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irish school easter holidays 2016

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Irish School Holidays 2015-2017

by IAYO · December 9, 2014

The school Christmas, Easter and mid-term breaks in the first and second terms have now been standardised for the school years 2014/15, 2015/16, 2016/17. The arrangement will be reviewed no later than August 2016. The dates for school breaks in the 2014/15 term are as follows:

Christmas 2014

  • 19 December  – 5 January

February 2015 Mid Term Break

  • All primary schools will close from 19 and 20 February. They may use 3 discretionary days to extend this to an alternative option of a 5 day break for the period from 16 January to 20 January inclusive unless changes are required as part of contingency arrangements to make up for lost time due to unforeseen school closures.
  • Post-primary schools will close from 16-20 January inclusive unless changes are required to make up for unforeseen school closures.
  • Where contingency arrangements are required, a school may reduce the length of the break by remaining open up to and including 18 February.

Easter 2015

  • All schools will close on 27 March.
  • If arrangements are required to make up for lost time the school may remain open up to and including 1 April.
  • All schools will reopen on 13 April.

 

School Year 2015/16

October 2015 Mid Term Break

  • All schools will close from 26 October to 30 October 2015 inclusive.

Christmas 2015

  • All schools will close on 22 December and reopen on 6 January

February 2016 Mid Term Break

  • All primary schools will close on 18 and 19 February.
  • This may be extended to a five day break from 15 to 19 February, unless changes are required to make up for unseen closures.
  • Post primary schools will close from 15-19 February, unless changes re required for unforeseen closures.
  • If contingency arrangements are required a school may remain open up to an including 17 February.

Easter 2016

  • All schools will close on 16 March.
  • Where contingency arrangements are required, a school may reduce the length of the break by remaining open to and including 23 March.
  • All schools will reopen on 4 April.

 

School Year 2016/17

October 2016 Mid Term Break

  • All schools will close from 31 October until 4 November inclusive.

Christmas 2016

  • All schools will close on 22 December and reopen on 9 January.

February 2017 Mid Term Break

  • All primary schools will close on 23 and 24 February.
  • Primary schools may use 3 discretionary days to extend it to a five day break from 20 to 24 February, unless days are needed to make up for unforeseen closures.
  • Post primary schools will close from 20 to 24 February inclusive.
  • Where contingency measures are required, a school may remain open up to and including 22 February.

Easter 2017

  • All schools will close 7 April.
  • Where contingency measures are required a school may remain open up to and including 12 April.
  • All schools will reopen on 24 April.

 

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Sri Venkateswara College of Engineering

Sri Venkateswara College of Engineering, Chennai – Reviews


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March 9th, 2016
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Aarliusrebony.A B.Tech / B.E.  Student

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3/5



the review of Mr. Mohit is really not true. It is one of the oldest college of the state with the most advanced laboratories where u can use them anytime. Encouraging students research and giving individuality is a greatest thing this college possess.Every other college gives result only in exams but svce gives result in education. there are 3 canteens and 3 private cafeterias are there. everyone can have freedom in this college!!! the college is doing very great!!! placement is great!! i can rank it 2 aftr ssn

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 A College worth Joining!!

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The college has excellent infrastructure. There is healthy environment here, we have big ground also. I choose this college because of the nice environment.

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College is situated in tirupati and its infra is best here,proper labs are available to the students,

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Teachers have nice experience and are very helping in nature also the course curriculum is good.

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Home › 40 Classic Books & Why You Should Read Them

40 Classic Books & Why You Should Read Them

By Richard Davies

Brighton Rock by Graham Greene

Brighton Rock (1938) Graham Greene

Well, what makes a classic book? My eight-year-old asked this very question after spending several days with her nose buried in Charlotte’s Web . “Errr – I think it’s a very good book liked by lots people that stands the test of time,” I replied. “If people are still reading the book 50 years after it was published then it’s probably on its way to being a classic.”

Here’s the catch. For me, classic books need to be readable because I’m not studying literature at university these days. There are many important books published decades or even centuries ago that have great significance but I’m not going to recommend them for your reading enjoyment. The prime example is Moby Dick, which I have read and I will never recommend. Life’s too short and that novel is too hard to read. The most challenging book on this list is The Seven Pillars of Wisdom because it’s epic in length and contains great detail about the Arab rebellion against the Turks.

This list covers 30 examples of fiction and 10 non-fiction books because that’s how the cookie crumbles. I actually prefer non-fiction books but I seem to focus on non-fiction published in the last 10 years, which doesn’t help for a list of this nature. As I put the list to together, I was surprised by how many ‘classics’ I had read and shocked by how many I had not. No Jane Austen. No Anthony Trollope. No Vonnegut. No Tolstoy. Sorry about that – I’ll try and cover them off in the next 50 years. I should also explain that becoming a parent opens the door to reading classics you missed as a child and rejuvenates your interest in books from the past.

Also some major examples of classic literature that make everyone else’s list did not make mine because they are not my cup of tea. I’ve tried to like F. Scott Fitzgerald but we just never got on. On the Road goes off the road for me. Holden Caulfield is a phony as far I’m concerned.

The most recent book on my list is Tinker Tailor Soldier Spy from 1974 and I am a bit worried that might be a little recent for the ‘classic’ tag. The oldest is Don Quixote, from 1605, which I read as a child and didn’t remotely consider as old-fashioned. Madness never goes out of fashion even if chivalry has.

This list of books includes three each from Robert Louis Stevenson and George Orwell, and two each from Charles Dickens and Ray Bradbury. The settings include two islands, an inn, a farm, a hospital and a garden. Through these books, you could visit the Yukon, Gloucestershire, Brighton, Paris, the Alps, Spain, Kansas and Cyprus, and meet pirates, smugglers, soldiers, spies and firemen.

Please add your own suggestions for must-read classics at the bottom of the page.

Watch our video: What Defines a Classic Novel?

Find classic books

Classic Fiction (in no particular order)

Lord of the Flies by William Golding Lord of the Flies (1954)

William Golding

Because it’s still deeply shocking for a young reader to discover what can happen when the rules of civilization fall away.

Lorna Doone by R.D. Blackmore Lorna Doone (1869)

R.D. Blackmore

Because this is no sickly sweet romance. Holy cow, those Doones are wicked people and Lorna’s caught in the middle.

Jamaica Inn by Daphne du Maurier Jamaica Inn (1936)

Daphne du Maurier

Because it’s another wonderful stuck–in–the–middle tale. Twenty–year–old Mary Yellan is surrounded by murderous Cornish wreckers.

Kidnapped by Robert Louis Stevenson Kidnapped (1886)

Robert Louis Stevenson

Because it’s better than Treasure Island and based on real people and real events. Alan Breck Stewart is a memorable character.

Treasure Island by Robert Louis Stevenson Treasure Island (1883)

Robert Louis Stevenson

Because I like to imagine hosting a dinner party featuring Long John Silver, Blind Pew, Ben Gunn and Billy Bones. More rum, more fun.

The Call of the Wild by Jack London The Call of the Wild (1903)

Jack London

Because an animal tale should be on the list. This isn’t Marley and Me — Buck is a tough, tough dog in the Yukon Gold Rush.

Charlotte's Web by E.B. White Charlotte’s Web (1952)

E.B. White

Because it might be the perfect bedtime read. I had to have children to discover this magical book of farmyard thinking.

The Wind in the Willows by Kenneth Grahame The Wind in the Willows (1908)

Kenneth Grahame

Because this might also be the perfect bedtime read. Read it for Toad alone — so conceited, so arrogant, so resourceful.

Moonfleet by J. Meade Falkner Moonfleet (1898)

J. Meade Falkner

Because a great setting always helps. This smuggling tale is set on England’s south coast. Moonfleet is East Fleet on Dorset’s Chesil Beach.

Oliver Twist by Charles Dickens Oliver Twist (1838)

Charles Dickens

Because it was no picnic being a child on the street in Victorian London. My favorite piece of Dickensian literature.

A Tale of Two Cities by Charles Dickens A Tale of Two Cities (1859)

Charles Dickens

Because Dickens showed he could write magnificent historical fiction with this dramatic story of the French Revolution.

Brideshead Revisited by Evelyn Waugh Brideshead Revisited (1945)

Evelyn Waugh

Because Waugh could string sentences together like few others. Posh family goes to pieces in style.

The Mayor of Casterbridge by Thomas Hardy The Mayor of Casterbridge (1886)

Thomas Hardy

Because you should never sell your wife and child. I can’t read too much Hardy as he does go on, but this novel shows what goes around comes around.

Don Quixote by Cervantes Don Quixote (1605)

Cervantes

Because knights are not always like King Arthur’s crowd.Some of them are crazy. Four hundred years old and still going strong.

Alice&s Adventures in Wonderland by Lewis Carroll Alice’s Adventures in Wonderland (1865)

Lewis Carroll

Because children’s literature does not have to be predictable. Again, I had to have children to discover this baffling fantasy story.

The Picture of Dorian Gray by Oscar Wilde The Picture of Dorian Gray (1891)

Oscar Wilde

Because losing your looks is a terrible thing but selling your soul is much worse. This drama has so many themes.

Nineteen–Eighty Four by George Orwell Nineteen–Eighty Four (1949)

George Orwell

Because totalitarianism is not a nightmare — it’s a reality for millions of people. This terrifying novel shaped modern culture.

To Kill a Mockingbird by Harper Lee To Kill a Mockingbird (1960)

Harper Lee

Because race continues to be the defining, and dividing, issue of modern America. Atticus Finch is a hero beyond compare.

Tinker Tailor Soldier Spy by John le Carré Tinker Tailor Soldier Spy (1974)

John le Carré

Because this novel defined the Cold War era after World War II. A real page-turner as well even if you dislike spy stories.

Animal Farm by George Orwell Animal Farm (1945)

George Orwell

Because a little bit of politics is easily digested when set in a farmyard. Orwell wrote so few books and yet they all matter.

Anne of Green Gables by L.M. Montgomery Anne of Green Gables (1908)

L.M. Montgomery

Because redhead Anne Shirley is one of the strongest female characters in children’s literature. Both my daughters love this story.

Of Mice and Men by John Steinbeck Of Mice and Men (1937)

John Steinbeck

Because it’s less than 200 pages of pure genius. This novella offers friendship and heartbreak during a torrid time for America.

The Children of the New Forest by Frederick Marryat The Children of the New Forest (1847)

Frederick Marryat

Because this often forgotten children’s novel is filled with adventure and intrigue. Also the forest is a fantastic setting.

Heidi by Johanna Spyri Heidi (1880)

Johanna Spyri

Because life’s good on a mountainside. Heidi transforms her Alm Uncle and that’s just the start of this heartwarming story of the Alps.

For Whom the Bell Tolls by Ernest Hemingway For Whom the Bell Tolls (1950)

Ernest Hemingway

Because this novel touches on so many themes, including death and sacrifice. Different to other war novels because it focuses so much on one person.

One Flew Over the Cuckoo's Nest by Ken Kesey One Flew Over the Cuckoo’s Nest (1962)

Ken Kesey

Because Nurse Ratched is terrifying. This tale of a patient who fakes insanity to land a place on psychiatric ward is funny, sad and touching.

Fahrenheit 451 by Ray Bradbury Fahrenheit 451 (1953)

Ray Bradbury

Because this is the ultimate dystopian nightmare for bibliophiles. It’s highly amusing to discover this book has been banned several times over the years.

The Illustrated Man by Ray Bradbury The Illustrated Man (1951)

Ray Bradbury

Because these 18 science fiction short stories, tied together by the illustrated man covered in tattoos, are as relevant today as they were in 1951.

The Secret Garden by Frances Hodgson Burnett The Secret Garden (1911)

Frances Hodgson Burnett

Because fresh air and nature can heal many things. This Edwardian classic is almost as good as a self-help book in its messaging but more fun to read.

Brighton Rock by Graham Greene Brighton Rock (1938)

Graham Greene

Because Pinkie Brown is a nasty piece of work at just 17. An underworld thriller with a little bit of religion thrown in.

Classic Non-Fiction Books (again, in no particular order)

Cider with Rosie by Laurie Lee Cider with Rosie (1959)

Laurie Lee

Because this is the best representation of rural childhood that I’ve come across. A slice of English history that everyone should read.

Goodbye to All That by Robert Graves Goodbye to All That (1929)

Robert Graves

Because it’s the best anti–war book ever written. The passages describing Siegfried Sassoon’s actions are particularly memorable.

In Cold Blood by Truman Capote In Cold Blood (1966)

Truman Capote

Because this book is so different than regular non-fiction. Capote’s bending all the rules as he dissects the murder of the Clutter family.

Seven Pillars of Wisdom by T.E. Lawrence Seven Pillars of Wisdom (1922)

T.E. Lawrence

Because it seems almost impossible that one man can be this brilliant and do so much. A masterpiece of autobiography.

Bitter Lemons by Lawrence Durrell Bitter Lemons (1957)

Lawrence Durrell

Because it begins as a gentle travel memoir and turns into a painful description of Cyprus’ bloody campaign for independence.

Never Cry Wolf by Farley Mowat Never Cry Wolf (1963)

Farley Mowat

Because Mowat practically lived with a pack of wolves and shattered misconception after misconception with this book.

Fear and Loathing in Las Vegas by Hunter S. Thompson Fear and Loathing in Las Vegas (1971)

Hunter S. Thompson

Because this book is bonkers from beginning to end. Gonzo journalism starts here and it’s a true non-fiction original.

Travels with a Donkey in the Cevennes by Robert Louis Stevenson Travels with a Donkey in the Cevennes (1879)

Robert Louis Stevenson

Because this book pioneered two modern genres — travel literature and personal memoir. Readers owe much to Stevenson.

Homage to Catalonia by George Orwell Homage to Catalonia (1938)

George Orwell

Because this war book is really about frustration as Orwell battles Fascism in Spain and takes a bullet in the throat for his troubles.

Bury My Heart at Wounded Knee: An Indian History of the American West by Dee Brown Bury My Heart at Wounded Knee: An Indian History of the American West (1970)

Dee Brown

Because this book reinvented the modern non-fiction genre by revealing the truth behind the repression of Native Americans.

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Accounting Notes


Learn Accounting: Notes, Procedures, Problems and Solutions
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Process of Setting Accounting Standard in UK and USA

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In this article we will discuss about the process of setting accounting standard in UK and USA.

Setting Accounting Standard in United Kingdom:

The first substantial British interest in the area of accounting policy making seems to have been seen in the 1940s. The underlying cause of this concern was discontent with the accounting establishment.

The first committee of the Institute of Chartered Accountants of England and Wales (ICAEW) charged with laying down guidelines concerning accounting practice emerged as a by-product of a compromise which allowed Council to continue to be composed of mainly practicing members.

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However, up to 1960, there was little concern with the process of accounting policy making. There was some evidence of fresh thinking in the 1960s and a research committee was formed in 1964.

The strong concern was felt by many academic accountants who suggested research programmes to explore the possibility of setting accounting standards. All these (and other) pressures led the ICAEW to issue a Statement of Intent on Accounting Standards in the 1970s. Subsequently, the Accounting Standards Committee (ASC) was established in 1970.

The ASC has been replaced by Accounting Standards Board (ASB) in 1990.

In establishing the ASC, the ICAEW stated its intention to advance accounting standards along five lines as follows:

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(1) Narrowing the areas of difference and variety of accounting practice. This was to be achieved by publishing authoritative statements on best accounting practice.

(2) Disclosure of accounting bases. This was to be required when accounts include significant items whose values depend upon judgement.

(3) Disclosure of departures from established definitive accounting standards.

(4) Wider exposure for major proposals on accounting standards.

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(5) Continuing programme for encouraging improved accounting standards in legal and regulatory measures.

In seeking to meet its terms of reference the ASC set Statement of Standard Accounting Practices (SSAPs) by a process which entailed effectively four elements research; drafting; evaluation; and approval. Similar characteristics determined the preparation of another type of document which was introduced by the ASC, the Statement of Recommended Practice (SORP).

SORPs were designed to apply to matters of less general applicability than SSAPs and could be produced by the ASC itself or by groups of organizations representing an economic sector. In the case of latter, if SORPs were judged to have been properly prepared, they would be franked by the ASC.

Following a continuing concern that the standard setting process needed a thorough revision, the accounting bodies in 1987 set up a review committee, named after its chairman, Sir Ron Dearing, to review procedures for developing and enforcing accounting standards in Great Britain and Ireland.

The Dearing Report recommended the establishment of a new body, the Financial Reporting Council (FRC). This was to oversee two independent entities, the Accounting Standards Board (ASB) and the Review Panel. These recommendations were accepted and implemented, with effect from August 1990.

The FRC, comprising 20 members, gives guidance to the ASB on priorities, work programme and issues of public concern, and acts as an instrument for promoting good accounting practice. The ASB comprises nine members including a full-time chairman and technical director. An Urgent Issues Task Force (UITF) is an offshoot of the ASB. Its role is to tackle urgent matters not covered by existing standards.

The Review Panel has fifteen members. It is concerned with monitoring the accounts of large companies to note and investigate any departure from accounting standards. In the last resort, the Review Panel may bring civil proceedings against a company which will not revise its accounts in order to give a true and fair view.

In 1991, the ASB published its “Statement of Aims” which stated that it aims to establish and improve standards of financial accounting and reporting, for the benefit of users, preparers and auditors of financial information.

The Board intends to achieve its aims by:

(1) Developing principles to guide it in establishing standards and to provide a framework within which others can exercise judgement in resolving accounting issues.

(2) Issuing new accounting standards, or amending existing ones, in response to evolving business practices, new economic developments and deficiencies being identified in current practice.

(3) Addressing urgent issues promptly.

The Board follows certain guidelines in conducting its affairs:

(1) To be objective and to ensure that the information resulting from the application of accounting standards faithfully represents the underlying commercial activity. Such information should be neutral in the sense that it is free from any form of bias intended to influence users in a particular direction and should not be designed to favour any group of users or preparers.

(2) To ensure that accounting standards are clearly expressed and supported by a reasoned analysis of the issues.

(3) To determine what should be incorporated in accounting standards based on research, public consultation and careful deliberations about the usefulness of the resulting information.

(4) To ensure that a process of regular communication of accounting standards is produced with due regard to international developments.

(5) To ensure that there is consistency both from one accounting standard to another and between accounting standards and company law.

(6) To issue accounting standards only when the expected benefits exceed the perceived costs. The Board recognizes that reliable cost/benefit calculations are seldom possible. However, it will always assess the need for standards in terms of the significance and extent of the problem being addressed and will choose the standard which appears to be most effective in cost/benefit terms.

(7) To take account of the desire of the financial community for evolutionary rather than revolutionary change in the reporting process, where this is consistent with the objective outlined above.

In 1983, the Accounting Standards Committee (ASC) obtained a written opinion from counsel on the meaning of true and fair with particular reference to the role of accounting standards. The opinion states that financial statements will not be true and fair unless the information they contain is sufficient in quantity and quality to satisfy the reasonable expectations of the readers to whom they are addressed.

But the expectations of the readers are likely to be influenced by the practices of accountants because, by and large, they will expect to get what they ordinarily get and that, in turn, will depend upon (he normal practices of accountants. Therefore, the compliance with accepted accounting principles is treated as prima facie evidence that the financial statements are true and fair.

The opinion states that since the function of the ASC is to formulate what it considers should be generally accepted accounting principles, the value of a Statement of Standard Accounting Practice (SSAP) to a court is:

(а) A statement of professional opinion which readers may expect in financial statements which are true and fair.

(b) That readers expect financial statements to comply with standards.

The opinion concludes, therefore, that financial statements which depart from standards may be held not to be true and fair, unless a strong body of professional opinion opts out of applying the standard.

The Companies Act, 1989 introduced a requirement to state whether the accounts have been prepared in accordance with applicable accounting standards and give details of, and the reasons for, any material departures.

Statement of Standard Accounting Practices (SSAPs), which are produced mainly by a committee after a period of exposure and comment on the proposed statements, are mandatory for all qualified accountants involved in producing company financial statements.

Such accountants (preparers) must ensure that stated standards are implemented by the companies by whom they are employed, unless circumstances dictate that there should be a departure; in which case, this has to be fully disclosed in the published financial statements. Company auditors are also required to verify that companies have been following standard accounting practices and to report any disagreement with the departures made.

Despite these impositions on accountants, however, Statements of Standard Accounting Practices (SSAPs) are not mandatory on the persons ultimately responsible for the production and quality of financial statements (company directors), unless they also happen to be accountants to whom the statements apply.

Thus it appears to be quite conceivable that company managements can deviate from the stated accounting standards, irrespective of the circumstances, though this will require to be verified by their auditors. In other words, professional statements of this kind do not appear to have the same force as those contained in statutory provisions such as the Companies Acts.

The onus for implementation appears to be largely with individual accountants. However, Part II Schedule and Companies Act, 1948 and Companies Acts of 1980 and 1981, contain most of the main accounting principles underlying the present series of SSAPs. Also, SSAPs intended to add to truth and fairness are effectively to be considered by the company and its management when preparing its financial statements.

Thus, those persons responsible for presenting company financial statements cannot ignore such SSAPs. But the ASB, whose authority is not backed by a government agency like SEC in USA, has to rely on acceptance of its pronouncements on the existence of a consensus of views among practicing accountants, industry, commerce, and on occasion, the government.

UK accounting standards always indicate, in an appendix, whether or not they are consistent with IASB standards. Companies which apply UK standards are therefore to a considerable extent applying IASs implicitly but seldom acknowledge that fact in their annual reports.

The ASB has identified three different strategies for reacting to the mounting pressure for harmonization:

i. Adopt international standards for domestic purposes

ii. Develop domestic requirements without regard to international standards, or

iii. Harmonize national requirements with international standards where possible.

Analysis of benefits and limitations led the ASB to support the third strategy. The Board has taken the view that it will depart from international consensus only when:

i. There are particular legal or fiscal problems which dictate such a cause, or

ii. The Board genuinely believes that the international approach is wrong and that an independent UK standard might point the way to an eventual improvement in international practice.

Setting Accounting Standard in USA:

In USA until the early 1930’s, accounting evolved in accordance with the best professional judgment of CPAs and managers. Heavy dependence was placed on the leadership of thoughtful practitioners. Then, the Securities and Exchange Commission (SEC) was created in 1934 to administer the Securities Act of 1933 and the Securities Exchange Act of 1934.

The Commission is given the responsibility and authority to prescribe accounting standards and rules for reports filed pursuant to the securities acts. Further, the Commission defines the conditions under which public accountants who attest to the statements are considered independent, and disciplines attesting accountants who violate these conditions.

In 1936, the American Institute of Certified Public Accountants (AICPA) established a Committee on Accounting Procedure. The AICPA devoted its attention almost entirely to resolving specific accounting problems and topics rather than developing general accounting principles.

The Accounting Principles Board (APB) succeeded the Committee on Accounting Procedure of AICPA in 1959. The APB was created partially in response to criticism of the old Committee as being too concerned with putting out bush fires, as being too wedded to an ad hoc approach that lacked an overall conceptual framework.

In contrast, the APB pronouncements were supposed to sprout from fundamental research that would formulate a grand set of tightly integrated, internally consistent accounting principles. Indeed, the APB commissioned such research, but the APB’s series of 31 opinions was often criticised for being unrelated to any overall framework.

Despite the good intention of the APB programme, history repeated itself. The APB approach was similar to the piecemeal approach of its predecessor. In fact, the Wheat Study Group that gave the APB the kiss of death devoted a section of its report to a negative appraisal of the APB research Programme.

Of course, this kind of criticism of the APB flowed from many other sources. For instance, the academic community and many practitioners flayed the APB because it was working without any accounting objectives or any collection of general principles. In short, observers alleged that there was not enough tidy rationality embedded in the process of accounting policy making.

As a result of the criticism of the Accounting Principles Board, the Financial Accounting Standards Board was set up in 1972 as a designated organisation in the private sector for establishing standards of financial accounting and reporting in U.S.

Financial Accounting Standards Board (FASB):

In October 1985, the FASB issued a statement of what is conceived to be its mission:

“To establish and improve standards of financial accounting and reporting for the guidance and education of the public including issuers, auditors and users of financial information.”

The statement further says that the Board seeks to accomplish its mission by the following measures:

(1) Improving the usefulness of financial reporting by focusing on certain primary characteristics (relevance, reliability, comparability, and consistency).

(2) Keeping standards up to date.

(3) Considering areas of financial reporting that need improvement.

(4) Improving the general understanding of financial reporting, its nature, and its purposes.

In pursuing these aims, the Board says that it follows the following precepts:

(1) To be objective in its decision making and preserve neutrality in the information that results from its standards.

(2) To weigh the views of its constituents but ultimately to rely on its own judgment.

(3) To issue standards only when benefits are expected to exceed costs

(4) To minimise disruption when making needed changes.

(5) To review past decisions and to make changes when necessary.

Before the FASB promulgates a major standard, it is required by its rules to follow extensive ‘due process’ procedures that gives those concerned with the subject-matter of the standard plenty of opportunity to influence the outcome of the Board’s deliberations.

In connection with each of its major standards, the Board:

(a) Appoints a task force of technical experts representing a broad spectrum of preparers, auditors and users of financial information to advise on the project.

(b) Studies existing literature on the subject and conducts such additional research as may be necessary.

(c) Publishes a comprehensive discussion of issues and possible solutions as a basis for public comment.

(d) Conducts a public hearing.

(e) After the results of the public hearing and other responses have been analysed by the Board’s staff and have been considered by the Board, an exposure draft of a proposed standard is issued for the public comment and 90 to 120 days are allowed for comment. If the comments indicate that substantial revisions of the exposure draft are necessary, a second exposure draft may be issued, with further time allowed for public comment.

The end product of the above elaborate and costly procedure is the promulgation of a statement of financial accounting standards (SFAS). Besides the formal statement, the Board also issues, Statements of Concepts, Interpretations, and Technical Bulletins. Statements of Standard establish new standards or amend those previously issued.

Statements of Concepts do not establish new standards or require any change in application of existing accounting principles. They establish new general concepts that will be used to guide the development of standards, and to provide guidance in solving problems.

Because of their long range importance, Statements of Concepts are developed under the same extensive ‘due process’ the FASB must follow in developing Statements of Financial Accounting Standards on major topics. Interpretations clarify, explain or elaborate on existing standards.

Since 1979, the Board’s staff has been authorised to issue technical bulletins giving guidance on the interpretation of a standard. These (bulletins) have to be reviewed by the Board members before they are issued, but they are not pronouncements by the Board. The Board has carried out many research projects also.

Enforcement of Standards:

The FASB itself, as a private rule making agency, has neither enforcement powers, nor the Financial Accounting Foundation. The force behind the FASB, standards comes from two other bodies, the SEC and the AICPA. A few months after the establishment of the FASB in 1973, the SEC issued ASR 150, and it is from that release that the FASB derives most of its authority.

ASR 150 stated that “for purposes of this policy, principles, standards and practices promulgated by the FASB in its statements and interpretations will be considered by the Commission as having substantial authoritative support, and those contrary to such FASB promulgations will be considered to have no such support.”

More recently, in ASR 280 (September 1980), the SEC reaffirmed its intention to rely on the FASB “for leadership in establishing financial accounting and reporting standards,” while recognising that “there is, of course, always the possibility that the Commission (SEC) may conclude it cannot accept the FASB standard in a particular area but such events have been rare.”

Similarly, FASB derives authority from the Rules 203 and 204 of the Rules of Conduct of the AICPA’s Code of Professional Ethics. Rule 203 places a duty on auditors to report on departures from FASB standards in financial statements audited by them.

An Interpretation of Rule 203 states categorically that rule “relates solely to the provisions of Statements of Financial Accounting Standards (SFASs) which establishes accounting principles with respect to basic financial statements (balance sheets, statements of income, statement of changes in retained earnings, disclosure of changes in other categories of stockholders equity, statements of changes in financial position, and descriptions of accounting policies and related notes).”

SFASs that stipulate that certain information should be disclosed outside the basic financial statements are not covered by Rule 203. However, Rule 204 gives authority to pronouncements of the FASB on such matters.

The SEC has statutory authority to establish financial accounting and reporting standards for publicly held companies under the Securities Exchange Act of 1934. Throughout its history, however, the Commission’s policy has been to rely on the private sector for this function to the extent that the private sector demonstrates ability to fulfil the responsibility in the public interest.

Since its inception, the approach of the Commission has been to delegate its authority, import, to the private accounting profession to determine—subject to its oversight—the proper disclosure and measurement rules. The Commission’s hesitation probably stems from its realisation that the costs potentially incurred would exceed the benefits to it as an agency.

The costs include disagreements among the constitutions {e.g., accountants, auditors, investors, financial analysts, brokers, companies, press, government, legislators) as to which standards apply. The commission perhaps also realizes that general content standards that imply economic measurements are open to potential criticisms.

While the Commission (SEC) has steadfastly maintained its general policy of reliance on the accounting profession for accounting standard setting, it has nevertheless not adopted a totally passive role. It has established presentation standards and a very large number of specific rules that attempt to govern almost every situation that has come to its attention.

Thus, companies and public accountants are faced with the expense of learning and following these regulations’ while it is doubtful that users have achieved much in the way of benefit.

Benston stated that “The USA’s experience with the SEC leads me to conclude that it is not likely that such an agency will or even can determine the optimal set of information to be disclosed or ‘the best’ accounting standards to be followed. To the contrary, the agency has incentives to add considerable costs and few benefits to the disclosure process, and tends to do so.”

Recently, a survey made about the attitudes towards the US Financial Accounting Standards Board shows that most of the financial community thought it produced too many standards, stressed technically correct solutions at the expense of practicability, did not consider significant areas of deficiency which could be improved by standard setting quickly enough and was not sufficient by responsive to the needs of small business.

However, the survey also showed that over the last five years awareness and positiveness about FASB, its work and overall performance have increased. FASB statements were seen as effective since they improved generally accepted accounting principle and dealt with the right issues.

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We now have 820 teams &  
175,460 games on AHSFHS.org.

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AHSFHS Article Series

   The best of the best in Alabama High   
  School Football over the past 100 seasons.





 Football Team History


Carbon Hill Bulldogs

Carbon Hill High School

P.O. Box 579 Carbon Hill, AL 35549

Stadium: G.W. Keith Stadium
Colors: Blue & White
Coach: Scott Curd
Region: 3A-R4

Other Sports

Overall Record Progress     
97.1% Complete



  
  

 

Team Home

Summary

Coaches

Games by Year

Opponents

Players

Rankings

NFL

Playoffs

OT

Team History on AHSFHS.org

Coach Jack Cornelius    

2013 Coaching Changes    

Coach C.A. Douglas    

Coach Bobby Frost    

Coach Rodney Dollar    

Coach Hosea Collins    

Coach L.C. Fowler    

1958 Birmingham News 2A District 3 State Championship

 
Team Timeline
First Team: 1920  (#1)
  1928 – Did not field a team.
  1934 – First undefeated & untied season.
  1953 – First 10-0 regular season.
  1982 – First playoff appearance.
  1982 – First region championship.
  1988 – First playoff win.
  1999 – First 12 win season.
 
Championships
State Playoff Championships
None
State Mythical Championships
1958 
Region Championships
 
1982, 1988, 1989, 1999
 
Team Records
 Overall Record 429-454-26
 Winning Pct. 49%
 State Playoff Titles 0
 State Mythical Titles 1
 Region/Area Titles 4
 Region/Area Record 55-151
 All State Players (#3)51
 NFL Players (#4)1
 Weeks Ranked #1 0
 Home Record 142-161-10
 Away Record 128-189-7
 
By The Numbers
 Seasons 99
 Winning Seasons (#2)51
 Losing Seasons (#2)42
 Most Wins in A Season 12 (1999)
 Most Loses in A Season 10 (2013)
 10 Win Seasons 4
 Most Points Scored in a Game 77 (10/10/1930)
 Most Points Scored in a Season 415 (1999)
 Most Points Allowed in a Game 103 (10/14/1921)
 Most Points Allowed in a Season 521 (2013)
 Largest Margin of Victory 77 (10/10/1930)
 Largest Margin of Defeat 96 (10/14/1921)
 Most Points Both Teams in a Game 116 (10/28/2016)
 Last Shutout 11/5/2004
 Last Time Shutout 10/21/2016
 Shutouts All-Time 165
 Been Shutout All-Time 153
 
Streaks
 Longest Win 16 (10/4/1957-11/14/1958)
 Longest Losing 26 (8/31/2012-10/3/2014)
 
Playoff Records
 Overall Record 4-5
 Appearances 5
 1st Round 3-2
 2nd Round 1-2
 3rd Round 0-1
 Semi-Finals 0-0
 Finals 0-0
 
By the Decade
 2010-16  11-69
 2000-09  26-74
 1990-99 42-62
 1980-89 62-44
 1970-79 47-53
 1960-69 45-47-8
 1950-59 67-28-4
 
Enrollment History
 Year  Students  (Rank) 
 2018-19 292 (209)
 2016-17 288 (220)
 2014-15 321 (191)
 2012-13 326 (186)
 2010-11 250 (238)
 2008-09 242 (234)
 2006-07 232 (236)
 2004-05 223 (230)
 2002-03 252 (213)
 2000-01 256 (205)
 1998-99 303 (174)
 1996-97 273 (189)
 1994-95 228 (223)
 1990-91 285 (181)
 1988-89 305 (172)
 1986-87 317 (166)
 1984-85 317 (168)
  
2018 Season
Preview


       A look at the Carbon Hill Bulldogs football team as they prepare for the
upcoming season.

Next Game
 8/24/2018 (Fri)
vs. Good Hope
in a Non-Region Game.
Last Time: Carbon Hill lost 19-42 in 2009.
All-Time:
   vs. Good Hope 0-6-00.0% 
 
2018 Season
 8/24  vs.
Good Hope
 
       
 8/31  vs.
Dora
 
       
 9/7  @
Greene County
  *
       
 9/14  vs.
Hale County
  *
       
 9/21  @
Oakman
  *
       
 9/28   OPEN 
 10/5  @
Lamar County
  *
       
 10/12  vs.
Winfield
  *
       
 10/19  vs.
Gordo
  *
       
 10/26  @
Holt
  *
       
 11/2  @
Curry
 
       
 
2018 Season Totals
  Record0-0
  Scoring0-0
  Region Record0-0
  Home Record0-0
  Away Record0-0
 
 Region 4 Standings
 
Carbon Hill
0-0

0-0
 
Gordo
0-0

0-0
 
Greene County
0-0

0-0
 
Hale County
0-0

0-0
 
Holt
0-0

0-0
 
Lamar County
0-0

0-0
 
Oakman
0-0

0-0
 
Winfield
0-0

0-0
 
The AHSFHS.org Fan Shop

Custom Sportswear, Merchandise & Apparel

 
Longest Running Rivalry
 Carbon Hill & Curry have played 70 games.
Carbon Hill has won 39 games.
Curry has won 31 games.
with 0 tie games.
 
Record Against Ranked Teams (since 1984)
 Total 6-52
 Regular Season 5-49
 Playoffs 1-3
 Lower Class 4-16
 Same Class 2-33
 Higher Class 0-3
 1A 2-6
 2A 2-6
 3A 1-25
 4A 1-15
 
Record when scoring….. (since 2000)
 Scoring  Record 
 less than 10 0-72
 10 or more 37-71
 20 or more 33-26
 30 or more 19-6
 40 or more 9-1
 
Record when allowing….. (since 2000)
 Points Allowed  Record 
 less than 10 13-1
 10 or more 24-142
 20 or more 9-136
 30 or more 2-117
 40 or more 0-86
 
Border Wars
 No games on record vs. Border States.
 
Bulldogs Sports Apparel

 Carbon Hill t-shirt.

Carbon Hill High School Men’s Essential T-Shirt
Starting at: $19.99
Purchase T-Shirts

Carbon Hill High School hooded sweatshirt.

Carbon Hill High School Men’s Hooded Sweatshirt
Starting at: $43.99 $39.99
Purchase Sweatshirts

 Carbon Hill High School cap.

Carbon Hill High School Embroidered Pro Model Fitted Cap
Starting at: $24.99
Purchase Headwear
More items in the Carbon Hill Bulldogs Team Store  
Stadium LocationSchool Location

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map

  
 
Some records may be incomplete. We have chosen to publish
this information in hopes our visitors will participate in assisting us to complete every school.
Join us in the forums to submit corrections and new information.

NOTES:
(1) If ‘First Year’ is unknown we assume a year based upon research.
(2) Winning and losing seasons counted only if team plays at least 5 games.
(3) All State players counted for the all state teams we have in our
database. We must have an entire team for the appropriate classification to
make additions to the teams. Only ASWA teams are recognized after 1982.
(4) NFL Players counted for any player that participated in a regular season
game.

Great Moments in Alabama High School Football History


Florida State head coach Bobby Bowden was a star quarterback at Woodlawn high school in Birmingham.

 
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WCU Home > A&H > English

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English 400 Seminar Topics and Descriptions

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English 400 Seminar Topics and Descriptions

All English majors complete ENG 400 Research Seminars as they approach the end of their undergraduate careers. These capstone courses are small in size and enable students to apply research skills and explore specialized topics in literature, writing, theory, and other areas.  All majors must have completed their Core requirements before taking a seminar.  Topics vary from semester to semester.

Upcoming English 400 Seminars

The following ENG 400 research seminars will be offered in Summer and Fall 2018.

Students can learn about the professor’s research interests from their faculty pages on the department’s website.

Summer Seminars

Summer 1: Teaching Shakespeare in the Secondary Classroom & Beyond
Dr. Pauline Schmidt

Shakespeare is an essential ‐ yet challenging ‐ author, particularly when he is introduced in various middle and high schools. This seminar, specifically designed for English Education majors, will explore four of Shakespeare’s most popular plays: Hamlet; Romeo and Juliet; Macbeth; and A Midsummer Night’s Dream. We will examine the ways in which these plays are taught at different levels of education, I will model pedagogical strategies while we have embodied, dramatic experiences. We will read the work of educational specialists who believe that we learn best by doing; that the arts organically get infused into the teaching of literature, especially drama. By examining cutting edge scholarship on multimodality, process drama, and new literacies, you will design and craft your research paper for the course.

Summer 2: Theorizing Activism and Activist Rhetoric

Dr. Seth Kahn

This course investigates the rhetorics that activists use in their work as educators, organizers, and mobilizers. We will approach activist rhetoric from three directions.

  • We will consider an array of theories of persuasion and deliberation, theorizing rhetoric as the basis upon which democracy depends.
  • We will take a case-study approach to several activist campaigns, some of which you will select as part of your research for the course (e.g., environmental, human rights, reproductive rights, health care reform, education reform).
  • We will study the first-person accounts of activist rhetoricians, who describe their own activist work, and how they understand rhetoric’s place in it.
  • Research projects may result in either critical/rhetorical analyses of a specific activist campaign; or elaborated arguments that theorize activism, or activist rhetoric. I’m also open to possibilities that haven’t occurred to me yet.
  • Fall Seminars

    Race and Space: Afrofuturism and Speculative Representations of Blackness
    Dr. Michael Burns

    Race and Space will engage texts of various genres (including novel, short story, film, and music) to explore how the Black experience is represented within and related to the literary and cultural aesthetic of Afrofuturism, which considers human relationships to outer space and speculative futures. One motivating question for the course will be: In what ways do these speculative literary and cultural representations of race inform our understandings of the Black experience? Further, as we stand on the verge of colonizing Mars–the very idea should give pause–what is the contribution of the humanist? How might more careful considerations of literary and cultural texts that address issues related to race beyond terra firma inform our thinking about the human condition and human rights in this world?

    Truth and Authenticity in Contemporary Creative Nonfiction
    Dr. Kristine Ervin

    This course will explore the slippery nature of the creative nonfiction genre, with its blurred and blurring boundaries; with its swirling questions surrounding Truth/truth, facts, memory, subjectivity, and aesthetics; and with its often implied contract with its readers. Students will engage with contemporary creative nonfiction texts (memoir and the personal essay) and with current scholarship regarding the central questions of the genre. Additionally, students will investigate the ways in which the postmodern perspective, with its attention to multiplicity and fragmentation, informs the genre’s definitions and complexities. Along with exploring the subject of truth and authenticity through a formal research project, students will also practice in the art of writing creative nonfiction, thereby pushing the line of inquiry through multiple lenses to answer or to complicate the question: “What does truth in nonfiction mean and does it even matter?”

    Will the Revolution be on Snapchat? Understanding the Rhetorics of Online Participation
    Dr. Andy Famiglietti

    It has become a commonplace that online media “empower” ordinary people to participate in the creation of texts that broadcast media allowed them to only consume. While both celebrations and condemnation of that participation abound, real understanding of what a participatory media environment means for us as writers, readers, and citizens is scarce. This course focuses on building your understanding of the origins and implications of online participation as a rhetorical situation. We will read scholars from a variety of disciplines who explain the historical origins of online participation, the cultural and technological forces that have shaped participatory media, the rhetorical strategies that users employ within this environment, and the political and social implications of these strategies. You will go beyond the literature, and consult online primary sources to write case studies exploring the ways activists, scholars, journalists, and others engage with the opportunities and challenges of participatory media. A multi-modal writing project will give you the opportunity to apply what you’ve learned during the class to a political or social issue meaningful to you.
    For further information about Dr. Famiglietti’s research interests, consult his listing in the English Department faculty directory, or his personal webpage: www.copyvillain.org

    The Phenomenon of Chica Lit
    Dr. Erin Hurt

    This course contextualizes the literary genre of chica lit (Latina chick lit) within various literary, critical, and social movement. The protagonists of these novels are mostly upper-middle class, college-educated second-generation Latinas whose concerns about culture and identity matter as much, if not less, than love lives and careers. This representation of Latinidad differs from, and positions itself against, canonical Latina literature. To show students how this genre intervenes in the field of Latina literature, the course will examine literary works that focus on “conventional” themes such as social protest, poverty, immigration, and assimilation. The course will then move to the generic conventions of chick lit and chica lit. The course will end by reading chica lit novels alongside third wave feminism and postfeminism. Throughout the course, students will be asked to trace the ways in which literary Latinas define themselves and their culture, and the ways in which class and genre affect these representations.

    Monsters, Medicine, Media
    Dr. Kristin Kondrlik

    Fears of scientific progress and gaps in medical knowledge, coupled with social and cultural changes, have often manifested in the appearance of “monstrous” figures: from Frankenstein to Slenderman. These “medical monsters” have been shaped by the technological evolution of print, visual, and digital genres. Drawing on frameworks from print and digital culture studies, students will analyze how textual genres shaped and were shaped by society’s attitudes about medicine in the last two centuries. This course examines various genres, including newspapers, medical journals, radio dramas, movies, online forums, and even the design of haunted houses. We will read four novels (Frankenstein, Dracula, The Haunting of Hill House, and World War Z), watch three movies (Get Out, Freaks, and The Night of the Living Dead), and discuss interactions between medicine and print and digital media with relationship to “monstrous” figures such as Jack the Ripper. Students will be able to complete a research project on the “monster” of their choice.

    Interested students can find further information about Dr. Kondrlik on her personal website (kekondrlik.wordpress.com) or the English Department website.

    Lives in Fiction and Nonfiction: Race, Gender, Ethnicity, and Language.
    Dr. Bill Lalicker

    The Brief Wondrous Life of Oscar Wao (2007) tells how a Dominican-American college student nerd’s adventures in love and popular culture have heartbreaking consequences when the fraught politics of his ancestral land intersect with a curse originating where indigenous culture meets European colonialism. Diaz’s narrator observes Oscar (and cultural positions on race and gender) in multiple languages and dialects, with historical footnotes in academic discourse. The Immortal Life of Henrietta Lacks (2010) investigates race in America through the life of an African American woman whose cells, taken without her permission, were reproduced after her 1951 cancer death to be traded and sold to create cell lines establishing most of the life-saving cancer research of the past six decades, without her family’s knowledge or remuneration. Skloot’s riveting, sensitive first-person search for the facts, framed by interactions with the Lacks family, reveals struggles of trust originating in differences of race, class, and dialect, but struggles that bend toward truth and justice. We’ll explore how each award-winning book—one fiction, one nonfiction—illuminates complex discursive representations of racial, gendered, and ethnic identity.

    Postmodern Aesthetics
    Dr. Paul Maltby

    This course will explore the aesthetics of postmodern culture from the interdisciplinary and conjunctural perspectives opened up by cultural studies. Attention will focus on artistic innovation, the social conditions that have enabled the emergence of postmodern art, the status of art and artists in the postmodern period, the relationships between postmodern art and postmodern theory, and the political and ideological implications of postmodern aesthetics and lifestyle. Part I of the course will examine postmodern fiction: avant-pop writing in the postmodern media culture (Mark Leyner); postmodern strategies of self-reflexiveness (Grace Paley, Tim O’Brien, Donald Barthelme); postmodern detective fiction (Paul Auster); postmodern feminist autobiography (Carol Shields); black postmodernism (Ishmael Reed). Part II of the course will examine the television aesthetics of postmodernism (e.g. self-reflexiveness, genre-splicing, parodic intertextuality), with a special focus on the landmark series Twin Peaks, adult animated sitcoms such as The Simpsons and Family Guy, comic science fiction such as Mystery Science Theater and Rick and Morty, and experiments in music video by Spike Jonze, Michel Gondry, and Chris Cunningham. Part III of the course will examine other postmodern aesthetic tendencies, namely: conceptual art (Kosuth, Hammons, Banksy, Christo, Holzer); postmodern camp and kitsch (Pierre et Gilles, Murakami, Koons); the nostalgic sensibility (e.g. the heritage industry and retrochic fashion); postmodern currents of music (John Zorn, Michael Nyman, Steve Reich, Talking Heads); the aestheticization of everyday life (e.g. commodity aesthetics, promotional culture, and lifestyle). (N.B. Postmodern Film is taught as a separate seminar.)

    Literature and Culture of the Civil Rights Era
    Dr. Andrew Sargent

    The Civil Rights/Black Power era of the 1950s-70s was a watershed period in US history, with a legacy that continues to be felt—if not fully understood—today. While many of us have a passing familiarity with the era’s iconic players and images, our aim in this class will be to achieve a deeper understanding of the period by examining key works of literature and culture that sought to shape the black freedom struggle as it unfolded and to assess the movement’s aims, achievements, and shortcomings in the decades after. To that end, we’ll be digging into speeches, novels, plays, autobiographies, poems, and other works by Martin Luther King, Malcolm X, Harper Lee, William Melvin Kelley, Claudette Colvin, Anne Moody, Amiri Baraka, Alice Walker, and many others. We’ll also discuss photographs, documentaries, and recent feature films (such as Night Catches Us and The Butler) that help us visualize the movement’s complexities and contradictions. Paying special attention to how the Civil Rights era exists in memory—particularly in the Black Lives Matter era—our critical approach will blend cultural studies, critical race theory, and whiteness studies, along with attentive close reading and discussion of our primary texts. Students will come out of this class with a richer grasp of the racial politics of both the 1960s and today; greater confidence in expressing their ideas in writing and in oral presentations; and valuable experience in conducting original research.

    Teaching Shakespeare in the Secondary Classroom & Beyond
    Dr. Pauline Schmidt

    Shakespeare is an essential ‐ yet challenging ‐ author, particularly when he is introduced in various middle and high schools. This seminar, specifically designed for English Education majors, will explore four of Shakespeare’s most popular plays: Hamlet; Romeo and Juliet; Macbeth; and A Midsummer Night’s Dream. We will examine the ways in which these plays are taught at different levels of education, I will model pedagogical strategies while we have embodied, dramatic experiences. We will read the work of educational specialists who believe that we learn best by doing; that the arts organically get infused into the teaching of literature, especially drama. By examining cutting edge scholarship on multimodality, process drama, and new literacies, you will design and craft your research paper for the course.

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Bacteriology

                         

1.      Coagulase negative staphylococci

2.      MOTT

3.      EHEC

4.      Chronic meningitis

5.      Antigenic variation in  bacteria

6.      Recent advance in ureaplasma

7.      Antimicrobial resistance monitoring

8.      Newer bacterial vaccines       

9.      Antigenic variation in bacteria

10.  C. pneumoniae and heat rasistance

     11.  Typing technique in Mycobacterium  tuberculosis

11.  Streptococcus pneumoniaeS

12.  Transposable element in bacterial pathogenesis

13.  Uropathogenic E.coli

14.  Tickborne bacterial disease

15.  Biofilms and microbial adhesion

16.  Antimicrobial susceptibility testing for fastidious organisms
17.  Molecular basis of MDR TB

18.  Legionellosis

19.  Survival strategy of  bacteria with special reference to Vibrio

20.  Vaccine and  pathogenesis of GroupA Streptococci

21.  Rckettsial infection

22.  Clostridial infections

23.  Bacterial vaginosis and syndromic approach to diagnosis of STD

24.  Nontyphoidal Salmonellosis

25.  Antimicrobial resistance in Salmonellosis

26.  Neisseria gonorrhae—antimicrobial resistance & pathogenesis

27.  Enterotoxigenic Bacteroides fragilis

28.  New Beta lactamases in GNB-diversity & impact on selection of

                                          antimicrobial therapy

29.  Anthrax

30.  Vancomycin  resistance Gram-positive cocci

31.  Melioidosis

32.  Mycoplasma –contamination of cell-culture

 

 

Virology

 

1.      Newer viral vaccines

2.      Tranfusion associated virus

3.      Oncogenic viruses

4.      Recent advances in chicken pox

5.      Congenital viral infection

6.      Nipha anda Hanta virus

7.      Evolution of viruses

8.      West Nile fever

9.      Borna virus

10.  Human Calcivirus

11.  New hepatitis virus

12.  Smallpox vaccine

13.  Exotic viral infection

 

 

Immunology

 

1.      Conjugate vaccines

2.      Immunological tolerance

3.      Mucosal immunityImmunomodulation

4.      Intracellular cytokines

5.      Combination vaccine

6.      Superantigens

7.      CD4 cells

8.      Immunity to parasitic infection

9.      B-cell development

10.  cytokines

11.  Tcell development

 

 

Parasitology

1.      Toxoplasmosis

2.      Free living amoeba

3.      Drug resistance in malaria

4.      Emerging coccidial pathogens

5.      Epidemiology of Malaria

6.      Antiparasitic drug testing excepting Malaria

7.      Cytokines and mediators in parasitic disease

8.      Clinical trials of Malaial vaccine

 

 

Molecular biology

 

1.      Human genome project

2.      Protien purification My

3.      Protein synthesis

4.      Signal trasduction

 

cology

Mycology

 

1. Immunity in cryptococcosis

2. Histoplasmosis

3. Subcutaneous mycosis lecular biology

4.Newer antifungal drugs

5. Mycetoma

6. Candidiosis

6. Zygomycosis

7. Mycotoxins

 

Laboratory techniques

 

1. Microarray system in diagnosis of infectious disease

 

Recent updates

 

1. Role of BCG vaccine and recent advances in TB vaccinology

2. Update in pneumococcal disease M

3. Recent advances in Hepatitis C

4. Update on Leprosy

5. Campylobacter jejuni—an update

6. Recent advances in Pneumocystic carinii

7. Plague revisit

8. Revised TB control programme

 

 

 

Miscellenious

 

 

1. Nobel lauriats
2. Bioterrorism

3. Quality control in microbiolgy

4. Bological standardization

5. Probiotics

6. Zoonotic infection in India

7. Recent advances in meningococcal infection

8. Antiretroviral therapy

9. Host parasite relationship

10. Infection in organ transplants

11. Remote sensing

12. nfective endocarditis

 

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glenalmond school chapel

Glenalmond College

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Glenalmond College
Glenalmondlogo.png
Glenalmond College - geograph.org.uk - 1305507.jpg
MottoFloreat Glenalmond
Established1847
Type Independent
Day and boarding
Religion Scottish Episcopal Church
WardenMs Elaine Logan
Sub-WardenDr Craig Henderson
LocationGlenalmond
Perth
Perth and Kinross
PH1 3RY
Scotland
Staff52.3 FTE
Students400+
GenderCoeducational
Ages12–18
HousesCairnies, Goodacre’s, Home, Lothian, Matheson’s, Patchell’s, Reid’s, Skrine’s
Former pupils Old Glenalmonds
CampusRural; 300 acres
Website www.glenalmondcollege.co.uk

Glenalmond College, architect’s original proposed design c. 1841

Glenalmond College (formerly Trinity College, Glenalmond) is a co-educational independent boarding school in Perth and Kinross , Scotland , for children aged between 12 and 18 years. It is situated on the River Almond near the village of Methven , about 8 miles (13 km) west of the city of Perth .

Contents

  • 1 History
  • 2 Boarding houses
  • 3 Former pupils
  • 4 References
  • 5 Further reading
  • 6 External links

History[ edit ]

Trinity College Glenalmond was founded as an independent school by the future Prime Minister , William Gladstone and James Hope-Scott (later Hope-Scott of Abbotsford). [1] The land for the school was given by George Patton, Lord Glenalmond who for the rest of his life, in company with his wife Margaret, took a keen interest in its development and success. [2] It was established to provide teaching for young men destined for the ministry of the Scottish Episcopal Church and where young men could be brought up in the faith of that Church. [1] It was originally known as The Scottish Episcopal College of the Holy and Undivided Trinity of Glenalmond. [2] The school opened its doors on 4 May 1847 to fourteen boys (though one boy, Lord Kerr , later Marquess of Lothian and Secretary for Scotland , arrived a day early). [1] The first Warden (headmaster) was Charles Wordsworth . [1]

The Edinburgh architect John Henderson worked on the project in 1841-51; later the firm were to be re-employed with his son George Henderson in charge on rebuilding work after a fire in 1893. In 1955 Basil Spence was engaged to alter the chapel. [3]

Until 1990 Glenalmond was an all-boys school. Girls were then initially accepted into the sixth form only, and the school became fully co-educational in 1995. [1]

In 2007 the school was at the centre of a national media row after pupils reportedly created a spoof video that featured them “hunting” ” chavs ” (a derogatory term in use in the UK) on horseback and with rifles. [4] [5] [6] The school condemned the video. [7] The school was the subject of a documentary broadcast on BBC 2 in Autumn 2008. Pride and Privilege chronicled a year in the life of Glenalmond and followed a number of pupils and teachers. [8]

Boarding houses[ edit ]

There are eight boarding houses: Cairnies, Goodacre’s, Home, Lothian, Patchell’s, Reid’s and Skrine’s. [2]

Former pupils[ edit ]

See also: List of people educated at Glenalmond College and Category:People educated at Glenalmond College
  • Andrew Dunlop, Baron Dunlop  – Conservative peer
  • Christopher Geidt  – Queen’s private secretary [9]
  • Dougie Hall  – rugby player [10]
  • David Leslie  – rugby player [11]
  • Alastair Mackenzie — actor [12]
  • Dr Richard Simpson  – Labour Member of the Scottish Parliament and former Justice Minister [13]
  • Brian Stewart — diplomat and spy [14]
  • Kaleem Barreto  – rugby player [15]

References[ edit ]

  1. ^ a b c d e “Glenalmond’s History” . Glenalmond College. Retrieved 25 October 2014. 
  2. ^ a b c “Glenalmond College” . Scottish Places. Retrieved 25 October 2014. 
  3. ^ Scotland’s archaeology website. “Archiltect references” . Canmore. Retrieved 7 December 2016. 
  4. ^ “Outrage at ‘Chav hunting’ videos” . Metro. Retrieved 31 August 2014. 
  5. ^ Chav chasing’ public schoolboys criticised” . The Telegraph. Retrieved 31 August 2014. 
  6. ^ “Pupils act out ‘chav hunt’ – hunting pinks on horseback, their prey in Burberry caps” . Daily Mail. Retrieved 31 August 2014. 
  7. ^ “School condemns ‘chav-hunt’ spoof” . BBC. Retrieved 31 August 2014. 
  8. ^ “Pride and Privilege” . BBC. Retrieved 25 October 2014. 
  9. ^ “Who’s Who” . Ukwhoswho.com. 2015-12-07. Retrieved 2016-05-06. 
  10. ^ Tozer, Malcolm, ed. (2012). Physical Education and Sport in Independent Schools . John Catt Educational Ltd. p. 291. ISBN   9781908095442 . 
  11. ^ “Eagles land Coll deal” . Perthshire Advertiser . 11 September 2012. Retrieved 25 August 2014. 
  12. ^ “Borgen’s Alastair Mackenzie on his TV comeback” . The Scotsman. 8 January 2015. Retrieved 8 January 2015. 
  13. ^ “Personal Information: Richard Simpson” . Scottish Parliament website. Archived from the original on 18 July 2012. Retrieved 10 April 2012. 
  14. ^ “Obituary: Brian Stewart Intelligence Officer” . The Telegraph. 28 September 2015. Retrieved 17 February 2018. 
  15. ^ “Scotland under-16 trial squad announced – Scottish Rugby Union” . www.scottishrugby.org. 

Further reading[ edit ]

  • The Glenalmond Register 1950–1985 and Supplement 1900–1949, published by Hunter & Foulis Ltd. 1986
  • Alumni Montium, Sixty Years of Glenalmond and its People, by David Willington, published by Elliott & Thompson, 2008

External links[ edit ]

  • School Website
  • Profile on the Good Schools Guide
  • Profile on the ISC website
  • Glenalmond College’s page on Scottish Schools Online
  • Pride and Privilege documentary director’s film page
  • Architect and College origins

Coordinates : 56°26′31″N 3°39′36″W / 56.4419°N 3.6600°W / 56.4419; -3.6600

Retrieved from ” https://en.wikipedia.org/w/index.php?title=Glenalmond_College&oldid=841867959 ”
Categories :

  • Category A listed buildings in Perth and Kinross
  • Listed schools in Scotland
  • Educational institutions established in 1847
  • Member schools of the Headmasters’ and Headmistresses’ Conference
  • Independent schools in Perth and Kinross
  • Secondary schools in Perth and Kinross
  • Boarding schools in Perth and Kinross
  • 1847 establishments in Scotland
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  • EngvarB from January 2014
  • Use dmy dates from January 2014
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      How TO – Text Blocks Over Image

      ❮ Previous
      Next ❯

      Learn how to place text blocks over an image.


      Image Text Blocks

      Norway

      Nature

      What a beautiful sunrise

      Nature

      What a beautiful sunrise

      Try it Yourself »


      How To Place Text Blocks in Image

      Step 1) Add HTML:

      Example

      <div >
        <img src=”nature.jpg” alt=”Norway”
      style=”width:100%;”>
        <div >
         
      <h4>Nature</h4>
          <p>What a beautiful sunrise</p>
        </div>
      </div>

      Step 2) Add CSS:

      Example


      .container
          position: relative;

      .text-block
          position: absolute;
         
      bottom: 20px;
          right: 20px;
         
      background-color: black;
          color: white;
         
      padding-left: 20px;
          padding-right: 20px;

      Try it Yourself »

      To learn more about how to style images, read our CSS Images tutorial.

      To learn more about CSS positoning, read our CSS Position tutorial.

      ❮ Previous
      Next ❯

      COLOR PICKER

      colorpicker

      HOW TO

      Tabs
      Dropdowns
      Accordions
      Convert Weights
      Animated Buttons
      Side Navigation
      Top Navigation
      Modal Boxes
      Progress Bars
      Parallax
      Login Form
      HTML Includes
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      Range Sliders
      Tooltips
      Slideshow
      Filter List
      Sort List

      SHARE

      CERTIFICATES

      HTML ,
      CSS ,
      JavaScript ,
      PHP ,
      jQuery ,
      Bootstrap and
      XML .

      Read More »



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