Semantic Deviation In Pride And Prejudice English Language Essay

Semantic Deviation In Pride And Prejudice English Language Essay Jane Austin was an English novelist. Her books are notable for the wit, social observation and insights into the lives of early 19th century women. She was born in 1775 in Hampshire. She began to write when she was a teenager. Her first novel was Sense and Sensibility which was published in 1811.The second novel she wrote was Pride and Prejudice. This novel became very famous and was appreciated. Her next novel Mansfield Park was published in 1814, and then Emma in 1816.In 1816 Jane became ill due to Addisons disease. She died in Winchester on 18 July 1817. The two novels Persuasion and Northanger Abbey were published after her death. And a final novel was left incomplete. Pride and Prejudice was the most popular novel of Jane Austin. The story of the novel takes place in early nineteenth century. Critics praised Jane Austens characterization and portrayal of everyday life. Human weakness is a prominent element in this novel. Austin made use of irony to expose foolishness and hypocrisy. Dialogue plays an important role in Pride and Prejudice. Each characters speech is appropriate. From the speech it is revealed that what they are like. Elizabeths talk is direct and outspoken, Mr. Bennetts speech is sarcastic, Mr. Collins speeches are very long and boring, Lydias speeches are carefree and not serious. The incidences in Pride and Prejudice can be related to every day life i.e. embarrassments, foolishness, falling in love, realizing own mistakes, etc. Austens works possess a timeless quality, which makes her stories and themes as relevant today as they were two hundred years ago. Deviation means depart from an established course or normal standards. There are many types of deviation like syntactic or grammatical deviation, lexical deviation, graphological deviation, phonological deviation, and semantic deviation. In this research the main focus is on Semantic deviation. Semantic deviation shows that a word or phrase can have many different meanings. A word can be taken in different contexts. The real meaning can be different from apparent meaning. Semantic deviation includes irony, paradox, metaphor, simile, pun, style. CHAPTER II LITERATURE REVIEW Dr.Sarala Krishnamurthy examined the lexis of Selman Rushdies Midnight Childrens.The method she applied was both qualitative and quantitative. In this research she worked on the use of neologism, compound words, and borrowing in the novel. According to her examination the most important feature in Rushdies work is the use of neologism. The neologism is identified in two ways : morphological and borrowing. In the novel the Indian words are given affixation, such as Pajamas, phirangis. With these words affixation s is used to convert them into plural form. The second type of neologism used is the Indian suffix are attached to English words, such as cousin ji and sister ji. The suffix ji in Urdu and Hindi is attached to any noun. The third type is when with English root morpheme, Hindi root morpheme is attached, such as: Paan shop, hot channa, Indian fauj. In these words Paan, channa and fauj are Hindi morphemes which are attached to English morphemes. Compound words are also formed by taking words from both the languages. The example of compound words is: dia lamp, where dia is the equivalent of the word lamp. The suffix y is also used with words, such as: shivery, glass cloudy, house wifery. The affixation ed is also used to create neologisms. Rushdie creates many adjectival forms by adding affix ed. The examples are: One eye browed, many headed, etc. The affixation ing is also used, which leads to the formation of compound words, such as: lip jutting, crazy sounding. The notable point is that all the examples given are used for the first time in Midnights Children and this extend the resources of English language. In this novel the compound words are formed in different ways. The ways are unusual collocation, co-joined words, word clusters, and noun phrases. The example of the each way is given below: Unusual collocation: 1. Biriyanis of determination 2. Carrot and stick affair Co-joined words: 1. whatsitsname what is its name 2. Godknowswhat God knows what 3. Talldarkhandsome tall dark handsome Word clusters: 1. they we should 2. patience wait Noun Phrases: 1. two day long procession 2. losing national dice game 3. Going to pot The last thing to be noted in the novel is borrowing. The words are borrowed from Urdu, such as: khansamaa, maulvi saab. The names of Hindu gods are also used, such as: ganesh, hanuman. The names of Hindi dishes, such as: lassi, khichri, ladoo are used in the novel. The names of Indian clothing: dupatta, kurtaa, pajama, are also made part of the novel. Indian expressions and the words of other languages that are spoken in India are also used in the novel. In the end Sarala concludes that these lexis are important because it is lexical deviation and the other reason she gives is that the usage of these words tell the world about the Indian word expressions. Agemo, Oluwatosin Stella examined The stylistic analysis of some selected poems of Wole Soyinka. He mentioned that the writer makes use of unusual word order in the form of Anastrophe and parenthesis. Examples are: In vain your bangles cast charmed circles at my feet (Abiku). Caught I was, foully (Telephone Conversation). This word order interrupts the normal syntactical flow of the sentence, to create emphasis and to capture the attention of the reader. The writer has also made use of word omission, i.e. ellipsis and asyndeton. Examples are: Must I weep for goats and cowries. For palm oil and sprinkled ask? (Abiku) I saw your jealous eye quench the Seas Flourescence, dance on the pulie incessant (Night) This creates shortness of time, emphasis or ambiguity. The scheme of repetition is also used in the poems. Repetition is used deliberately for the sake of emphasis. It helps to grasp the attention of the reader. The lexico-syntactic choices i.e. similie and metaphor are also used in abundance in the poem. These are used to give clearness and liveliness to words. Examples are: Similie: I bear no bear no heart mercuric like the clouds (Night). As lightning shrink to ants antenna (To my first white hairs). Metaphor: Ill be the suppliant snake coiled on the doorstep (Abiku). The comparison is made between two words that are different from each other and they are bond together to create similarity between them. Instances of hyperbole, hypernyms, onomatopoeia, synecdoche, pun, assonance, consonance are also present in the poem. The usage of these schemes and tropes provide musical effect and color to the poems. Graphological deviation is also present in the poem like capitalization, bold print, and spacing. All of these things found out together give effective meaning. To convey the meaning to the reader and to grasp their attention the language used should be meaningful. Soyinka use of language conveys the meaning to the reader that what the poet wants to convey. The stylistical devices help the poet to beautify and give rhythm to the text. By this analysis it is shown that there is a difference between poetic and non-poetic language. Bahaa-Eddin M. Mazid examined A stylistic analysis of Larkins Talking in Bed. According to his analysis the lexical items, with different connotations and denotations, grammatical structures, categories all combine together to produce three main isotopies of the poem i.e. language, love and nature. These items also establish the cohesive chains and the three sub-worlds of the poem- the tenseless, present and past. In the poem an emotional linguistic predicament of a couple is encountered, who cannot communicate and who used to be honest. Now they are unable to speak the truth and to be nice. The thing which is more problematic is that there is no one to help and conjure them. This is the context of the poem, it tells about the interpersonal relation ships. The poem consists of twelve lines. The first stanza consists of two clauses. And the second stanza starts with adverbial clause Lying together. The qualities and attributes associated with human beings are lasting only for a short time than those associated with natural objects and other phenomenon.Talking in bed is a metalinguitic poem. The poem is about the use, misuse and abuse of language. One isotopy that cross cuts the nature and the love isotopies is that of night. Thus, in bed, lying together, dark towns and isolation finds their ideal environment in the night. Night, sex and love are closely related with each other. The intimate style is filled with ellipsis, nonverbal communication and private code characteristics. Human involvement is more obvious in the last two clauses in the poem. In the whole poem the theme is dark, tone is bleak with disappointment. Irony is also the dominant feature of the poem. There is a mismatch between imagination and reality.Talking in bed is as modern as The Wasteland. It is about the agony of alienation, the irony of senseless sex-pillow-talk that cannot be easy and bed partnership that can no longer be honest the loss of faith in communion and the death of true or kind language. The poem is true to its own genre and author. In this the writer does The brief stylistic analysis of The Great Gatsby. The play describes the hollowness of the upper class. It also tells us about that what happened to the American dream. In the play Fitgerald made use of imagination and symbolism to present the moral history of his time.The use of symbolism made his work to connect the objective with the subjective. He starts the novel in the present, narrates the important events of the story. In chapter 4,6 and 7 the writer gradually reveals the story of Gatsbys past. In chapter 9 the past and the present come together. The key to the structure of the novel is the combination of the first person narrative and the revelation of the past gradually. The two devices worked together perfectly. If anyone of these was not used than the meaning will not be delivered clearly. In section 1 of the play abstract nouns and many multi-syllable adjectives are used, such as: riotous (adj.)  ¼Ã…’ excursion (n.) ¼Ã…’privileged (adj.) g limpse (n).The formal words are also used,such as exempt, register. The psychology of Nick is revealed by the use of multi-syllable adjectives. The sentence structure is complex. The internal complex and feelings of Nick are described in three sentences only in the first section of the play. Long but simple sentences are used in the section 2.there is one subjective clause and several coordinate sentences. For example, Miss Baker had mentioned him at dinner and thatà ¢Ã¢â€š ¬Ã‚ ¦. à ¢Ã¢â€š ¬Ã‚ ¦he stretched out his arms toward the dark water in a curious way, and, far as I was from him,à ¢Ã¢â€š ¬Ã‚ ¦.The simile is also used in the Great Gatsby. The sentence Her voice is full of money is a metaphor. The purpose of using metaphor is to give readers aesthetic sense. In the end the analyst concludes that the language used in the play is formal. And it appeals to the reader. Dan McIntyre examined The stylistic analysis of E.E.Cummings poem.The title of the poem is listen. The poem is basically about the arrival of the spring and the happiness and joys it brings. On the other hand the poem also seems to be an address to the lover; the poet wants his lover to enjoy with him, the arrival of spring. The themes of spring, nature, sex and man are interred related with each other. The subject matter of the poem is not complex. There are many stylistic features present in the poem. The lexical features of the poem are examined. The poem mostly consists of nouns and verbs. Most of the nouns are concrete and only two are abstract .i.e. dream and miracle. The verbs used create a sense of immediacy. All the verbs which are marked for tense are in the present tense. We have present simple verbs .i.e. barks, present progressive forms .i.e. are [eagerly], tumb/ling, and o-p-e-n-i-n-g/are. The poet also made use of adverb of manner, which conveys a sense of speed. The adverbs used are: (quickly), excitement (crazily, eagerly) and inevitability (irrevocably).Directive verbs are used to address to the other person .i.e. (listen, look, come  (x2),  run  (x2),  jump, shout, laugh, dance, cry, sing). These are used to request the addressee to enjoy the coming of the spring with the poet. For example, in the lines run run/with me now and sing)for its Spring. There is no neologism in the poem but some words are arranged in the poem in strange way. For example the word wonderful is divided in two lines, dividing it into two morphemes .i.e. wonder  and  ful. First the word gives the expression of noun wonder and if it is read again it seems to be the adjective wonderful. The most striking effect in {listen} is the use of deviations. Throughout the poem graphological deviation is present. The poet has deliberately capitalized the words in the middle of the sentence. The last line of the poem is highly fore grounded because all the letters are capitalized. Grammatical deviation is also used in the poem. Punctuations are applied where they are not required. An example would be in lines 12 and 13 o-p-e-n-i-n-g/are(leaves;flowers)dreams. Cummings has break grammatical conventions to convey the simultaneously coming thoughts. Due to which the groups of nouns run together without any punctuation. (E.g. lines 3 to 6 and line 22).the definite and indefinite references are within the same clause. i.e. this a  dog barks. The possible explanation could be that the poet uses this to refer that he is talking about the particular dog and on the other hand he uses a to refer that he is not familiar with the dog. Graphological parallelism is also used by the poet. All the first lines of the next stanza are separated by the above lines by double space. The poem has no rhyme scheme of regularity. There is no strict pattern adopted by the poet. In conclusion Cummings deliberately chooses to use such seemingly odd stylistic techniques in (listen). Stylistic helps the reader to understand the things in the text which are otherwise not understandable easily. Dominique Costa examined A stylistical analysis of Thomas Hardys: The Ruined maid. In the poem the lexical items used belong to variety of languages. The geographical, temporal, social dialects clearly appear in the poem. Terms such as thee, thou used belong to regional dialect. There occurrence is purposeful. Hardy used this device to draw the attention of the reader towards the characteristics of the country people. Expressions like digging potatoes, spudding up docks and barton belong to rural lexis. This enhances the young women social origin. The words like bracelets, dress, gloves which are associated with women are used frequently. Hardy uses expression related to feminity such as my dear, delicate cheek, delicate face. From this it is shown that the theme of woman hood is prevalent in the poem. Conjunctions are also used frequently. The conjunctions such as and, but are significant. The poem is built in parallel structures; two types of parallelism within the sentences are also used. The examples of parallelism are: In The Ruined Maid lexis, cohesion, syntax, sound plays a dominant role. References to the past and present are also constant ion the poem. The setting of the play is temporal. Metin TÄ °MUÇÄ °N examined A stylistic study to explore the language of poems. The goal was to perceive the meaning and understanding the language of the text. The text which is taken into consideration is the poem of Siegfried Sassoon`s The Rear-Guard and Wilfred Owenss Anthem for Doomed Youth. The paper not only focuses on analyzing the text but also argues in favor of exploiting language based approaches in literature. In Sassoons The Rear-Guard the poet uses the poetic language of violence. The poet has himself experienced the violence as a soldier in world war 2.the themes of the poem are violence, and the trenches of the war. On the other hand in the poem of Wilfred Owenss Anthem for Doomed Youth the relations with family, army, poetry and Church are depicted. Sassoon and Owen both deal with the atrocities of the war. In Anthem for Doomed Youth in order to reveal the agonies, violence, silence of a family in mourning, sorrows of the people, Owen makes use of bot h the terms of army and church. In both the poems the words related with war are present i.e. guns, rapid rattle, stuttering rifles. Owen also uses the discourse of the church like: bells, prayers, mourning, choirs, candles, holly glimmers. In Owens poem we have lexical groupings of war and church. The main focus of the analysis was that how the words used convey the meaning to the reader. In The Rear Guard the feelings of a person are described who has himself faced the atrocities of war and he thinks that war is evil and unjust. It destroys the lives of people. In Owens poem Anthem for Doomed Youth the poet by using linguistic devices gives the message and lesson to the world that war should be prohibited. The war is not an enjoyable thing; it destroys the lives of people, homes and countries. Masanori Miyata examined Types of linguistic devices in Oliver Twist. The six types of deviation present in Oliver twist are taken under consideration. The phonological deviation is present in the dialogue of Gamfield, which shows typically substandard or vulgar language. The words of his speech are: acause(because),afore(before),nothink(nothing),etc. Graphological deviation is also part of the novel. The author uses parenthesis within the dialogue to reveal the inner thoughts of the character. For example: Have the goodness to look at me, said Mr.bumble, fixing his eyes upon her. (If she stands such an eye as that, said Mr. Bumble to himself. She can stand anythingà ¢Ã¢â€š ¬Ã‚ ¦. (Mr. Bumble, XXXVII, 268) Capital letters and dashes are also used within the dialogue. In the dialogue by Fagin, Fagin retorted Nancy with rage in capital letters. WILL. Neologisms are also invented in the play. i.e. Greenland, merry-go-rounder. Dicken invented special terms like: beadlehood, henpeckery, half-baptized. New compound words are formed by combining two lexical items with hyphens; like: psalm-singers, concept-making, surgeons-friend, and orange-peel. Mr. Bumble add suffixes -er and -est. with adjectives in his dialogues, which normally proceed more and most in Standard English. Examples are: obstinater, ungratefullest, He also uses double superlatives i.e. most bare-facedest. Dickens also uses vague phrase; like: certain soft nothings. Oxymorons are also evident. For example: good unhealthy port, logically contradict but contextually consistent. Paradox like: night so long, and yet so short, are also applied by Dickens. Synecdoche, metaphor, simile all are the part of the play. Dickens ion his novel has used approximately all types of deviations, schemes, tropes and lexical features. Irony is prevalent throughout the novel. In conclusion Dickens creates new words and skillfully manipulates it in his novel. . .. CHAPTER III RESEARCH METHODOLOGY 3.1. Research Question: To analyze the semantic deviation in Jane Austins novel Pride and Prejudice 3.2. Delimitation: The text which is to be analyzed is Pride and Prejudice. It consists of 61 chapters, but the focus will be on first 25 chapters of the novel. The text will be analyzed semantically. The focus will be on semantic deviations used by the writer. The real meaning inherent in the apparent meaning will be focused. 3.3. Theoretical Framework: Stylistics is the study of style of language. It describes the usage of language in speech, written works and public affairs. Deviations are a part of stylistic analysis. Deviation means depart from an established course or normal standards. There are many types of deviation, like semantic, syntactic, graphological, register and grammatical deviation. But the focus in this research is only on semantic deviation. The main points which would be under consideration during semantic analysis of the novel will be irony, metaphor, paradox, pun, style.

Describe the possible signs Essay

Bullying is not defined as a form of abuse in Working Together but there is clear evidence that it is abusive and will include at least one, if not two, three or all four, of the defined categories of abuse. Recognising child abuse is not easy. It is not our responsibility to decide whether or not child abuse has taken place or if a child is at significant risk of harm from someone. We do however, have both a responsibility and duty, as set out in your organisation’s child protection procedures, to act in order that the appropriate agencies can investigate and take any necessary action to protect a child. Physical abuse Physical abuse is deliberately causing physical harm to a child. This might involve punching; kicking, biting, burning, scalding, shaking, throwing or beating with objects such as belts, whips, or sticks. It also includes poisoning, giving a child alcohol or illegal drugs, drowning or suffocation. Physical harm may also be caused when a parent or carer fabricates the symptoms of illness in a child. Signs of Physical Abuse There are certain signs that need to be acknowledged when suspicion arises that physical abuse is occurring: Any injuries not consistent with the explanation given to staff. Injuries which occur to any part of the body but usually in places which are not normally exposed to falls or rough games Injuries which have not received medical attention Reluctance to change in the heat, or to change/participate in activities such as, PE or swimming Bruises (usually in clusters), human bites, cigarette burns and fractures, for example, which do not have an accidental explanation multiple burns with a clearly demarcated edge Fear of parents being approached for an explanation Flinching when approached or touched Aggressive behaviour and/or sudden anger outbursts Depression Running away from home Possible effects of physical abuse Physical abuse can lead directly to neurological damage, physical injuries, disability and in extreme cases death. Physical abuse has been linked to aggressive behavior in children, emotional and behavioral problems and learning difficulties. Emotional Abuse Emotional abuse is where repeated verbal threats, criticism, shouting, lack of love and affection causes a severe adverse effect on a child’s emotional development. It consists of communicating to children that they are worthless, unloved, and inadequate or valued. Emotional abuse may include not giving a child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say. It may feature inappropriate expectations being imposed on a child, over protection and limitation of exploration and learning, or preventing the child from taking part in normal social interaction. Signs of possible emotional abuse †¢ Depression, aggression, extreme anxiety, changes or regression in mood or behavior, particularly where a child withdraws or becomes clingy †¢ Obsessions or phobias †¢ Sudden underachievement or lack of concentration †¢ Seeking adult attention and not mixing well with other children †¢ Sleep or speech disorders †¢ Low self-esteem †¢ Fear of parents/carer being approached regarding their behavior †¢ Fear of making mistakes Possible effects of emotional abuse This type of abuse can lead to adverse long-term effects on the child’s development. Emotional abuse has a significant impact on a developing child’s mental health, behavior and self-esteem. This type of abuse is as important as the other three types, and can be detected as the signs are more visible and can be easily detected. Domestic violence, adult mental health problems and parental substance misuse may be features in families where children are exposed to such abuse. Sexual Abuse Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening. This may involve physical contact including penetrative sex, oral sex, masturbation, kissing, rubbing, or touching outside of clothing, or it may involve non-contact activities such as involving children in watching sexual activities, producing or looking at sexual images, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Abusers can be men, women or other children. Between 21% and 36% of sexually abused children will display few or no symptoms but it is usually a child’s behavior which becomes a cause for concern. Children who tell of sexual abuse do so because they want it to stop therefore is extremely important to listen to a child that discloses such an allegation. Signs of possible sexual abuse †¢ Any allegations made by a child concerning sexual abuse †¢ self-harming, sometimes leading to suicide attempts †¢ Sexual activity through words, play or drawing †¢ Repeated urinary infections, itching or bleeding around genital area and/or unexplained stomach pains †¢ The child is sexually provocative or seductive with adults †¢ Saying they have a secrets that they cannot share with anyone †¢ Severe sleep disturbances with fears, phobias, vivid dreams or nightmares which sometimes have overt or veiled sexual connotations or bedwetting †¢ Eating disorders such as anorexia or bulimia Possible effects of sexual abuse Behavior such as self-harm, inappropriate sexual behavior, sadness, depression and loss of self-esteem has all been linked to sexual abuse. The effects of sexual abuse can affect the individual into their adult life. The extent or the severity of each case is determined by the time span of abuse, the more serious the abuse, the younger the child is and the relationship of the child to the abuser. Once sexual abuse has been identified the support of an adult who believes the child helps, starts to help the child understand the abuse and can therefore offer help and protection to the abused child. Neglect Neglect has been described as the â€Å"most serious type of child maltreatment and the least understood† (Crittenden 1999: 67). It is the most common reason for a child to be placed on the child protection register in the UK. Neglect is the failure to meet a child’s basic physical and or psychological needs, which is likely to affect the child’s health or development. Neglect is when a parent or carer fails to provide adequate food, clothing, shelter (including exclusion from home or abandonment), medical care, or protection from physical and emotional harm or danger. Additionally failure to ensure access to education or to look after a child because the carer is under the influence of alcohol or drugs, is considered as Neglect. Signs of possible neglect †¢ Dirty skin, body smells, unwashed, uncombed hair and untreated lice †¢ Clothing that is dirty, too big or small, or inappropriate for weather conditions †¢ frequently left unsupervised or alone †¢ Frequent diarrhoea †¢ complaints of being tired all the time †¢ Untreated illnesses, infected cuts or physical complaints which the carer doesn’t respond to †¢ frequently hungry sometimes stealing other children’s food †¢ Being underweight Possible effects of neglect Neglect can seriously impair a child’s health, physical and intellectual growth and development, and can cause long term difficulties with social functioning, relationships and educational progress. Extreme cases of neglect can cause death. Bullying Bullying is also recognized as a type of abuse. Bullying is always distressing for the victim and can have serious consequences. Bullying should always be taken seriously. Emotional bullying is the most commonly reported by children and young people and is often more difficult to spot. Bullying can take place both inside and outside of the school. Bullying happens when an individual or a group show hostility towards an individual and this can be: †¢ Emotional, such as name-calling, not talking to someone, taking or hiding personal items, humiliating, spreading rumors or teasing †¢ Physical, such as pushing, kicking, hitting, pinching or threatening to use physical force †¢ Racist, such as racial taunts or gestures †¢ Sexual, such as inappropriate physical contact, sexual comments and innuendo, or homophobic taunts. Signs of possible bullying Loss of personal possessions, dinner money or items of clothing Torn clothing, maybe even having cuts and bruises (if physically bullied) Shyness, withdrawn behavior, lack of self-esteem and depression Aggressive, bad tempered behavior and may become aggressive to younger siblings Threaten or attempt suicide Not achieving very well academically Not wanting to leave their home Possible effects of bullying Bullying will most definitely affect a child’s social and emotional development as they have very low self-esteem maybe depression and will probably try to isolate themselves from others which will have a profound effect on their social skills with their peers and pretty much everybody around them, they may become aggressive and bad tempered and may threaten or attempt suicide and in some extreme cases may actually commit suicide. Cyber-bullying In recent years, a new form of bullying known as ‘cyber-bullying’ has become increasingly common. Cyber-bullying may be emotional, racist or sexual forms of abuse. It happens through emails, text messages or telephone calls. Information about someone may also be shared by putting it on to social networking sites. This can include the sharing of private photographs. Children and young people who use this method of bullying often feel disassociated from their actions, but the consequences can be just as serious for the child. This type of bullying can be particularly distressing as children are unable to get away from it, it even invades their home.

Petty Cash Fund

Petty cash fund is a relatively small amount of cash that businesses keep on hand for the purpose of small transactions such as providing change to customers, postage expenses, highway tolls etc. In such transactions, the use of checks is time consuming, costly or illogical. Usually a custodian is appointed to administer the petty cash and it is his/her duty to account for the expenses incurred out of petty cash fund. Whenever the custodian makes any payment from the fund to an employee or a customer etc. he or she must record the amount being disbursed, the name of the person to whom the payment is being made and the reason for the disbursement. Following are the typical transactions connected to petty cash fund. 1. Creation: Petty cash fund may be created by drawing a check on the company's checking account and handing it over to the custodian of the fund. The journal entry is to debit petty cash and credit cash at bank. 2. Disbursements: Individual disbursements from petty cash ar e not recorded via a journal entry. Instead journal entry is passed at the time of each replenishment and at the end of the period for the total amount disbursed. 3. Replenishment: When the balance in petty cash becomes low, a journal entry is passed debiting various expense accounts and crediting petty cash for the sum of disbursements made. Then petty cash is replenished usually via a check. 4. Raising Fund Level: When the volume of transactions to be handled by the petty cash grows, the fund level is raised. The journal entry is to debit the petty cash and credit cash at bank. Steps Familiarize yourself with the purpose of the petty cash fund. The fund should be used for very small expenses, like buying stamps or envelopes, paying a small delivery fee, or paying a cab fare. It should not be used for large purchases; these should be paid for by check in order to leave a record. Decide on the amount of the petty cash fund. The fund should generally not hold more than a few hundred dollars; 100 dollars is a common amount for many small businesses. Keeping too much cash in the fund makes it a target for theft and misuse. Assign responsibility for the petty cash fund to someone. This person is called the petty cash custodian. Write a check to the petty cash custodian to establish the fund. The custodian should cash the check and keep the cash in a locked cash box. Spend money from the petty cash fund. To do this, employees should request the necessary cash from the custodian. The custodian will then fill out a voucher for the amount disbursed and place it with the remaining cash. Place the receipt from the purchase into the cash box. The receipt should be attached to its corresponding voucher. No journal entries need to be made for cash spent out of the petty cash fund ? this is the entire point of maintaining the fund. Replenish the petty cash fund when it gets low. The custodian will take the vouchers to whomever writes the checks to fill the fund. The vouchers should be examined for legitimacy, and then a check should be written to the custodian for the total amount of the vouchers. When this check is cashed, the cash is placed in the locked cash box. Continue to spend money from the petty cash fund, replenishing the fund when necessary. Debit- withdrawal, deductionpetty-little/smalldisbursed-payout, spend,expend Petty cash fund is a relatively small amount of cash that businesses keep on hand for the purpose of small transactions such as providing change to customers, postage expenses, highway tolls etc. In such transactions, the use of checks is time consuming, costly or illogical. Usually a custodian is appointed to administer the petty cash and it is his/her duty to account for the expenses incurred out of petty cash fund. Whenever the custodian makes any payment from the fund to an employee or a customer etc. , he or she must record the amount being disbursed, the name of the person to whom the payment is being made and the reason for the disbursement. Another internal control is to keep as little cash on hand as possible. It is often necessary, however, to keep some cash on hand. Cash kept on hand at a business to pay for small items such as postage due, a birthday card, or fuel expenses is known as Petty Cash. Petty Cash is generally kept in a petty cash drawer and payments are made for miscellaneous items out of this cash. Petty Cash is paid out in exchange for a petty cash voucher signed by both the recipient of the cash and the petty cash controller. The voucher should indicate the amount of cash paid out and the purpose of the disbursement. The recipient of the cash should provide a receipt for the purchase made out of petty cash which will be attached to the petty cash voucher. Replenishing Petty Cash At some point the Petty Cash fund must be replenished. It is at this point that the petty cash fund will also be reconciled. The procedure to replenish and reconcile petty cash begins by counting the cash remaining in the Petty Cash drawer. Next, all vouchers are totaled. The combined total of remaining cash and Petty Cash Vouchers should equal the established value of the Petty Cash fund. Finally, the Petty Cash vouchers should be organized into expense categories.

A Horror Of The Atomic Bomb - Free Essay Example

Sample details Pages: 5 Words: 1546 Downloads: 3 Date added: 2019/08/08 Category History Essay Level High school Tags: Atomic Bomb Essay Did you like this example? How could a bomb wipe out five-square miles of buildings and kill tens of thousands of people? The Atomic Bomb or nuclear bombs are powerful weapons that use nuclear reactions as their source of explosive energy. Atomic bombs have been used only twice†both times by the United States against Japan at the end of World War II. The Atomic Bomb to date is the deadliest weapon to be discovered so far. Don’t waste time! Our writers will create an original "A Horror Of The Atomic Bomb" essay for you Create order When the Japanese Combined Fleet bombed Pearl Harbor, which brought the United States into World War II, the United States then took approximately four years to create the atomic bomb and disintegrate two of Japans major cities near the end of World War II. When Admiral Isoroku Yamamoto and his combined fleet bombed Pearl Harbor; it had dealt great amounts of damage to the harbor and killed a couple thousands of citizens. Of course, the most important consequence of the attack on Pearl Harbor was the American declaration of war against Japan. While this was expected, Japan thought the US would be entering the war with a crippled and broken navy. Despite the efforts of the bombing runs on December 7th, the United States Navy wasnt nearly as hindered as it was meant to be.   (The Consequences). After the bombing on Pearl Harbor, the United States began experimenting with numerous weapons to fire back at Japan. The United States then found a weapon that could wipe out a city or a population. Japans attack on pearl harbor led us to make the deadliest weapon on earth, the Atomic Bomb.   By drawing the United States into World War II† Awaking the Sleeping Giant,†the Japanese engaged a formidable foe that eventually led to their total defeat in 1945. (The Consequences). After the Japanese Fleet bombed Pearl Harbor; President Franklin Delano Roosevelt signed the official declaration war on Japan. The United States had then tested with numerous elements in secrecy of the public in Alamogordo, New Mexico; the U.S. finally set off the very first test of the Atomic Bomb. The question now became†on whom was the bomb to be dropped? Germany was the original target, but the Germans had already surrendered. The only belligerent remaining was Japan. (History.com Editors ). The United States was ready to show Japan what the U.S. as really made of. The next target was the two major cities of Japan. The Atomic Bomb is the harshest weapon known to man that could eliminate a city full of buildings and citizens. After the bombing of Pearl Harbor, the U.S. finally entered the war with the strongest navy fleet and weapons that any country has ever seen. Finally, on the morning of July 16, in the New Mexico desert120 miles south of Santa Fe, the first atomic bomb was detonated. The scientists and a few dignitaries had removed themselves 10,000 yards away to observe as the first mushroom cloud of searing light stretched 40,000 feet into the air and generated the destructive power of 15,000 to 20,000 tons of TNT. The tower on which the bomb sat when detonated was vaporized (History.com Editors). The Atomic Bomb weighed at least 9,000-10,000 pounds since the weapon made smoke arise 40,000 feet into the air and had to pack a punch that felt like 15,000-20,000 tons of dynamite. The Atomic Bomb had to be made from a fissile element, which is material capable of sustaining a nuclear fission chain reaction. such as Uranium or Plutonium. The tower it was on, had to be made from numerous pieces of steel to support the weight of the bomb, but it was vanished into thin air after the nuke was detonated. In the battles, in which they used the Atomic Bombs, they dropped them using colossal size parachutes. The U.S. then knew that instead of the United States citizens being afraid of Japan; that Japan should now be afraid of the U.S. They harness the forces that hold the nucleus of an atom together by using the energy released when the particles of the nucleus (neutrons and protons) are either split or merged. (How do nuclear weapons work?).   An Atomic Bomb takes the purest energy there is, which is the theory of splitting an atom, and the bomb holds all the pressure inside its shell until it hits the ground and causes a mushroom shaped cloud to appear. When the nu ke detonates; there is a great deal off heat that rapidly gets hotter and less dense because of the surrounding air. When the smoke, debris, and heat reach at a certain distance in the air; a vacuum type reaction happens and all the air that is surrounding the fireball of intimate death then goes inside the fireball and pushes out the debris and heat causing a mushroom cloud. On August 6, 1945, during World War II (1939-45), an American B-29 bomber dropped the worlds first deployed atomic bomb over the Japanese city of Hiroshima. The explosion wiped out 90 percent of the city and immediately killed 80,000 people; tens of thousands more would later die of radiation exposure. Three days later, a second B-29 dropped another A-bomb on Nagasaki, killing an estimated 40,000 people. Japans Emperor Hirohito announced his countrys unconditional surrender in World War II in a radio address on August 15, citing the devastating power of a new and most cruel bomb.. (History.com Editors). Hiroshima is a city that is 130 square miles large, and just a bomb wiped out 90% of just that one major city. The Japanese Emperor did not know that the U.S. had another bomb that could eliminate that much of a city. The bombs killed over 100,000 people in less than a week, and more then 30,000 more over the course of the next few years because of radiation exposure. the more than 9, 000-pound uranium-235 bomb was loaded aboard a modified B-29 bomberThe plane dropped the bombâ€Å"known as Little Boy . it exploded 2,000 feet above Hiroshima in a blast equal to 12-15,000 tons of TNT, (History.com Editors). The bomb had to be carried by a specially created airplane that could do two things, which was to make sure the bomb stays still throughout the flight from start to finish and could handle the amount of weight that was put into the airplane. If the plane was not modified; then the pilot would have probably died when the plane fell from the sky because the bomb weighed a ton. Or the airplane would have hit slight turbulence and make the bomb hit the side of the plane, and then the bomb goes off in the cargo area. This bomb was made with a very rare element, which would later cause mass destruction to one of Japans manufacturing center with approximately 300,000 people in the city. The bomb was very heavy because it was full of uranium, so that the chain reaction would not only stop at one of the element particles but keep on reacting with other fissile particles in the atomic bomb. Hiroshimas devastation failed to elicit immediate Japanese surrender, drove Sweeney to a secondary target, Nagasaki, where the plutonium bomb Fat Man.More powerful than the one used at Hiroshima, the bomb weighed nearly 10,000 pounds and was built to produce a 22-kiloton blast. Nagasaki, which was nestled in narrow valleys between mountains, reduced the bombs effect, limiting the destruction to 2.6 square miles. (History.com Editors). The bomb that was dropped on Nagasaki was a much wider and heavier bomb than the one dropped on Hiroshima. The reason being is because the U.S. wanted to show the Emperor that the Jap anese imperial army needed to surrender, or the United States would keep dropping the new and most cruel bomb. The Atomic Bomb that was dropped on Nagasaki was made from plutonium, and one particle of plutonium is a little bit heavier but does a lot more damage to a target. When the new and improved plutonium Atomic Bomb hit the Nagasaki area the U.S. had thought it would throw debris in all direction, but since the bomb hit between two mountains the debris had just imbedded itself into the side of the mountain. The Atomic Bomb had done great damage to both cities in Japan, and with the newly and updated research on the Atomic Bomb; we now have approximately 4,000 nuclear warheads ready to be deployed on any opposing forces that threaten the U.S.   the United states also has the second biggest stockpile of nuclear warheads in 2018. The Atomic Bomb are weapons of mass destruction that if a country had enough it could wipe out an entire country in just a few hours. The Bombs have a special element inside the shell called a Fissile element, which uses nuclear reactions as their source of explosive energy. These bombs have only been used twice, and both were used three days apart by the United States against Japan. They used these bombs as a consequence of the Japanese Combined Fleet Bombing Pearl Harbor in 1941. The Atomic Bomb was the deadliest weapon to use and certainly the most expensive in World War II. After Japan bombed Pearl Harbor, the U.S. then took four years to create the deadliest weapon to man also known as the Atomic Bomb.   Which country would be next to feel Americas wrath?