Government vs. Private Sector Coursework Example | Topics and Well Written Essays - 250 words

Government vs. Private Sector - Coursework Example This set of practices, including double-entry accounting formula, is used in ensuring that uniformity and financial accuracy is achieved. According to Gauthier (2010), these methods can also be used in the public sector, but there is room for deviation to other methods in some cases such as during budgeting (Gauthier, 2010). The application of accrual and cash accounting and budgeting basis is a great divide between the private and the public sector, with the private sector employing accrual accounting, while the public sector employing cash accounting and budgeting (Finkler, 2010). However, there is a constant development of bridging between the two approaches by most governments, with the view of attaining better financial information. The context of public and private sector finance and accounting management also differs in such a way that the private sector has more autonomy to make any financial and accounting decisions in order to achieve what ought to be achieved (Finkler, 2010). On the other hand, the public sector financial and accounting is limited to rules and regulations that limit their reach in terms of incorporating practice to have ends meet. For instance, the Governmental Accounting Standards Board (GASB) Statement No. 20 restricts state and local governments to using private sector standards that were only issued prior to November 30, 1989, consistent with GASB guidance (Gauthier,

The divine comedy Essay Example for Free

The divine comedy Essay One may ask whether or not the scriptwriters or directors of the movies to be mentioned in this paper were able to actually read the Divine comedy; or perhaps the depiction of Heaven, hell, and the purgatory made my Dante was simply so vivid that it has become a staple of the mainstream literary views (in all its modes). Let us begin with the scenery comparison of Heaven and hell as depicted in the â€Å"What Dreams May Come† (1998) and that of Dante’s Hell and Paradise. The protagonist of the film named Chris awoke in a garden called Summerland, which if we would view using Dante’s paradise is quite similar to the Garden of Eden portrayed in the book. In travelling to hell in order to rescue his wife, he was accompanied by a guardian angel (similar to Virgil in a loose kind of way). The parallelism is heightened when we see that the hell in the film reflects the same coldness, and eerie feeling as that of Dante’s Inferno. In terms of storyline, we ought to refer to the film entitled the Purgatory (1999), the setting is different in a sense that it was set in Wild West, and the place of judgment is a town. Those who are yet to gain entry in heaven are sent to the said town to repent their sins by changing the way they lived. They are to resist temptations as well as go to church to repent, or perhaps it was to reflect on their sins. This is similar to how Dante portrayed the souls in his purgatory. In a way that, both depictions showed experience of toiling to make amends for one’s sins, waiting for judgment to come, and the fulfillment of one’s punishment for his shortcomings in his lifetime in order to be allowed passage into paradise. Lastly, the eternal suffering of the condemned in hell is a theme of Dante’s Inferno that can be seen in the comedy Little Nicky (2000), wherein one’s sins receives the tantamount turmoil in hell. We could also take reference to the angels in the said film that implied the dominance of femininity in the gates of heaven like that of Dante’s Paradise i. e. Beatrice et al. Reference: Dante Alghieri, The Divine Comedy: Inferno; Purgatorio; Paradiso, One Vol. Ed. Everyman’s Library, (1995).

Who Owns Whom? A Puzzling Animal, the Cat :: Essays Papers

Who Owns Whom? A Puzzling Animal, the Cat "Meow meow, hi there!" Almost every morning, I talk to a furry, cute, white and gray loveable animal, a cat, my neighbor, walking around our apartment’s porch. In spite of my paying "great regards" to the cat every time, it deals with me so capriciously, which disappoints me most of the time while a person passes by me with a dog wagging its tail and showing its love to the owner. Nearly every time, the cat glances at me and goes back to its "work" almost ignoring me. But I cannot give up talking to it every time I see it. Its look, voice, and appearance are enough to carry away me. Once in a while, it replies to me, or comes to rub against my legs, which satisfies me a lot. At such times, I feel that the cat likes me as much as I like it. Its furry soft feeling and power of rubbing against me are just so comfortable. But, what a mistaken idea this was! According to Fogle, cats often rub against humans to put cat scent for their territorial marking, or to let other cats know that they visited the place (78). Nevertheless, this puzzling animal is becoming the most popular pet among humans all over the world, or perhaps because of its puzzling character, humans have been enslaved by this furry little animal for a long time. In spite of the popularity of having a cat as a pet, its mode of life is still a very riddle, while most kinds of the domesticated animals are already documented. Bradshaw mentions that domestication of a cat is unusual compared to other domestic animals. Cats are not domestic species "made" by man such as dogs, and also they are not an animal trained for the purpose of helping man’s work, such as an elephant. It is more likely that cats themselves accept humans as part of their lives (6). Perhaps this is the reason why a cat’s mode of life is still behind a veil in spite of its important place among humans. "Cats are domesticated, but it was the cats that domesticated themselves." It is obvious that cats are nearly perfectly domesticated, or at least they look as if that they are having perfect relationships living with humans, but it was not humans that domesticated cats.

Registered Nurse

Researchers routinely choose an ? -level of 0. 05 for testing their hypotheses. What are some experiments for which you might want a lower ? -level (e. g. , 0. 01)? What are some situations in which you might accept a higher level (e. g. , 0. 1)? You are correct when you say that the influence of the media has an affect on the children of â€Å"todays† behavior. There are so many TV shows and movies that protray violence and crime, I think it may lay the foundation for ideas for the kids that do not have a lot of parental supervision. Some of the video and computer games are the worst for violence.Also the way parents punish their children for bad behavior has changed. They do not have the respect for the parents that use to be there. So if they don't respect their parent they are not going to respect another adult. They feel they can get away with almost anything. You would have a great study also. Debbie Great and interesting post, I agree with your statement that an importa nt and good standards are part of every cultures. To respect parents are an important aspect of parent and child relationship. But as you mentioned things have changed in the process of time.There are a lot of factors to consider in this changes i. e. , the environment that we live in, peer groups, and too much exposure to television that shows violent behaviors, and not to mention the lack of time or lack of parental involvement in their children. Substantive Post Yes | No Reply | Quote & Reply | Report Abuse DQ Points Abuse Reports This is a very good post. It would be interesting in itself to see how many teen parents there were 20+ years ago. This would be a very interesting study because these are kids having kids and still have a lot to learn themselves.It would also be interesting to learn how many of the teen parents also had a criminal record. Very interesting. Substantive Post Yes | No Reply | Quote & Reply | Report Abuse DQ Points Abuse Reports Great post and well explain ed. I do agree with you that sending a questionnaire to the parents to gather data is a good idea. Children model adult behavior on television and in real life. And they replicate language they learn online. It is not uncommon to hear foul language spoken by children just learning to talk.That’s because children are systemically connected to everything around them. The world is their learning environment. We are their teachers. Admittedly, there are many roadblocks to reversing the downward trend of civility in today's society. But that doesn’t mean we shouldn’t. In fact, as parents, teachers, politicians, television producers, and others who impact children’s lives, we have a responsibly to do so because studies show that incivility leads to violence and unhealthy communities. Substantive Post Yes | No Reply | Quote & Reply | Report Abuse DQ Points Abuse Reports

Equality, Diversity and Inclusion in Work with Children Essay

Equality, diversity and inclusion in work with children and young people. In this essay i will be discussing equality amongst children, inclusion, inclusiveness and diversity and how to put these things mentioned into practise when working with children and young people. 1, Understand the importance of promoting equality and diversity in work with children and young people. 1.1 Identify the current legislation and codes of practise relevant to the promotion of equality and valuing of diversity. Current Legislations Children Act 1989 – Protecting children’s welfare and to provide services according to the specific needs of children. Human rights act 1998 – specifies and enforces the rights of individuals and if these rights are affected actions can be taken to rectify the situation. Race Relations (amendment) Act 2000 – put in place as an organisation to promote healthy relationships between people from different races. Special educational needs and disability act 2001 – This act was created to stop discrimination by educators towards people with a disability or special educational needs. Disability discrimination act 2005 – get schools to make individual disability equality scheme and access plan. These are made to ensure all parts of a student’s education are accessible and to encourage participation and discourage harassment and discrimination. Read more:  Explain what is meant by inclusion essay Disability Discrimination Act 1995 – To protect the rights of people with disabilities and to make sure they have fair and equal access and opportunities to services. Children’s Act 2004 – Sets a clear duty to provide and maintain effective and accessible services for children & young people and works on and around the basis of Every Child Matters. Education Act 1996 – invokes clear guidelines of a schools responsibility to children with special educational needs, stating that schools must supply additional resources to meet the individual needs of the child or young person. Equality Act 2012 – Clearly states the legal requirements and responsibilities of public bodies such as schools, to provide equality of opportunity for all citizens. This bonds all nine legal laws. Codes of Practise The Special Educational Needs Code of Practice 2001 – This code of practice gives the framework for policy, procedures and responsibilities towards children with special educational needs. It also indicates the level of support vs. what should be provided to the individual to give a clear indication of the steps to take towards accommodating an individual with support needs. Code of Practice on the duty to promote race equality (2002) – This is a statutory code to make sure all public authorities (including schools) enforce and meet their duty set out in the Race Relations (amendment) Act. This requires all schools to produce a written equality policy with practical ways to promote, enforce and demonstrate that they are working towards to following outcomes; * Reduce the margin of educational achievement between different ethnic groups. * Build and improve relationships between different racial groups. * Improve behaviour of pupils. * Promote and encourage greater involvement of parents and the community. * To make sure staff within school reflects cultural diversity of society. * An admission policy that does not discriminate any racial group. * A strategic monitoring method to keep track of how and what affect the policy is having within the school. Removing barriers to achievement: the government’s strategy for SEN (2004) Putting this into place provides a framework to build upon helping to remove barriers and boost the achievement of children with special educational needs (SEN) or disabilities. Guidelines within the document explain the vision of the government for the education of children with SEN or disabilities outlining the principle of: * Early intervention. * The removal of barriers. * Raising achievements. * The delivery of improvements through partnerships across services. Disability Equality Scheme and Access Plan. All schools are required to produce a Disability Equality Scheme (DES) that sets out ways to promote equality opportunity, positive attitudes towards pupils, staff and others with disabilities. Along with the above there must be an action plan in place to outline methods of removing discriminatory barriers for example: * Improvement to physical environments such as lifts, ramps, room layout, higher desks, and wider doors and so on. * Providing information and work in different formats such as larger fonts, auditory work, pictorial. School policies All schools must have policies that are designed to reflect the rights and responsibilities of those within the school. These policies should provide guidance to staff and visitors who attend the school on ways to ensure inclusive practise is used. These policies are as follows: * Race/cultural diversity * Equality of opportunity/inclusive practice * Safeguarding/bullying * Gifted and talented pupils * Special educational needs * Disability access These policies have been made in response to legislations that have been passed. Schools are obligated to monitor the affect of these policies to see what changes they bring forth and to make sure they are for the better, by doing this they can sort out the week points of the policies and adapt them to work for the better. 1.2 Describe the importance of supporting the rights of all children and young people to participation and equality of access. It is important to support participation & equality of access. In my placement this does ensure that every child and young person receives the same opportunities no matter what their culture, background or beliefs are. In order to achieve this my placement came up with the idea and thought it would be good practice to involve the children in the process of finding out what kind of activities and policies work well in my placement and what ones don’t, this would give a sense of the children being valued and boost their confidence. With participation and equality in mind I believe that the Equality act 2010 has a big role to play in improving the surroundings of children that are  stereotyped and categorised by others. The Equality Act 2010 states that there are seven different types of discrimination, they are: * Direct discrimination: discrimination because of a protected characteristic. * Associative discrimination: direct discrimination against someone because they are associated with another person with a protected characteristic. (This includes carers of disabled people and elderly relatives, who can claim they were treated unfairly because of duties that had to carry out at home relating to their care work. It also covers discrimination against someone because, for example, his or her partner is from another country. * Indirect discrimination: when you have a rule or policy that applies to everyone but disadvantages a person with a protected characteristic. * Harassment: behaviour deemed offensive by the recipient. Employees can claim they find something offensive even when it’s not directed at them. * Harassment by a third party: employers are potentially liable for the harassment of staff or customers by people they don’t directly employ, such as a contractor. * Victimisation: discrimination against someone because they made or supported a complaint under Equality Act legislation. * Discrimination by perception: direct discrimination against someone because others think they have a protected characteristic (even if they don’t) If these seven types of discrimination are not monitored and other policies, procedures and practices are not kept in check and reviewed regularly it may have a drastic affect on the way a school is run and children are treated in regards to equality and participation. 1.3 Describe the importance and benefits of valuing and promoting cultural diversity in work with children and young people. I believe in this day and age their still exists a great majority of racism, misunderstandings and misconceptions about people from different countries, backgrounds and beliefs as was there in Little Rock, Arkansas 1957. I will admit not as bad as the little rock protests due to their being laws against racism and so on that were not in place in the 50’s. The point of what I have written above is schools now are teaching their students of all ages about different cultures, ways of living, beliefs, family diversities and so on leading to a better understanding of the cultural diversity and how a Childs fellow pupil ,Only because they are different that they are not all that different and to  embrace them as a human being. If this kind of understanding was taught years ago such a divers section of communities might not be living in segregation as they are today. The ways schools teach children and young people about different cultures are: * Celebrate the customs of pupils from different religions and cultures such as Chinese New Year and Harvest festival. * Learn how to say key words in a different language. * Research different historic events in different countries. * Research different fruits and where they come from.  Experiencing the ways that the above has been explained and taught in my placement promotes diversity and uniqueness within individuals and enables children and young people to understand and embrace each other. If some of these measures are taken to understand different people from different backgrounds it will stamp out tokenism and stereotyping and lead to a better understanding of each other and in the future eradicate racism and bring together coheaded communities. 2.Understand the impact of prejudice and discrimination on children and young people. 2.1 Describe ways in which children & young people can experience prejudice and discrimination. Children and young people can experience prejudice and discrimination in the following ways; * If a child or young person is seen to have a disability they can be instantly labelled as the â€Å"thick† or â€Å"slow† person. * If a child or young person is of a different race may have racial slurs used against them. * Boys are typically stereotyped to be loud and aggressive unlike girls who are stereotyped to be quiet and more intelligent. * If a young person is unsure about their sexual orientation. * A person that has Gender Dysphoria. There are two types of discrimination; Direct discrimination An example is a school might not accept this pupil due to being disabled or because of their race. Indirect discrimination Schools need to be aware of this as schools could to this totally intentional for example, a school trip could be made where they are going to an old corn  mill where there are no elevators just steps and a pupil is in a wheel chair. Discrimination can be: * Institutional: this occurs when a establishments policies and procedures allow them to discriminate both directly and indirectly. * This could occur from individuals or groups within the establishment. Individuals could be staff, visitors or other children & young people. In my placement whilst I was being observed by my assessor I noticed a child had a case of head lice. I reported it to my line manager but because the child was stereotyped as â€Å"scruffy and low class† the case was never dealt with and a week later the parents were issued with a letter home about head lice. I feel this child was discriminated against by the members of staff because he looked different from the other children. 2.2 Describe the impact of prejudice and discrimination on children & young people. When children & young people are discriminated against it can only lead to negative effects. As well as effecting their academic education it can and will affect their health and well-being. The effects of discrimination or prejudice can manifest their self’s in the following ways: * Low self –esteem * Disempowerment * Confusion * Anger * Lack of motivation * Depression. 2.3 Assess how own attitudes, values and behaviour could impact on work with children and young people. As a teaching assistant or a teacher working with children & young people you must make sure to promote equal opportunities, inclusion and to be anti discriminatory. Doing things like: * Not speaking or teaching things about multi cultural events. * Different languages. * Being dismissive to a pupil that is different in the way of culture or  ability. * Being ignorant to a child or young person’s individual needs. All the above could lead to children & young people picking up, taking in and projecting your views onto other children, young people, adults or visitors. Overcoming stigmas attached to disabilities, races and religions is a must before working in schools, to gain understanding of these things will empower you with the knowledge to teach more efficiently and understand in a more diverse manner. I observed in my placement a child that had moved from Pakistan who could barely speak any English was segregated by the children and surprisingly the teacher. When he would try and speak she would raise her hand as a sign to be quiet and he would struggle to contribute to the class till she would verbally say â€Å"Child A be quiet†. This led to the child becoming very aggravated and unsettled for a number of weeks until he started to learn English to the point where he could interact without much thought as to what he was going to say before he said it. 2.4 Describe the importance of promoting anti-discriminatory practise in work with children and young people. The promotion of anti-discrimination should be a focal point for the majority of things that happen in and around schools. It is no good to have policies and procedures and just tokenise them, they need to be enforced so children and young people will follow the lead of the school. The best ways to do this are: * Be a good role model. * Appreciate & promote diversity and the uniqueness of children and young people’s abilities. * Listen to and involve the children and young people. * Treat each child and young person as an individual. * Have a realistic but high expectation of all children and young people. * Support the schools ethos. * Give the children and young people the tool set and skills to be able to challenge prejudice and discrimination by others in a controlled and non-abusive manner. 2.5 Describe how to challenge discrimination. Challenging discrimination is a must in any sort of situation. To do this you need to make sure you know your anti-discrimination policy within your school. The role as a teacher or teaching assistant is to protect children  and young people from discrimination. If you was to overhear or receive a complaint from a parent or pupil about a discriminatory act that has taken place and you ignore it ,you are giving the person victimising the victim the impression it is ok to do, this can then quickly turn into a discrimination epidemic of sorts if left unchecked. To be able to deal with discrimination efficiently you will have to first feel comfortable with your policies, procedures and codes of conduct on the matter. Then approach your line manager or alternately if it is them that is conducting the discrimination then go to your head teacher, explain what has been said to the person or group, state the impact it has had on him/her or them and then suggest a way to enforce your anti-discrimination policy. 3 Understand inclusion and inclusive practises in work with children and young people. 3.1 Describe what is meant by inclusion and inclusive practise. Inclusive: To identify, understand and quash any barriers to participation, education and the feeling of belonging. Inclusive steps taken within schools will ensure that all pupils feel valued, equal and safe in their environment. To do this making sure that you recognise, accept and celebrate a child or young person’s differences and similarities. Inclusion: to ensure all children and young people of and background, situation or ability level are able to participate fully in all aspects of their academic life. Inclusion is not about categorising of viewing everyone as a collective but more like assessing people as individuals and supplying them with the same opportunities as any other pupil. 3.2 Describe features of an inclusive setting for children and young people. * There are some barriers in schools that staff are aware may affect pupils development academically so they make it as accessible as possible. * Pupils are never segregated from their peers as this may make them appear to be inferior to others instead the pupil will receive support whiles working alongside their peers. * Children and young people are encouraged to use their voice to make heard their opinions and views weather this be in an informal manner or through the school council. * Regular training is provided to keep staff up to date on inclusion, diversity and equal opportunity policies and procedures. * The schools work in partnership  with the governors, parents, staff and the pupils. * Schools pro-actively work with other professions like speech and language therapists and educational psychologists to ensure children and young people receive the correct support for their individual needs. 3.3 Describe how inclusion works in own sector of the children’s workforce. All sectors that work with or come into contact with children all share the common concept of inclusion and what it is. The way it is implemented may vary depending on the company/ organisation and it what way they work with children, but whatever the company / organisation they must always keep the child, children or young people at the centre of all practises. Early Years Foundation Stage (EYFS) and the National Curriculum all give clear outlines on how the curriculum should be delivered, how to make it inclusive and to the learning and assessment of the material being taught. The National Curriculum Inclusion statement states that schools must: * Provide a curriculum that is accessible and achievable to all pupils. * Recognise that â€Å"All pupils are entitle to a high standard or education†. * Meet the interests of both individual and all pupils as a whole. * To Assess, recognise and remove any barriers that may be stopping learning and assessment. In my placement there is a child with severe hearing difficulties , we assessed her hearing level with an outside agency that works with the local hospital to find she could hear nothing when being spoke to in school. We spoke to the specialist who supplied us with a tower speaker and a microphone that clips on your top so, when you speak the sound of your voice is amplified on the wave length of the Childs hearing aid allowing her to hear clearly in turn providing a solid education. Personalised learning To raise standards in schools and to help people with special educational needs to achieve personal learning was developed. Personal learning is catered to a child or young person’s specific needs to ensure they receive a healthy and fulfilling education regardless of their background, culture, special educational needs or disability they will receive the support to make progress. The key elements to making personalised learning so successful are: * Receiving a challenging curriculum at their level. * Staff who have high but reasonable expectations. * Setting personal targets. * Highly focused assessments. * Early identification and interception when targets are not being achieved.

Free Essays on Funeral Traditions

Funeral Traditions EARLY TRADITIONS - Since the earliest beginnings of man on this planet, other humans have buried bodies of dead humans. Archeologists have found shallow graves dug by hand or crude tools. In later dated graves, they have found flowers carefully placed on the body of the deceased. In more recent human history, they have found ancient graves into which tools, hunting weapons and food baskets have been carefully placed. For thousands of years, humans have believed that a dead human body deserves decent and respectful treatment. In the 17th century in Europe care of the deceased was undertaken by the family. They washed and dressed the body, laid-out the body of a period of time in the home, dug the grave, conducted a service acknowledging the life that had been lived by the deceased, and finally, they buried their loved one. Bodies were not embalmed. This European tradition came to America with the original Pilgrims and became the foundation for the American funeral tradition. THE WAKE – Methods of confirming death were crude. Stories of burying life persons were not uncommon. In an attempt to prevent premature burial, families would sit by the body for several hours or a few days watching to see if the person awakened. This became known as the â€Å"wake†. In the Jewish tradition, this became a religious ritual known as the â€Å"watching†. They even have special benches used exclusively for this ritual purpose. During the wake or watching, families would be joined by friends. Today, this tradition is carried on in the form of the â€Å"viewing† or â€Å"visitation†. OUTSIDE SERVICES - In the late 18th century the care of the dead began to be handed over to persons outside the family: cabinetmakers, church sextons and owners of livery services. Each professional had something special to offer. The cabinetmakers crafted coffins. Furniture stores sold coffins and related funeral merchandise. The church sextons laid... Free Essays on Funeral Traditions Free Essays on Funeral Traditions Funeral Traditions EARLY TRADITIONS - Since the earliest beginnings of man on this planet, other humans have buried bodies of dead humans. Archeologists have found shallow graves dug by hand or crude tools. In later dated graves, they have found flowers carefully placed on the body of the deceased. In more recent human history, they have found ancient graves into which tools, hunting weapons and food baskets have been carefully placed. For thousands of years, humans have believed that a dead human body deserves decent and respectful treatment. In the 17th century in Europe care of the deceased was undertaken by the family. They washed and dressed the body, laid-out the body of a period of time in the home, dug the grave, conducted a service acknowledging the life that had been lived by the deceased, and finally, they buried their loved one. Bodies were not embalmed. This European tradition came to America with the original Pilgrims and became the foundation for the American funeral tradition. THE WAKE – Methods of confirming death were crude. Stories of burying life persons were not uncommon. In an attempt to prevent premature burial, families would sit by the body for several hours or a few days watching to see if the person awakened. This became known as the â€Å"wake†. In the Jewish tradition, this became a religious ritual known as the â€Å"watching†. They even have special benches used exclusively for this ritual purpose. During the wake or watching, families would be joined by friends. Today, this tradition is carried on in the form of the â€Å"viewing† or â€Å"visitation†. OUTSIDE SERVICES - In the late 18th century the care of the dead began to be handed over to persons outside the family: cabinetmakers, church sextons and owners of livery services. Each professional had something special to offer. The cabinetmakers crafted coffins. Furniture stores sold coffins and related funeral merchandise. The church sextons laid...

transpiration essays

transpiration essays Transpiration is the evaporation of water from cells and tissues. In the plants studied this is the loss of water from the leaves. The water enters the stem of the leaf from the potometers tube via osmosis. Because the water potential in the stem is lower then that in the tube the water molecules enter the stem down a water potential gradient. Once in the stem, in the xylem cells this occurs again as the next cell along has a lower water potential from the one before it. The theory of how the water moves up the stem and out the leaves is called cohesion tension theory. As the water molecules move from cell to cell, they pull other water molecules with them. This pulling affect, known as the transpiration pull is possible due to cohesive forces between the molecules. The pull creates tension in the xylem cells, which pulls the water through the stem. The water potential in the atmosphere is usually lower then that in the leaf. If the stomata in the leaf are open, the water molecules are able to go down the concentration gradient into the atmosphere. If there is some air movement this water is moved away from the leaf as it leaves the stomata. This is replaced by more water evaporating from the surrounding the substomatal space. The water is taken fro these cells in 2 ways: Apoplast method- Water travels along the cell wall along spaces in-between cellulose fibres. As this water evaporates into the substomatal space from the wall of 1 cell, it creates a tension, which pulls water from the cell walls of other cells. The pull is transmitted through the plant by cohesive forces between each of the water molecules. Symplast method Cells are connected to each other by tiny gaps called plasmodesmata. Water can move into the cell via osmosis through these gaps. If water is lost from the cell through the stomata, the water potential of this cell is lowered. Water will now flow into this cell from the cells near the xylem vesse...