Comparing Arundhati Roy’s The God of Small Things and Chinua Archebe’s

Comparing Arundhati Roy’s The God of Small Things and Chinua Archebe’s Things Fall Apart Literature is an amazing form of expression. A multitude of things can be said so in so many creative ways. Whether the story that is being told is true or fiction, the important thing is how it is told. The structure of a story is what gives it power, strength and the ability to move readers. Arundhati Roy and Chinua Achebe are two very talented authors who express their stories in two very different and unique ways. Although their stories are structurally different they have many similarities regarding class structure, societal issues, moral and family betrayals, and tragedy. The God of Small Things, a novel, by Arundhati Roy unravels the secrets of a family in India. Arundhati Roy uses an intriguing technique to tell the story of Ammu, Rahel, Estha, Sophie Mol, Velutha, Mammachi, Chacko, Margaret Kochamma, and Baby Kochamma. Roy starts the story by in a way paraphrasing all the events that are to occur throughout the story. She then proceeds to tell about the funeral of Sophie Mol and Ammu, Rahel, and Estha’s trip to the police station. She begins the story at the end. The reader does not find out until much later who Sophie Mol is and why Ammu and the twins went to the police station. Roy continues the story by jumping from Rahel and Estha’s childhood to their adulthood. Every chapter jumps from past to present. In every chapter Arundhati Roy answers or creates more questions about her characters lives for the reader. She uses repetition throughout the story to make the reader pay attention, remember, and wonder what she is trying to get across. Roy also uses wonderful metaphors, similes, and figurative language to ... ... one who killed his own son. He did not want to look weak in front of his fellow clan members. Okonkwo suffered internally for what he did. Despite the fact that these novels by Roy and Archebe differ widely in structure, they share many common themes. Both authors had their own special way of getting the story out, yet wanted to show the same things. Class structures, societal issues, moral and family betrayal all play a huge part in the lives of their characters. Many times these themes had terrible consequences and even ended up causing tragedy. These three things had the ability to change history forever. Â   Work Cited: Roy, Arundhati. The God of Small Things. HarperCollins Publishers, Inc. New York. 1997. The Norton Anthology of English Literature. Vol. 2c seventh edition. Archebe, Chinua. Things Fall Apart.

Federal Taxation Essay

D. Dale Bandy is Professor Emeritus in the School of Accounting at the University of Central Florida. He received a B.S. from the University of Tulsa, an M.B.A. from the University of Arkansas, and a Ph.D. from the University of Texas at Austin. He helped to establish the Master of Science in Taxation programs at the University of Central Florida and California State University, Fullerton, where he previously taught. In 1985, he was selected by the California Society of Certified Public Accountants as the Accounting Educator of the year. Professor Bandy has published 8 books and more than 30 articles in accounting and taxation. His articles have appeared in the Journal of Taxation, the Journal of Accountancy, Advances in Taxation, the Tax Adviser, The CPA Journal, Management Accounting, and a number of other journals. N. Allen Ford is the Larry D. Homer/KPMG Peat Marwick Distinguished Teaching Professor of Professional Accounting at the University of Kansas. He received an undergraduate degree from Centenary College in Shreveport, Louisiana, and both the M.B.A. and Ph.D. in Business from the University of Arkansas. He has published over 40 articles related to taxation, financial accounting, and accounting education in journals such as The Accounting Review, The Journal of the American Taxation Association, and The Journal of Taxation. He served as president of the American Taxation Association in 1979–80. Professor Ford has received numerous teaching awards at the college and university levels. In 1993, he received the Byron T. Shutz Award for Distinguished Teaching in Economics and Business. In 1996 he received the Ray M. Sommerfeld Outstanding Tax Educator Award, which is jointly sponsored by the American Taxation Association and Ernst & Young and in 1998 he received the Kansas Society of CPAs Outstanding Education Award. Robert L. Gardner is the Robert J. Smith Professor of Accounting in the School of Accountancy at Brigham Young University (BYU). He received a B.S. and M.B.A. from the University of Utah and a Ph.D. from the University of Texas at Austin. He has authored or coauthored two books and over 25 articles in journals such as The Tax Advisor, Journal of Corporate Taxation, Journal of Real Estate Taxation, Journal of Accounting Education, Journal of Taxation of S Corporations, and the International Tax Journal. Professor Gardner has received several teaching awards. In 2001, he received the Outstanding Faculty Award in the Marriott School of Management at BYU. He has served on the Board of Trustees of the American Taxation Association and served as President of the ATA in 1999–2000. Richard J. Joseph is the Provost of Hult International Business School in Cambridge, Massachusetts. He is a current member of the Hult Accounting Faculty and a former member of the tax faculty of The University of Texas at Austin. A graduate magna cum laude of Harvard College (B.A.), Oxford University (M.Litt.), and The University of Texas at Austin School of Law (J.D.), he has taught individual, corporate, international, state and local taxation, tax research methods, and the fundamentals of financial and managerial accounting. Before embarking on his academic career, Provost Joseph worked as an investment banker and securities trader on Wall Street and as a mergers and acquisitions lawyer in Texas. He is co-editor of the Oxford Handbook on Mergers and Acquisitions and has written numerous commentaries in the Financial Times, The Christian Science Monitor, Tax Notes, and Tax Notes International. His book, The Origins of the American Income Tax, explores the original intent, rationale, and effect of the early American income tax. LeAnn Luna is an Associate Professor of Accounting at the University of Tennessee. She is a C.P.A. and holds an undergraduate degree from Southern Methodist University, a M.T. from th e University of Denver College of Law, and a Ph.D. from the University of Tennessee. She has taught introductory taxation, corporate and partnership taxation, tax research, and professional standards. Professor Luna also holds a joint appointment with the Center for Business and Economic Research at the University of Tennessee, where she interacts frequently with state policymakers on a variety of policy related issues. She has published articles in the National Tax Journal, The Journal of the American Taxation Association, Tax Adviser, State Tax Notes, and a number of other journals. xii About the Authors ââ€" ¼ Individuals xiii Timothy J. Rupert is a Professor and the Golemme Administrative Chair in the College of Business Administration at Northeastern University. He received his B.S. in Accounting and his Master of Taxation from the University of Akron. He also earned his Ph.D. from Penn State University. Professor Rupert’s research has been published in such journals as The Journal of the American Taxation Association, Behavioral Research in Accounting, Advances in Taxation, Applied Cognitive Psychology, Advances in Accounting Education and Journal of Accounting Education. He is currently the co-editor of Advances in Accounting Education. In 2010, he received the Outstanding Educator Award from the Massachusetts Society of CPAs. He has also received the University’s Excellence in Teaching Award and the College of Business Administration’s Best Teacher of the Year award multiple times. He is active in the American Accounting Association and the American Taxation Association (ATA) and has served as the vice president and secretary of the ATA. Charlene Henderson is a member of the faculty in the Adkerson School of Accountancy at Mississippi State University. She earned her undergraduate and graduate degrees in accounting at Mississippi State University. After working in public and private accounting, she completed the doctoral program at Arizona State University. Her teaching and research interests include both tax and financial accounting. Her research has appeared in several journals, including Journal of the American Taxation Association, Journal of Accounting Auditing and Finance, and Journal of Business Finance and Accounting. Michael S. Schadewald, Ph.D., CPA, is on the faculty of the University of WisconsinMilwaukee where he teaches graduate and undergraduate courses in business taxation. A graduate of the University of Minnesota, Professor Schadewald is a co-author of several books on multistate and international taxation and has published more than 40 articles in academic and professional journals, including The Accounting Review, Journal of Accounting Research, Contemporary Accounting Research, The Journal of the American Taxation Association, CPA Journal, Journal of Taxation, and The Tax Adviser. Professor Schadewald also has served on the editorial boards of The Journal of the American Taxation Association, Journal of State Taxation, International Tax Journal, The International Journal of Accounting, Issues in Accounting Education, and Journal of Accounting Education. PR E F A C E Why is the Pope/Anderson series the best choice for you and your students? The Pope/Anderson 2013 Series in Federal Taxation is appropriate for use in any first course in federal taxation, and comes in a choice of three volumes: Federal Taxation 2013: Individuals Federal Taxation 2013: Corporations, Partnerships, Estates & Trusts (the companion book to Individuals) Federal Taxation 2013: Comprehensive (includes 29 chapters; 14 chapters from Individuals and 15 chapters from Corporations) ** For a customized edition of any of the chapters for these texts, contact your Pearson representative and they can create a custom text for you. †¢ The Corporations, Partnerships, Estates & Trusts and Comprehensive volumes contain three comprehensive tax return problems whose data change with each edition, thereby keeping the problems fresh. Problem C:3-66 contains the comprehensive corporate tax return, Problem C:9-58 contains the comprehensive partnership tax return, and Problem C:11-64 contains the comprehensive S corporation tax return, which is based on the same facts as Problem C:9-58 so that students can compare the returns for these two entities. †¢ The Corporations, Partnerships, Estates & Trusts and Comprehensive volumes contain sections called Financial Statement Implications, which discuss the implications of Accounting Standards Codification (ASC) 740. The main discussion of accounting for income taxes appears in Chapter C:3. The financial statement implications of other transactions appear in Chapters C:5, C:7, C:8, and C:16 (Corporations volume only). We want to stress that all entities are covered in the Individuals volume although the treatment is often briefer than in the Corporations and Comprehensive volumes. The Individuals volume, therefore, is appropriate for colleges and universities that req uire only one semester of taxation as well as those that require more than one semester of taxation. Further, this volume adapts the suggestions of the Model Tax Curriculum as promulgated by the American Institute of Certified Public Accountants. What’s New to this Edition? Individuals †¢ Complete integration of the new laws contained in the Temporary Payroll Tax Cut Continuation Act of 2011. †¢ Complete updating of all significant court cases and IRS rulings and procedures during 2011. †¢ Discussion of the extension of many itemized deductions through 2011 or 2012. †¢ Discussion of all sunset provisions applicable after December 31, 2011 and December 31, 2012. †¢ All tax rates schedules have been updated to reflect the rates and inflation adjustments for 2012. †¢ Thorough revision and update of all homework questions and problems. †¢ Whenever new updates become available, they will be accessible via MyAccountingLab. Corporations †¢ The comprehensive corporate tax return, Problem C:3-66, has all new numbers for the 2011 forms. †¢ The comprehensive partnership tax return, Problem C:9-58, has all new numbers for the 2011 forms. †¢ The comprehensive S corporation tax return, Problem C:11-64, has all new numbers for the 2011 forms. †¢ Changes affecting 2012 tax law, including inflation adjustments, have been incorporated into the text where appropriate. †¢ All tax rate schedules have been updated to reflect the rates and inflation adjustments for 2012. †¢ Whenever new updates become available, they will be accessible via MyAccountingLab. Preface ââ€" ¼ Individuals xv MyAccountingLab ® is web-based, tutorial and assessment software for accounting that not only gives students more â€Å"I Get It† moments, but gives instructors the flexibility to make technology an integral part of their course. It also is an excellent supplementary resource for students. To register, go to http://pearsonmylabandmastering.com. For Instructors MyAccountingLab provides instructors with a rich and flexible set of course materials, along with course-management tools that make it easy to deliver all or a portion of your course online. †¢ Powerful Homework and Test Manager Create, import, and manage online homework and media assignments, quizzes, and tests. Create assignments from online questions directly correlated to this and other textbooks. Homework questions include â€Å"Help Me Solve This† guided solutions to help students understand and master concepts. You can choose from a wide range of assignment options, including time limits, proctoring, and maximum number of attempts allowed. In addition, you can create your own questions—or copy and edit ours—to customize your students’ learning path. †¢ Comprehensive Gradebook Tracking MyAccountingLab’s online gradebook automatically tracks your students’ results on tests, homework, and tutorials and gives you control over managing results and calculating grades. All MyAccountingLab grades can be exported to a spreadsheet program, such as Microsoft ® Excel. The MyAccountingLab Gradebook provides a number of student data views and gives you the flexibility to weight assignments, select which attempts to include when calculating scores, and omit or delete results for individual assignments. †¢ Department-Wide Solutions Get help managing multiple sections and working with Teaching Assistants using MyAccountingLab Coordinator Courses. After your MyAccountingLab course is set up, it can be copied to create sections or â€Å"member courses.† Changes to the Coordinator Course flow down to all members, so changes only need to be made once. We will add the most current tax information to MyAccountingLab as it becomes available. For Students MyAccountingLab provides students with a personalized interactive learning environment, where they can learn at their own pace and measure their progress. †¢ Interactive Tutorial Exercises MyAccountingLab’s homework and practice questions are correlated to the textbook, and â€Å"similar to† versions regenerate algorithmically to give students unlimited opportunity for practice and mastery. Questions offer helpful feedback when students enter incorrect answers, and they include â€Å"Help Me Solve This† guided solutions as well as other learning aids for extra help when students need it. †¢ Study Plan for Self-Paced Learning MyAccountingLab’s study plan helps students monitor their own progress, letting them see at a glance exactly which topics they need to practice. MyAccountingLab generates a personalized study plan for each student based on his or her test results, and the study plan links directly to interactive, tutorial exercises for topics the student hasn’t yet mastered. Students can regenerate these exercises with new values for unlimited practice, and the exercises include guided solutions and multimedia learning aids to give students the extra help they need. View a guided tour of MyAccountingLab at http://www.myaccountinglab.com/support/tours. xvi Individuals ââ€" ¼ Preface Strong Pedagogical Aids †¢ Appropriate blend of technical content of the tax law with a high level of readability for students. †¢ Focused on enabling students to apply tax principles within the chapter to real-life situations. What Would You Do in This Situation? Unique to the Pope/Anderson series, these boxes place students in a decision-making role. The boxes include many current controversies that are as yet unresolved or are currently being considered by the courts. These boxes make extensive use of Ethical Material as they represent choices that may put the practitioner at odds with the client. Stop & Think These â€Å"speed bumps† encourage students to pause and apply what they have just learned. Solutions for each issue are provided in the box. Ethical Point These comments provide the ethical implications of material discussed in the adjoining text. Apply what they have just learned. Tax Strategy Tip These comments suggest tax planning ideas related to material in the adjoining text. Program Components Materials for the instructor may be accessed at the Instructor’s Resource Center (IRC) online, located at www.pearsonhighered.com/phtax or within the Instructor Resource section of MyAccountingLab. You may contact your Pearson representative for assistance with the registration process. †¢ TaxACT 2011 Software: Available on CD to be packaged with Individuals and Comprehensive Texts: This user-friendly tax preparation program includes more than 80 tax forms, schedules, and worksheets. TaxACT calculates returns and alerts the user to possible errors or entries. †¢ Instructor’s Resource Manual: Contains sample syllabi, instructor outlines, and information regarding problem areas for students. It also contains solutions to the tax form/tax return preparation problems. In addition to being available electronically on the IRC online, it also is available in hardcopy. †¢ Solutions Manual: Contains solutions to discussion questions, problems, and comprehensive and tax strategy problems. It also contains all solutions to the case study problems, research problems, and â€Å"What Would You Do in This Situation?† boxes. In addition to being available electronically on the IRC online, it is also available in hardcopy. †¢ Test Item File: Offers a wealth of true/false, multiple-choice, and calculative problems. A computerized program is available to adopters. †¢ PowerPoint Slides: Include over 300 full-color electronic transparencies available for Individuals and Corporations. Acknowledgments Adopters will notice that John L. Kramer’s name does not appear on the 2013 edition as he has officially retired from the textbook. Jack was one of the founders and original editors of the Prentice-Hall Federal Taxation series, and the current editors and authors wish to thank him for his outstanding contributions over the years to this textbook and to tax education in general. Our policy is to provide annual editions and to prepare timely updated supplements when major tax revisions occur. We are most appreciative of the suggestions made by outside reviewers because these extensive review procedures have been valuable to the authors and editors during the revision process. We also are grateful to the various graduate assistants, doctoral students, and colleagues who have reviewed the text and supplementary materials and checked solutions to maintain a high level of technical accuracy. In particular, we would like to acknowledge the following colleagues who assisted in the preparation of supplemental materials for this text: Ann Burstein Cohen SUNY at Buffalo Caroline Strobel University of South Carolina Craig J. Langstraat University of Memphis Kate Demarest Carroll Community College Richard Newmark University of Northern Colorado In addition, we want to thank Myron S. Scholes, Mark A. Wolfson, Merle Erickson, Edward L. Maydew, and Terry Shevlin for allowing us to use the model discussed in their text, Taxes and Business Strategy: A Planning Approach, as the basis for material in Chapter I:18. Please send any comments to Kenneth E. Anderson or Thomas R. Pope. TAX RATE SCHEDULES INDIVIDUAL TAXPAYERS Single [ §1(c)]: If taxable income is: The tax is: Not over $8,700 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10% of taxable income. Over $8,700 but not over $35,350 . . . . . . . . . . . . . . . . . $870.00, plus 15% of the excess over $8,700. Over $35,350 but not over $85,650 . . . . . . . . . . . . . . . . $4,867.50, plus 25% of the excess over $35,350. Over $85,650 but not over $178,650 . . . . . . . . . . . . . . . $17,442.50, plus 28% of the excess over $85,650. Over $178,650 but not over $388,350 . . . . . . . . . . . . . . $43,482.50, plus 33% of the excess over $178,650. Over $388,350 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $112,683.50, plus 35% of the excess over $388,350. Head of Household [ §1(b)]: If taxable income is: The tax is: Not over $12,400 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10% of taxable income. Over $12,400 but not over $47,350 . . . . . . . . . . . . . . . . $1,240.00, plus 15% of the exce ss over $12,400. Over $47,350 but not over $122,300 . . . . . . . . . . . . . . . $6,482.50, plus 25% of the excess over $47,350. Over $122,300 but not over $198,050 . . . . . . . . . . . . . . $25,220.00, plus 28% of the excess over $122,300. Over $198,050 but not over $388,350 . . . . . . . . . . . . . . $46,430.00, plus 33% of the excess over $198,050. Over $388,350 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $109,229.00, plus 35% of the excess over $388,350. Married, Filing Joint and Surviving Spouse [ §1(a)]: If taxable income is: The tax is: Not over $17,400 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10% of taxable income. Over $17,400 but not over $70,700 . . . . . . . . . . . . . . . . $1,740.00, plus 15% of the excess over $17,400. Over $70,700 but not over $142,700 . . . . . . . . . . . . . . . $9,735.00, plus 25% of the excess over $70,700. Over $142,700 but not over $217,450 . . . . . . . . . . . . . . $27,735.00, plus 28% of the excess over $142,700. Over $217,450 but not over $388,350 . . . . . . . . . . . . . . $48,665.00, plus 33% of the excess over $217,450. Over $388,350 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $105,062.00, plus 35% of the excess over $388,350. Married, Filing Separate [ §1(d)]: If taxable income is: The tax is: Not over $8,700 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10% of taxable income. Over $8,700 but not over $35,350 . . . . . . . . . . . . . . . . . $870.00, plus 15% of the excess over $8,700. Over $35,350 but not over $71,350 . . . . . . . . . . . . . . . . $4,867.50, plus 25% of the excess over $35,350. Over $71,350 but not over $108,725 . . . . . . . . . . . . . . . $13,867.50, plus 28% of the excess over $71,350. Over $108,725 but not over $194,175 . . . . . . . . . . . . . . $24,332.50, plus 33% of the excess over $108,725. Over $194,175 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $52,531.00, plus 35% of the excess over $194,175.

Delhi Metro - 1656 Words

Synopsis of Shakespeare 4 Kidz MACBETH Rumbling Thunder sets the mood for the opening of the show. Three figures emerge from the shadows. They are three Witches – or Weird Sisters – foretellers of the future (The Opening). They look forward to meeting Macbeth. At King Duncan’s camp near Forres, a wounded sergeant tells of Macbeth’s heroics in battles against Macdonald and the rebels, while Ross reports that King Sweno of Norway and the traitorous Thane of Cawdor have also been defeated by Macbeth. The witches wait on the Blasted Heath (Weird Sisters), and meet up with Macbeth and a fellow warrior, Banquo, as they return to Duncan’s camp. They hail Macbeth and Banquo with three prophecies, then disappear into the air. Macbeth is already†¦show more content†¦They cut down branches to hide the size of their army. Macbeth hears that his wife has died, and realises that life is short, and there’s nothing anyone can do to control it. He prepares for battle. Although two of the witches latest warnings appear to have come true, Macbeth still believes he is invincible as â€Å"no man born of a woman can harm him†. He is horrified to hear Macduff declare he wasn’t born in the usual way but by a Caes arean birth. In the final duel to the death Macbeth is killed by Macduff (The Final Battle). Malcolm is declared King, as everyone looks forward to a brighter future for Scotland (From Today). Macbeth - Macbeth is a Scottish general and the thane of Glamis who is led to wicked thoughts by the prophecies of the three witches, especially after their prophecy that he will be made thane of Cawdor comes true. Macbeth is a brave soldier and a powerful man, but he is not a virtuous one. He is easily tempted into murder to fulfill his ambitions to the throne, and once he commits his first crime and is crowned King of Scotland, he embarks on further atrocities with increasing ease. Ultimately, Macbeth proves himself better suited to the battlefield than to political intrigue, because he lacks the skills necessary to rule without being a tyrant. His response to every problem is violence and murder. Unlike Shakespeare’s great villains, such as Iago inOthello and Richard III inShow MoreRelatedDelhi Metro6192 Words   |  25 PagesEXECUTIVE SUMMARY Objective: To study the financial aspects of Delhi Metro Rail Corporation. Rationale: Metro rail service in Delhi has come as a much awaited gift for the people of Delhi, which has indeed changed the transport facility of the city. It has become the life line of Delhi as people are dependent on Delhi Metro for commuting to different places within the city. Delhi Metro Project has been recognized all over the world for its specialty in terms of a hi-tech rail, better equippedRead MoreThe Delhi Metro Project Management1238 Words   |  5 Pages. 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Banning the Death Penalty - 1620 Words

Introduction Should the death penalty be banned internationally as a type of punishment? This form of punishment has been quite a controversial issue worldwide for quite a few years. The death penalty for hundreds of thousands of years has been a punishment for criminals throughout the world; in the past ranging from what we would now consider small crimes to huge ones, to the present where most if not all those punished with death penalty are for fairly large crimes. Actual laws involving death penalty is known in history as far back as ancient Babylonia with the Code of Hammurabi, or the â€Å"eye for an eye, tooth for a tooth† mentality, where stated within the code there were several crimes in which death was the punishment. Continuing on after that time, leaders within ancient Greece and following that ancient Rome followed along with these laws within their own laws in which they too had a set of crimes that were punishable by the death penalty which include punishments such as crucifixions and live burning. Still this continued on in Europe in the 10th through the 18th centuries when much of the world followed in their footsteps and hanging, beheading, as well as burning at the stake were common executions for crimes like treason and many others. By the early 19th century in Britain (one of the powers, if not the power of the world at that time), the death penalty for about half of the crimes punishable by death were eliminated. 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The essay has inaccurate informationRead MoreThe Execution of Death Penalty1385 Words   |  6 PagesThe Death Penalty Introduction As of 2010, thirty-four States have some form of Death Penalty, while twelve States plus the District of Columbia have no Death Penalty. The number of Death Penalty executions from 1977 2010 by color-coded States follows: (Death Penalty Information Center, 2012). The basic dispute involving the Death Penalty is whether or not it should be abolished. This dispute has raged for decades in the United States and people on both sides of the debate appear toRead MoreThe Crudilty of the Death Penalty Essay examples841 Words   |  4 PagesPeople who are guilty of first-degree murder could be tried for the death penalty. This is where it gets a little confusing for me. We murder these people because they murder someone else. It is a â€Å"lose-lose situation.† People say the victim’s family wants closure. I am sorry to say this but killing the murderer will not bring your family member back. The death penalty is crude and unnecessary. â€Å"Currently 38 states have the death penalty. The United States is one of only five countries known to haveRead MoreZea Robinson. Ap Seminar. Mrs. Frye. Period 3. 6 January1415 Words   |  6 PagesZea Robinson AP Seminar Mrs. Frye Period 3 6 January 2017 (Ethics) Banning the Death Penalty The death penalty is a serious and permanent sentence. The prison system should not hand out this sentence freely; yet 1,442 people have been executed since 1976. (DPIC) This is unacceptable due to the fact that the procedure is not a guarantee against â€Å"cruel and unusual punishment† (Unah). Also some of those who were given the death sentence were wrongly accused (Simonovic). Should it then be legal toRead MoreIn Recent Years, The Death Penalty Has Been A Controversial1750 Words   |  7 PagesIn recent years, the death penalty has been a controversial topic when it comes to sentencing criminals that have committed serious crimes. Some believe that the death penalty is absolutely necessary and serves proper justice to those who commit unthinkable acts of violence. Advocates also believe that the whole argument is a matter of faith not fact and the death penalty, â€Å"honors human dignity by treating the defendant as a free individual able to control their own destiny for good or for worseRead MoreThe Pros And Cons Of Death Penalty833 Words   |  4 PagesOne of the controversial issue during our nationwide is death penalty, because it is punishment that carried out against a person condemned of capital crime. Research have shown that â€Å"At least 1,634 people were executed in 25 countries in 2015, also in 2014 Amnesty International recorded 1,061 executions in 22 counties worldwide† (Amnesty International). Also, there are many different philosophical view on death penalty. One of the them is utilitarian philosopher Jermyn Bentham, where he argues thatRead MoreThe Inhumanity of Death Penalty892 Words   |  4 Pagesthose criminal. A very serious crime is considered to get the death penalty. This punishment is a symbol of violation and across the line of humanity in Indonesia, a country that follows the Pancasila, one of whose principles is just and civilized humanity. Thus, death penalties based on retaliation are no longer appropri ate (Winarta and McDonald, 2011). Death penaltyis also not effective to stop the criminality. Therefore death penalty should be banned as a form of punishment in Indonesia. In hisRead MoreThe Death Penalty Is The Ultimate Punishment882 Words   |  4 PagesLlamas Curtis Becker Comp 1 03 October 2017 The death penalty The death penalty is the ultimate punishment. There is no harsher punishment than death itself. This nation, the United States of America, is currently one of fifty-eight nations that practice the death penalty, if one commits first-degree murder as of 2012. People that believe in the death penalty also believe that it will deter murders. In this paper I will argue that the death penalty does not deter criminals and that this nation should

Racial Inequality And Racial Discrimination - 1721 Words

Racial inequality is still a prevalent issue in today’s society. After demolishing most of the oppressive racist policies from the past, individuals believe that our society has moved beyond the racial discrimination era. However, the workplace is still strongly segregated based on race and gender. A great deal of this discrimination can be stemmed back to the racist beliefs from the 1970’s. These degrading attitudes have strongly influenced the workplace through job interviews, promotion patterns, and the formation of a wealth gap. All of these factors ultimately negatively impact the accomplishments and success of the minority groups in our society today. After the European immigration, a new term was created called symbolic ethnicity. This term refers to a individualistic culture in nature based solely off of personal interests without the negative social consequences. This ethnic approach is strongly practiced by White Americans and gave them an out to feel a sens e of â€Å"uniqueness†, and allowing them to help their heritage. For example, if an individual had Irish decent there would be voluntary aspects they would identify with such as St. Patrick’s Day (Waters 1996: 31). Otherwise they would not engage in other organizations or practices relating to this heritage. This example depicts how White Americans viewed their heritage as a hobby rather than a specific lifestyle. These individuals got to live the best of both worlds by being able to experience those feeling ofShow MoreRelatedRacial Inequality, Oppression And Discrimination Essay1404 Words   |  6 PagesRacial inequality, oppression and discrimination continue to be key social and political issues plaguing the United States. 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Although AffirmativeRead MoreRacial Inequality And Discrimination Is A Major Factor853 Words   |  4 Pages Racial inequality and discrimination is a major factor that is still present in America’s society today. Considering the fact that America’s history of racial complications is still an issue in today’s society. Minorities (African American, Asian Americans, Hispanics/Latinos) which is accounted for almost half of the population if combined, are the ones that face discrimination the most, typically everywhere they go and especially in the workforce. They are not treate d as equally as everyone elseRead MoreRace And Health Inequality In America. . Racial Discrimination1580 Words   |  7 PagesRace and Health Inequality in America Racial discrimination by doctors According to Golash-Boza (2016), the systemic racism or the accumulated disadvantages for non-whites are also reflected in in the areas of health and environment. 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Pongo pygmaeus The orangutan Essay Example For Students

Pongo pygmaeus The orangutan Essay The orangutan, Pongo pygmaeus, is an ape that is found in the moist, coastal rainforests of Sumatra and Borneo which consists of Indonesia’s Kalimantan provinces, Malaysia’s Sabath and Sarawak, and the kingdom of Brunei Darussalam. Orangutans live in tropical rainforests and are arboreal primates meaning that they are tree dwelling. Orangutans construct nests in the tree branches for the night in which they will curl up and sleep. These nests are made out of leaves and branches and they will sometimes use a leaf as a roof to protect themselves from the rain. Orangutans are omnivores, which means they eat a variety of meat and plants. They primarily eat fruit, leaves and small animals. However, 70% of a wild orangutan diet is fruit (Napier, 1988). The durian fruit is a juicy but smelly, cantaloupe-like substance that is among one of the orangutan’s favorites. They also eat flowers, bark, nuts and small insects such as termites and butterfly larva (DeBoer, 1982). A dult orangutans are primarily solitary, except for mother-offspring pairs. However, weaned juveniles will sometimes flock in small groups. Orangutans are active during the day, or as (DeBoer, 1982) said diurnal. They live alone in large territories. This is probably due to their eating habits; they need a large area in order to get enough food and too many orangutans in one area might lead to starvation. The only long-lasting orangutan social group is the mother and offspring, who live together for about 7 years. When mating, the male and female orangutans stay together for only a few days. Males are aggressive toward each other and often fight over females. They also will stake out areas in which they claim as their territory and fight other males if necessary (Galdikas, 1992). The dominance hierarchy is the ranking system among the Primates. The hierarchy among orangutans is the Noayu, which is where there is a solitary male. There is marked sexual dimorphism among the orangutans. Females weigh only half as much as the males. Being lighter, females and juveniles often stay in the trees. Not only is there a noticeable difference in size, but males also possess quite a few different characteristics than female orangutans do. For example, males have big cheek pads and facial hair that resembles a man’s moustache and beard. The numbers or orangutans have recently dropped tremendously owing to loss of habitat to deforestation and the killing of females for their young, to be sold as pets or zoo animals. Fewer than 30,000 individuals are believed to remain in the wild, and the species is listed as endangered (Galdkias, 1987)In relation to my observation, the orangutans acted very similar in captivity as if they were in the wild. The space was limited, but for what they had to work with, they displayed many of the behaviors they would have given they were in the wild. I noticed that the males remained solitary, as proven in my research. In one instance, Kiko approached his sister and they groomed for a short amount of time, and Kiko went into a different section of the enclosure and remained by himself until the end of my observation. Junior, the dominating male, and father of Kiko, also stayed confined to himself. There was absolutely no interaction between Junior and the other orangutans. At one point of the observation, Junior showed a display of anger, sort of proving his dominance and went into the corner to set up a small, grounded nest. There were many displays shown throughout the thirty- minute time frame. As stated above, Junior was angry because he was woken up by the commotion of the visitors, and began to throw the plastic barrel around. This might also relate to the social structure of a typical orangutan community. The males show aggression when their home feels threatened by another living thing and that would explain his irritation with the crowd. On more than one occasion, Bonnie, demonstrated a display of brachiating from branch to branch, and also up and down the gate against the glass. Orangutans are arboreal, meaning they are tree dwelling primates, so it is only natural instinctly and physically for them to brachiate throughout a tree- .u54e264cb7ef82ba31702026f66218622 , .u54e264cb7ef82ba31702026f66218622 .postImageUrl , .u54e264cb7ef82ba31702026f66218622 .centered-text-area { min-height: 80px; position: relative; } .u54e264cb7ef82ba31702026f66218622 , .u54e264cb7ef82ba31702026f66218622:hover , .u54e264cb7ef82ba31702026f66218622:visited , .u54e264cb7ef82ba31702026f66218622:active { border:0!important; } .u54e264cb7ef82ba31702026f66218622 .clearfix:after { content: ""; display: table; clear: both; } .u54e264cb7ef82ba31702026f66218622 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u54e264cb7ef82ba31702026f66218622:active , .u54e264cb7ef82ba31702026f66218622:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u54e264cb7ef82ba31702026f66218622 .centered-text-area { width: 100%; position: relative ; } .u54e264cb7ef82ba31702026f66218622 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u54e264cb7ef82ba31702026f66218622 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u54e264cb7ef82ba31702026f66218622 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u54e264cb7ef82ba31702026f66218622:hover .ctaButton { background-color: #34495E!important; } .u54e264cb7ef82ba31702026f66218622 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u54e264cb7ef82ba31702026f66218622 .u54e264cb7ef82ba31702026f66218622-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u54e264cb7ef82ba31702026f66218622:after { content: ""; display: block; clear: both; } READ: Objectism Essay

Jackfruit seeds free essay sample

The seeds would give you around 135 kcal/ 100 gms. It is a rich source of complex carbohydrate, dietary fiber, vitamins like vitamin A, C and certain B vitamins, and minerals like calcium, zinc, and phosphorous. They contain lignans, isoflavones, saponins, that are called phytonutrients and their health benefits are wide-ranging from anti-cancer to antihypertensive, anti-ageing, antioxidant, anti-ulcer, etc. Jackfruit seed powder has the ability to relieve discomfort due to indigestion. Boiled Jackfruit seeds are a very tasty and nutritious snack. Boiled Jackfruit seeds can be used as an alternative to potatoes. Jackfruit seeds, which appeal to all tastes, may be boiled or roasted and eaten, or boiled and preserved in syrup like chestnuts. They can be canned in brine, in curry, and, like baked beans, in tomato sauce. They can also be included in curried dishes. Roasted, dried seeds are ground to make flour which is blended with wheat flour for baking. We will write a custom essay sample on Jackfruit seeds or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Here’s a nice recipe you can try out: Coconut Based Jackfruit Seed Curry. Serves 4 Prep Time: 20 mins. †¢ 500 grams Jackfruit seeds †¢ 1 cup Grated coconut †¢ 4 Green chillies †¢ 4 teaspoons Coconut oil †¢ 1/2 cup Sliced Shallots †¢ 1/2 teaspoon Mustard seeds †¢ 8 Jackfruit chips †¢ 1 teaspoon Curry leaves †¢ Salt (As per taste) Method Cut each seed into four pieces. Grind the coconut and the green chillies to a fine paste. Mix the seeds, the ground paste, salt and enough water and cook till the seeds are tender and dry. Heat oil and saute the sliced shallots and mustard seeds for a few minutes. Add the cooked seeds, mix the contents thoroughly and cook for another few minutes. Remove it from fire and transfer the contents to a serving dish. Garnish it with crushed jackfruits chips and the roasted curry leaves. Serve hot with rice. Enjoy. http://www. discovery. org. in/PDF_Files/d_20130503. pdf Ready-to-eat breakfast cereals are defined as processed grain formulations suitable for human consumption without further cooking. Well-known extrusion applications in the food industry include ready-to-eat breakfast cereals, baby foods, pet foods, and confectionery products. The most used raw materials in the extrusion process are starch and protein based materials. The structure of the extruded products may be formed from starch or protein polymers. Most products, such as breakfast cereals, snacks and biscuits are formed from starch, while protein is used to produce products that have meat-like characteristics and that are used either as full or partial replacements for meat in ready meals, dried foods and many pet food products (Guy, 2001). The use of raw materials with high protein contents in extrusion began around the 1970s, with the use of soy for the production of texturized soy products and meat analogues (Ledward Mitchell, 1988; Mitchell Areas, 1992). Jackfruit (Artocarpus heterophyllus Lam) is popular fruit crop that is widely grown in India, Bangladesh and other tropical areas. The seeds make-up around 10 to 15% of the total fruit weight and have high carbohydrate and protein contents (Bobbio et al 1978). The seeds are eaten after boiling or roasting, or dried and salted as table nuts, or ground to make flour which is blended with wheat flour for baking. The seed starch is given to relieve biliousness. Roasted seeds are regarded as an aphrodisiac. Increased consumption of ripe jackfruit kernels alleviates vitamin A deficiency. Extract from fresh seeds cures diarrhoea and dysentery. Extract from seeds helps digestion (Haq, 2006). Jackfruit seeds can be used in brine alone or in curried form, similar to the use made of immature fruits, by eliminating trypsin inhibitors through heating (Siddappa, 1957). A project was undertaken for determining the physico-chemical and functional properties of jackfruit seed by, Abedin et al, (2012). Some functional properties of jackfruit seed flour and its protein digestibility was reported by Singh et al. (1991). Jackfruit seed have been utilized in the preparation of biscuits. A study on the standardization of jack seed based biscuits was conducted, physical parameters of jackfruit seed flour incorporated biscuits was studied. Jackfruit seed flour has been used in preparation of convenience food. An attempt has been made to blend 10-