Canad A Beneficial Thing - 1693 Words

Canada in the early stages was not how it was today, especially in the area of multiculturalism. Multiculturalism in Canada during the 1900’s was rare and not spoken of. In fact, the British people in Canada were against it. They came up with laws like the â€Å"Chinese Head Tax†, the â€Å"Continuous Journey Regulation† and residential schools in order to make it hard for foreigners to come and live in Canada. After awhile, Canada decided to become an independent country and separated from the British rule . With this change Canada had a different way of seeing immigrants. They started to see that immigrants’ coming to Canada was a beneficial thing. Canada was the first country in the world to adopt multiculturalism as an official policy. By doing†¦show more content†¦Back then, Canada was an extension of the British rule and was ruled by the whites. Britain being as powerful as they were in the 1900’s, had a vision of Canada being â€Å" Home away from home†. In other words, the British wanted Canada to be for just the whites. With this mentality put in their heads the Canadians started to enforce laws to try and â€Å"keep Canada as white as possible’’. One of them was the ‘Chinese Head Tax’ which was a tax that was put on every Chinese person that wanted to enter Canada. At the beginning, when the law was first put in place, it only cost fifty dollars for every Chinese immigrant. However, as time went on the price multiplied, as it rose to an astonishing five hundred dollars . This was a huge problem for the Chinese as they did not make a lot of money, they found it very difficult paying for the head taxes. This resulted in fewer Chinese immigrants coming to Canada, which was what the Canadians and British wanted to happen. Another law Canada enforced was, the â€Å"Continuous Journey† regulation which was introduced in the early 1900’s. â€Å"This law only allo wed entry to Asian passengers that had sailed on a â€Å"continuous journey† from their home land to Canada. † Enforcing this law the government knew that not many Asians would stay on a cramped ship for several months due to the spread of sicknesses and diseases, so they were satisfied with this law and were still motivated to keep Canada’s immigration levels low. Another act

Management Accounting, Financial Accounting and Cost Accounting for th Coursework

Essays on Management Accounting, Financial Accounting and Cost Accounting for the Optimal Decision-Making in Business Coursework The paper â€Å"Management Accounting, Financial Accounting and Cost Accounting for the Optimal Decision-Making in Business" is an outstanding example of coursework on finance accounting. Accounting systems take economic events and transactions, such as sales and materials purchases, and process the data into information helpful to managers, sales representatives, production supervisors, and others.Managers often need the information presented through accounting that can be used according to their purposes and uses. For example, a sales manager may require to know the total amount of revenues that can be used to determine the commission to be paid to the sales team. A distribution manager as against may require to know the sales order quantities from different geographic locations to ensure timely delivery. Similarly, a manufacturing manager may be interested in knowing the quantities of various products and their expected demands and delivery dates to produce them accordingly.Thre e important accounting systems have been used by managers and other stakeholders of the company for their decision making choices namely Management accounting, financial accounting and cost accounting (Horngren et al. 2006).While Financial Accounting deals with reporting to external stakeholders, Management Accounting measures analyzes and reports financial and non-financial information that helps managers make decisions to achieve the goals of an organization (Horngren et al. 2006). Much management accounting information is financial in nature but has been organized in a manner relating directly to the decision on hand (Institute of Management Accountants, Inc, 2008).Cost Accounting provides information about the costs related to acquiring and using resources which is useful in financial and management accounting.  Limitations of Financial Accounting:Financial accounting is concerned with the preparation of final accounts. The business has become so complex that mere final accoun ts are not sufficient in meeting financial needs. Financial accounting is like a post-mortem report. At the most, it can reveal what has happened so far, but it can not exercise any control over the past happenings. The limitations of financial accounting are as follows:It records only quantitative information.It records only the historical cost. The impact of future uncertainties has no place in financial accounting (Decoster et al. 2007).It does not take into account price level changes.It provides information about the whole concern. Product-wise, process-wise, department-wise or information of any other line of activity cannot be obtained separately from financial accounting.As there is no technique for comparing the actual performance with that of the budgeted targets, it is not possible to evaluate the performance of the business (Decoster et al. 2007).It does not tell about the optimum or otherwise of the quantum of profit made and does not provide the ways and means to incre ase the profits.In case of loss, whether loss can be reduced or converted into profit by means of cost control and cost reduction? Financial accounting does not answer this question (Decoster et al. 2007).It does not reveal which departments are performing well? Which ones are incurring losses and how much is the loss in each case?It is not helpful to the management in taking strategic decisions like a replacement of assets, the introduction of new products, discontinuation of an existing line, expansion of capacity, etc.It provides ample scope for manipulation like overvaluation or undervaluation. This possibility of manipulation reduces reliability.

Analyzing “Deculturization” Free Essays

Deculturalization refers to the â€Å"stripping away of a people’s culture and replacing it with a new culture† (Spring 1). Deculturalization is one of the most inhumane acts one can partake in. A person’s culture is his/her main defining feature. We will write a custom essay sample on Analyzing â€Å"Deculturization† or any similar topic only for you Order Now Culture is the medium through which people communicate their beliefs, values, and morals. Inserting one’s own culture in place of someone’s pre-existing culture is the basis of ethnocentrism. People have repeatedly become victims of deculturalization, especially in the United States, and by analyzing this ethnocentrism one learns the importance of sustaining different cultures in society. There are many methods of deculturalization, such as segregation, isolation, and forced change of language. When the content of curriculum reflects culture of dominant group, it is deculturalization. Also, dominated groups are not allowed to express their culture and religion, which is deculturalization. Use of teachers from the dominant group to teach those that are dominated is another form of deculturalization (Spring 49).†The problem was the assumption that U.S. institutions, customs, and beliefs were the best in the world and they should be imposed† (Spring 42). Throughout much of the past century, the United States sought to stamp its cultural ideal upon almost all peoples who existed within its realm of influence. It is only through the relatively modern ideology of multiculturalism and the celebration of diversity that the United States has begun to make amends for the injustices it has committed on other cultures. Today, with multiculturalism entering into the classrooms and other realms, different cultures are finally getting the attention they deserve. The American idea of cultural and racial superiority began in the seventeenth and eighteenth centuries with the colonization of northeast America by predominantly Anglo Saxon colonists. Ironically, the colonists came to America to escape persecution for their religious beliefs. The Anglo Saxon attitude of cultural superiority was a largely Protestant value that remained prevalent for much of the twentieth century (Spring 2-4). The educational impact of this elitist attitude was far-reaching. The most immediate effects were seen in the destruction of Native American culture and peoples. Efforts to ‘civilize’ the Native Americans through the use of schooling began in 1819 and continued until the late 1920’s. The first schools were the result of Christian missionaries’ efforts to gain converts. English was the only language spoken in these schools, and the Native American culture was looked upon poorly. Some earlier efforts were made to adapt to Native American culture, including the development of a written Cherokee language. This knowledge, however, was used to impart Anglo-Protestant values and religion (Spring 18-21). Out of almost all of the other cultures, Native Americans are the most exploited. Not only was their culture subverted and their people forced to move, but also the Native Americans still today are trying to regain their cultural identity. It was only during the late 20’s that the effects of this cultural genocide became apparent. With the Meriam Report, published in 1928, the inhumane treatment of Native Americans was brought to the public eye, and this made way for the establishment of progressive day schools where Native Americans could integrate their culture. Ever since, Native Americans have struggled to regain an identity of their culture. Along with Native Americans, some of the same injustices were inflicted upon Puerto Rico where the same rules of deculturalization applied to the education systems. Puerto Rico became a colony of the United States in the 1890’s as a result of the Spanish-American War. The apparent Americanization of Puerto Rico centered in the schools where patriotic exercises emphasized American allegiance. English became the official language of the schools, and English proficiency became a qualification to obtain a Puerto Rican teaching license. The Puerto Ricans resisted this deculturalization, causing strong tension in the 1920’s, while they struggled to declare independence. Eventually, attempts at deculturalization fell beneath global civil rights movements in the 1950’s and 1960’s. Despite this, the educational system of Puerto Rico was severely limited for many years. During the same time that the Puerto Ricans were struggling to regain their national culture and heritage, African Americans were struggling to overcome centuries of racial discrimination. Early in the 20th century, most African Americans seemed helplessly mired in a class system that sought to keep them poorly educated to provide a supply of cheap labor. W.E.B. DuBois, founder of the National Association for the Advancement of Colored People, wanted to provide a different type of education for African Americans that would focus on encouraging leadership and protection of the legal and social rights of their communities. These schools would also create a constant awareness of their position within the white majority. DuBois saw great potential in the education of teachers because, once educated, they could impart their learning to countless others (Spring 67). DuBois’ dream seemed to be achieved in the 1930’s when common schools for African American children were finally erected. Although a large part of the funding was donated, black parents contributed the majority of the funds. While this was a great step forward for African American children, these schools later provided the rationale for segregation outside of the often better-funded white schools. Asian Americans were the largest group affected b the Naturalization Act of 1790, where non-white immigrants were excluded from American citizenship. A ‘white person’ was an immigrant from Western Europe; no other groups were considered ‘white.’ With the Anglo-Americans feeling threatened by the Chinese Americans, they sought to limit immigration through legislation. Congress passed the Chinese Exclusion Act of 1882, prohibiting Chinese immigration. The Chinese Americans were sent to segregated schools because they were not classified as a ‘white’ person. This policy of segregation broke down by the early 1900’s, when the board of education had to let Chinese youths attend the regular city high school. After the United States conquest of Mexico, the attitude of racial, religious, and cultural superiority was reflected on both the treatment of Mexicans who remained in American after the conquest and later Mexican immigrants. Segregated schools, housing, and discrimination in employment became the Mexican American heritage. President James Polk sent an army to protect the Texas border, causing a military reaction by Mexico which resulted in the U.S. declaring war on Mexico. The war allowed former Mexican citizens to obtain U.S. citizenship, but did nothing to resolve problems of the Anglo Americans feelings of superiority. One of the important consequences of this negative action against Mexicans was to make it easier for American settlers to gain land in the area. Racism served as a justification for economic exploitation. These racist attitudes permeated the life of the cattle ranches established in southern Texas during what is referred to as the â€Å"cowboy era† (Spring 80). This deculturalization of the Mexican Americans is yet another example of the ethnocentrism that engulfed Anglo Americans. Deculturalization has been a very sad occurrence since the beginning of America, and only recently has this problem started to be alleviated. The impacts of deculturalization have been very negative on society, but mostly on the education system. Today, teacher education revolves around multiculturalism and valuing the differences in cultures. Until this idea reaches all realms of society, however, the United States will not be completely free from the negative aspects of deculturalization, which swept through the country for many years. Knowledge is half the battle, though, and the more people are educated on other cultures, the more people will begin to appreciate other cultures. How to cite Analyzing â€Å"Deculturization†, Papers

Anorexia Athletica free essay sample

In the United States today, as many as 10 million females and 1 million males are fighting a life and death battle with an eating disorder (Collins). The two most commonly known eating disorders in America are anorexia nervosa, an eating disorder characterized by extremely low body weight, distorted body image and an obsessive fear of gaining weight and bulimia nervosa, an eating disorder characterized by recurrent binge eating, followed by purging. While eleven million is a startling number, eating disorders are even more prevalent among athletes, particularly those involved in types of sports that place great importance on the athlete’s weight and the need to be thin. The reasons for this higher percentage of eating disorders among athletes in comparison to non-athletes had been explained in several studies. However, there are several conflicting models of how athletic participation might be related to eating problems (Smolak). Some studies have posited that there is no difference between anorexia in non-athletes and anorexia athletica, the common term for eating disorders frequent among athletes. While there are similar psychological factors at play in both cases, there are several unique features to athletes’ eating disorders that earn anorexia athletica a distinction from other disorders. Some studies suggest that the link between athletics and eating problems is nothing more than a greater frequency of common problems evidenced in non-athletes. Certainly there are similarities in athletes and non-athletes suffering from eating disorders; in fact, there are many personality characteristics and attributes associated with eating problems that might also be descriptive of athletes: competitiveness, concern with performance, compulsive concern with body shape, and perfectionism (Brownell). The same competitive, perfectionist attitude that all elite athletes share can lead to distorted body image and ultimately lead to serious eating disorders. While there is some credence to this theory, some studies go so far as to discount the label â€Å"anorexia athletica† completely which I believe to be an oversimplification of a serious disorder. The fact of the matter is eating disorders extremely high prevalence of eating disorders in athletes, especially female athletes, cannot be explained away by oversimplifications and generalizations. While the eating disorders in athletes and non-athletes have the same result: eduction in body fat mass, the reasons behind the changes are different. In anorexia athletica, the reduction in body mass is based on performance and accomplishment above all and not unwarranted distress about body shape and appearance (Sudi). When it comes down to it, athletes worry about weight to enhance their athletic performance, not to to fit into the latest fall fashions. There’s also a huge difference in the expectations of both groups – the athletes and non athletes. While the expectations of non-athletes may be vague (â€Å"I’ll feel better† or â€Å"I look so hot in a bikini†), the athletes have a set of rewards and achievements they believes they’ll get if they lose weight whether it be lowering their 100 meter time or finally landing that triple axle (ANRED). The importance of thinness and demands for self-discipline invite the female athlete to believe that she is being good when she limits her food. It causes the belief that if she is good for a long enough period of time, she will improve her performance, win more often, and achieve more glory. She associates weight loss with becoming quicker, faster, and stronger (Smolak). Another factor is that some athletes can perform well for a considerably long period despite the disorder. That influences their merit system and causes a belief that the eating disorder is required for the success and accomplishment. When their performance is begins to suffer, that in turn causes a belief the athletes need to cut back even more drastically than before to get the desired results (Mirror-Mirror). Athletes often have better excuses for not eating than non-athletes. For example, on of the most common excuses for uncontrollable weight loss in athletes is that they simply don’t have time to eat because of competitions, training schedules, practice sessions, and traveling. Eating before practice or competition is impossible because the athlete is nervous, because it will make her feel heavy and slow, because it will leave her bloated, because it will make her sick to her stomach. Afterwards, she can’t eat because she would feel nauseated and hopefully she is to busy celebrating for anyone to think about food (ANRED). Another difference between the two situations is that athletes can hide eating disorders more easily than non-athletic patients. The emphasis in athletics on low body fat and thinness, the stress, and the devotion and discipline required to comply, make it relatively easy for a female athlete to hide an eating disorder. It is quite easy to mistake weight loss due to not eating for weight loss due to eating right and exercising. Indeed, athletes may even receive praise and admiration from unwitting coaches and teammates for their self-control and denial of appetite (Mirror-Mirror). Even within the group of athletes there are marked differences based on both gender and type of sport. Eating problems are more common amid female athletes than male athletes. A lot of female athletes descend into eating disorders in a desperate effort to be thin in order to gratify trainers (who may not be even educated enough abut eating disorders) and judges (Turk). Many trainers are responsible of compelling these athletes to become thinner by passing judgment on their weight or criticizing them. Those remarks could bring an athlete to choose hazardous means of weight control and can cause serious emotional damage to the athlete (ANRED). Ninety-three percent of athletes who reported eating disorders according to one research were in womens sports (Smolak). The sports that had the highest number of participants with eating disorders, in descending order, were womens cross country, womens gymnastics, womens swimming, and womens track and field events. The male sports with the highest number of participants with eating disorders were wrestling and cross-country (Collins). The female athlete is twice as at risk for the development of an eating disorder. She is influenced by relentless sociall strain to be lean that affects all females in westernized countries. However, unlike non-athletes, she also part of a sports environment that may overvalue performance, low body fat, and an idealized, unrealistic body shape, size, and weight. Persistent exposure to the burden of the athletic subculture added to the shower of media and cultural images in the daily life may make her particularly susceptible to the trap of weight loss and unhealthy ways of achieving that loss. Males also develop eating disorders but at a much reduced incidence (90-95% female; 5-10% male). Males may be protected somewhat by their basic biology (Brownell ). Many fields of sports require low percentages of body fat. As a general rule, men have more lean muscle tissue and less fatty tissue than women do. In addition, males tend to have higher metabolic rates than females for the reason that muscle burns more calories faster than fat does. Consequently, women, who overall carry more body fat than men, with slower metabolisms and smaller frames, require fewer calories than men do (ANRED). Several studies imply that those active in sports that underline appearance and a lean body are at higher risk for developing an eating disorder than those who are non-athletes or those involved in sports that require muscle mass and bulk (ANRED). Eating disorders are more common in sports such as gymnastics, figure skating, dancing and synchronized swimming. It is also a problem in types of sport that require lean body, but do not stress â€Å"appearance†, like running, rowing, horse racing, and riding. Wrestlers, usually thought of as strong and massive, may binge eat before a match to carbohydrate load and then purge to make weight in a lower class (Sudi). According to an American College of Sports Medicine study, eating disorders affected 62 percent of females in sports like figure skating and gymnastics. On the other hand, sports such as basketball, skiing and volleyball have noticeably lower rates of eating disorders (American College of Sports Medicine). In sports like cheerleading, figure skating and dance so much emphasis is placed on appearance and expression that athletes in those sports feel a great deal of pressure not only to compete well but to look good doing it. While anorexia athletica is not the same disorder as anorexia nervosa, it can have some of the same long-term effects if it goes on for an extended amount of time. For some female athletes, the pressure to achieve and maintain a low body weight leads to potentially harmful patterns of restrictive eating or long-term dieting. The health status of athletes is therefore must be closely monitored because the energy and nutritional inadequacies combined with the use of purging methods often found in young athletes have negative long-term effect (Sudi). Long-term dieting affects body composition, increases the risk for cardiovascular disease, and leads to endocrine abnormalities associated with reproductive function In female athletes, delayed onset of menarche, menstrual irregularities, decreased bone formation (also recognized as the Female Athlete Triad), and a high frequency of injuries have been reported. Skeletal abnormalities, notably scoliosis, decreased bone density, failure to reach peak bone mass, and stress fractures, may be the result of prolonged hypoestrogenism- lower than normal estrogen levels which can result from continuing dieting. Long-term energy restriction can lead to endocrine abnormalities, and the long-term adherence to low-energy diets leads to multiple changes and adaptations at the metabolic and neuroendocrine levels. Energy restriction is associated with a substantial loss in body fat mass, and hormones related to fat mass are not only part of the endocrine system but important for the regulation of energy intake and energy expenditure. Low energy availability has been shown to disrupt the hypothalamic pituitary axis, leading to irregular menstrual cycles and possibly amenorrhea, thereby shutting down a function not necessary for survival. The disruption of the luteinizing hormone pulsatility can be restored by refeeding, however, at a much slower rate. Changes in these variables may be manifested in enhanced energy efficiency, as the body seeks to protect and replenish its energy stores. This may explain the surprisingly low caloric intakes of some athletes still competing at a high level with great success, although studies on energy balance in athletes may also be biased due to undereating and/or under-recording, because restrained eaters are more prone to under-report daily food intake. Although some studies discount the difference between anorexia athletica and anorexia nervosa, the differences in motivation and expectation of anorexia athletica and common eating disorders among non-athletes warrant a separate category for anorexia athletica. This distinction is vitally important so that doctors and therapists can recognize the differences between the disorders and correctly diagnose both anorexia nervousa and anorexia athletica. Young athletes must be carefully monitored to guarantee that they maintain adequate energy intake which is crucial to maintain growth and development of tissues and to support energy requirements of competitive sports. Hopefully, this will ensure that athletes receive the proper treatment before they suffer any harmful long-term effects of their disorder.