â€Å"†¦ he master code for life †¦ the instruction book that each organism uses to run its body and govern its behavior, a book that each creature hands on to its offspring, either in full or in part. † In other words it describes how at times not the whole book (DNA) is passed down from parent to progeny. A father and mother both contribute their DNA making the son similar but not identical to his father and mother. Also, because DNA stores all genetic information including diseases, which can be passed down from generation to generation. These diseases are the effect of a mutation in the DNA structure. In 1868, a Swiss physician and biologist extracted a phosphorus containing substance. He called it nuclein because he found it in the nuclei of several cells. He managed to extract this substance from discarded surgical bandages, specifically by examining the pus cells (pus cells are white blood cells). James Watson, an American geneticist, and Francis Crick, a British physicist studying in the University of Cambridge, began examining x-ray images made by Rosalind Franklin and Maurice Wilkins. In 1953, James and Francis constructed the first three-dimensional model of the DNA structure. The model showed all nitrogenous bases, pentoses (sugar), and phosphate groups. Several years later, James Watson, Francis Crick, and Maurice Wilkins received the Nobel Prize for Physiology or Medicine. Before the three-dimensional model, Erwin Chargaff discovered a pattern between the base pairs. He discovered that the amount of adenine is the same amount of thymine. the same is true for the other base pair guanine and cytosine. Chargaff’s discovery led him to understand the basic pairing rules. You might wonder what makes our DNA different from the DNA of a sheep, sea urchin, or a turtle. Based on the studies of Chargaff and the rest of his colleagues at Columbia University, the four nitrogenous bases occur in different ratios in the DNAs of different organisms and that the bases have a numerical relationship. For example, The base composition (mol percentage) of Homo Sapiens is 30. 9 % adenine, 19. 9% guanine, 19. 8% cytosine, and 29. 4% thymine. This shows that Chargaff’s study was very helpful for James Watson and Francis Crick’s three-dimensional model of a DNA molecule. I chose to research DNA because it is a very interesting topic to discuss. It makes me who I am, my hair, eye, and skin color, my height and weight, overall health, metabolism, etc. I find both biology and chemistry my favorite subjects and DNA because it is a key molecuel that defines health. In the future I plan to become a M. D. (Medical Doctor). I will definitely have to be familiar with this molecule and what DNA sequences mean in case I needed to diagnose a patient with a certain genetic disease. By examining his or her genetic code I could determine possible diseases. I really enjoy any type of problem solving. I could utilize this knowledge to explore disease in my own family, specifically my dad’s side. From my grandfather to my own father and uncles, everyone has minor cardiovascular diseases caused by high cholesterol. I want to discover what mutation in my family’s DNA that causes this condition and develop treatments to improve their health. DNA molecules are located in the nucleus of a cell. When they are tightly packed together they are known as chromosomes. The structure of DNA is very complicated. DNA is a double helix molecule. The structure looks like a twisted ladder. A double helix is the molecular structure created from double-stranded molecules of nucleic acids held together by hy drogen bonding between nucleotides. Nucleotides contain three characteristic components: (1) a nitrogenous base, (2) a pentose (sugar), and (3) phosphate group. Four nitrogenous bases make up DNAs support of the double helix: adenine (A), guanine (G), cytosine (C), and thymine (T). These bases are split into two groups. (A) and (G) are in the purine base group and (C) and (T) are in the pyrimidine base groups. In the structure of DNA base pairs are formed between the four bases. A base pair is when two nitrogenous bases (a purine to a pyrimidine or vice versa) are linked by weak hydrogen bonds. Adenine (A) and thymine (T) form a base pair and guanine (G) and cytosine C) form a base pair. In the structure of DNA (A) and (T) are held together by two hydrogen bonds, while (C) and (G) are held together by three hydrogen bonds. The next components of DNA form the backbone of the two spiraling strands. The backbones consist of alternating phosphate and pentose (sugar). Two kinds of pentoses are found in nucleic acids, deoxyribose and ribose. Deoxyribose is basically the same as ribose but it has one less oxygen atom in it’s structure. The phosphate group is connected to the pentose (deoxyribose or ribose) on the backbone of the DNA structure. They are both held together by covalent bonds. The pentose is also connected to the nitrogenous base. When a pentose (sugar) and a base combine it is called a nucleoside. An example of a nucleoside, is when the base thymine bonds with the pentose (sugar) deoxyribose, deoxythymidine forms. The nucleoside then combines with the phosphate to make the nucleoside a nucleotide. In the article â€Å"How DNA Works,† Craig Freudenrich explains how the â€Å"hydrogen bonds between phosphates cause the DNA strand to twist. The nitrogenous bases point inward on the ladder and form pairs with bases on the other side. This makes DNA look somewhat like a spiraling staircase. DNA functions to store the complete genetic information required to specify the structure of all the proteins of each species of organism, to program in time and space the orderly biosynthesis (the process of converting simple nutrients like: sugars, lipids, and amino acids into complex products like, proteins and vitamins) that make cell and tissue, and organs which determine the activities of an organism throughout its life cycle, and determine the distinctiveness of the given organism. DNA also has another function. It is meant to be replicated so copies can be passed down from cell to cell and generation to generation. The National Human Genome Research Institute describes the transfer occurs â€Å"In sexual reproduction, organisms inherit half of their nuclear DNA from the male parent and half from the female parent. However, organisms inherit all of their mitochondrial DNA from the mother. This occurs because only egg cells, and not sperm cells, keep their mitochondria during fertilization. To complete these instructions, DNA sequences are transcribed into messages made of RNA and ultimately translated into sequences of amino acids to produce proteins. DNA genetic information is composed of specific long sequences of A, T, G, and C. The process begins with the sequences being transferred to a single strand RNA molecule. RNA is only slightly different from DNA. The important difference between them is that one of the pyrimidine bases are not the same. Thymine is a principal pyrimidine in DNA, while uracil is a principal pyrimidine in RNA. The new RNA (mRNA) molecule is a messenger containing transcribed code from the DNA molecule. The mRNA travels out of the nucleus into the cytoplasm. According to The National Human Genome Research Institute, in the cytoplasm â€Å"the information contained in the mRNA molecule is translated into the â€Å"language† of amino acids, which are the building blocks of proteins. This language tells the cell's protein-making machinery the precise order in which to link the amino acids to produce a specific protein. This is a major task because there are 20 types of amino acids, which can be placed in many different orders to form a wide variety of proteins. † Proteins do most of the work in our bodies; they move molecules in our bodies, they help us move by making our muscles, they help create our immune system that helps protect from any infections in our body or illnesses, and much more. DNA is one of the greatest discoveries my man. It was not discovered by a single human being but several. DNA is what makes a female human to give birth to a baby girl not to a baby giraffe or cub. DNA is passed down from generation to generation by sexual reproduction. Half of the father’s genes and half of the mother’s go to their son or daughter. Your DNA is not the same as your brother’s because sometimes you get more from your mom’s side or more from your dad’s side, it all depends. It is extraordinary how we are made from a string of DNA molecules that construct our body and make us who we are. DNA is now at a point where we use it for many reasons, not just for research. DNA forensics is one of the most practical ways of using DNA. Forensics is the application of many sciences to discover aspects about a crime. A government website describing DNA forensics, lists many examples of DNA uses for Forensic Identification. They include: â€Å"identification of potential suspects whose DNA may match evidence left at crime scenes; exoneration of persons wrongly accused of crimes; identification of crime and catastrophe victims; establishment of paternity and other family relationships; identification of endangered and protected species as an aid to wildlife officials (could be used for prosecuting poachers); detection of acteria and other organisms that may pollute air, water, soil, and food; Matching organ donors with recipients in transplant programs; determination of pedigree for seed or livestock breeds; and authentication of consumables such as caviar and wine. † It is great that DNA has been incorporated into forensics. Hopefully, in the near future, DNA technologies will be incorporated in a variety of ot her applications.

Absence Of The Father Figure

Absence Of The Father Figure In a play that is very well written by a famous and talented writer, the absence of a father from a middle class family shows a sever effect on the children. Thomas Lanier Williams known as Tennessee Williams was the writer of a play titled The Glass Menagerie. Mr. Williams often saw his parents engaged in violent argument and how it frightened his sister Rose. His father who was a shoe sales man forced him out of college to work for the shoe company, but later in life he returned to college and won an essay contest. Tennessee Decided to become a play writer after watching a production of Henrik Isben’s named Ghosts. In his lifetime he won several awards for his writing including 2 times the Pulitzer Prize. He suffered from deprecation in the last ten years of his life after losing his loved one to cancer. Mr. Williams battled alcohol and prescription drug addiction and ended his life chocking to death on a bottle cap in his New York City residence. In his play the Glass Mena gerie he clearly pictured a lower middle class family with a crippled daughter, a mother who normally brags about her glorious days, a father who had left leaving behind not much but a bizarre massage and a brother who resented all of that and want to go and follow his dreams. First, the play takes place in the Wingfield’s apartment across an ally from a ball room. It is narrated by Tom who is also the son of Amanda, the mother, and the brother of Laura, the daughter. Amanda is a single mother trying to raise her children under a harsh financial condition. Frequently, she talks about her old days and how she was charming and wanted by too many Gentleman callers. Tom is the son who is obligated to let go of his dreams and work in a warehouse to support his family, but he can’t just forget his passion for adventure, so he relive it by watch movies and imaging himself to be the main character. Laura, Amanda’s daughter, is a very shy young girl who is also crippled. She confines herself to her glass collection which is so fragile to hide away from the real world. Many critics consider her to be the main character of the play because of her ideal role as well as the play name. Jim O’Connor who is Tom’s work mate and used to be Laura’s class mate. He was invited to diner by Tom to be a Gentleman caller to Laura, but he is committed to another person. Mr. Wingfield, which is represented by a Hugh portrait in the room, he is absent and no one knows where he is, and the only thing his family knows about his departure is that he left a massage saying hello and good bye. Second, the play is a classic about a single mother devoted to her children trying to raise them under a very harsh financial condition remembering her glory days and denying the fact that her daughter is handicapped. Amanda the mother wants the best for her daughter Laura. She wants her to marry a respectable Catholic man who has a good job and not a drunkard. A manda asked her son Tom to bring a friend from work to be the gentleman caller for her daughter. Tom is son who works in a warehouse to support his mother and sister, he does not only hate the being a warehouse worker he dreams about leaving the house to follow his desire for adventure. Laura who is disabled and lacks self confidence, she hides behind a glass collection from the real world. Laura sees her disability as something that very shameful. She dropped out of college because of her low self steam, and finally a memory of a selfish father who left his family struggling to survive.

Art Essay Example | Topics and Well Written Essays - 2750 words - 1

Art - Essay Example 2) Duration - this was observed through rhyme, length of the notes, and the speed. Through the nursery rhymes, different notes such as the short notes and long notes was seen to make the nursery rhyme more meaningful. 4) Pitch – this was observed through ‘Mary Had A Little Lamb,’ as it involved the high and low notes of the keyboard. When playing the keyboard, the faster notes demonstrated the pitch while shorter notes displayed lower pitch. Belly Dancing consumed ten hours, which involved attending lessons from a family friend, who is a belly dancer, as well as watching belly-dancing videos on YouTube. I met with instructor, the family friend, once a week for nine weeks with each session being one hour, in length. The last hour was done by practicing on the YouTube videos in which demonstrated the different moves of belly dancing. Eventually, through these lessons, I learnt the different belly dancing movements. 4) Space - through dancing, I was taught how to use the space and specifically personal space, an aspect that links to relationships. Additionally, I managed to use the space optimally, and safely to avoid the occurrence of any accident. All the elements of dance are linked, and successfully organise a well-structured dance. The music played along the dance demonstrated that fast beats of the songs meant fast dance movements resulting in a fast structure, while slow beats meant that the movements were slower. The number of hours completed in this art form is twenty hours. Before I began knitting, I thought of either a scarf or a beanie, which were the items I intended to knit. After evaluation of the exercise involved in knitting of both items, I decided to do a scarf. Due to lack of sufficient practice in the past, I was very slow at the onset of the process but gradually improved my speed as I progressed. Within the stipulated twenty hours, I was glad to have successfully completed two Yarn rolls; one has tints

Introduction to Accounting and finance -- Economics, Finance and Assignment - 1

Introduction to Accounting and finance -- Economics, Finance and Management - Assignment Example The expenses of the company increases and company may not have enough cash available to meet its expenses. Therefore, the cash deficit is met by bank overdraft which affects company’s liquidity position. Company should not make all the sales and purchases on credit. It should choose a fair combination of cash and credit sales/purchases so that, company’s receivables and payables don’t reach peak levels. It is probably not possible to collect the total amount of credit sales. Some amount of credit sales turns into bad debt expense which can’t be recovered. Company should allocate small percentage of sales to bad debts. Cash is what keeps the business functioning. Company requires cash on hand to pay for its operating, investing and financing expenses. The amount of cash available/deficit is calculated by cash flow statement. Hisrich, Peter & Shepherd states that â€Å"Cash flow results from the difference between actual cash receipts and cash payments† (1998:p.297). The difference between cash flow statement and profit statement is that cash flow doesn’t consider payment of non-cash expenses, payment of loan principal and withdrawals. (Rosemary, 2010) Profits are generated by subtracting operating expenses from sales and it is calculated through income statement. Income statement tells about the total sales made during the year whether or not sales receipts are collected or not. In June, Hidetoseek Ltd. is incurring profit but its cash flow is negative which shows that company’s expenses are greater than receipts. Therefore, it should use bank overdraft to meet its expenses. If retained earnings are used, the liquidity position of the company is badly affected. The cash reserves of company decreases which means that if the company wants to pay for its debts or incur some capital expenses, it will not be able to raise significant funds through its reserves. An overdraft occurs when

Racism in todays High school Essay Example | Topics and Well Written Essays - 2000 words

Racism in todays High school - Essay Example Schools in the United States have been accused for propagating racist activities and practicing favoritism against minority tribes. Studies in schools across the country have showed increased racism today as compared to the times of Martin Luther King Junior, the human rights activist. Non-whites have been subjected to unequal treatment in ‘dropout factory’ high schools across the country in which most of them end up not graduating due to the poor learning education and ineffective teachers. Most of these students do not prepare for life after high school as the environment is non-convincing and the teachers do not encourage them to pursue their education beyond high school level. In this paper, racism in today’s high schools in the United States will be discussed, highlighting the challenges that non-white students’ face and how the system has done little to increase educational equality (Resmovits, 2014). Though the approaches used in the 50s to depict the minority as inferior in schools have changed, newer approaches have emerged in schools and these have continued to build racial animosity among students. According to a report released by the United States department of education, racism in high schools has advanced and minority students are finding it hard to graduate in time. Today, discrimination varies from the form punishment used on students, qualification of the teachers assigned to the minority communities and the use of IQ tests as a way of showing capability. The US department of education showed that black students and those from the minority Spanish Americans receive more severe punishment as compared to their white counterparts. This stems from the notion that has depicted the blacks as more prone to violence and with less ability to understand unless punished. Veteran teachers in school have more experience and are best placed to address the challenges

Shakespeare's Othello Essay Example | Topics and Well Written Essays - 750 words

Shakespeare's Othello - Essay Example Desdemona’s father’s assumption that she will marry a handsome man of his choice proves wring. He never imagined that his daughter is an individual of independent opinions. She tells Brabantio how she loves Othello and gives perfect logic for her action. Desdemona is proud of her beauty and believes that she can influence men easily, and this is an indication that she is not a mature woman. Lovers who are easily won over are also easily lost and as such that type of love is not true love but infatuation. Even though Desdemona is an attractive young woman, she is stubborn when it comes to her own interest and she will cross any loyalty to go by her inclinations. Her talk with her father is intelligently presented, she is respectful to him, she feels obliged to him on many counts, but makes it clear that her loyalties have changed with the time. She understands the reason for her father’s wrath and yet her decision to leave him is final. Reason is enemy number one of love and love will ambush reason at the most unexpected time. When Desdemona’s father was thinking that his daughter is absolutely loyal to him, she had perfected her alternative plans tactfully but boldly. She had fallen for Othello and would not like to lose time in cementing the relationship. In this context she devises a plan in pursuit of love which would not have occurred in a woman’s mind belonging to the 21st century. Desdemona pleads with Othello to find a friend to woo her by telling the stories related to his valor. This means that she was encouraging Othello to court her directly. Iago blows hot and cold into the relationships of her father and Othello. His intentions are not sincere and he wears the mask of a well-wisher and counselor of Desdemona. Just for loving Othello, Desdemona cannot be condemned. In the conventional societal norms of the

How has Forensic Science Impacted Anit-terrorism Internationally or Research Paper

How has Forensic Science Impacted Anit-terrorism Internationally or Nationally - Research Paper Example Crime is on the rise and it can occur in places like schools, colleges, areas of businesses, public places or even right in the middle of the street. No one is safe from this menace and by no one, it certainly means, not even the Presidents of the countries. We have lively examples of Ronald Reagan, the US President, who was attacked by a gun man but remained safe and another example of President Pervez Musharraf, the former President of Pakistan, who was attacked by suicide bombers while he was marching his way towards his home in Karachi, Pakistan. Crime and criminals patrol at all hours of day and night. Their mission is to inculcate a sense of fear among the people with their unethical acts. They use knives and sometimes hand guns to disrupt the flow of society in acts of theft, robbery and murder. On the other hand, to show their supremacy over the authorities, acts of terrorism are put together by the terrorists to create havoc in the news bulletins across the world. (Larry J S iegel, 2009) But the question that clicks everyone's mind is what is done to cure this world from such acts committed by mercenaries and of narrow mindedness? One aspect of criminal investigation brings us to the widely known concept of forensic science. It is a sort of science that uses scientific techniques to cater and analyze physical evidence in criminal cases. The concept revolves around the crime scene investigation team who collects evidences from the crime scene and sends it to the forensic laboratories for analysis by the forensic examiners. (Howard Silverstone, 2007) Current challenges With ever growing nature of the forensic workers, their challenges have doubled since the past decade. Now the expectations have risen sky high and the authorities just don't want the forensic examiners to work hard in resolving an issue but now they also want from them agility and accuracy. With the increase in terrorist acts, the authorities want an increase in the efficiency of the foren sic results. In order to counter terrorism, any evidence ranging from a DNA test of a person to foot prints, from a pencil located at the crime scene to a chewing gum cover, every single object can lead the forensic scientists to glory. Every country in the world has realized that they are not invincible or untouchable. In the past couple of decades events like the attacks on the world trade centre in New York, the Murrah building in Oklahoma city, the bombing of flight 103 in Scotland, the 24/7 attacks in London and with many more on going terrorist attacks throughout the world have certainly put a strong challenge to the forensic authorities to work hard and fight crime and criminals. The importance of the findings from the forensic people is also very crucial because if the scientific evidence carries a false sense of significance, then it could lead to misleading results. They have to be very watchful in their working methods to avoid any incompetence. It is also very important for the forensic laboratories and for the people working in it to be independent in their thoughts, they shouldn't be biased towards anyone and furthermore their findings will be much more meaningful if the federal authorities and any of the senior ranked personnel’s do not interfere in their work to show their mind set and favoritism towards a certain party. Best practices Forensic science is a discreet witness to every criminal activity. No perpetrator can get away with his crime due to the diverse practices subsets of it. Forensic ballistics is one amongst the best current practices in Counterterrorism. This study involves analyzing the bullets, firearms and other

Current issues in dissability studies activity 10 Essay

Current issues in dissability studies activity 10 - Essay Example to attend to their constant needs: these include but not restricted to the building of more nursing homes, recreational facilities for the ages, hospitals, and more avenues to supply the increasing services needed by the seniors in our societies. Here is an important question: does disability make people get older quickly? The answer is no, because the recent survey and research have indicated that people suffering from intellectual, for instance, do not necessarily get older than their contemporaries. Interestingly, they even seem to outlive in some circumstances. Similar physical changes are observable in both the disabled and non-disabled old people (World Health Organization, 2000). People with disabilities need some specific services that may or may not necessarily isolate them from the general population. Normally, aged people need housing, nursing homes, hospices, medical services, recreational services and so on. The only difference in the case is the problem of communication that usually affected diagnosing disabled people—some of them could not talk or properly explain to the doctors the actual sickness or illness they are suffering. This constitutes a great hindrance to their ability to solve disabled people’s medical needs (Bigby, 2000). Therefore, the disabled aged people require intensive cares and guidance for their problems to be successful attended to, what non-disabled old people may not require. The most interesting about this week readings (1 &) is that they pinpoint the developmental requirements needed for a disabled person to grow into his or her adult self without parental influences in decision-making and personal cares (Bigby, 2000). While the second reading highlights the policies and programs put in place by the government, private organizations and communities in helping the disabled people grow old successfully (Bigby, 2004). The two readings are compendium for any student to turn into expert on disability

When Rewards Go Wrong Essay Example for Free

When Rewards Go Wrong Essay At the heart of most performance management systems is a reward program. However, even when we are doing everything else right, rewards can go wrong. Here, we explore five ways that external incentives can damage performance, from destroying altruistic behavior to distracting people from the task. Fortunately, most of these downfalls are avoidable. While not every behavior is suitable for pay-for-performance, we can provide rewards that are rewarding, helping to encourage the behavior we value. THE CARROT AND THE STICK are the starting point for creating the behavior that we want. We reward desirable actions and punish, often by removing rewards, actions that annoy. Rewarded behavior becomes more frequent, and punished behaviors eventually disappear. That, at least, is the idea. From economics, which is largely the study of incentives, to behavioral psychology, which specializes in reinforcers, we have academic reassurance that we are pursuing the recommended path. But as anyone who actually tried to put this simple logic into practice will find, it does not always work out as well as desired. We praise a teenager for doing well in her studies, rewarding her with a shopping trip to the mall, only to find that her grades steadily deteriorate thereafter. We encourage a spouse to try to follow our much more reasonable agenda, only to get him or her to dig his or her heels in opposition. We even encounter this mysterious disconnect when we give gifts. Gift givers typically expect a positive association between how much they spend on a gift and how much their gift’s recipient appreciates it. We reason that more money (i.e., a more expensive gift) conveys a greater amount of thoughtfulness. In fact, gift recipients report no such association between the price of their gift and their actual feelings of appreciation (Flynn Adams, 2009). Much like gift givers who expect a greater, more positive outcome proportional to the size of the gift, organizations often find that external rewards such as pay do not garner the outcomes they expect. In fact, sometimes to our bafflement, an incentive program turns out to be a disincentive program, where we are inadvertently reducing the very behavior we try to encourage. Why does this happen? Sometimes it is due to poor measurement: we do not recognize the proper behavior when it occurs or when we get it confused with something else. Most famously, rewarding CEOs with stock options is seen as a way to get the C-suite (the offices of the most senior-level executives with titles beginning with the word chief) to work harder, but this can have perverse consequences. Stock performance is not the same as CEO performance, and to raise stock prices, we actually incented some CEOs to manufacture or make up favorable financial reports. This is why Peter Drucker (Drucker Zahra, 2003) described the practice as â€Å"the well-meant but idiotic belief that executives should have major stakes in the company, the stock options (which I have always considered an open invitation to mis-management)† (p. 11). At other times, rewards do not work because they are not contingent on performance. To the degree rewards are not reliably delivered, so people feel their hard work will not be dependably recognized, we can stop expecting the target behavior altogether regardless of how large the promised reward becomes. For a performance management system to work, people have to trust it. However, neither of these issues of implementation will be our focus. Performance Improvement, vol. 51, no. 8, September 2012  ©2012 International Society for Performance Improvement Published online in Wiley Online Library (wileyonlinelibrary.com) Altruism paints a sunny swath through our society. People act on behalf of others simply for the pleasure of helping. Here we are at our best, whether assisting the disabled or homeless find housing or our coworkers master the company’s new software program. The joy of altruism is inherent in our neurobiological makeup, with separate regions of the brain activated when we are acting altruistically (Fehr Rockenbach, 2004). Unfortunately, this is also part of the problem. There are countless examples of attempts to incent altruistic behavior that in theory should have been effective. Even if someone is intrinsically motivated to perform, adding an extrinsic reward should motivate him or her even more. As it turns out, it does not quite work this way. Frey and Oberholzer-Gee (1997) reviewed the Swiss government’s attempt to get a canton to accept a nuclear waste dump being built near it. Nobody wants nuclear waste, nearby or otherwise. But if you are going to have nuclear power, the waste has to go somewhere, and allowing it to be stored in the vicinity of your backyard is a selfless civic act. Initially, simply on the request of the government, about 51% of the area’s populace was willing to permit its location—altrui sm pure and simple. However, when the Swiss later decided to add a few thousand dollars of yearly stipend to promote more agreement, the percentage of agreement went down, not up, to about 25%. Neurobiologically, by adding an external incentive, the Swiss government framed the question from being an altruistic act, which had sufficient motivation, to one of pleasure and self-interest, which was evaluated in a separate part of our brain and came up short. Under these strictly monetary standards, the few grand that the government was offering was not enough. Later in 2001, Frey along with a new colleague, Jegen, called this motivational crowding theory. Finding scores of examples for everything from the adherence of time schedules in day care services to pay-for-performance schemes, they repeatedly found that extrinsic rewards can push or crowd out intrinsic rewards. Now this is not always a bad thing. If the Swiss government wanted to get agreement well over the 51% that altruism was providing, it could have, but at a high cost. If officials were willing to give every resident a small fortune each year, they might even have people actively moving to that canton. But if you cannot afford the cost of maintaining an extrinsic reward system, then you are likely better off not implementing it at all. The delicate balance between intrinsic and extrinsic motives can be a difficult one to keep. Gary Walters, an expert in psychology and child development, recounts his mistake when trying to encourage his 6-year-old son’s precious interest in chess by giving him a manual on the topic: â€Å"He was reading by then, so I gave it to him. That just killed it. It turned it into schoolwork. There’s a difference between intrinsic and extrinsic interest: the kinds of things you’d do on your own because they’re self-rewarding, as opposed to somebody on the outside telling you† (Bielski, 2012). If he can err, then so can the rest of us. Consequently, if you have people volunteering, developing, self-improving, or engaging in positive organizational citizenship behavior due to intrinsic reasons, you might want to recognize it or celebrate it with unexpected or unofficial rewards but not ones formally contingent on task performance. Leave such altruism as the wonderful gift that people give others. It is not work and should not be treated as such. HOW CAN BE AS IMPORTANT AS WHAT People have desires not only about the rewards they receive but also in the manner they are delivered. For example, company A and company B may pay their workers the same competitive wage, but due to differences in procedure, one is effectively incenting performance while the other is not. But why? There are two major desires regarding the administration of reward programs: a sense of fairness and a sense of autonomy. As the common law adage goes, â€Å"Not only must Justice be done, it must be seen to be done.† This principle extends to reward systems as well (Frey Stutzer, 2005). In the competition for performance between company A and B, you can increase the power of your incentives through three primary mechanisms (Masterson, Lewis, Goldman, Taylor, 2000; McFarlin Sweeney, 1992). First, keep your employees informed about exactly how rewards are administered. Effective reward systems are usually transparent, in that they are well documented, clearly communicated, and easy to follow. The less accessible or understandable a reward system becomes, the less it works. Second, be consistent in its application. Whether the outcome is the same or different, people like to know that there is a process being followed and that it is the same for everybody. The more arbitrary you are and the more exceptions you make for particular people, the less bang you get for your buck or value for your effort. Finally, and probably most important, allow voice. Any reward, large or small, is likely to be accepted as being fair if you give others the opportunity to state their perspective. By denying people even marginal input, they are less likely to buy what you are selling. Often you do not even have to agree with their opinions, but you do have to listen authentically; people desp erately want to be heard. The other mechanism for improving or reducing the power of rewards is whether you emphasize their controlling aspects. We do want to control or at least influence behavior with rewards. Otherwise, why else would you use them? However, many people have substantive needs for autonomy. While the need for autonomy can range from nonexistent all the way up to Patrick Henry’s â€Å"Give me liberty or give me death,† on average it is quite large. Typically we do not like other people telling us what to do, we do not like feeling controlled, and we resent any efforts to coerce. To reestablish a sense of autonomy, we might reject significant rewards, seemingly self-destructively— cutting off your nose to spite your face. Consequently, giving people a degree of choice in reward systems and framing the system as encouragement rather than control reduces the perceived threat to autonomy. For example, Washington, D.C., has a performance system for teachers called â€Å"Impact Plus.† Teachers can voluntarily enroll, potentially doubling their salary, if they are willing to give up some job security provision in their union contract. When his friends do show up, Tom applies himself to the paintbrush with gusto, presenting the tedious chore as a rare opportunity. Tom’s friends wind up not only paying for the privilege of taking their turn at the fence, but deriving real pleasure from the task—a win–win outcome if there ever was one. In Twain’s words, Tom â€Å"had discovered a great law of human action, without knowing it—namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difï ¬ cult to attain.† (p. 1) REWARDS TELL US HOW REWARDING THE TASK REALLY IS Ariely, Loewenstein, and Prelec (2006) suggest what they call the â€Å"Tom Sawyer effect.† They write, In a famous passage of Mark Twain’s novel Tom Sawyer, Tom is faced with the unenviable job of whitewashing his aunt’s fence in full view of his friends who will pass by shortly and whose snickering Perhaps even more notable, this effect demonstrates that the value of a task, real and perceived, is malleable and that rewards can be used quite persuasively to alter this perception. Certainly price in many cases communicates meaning. For example, if a colleague offers you $1,500 to go on a date with her brother, you have just been given a lot of information about that brother, as well as about how the date might be expected to go. Similarly, Plassmann, O’Doherty, Shiv, and Rangel (2008) examined the effects of pricing on the experience of enjoyment of wine. As might be expected, as the price of the wine increased, participants reported a greater level of satisfaction with the wine overall. That is, their attitudes about the wine and self-reported experience were more positive. Impressively, they also showed a greater physiological satisfaction with the wine. On functional magnetic resonance imaging (fMRI) scans of participants’ brains, a higher level of activity was observed in one of the pleasure centers of the brain. Not only did price provide information that informed attitudes, but it also informed real, physical reactions. Of note, when the same participants assessed the wine in blind taste tests, they gave the cheapest wine (five dollars a bottle) the highest praise. Consequently, if we pay people to perform a task, we also can be communicating that the task is awful. They will hate it simply because that is what the â€Å"price† indicates, countering what natural positive feelings we might have had. For example, economists tried to incent students’ performance by paying them to learn—a cash-for-grades scheme. â€Å"Remarkably,† as Fryer (2010) found, â€Å"incentives for output did not increase achievement† (p. 5). Actually it’s not so remarkable. Good framing can minimize this, where we ensure we are also communicating that this is a desirable job. You could make it clear, as Tom Sawyer did, that the task is coveted and others would be eager to do the same. There are scores of public schools that are incredibly demanding in what they ask of their students, such as SEED schools and the Harlem Success Academy. Perhaps they can ask so much because the competition to get in is so high that it is done by lottery.

Dramatism Theory and Kenneth Burke

Dramatism Theory and Kenneth Burke Investigation Into The Theory Of Dramatism And Kenneth Burke This report investigates the communication theory of dramatism and Kenneth Burke, to understand the basic concepts of dramatism and obtain an understanding. Kenneth Burke is the founder of the theory of dramatism, he lived until the age of 96 (1897-1993). The theory uses two terms to differentiate between movements, action is used to describe intentional action and motion describes meaningless action. The theory uses the term guilt to describe any feeling of tension within a person. Burke believed that humans communicate to purge their guilt, in a guilt redemption cycle. The theory explains identification as a consubstantiation, a portion of substance that overlaps when people communicate. A core component of dramatism is the dramatistic pentad and its elements, which can help analyse a communication event. An example of applying the pentad is included and explanation on how dramatism can be applied to day to day events, with a portion explaining how dramatism can be applied in infor mation technology. Dramatism is then evaluated by using common tests for testing interpretive communication theories. This report contains several criticisms of dramatism regarding problems in the theory and with interpretation of the theory. Introduction Purpose The purpose of this report is to investigate the communication theory of dramatism and Kenneth Burke, to gain an understanding of this theory to share with my class. The basis of the research in this report will be used for an education presentation, in an attempt to share my findings with my class. Scope The scope of this report is to investigate Kenneth Burke and his theory of dramatism, to gain a basic understanding. This included an understanding of Burkes history, the concepts of dramatism and problems with dramatism. The information researched was from books, journal articles found on databases and Internet websites with information about dramatism. Limitations This report is affected by several limitations, the biggest of which is my knowledge of rhetoric communication theories starting this research project. This is a large limitation because dramatism is based on previous work in the field of rhetorical communication, and this significantly increased the time taken to understand the theory. Time is another limitation which affected this report, as this report is written under the pressure of a deadline, reducing the amount of research that could be done. Another factor involving time that impacted this report is that while writing this report as a student, time is a valued and rare commodity. A final limitation on this report is the availability of information which is targeted at a student investigating dramatism, as a lot of the work is aimed at Burklean scholars. Research Methods Information obtained for this report is found from books, journal article from databases and Internet sites. The books were a basis for my research, as they provided a broad overview of the core theory and explanations. While the journal articles and Internet sites provided an in depth view into one or few aspects of the theory. Structure Of Report This report moves onto a literacy review which provides a brief summary, evaluation of accuracy and evaluation of validity of the information. The literacy review contains two sources from books, journal articles and internet sites related to the topic of dramatism. The findings section follows which provides a background to Kenneth Burke, an outline of theories, an application of the theory and an evaluation of the theory. From the findings a conclusion section is drawn, providing a summary of points of information points and a critique of the theory. A glossary of terms, references and bibliography is provided to assist the reader. Literature Review Theories of human Communication (7th ed.) Littlejohn, S W. (2003). Theories of human communication (7th ed.).  California: Wadsorth/Thomson Learning. Although Littlejohn does not cover Kenneth Burkes personal history, he does cover the theory of Dramatism in depth. Littlejohn describes the terms actions, motives, guilt, substance, consubstantiality and identification from Burkes work, with examples. Other fundamentals of Burkes work are explained in great detail such as symbols, no neutral words, dramatistic pentad and the five elements of the dramatistic pentad. Littlejohn also uses the example of Edward Kennedy to explain how the dramatistic pentad can be applied. Littlejohns information appears to be accurate and valid to other sources studied, he also includes a large bibliography and footnotes at the bottom of each page to reference the information. Aside from the described physical evidence found to validate accuracy, Littlejohn is a highly regarded authority in communication theories. Communication Theories Miller, K. (2001). Communication Theories. New York: McGraw-Hill Companies Miller describes Burkes personal history and education before moving onto the topic of Dramatism. It is described that four aspects of Burkes thought have been particularly influential in shaping views of the social world. Aside from describing aspects of Burkes work such as motion versus action, guilt and Burke believing life is drama, Miller includes and briefly analyses Burkes poem labelled as â€Å"definition of man†, and discusses a paper written about the problem of agency. The dramatistic pentad and its five elements are clearly defined, along with action as rhetorical, identification, substance, consubstantiation and the importance of Burkes work. Miller is regarded as an authority in the field of communication theories, and used a large bibliography in this book. The information on Dramatism was consistent with other sources studied. â€Å"Identification† as a Key Term in Kenneth Burkes Rhetorical Theory Quigley, B L. (n.d.). Identification as a key term in Kenneth Burkes rhetorical theory. Retrieved August 12, 2009 from http://acjournal.org/holdings/vol1/iss3/burke/quigley.html Quigley explains that Burkes use of Identification is accessory to the traditional focus of persuasion, and then explains how and why. The article goes over the basic concepts of Burkes work in the field of identification and persuasion, and then moves onto different types of identification. The article covers identification as semi-conscious, through self-persuasion, though mundane/recurring and through representation with examples from Princess Dianas death. Quigley only had five references for this article, although three of them are work by Kenneth Burke. Despite a relatively small number of references, this article expands on topics that I have studied in other sources. Coming to Terms with Kenneth Burkes Pentad Clarke, J. (n.d.). Coming to terms with Kenneth Burkes pentad. Retrieved August 12, 2009 from http://www.acjournal.org/holdings/vol1/iss3/burke/rountree.html This paper starts as an introduction to Burkes work, to move onto expanding the pentad into a heuristic, as Burke discovered in his later work attitude belongs in the pentad. The paper also explains that Burke does not claim any originality for his pentad, as previous theorists had come up with the same heuristic using different terms. Clarke then explains an interpretation of the pentad in which critics should also look for grammatical and non-verbal function for motives, not just their superficial connection to a source. This paper included ideas and theories that I had not yet studied or seen before, but it included examples of how the ideas should be applied. Clarke has used a large list of references to create this document and the article can be found from Em Griffens website. With this in mind, a lot of the information I have seen in other sources and I believe the rest to be accurate and valid for reasons given. Re-visiting Kenneth Burke: Dramatism/Logology and the problem of Agency Conrad, C., Macom, E A. (1995). Re-visiting Kenneth Burke: Dramatism/Logology and the problem of agency. The Southern Communication Journal. 61(1), 11-29. The problem of agency arises in this document from human actors being defined as â€Å"choice-making animals†, the balance between voluntarism and determinism are questioned. The problem with agency described in this article is based on the problem of finding a way of accounting for human experience with recognition, and a pure determinism and pure voluntarism are unacceptable. The article describes Burkes work with this problem and a number of different interpretations of the relationship between action and motion. It is suggested that a social action theory needs to be developed which is not grounded in dualism between action and structure inevitably. This document has been extensively researched as it has a large list of references which include Kenneth Burkes work and his thoughts and the criticism received regarding this topic. This article is from The Southern Communication Journal, indicating that it should be very accurate and contain only valid information. Defending Dramatism as ontological and literal Crable, B. (2000). Defending dramatism as ontological and literal. Communication Quarterly. 48(4), This article was written to document Crables work as he reread the dispute the work of Burke to provide insight to the argument of dramatism as epistemological and metaphorical or ontological and literal. The document investigates Burkes work with an independent view to discover how Burke would have answered the question at hand. But it is concluded that Burke defends dramatism as ontology because he begins with language as action, not representation. Burkes work also argues that this starting point is literal, that it offers the most complete approach to the study of motivation. The article mostly references Burkes work as that is what is in question, and the article was published in the Communication Quarterly. Therefore the work must contain a high level of accuracy and validity. Findings Background To Theorist The theory of dramatism was developed by Kenneth Burke who lived from 1897 to 1993, to â€Å"describe what he saw going on when people opened their mouths to communicate† (Griffin, 2009, p.289). Burkes work has had a large impact on communication although Burke never graduated from college, and despite this he taught at a number of institutions of higher level education. Burke entered the field of communication in 1952 and he was introduced by Maris Hochmuth Nichols, with her contrast between old rhetoric and the new rhetoric. Burkes career included literary critic, social critic, poet, fiction author, translator, composer and social theorist. Since Burkes death at the age of 96, there is now a Kenneth Burke Society which holds conferences and tributes to Burke and his work. Outline Of Theory To understand humans and the social world, Kenneth Burke uses two terms to differentiate between intentional and unintentional movements or behaviour. These are motion used to describe behaviour which are non-purposeful or unintentional and action which is behaviour that is purposeful or intentional. Burke believed that it is the difference between action and motion that makes human distinct from other animals. Miller states â€Å"In the most basic sense, through, the move from motion to action – through the use of symbolism, and especially language – marks humans as agents rather than reactors in the social world† (p. 90). The difference between an action and a reaction from past experience has caused much controversy over the description of agency. For Burke language is always emotionally loaded and no word can be neutral, as attitudes and feelings appear in the language used. Miller (2001) states â€Å"Burke (1935) believed that the drama of life is motivated by guilt† (p. 90). Burke used the term guilt to describe a variety of negative processes such as anxiety, embarrassment, shame and disgust. He also believed that to purge our guilt we use victimage, in that we either blame ourselves as in the term mortification or blame some else as in the term scapegoating. The guilt redemption cycle is complete once the guilt has been purged through mortification or scapegoating, although it is often short lived because the social world involves guilt that will start the cycle again. Burkes work used three sources of guilt, the negative, principal of perfection and principal of hierarchy. For Burke rhetoric was not just a process of persuasion, but also a process of creating identification. For this identification Burke used the term substance, to describe characteristics or identity of a person. When two people meet their substances overlap to different extents, the amount of substance overlapping was called consubstantiation by Burke. It is through consubstantiation that identification is felt between people, and speakers will often try to gain an area of consubstantiation with their audience to form identification. Burke proposed three sources of identification, material identification, idealistic identification and formal identification. Littlejohn (2003) states â€Å"Identification is not an either/ or occurrence but a matter of degree† (p. 156). There are many different types of identification described in Burkes work, a common method of identification is common ground. Identification by common ground can be identification as semi-conscious, this identification occurs when a speaker uses symbols associated with a wealth or class. Identification through self-persuasion can be described as keeping faith despite criticisms, due to rationalising their choice in ways that strengthen identification. Identification through mundane and recurring can be caused by becoming familiar with something or someone because they are always in your life somehow. Identification through representation typically occurs when a person views another persons actions as inspiring, and this creates identification with that person they would like to be. Successful communicators often adopt strategies in order to identify with their audience, and Burke suggests in order to analyse an event the strategies must be identified. Miller states â€Å"His proposal of the dramatistic pentad (Burke, 1945, 1968) considers five aspects of social life that should be considered in order to understand how we behave, and talk about our behaviour, in the symbolic world† (p. 91). When analysing with the pentad it is important to also look for grammatical and non-verbal functions for motives as well as their analysis of words. The five elements of the dramatistic pentad are: Act – What was done Scene – The location and context of the act. Agent – The person or people that performed the act Purpose – The goal of the act Agency – Method used to perform the act From analysing a situation with the five elements of the dramatistic pentad and using Burkes pentadic ratio, it is possible to find the hidden views of a communication event. Application Of Theory Littlejohn (2003) describes David Lings work on how the Burkes pentad can be used to understand a communication event, as similar communications are seen often from politicians around the world: In 1969 Edward Kennedy, a senator from Massachusetts, was involved in an automobile accident with an aide, Mary Jo Kopechne, in which he accidentally drove a car off a bridge into a pond. Kennedy escaped, but Kopechne drowned. In a remarkable address to the public about a week later, he explained what happened and attempted to regain the support of the people. Ling writes that Kennedy wanted to achieve two things: to minimize his own responsibility for the accident and to make the people of Massachusetts responsible for whether or not he would continue in office. Kennedys appeal on the first point describes himself (agent) as helpless victim of the events leading to the death of the young woman (scene). He explains his own failure to report the accident (act) as a consequence of his confusion and injuries. Kennedys depiction makes him out to be a victim of a tragic situation. Later in his speech, Kennedy essentially offered to resign if the citizens wanted him to. Here, the scene shi fted to the public reaction to the accident, the agent became the people of Massachusetts, the act was their decision as to whether he should resign, the agency would be a statement of resignation, and the purpose would be to remove him from office. Ling believes this was a very effective speech. The reaction was overwhelmingly positive, and Kennedy continued in office. (p. 156-157) From the above example of how to apply Burkes work and the pentad to analyse an event, as the pentad can be used to analyse many communication events including political speeches. Burkes work can also be applied to just about any other communication event as well, to analyse underlying focus and views. Identification methods and substance can be seen in common events such as Michael Jacksons death, there was much criticisms when he was alive by the media, although many people still shared a feeling of identification with him. The guilt redemption cycle can be used on a daily basis to help understand different motives for communications, especially communications resulting from a negative situation or result. Initially Burkes work was developed for face-to-face communication, but it can also be applied to the IT industry. A main source of communication in the IT industry is via email or instant messaging, this can also be analysed by the Burkes work. By analysing communication strategies, language and tones used in the message sent it is possible to detect guilt, mortification or scapegoating. It is very easy to send a message of identification through hierarchy via online messaging, as the physical distance is ignored. Identification and persuasion can occur very easily through online messages and from websites, by the sender displaying a wide substance. Due to the large amount of communication methods in the information technology industry, the method of communication (scene) can hold significance in the communication strategy. This can be in the case of sending an important message as an email, signifying that the person does not particularly interested or want to see you. With the opp osite being possible as well, a person not sending an email for an unimportant reminder can indicate an excuse to start conversation. Evaluation Of Theory Dramatism is an interpretive theory about understanding why a person behaves in the way that they do, and not so much in the predication of human behaviour. Burkes theory offers a new understanding of people, behaviour and symbolic interaction. Burke applied his theory to Shakespeare, and since then has been applied to many politicians and public speakers in order to get a greater understanding of the underlying communications and texts. Burkes pentad applied to texts can provide a clarification of values, as it can identify the ideology behind the message being examined. The theory does not contain much aesthetic appeal, although it does use bibliographic terms over scientific terms which creates an aesthetic appeal. Aside from the bibliographic terms, the theory does not provide much aesthetics. Burkes work has appeared in many communication journals, and there is now a Kenneth Burke society dedicated to ensuring the understanding of dramatism and development on the kbjournal (Kenn eth Burke journal). Although there are debates over components of dramatism, the theory is widely accepted and considered to be a fundamental part of human interpretation. Aside from the Kenneth Burke society, there are now Burklean scholars which are dedicated to dramatism, so it is fair to conclude that this theory has caused a reform of society. Conclusion Summary Of Points Of Information This report has described information found about Kenneth Burke and the theory of dramatism discovered from my research. A background of Kenneth Burke was found and described before describing dramatism and its elements. To start describing dramatism, it is explained first the different between action and motion in regards to symbolism. The next topic described is guilt and the guilt redemption cycle, including explaining the concepts of mortification and scapegoating. To understand identification it is described how Burke viewed this with substance, consubstantiation and some common types of identification. Some brief definitions and descriptions are included as identification through common ground, as this is an essential part of identification. Finally the dramatistic pentad, elements of the pentad and its use are described. An example of applying dramatism to the real life incident of Edward Kennedy is included, as it is a great example of dramatism. It is then mentioned that Burkes work can be applied to many day to day events and the guilt can be seen on a day to day basis. Then it is explained how dramatism can be applied to the information technology industry, especially when information communication technology is used. The final section to findings evaluates dramatism as an interpretive theory, finding that all the standard tests for an interpretive study are successful in dramatism. Critique Of The Theory A key issue with Burkes work has been labelled the â€Å"problem of agency†, and the problem is finding a way of accounting for human reaction due to experiences and situations. It is when this is taken into consideration it becomes unclear as to if a choice was volunteered or determined, as an essential part of agency is choice. Burke was aware of this problem and spent a large portion of his career trying to construct a more accurate definition of agency, action and motion. This topic has been thoroughly analysed by many communication scholars with the suggestion that further work in developing a rhetorical theory of social action, that they start at the beginning with a view of the action-structure relationship which is not based on dualism like Burkes work. Another issue with Burkes work is the debate on whether dramatism is epistemological and metaphorical, or that dramatism is ontological and literal. This issue was first debated at the Eastern Communication Association conference, the debate failed to settle the issue. There is not as yet an answer to this issue, as Burke has stated that his work is not merely metaphorical, but is instead a literal way of speaking about the human condition. Although Burke has claimed his work is ontological and literal, there is debate that his work does not depict out this way. Burkes theory of dramatism is highly respected and a common tool in interpretive analysis of a communication event. Although many students have difficulty in coming to terms with dramatism and the way it is written, provides a difficult learning experience. The theory is built off previous work in the field of rhetoric, which also can provide learning difficulties when studying dramatism without exposure to old rhetoric. This theory is used frequently, although it is arguable whether dramatism is complete as problems still exist and debates still occur. In summary, Burkes work has changed the world of rhetoric although it may not be complete, in the sense that Burke did not finish solving problems in dramatism and debate continues. Although Burke is recognized for dramatism and all of its elements, Burke does not claim any originality for his pentad. As the same pentad is found in Aristotles and Talcon Parsons work, with the exception of different terms used to describe the same elem ents of the pentads. Glossary Of Terms Action – Purposeful and voluntary behaviours. Consubstantiation – The overlapping substance between people. Dramatism – What Kenneth Burke saw when people opened their mouths to communicate. Dramatistic – Looking at the nature of language stressing on language as action. Guilt – Term used to describe any feeling of tension within a person. Mortification – Purging guilt through self-blame. Motion – Non-purposeful and non-meaningful behaviours. Scapegoating – See victimage. Substance – Term to describe a persons physical characteristics, talents, occupation, experiences, personality, beliefs and attitudes. Victimage – The process of purging guilt through blame of another person or persons. References Griffin, E. (2009). A first look at communication theory. (7th ed.). States of America: McGraw-Hill Companies Littlejohn, S W. (2003). Theories of human communication. (7th ed.). United States of America: Wadsorth/Thomson Learning. Miller, K. (2001). Communication Theories. United States of America: McGraw-Hill Companies Bibliography Clarke, J. (n.d.). Coming to terms with Kenneth Burkes pentad. Retrieved August 12, 2009 from http://www.acjournal.org/holdings/vol1/iss3/burke/rountree.html Conrad, C., Macom, E A. (1995). Re-visiting Kenneth Burke: Dramatism/Logology and the problem of agency. The Southern Communication Journal. 61(1), 11-29. Crable, B. (2000). Defending dramatism as ontological and literal. Communication Quarterly. 48(4),   323-343. Griffin, E. (2009). A first look at communication theory. (7th ed.). States of America: McGraw-Hill Companies Kenneth Burke. (2009) Retrieved August 30, 2009,   from http://en.wikipedia.org/wiki/Kenneth_Burke Littlejohn, S W. (2003). Theories of human communication. (7th ed.). United States of America: Wadsorth/Thomson Learning. Miller, K. (2001). Communication Theories. United States of America: McGraw-Hill Companies Quigley, B L. (n.d.). Identification as a key term in Kenneth Burkes rhetorical theory. Retrieved August 12, 2009 from http://acjournal.org/holdings/vol1/iss3/burke/quigley.html

The Basis of Utopia Essay -- Utopia Utopias Essays

The Basis of Utopia An impractical scheme for social improvement. This is the third definition of the word utopia in the Mirriam-Webster dictionary. Anatole France says it best with this quote regarding utopian societies, „Without the Utopias of other times, men would still live in caves, miserable and naked. It was Utopians that traced the lines of the first city · Out of generous dreams come beneficial realities. Utopia is the principle of all progress, and the essay into a better future.„ The world has been constantly changing over time, new ideas pave paths that lead to better living. Most of the ideas are expressed through science fiction stories written by authors looking to change the world in some way or another. Authors begin with an idea, and then move towards placement of thought and scheme into somewhat of a reasonable reality. Authors such as Charlotte Perkins Gilman and Octavia Butler use the stories they write as ways to express their problems that they have with the present world. Advances in the present day world can only be reached through dreams and desires. These dreams and desires come to life as authors present their ideas on paper. Take for example, the story „Herland.†° It was written by a women‚s activist writer named Charlotte Perkins Gilman in 1915. The story is written about a secret society of women that have been kept separate from the rest of the world. The women reproduce by natural childbirth, therefore no father is needed to create life. This is known as Parthogenesis, or spontaneous conception, much like the way Mary was impregnated in the bible. To most people during the time the story was written, this was not viewed as anything near a perfect world. However, to a woman involved in the ea... ...the faults of humans in thinking we are the superior race, when in doing so, we neglect the beings that are „beneath us.†° While the idea of the word utopia is universal, the actual stories that derive from that idea can be very different in nature. The outcome, or even the basis of the story, relies completely upon the authors, or readers view of a prefect society. This is how progress is made, through ideas and thoughts of revolutionary writers in stories we have come to call "utopian." Bibliography Butler, Octavia ." Bloodchild." The Prentice Hall Anthology Sscience Fiction and Fantasy. Ed. Garyn Roberts. Upper Saddle River, New Jersey: Prentice Hall, 2001. 1035-1048. Personal Site. Henry W. Targowski and Charly Jungbauer. <http://www.euro.net/mark-space/index.html> Perkins Gilman, Charlotte. Herland. Mineola, New York: Dover Publications, 1998.

Different Types of Bridges Essay -- miscellaneous

Different Types of Bridges The quest for travel has always been one that man has tried to conquer. First, he traveled on foot, and then developed methods of transportation such as boats, but one of the first obstacles that he had to overcome was getting across rivers, waterways, and canals. Today, bridges have become a part of everyday life; hence without them, people would have a much more difficult time going from one place to another. In the United States alone, there are more than half a million bridges (History of Bridges 1). Although bridges have been in existence since ancient times, they were not first made by man. Nature actually made the first bridges by toppling logs across streams. This was considered the first beam bridge as the flat rocks were used to support the log. Then, the water eroded the rocks and eventually a stone bridge was formed. The ancient Romans built arched bridges because they needed roads and bridges to connect the sections of their empire. The original swing bridge, from which the suspension bridge was produced, was a simple vine that swung people over the water. From these beginnings, men created four main types of bridges. To begin with, beam bridges, also known as girder bridges, are one of the easiest and simplest types of bridges to build. In ancient times, people used to make these bridges out of granite. Beam bridges can be made by putting a wooden plank over an area needing to be crossed. To get across larger areas, piers or supports can be fabricated up from the river bed to hold up a couple of beams. The piers of the girder bridge have constant pressure on them. Therefore, the beams, which are usually made out of concrete or steel, have a lot of strength so they do not crumble due to the heavy load. Many beam bridges are made of pre-stressed concrete. This concrete has steel rods inside of it, which help resist tension. When the weight pushes down on a bridge, the top of the beams are pressed together creating compression, while the bottom edge is stretched and causes tension. Beam bridges are not practical in cities with a lot of high rises, because the bridge has very low clearance. The bigge st limitation of the girder bridge is its length. The farther apart the piers are, the weaker the bridge gets. Beam bridges are good to use on spans of up to two hundred feet ( How Bridges Work 1). A bridge of greater... ... long way (Bridges 3). A cable-stayed bridge is used to cross medium lengths, which are approximately five hundred feet to two thousand eight hundred feet (Bridges 3). The cable-stayed bridge requires less cable than a suspension bridge, and is much faster to build in comparison to suspension bridges. Cable stayed bridges are supported by stave towers. These towers are ‘A’ shaped, and absorb almost all of the bridge’s compression. Unlike suspension bridges, cable stayed bridges only have two towers and do not need any anchorages. Now that man has overcome the obstacle of getting across rivers, canals, and waterways efficiently, it is now time to perfect these human creations so no more mishaps happen. Even though people keep hearing about collapsing bridges, they still use them because it has become a part of their everyday life style. Without bridges, people would have a difficult time getting from one place to another. It could be done by means of a ferry or other boat, but that is time consuming and a real pain in the neck because once a person gets across the river or canal, they would have to walk everywhere. So, without bridges, things would not be the way they are today.

Pursuing a PhD in English Literature Essay -- College Admissions Essay

Pursuing a PhD in English Literature Education has always been the highest priority in my family. After attending university and graduate school in the US, my parents moved to Florida, turning down a masters in architecture at Harvard for my mother for a position at an engineering firm for my father. Still relatively new to this country and language, my mother established her own architectural firm. In the midst of this transition, both spatially and professionally, my parents insisted on sending my brother to an expensive private school. My mother was trying to get her own firm going at the time and money was scarce. Yet the first priority was always to provide the best education for both my brother and myself no matter what the cost. Along with this focus on education, my parents have also seen it necessary to give us exposure to other cultures. Born into a family that is already multicultural, my very large extended family also helped in this regard. With relatives located in Paris, Tokyo, Seoul, Chile, as well as being spread out through most of the US, we had the opportunity to travel extensively even early on when money was scarce. These trips were always as much education as they were entertainment with a strong focus on exposing us to the arts. Museums, theater, and historical site always took precedent over relaxation and leisure. As a result of this upbringing, I have always been extremely focused on my academic pursuits. In high school I participated in numerous competitions and had my curriculum restructured to challenge me. In the end, I graduated a year early, over-eager to go to college. In retrospect this may have been a mistake. I fell into the stereotypical trap of assuming I could coast t... ...le fulfilling my parent’s own desires. Entering into academics fulfils their desires for a son with a graduate degree and a respectable career while maintaining my own interests. While my interests have developed beyond simple admiration for the texts, at the core I chose this particular path with the intent of working with something I love. Thus, my multicultural background has provided me with the education and the focus I needed. However it simultaneously hindered my interests, for a while at least. It is a continuing struggle to balance my Korean heritage with my American upbringing, embodied not in the least by my academic and professional concerns. My parents provided me with an excellent education, both formally and in our personal lives, yet the obligation incurred nearly pressured me into pursuing a life that would have been at its core dishonest.

British Literature Paper

Michael Sharp British Literature I 09/26/07 Angelina Jolie has a place in Hell According to Dante, Hell is broken down into nine circles. Each circle would represent a punishment according to their sin and would be more evil as you draw near towards the last circle. If Dante were to travel in Hell again, he would most likely encounter Angelina Jolie. Although she is looked upon as a celebrity with a humanitarian heart, the sins that she have committed would not be acceptable in God’s eyes. Despite her humanitarian heart, she is likely to go to hell. Despite Angelina Jolie’s humanitarian heart, she is a non-Christian.Non-Christians are automatically condemned to hell. It is stated in the bible, â€Å"†For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life† (John 3:16). The bible strictly states that if you do not believe in Jesus Christ, you will not go to heaven. It is through Godâ⠂¬â„¢s grace that we are entitled to enter heaven. When Dante traveled through the first circle of hell, he noted that it housed all the pagans. Great writers and poets were condemned in the first circle because they had died not knowing Christ. You don’t ask,† my good Teacher said to me, â€Å"who are these souls you look upon? Before you go on in your journey, you must know they did not sin. If they had bad merits, these were not enough- baptism they did not have, the one gate to the faith which you believe† (35). Although those people did not commit a serious sin, they did not believe in Christ. Therefore they were condemned to the first circle of hell. This is one of the few circles in Hell, where should would be condemned. Lust is one of the many sins people struggle with and it often leads to committing adultery.Angelina Jolie is one of the many who had committed adultery. She seduced Brad Pitt away from his wife Jennifer Aniston and later marries him. In t he bible it quotes, â€Å"Whosoever shall put away his wife, saving for the cause of fornication, causeth her to commit adultery. And whosoever marry her that is divorced, committeth adultery† (Matthew 5:32). The bible also states clearly that this sin is not looked upon lightly. In fact in Ephesians 5:5 reads, â€Å"For of this you can be sure: No immoral, impure or greedy person such a man is an idolater has any inheritance in the kingdom of Christ and of God. Marriage is highly regarded in the Christian faith; it is a sacred covenant that is established between the man and his wife. Committing adultery would be a violation of that sacred covenant that was established between husband and wife. In Dante Inferno, Dante describes how he and Virgil pass into the second circle. It was illustrated as a dark area where the rain would continuously fall and the wind would blow constantly. The condemned would helplessly swirl in the wind and be swept through the storm. One of the ch aracters that Dante pointed out was Semiramis. She was allegedly an Assyrian queen who created incest a legal practice.Angelina Jolie did not only commit adultery but she also had an incestuous relationship with her brother. According to the bible it states, â€Å"Do not have sexual relations with your sister, either your father's daughter or your mother's daughter, whether she was born in the same home or elsewhere† (Leviticus 18:9). The bible strictly forbids any family members to have a sexual relationship with one another. According to the laws from the Old Testament they would execute those who were guilty from committing this sin. In the New Testament, the local church would be given the authority to outcast the guilty for the offence.In the Second Zone of the Seventh Circle’s Third Ring, Dante encounters Bruetto Latini. This is where the Sodomites must walk continuously under the rain of fire. Bruetto Latini was noted for providing Dante with kindness and counse l, yet he accuses him for being a homosexual. During this time period, homosexuality was evident but not acceptable to the society. However in today’s society homosexuality is acceptable. Angelina Jolie publicly admitted that she had feelings for woman and would consider dating some of either gender. Her guilty pleasure in the same sex would earn her a spot in the third ring.Although Angelina Jolie has committed more than one serious sin, she would be condemned into the second circle of Hell. Lust has overwhelmingly affected her life and to God’s eyes it looked down upon with disgrace. She has violated the sacred commitment between husband and wife by sleeping with another wife’s husband. She has been divorced and became pregnant before marriage. All of these factors are more than enough reasons as to why she should be condemned to Hell.Bibliography Alighieri, Dante. Dante Inferno. New York: Esolen, 2003. Angelina Jolie. Ed. Mai Dinh, Janet Murphy. 25 September 2007. http://www. people. om/people/angelina_jolie/biography/0,,20004347_0,00. html Adultery. www. biblegateway. com. Ed. Nick Hengeveld. 25 September 2007. http://www. biblegateway. com/quicksearch/? quicksearch=adultery&x=0&y=0 John 3:16. www. biblegateway. com. Ed. Nick Hengeveld. 25 September 2007. http://www. biblegateway. com/passage/? search=john%203:16&version=31 Incest. www. biblegateway. com. Ed. Nick Hengeveld. 25 September 2007. http://www. biblegateway. com/quicksearch/? quicksearch=incest&x=0&y=0 homosexual. www. biblegateway. com. Ed. Nick Hengeveld. 25 September 2007. http://www. biblegateway. com/quicksearch/? quicksearch=homosexual&x=0&y=0

Outline the key principles of Neoliberalism and its actual and prospective contribution to wealth and welfare in developing societies

Outline the key principles of Neoliberalism and its actual and prospective contribution to wealth and welfare in developing societies. Counter-revolution was seen as a new vision of growth when it first comes out. In the mid 80s, the development if counter revolution was supported by the Western media and government aid agencies, also by some very influential international organisation, e. g. the World Bank Counter revolutionaries see themselves a better interpretation than the development economics. The development economy identify the problem of the developing countries in various way, it imply dual economics, labour surplus, low level equilibrium trap, unbalance growth, vicious cycle of poverty, big push industrialisation, foreign exchange bottlenecks and unequal exchange rate. However, counter revolutionaries claim the orthodox economics was unrealistic because of it assumption on people behaviour and technology implication in the industry. Also, it's said to be irrelevant, since it's main concern is with the allocative efficiency of given resources. These weakness means the development economics cannot address the problem of the growth aspect, neither it could deal with the problems of poverty and the distribution of income. Some counter revolutionaries believe that, the 3rd world exists only as a kind of collective psychological delusion. It's important to see how the counter revolutionaries interpret their view to the 3rd world to understand its policy concept. And their views on 3rd world derive from its continuing political engagement with the struggle against socialism. They also stress that the 3rd world had a kind of 3rd worldism, which contains an anti-west attitude. They seen the west as exploiters who exploits the benefits from the already poor 3rd world, and in some cases, they are right, and these attitude and facts alleged crypto socialist policies of 3rd world government. Counter-revolution was an abrasive now approach. When looking at the policy of the counter-revolution, we ought to see how it views the 3rd world problem, and what solutions do can the counter-revolution offers. According to the counter revolutionaries, the main problem of the 3dr world countries is their over-extended public sector, which cause the problems limitation through government intervention and central planning. For an economics to be efficient, there needs to be the existence of the market and incentives. However, they are being filters through government policies and agencies. Also, counter revolutionaries seen physical investment is only one of the determinants for the growth in the development. Human development such as education and building of infrastructure are as important as physical investment, and it should not be place as a less important government objective than physical investment. The economics policies of government and the distortion they induce re now the major focus of the analysis of the development policy. The clear induction we can see here is that, unnecessary government intervention will endanger the benefits of the market, and the relatively unimportance of human development policy, which will hinder the process of development. These are the main components of the counter-revolution's new vision of growth. Why would be the public sector being the problem? We can see from an example. If there's a public electricity corporation which is making a loss, the government decide to make up the loss by subsidise it using the tax revenue, the end result will be little incentives for the management to minimise cost. Cost minimisation is essential for n efficient market and the process of cost minimising is difficult and time consuming, and it's unlikely to take place without some pressure or incentives. If the government removes that pressure, public enterprise tends to become complacent and high cost. As a monopoly, the public sector is said to be fail to respond adequately to consumers preferences by insulate itself from the consumer demand. Also, many 3rd leaders may wish to strengthen their political power by influencing the economic performance, thus the country's development prospect. This means that when an economic decision was made, it's on the benefit for the politicians, not to the economy. And these are the factor causes other problem in the 3rd world countries, such as problem on foreign trade and industry, distortion of key prices (e. g. exchange rate) in the economy, which in turns causes balance of payment problems. The other main issue arise for counter revolutionaries are the practice for trade and aid policy. There are a few anomalies highlighted by counter-revolution. Some counter revolutionaries' claims that official aid has a regressive impact on world income distribution. It's theoretically possible according to Bauer, ‘many tax payer in the donor cities are far poorer then many people in the 3rd world countries where, moreover, aid often benefits the prosperous rather than the needy. ‘ Sometime, the aid is aimed to relief poverty in the recipient country, but the recipient country may resist it since they feel such attempts infringe its sovereignty. E. g. , local farmers will suffer income lost if food aid was given to people free of charge, no one will spend money on the domestic food products. Thus, the donor's citizens could have been taxed for the benefits of an unfriendly state. These are the major anomalies concern the counter revolutionaries on the ground of aid giving. Also, when aid is given to a 3rd world country which already had a over extended public sector, the government will tends to use the aid to support that public sector, which they can still claims that the aid had been used on the development of the economy. In this case, aid has help to boom the unproductive public sector beyond what it would have been in the absence of aid. The counter-revolution views conclude that, aid should therefore be given to the private sector. One of the anomalies emphasized by the counter-revolution is that the giving of aid merely relief poverty in the 3rd world, it might even worsening it. In the opinion of the counter revolutionaries, aid should be abolished. However, for political reason, this is very unlikely will be the case. So counter revolutionaries advocates that, aid should be reduce in size, also, it should be use as reward for policy reforms. Policy reforms which shows development of the economy as well as living standard of the people and the moving towards socialism. The counter revolutionaries also have its view on trade. Counter-revolution has always opposed controls over foreign trade. At international level, the counter-revolution's opposition to ‘ management trade' has been expressed through its critics to the International Commodity Agreements (ICA). ICAs are internationally negotiated schemes of intervention in the markets for exports of primary products. Counter revolutionaries oppose ICA because of its failure to alleviate the poverty in the 3rd world countries. Little suggests that ‘ The increase political management of trade is unlikely to help the poor or the poorest states'. Counter revolutionaries suggest that the 3rd world countries are minimally involved with production for export because they tends to be remote, isolated and lacking the skills to forge the effective links with their surrounding society. However, in the reality, the arguments of the counter- revolutionaries do not entirely hold up. About the point of 3rd world countries lack of share in export, we can actually see that, in 1982, one third of the 3rd world countries had export that accounted for 20% or more of third domestic product. Further more, on average, 60% of the export of the 3rd world countries was of fuels, minerals or other primary commodities. And for the counter- revolutionaries' negative opinion on aids, in the case of India, Bangladesh and South Korea, aid merely creates what the counter- revolutionaries sees as dirigiste syndrome. When counter- revolution is implemented across Africa, it had failed in nearly all situations, per capita income down 10% over the period. They were not prepared for high-level market openness. In Philippines and Sri Lanka, there were mix results, but certainly not successful, causing economic growth fell, increase in poverty and unemployment. The most successful case of the counter-revolution policy is in South Korea, where it achieve falling inflation rate, GNP growth and income distribution improved, current account deficit narrowed and social welfare improved. But the success can be achieve only because they were not only looking at the macroeconomic in nature, but also consider social welfare. The unhelpfulness of the counter- revolution comes from its particularly strong preconception of the actions that need to be taken to promote development. That preconception is that development problems are problems of resources allocation. It has also been attacked for its simplistic accounts of the nature of ‘real' markets in many developing countries and for their one – dimensional accounts of what motivates apparently isolated economic actors. Some policies and theories do have some merits, but they need to be accompanying by other policy to make it effective.

Entrepreneurship: Strategy and Hardware Store

114) Assume that you are a consultant to a small independent hardware store in a town where a retail giant such as Wal-Mart, Kmart, or Target is about to open. The large retailer sells many of the same items the small hardware store sells, but at lower prices. What advice would you offer the owner concerning the hardware store's strategy?Explain.In order to keep being alive in a bigger and stronger competitor , the owner of every small business must create and develop a real competitive advantages and point of strength and differentiation , that will keep him away from any giant competitor like Wal-Mart.A successful strategic plan must be developed , converting the factors making this business considered as a small business to be the point of strength and success . Small Business has fewer product lines , well defined database and can serves in such a specific geographical area , unless it has several branches , and at that time , he can get valuable information and accurate needs of the customers through close relation and close contacts with customer , this is what is not available that easy in a mass retailer like Wal – Mart .117) assume you own a small print shop. Who are your competitors and why is it important for you to monitor your competitors' activities? Describe at least five techniques you might use to monitor competitors' strategies and actions ethically and inexpensively.Specific techniques that I might use include: †¢Asking customers and suppliers †¢Talking to employees †¢Attending trade shows †¢Buying competitors' products (benchmarking) †¢Obtaining credit reports †¢Visiting competing businessesMini-Case 3-1: Finding a Competitive AdvantageCopreneurs Ed and Yolanda recently opened a vintage used car lot called Cherry Lane. They sell antique and collectible cars on consignment for the owners at a fee of 30 percent of the selling price. The price is further reduced by 10 percent if a particular car is not sold within the first 30 days. One of the first customers convinced Yolanda that this was the only fair thing to do, and in an effort to provide something for â€Å"the cost conscious buyer,† she provided what she thought was excellent customer service and implemented the idea.Ed and Yolanda feel Cherry Lane has an ideal location. It is located adjacent to the city's baseball stadium, alongside the freeway in the center of all the other car dealerships. Although Cherry Lane has significant foot traffic, most people never make offers to buy.In an effort to increase sales, Ed and Yolanda are working on a new marketing strategy that they believe should be quite different from the â€Å"shotgun† approach they had been using over the last few months.Ed and Yolanda should follow these nine steps:Step 1:Create a clear vision and convert it into a realistic mission statment. Step 2:Analysis to get the company weakness and strength points Step 3:Scan the environment for significant opportunities and threats facing the business. Step 4:Identify the key factors for success in the business. Step 5:Study the market & analyze the competition.Step 6:Create company goals and objectives. Step 7:Formulate strategic options and select the appropriate strategies. Step 8:Translate strategic plans into action plans. Step 9:Accurate controls.The above steps are a continuous process that will keep continuing from the beginning and will never ends.

Cat 1.Pdf

Introductory Paper 1 RECORDING FINANCIAL TRANSACTIONS (INTERNATIONAL STREAM) In this January 2008 new edition †¢ Updated for IAS 1 (revised) †¢ Do you know? Checklists to test your knowledge and understanding of topics †¢ A question and answer bank †¢ The ACCA's pilot paper as a mock exam P R A C T I C E & R E V I S I O N BPP's i-Pass product also supports this paper. K I T FOR EXAMS IN 2008 First edition 2004 Fifth edition January 2008 ISBN 9780 7517 4816 1 (previous ISBN 9780 7517 3564 2) British Library Cataloguing-in-Publication DataA catalogue record for this book is available from the British Library Published by BPP Learning Media Ltd BPP House, Aldine Place London W12 8AA www. bpp. com/learningmedia Printed in Great Britain by W M Print Fredrick Street Walsall WS2 9NE Your learning materials, published by BPP Learning Media Ltd, are printed on paper sourced from sustainable, managed forests. ii All our rights reserved. No part of this publication may be re produced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, hotocopying, recording or otherwise, without the prior written permission of BPP Learning Media Ltd We are grateful to the Association of Chartered Certified Accountants for permission to reproduce past examination questions. The answers to past examination questions have been prepared by BPP Learning Media Ltd, unless where otherwise stated  © BPP Learning Media Ltd 2008 Contents Page Question index†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. v Using your BPP Practice and Revision Kit †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ vi Important information for students sitting this exam in 2008 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ix Passing CAT exams How to revise †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. xiii How NOT to revise †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ iv How to PASS your exam †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. xv How NOT to PASS your exam †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. xvi Syllabus †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ xvii Approach to examining the Syllabus †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. xxiv The Computer Based Examination†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. xxv Tackling Multiple Choice Questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ xxvi Using your BPP products†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ xvii Questions and answers Questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Answers †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 37 Exam practice Practice questions and answers †¢ Questions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 61 †¢Answers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 73 Mock exam †¢ Questions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 81 †¢ Answers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 95 Review form & free prize draw iii QUESTION INDEX Question index Time Page number Marks llocation Mins Question Answer 16 19 5 37 9–15 14 17 7 38 16–23 16 19 8 39 24–38 30 36 9 41 39 2 2 11 43 40–44 10 12 15 44 45–49 10 12 15 44 50–54 10 12 16 45 55–62 16 19 17 46 63–68 12 14 18 47 69–74 12 14 19 48 75–79 10 12 20 49 Part A: Introduction to transaction accounting Business transactions and documentation Objective test questions 1–8 Assets, liabilities and the accounting equation Objective test questions Balance sheet and profit and loss account Objective test questions Recording, summarising and posting transactions Objective test questions Completing ledger accounts Objective test questionPart B: Recording and accounting for cash transactions Receiving and checking money Objective test questions Banking monies received Objective test questions Recording monies received Objective test questions Authorising and making payments Objective test questions Recording payments Objective test questions Maintaining petty cash records Objective test questions Bank reconciliations Objective test questions iv QUESTION INDEX Part C: Recording and accounting for credit transactions The receivables ledger Objective test questions 80–86 14 17 23 51 87–89 6 7 24 52 90–106 34 41 24 52 107–115 18 22 33 57 The payables ledgerObjective test questions Control accounts and the trial balance Objective test questions Part D: Payroll Recording payroll transactions Objective test questions Practice questions and answers Mixed bank 116–165 Mock exam Pilot paper 166–215 v QUESTION INDEX Using your BPP Practice and Revision Kit Aim of this Practice & Revision Kit To provide the practice to help you succeed in both the paper based and computer based examinations for Paper 1 Recording Financial Transactions (International). To pass the examination you need a thorough understanding in all areas covered by the syllabus and teaching guide.Recommended approach †¢ Make sure you are able to answer questions on everything specified by the syllabus and teaching guide. You cannot make any assumptions about what questions may come up on your paper. The examiners aim to discourage ‘question spotting'. In a paper that has objective test questions or a number of shorter questions, the examiner has the opportunity to test a wide area of the syllabus. Where there are long questions, a number of different issues can be brought in. And an area that has been tested in one sitting can still be tested again in the next sitting. Learning is an active process. Use the DO YOU KNOW? Checklists to test your knowledge and understanding of the topics covered in Paper 1 Recording Financial Transactions (International) by filling in the blank spaces. Then check your answers against the DID YOU KNOW? Checklists. Do not attempt any questions if you are unable to fill in any of the blanks – go back to your BPP Interactive Text and revise first. †¢ When you are revising a topic, think about the mistakes that you know that you should avoid by writing down POSSIBLE PITFALLS at the end of each DO YOU KNOW?Checklist. †¢ Once you have completed the checklists successfully, you should attempt the questions on that topic. Each section has a selection of OBJECTIVE TEST QUESTIONS and COMPULSORY WRITTEN QUESTIONS. Make good use of the HELPING HANDS provided to help you answer the questions. On questions that have been in past exam papers, we report ‘what the examiner said'. This shows you how students who sat the exam coped with the question and tells you what the pitfalls were and what the examiner was looking for. †¢ There is a mark allocation for each compulsory written question.Each mark carries with it a time allocation of 1. 2 minutes (including time for selecting and reading questions). A 15 mark question therefore should be completed in 18 minutes. For papers 6–10 each mark carries a time allocation of 1. 8 minutes. †¢ Once you have completed all of the questions in the body of this Practice & Revision Kit, you should attempt the MOCK EXAMS under examination conditions. These are the latest actual exams. Check your answers against our answers and apply the ACCA's Official marking scheme to find out how well you did.Please see the next section for important information concerning the 2008 exams. vi Important information vii viii IMPORTANT INFORMATION Important information for students sitting this exam in 2008 IAS 1 was revised in September 2007. This mainly affects terminology used in financial statements. This does not really affect CAT Paper 1 International apart from the ‘balance sheet’ may be called the ‘statement of financial position’. In this kit, we have shown both terms. Your examiner may use either. ix IM PORTANT INFORMATION x Passing CAT exams xi xii PASSING CAT EXAMS How to revise Plan your revisionAt the start of your revision period, you should draw up a timetable to plan how long you will spend on each subject and how you will revise each area. You need to consider the total time you have available and also the time that will be required to revise for other exams you’re taking. Practise Practise Practise The more questions you do, the more likely you are to pass the exam. Practising questions will mean that you’ll get used to the time pressure of the exam. When the time is up, you should note where you’ve got to and see how many questions you have completed. Revise enoughMake sure that your revision covers the breadth of the syllabus, as any topic an come up. However it is true that some topics are key – they are an important part of the syllabus or are a particular interest of the examiner – and you need to spend sufficient time revising these . Deal with your difficulties Difficult areas are topics you find dull and pointless, or subjects that you found problematic when you were studying them. You mustn’t become negative about these topics; instead you should build up your knowledge by reading the Passcards and using the Quick quiz questions in the Study Text to test yourself.When practising questions in the Kit, go back to the Text if you’re struggling. Learn from your mistakes Having completed a question you must try to look at your answer critically. As you go through the Kit, it’s worth noting any traps you’ve fallen into and referring to these notes in the days before the exam. Aim to learn at least one new point from each question you attempt. Complete the mock exam You should attempt the Mock exam at the end of the Kit under strict exam conditions, to gain experience of managing your time and producing answers. xiii PASSING CAT EXAMSHow NOT to revise Revise selectively Examiners are wel l aware that some students try to forecast the contents of exams, and only revise those areas that they think will be examined. In CBA questions come up in a random fashion and you cannot predict what will come up. Spend all the revision period reading You cannot pass the exam just by learning the contents of Passcards, Course Notes or Study Texts. You have to develop your application skills by practising questions. Audit the answers This means reading the answers and guidance without having attempted the questions.Auditing the answers gives you false reassurance that you would have tackled the questions in the best way and made the points that our answers do. The feedback we give in our answers will mean more to you if you’ve attempted the questions and thought through the issues. Get bogged down Don’t spend a lot of time worrying about all the minute detail of certain topic areas, and leave yourself insufficient time to cover the rest of the syllabus. Remember that a key skill in the exam is the ability to concentrate on what’s important and this applies to your revision as well.Overdo studying Studying for too long without interruption will mean your studying becomes less effective. A five minute break each hour will help. You should also make sure that you are leading a healthy lifestyle (proper meals, good sleep and some times when you’re not studying). xiv PASSING CAT EXAMS How to PASS your exam Prepare for the day Make sure you set at least one alarm (or get an alarm call), and allow plenty of time to get to the exam hall. You should have your route planned in advance and should listen on the radio for potential travel problems.You should check the night before to see that you have pens, pencils, erasers, watch, calculator with spare batteries, also exam documentation and evidence of identity. Plan your time You need to make sure that you will be answering the correct number of questions, and that you spend the right length o f time on each question – this will be determined by the number of marks available. Papers 1–5 are 2 hour papers, so each mark carries a time allocation of 1. 2 minutes. This means that a 2-mark question should be completed in 2. 4 minutes. Read the questions carefullyTo score well, you must follow the requirements of the question, understanding what aspects of the subject area are being covered, and the tasks you will have to carry out. Stay until the end of the exam Use any spare time to check and recheck your script. This includes checking you have filled out the candidate details correctly, you have labelled question parts and workings clearly, you have used headers and underlining effectively and spelling, grammar and arithmetic are correct. xv PASSING CAT EXAMS How NOT to Pass your exam Don’t do enough questions If you don’t attempt sufficient questions on the paper, you are making it arder for yourself to pass the exam on the questions that you do attempt. Failing to attempt all of the paper is symptomatic of poor time management. Rush through the questions without thinking about them properly If you don't understand a question, read it again before you start guessing. Get bogged down Each question is only worth 2 marks. If you really can't do it, move on. xvi PASSING CAT EXAMS Syllabus xvii PASSING CAT EXAMS xviii PASSING CAT EXAMS xix PASSING CAT EXAMS xx PASSING CAT EXAMS xxi PASSING CAT EXAMS xxii PASSING CAT EXAMS xxiii PASSING CAT EXAMS Approach to examining the SyllabusPaper 1 is a two-hour paper. It can be taken as a written paper or a computer based examination. The questions are objective test questions – multiple choice, number entry and multiple response. (See page xxv for frequently asked questions about computer based examinations. ) The exam is structured as follows: 50 multiple choice questions = 100 marks xxiv PASSING CAT EXAMS The Computer Based Examination The ACCA has introduced a computer based exa mination (CBE) for CAT Papers 1–4 (in addition to the conventional paper based examination). Computer based examinations must be taken at an ACCA CBE Licensed Centre.How does CBE work? †¢ Questions are displayed on a monitor †¢ Candidates enter their answer directly onto the computer †¢ Candidates have two hours to complete the examination †¢ When the candidate has completed their examination, the computer automatically marks the file containing the candidate's answers †¢ Candidates are provided with a certificate showing their results before leaving the examination room †¢ The CBE Licensed Centre uploads the results to the ACCA (as proof of the candidate's performance) within 48 hours Benefits †¢ Flexibility as a CBE can be sat at any time †¢Resits can also be taken at any time and there is no restriction on the number of times a candidate can sit a CBE †¢ Instant feedback as the computer displays the results at the end of the CBE †¢ Results are notified to ACCA within 48 hours †¢ Extended closing date periods (see ACCA website for further information) CBE question types †¢ Multiple choice – choose one answer from four options †¢ Multiple response 1 – select more than one response by clicking the appropriate tick boxes †¢ Multiple response 2 – select a response to a number of related part questions by choosing one option from a number of drop down menus Number entry – key in a numerical response to a question CAT CBE You will have two hours in which to answer a number of questions, which are worth a total of 100 marks. See the ACCA website for a demonstration and up to date information (www. acca. org. uk/colleges/cbe_demo). xxv PASSING CAT EXAMS Tackling Multiple Choice Questions MCQs feature in both the paper and computer-based papers. The MCQs in your exam contain four possible answers. You have to choose the option that best answers the question. The t hree incorrect options are called distracters. There is a skill in answering MCQs quickly and correctly.By practising MCQs you can develop this skill, giving you a better chance of passing the exam. You may wish to follow the approach outlined below, or you may prefer to adapt it. Step 1 Skim read all the MCQs and identify what appear to be the easier questions. Step 2 Attempt each question – starting with the easier questions identified in Step 1. Read the question thoroughly. You may prefer to work out the answer before looking at the options, or you may prefer to look at the options at the beginning. Adopt the method that works best for you. Step 3 Read the four options and see if one matches your own answer.Be careful with numerical questions as the distracters are designed to match answers that incorporate common errors. Check that your calculation is correct. Have you followed the requirement exactly? Have you included every stage of the calculation? Step 4 You may find that none of the options matches your answer. †¢ †¢ †¢ Re-read the question to ensure that you understand it and are answering the requirement Eliminate any obviously wrong answers Consider which of the remaining answers is the most likely to be correct and select the option Step 5 If you are still unsure make a note and continue to the next questionStep 6 Revisit unanswered questions. When you come back to a question after a break you often find you are able to answer it correctly straight away. If you are still unsure have a guess. You are not penalised for incorrect answers, so never leave a question unanswered! After extensive practice and revision of MCQs, you may find that you recognise a question when you sit the exam. Be aware that the detail and/or requirement may be different. If the question seems familiar read the requirement and options carefully – do not assume that it is identical. xxvi PASSING CAT EXAMS Using your BPP productsThis Kit gives you the question practice and guidance you need in the exam. Our other products can also help you pass: †¢ Learning to Learn Accountancy gives further valuable advice on revision †¢ Passcards provide you with clear topic summaries and exam tips †¢ Success CDs help you revise on the move †¢ i-Pass CDs offer tests of knowledge against the clock †¢ Learn Online is an e-learning resource delivered via the Internet, offering comprehensive tutor support and featuring areas such as study, practice, email service, revision and useful resources You can purchase these products by visiting www. bpp. om/mybpp. Visit our website www. bpp. com/acca/learnonline to sample aspects of Learn Online free of charge. xxvii PASSING CAT EXAMS xxviii Question bank 1 2 QUESTION BANK DO YOU KNOW? – INTRODUCTION TO TRANSACTION ACCOUNTING Check that you can fill in the blanks in the statements below before you attempt any questions. If in doubt, you should go back to your BPP Intera ctive Text and revise first. †¢ †¢ †¢ Whenever property changes hands there has been a †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . Business transactions are subject to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦law. A cash transaction is one where the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . †¢A credit transaction is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦ . †¢ †¢ Transactions with consumers are subject to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦.. legislation. †¢ The purpose of the accounting system is to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. , †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ the information contained in the documentation generated by transactions. A discount is a reduction in the price of goods below the amount at which those goods would normally be sold to other customers of the supplier. – – †¢ A †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. is a reduction in the amount of money demanded from a customer. A †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ is an optional reduction in the amount of money payable by a customer. Many business transactions involve sales tax. – †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ is sales tax charged on goods and services sold by a business. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. is sales tax paid on goods and services bought in by a business. TRY QUESTIONS 1 TO 8 †¢ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ is the excess of income over expenditure. When expenditure exceeds income, the business is running at a †¦Ã¢â‚¬ ¦. . †¢ †¢ A business must always be treated as a separate entity from its owners when preparing accounts. The accounting equation is that the assets and liabilities of a business must always be †¦Ã¢â‚¬ ¦. . – †¢ Assets = (Capital introduced + retained profits – drawings) + liabilities Double entry bookkeeping reflects the fact that for every debit, there is an equal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Therefore the total value of debit entries will always be equal to the total value of credit entries. TRY QUESTIONS 9 TO 15 †¢ A †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. is a statement of the assets, liabilities and capital of a business at a given point in time. – – – †¢ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦are for use within a business. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ are used to generate cash. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ are payables of the business, payable within a year. An income statement is a statement which matches †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ with the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . TRY QUESTIONS 16 TO 23 †¢ Books of †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ are used to keep records of †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . Examples include the sales day book, the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. day book and the cash book. †¢ †¢ †¢ Entries are †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. rom the day books to the †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ledger. Accounting packages can update ledgers simultaneously if the ledgers are†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . Customer and supplier information which is stored may be subject to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. legislation. TRY QUESTIONS 24 TO 39 †¢ Possible pitfalls Write down the mistakes you know you should avoid. 3 QUESTION BANK DID YOU KNOW? – INTRODUCTION TO TRANSACTION ACCOUNTING Could you fill in the blanks? The answers are in bold. Use this page for revision purposes as you approach the exam. †¢ †¢ †¢ Whenever property changes hands there has been a business transaction. Business transactions are subject to contract law.A cash transaction is one where the buyer pays cash to the seller at the time the goods or services are transferred. †¢ †¢ †¢ A credit transaction is a sale or purchase which occurs some time earlier than cash is received or paid. †¢ A discount is a reduction in the price of goods below the amount at which those goods would normally be sold to other customers of the supplier. Transactions with consumers are subject to sale of goods legislation. The purpose of the accounting system is to record, summarise and present the information contained in the documentation generated by transactions. – – †¢A trade discount is a reduction in the amount of money demanded from a customer. A cash discount is an optional reduction in the amount of money payable by a customer. Many business transactions involve sales tax. – – Output tax is sales tax charged on goods and services sold by a business. Input tax is sales tax paid on goods and services bought in by a business. TRY QUESTIONS 1 TO 8 †¢ Profit is the excess of income over expenditure. When expenditure exceeds income, the business is running at a loss. †¢ †¢ A business must always be treated as a separate entity from its owners when preparing accounts.The accounting equation is that the assets and liabilities of a business must always be equal. – †¢ Assets = (Capital introduced + retained profits – drawings) + liabilities Double entry bookkeeping reflects the fact that for every debit, there is an equal credit. Therefore the total value of debit entries will always be equal to the total value of credit entries. TRY Q UESTIONS 9 TO 15 †¢ A statement of financial position (balance sheet) is a statement of the assets, liabilities and capital of a business at a given point in time. – – – †¢ Non-current assets are for use within a business.Current assets are used to generate cash. Current liabilities are payables of the business, payable within a year. An income statement is a statement which matches revenue with the costs of earning it. TRY QUESTIONS 16 TO 23 †¢ Books of prime entry are used to keep records of source documents. Examples include the sales day book, the purchase day book and the cash book. †¢ †¢ †¢ Entries are posted from the day books to the nominal ledger. Accounting packages can update ledgers simultaneously if the ledgers are integrated. Customer and supplier information which is stored may be subject to data protection legislation.TRY QUESTIONS 24 TO 39 †¢ Possible pitfalls – – – – 4 Confusing cas h and credit transactions Confusing trade and cash (or settlement) discounts Ignoring sales tax in double entry bookkeeping Not being able to distinguish between non-current and current assets QUESTION BANK 1 Which of the following correctly describes the function of a credit sales invoice which a customer has received from a supplier? A B C D It is a receipt for money paid. It is a demand for immediate payment by the supplier. It is a record of goods purchased by the customer. It is a demand for payment within an agreed time from the supplier.Approaching the answer Use this answer plan to construct your answer if you are stuck. Step 1 If you have never done a Multiple Choice Question (MCQ) before, do not panic! The chances are that you will have done something similar in a magazine quiz or seen a television quiz programme in the same format (eg Who wants to be a millionaire). The principal is the same for these MCQs. You are given four possible answers, one is correct and the other three are wrong (distracters). Step 2 Step 3 Step 4 Step 5 Read the question and work out what is required. Try not to read the possible answers at this stage.Re-read the question and decide on your own answer. Read the four options and see if one matches your own answer. If yes, then select that option. If none of the options matches (or is close to) your answer, adopt the following method. – – Exclude the obvious wrong answers – Step 6 Re-read the question to ensure that you understand it and are answering the correct requirement Consider which of the remaining answers is the most likely to be correct If you are still in doubt, remember that you will not be penalised for a wrong answer in the exam. You just will not get any marks for a wrong answer.Therefore, if you really do not know, a guess is better than leaving out a question. However, if you are guessing, do not think that as the last few answers have been (a), (b) and (c) that the answer must be (d)! T he examiner may well have decided that the correct answer to every question is (a). Notes (a) In this kit, if you find that you are guessing the answers to most of the questions, then you need to go back to your Interactive Text and revise. (b) In the exam, you could leave any questions that you are having trouble with and do all the questions that you can answer fairly easily.You should then have time at the end to go back and deal with the problem questions. Remember that you have 2. 4 minutes per question. If you spend 2 minutes on each question, this will leave you 20 minutes at the end to go back over troublesome questions. 2 Which of the following correctly describes the function of a credit note issued by a supplier to one of its customers? A B C D A demand for payment. An agreed allowance which can be deducted from the next invoice payment. A loan available to the customer. A document used by the supplier to cancel part or all of a previously issued invoice. 5 QUESTION BANK 3Which of the following correctly describes the term ‘debit note'? A B C D 4 It is issued by a supplier to a customer to demand payment in full for goods supplied. It is issued by a customer to a supplier to request a credit note. It is issued by a customer when goods are delivered. It is issued by a customer to a supplier to cancel an invoice received. Which of the following correctly explains the term ‘trade discount'? A B A price reduction which a supplier agrees with all customers in a particular trade. C A price reduction which a supplier agrees with an individual customer after an invoice has been sent at full price.D 5 A reduction in the amount of an invoice which a customer will pay. A reduction in the invoice price by a supplier because of the nature of the business with an individual customer. Which of the following best explains sales tax? A B A tax levied on the sale of goods and services which is administered and collected by the government. C A tax levied o n the sale of goods and services which is administered by the government. D 6 A tax on business profits. A tax levied on the sale of goods and services which all businesses must pay. The term ‘tax point' in connection with sales tax signifies?A B C D 7 The date on which a transaction took place for sales tax purposes. The location of a sales tax registered business. Entering into a sale transaction which is subject to sales tax with a customer. The suppliers address quoted on a tax invoice. What is the main purpose of an accounting system in a business? A B To calculate the tax payable by a business. C To record, summarise and present information from documentation generated by business transactions. D 8 To generate the business accounts. To enable the owner to know if the business is trading profitably.X Co purchases goods with a list price of $100,000 subject to a 5% trade discount. X Co is allowed 2? % cash discount for payment within 30 days from invoice date. Assuming the discount is taken, how much will X pay? (Ignore sales tax). A B C D 6 $92,625 $102,375 $97,500 $95,000 QUESTION BANK 9 Which of the following best explains the term ‘current asset'? A B C D 10 X starts a business with $50,000 cash, buying inventory $10,000 from cash and paying business expenses of $1,000. Inventory is purchased on credit for $5,000. Following these transactions, what is the capital of X's business?A B C D 11 Credit entries record increases in capital or liabilities. Credit entries record decreases in assets. Credit entries record increases in profits. Credit entries record increase in expenses. Which of the following correctly records the repayment of a loan of $10,000 plus outstanding interest $500? A B C D 15 It records an increase in assets. It records a business expense. It records an increase in the liabilities of a business. It records a decrease in the liabilities of a business. Which of the following statements concerning a credit entry is incorrect? A B C D 14Assets decrease, liabilities increase. Capital decreases, liabilities increase. Capital increases, liabilities decrease. Assets decrease, capital decreases. Which of the following statements concerning a debit entry is incorrect? A B C D 13 $39,000 $49,000 $50,000 $54,000 A business receives an accountant's bill for $500. Which of the following statements correctly shows the effect upon the accounting equation of the business, assuming the bill is unpaid? A B C D 12 An asset currently in use by a business. Something a business has or uses, which is likely to be held only for a short time.An amount owed to somebody else which is due for repayment soon. Money which the business currently has in its bank account. Assets – $10,500, capital – $10,500 Assets + $10,500, Liabilities + $10,500 Assets – $10,500, Liabilities – $10,000, Expenses + $500 Assets – $10,500, Liabilities – $10,500 A trade receivable is? A A person owing money to the business in return for goods supplied. B A person to whom the business owes money in return for goods supplied. C A person to whom the business owes money which was lent to finance the trading operations of the business. DA person who has purchased goods from the business. 7 QUESTION BANK 16 Which of the following is an example of an item of revenue expenditure? A B C D 17 A business makes cash sales of $5,000 and credit sales of $3,000 in a month. All the inventory purchased at a cost of $4,000 was sold, business expenses amounting to $500 were paid and the proprietor took out $300 for living expenses. $600 was owing in respect of the inventory purchased and sold. What was the net profit in the month? A B C D 18 Sales less expenses. Net profit less expenses. Sales less purchase cost (or production cost) of goods sold.Sales less overheads. Which of the following is not an example of an administration overhead? A B C D 22 A bank overdraft. Capital. Goodwill. A loan from a director o f the company repayable in two years' time. The gross profit of a retail/manufacturing business is? A B C D 21 Debit machinery $550, credit cash $550. Debit cash $550, credit machinery $550. Debit machinery $500, credit cash $550, debit insurance $50. Debit cash $550, credit machinery $500, credit insurance $50. Which of the following is a current liability? A B C D 20 $4,100 $3,500 $3,200 $500A business buys a machine for $500 (cash) and pays machinery insurance $50 (cash). Which of the following shows the correct double entry for this transaction? A B C D 19 Insurance of goods in transit to customers. Import duties charged on a new non-current asset for the business. Wages of employees installing a new non-current asset into the business premises. A new delivery van. Carriage inwards on purchases. Postage. Depreciation of the office computers. The accountant's salary. Where do drawings appear in the income statement and statement of financial position (balance sheet)?A B They do n ot appear in the income statement, they are deducted from owner's capital on the statement of financial position (balance sheet). C They do not appear in the statement of financial position (balance sheet) or income statement as they do not represent a business related item. D 8 They do not appear in the statement of financial position (balance sheet), they are an expense in the income statement. They do not appear in the income statement and are added to owner's capital on the statement of financial position (balance sheet). QUESTION BANK 23Why is it important that a business distinguishes between current and non-current liabilities in its statement of financial position (balance sheet)? A B So that users of the financial statements can assess the ability of the business to continue as a going concern. C So that users of the financial statements can assess the level of business debt due for repayment within a fairly short time. D 24 So the owners know how much is owed by the busine ss at all times. So that users of the financial statements can assess the solvency of the business. Which of the following statements is correct? A BPurchase invoices are recorded in the purchase daybook and are summarised and posted to the payables ledger. C Cash received is recorded in the cash book and posted to the journal. D 25 Sales invoices are recorded in the sales returns daybook and are summarised and posted to the receivables ledger. Adjustments to the financial accounts are recorded in the cash book and summarised and posted to the nominal ledger. Which of the following is an example of a prime record not prepared by the business? A B C D 26 The cash book. The bank statement. The sales day book. The purchase returns day book.Y Co keeps a receivables ledger control account as part of its accounting system. Invoices totalling $5,000 are raised in March and customers pay cash $3,000 for invoices having face values of $3,100 (discount $100). Which of the following entries co rrectly record these transactions? A B Debit receivables ledger control $5,000, credit sales $5,000, debit cash $3,000, credit receivables ledger control $3,100, debit discount allowed $100. C Debit sales $5,000, credit receivables ledger control $5,000, debit cash $3,000, debit discount allowed $100, credit receivables ledger control $3,100. D 7 Debit receivables ledger control $5,000, credit sales $5,000, debit cash $3,000, credit discount allowed $100, credit receivables ledger control $3,000. Debit receivables ledger control $5,000, credit sales $5,000, debit cash $3,000, credit receivables ledger control $3,000. In the receivables ledger of X Co, the account of Y Co has a credit balance of $5,000. Which of the following is a plausible explanation for this? A B C D Y Co has been sent an invoice for $5,000. Y Co has supplied goods to X Co and these have been correctly recorded by X Co. Y Co has paid X Co $5,000 twice in error.Y Co has an overdue balance of $5,000 owing to X Co. 9 QUESTION BANK 28 Which of the following statements concerning the receivables ledger control account is incorrect? A B It makes the detection of errors easier. C It helps to reduce the chance of a fraud in relation to transactions between the business and its customers. D 29 It helps to ensure that all transactions with customers have been correctly recorded. It ensures that errors cannot occur in relation to transactions between the business and its customers. A sales tax registered business sells goods $1,200 plus $210 sales tax and purchases goods costing $200 plus sales tax $35.Assuming these are the only transactions in the sales tax period and that input tax is fully recoverable, how much sales tax is due/payable to/from the government? A B C D 30 Payable $175. Recoverable $175. Payable $210. Payable $245. Which of the following statements is correct? A B A machine is purchased for $200 plus sales tax $35. The machinery account is debited with $200 and the sales tax account d ebited with $35. The sales tax is irrecoverable. C If the sales tax account has a debit balance at the end of the sales tax quarter, the balance is recoverable from the government. D 31Output tax charged to a customer is debited to the sales tax account. The sales figure in the income statement of a sales tax registered business includes sales tax. Accounts are classified according to the nature of the transactions which are recorded in them. Which of the following classifications is incorrect? A B C D 32 Which of the following statements best explains the term ‘memorandum account'? A B C D 33 One used for the correction of errors. One use to record transactions between the business and its proprietor(s). An account used to record information, which does not form part of the double entry system.An account used to summarise transactions before they are posted to the ledgers. A machine (cost $5,000) is bought on credit from X. Subsequently, $1,000 of the debt to X is paid by che que. Which of the following correctly records the transactions? A B C D 10 Insurance is recorded in a nominal ledger account. Rents received are recorded in a nominal ledger account. Sales transactions with individual customers are recorded in a personal ledger. Control accounts are kept in the personal ledgers. Debit X $5,000, credit machine $5,000. Debit bank $1,000, credit X $1,000. Debit X $5,000, credit machine $5,000.Debit X $1,000, credit bank $1,000. Debit machine $5,000, credit X $5,000. Debit bank $1,000, credit X $1,000. Debit machine $5,000, credit X $5,000. Debit X $1,000, credit bank $1,000. QUESTION BANK 34 The total of a discounts allowed column in a cash book is? (assume a control account is kept) A B C D 35 A firm keeps an analysed cash book containing discount received and allowed columns. At the end of an accounting period discounts received totalled $525 and discounts allowed $326. Which of the following correctly shows the treatment of these totals? A B C D 36 Sales returns day book.Nominal ledger. Sales day book. Purchase returns day book. Which of the following should appear on the credit side of a suppliers account in the payables ledger? A B C D 39 Sales returns day book. The journal. The cash book. The purchase returns day book. Credit notes sent out are recorded in which prime entry record? A B C D 38 Debit discount received $525, credit discount allowed $326. Debit discount allowed $525, credit discount received $326. Credit discount received $199. Debit discount allowed $326, credit discount received $525. Returns outwards are recorded in which prime entry record?A B C D 37 Credited to discounts allowed and debited to sales. Debited to sales and credited to cash. Debited to discount allowed and credited to receivables ledger control account. Debited to cash and credited to sales. Payments made. Discounts allowed. Discounts received. Purchase invoices received. The following entries appear in a cash account in March; payments by cu stomers $15,000, rents received $250, insurance paid $150, drawings $700, capital paid in $2,000. The balance at 1st March was $2,000 (in hand) what was the closing balance at 31st March? A B C D $14,400 $18,400 $15,800 $10,400