Researching National Merit Cutoffs

Below is an in-depth exploration of the research we have done to understand the relationship between the Commended Student cutoff and the NMSF cutoffs. To go straight to the estimates, scroll to the bottom of this page or visit the regularly updated National Merit Semifinalists cutoffs post. An earlier post explains why we predicted an increase in the cutoffs this year and explores some of the reasons behind the rise. As of April 2017, we know that the Commended Student cutoff for National Merit has risen from a Selection Index of 209 to an SI of 211. The 2-point rise  in the Commended level means that a majority of states will see increases in their Semifinalist cutoffs. Will NMSF  cutoff increases  be clustered around the 2-point mark, or will they be skewed higher or lower?  How one interprets the historical data  makes a significant difference in what sort of distribution to expect. The Historical Record National Merit Semifinalist cutoffs for the old PSAT cannot be directly compared to those for the Class of 2017 and later. The test changed, the scoring changed, and the scale changed.   We can use the historical NMSF cutoffs in one of two ways: 1) We can look at the old PSAT data in isolation and try to understand how Commended level and state cutoff changes were correlated. 2) We can try to convert older cutoffs onto the new scale and then look at the data across all class years. Both paths have limitations. The first option doesn’t allow us to easily translate the findings into how scores look on the new, compressed range of Semifinalist cutoffs. The second option introduces the bias of the conversion factor. We based our conversion methodology on how Class of 2016 scores translated to Class of 2017 scores. This puts a lot of weight on scores (those from October 2015) that were clearly still a work in progress. Pathway 1: Old PSAT Cutoffs Below are the Commended cutoffs for the classes of 2009 to 2016. Even on the old exam, scores could rise and fall in unexpected ways because of scoring inconsistencies (see, in particular, the 2012-2014 period). Below is a summary of the state (and DC) Semifinalist cutoff changes versus the Commended changes. The only one-year period in which the Commended level remained unchanged was 2009-2010. In the 0 column, each number for a row corresponds to how many states saw a particular NMSF cutoff change. For example, 17  states saw no change, 11 states went up 1 point, 11 states went down 1 point, and the rest saw larger increases or decreases. The 2009-2010 period reflects how evenly things are distributed when there is no change in the Commended level. It also illustrates the danger in expecting that a single estimate is going to be correct. Despite the fact that there was no Commended change, and despite the fact that there was a clear mode (most common value), only 1/3 of the time (17/51) was there no change in cutoff. A prediction that a state cutoff would not change would have been wrong in 2/3rds of the cases. Understanding Distribution of Changes Things grow still murkier when there is a change in the Commended level. In both the 2010-2011 and 2015-2016 periods, the Commended cutoff went up 1 point. Of the 102 state and DC Semifinalist cutoff changes, only 22 were exactly 1 point. That means that 78% of cutoffs changed more or less than did the Commended figure. In fact, more states saw no change (24) than saw 1-point increases (22). Pathway 2: Restated PSAT Cutoffs One of the difficulties in drawing conclusions from how scores shifted on the old PSAT is that the range of â€Å"usable† Selection Indexes is far narrower on the new SAT. A 3-point change on the old PSAT should not automatically be equated to a 3-point change on the new scale. In the chart below, the 51 state and DC cutoffs for the Class of 2016 and the Class of 2017 are sorted from low to high. [Also included are the estimates for 2018.] The range from bottom to top (209-222) on the new PSAT is about half that seen on the old test (202-225). The change was also not uniform. The lowest cutoffs went up 7 points, whereas the highest cutoffs declined by 3 points. A mapping of the two sets of figures was used to restate historical figures onto the new scale. Below are the restated Commended levels. In theory, this restatement of scores should allow us to view prior year changes in the context of the 2017-2018 period. The data table below extends the year-over-year analysis to include comparisons across two and three years. For example, it’s obvious that there was a 1-point change between 2010 and 2011 and between 2015 and 2016, but the same could be said when comparing 2009 and 2011 or 2015 and 2017 (among others). The reference periods were limited to 3 years in an attempt to avoid measuring long-term trends. Below is the summary of Semifinalist cutoff changes versus the Commended changes when restated as new PSAT Selection Indexes: Changes in the Commended cutoff, in this model, show less of an impact on Semifinalist cutoffs. While the 0 column  shows a symmetric distribution, a 2-point increase shows most cutoffs going up 1 point or less. One way of visually summarizing the relationship between a Commended change and the ensuing state cutoff changes is to plot the Commended change against the average cutoff change. The  graph of average scores for the old PSAT and for the restated PSAT scores shows greater regression to the mean on the latter. Given the 2-point change this year, a muted impact on state cutoffs is exactly what most students are hoping for. It’s unclear whether this regression is a legitimate difference caused by scale compression on the new PSAT or whether this is an unintended artifact of remapping old PSAT scores based on a single class results. I’ve tried to present as much explanation as possible so as not to pretend that there is a magical â€Å"best score† predictor. Cutoffs at the Commended Level While no state’s cutoff should be considered a sure bet, there is a narrower set of possibilities at the low and high ends of the range. States with cutoffs at 209 for the Class of 2017 (North Dakota, South Dakota, West Virginia, and Wyoming) are most likely to move to 211 (they cannot go any lower). However, each of those states has, at some point in the last decade, had a cutoff above the Commended level. It would not be surprising to see at least one of those states move to a higher cutoff or to see another state join them at 211. The  estimated ranges reflect this uncertainty. Cutoffs at the Highest End of the Range The scoring of the new PSAT makes the highest Selection Indexes extremely difficult to achieve. Top marks require not just great skills; they require a lucky combination of scores. For example, there are only two combinations of scores that produce a Selection index of 225 — 760 EBRW / 730 Math and 750/750. In fact, there are only 12 combinations of scores that determine Selection Indexes from 223 to 228. The air gets thin quickly. Last year’s numbers seemed to establish a practical limit of 222-223 for a Semifinalist cutoff. While an increase to 224 for MA/NJ/DC seems unlikely, it is premature — based on a single year — to rule out such a change. Most Likely Scores I am expecting the highest frequency of changes to be +1 and +2. Choosing between +1 and +2 to determine a â€Å"most likely† score is often arbitrary (think ranges!). Among the considerations: When, and at what level, did a state achieve its previous high? What is its average cutoff in recent years? How have its cutoffs differed from the Commended level in the same year? How has it ranked against other states? Have its cutoffs bounced around or been stable? An argument can be made for any score across the estimated range, and each year usually brings at least 1 or 2 surprises. The table below is the same one found on National Merit Semifinalist Cutoffs, but that page is more likely to have updated notes when new information becomes available. You can find all of our National Merit posts here. Please feel free to contribute to the discussion. Class of 2017 Semifinalist Cutoffs  and Estimated Range for Class of 2018 StateClass of 2017 ActualClass of 2018 Est. RangeClass of 2018 Most Likely Alabama215214-218216 Alaska213212-216215 Arizona219218-221220 Arkansas213212-215214 California221220-223222 Colorado218217-221219 Connecticut220220-222221 Delaware218217-221219 District of Columbia222222-224223 Florida217216-220218 Georgia219218-221220 Hawaii217216-220219 Idaho214213-217216 Illinois219218-221220 Indiana217216-220219 Iowa215214-217216 Kansas217216-220219 Kentucky215214-218216 Louisiana214213-217216 Maine214214-218216 Maryland221220-223222 Massachusetts222221-224223 Michigan216215-219217 Minnesota219218-221220 Mississippi212211-215214 Missouri216215-219217 Montana210211-214212 Nebraska215214-218216 Nevada214213-217216 New Hampshire216215-219218 New Jersey222222-224223 New Mexico213212-216215 New York219219-222220 North Carolina218217-221219 North Dakota209211-213211 Ohio217216-220219 Oklahoma213212-216215 Oregon219218-221220 Pennsylvania218217-221219 Rhode Island217216-220219 South Carolina215214-218216 South Dakota209211-213211 Tennessee218216-220219 Texas220219-222221 Utah215214-217216 Vermont215215-219217 Virginia221220-223222 Washington220220-222221 West Virginia209211-213211 Wisconsin215214-218216 Wyoming209211-213211 ​U.S. Citizens Studying Abroad222222-224223 ​U.S. Territories209N/A211

Life Of A Slave Girl By Harriet Ann Jacobs Essay - 1080 Words

Gwynedd Mercy University is a Catholic University founded and sponsored by the Sisters of Mercy. The Sisters of Mercy commit to serving, advocating for, and praying for those in need all over the world. They work passionately to reduce critical concerns that are prevalent in today’s society; for example, issues consisting of denial of human rights, degradation of the earth, violence, and racism. Although multiple critical concerns could fit, the critical concern of denial of human rights was most present in the novel, Incidents in the Life of a Slave Girl, written by Harriet Ann Jacobs. Slavery would have been a huge concern for the Sisters of Mercy to work against, given their work was being done in America; however, slavery in the United States began in the 1600s and The first Sisters of Mercy arrived in the United States from Ireland in 1843. The Sisters of Mercy’s concern of denial of human rights exists not only in the novel, Incidents in the Life of a Slave Girl b ut also in present-day society. All human beings have the fundamental right to their life, their liberty, and their property, it even states this in the Declaration of Independence. In slavery, and in this novel, slaves were denied all three. The main critical concern of denial of human rights existed throughout the entire novel, Incidents in the Life of a Slave Girl. Linda, the main character, not only was not allowed to own her own home, but she was also the physical property of Dr. Flint. He tries toShow MoreRelatedIncidents in the Life of a Slave Girl by Harriet Ann Jacobs1671 Words   |  7 PagesAfrican American slave, Jacobs had no voice in telling the empty audience of followers the truth about the horrors slavery has instilled upon her and countless others of her kind. This is why I believe Jacobs uses a second persona in aiding her to retell her stories, which is an attempt to draw remorse and sympathy from her readers, as well as a way to unravel the truth behind slavery to those that overlook and accept it in society. In Jacobs’ Incidents in the life of a slave girl, Jacobs uses the maternalRead MoreHarriet Jacobs’ Fight Against Intolerance713 Words   |  3 Pagesdetermined will. There is might in each† a statement from Harriet Ann Jacobs reflecting her will to overcome the standards of society (97). Harriet Jacobs’ life revolved around slavery from birth to death. Jacobs was a mother of two with determination and insight to make choices to change the way of life for her children. Harriet Jacobs was the first African American women to have her slave narrative published retelling her life story exposing the years she spent escaping slavery and theRead More Incidents In The Life Of A Slave Girl Essay1671 Words   |  7 PagesHarriet Jacobs wanted to tell her story, but knew she lacked the skills to write the story herself. She had learned to read while young and enslaved, but, at the time of her escape to the North in 1842, she was not a proficient writer. She worked at it, though, in part by writing letters that were published by the New York Tribune, and with the help of her friend, Amy Post. Her writing skills improved, and by 1858, she had finished the manuscript of her book, Incidents in the Life of a Slave GirlRead MoreIncidents in the Life of a Slave Girl748 Words   |  3 PagesIncidents in the Life of a Slave Girl The story I will be discussing is entitled Incidents in the Life of a Slave Girl by Harriet Ann Jacobs. This book is relative to more than a few of previous topics that have been discussed in class during lectures. The book touches on the struggles that enslaved women faced on a day to day basis. It follows the life on author Harriet Ann Jacobs and does an excellent job demonstrating how women in bondage unlike their free white counterparts, had no male figureRead MoreIncidents In The Life Of A Slave Girl Analysis1335 Words   |  6 PagesIncidents in the Life of a Slave Girl, a slave narrative written by Harriet Ann Jacobs is highly commended for the portrayal of women during the excruciating times of slavery. Disregarding that the slave narrative was initially written for the audience of Caucasian women, â€Å"†¦, as white women constituted Jacobs’s primary audience at the time she wrote her narrative† (Larson,742) the struggles of being a female slave were emph asized throughout the narrative. Harriet Ann Jacobs elaborates on slave women’s worthRead MoreGender Specific Slavery During The Period Of The Civil War1198 Words   |  5 Pagesproperty as opposed to an actual human being, some slaves managed to rebel and write down their account of white slave owners’ dehumanization of black slaves. In social reformer and writer Frederick Douglass’ Narrative of the Life of Frederick Douglass an American Slave he writes of rebelling against his physically abusive owners and triumphantly gaining freedom. In writer Harriet Ann Jacobs narrative Incidents in the Life of a Slave Girl, Jacobs writes of rebelling against her sexually abusive ownerRead MoreThe Life Of Frederick Douglass And Harriet Ann Jacobs904 Words   |  4 PagesFrederick Douglass and Harriet Ann Jacobs There are those in America who believe that it is time we move past the deep complex feelings towards the cultural repercussions of slavery. Much like the modern-day, Germans feel in their association with the murders and tragedies after World War II, many Americans – especially white American – want to feel an understandable disassociation from the white Americans who propagated slavery. Thus calling this unbearable reminder of the past â€Å"white guilt†Read MoreEssay on Out of the Silence1445 Words   |  6 PagesThe slave narrative genre is an important part of American history. These stories are not only portraits of individual history, but also of American history. By reading the stories of the past we can better determine the path of the future. The personal stories of Frederick Douglass and Harriet Jacobs are two excellent examples of the slave narrative genre in American literature. To be sure, bondage and oppression had a lasting and profound effect on both genders; however, men and women experiencedRead MoreThe Life Of A Slave By Harriet Jacob Essay1505 Words   |  7 Pagespeople were treated so badly and it was â€Å"normal,† it was acceptable. These slaves lived and worked in very harsh conditions. I believe the only reason why we know so much about how bad slaves were treated is because of three autobiographies, Incidents in the Life of a Slave by Harriet Jacob, Autobiography of Frederick Douglass by Frederick Douglass, who had a huge impact during the times of slavery, and Twelve Years a Slave by Solomon Northup. Because of these three autobiographies historians canRead MoreThe Humiliating Nature of Enslavement, Sexual Savage Exploitation, and Degradation in Autobiographical Narratives of Frederick Douglass and Harriet Ann Jacobs2068 Words   |  9 Pagessavage exploitation, and degradation in autobiographical narratives of Frederick Douglass and Harriet Ann Jacobs In the age of Romanticism, slavery and the slave trade provoked sharp criticism and controversy and played a very significant role in shaping public opinion and causing moral opposition to injustice and tyranny. Since Columbus’s journey opened the doors of the Atlantic passage to African Slave Trade, slavery became man’s greatest inhumanity to man â€Å"converting† the victims into labor

Characteristics Of A Psychological Contract Essay

There is a considerable amount of interest in the ‘psychological contract’ from academics and practitioners alike and both search for factors that are likely to sustain employee motivation and commitment. In this essay I will briefly outline the purpose and characteristics of a psychological contract and critically assess this from an ethical perspective – can it deliver in a contemporary work and employment environment? And is there any academic or practical research to show that this can be implemented successfully to enhance employee motivation and commitment? There are numerous definitions of a psychological contract and while none is known as â€Å"the definition† one of the more widely known definition’s by Rousseau sheds light on the meaning of the psychological contract â€Å"†¦it is the employee’s perception of the reciprocal obligations existing with their employer; as such, the employee has beliefs regarding the organisations obligations to them as well as their own obligations to the organisation (1989). While the individual may have some perceived ideals of the employers’ expectations and their personal obligations- often the employers or organisation may not have the same set of agreements. These ideas, attitudes and behaviours of how the employee and employer should act in day-to-day scenarios and general workplace behaviour make up the psychological contract. Therefore as it is inherently subjective, these obligations are often implied and informal – based on statementsShow MoreRelatedTo What Extent Is Psychological Contract Applicable in the 21st Century?954 Words   |  4 PagesWhat is psychological contract? To what extent is psychological contract applicable in the 21st century? Psychological contract, not written compared to legal contract, is mostly accepted by the two parties in the employment. In 21st century, since the nature of work has experienced a great change, psychological contract, which seems to have new content, is paid more attention to than before. It appears that a fair and positive psychological contract may contribute to successRead MoreHuman Resource Management and Evolutionary Strategic Approach1731 Words   |  7 Pagesthey meet the requirements of the job (Gueutal et al, 2005). 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The employee has differentRead MorePsychological Contract in the 21st Century1301 Words   |  6 Pages‘What is the psychological contract?’ Examine to what extent it is applicable in the 21st century. Name: Lin, Lina Linda Tutor’s name:Catherine Tsai Date:11/08/2011 Word count:963. Psychological Contract is an abstract contract that affects both employers and employees, a subtle contract without speaking or writing, contains assumptions and expectations from each party towards the other (Rousseau 1989). Compared to the past centuries, people tend to change jobs frequently and pay moreRead MoreHow Best Can Managers Ensure Employees Are Motivated At Work?1555 Words   |  7 Pagesmove step by step towards the top (self- actualization needs). Next, in order to achieve the best result in motivating employees, and maximum their discretionary efforts, management has to establish a â€Å"psychological contract† with their staffs. The term â€Å"psychological contract† was first used in early 1960s; it has been defined as â€Å"the perceptions of the two parties, employee and employer, of what their mutual obligations are towards each other†. Basically, it involves 3 factors: fairnessRead MoreClassical Theories Vs Psychological And Physical1712 Words   |  7 PagesJohn Anderton, Classical Theories vs Psychological and Physical Passivism 1 The Minority Report movie is about a dubious yet powerful Pre-Crime program that utilizes psychic visions to imprison potential killers before they have acted. The film brings up concerns with the blemishes and disappointments of equity and science against the background of wrongful conviction. The film also deals with mass imprisonment, DNA innovation, and preventive detainment of warehousing criminals on the guise of futureRead MoreThe Benefits of a Psychological Contract in Employee Performance1477 Words   |  6 PagesIntroduction Psychological contract is expectations of an employee or workforce towards employer that somewhat loosely refers to the actual. It represents basic senses that are obligations, rights, and also rewards (www.wikipedia.com.my). An obligation is a duty of employee of their task. The employee must know their task and do it effectively. Everyone have their right, employees also have it. So the employees and employers must know their right. While reward is one of the powerful influencesRead MoreStereotypes Are Fueling Recruiters Perceptions?1245 Words   |  5 Pagesapplicants. According to Kreitner Kinicki (2013)Psychological contract represent an individual s perception about the terms and conditions of reciprocal exchange between him or herself and another party in a work environment the psychological contract represents an employee s beliefs about what he or she is entitled to receive in return for what he or she provide to the organization research shows that an employer br each the psychological contract is associated with lower organizational commitmentRead MoreJamie Turner Case Essay1596 Words   |  7 Pagesregularly with the same points being repeated. After a while the discussions start becoming more personal, it is at this point when Cardullo displays a more aggressive and frustrating characteristics. These emotions constrict the flow of progress and can have negative impacts. Pat has primarily displayed these characteristics at various times. One example is when he insisted that Ernie Dennis change the layout of the warehouse so he could get a better idea of what was in inventory. When Cardullo wasRead MoreA Comparative Study On The Film The Minority Movie 1205 Words   |  5 Pageswho is the head of the Pre-Crime division, falls under the ideas of classical theories in which human beings have individual rights and these individual make everyone equal. Therefore, everyone is equal under the law. He is also falls under the psychological positivism, but not biological positivism. The classical theories argue that human beings have individual rights and these individuals make everyone equal. Therefore, everyone is equal under the law. John Anderton has position in an experimental

Two Short Case Studies in Staff Auditor and Student-myassignmenthelp

Question: Discuss about theTwo Short Case Studies in Staff Auditor and Student. Answer: Introduction The present report is developed to analyze the ethical scenarios presented in the case study given. The scenarios given relates to professional and personal code of ethics to be followed for complying effective with ethical principles and procedures. The professional scenario has presented a case where a certified public accountant has not complied with his duties. The second scenario depicts the case of a student who has acted against the integrity code of ethics. As such, the report presents an analysis of the ethical concerns in the given two scenarios with the application of ethical frameworks. Standards Principles of Ethics Violated by Johnny and Marry The professional scenario represents the situation of violation of code of ethics established for the public accountants. Johnny, engaged in carrying out audit of ABC Company, has not fulfilled his duties effectively as discovered by the firm manager before the inspection of PCAOB (Public Company Accounting Oversight Board) (Public Company Accounting Oversight Board (PCAOB), 2004). The work paper submitted by Johnny before the inspection does not include supporting worksheet and signed engagement letter. Johnny has added an earlier version found on his computer hard drive as supporting sheet after his manager direction and also the engagement letter is inserted into the file later without proper explanation of its subsequent reasons. The ethical standard violated by Johnny as per the professional code of ethics is professional competence and care (Professional ethics, 2018). As per the ethical standard, the professional accountants hold the responsibility of carrying out their duties as per the legislations and should act diligently as per the ethical standards. Johnny has not demonstrated full competency in carrying out their roles and responsibilities as he has not maintained proper record of worksheet and also engagement letter. Johnny can be sanctioned by the firm or PCAOB due to negligence of his duties as per the Public Accountancy Act that ahs provided the working standards for professional accountants (Langenderfer and Rockness, 1989). In the second scenario of students, Mary Jo has acted against the ethics of integrity. She has issued a certificate of being aware of integrity code of ethics but has avoided the code by studying from the test paper that is meant only for instructor use. This is because she has violated the code of ethics maintained by the University for the Students and therefore liable to gain punishment from the university (Cheng and Flasher, 2016). The main stakeholders in each case Professional Scenario On the basis of case study provided there only one other stakeholders other than the Johnny. The stakeholder will be manager of the company he is much impacted by the decision of the Johnny. So it vital to known here that the decision to add the working paper through applying unfair means as audit standard requires working paper should be properly made through carrying out proper audit process. In order to save the time and to provide the manager with the working paper he taken from working paper from old hard drive put the tick marks without even checking them properly. This action by Johnny will put the manager of the company in trouble as Public Company Accounting Oversight Board (PCAOB) will question about the integrity of the working paper that auditor has provided and also review the engagement letter. As all these documents are not original and has no supporting evidence to prove that these documents are made at the time of real audit process carried out by the Johnny (James, 2015). Student Scenario In this scenario that main stakeholders other than the Mary Jo will be the students who have also appeared in the test paper in which Mary Jo has appeared. It is because Mary Jo has opted for unethical means to pass percentage in the test which is unfair on the parts of other students (Tritschler, 2013). Rationalize Behavior of Johnny and Mary Jo Johnny in the case of professional scenario can rationalize his behavior as he does not intend to conceal any materialistic information for his personal benefits. It is by mistake he has failed to submit the spreadsheet and gain sign from the client. Also, Mary Jo intends to pass the examination through studying the test paper. She has only downloaded the paper meant for instructor use to only study and not for any other illegal activities and this rationalize her behavior (Cheng and Flasher, 2016). Alternative actions recommended for Johnny and Mary Jo The alternative action for Johnny as per the Public Accountancy Act is to provide reliable and fair disclosure of information to the PCAOB. However, Johnny in the case is not able to find out the working paper for supporting the results provided in the main file. As such, he should do the calculations gain for providing a fair record of information for supporting the information disclosed to the auditing board (Public Company Accounting Oversight Board (PCAOB), 2012). The alternative course of action for Mary Jo in the student scenario as per the student code of ethics is to gain permission from instructor regarding the use of study kit for achieving success in the examination. This would enable her to gain support of the instructor for studying and also complying with the ethical rules and regulations of the university effectively (Keenan, 2015). Ethical Dilemmas of Johnny and Mary Jo Johnny on confronting with his ethical dilemma in the professional case scenario failed to speak up due to negligence on his part to maintain the proper record of spreadsheet and signature of client. He has acted against the code of ethics established for professional accountants and therefore was not able to rationalize his behavior on being confronted. However, he can voice over his concerns as the firm ABC may be has not directed the accounts to maintain a record of spreadsheet that may be the cause for Johnny to being reluctant in maintaining an appropriate record of spreadsheet (Cheng and Flasher, 2016). On the other hand, in the case of student scenario, Mary Jo may have failed to speak up on being confronted as she violated the integrity code of university by non-complying with the copyright act. However, she can voice her concern by proving that the study material download by her protected by the copyright act was only for studying purpose and is also used by other students (Cheng and Flasher, 2016). Conclusion It can be stated from the overall discussion held in the report that compliance with professional and personal code of ethics is very essential for an individual to achieve long-term growth. Violation of the code of ethics can only provide short term success to an individual but complying with ethical standard is essential to promote ones long-term success. References Cheng, C. and Flasher, R. 2016. Two Short Case Studies in Staff Auditor and Student Ethical Decision Making. Issues in Accounting Education 33(1), pp. 45-47. James, H.C. 2015. Modern Auditing Assurance Services. Wiley. Keenan, J. 2015. University Ethics: How Colleges Can Build and Benefit from a Culture of Ethics. Rowman Littlefield. Langenderfer, H. Q., and J. W. Rockness. 1989. Integrating ethics into the accounting curriculum: Issues, problems, and solutions. Issues in Accounting Education 4 (1), pp. 5869. Professional ethics. 2018. Retrieved 28 April, 2018, from https://www.aat.org.uk/about-aat/professional-ethics Public Company Accounting Oversight Board (PCAOB). 2004. Audit Documentation. Auditing Standard (AS) No. 1215. Release No.2004-006. Washington, DC: PCAOB. Public Company Accounting Oversight Board (PCAOB). 2012. Order Instituting Disciplinary Proceedings, Making Findings, and Imposing Sanctions. Release No. 105-2012-008. Washington, DC: PCAOB. Tritschler, J. 2013. Audit Quality: Association between published reporting errors and audit firm characteristics. Springer Science Business Media.

The Main Themes in The Merchant of Venice Example For Students

The Main Themes in The Merchant of Venice â€Å"To bait fish withal; if it will feed nothing else, it will feed my revenge†Ã¢â‚¬ ¦ is one of many key lines from â€Å"The Merchant of Venice† by William Shakespeare. It is one of the memorable lines as it is the first line from Shylock’s pivotal speech based on revenge. I will be going into depth in this critical response about what are the main themes which will include the conflict between justice and mercy and the contrast of love and hate. Collectively, they help us to understand in detail about the characters, Also, I will be describing many other features from the play such as the key speeches by Portia and Shylock, setting and characterisation. We will write a custom essay on The Main Themes in The Merchant of Venice specifically for you for only $16.38 $13.9/page Order now The Merchant of Venice’ is a play which focuses on two main plots. First of all there is Shylock’s plot, were he is on a quest for a pound of flesh from Antonio. However, Portia comes and saves the day. Also there is another plot surrounding Portia which involves three caskets and her marriage. In Shakespeare’s â€Å"The Merchant of Venice† he explores many themes but the main one in my opinion is the conflict between justice and mercy. As in Shylock’s key speech where he is putting a lot of emphasis on revenge by using rhetorical questions aimed at him being a Jew. Shylock expresses his hatred and resentment of Antonio in his speech as all of his feelings which he had to suppress over the years now have burst to the surface. As the speech goes on he gets more passionate and tries to gain the sympathy of the audience and appeals to common humanity, Shylock does this by the use of rhetorical questions, such as: â€Å"Hath not a Jew eyes? Hath not a Jew hands†, â€Å"If you poison us, do we not die. † However, Shylock’s sympathetic side does not last long as he quickly turns into his usual self by saying, â€Å"And if you wrong us, shall we not revenge. He is saying here, because Antonio has done something wrong, Shylock has a right to take the pound of flesh and not show any mercy. Although, if you look at Portia’s key speech, in â€Å"The Merchant of Venice† you will find that her feelings and attitude differ from Shylock’s. Portia emphasises the value of mercy and how Shylock should show mercy to Antonio. The opening line of her speech is: â€Å"The quality of mercy is not strain’d † Portia is saying here that you cannot force mercy on anyone; mercy has to come deep down from the person’s heart. Then, in the second line, Portia describes rain as â€Å"a natural occurrence† However, in Shylock’s case, mercy does not come naturally to him and cannot be â€Å"forced† on him as Shylock’s hatred and his will for revenge are very much the paramount of who he is as a person. Portia then goes on to show there is a connection between being a King or an important leader and the quality of mercy. She says that having a sceptre symbolizes earthly power, but it is far more important to show the quality of mercy which earns respect, which is the proper characteristic of true royalty. Mercy shows the real integrity of the royal leader not a crown which is superficial. Basically, she is asking Shylock to consider showing mercy to Antonio by even allowing a doctor to be present when the pound of flesh is cut. As well as the conflict between justice and mercy there is the juxtaposition of the two main settings in the play, Venice and Belmont. First of all the juxtaposition of Venice and Belmont is highlighted as, throughout the plot it keeps going back and forth between the two so their contrasts become highlighted. In Venice, the characters are greedy and they all have to work hard to earn their money. This leads to the characters in Venice not taking money for granted and they value money as they keep it all to themselves. However this can be compared to Belmont, which is very much the upper-class city. We see that, the characters in live in Belmont, the characters do not have to work as hard as they are already rich so their need ‘to work hard’ for money is not as great as in Venice. So overall, Venice is the city where the hard working who does not take money for granted and Belmont is the city of the upper-class who is all rich. Also Belmont is full of peace and harmony compared to the tense business world of Venice. Antonio who is ‘The Merchant of Venice’ himself comes from Venice. He is often generous to his friends, especially Bassanio when he helps him out with a loan. Antonio is often sad and depressed; the cause of the sadness is not known but it is often said it is because he the two so their contrasts become highlighted. In Venice, the characters are greedy and they all have to work hard to earn their money. This leads to the characters in Venice not taking money for granted and they value money as they keep it all to themselves. However, this can be compared to Belmont, which is very much the upper-class city. .u1dedc37c4f4e6123f278f817ac3a0e72 , .u1dedc37c4f4e6123f278f817ac3a0e72 .postImageUrl , .u1dedc37c4f4e6123f278f817ac3a0e72 .centered-text-area { min-height: 80px; position: relative; } .u1dedc37c4f4e6123f278f817ac3a0e72 , .u1dedc37c4f4e6123f278f817ac3a0e72:hover , .u1dedc37c4f4e6123f278f817ac3a0e72:visited , .u1dedc37c4f4e6123f278f817ac3a0e72:active { border:0!important; } .u1dedc37c4f4e6123f278f817ac3a0e72 .clearfix:after { content: ""; display: table; clear: both; } .u1dedc37c4f4e6123f278f817ac3a0e72 { 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; } .u1dedc37c4f4e6123f278f817ac3a0e72:active , .u1dedc37c4f4e6123f278f817ac3a0e72:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1dedc37c4f4e6123f278f817ac3a0e72 .centered-text-area { width: 100%; position: relative ; } .u1dedc37c4f4e6123f278f817ac3a0e72 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1dedc37c4f4e6123f278f817ac3a0e72 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1dedc37c4f4e6123f278f817ac3a0e72 .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; } .u1dedc37c4f4e6123f278f817ac3a0e72:hover .ctaButton { background-color: #34495E!important; } .u1dedc37c4f4e6123f278f817ac3a0e72 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1dedc37c4f4e6123f278f817ac3a0e72 .u1dedc37c4f4e6123f278f817ac3a0e72-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1dedc37c4f4e6123f278f817ac3a0e72:after { content: ""; display: block; clear: both; } READ: Dramatic Device Essay PaperWe see that, the characters that live in Belmont, they do no have to work as hard as they are already rich so their need ‘to work hard’ for money is not as great as in Venice. So overall, Venice is the city where the hard working, were people do not take money for granted and Belmont is the city of the upper-class who is all rich. Also, Belmont is full of peace and harmony compared to the tense business world of Venice. Antonio who is ‘The Merchant of Venice’ himself comes from Venice. He is often generous to his friends, especially Bassanio when he helps him out with a loan of ducats. Antonio is often sad and depressed; the cause of this sadness is not known but it is often said it is because he is an isolated character. In a conversation with Gratiano, Antonio expresses his feelings metaphorically describing the world as: â€Å"A stage where every man must play a part, and mine a sad one. † He feels his part is to play the role of a depressed character. We also learn at the start of the play when Antonio lends Bassanio the money, he breaks his own rules. He breaks his rules as Antonio disapproves morally of the lending of money for interest; however as a mark of affection to Bassanio he is willing to do this just for him. Throughout the plot Antonio is still lonely after the climax he is the only one who has not found true love or even a relationship. Antonio has an enemy in the play, this is Shylock. Shylock is the one who suggests the unusual bond of a pound of flesh if Antonio does not repay the money Shylock lent to him. Shylock is a money-lending Jew, and for these two reasons he is very much disliked and hated by most in the plot. Throughout the plot Shylock is often associated with devil or animal imagery. â€Å"An inhuman wretch, incapable of pity, void and empty from any dram of mercy. This is when the Duke is describing Shylock as being un-human and will only show a small measure of mercy. Also, in Shylock’s key speech the Duke is correct – as he shows no mercy what so ever to Antonio as he thinks that revenge is more important than being merciful. However, at the end of the plot Shylock neither gets his pound of flesh or his three thousand ducats back. As a matter of fact he has to sign all of which he owns over to Jessica and Lorenzo, and he also must promise to become a Christian. By this point Shylock has lost everything and is totally defeated. Then there is Portia who is another important character in ‘The Merchant of Venice. ’ Portia is a very intelligent and beautiful woman who falls in love with Bassanio, However, her father has planned a test with three caskets and whoever chooses the correct casket is allowed to marry Portia. Later she dresses up as a lawyer in the courtroom scene and saves Antonio’s life. At the end of the play Portia is happy as she and Bassanio ‘live happily ever after. ’ One of the central themes in ‘The Merchant of Venice’ is the contrast between love and hate. There is not just one type of love explored in the play; there are many. Such as the love of a friend which is explored through Antonio and Bassanio, These two friends are extremely close and Antonio would just about give his live or do anything for Bassanio. In return Bassanio would do the same and would even give up his wife for Antonio. Another type explored is the love shared between father and child. Firstly, you have Portia who still respects her father’s wishes regarding the terms of the caskets left in his will. Then there is Jessica and her father Shylock; their relationship is not as strong as Jessica welcomes the chance to run away from home. Also there is Lancelot whose father does not even recognise him when the accidently meet. However, he finally recognises him for his blessing. Also there is the romantic love explored by Shakespeare. Here it is explored through Portia and Bassanio as they have fell in love with one another, but Bassanio’s true motives for him marrying Portia was for her money. Then there is Nerissa who marries Gratiano but they hardly know each other. Also there is a love between characters and possessions, for example you could say Shylock loves his money. However, all is not love and well as hate is also shown through certain characters and factors in ‘The Merchant of Venice. ’ First of all you see the hatred shown to Shylock as he is a Jew from all Christians. There is even more tense and hatred relationships between Antonio and Shylock. This hatred causes Shylocks to go in search of revenge rather than to be merciful to Antonio. In my opinion love is explored stronger than hate in Shakespeare’s ‘The Merchant of Venice’ as there are more ways in which he explores it compared to hate. Also the end scene shows that mostly everyone lives happily ever after and all is well. .u1081c6e34e263580a96018110c612f94 , .u1081c6e34e263580a96018110c612f94 .postImageUrl , .u1081c6e34e263580a96018110c612f94 .centered-text-area { min-height: 80px; position: relative; } .u1081c6e34e263580a96018110c612f94 , .u1081c6e34e263580a96018110c612f94:hover , .u1081c6e34e263580a96018110c612f94:visited , .u1081c6e34e263580a96018110c612f94:active { border:0!important; } .u1081c6e34e263580a96018110c612f94 .clearfix:after { content: ""; display: table; clear: both; } .u1081c6e34e263580a96018110c612f94 { 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; } .u1081c6e34e263580a96018110c612f94:active , .u1081c6e34e263580a96018110c612f94:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1081c6e34e263580a96018110c612f94 .centered-text-area { width: 100%; position: relative ; } .u1081c6e34e263580a96018110c612f94 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1081c6e34e263580a96018110c612f94 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1081c6e34e263580a96018110c612f94 .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; } .u1081c6e34e263580a96018110c612f94:hover .ctaButton { background-color: #34495E!important; } .u1081c6e34e263580a96018110c612f94 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1081c6e34e263580a96018110c612f94 .u1081c6e34e263580a96018110c612f94-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1081c6e34e263580a96018110c612f94:after { content: ""; display: block; clear: both; } READ: How does death dominate in Shakespeare's Hamlet EssayIambic pentameter is a language technique used by William Shakespeare in ‘The Merchant of Venice. ’ It is when the lines are unrhymed but all have ten syllables, they also have to be divided into five ‘feet. ’ Shakespeare uses it throughout this play. An example of it is, â€Å"My wind, cooling my broth, would blow me to ague when I thought what harm a wind too great might do at sea. † This is an example of it as there are ten syllables which are unrhymed, this results in iambic pentameter. The effect of iambic pentameter is so that the lines flow well and they do not have to rhyme for th is to happen. Shakespeare uses this technique a lot in his plays. The key scene of the plot is act four which is also known as ‘the courtroom scene. ’ In the courtroom scene both the Duke – the judge – and Portia – who is dressed up as a lawyer – give speeches on the quality of mercy, Portia’s main objective for going to the trial is to saver her husband, Bassanio, as he is willing to give his life for Antonio. This is when the two plots converge as Shylock, with the pound of flesh, and Portia, with the three caskets, come head to head in the courtroom. When they come head to head, it gets very tense as Shylock still seeks revenge. However, Shylock does not succeed in his wish as all of a sudden due to Portia he has lost everything he once owned. Furthermore, Portia who is the main character around the three casket theme shows how strong her bond with her father was as she still kept the terms in the will. However she complains about the restrictive terms in the will. The exact terms in her father’s will are that if anyone wants to marry Portia they must either choose gold, silver or a lead casket. The caskets all come with one rhyme for the suitors to think about and consider when they are making their choice. Also for the suitors to know if they have made the correct choice there will be a small portrait with a painting of Portia on it. The first suitor to make his preferred choice is The Prince of Morocco. His choice is the gold casket and inside is a skill and a scroll with writing on it, results in him choosing the wrong casket and must never return to Portia and cannot tell anyone the casket in which he had chosen. The second suitor to choose a casket is ‘The Prince of Arragon. ’ This suitor also chooses the wrong casket in which he had chosen the silver casket. This casket had a picture of a blinking idiot and also a scroll. So this meant the lead casket which the audience knew the was the correct casket but the final suitor did not know this, The third suitor is of course Bassanio, although Bassanio has already fell in love with Portia he still must make the correct choice to ‘win’ Portia as his wife. Bassanio chooses the lead casket and this reveals a picture so devine and life-like of Portia as Bassanio describes the portrait as, It also contains a scroll which at the end of it says, â€Å"And claim her with a kiss† to confirm the correct casket. With the three caskets there is a certain element of superficiality around them. The superficiality is mostly around the appearance as the three caskets are gold, silver and lead. Now, most people would think Portia’s father would put her in the gold casket as gold represents wealth and something special. Also on the gold casket the inscription says, â€Å"Who chooseth me shall gain what many men desire. † This would suggest that Portia’s father has an opinion that men do not deserve the love of Portia. However, he puts the picture of Portia in the least expected casket; this would be the lead casket. The inscription on this casket reads, â€Å"who chooseth me must give and hazard all the hath. † He is saying here that if you choose this casket you must go through and put up with what might ever come your way with Portia, this might put some men off picking it as it sounds negative and so does the fact it is in the lead casket. So overall, Portia’s father does not go for the obvious he went for the least obvious which is what superficiality is all about. In my opinion to conclude the question in which I chose the main theme is the conflict between justice and mercy for many reasons I will briefly state. First of all Portia who is one of the main characters, her key speech was based around mercy. Then if you compare that to Shylock’s, another main character, his speech was based around revenge. So these two most famous speeches are based around the main theme. Also at the end of the play, in my opinion Shylock deserved what he got so justice was served. Justice and mercy is also relevant in today’s society as the quality of mercy is not dead. It is not dead as people still believe that showing mercy to others is still worthy of praise and should be respected.

Black Rights essays

Black Rights essays The quest for equality by black Americans played a central role in the struggle for civil rights in the postwar era. Stemming from an effort dating back to the Civil War and Reconstruction, the black movement had gained more momentum by the mid-twentieth century. African Americans continued to press forward for more equality through peaceful demonstrations and protests. But change came slowly indeed. Rigid segregation of public accommodations remained the ruled in the South, despite a victory in the Montgomery, Alabama, bus boycott in 1955. School integration occurred after the Brown v. Board of Education decision of 1954, but not without struggles. In the North, urban ghettos grew, as the growth of blacks grew. Crowded public housing, poor schools, and limited economic opportunities fostered serious discontent. In the North and South alike, consciousness of the need to combat racial discrimination grew. Support bubbled up from different social groups. Young people in particular, most of them students, enlisted in the effort to change restricted patterns deeply rooted in American life. In 1962, the civil rights movement accelerated. James Meredith, a black air force veteran and student at Jackson State College, applied to the all-white University of Mississippi and rejected on racial grounds. Suing to gain admission, he carried his case to the Supreme Court, where Justice Hugo Black affirmed his claim. But then Governor Ross Barnett, and adamant racist, announced that Meredith would not be admitted, whatever the Court decision, and on one occasion personally blocked the way. A major riot followed; tear gas covered the University grounds; and by the riots end, two An even more violent confrontation began in April 1963, in Birmingham, Alabama, where local black leaders encouraged Martin Luther King,Jr., to launch another attack on the southern segregation. Forty perc ...

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