Finance As The Science And Art Of Managing Money - 1518 Words

Cherix Leung BUS202 Anna Kwong Reflective Paper Chapter 1 – Introduction to Finance In the book Managerial Finance, it defines finance as the science and art of managing money. Whether we are dealing with finance on the personal or business perspective, the general ideas behind them are inseparable, equally serious and important. Individuals make plenty of decisions, short-term and long-term plans based on their monthly income and expenses, which it is going to directly affect how they are going to manage their savings and investment. People who have not been educated in finance tend to have a misunderstanding about the duties of an accountant and a financial manager. An Accountant spends most of their time collecting, inspecting and entering financial data and records in order to accurately prepare the four key financial statements for the organization, which is the balance sheet, income statement, statement of retained earnings, and statement of cash flows. On the other hand, a financial manager’s duties are to est ablish a financial and budgeting plan for the company, raise and invest money to ensure the organization operate smoothly, safely and successfully. Financial managers are the decision maker for the financial aspect of a firm. One of the very first yet significant decision firm’s owner has to deal with is the legal form of organization. Sole proprietorships, partnerships as well as corporation are the three most common legal forms of business organization. EachShow MoreRelatedThe Budget And The Mission Of The School975 Words   |  4 Pagesthe department heads head request what they need for their teachers to help meet the needs of all the students. In this way the budget should balance out between all of the different departments. The finance director said with zero based budgeting; the funding is more likely to be equitable. The finance department tells the department heads to let them know what they need to fulfill the mission of the school. The whole budget is designed to make sure funds are available to complete the mission andRead MorePatton Fuller Essay880 Words   |  4 PagesPatton-fuller community hospital case study Abstract Finance, understanding how it affects the smallest business to the largest organization, is the origin to financial success in businesses. According to Gitman (2006), finance is the art and science of managing money. Virtually every individual business and large organization, Be the organization for profit or non-profit, depends on the rates at which these entities earn, or raise money, and the rate at which they spend or invest these earnedRead MoreWhat Makes a Good Manager978 Words   |  4 PagesIntroduction: The Merriam Webmaster online dictionary (2010) defines management as: â€Å"The act or art managing: the conducting or supervising of something (as a business)†. 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Finance: evolution of meaning XVIII century – mid-XX century – â€Å"finance† meant funds of the state; since mid-XX century – â€Å"finance† also covers the area of financial decisions made by corporations and individuals. ââ€" ¡ Finance can beRead MoreMy Career As A Teacher979 Words   |  4 Pagesan elementary school teacher. â€Å"An elementary school teacher is a person trained to educate children from pre-kindergarten to fifth grade. They are responsible for the educational and emotional growth of children in a classroom setting, as well as managing the materials and resources used for educating them† (â€Å"Elementary School Teacher†). 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Central Theme of Love in Shakespeares A Midsummer...

Shakespeare’s A Midsummer Night’s Dream central theme of love A common theme in literature is love. Love can take hold in an instant and can make you do things you never would have done otherwise. Love appears in several different ways in Shakespeare’s A Midsummer Night’s Dream. Hermia and Lysander show true love, while Helena demonstrates unrequited love. Titania and Bottom presents us with magic love. In the play, love is also the cause of a few broken hearts. While there is no one common definition of love that suits all of the characters, the romantic relationship in the play all leans to one simple rule laid out by Lysander, â€Å"The course of true love never did run smooth.† True love is shown in various places in the play. On of†¦show more content†¦Their situation is quite similar to that of Lysander and Hermia’s. They both love each other so much that they both gave up their lives for each other, â€Å"Ay, that left pap, where heart doth hop: thus die I, thus, thus, thus.† Demetrius and Helena present us with a different type of love, unrequited love. Devoted to Demetrius, Helena willingly gives him her heart, body and soul, just for his attention. But even when he proclaims his feelings for Helena, â€Å"I love thee not, therefore pursue me not. Hence get thee gone, and follow me no more!† Helena still refuses to leave him and continues to chase after him. Demetrius and Helena also have a situation of unrequited love. No matter how much Demetrius claims his love for Hermia, she still rejects him, â€Å"A privilege – never to see me more. And from thy hated presence part I so, see me no more, whe’r he be dead or no.† In this play, the juice of the magic flower is responsible to all the cases of magical love. It causes the character to fall in love with the first creature they see. Some of the characters that experience this love are due to Puck’s mistakes, â€Å"Believe me, king of shadows, I mistook.† Having the drops of the juice to the flower placed on their eyes, Lysander andShow MoreRelatedWeathering the Storms of True Love1159 Words   |  5 Pages Sitting on a porch swing with ones true love hugging and kissing as the moon smiles down upon them, seems like the perfect situation for true love. Unfortunately, nothing could be further from the truth. Shakespeare presents the truth about true love in his comical tragedy A Midsummer Nights Dream. Lysander clearly stated loves situation when he told Hermia the course of true love never did run smooth (Griffiths 94). In some ways Lysanders declaration becomes the plays structuralRead MoreA Midsummer Night s Dream And Measure For Measure1341 Words   |  6 PagesTwo of Shakespeare’s most famous comedies are A Midsummer Night’s Dream and Measure for Measure. 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This theme can be expressed in many different ways, for example, positively causing everyone to live happily ever after in a fairytale type of world, negatively being the causeRead MoreA Descriptive Bibliography Of Shakespeare s A Midsummer Night s Dream 1542 Words   |  7 PagesOverview of Shakespeare’s â€Å"A Midsummer Night’s Dream† William Shakespeare was born April 1564 and grew up in Strafford-upon-Avon. He wrote â€Å"A Midsummer Night’s Dream† in his early years as a playwright. He also wrote the play is a mixture of romance and comedy. It tells the story of four young people who fall in love with each other with the aid of magic. Shakespeare managed to create a dream world for the audience using the characters tied to a plot filled with antics and themes that everyoneRead More Comparing A Midsummer Nights Dream and Romeo and Juliet Essay1176 Words   |  5 Pagesto one another, two stand out from the rest as sharing a great deal in common. Specific, solid parallels can be drawn between Shakespeares plays A Midsummer Nights Dream and Romeo and Juliet. The themes and characters are remarkably similar in many aspects. Firstly, both plays highlight the stereotypical young lovers - Hermia and Lysander in A Midsummer Nights Dream and Romeo and Juliet in Romeo and Juliet. Secondly, both plays are very ambiguously categorized. By this I mean that eachRead MoreThe Theme of True Love in A Midsummer Nights Dream by William Shakespeare744 Words   |  3 PagesThe Theme of True Love in A Midsummer Nights Dream by William Shakespeare The overriding theme of the play A Midsummer Nights Dream by William Shakespeare deals with the nature of love. Though true love seems to be held up as an ideal, false love is mostly what we are shown. Underneath his frantic comedy, Shakespeare seems to be asking the questions all lovers ask in the midst of their confusion: How do we know when love is real? How can we trust ourselves that love is real when we areRead More A Comparison of A Midsummer Nights Dream and Romeo and Juliet992 Words   |  4 PagesParallel Themes and Characters in A Midsummer Nights Dreamnbsp;and Romeo and Julietnbsp;nbsp;nbsp;nbsp; Certain parallels can be drawn between William Shakespeares plays, A Midsummer Nights Dream, and Romeo and Juliet. These parallels concern themes and prototypical Shakespearian character types. Both plays have a distinct pair of lovers, Hermia and Lysander, and Romeo and Juliet, respectively. Both plays could have also easily been tragedy or comedy with a few simple changesRead MoreA Midsummer Nights Dream Research Paper (with Cited)1161 Words   |  5 PagesThe play, A Midsummer Nights Dream by William Shakespeare, is about four lovers and their dreamlike adventure through a fairy ruled forest. There are many different characters in this play and they each play their own individual role in how the play is performed and read. 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Chaos A Midsummer Night’s Dream Contrasting places have been used in many works of literature throughout history to strengthen the meaning ofRead MoreWilliam Shakespeare s A Midsummer Night s Dream Essay2005 Words   |  9 PagesIn William Shakespeare’s A Midsummer Night’s Dream, Shakespeare crafts a play with three very different viewpoints that can be interpreted in many ways, some with obvious interpretations and other with much less obvious ones. Shakespeare also ends A midsummer Night’s Dream, with an apology that is just as less obvious as some of the play’s interpretation. Yet, If a person looks past the obvious interpretations of the play, one can begin to piece together the possible message, that mortals no matter

The Dishonesty of Honest People Free Essays

Focus on two mechanisms that people employ to maintain their positive self-concept: digitization and attention to standards. 2. Overview of Theory and Hypothesis Theory†. We will write a custom essay sample on The Dishonesty of Honest People or any similar topic only for you Order Now The theory of self-concept maintenance suggests that people typically act dishonestly and achieve external benefits from said acts, but only to the extent that their behavior stills allows them to maintain a positive view of themselves in terms of being honest. Hypothesis: The stuffs main hypothesis stems from the theory of self- concept maintenance (explained above). People facing this motivational dilemma – gaining from cheating vs.. Maintaining a positive self-concept as honest individuals – tend to solve it adaptively by finding a balance between he two motivating forces. They do so in order to acquire some financial benefit from behaving dishonestly while still maintaining their positive self- concept. 1 . The band of acceptable dishonesty is limited by internal reward considerations. 2. The size of this band depends on one’s ability to categorize actions as something other than dishonest, as well as the attention that they pay to their standards for honest y at the time of the dishonest act. Although there may be many ways to find such a compromise, the study focuses on two particular means; categorization and attention to standards. Categorization: The study explains, ‘When this mechanism is activated, people can categorize their actions in more compatible terms, find rationalizations for their actions, and ultimately avoid triggering any negative self-signals that might affect their self-concept, which will therefore not get updated†. Two important aspects of categorization are its relative ease and its limit. The exact ease/difficult of an act is typically defined by its context. The study uses the following example – â€Å"Intuition suggests that it is easier to steal a OIC pencil from a friend than to teal OIC out of this friend’s wallet to buy a pencil, because the former scenario offers more possibilities to categorize the action in terms that are compatible with friendship (he took a pencil from me once; this is what friends do). † It also suggests that one’s ability to categorize acts has a limit beyond which people can no longer deny their obvious wrongdoings. The study seeks to define said threshold. Attention to Standards: When people are mindful Of their own moral standards any dishonest action is more likely to be reflected in their self- concept (they will update their self-concept as a consequence of their actions), which in turn will cause them to adhere to a stricter definition of an honest and a dishonest act. However, when individuals are not mindful of their own moral standards their actions are not measured relative to them, and therefore their self-concept is less likely to be updated, and their behavior is likely to diverge from their standards. Thus, the attention to standards mechanism predicts that in cases in which ones moral standards are more accessible, people will have to confront the meaning of their actions more readily and therefore be more honest. SUMMARY PHI: Dishonesty will increase as individuals pay less attention to their own standards for honesty. PH: Dishonesty will increase when individuals face situations that are more easily categorized in honesty-compatible terms. PH: Given the opportunity to be dishonest, individuals will be dishonest up to a level that does not force them to update their self-concept. . Overview of Methodology Experiment 1: Moral Reminder Two hundred twenty-nine students participated in this experiment, which consisted of a two-task paradigm as part of a broader experimental session with multiple, unrelated paper-and-pencil tasks that appeared together in a toilet. 1 . In the first task, respondents were asked to either write down the names of 10 books they had read in high school (n o moral reminder) or the Ten Commandments (moral reminder). They had two minutes to complete this task. . In the second task each student received two sheets of paper: a test sheet and an answer sheet. The test sheet consisted of 20 matrices. Participants had four minutes in which to find two numbers per matrix that added up to 10. Experiment 2: Honor Code Two hundred seven students participated in this experiment. Two factors between participants were manipulated: the amount earned per correctly loved matrix (ICC and $2) and the attention to standards (control, recycle, recycle+honor code). 1. The control and recycle conditions were identical to those in the previous experiment, except this time, the experimenter paid each participant, and the task lasted five minutes. 2. The recycle+honor code condition was similar to the recycle condition except that respondents were asked to sign a statement appearing at the top of the test sheet that read: â€Å"l understand that this short survey falls under Mitt’s [Yale’s] honor system†; below the statement, participants printed and signed their names. Thus, the nor code statement appeared on the same sheet as the matrices, and this sheet was recycled before participants submitted their answer sheets. Experiment 3: Token Exchange Four hundred fifty students participated in this experiment. Participants had five minutes to complete this task and were promised SOC for each correctly solved matrix. Three be;en-subjects conditions were used: the control and recycle conditions that we used in Experiment 2, and a recycle+token condition. The latter condition was similar to the recycle condition, except that participants knew that each correctly solved matrix would earn them 1 ken, which they would exchange for ICC a few seconds later. When the five minutes ended, participants in the recycle+token condition recycled their test sheet and submitted only their answer sheet to an experimenter, who gave them the corresponding number of tokens. Participants then went to a second experimenter, who exchanged the tokens for money (this experimenter also paid the participants in the control and recycle conditions). Experiment 4: Four-Task Paradigm Forty-four students participated in this experiment, which consisted of a four- task paradigm-?a matrix task, a personality test, a prediction task, and a second matrix task. 1 . Matrix 1: The same control and recycle conditions Of the matrix task from Experiment 2 were repeated. Participants randomly assigned to either of these two conditions had five minutes to complete the task and received SOC per correctly solved matrix. The only difference from Experiment 2 was that all participants (notes those in the recycle condition) were asked to report how many matrices they had solved correctly. Participants in the control condition submitted both the test and the answer sheets to the experimenter, who verified their answers. Those in the recycle notation recycle their test and just handed in their answers. 2. Personality Test: 10-item tests were handed out, and embedded in these tests was two questions related to self-definition as it relates to honesty. One question asked how honest a person they considered themselves to be on a scale from O (not at all) to 100 (very). The other question asked participants how they thought of themselves at the time of the survey in contrast to the day before in terms of being a moral person on a scale from -5 (much worse) to 5 (much better). 3. Prediction Task: Participants would next participate in a second vive-minute matrix task. Before taking part in it their task was to predict how many matrices they would be able to solve and indicate how confident they were with their predictions on a scale from 0 (not at all) to 100 (very). Before making these predictions, it was made clear to participants that the next matrix task left no room to over-claim as the experimenter would check the results. Furthermore, participants were informed that this second test would consist of a different set of matrices, and the payment would depend on both the accuracy of their prediction and their performance. If their prediction was 00% accurate, they would earn ICC per correctly solved matrix, but for each matrix they solved more or less than what they predicted, their payment per matrix would be reduced by C. The experimenter emphasized that this payment scheme meant that it was in their best interests to be as accurate as possible in their predictions and to solve as many matrices as they could. 4. Matrix 2: The final task was the matrix task (as in the control condition) with a different set of numbers. The entire experiment thus represented a two- condition, between-subjects design, differing only in the first matrix task possibility to cheat). The three remaining tasks (a personality test, a prediction task, and a second matrix task) were the same for all participants. Experiment 5 One hundred eight students participated in this experiment. Two factors were manipulated between participants: the ability to cheat (control and recycle, as in Experiments 2 and 3) and beliefs about the number of matrices that the average student solves in the time allotted (four matrices, which is the accurate number, or eight matrices which was an exaggeration). As before, the DVD was the number of matrices reported solved. Experiment 6 This experiment entailed multiple, small sessions, in which each participant sat in a private booth (total of 326 participants). The first part of the procedure remained the same for all four conditions, but the second part varied. All participants received a test with 50 multiple-choice, general knowledge questions, had 15 minutes to answer the questions, and were promised OIC for each question they solve correctly. After the 15 minutes, participants received a â€Å"bubble sheet’ onto which to transfer their answers. The manipulation of the four conditions pertained to the type of bubble sheet ND to what participants had to do with it after transferring their answers. 1 Control: Participants received a standard bubble sheet. When they finished transferring their answers, they handed both the test and the bubble sheet to the experimenter who checked their answers, summed the number of correct answers, and paid them. 2. No-recycle (first cheating condition): The bubble sheet had the correct answers pre-marked, which prompted a dilemma for participants when they faced a question they had answered incorrectly on their test sheet; they could be honest and mark the corresponding incorrect ricer on the bubble sheet or be dishonest and mark the correct circle. After participants finished transferring their answers, they summed up the number of their correct answers, wrote that number at the top of the bubble sheet, and handed both the test and the bubble sheet to the experimenter, who paid them according to their self-summed score. In this condition, subjects could cheat with some risk that the experimenter might discover it if she compared the test to the bubble sheet. 3. Recycle (second cheating condition): This condition was similar to the no-recycle condition, with the preference that participants were instructed, after transferring their answers to the pre-marked bubble sheet, to walk to a shredder, shred their original test sheet, and take only the bubble sheet to the experimenter, at which point they would be paid accordingly. Because of the shredding, this condition offered a lower probability of being caught cheating. 4. Recycle+ (third cheating condition): This condition decreased the probability of being caught even further by instructing participants to shred both their test sheet and the bubble sheet, walk over to a large jar with money at the corner of the room, ND take the amount they earned. In addition, by making the payment â€Å"self; service†, the recycle+ condition eliminated any interactions with the experimenter, thereby decreasing social concerns with cheating. 4. Main Findings 1. Given the opportunity, people will engage in dishonest behaviors. 2. Increasing attention to internal honesty standards decreases the tendency for dishonesty. . Allowing more flexible categorization increases the tendency for dishonesty. 4. The magnitude of dishonesty is largely insensitive to either the expected external benefits or costs associated with dishonest acts. 5. People know that their actions are dishonest but do not update their self- concepts. 5. Application Economics: â€Å"The theory w e propose can in principle be incorporated into economic models. Some formalization related to our theory appears in recent economic theories of utility minimization based on models of self-signaling (Abdomen and Propel 2001 ) and identity (Bnabob and Triple 2004, 2006). These recent approaches convey a slowly spreading conviction among economists that to study moral and social norms, altruism, reciprocity, or antisocial behavior, we must understand the underlying psychological titivation that vary endogenously with the environment. These models can be adopted to account for self-concept maintenance by incorporating categorization and attention: increasing attention to personal standards for honesty (meta-utility function and salience parameter s 1, respectively) and flexibility for categorization (interpretation function and probability 1-0, respectively). The data presented herein offer further guidance on the development of such models. In our minds, the interplay between these formal models and the empirical evidence we provide represents a fruitful and promising research direction. Psychology: â€Å"Some insights regarding the functional from in which the external and internal rewards work together emerge from the data, and these findings also could provide useful paths for further investigations in both economics and psychology. For example, the results in Experiment 6 showed that increasing the level of external costs (probability of being caught) did not decrease the level of dishonesty. This finding raises the possibility of a relationship that appears like a step function in which dishonesty up to a certain level is trivial, but beyond that threshold, it takes on a more serious, ND costly, meaning. † 6. Limitations of Research 1 . Arguably, at some point at which the external rewards become very high, they should tempt the person sufficiently to prevail (because the reward is much larger than the internal costs), such that ultimately behavior would be largely influenced by external rewards. 2. Another important applied speculation involves the medium experiment. As society moves away from cash, and electronic exchanges become more prevalent, mediums are rapidly increasing in the economy. Again, if we take the results at face value, we should pay particular attention to dishonesty in hose new mediums (e. G. , backdating stocks), because they provide opportunities for under-the-radar dishonesty. Another interesting observation is that the medium experiment did not only allow people to cheat more, but it also increased the level of maximal cheating. In the medium experiment we observed 24 participants who cheated maximally, which indicated that the tokens not only allowed people to elevate their acceptable magnitude of dishonesty but also liberated some participants from the shackles of their morality altogether. â€Å"When we consider the applied implications of these results, we must emphasize that our findings stem from experiments not with criminals but with students at elite universities, people who likely will play important roles in the advancement of this country and who seem a lot like us and others we know. The prevalence of dishonesty among these people and the finding that on an individual level, the magnitude of dishonesty was typically somewhat honest rather than completely dishonest suggests that we have tapped into what common, everyday behavior is about. As Gladstone and Chin (1993) conclude, people seem to be moral relativists in their everyday lives. How to cite The Dishonesty of Honest People, Papers

The Community Based Support Programmes †MyAssignmenthelp.com

Question: Discuss about the Community Based Support Programmes. Answer: The community based support programmes and practices are designed in such a way that it promotes the resources flow and provide the supports to the parents who help in strengthening the functioning and also enhancing the development and the growth of the children in their early age of life. Such community based programmes aim in providing such knowledge and skills which are helpful in conducting the rearing responsibilities of the growing children and providing the children with the opportunities and experiences which promotes the child development and learning. The significance characteristic of such community based programmes includes providing the families with the responsive and the flexible support; to treat the families with respect and dignity; sharing the information with the parents so as to make the informed decisions; and to provide the essential supports and resources to the parents for taking care of the children in their early age of life which produces the optimal child and the parent outcomes (Mason, 2011). The community based programmes and initiatives have the positive impact on both the parenting behaviours and emotional and social development of the children in the early stages of life. The significance feature of such programme is not what is offered, but the way how the supports are to be provided (Mason, 2011). The capacity-building practices in the community based programme form the base of the interactions among the families and the staff for ensuring the parent's capacities enhancement this in turn helps the parents with building confidence and competencies which is necessitated for interactions and promoting the emotional and social development of the children (Forde Devaney, 2006). The members of such community based programmes in the child care help the family members in acquiring the skills for obtaining, resources, services, and supports, such practices helps in the development of the young children which also includes the emotional and the social development ( Forde Devaney, 2006). The communities can conduct certain range of the target, universal and health promoting services such as the feeding of the infants, sleeping and also in providing the guidance to understand the health immunisation and assessment in the early yearly of the children. The given programmes aim to control the parenting behaviours which in a postitive way impact the outcomes of the child. Substantiation for the efficacy of the programmes has been increasing more than ten years, even though it remains mixed. The systematic reviews of certain home visiting programs in the Canada, USA, and UK, established that there are certain optimistic outcome in the surroundings, and also in the well being of the maternal and parenting skill (Forde Devaney, 2006). There are certain parenting competence and confidence which actively provides the practices which involves the practices which helps the parents in deciding what is important for them and children care and how to acquire the knowledge and information which is necessary to be acquired for the children growth in early years with having the great effect on the parents sense of confidence and competence (Mason, 2011). References Forde, S., Devaney, C. (2006). Postvention: A Community-based Family Support Initiative and Model of Responding to Tragic Events, Including Suicide.Child Care In Practice,12(1), 53-61. https://dx.doi.org/10.1080/13575270500526303 Mason, C. (2011). Social work the art of relationship: parents' perspectives on an intensive family support project.Child Family Social Work,17(3), 368-377. https://dx.doi.org/10.1111/j.1365-2206.2011.00791.x