Abraham Lincoln and Robert E. Lee Essay

Abraham Lincoln and Robert E. Lee wanted to achieve diverse goals during the Civil War. Lincoln was determined to save the Union and help the United States move into a new era. He wanted to settle the issue of slavery in the United States, founded on the principles of liberty and equal rights for all. Robert E. Lee fought the war for the Southern traditions. Lee wanted to defend Southern traditions. He fought the war not only to protect slavery, but also to preserve a whole culture, a way of life. Southerners’ wealth and identity belonged to the land they lived on. Lee fought to protect sovereignty, pride, identity, and a decision to secede from the Union. Despite the differences, both men will be heroes for American people. Abraham Lincoln created a sense of nationhood based on equality and coupled it with an American national culture which enabled the United States to maintain its unity. Lincoln became extraordinarily popular not only because he came from a â€Å"common background† but also because of the unusual strength and clarity with which he felt and saw the troubles that were affecting the nation. Lincoln was able to exhibit both warring and emotional leadership. After he established the fact that slaves should be free, he knew he had to make peace with the South to pull the country back together. Despite the dignity, professionalism, and military skills that Lee demonstrated, he represented a country that enslaved an entire race, traded, and sold human beings like livestock. Although the Confederate leaders insisted that they fought for â€Å"states rights,† one of the â€Å"rights† was the continuation of slavery. Robert E. Lee came from a good family. He chose to fight for the confederates although President Lincoln asked him to fight for the North. Lee was a symbol of the Southern chivalry; he did not have any demerits. His way of fighting was very noble. General Lee did not kill everything that moved and did not burn everything that was on his way, unlike the armies from the North. In Lee’s opinion, actions like that were immoral. He insisted that armies should only fight other armies. He did not fight a total war. Lee fought the old-fashioned way. He stood for the old way of life, for nostalgia. Both the North and the South gained knowledge from this horrid experience of  war. Lincoln’s achievements – saving the Union and freeing the slaves – and his sudden death just at the war’s end assured his continuing fame. Lincoln had qualities that made him a great American political leader. His keen intellect, humor and boldness, and compassion all contributed to his presidency in unifying the nation and extending freedom. Despite the differences, both men showed courage, determination and will to pursue their goals, and are now symbols not only of North and South, but also of the United States as a whole.

The meaning of depreciation and why it occurs

1.What is depreciation and why do we account for it?Depreciation is the continous monthly devaluing of movable assets, allowed by SARS to enable concerns to cipher existent values on such assets. All movable assets depreciate in value over clip, as they are used in twenty-four hours to twenty-four hours concern and vehicles in peculiar lose value as they aquire Kms and acquire older The depreciation procedure allows concerns to let for replacing of such movable assets as good as to enable such concerns to sell off such assets when new 1s are neccesary 2.Do two vehicles of the same brand with similar characteristics deprectiate at the same rate. Why is this so? Vehicles of the same brand, could deprecate at different rates due to different applications eg a driver of one vehicle may make higher milage than the following. The status of the vehicle is besides influenced by its application ( what it is used for ) every bit good as driving manners service intervals, accidents etc. 3.What factors, exept the brand of the vehicle, act upon the monetary value of a second-hand auto? Used vehicle values are influenced by a big assortment of factors, of which supply and demand most surely have the biggest influence. Other factors which are of import to observe are: 3.1 General status of the vehicle 3.2 Cost of fixs neccesary to market the used vehicle efficaciously, eg Tyre wear, etc. 3.3 Mileage 3.4 Age or Year theoretical account 4. If a newer theoretical account of a auto comes out, how does this impact the monetary value of the old theoretical account and the second-hand market? A new theoretical account does non neccesarily act upon the monetary value of a used theoretical account negatively.This procedure is driven entirely by supply and demand. There are many cases of used vehicles really appreciating after a new theoretical account is launched. Major conrtibuting factors to such scenarios would be the monetary value, handiness, and popularity of the freshly launched theoretical account as opposed to its pre dessesor.eg The new theoretical account may non be as popular due do whatever ground ( monetary value, reliabilty, features etc ) A good illustration of this is the Toyota Landcruizer Pickup ( these vehicles really increase in value because of the of all time increasing monetary value of newer theoretical accounts ) I many cases the opposite is true. Newly launched theoretical account genarally offer more characteristics as good every bit good as modernised styling and forms and the increased demand may so influenceowners of old theoretical accounts to purchase, doing an over supply on used theoretical accounts, therefore act uponing valuse of used vehicles negatively. 5.How does VAT work in the sale of a second-hand auto? Input VAT is claimed by the trader on the prurchase monetary value ( trade-in monetary value ) at the set rate, effectivley devaluating the vehicle by 14 % at the current VAT rate. A net income border is so added to the adjusted cost monetary value of the vehicle and VAT added to the amount of the adjusted cost monetary value plus the net income border ( retail monetary value ) VAT is hence efficaciously charged merely on the accomplished net income of a used vehicle 6.Are there any guidelines when pricing a second-hand auto? The most normally used guidline is a used value brochure issued by Mead and Mcgrouther, naming used vehicle values by maker per theoretical account derived function. These guidelines are compliled by manner of a complex coverage system aquired by the providers of the brochure from information gathered monthly from a broad spectrum of traders who report to Mead and Mc Grouther on the follwing issues. 1. Higest monetary value realised on each specific brand and theoretical account. 2. lowest monetary value realised on each specific brand and theoretical account 3. Condition of the vehicles reported, categorised into exellent, good, just etc 4 Mileage of the vehicles reported The guidelines in the brochure list both the suggested trade in monetary value every bit good as the suggested retail monetary value. These monetary values, used in concurrence with a formulated graph in the dorsum of the brochure, stipulating the per centum allowed for addition/deduction as per the status of the vehicle and its milage determines the guideline used by the trader to explicate a value. Other factors which may act upon this value are fixs neccesary to market the vehicle effectivley as stipulated under inquiry 3: 7.What can a concern or individual do to act upon the monetary value that they could acquire for a trade-in? 1. Ensure that your auto is clean and free of defects 2 Service on a regular basis with a commissioned service fix Centre ( perferably with a franchise trader ) 3. Ensure that the service manual is up to day of the month and in the vehicle for review 4. Keep elaborate transcripts of all interventions/repairs and service bills as a history file for anterior review when merchandising the vehicle 8.Is there a peculiar clip of the twelvemonth that it is better to purchase or sell or trade-an a vehicle? Historically makers tend to lauch new theoretical accounts at twelvemonth terminal. In the yesteryear, it was possible to registry such freshly lauched theoretical accounts in the undermentioned twelvemonth provided the vehicle was registered within 21 yearss of reception of the vehicle as per the 21 twenty-four hours temporay license issued. However the new Natis systemdoes non let for this and it is hence unpointed buying a vehicle before twelvemonth terminal. It would besides be wise to take monetary value hikings, historically scheduled by manufactureres for near on twelvemonth terminal, into consideration in concurrence with the twelvemonth of regiistration eg.it would non neccesarlily be better to wait a month or so to enable you to purchase a auto registerd in the undermentioned twelvemonth if monetary value hikings eliminate the salvaging you may hold had when trading in your vehicle Cheaper vehicles tend to bring better monetary values during Jan through the first portion of Feb as demand is increased by pupils, and public-service corporation type vehicles tend to bring better monetary values at the start of the vacation seasons 1.What is depreciation and why do we account for it? The older the vehicle the less the trade in 2.Do two vehicles of the same brand with similar characteristics depreciate at the same rate? Why is this so? The first twelvemonth both autos will deprecate approx 37 % .A It usually depreciates between 27-30 % , evidently the more expensive the vehicle, the more depreciation in rand value 3.What factors, except the brand of the vehicle, act upon the monetary value of a second-hand auto? Vehicle must be orderly and tidy ; tyres in good status, non involved in an accident, upholstery in good status, the lower the milage the better, no bit marks on windshield, rust free 4. If a newer theoretical account of a auto comes out, how does this impact the monetary value of the old theoretical account and the Second-hand market? Normally if a new theoretical account comes out, it comes with an addition in monetary value, to acquire rid of old theoretical accounts ASAP ; A all depends on the fiscal place of client, if a smart face lift of the new theoretical account, client will instead purchase new one 5.How does VAT work in the sale of a second-hand auto? Precisely the same for new autos, VAT is collectible for both 6.Are there any guidelines when pricing a second-hand auto? One has to follow the guidelines in the Mead & A ; McGrouther ; following taken into consideration: A low milage, status, tyres, rust, accident free 7.What can a concern or individual do to act upon the monetary value that they could acquire for a trade-in? Same as inquiry 3 8.Is there a peculiar clip of the twelvemonth that it is better to purchase or sell or trade-an a vehicle? If you trade in a vehicle in Nov/Dec you will acquire more, but on the other manus if you buy in January, auto will be registered in the New Year.Section 11.What is depreciation and why do we account for it?Depreciation is the lasting and go oning decline in the quality, measure or value of an plus. Depreciation Accounting trades with the allotment of costs of fixed assets over their utile lives. For illustration, when we buy fixed plus like mill machinery, this is simply an beforehand payment of which we expect that this fixed plus is able to heighten or gain certain net incomes for the concern. Over a period of clip, the fixed plus we buy will go valueless or unable to bring forth the necessary net incomes. To reflect this go oning decline in the value of the mill machinery, we need to use depreciation accounting. The grounds for depreciation are: wear and tear, obsolescence, falls in market monetary value, effluxion of clip, physical factors, and insufficiency. Reasons why we account for depreciation are: to determine the net earnings/profit for an accounting period, depreciation demands to be computed. Depreciation usually constitutes a major portion of the disbursals of the concern. As the concern buys fixed assets, it expects the fixed assets over the utile lives are able to bring forth the necessary grosss for its concern. Whilst grosss being earned and if there is no allotment of depreciation cost to fit this gross, income will so be overstated. Besides, fixed assets in the Balance Sheet will be overstated if depreciation is non provided for. Merely that portion of the costs of fixed assets that have non expired should be reflected in the Balance sheet otherwise the fiscal statement would non reflect a true and just position. And if depreciation is non provided for and presuming if the whole net incomes were withdrawn during the life of the plus, extra capital would hold to be raised when it is clip to replace the fixed assets. By bear downing depreciation against net incomes, the ultimate residuary net income available for distribution is lowered and that financess are retained in the concern for future replacing 2.Look in a newspaper for two different makes of new autos ( e.g. A Hyundai and a Mercedes ) of your pick and note their monetary values. Find the same two makes of autos with similar characteristics for sale second-hand guaranting that they both are every bit old as the other ( e.g. 2 old ages old ) . Calculate how much each brand of auto has deprecated per centum wise over the clip period. Did both makes depreciate by the same per centum? Explain why do you believe this is so? The depreciation of a vehicle largely depends on the application of it by the driver. Therefore, two vehicles of the same brand and theoretical account may deprecate a different rate. A vehicle will usually deprecate at a rate of 27-30 % per twelvemonth. 3.Besides theoretical accounts, describe other factors the influence the monetary value of a second-hand auto. Second manus auto monetary value must be based upon the marketability of the auto, which you wish to sell. If brand and theoretical account of your auto is new, so decidedly you may wish to sell it every bit shortly as possible. Other factors which may act upon the monetary value of a second-hand auto are: milage, status, particular characteristics of the auto, who has been driving the auto, gasoline ingestion and has any major decorative or mechanical betterments been made to the auto recently. 4.If a new theoretical account of a peculiar auto comes out, how does that impact the monetary value of the old theoretical account and what consequence does this hold on the second-hand market? When a newer theoretical account of a auto comes out, the monetary value of the old theoretical account will be cheaper. This is due to the fact that the older auto theoretical account is out dated. Its engineering is less advanced than the newer theoretical accounts. On the other manus, a vehicle may be popular and therefore the monetary value will go on to increase. 5.How does VAT work in the sale of a second-hand auto? There are two ways in which motor traders handle VAT on used vehicles. Some charge VAT merely on the net income they make on the sale of the auto. This is known as the second-hand border strategy, used by most auto traders. Alternatively, they can bear down VAT on the entire dealing cost – that is the second-hand merchandising monetary value achieved. It depends on how they choose to maintain their records. The second-hand border strategy requires more paperwork from the trader. He must, for illustration, maintain the relevant stock books, which include inside informations such as the auto ‘s engine figure. Each method of bear downing VAT is legal, and HMRC is concerned merely that the trader tells them which strategy he is utilizing. There is no duty for the trader to state the client at the beginning which method of bear downing VAT will be used. Nor is at that place a legal right for the client to cognize, or be told, how much of the monetary value comprises VAT. Yet as VAT on the full purchase monetary value is likely to be instead more than VAT on the trader ‘s net income on the dealing, it seems to me worth inquiring which method of bear downing VAT a auto trader uses before make up one's minding to purchase.6.Are there guidelines for all traders when pricing second-hand autos?Pricing of used autos can be affected by geographics: for illustration, a saloon will do more sence in a metropolis than in an waterless country where it is hard to drive. Similarly, pickups are frequently more in demand in rural than urban scenes. Condition – Is the auto in excellent, good or just status – has a major impact on pricing. Condition is based on visual aspects, vehicle history, mechanical status and milage. There is much subjectiveness in how the status of a auto is evaluated.7.List some things a individual or concern can make to act upon the monetary value that they could acquire for a trade-in?When it comes to acquiring value for y our trade-in, one should ever make 1s homework.The key to making good in a dealing with a trader is to be knowledgeable.Before heading to the auto batch, research your auto online. One should understand the market every bit good. Be realistic about what you ‘re selling, expression at your milage and how good the auto has been kept. All these things come into drama when valuing your auto. Cleaning your auto may somewhat increase your autos book value. Regardless of what the car pricing ushers say, it ‘s up to the trader to accept your trade-in. So, it ‘s of import to look at your auto or truck from the trader ‘s point of view.One of the franchise ‘s major concerns is finding how rapidly your trade-in is likely to sell to another purchaser. When trading-in a auto, a trader looks at the vehicle, walks around it, look into it to see if it ‘s had pigment work and look into to see if any harm has been done to it and take the vehicle for a thrust. They will look into to see what mend the vehicle will necessitate to acquire up to standard or they have to make up one's mind if it would be excessively much to hold the fixs done. They will besides be cognizant of what a auto is presently selling for. A smaller auto trade-in that are in great status menu better right now.If you have a clean, used auto, with no accidents and no amendss, and if it ‘s a four-cylinder or six-cylinder engine, it will convey a just monetary value. Of class, it ‘s up to the consumer to research in progress what that just monetary value could be. If you ‘re merchandising in a newer-model used auto, so surprisingly, it could work against you. If it ‘s a twelvemonth or less, the auto could still be viing with new cars of the same brand and theoretical account. In add-on, the maker may be offering particular inducements for the new auto. Separate the trade-in and new auto transactions.There are many variables involved in buying a new ( or new-to-you ) auto, including the finance rate, new auto monetary value and down payment sum. Make certain the monetary value you get for your trade is non affected by any of them. The first trader you meet, maintain your options open when negociating a trade in, do non restrict yourself to merely one trader.Section 21.What is an plus registry and what does it include?The plus registry is a tool, which helps you to remain in control of your assets in a simple and efficient mode. Here, you register all the inside informations for each single plus: designation figure of plus, description of plus, on which day of the month it was bought, cost, how it was financed, rate and method of depreciation, one-year depreciation for each twelvemonth of its life, current book value, day of the month of disposal and returns from disposal.2.How does a concern make up one's mind what vehicle to buy-model, do, colour, ect? On what are these determinations based?Obviously fundss will be the biggest factor when make up one's minding what vehicle to buy. The vehicle must be low-cost, fuel efficient and easy maintained to cut down the running cost. It will besides hold to an intended intent. For illustration, an electrician requires a pick-up truck to be able to transport his equipment ; a saloon will be of no usage to him at all. A company like Henning Crushers will purchase big choice truck to transport bricks and other natural stuffs.3.What method and rate of depreciation does your concern usage and why?A concern like Henning crusher depreciates its vehicles at a rate of 15 % a twelvemonth on the cost monetary value method. This is due to revenue enhancement intents and the fact that a vehicle will deprecate really rapidly.4.How does a concern decide when to sell or merchandise a vehicle?What form is your used auto in? If your auto is in good form, you might see selling it yourself. If you need to do fixs, though, you need to chew over how much you ‘re traveling to put in the fixs. The truth is you might non reimburse the full investing. So, weigh the possible cost of fixs against the potency added value. Regardless if you sell or trade in your used auto, it has to be in good form. Follow my bit-by-bit instructions for selling or trading in your used auto. A batch of research is necessary whether you sell or trade in your used auto. Trading your used auto in requires traveling to the top three rating sites: Edmunds.com, kbb.com, and NADA.com and set uping a monetary value you will realistically acquire for your used auto if you trade it in. Selling your auto requires the same measure, but it besides requires you researching the best methods for selling your used auto. You besides have to research how to do the transportation when the clip comes every bit good as research what others in your country are seeking to sell their used autos for. Do you like paperwork? When you sell your used auto to a trader, the franchise has staff to manage the paperwork for you. Basically, you drop off the keys and they present you with a neat and tidy bundle of documents to subscribe. Your home bases either get transferred or you get a new enrollment depending on your province ‘s patterns. When you sell your used auto to a private purchaser, you have to make all the paperwork yourself. You have to do certain the dealing is handled decently and the rubric transportation is done right. Make it wrong and you could go on to be the proprietor for revenue enhancement and liabilities of the vehicle. Plus, you have to travel to your motor vehicle office and consequence all the necessary paperwork alterations. What is your clip worth to you?5.Why is it of import to reexamine the value of a vehicle from the point of position of sing them?Vehicle insurance ( besides known as car insurance, auto insurance, or motor insurance ) is insurance purchased for autos, trucks, and other vehicles. Its primary usage is to supply protection against losingss incurred as a consequence of traffic accidents and against liability that could be incurred in an accident. Harmonizing to the insurance policy, a plus must be insured as near to its true value as possible. If the vehicle were to be insured for a higher value than it is genuinely deserving and a accident or larceny takes topographic point, the insurance company will pay ou less than for what the vehicle is insured. Therefore you may do a loss. This state of affairs is known as over-insured. While being under-insured, will intend that you will be paid out less than the vehicles true value in instance of a ccident or larceny.6.What does the concern do to seek to keep the value of its vehicles?A vehicle care log is a diary of all care performed on a peculiar vehicle. Each entry includes a day of the month, milage as of that twenty-four hours, inside informations about the type of work done, and who performed the service. The care log might besides include grosss and a agenda for farther care. One of the most common grounds to maintain a vehicle care log is for a leased auto to demo that you have honored your terminal of the rental contract by maintaining up with standard care on the vehicle at, or prior to, the maker ‘s suggested clip intervals. A vehicle care log will clearly demo oil alterations, tyre rotary motions, brake reviews or replacings and so on. At the clip you return your vehicle from rental, you may be asked to turn out that the auto was maintained decently. The vehicle care log will come in really ready to hand. Another common ground to maintain a vehicle care log is when utilizing a company auto. Often it is required in this instance for revenue enhancement intents. Everything related to the auto, abruptly of utilizing it for pleasance, is a write-down for the company. This includes gasolene and all care. Therefore rigorous records are required. A vehicle care log works absolutely. Similarly, if utilizing your private auto for company concern a part of gasolene, milage and care might be revenue enhancement deductible. Often, concerns will reimburse you alternatively, but in either instance a vehicle care log is required. Whenever the auto is used for concern intents, get downing and stoping milage must be noted and dated in the log. However, a vehicle care log is a good thought for anyone. It ‘s easy to bury how long it ‘s been since certain care has been performed without a record. Again, a good kept up auto is a safer auto and can take to salvage money on fixs down the route. Besides, cogent evidence that you have maintained your vehicle decently is really of import to the following purchaser and really increases the value of the vehicle. It exudes an air of attention and meticulosity, and a auto that has been maintained is less likely to hold or develop serious jobs. Finally, when you do hold to take the auto in for fixs, it ‘s ready to hand for the technician to see the work that has already been done. There are many ways to make a vehicle care log either utilizing a simple clean logbook or a spreadsheet in a plan such as Excel. However there are besides package plans like Automotive Wolf by Lonewolf Software that will non merely maintain path of your care but will cipher your gas milage for you and much more. Automotive Wolf besides has an attractive â€Å" vehicle interface † that uses gages to allow you cognize when certain care is due. This package and plans like it are modestly priced and free to seek if downloaded off the Internet. If utilizing package, it ‘s a good thought to maintain a simple coiling notepad in your baseball mitt compartment to jot down milage and inside informations that you can later enter into the package or spreadsheet. Some software-based vehicle care logs are designed to run on Portable Digital Assistants ( PDAs ) so you can come in your information right from the drivers seat! Whether you take the simple path of doing your ain log, or a fancy option, maintaining a vehicle care log is a smart move that can merely work to your advantage!7.Does the concern normally make a net income or a loss on gross revenues of vehicles? Why?A loss. This is due to factors like depreciation, use and the wear and tear of a vehicle of a clip period. Besides, newer theoretical account and engineering are invariably being released into the market.8.What internal control processes does your concern have to pull off its touchable assets?Procedures effected by an entity ‘s board of managers, direction and other forces, designed to supply sensible confidence sing the accomplishment of aims in the undermentioned classs: Effectiveness and efficiency of operations ; Reliability of fiscal coverage ; and Compliance with applicable Torahs and ordinances. Accurate and complete historical accounting and fiscal statement information Performance direction procedures Strategic planning Budget and prognosis mechanism – Capital outgo analysis, budgets, and direction – Cash flow direction Established precedences that align operations – Coordinated functional activities – Infrastructure that facilitates activity and does n't restrain operations Business hazard analysis and direction plans Accurate, defendable ratings of touchable assets play a critical function in many concern state of affairss, runing from the mundane to the esoteric. Real and personal belongings ratings are of import for revenue enhancement and fiscal coverage, plus monitoring, belongings insurance, ad valorem revenue enhancements and replacing budgeting. At the other terminal of the spectrum, rating of assets can be an indispensable tool in set uping monetary values, warranting places to shareholders and fulfilling governmental concerns in the class of corporate amalgamations, acquisitions, refinancing and restructuring.GlossaryAsset- In concern an accounting, assets are everything of value that is owned by a individual or company. Any belongings or object of value that one possesses, normally considered as applicable to the payment of one ‘s debts is considered an plus. Simplistically stated, assets are things of value that can be readily converted into hard currency. Examples of assets are: hard currency, pre-paid expences, vehicles, machinery, land and edifices. Fixed assets- Besides referred to as PPE ( belongings, works, and equipment ) , these are purchased for continued and long-run usage in gaining net income in a concern. This group includes land, edifices, machinery, furniture, tools, and certain wasting resources for example, forest and minerals. They are written off against net incomes over their awaited life by bear downing depreciation disbursals ( with exclusion of land ) . Accumulated depreciation is shown in the face of the balance sheet or in the notes. Current assets- Current assets are hard currency and other assets expected to be converted to hard currency, sold, or consumed either in a twelvemonth or in the operating rhythm. These assets are continually turned over in the class of a concern during normal concern activity. Examples of current assets are: hard currency, pre-paid disbursals, debitors and money in the bank. Depreciation- In simple words we can state that depreciation is the decrease in the value of an plus due to usage, transition of clip, wear and tear, technological outdating or obsolescence, depletion, insufficiency, putrefaction, rust, decay or other such factors. Straight-line depreciation-Straight-line depreciation is the simplest and most-often-used technique, in which the company estimates the salvage value of the plus at the terminal of the period during which it will be used to bring forth grosss ( utile life ) and will write off a part of original cost in equal increases over that period. The salvage value is an estimation of the value of the plus at the clip it will be sold or disposed of ; it may be zero or even negative. Salvage value is scrap value, by another name. Declining-Balance Method-Depreciation methods that provide for a higher depreciation charge in the first twelvemonth of an plus ‘s life and bit by bit diminishing charges in subsequent old ages are called accelerated depreciation methods. This may be a more realistic contemplation of an plus ‘s existent expected benefit from the usage of the plus: many assets are most utile when they are new. Value added revenue enhancement ( VAT ) – is a ingestion revenue enhancement levied on value added. In South Africa VAT is 14 % . While in Namibia VAT is 15 % .Section 3When opening a new moderate-sized concern, a vehicle is a really utile plus to acquire the concern off the land. To be successful, the concern must be cognizant of how it plans to acquire its vehicles, how to pull off the depreciation of the vehicles, selling the vehicles, keeping the vehicles and besides commanding the vehicles. Acquisition of vehicles: a concern must take several factors into consideration when purchasing new vehicles. First, a concern can purchase a vehicle foremost or 2nd manus. More factors like the colour of the vehicle, the intent it has to function and the cost of the vehicle have to be considered every bit good. Depreciation of vehicles: Depreciation is the lasting and go oning decline in the quality, measure or value of an plus. Depreciation Accounting trades with the allotment of costs of fixed assets over their utile lives. It is impossible to avoid depreciation. The concern must be prepared to set this disbursal.

Paper Bag Records and Sweet Potato Pie

Sweet Potato Pie Eugenia Collier From up here on the fourteenth floor, my brother Charley looks like an insect scurrying among other insects. A deep feeling of love surges through me. Despite the distance, he seems to feel it, for he turns and scans the upper windows, but failing to find me, continues on his way. I watch him moving quickly†gingerly, it seems to me† down Fifth Avenue and around the corner to his shabby taxicab. In a moment he will be heading back uptown. I turn from the window and flop down on the bed, shoes and all.Perhaps because of what happened this afternoon or maybe Just because I see Charley so seldom, my houghts hover over him like hummingbirds. The cheerful, impersonal tidiness of this room is a world away from Charleys walk-up flat in Harlem and a hundred worlds from the bare, noisy shanty where he and the rest of us spent what there was of our childhood. I close my eyes and side by side I see the Charley of my boyhood and the Charley of this aft ernoon, as clearly as if I were looking at a split TV screen. Another surge of love, seasoned with gratitude, wells up in me.As far as I know, Charley never had any childhood at all. The oldest children of sharecroppers never do. Mama and Pa were shadowy figures whose voices I heard aguely in the morning when sleep was shallow and whom I glimpsed as they left for the field before I was fully awake or as they trudged wearily into the house at night when my lids were irresistibly heavy. They came into sharp focus only on special occasions. One such occasion was the day when the crops were in and the sharecroppers were paid. In our cabin there was so much excitement in the air that even l, the â€Å"baby' responded to it.For weeks we had been running out of things that we could neither grow nor get on credit. On the evening of that day we waited anxiously for our parents' return. Then we would luster around the rough wooden table†I on Lil's lap or clinging to Charleys neck, litt le Alberta nervously tugging her plait, Jamie crouched at Mama's elbow, like a panther about to spring, and all seven of us silent for once, waiting. Pa would place the money on the table†gently, for it was made from the sweat of their bodies and from the children's tears.Mama would count it out in little piles, her dark face stern and, I think now, beautiful. Not with the hollow beauty of well-modeled features but with the strong radiance of one who has suffered and never yielded. â€Å"This tor the store bill,† sne would mutter, making a I p e. â€Å"This tor c'llection. T for a piece dgingham†¦ † and so on, stretching the money as tight over our collective needs as Jamie's outgrown pants were stretched over my bottom. â€Å"Well, that's the crop. † She would look up at Pa at last. â€Å"It'll do. † Pa's face would relax, and a general grin flitted from child to child.We would survive, at least for the present. The other time when my parents were solid entities was at church. On Sundays we would don our threadbare Sunday-go-to-meeting clothes and tramp, along with neighbors similarly attired, to the Tabernacle Baptist Church, the frail edifice of bare oards held together by God knows what, which was all that my parents ever knew of security and future promise. Being the youngest and therefore the most likely to err, I was plopped between my father and my mother on the long wooden bench.They sat huge and eternal like twin mountains at my sides. I remember my father's still, black profile silhouetted against the sunny window, looking back into dark recesses of time, into some dim antiquity, like an ancient ceremonial mask. My mother's face, usually sternly set, changed with the varying nuances of her emotion, its planes shifting, shaped by the soft highlights f the sanctuary, as she progressed from the subdued â€Å"amen† to a loud â€Å"Help me, Jesus† wrung from the depths of her gaunt frame. My early memo ries of my parents are associated with special occasions.The contours of my everyday were shaped by Lil and Charley, the oldest children, who rode herd on the rest of us while Pa and Mama toiled in fields not their own. Not until years later did I realize that Lil and Charley were little more than children themselves. Lil had the loudest, screechiest voice in the county. When she yelled, â€Å"Boy, you better git yourself in here! † you got yourself in there. It was Lil who caught and bathed us, Lil who fed us and sent us to school, Lil who punished us when we needed punishing and comforted us when we needed comforting. If her voice was loud, so was her laughter.When she laughed, everybody laughed. And when Lil sang, everybody listened. Charley was taller than anybody in the world, including, I was certain, God. From his shoulders, where I spent considerable time in the earliest years, the world had a different perspective: I looked down on the heads rather than at the unders ides of chins. As I grew older, Charley became more father than brother. Those days return n fragments of splintered memory: Charleys slender dark hands whittling a toy from a chunk of wood, his face thin and intense, brown as the loaves Lil baked when there was flour.Charleys quick fingers guiding a stick of charred kindling over a bit of scrap paper, making a wondrous picture take shape†Jamie's face or Alberta's rag doll or the spare fgure of our bony brown dog. Charleys voice low and terrible in the dark, telling ghost stories so delightfully dreadful that later in the night the moan of the wind through the chinks in the wall sent us scurrying to the security of Charleys pallet, Charleys sleeping form. Some memories are more than tragmentary. I can still teel the whap ot the wet disn rag across my mouth. Somehow I developed a stutter, which Charley was determined to cure.Someone had told him that an effective cure was to slap the stuttered across the mouth with a sopping we t dish rag. Thereafter whenever I began, â€Å"Let's g -g-g- -,† whap! From nowhere would come the ubiquitous rag. Charley would always insist, â€Å"l don't want to hurt you none, Buddy†Ã¢â‚¬  and whap again. I don't know when or why I stopped stuttering. But I stopped. Already laid waste by poverty, we were easy prey for ignorance and superstition, hich hunted us like hawks. We sought education feverishly†and, for most of us, futilely, for the sum total of our combined energies was required for mere brute survival.

The Social Environment and Health Assignment Example | Topics and Well Written Essays - 250 words

The Social Environment and Health - Assignment Example On the other hand aging and obesity are biological factors. As Hillier and Barrow (2014) state, hypertension exists in about 31% of individuals above the age of 65 and only in 22% of those between 45 and 64 years. Chen, Lo, Chang, and Kuo (2014) note that obesity indices are substantially associated with the risk of hypertension across age and gender. Approaches geared towards enhancing health when biological and social factors are considered differ. If considering the physical fitness, it is easier to undertake physical exercises that will lead to improved health. In the case of dieting, it requires the intervention of a nutritionist who advises on what foods to and not to take. Also, the results of dieting may not be physically observable as those of physical exercise. For example, reducing dietary sodium salt intake to the recommended standard of around a 1,500 mg a day (Cavanaugh & Blanchard-Fields, 2014), it is not physically expressed. Chen, S. C., Lo, T. C., Chang, J. H., & Kuo, H. W. (2014). Variations in Aging, Gender, Menopause, and Obesity and Their Effects on Hypertension in Taiwan. International Journal of Hypertension, 2014,

Organisational Change Management Essay Example | Topics and Well Written Essays - 3000 words - 1

Organisational Change Management - Essay Example Organization structure shows the expressed allocation of responsibilities for different functions and processes to different entities like branches, its departments, workgroups and individuals. There are two most common organization structures known as vertical and horizontal structures. In case study there is vertical organizational structure as everyone has to be accountable to upper management for their doings and they have to obey all policies and rules made by them no matter they are favorable for them or not. Key issues that organization is facing: This case study is about a French car component manufacturing that has two plants operating in France, Spain and UK. D2’s focuses is on having perfect return on investment and have growth in shareholders’ value. But over recent years D2 is facing a lot of problems and issue that hinders its growth. Recent economic downturn has a bad impact on demand and D2 has to struggle a lot for its survival. This is because of reces sion in business cycle, which represents a general slowdown in activities related to economy. D2 is facing problems in capacity utilization and generation of profits as it need investments and has to cut down its cost to certain level. There is widespread drop in spending of the industry that is called as an adverse demand shock. D2 has decided to stop producing some components and to concentrate the production of other components at fewer sites in order to benefit from economies of scale. D2 will face so many problems when this decision would be announced because its plant’s workers are expecting D2 to invest highly in manufacturing departments of the D2 as many of the plants of French car component manufacturing are out-dated. Another problem is that D2 is not working to utilize its capacity up to the mark. Production expansion by the D2 is not up to the standards. D2 cannot produce as much as it needs to produce because of its outdated plants. UK plant has to face closure because of its outdated technology. Production expansion is required through Blois in France because Blois has the most advanced technology in it and provides the opportunity to the D2 to have expansion in production and survive and grow. The new strategy will involve expanding production at the D2’s main factory at Blois in France. Production is to be expanded in Blois because Blois has the most advanced manufacturing technology and the factory is not yet working to capacity. It is anticipated that increasing production at Blois will lead to a significant reduction in costs. Product development is needed in didcot (UK). D2 would be facing redundancy when it would announce these strategy and framework for product development and production expansion because these workers have no idea of using latest technology as they were playing with outdated version of technology and these employees and workers would be having no way to switch to other plants as other plants are operating in advanced technology. D2 is expecting another problem that many of the D2 product developme

A Positive Concept Essay Example | Topics and Well Written Essays - 750 words

A Positive Concept - Essay Example It should be known that truth is immortal and man without truth is nothing but life less. Life is not meant to be lived just for the sake of pleasure of senses, but for the purpose of realizing truth and living by it in all means. One of the greatest philosophers who strived for truth and righteousness was Socrates, the famous Greek thinker. â€Å"Socrates' main focus throughout his public teaching life was the acquiring by the individual of self-knowledge. He believes that goodness and truth, positive essences and pure ethical and moral† (Burgess,2011) . This indeed explains us the value of truthful living and the way in which it helps a person to attain bliss and immortality. However, living a truth life is not simple and comfortable as one has to come across many difficulties and hurdles in the process. Only a person who has attained the knowledge about self has the motivation and passion to walk the journey of life with truth. A person has the freedom to live life at his o wn will, but wisdom and knowledge prompt him to discard immoral life and return to virtuous and happy life. â€Å"We all tend to intellectualize the road of a virtuous life , when all we need to do is believe in a few simple natural laws , formulated thousand of years ago by interacted with God† (Joubert,2009,pg.1).It is not very difficult to follow the path of truth if you realize the law of nature. Nature being the mother of all beings, has bestowed us with all bounties to achieve happiness and bliss. Fortunately, every human being knows that happiness is the element that he is seeking and desiring in every phase of his life. As Per ( Babuta, 2010)â€Å"Some people may be created happier than others, with enjoyment of life programmed into their hardwiring. For others, getting to happiness isn't always that simple. You weren't programmed that way†. It may be a surprising fact, that the truth and happiness are the two things that go hand – in – hand and o ne who is leading an immoral life can never be happy in true sense. To be moral and truthful to oneself is the biggest achievement of life and every person should work and strive to achieve this purpose. â€Å"A moral skeptic might be the sort of person who says â€Å"All this talk of morality is tripe† who will reject morality and take no notice of it all. Such a person in a way is rejecting all moral judgments and truth wholly†(Mc cord,1988,pg.96) Most people think that morality and truthfulness can be attained solely from religion. However, religion is a basis and foundation for finding truth but only self realization and truth of divine can persuade someone to persuade a truthful living. â€Å"Once the ultimate metaphysical or religious position is takes as truth, morality or truthful living becomes impossible without religion, and religion become impossible without reality† (Chacko, 1986,pg.9).The truth is the reality and one has to go on a long quest to un derstand and establish truth in one’s life. By truth it is meant that, a person will achieve bliss and happiness eternally and not only in his present life. However, to achieve blissful life the most important think is to understand divine and love all the creations of the Almighty with true heart. The most important aspect of truth is love, this feeling and emotion is what makes the foundation of universe. The Almighty has

Ecology Essay Example | Topics and Well Written Essays - 1250 words

Ecology - Essay Example What they thought was to stop using the things that an urban family would use every day. While this may sound not so difficult in the context of suburb or rural living, the sternest of problems is the fact that the Beavan Family lives in the super metropolitan of New York. You can simply imagine how it would be like waking up in every morning not allowed to use toothpaste or a shampoo. But that is just less of what Colin Beavan cemented as a commitment: he intended to reduce his personal impact to the environment for one year by practicing vegan diet, purchasing locally-produced foods, turning off the refrigerator, no elevators, no cars, no buses, or no airplanes, not using products that contain environmentally-detrimental contents, no electricity, no material consumption, and no garbage. For a skeptic, this is a complete delusion that has gone overboard but for Colin, this is just one way to protect and save the environment for the generations to come. Although the caption of the do cumentary absolutely waxed lyrical the many eyes of the witnessing populace, it was likewise devaluing, reducing the impact of Beavan’s experiment into a mere marketing publicity-stunt that points towards selling albums or books. For cynically-inclined observers, Beavan’s endeavor may just fall under the futile category; although, that is primary due to the fact that it is a lot simpler to presume the pits and most horrible upshots – it necessities slightest contemplation. No Impact Man would really make cynics doubt about the contrived nooks and crannies as the main cause of coming up with the documentary: (1) it is possible that Beavan is using the documentary in order to advertise books. In any case, he is a writer and quite a prolific one at that; or (2) it is also possible that Beavan is trying to increase the people’s awareness of what the humanity can do in order to save the planet. However, if you would enable yourself to surpass your individual d isbelief and doubt about the purpose of the documentary, you might be amazed by the extraordinary undertaking involved in the documentary. Whether it is some sort of a publicity stunt or whatever, Beavan’s experimentation to an incredibly carbon-reduced path for quite a long period of time (one year is long for such an activity) in a highly urbanized zone while nurturing a two year old child – is a sincere and honorable effort; and considering the fact that this experiment is causing too much dilemma on his wife, Michelle, a writer for Businessweek – it is also a valiant one. What is very impressing about Beavan’s experimentation is that he is not the kind of person so used to â€Å"simple living† nor he is an environmental activist; he is actually a city man living in the realms of the influential New York City but still able to adapt to the kind of life that early Americans have lived while maintaining his location. He never moved from New York; he stayed in New York. And with the most challenging circumstances of not being able to take advantage of the conveniences of a city life, that is more than just a challenge; it is a complete horror. That partly explains why Beavan’s experimentation was one-of-a-kind and extremely praiseworthy. Beavan and his wife precluded from using PUVs so for a year, they were allergic of cabs, trams, and trains. They

Critically evaluate the extent to which Frederick W Taylor's notion of Essay

Critically evaluate the extent to which Frederick W Taylor's notion of Scientific Management has had a lasting impact on management thinking and practice with - Essay Example Taylorism is an amusing and handy way to describe a sort of ruthless and quasi-Victorian efficiency that melds man with machine, often to mans disadvantage. However, Taylor did not intend it to be this way. He developed scientific management with good intentions to lighten the load of manual workers. Taylor also wishes to minimize waste in time, energy and abilities of worker as well as assuage poverty. But if his rigid methods fall into the hands of a brutal employer the results are often not to be desired and are contradictory to what his real intentions are. Thus the word Taylorism was born (Scientific Management 2008). In Taylor (2004, pp.3-4) own words â€Å"The art of management has been defined ‘as knowing exactly what you want men to do and then seeing that they do it in the best and cheapest way’; also, ‘the principal object of management should be to secure the maximum prosperity for the employer coupled with the maximum prosperity for each employee’. He adds that ‘scientific management has for its very foundation the firm conviction that the true interests of the two are one of the same; that prosperity for the employer cannot exist through a long term of years unless it is accompanied by prosperity for the employee, and vice versa; and that it is possible to give the worker what he most wants – high wages – and the employer what he wants – a low labor cost – for his manufactures†. Taking this definition the original objective of Taylor with scientific management is to benefit not only the employer but the employee as well. From his book it is clear that he view both the employee and employer as two entities that need to work hand in hand to be able to achieve the main goal of profiting from the business. Not only that but also need each other to accomplish their individual goals of high wages and low cost of production. Whether his principles were used properly or erroneously his impact in management were long-lasting. Since ideals

Accounting Research Project Essay Example | Topics and Well Written Essays - 750 words

Accounting Research Project - Essay Example In simple terms, start up costs can be defined as the costs that a business organization incurs when starting up a new operation and in preparation for the operation. â€Å"The definition of start-up activities is based on the nature of the activities and not the time period in which they occur. Start-up activities include activities related to organizing a new entity (commonly referred to as organization costs)† (FASB, 2014a). Once a business has been set up, it can be able to generate revenue to sustain its own expenses. However, prior to this, there has to be expenses which are incurred. Start up costs can be divided into two categories namely revenue expenditure and capital expenditure. There has been debate regarding how which each of the costs should be treated. Revenue expenditure is the kind of expenses that do not contribute to additional of the business stock. It also does not have any contribution towards the acquisition of assets that can be used by the business for a long period of time (FASB, 2014a). On the other hand, capital expenditure refers to the expenses that the business incurs in acquiring an asset that can be used to generate income for a long period of time. The expenses of capital assets is therefore spread over many time periods as the assets acquired are used for many years. The costs that Costanza and Son has incurred so far as per the case are revenue expenditure. The company has included legal fees and advertising costs as capital start up costs. These costs do not contribute to the acquisition of any long term asset for the organization. Therefore, these costs should be categorized as revenue costs. They should be accounted for as expenses for the period which they have been incurred. Generally Accepted Accounting Principles (GAAP) requires that start up costs be expensed as they are incurred. This means that the costs should be accounted for during the period in which they have been incurred. This is

Research paper on unemployment Essay Example | Topics and Well Written Essays - 1500 words

Research paper on unemployment - Essay Example According to BLS, those who are qualified for employment are those civilians aged 16 years and above. The employed are those aged 16+ and were working for pay during the survey period or those who did at least 15 hours unpaid work in family owned enterprises. The unemployed on the other hand, refer to those who did not have a job but had been actively looking for work four weeks prior to survey and are currently available to work. The labor force comprises all those employed and unemployed and these amounted to 155 million people out of U.S population of approximately 315 million people in 2013 (BLS, nap). Those not looking for a job such as the retired or schooling are not part of the labor force since they are neither employed nor unemployed. For those who are involuntarily unemployed, they receive government benefits in the form of unemployment insurance (UI) to compensate for lost income (Bakke 734). However, the voluntarily unemployed comprising of those dismissed for gross misc onduct, those who leave work without a good cause, and those who refuse to work do not qualify for UI. The UI eligibility rules also exclude independent contractors, self-employed and agricultural laborers. The basic duration of regular state benefits in U.S is 26 weeks (737). The problem with these definitions is that they ignore those who have given up looking for work but are willing to work and also those in part-time employment and would like to engage in full-time employment as they are counted as employed. Furthermore, the BLS telephone surveys which are carried out every month do not consider those who do not have telephones especially the poor hence they may not be representative of the population. However, over time the results reflect what is happening in the economy and now the big question is; what causes unemployment? One of the major factors that cause unemployment is the

Plato and the Allegory of the Cave Essay Example for Free

Plato and the Allegory of the Cave Essay The son of a wealthy and noble family, Plato (427-347 B.C.) was preparing for a career in politics when the trial and eventual execution of Socrates (399 B.C.) changed the course of his life. He abandoned his political career and turned to philosophy, opening a school on the outskirts of Athens dedicated to the Socratic search for wisdom. Platos school, then known as the Academy, was the first university in western history and operated from 387 B.C. until A. D. 529, when it was closed by Justinian. Unlike his mentor Socrates, Plato was both a writer and a teacher. His writings are in the form of dialogues, with Socrates as the principal speaker. In the Allegory of the Cave, Plato described symbolically the predicament in which mankind finds itself and proposes a way of salvation. The Allegory presents, in brief form, most of Platos major philosophical assumptions: his belief that the world revealed by our senses is not the real world but only a poor copy of it, and that the real world can only be apprehended intellectually; his idea that knowledge cannot be transferred from teacher to student, but rather that education consists in directing students minds toward what is real and important and allowing them to apprehend it for themselves; his faith that the universe ultimately is good; his conviction that enlightened individuals have an obligation to the rest of society, and that a good society must be one in which the truly wise (the Philosopher-King) are the rulers. The Allegory of the Cave can be found in Book VII of Platos best-known work, The Republic, a lengthy dialogue on the nature of justice. Often regarded as a utopian blueprint, The Republic is dedicated toward a discussion of the education required of a Philosopher-King. The following selection is taken from the Benjamin Jowett translation (Vintage, 1991), pp. 253-261. As you read the Allegory, try to make a mental picture of the cave Plato describes. Better yet, why not draw a picture of it and refer to it as you read the selection. In many ways, understanding Platos Allegory of the Cave will make your foray into the world of philosophical thought much less burdensome. * * * * * * [Socrates] And now, I said, let me show in a figure how far our nature is enlightened or unenlightened: Behold! human beings living in a underground cave, which has a mouth open towards the light and reaching all along the cave; here they have been from their childhood, and have their legs and necks chained so that they cannot move, and can only see before them, being prevented by the chains from turning round their heads. Above and behind them a fire is blazing at a distance, and between the fire and the prisoners there is a raised way; and you will see, if you look, a low wall built along the way, like the screen which marionette players have in front of them, over which they show the puppets. [Glaucon] I see. [Socrates] And do you see, I said, men passing along the wall carrying all sorts of vessels, and statues and figures of animals made of wood and stone and various materials, which appear over the wall? Some of them are talking, others silent. [Glaucon] You have shown me a strange image, and they are strange prisoners. [Socrates] Like ourselves, I replied; and they see only their own shadows, or the shadows of one another, which the fire throws on the opposite wall of the cave? [Glaucon] True, he said; how could they see anything but the shadows if they were never allowed to move their heads? [Socrates] And of the objects which are being carried in like manner they would only see the shadows? [Glaucon] Yes, he said. [Socrates] And if they were able to converse with one another, would they not suppose that they were naming what was actually before them? [Glaucon] Very true. [Socrates] And suppose further that the prison had an echo which came from the other side, would they not be sure to fancy when one of the passers-by spoke that the voice which they heard came from the passing shadow? [Glaucon] No question, he replied. [Socrates] To them, I said, the truth would be literally nothing but the shadows of the images. [Glaucon] That is certain. [Socrates] And now look again, and see what will naturally follow if the prisoners are released and disabused of their error. At first, when any of them is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards the light, he will suffer sharp pains; the glare will distress him, and he will be unable to see the realities of which in his former state he had seen the shadows; and then conceive some one saying to him, that what he saw before was an illusion, but that now, when he is approaching nearer to being and his eye is turned towards more real existence, he has a clearer vision, -what will be his reply? And you may further imagine that his instructor is pointing to the objects as they pass and requiring him to name them, -will he not be perplexed? Will he not fancy that the shadows which he formerly saw are truer than the objects which are now shown to him? [Glaucon] Far truer. [Socrates] And if he is compelled to look straight at the light, will he not have a pain in his eyes which will make him turn away to take and take in the objects of vision which he can see, and which he will conceive to be in reality clearer than the things which are now being shown to him? [Glaucon] True, he now. [Socrates] And suppose once more, that he is reluctantly dragged up a steep and rugged ascent, and held fast until he s forced into the presence of the sun himself, is he not likely to be pained and irritated? When he approaches the light his eyes will be dazzled, and he will not be able to see anything at all of what are now called realities. [Glaucon] Not all in a moment, he said. [Socrates] He will require to grow accustomed to the sight of the upper world. And first he will see the shadows best, next the reflections of men and other objects in the water, and then the objects themselves; then he will gaze upon the light of the moon and the stars and the spangled heaven; and he will see the sky and the stars by night better than the sun or the light of the sun by day? [Glaucon] Certainly. [Socrates] Last of he will be able to see the sun, and not mere reflections of him in the water, but he will see him in his own proper place, and not in another; and he will contemplate him as he is. [Glaucon] Certainly. [Socrates] He will then proceed to argue that this is he who gives the season and the years, and is the guardian of all that is in the visible world, and in a certain way the cause of all things which he and his fellows have been accustomed to behold? [Glaucon] Clearly, he said, he would first see the sun and then reason about him. [Socrates] And when he remembered his old habitation, and the wisdom of the cave and his fellow-prisoners, do you not suppose that he would felicitate himself on the change, and pity them? [Glaucon] Certainly, he would. [Socrates] And if they were in the habit of conferring honors among themselves on those who were quickest to observe the passing shadows and to remark which of them went before, and which followed after, and which were together; and who were therefore best able to draw conclusions as to the future, do you think that he would care for such honors and glories, or envy the possessors of them? Would he not say with Homer, Better to be the poor servant of a poor master, and to endure anything, rather than think as they do and live after their manner? [Glaucon] Yes, he said, I think that he would rather suffer anything than entertain these false notions and live in this miserable manner. [Socrates] Imagine once more, I said, such an one coming suddenly out of the sun to be replaced in his old situation; would he not be certain to have his eyes full of darkness? [Glaucon] To be sure, he said. [Socrates] And if there were a contest, and he had to compete in measuring the shadows with the prisoners who had never moved out of the cave, while his sight was still weak, and before his eyes had become steady (and the time which would be needed to acquire this new habit of sight might be very considerable) would he not be ridiculous? Men would say of him that up he went and down he came without his eyes; and that it was better not even to think of ascending; and if any one tried to loose another and lead him up to the light, let them only catch the offender, and they would put him to death. [Glaucon] No question, he said. [Socrates] This entire allegory, I said, you may now append, dear Glaucon, to the previous argument; the prison-house is the world of sight, the light of the fire is the sun, and you will not misapprehend me if you interpret the journey upwards to be the ascent of the soul into the intellectual world according to my poor belief, which, at your desire, I have expressed whether rightly or wrongly God knows. But, whether true or false, my opinion is that in the world of knowledge the idea of good appears last of all, and is seen only with an effort; and, when seen, is also inferred to be the universal author of all things beautiful and right, parent of light and of the lord of light in this visible world, and the immediate source of reason and truth in the intellectual; and that this is the power upon which he who would act rationally, either in public or private life must have his eye fixed. [Glaucon] I agree, he said, as far as I am able to understand you. [Socrates] Moreover, I said, you must not wonder that those who attain to this beatific vision are unwilling to descend to human affairs; for their souls are ever hastening into the upper world where they desire to dwell; which desire of theirs is very natural, if our allegory may be trusted. [Glaucon] Yes, very natural. [Socrates] And is there anything surprising in one who passes from divine contemplations to the evil state of man, misbehaving himself in a ridiculous manner; if, while his eyes are blinking and before he has become accustomed to the surrounding darkness, he is compelled to fight in courts of law, or in other places, about the images or the shadows of images of justice, and is endeavoring to meet the conceptions of those who have never yet seen absolute justice? [Glaucon] Anything but surprising, he replied. [Socrates] Any one who has common sense will remember that the bewilderments of the eyes are of two kinds, and arise from two causes, either from coming out of the light or from going into the light, which is true of the minds eye, quite as much as of the bodily eye; and he who remembers this when he sees any one whose vision is perplexed and weak, will not be too ready to laugh; he will first ask whether that soul of man has come out of the brighter light, and is unable to see because unaccustomed to the dark, or having turned from darkness to the day is dazzled by excess of light. And he will count the one happy in his condition and state of being, and he will pity the other; or, if he have a mind to laugh at the soul which comes from below into the light, there will be more reason in this than in the laugh which greets him who returns from above out of the light into the cave. [Glaucon] That, he said, is a very just distinction. [Socrates] But then, if I am right, certain professors of education must be wrong when they say that they can put a knowledge into the soul which was not there before, like sight into blind eyes. [Glaucon] They undoubtedly say this, he replied. [Socrates] Whereas, our argument shows that the power and capacity of learning exists in the soul already; and that just as the eye was unable to turn from darkness to light without the whole body, so too the instrument of knowledge can only by the movement of the whole soul be turned from the world of becoming into that of being, and learn by degrees to endure the sight of being, and of the brightest and best of being, or in other words, of the good. [Glaucon] Very true. [Socrates] And must there not be some art which will effect conversion in the easiest and quickest manner; not implanting the faculty of sight, for that exists already, but has been turned in the wrong direction, and is looking away from the truth? [Glaucon] Yes, he said, such an art may be presumed. [Socrates] And whereas the other so-called virtues of the soul seem to be akin to bodily qualities, for even when they are not originally innate they can be implanted later by habit and exercise, the of wisdom more than anything else contains a divine element which always remains, and by this conversion is rendered useful and profitable; or, on the other hand, hurtful and useless. Did you never observe the narrow intelligence flashing from the keen eye of a clever rogue how eager he is, how clearly his paltry soul sees the way to his end; he is the reverse of blind, but his keen eyesight is forced into the service of evil, and he is mischievous in proportion to his cleverness. [Glaucon] Very true, he said. [Socrates] But what if there had been a circumcision of such natures in the days of their youth; and they had been severed from those sensual pleasures, such as eating and drinking, which, like leaden weights, were attached to them at their birth, and which drag them down and turn the vision of their souls upon the things that are below if, I say, they had been released from these impediments and turned in the opposite direction, the very same faculty in them would have seen the truth as keenly as they see what their eyes are turned to now. [Glaucon] Very likely. [Socrates] Yes, I said; and there is another thing which is likely. or rather a necessary inference from what has preceded, that neither the uneducated and uninformed of the truth, nor yet those who never make an end of their education, will be able ministers of State; not the former, because they have no single aim of duty which is the rule of all their actions, private as well as public; nor the latter, because they will not act at all except upon compulsion, fancying that they are already dwelling apart in the islands of the blest. [Glaucon] Very true, he replied. [Socrates] Then, I said, the business of us who are the founders of the State will be to compel the best minds to attain that knowledge which we have already shown to be the greatest of all-they must continue to ascend until they arrive at the good; but when they have ascended and seen enough we must not allow them to do as they do now. [Glaucon] What do you mean? [Socrates] I mean that they remain in the upper world: but this must not be allowed; they must be made to descend again among the prisoners in the cave, and partake of their labors and honors, whether they are worth having or not. [Glaucon] But is not this unjust? he said; ought we to give them a worse life, when they might have a better? [Socrates] You have again forgotten, my friend, I said, the intention of the legislator, who did not aim at making any one class in the State happy above the rest; the happiness was to be in the whole State, and he held the citizens together by persuasion and necessity, making them benefactors of the State, and therefore benefactors of one another; to this end he created them, not to please themselves, but to be his instruments in binding up the State. [Glaucon] True, he said, I had forgotten. [Socrates] Observe, Glaucon, that there will be no injustice in compelling our philosophers to have a care and providence of others; we shall explain to them that in other States, men of their class are not obliged to share in the toils of politics: and this is reasonable, for they grow up at their own sweet will, and the government would rather not have them. Being self-taught, they cannot be expected to show any gratitude for a culture which they have never received. But we have brought you into the world to be rulers of the hive, kings of yourselves and of the other citizens, and have educated you far better and more perfectly than they have been educated, and you are better able to share in the double duty. Wherefore each of you, when his turn comes, must go down to the general underground abode, and get the habit of seeing in the dark. When you have acquired the habit, you will see ten thousand times better than the inhabitants of the cave, and you will know what the several images are, and what they represent, because you have seen the beautiful and just and good in their truth. And thus our State which is also yours will be a reality, and not a dream only, and will be administered in a spirit unlike that of other States, in which men fight with one another about shadows only and are distracted in the struggle for power, which in their eyes is a great good. Whereas the truth is that the State in which the rulers are most reluctant to govern is always the best and most quietly governed, and the State in which they are most eager, the worst. [Glaucon] Quite true, he replied. [Socrates] And will our pupils, when they hear this, refuse to take their turn at the toils of State, when they are allowed to spend the greater part of their time with one another in the heavenly light? [Glaucon] Impossible, he answered; for they are just men, and the commands which we impose upon them are just; there can be no doubt that every one of them will take office as a stern necessity, and not after the fashion of our present rulers of State. [Socrates] Yes, my friend, I said; and there lies the point. You must contrive for your future rulers another and a better life than that of a ruler, and then you may have a well-ordered State; for only in the State which offers this, will they rule who are truly rich, not in silver and gold, but in virtue and wisdom, which are the true blessings of life. Whereas if they go to the administration of public affairs, poor and hungering after the own private advantage, thinking that hence they are to snatch the chief good, order there can never be; for they will be fighting about office, and the civil and domestic broils which thus arise will be the ruin of the rulers themselves and of the whole State. [Glaucon] Most true, he replied. [Socrates] And the only life which looks down upon the life of political ambition is that of true philosophy. Do you know of any other? [Glaucon] Indeed, I do not, he said. [Socrates] And those who govern ought not to be lovers of the task? For, if they are, there will be rival lovers, and they will fight. [Glaucon] No question. [Socrates] Who then are those whom we shall compel to be guardians? Surely they will be the men who are wisest about affairs of State, and by whom the State is best administered, and who at the same time have other honors and another and a better life than that of politics? [Glaucon] They are the men, and I will choose them, he replied. [Socrates] And now shall we consider in what way such guardians will be produced, and how they are to be brought from darkness to light, as some are said to have ascended from the world below to the gods? [Glaucon] By all means, he replied. [Socrates] The process, I said, is not the turning over of an oyster-shell, but the turning round of a soul passing from a day which is little better than night to the true day of being, that is, the ascent from below, which we affirm to be true philosophy? [Glaucon] Quite so.

Physical Eduaction Essay Example for Free

Physical Eduaction Essay In society’s struggle against the growing obesity epidemic and the rising number of health related illnesses, it is becoming increasingly important to ensure children are being taught the significance of participating in regular physical activity and to also attain an understanding of the different aspects of physical education. Physical education can be defined as the understanding, development and teaching of the sociological, physiological and psychological aspect within sport and physical activity. Physical education helps students develop social skills and understanding which will ultimately enable the student to become a positive member of society. Physical education also allows students to develop their own skills and knowledge of sports and physical activities, which in turn will help promote a healthy, active lifestyle and potentially provide future career opportunities. Physical education has the potential to make significant contributions to the education and development of children and young people in many ways. see more:physical education in the philippines Physical Education is the main institution for the development of physical skills in children and young people. Educational theorist Telama, has highlighted the idea that schools are the main environment for many children to be physically active, whether it is through physical education programs or after-school activities (Telama et al, 1997). The physiological benefits of Physical Education are well established. Regular participation in physical activities can help lead to a longer and better quality of life, reduced risk from a number of health related diseases and many psychological or emotional problems. Regular physical exercise can reduce the risk of hear disease, type two diabetes and high blood pressure while also helps in the prevention of weight gain and depression or anxiety (Wuest Fisette, 2012). Basic movement skills that are developed through Physical Education programs are the foundations of almost all sporting and physical activities. Booth suggests that ‘there is evidence that those who have developed a strong foundation in fundamental movement skills are more likely to be active, both during childhood and later in life’ (Okely et al, 2001). Motorlogical benefits can also be seen through Physical Education in the form of developing important movement skills, which are needed throughout day-to -day life. Such movement skills include: flexibility, agility, strength, speed and hand-eye coordination. Through a relevant and efficient Physical Education program, students have the potential to develop skills and technique, which may provide possible career pathways later in life. The sociological benefits of Physical Education provide students with the tools to become an active and influential member of society. Physical education theorist, Svoboda states that ‘numerous studies have demonstrated that appropriately structured and presented activities can make a contribution to the development of pro-social behavior’ (Shephard, 1997). Students who participate in physical education have the opportunity to develop important social skills while working in a collaborative environment; this is the fundamental for building and maintaining friendships and relationships through life. Evidence suggests the Physical Education has the potential to bring individuals from a variety of social and economic backgrounds together in a shared interest. This ultimately offers a sense of belonging to a team of club, provides the opportunity to develop values and competencies, and helps develop social networks (Bailey, 2005). Academic benefits and positive behavioral im provements can also be attributed to Physical Education. A study in France during the early 1950’s found that children who participated in regular physical activity showed fewer disciplinary problems and had greater capacity for concentration. In more recent studies, evidence indicates that again these students showed positive behavioral improvements are now also showing improvements in academic performance (Shephard, 1997) In addition to the physiological and sociological benefits of Physical Education, students can also psychologically benefits from regular physical activity. Wuest and Fisette suggest that ‘participation in exercise promotes positive thought and feelings. These serve to counteract negative thoughts and feelings as well as mood states associated with depression and anxiety’ (Wuest Fisette, 2012). Psychological benefits of participating in physical activity include: a reduced state of anxiety, improved mood and emotions, alleviating symptoms associated with mild depression and an improvement towards social interactions and relationships. A positive relationship between exercise and psychological states is clearly evident, with various research showing different explanations on how this relationship occurs. Physical Education is an imperative foundation in the development of all students. Physical Education provides the social and physiological constructs on how to not only become an active, connected member of society, but how to also lead a healthy and active life while reducing the risk of serious illnesses. Furthermore, in reducing the likelihood of developing mental illnesses such as depression and anxiety. Physical Education also carries significant psychological benefits. Physical Education has the potential to make substantial contributions to the education, development and wellbeing of all students. In each area discussed; physiological, sociological and psychological, there is evidence that proves Physical Education can have a positive and profound effect.

Behaviors and Practices of Nursing Students

Behaviors and Practices of Nursing Students Overview and Critical Appraisal of the Studies All of the included studies clearly outlined their research question, purpose, target population, sample and its characteristics. Out of 11 studies, five studies used cross sectional design (1, 9-12), two studies used longitudinal design (13-14), two studies used experimental designs (8, 15), and one study each used qualitative (16) and action research method (17). Out of 11 studies, five studies guided the research through the lens of theoretical framework (9, 11, 12, 14, 17). The sample size ranged from 15-300 and was recruited using convenient sampling. None of the studies used a random sample. Ethical approval and informed consent was obtained in all of the studies and essential measures were taken to ensure confidentiality and privacy of the participants. All of the studies used valid and reliable data collection instruments except some researchers (1, 10, 11, 14). The researchers used appropriate methods for descriptive and inferential analyses. The detail findings and strength s and limitations of the studies are presented in table I. Findings The findings of this review were reported under seven categories namely, physical and physiological self-care behaviors and practices, substance abuse and driving, health screening practices, emotional and psychological healthcare behaviors and practices, factors and interventions influencing healthcare behaviors and practices, comparison of health care practice of nursing and non-nursing students, and comparison of health behaviors and practice across academic years. Physical and Physiological Behaviors and Practices The physical and physiological behaviors and practices of nursing students was the most repetitive theme in most of the studies (1, 9-17). Based on findings of this review, it was defined as the behaviors or practices concerning diet or nutrition, exercise or physical activities, and sleeping habits of students. All of the studies under this theme reported healthy self-care behaviors of students except two studies (1, 10). For example, Horneffer (11) found that out of 300 students, 58% students exercised regularly while only 4% did not exercise. Nevins and Sherman (2016) found that out of 119 students, 77.7% ate a balanced diet while 22.6% rarely ate balanced diet, 62% students reported drinking about 3 to 8 glasses of water daily, 34% exercised regularly and 24.5% exercised rarely, but 70% students did not exercise enough. Consistently, Chow and Kalischuk (12) found that out of 211 students, 83% used to sleep 6 to 8 hours at night; 60% reported that the sleep was adequate while 37% reported inadequate sleep, 65% students reported drinking four to eight glasses of water or juice a day, 77% students ate balanced diet (49% frequently and 28% consistently), and 71% students exercised regularly or occasionally while 4% did not exercise at all. Clà ©ment et al., (13) observed self-care practices of students for three consecutive years: 1992, 1993, and 1994. The authors reported that majority of the students reported having adequate sleep (1992= 73%, 1993= 79%, 1994= 71%), eating balanced diet (1992= 88%, 1993= 81%, 1994= 79%), and carrying out adequate exercise (1992= 81%, 1993= 81%, 1994= 67%). Similar findings were reported by other researchers (8, 14-17). However, Ashcraft and Gatto (1) and Haddad et al., (10) reported that students had low to moderate self-care behaviors. The mean self-care practices on health responsibility, physical activity, and nutrition ranged from 2.07 to 2.58 indicating low self-care practices (10). In general, the evidence suggests that students have good self-scare practices in terms of nutrition, sleep, drinking water, and physical activity. Siappos et al., (16) qualitative findings affirms this because the students realized the importance of balanced diet, active lifestyle, adequate sleep, and body hygiene in maintaining their self-care. Substance Abuse and Driving Practices Several studies reported substance abuse including tobacco, alcohol, and illegal drug use and driving habits of nursing students (11-14, 16). In general, all of the studies reported that nursing students avoided smoking, alcohol consumption, drug abuse, and use safety measures while driving. For example, Siappos et al., (16) reported that students did not want to use tobacco and drugs because they considered them a threat to their health and security. Horneffer (11) reported that 71% students never smoked and 18% never consumed alcohol. However, 5% who smoked were not interested in quitting and 38% who consumed alcohol did not intend to refrain from it. Chow and Kalischuk (12) found that 59% students consumed alcohol occasionally while 35% did not consume at all and 85% students were non-smokers. This was the highest percentage of alcohol consumption in all the reviewed studies. Likewise, Clà ©ment et al., (13) found that over three years, 80 to 93% students did not consume alcohol, 80% to 90% abstained from smoking, and 94% to 90% wear seat belts while driving. Shriver and Scott-Stiles (14) assessed self-care practices of 71 nursing students over two years. The researchers found that there was improvement in the self-care behaviors of nursing students regarding alcohol and illegal drug use; in the first year 9.9% students consumed alcohol and 1.4 % used illegal drugs, while in the second year 8.8% consumed alcohol and 0 % used illegal drugs. Regarding driving habits, an improvement was seen; in the first year 57.7% always wear seat belt as drivers and 39.4% as passengers, while in the second year this percentage increased to 77.2% and 57.9% respectively. On the other hand, the students smoked more in the second year (8.8%) compared to first year (7.0%). However, the results of this study should be generalized with caution due to 9.94% attrition of nursing students in the second year. Health Screening Practices Health screening practices including Pap smear, self-breast examinations, self-testicular examination, and general screening were assessed by only two studies. Clà ©ment et al., (13) assessed self-care behaviors of students concerning self-breast examinations, clinical breast examination, and Pap smear. The researchers found that high percentage of nursing students engaged in clinical breast examination (1992= 75%, 1993= 79%, and 1994= 77%) and Pap smear (1992= 67%, 1993= 69%, and 1994= 81%) compared to self-breast examination (1992= 27%, 1993= 41%, and 1994= 43%). Shriver and Scott-Stiles (14) found that the percentage of students engaged in most of health screening practices increased from first year to second year. For example, self-breast examination (23.3% to 33.3%), self-testicular exam (0% to 33.3%), and blood pressure monitoring (83.1 to 87.7%). However, there was a slight decrease in some areas such as cholesterol monitoring (31.0% to 29.8%) and safe sex practices (63.4% to 50.9%). In general, the results are mixed but indicates that students engage themselves in their health screening and realize its importance in maintaining self-care. Emotional and Psychological Behaviors and Practices Several studies discussed the emotional, psychological and supportive self-care behaviors and practices of students (1, 8-12, 17). For this review, such practices entailed stress management, spiritual growth, interpersonal relations, and use of complementary therapies. Haddad et al., (10) reported low scores on spiritual growth, interpersonal relations and stress management of both Canadian and Jordanian nursing students with mean scores: spiritual growth (2.97 vs 2.98), interpersonal relations (3.12 vs 2.78), and stress management (2.46 vs 2.58). In general, the scores indicated that students did not engage in healthy emotional and psychological self-care practices. Contrary to these findings, Stark (15) reported generally good mean scores on these two domains; spiritual growth (3.27), interpersonal relations (3.43) and low scores on stress management (2.53). With regard to emotional self-care, Padykula (17) assessed emotional well-being of students and reported a high mean score of 4.12. With regard to the use of complementary therapies by students, Nevins and Sherman (9) found that out of 119 students, 45% actively used complementary therapies such as yoga, music, and meditation and while 54% denied using such therapies. This high percentage of students not using complementary therapies could be due to their lack of knowledge. The researchers reported that students rated their knowledge about such therapies 5.5 on the scale of 10. Chow and Kalischuk (12) also found that out of 211 students, 76% students used complementary therapies for maintaining their emotional and psychological well-being. The students mainly used complementary therapies: massage (54%), vitamins (49%), chiropractic (25%), herbal medicine (24%), yoga (21%), aromatherapy (18%), and acupuncture (9%). Based on mixed findings under this theme, it could be implied that the data is insufficient to reach a conclusion as to what extent students engage in self-care practices that promote their emotional an d psychological well-being. Factors/Interventions influencing Self-Care Behaviors and Practices Several factors and interventions were reported to influence self-care practices and behaviors of students (1, 8-13, 15-17). The common factors were cultural beliefs, perceptions about health, watching awareness programs about self-care on TV (10), academic and clinical stress and workload (13, 16), and increased knowledge of diseases, poor life style habits and their consequences, and importance of becoming a role model for patients (14). With regard to interventions, several researchers tested the effect of interventions on self-care practices of students. For example, Stark et al., (8) and (15) tested the effect of health promotion intervention, while Padykula (17) studied the influence on self-care practices in response to a holistic nursing course and reflective journaling. Stark et al., (8) tested an intervention consisting of teaching session about importance of self-care, development of self-care plan, and evaluation of self-care plan over a semester in 82 nursing students, 72 occupational therapy, and 47 speech language pathology students. The speech pathology students were part of comparison group and received no intervention. With regard to intervention, significant differences were noted in the health practices concerning overall HPLP (p=0.014), physical activity (p=0.001), and nutrition (p=0.025). Stark et al., (15) encouraged 67 students to develop a lifestyle self-care plan and engage in 2 hours/week sel f-care practice. The researchers found that this intervention resulted in an improvement of self-care practices in five domains; health responsibility (p=0.001), physical activity (p=0.001), nutrition (p=0.002), spiritual growth (p=0.002), and stress management (p=0.004). However, no significant differences were noted in the interpersonal relations domain (p=0.257). Likewise, Padykula (17) found significant pre-post mean differences in the domains: environment (4.27 vs 4.35), health responsibility (4.17 vs 4.32), and emotional well-being (4.12 vs 4.23). Overall, based on these findings, it could be implied that students may find it difficult to engage in self-care due to the above listed factors but the use of educational and health promotion interventions help in improving their self-care behaviors and practices. Comparison of Self-Care Practices of Nursing and Non-Nursing Students The self-care practices of nursing and non-nursing students were compared in three studies (8, 13-14). Stark et al., (8) compared 82 nursing students with 72 occupational therapy and 47 speech language pathology students. As previously discussed, speech pathology students were part of comparison group and received no intervention. The researchers compared the intervention and comparison groups, but no comparison was made between three groups of students. Clà ©ment et al., (13) compared practices of nursing students with education students and then made an overall comparison of both nursing students with a baseline study of Quebec population (which is beyond the discussion of this paper). With regard to nursing students and education students, the researchers noted no significant difference in the health behaviors of nursing students over three years (pà ¢Ã¢â‚¬ °Ã‚ ¤0.05) and between nursing and education students (pà ¢Ã¢â‚¬ °Ã‚ ¤0.05). Shriver Scott-Stiles, (14) compared self-car e practices of 71 nursing students and 83 non-nursing students in a two years longitudinal study. The number of students decreased in the second year resulting in 57 nursing students and 20 non-nursing students, therefore results should be generalized with caution. Some interesting findings of this study were: non-nursing students (45.8%) exercised more regularly than nursing students (22.5%), but also smoked more than nursing students (non-nursing= 14.5% and nursing = 7.0%). Overall, significant improvements were seen in the self-care behaviors and practice of nursing students compared to non-nursing students in the domains: eating habits (p=0.05) and self-breast examination (p=0.009). Overall, with one positive and one negative finding it was difficult to conclude whether nursing students self-care practices were better than non-nursing students. Comparison of Self-Care Behaviors and Practices across Academic Years Direct comparison of students practices across different academic years was not made, but several studies compared the self-care practices across semesters and over a period of two or three years (1, 8, 10, 11, 13, 14, 17). For example, Ashcraft and Gatto (1) reported that no significant difference was noted among the nursing students as they progressed through different years (p=0.72), but the mean scores of decreased across years. Stark et al., (8) collected data at two points in time; semester I (T1) and semester II (T2) and noted significant differences between TI and T2 scores in the domains: health responsibility (p=0.027), physical activity (p=0.017), and nutrition (p=0.047). Contrary to these findings, Clà ©ment et al., (13) and Nevins and Sherman (9) did not note any statistically significant difference across self-care practices of students across academic years. Padykula (17) also assessed differences in students understanding of self-care practices at three times, that i s, at the beginning of the holistic nursing course, at the mid, and at the end. The researchers reported significant differences at three points in time, but these findings cannot be substituted for self-care practices of students. Overall, these findings indicated that none of the studies directly compared the differences in self-care practices across years, therefore no conclusion can be drawn. Discussion and Areas for Future Research This literature review explored self-care behaviors and practices of nursing students in general as well as across the academic years of study and identified areas for future research. The review of literature indicted that there are limited number of studies conducted to explore self-care practices and behaviors of nursing students. An interesting pattern in the reviewed studies was the inclusion of more female nursing students compared to male nursing students. This could limit the findings of the studies to female population only. Therefore, future studies should recruit an equal number of male and female students or should only focus on male nursing students. Also, future studies should use large, random, and representative samples. The future studies could also employ mixed-method approaches because the use of quantitative studies and self-administered instruments for data collection could have provided an incomplete understanding of students self-care practices. The general conclusion drawn from the reviewed studies is that nursing students understand the importance of self-care for personal well-being and realized the importance of maintaining their diet, sleep, and activity level in order to improve physical and physiological health. They tend to refrain from tobacco, alcohol, and illegal drug use and pay attention to their personal safety. Nursing students also engage in self-screening practices. However, further research is needed to explore general health screening practices of students because reviewed studies provided limited evidence in this area. These studies focused on exploring screening practices related to Pap smear, self-breast and self-testicular examination and did not explore general screening practicing such as regular dental checkups, stress and depression testing, diabetic testing, blood pressure monitoring, blood work and so forth. Also, the findings concerning self-testicular examination are not generalizable because o f the limited number of male studies in the sample. Although studies reported factors and interventions that may influence self-care practices of nursing students, further correlational research is needed to explore the strength of relationship of these factors. Further research is also needed to study the effect previously discussed interventions through more robust experimental studies such as Randomized Control Trials (RCT). Future RCTs should include nursing students as control or comparison group rather than non-nursing students which may help in reducing any possible biases due to matching of characteristics of comparison and control groups. Since none of the studies directly compared the self-care practices and behaviors of students across different academic years, further research is need to fill this research gap too. Further research is also needed to explore the knowledge, attitudes, and practices of students regarding complementary therapies. Limitations This review is subject to several limitations: i) literature search within four databases only and inclusion of limited studies could have resulted in excluding other relevant studies thereby providing an incomplete understanding of students self-care practices, ii) the exclusion of dissertations and theses could have also limited an in-depth understanding, and iii) the thematic analysis of self-care practices and behaviors could have been guided by any pertinent theoretical and conceptual framework. Conclusion In conclusion, nursing students understood the importance of self-care for personal physical, psychological, and emotional well-being and realized the importance of maintaining their diet, sleep, and activity level to improve physical and physiological health. They tend to refrain from tobacco, alcohol, and illegal drug use, pay attention to their personal safety, and focus on several health screening practices including Pap smear, self-breast and self-testicular examination. However, students tend to neglect self-care practices which could improve their emotional and psychological health because of several factors such as academic stress, workload and inadequate knowledge about the strategies to improve self-care in this domain. There seems to be limited evidence for drawing any conclusions regarding students use of complementary therapies for self-care, the difference between self-care practices of nursing and non-nursing students, the usefulness of different interventions for impr oving students self-care practices, and difference is self-care practices and behaviors of students across academic years. Therefore, future research is needed in these areas. References Ashcraft PF, Gatto SL. Careà ¢Ã¢â€š ¬Ã‚ ofà ¢Ã¢â€š ¬Ã‚ self in undergraduate nursing students: A pilot study. Nurs Educ Perspect. 2015;36(4):255-6. Younas A. A foundational analysis of Dorothea Orems self-care theory and evaluation of its significance for nursing practice and research. Creat Nurs. 2017;23(1):13-23. Austen M. Self-care in nursing: A call to action. 2015.[cited 2017 Feb 27]. Retrieved From https://www.arnbc.ca/blog/self-care-in-nursing-a-call-to-action-by-maren-austen-bsn-student/ Mills J, Wand T, Fraser JA. On self-compassion and self-care in nursing: Selfish or essential for compassionate care? Int J Nurs Stud. 2015;52(4):791-3. Pulidoà ¢Ã¢â€š ¬Ã‚ Martos M, Augustoà ¢Ã¢â€š ¬Ã‚ Landa JM, Lopezà ¢Ã¢â€š ¬Ã‚ Zafra E. Sources of stress in nursing students: A systematic review of quantitative studies. Int Nurs Rev. 2012;59(1):15-25. Younas A. Levels of stress and coping strategies used by nursing students in Asian countries: An integrated literature review. The Journal of Middle East and North Africa Sciences,2016; 2(4), 50-57. Clark CS. Stress, psychoneuroimmunology and self-care: What every nurse needs to know. J Nurs Care. 2014;3(2):146. Stark MA, Hoekstra T, Hazel DL, Barton B. Caring for self and others: Increasing health care students healthy behaviors. Work. 2012;42(3):393-401. Nevins CM, Sherman J. Self-care practices of baccalaureate nursing students. J Holist Nurs. 2016;34(2):185-92. Haddad L, Kane D, Rajacich D, Cameron S, Alà ¢Ã¢â€š ¬Ã‚ Maaitah R. A comparison of health practices of Canadian and Jordanian nursing students. Public Health Nurs.2004;21(1):85-90. Horneffer KJ. Students self-concepts: Implications for promoting self-care within the nursing curriculum. J Nurs Educ.2006;45(8). Chow J, Kalischuk RG. Self-care for caring practice: Student nurses perspectives. International Journal for Human Caring. 2008;12(3):31-7. Clà ©ment M, Jankowski LW, Bouchard L, Perreault M, Lepage Y. Health behaviors of nursing students: A longitudinal study. J Nurs Educ. 2002;41(6):257-65. Shriver CB, Scott-Stiles A. Health habits of nursing versus non-nursing students: a longitudinal study. J Nurs Educ. 2000;39(7):308-14. Stark MA, Manning-Walsh J, Vliem S. Caring for self while learning to care for others: a challenge for nursing students. J Nurs Educ. 2005;44(6):266-70. Siappo CL, Nà ºÃƒ ±ez YR, Cabral IE. Nursing students experiences in selfcare during training process in a private university in Chimbote, Peru. Escola Anna Nery. 2016;20(1):17-24. Padykula BM. RN-BS students reports of their self-care and health-promotion practices in a holistic nursing course. J Holist Nurs.2016:0898010116657226. Table I Summary of the Reviewed Studies Authors/ Study Purpose Methods/Sample Findings Strengths and Limitations Shriver Scott-Stiles (2000) To determine if nursing students practice healthy life Styles that would help prepare them to be effective advocates for health promotion and disease prevention. A longitudinal comparative study with a sample of 71 nursing students and 83 non-nursing students. Seven health care behaviors: sleep, diet, activity, tobacco use, alcohol consumption, sexual habits, self-screening were assessed. The Health Habit Inventory was used for data collection. The health behaviors of nursing were significantly higher than non-nursing students in both pre-and post-comparison. Strengths Use of theoretical framework, comparative analysis of two different populations, matching of groups in terms demographic variables, and appropriate statistical analysis. Limitations Convenient sample, more female students compare to male, mismatching in the age and gender of the groups, and use of non-valid and reliable instrument. Clà ©ment et al., (2002) To compare health care behaviors of nursing and education students over three year and to compare their results with general population. A longitudinal comparative study with a sample of 52 nursing students and 93 education students. Seven health care behaviors: sleep, diet, physical activity, tobacco use, alcohol consumption, self-breast examinations, pap tests, and clinical test examination were assessed. The Health Behavior Questionnaire was used for data collection. There were no significant differences in the health behaviors intervention and control group. Strengths Comparative analysis of two different populations, matching of groups in terms demographic variables, and appropriate statistical analysis. Limitations The participants were mainly female nursing students, high attrition rates (73.1% for nursing students and 58.9% for education students), and no random sample. Haddad et al., (2004) To compare healthcare practices of Canadian and Jordanian nursing students A descriptive cross sectional survey with a sample of 49 Canadian and 44 Jordanian nursing students. Data was collected using Health Promoting Life Style Profile-II (HPLP-II) which collects information regarding health responsibility, physical activity, nutrition, spiritual growth, interpersonal relations and stress management. Both Canadian and Jordanian students scored low to m moderate on all domains. The Canadian scored more on health care practices in terms of health responsibility, physical activity, and interpersonal relations. Strengths Comparative analysis of two different cultures. Limitations The participants were mainly female nursing students, use of non-valid and non-reliable Arabic version of HPLSP-II, small and convenient sample. Stark et al., (2005) To study the effect of health promotion intervention on self-care of nursing students. A pre-post intervention study with a sample of 67 students. The intervention consisted of development of lifestyle self-care plan and 2 hours/week self-care practice. The HPLP-II was used for data collection. A significant increase in self-care of nursing students was noted on six domains of HPLSP-II except for interpersonal relations. Strengths Use of a valid and reliable data collection tool, appropriate statistical analysis, Limitations Small and non-random convenient sample, no blinding, and no comparison or control group. Horneffer (2006) To assess nursing students degree of alignment with their self-concepts beliefs and explore the relationship of self-concepts with health behaviors and attitude towards health promotion messages. A descriptive cross sectional survey with a sample of 300 students. Data was collected using a scale to measure dimensions of self-concept (anonymous scale), Health Risk Assessment Form, and Heath Promotion messages regarding diet, exercise, and sleeping habits. Most of the students perceived that health is closely related to taking care of oneself and dimensions of self-concept associated with health behaviors and responses to health promotion messages. Strengths Use of a theoretical framework to conceptualize self-concept and use of large sample. Limitations Data collection from one institution and little information provided about the validity and reliability testing of the used instruments. Chow Kalischuk (2008) To examine undergraduate nursing students self-care behaviors. A descriptive cross sectional survey with a sample of 211 out of 330 students. Data was collected using the Self-Care Complementary Therapies Survey. The nursing students practiced a positive level of self-care. Most of the students reported that they drink enough fluids, have adequate sleep, eat balanced diet, personally used complementary therapies. Strengths Use of a theoretical model as a framework and the use of a valid and reliable data collection tool. Limitations Small and convenient sample, cross-sectional design, and data collection from one institution, and more female participants than male. Stark et al., (2012) To increase health care behaviors of healthcare students by using a health promotion intervention. A pre-post intervention study with a comparison group. The sample consisted of 201 students; 82 nursing students, 72 occupational therapy, and 47 speech language pathology students. The HPLP-II was used for data collection. Speech language pathology students received no intervention. The intervention consisted of teaching session about importance of self-care, development of self-care plan, and evaluation of self-care plan over a semester. The intervention group improved their self-care practices compared to comparison group. There were also significance differences in pre-and post-comparison. Strengths Use of a valid and reliable data collection tool, use of comparison group, appropriate statistical analysis, and matching of comparison and intervention group in terms of age, race, gender and marital status. Limitations Small and non-random sample, no blinding, and discipline specific differences among the participants were not considered, and more female students than male. Ashcraft Gatto (2015) To explore self-care practices among nursing students. A pilot cross-sectional study with a sample of 199 students. Live Well Lifestyle Assessment Scale was used for data collection. Students tend to neglect their self-care and focus more on the care of patients. Limitations Small and convenient sample, pilot design, and data collection from one institution, missing data as 81 (41%) questionnaires were invalid, and more female students compare to male. Nevins Sherman (2016) To investigate baccalaureate nursing student perspectives of self-care practices to gain understanding of their value in health promotion. A descriptive cross sectional survey with a sample of 119 students. Data was collected using the Self-Care Complementary Therapies Survey. The overall health status was rated as 7.8 on 10. Students diet, sleep, and exercise practices were satisfactory. Strengths Use of a theoretical model as a framework and the use of a valid and reliable data collection tool. Limitations Low response rate (44.5%), small and convenient sample, cross-sectional design, data collection from one institution, chances of social desirability bias. Padykula (2016) To explore RN-BS students self-care and health promotion practices (SCHP) in a holistic nursing course. A qualitative study action research with a sample of 15 students. Data was collected using reflective journal writing and the Integrative Health and Wellness Assessment (IHW