New Developments in Management Accounting - 2268 Words

â€Å"The past 15 years have seen a series of new developments within Management Accounting to meet the ever changing needs of the organisation in the light of rapidly changing technologies†. The following will focus on new techniques and developments used in Management Accounting over the last 15 years, by looking at their origins and apparent necessity leading to their introduction within industry. Each development will be assessed individually providing its background, initiation, impact on the business environment and numerical examples of them in action, where appropriate. The developments will be Activity Based Costing (ABC), Throughput accounting (TA) and Just in Time (JIT). Activity Based Costing ABC is a developed costing system†¦show more content†¦Next the ‘cost driver’ needs to be established for each activity, commonly looked upon as the reason for the indirect cost to occur and be linked to the job, almost a variable cost of sorts, however it won’t necessarily be variable, it maybe semi-variable, either way it is seen as the major cause of the cost being incurred. Finally the finishing costs are assigned to activities based on the products demand per each activity, the higher the demand, the higher the cost. Here is an example of ABC in action: ABC Example COST CENTRE COSTS 250000 BROKEN DOWN INTO: VOLUME  £60,000 PURCHASING  £130,000 SET-UP  £60,000 ADDITIONAL INFO DIRECT LABOUR HOURS  £25,000 TOTAL PURCHASE ORDERS  £5,000 TOTAL NUMBER OF SET-UPS  £600 TOTAL MACHINE HOURS  £50,000 PER PURCHASE ORDER PLACED  £26 PER SET-UP  £100 PER VOLUME  £1.20 Therefore with product XYZ, we can allocate the indirect overheads like this: Basic information could be: MACHINE HOURS 100 LABOUR 150 SET-UPS 1 PURCHASE ORDERS 25 The overhead is made up of 3 aspects Purchase Order + Set-up + Productivity / volume Purchase order 25 X  £26 =  £650 Set-up 1 X  £100 =  £100 Productivity / volume 100 X  £1.20 =  £120  £870 Therefore total indirect overhead recoveredShow MoreRelatedResearch on the Influence of Informatization1698 Words   |  7 Pages 1 Research on The Influence of Informatization On The Accounting Theories and Practices and Real-time Control in China Yang Lu Fairleigh Dickinson University RESEARCH ON THE INFLUENCE OF INFORMATIZATION 2 Abstract The 21st century is an information age of rapid development and the computer is more and more widely used in every country. 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Lamb The Gospel According to Biff, Christ’s Childhood Pal Chapter 5 Free Essays

string(37) " might take the whole end of it off\." Chapter 5 Well, it worked, I finally got the angel to leave the room. It went like this: Raziel called down to the front desk and asked him to send Jesus up. A few minutes later our Latin pal stood at attention at the foot of the angel’s bed. We will write a custom essay sample on Lamb: The Gospel According to Biff, Christ’s Childhood Pal Chapter 5 or any similar topic only for you Order Now Raziel said, â€Å"Tell him I need a Soap Opera Digest.† In Spanish, I said, â€Å"Good afternoon, Jesus. How are you today?† â€Å"I am well, sir, and you?† â€Å"As good as can be expected, considering this man is holding me prisoner.† â€Å"Tell him to hurry,† said Raziel. â€Å"He doesn’t understand Spanish?† Jesus asked. â€Å"Not a word of it, but don’t start speaking Hebrew or I’m sunk.† â€Å"Are you really a prisoner? I wondered why you two never left the room. Should I call the police?† â€Å"No, that won’t be necessary, but please shake your head and look apologetic.† â€Å"What is taking so long?† Raziel said. â€Å"Give him the money and tell him to go.† â€Å"He said he is not allowed to buy publications for you, but he can direct you to a place where you can purchase them yourself.† â€Å"That’s ridiculous, he’s a servant, isn’t he? He will do as I ask.† â€Å"Oh my, Jesus, he has asked if you would like to feel the power of his manly nakedness.† â€Å"Is he crazy? I have a wife and two children.† â€Å"Sadly, yes. Please show him that you are offended by his offer by spitting on him and storming out of the room.† â€Å"I don’t know, sir, spitting on a guest†¦Ã¢â‚¬  I handed him a handful of the bills that he’d taught me were appropriate gratuities. â€Å"Please, it will be good for him.† â€Å"Very well, Mister Biff.† He produced an impressive loogie and launched it at the front of the angel’s robe, where it splatted and ran. Raziel leapt to his feet. â€Å"Well done, Jesus, now curse.† â€Å"You fuckstick!† â€Å"In Spanish.† â€Å"Sorry, I was showing off my English. I know many swear words.† â€Å"Well done. Spanish please.† â€Å"Pendejo!† â€Å"Splendid, now storm out.† Jesus turned on his heel and left the room, slamming the door behind him. â€Å"He spit on me?† Raziel said, still not believing it. â€Å"An angel of the Lord, and he spit on me.† â€Å"Yes, you offended him.† â€Å"He called me a fuckstick. I heard him.† â€Å"In his culture, it is an affront to ask another man to buy a Soap Opera Digest for you. We’ll be lucky if he ever brings us a pizza again.† â€Å"But I want a Soap Opera Digest.† â€Å"He said you can buy one just down the street, I will be happy to go get one for you.† â€Å"Not so fast, Apostle, none of your tricks. I’ll get it myself, you stay here.† â€Å"You’ll need money.† I handed him some bills. â€Å"If you leave the room I will find you in an instant, you know that?† â€Å"Absolutely.† â€Å"You cannot hide from me.† â€Å"Wouldn’t dream of it. Hurry now.† He sort of shuffled sideways toward the door. â€Å"Don’t try to lock me out, I’m taking a key with me. Not that I need it or anything, being an angel of the Lord.† â€Å"Not to mention a fuckstick.† â€Å"I don’t even know what that means.† â€Å"Go, go, go.† I shooed him through the door. â€Å"Godspeed, Raziel.† â€Å"Work on your Gospel while I’m gone.† â€Å"Right.† I slammed the door in his face and threw the safety lock. Raziel has now watched hundreds of hours of American television, you’d think he would have noticed that people wear shoes when they go outside. The book is exactly as I suspected, a Bible, but written in a flowery version of this English I’ve been writing in. The translation of the Torah and the prophets from the Hebrew is muddled sometimes, but the first part seems to be our Bible. This language is amazing – so many words. In my time we had very few words, perhaps a hundred that we used all the time, and thirty of them were synonyms for guilt. In this language you can curse for an hour and never use the same word twice. Flocks and schools and herds of words, that’s why I’m supposed to use this language to tell Joshua’s story. I’ve hidden the book in the bathroom, so I can sneak in and read it while the angel is in the room. I didn’t have time to actually read much of the part of the book they call the New Testament, but it’s obvious that it is the story of Joshua’s life. Or parts of it, anyway. I’ll study it later, but now I should go on with the real story. I suppose I should have considered the exact nature of what we were doing before I invited Maggie to join us. I mean, there is some difference between the circumcision of an eight-day-old baby boy, which she had seen before, and the same operation on the ten-foot statue of a Greek god. â€Å"My goodness, that is, uh, impressive,† Maggie said, staring up at the marble member. â€Å"Graven image,† Joshua said under his breath. Even in the moonlight I could tell he was blushing. â€Å"Let’s do it.† I pulled a small iron chisel from my pouch. Joshua was wrapping the head of his mallet with leather to deaden its sound. Sepphoris slept around us, the silence broken only by the occasional bleat of a sheep. The evening cook fires had long since gone to coals, the dust cloud that stirred through the city during the day had settled, and the night air was clean and still. From time to time I would catch a sweet whiff of sandalwood coming from Maggie and I would lose my train of thought. Funny the things you remember. We found a bucket and turned it upside down for Joshua to stand on while he worked. He set the tip of my chisel on Apollo’s foreskin and ventured a light tap with the mallet. A tiny fragment of marble flaked away. â€Å"Give it a good whack,† I said. â€Å"I can’t, it will make too much noise.† â€Å"No, it won’t, the leather will cover it.† â€Å"But I might take the whole end of it off. You read "Lamb: The Gospel According to Biff, Christ’s Childhood Pal Chapter 5" in category "Essay examples"† â€Å"He can spare it,† Maggie said, and we both turned to her with our mouths hanging open. â€Å"Probably,† she added quickly. â€Å"I’m only guessing. What do I know, I’m just a girl. Do you guys smell something?† We smelled the Roman before we heard him, heard him before we saw him. The Romans covered themselves with olive oil before they bathed, so if the wind was right or if it was an especially hot day you could smell a Roman coming at thirty paces. Between the olive oil they bathed with and the garlic and dried paste of anchovies they ate with their barley, when the legions marched into battle it must have smelled like an invasion of pizza people. If they’d had pizzas back then, which they didn’t. Joshua took a quick swipe with the mallet and the chisel slipped, neatly severing Apollo’s unit, which fell to the dirt with a dull thud. â€Å"Whoops,† said the Savior. â€Å"Shhhhhhhh,† I shushed. We heard the hobnails of the Roman’s boots scraping on stone. Joshua jumped down from the bucket and looked frantically for a place to hide. The walls of the Greek’s bathhouse were almost completed around the statue, so really, except for the entrance where the Roman was coming, there was no place to run. â€Å"Hey, what are you doing there?† We stood as still as the statue. I could see that it was the legionnaire that had been with Justus our first day in Sepphoris. â€Å"Sir, it’s us, Biff and Joshua. Remember? The kid from the bread?† The soldier moved closer, his hand on the haft of his half-drawn short sword. When he saw Joshua he relaxed a bit. â€Å"What are you doing here so early? No one is to be about at this hour.† Suddenly, the soldier was yanked backward off of his feet and a dark figure fell on him, thrusting a blade into his chest over and over. Maggie screamed and the figure turned to us. I started to run. â€Å"Stop,† the murderer hissed. I froze. Maggie threw her arms around me and hid her face in my shirt as I trembled. A gurgling sound came from the soldier, but he lay still. Joshua made to step toward the murderer and I threw an arm across his chest to stop him. â€Å"That was wrong,† Joshua said, almost in tears. â€Å"You are wrong to kill that man.† The murderer held his bloody blade up by his face and grinned at us. â€Å"Is it not written that Moses became a prophet only after killing an Egyptian slave driver? No master but God!† â€Å"Sicarii,† I said. â€Å"Yes boy, Sicarii. Only when the Romans are dead will the Messiah come to set us free. I serve God by killing this tyrant.† â€Å"You serve evil,† Joshua said. â€Å"The Messiah didn’t call for the blood of this Roman.† The assassin raised his blade and came at Joshua. Maggie and I leapt back, but Joshua stood his ground. The assassin grabbed him by the front of his shirt and pulled him close. â€Å"What do you know of it, boy?† We could clearly see the murderer’s face in the moonlight. Maggie gasped, â€Å"Jeremiah.† His eyes went wide, with fear or recognition, I don’t know which. He released Joshua and made as if to grab Maggie. I pulled her away. â€Å"Mary?† The anger had left his voice. â€Å"Little Mary?† Maggie said nothing, but I could feel her shoulders heave as she began to sob. â€Å"Tell no one of this,† the murderer said, now talking as if he were in a trance. He backed away and stood beside the dead soldier. â€Å"No master but God,† he said, then he turned and ran into the night. Joshua put his hand on Maggie’s head and she immediately stopped crying. â€Å"Jeremiah is my father’s brother,† she said. Before I go on you should know about the Sicarii, and to know about them, you have to know about the Herods. So here you go. About the time that Joshua and I were meeting for the first time, King Herod the Great died after ruling Israel (under the Romans) for over forty years. It was, in fact, the death of Herod that prompted Joseph to bring his family back to Nazareth from Egypt, but that’s another story. Now you need to know about Herod. Herod wasn’t called â€Å"the Great† because he was a beloved ruler. Herod the Great, was, in fact, a fat, paranoid, pox-ridden tyrant who murdered thousands of Jews, including his own wife and many of his sons. Herod was called â€Å"the Great† because he built things. Amazing things: fortresses, palaces, theaters, harbors – a whole city, Caesarea, modeled on the Roman ideal of what a city should be. The one thing he did for the Jewish people, who hated him, was to rebuild the Temple of Solomon on Mount Moriah, the center of our faith. When H. the G. died, Rome divided his kingdom among three of his sons, Archelaus, Herod Philip, and Herod Antipas. It was Antipas who ultimately passed sentence on John the Baptist and gave Joshua over to Pilate. Antipas, you sniveling fuckstick (if only we’d had the word back then). It was Antipas whose toady pandering to the Romans caused bands of Jewish rebels to rise up in the hills by the hundreds. The Romans ca lled all of these rebels Zealots, as if they were all united in method as well as cause, but, in fact, they were as fragmented as Jews of the villages. One of the bands that rose in Galilee called themselves the Sicarii. They showed their disapproval of Roman rule by the assassination of Roman soldiers and officials. Although certainly not the largest group of Zealots by number, they were the most conspicuous by their actions. No one knew where they came from, and no one knew where they went to after they killed, but every time they struck, the Romans did their best to make our lives hell to get us to give the killers up. And when the Romans caught a Zealot, they didn’t just crucify the leader of the band, they crucified the whole band, their families, and anyone suspected of helping them. More than once we saw the road out of Sepphoris lined with crosses and corpses. My people. We ran through the sleeping city, stopping only after we had passed through the Venus Gate, where we fell in a heap on the ground, gasping. â€Å"We have to take Maggie home and get back here for work,† Joshua said. â€Å"You can stay here,† Maggie said. â€Å"I can go by myself.† â€Å"No, we have to go.† Joshua held his arms out to his sides and we saw the bloody handprints the killer had left on his shirt. â€Å"I have to clean this before someone sees it.† â€Å"Can’t you just make it go away?† Maggie asked. â€Å"It’s just a stain. I’d think the Messiah could get a stain out.† â€Å"Be nice,† I said. â€Å"He’s not that good at Messiah stuff yet. It was your uncle, after all†¦Ã¢â‚¬  Maggie jumped to her feet. â€Å"You were the one who wanted to do this stupid thing†¦Ã¢â‚¬  â€Å"Stop!† Joshua said, holding his hand up as if he were sprinkling us with silence. â€Å"If Maggie hadn’t been with us, we might be dead now. We may still not be safe when the Sicarii realize that three witnesses live.† An hour later Maggie was home safe and Joshua emerged from the ritual bath outside the synagogue, his clothes soaked and rivulets running out of his hair. (Many of us had these mikvehs outside of our homes – and there were hundreds outside the Temple in Jerusalem – stone pits with steps leading down both sides into the water so one might walk in over one’s head on one side, then out on the other after the ritual cleansing was done. According to the Law, any contact with blood called for a cleansing. Joshua thought it would be a good opportunity to scrub the stain out of his shirt as well.) â€Å"Cold.† Joshua was shivering and hopping from foot to foot as if on hot coals. â€Å"Very cold.† (There was a small stone hut built over the baths so they never got the direct light of the sun, consequently they never warmed up. Evaporation in the dry Galilee air chilled the water even more.) â€Å"Maybe you should come to my house. My mother will have a breakfast fire going by now, you can warm yourself.† He wrung out the tail of his shirt and water cascaded down his legs. â€Å"And how would I explain this?† â€Å"Uh, you sinned, had an emergency cleansing to do.† â€Å"Sinned? At dawn? What sin could I have done before dawn?† â€Å"Sin of Onan?† I said. Joshua’s eyes went wide. â€Å"Have you committed the sin of Onan?† â€Å"No, but I’m looking forward to it.† â€Å"I can’t tell your mother that I’ve committed the sin of Onan. I haven’t.† â€Å"You could if you’re fast.† â€Å"I’ll suffer the cold,† Joshua said. The good old sin of Onan. That brings back memories. The sin of Onan. Spilling the old seed on the ground. Cuffing the camel. Dusting the donkey. Flogging the Pharisee. Onanism, a sin that requires hundreds of hours of practice to get right, or at least that’s what I told myself. God slew Onan for spilling his seed on the ground (Onan’s seed, not God’s. God’s seed turned out to be my best pal. Imagine the trouble you’d be in if you actually spilled God’s seed. Try explaining that). According to the Law, if you had any contact with â€Å"nocturnal emissions† (which are not what come out of your tailpipe at night – we didn’t have cars then), you had to purify yourself by baptism and you weren’t allowed to be around people until the next day. Around the age of thirteen I spent a lot of time in and out of our mikveh, but I fudged on the solitary part of penance. I mean, it’s not like that was going to help the problem. Many a morning I was still dripping and shivering from the bath when I met Joshua to go to work. â€Å"Spilled your seed upon the ground again?† he’d ask. â€Å"Yep.† â€Å"You’re unclean, you know?† â€Å"Yeah, I’m getting all wrinkly from purifying myself.† â€Å"You could stop.† â€Å"I tried. I think I’m being vexed by a demon.† â€Å"I could try to heal you.† â€Å"No way, Josh, I’m having enough trouble with laying on of my own hands.† â€Å"You don’t want me to cast out your demon?† â€Å"I thought I’d try to exhaust him first.† â€Å"I could tell the scribes and they would have you stoned.† (Always trying to be helpful, Josh was.) â€Å"That would probably work, but it is written that ‘when the oil of the lamp is used up, the wanker shall light his own way to salvation.'† â€Å"That is not written.† â€Å"It is too. In, uh, Isaiah.† â€Å"Is not.† â€Å"You need to study your Prophets, Josh. How are you going to be the Messiah if you don’t know your Prophets?† Joshua hung his head. â€Å"You are right, of course.† I clapped him on the shoulder. â€Å"You’ll have time to learn the Prophets. Let’s cut through the square and see if there are any girls gathering water.† Of course it was Maggie I was looking for. It was always Maggie. By the time we got back to Sepphoris the sun was well up, but the stream of merchants and farmers that normally poured through the Venus Gate was not there. Roman soldiers were stopping and searching everyone who was trying to leave the city, sending them back the way they came. A group of men and women were waiting outside the gate to go in, my father and some of his helpers among them. â€Å"Levi!† my father called. He ran to us and herded us to the side of the road. â€Å"What’s going on?† I asked, trying to look innocent. â€Å"A Roman soldier was murdered last night. There will be no work today, now you both go home and stay there. Tell your mothers to keep the children in today. If the Romans don’t find the killer there’ll be soldiers in Nazareth before noon.† â€Å"Where is Joseph?† Joshua asked. My father put his arm around Joshua’s shoulder. â€Å"He’s been arrested. He must have come to work very early. They found him at first light, near the body of the dead soldier. I only know what has been shouted from inside the gate, the Romans aren’t letting anyone in or out of the city. Joshua, tell your mother not to worry. Joseph is a good man, the Lord will protect him. Besides, if the Romans thought he was the killer he would have been tried already.† Joshua backed away from my father in stiff, stumbling steps. He stared straight ahead, but obviously saw nothing. â€Å"Take him home, Biff. I’ll be along as soon as I can. I’m going to try to find out what they’ve done with Joseph.† I nodded and led Joshua away by the shoulders. When we were a few steps down the road, he said, â€Å"Joseph came looking for me. He was working on the other side of the city. The only reason he was near the Greek’s house is that he was looking for me.† â€Å"We’ll tell the centurion we saw who killed the soldier. He’ll believe us.† â€Å"And if he believes us, believes it was Sicarii, what will happen to Maggie and her family?† I didn’t know what to say. Joshua was right and my father was wrong, Joseph was not fine. The Romans would be questioning him right now, maybe torturing him to find out who his accomplices were. That he didn’t know anything would not save him. And a testimony from his son not only wouldn’t save him, but would send more people to the cross to join him. Jewish blood was going to be spilled one way or the other over this. Joshua shook off my hands and ran off the road into an olive grove. I started to follow, but he suddenly spun on me and the fury of his gaze stopped me in midstride. â€Å"Wait,† he said. â€Å"I need to talk to my father.† I waited by the road for nearly an hour. When Joshua walked out of the olive grove he looked as if a shadow had fallen permanently on his face. â€Å"I am lost,† he said. I pointed over my shoulder. â€Å"Nazareth that way, Sepphoris the other way. You’re in the middle. Feel better?† â€Å"You know what I mean.† â€Å"No help from your father, then?† I always felt strange asking about Joshua’s prayers. You had to see him pray, especially in those days, before we had traveled. There was a lot of strain and trembling, like someone trying to force a fever to break by sheer will. There was no peace in it. â€Å"I am alone,† Joshua said. I punched him in the arm, hard. â€Å"Then you didn’t feel that.† â€Å"Ouch. What’d you do that for?† â€Å"Sorry, no one around to answer you. You’re soooooooo alone.† â€Å"I am alone!† I wound up for a full-body-powered roundhouse punch. â€Å"Then you won’t mind if I smite the bejeezus out of you.† He threw up his hands and jumped back. â€Å"No, don’t.† â€Å"So you’re not alone?† â€Å"I guess not.† â€Å"Good, then wait here. I’m going to go talk to your father myself.† I tramped off into the olive grove. â€Å"You don’t have to go in there to talk to him. He is everywhere.† â€Å"Yeah, right, like you know. If he’s everywhere then how are you alone?† â€Å"Good point.† I left Joshua standing by the road and went off to pray. And thus did I pray: â€Å"Heavenly Father, God of my father and my father’s father, God of Abraham and Isaac, God of Moses, who did lead our people out of Egypt, God of David and Solomon – well, you know who you are. Heavenly Father, far be it from me to question your judgment, being as you are all powerful and the God of Moses and all of the above, but what exactly are you trying to do to this poor kid? I mean, he’s your son, right? He’s the Messiah, right? Are you pulling one of those Abraham faith-test things on him? In case you didn’t notice, he’s in quite a pickle here, having witnessed a murder and his stepfather under arrest by the Romans, and in all likelihood, a lot of our people, who you have mentioned on more than one occasion are your favorites and the chosen (and of which I am one, by the way) are going to be tortured and killed unless we – I mean he – does something. So, what I’m saying here is, could you, much as you did with Samson when he was backed into a corner weaponless against the Philistines, throw the kid a bone here? â€Å"With all due respect. Your friend, Biff. Amen.† I was never very good at prayer. Storytelling, I’m fine with. I, in fact, am the originator of a universal story that I know has survived to this time because I have heard it on TV. It begins: â€Å"Two Jews go into a bar†¦Ã¢â‚¬  Those two Jews? Me and Josh. No kidding. Anyway, I’m not good at prayer, but before you think I was a little rough on God, there’s another thing you need to know about my people. Our relationship with God was different from other people and their Gods. Sure there was fear and sacrifice and all, but essentially, we didn’t go to him, he came to us. He told us we were the chosen, he told us he would help us to multiply to the ends of the earth, he told us he would give us a land of milk and honey. We didn’t go to him. We didn’t ask. And since he came to us, we figure we can hold him responsible for what he does and what happens to us. For it is written that â€Å"he who can walk away, controls the deal.† And if there’s anything you learn from reading the Bible, it’s that my people walked away a lot. You couldn’t turn around that we weren’t off in Babylon worshiping false gods, building false altars, or sleeping with unsuitable women. (Although the latter may be more of a guy thing than a Jewish thing.) And God pretty much didn’t mind throwing us into slavery or simply massacring us when we did that. We have that kind of relationship with God. We’re family. So I’m not a prayer-master, so to speak, but that particular prayer couldn’t have been that bad, because God answered. Well, he left me a message, anyway. As I emerged from the olive grove, Joshua held out his hand and said, â€Å"God left a message.† â€Å"It’s a lizard,† I said. It was. Joshua was holding a small lizard in his outstretched hand. â€Å"Yes, that’s the message, don’t you see?† How was I to know what was going on? Joshua had never lied to me, never. So if he said that this lizard was a message from God, who was I to dispute him? I fell to my knees and bowed my head under Josh’s outstretched hand. â€Å"Lord have mercy on me, I was expecting a burning bush or something. Sorry. Really.† Then to Josh, I said, â€Å"I’m not so sure you should take that seriously, Josh. Reptiles don’t tend to have a great record for getting the message right. Like for instance, oh, let’s see, that Adam and Eve thing.† â€Å"It’s not that kind of message, Biff. My father hasn’t spoken in words, but this message is as clear as if his voice had come down from the heavens.† â€Å"I knew that.† I stood up. â€Å"And the message is?† â€Å"In my mind. When you had been gone only a few minutes this lizard ran up my leg and perched on my hand. I realized that it was my father giving me the solution to our problem.† â€Å"And the message is?† â€Å"You remember when we were little, the game we used to play with the lizards?† â€Å"Sure I do. But the message is?† â€Å"You remember how I was able to bring them back to life.† â€Å"A great trick, Josh. But getting back to the message†¦Ã¢â‚¬  â€Å"Don’t you see? If the soldier isn’t dead, then there was no murder. If there was no murder, then there is no reason for the Romans to harm Joseph. So all we have to do is see that the soldier is not dead. Simple.† â€Å"Of course, simple.† I studied the lizard for a minute, looking at it from a number of different angles. It was brownish green and seemed quite content to sit there on Joshua’s palm. â€Å"Ask him what we’re supposed to do now.† How to cite Lamb: The Gospel According to Biff, Christ’s Childhood Pal Chapter 5, Essay examples

Reasons For Euthanasia Essay Example For Students

Reasons For Euthanasia Essay The word euthanasia is derived from the Greek word eu for good and thantos which means death and originally referred to intentional mercy killing. But the word it euthanasia has acquired a more complex meaning in modern times. Proponents of euthanasia believe that a dying patient has the right to end their suffering and leave the world in a dignified manner. Those who contest euthanasia believe that man does not have the right to end another persons life no matter what pain they endure.Euthanasia is one of the most important public policy issues being debated today. The outcome of debate will profoundly affect family relationships, interaction between doctors and patients, and concepts of basic morality. The word euthanasia has acquired a complex meaning in modern times. There are several types of euthanasia and one must define them in order to avoid confusion. Passive euthanasia is the process of hastening the death of a person by withdrawing some form of support and letting nature take its course. Such a act would include removing life-support equipment, stopping medical procedures, stopping food and water and allowing the person to die. Active euthanasia involves causing the death of a person through a direct action in response to request from that person. This is also called mercy killing. Physician assisted suicide is the process of a physician supplying information and or the means of committing suicide to a patient. This would include writing a prescription for a lethal dose of sleeping pills or providing the patient with carbon monoxide gas. Euthanasia has been practiced in some form or another by many societies in our history. In ancient Greece and Rome helping others to die our putting them to death was considered permissible in some situations. In the Greek city of Sparta all newborns with severe birth defects were left to die. Voluntary euthanasia for the elderly was approved custom in several ancient societies. Although euthanasia is widely practiced in the Netherlands it remains technically illegal. In 1995 Australias Northern Territory approved a euthanasia bill. It went into effect in 1996 and was overturned by the Australian parliament in 1997. One may ask, what is the difference between euthanasia and assisted suicide? In euthanasia one person does something that directly kills another. For example a doctor gives a lethal injection to a patient. It assisted suicide, a person knowingly and intentionally provides the means or in some way helps a suicidal person killed himself or herself. For example, a doctor wri tes a prescription for poison, or someone who hooks up a face mask to a canister of carbon monoxide and then instructs the suicidal person on how to push a lever so that they will be gassed to death. For all practical purposes, any distinction between euthanasia and assisted suicide has been abandoned today. However passive euthanasia is different than other types of euthanasia. Passive euthanasia is the process of hastening the death of a person by withdrawing some sort of treatment. This includes removing life-support, stopping medical procedures and medications, stopping food and water to the patient and thus allowing him to die. Or not delivering C P R or other resuscitating treatment and allowing the person whose heart has stopped to die. Perhaps the most common form of passive euthanasia is to give a patient at large doses of morphine to control pain, in spite of the likelihood of the painkiller suppressing respiration and causing death earlier that it would otherwise have. Ma ny states in the United States and other countries engage in this type of passive euthanasia to what is known as a health-care proxy or do not resuscitate order. These procedures are usually performed on the terminally ill, suffering patients, so that natural death will occur sooner. It is also opted for persons in a persistent vegetative state, individuals with massive brain damage or in a coma from which they cannot possibly regain conscious. .u2e9bb19c6e7e25e08f125c4ca088cf23 , .u2e9bb19c6e7e25e08f125c4ca088cf23 .postImageUrl , .u2e9bb19c6e7e25e08f125c4ca088cf23 .centered-text-area { min-height: 80px; position: relative; } .u2e9bb19c6e7e25e08f125c4ca088cf23 , .u2e9bb19c6e7e25e08f125c4ca088cf23:hover , .u2e9bb19c6e7e25e08f125c4ca088cf23:visited , .u2e9bb19c6e7e25e08f125c4ca088cf23:active { border:0!important; } .u2e9bb19c6e7e25e08f125c4ca088cf23 .clearfix:after { content: ""; display: table; clear: both; } .u2e9bb19c6e7e25e08f125c4ca088cf23 { 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; } .u2e9bb19c6e7e25e08f125c4ca088cf23:active , .u2e9bb19c6e7e25e08f125c4ca088cf23:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2e9bb19c6e7e25e08f125c4ca088cf23 .centered-text-area { width: 100%; position: relative ; } .u2e9bb19c6e7e25e08f125c4ca088cf23 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2e9bb19c6e7e25e08f125c4ca088cf23 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2e9bb19c6e7e25e08f125c4ca088cf23 .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; } .u2e9bb19c6e7e25e08f125c4ca088cf23:hover .ctaButton { background-color: #34495E!important; } .u2e9bb19c6e7e25e08f125c4ca088cf23 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2e9bb19c6e7e25e08f125c4ca088cf23 .u2e9bb19c6e7e25e08f125c4ca088cf23-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2e9bb19c6e7e25e08f125c4ca088cf23:after { content: ""; display: block; clear: both; } READ: Have You Ever Seen Anything In Your Life That Just Seemed To Good To B EssayDuring the 20th century, major scientific and medical advances have greatly enhance the life expectancy of the average person. There are however many diseases that cannot be cured by modern medicine. Such diseases like AIDS, terminal cancer, multiples scalrosis. These conditions remain a certain death sentence. These diseases leave the patient in a constant state of pain sometimes lasting many weeks or months. There are however other reasons why a person may feel euthanasia is appropriate. These reasons include the patient feels that the their quality of life has shrunk to zero, they feel the indig nities of being cared for as if they were and infant, including being diapered and fed by nurses. Others simply want to die with the dignity before they become sick. Such an example would be a person was diagnosed with Alzheimers disease and would like to end their life before serious dementia overtakes their living. These people feel that they would rather die in full mind and body rather to let themselves live a few more years in a vegetative state or with debilitating dementia that does not allow them to recognize their closest family. Proponents of euthanasia believe that the patient has the right to end their life when it is known that there will not be any recovery and death is imminent. They believe that a human being has the right to die in dignity and a painless death rather than suffer endlessly knowing full well that they will not recover. Those are anti-euthanasia state many reasons for their position. One reason is because euthanasia is contrary to Judeo-Christian ethic s. Many religious groups within Christian, Muslim, Jewish and other religions believe that God gave life and therefore only God should take away a.life. Suicide would then be considered as a rejection of Gods sovereignty and loving plan. They feel that we are all masters of our own lives, but thats suicide should never be an option. Many other faith groups believe that human suffering can have a positive value for the terminally ill person and for their direct family. A Roman Catholic document mentions that some people prefer to moderate their use of painkillers, in order to accept voluntary at least a part of their sufferings and thus associate themselves in a conscious way with the sufferings of Christ at the time of crucifixition. Some Jews feel that pain and suffering in this world acts as atonement for sinss and transgressions and may benefit them in entering the world to come. The two main arguments offered by Christians and other religious groups are the following: life is a gift from God and that each individual is a gift. Thus only God can start a life and only God should be allowed to end it.Also, God does not send us any experience that we cannot handle. God supports people and suffering. To actively seek an end to ones life would represent a lack of trust in God. Those who are pro euthanasia offer the following arguments: each person has autonomy over their own life. If a persons quality of life is nonexistent, they should have the right to decide to commit suicide, and to seek assistance if necessary. Sometimes a terminal patients pain can cause an unbearable burden, death can represent a relief of intolerable pain. When one discusses euthanasia we must understand that this is a legal view. By passing legislation that allows euthanasia were getting the right to doctors and patients to end their lives. We will be allowing euthanasia to become a procedure practiced in the hospital or hospice. In the end it will just be a matter of procedure such as a blood transfusion or operation. One must ask, by denying the legislation of euthanasia are we in fact denying a person to end their life? The answer to this is no. People do have the power to commit suicide. Suicide and attempted suicide are not criminalized. Each and every year, and the United States alone, there are more suicides than homicides. Suicide is a tragic, individual act. There are several books on the subject of suicide such as Derek Humphreys Final Exit. Organizations such as the Hemlock Society have been established to give information on patients interested in ending their own lives. Euthanasia is not about a private act. Its about letting one-person facilitate the death of another. Euthanasia is not about giving rights to the person who dies, it is about changing law and public policy so that doctors, relatives and others can directly and intesinaly end another persons life. This change would not give rights to the person who is killed, but to the person who does the killing. In other words, euthanasia is not about the right to die. Its about the right to kill. Bibliography:

To Kill A Mockingbird Irony And Sarcasm Essays -

To Kill a Mockingbird: Irony and Sarcasm To Kill a Mockingbird: Irony and Sarcasm Harper Lee's To Kill a Mockingbird is a highly regarded work of American fiction. The story of the novel teaches us many lessons that should last any reader for a lifetime. The messages that Harper Lee relays to the reader are exemplified throughout the book using various methods. One of the most important and significant methods was the use of symbols such as the mockingbird image. Another important method was showing the view through a growing child's (Scout Finch) mind, eyes, ears, and mouth. There is another very significant method that was used. In the novel, To Kill a Mockingbird, Harper Lee utilizes the effects of irony, sarcasm, and hypocrisy to criticize a variety of elements in Southern life. Harper Lee employs the effects of irony in To Kill a Mockingbird as a way to criticize the deficiency of public education. "Now tell your father not to teach you any more. It's best to begin reading with a fresh mind." (pG. 22) Instead of praising Scout's ability to read at an advanced level, Miss Caroline discourages it. This ironic example set by Miss Caroline seems to demonstrate the inadequate training that she had received for her occupation. Miss Caroline seems to have been instructed upon a strict standard on how her students are expected to behave, but when she encounters something different, such as Scout's advanced ability to read, she advises Scout to stop being advanced, whereas a modern-day schoolteacher would capitalize on Scout's ability to read and encourage her to read more. "You won't learn to write until you're in the third grade." (pg. 23) The strict, recipe-style, rubric method of teaching that Miss Caroline uses is once again emphasized here. Miss Caroline once again discourages Scout's advanced abilities and regards Scout's ability with contempt. "The Dewey Decimal System consisted, in part, of Miss Caroline waving cards at us which were printed 'the,' 'cat,''rat,' 'man,' and 'you.'" (pg. 23) The Dewey Teaching Method was supposed to place an emphasis on "active" learning, yet the irony in Miss Caroline's"use" of it was that her teaching method wasn't "active" at all. It was, in fact, extremely passive. The students in the class didn't do anything. They became extremely bored and learned very little. As I have established, the use of irony clearly reveals the deficiency of the public education system in the 1930's. Teachers did not seem to be trained enough to handle the vast abilities of their students. Instead, they seemed to be trained to handle a narrowly confined amount of expected abilities. If Miss Caroline had recognized that Scout had advanced abilities, she could have allowed Scout to advance to a higher grade and save Scout from going through a school year that teaches her stuff that she has already learned. Public education is not the only element that Harper Lee uses irony to criticize, however. American political attitudes are also criticized using irony. Harper Lee also uses sarcasm to criticize the American political attitudes that were clearly evident in the South. "(When Alabama seceded from the Union on January 11, 1861, Winston County seceded from Alabama, and every child in Maycomb County knew it.)" (pg. 21) By listening to their parents and other adults, the young children of Maycomb have grown to despise Winston County for the same reason the adults despise it because it seceded from Alabama in 1861. It would seem pretty idiotic to most people to despise people based upon what their ancestors had done 70 years ago. "North Alabama was full of Liquor Interests, Big Mules, steel companies, Republicans, professors, and other persons of no background." (pg. 21) Overheard from adults, most likely, Scout's thoughts reflect the beliefs of a majority of the people in Maycomb. The political attitudes in the provincial South are criticized as the people seem to want to stick to their old ideas and beliefs. Evolving new ideas and beliefs are systematically rejected; anybody that adapts the new ideas are regarded as having "no background." "People up there set 'em free, but you don't see 'em settin' at the table with 'em... I think that woman, that Mrs. Roosevelt's lost her mind-just plain lost her mind coming down to Birmingham and tryin' to sit with 'em." (pg. 237) The outright hypocrisy that Mrs. Merriweather states when referring to the North is one of the main elements that Harper Lee employs in criticizing the South's political attitudes. There seems to be nothing that satisfies Mrs. Merriweather, who reflects the stereotypical southern woman-she despises

Design Theories in education

Design Theories in education Introduction Almost every characteristic of people’s daily lives involves problem solving and learning. Whether they are working, playing games, studying or engaging in any activity, people are always continually applying or adding to their ever-expanding pool of knowledge. Learning starts at birth and it ends when one dies.Advertising We will write a custom essay sample on Design Theories in education specifically for you for only $16.05 $11/page Learn More It takes place everywhere i.e. in schools, home, at work e.t.c. Learning refers to the act of acquiring knowledge through such aspects as socialization and observation. Morrison, Ross, Kemp (2001), in their studies stated that for learning to be carried out effectively, there must be some key elements which include the learner, the teacher and the information to be learned. There are many different types of design theories that use the tenets of learning theories to build effective instruction. I nstruction design theories usually describe how instructions are organized with an aim of achieving objectives. Design theories are perspective theories in that, they enable a teacher or an expert to select and organize instructional events to enhance the learning process. The basis of design theories is on how people learn (Morrison, Ross, Kemp, 2001, p. 62-83). The following essay is concerned with educational design theories. The essay focuses on how the design theories can help improve the constructed responses in reading on the Wisconsin Knowledge and Concepts Examination (WKCE). The Wiggins’s theory of backwards design The Backward Curriculum design was developed by Wiggins and McTighe. The Backward Curriculum Design is based on the notion that the design process should first identify the set objectives to be achieved and then work backwards to create instruction. This approach to curriculum design is completely different with the traditional approach which first ident ifies what topic requires to be covered. It departs from the common approach in that, the teacher starts with the end in determining the curriculum instead of starting with a textbook. The Backward design has three main stages. The first stage identifies the desired results. According to this theory, the teacher has the role of identifying the course objectives, as well as the enduring understanding i.e. the learning that should be covered over long-term.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Question format which focuses on the line of inquiry is used in identifying the desired learning. Benchmarks or state standards are used in determining the desired learning. The second stage is the assessment of the desired results and outcomes. This stage aims at defining the forms of assessment that best demonstrates the students’ understanding and skill. There are three types of ass essments i.e. performance task, criteria referenced assessment and unprompted assessment. The third stage determines the sequence of learning experience that is ideal for the students. The Backward design can help improve the constructed responses in reading on the WKCE because it has the effect of delaying the selection of teaching as well as other instructional strategies until the last stage of the process (Moore, 2005, P.45). Gagne’s nine events of instruction Gagne’s nine events of instruction is a learning theory that was developed by Robert Gagne. Each of Gagne’s nine events is meant to boost the learning process or to ensure that learning takes place effectively. Information processing learning theory is the main basis of these events and is key in the success of every event. According to this theory, the first presentation of the instruction is supposed to motivate the learner. The event thus, has the role of focusing the learners on the goals to be acc omplished. Learning cannot take place effectively without focusing on the tasks. Some of the methods that are used for gaining the attention of the students include presenting discrepant events. It can improve the constructed response in reading in that, the teachers can gain the attention of learners through actions that makes them to focus on the tasks to be learned (Mastrian, McGonigle Mahan,2011,P.97). The second event is informing the learner about the objective to be accomplished. The learner should be provided with the learning outcomes. This plays an important role in enabling the learner to know his or her instructional destination. The learner is able sort out the necessary materials from a list (Briggs, 1991, P.199-206).Advertising We will write a custom essay sample on Design Theories in education specifically for you for only $16.05 $11/page Learn More Stimulating recall of prerequisite learning is the third event of Gagne’s learning th eory. According to this theory, learning is intended to build on what is already known. Learners are required to have prerequisite knowledge or skill in order to integrate them with new ones. This in turn helps to improve the constructed response in reading (Briggs, 1991, P.199-206). The fourth event of Gagne’s learning theory is presenting the stimulus material. This event of instruction presents the learners with the necessary information to be learned. The main aim of presenting materials is to ensure that the learners have basic knowledge on the tasks to be learned (Briggs, 1991, P.199-206). The other event of Gagne’s event of instruction is providing learning guidance. The main role of this event is to provide the learners with an opportunity to know what actions bring an ideal performance. Usually, learners are better placed to perform tasks on their own after observing from others. The teachers can provide learning guidance to learners by showing them all the st eps involved in solving a problem (Briggs,1991,P.199-206). Eliciting performance is the sixth of Gagne’s nine events of instruction. The learners are provided with an opportunity to test out their understanding through certain activities or questions. The learner is thus given an opportunity to practice what requires to be learned in this event (Briggs, 1991, P.199-206). Providing feedback is the seventh event of instruction according to Gagne’s nine events. Feedback is usually provided to learners in order to convey information about their accuracy or correctness of their performance (Briggs, 1991, P.199-206). The other instruction event of Gagne’s nine events is assessing performance. Assessing performance provides the learner with an opportunity to demonstrate the learning outcomes without the assistance from teachers (Briggs, 1991, P.199-206). The last event of Gagne’s nine events of instruction is the enhancement of retention and transfer. Knowledge and skills are mainly valuable if the learners can apply them at appropriate times (Briggs, 1991, P.199-206).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The four elements of teaching for understanding The standards for the four elements of teaching for understanding include the following i.e. generative topics, understanding goals, understanding performances and ongoing assessments (Reigeluth, 1999, P.108). A generative topic is concerned with the topic selection. This element requires that the learners should be presented with topics that are easily understandable and authentic. The main features of this element of teaching for understanding are that the topic should be relevant, connectible, accessible and interesting to both the learners and the teacher (Reigeluth, 1999, P.108). With regards to understanding goals, the element requires that the students should do their best to understand the learning outcome. Goals should not be ambiguous. The teacher should share goals with the learners in order to enable them to fully understand the learning outcomes (Reigeluth, 1999, P.108). Understanding performances provides the learners wit h an opportunity to prove their understanding of the learning objectives. This element of teaching for understanding enables the teacher to actively engage his or her learners (Reigeluth, 1999, P.108). The ongoing assessment is the fourth element for teaching for understanding. The main role of ongoing assessment is to provide the teachers with a forum of assessing the performance of the students and thus make improvements where necessary. Ongoing assessment should be done on regular basis and should be explicit (Reigeluth, 1999, P.108). Conclusion The best process of instruction that will ensure that students complete or even do the constructed response sections of the exam is the Gagne’s nine events of instruction. This method of instruction is ideal because it is goal driven. It is appropriate for the students as it can enable them to form a constructed response. Gagne’s nine events of instruction enhance the learning process in that; it has the ability of identifyi ng the learning outcome. Also, it identifies the events that should take place, organizes them in a sequence manner and ensures that each event includes all the relevant information for the objectives to be attained. Reference List Briggs, L. (1991). Instructional design: principles and applications. New York: EducationalTechnology. Mastrian, K, and McGonigle Mahan, W. (2011). Integrating technology in nursing education: tools for the knowledge era.Sadbury: Jones Bartlett Learning. Moore, K. (2005). Effective instructional strategies: from theory to practice. Thousand Oaks: SAGE. Morrison, G, Ross, S. Kemp, J. (2001). Task Analysis in  Designing Effective Instruction. New York: John Wiley Sons, Inc. Reigeluth, C. (1999). Instructional-design theories and models, Volume 2.London: Routledge.

Behavior Incentives and Classroom Rewards

Behavior Incentives and Classroom Rewards Classroom incentives, prizes, and punishments are part of a controversial topic for teachers. Many teachers see extrinsic material rewards as an appropriate and effective way to manage behavior in the elementary classroom. Other teachers dont want to bribe the kids to do work that they should be intrinsically motivated to do on their own. Should You Offer Classroom Incentives Early in the School Year? The idea of classroom rewards is an important concept to consider at the beginning of the school year. If you start off the year showering students with rewards, they are going to expect it and will most likely only work for the rewards. However, if you limit prizes from day one, you may find that you can get away from the material aspect a little bit and save yourself a significant amount of money in the long run.  Here is an example of what worked for me and thoughts about the concept of rewards. Rewards in First Classroom? In setting up my first classroom (third grade), I wanted to avoid rewards. I dreamed of my students working for knowledges sake. However, after trial and error, I found that kids respond to rewards well and sometimes you just have to use what works. The teachers before us most likely showered our current students with rewards, so they probably expect it by now. Also, teachers (and all employees) work for a reward - money. How many of us would work and try hard if we werent getting a salary? Money and rewards, in general, make the world go round, whether its a pretty picture or not. Timing When Incentives are Needed At the beginning of the year, I didnt do anything with rewards or behavior management because my kids started out the year quiet and hard working. But, around Thanksgiving, I was at the end of my rope and started introducing rewards. Teachers might want to try going as long as they can without rewards because the prizes start losing their effectiveness after awhile because the kids expect them or get used to receiving the rewards. It also works to change the rewards as the year progresses, just to add a little excitement and a boost to their effectiveness. Avoiding Material Rewards I dont use any material rewards in my classroom. I dont give out anything that costs money for me to buy. Im not willing to spend a lot of my own time and money to keep a store or prize box stocked for daily rewards. Good Work Tickets In the end, positive reinforcement of good behavior worked best for my students and me. I used Good Work Tickets which are just leftover scraps of construction paper (that would have been thrown away otherwise) cut up into little 1 inch by 1-inch squares. I have the kids cut them up for me after school or whenever they want. They love to do it. I dont even have to do that part. Involving Students in Giving Rewards When kids are working quietly and doing what they are supposed to be doing, I give them a good work ticket. They put their student # on the back and turn it into the raffle box. Also, if a child finished his or her work or has been working well, I let them pass out the good work tickets, which they love doing. This is a great thing to do with problem children; kids who are usually in trouble will love monitoring their classmates behavior. The students are usually more strict than I am with handing them out. Since they are free, it doesnt matter how many you give out.   Awarding Incentives On Fridays, I do a little drawing. The rewards are things like: Sit at the teachers desk for the day15 minutes playing an educational computer gameBe the caller for multiplication bingoMake up a math problem for the other children to solveGo to lunch 5 minutes early with a friendStay out for a longer recess with a friendChoose your seat for the dayRead out loud to the class You can tailor these rewards to what the cool things in your classroom are. I usually pick two  or three winners and then, just for fun, I pick one more, and that person is the Cool Person of the Day. The kids and I just thought that was a funny thing to do and a nice way to wrap up the drawing. Also, I keep a bag of candy in my cupboard for a quick reward (if someone catches a mistake I make, goes above and beyond the call of duty, etc.). Its a pretty cheap thing to have around just in case. Just throw candy to the kid and keep on teaching. Dont Overemphasize Rewards I didnt place a large emphasis on rewards. I tried to make learning fun, and my kids genuinely did get excited about learning new things. I had them begging me to teach them harder math concepts because they knew they could handle it. Ultimately, how you use rewards in your classroom is a personal decision. There are no right or wrong answers. Like everything in teaching, what works for one teacher may not work for another. But, it does help to discuss your ideas with other educators and see what others are doing in their classroom. Good luck!

Experience never be forgeten Essay Example | Topics and Well Written Essays - 750 words

Experience never be forgeten - Essay Example ollection of those events and how we challenged that situation has always been a thrilling experience for me and the story is often repeated by me to my inquisitive friends and relatives. We were a group of five friends and we made elaborate arrangements for the proposed camping adventure. A week before the date of departure for the camp, we busied ourselves in shopping and we collected tents and trappings and other equipment needed for the camping. We collected various items of food. The choices of each of one we were different and thus we had a good collection of food items. We had decided to stay overnight at the camping site which was all the more exciting. We started off early in the morning, and loaded our suitcases on the carrier of the car, and by 7.30 a.m. began heading for the destination. We had rented a car, and I had not thoroughly checked its condition, before agreeing to take it, and that was a serious mistake that I committed, especially when we were going on a long journey. The car began to tell its story and it seemed as if it is not happy with its noisy companions. We had covered a distance of about fifteen miles and at a lonely stretch and I had to bring the car to a screeching halt due to a flat tire and I had a difficult time in controlling it. None of us were experts in fixing the tire, but with great difficulty and hesitation we solved the problem. My only fear was what we should do, if another tire would go flat. After fixing the tire problem, we had tea and snacks in a roadside restaurant and then we moved further. I was driving slowly and after covering about 10 miles, I suddenly realized that I forgot my cellphone at the restaurant, and we had just crossed a bridge and the next exist was after 4 miles. We had to get back and I felt that the bridge was mocking at us, for we were using it for the third time in less than one hour. The GPS was also quite unfriendly and was constantly teasing us with â€Å"Keep Right† and â€Å"Keep Leftà ¢â‚¬ 