School Supplies List for College Students

Heading to college? Youll soon find that your work  is a little more intense compared to high school, so you will need the right supplies to help meet the challenge. A basic list that includes  lined paper, folders, pens, and pencils, is a given. But to get the most out of  your study time, youll need a few extras. The items listed here should cover most all your bases, although your professors will likely hand out a  syllabus  during the first week of class that will list additional items specific to that particular course. To Keep With You Whether you use a backpack or a tote bag to carry your stuff around, make sure these items are always inside, along with the basics listed above: Post-Itâ„ ¢ Flags: Dont ever read an academic book without sticky note flags! These little wonders are great for keeping track of important passages when reading a book. Theyre also handy for marking pages when writing book reviews and research papers.  Student Planner: Every professor will supply students with a syllabus that lists assignment due dates and test dates. Youll want to record these dates right away! As soon as you receive that syllabus, start recording your due dates. You should also consider using the sticky note flags for test days or due dates. From day one, the planner will become your new best friend when it comes to staying on top of your studies.Tiny Stapler: To make sure you dont lose important information, keep a stapler on hand for those times when professors hand out stacks of papers for you to read, and for assembling and turning in assignments of your own. Your friends will love you if youre always equipped with this essential tool.Highlighters: Highli ghters are useful for pointing out important terms and definitions in workbooks and articles. You can also use different colors of highlighter to create a code for different topics when conducting research.Calculator: If you sign up for any kind of math class, expect to invest in the right calculator for the job.MLA Style Guide: Most freshman-year classes require writing essays—and, depending on your major, you might write essays for the majority of your classes until you graduate. In any event, most professors will expect you to use MLA guidelines. Theyll be looking for very specific formatting on title pages, essays, and bibliographies. The style guide will show you how to format citations, page numbers, and more.Index Cards: Youll go through hundreds of index cards in college. Nothing can compete with them  when it comes to memorizing terms and definitions, and  flashcards are essential for studying for tests.Memory Stick: These little devices are sometimes called flas h drives or jump drives, but the name is not important. Youll need a portable storage device  of some kind for backing up copies of your work.Blue Book: These small, blue-colored booklets  are used for essay-type exams and are available for purchase at your university bookstore. You should keep one on hand at all times since test dates can sneak up on you. For Your  Study Space Carve out a spot in your dorm room, bedroom, or other space, and devote it specifically to your studies. It should hold a bright lamp, a desk large enough to work on with your computer or tablet, and a printer if you choose to buy one instead of using those in the computer lab. It should also have enough blank wall space to hold a large calendar and a bulletin board. Here are our suggestions on how to stock this space: Big Wall Calendar: Record all due dates on a big wall calendar that you can see when you enter your room.Colored Stickers: Use color-coded stickers on your big wall calendar, like blue dots for test days and yellow dots for assignment due dates.Printer paper: Keep a stock of paper on hand for printing out assignments. Dont be late turning in a paper because you couldnt print it out!Post-It Cover-Up Tape: This tape is great for studying for a test.  Use it to cover up keywords in your notes, a textbook, or a study guide, and voilà  , you have a fill-in-the-blank test. It sticks lightly to the paper to cover up words or definitions, so you can cover up a word, print on the tape, and peel it off to see if your answer matches the answer underneath the tape.Glue, Scissors, and Tape: You may not need these items very often, but when you need them, you really need them.Bulletin Board and Pins: Organize your life and keep family photos close at hand with a bulletin board. Luxury Items These are by no means necessary, and they can be expensive, but they will make your study time much more productive. Smartpen by Livescribe:  This is a favorite tool for math students, who always seem to get it when the teacher lectures and works out problems, but then lose it when they sit down to work the problems on their own. The Smartpen  will allow you to  record a lecture while taking notes, and then afterward  place the pen tip on any word or drawing and listen to the part of the lecture that was taking place when those notes were recorded.  Post-Itâ„ ¢ Easel Pads:  This item is useful for brainstorming, especially in a study-group setting. Its basically a pad of giant sticky notes that you can cover with a mind-dump of notes, list items, ideas, etc., and then stick to the  wall or any other surface.Notebook Computer:  You will have access to computer labs on campus, but a notebook computer will free you up to do your work anywhere. If you have a laptop already, great, but you may find a notebook to be easier to use, more compact, and lighter to carry.  Printer/Scanner: Youll  be able to print your work out on your schools printers, but having your own is much more convenient—and it will allow you to check your work more easily. Make sure to get one with scanning capabilities. Scanners can be used to  create study guides from your books, which will help you in everything from preparing for tests to  writing a research paper.Laptop or Computer Notebook:  Again, youll have access to computer labs on campus, but owning a laptop or computer notebook with a click-on keyboard will free you up to do your work anywhere.Smartphone:  While your professors  will likely not allow phones in their classrooms, having access to a smartphone will enable you to use a wealth of education-specific apps once you are away from the classroom.

International Human Resource Management Essay - 1485 Words

Introduction According to the definition provided by the academia education web portal, human resource management has replaced personnel management over the time period and it consist of various strategies, policies and processes. International Human Resource Management (IHRM) is a â€Å"Process of employing, developing and rewarding people in international or global organizations†. Types of organizations While concentrating on the IHRM in the vast developing economic nature, it is highly important to know the difference about the various types of organizations. The global companies are the ones which present in many countries by investing, and in the same time they market their products through the use of same coordinated image/brand in all†¦show more content†¦Education and skill level When dealing with IHRM we have to concentrate on the peoples’ education and skill levels. The education systems are varying from one country to another, as an example, high income country may spend greater proportion of investment on education but the children from the developing countries may not acquire adequate education and skill levels due to the unstabilized economic conditions and due to volatile nature of the society, such as diseases and war conditions. Legal and political factors There should be a stabilized legal system in the country and the business contractors may find difficulty in practicing the human resource management due to the internal political factors. In almost every country the laws applicable to the employment discrimination and sexual harassment is same, but in some instances the due to the religious and ethical differences employment discrimination may be an accepted practice (What is human resource web portal). Domestic versus international HRM We can highlight few important differences among the IHRM and the domestic HRM. According to what is human resource web portal IHRM addresses some extra activities than domestic HRM such as; international taxation, factors related to foreign currencies and exchange rates and advanced orientation activities for the internationally recruited new employees. The domestic HR managers have to deal with the employees in oneShow MoreRelatedInternational Human Resource Management945 Words   |  4 PagesIntroduction: Human Resource Management (HRM) involves all decisions that directly affect the people who work for the concerned organizations and corporate enterprises. Hence, HRM can be termed as a strategic and coherent approach to an organization’s most prized asset- the people working there, who individually and collectively strive towards achieving the organizational goals. In simple words, HRM means employing people, developing their capacities, utilizing, maintaining compensating theirRead MoreInternational Human Resource Management3101 Words   |  13 PagesContents 1. Introduction 2 2. International HRM 2 2.1 Expatriate 3 2.2 Factors Affecting companies in an international level 3 3. Activities of HR managers in local and international level 4 3.1 HR Planning and Analysis: 4 3.2 Equal Employment Opportunities: 4 3.3 Recruitment and Selection process: 5 3.4 Motivation, Compensation and Benefits: 5 3.5 Health, Safety and Security: 5 3.6 Management Employee relationships: 6 4. Conclusion and Recommendation 6 5. 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Christopher Department of Industrial Relations Personnel Management University of Lagos, Nigeria E-mail: krischidi2002@yahooRead MoreInternational Human Resource Management Practices Essay2277 Words   |  10 Pagesto enter into the international business through exporting their product to the different parts of the world or licensing or joint ventures to gain higher profit. By following the paths of international business may encounter the new challenges that are coming along with international human resource management. International human resource management is the set of distinct activities, functions and processes developed by MNC’s, to attract, develop and maintain their human resources. (Tay lor et al,Read MoreQuestions On International Human Resource Management Essay1716 Words   |  7 Pagescase study Please find completed case study on International Human Resource Management-Padi Cepat on the basis for your reading and action. Sign: Name: Patel Nimisha Paper Title International Human Resource Management Paper Code 95.892(B) Term 1 2015 Lecturers : Dr. RobertRead MoreManaging International Human Resource Management1860 Words   |  8 Pagesin turn created the need for International Human Resource Management (IHRM) roles (Scullion, 2001). Human resource management is progressively becoming a major factor that can determine the success or failure of MNC’s. Scullion (2001) concluded that HR strategies play a vital role in implementation and control in MNC’s, and alignment between HR strategies and the organisational structure of MNC’s often results in superior outcomes. In order to strive, human resources must be managed effectively toRead MoreInternational Human Resource Management. Introduction.1701 Words   |  7 PagesInternational Human Resource Management Introduction Human resource managers, outlines, directs and facilitates the regulatory elements of an association. They supervise the selecting, meeting, and contracting of new staff; counsel with top officials on the key Strategic obligation; and fill in as a connection between an association s administration and its workers. To flourish in the disorderly and turbulent business condition, firms need to always enhance and be â€Å"on the ball† regarding businessRead MoreInternational Human Resource Management Practices1205 Words   |  5 PagesEurope. Human resources management (HRM) practices and model depends on the actual extensions of national business. Indeed local business with the ambition of being multinational will export their model and corporate culture to a targeted country. Against a backdrop of multinational corporations (MNCs), globalization, emerging markets, increasing internationalization and cross-national activity by MNCs, there is a need to focus on the implementatio n of international human resource management practices

There Came A Lion free essay sample

Ivoryline, formed in 2005, went from being a part time gig to a full time rock band when they were invited to take part in the Vans Warped Tour, and there got recognized by their current label; Tooth Nail Records. In February 2008, Ivoryline released their debut album There Came A Lion. Ivorylines new album has 11 tracks, all of average (2 to 4 1/2 minute) length. There Came A Lion embodies a progressive, thrash punk style with intense and fast paced songs. The last track on the album, entitled The Last Words, mourns the loss of a father and is the only track that is not extremely up beat. The other tracks on the album talk about things from relationships such as the song We Both Know, stating that what the two people have has to be real We both know you cant plan something as real as this/takes more than plans to feel like this or the more thoughtful and pondering lyrics of Hearts And Minds At times I feel cold and exposed under a microscope/but it has never been much better to liv e. We will write a custom essay sample on There Came A Lion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Only their fourth track, All You Ever Hear, might concern parents, describing a bad town with bad people and the lifestyle of a prostitute in it. However, the song is encouraging the prostitute and telling her she can do much better than what she has there, so the moral is right. This clean and encouraging band has intense and powerful music, so whether playful or emotional, There Came A Lion makes a great listen for everyone.

The Aboriginal Culture Free-Samples for Students Myassignmenthelp

Questions: 1.Discuss any one of the weekly topics or film with reference to Aboriginal People. 2.Evaluate Indigenous knowledge and Education Practice by discussing what Aboriginal Educators draw attention to when discussing Aboriginal Education? How have their arguments been shaped? 3.Analyse the Impact of Institutionalisation and Aboriginal people that is brought about by Government Policy. Answers: The Aboriginal Culture and Race 1.Aboriginal Australians are a people belonging to the Aboriginal race mostly occupying the mainland on the island of Tasmania, with a long history that stretches back from the pre-colonial era, to the colonial era and eventually to the post- colonial era. This is a community with a long cultural heritage which they fought over the years to preserve. Culture for the Aboriginal community in this context refers to their belief systems, language of communication, their value of education, religious beliefs, traditions, history as well as their held concepts regarding social issues such as health and living (Mattei, 2008, pp. 245-269). The Aboriginal culture is today known and appreciated all over the world. This group of people are one of the few communities in the world who have kept hold of their ancient culture and practice it up to date. For instance, the Aboriginal people have kept a culture of religion. The Aboriginal spirituality is composed of a very close relation between the human race and their land. They belief in the beginning of the world which they refer to as Dreaming or Dreamtime. They belief that it was in a Dream or Dreamtime that their ancestor rose from beneath the earth and created nature. To them, the world comprises of water bodies as well as the universe (Turnbull, 2007, pp. 26-50). Unlike the Christian and other religions, the Aboriginal religion does not elevate man above other creatures such as water and the universe. To the Aboriginal people, some of their ancestors transformed into nature such as big rocks as well as water bodies and as a result, the Aboriginal people use specific roc ks and water bodies as their shrines because they belief that through these natural sources, their ancestors are alive (Cohen, 2007, pp. 198-217). This group of people have encountered a lot of oppression as well as resistance from people of different cultures in an attempt to keep and preserve their culture. To them, their cultural heritage has always and will always come first before anything else. Right from the pre-colonial era, to date, the Aboriginal people have been in constant fights to defend their culture. For instance, during the colonial era, the colonial masters introduced policies that segregated the Aboriginal people on the basis of their culture. Members of this race suffered a great deal in the colonial era as a result of government policies enacted which segregated them on the basis of their race as well as their culture. Some of the policies which were passed that segregated them include education policies. As a result of such policies, this group of people were denied access to basic national resources such as schools among other essential resources (Barn, 2007, pp. 1425-1434). These policies left members of this community to live in poverty as well as live lifestyles regarded to as primitive. Later, in the 19th century, the government introduced policies that saw children from the Aboriginal community forcefully taken away from their Indigenous community into institutions such as schools located within the non-Indigenous communities in an attempt to rid them of their cultures. These attempts were vehemently objected and as a result the Aboriginal people fought against such policies through various revolts that were organ ized against the government. They wanted their cultures to be recognised and respected just like any other non-Indigenous Australian culture. The government considered the Indigenous culture to be neglectful and hence by forcing the children from the Aboriginal families to join non-Indigenous institutions, the government claimed to be helping this community live a better life (Smye, et al. 2010, pp. 28). However, this forceful movement of children into foreign cultures negatively affected their emotional as well as health development. Crusades geared towards raising a cultural awareness among the Aboriginal community gained momentum in the 1970s. This period earmarked an important landmark in the fight against cultural and racial segregation levelled against the Aboriginal community. Later, in the 1980s, this fight changed track and now focused not just on creating cultural awareness among the Aboriginal people but also on creating and ensuring cultural sensitivity among the Indigenous communities (Dion, 2007, pp. 329-342). Cultural sensitivity entailed creating a realization that there is need for the Australian societies to shift focus from just making valuable judgements aimed at addressing cultural differences but to accept that indeed cultural differences exist but these cultural differences should be embraced and appreciated in a manner that every member of society belonging to a distinct culture will feel valued and respected in their distinct cultural heritage. As a result of these fights, various policies over the years have been formulated to promote and respect the Aboriginal culture. Through the various policies, today, the Aboriginal people are relatively more respected and treated with much dignity than the Aboriginal people of yester years. They now can access formal education in schools set up in their own Indigenous land. Moreover, the modern Aboriginal child has a right to choose to learn and study their own cultures as the Australian government through the Ministry of Education has enacted policies which have seen the Aboriginal Indigenous culture included in the national education curriculum. Through such initiatives, members of the Aboriginal community are today free to study as well as practice their cultural activities and events (Brayboy, Castagno, 2008, pp.731-750). The cultures are also documented to allow future generations as well as people across the world to access and read about the Aboriginal culture. Furthermore, to help preserve the Aboriginal culture, the national government in collaboration with territorial governments have set up policies to preserve the Aboriginal culture as well as their cultural heritage. For example, the Australian government supports the Dhimmuru Aboriginal Corporation in an attempt to preserve the Indigenous resources belonging to the Aboriginal people. 2.When discussing Aboriginal education, Aboriginal educators focus their attention on a syllabus that teaches Indigenous knowledge, methods as well as the indigenous models and their content. This indigenous knowledge is inculcated and taught within the existing systems of formal and non-formal education. A concern over the loss of Indigenous knowledge from the 19th century to date through processes such as colonization, globalization as well as modernity has led to widespread calls for the society to reintroduce Indigenous knowledge in the formal and informal education systems that exist. This reintroduction of Indigenous knowledge, it is argued will enable the Indigenous communities such as the Aboriginal people reclaim and revalue their cultures and language which are at the brink of extinction especially with the advent of globalization. This reintroduction will enable the Indigenous people improve their participation and performance in the formal and informal education systems used in the world today. Moreover, the reintroduction of Indigenous knowledge will enable the Indigenous culture to be preserved and be passed over to the next generation (Thompson, et al. 2008, pp. 3). Calls for the reintroduction of the Indigenous education by aboriginal teachers is increasingly baring fruits as many scholars and governments across the world are increasingly accepting and embracing this call as they regard Indigenous education as a being a viable as well as legitimate model of education. Indigenous knowledge which focuses on celebrating diversity has been viewed as a good alternative to the western education curriculum which puts its focus on reading, arithmetic and writing and ignores cultural diversity which is part and parcel of the human race (Ma Rhea, 2012, pp. 45-66). This form of knowledge which focuses on diversity of cultures has been thought as a viable education system that ensures that teachers and students both Indigenous and non-Indigenous benefit in a culturally sensitive manner through a review of the Indigenous cultures. When discussing Aboriginal education, the Aboriginal educationists draw their attention to the Indigenous ways of learning which are inclusive, adapts a classroom structure which eliminates the distinctions and separations based on community, race and gender as well as motivating students to participate in their social world. The arguments of the Aboriginal educationists have been shaped by the production of Individuals who are culturally sensitive and respectful to social diversities (Pirbhai-Illich, 2010, pp. 257-266). This system of education is increasingly being embraced across the world to act as a supplement to the Western education curriculum heavily reliant on reading, writing and arithmetic. Embracing the system has led to the production of personalities specialised in various fields such as sports, music among other fields of art. 3.In the colonial era, the government treated members of the Aboriginal community with prejudice. Children belonging to the Aboriginal community were forcefully taken away into educational institutions outside the Indigenous regions into the non-Indigenous regions (Bretherton Mellor, 2006, pp. 81-98). This was in an attempt to alienate these children from the Indigenous culture which the government viewed as being neglectful and not able to bring up children in a responsible manner. In these institutions, the children from the Aboriginal communities were exposed to foreign cultures in an attempt to make them abandon and forget their Indigenous cultures (Denis, 2007, pp. 1068-1092). For instance, in these institutions, the primary language of communication and teaching was the Standard Australian English. This exposed the children to the risk of forgetting their Indigenous language. The forceful exposure of Aboriginal children to foreign cultures in institutions located in foreign lands was an act of prejudice meant to undermine the Aboriginal culture. However, due to outcry by the members of the Aboriginal families, the Australian government through a report entitled, Bringing them Home Report, conducted in 1997 discovered that forcefully institutionalising children away from their families and cultures lowered their self-esteem and made them have a feeling of lacking identity and connectedness (Christie, 2006, pp. 78-89). In reaction to this report, the government came up with various education policies that have transformed the Aboriginal people in the field of education. For instance, the government created the National Congress of Australias First People. Through this body, the Australian government has set up resources geared towards ensuring that the Indigenous people are respected as well as respecting their cultures, right to belong to their homeland, t heir history as well as coming up with ways of eradicating racial segregation against the Aboriginal people. Today, the Australian government policies have led to the formulation of a curriculum that recognizes and appreciates the culture of the Aboriginal community and considers it as being fundamental to the cultural heritage of Australia as a nation (Dudgeon, et al. 2010, pp. 25-42). The government has embraced an all-inclusive education system geared towards promoting the language, history, as well as cultural practices of the Aboriginal people. Bibliography Barn, R., 2007. Race, ethnicity and child welfare: A fine balancing act. British Journal of Social Work, 37(8), pp.1425-1434. Brayboy, B.M.J. and Castagno, A.E., 2008. How might Native science inform informal science learning?. Cultural Studies of Science Education, 3(3), pp.731-750. Bretherton, D. and Mellor, D., 2006. Reconciliation between Aboriginal and other Australians: The stolen generations. Journal of Social Issues, 62(1), pp.81-98. Christie, M., 2006. Transdisciplinary research and Aboriginal knowledge. The Australian Journal of Indigenous Education, 35, pp.78-89. Cohen, J.J., 2007. Monster culture (seven theses). Gothic Horror: A Guide for Students and Readers, pp.198-217. Denis, V.S., 2007. Aboriginal education and anti-racist education: Building alliances across cultural and racial identity. Canadian Journal of Education/Revue canadienne de l'ducation, pp.1068-1092. Dion, S.D., 2007. Disrupting molded images: Identities, responsibilities and relationshipsteachers and indigenous subject material. Teaching Education, 18(4), pp.329-342. Dudgeon, P., Wright, M., Paradies, Y., Garvey, D. and Walker, I., 2010. The social, cultural and historical context of Aboriginal and Torres Strait Islander Australians. Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice, pp.25-42. Mattei, L., 2008. Coloring development: Race and culture in psychodynamic theories. Inside out and outside in: Psychodynamic clinical theory and psychopathology in contemporary multicultural contexts, pp.245-269. Ma Rhea, Z., 2012. Partnership for improving outcomes in Indigenous education: relationship or business?. Journal of Education Policy, 27(1), pp.45-66. Pirbhai?Illich, F., 2010. Aboriginal students engaging and struggling with critical multiliteracies. Journal of Adolescent Adult Literacy, 54(4), pp.257-266. Smye, V., Josewski, V. and Kendall, E., 2010. Cultural safety: An overview. First Nations, Inuit and Mtis Advisory Committee, 1, p.28. Thompson, S.C., Greville, H.S. and Param, R., 2008. Beyond policy and planning to practice: getting sexual health on the agenda in Aboriginal communities in Western Australia. Australia and New Zealand health policy, 5(1), p.3. Turnbull, P., 2007. British anatomists, phrenologists and the construction of the Aboriginal race, c. 17901830. History Compass, 5(1), pp.26-50.

Tempest By Shakespeare Essays - Operas, English-language Films

Tempest By Shakespeare The Tempest is an interesting play written by the famous, William Shakespeare. It is his official and last accomplishment. This play is thought of as one of Shakespeare's "romance" plays. Shakespeare started to write toward the end of his career about magic and fantasy set in far-off lands. These realms that he created are written about in his plays. This particular play is famous for his usage of magic, which is carried through by the Duke of Milan (a state in Italy), who is also known as Prospero the magician. Prospero rules Shakespeare's creation of an island set far away from all realities and creates ruckus for all that land on the island. Prospero who is on an island with his daughter Miranda and some servants to assist with magic is stranded but he uses his magical powers to his advantage. Prospero is on this remote island because his brother Antonio usurped his position of Dukedom. His evil brother sent Prospero and his baby daughter sailing into sea with a boat full of wholes. Antonio sent Prospero away in such an abused boat that he assumes that Prospero had to died at sea, but this is not so. A kind-hearted man named Gonzalo changes Prospero and his daughter's fate and Prospero in return uses his magic on the island to make it some what livable for them. The play starts out so happily but then Prospero is offered a chance to use his magic and take revenge upon his evil, brother Antonio who took his place in Milan, Italy as the duke to rule. Antonio happens to set sail in waters that are close to Prospero's island. His servant, Ariel who is an airy spirit, which Prospero rescued from imprisonment and now controls can fly, play magical music, misdirect people, turn invisible, and create storms and fire, among other abilities. Also Ariel's gender is uncertain and probably indeterminate; it is referred to sometimes as "he", but also takes on female forms (for instance, the nymph of I.ii.301 and the harpy of III.iii.53ff) and spends much time invisible. It is probably simplest to think of Ariel as androgynous-that is, neither male nor female) So Prospero and Ariel conjure up a huge storm (the tempest), and try and steer the ship towards the island so that his daughter and himself can return back to civilization. The ship wrecks near the island and Prospero uses his magic to make sure that all the passengers manage to make it safely ashore. Many interesting figures wash upon shore. These figures include, Antonio, Alonso, the King of Naples, who conspired long ago to help Antonio get rid of Prospero; the good old counselor, Gonzalo; Sebastian, Alonso's own power-hungry younger brother; and Ferdinand, Alonso's son, the Prince of Naples. The characters basically divide up into two groups, the protagonists and the antagonists. Antonio is an antagonist. He is the evil brother of Prospero, from whom he usurped the position of Duke of Milan twelve years ago. He also plots with Sebastian to kill Alonso and Gonazalo. Alsonso, the King of Naples is one of the figures belonging to the protagonist group. He was long ago involved in Antonio's plot to get rid of Prospero. He has a corruptible, power-hungry younger brother named Sebastian. He is the father of Ferdinand and the heir to the throne and he has a daughter named Claribel, who has just been married to a king fare across the sea. Gonzalo also belongs to the protagonists. He is a well-meaning, good-hearted elderly counselor of Alonso, who helped save Prospero and Miranda's life long ago, when Antonio and Alonso betrayed them. The next character is Sebastian who is an antagonist and he is also the wicked brother of Alonso, King of Naples. He is corrupt and power-hungry, and he plots with Antonio to murder Alonso and Gonzalo. Ferdinand is part of the protagonist group and is the Prince of Naples, and the son of Alonso. He falls in love with Miranda the first time he sees her. When Ferdinand is washed onto the island alone, Ferdinand and Miranda (the young, na?ve daughter of Prospero who has grown up on the island and has seen no other human being than her father for as long as she can remember.) meet and fall in love at first sight. This was Prospero's secret goal all along, although he pretends to dislike Ferdinand at first. Meanwhile, Prospero lets the other noblemen-Alonso and Antonio, accompanied by Sebastian, Gonzalo and others wander around the island

English 1302 Poetry Analysis Essay Example

English 1302 Poetry Analysis Essay Example English 1302 Poetry Analysis Paper English 1302 Poetry Analysis Paper Page 957, Countee Cullen, Yet Do I Marvel 1. What is the significance and effect of the allusions to classical literature/myth in general? To these myths in particular? How do they individually and collectively help characterize the speaker’s situation? Through the use of metaphor and allusion, Cullen allows the readers to put themselves in his shoes. Through his poetry, the reader is presented with the struggle and the underlying true message- the harshness and cruelty towards the African Americans- the reality of racism. 2. Does the speaker’s attitude toward God or our sense of that attitude shift or change over the course of the poem? If so, how so? Where does he (and/or do we) end up? The first twelve lines of the sonnet portray the paradoxical nature of a good and kind God. Cullen remarks that if God were really good and kind then why did he create the mole as a blind animal? Why should we all die? Why do our best efforts often end in frustration and failure and unhappiness? Cullen answers these rhetorical questions by stating that Gods ways are mysterious and can never be fully understood by ordinary human beings. The final couplet, however, reveals his anger and frustration at the plight of talented and sensitive black poets like him who are suppressed and oppressed by the white majority, making him to doubt gods goodness and kindness. Page 959, Langston Hughes, â€Å"Harlem† 1. According to this poem, is there an answer to the question asked in the first line: â€Å"What happens to a dream deferred? † Yes, there is an answer; the question, â€Å"What happens to a dream deferred? † appears to be answered with nothing but more questions. But if we analyze each question we get an idea of what the speaker really believes about dreams being postponed. The â€Å"dream† is a goal in life, not just dreams experienced during sleep. The dream is important to the dreamer’s life. Nevertheless, the speaker’s position is clear that any important dream or goal that must be delayed can have serious negative affects. 2. This poem was written in 1951, approximately twenty years after the end of the Harlem Renaissance. It is the only poem in this chapter on the Harlem Renaissance that was written years after its end. How is the content of the poem possibly related to Harlem and the Harlem Renaissance within a post-Renaissance perspective? In 1951, frustration characterized the mood of American blacks. The Civil War in the previous century had liberated them from slavery, and federal laws had granted them the right to vote, the right to own property, and so on. However, continuing prejudice against blacks, as well as laws passed since the Civil War, relegated them to second-class citizenship. Consequently, blacks had to attend poorly equipped segregated schools and settle for menial jobs as porters, ditch-diggers, servants, shoeshine boys, and so on. In many states, blacks could not use the same public facilities as whites, including restrooms, restaurants, theaters, and parks. Access to other facilities, such as buses, required them to take a back seat, literally, to whites. By the mid-Twentieth Century, their frustration with inferior status became a powder keg, and the fuse was burning. Hughes well understood what the future held, as he indicates in the last line of the poem. Pages 959-960, Langston Hughes, The Weary Blues 1. Who is the narrator of this poem? Is the narrator different from the piano player in the poem? Is there a difference in the style of the poem as it shifts between the voice of the narrator and the voice of the singer? The singer and song become united in the same way that the speaker of the poem becomes not only a first-person narrator, but a third-person omniscient storyteller. The central narrative voice describes an African American in Harlem, who is observed singing and playing the  blues. 2. Are there any clues in the poem about the life of the singer? Why might the singer have the blues? Yes, there are clues, such as, Down on Lenox Avenue: Lenox Avenue is a main street in  Harlem, which in terms of the geography of New York, is North, or uptown. We might wonder why Hughes has written down on Lenox Avenue rather than up on Lenox Avenue. Lets think, then, about the identity of the speaker of the poem. Because Harlem was home mainly to African Americans and the parts of New York City south of Harlem (referred to as downtown) were populated mainly by whites, if the speaker were to perceive Lenox Avenue as up from his place of origin, we might assume that he is white. All the singer seems to have is his moaning blues, the revelation of a black mans soul, and those blues are what helps keep him alive. Part of that ability to sustain is apparently the way the blues help him keep his identity. Even in  singing the blue, he is singing about his life, about the way that he and other blacks have to deal with white society. As his black hands touch the white keys, the accepted Western sound of the piano and the form of Western music are changed. The piano itself comes to life as an extension of the singer, and moans, transformed by the black tradition to a mirror of black sorrow that also reflects the transforming power and beauty of the black tradition. . What do you make of the last line of the poem? Why does Hughes choose the word â€Å"dead† here? The poem works out Hughess apprehension, his feeling that his ability to understand the emotions that generated this form of artistic expression was not on a par with the expression itself This is indicated by the last line of the poem, where the speaker notes that the piano player slept like a rock or a man thats dead.   The po ems last line, then, ignores the blues performers ability to articulate pain and likewise to subsume it. That the speaker and the piano player never meet, or as Tracy asserts, strike up a conversation, share a drink, or anything else, suggests that the experience does not rupture the speakers externality. He never enters that space whereby the piano player is speaking for him, giving utterance to his loneliness. Finally, at no point in time does the speaker in the poem insert himself into the lyrics. In this respect, the last line calls our attention to the slippage that occurs when an understanding of the blues is lacking. That the speaker utters the possibility that the piano player has killed himself illustrates his failure to realize that the blues is performed reflection and not a preface to suicidal behavior. Pages 963-964, Claude McKay, â€Å"The Harlem Dancer† 1. This poem is an English (or Shakespearean) Sonnet with three quatrains and an ending couplet. What â€Å"celebration† seems to be made in the three quatrains? How is this â€Å"celebration† deflated in the ending couplet? In the first quatrain, McKay begins by expressing his disdain for America; however, he also expresses his dependence on the country as well. When he states â€Å"Although she feeds me bread of bitterness†, the speaker is telling the reader that he or she depends on America for his or her bread as a child depends on its mother. This leads the reader to believe that the speaker in McKay’s poem recognizes the fact that America is the source of his or her provision, although the food that is being provided is that of bitterness. This particular statement also might lend itself to the underlying feeling that many black Americans were experiencing at this time regarding their limited rights in the South. The country was responsible for seeing that blacks were given equal rights, but these rights were restricted unless the man could reach very unreal expectations. This led to bitterness among the Southern blacks. The second quatrain takes on a more positive focus, seemingly leading the reader to see some of the reasons that the speaker does, in fact, have positive feelings for America. â€Å"Her vigor flows like tides into my blood, / Giving me strength erect against her hate†. These lines indicate that the strength of the burgeoning country was the energy that fueled the speaker’s life. The most interesting interaction within this piece of text is the insurgence that the speaker brings out within the conflicting nature of the prose. While the speaker is boldly proclaiming that America is the source of his or her strength, he or she is rebelling against the provider of that strength and using it to stand up against the racial hate that was prevalent during this time period in America. Although the speaker is standing in strength against the bigotry and injustice within America, he or she seems to feel as if his or her personal stand might be insignificant within the larger picture of the struggle for equality. â€Å"Her bigness sweeps my being like a flood†. It is impossible for a single person to resist the mighty rushing waters of a flood as it rolls over the land. Perhaps, the speaker is expressing the futility of one person standing against the bigoted history of a nation alone. However, just because the speaker stands alone in futility, it does not preclude him from taking that stand. Pages 964- 966, James Weldon Johnson, â€Å"From the preface to The Book of American Negro Poetry† 1. According to Johnson, what are the contributions that can be made by Negro poets? I believe he wanted to let us know that Black or African literature has a rich history or tradition, which is largely due to the effects of the tragedies well documented in the recorded history of the African people, of dislocation, deprivation and degradation. In these circumstances it is hardly surprising that the propagation of Black culture including its literary achievements is a much recent phenomenon when compared to other races. Also the artistic style and dialect of the Negro is uniquely art in and of itself. 2. Do you think that Johnson’s statement â€Å"the richest contribution the Negro poet can make to the American literature of the future will be the fusion into it of his own individual artistic gifts† has been realized from 1921, the year the preface was written, to today? Why or why not? Explain your answer thoroughly. Yes, I believe the value of the Negro poet has been realized. The renaissance allowed for the flowering of a new consciousness, the emergence of great writers, masterful musicians, the celebration of one’s cultural roots, and the development of self-confidence and consciousness. It is without a doubt that the Harlem Renaissance was like an eternal spring of inspiration in the soul of African-Americans. That spring has provided nourishment and inner drive for sustainment into the eras beyond. That spring has fertilized the earth and has allowed the population of African-Americans to move into new and diverse dimensions regarding their self-worth, marvelous accomplishments, and diverse cultural successes. That spring of life in African-Americans which move them from slavery to freedom, is still watering the garden for future exponential growth economically, politically, philosophically, psychologically, and sociologically in directions beyond our human comprehension. Pages 975-977, Zora Neale Hurston, â€Å"How It Feels to Be Colored Me† 1. How does Hurston define and feel about her â€Å"color†? Explain your answer thoroughly. The majority of Hurston’s characters, though represented as black, could just as easily be of any race. Their lives, loves, humors, troubles and travails appear in Hurston’s writing as universal constants, soothing or afflicting without regard to either skin color or gender. Hurston approached the question of her apparent unconcern over racial issues more directly when she said, I have ceased to think in terms of race; I think only in terms of individuals. I am interested in you now not as a Negro man but as a man. In am not interested in the race problem, but I am interested in the problems of individuals, white ones and black ones. †

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Autarky and Economics Questions and Answers

Autarky and Economics Questions and Answers   Question 1 (a). Write down the problem of an agent that maximizes ex-ante utility in autarky. Find the conditions that characterise the allocation in autarky. Explain how the allocation changes with ÃŽ ². Autarky is a situation where no trading takes place between agents. Each agent needs to provide for his own needs in an autarky, ie he independently chooses the amount of I that he wants to invest in the long run technology. The issue of liquidity insurance arises here. Every agent wants to maximise his ex-ante utility but the problem is that at time t=0 he does not know about his type whether he wants to consume early at t=1 or late at t=2 resulting in asymmetric information. Hence, there is a risk that more than is optimal may be invested. The conditions that characterise the allocation in autarky are bounded by the constraints of C1 and C2. If agent decides to consume early, he will get savings (1-I) and liquidated investment (É ­I). C1 = 1 I + É ­I = 1 I (1-É ­) If agent decides to consume late, he will obtain savings (1-I) and returns from investment (RI). C2 = 1 I + RI = 1 + I(R-1) Agent will choose his consumer profile (C1, C2) that will maximise his ex-ante utility U based on the above constraints. However, the allocation is not efficient in autarky as shown in the next part of the question. Max U(C1,C2) = u(C1) + ÃŽ ²u(C2) = [1 I + É ­I]+ [1 I + RI]= 2+ É ­I + RI We set up the lagrangian method to explain the allocation changes in ÃŽ ² where the constraint in the below equation is the maximum utility. L = Ï€u(C1) + (1-Ï€)ÃŽ ²u(C2) + ÃŽ »[2+ É ­I + ÃŽ ²RI] = Ï€ + ÃŽ »Ãƒâ€°Ã‚ ­I = 0 = (1- Ï€)ÃŽ ² + ÃŽ »RI = 0 = 2+ É ­I + ÃŽ ²RI = 0 Complementary Slackness Condition: ÃŽ »*[2+ É ­I + ÃŽ ²RI] = 0 If values were given for the variables, we could even have solved and get the value of ÃŽ ². If a value close to zero is obtained for ÃŽ ², it means agent is impatient anda value close to one indicates that agent is patient. This argument is further supported by the marginal rate of substitution concept where = R. If ÃŽ ²=0, no returns obtained as the agent wants to consume immediately. If ÃŽ ²=1, returns will result for the patient agent. Hence, it shows that the discount factor ÃŽ ² will not change the basic results of the model. (b) Write down the conditions that characterise the Pareto-optimal allocation. Show that autarky is not efficient. Explain how the allocation changes with ÃŽ ². The conditions that characterise the allocation in autarky are bounded by the constraints of C1 and C2. Ï€1C1 = 1 I    => C1 = (1-Ï€)C2= RI  Ã‚   => C2 = The constraints can be combined in a single one. Ï€1C1 + (1-Ï€)= 1 The key result is that allocation is inefficient in autarky as shown below: Recall in autarky: C1 = 1 I + É ­I = 1 I (1-É ­)   Ã‚  Ã‚  Ã‚  Ã‚   C2 = 1 I + RI = 1 + I(R-1) If C1 < 1 (unless I = 0) and C2 < R (unless I = 1), then combining these two facts we obtain Ï€1C1 + Ï€2 < 1 which states that efficiency is not reached. It is true as less money and fewer resources exist in an autarky than in Pareto optimal allocation as no trade occurs. Therefore, consumption level is lower in autarky. Max U(C1,C2) = u(C1) + ÃŽ ²u(C2) = + ÃŽ ² We set up the lagrangian method to explain the allocation changes in ÃŽ ² where the constraint in the below equation is the maximum utility. L = Ï€u(C1) + (1-Ï€)ÃŽ ²u(C2) + ÃŽ »[ + ÃŽ ² ] = Ï€ + ÃŽ »Ã‚   = 0 = (1- Ï€)ÃŽ ² + ÃŽ » ÃŽ ² = 0 = + ÃŽ ² = 0 Complementary Slackness Condition: ÃŽ »*[ + ÃŽ ² ] = 0 If values were given for the variables, we could even have solved and get the value of ÃŽ ². If a value close to zero is obtained for ÃŽ ², it means agent is impatient anda value close to one indicates that agent is patient. The argument of marginal rate of substitution is also applicable here where = R. If ÃŽ ²=0, no returns obtained as the agent wants to consume immediately. If ÃŽ ²=1, returns will result for the patient agent. Hence, it shows that the discount factor ÃŽ ² will not change the basic results of the model. (c) Assume the agents are now infinitely risk-averse. That is U(c1,c2) = min{c1,c2}. What is the Pareto-optimal allocation? Pareto optimal is an allocation of resources where it is impossible to distribute resources without making at least one consumer worst off. Pareto optimal is the best outcome that could result in an economy with trade taking place and thus there is higher consumption level. It is like a desired state where assets are increased for patient people and consumption is increased for impatient people. The Pareto optimal allocation for risk neutral agents satisfies the following first order condition: UÊ ¹(C1) / UÊ ¹(C2) = R which means that agents would like to equate the marginal rate of substitution between consumption levels at t=1 and t=2 with the returns on the long run technology. When U(c1,c2) = min[c1,c2], it shows agents attitude to risk aversion. The pareto optimal allocation for the risk averse agent is u(C1) + πΠ²u(C2G) + (1-Ï€)ÃŽ ²u(C2B) where the superscripts G and B denote good and bad state respectively. L = u(C1) + πΠ²u(C2G) + (1-Ï€)ÃŽ ²u(C2B) + ÃŽ »[u(C1)] The concaved utility function states that agents prefer to consume more to less and shows how consumption is smoothed out over time and across states in the future. The agent is risk averse in the sense that he does not want consumption in the bad state at t=2 to be too much different from consumption at t=1. Question 2 (a) Write down the incentive constraint of the bank. How does collateral aà ¯Ã‚ ¬Ã¢â€š ¬ect the repayment R the bank can promise? Banks, regarded as information sharing coalitions, can easily overcome the problem of asymmetric information of investors. It is assumed that banks will use the signaling tool to invest in high quality projects which will benefit the investors. Banks are expected to behave in such a way that will maximise investors interest. The firm chooses the good project if pH(y-Ru-Rm) > pL(y-Ru-Rm) + b  Ã‚  Ã‚  Ã‚  Ã‚   =>   Ru + Rm < y- The bank must also be encouraged to monitor the project: pHRm C > pLRm  Ã‚  Ã‚  Ã‚   =>  Ã‚   Rm > The bank will borrow only least possible amount from banks as bank finance is more expensive than direct finance. Im = Im (ÃŽ ²) ≠¡ =    where ÃŽ ² denotes expected rate of return. The bank will collect get the remaining finance Iu =    from uninformed investors. Hence, the banks incentive constraint binds. Using the incentive constraints we have: Ru < y- which states: Iu < [y ]   indicating that the project will only be financed if: A + Iu + Im > 1  Ã‚   =>   A > (ÃŽ ²,r) ≠¡ 1 Im(ÃŽ ²) [y ] Other constraints would include a lack of monitoring from the bank giving rise to the probability of non-monitoring pL and the inability to dispose the collateral, ie if the collateral appreciates, the bank will not be able to sell it until loan to investors has been repaid. The collateral, usually in the form of assets, plays the role of a guarantee that banks give to investors as a security in case of failure of the project. Collateral is also seen as an alternative to monitoring as it saves efforts and reduces the risk of the bank. à Ã‚ µ ∈ (0,1) can be interpreted as if K is close to one, bank will be able to refund the money to investors whereas if K is close to zero, bank will be unable to repay back the loan. A better collateral equals better chance of getting money back as the bank will prefer to behave or else it will lose the collateral. If the project is successful with expected probability p, the bank will gain returns X which will be used to refund the loan to investors and claim back the collateral. The higher the returns from the project, the bank will be able to distribute partly between the investors and keep partly as its own profits. In case of failure of the project, the bank will obtain zero returns and is then unable to repay R to the investors. The latter will seize the collateral and will liquidate it to gain maximum money from it as refund of their investment in the unsuccessful project. (b) Suppose investors have all the bargaining power. Write down their objective, find the optimal contract and their equilibrium profits. If investors have all the bargaining power, they will be able to influence the project financing process significantly and dictate their terms. The objective of investors is to obtain maximum returns X from the project. They will want to have full details about the project to ensure that the bank is choosing a high quality project (ÃŽ ¸) rather than making an adverse selection. Investors delegate the monitoring of the project to the bank as the latter has comparative advantage in monitoring activities hence monitoring costs will be reduced. Investors will use monitoring and auditing as tools to be free from asymmetric information and to improve efficiency. They will expect close monitoring and continuous feedback on the project from the bank. The optimal contract for investors will be where lending will be most profitable and the below equation is taken from the Diamond Model (1984): E[y] > 1 + r + C = E[y] > 1 + 1 + C = E[y] > 2+ C where E[y] = Returns from investment r = risk free rate, equal to 1 in the question C = monitoring costs The optimal contract is bounded by the break-even constraint of uninformed investors implying an upper bound on Iu: pHRu > (1 + r)  Ã‚   =>  Ã‚   Iu < < [y ] Equilibrium profits of the investors will be at a feasible break-even point, usually where demand equals to supply: A + Iu + Im > 1  Ã‚   =>   A > (ÃŽ ²,r) ≠¡ 1 Im(ÃŽ ²) [y ] (c) For which value of K can the bank borrow and invest? The value of the collateral must be either equal or slightly higher than the investment in project (I) and monitoring costs (C) to encourage investors to finance the project as a lower value of the collateral will not attract them. K = I + C  Ã‚  Ã‚  Ã‚   or  Ã‚  Ã‚  Ã‚   K > I + C Ideally if K > I + C, this will attract more investors to finance the project and in turn banks will be able to borrow from them and invest in the project. Question 3 (a) If A ≠¥ A3, the firm issues high-quality public debt (public debt that has a high probability of being re-paid) We will discuss circumstances when the entrepreneur can issue high quality public debt: Well-capitalised firms [A > ] can issue direct debt as they possess high capital. Low credit risk High quality public debt refers that the entrepreneur is likely to meet payment obligations. This type of public debt is an attractive investment vehicle as it has a low risk of default. High dilution costs Good reputed firms can issue direct debt only if Ï€s >    where Ï€s is the probability of repayment at t=2, conditionally on success at t=0 and given all firms are monitored at t=0. It is assumed that monitoring cost c is small such that    in the credit market at equilibrium. The entrepreneur has incentive to issue high quality public debt at a rate of    when as the latter equation means high probability of success. The economic interpretation is when project is successful, returns (R) are obtained. The entrepreneur cannot ask for more than R as the firm will also keep some profits for itself. Every party in the transaction is happy and is in equilibrium when a good project is undertaken. (b) If A3 > A ≠¥ A2, the firm borrows from a monitor (and from uninformed investors) We will analyse circumstances when the firm borrows from a monitor and uninformed investors: Firms with medium capital [(ÃŽ ²,r) < A < ] borrow from banks. Firms borrow from banks when they suffer from high credit risk and high dilution costs because banks can provide efficient renegotiation in case of default and can limit dilution costs though there will be an intermediation cost involved. Uninformed investors are ready to invest Iu in exchange of return Ru upon successful project. Firms must be encouraged to choose good project pH(y Ru) > pL (y- Ru) + B  Ã‚   Ru < y When the firm falls short of capital to issue a direct debt, it can borrow Im from banks (with return Rm if project succeeds) and Iu from uninformed investors (with return Ru if project succeeds). The firm chooses the good project if pH(y-Ru-Rm) > pL(y-Ru-Rm) + b  Ã‚  Ã‚  Ã‚  Ã‚   =>   Ru + Rm < y- The bank must also be encouraged to monitor the project: pHRm C > pLRm  Ã‚  Ã‚  Ã‚   =>  Ã‚   Rm > The bank will borrow only least possible amount from banks as bank finance is more expensive than direct finance. Im = Im (ÃŽ ²) ≠¡ =    where ÃŽ ² denotes expected rate of return. The bank will collect get the remaining finance Iu = from uninformed investors Hence, the banks incentive constraint binds. Two conditions are necessary for bank lending to be in equilibrium in credit market: (i) Monitoring cost must be less than the returns of the good project pH G 1 > c (ii) Direct lending which is cheaper must be impossible. pHRc < 1 Firm should borrow from a monitor (for example a bank) and from uninformed investors at intermediate probability of success when pH ] at a rate of R = . (c) If A2 > A ≠¥ A1, the firm issues junk bonds (public debt that has a low probability of success) We will discuss circumstances when the firm issues junk bonds: It is possible that firms with medium capital [(ÃŽ ²,r) < A < ] issue junk bonds. High credit risk- Junk bonds refer to bonds with low credit quality and high default risk. They are attractive to risk seeker investors due to their high yielding returns. Low dilution costs as it limits exposure to bad firms but involves inefficient bankruptcy costs for good firms. The zero profit condition for investors is: 1 = pR + (1- p) A This nominal return R is feasible (R < y) if py + (1- p) A > 1 and the expected profit of good firms is then: Ï€B = p (y- R)+ py By substituting R, we will obtain: Ï€B = 2py 1 + (1- p) A When the monitoring element c is added, the monitor can reduce the entrepreneurs private benefit of misbehaving from B to b. pH > c >(pH −pL) R−pH If R > Rc, the firm will issue junk bonds with low probability of success. This states that the firm is indebted and have too much risk associated with it. The economic interpretation out of it is that the entrepreneur will ask for higher returns but the firm will not afford to provide it. This will lead the entrepreneur to choose the bad project and disequilibrium occurs. Hence, such a combination is not feasible because the maximum repayment is K. (d) If A1 > A, the firm does not invest We will analyse circumstances when the firm cannot invest: Firms with low capital [A < (ÃŽ ²,r)] can neither invest nor borrow. Venture capitalists are the only solution for such firms. When monitoring costs are added, if pH <    it means there is a small probability of success. The equilibrium consists of no trade taking place and the credit market collapses because good projects cannot be funded and bad projects have a negative net present value. Hence, the firm should not invest as there is no trade equilibrium. References Frexias X. and Rochet J-C., (2006) Microeconomics of Banking, 2nd Edition

The Skeletal System Essay examples -- Basic Pathology

The skeletal system includes the osseous tissues of the body and the connective tissues that stabilize or interconnect the individual bones. The bone is a dynamic tissue. Throughout the lifespan, bone adjusts to the physiologic and mechanical demands placed on it by the processes of growth and remodeling. Bone serves the organism at multiple levels: As a system, bones permit the organism to locomote effectively and to maintain posture by bearing loads without deformation, by providing rigid attachment sites for muscles and acting as a system of levers to amplify small movements. As an organ, bones protect the viscera and house the hemopoietic tissue (red marrow). As a tissue, bones serve as a reservoir of readily mobilizable calcium, an ion vital for many metabolic processes including cell motility, excitability, secretion, phagocytosis, intermediary metabolism, respiration, and reproduction. Bones (or osseous material) serve a number of diverse purposes in the human anatomy. In addition to providing structure, leverage, protection, and support for the organs of the body, bones also house marrow, which produces blood cells. Within the bones are also stored the calcium deposits which the body may access, via resorption, when needed. Additionally, bones detoxify the system, by removing heavy metals, such as lead and arsenic, as well as other toxins, from the bloodstream. The skeletal system provides structural support for the entire body. Individual bones or groups of bones provide a framework for the attachment of soft tissue and organs. Delicate tissues and organs are often surrounded by skeletal elements. The ribs protect the heart and lungs, the skull encloses the brain, the vertebrae shield the spinal cord, and the pelvis ... ...& J.W. Heath, Wheater ¡Ã‚ ¦s functional Histology, 4th edition, Churchill-Livingstone, New York, 2000, pp. 175-192. Johnson, Michael D. Human Biology: Concepts and Current Issues, Benjamin Cummings, San Francisco, 2001. Khosla, S., Kumar, V., Ramzi, S.C., Robbins, S.L. 1992. Basic Pathology, 5th edition. Philadelphia: W.B. Saunders Co. Manolagas, Starvros C. 2000. Birth and Death of Bone Cells: Basic Regulatory Mechanisms and Implications for the Pathogenesis and Treatment of Oteoporosis, Endocrine Reviews, 21(2): 115-137. Martin, B. 1993. Aging and strength of bone as a structural material, Calcified Tissue International, 53 (suppl.): S34-S40. Martini, Frederic. Fundamentals of Anatomy and Physiology, Prentice Hall, New Jersey, 1989. Raisz, Lawrence G. 1999. Physiology and Pathophysiology of Bone Remodeling, Clinical Chemistry, 45:8(B): 1353-1358.

Deforestation in Amazonia

The Amazon rainforest is the world's largest rainforest situated in Brail of South America and consequently suffers the most deforestation in the world. Deforestation is the cause for the destruction of the Amazon and rapidly becoming the most reliable method for access to resources such as wood. The countries of Amazonia are poor, less developed countries that rely on the resources of the Amazon rainforest to become richer, more developed countries. However, some people think that they can only do this by destroying the rainforest forever. The trees of the rainforest can be sold for wood (timber). This timber is in great demand in economically developed countries like Britain, Japan and USA. Accordingly, as it is in great demand, there are many advantages as well as disadvantages of the deforestation of the trees in the Amazon. There are many people that have an interest in the rainforest such as the large companies in the developed countries who buy the raw materials such as the wood from the rainforest. The business of trade of the materials would most likely improve the developing countries like Peru and Brazil as the government would profit exceedingly and could use the money to build roads or provide the materials for buildings and schools or hospitals as a way to improve the country. As the company will be a transnational company, there will be many, many jobs created in both the developing and developed countries involved in the business thus improving the standard of living for many people in both types of countries. Nevertheless, the destruction of the rainforest will be vast and this use of the rainforest will not protect the forest. Other types of people that might be interested in the rainforest are the owner and workers of a saw mill. The owner would gain from his business and would also place many local people in employment. This would improve the local people's standard of living however, the mill would not help the entire country to become more developed. Similarly, this use of the rainforest will not help protect the rainforest however, the destruction of it would not be on such a large scale as the large companies' use of the forest. Landless farmers would be under the impression that they would also benefit from the deforestation of the forest land. One of the government's plans to improve the country is to give landless farmers a way of living by encouraging them to set up small farms on land which has been deforested. The landless farmers accept the land as the government provides it for the cheaply. However, as a result of deforestation, the land has become useless as the soil is infertile and vulnerable to erosion due to the equatorial climate. This means that Brazil would not become more developed because the landless farmers will not have the land suitable for growing crops therefore their standard of living will remain poor, adding to the poverty of the developing country. Subsequently, Brazil is left with the destruction of deforestation and useless soil that cannot be recovered in addition to the problem of damaged scenery, all of which does not protect the Amazon rainforest. One point to be considered is that the jobs created will economically develop the country because tax will be introduced and the government could benefit from the tax money to improve the country by building schools and hospitals etc. so in one way, the poor countries would become more developed. If the land that has been deforested due to timber being in great demand economically is turned into cattle ranches and plantations, local people would benefit from this as many jobs will be created. Workers will improve their standard of living from this as plantations will allow vital crops such as sugar, coffee and rubber plants to be grown. These raw materials can be sold to economically developed countries, however, growing these crops will be a slow process and the workers would not benefit straight away. On the other hand, the local tribes like the Kayapo would be against the deforestation of the rainforest completely as their way of living and cultural traditions are destroyed because they are forced off the land to make way for new developments resulting in loss of homes and therefore poor standards of living ensuing again in the poverty of the country. Natural conservationists and tourists would be against this use of the rainforest because rare animal species would become extinct, as well as rare plant and tree species being destroyed. For this use of the rainforest to be sustainable, far less trees would have to be destroyed. Statistically, approximately one in twenty trees is of economic value, while the rest are destroyed for no reason, leading to the extinction of rare species of plants and trees, which the natural conservationists would be against. To maintain sustainability of the rainforest by using it for the timber, large companies who buy the raw materials could only cut down the trees of economic value rather than destroying others. Also, removing the deforested trees results in other plant life to be destroyed as roads have to be built and vehicles have to be brought into the rainforest to remove the trees. Residents of the forest are aware of the circumstances and have found others ways to remove the trees without destroying others. Buffaloes have been used to drag the trees out, without the need to build roads. However, using buffaloes to remove the trees would be slow development for the government so a few roads could be built. Another use of the rainforest is for valuable minerals. Under the forest lie huge amounts of valuable minerals like iron ore, bauxite and gold, some of which are vital to daily life. These valuable minerals are sold to economically developed countries. The developing country would profit from the sale of the minerals to more economically developed countries for the reason that the demand for the minerals is high from developed countries as they are so vital. Not surprisingly, deforestation is the method used to access these minerals, causing masses of destruction. Nevertheless, large companies in the developed countries who buy the raw materials from the rainforest will still favour the use of the rainforest to extract valuable minerals. Besides destroying the land under which the minerals lie, room has to be made for the power stations needed. Extracting valuable minerals such as bauxite which is aluminium need hydro-electric power from these power stations. One advantage of this use of the rainforest is that electricity can be provided for the local people as well as for the extraction of minerals. This therefore helps part of the country to become more developed as many homes would have the basic amenities that a home in the developed country would have. Another advantage of this use of the rainforest is that again, many jobs will be created for the local people to work at the sites. Jobs will be created in order to build the power stations, to build roads so that access to the rainforest is easy as well as for the removal of the trees. Jobs will imply a better standard of living for the people of the country. However, there are many disadvantages of the use of the rainforest in this method. The deforestation process leaves the soil useless as it becomes infertile and insecure. This is because the roots of the trees once held the soil together, to prevent it from collapsing, and a lot of the nutrients in the soil were also provided by the trees. In this way landless farmers are once again left not benefiting from this use of the rainforest. Deforestation also adds to the problem of the destruction of the scenery which natural conservationists and tourists of the rainforest would be against, and also because of the extinction of a variety of different species of animals and plants. The deforested land could then be used for cattle ranches which a few local people would profit from because jobs would be created on the ranches. There would also be one problem that the workers would face on the cattle ranch. As the land has been deforested it will be unlikely that grass will grow which is vital to the cattle for grazing. Therefore the cattle would not be as healthy and the food produce from the cattle would not be as appealing to the richer countries. . However, this problem is only small scale and the grass would grow back eventually. For that reason, workers on cattle ranches would be in favour of this use of the rainforest. On the other hand, workers on plantation farms would find it difficult to grow fundamental crops such as sugar, rubber, and coffee plants as the soil would be infertile. Similarly, the local tribes of Amerindians would be against this use of the rainforest as they do not benefit from deforestation because of their traditional, cultural and social way of living from the trees in medical ways as well as having animals to hunt for food. To maintain sustainability in the rainforest using this method of extracting minerals from the rainforest extraction of the minerals could take place in parts of the rainforests which have already been deforested as a result of timber trade rather than deforesting new areas of the rainforest. Another way is that when the soil is dug up after the extraction, people could find a way to return the nutrients back into the soil for example by using artificial fertilisers. However, this proves to be tremendously costly for the government as millions of acres of land would need to be covered and this would not benefit the country if the money was used on the fertilizers rather than developing it into a richer country. One other use of the rainforest is for tourism. The rainforest can be kept as it is and used as a tourist attraction. Visitors from the richer, developed countries would visit to see the great variety of plants and animals. As opposed to the other uses of the rainforest, this use of the rainforest will not be favourable to many of the different types of people interested in the forest. As the tourists would like to see the forest in its natural habitat, they would be against the idea of abusing the rainforest's nature by taking advantage of the land it covers and the crucial resources it provides. However, some deforestation would need to take place in order for the tourists to see the rainforest. Roads would have to be built to provide access to the forest. Lodges would have to be built for the tourists to stay in, which will have to include the basic amenities such as electricity and hot water. In order for these to be provided water and electricity systems will need to be accessible in the rainforest which could cause some deforestation. Local people would benefit to some extent from tourism because they could sell food products such as fruits and meat etc. from the forest to the tourists or provide the tourists with places to stay and this could improve their standard of living slightly. However as the scale of tourism in a natural place such as the rainforest is extremely diminutive, it is highly likely that the local people would not benefit as much from the use of tourism in the rainforest as using the rainforest to extract valuable materials or for selling timber. Many people such as the owner and workers of a saw mill, landless farmers, and owners of cattle ranches alongside the large companies in the developed who would want to buy the raw materials from the forest would be against this idea of conserving the forest for its natural purposes because they would not profit from this whatsoever. The rainforest land would have to be kept undisturbed. This use of the rainforest will not help the developing country to become more developed as tourism of the rainforest is of such a small scale that the whole country will not benefit from it. On the other hand, tourism of the rainforest does help protect the Amazon since people want to tour it in its natural condition. The idea of ecotourism introduces sustainability of the rainforest, however to maintain this sustainability of the rainforest, tourism would have to be limited. If the tourist industry were to grow in the rainforest, much more land would need to be deforested to make way for developments such as hotels, roads, shops etc. as this would attract more visitors from richer countries. This would also bring out the multiplier effect which is when an economic activity creates extra employment, expanding more economic development. This is also a method that could help to improve developing countries. In my opinion, for the development of the rainforest to be sustainable in order to allow many uses of the rainforest to gain access to the resources of the rainforest without destroying it forever, all of the above uses should be limited to a certain amount. Total neglection of the devastation done to the rainforest is not the solution. There is also the problem of the change in the climate caused by deforestation, for whatever reason, whether it is to extract minerals or to sell timber, to be considered when dealing with the issues of deforestation. However as timber is such a vital resource for everyday life virtually everywhere in the world, deforestation cannot come to an end immediately because of the timber being such a reliable source. My opinion suggests that limitations should be introduced so that deforestation can be easily managed, for example, restrictions should be made on how much land can be deforested each year and which areas of the rainforest deforestation can occur. If the area contains many rare species of trees and animals then deforestation here should not be allowed, to prevent the species from becoming extinct. To make this idea even more sustainable, the government should consider replanting in the areas deforested after making sure not too much damage was caused to the soil. As well as timber being an essential resource taken from the rainforest, minerals also have a particularly great impact on our everyday lives as these minerals are turned into valuable substances such as aluminium and priceless gold for jewellery. Again, destruction of the rainforest cannot be completely stopped in this situation because of the essentiality of the minerals, nevertheless, it can be limited. Areas can be restricted from mining sites to decrease destruction. Many people could argue here that more land would be needed if all the minerals in that area have been extracted. Interestingly, the solution to this has already been introduced and encouraged by many: recycling. Most of the materials can be recycled such as aluminium from the bauxite extracted as well as the iron and this environmentally friendly method could cause less destruction of the rainforest. My idea also suggests that although ecotourism is the most eco-friendly and causes the least destruction, this should also be controlled. To maintain sustainability of the rainforest without entirely abandoning ecotourism, restrictions should be made on exactly how much development of the tourist industry should be allowed in the rainforest. Although the country will become further developed with many jobs created and tourists from developed countries staying in hotels many shops set up profiting from tourism etc, problems such as the destruction of the rainforest will arise from this. More land will be required for this sort of development and this will cause more devastation of the rainforest, making it unsustainable. Therefore restrictions would preserve the sustainability of the uses of the rainforest without causing future harm to the rainforest itself. Fencing off areas that have restrictions from extracting minerals and slashing trees for timber is another way to make sure that ecotourism will be persistent in the rainforest as they fenced off areas will be preserved for the tourists, plus natural conservationists will be satisfied as well. In conclusion, my proposition is better than others as my solution maintains the development of many of the uses of the Amazon rainforest without causing too much destruction because I have made limitations to each use of the rainforest to maintain the sustainability of the rainforest's natural environment.

Gorbachev and His Policies †History Essay

Gorbachev and His Policies – History Essay Free Online Research Papers Gorbachev and His Policies History Essay Mikhail Sergeyevich Gorbachev (1931- ), was the leader of the Union of Soviet Socialist Republics (USSR) from 1985 to 1991. He was the last leader of that country and the key figure in the liberalization and subsequent disintegration of Soviet and Eastern European Communism. Gorbachev set out to reinvigorate the Soviet system but inadvertently destroyed it. His policies aimed to calm tensions with the West, mainly the United States. Gorbachev made a crucial contribution to the end of the Cold War, which had divided the world since the late 1940s. In November 1978, Mikhail Gorbachev moved to Moscow to become Central Committee secretary responsible for Soviet agriculture. In 1979 he also became a candidate member of the CPSU’s Politburo, its top policy-making body. In October 1980, at the age of 49, Mikhail Gorbachev was made a full member of the Politburo, thus becoming the youngest member of the Communist Party’s inner circle. Gorbachev soon climbed to the top of the communist hierarchy at a time of political intrigue among the Soviet elite. The Soviet elite were concerned that the country’s economic problems as well as others were becoming more intense. Brezhnev, who died in November 1982, was briefly replaced by Yuri Andropov and then by Konstantin Chernenko. Andropov then made Gorbachev his second in command, and Gorbachev took on a more active role within the Politburo. Although Andropov saw Gorbachev as his heir, the Soviet leader was unable to move Chernenko out of the line of succession before his death in February 1984. Chernenko replaced Andropov as Soviet leader, but he also died not more than one year after taking office. After Chernenko’s death, Gorbachev quickly became a favorite of the Politburo and Central Committee and was appointed general secretary of the CPSU. This marked Gorbachev’s beginning as the new leader of the Soviet Union on March 11, 1985. After taking office, Gorbachev soon moved young, energetic politicians into key positions. Gorbachev also made numerous changes on lower levels of the power structure. Along with the personnel changes, he pushed to get rid of corruption and incompetence within Communist Party organization. Gorbachev also moved for a campaign against alcohol consumption, and undertook a review of the USSR’s declining economic situation. In 1986 Gorbachev’s policies took on a serious turn. He would be forced to recast his reform program as one of comprehensive rebuilding of society and economy and declared that openness had to be adopted in the media and in governmental party organizations. In January 1987 Gorbachev came out in favor of democratization of the Soviet regime. Nine months later Gorbachev had a dispute with Boris Yeltsin, CPSU leader for the city of Moscow, who wanted faster reform. Though this dispute had effected Gorbachev for months, in 1988 however he renewed his efforts. This initiated a reevaluation of Joseph Stalin’s totalitarian rule and pushing for further liberalization of other major Soviet institutions. These changes were soon approved at a conference in June and July of that year. In September of 1988 Gorbachev became chairman of the presidium of the Supreme Soviet, an equivalent to the head of state. Despite Gorbachev’s successes, he felt his reform efforts were being obstructed by the Communist Party organization. Under his leadership the first real competitive elections were held in March and April 1989, the first in the USSR since its founding in 1922. In March of 1990 Gorbachev again made serious political changes. Gorbachev persuaded the congress to pass a constitutional amendment that would separate the executive branch from the legislative, and to also elect him as president. This would make Mikhail Gorbachev the first and, as it would turn out, the only president of the USSR. Gorbachev’s economic reforms seriously lagged far behind his political. Back in 1987 the CPSU voted toward a market economy, but very little progress was ever really made. The most important change was the allowance of small businesses and cooperatives to either exist inside state enterprises or separate from them. But disagreements on the inside prevented the adoption of a realistic reform program for the economy as a whole. This deadlock, led to a severe economic crisis by 1990. The effects of this crisis included declining production, growing inflation, shortages of consumer goods, labor unrest and, most importantly, a widespread loss of confidence in Gorbachev’s ability to handle economic issues. It would be soon realized that this would lead to the breakup of the Soviet Union. By late 1990 Gorbachev was under pressure from two factions. In the face of these pressures, a weakening Soviet economy, and growing political instability, Gorbachev allied himself temporarily with party conservatives and security organs within the Soviet government. On August 24, 1991 Gorbachev resigned as general secretary of the Communist Party. Within several days, all party activities had been suspended. Over the next several months, Gorbachev struggled to uphold a weak federal union, a transitional central government, and a place for himself within it, but he was unable to accomplish any lasting agreements. By October, all republics except for Russia and Kazakhstan had declared their independence from the USSR. Then on December 8, the leaders of Russia, Ukraine, and Belarus declared the USSR defunct and announced that they were forming a loose alliance called the Commonwealth of Independent States. Gorbachev resigned as Soviet president on December 25 in a solemn television address, and the USSR ceased to exist. Research Papers on Gorbachev and His Policies - History EssayAppeasement Policy Towards the Outbreak of World War 2Quebec and CanadaBringing Democracy to AfricaAssess the importance of Nationalism 1815-1850 EuropeThe Fifth HorsemanTwilight of the UAWThe Relationship Between Delinquency and Drug Use19 Century Society: A Deeply Divided EraDefinition of Export QuotasRelationship between Media Coverage and Social and

The Levels of Measurement in Statistics

The Levels of Measurement in Statistics Not all data is created equally. It is helpful to classify data sets by different criteria. Some is quantitative, and some are qualitative. Some data sets are continuous and some are discrete. Another way to separate data is to classify it into four levels of measurement: nominal, ordinal, interval and ratio. Different levels of measurement call for different statistical techniques. We will look at each of these levels of measurement.​ Nominal Level of Measurement The nominal level of measurement is the lowest of the four ways to characterize data. Nominal means in name only and that should help to remember what this level is all about. Nominal data deals with names, categories, or labels. Data at the nominal level is qualitative. Colors of eyes, yes or no responses to a survey, and favorite breakfast cereal all deal with the nominal level of measurement. Even some things with numbers associated with them, such as a number on the back of a football jersey, are nominal since it is used to name an individual player on the field. Data at this level cant be ordered in a meaningful way, and it makes no sense to calculate things such as means and standard deviations. Ordinal Level of Measurement The next level is called the ordinal level of measurement. Data at this level can be ordered, but no differences between the data can be taken that are meaningful. Here you should think of things like a list of the top ten cities to live. The data, here ten cities, are ranked from one to ten, but differences between the cities dont make much sense. Theres no way from looking at just the rankings to know how much better life is in city number 1 than city number 2. Another example of this are letter grades. You can order things so that A is higher than a B, but without any other information, there is no way of knowing how much better an A is from a B. As with the nominal level, data at the ordinal level should not be used in calculations. Interval Level of Measurement The interval level of measurement deals with data that can be ordered, and in which differences between the data does make sense. Data at this level does not have a starting point. The Fahrenheit and Celsius scales of temperatures are both examples of data at the interval level of measurement. You can talk about 30 degrees being 60 degrees less than 90 degrees, so differences do make sense. However, 0 degrees (in both scales) cold as it may be does not represent the total absence of temperature. Data at the interval level can be used in calculations. However, data at this level does lack one type of comparison. Even though 3 x 30 90, it is not correct to say that 90 degrees Celsius is three times as hot as 30 degrees Celsius. Ratio Level of Measurement The fourth and highest level of measurement is the ratio level. Data at the ratio level possess all of the features of the interval level, in addition to a zero value. Due to the presence of a zero, it now makes sense to compare the ratios of measurements. Phrases such as four times and twice are meaningful at the ratio level. Distances, in any system of measurement, give us data at the ratio level. A measurement such as 0 feet does make sense, as it represents no length. Furthermore, 2 feet is twice as long as 1 foot. So ratios can be formed between the data. At the ratio level of measurement, not only can sums and differences be calculated, but also ratios. One measurement can be divided by any nonzero measurement, and a meaningful number will result. Think Before You Calculate Given a list of Social Security numbers, its possible to do all sorts of calculations with them, but none of these calculations give anything meaningful. Whats one Social Security number divided by another one? A complete waste of your time, since Social Security numbers are at the nominal level of measurement. When you are given some data, think before you calculate. The level of measurement youre working with will determine what it makes sense to do.