Advanced Accounting by Guerrero Essay

Chapter 1 Multiple choice answers and solutions 1-1: a Jose’s capital should be credited for the market value of the computer contributed by him. 1-2: b(40,000 + 80,000) ï‚ ¸ 2/3 = 180,000 x 1/3 = 60,000. 1-2: c 1-3: a CashP100,000 Land300,000 Mortgage payable( 50,000) Net assets (Julio, capital)P350,000 1-4: b Total Capital (P300,000/60%)P500,000 Perla’s interest ______40% Perla’s capitalP200,000 Less:Non-cash asset contributed at market value LandP 70,000 Building90,000 Mortgage Payable( 40,000)_120,000 Cash contributionP 80,000 1-5: d- Zero, because under the bonus method, a transfer of capital is only required. 1-6: b ReyesSantos CashP200,000P300,000 Inventory–150,000 Building–400,000 Equipment150,000 Mortgage payable________( 100,000) Net asset (capital)P350,000P750,000 1-7: c AABBCC CashP 50,000 Property at Market ValueP 80,000 Mortgage payable( 35,000) Equipment at Market Value______________P55,000 CapitalP 50,000P 45,000P55,000 2Chapter 1 1-8: a PPRRSS CashP 50,000P 80,000P 25,000 Computer at Market Value__25,000_______ ­Ã‚ ­__60,000 CapitalP 75,000P 80,000P 85,000 1-9: c MariaNora CashP 30,000 Merchandise inventoryP 90,000 Computer equipment160,000 Liability( 60,000) Furniture and Fixtures 200,000________ Total contributionP230,000P190,000 Total agreed capital (P230,000/40%)P575,000 Nora’s interest______60% Nora’s agreed capitalP345,000 Less: investment190,000 Cash to be investedP155,000 1-10: d Roy Sam Tim CashP140,000–– Office Equipment–P220,000– Note payable_________( 60,000) ______ Net asset investedP140,000P160,000 P – Agreed capitals, equally (P300,000/3) =P100,000 1-11: a LaraMitra CashP130,000P200,000 Computer equipment–50,000 Note payable________ ­_( 10,000) Net asset investedP130,000P240,000 Goodwill (P240,000 – P130,000) =P110,000 1-12: a PerezReyes CashP 50,000P 70,000 Office Equipment30,000– Merchandise–110,000 Furniture100,000 Notes payable_______( 50,000) Net asset investedP 80,000P230,000 Partnership – Basic Considerations and Formation3 Bonus Method: Total capital (net asset invested)P310,000 Goodwill Method: Net assets investedP310,000 Add: Goodwill (P230,000-P80,000)_150,000 Net capitalP460,000 1-13: b Required capital of each partner (P300,000/2)P150,000 Contributed capital of Ruiz: Total assetsP105,000 Less Liabilities__15,000__90,000 Cash to be contributed by RuizP 60,000 1-14: d Total assets: CashP 70,000 Machinery75,000 Building_225,000P370,000 Less: Liabilities (Mortgage payable)__90,000 Net assets (equal to Ferrer’s capital account)P280,000 Divide by Ferrer’s P & L share percentage____70% Total partnership capitalP400,000 Required capital of Cruz (P400,000 X 30%)P120,000 Less Assets already contributed: CashP 30,000 Machinery and equipment25,000 Furniture and fixtures__10,000__65,000 Cash to be invested by CruzP 55,000 1-15: d Adjusted assets of C Borja CashP 2,500 Accounts Receivable (P10,000-P500)9,500 Merchandise inventory (P15,000-P3,000)12,000 Fixtures__20,000P 44,000 Asset contributed by D. Arce: CashP 20,000 Merchandise__10,000__30,000 Total assets of the partnershipP 74,000 4 Chapter 1 1-16: a Cash to be invested by Mendez: Adjusted capital of Lopez (2/3) Unadjusted capitalP158,400 Adjustments: Prepaid expenses17,500 Accrued expenses( 5,000) Allowance for bad debts (5% X P100,000)_( 5,000) Adjusted capitalP165,900 Total partnership capital (P165,900/2/3)P248,850 Multiply by Mendez’s interest â…“ Mendez’s capitalP 82,950 Less Merchandise contributed ­Ã‚ ­Ã‚ ­__50,000 Cash to be invested by MendezP 32,950 Total Capital: Adjusted capital of LopezP165,900 Contributed capital of Mendez__82,950 Total capitalP248,850 1-17: d Moran, capital (40%) CashP 15,000 Furniture and Fixtures_100,000P115,000 Divide by Moran’s P & L share percentage______40% Total partnership capitalP287,500 Multiply by Nakar’s P & L share percentage______60% Required capital of credit of Nakar:P172,500 Contributed capital of Nakar: Merchandise inventoryP 45,000 Land15,000 Building__65,000 Total assetsP125,000 Less Liabilities__30,000P 95,000 Required cash investment by NakarP 77,500 1-18: c Garcia’s adjusted capital (see schedule 1)P40,500 Divide by Garcia’s P & L share percentage ­Ã‚ ­Ã‚ ­______40% Total partnership capitalP101,250 Flores’ P & L share percentage______60% Flores’ capital creditP 60,750 Flores’ contributed capital (see schedule 2)__43,500 Additional cash to be invested by FloresP 17,250 Partnership – Basic Considerations and Formation 5 Schedule 1: Garcia, capital: Unadjusted balanceP 49,500 Adjustments: Accumulated depreciation( 4,500) Allowance for doubtful account( 4,500) Adjusted balanceP 40,500 Schedule 2: Flores capital: Unadjusted balanceP 57,000 Adjustments: Accumulated depreciation ( 1,500) Allowance for doubtful accounts( 12,000) Adjusted balanceP 43,500 1-19: d OrtizPonceTotal ( 60%)( 40%) Unadjusted capital balancesP133,000P108,000P241,000 Adjustments: Allowance for bad debts( 2,700)( 1,800)( 4,500) Inventories3,0002,0005,000 Accrued expenses_( 2,400)( 1,600)( 4,000) Adjusted capital balancesP130,900 P106,000 P237,500 Total capital before the formation of the new partnership (see above)P237,500 Divide by the total percentage share of Ortiz and Ponce (50% + 30%)______80% Total capital of the partnership before the admission of RoxasP296,875 Multiply by Roxas’ interest______20% Cash to be invested by RoxasP 59,375 1-20: d Merchandise to be invested by Gomez: Total partnership capital (P180,000/60%)P300,000 Gomez’s capital (P300,000 X 40%)P120,000 Less Cash investment__30,000 Merchandise to be invested by GomezP 90,000 Cash to be invested by Jocson: Adjusted capital of Jocson: Total assets (at agreed valuations)P180,000 Less Accounts payable__48,000P132,000 Required capital of Jocson_180,000 Cash to be invested by JocsonP 48,000 6Chapter 1 1-21: b Unadjusted Ell, capital (P75,000 – P5,000)P 70,000 Allowance for doubtful accounts( 1,000) Accounts payable( 4,000) Adjusted Ell, capitalP 65,000 1-22: c Total partnership capital (P113,640/1/3)P340,920 Less David’s capital_113,640 Cortez’s capital after adjustmentsP227,280 Adjustments made: Allowance for doubtful account (2% X P96,000)1,920 Merchandise inventory( 16,000) Prepaid expenses( 5,200) Accrued expenses___3,200 Cortez’s capital before adjustmentsP211,200 1-23: a Total assets at fair value P4,625,000 Liabilities (1,125,000) Capital balance of FlorP3,500,000 1-24: c Total capital of the partnership (P3,500,000 à · 70%)P5,000,000 Eden agreed profit & loss ratio30% Eden agreed capital 1,500,000 Eden contributed capital at fair value 812,000 Allocated cash to be invested by EdenP 688,000 1-25: c __Rey __Sam_ __Tim __Total_ Contributed capital (assets-liabilities)P471,000 P291,000 P195,000 P957,000Agreed capital (profit and loss ratio) 382,800 382,800 191,400 957,000 Capital transfer (Bonus)P 88,200 P(91,800) P 3,600 – 1-26: d Total agreed capital (P90,000 à · 40%)P225,000 Contributed capital of Candy (P126,000+P36,000-P12,000) 150,000 Total agreed capital (P90,000 à · 40%) 225,000 Candy, agreed capital interest 60% Agreed capital of Candy 135,000 Contributed capital of Candy 150,000 WithdrawalP 15,000 Partnership – Basic Considerations and Formation 7 1-27: a Total agreed capital (210,000 à · 70%) P300,000 Nora’s interest 30% Agreed capital of NoraP 90,000 Cash invested 42,000 Cash to be invested by NoraP 48,000 1-28: a Contributed capital of May (P194,000 – P56,000)P138,000 Agreed capital of May (P300,000 x 70%) 210,000 Cash to be invested by May P 72,000 1-29: c __Alex__Carlos___Total__ Contributed capitalP100,000P84,000P184,000 Agreed capital 92,000 92,000 184,000 Capital investedP( 8,000)P 8,000 – 8Chapter 1 SOLUTIONS TO PROBLEMS Problem 1 – 1 1.a.Books of Pedro Castro will be retained by the partnership To adjust the assets and liabilities of Pedro Castro. 1.Pedro Castro, Capital600 Merchandise Inventory600 2.Pedro Castro, Capital200 Allowance for Bad Debts200 3.Accrued Interest Receivable35 Pedro Castro, Capital35 Computation: P1,000 x 6% x 3/12=P15 P2,000 x 6% x 2/12=_20 TotalP35 4.Pedro Castro, Capital100 Accrued Interest Payable100 (P4,000 x 5% x 6/12 = P100) 5.Pedro Castro, Capital800 Accumulated Depreciation – Furniture and Fixtures800 6.Office Supplies400 Pedro Castro, Capital400 To record the investment of Jose Bunag. Cash15,067.50 Jose Bunag, Capital15,067.50 Computation: Pedro Castro, Capital (1)P600P31,400 (2)20035(3) (4)100400(6) (5)___800 P1,700P31,835 P30,135 Jose Bunag, Capital:1/2 x P30,135 = P15,067.50 Partnership – Basic Considerations and Formation 9 b.A new set of books will be used Books of Pedro Castro To adjust the assets and liabilities. See Requirement (a). To close the books. Notes Payable4,000 Accounts Payable10,000 Accrued Interest Payable100 Allowance for Bad Debts1,200 Accumulated Depreciation – Furniture and Fixtures1,400 Pedro Castro, Capital30,135 Cash6,000 Notes Receivable3,000 Accounts Receivable24,000 Accrued Interest Receivable35 Merchandise Inventory7,400 Office Supplies400 Furniture and Fixtures6,000 New Partnership Books To record the investment of Pedro Castro. Cash6,000 Notes Receivable3,000 Accounts Receivable24,000 Accrued Interest Receivable35 Merchandise Inventory7,400 Office Supplies400 Furniture and Fixtures6,000 Notes Payable4,000 Accounts Payable10,000 Accrued Interest Payable100 Allowance for Bad Debts1,200 Accumulated Depreciation – Furniture and Fixtures1,400 Pedro Castro, Capital30,135 To record the investment of Jose Bunag. Cash15,067.50 Jose Bunag, Capital15,067.50 10Chapter 1 2. Castro and Bunag Partnership Balance Sheet October 1, 2008 A s s e t s CashP21,067.50 Notes receivable3,000.00 Accounts receivableP 24,000 Less Allowance for bad debts___1,20022,800.00 Accrued interest receivable35.00 Merchandise inventory7,400.00 Office supplies400.00 Furniture and fixtures6,000 Less Accumulated depreciation___1,400__4,600.00 Total AssetsP59,302.50 Liabilities and Capital Notes payableP 4,000.00 Accounts payable10,000.00 Accrued interest payable100.00 Pedro Castro, Capital30,135.00 Jose Bunag, Capital_15,067.50 Total Liabilities and CapitalP59,302.50 Problem 1 – 2 Contributed Capitals: Jose:Capital before adjustmentP 85,000 Notes Payable62,000 Undervaluation of inventory13,000 Underdepreciation( 25,000)P 135,000 Pedro:Cash28,000 Pablo:Cash11,000 Marketable securities_57,500 ­___68,500 Total contributed capitalP 231,500 Agreed Capitals: Bonus Method: Jose (P231,500 x 50%)P115,750 Pedro (P231,500 x 25%)57,875 Pablo (P231,500 x 25%)__57,875 TotalP231,500 Partnership – Basic Considerations and Formation 11 Goodwill Method. To have a goodwill, the only possible base is the capital of Pablo. The computation is: ContributedAgreed CapitalCapitalGoodwill JoseP135,000P137,000 (50%)2,000 Pedro28,00068,500 (25%)40,500 Pablo__68,500__68,500 (25%)_____– TotalP231,500274,00042,500 Total agreed capital (P68,500 ï‚ ¸ 25%) = 274,000 Jose, Pedro and Pablo Partnership Balance Sheet June 30, 2008 Bonus MethodGoodwill Method Assets: CashP 49,000P 49,000 Accounts receivable (net)48,00048,000 Marketable securities57,50057,500 Inventory85,00085,000 Equipment (net)45,00045,000 Goodwill______–__42,500 TotalP284,500P327,000 Liabilities and Capital: Accounts payableP 53,000P 53,000 Jose, capital (50%)115,750137,000 Pedro, capital (25%)57,87568,500 Pablo, capital (25%)__57,875__68,500 TotalP284,500P327,000 Problem 1 – 3 1.Books of Pepe Basco To adjust the assets. a.Pepe Basco, Capital3,200 Estimated Uncollectible Account3,200 b.Pepe Basco, Capital500 Accumulated Depreciation – Furniture and Fixtures500 12Chapter 1 To close the books. Estimated Uncollectible Account4,800 Accumulated Depreciation – Furniture and Fixtures1,500 Accounts Payable3,600 Pepe Basco, Capital31,500 Cash400 Accounts Receivable16,000 Merchandise Inventory20,000 Furniture and Fixtures5,000 2.Books of the Partnership To record the investment of Pepe Basco. Cash400 Accounts Receivable16,000 Merchandise Inventory20,000 Furniture and Fixtures5,000 Estimated Uncollectible account4,800 Accumulated Depreciation – Furniture and Fixtures1,500 Accounts Payable3,600 Pepe Basco, Capital31,500 To record the investment of Carlo Torre. Cash47,250 Carlo Torre, Capital47,250 Computation: Pepe Basco, capital (Base)P31,500 Divide by Pepe Basco’s P & L ratio___40% Total agreed capitalP78,750 Multiply by Carlo Torre’s P & L ratio___60% Cash to be invested by Carlo TorreP47,250 Problem 1 – 4 a.Roces’ books will be used by the partnership Books of Sales 1.Adjusting Entries (a)Sales, Capital3,200 Accumulated Depreciation – Fixtures3,200 (b)Goodwill32,000 Sales, Capital32,000 Partnership – Basic Considerations and Formation 13 2.Closing Entry Allowance for Bad Debts12,800 Accumulated Depreciation – Delivery Equipment8,000 Accumulated Depreciation – Fixtures91,200 Accounts Payable64,000 Notes Payable40,000 Accrued Taxes8,000 Sales, Capital224,000 Cash4,800 Accounts Inventory72,000 Merchandise Inventory192,000 Prepaid Insurance3,200 Delivery Equipment48,000 Fixtures96,000 Goodwill32,000 Books of Roces (Books of the Partnership) 1.Adjusting Entries (a)Roces, Capital1,600 Allowance for Bad Debts1,600 (b)Accumulated Depreciation – Fixtures16,000 Roces, Capital16,000 (c)Merchandise Inventory8,000 Roces, Capital8,000 (d)Goodwill40,000 Roces, Capital40,000 2.To record the investment of Sales. Cash4,800 Accounts Receivable72,000 Merchandise Inventory192,000 Prepaid Insurance3,200 Delivery Equipment48,000 Fixtures96,000 Goodwill32,000 Allowance for Bad Debts12,800 Accumulated Depreciation – Delivery Equipment8,000 Accumulated Depreciation – Fixtures91,200 Accounts Payable64,000 Notes Payable40,000 Accrued Taxes8,000 Sales, Capital224,000 14Chapter 1 b.Sales’ books will be used by the partnership Books of Roces 1.Adjusting Entries See Requirement (a). 2.Closing Entry Allowance for Bad Debts1,600 Accumulated Depreciation – Delivery Equipment12,800 Accumulated Depreciation – Fixtures64,000 Accounts Payable104,000 Accrued Taxes6,400 Roces, Capital224,000 Cash14,400 Accounts Receivable57,600 Merchandise Inventory132,800 Prepaid Insurance4,800 Delivery Equipment19,200 Fixtures144,000 Goodwill40,000 Books of Sales (Books of the Partnership) 1.Adjusting Entries See Requirement (a). 2.To record the investment of Roces. Cash14,400 Accounts Receivable57,600 Merchandise Inventory132,800 Prepaid Insurance4,800 Delivery Equipment19,200 Fixtures144,000 Goodwill40,000 Allowance for Bad Debts1,600 Accumulated Depreciation – Delivery Equipment12,800 Accumulated Depreciation – Fixtures64,000 Accounts Payable104,000 Accrued Taxes6,400 Roces, Capital224,000 Partnership – Basic Considerations and Formation 15 c.A new set of books will be opened by the partnership Books of Roces 1.Adjusting Entries See Requirement (a). 2.Closing Entry See Requirement (b). Books of Sales 1.Adjusting Entries See Requirement (a). 2.Closing Entry See Requirement (a). New Partnership Books To record the investment of Roces and Sales. Cash19,200 Accounts Receivable129,600 Merchandise Inventory324,800 Prepaid Insurance8,000 Delivery Equipment (net)46,400 Fixtures (net)84,800 Goodwill72,000 Allowance for Bad Debts14,400 Accounts Payable168,000 Notes Payable40,000 Accrued Taxes14,000 Roces, Capital224,000 Sales, Capital224,000 16Chapter 1 Problem 1 – 5 1.To close Magno’s books. Allowance for Bad Debts1,000 Accounts Payable6,000 Notes Payable10,000 Accrued Interest Payable300 R. Magno, Capital24,700 Cash5,000 Accounts Receivable13,000 Merchandise Inventory12,000 Equipment3,000 Other Assets9,000 2.To adjust the books of Lagman. Goodwill8,000 Allowance for Bad Debts210 J. Lagman, Capital7,790 3.To record the investment of Magno. Cash5,000 Accounts Receivable13,000 Merchandise Inventory12,000 Equipment3,000 Other Assets9,000 Allowance for Bad Debts1,000 Accounts Payable6,000 Notes Payable10,000 Accrued Interest Payable300 R. Magno, Capital24,700 To adjust the investments of the partners. Cash10,300 R. Magno, Capital10,300 (P35,000 – P24,700 = P10,300) J. Lagman, Capital35,790 Cash23,300 Accounts Payable to J. Lagman12,490 (P63,000 + P7,790 = P70,790 – P35,000 = P35,790) Partnership – Basic Considerations and Formation 17 4. Lagman and Magno Balance Sheet December 31, 2008 A s s e t s CashP – Accounts receivableP34,000 Less Allowance for bad debts1,21032,790 Merchandise inventory21,000 Equipment8,000 Other assets46,000 Goodwill___8,000 Total AssetsP115,790 Liabilities and Capital Accounts payableP 18,000 Notes payable15,000 Accrued interest payable300 Accounts payable to J. Lagman12,490 J. Lagman, capital35,000 R. Magno, capital__35,000 Total Liabilities and CapitalP115,790 Problem 1 – 6 1.Books of Toledo Toledo, Capital4,800 Allowance for Bad Debts (15% x P32,000)4,800 Books of Ureta Ureta, Capital2,400 Allowance for Bad Debts (10% x P24,000)2,400 Cash (90% x P12,000)10,800 Loss from Sale of Office Equipment1,200 Office Equipment12,000 Toledo, Capital (1/4 x P1,200)300 Ureta, Capital900 Loss from Sale of Office Equipment1,200 18Chapter 1 2.New Partnership Books Cash3,200 Accounts Receivable32,000 Merchandise40,000 Office Equipment10,000 Allowance for Bad Debts4,800 Accounts Payable10,000 Notes Payable2,000 Toledo, Capital68,400 To record the investment of Toledo. Cash22,800 Accounts Receivable24,000 Merchandise36,000 Toledo, Capital300 Allowable for Bad Debts2,400 Accounts Payable16,000 Ureta, Capital64,700 To record the investment of Ureta. 3.Cash3,400 Ureta, Capital3,400 To record Ureta’s cash contribution. Computation: Toledo, capital (P68,400 – P300)P 68,100 Divide by Toledo’s profit share percentage____50% Total agreed capital of the partnershipP136,200 Multiply by Ureta’s profit share percentage____50% Agreed capital of UretaP 68,100 Ureta, capital__64,700 Cash contribution of UretaP 3,400 or Toledo, capital (P68,400 – P300)P 68,100 Less Ureta, capital__64,700 Cash contribution of UretaP 3,400 Partnership – Basic Considerations and Formation 19 4. Toledo and Ureta Partnership Balance Sheet July 1, 2008 A s s e t s CashP 29,400 Accounts receivableP56,000 Less Allowance for bad debts__7,20048,800 Merchandise76,000 Office equipment__10,000 Total AssetsP164,200 Liabilities and Capital Accounts payableP 26,000 Notes payable2,000 Toledo, capital68,100 Ureta, capital__68,100 Total Liabilities and CapitalP164,200

Religion Over Culture? Essay

I love Hawai’i. I don’t love Hawai’i just for its everlasting sunshine, unique cuisine, or historical landmarks. My love for Hawai’i runs deep because of the vast diversity we have here. There is no place like Hawai’i—it is the melting pot of all cultural groups and religious affiliations who have found a home in the islands. It’s within this melting pot that the aloha spirit really shines through, really making it the perfect vacation destination. I am the epitome of that melting pot being that I have 14 nationalities. Although I come from many different backgrounds, I firmly believe and try to perpetuate my Hawaiian culture and my Christianity. Truly being a Hawaiian Christian is probably the hardest person to be because of its confliction between the belief in many gods in a Hawaiian sense and its cultural actions to believing in one God as a Christian. But I consider myself a Christian Hawaiian because I have faith in my God and persistence in my culture. As a Hawaiian, I am all about perpetuation. Our culture had been almost lost once so I believe in keeping it alive forevermore. Some may argue that to be â€Å"Hawaiian† you must be of Hawaiian birth, speak ‘Å lelo Hawai‘i[1], or be a Hawaiian practitioner just as the kÃ… «puna[2] of ancient Hawai’i. If a person is willing to genuinely respect, practice, and perpetuate a culture, it should be enough for them to be considered a part of said culture. In my Hawaiian Language class, it is my responsibility to start oli[3] and pule[4], which is proper protocol at Kamehameha Schools. With this responsibility, I essentially start the class. I say my prayers, but in the language of my people so that I honor both sides. This privilege is one that not all schools can say that they do. For that, I am thankful to have been accepted to a school that allowed me to express both my culture and religion where they can both co-exist in harmony. If I went to a school where I couldn’t express either, I know I would be an entirely different person. It’s this expression of culture and religion that really allowed me to understand not only my values but others as well. With that in mind, to a college community, I can bring to the table my Christian and Hawaiian values. I am a Hawaiian, but with a western mind. I wouldn’t put my religion over my culture or vice versa because both mean a great deal to me as they shaped me to be the person I am today. He Hawai‘i au, mau a mau [5] and a Christian.

Concept Clarification Essay Example | Topics and Well Written Essays - 1750 words

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Article review and summary Essay Example | Topics and Well Written Essays - 1500 words

Article review and summary - Essay Example Conceptual model have been proposed to evaluate the performance of the CFO for making compensation decisions. Earlier it considers the quantitative financial performance measures and the managerial duties of the CFO but now it also considers fiduciary duties of the CFO in the post Sarbanes-Oxley Act (SOX) era towards the judgment of CFOs compensation. Conceptual model also takes into account two interactive factors and that are governance oversight and costs of firm of financial statement misreporting. Hypothesis tests, control variables, correlation matrix, robustness test and a look back analysis have been conducted to show the relationship between ICMW and the CFO compensation. Thus this paper focuses on the various threads of literature in judging the CFO compensation. Summary of Article Under the SOX Act of 2002, the CFOs and the CEOs i.e. the chief executive officer are required to maintain, establish and assess the effectiveness of internal control and also required to report o this assessment in both annual and quarterly financial statements. In the post SOX period CFOs have been more responsible for their actions as they play primary role in the oversight of internal control fulfillment. ... to reward attainment of firm annual objectives and long term mechanisms are designed to encourage sustainable growth of the firm and to align the management interest with those of shareholders. Different proxy statements state that along with the compensation committees, CEOs also plays an important role in deciding the CFO compensation. The discussion suggests that in the current year i.e. year t, with the disclosure of ICMW, CFO compensation has resulted a decline in comparison to previous year. Managerial duties of CFO involve adding towards operational decisions which influences the financial performance and fiduciary duties include maintaining top quality internal controls. Prior research has not observed the association between internal quality control and the CFO compensation because compensation of executives was earlier based on financial performance measures only but now it depends on nonfinancial performance measures also. It is expected that ICMW disclosure has resulted a decrease in CFO compensation. The conceptual model expresses two factors that influence the relationship between the CFO compensation and the ICMW disclosures. First is governance oversight and the second factor is costs of firm of financial statement misreporting. Agency theory stresses on the disagreement between shareholders and managers. The conflict is that though the shareholders employs the managers to take actions on their behalf but sometimes the manager’s interest are not aligned with those of the shareholders. There are certain difficulties associated with financial performance measures so, nonfinancial measures are considered more important in evaluating agent’s performance and also regarded as the key drivers of the firm value according to the prior research. Internal

What characteristics and events in Chinese history prevented China Essay

What characteristics and events in Chinese history prevented China from becoming a world power before 1949 - Essay Example This paper will outline some of the main contours leading to the Chinese rise of economic superiority over the western civilization prior to the 19th century, after which it will be possible to account for the rise of the western civilization from the eastern origins. From as early as 1078, historical records indicate that china was the world’s major steel producer, thereby outweighing the British as producers of steel. Apart from this production, it is also possible to determine that China was leading in international trade, thereby possessing the largest commercial ships, which had the capacity of transporting 3,000 tons worth of goods. By 1750, it is possible to determine that China’s per capita income could probably match that of Great Britain since they had a stable economy, technological developments and high agricultural yields. From this point, the Europeans and British manufacturers were able to follow China’s lead thereby borrowing and assimilating its advanced technology mainly for the penetration of the Chinese lucrative and advanced market. The western conquest of the East was militaristic, and they justified their conquest to with its non-reciprocal economic relation with their trading countries overseas. On the other hand, China’s predominance was on the basis of reciprocal benefits with its overseas trading partners since the country’s rulers were accustomed or relied on their superiority in production, banking skills and sophisticated commercial skills (Rosenthal et al, 36). In contrast, the western nations were relying on military conquest, destruction of competitiveness, and tariff protection. Consequently, it is possible to determine that the British were not hesitant in exterminating some of the communities that were resistant to their policies. With their inability to invade the Chinese market by great economic competitiveness, the British relied on military power in their conquest, thereby leading armed

Artificial Intellengence Research Paper Example | Topics and Well Written Essays - 250 words

Artificial Intellengence - Research Paper Example Over period of time advancements kept coming in this area and today we have robots that can talk, act and move just like human beings, all to artificial intelligence. In modern times the term was introduced by John McCarthy in the year 1956. Artificial intelligence can be distinguished into various branches that include Perceptive system, vision system, robotics and expert system and neural networks in prime. The A.I equipped machines find large number of uses in modern day, and a prime example can be quoted from the fire fighter machines that are built for purpose of going into the fire blazed buildings and rescuing many lives. In manufacturing industry, A.I finds its use through the assembly line production where automatic transmission and processing takes place, and the system is pre fed and all activities take place in a programmed manner. Neural networks a branch of artificial intelligence finds large number of applications in modern times in form of voice recognition softwares implementation, and face detection .Various programming languages are used for A.I interpretation, one of them being LISP. Finally the main features of A.I can be summed up as plant layout in an industry, help desk, emergency situation movements, shipping and warehouse

Models of Communication Essay Example for Free

Models of Communication Essay Communication Model: A model is an abstracted model of reality. A good model comes as close to reality as possible and discusses and explains the reality. But being an abstraction, a model is not a reality; it is only a representation of reality. For e.g: an architectural model is only a model of the house giving a fair idea of the number of rooms, layout etc; but it is not the house per say. Defination: communication model is a pictorial representation to show the structure of communication process in which various components/ elements are linked. They are based on assumptions that theorists make as to how communication functions and what effect it has upon individuals and society.a a variety of models exist, all of which strive to explain the different components of communication and the role each part plays in the total process. Advantages of models: * They allow us to ask questions * They clarify complexity by reducing the process to simple, more familiar terms. * They lead us to new discoveries by positioning hypothetical ideas and relationships. Limitations * Can lead to over-simplification. * Can lead to confusion between models and the actual behavior it potrays. * Models can be confused with reality. By looking at the models we hope to: * Represent the main lines of thought above the process of mass communication. * It provides us with historical review of the progress in human understanding of how communication works. Functions of models: * Providing images of the whole that one may not otherwise be able to see. * Helps in understanding information in a simplified way which would be otherwise complicated and ambiguous. Evaluation of communication models: * How general is the model? How much material does it organize? * How fruitful is the model? How helpful is it in discovering relations, facts or materials? * How accurate and original is the model? * How important is it to the field of enquiry? History: * Models started with a simple ‘source- message-channel-receiver’ process but were rapidly modified during the 50’s. * The 1950’s was a fertile period; critical aspects to the communication process were added to develop a more comprehensive picture. * During the decades of the 60’s and 70’s the interest in relevant model building had shifted towards search on specific aspects of the model rather than the process. * Also increasing complexity of understanding of the process made diagrammatic representation difficult. Aristotle’s model of communication: Writing 300 years before the birth of Christ, Aristotle provided an explanation of oral communication that is still worthy of attention. Based on five basic elements, his model is focused more on public speaking rather that interpersonal communication.

Errors Made By Polish Students In English English Language Essay

Errors Made By Polish Students In English English Language Essay Introduction Language is an instrument of communication among people. It is a well structured and special characteristic of human interaction. According to Sapir (1921,p.8) Language is a purely human and non-instinctive method of communicating ideas, emotions, and desires by means of a system of voluntarily produced symbols. Learning a new language involves such components as grammar, vocabulary and phonology. It is necessary to make a distinction between two processes: acquiring and learning a language. The former can be defined as a subconscious process that is identical to the process children utilize in acquiring their first language. Krashen (1985, p.1) states that learning refers to the conscious process that results in knowing about language. Ellis (1994) adds that learning is not as successful and long lasting as language acquisition. In order to be able to communicate, people should master the four skills: reading, listening, speaking and writing. The last skill which the researcher focussed on is a very complex process. As Allen and Corder (1974, p.177) say, it is the most difficult of the language abilities to acquire. When learners want to produce a piece of writing in second language (L2), they try to translate some First language (L1) words or phrases by applying rules from their L1. It is presumed that most of the problems facing L2 learners are caused by their mother tongue. If the contrast between L1 and L2 appears, the learners native language knowledge interferes with the target language and problems are difficult to avoid. However, a similarity of two languages in some situations may help L2 learning. The process that is responsible for this is called language transfer which is also known as cross-linguistic influence (Arabski, 1997). Many linguists have been interested in the nature of the learners la nguage and the major mistakes which arise in it. One of those was Corder (1981) who recognised the significance of interference and fossilisation in the process of second language learning, claiming that each L2 learner uses a special kind of a legitimate dialect governed by its own set of rules, some of them being peculiar to the learner and his native language(1981,p.25). Selinker (1974, p.35) also believed in the existence of a separate linguistic system based on the observable output which results from a learners attempted production of a TL norm. Such a system, which he referred to as interlanguage, is always different from the target language until the native speakers competence has been achieved by the learner. The concept of such an interim language added a new dimension to the learner language study. Before that, with contrastive analysis, linguists made only a one direction comparison between the first and the target language. With reference to Selinkers theory, language structure comprises the fundamental processes such as: (1) First language transfer; (2) Errors occurring as a result of this process are attributed to the learners native language influence; (3) Transfer of training; (4) Strategies of second language learning; (5) Overgeneralization of the target language linguistic material (Selinker 1974, p.37) Polish language belongs to the West Slavonic branch of the Indo-European languages; it is closely related to Czech, Slovak and Russian. In some parts of Europe such as : Russia, Lithuania, Belarus and Ukraine Polish is also used as a second language. In terms of the grammar, Polish is a very inflected language. There are numerous features, which distinguish the language from the other languages. A noun for example constitutes gender: masculine, feminine, neuter. Nouns, pronouns and adjectives have seven case forms, which have different endings. Another difficulty for Polish learners refers to phrasal verbs and articles that dont exist in their native language. Moreover Polish language also has indefinite fractional and collective numerals, which depend on the thing that is counted. All these contrasts lead to errors. In Poland people learn English as a foreign language. Polish learners are in a different situation than inhabitants of, for instance, India or Republic of South Africa as English is not their official language. Therefore, they have no need to develop assimilative or integrative motivation for learning English as they do not feel the drive to write and speak like native speakers and sustain high level of foreign language. In this way, Poles are far more interested in studying English for more instrumental purposes, such as: going abroad and finding a well-paid job, or getting a promotion in their native country. It also happens that they friendships acquired by means of the Internet has led to a desire to communicate with them, thus English seems to be most suitable as it is spoken all over the world. One of the benefits of knowing a foreign language skills is intercultural communication. English is becoming the most popular second language in the world. It is used as lingua franca, f or politics, and business and education. After changing the political system in Poland, English has become more popular and is considered an important part of a good education. It became a compulsory subject in primary and secondary schools in Poland (Swan and Smith, 2001). Errors Every foreign language learner commits errors. As Brown (1980,p.164) claims second language learning in contrary to the first language learning is a process in trial-and-error nature. Teachers and researchers realized that L2 learners errors created a new system of language which had to be analyzed carefully. It is very important to make a distinction between various types of language behavior by giving the definition of error and mistake which are frequently misused. According to Ellis (1997,p.17) errors reflect gaps in a learners knowledge; they occur because the learner does not know what is correct As for the mistake Brown (1980,p.165) states that it refers to a performance error that is either random guess or a slip, in that it is a failure to utilize a known system . From the researchers experience as a Polish native it is necessary to state that Poles commit many errors, such as: syntactic, or semantic ones, and they are the ones in which either L1 and L2 (or both) play the mo st important role. This is partially caused by the fact that learners often experiment with prepositions and articles they know they cannot rely on the interference/transfer from Polish. Hence, they build their own hypotheses and try to insert the correct functional word. Moreover, some syntax errors are difficult to classify. Most of the deviances result from applying Polish syntactic rules to English phrases. The main difficulty is that the wrong choice of word results in the emergence of a semantic error, and if a larger phrase is written on the basis of L1 rules, it renders the whole phrase or sentence incomprehensible for a non- Polish speaker. Then, malformed sentences make English difficult to decode even for a proficient speaker. It has also been one of the main concerns of the branch of linguistics, which is, researching similarities and dissimilarities between first and foreign language acquisition, as well as determining the strategies which learners employ in the course of these processes. Teaching adolescent foreign language learners is a challenge for second language teachers and there are many reasons behind it. Firstly it is essential to emphasize the fact that in the case of children, acquiring L2 comes together with general cognitive and affective development of a child, which means that even though children have no meta-awareness, they are capable of automatic acquisition that is not hindered by personality, motivation, attitude or other factors (Brown, 2000). Older learners, such as adolescents or adults undergo the process of language acquisition in a different way. It looks more like a formal sort of learning (which is the result deliberate teaching) in the course of which explicit rules and language content are presented since the cognitive development is already completed in this age group. In other words, adolescents are able to think in abstract terms, they can learn far complex grammatical issues as the already developed meta-cognition and inductive lear ning ability allow them for that (Ellis,1995).There are various factors which influence second language learning. They include individual learner differences such as age, cognitive style, intelligence, motivation/needs, learners grammatical system and learners native language. According to Komorowska (2002) adults and adolescent learning is unnatural; it is much easier if they learn a second language or particular goals or reasons which results in a greater motivation. Littlewood (1984,p.53) confirms the importance of motivation for learning a second language: In second language learning as in every other field of human learning, motivation is the crucial force which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he perseveres. According to Hopp (2004), two kinds of motivation can be distinguished: intrinsic and extrinsic. The former one is more prevalent among adults. The learners see language as an instrument to raise their self-esteem and achieve special goals such as getting a better job. The second kind of motivation is characteristic of a childs way of learning. Both these types of motivation are useful in the language learning process. Reason for choosing the topic Writing is a very important skill, however it causes much more problems than speaking or reading especially for L2 learners who think in their own language. In Poland the majority of secondary school pupils have not mastered this skill due to the lack of emphasis on teaching writing. During studies in Poland and working as a teacher of English, the researcher observed a number of errors made by Polish learners. A considerable number of these errors were similar to the ones she used to make as a beginner or even intermediate learner of English. Most of them reflected her lack of competence, knowledge of rules, whereas other errors were very much related to the writers mother tongue. Linguistically speaking, there were transfer errors, or, in other words, errors which involved interference e.g. Polish grammatical rules were applied to English. There are various reasons why the researcher has chosen this topic. One of these is differences between the two languages and also difficulties facing the learners from Poland. Although Polish students learn English language in primary and secondary schools, they are not able to produce correct sentences. They still try to translate sentences from their native language into English. All of the rules that need to be applied in L2 are different in L1. Thus, Polish learners and other non-native speakers (NNS) are prone to make more errors. 1.2. Aim and Objectives of the study The research has been conducted with reference to secondary school pupils from Poland. The overall aim of the study is to examine what type of errors are most common in the written discourse of the students. The associated research objectives are: What sorts of errors are most common in the written discourse of Polish learners of English as a foreign language? What is the percentage of various errors in learners written discourse? What are then the possible sources of those errors? How might the frequency of these errors be reduced? Why these errors occur? What could be done to improve written discourse? 1.3.Outline of the study The dissertation is divided into five chapters. It begins with the introduction describing the general background of the study. The second chapter provides a literature overview of theories related to errors and their sources. This part also shows classification and explanation of language behaviors. The definition of Contrastive Analysis and Error Analysis can also be found it this chapter. A description of methodology can be found in the third chapter. The author discusses the instrument for collecting and analyzing the data. Chapter four deals with results from analysis of students errors in written compositions. Students samples and questionnaires are examined and interpreted in detail. The last chapter draws some conclusions on the research and considers recommendations for students and teachers. It also discusses implications for future teaching and research Chapter II Theoretical background 2.1 Nature of error It is obvious that every language learner is bound to make errors which are typically human characteristic. Errors have been of interest to many researchers as they are seen as a very important element in language acquisition. According to Norrish (1983) they can occur for many reasons; they may arise from the choice of the material, from the learners processing of the material or even from learners lack of attention. However the most serious kind of language deviances is caused by lack of learners knowledge. It is very important to introduce the distinction between errors, mistakes, lapses and slips. These terms are frequently misused by teachers. Although they have a similar meaning, the differences are significant. As for an error, numerous definitions have been given by different linguists with various attitudes towards errors. In most cases errors are regarded as negative language behavior. Norrish (1983,p.7) believed they are undesirable a sign of failure and systematic deviation, when a learner has not learnt something and consistently gets it wrong. Corder (1967) and Richards (1974) also consider errors as deviations from a standard linguistic system. To support this assumption Corder (1967,p.166) says: Errors are systematic, consistent deviances characteristic of the learners linguistic system at a given stage of learning. The key point is that the learner is using a definite system of language at every point in his developmentà ¢Ã¢â€š ¬Ã‚ ¦The learner errors are evidence of this system and are themselves systematic A similar attitude was presented by Dulay and Burt (1982,p.138) who considered errors as the flawed side of learners speech or writing. On the other hand errors can also be seen as an important and positive part of learning a language. :As Norrish (1983,p.6) states: the error itself may be a necessary part of learning a language. People are not able to detect errors because they have not learned the particular part of the material. Another linguist who was interested in this area was Ellis (1986,p.9), who also believed in the good side of error, stating: Errors are an important source of information about SLA, because they demonstrate conclusively that learners do not simply memorize target language rules and then reproduce them in their own utterances. They indicate that learners construct their own rules on the basis of input data, and that in some instances at least these rules differ from those of the target language. Lightbown and Spada (1999) agreed with the positive sides of errors, claiming that they can be the result of seeking the correct structure of the language. A different, less serious type of language behavior is called a mistake. According to Corder (1967) mistakes are deviances due to performance factors which include limitation of memory or emotional strain. Ellis (1997,p.17) claims that mistakes are simply the result of slips of the tongue and should not be seen as the result of a wrong interpretation of some rules of the target language. Moreover, the learner who has made this kind of random inaccuracies can correct them when his attention is drawn to them. Norrish (1983) identifies two more terms related to errors such as: lapse and slips. The former one is defined as a type of wrong usage, which may occur due to lack of concentration or shortness of memory. He adds that this kind of wrong usage is not very serious and can be also made by native speakers at any time. The last type of language deviation described by Norrish (1983,p.8) is a careless slip, that is caused by the learners inattentiveness in class. 2.1.1. Significance of errors An essential theory referring importance of errors was introduced by Corder (1967) in his article The significance of learners errors. The author made a distinction between systematic and non systematic error (mistake). He noted that incorrect utterances were a sign of the language development. Moreover he provided evidence that errors are significant in three ways. Firstly to the teachers, errors can tell how far the learner progressed and what knowledge he has to learn to reach the aim. Furthermore they are helpful to the researcher as they demonstrate evidence of the way the language is learned and also methods that are used by a learner to discover the language. Thirdly, making of errors are regarded as a device used by a learner in order to learn. Corder (1967) also claims that making of errors is a strategy employed both by children acquiring their mother tongue and by those learning a second languge. 2.2.Contrastive analysis In 1960 some new theoretical concepts were brought in to foreign language teaching that is: Contrastive Analysis and Error Analysis. As Connor (1996) stated the theory of second language learning assumed that before that time most errors were attributed to interference. Contrastive analysis (CA), a major branch of applied linguistics was a very valuable tool in language teaching methodology for both teachers and learners. It provided comparative and contrastive description of the learners native language and the target language. It was assumed that if teachers knew the structure of the learners MT, they would be able to prepare better teaching materials. Lado (1957 cited in James 1980) explained that the contrastive study was established to transfer some features of the L1 to the L2 .Practitioners of CA aimed at explaining particular aspects of L2 learning. They looked at correspondence between the two languages. Lightbown and Spada (1999,p.23) gave an explanation to that situation, stating: Contrastive analysis hypothesis predicts that where there are similarities between the first and the second language, the learner will acquire second language structures with ease; where there are differences, the learner will have difficulty. As James (1980) observed, there are three things that can be predicted by CA. They include areas which will cause problems, learners difficulties and learners errors. The aims of the method are pedagogical. As Lado (1957) cited in Ellis. The main aim of CA is pedagogical. As Lado (1957 cited in Edmondson 1999,p.92) states: The teacher who has made a comparison of the foreign language with the native language of the students will know better what the real problems are and can provide for teaching them. According to Gass and Selinker (2001) CA was based on several of the following assumptions: theory defining language as habit language learning involves a new set of habits the main cause of errors in the production of L2 is learners mother tongue. CA considers differences between L1 and L2 learners should learn only dissimilarities between the two languages whereas similarities should be ignored difficulties are established by differences and similarities between L1 and L2 Contrastive Analysis Hypothesis developed two positions that refers strong and weak version. In the strong version it was assumed that prediction could be made about learning and the success of teaching material after comparing the two languages. The weak version begins with an analysis of learners errors attempting to account for these errors on the basis of L1 and L2 differences. Besides the positive aspects of CA, researchers saw many problems deriving from comparison L1 and L2. According to Gass and Selinker (2001) CA could not predict all of the areas in learners difficulties. Moreover they claimed that it is inadequate to clarify the sources of certain types of errors. All of the disadvantages of CA led to development of another linguistic notion called Error Analysis. 2.3 Error Analysis Error analysis (EA) is a type of linguistic investigation which deals with the differences between learning a language and using the language by native speakers. According to Crystal (1980: 135) error analysis is described as: As a technique for identifying, classifying and systematically interpreting the mistakes made by someone learning a foreign language, using any of principles and procedures provided by linguistics. A similar definition of Error Analysis (EA) is given by Brown (1980). He described it as a process of observation, classification of errors and after that revealing the systems used by learners. It was expanded when validity of CA was questioned. According Gass and Selinker (2001) EA offered more possible explanations than CA .It uses possibility of accounting for learners errors while CA attributed errors to mother tongue only. Corder (1967) stresses that EA has two aims: diagnostic, which shows the state of learners interlanguage and prognostic which predicts future learners problems. It focuses on the errors learners make in SLA, assuming that these errors can be easy to avoid if the learners mother tongue and the target language were compared (Richards, 1974). The analysis of the errors was carried out in order to detect difficulties in learning and to discover how a student learns a language. Moreover, EA is dealing with the exploring of the language of second language learners. 2.4. Procedures of Error Analysis There were three steps introduced by Corder (1967) in EA reseach: Data collection: recognition of idiosyncrasy Decription: Accounting for idiosyncratic dialect Explanation (the ultimate object of error analysis) Furthermore, Gass and Selinker (2001,p.79) recognized six steps in conducting error analysis. They include: Data collection, Identifying errors, classifying errors, quantifying errors, analysis of sources and remediation. Beside the advantages of EA, researchers found that it fell short in the analysis of SLA data. According to Gass and Selinker (2001,p.83) one of the problematic area was the attempt to ascribe causes to errors. EA assumed that errors belonged to one source or another. Dulay and Burt (1974b,p.115) identified the fact that EA cannot categorize errors. As a result they originate a category called ambiguous goofs which are defined as those that cant be categorized as either Interference-like goofs or L1 developmental goofs 2.4.1. Identifying errors In this step Corder (1974) prepared a model for recognizing erroneous or idiosyncratic utterances in L2. According to this pattern any sentences produced by learners can be investigated for idiosyncrasies. Based on that model, Corder made a distinction between overt and covert errors. As Ellis (1994) claims the first group of errors is very easy to identify due to the fact that a deviation in forms is very clear. Covertly erroneous sentences are superficially well formed but it can not be interpretable. This mean that the learner may create utterances that are produced on the basis of internalized rules. Overt errors involve utterances which are ungrammatical. As Allen and Corder (1974,p.126) added that recognition of error is thus crucially dependent upon correct interpretation of the learners intentions. 2.4.2. Description of errors The next step after recognizing the errors is describing them. There were a few attempts to describe errors using various taxonomies. Ellis (1997,p.18) among other linguists divided errors into categories. He presented a type of classification related to general ways in which the learners utterances differ from the reconstructed target-language utterances. A similar error taxonomy was produced by Dulay, Burt and Krashen (1982), who classified errors into four categories. They include omission, addition, misformation and misordering. The first kind occurs when some items are left out in well formed utterances. For example She writing. Addition involves producing structure that is not required for an utterance to be considered grammatical. As Ellis (1997) claims the most common group of errors is misformation, which considers using sentences with the wrong form of the structure. As an example Dulay, Burt and Krashen (1982 cited in Ellis 1994,p.56) offer some samples of wrong forms such as: He did not went there (Dulay, Burt and Krashen cited in Ellis (1994)). Evidence of misordering is found when some morphemes are in the wrong order. For instance What he is reading?. It is noteworthy that this kind of error taxonomy only shows which errors are the most frequent. However , it was not possible to explain how L2 is learned. Therefore a better framework was introduced by Corder (1973) who presented three steps in learning according to error nature and degree of systematicity: Presystematic stage Systematic stage Postsystematic stage In the first stage according to Brown (1980) learners do not know the language structure well, they experiment what results in making many errors. Moreover, students are not aware of particular systems or rules in L2 and they produce random errors. The presystematic stage is seen as the time when students know some rules which they attempt to apply but unsuccessfully. The learner can explain his errors by providing linguistic messages in different structures. However, self correctness is still not possible in this phase. The next stage assumes that learners appear to have acquired a rule. Brown (1980) mentions a term backsliding to errors which can occur in this stage. Brown (1980,p.170) defines it as a form of linguistic regression arising out of the natural spiraling characteristic of human learning Appearance of postsystematic stage is found when learners make errors which can be corrected. As Brown (1980) claims at this stage errors seem to be infrequent. Moreover, learners are p rone to produce correct utterances but it happens inconsistently. The rules were learned but the learners was unsuccessful due to a lapse or lack of attention. 2.4.3. Explanation of errors After identifying and describing the errors in SLA the researchers tried to find the explanation why these language behaviours occurred. There are numerous interpretations underlying error appearance. According to Taylor (1986) the sources of errors can be psycholinguistic, sociolinguistic and epistemic. The first group of sources regards the nature of L2 system and the problems learners have in using it. Sociolinguistic sources concern learners abilities to adjust his language in terms of the social context. The last category involves the learners lack of world knowledge. Psycho-linguistic sources of errors, were created by Richards (1974) who proposed a special figure accounting for them and enumerating certain mental phenomenon being in charge or certain accuracy failures, that is Performance errors including transfer, interlingual (overgeneralization, transitional competence, induced errors Performance related to processing problems and communication strategies. Apart from the psycho-linguist sources Richard aimed at giving more origins which resulted in a list of three more sources that include Interference related errors 2.Intralingual errors are divided into four following subcategories: Over -generalization involves creating deviant structures in place of two target language structures (Ellis,1994,p.59). It can also be related to redundancy reduction. It may occur with forms which do not carry important contrasts for the learner. This means that ending -ed- in Past Simple can be omitted. As a result learners produce sentences like: I go to University yesterday. ignorance of rule restrictions involves application of rules which should not appear in contexts. This is a type of transfer when the learner uses structures that have been previously acquired. It can occur even when the target language is close to the mother tongue. Some rule restriction errors may derive from analogy which is a major factor in the wrong use of prepositions. Learners may attempt to use the same prepositions by analogy what leads to producing sentences: He explained me the book from the sentence He showed me the book. Another example of the analogy can be seen in article usage. incomplete rule application, that reflects errors related to analogy. The structures in learners production is not fully developed. This may result in producing declarative word order in questions like: You like to swim? instead of Do you like to swim? false concepts hypothesized can originate from faulty comprehension in the target language. This type of error appears when learners use structures was or were as a marker of Past Simple Tense in example: One day it was happened. Developmental errors, which reflect learners competence and show general features of language acquisition. These errors are caused due to learners limited experience. In contrary Richards (1974, p.174) claims that they illustrate the learner attempting to build up hypotheses about the language. Another linguist who attempted to outline origins of errors was Brown (1980,p.173).whose classification was similar to Richards view. However he added a few more sources of errors that are significant in a teachers understanding of learners interlanguage systems The author recognised such sources as: communication strategies, prefabricated patterns and language switch. George (1972) presented a few arguments related to error derivation. He assumed that some sources of errors are universal. Furthermore, Richard and Sampson (1974) distinguished causes of errors which fall into seven categories: Transfer Intralingual interference Sociolinguistic situation Modality of exposure to TL Age Successions of approximative systems Universal hierarchy of difficulty Apart from interlingual and intralingual sources James (1998) attempted to distinguished another type of sources such as induced errors. Another term described this kind of error was introduced by Brown, who called it context of learning. As Stenson (1974) explains these errors derive from the classroom situation. They occur when learners receive faulty explanation of grammatical rules. Such errors can show teachers the level of the students language competence. 2.4.3.1. Transfer The problem of language transfer has been explained by many researchers. It is believed that it plays a very important role in second language acquisition. According to Ellis (1997) transfer refers to an attempt to use the knowledge of languages that have been learned previously. Learners use their mother tongue experience in order to organize the second language data. They try to create their own rules, construct their grammars. Dulay, Burt and Krashen ( 1982: 101) describe it as the automatic, uncontrolled and subconscious use of past learned behaviors in the attempt to produce new responses According to Arabski (1997) there are numerous factors playing role in transfer occurring. They include learners age, type of language structure and interlanguage development. Littlewood (1984) and many other linguists distinguish two types o

Structure in Hamlet Essay -- GCSE English Literature Coursework

Structure in Hamlet    In Shakespeare’s tragic drama Hamlet, what is the structure? Is it a two-part construction of Rising Action and then Falling Action? Is it a three-part construction? Or four parts? This essay will answer these questions and others related to structure.    A.C. Bradley in Shakespearean Tragedy analyzes the structure of Shakespearean tragedy:    As a Shakespearean tragedy represents a conflict which terminates in a catastrophe, any such tragedy may roughly be divided into three parts. The first of these sets forth or expounds the situation, or state of affairs, out of which the conflict arises; and it may, therefore, be called the Exposition. The second deals with the definite beginning, the growth and the vicissitudes of the conflict. It forms accordingly the bulk of the play, comprising the Second, Third and Fourth Acts, and usually a part of the First and a part of the Fifth. The final section of the tragedy shows the issue of the conflict in a catastrophe. (52)    Thus the first step of the structure of Hamlet involves the presentation of a conflict-generating situation. Marchette Chute in â€Å"The Story Told in Hamlet† describes the beginning of the Exposition of the drama: The story opens in the cold and dark of a winter night in Denmark, while the guard is being changed on the battlements of the royal castle of Elsinore. For two nights in succession, just as the bell strikes the hour of one, a ghost has appeared on the battlements, a figure dressed in complete armor and with a face like that of the dead king of Denmark, Hamlet’s father. A young man named Horatio, who is a school friend of Hamlet, has been told of the apparition and cannot believe it, and one of the officers has... ...ive but Earnest Young Aristocrat.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Masks of Hamlet. Newark, NJ: University of Delaware Press , 1992.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    West, Rebecca. â€Å"A Court and World Infected by the Disease of Corruption.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Court and the Castle. New Haven, CT: Yale University Press, 1957.    Wright, Louis B. and Virginia A. LaMar. â€Å"Hamlet: A Man Who Thinks Before He Acts.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from The Tragedy of Hamlet, Prince of Denmark. Ed. Louis B. Wright and Virginia A. LaMar. N. p.: Pocket Books, 1958.

Poem analysis. Essay -- English Literature

Poem analysis. POEM The deathly child is very gay, He walks in the sunshine but no shadow falls his way. He has come to warn us that one must go who would rather stay Oh deathly child With a hear of woe And a smile on your face, Who is it that must go? He walks down the avenue, the trees Have leaves that are silver when they are turned upon the breeze He is more pale than the silver leaves more pale that these He walks delicately, He has a delicate tread. Why look, he leaves no mark at all Where the dust is spread Over the cafà © tables the talk is going to and fro An the people smile and they frown, but they do not know That the deathly child walks. Ah who is it that must go? I think that this poem is about the angel of death who is here to take the soul of a person. The first text gives us a brief outline of the poem. From the second to the fourth text we find a description of the deathly child and the last text gives the perception of the public as from the deathly child's own perspective. The deathly child decides whose soul to take as he passes the people. The language of the text has an interesting rhythm effect which has some underlying regularity mixed with variation. In the first, middle and last text, the last word in each stanza all rhyme, however the last word in the second and fourth stanza rhymes.which appears to look like this: - 1st text all rhymes 2nd text 2nd and 4th stanza rhymes 3rd text all rhymes 4th text 2nd and 4th stanza rhymes 5th text all rhymes I have also noticed that when looking at the poem, these rhythmic words have only one-word syllables, when pronounced they are stressed. The first, third and fifth texts have... ...e leaves no mark at all where the dust is spread". I think that the writer writes in this particular way, because the writer is describing the deathly child as something different from the humans. If someone does not have a shadow, it means that they do not have a soul. When it says "he leaves not mark at all where the dust is spread" is shows that the deathly child cannot be seen. Graphology: all lines begin with a capital letter because to give relations between speech and writing. And there are no two sentences within the same line, except the last stanza, which not only has a capital at the beginning of the line but also in the next sentence. I have also noticed that all the stanzas in the middle text begin with the letter "h" and the first letters in the first and second texts are also represented in the third and fifth text but in different order.

Psychoanalytic Approach Essay

People diagnosed with panic disorder with agoraphobia may interpret a range of ambiguous events showing a bias for their own bodily sensations, interpreting them in a catastrophic life-threatening manner, making the anxiety heighten. Also it no longer takes into account the medical problems that may have occurred such as minor heart attacks. Another problem with diagnosis is the reliability and validity, it can depend on the clients culture, Britain may diagnose Sarah with panic disorder with agoraphobia but in America the diagnosis may be completely different, this can also refer to Sarah’s culture it does not specify Sarah’s culture or upbringing. It could be considered also that a client or even Sarah may act up to a diagnosis e. g.a client diagnosed with schizophrenia may not actually have the condition, but now after being diagnosed may live up to the diagnoses and display themselves as having a split mind. In the case of Sarah Behaviourist therapy might be used – Behaviour Modification is the process where by the therapist aims to modify Sarah’s behaviour and eliminate the current behavioural responses, which are dysfunctional. This process is based on operant conditioning and aims to build up appropriate behaviour. This process is implemented by a system of reinforcements, either negative or positive. Another technique used in Behaviour Modification is Token Economy; the required behaviour is rewarded with tokens, which can then be exchanged for something the person wants. This particular technique is used with people suffering from anorexia, when they eat a certain amount of food they may be allowed a certain magazine, or item of clothing. This therapy may assist Sarah in beginning to condition her feelings and behaviour to adapt her away from the agoraphobia with panic disorder. In the other respect this therapy may also not be ethical, as it would be required to place Sarah in a scenario in which she feels truly terrifying which could be considered cruel and torturous. The biomedical model of health would define that Sarah is not responsible for her illness and that her mind and body work independently from each other. In the case of Sarah who is suffering from agoraphobia and panic disorder, this indicates that there is a clear link between the mind and body due to Sarah becoming dizzy and panicked suffering with palpitations, when out in an open area. The biomedical model also suggests that treatment is to change the physical state of the body and that only the medical profession can treat the sufferer but in this case; this would be very problematic due to the mind causing the physical illness and the sufferer only being treated for the physical symptoms which would therefore result in a reoccurrence of the illness due to the psychological needs of the Sarah being overlooked, and also the medication that would be prescribed is quite addictive and Sarah may become dependent upon it. Bibliography Harris,E.L.,Noyes,R.,Crowe,R.R.,&Chandry,D.R.(1983)Family study of agoraphobia: Report of pilot study. Archives of General Psychiatry, 40, 1061-1064. Noyes,R., Crowe,R.R., Harris, E.L., Hamra,B.J., McChesney, C.M.,& Chandry, D.R. (1986). Relationships between panic disorder an agoraphobia: A family study. Archives of General Psychiatry, 43, 227-232

Digital Fortress Chapter 100-106

Chapter 100 Hulohot took the Giralda stairs three at a time. The only light in the spiral passage was from small open-air windows every 180 degrees. He's trapped! David Becker will die! Hulohot circled upward, gun drawn. He kept to the outside wall in case Becker decided to attack from above. The iron candle poles on each landing would make good weapons if Becker decided to use one. But by staying wide, Hulohot would be able to spot him in time. Hulohot's gun had a range significantly longer than a five-foot candle pole. Hulohot moved quickly but carefully. The stairs were steep; tourists had died here. This was not America-no safety signs, no handrails, no insurance disclaimers. This was Spain. If you were stupid enough to fall, it was your own damn fault, regardless of who built the stairs. Hulohot paused at one of the shoulder-high openings and glanced out. He was on the north face and, from the looks of things, about halfway up. The opening to the viewing platform was visible around the corner. The staircase to the top was empty. David Becker had not challenged him. Hulohot realized maybe Becker had not seen him enter the tower. That meant the element of surprise was on Hulohot's side as well-not that he'd need it. Hulohot held all the cards. Even the layout of the tower was in his favor; the staircase met the viewing platform in the southwest corner-Hulohot would have a clear line of fire to every point of the cell with no possibility that Becker could get behind him. And to top things off, Hulohot would be moving out of the dark into the light. A killing box, he mused. Hulohot measured the distance to the doorway. Seven steps. He practiced the kill in his mind. If he stayed right as he approached the opening, he would be able to see the leftmost corner of the platform before he reached it. If Becker was there, Hulohot would fire. If not, he would shift inside and enter moving east, facing the right corner, the only place remaining that Becker could be. He smiled. SUBJECT: DAVID BECKER-TERMINATED The time had come. He checked his weapon. With a violent surge, Hulohot dashed up. The platform swung into view. The left corner was empty. As rehearsed, Hulohot shifted inside and burst through the opening facing right. He fired into the corner. The bullet ricocheted back off the bare wall and barely missed him. Hulohot wheeled wildly and let out a muted scream. There was no one there. David Becker had vanished. Three flights below, suspended 325 feet over the Jardin de los Naranjos, David Becker hung on the outside of the Giralda like a man doing chin-ups on a window ledge. As Hulohot had been racing up the staircase, Becker had descended three flights and lowered himself out one of the openings. He'd dropped out of sight just in time. The killer had run right by him. He'd been in too much of a hurry to notice the white knuckles grasping the window ledge. Hanging outside the window, Becker thanked God that his daily squash routine involved twenty minutes on the Nautilus machine to develop his biceps for a harder overhead serve. Unfortunately, despite his strong arms, Becker was now having trouble pulling himself back in. His shoulders burned. His side felt as if it were tearing open. The rough-cut stone ledge provided little grip, grating into his fingertips like broken glass. Becker knew it was only a matter of seconds before his assailant would come running down from above. From the higher ground, the killer would undoubtedly see Becker's fingers on the ledge. Becker closed his eyes and pulled. He knew he would need a miracle to escape death. His fingers were losing their leverage. He glanced down, past his dangling legs. The drop was the length of a football field to the orange trees below. Unsurvivable. The pain in his side was getting worse. Footsteps now thundered above him, loud leaping footsteps rushing down the stairs. Becker closed his eyes. It was now or never. He gritted his teeth and pulled. The stone tore against the skin on his wrists as he yanked himself upward. The footsteps were coming fast. Becker grappled at the inside of the opening, trying to secure his hold. He kicked his feet. His body felt like lead, as if someone had a rope tied to his legs and were pulling him down. He fought it. He surged up onto his elbows. He was in plain view now, his head half through the window like a man in a guillotine. He wriggled his legs, kicking himself into the opening. He was halfway through. His torso now hung into the stairwell. The footsteps were close. Becker grabbed the sides of the opening and in a single motion launched his body through. He hit the staircase hard. Hulohot sensed Becker's body hit the floor just below him. He leapt forward, gun leveled. A window spun into view. This is it! Hulohot moved to the outside wall and aimed down the staircase. Becker's legs dashed out of sight just around the curve. Hulohot fired in frustration. The bullet ricocheted down the stairwell. As Hulohot dashed down the stairs after his prey, he kept to the outside wall for the widest angle view. As the staircase revolved into view before him, it seemed Becker was always 180 degrees ahead of him, just out of sight. Becker had taken the inside track, cutting off the angle and leaping four or five stairs at a time. Hulohot stayed with him. It would take only a single shot. Hulohot was gaining. He knew that even if Becker made the bottom, there was nowhere to run; Hulohot could shoot him in the back as he crossed the open patio. The desperate race spiraled downward. Hulohot moved inside to the faster track. He sensed he was gaining. He could see Becker's shadow every time they passed an opening. Down. Down. Spiraling. It seemed that Becker was always just around the corner. Hulohot kept one eye on his shadow and one eye on the stairs. Suddenly it appeared to Hulohot that Becker's shadow had stumbled. It made an erratic lurch left and then seemed to spin in midair and sail back toward the center of the stairwell. Hulohot leapt forward. I've got him! On the stairs in front of Hulohot, there was a flash of steel. It jabbed into the air from around the corner. It thrust forward like a fencer's foil at ankle level. Hulohot tried to shift left, but it was too late. The object was between his ankles. His back foot came forward, caught it hard, and the post slammed across his shin. Hulohot's arms went out for support but found only empty air. He was abruptly airborne, turning on his side. As Hulohot sailed downward, he passed over David Becker, prone on his stomach, arms outstretched. The candle pole in his hands was now caught up in Hulohot's legs as he spun downward. Hulohot crashed into the outside wall before he hit the staircase. When he finally found the floor, he was tumbling. His gun clattered to the floor. Hulohot's body kept going, head over heels. He spiraled five complete 360-degree rotations before he rolled to a stop. Twelve more steps, and he would have tumbled out onto the patio. Chapter 101 David Becker had never held a gun, but he was holding one now. Hulohot's body was twisted and mangled in the darkness of the Giralda staircase. Becker pressed the barrel of the gun against his assailant's temple and carefully knelt down. One twitch and Becker would fire. But there was no twitch. Hulohot was dead. Becker dropped the gun and collapsed on the stairs. For the first time in ages he felt tears well up. He fought them. He knew there would be time for emotion later; now it was time to go home. Becker tried to stand, but he was too tired to move. He sat a long while, exhausted, on the stone staircase. Absently, he studied the twisted body before him. The killer's eyes began to glaze over, gazing out at nothing in particular. Somehow, his glasses were still intact. They were odd glasses, Becker thought, with a wire protruding from behind the earpiece and leading to a pack of some sort on his belt. Becker was too exhausted to be curious. As he sat alone in the staircase and collected his thoughts, Becker shifted his gaze to the ring on his finger. His vision had cleared somewhat, and he could finally read the inscription. As he had suspected, it was not English. He stared at the engraving along moment and then frowned. This is worth killing for? The morning sun was blinding when Becker finally stepped out of the Giralda onto the patio. The pain in his side had subsided, and his vision was returning to normal. He stood a moment, in a daze, enjoying the fragrance of the orange blossoms. Then he began moving slowly across the patio. As Becker strode away from the tower, a van skidded to a stop nearby. Two men jumped out. They were young and dressed in military fatigues. They advanced on Becker with the stiff precision of well-tuned machines. â€Å"David Becker?† one demanded. Becker stopped short, amazed they knew his name. â€Å"Who†¦ who are you?† â€Å"Come with us, please. Right away.† There was something unreal about the encounter-something that made Becker's nerve endings start to tingle again. He found himself backing away from them. The shorter man gave Becker an icy stare. â€Å"This way, Mr. Becker. Right now.† Becker turned to run. But he only took one step. One of the men drew a weapon. There was a shot. A searing lance of pain erupted in Becker's chest. It rocketed to his skull. His fingers went stiff, and Becker fell. An instant later, there was nothing but blackness. Chapter 102 Strathmore reached the TRANSLTR floor and stepped off the catwalk into an inch of water. The giant computer shuddered beside him. Huge droplets of water fell like rain through the swirling mist. The warning horns sounded like thunder. The commander looked across at the failed main generators. Phil Chartrukian was there, his charred remains splayed across a set of coolant fins. The scene looked like some sort of perverse Halloween display. Although Strathmore regretted the man's death, there was no doubt it had been â€Å"a warranted casualty.† Phil Chartrukian had left Strathmore no choice. When the Sys-Sec came racing up from the depths, screaming about a virus, Strathmore met him on the landing and tried to talk sense to him. But Chartrukian was beyond reason. We've got a virus! I'm calling Jabba! When he tried to push past, the commander blocked his way. The landing was narrow. They struggled. The railing was low. It was ironic, Strathmore thought, that Chartrukian had been right about the virus all along. The man's plunge had been chilling-a momentary howl of terror and then silence. But it was not half as chilling as the next thing Commander Strathmore saw. Greg Hale was staring up at him from the shadows below, a look of utter horror on his face. It was then that Strathmore knew Greg Hale would die. TRANSLTR crackled, and Strathmore turned his attention back to the task at hand. Kill power. The circuit breaker was on the other side of the freon pumps to the left of the body. Strathmore could see it clearly. All he had to do was pull a lever and the remaining power in Crypto would die. Then, after a few seconds, he could restart the main generators; all doorways and functions would comeback on-line; the freon would start flowing again, and TRANSLTR would be safe. But as Strathmore slogged toward the breaker, he realized there was one final obstacle: Chartrukian's body was still on the main generator's cooling fins. Killing and then restarting the main generator would only cause another power failure. The body had to be moved. Strathmore eyed the grotesque remains and made his way over. Reaching up, he grabbed a wrist. The flesh was like Styrofoam. The tissue had been fried. The whole body was devoid of moisture. The commander closed his eyes, tightened his grip around the wrist, and pulled. The body slid an inch or two. Strathmore pulled harder. The body slid again. The commander braced himself and pulled with all his might. Suddenly he was tumbling backward. He landed hard on his backside up against a power casement. Struggling to sit up in the rising water, Strathmore stared down in horror at the object in his fist. It was Chartrukian's forearm. It had broken off at the elbow. Upstairs, Susan continued her wait. She sat on the Node 3 couch feeling paralyzed. Hale lay at her feet. She couldn't imagine what was taking the commander so long. Minutes passed. She tried to push David from her thoughts, but it was no use. With every blast of the horns, Hale's words echoed inside her head: I'm truly sorry about David Becker. Susan thought she would lose her mind. She was about to jump up and race onto the Crypto floor when finally it happened. Strathmore had thrown the switch and killed all power. The silence that engulfed Crypto was instantaneous. The horns choked off mid blare, and the Node 3 monitors flickered to black. Greg Hale's corpse disappeared into the darkness, and Susan instinctively yanked her legs up onto the couch. She wrapped Strathmore's suit coat around her. Darkness. Silence. She had never heard such quiet in Crypto. There'd always been the low hum of the generators. But now there was nothing, only the great beast heaving and sighing in relief. Crackling, hissing, slowly cooling down. Susan closed her eyes and prayed for David. Her prayer was a simple one-that God protect the man she loved. Not being a religious woman, Susan had never expected to hear a response to her prayer. But when there was a sudden shuddering against her chest, she jolted upright. She clutched her chest. A moment later she understood. The vibrations she felt were not the hand of God at all-they were coming from the commander's jacket pocket. He had set the vibrating silent-ring feature on his SkyPager. Someone was sending Commander Strathmore a message. Six stories below, Strathmore stood at the circuit breaker. The sublevels of Crypto were now as dark as the deepest night. He stood a moment enjoying the blackness. The water poured down from above. It was a midnight storm. Strathmore tilted his head back and let the warm droplets wash away his guilt. I'm a survivor. He knelt and washed the last of Chartrukian's flesh from his hands. His dreams for Digital Fortress had failed. He could accept that. Susan was all that mattered now. For the first time in decades, he truly understood that there was more to life than country and honor. I sacrificed the best years of my life for country and honor. But what about love? He had deprived himself for far too long. And for what? To watch some young professor steal away his dreams? Strathmore had nurtured Susan. He had protected her. He had earned her. And now, at last, he would have her. Susan would seek shelter in his arms when there was nowhere else to turn. She would come to him helpless, wounded by loss, and in time, he would show her that love heals all. Honor. Country. Love. David Becker was about to die for all three. Chapter 103 The Commander rose through the trapdoor like Lazarus back from the dead. Despite his soggy clothes, his step was light. He strode toward Node 3-toward Susan. Toward his future. The Crypto floor was again bathed in light. Freon was flowing downward through the smoldering TRANSLTR like oxygenated blood. Strathmore knew it would take a few minutes for the coolant to reach the bottom of the hull and prevent the lowest processors from igniting, but he was certain he'd acted in time. He exhaled in victory, never suspecting the truth-that it was already too late. I'm a survivor, he thought. Ignoring the gaping hole in the Node 3 wall, he strode to the electronic doors. They hissed open. He stepped inside. Susan was standing before him, damp and tousled in his blazer. She looked like a freshman coed who'd been caught in the rain. He felt like the senior who'd lent her his varsity sweater. For the first time in years, he felt young. His dream was coming true. But as Strathmore moved closer, he felt he was staring into the eyes of a woman he did not recognize. Her gaze was like ice. The softness was gone. Susan Fletcher stood rigid, like an immovable statue. The only perceptible motion were the tears welling in her eyes. â€Å"Susan?† A single tear rolled down her quivering cheek. â€Å"What is it?† the commander pleaded. The puddle of blood beneath Hale's body had spread across the carpet like an oil spill. Strathmore glanced uneasily at the corpse, then back at Susan. Could she possibly know? There was no way. Strathmore knew he had covered every base. â€Å"Susan?† he said, stepping closer. â€Å"What is it?† Susan did not move. â€Å"Are you worried about David?† There was a slight quiver in her upper lip. Strathmore stepped closer. He was going to reach for her, but he hesitated. The sound of David's name had apparently cracked the dam of grief. Slowly at first-a quiver, a tremble. And then a thundering wave of misery seemed to course through her veins. Barely able to control her shuddering lips, Susan opened her mouth to speak. Nothing came. Without ever breaking the icy gaze she'd locked on Strathmore, she took her hand from the pocket of his blazer. In her hand was an object. She held it out, shaking. Strathmore half expected to look down and see the Beretta leveled at his gut. But the gun was still on the floor, propped safely in Hale's hand. The object Susan was holding was smaller. Strathmore stared down at it, and an instant later, he understood. As Strathmore stared, reality warped, and time slowed to a crawl. He could hear the sound of his own heart. The man who had triumphed over giants for so many years had been outdone in an instant. Slain by love-by his own foolishness. In a simple act of chivalry, he had given Susan his jacket. And with it, his SkyPager. Now it was Strathmore who went rigid. Susan's hand was shaking. The pager fell at Hale's feet. With a look of astonishment and betrayal that Strathmore would never forget, Susan Fletcher raced past him out of Node 3. The commander let her go. In slow motion, he bent and retrieved the pager. There were no new messages-Susan had read them all. Strathmore scrolled desperately through the list. SUBJECT: ENSEI TANKADO-TERMINATED SUBJECT: PIERRE CLOUCHARDE-TERMINATED SUBJECT: HANS HUBER-TERMINATED SUBJECT: ROCIO EVA GRANADA-TERMINATED†¦ The list went on. Strathmore felt a wave of horror. I can explain! She will understand! Honor! Country! But there was one message he had not yet seen-one message he could never explain. Trembling, he scrolled to the final transmission. SUBJECT: DAVID BECKER-TERMINATED Strathmore hung his head. His dream was over. Chapter 104 Susan staggered out of Node 3. SUBJECT: DAVID BECKER-TERMINATED As if in a dream, she moved toward Crypto's main exit. Greg Hale's voice echoed in her mind: Susan, Strathmore's going to kill me! Susan, the commander's in love with you! Susan reached the enormous circular portal and began stabbing desperately at the keypad. The door did not move. She tried again, but the enormous slab refused to rotate. Susan let out a muted scream-apparently the power outage had deleted the exit codes. She was still trapped. Without warning, two arms closed around her from behind, grasping her half-numb body. The touch was familiar yet repulsive. It lacked the brute strength of Greg Hale, but there was a desperate roughness to it, an inner determination like steel. Susan turned. The man restraining her was desolate, frightened. It was a face she had never seen. â€Å"Susan,† Strathmore begged, holding her. â€Å"I can explain.† She tried to pull away. The commander held fast. Susan tried to scream, but she had no voice. She tried to run, but strong hands restrained her, pulling her backward. â€Å"I love you,† the voice was whispering. â€Å"I've loved you forever.† Susan's stomach turned over and over. â€Å"Stay with me.† Susan's mind whirled with grisly images-David's bright-green eyes, slowly closing for the last time; Greg Hale's corpse seeping blood onto the carpet; Phil Chartrukian's burned and broken on the generators. â€Å"The pain will pass,† the voice said. â€Å"You'll love again.† Susan heard nothing. â€Å"Stay with me,† the voice pleaded. â€Å"I'll heal your wounds.† She struggled, helpless. â€Å"I did it for us. We're made for each other. Susan, I love you.† The words flowed as if he had waited a decade to speak them. â€Å"I love you! I love you!† In that instant, thirty yards away, as if rebutting Strathmore's vile confession, TRANSLTR let out a savage, pitiless hiss. The sound was an entirely new one-a distant, ominous sizzling that seemed to grow like a serpent in the depths of the silo. The freon, it appeared, had not reached its mark in time. The commander let go of Susan and turned toward the $2 billion computer. His eyes went wide with dread. â€Å"No!† He grabbed his head. â€Å"No!† The six-story rocket began to tremble. Strathmore staggered a faltering step toward the thundering hull. Then he fell to his knees, a sinner before an angry god. It was no use. At the base of the silo, TRANSLTR's titanium-strontium processors had just ignited. Chapter 105 A fireball racing upward through three million silicon chips makes a unique sound. The crackling of a forest fire, the howling of a tornado, the steaming gush of a geyser†¦ all trapped within a reverberant hull. It was the devil's breath, pouring through a sealed cavern, looking for escape. Strathmore knelt transfixed by the horrific noise rising toward them. The world's most expensive computer was about to become an eight-story inferno. In slow motion, Strathmore turned back toward Susan. She stood paralyzed beside the Crypto door. Strathmore stared at her tear-streaked face. She seemed to shimmer in the fluorescent light. She's an angel, he thought. He searched her eyes for heaven, but all he could see was death. It was the death of trust. Love and honor were gone. The fantasy that had kept him going all these years was dead. He would never have Susan Fletcher. Never. The sudden emptiness that gripped him was overwhelming. Susan gazed vaguely toward TRANSLTR. She knew that trapped within the ceramic shell, a fireball was racing toward them. She sensed it rising faster and faster, feeding on the oxygen released by the burning chips. In moments the Crypto dome would be a blazing inferno. Susan's mind told her to run, but David's dead weight pressed down all around her. She thought she heard his voice calling to her, telling her to escape, but there was nowhere to go. Crypto was a sealed tomb. It didn't matter; the thought of death did not frighten her. Death would stop the pain. She would be with David. The Crypto floor began to tremble, as if below it an angry sea monster were rising out of the depths. David's voice seemed to be calling. Run, Susan! Run! Strathmore was moving toward her now, his face a distant memory. His cool gray eyes were lifeless. The patriot who had lived in her mind a hero had died-a murderer. His arms were suddenly around her again, clutching desperately. He kissed her cheeks. â€Å"Forgive me,† he begged. Susan tried to pull away, but Strathmore held on. TRANSLTR began vibrating like a missile preparing to launch. The Crypto floor began to shake. Strathmore held tighter. â€Å"Hold me, Susan. I need you.† A violent surge of fury filled Susan's limbs. David's voice called out again. I love you! Escape! In a sudden burst of energy, Susan tore free. The roar from TRANSLTR became deafening. The fire was at the silo's peak. TRANSLTR groaned, straining at its seams. David's voice seemed to lift Susan, guide her. She dashed across the Crypto floor and started up Strathmore's catwalk stairs. Behind her, TRANSLTR let out a deafening roar. As the last of the silicon chips disintegrated, a tremendous updraft of heat tore through the upper casing of the silo and sent shards of ceramic thirty feet into the air. Instantly the oxygen-rich air of Crypto rushed in to fill the enormous vacuum. Susan reached the upper landing and grabbed the banister when the tremendous rush of wind ripped at her body. It spun her around in time to see the deputy director of operations, far below, staring up at her from beside TRANSLTR. There was a storm raging all around him, and yet there was peace in his eyes. His lips parted, and he mouthed his final word. â€Å"Susan.† The air rushing into TRANSLTR ignited on contact. In a brilliant flash of light, Commander Trevor Strathmore passed from man, to silhouette, to legend. When the blast hit Susan, it blew her back fifteen feet into Strathmore's office. All she remembered was a searing heat. Chapter 106 In the window of the Director's conference room, high above the Crypto dome, three faces appeared, breathless. The explosion had shaken the entire NSA complex. Leland Fontaine, Chad Brinkerhoff, and Midge Milken all stared out in silent horror. Seventy feet below, the Crypto dome was blazing. The polycarbonate roof was still intact, but beneath the transparent shell, a fire raged. Black smoke swirled like fog inside the dome. The three stared down without a word. The spectacle had an eerie grandeur to it. Fontaine stood a long moment. He finally spoke, his voice faint but unwavering. â€Å"Midge, get a crew down there†¦ now.† Across the suite, Fontaine's phone began to ring. It was Jabba.