Film review - run lola run

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'Run Lola Run' 18th August 0

If you're the type of person who likes being kept on the edge of your seat and glued to the cinema screen… then 'Run Lola Run' is the movie for you. This captivating movie has more twists then a lifetime, with the use of extraordinary techniques and visual effects this movie is brought to life. German director Tom Tykwer spins three "what if" segments, each time with the same basic story line but with different outcomes, leaving the viewers perhaps with the choice of how the film ends…tragedy or happily.

In 'Run Lola Run' time becomes a matter of life and death, as today is unlike any other day. Manni (Moritz Bleibtreu) who is a small time courier for a big time gangster is working a standard pick up/drop off job, when things don't go exactly to plan. Manni's girlfriend Lola (Franka Potente) was meant to pick Manni up, but was late due to her moped being stolen. One stroke of bad luck leads to another, and by the time Manni calls Lola he is in a massive dilemma. Manni's boss is meeting him in 0 minutes to collect the 100 000 marks off him, that Manni suddenly doesn't have. Lola's desperate plan Find money somehow, somewhere In 0 minutes… "Run Lola Run".

The visual effects and flashbacks in the movie are what make 'Run Lola Run' such a fascinating movie. Time is a crucial factor as there are always clocks present throughout the film. There are clocks that swing back and fourth across the screen, with the camera tilting upwards and we plunge into a gaping hole- as if swallowed by time.

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At the start of the movie Lola is running, and is in a cartoon effect. This use of animation shows the true effect of a game-like movie, which seems to be Tykwer's main technique in the movie. Games can be played over and over again; if you lose you can always try again. Tykwer's hypothesis was "If film is like a game, then why not give Lola a second chance, or a third, as in this movies case". As an accomplished cinematic stylist director Tom Tykwer doles out some magnificent film tricks that keep the story going and the audience's interest up.

One of the most moving effects used in the movie is when Lola collides into all soughts of different people and then shows droll and nasty fast forwards of those people's lives. During these fast forwards he gives us, in 10 seconds a series of shots that depict each person's entire subsequent life, often to a hilarious effect. Such as the bank employee who is perceived as a sensible and quiet young woman, when actually this isn't the case, as the fast forwards reveal shocking and exotic bedroom action.

Another well produced visual effect in the film 'Run Lola Run' was the significance of the color red. Red is the symbol of Lola's passionate love, Lolas phone is red, so is the bag with the money. The ambulance that runs over Manni is red, Lolas hair is bright red, and there are red lights featured in the film. But the true significance of the color red is Manni and Lolas love for each other, as when Lola and Manni are about to die, the screen fades to red. Lola is the player who must counteract the forces set against her winning the game. Camera angles and split frames show that these two are a pair, emotionally and visually.

The most amazing thing about 'Run Lola Run' is that so much depth and action has been managed in a mere 80 minutes. What's so incredible about the film is the intelligence that Tykwer brings to the script. As Lola repeats her attempts at securing the money she passes the same people and the same places but at a slightly different time, these few seconds making all the difference to the outcome of the subsequent events. The different outcomes touch on some heavyweight themes but Tykwer wisely leaves them to float around, rather then forcing them upon us.

No description of 'Run Lola Run', no matter the depth, can convey its true impact when viewing it on a cinema screen. 'Run Lola Run' will leave you out of breath and wishing it wasn't over so quickly. It's a suitable balance between those annoying films which require you to spend all of your time thinking instead of watching, and those brainless blockbusters. 'Run Lola Run' is a romantic action film without the explosions.

With its extensive amount of thrills and fun, this is one film that you definitely cannot miss!!

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Classroom Management

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Good classroom management is essential in a classroom. The way a teacher manages the classroom will effect the pupil's behaviour and thus, will reflect on their work. Good management draws from a teacher's craft, will reduce misbehaviour and teacher stress, and provide both teacher and pupils with a supportive and pleasant environment in which to work. In an influential report known as the Elton Report (Moritimore et al) it is defined that to promote good behaviour teachers must accentuate the positive and focus on people. In Llangoed, they adopted a form of behaviour policy that involves the whole school operating on a reward system that was to encourage good behaviour. For any outstanding work, that a pupil or group produced, they would then be awarded with a star which was then recorded on a score sheet displayed on the classroom wall. This form of reward system provided each class with an incentive to work well. Each class would 'crown' a pupil who had gained the most stars at the end of the week, and in return for his/ her good behaviour will be allowed a treat or privilege. This system was operated at a shared understanding amongst the staff and pupils. Parents also co-operated, as they were kept well informed of their child's progress in school. This system worked as a form of promoting good behaviour, and due to the way all parties involved co-operated. As a student teacher I quickly learnt that good classroom management, depends upon much more than just punishing bad behaviour.

Driving all attention away form bad behaviour and focusing on the good as practised in Llangoed is known as 'Behaviour Modification'. Although it is a successful way of promoting good behaviour, carries many disadvantages and dangers. For example it has been proven such a successful and powerful technique of behaviour modification, that it can be used to modify behaviour in order to suit the teacher in question. Psychologists who criticise this method regard the reward system as a form of bribery. Successful modification might improve behaviour, but it may also help to conceal a cognitive or emotional problem, or cover up an impoverished curriculum.

As a teacher it is important to find the root of a problem, to find the cause of misbehaviour instead of assuming it is the fault of the pupil in question. Sometimes the fault can be found on the teacher as much as the pupil. I quickly learnt that motivation and enjoyment plays an enormous part in how a pupil will behave in a lesson. Making school interesting is essential. From my experience, if a pupil is not enjoying the lesson, they will become bored and restless, and then this boredom may fast become bad or disruptive behaviour. For example, pupil A was a hardworking pupil with above average attainment. When confronted with a challenging task, pupil A would go about his work in and complete the task without drawing attention to himself. I presented the class with some graph work, which revised past work already covered by a previous teacher. Pupil A had already grasped this work, and felt that he did not need to revise the work again. He was bored by the task, believing it was repetitive and unchallenging. As a result of his boredom, pupil A begun to misbehave by drawing attention to himself, talking whilst I was presenting the work, fidgeting and bothering other pupils. This became a regular occurrence throughout my teaching practice when pupil A found the work wasn't enjoyable or challenging enough. Of course the same may happen if the work is too difficult for the pupil. This is a point made by Cohen et al. It is important to consider differentiation when preparing work in order to have stimulating challenging material for all different attainment levels in the class.

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It is important to be clear and interesting in the classroom presentation, otherwise there is a risk of the pupil not listening, and consequently, will not understand work. Having been monitored on one occasion, I was advised to vary the pitch of my voice when talking to the class, to incorporate facial expressions, and to bring in some jokes to the lesson. I accepted this advice, and saw a dramatic change in the response from the pupils. I believe that by doing this I made the subject seem more interesting, and varying my voice and prevented minds from wondering to a more interesting subject. Again, this highlights a point made by Cohen et al, that motivation; praise and enjoyment play an important part in classroom management. I felt that praise was a very effective form of increasing motivation, not just in one pupil, but in their peers also. When a pupil knows that they have done well, they have more pride in their own work and want to beat their 'personal best'. This may also bring out the competitive nature of their peers. It is important to recognise relative as well as absolute success. Each pupil is an individual, and I found that valuing the best work of each individual instead of the best work from the class as a whole, provided a great deal of intrinsic motivation.

I received some work from a pupil that was outstanding. I asked that pupil to read his work out for the rest of the class to hear. My reasons were twofold, in that I expected this to give the pupils motivation to work towards this standard, and also to give an example of the layout I expected. This also held another effect. The public recognition of good work made pupils work hard on the understanding that if their work reached a high standard they too will be able to read it back to the class. This increased their self-esteem, noted once again in Cohen et al. However the reverse of this would not work. To ask a pupil to read out a poor piece of work as an example of 'how not to do it' would insult the pupil and lead to humiliation, I expect this would have the reverse effect.

The environment in the classroom is extremely important. I found when if I felt nervous or apprehensive, it would reflect on the pupils' performance. The best work was always produced when I was relaxed and confident with the material I was introducing to the class. Politeness with the pupils not only sets a good example, but also breeds a good working relationship amongst pupil and teacher, and also pupil and pupil. Remembering to say 'please' or 'thank-you' to a pupil goes a long way and encourages mutual respect. When the pupils know that they are valued, they will work to sustain high opinion the teacher holds. Being friendly and human and showing interest in the pupils' lives help to develop a good relationship with each individual, something I found of enormous value.

Setting clear rules in the classroom is extremely important. I found it difficult to set rules in the classroom, as they sometimes clashed with those set by the class teacher. I found that some of the established class rules did not work for me, and when I tried to alter them it did not work. For example, when pupils had worked hard, they were permitted to work in the quiet room, which was situated some distance away from the classroom. Pupils expected the same rule to be in force when I was teaching. However, when pupils were not under my supervision, they tended to misbehave. This obviously was not the case for their class teacher, but posed a problem for me, as I was a student teacher who holds less authority. It is important to establish rules from the very onset; otherwise pupils tend to use this to their advantage, as they did with me.

The physical environment of the classroom will always have an effect on the way the pupils conduct themselves. I personally felt that there were too few tables in the classroom, and the pupils tended to be squashed together when working. This made the pupils feel clostophobic, and they often became frustrated with the lack of space. This disrupted the pupils when they were working. I also felt that the open plan on the classroom posed a problem for me. In the absence of having a door as a physical boundary, the children tended to wonder, and found it quite easy to leave the classroom when my attention was engaged with another pupil or activity. Of course, this also draws upon the importance of constant monitoring of behaviour as well as work, and also refraining form turning your back on a classroom of children. Peters defines this as being 'Out there' with the classroom instead of being 'involved in their own musings', something which I will carry with me on my next teaching practice.

I learnt valuable things at Ysgol Llangoed. With regards to misbehaviour, I quickly learnt that shouting at pupils who misbehave does not work. It would be naive of me to assume that a teacher should never raise his/her voice. But to keep ones voice at a high volume will encourage the pupils to mimic the volume, and the consequences will lead to uncontrollable noise. I discovered that merely making eye contact would have just as much of an effect to refocus the pupils' attention. Some points outlined by Cohen et al help guide a teacher to deal with minor misbehaviour. The physical closeness of a teacher can have the same effect as eye contact. Asking the pupil if they have a question to ask will let them know that you have noticed they are not on task. Non verbal gestures speak volumes. Raising eyebrows, shaking the head, and clicking fingers will all draw the pupil's attention, and make them aware that the teacher has noticed their misbehaviour. Whatsmore, these methods eliminate minor misbehaviour without disrupting the rest of the classroom.

The forms of behaviour management examined are known as positive discipline (Cohen et al). They rely on interpersonal skills and promote good behaviour instead of punishing bad. Punitive schools were found to promote poor behaviour (Galvin, Costa and Mercia). Providing children with a positive environment in which to work, and as already discussed, will have a direct effect on their behaviour, and education.

1.Cohen, Manion & Morrison (16) A Guide to Teaching Practice Routlidge, London

.Galvin, Costa & Mercia Building a Better Behaved School in Cohen Manion & Morrison (16) A Guide to Teaching Practice Routlidge, London

.Mortimore et al The Elton Report in Cohen, Manion & Morrison (16) A Guide to Teaching Practice Routlidge, London

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People and their false judgements

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People and Their False Judgments

People seem to make judgments on certain issues by just one observation. In today's society many people think that teenagers are slackers and they hate to work. This observation is of course by the older generation. I believe that this belief is wrong

cause the majority of teenagers are working and trying to make money. In regards to me and work I have been working since the day I turned fourteen. I have always worked because I believe you can never have enough money. By working I can buy anything I

nt without relying on my parents for money. Plus work gives you responsibility by being to work on time and doing your job to the best of your ability. I understand why some teenagers don't want to work because they want to party and hang out with their

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riends. But what is hanging out with your friends if you do not have any money to spend. Another observation people make is on what teenagers wear. People think that if a person wears all black then you are for some reason a devil worshipper. When in fa

the person could just like the color black. Another example is say if a person is always dressed up or always dressed to impress people might think you are stuck up and too good for anybody else. One last example of how people judge others based on app

rance is say if you meet some one and they are all shy people might think they are too good to talk to you. I don't understand how people judge other people because of their appearance. People are just used to judging different people by their stereotyp

. These events have changed me by this old saying I have learned from my family; You can't judge a book by it's cover. Which means you need to get to know a person before passing judgments on the visual appearance. So either if your cultural experiences

re by what you wear or by the adjustments you had to make in a different country, everybody is equal and the same in some way when it all comes down to it. So far someone to say that teenagers are slackers is just wrong since the majority of teenagers a

eager to work and do work when ever they get a chance to.

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The Murder of Roger Ackroyd

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Writing a novel is a very respectable and honorable achievement. But writing a novel that has captured the hearts of millions while creating so much commotion within the literary world; has created a whole new genre of writing on its own. In this level one can find the works such as The Odyssey or The Iliad, but on top of the list, one can find The Murder of Roger Ackroyd by Agatha Christie. This novel has within it so many aspects of prose literature that most authors couldn't incorporate them into any of their writings. It is agreed that Caroline G. Heart's review of the novel is nothing short of a clear-cut evaluation of this notable piece of literature.

One of the factors that Christie incorporates into this novel was the unique way that shepresents the clues to solve the murder. The uniqueness about the clues is when read for the first time; they were taken in a different context. For example, on page 41, "Ackroyd was sitting as I had left him in the arm chair before the fire." Upon first reading the novel, the reader assumes that Dr. Sheppard (the one who said the quote) said this literally, for before he went home, Dr. Sheppard and Mr. Ackroyd were conversing in front of the fire. When the doctor left, Ackroyd was still sitting in the chair in front of the fire place the way Sheppard had left him when he decides to go home. Seeming irrelevant to the murder unless read in a different context and perspective. At the end of the novel, after countless of false accusations, the reader learns that Dr. Sheppard is the murderer. When reading the line over again, one incorporates the new information to create a whole new perspective on the situation, turning this sentence into one of the most noticeable clues.

More over is the controversial yet astonishing ending of the novel. The way that the book ends is with the detective uncovering the murderer, but to the reader's surprise, the murderer was the least expected character, Dr. Shepard. The reason as to why this ending is so "touchy" is because of the time period the novel was written in and because of the dogmatic rules that authors had to abide by in write those novels. One of these rules is that the murderer cannot be the narrator. Yet Agatha Christie shatters this rule with glee. The surprise ending is what made this novel. To further illustrate, all novels have the clues, the murderer, the suspect, the characters, and the setting, but what makes a good mystery novel is its ending. No one expects the narrator to be the murderer! With this gutsy ending Christie truly showed her talent and love for writing hence holding a spot as one of the best mystery stories in everyone's heart.

The final reason to support Carolyn G. Heart's review is the development and the life-like characteristics exhibited by one of the main characters, Hercule Poirot. The former detective has certain characteristic traits that are so life-like, that most anyone can relate to in some form or other. The one trait that stands out the most is Poirot's "self-passion." Self passion in this sense can de defined as one's thinking he/she is more cultured than everyone else. To illustrate, throughout the novel Hercule Poirot is always mentioning his superior knowledge by saying, "Nothing escapes Poirot," or "Poirot knows all." These concise quotes portray a very broad character trait, "Self Passion." Now, what makes Hercule so realistic is that every person who reads this novel is able to connect him to someone that the individual knows in his/her own life. This ability on Christie's side; enabling people to relate the fictional characters in the story to actual people in real life, creates a certain bond between the book and the reader. Very few books are able to perform such a phenomena, consequently making this novel number one in many people's hearts.

Agatha's extraordinary talent of writing is seen time and time again especially in The Murder of Roger Ackroyd. By slyly encrypting the clues with the double edged sword of context reading, the astonishing ending, and the ability to create life-like characteristics for the characters, Agatha truly has created a masterpiece that deserves every bit of admiration and reverence that crosses its path. So by crossing the fictional qualities of life and the intrigue of mysteries, The Murder of Roger Ackroyd is born, a novel that will never be forgotten.

Please note that this sample paper on The Murder of Roger Ackroyd is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on The Murder of Roger Ackroyd, we are here to assist you. Your cheap custom college paper on The Murder of Roger Ackroyd will be written from scratch, so you do not have to worry about its originality.

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EVALUATING THE NEW ICANZ CODE FO ETHICS IN TERMS OF AUDITOR INDEPENDENCE: LOW-BALLING

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EVALUATING THE NEW ICANZ CODE FO ETHICS IN TERMS OF AUDITOR INDEPENDENCE LOW-BALLING

An audit is done to confirm that the financial statements are a true and fair view. The auditor is asked to use their best judgement and to state an opinion as to whether the financial statements reflect a true and fair view of the financial health of the entity. The audit is not just a statutory regulation. It also confirms that management is taking due care with stakeholders monies and confirms that accountability is taking place.

There is a lot of emphasis placed upon the audit. It must show a high level of assurance to the opinion stated. The more effort and funds that go into the audit, the greater the assurance (Pratt and Van Peuresm 1). This is what enhances the value of the opinion.

The new Code of Ethics (00) has been developed and reviewed to help increase the level of confidence in the auditor¡¦s opinion. It is also in the Public Interest. The Code of Ethics (00) identifies five fundamental principles - integrity, objectivity and independence, competence, quality performance and professional behaviour. Messier (00) points out that if the profession cannot show clearly that the audit was performed with integrity, objectivity and independence then the profession as a whole losses value in the assurance they provide.

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Independence is viewed as the most essential element of audited financial statements in safeguarding the interest of several parties (Vanasco et al., 17). It discourages bias when auditors are making judgements and coming to an informed opinion. Lee and Zhaoyang (18) define independence as the absence of collusion between the auditor and the client firm.

The Code of Ethics (00) have defined the requirements of independence under paragraph 5 as;

Independence requires

(a)Independence of mind - The state of mind that permits the provision of

an opinion without being affected by influences that compromise professional judgement, allowing an individual to act with integrity, and exercise objectivity and professional scepticism and

(b)Independence in appearance - The avoidance of facts and circumstances that are so significant that a reasonable and informed third party, having knowledge of all relevant information, including safeguards applied, would reasonably conclude a firm¡¦s, or a member of the assurance team¡¦s, integrity, objectivity or professional scepticism had been compromised.

Whatever the definition, independence is there to encourage and enhance objectivity.

The practice of low-balling consists of auditors setting their fees below total current costs in order to be hired by the client (Schatzberg 10). The auditor anticipates that they can hold on to the client and recoup costs later. In essence low-balling is a marketing strategy akin to ¡¥low introductory pricing¡¦ (Lee and Zhaoyang 18).

Research shows that low-balling is not only practiced but also wide spread. Singleton-Green (10) points out that the major British firms practice low-balling when bidding for engagements. Simon and Francis (188) have undertaken research and found evidence of low-balling. The research identified the average fee discount was about 4% for the first year and persisting for two more years at a lower level.

Regulatory authorities disagree with accounting research in regards to low-balling and independence. American Institute of Certified Public Accountants (AICPA) makes a comparison between low-balling and unpaid audit fees (Neidermeyer et al., 18). This suggests that the auditor has a financial stake in the client and therefore lacks independence. This financial interest is indirect rather than direct. This would give the auditor incentive to ensure that the client stays in business so that the auditor receives payment. They become committed to retaining the client and this reduces independence.

Messier (00) writes that low-balling can cause the auditor to decrease both the time allocated to the audit and the extent of audit procedures. This could well form a bias in the auditors mind and effect their objectivity and independence in relation to the client.

The Exposure Draft of the Code of Ethics Independence in Assurance Engagements (00) states

{When a firm obtains an assurance engagement at a significantly lower fee level than that charged by the predecessor firm, or quoted by other firms, the self-interest threat created will not be reduced to an acceptable level (Paragraph .105)

{¡§Self-interest Threat¡¨ occurs when a firm or a member of the assurance team could benefit from a financial interest in, or other self-interest conflict with, an assurance client (Paragraph .105)

What the ED is saying is that lower fees create the impression of self-interest on the auditors behalf and both the ED and Code identify self-interest as a threat to independence. Under the COE (00) paragraph 145, low-balling is seen as violating the independence in appearance clause. The argument is that there is a perception that the quality of work could be impaired.

There is another argument against low-balling, which states that it is anticompetitive, and an abuse of market position (Accountancy, 15). This does not concern independence; rather it concerns the principle of Professional Behaviour and conduct.

There is no reliable research available to support the argument that low-balling decreases the independence between auditor and client (Accountancy, 15 and Neidermeyer et al., 18), except under quite restricted situations. Magee and Tseng (10) suggest, ¡§ A disagreement between potential auditors judgement over an audit situation must prevail in order to have an impairment of the auditors independence¡¨. Schatzberg (14) states ¡§Independence is impaired only when the cost of the litigation is less than continuing the audit¡¨. This is because the profession equates the external auditor solely as an agent of the manager and ignores the auditor¡¦s legal liability to the shareholders.

The research does not support the argument that low-balling can impair independence in fact it suggests that low-balling may serve a public interest (which is why we have the Code of Ethics). An astute business manager can see how it would create market competition. This is not a bad thing as it encourages efficiency in the work place and higher standards. Lee and Zhaoyang (18) think that the market exclusion of auditing firms unable to give initial discounts may even be healthy. Cash strapped auditors will leave the market. They use a three-pronged model to explain how a combination of low-balling and the auditor¡¦s legal liability maintains auditor independence. The model is dependent on who has the right to hire or fire the auditor. The shareholders should engage the auditor rather than the manager as the auditor has a legal liability to shareholders.

Neidermeyer et al. (18) found that there was an acceptance of low-balling by professional auditors. In fact, the further up the management hierarchy, the more low-balling was accepted as a valid business tool. It was found that senior management and partners believed that low-balling was an acceptable practice that does not violate the Principals of Professional Behaviour. If this is the dominant attitude and culture at the top of hierarchy then the likelihood of it spreading, especially when promotions are given, is high. If individuals don¡¦t conform to the existing culture then they are likely to leave Public Accounting.

In conclusion, does discouraging low-balling because of perceived lack of independence serve the public interest? To be blunt, no. It suppresses industry competition and pushes up the cost for the client, which is unfair to smaller clients. The only thing low-balling is guilty of is giving a discount at the beginning of the relationship rather than a few years later.

After evaluating the information I have come to the conclusion that it is not necessary to discourage low-balling as it serves a public interest. Perhaps the Code review committee is trying to inflate the value of the auditor¡¦s opinion.

Word Count 1,51

Accountancy. 15. Low-balling? No barrier to quality. Vol. 116. Iss. 18. p. 8.

Lee, C.J. and Zhaoyang, G. 18. Low-balling, legal liability and auditor independence. Accounting Review. Vol. 7. Iss. 4. pp 5 ¡V 556.

Magee, R. and Tseng, M. 10. Audit Pricing and Independence. Accounting Review. Vol. 55. pp. 15 ¡V 6.

Messier, N.T. 00. rd Edition. Auditing and Assurance Services a systematic approach. McGraw-Hill Irwin New York.

Neidermeyer, P., Tuten, T. and Neidermeyer, A. 18. Hierarchical differences in auditors¡¦ perceptions of low-balling A study of current attitudes. Journal of Applied Business Research. Laramie. Vol. 14. Iss. . pp. -10

Pratt and Van Peuresm. 1. Auditing Theory and practice in New Zealand (rd Edition). Auckland. Addison Wesley Long-man.

Schatzberg, J. 10. A Laboratory Market Investigation of low-balling audit. The Accounting Review. Vol. 65. Iss. . pp. 7 -6

Schatzberg, J. 14. A new Examination of Auditor ¡§Low-ball¡¨ Pricing Theoretical Model and Experimental Evidence. Auditing A Journal of Practice and Theory. Vol. 1. pp. ¡V 55.

Simon, D. T., and J. R. Francis. 188. The effects of auditor change on audit fees Tests of price-cutting and price recovery. The Accounting Review (April) 55-6

Singleton-Green, B. 10. Auditor Independence ¡V dodging Mr Davies. Accountancy. Vol. 106. Iss. 1168. p. .

The Exposure Draft of the Code of Ethics Independence in Assurance Engagements (00)

Vanasco, R., Skousen, C. and Santagato, R. 17. Auditor Independence an International Perspective. Managerial Auditing Journal. Bradford. Vol. 1. Iss. . pp. 48 - 505

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The most dangerous game

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Have you ever had feelings about something that's later changed? In "The Most Dangerous Game" by Richard Conel, Rainsford finds himself in that position. This short story revolves around three main conflicts of man. Man verse Nature, man verse man, and man verse himself are those conflicts. General Zaroff and Rainsford are the characters, which the story is mainly about. Rainsford is a famous hunter, and General Zaroff is a fan of him, also a hunter.

The First conflict, man verse nature, takes place when Rainsford falls off his boat, and since it was dark he couldn't see much. He made his way to an island owned by the crazed General Zaroff. So here Rainsford is one this weird guys island trapped, and what he comes to find out he will be changed by.

The second conflict, man verse man, was when General Zaroff sent out to find the "man" who has been on his island, and when he comes to find it's the one and only famous Rainsford. So he takes him in and gives him dry cloths and food. Zaroff started talking about his love for hunting which lead to him telling Rainsford about his new hobby, of hunting humans. Rainsford comes to find that the only way to escape this island is to play Zaroff's game. Rainsford did not like the idea of hunting humans, and thought it was wrong and wanted no part

Have you ever had feelings about something that later changed? In The Most Dangerous Game by Richard Conel, I will show how one character changes his opinion about something after he has experienced it himself. Almost all of us have said Oh thats easy or I could do that any day! and then find out that the task is prey himself, corrected his faults and formed new opinions about hunting and standing up for the rights of animals. Rainsford is an excellent role model for positive change!

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, The Most Dangerous Game is a

story about a man named Rainsford whom gets stranded on an island with a crazed

general. This general is named General Zaroff. Rainsford was an excellent

hunter who wrote many books about hunting. General Zaroff was a fan of

Rainsfords books, so he immediately knew who Rainsford was when he found him.

General Zaroff let Rainsford in and treated him to good food and plenty of rest.

Zaroff was talking to Rainsford about hunting, and then Zaroff explained his

passion, he hunted humans because animals were no challenge. Rainsford did not

like this and tried to avoid Zaroff. Soon after this, Zaroff gave Rainsford a

choice, it was either Zaroff would hunt Rainsford for three days or Rainsford

will get whipped in the dungeon of Zaroffs home until he agrees to be hunted.

Unwillingly, Rainsford picks to go hunting and hopes to survive the three days.

If he did live, he would be set free with money and new clothing, so Zaroff says…

The Importance of Choices in The Most Dangerous Game Can a man be driven from humble humanity to gross inhumanity by circumstance or situation? What effect do ones choices and training have on his morals? At some point in our lives we will all be forced to answer questions similar to these, and two characters in Connells story The Most Dangerous Game are not exempt from these life decisions. Sanger Rainsford and General Zaroff are both wealthy, both are hunters, and eventually both men are put into situations where critical choices must be made. The choices the men make are derived from different situations, but both have similar results. Initially the setting of the story is on a yacht in the Caribbean. Rainsford is involved in small talk with his friend, Whitney, and the conversation is about their favorite hobby, hunting big game. The fact that these men could afford a hunting trip to the Amazon speaks of their wealth, and these men have apparently taken several trips together. General Zaroff is not unlike Rainsford in this respect. From his childhood, Zarof...

The short story "Most Dangerous Game" by Richard Connell is the suspenseful tale of the ultimate hunter, one who hunts humans in a sick, twisted game of cat-and-mouse. The one of the overall themes of the story, as I personally saw it, was a warning of becoming too obsessed with a hobby and the chase for excitement. In the story Zaroff is a hunter who has been hunting for so long, and has become so adept at it, that he now finds it dull to hunt even the most dangerous animals in the world

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Peace

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Throughout time, people have been searching for a sense of comfort and the feeling of belonging. In certain situations, he/she aims to look beyond inane events in order to achieve something. This is approached by actions taken and words used in every day life. In these environments it is inevitable, desired, and essential for people to make peace. In order to achieve peace, people must have an understanding of society, discover who they are, and form their inner being.

As time progresses, people will always be engaged in conflict. It seems as if there is no possible way to resolve wars between groups. Individuals may be insecure about issues that they face, such as the construction of reality, progress, and individuality. There may also be differences that they cannot accept including social inequalities, race, gender, cultures, and ideas of ethnocentrism. In order for people to truly be at peace, they first must come to terms with the environment, acknowledge and be open to others. They must also stand up and take action. This is the first step in working together to form, ' Peace, Love and Empathy'.

Once a person finds compassion and concern for matters on the greater scale, he/she can begin to work to find peace in simpler things around them. There is escapism from reality where peaceful dreams would come. A lake, which is seemingly just a big hole filled with water, could be a serene pool of mystery and bliss, becoming a symbol of peace. As an exchange of words, " Peace be with you", it would seem true that the individual does need peace to be with him or herself first. This can help form the person that they become.

If an individual were fighting with himself or herself, it would be hard to find a state of well-being or satisfaction. Emotional and mental violence could cause the individual to go crazy. It seems hard enough to live in a world of conflict, let alone living with the own self. The individual could look within and choose to continue to be at war, or find different alternatives and support. Once the inner person has come out, they are at peace.

Cheap Custom Essays on Peace

In the world that has been given, it is sought out to find meaning and to come across peace. Efforts and actions have to take place in the situations in order to attain such harmony. Individuals must work with humanity, the person they are and want to be in order to achieve peace. Then peace has taken over.

Please note that this sample paper on Peace is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Peace, we are here to assist you. Your cheap custom college paper on Peace will be written from scratch, so you do not have to worry about its originality.

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