The Financial System and the Economy Coursework Example | Topics and Well Written Essays - 250 words

The Financial System and the Economy - Coursework Example Various organizations that had invested in the organizations located in United States even suffered a huge loss as these organizations were on the verge of bankruptcy (The Economist, 2013). This depicts that organizations located in one region are highly dependent on organizations in other regions and thus there is a need to protect organizations in one nation to protect organizations in other nations. In order to avert and avoid future similar financial crises the regulators in the United States need to keep a close watch on the organizations in the United States and stop them from indulging in unhealthy practices due to which they may face losses and experience bankruptcy. This in turn will not only protect organizations in US, this will even protect organizations and economies throughout the world. 2. The five determinants that investors take into account while making any investment related decisions includes the expected return which is the return on investment that investors assume or predict they will receive through an investment. The return is the determinant which is the amount of money that a particular security has earned and evens the alterations in the price of the security in comparison to the value at which the security was initially traded. The third determinant is the capital yield which is the amount of money an investor is able to earn within a specific period of time and its comparison with the value of the investment that was experienced at the beginning of the specific period (Croushore, 2007). The fourth determinant is the capital yield which is a term used to refer to the elevation in the dollar based value of a particular investment over a specific period of time. The last factors is the capital gains yield which is the capital gains that a particular inv estment has offered in comparison with the value of the investment at the start of the period in which the capital gains is measured. The most important

Favorite Food Essay Example for Free

Favorite Food Essay Donny is estranged from his son, who, embarrassed by Donnys immaturity, has changed his name to Todd Peterson and managed to become a successful businessman. He has recently arrived at the Cape Cod house of his boss, where he is to be married to Jamie (Leighton Meester). Donny learns from his lawyer, Jim Nance, that he owes $43,000 to the IRS in back-taxes and will be imprisoned for three years if he doesnt repay the money by the end of the weekend. He visits TV producer Randall Morgan, who had produced shows for Donny during his brief period of celebrity, and Morgan offers him $50,000 if he can organize a reunion with Han and Mary McGarricle at the womens prison. Donny arrives at Cape Cod to try to convince Todd to participate. Because he had previously told people that his parents had died, Todd introduces Donny as an old friend; Donny elaborates with a heroic backstory and, despite his extremely crude behavior, quickly becomes well-liked by the other guests, at the expense of Todds popularity. Donny tries to convince Todd to come to the womens prison to see his mother, without revealing that it is for a tv show, but Todd refuses. Todd fights constantly with Donny about his fathers immaturity, both now and during his childhood. Donny admitted he was wrong for his actions and shouldve stopped him, but he didnt know how to be a father. Donny joins Todd and his friends at Todds bachelor party, a relaxing day at a spa. However, Donny offends the employees and guests and eventually convinces the wedding party to attend a strip club where Todd bonds with Brie. The group gets drunk and high and commits various acts of debauchery. Over the course of the evening, Todd bonds with his father and agrees to meet Mary McGarrigle at the prison. Donny, knowing that a tv crew will be waiting, tries to stop the meeting from happening, but Todd goes to the prison anyway. Todd, Donny, and Mary are ambushed by the film crew and a disgusted Todd leaves without signing a release form, leaving Donny without any money. Donny overhears Jamie on the phone saying that she has been having sex with Todds boss. He tries to warn Todd, but Jamie comes up with a convincing cover story. Later, Donny discovers Jamie having sex with her brother. She pays Donny the money he needs in order to keep him quiet. After receiving a conciliatory present from Todd, Donny decides that he has to stop the wedding. At the ceremony he reveals himself to be Todds father and rips up Jamies check, and forces her to admit her infidelity to Todd. A disgusted Todd breaks up with Jamie and quits his job, acknowledging Donny as his father and even taking back his birth name of Han Solo Berger. The following day at the strip club, Han reveals that he is dating Brie. He offers Donny the money to help pay for the unpaid taxes, but he refuses stating that its time for him to grow up and accept responsibility. Donny is preparing to go to prison when a bet he placed wins him enough money to satisfy the IRS. The film ends with Donny and Todd celebrating with the rest of their friends.

Attention Deficit Hyperactivity Disorder (ADHD) Essay -- Behavior Disor

Attention Deficit Hyperactivity Disorder (ADHD) Imagine living in a world where sights, sounds, images and thoughts are constantly changing and shifting. Unable to focus on whatever task is at hand, your mind wanders from one activity or thought to the next. Sometimes you become so lost among all the thoughts and images that you don't even notice when someone is speaking to you. This is what it is like for many people who have Attention Deficit Hyperactivity Disorder, or ADHD. Once called hyperkinesis or minimal brain dysfunction, ADHD is one of the most common mental disorders among children. It affects 3 to 5 percent of all children, and it is likely to occur two to three times more in boys than in girls. People who have ADHD may be unable to sit still, plan ahead, finish tasks, or be completely aware of what is going on in the world around them. However, on some occasions, they may appear "normal", leading others to believe that the person with ADHD can control such behaviors. As a result of this, ADHD can hinder the person's relationships and interactions with others in addition to disrupting their daily life and lowering self-esteem. To determine whether or not a person has ADHD, specialists must consider several questions: Do these behaviors occur more often than in other people of the same age? Are the behaviors an ongoing problem, not just a response to a [temporary] situation? Do the behaviors occur only in one specific place or in several different settings? In answering these questions, the person's behavior patterns are compared to a set of criteria and characteristics of ADHD. The Diagnostic Statistical Manual of Mental Disorders (DSM) presents this set of criteria. According to the DSM, there are three patterns of behavior that indicate ADHD: inattention, hyperactivity, and impulsivity. According to the DSM, signs of inattention include: becoming easily distracted by irrelevant sights and sounds; failing to pay attention to details and making careless mistakes; rarely following instructions carefully and/or completely; and constantly losing or forgetting things like books, pencils, tools, and such. Some signs of hyperactivity... ...ith accompanying conduct disorders control their impulsive, destructive behaviors. However, these drugs don't cure ADHD, they only temporarily control the symptoms. Many health professionals recommend that these medications be used in combination with some type of therapy, training, and/or support group. Such options include: psychotherapy, cognitive-behavioral therapy, social skills training, parental skills training (for parents with ADHD children), and support groups. Although most people with ADHD don't "outgrow" it, they do learn how to adapt and live better, more fulfilling lives. With the proper combination of medicine, family, and emotional support, people who have ADHD can develop ways to better control their behavior. Through further studies, scientists are better understanding the nature of biological disorders. New research is allowing us to better understand how our minds and bodies work, along with new medicines and treatments that continue to be developed. Even though there is no immediate cure for ADHD, research continues to provide information, knowledge, and hope.

Iago as the Representation of Evil in Shakespeares Othello Essay

Iago as the Representation of Evil in Othello In Shakespeare's, Othello, the reader is presented the classic battle between the deceitful forces of evil and the innocence of good. It is these forces of evil that ultimately lead to the breakdown of Othello, a noble Venetian moor, well known by the people of Venice as an honorable soldier and a worthy leader. Othello's breakdown results in the murder of his wife Desdemona. Desdemona is representative of the good in nature. Good can be defined as forgiving, honest, innocent and unsuspecting. The evil contained within Othello is by no means magical or mythical yet is represented by the character Iago. Iago is cunning, untrustworthy, selfish, and plotting. He uses these traits to his advantage by slowly planning his own triumph while watching the demise of others. It is this that is Iago's motivation. The ultimate defeat of good by the wrath of evil. Not only is it in his own nature of evil that he suceeds but also in the weaknesses of the other characters. Iago uses the weaknesses o f Othello, specifically jealousy and his devotion to things as they seem, to conquer his opposite in Desdemona. From the start of the play, Iago's scheming ability is shown when he convinces Roderigo to tell about Othello and Desdemonda's elopement to Desdemona's father, Brabantio. Confidentially Iago continues his plot successfully, making fools of others, and himself being rewarded. Except Roderigo, no one is aware of Iago's plans. This is because Iago pretends to be an honest man loyal to his superiors. The fact that Othello himself views Iago as trustworthy and honest gives the evil within Iago a perfect unsuspecting victim for his schemes. The opportunity to get to Desdemona through Othello is on... ...96. Reprint from Literature. N. p.: Random House, 1986.    Mack, Maynard. Everybody’s Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Muir, Kenneth. Introduction. William Shakespeare: Othello. New York: Penguin Books, 1968.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wilson, H. S. On the Design of Shakespearean Tragedy. Canada: University of Toronto Press, 1957.    Wright, Louis B. and Virginia A. LaMar. â€Å"The Engaging Qualities of Othello.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Introduction to The Tragedy of Othello, the Moor of Venice by William Shakespeare. N. p.: Simon and Schuster, Inc., 1957

Circus the Circus

Blue Ocean Strategy Institute BOS007 The Evolution of the Circus Industry (A) xOverall winner of the 2009 European Case Clearing House Awards xWinnerofa2006EuropeanCaseClearingHouseAwardinthecategory â€Å"Strategy and General Management† 06/2009-4999 This case was prepared by Matt Williamson, INSEAD MBA 2000, under the supervision of Professors W. Chan Kim, Renee Mauborgne and Ben M. Bensaou, all at INSEAD. It is intended to be used as a basis for class discussion rather than to illustrate either effective or ineffective handling of an administrative situation.Copyright  © 2002, INSEAD-EAC, Fontainebleau, France. To order copies of INSEAD cases, see details on the back cover. Copies may not be made without permission. This document is authorized for use only by Janis Rozenbergs at Vidzeme University until August 2013. Copying or Blue Ocean Strategy Institute â€Å"If you ask a kid to draw a circus, they draw a tent. † Pam Miller, Big Apple Circus, New York. Indeed, t he circus tent is a unique and evocative icon that has featured prominently in circuses for centuries.Relying heavily on a flamboyant entry into town, the big top was their primary tool to attract audiences to the spectacle taking place inside. Nevertheless, while the symbolism of the tent is important in the contemporary interpretation of circus, most early shows, particularly the European precursors of what would be recognized today as circus, took place in theatres and dedicated buildings. The Origins of the Circus The circus was created in 1768 by Philip Astley, an Englishman who set up a ring format for equestrian events, still in use today.Classical circus is considered to consist of four elements, whether inside a tent or a large arena: equestrian acts, clowns, acrobats and jugglers. The word circus originally denoted a competitive arena for horses, with the Roman Circus Maximus the most imposing classical example. 1 The circular space is perfectly suited to a galloping act, and largely unnecessary for any other form. 2 The centrifugal force generated by a horse galloping around a small diameter ring enabled the equestrians in the show to stand on horseback and perform other similar tricks.Juggling, tumbling and trained animal events had been popular through the ages, but by adding a clown to the mix to parody the other events and add some humor, Astley transformed these separate acts into a real show. 3 Astley’s innovation spread quickly throughout Europe and showed up in America in substantially the same form in the summer of 1785. Building on the basic equestrian component, legends such as P. T. Barnum and lesser-known players like W. W. Cole and George Bailey sponsored elaborate acts from trained zebras to trapeze artists.Around the core circus, promoters grafted sideshows such as menageries, human and animal ‘curiosities’, and carnival games to enhance the spectacle of their shows. Barnum, perhaps the most celebrated huckster of modern times, was so successful that many of his efforts have entered the modern lexicon. He marched Jumbo the Elephant across the newly dedicated Brooklyn Bridge and proclaimed General Tom Thumb, a midget from Connecticut, the smallest human ever to have lived. The Development of the Traditional CircusThough an extremely popular form of entertainment during the 19th and 20th century, the circus conjures an image of drifters and dreamers with gaudy clothes, aggressive hawkers and a standard routine of acts. Whereas whole towns had once turned out to see historical revues and the latest mechanical marvels along with other events as the circus passed through town, 1 Personal communication from Fred Dahlinger Jr. , Director, Collections and Research, Circus World Museum, May 9, 2001. Author’s interview with Dominique Jando, Associate Artistic Director, Big Apple Circus, May 8, 2001. 3 John Culhane, The American Circus (New York, USA: Henry Holt and Company, 1990), p. 1. CopTyhr iisgdhot c ©um20e0nt2isINaSuEthAoDriz-eEdAfCor use only by Janis Rozenbe1rgs at Vidzeme University until August 2013. 0C6o/2p0yi0n9g-o4r999 ———————– [pic] [pic] [pic] [pic] ———————– posting is an infringement of copyright. [email  protected] harvard. edu or 617. 783. 7860.

Pro-Slavery essays

Pro-Slavery essays Essay Two-Analyze the ways in which supporters of slavery in the nineteenth century used legal, religious, and economic arguments to defend the institution of slavery. Many supporters in the nineteenth century used religious, legal, and economic arguments to keep minorities down. The supporters had a hard time coming up with excuses to keeping the institution of slavery especially when it came to the economy. One man stated that he was convinced that the nature of the climate, and the flat swampy situation of the country, obliged people to cultivate that lands with Negroes, and that with out them the land would soon be desert waste. One would think that it is obvious that his view was based on a selfish desire to avoid menial labor. Not to mention it is ridiculous to think swampy land would become a desert if it was not cultivated. Supporters came up with many off the wall arguments in order to defend slavery. The church also had a supporting part in slavery, although they did look to the biblical text when questioning where they stood. They believed that slave holding was never condemned in the Bible and that the master-slave relationship was superior, and more Christian like, than the employer-employee relationship of the free labor system. Another popular religious argument was the Abrahamic tradition. Abraham was both a great slave holder and Gods favorite patriarch of a household that included his many slaves; God recognized the relation of master and slave, thus slavery couldnt be sinful. The laws at the time were also pro-slavery. White Americans did not consider black slaves to be human and the laws reflected that. Slaves were defined as chattel, tangible movable or immovable pieces of property. By law a slave could be bought, sold, or inherited. They had no rights or individual freedoms; a slave was not able to hold a case in court, ow...

The Dichotomy of Beauty in The Good Earth essays

The Dichotomy of Beauty in The Good Earth essays A pearls beginnings stem from a tiny grain of sand finding its way into the lowly oyster. One marvels at the beauty found beneath its uncomely shell. Such is the beauty encountered in The Good Earth, by Pearl S. Buck. Wang Lung is a poor yet industrious farmer in a small village of China during the late 1800s. A hard-working man, he is given a simple slave girl, O-lan, as a wife. As the fruits of their labor and the luck of the gods may have it, Wang Lung prospers, becoming a wealthy land owner. In time, he seeks to find pleasure in a second woman, Lotus, as his toy. However, the outward beauty he chooses in Lotus completely contrasts with that of the inner beauty found in O-lan. As the time arrives for Wang Lungs father to choose for him a wife, he tells his son, as a poor farmer, that with weddings costing as they do in these evil days...there remain only slaves to be had for the poor (The Good Earth, Buck 8). His father makes it clear that the slave woman should not be too young or too pretty, for his son must have a woman who will tend the house and bear children (8). On the day of their wedding, Wang Lung finally gets to set eyes on O-lan: She had a square, honest face, a short, broad nose with large black nostrils, and her mouth was wide as a gash in her face. Her eyes were small and of a dull black color, and were filled with some sadness that was not clearly expressed. It was a face that seemed habitually silent and unspeaking, as though it could not speak if it would. (19) Wang Lung is pleased that she does not have a pockmarked face or a split lip, as was his fear. As they settle into their new life together, Wang Lung observes this woman that is now his own. He sees that plain though her face was and rough the skin upon her hands the flesh of her big body was soft and untouched (26). He ponders, even, that her body was beauti...

Chiral Center Definition in Chemistry

Chiral Center Definition in Chemistry Chiral Center Definition A chiral center is defined as an atom in a molecule that is bonded to four different chemical species, allowing for optical isomerism. It is a stereocenter that holds a set of atoms (ligands) in space such that the structure may not be superimposed on its mirror immage. Chiral Center Examples The central carbon in serine is a chiral carbon. The amino group and hydrogen can rotate about the carbon. While chiral centers in organic chemistry tend to be carbon atoms, other common atoms include phosphorus, nitrogen, and sulfur. Metal atoms may also serve as chiral centers. Sources Mislow, Kurt; Siegel, Jay (1984). Stereoisomerism and local chirality. Journal of the American Chemical Society. 106 (11): 3319. doi:10.1021/ja00323a043Solomons, T. W. Graham; Fryhle, Craig (2004).  Organic Chemistry  (8th ed.). John Wiley Sons.

Computer Control Systems Assignment Example | Topics and Well Written Essays - 2500 words

Computer Control Systems - Assignment Example The number of right-half plane roots of the characteristic equation (closed-loop poles) is given by the number of sign changes in the first column of the array. By inspection, there are no sign changes. There are no roots with positive real parts. Since the array was constructed without a 0 appearing anywhere in the first column, there are no roots on the jw axis. The second system is slightly more complex, but the Routh array is formed in the same manner. Note that the number of terms in each row decreases by 1 at each odd-powered row, and that the last element in each even-powered row is the constant coefficient from the characteristic equation. Since there are no sign changes, there are no roots in the right-half plane. There are no roots on the jw axis since there were no 0s in the first column. The third system is the same as the second system except that the gain has been increased by a factor of 10. Note that several of the coefficients in the characteristic equation have changed. Also note that there is a negative coefficient in the polynomial. That guarantees that there is at least one unstable root. Since the constant coefficient is positive, there is an even number of unstable roots. Examination of the first column of the array shows that there are 2 sign changes, from +761.7 to -355.5 and from -355.5 to +120. Therefore, there are 2 roots of the characteristic equation with positive real parts and 2 closed-loop poles in the right-half plane. The location of those roots is not available. ... The number of right-half plane roots of the characteristic equation (closed-loop poles) is given by the number of sign changes in the first column of the array. By inspection, there are no sign changes. Therefore, there are no roots with positive real parts. Since the array was constructed without a 0 appearing anywhere in the first column, there are no roots on the jw axis. The second system is slightly more complex, but the Routh array is formed in the same manner. Note that the number of terms in each row decreases by 1 at each odd-powered row, and that the last element in each even-powered row is the constant coefficient from the characteristic equation. Since there are no sign changes, there are no roots in the right-half plane. There are no roots on the jw axis since there were no 0s in the first column. The third system is the same as the second system except that the gain has been increased by a factor of 10. Note that several of the coefficients in the characteristic equation have changed. Also note that there is a negative coefficient in the polynomial. That guarantees that there is at least one unstable root. Since the constant coefficient is positive, there is an even number of unstable roots. Examination of the first column of the array shows that there are 2 sign changes, from +761.7 to -355.5 and from -355.5 to +120. Therefore, there are 2 roots of the characteristic equation with positive real parts and 2 closed-loop poles in the right-half plane. The location of those roots is not available from the Routh array. Since there were no 0s in the first column, there are no poles on the jw axis. The last system has its gain K left as a variable. We want to determine the upper and lower bounds on K

In what ways does cinema verite differ from documentary film and what Essay

In what ways does cinema verite differ from documentary film and what methods do film makers create realism in documentaries - Essay Example Documentary can broadly be described as cinematic expression that reveals ‘fullness and completion, knowledge and truth’ (Nichols, 1994:1). They focus on actual evidence of the events, using real people rather than actors of fictional films who portray other characters. As such, they have minimal editing, reflecting the unvarnished truth. Cinema verite, on the other hand, is a French expression that means ‘truthful cinema’ that records events as they are occurring, often prodding real people to reveal new information in order to showcase new dimension of issue or events (Black, 2002). Hence, it can be defined as documentaries with wide scope of capturing truth. The editing of film makes it more dramatic and, therefore, has greater impact than normal documentary films that are stark in their thematic reality. Documentary films are also accompanied by narratives that highlight events and often inform the public of its relevance by relating it to the history of events. The viewer is, therefore, updated with information about the events and can draw conclusion of truth as he/he sees the documentary. Cinema verite has no narrator and, therefore, the viewer has the freedom to interpret the film as he/she sees. The spontaneity of real characters makes it interesting because they are designed to reveal new aspects of their personality or issues which are often not intended for public. Nanook of the North, made in 1922, is a prime example of cinema verite which documents ethnographic study of Inuits. It has used photographic technics vis-a-vis fade out transition and editing to streamline and emphasize the issue (Renoy, 1993). This is very interesting and pertinent fact of cinema Verite that distinguishes it from normal documentary films. Another very important difference is that textual representation of live events in documentary films are seen as truthful expression of reality. There is little ambiguity because footage of events is not edite d and voiceover is just to inform the audience about the issue which they see in the films. Cinema verite is proactive in its depiction of truth because while it captures the events as they occur, it actively provokes subjects in the event to provide new stance to the event. Mamber (1976) asserts that it is not just mutant offspring of documentary technique but tends to highlight the stance of the film maker. It tries to reveal new aspects of events rather than focusing on only one angle of the truth. Very often, the film maker uses editing techniques to showcase truth which could dramatize the events. Thus, it tends to expose paradoxical facets of the true events and makes them more intriguing and interesting. Facilitated by the technology advancements, the world of cinematic documentary has unfolded unprecedented way of unlocking truth and bringing them directly to the public. In the contemporary times, making documentary films has become very challenging because of the diversity of subjects and myriad formats of media tools can be easily exploited to divulge truth. Cinema verite of France, Direct Cinema of America and observatory films of the UK are all varying formats of documentary films that are based on true events. Popularly known as ‘voice’, the reconstructions and structuring tools used in documentary become the vital factor that shift the focus to spotlight and produce

Mercury Contamination in Fish Research Paper Example | Topics and Well Written Essays - 1000 words

Mercury Contamination in Fish - Research Paper Example The paper is based on two studies carried out in Bangladesh and the U.S. In the first study, Rees et al. (2007) aimed at elucidating how toenail mercury is related to dietary fish consumption in New Hampshire. In the second study (Bangladesh study), Shamshad, Shahidur, and Tasrena, (2009) focused on determining the level of trace elements (including mercury) in fish feed and shrimp sampled from aquaculture ponds. Mercury is an established heavy metal, environmental pollutant with deleterious health effects in human beings (Eisler, 2006). Mercury toxins lead to neurological impairment in humans (National Research Council, 1978). Mercury in contaminated fish food consumed by pregnant women may affect the unborn baby’s brain and nervous system. Children who were affected by mercury while in the womb have poor cognitive thinking and memory and reduced concentration (Health Effects, 2012). Studies have proved that adults, children and developing fetuses are in danger of mercury intoxication (National Research Council, 1978). Schmitt, Stricker and Brumbaugh (2011, p. 1) argue that methyl mercury concentrations in some U.S species of fish (Micropterus dolomieu and Hypentelium nigricans) â€Å"are significantly high to represent a threat to human health and wildlife†. The U.S has a high risk of suffering from mercury intoxication consumed from fish compared to Bangladesh, in spite of Ba ngladesh having more fish than the U.S. Studies on mercury intoxication are essential because they enable stake holders to devise preventative measures. Thus, this paper examines the effect of mercury toxins in fish in Bangladesh and the U.S. The graph below is an example showing comparing levels of mercury in blood lead and the risk for autism in children. The graph indicates a significant correlation between the two variables. Figure 1: Graph indicating the distribution of Hg levels in ‘charge children’, comparing four groups: regressive autism, autism of early onset, general population controls and developmentally delayed children. Source: http://cfpub.epa.gov/ncer_abstracts/index.cfm/fuseaction/display.highlight/abstract/1773/report/F Materials and Methods The Bangladesh study assessed the level of trace elements content in fish feed and shrimp sampled from aquaculture ponds in Bangladesh by the use of Flame Atomic Absorption Spectrometer (FAAS), Cold Vapor Absorpti on Spectrometer (CV-AAS), and Hydride Generation Atomic Absorption Spectrometer (HG-AAS). The study was based on the theoretical assumption that since tannery and poultry waste are used as fish feed in Bangladesh, there is an accumulation of toxic contaminants in cultured fish posing food safety risk. Toxic metals including mercury are used in the manufacture of tanneries, dye production, textile dying and paper and pulp mills. Two samples of Shrimp and twelve samples of the feed were collected from different aquaculture sites in Bangladesh. The sample was washed by de-ionized water and then air-dried. They were then analyzed using FAAS, CV-AAS and HG-AAS (Shamshad, Shahidur, & Tasrena, 2009). The American study was conducted as follows: method one; participants observed a 3 day diary of water and seafood consumption which facilitated the calculation of the average consumption of finfish and shell fish on a weekly basis. Method two; the average weekly consumption of fish (shell fish , tuna and dark fish) was estimated using semi quantitative food frequency questionnaire. Method three; the weekly consumpti

Report on issues in higher education in england Essay

Report on issues in higher education in england - Essay Example As students manage their schedules of schoolwork, employment, extra activities, and personal lives, they must learn about time planning, goal setting, and effective work strategies. A number of professionals at employment and student service offices are often available to help students learn about the most effective time-management and study strategies. As students continue through their education, they must learn to cope with both academic successes and challenges (Lindsay Paterson, 2005). They must deal with individuals, who they may not get along with, and they must learn to cope with subjects and classes, which seem difficult and they do not like. Facing these challenges in a university or college prepares the student for coping with challenges outside of school. In England within the higher education system the professional training is in direct in areas such as physics, computer science, medicine, engineering and other technical fields, some of them carried out in institutions of higher level. The system provides for the operation of English universities organized under the departmental system and institutions organized on the basis of schools. From an academic point of view, universities operate no more than 6000 to 8000 students in total, whose growth is gradual, allowing maintain a student / teacher for not more than 1/10 or 1/12. The dedication of teachers and students is full time and is based on a very narrow coexistence, both academic and social, as well as an ongoing process of sharing experiences, advice and council (Galvin, 1996). All students are sponsored, by paying the university a lump sum of 390 pounds annually. It included accommodation, food, buying books and incidentals. Moreover, the government finance to all universities by about more than 75% of its total budget. Admission to college is very selective, firstly because the levels of requirements are very high and secondly because the landscape of higher education English is very broad,

Global Finance Assignment Example | Topics and Well Written Essays - 750 words

Global Finance - Assignment Example Lastly, information provision- the market provides information for firms in various countries on market situation, which helps in decision-making (Holton, pg.139-141). Bond offered on discount is that which is offered at less than its par or face value. Due to a bond’s maturity, discount is arrived at by deducting the market price from principal amount of the bond (Holton, pg.23). Ordinary shareholders may be paid dividend or not, preference shareholders must be paid dividend. In case of liquidation, preference shareholders are paid first while ordinary holders are paid last. Preference shares have a fixed amount of dividend; ordinary shares dividends are flexible depending on the company performance. Preference shares are callable and have no voting rights while ordinary shares are non-callable and have voting rights (Holton, pg.77-79). The three components include acceptance market, which are institutions with the specialty in accepting bills of exchange as the second signatories. Secondly, we have the bill market, which are intermediaries between the buyers and sellers of the bills. They at times do the discounting of the bills on their own accounts. The third component is the collateral loan market and it works in the form of loans and cash credits (Holton, pg.198). Futures are preferred at times over Forwards because they are traded publicly unlike forwards, who are only traded between two parties who are confidants; it involves transactions of securities in the future coupled with present agreements (Holton, pg.127). It is true that options can have a positive value despite being out of the money. This is possible as have been on American options which can be traded any time, the only condition is only that they must positive time premiums for them to trade at positive prices despite being out of the money (Holton, pg.217). Default risk on the other hand is

Report on issues in higher education in england Essay

Report on issues in higher education in england - Essay Example As students manage their schedules of schoolwork, employment, extra activities, and personal lives, they must learn about time planning, goal setting, and effective work strategies. A number of professionals at employment and student service offices are often available to help students learn about the most effective time-management and study strategies. As students continue through their education, they must learn to cope with both academic successes and challenges (Lindsay Paterson, 2005). They must deal with individuals, who they may not get along with, and they must learn to cope with subjects and classes, which seem difficult and they do not like. Facing these challenges in a university or college prepares the student for coping with challenges outside of school. In England within the higher education system the professional training is in direct in areas such as physics, computer science, medicine, engineering and other technical fields, some of them carried out in institutions of higher level. The system provides for the operation of English universities organized under the departmental system and institutions organized on the basis of schools. From an academic point of view, universities operate no more than 6000 to 8000 students in total, whose growth is gradual, allowing maintain a student / teacher for not more than 1/10 or 1/12. The dedication of teachers and students is full time and is based on a very narrow coexistence, both academic and social, as well as an ongoing process of sharing experiences, advice and council (Galvin, 1996). All students are sponsored, by paying the university a lump sum of 390 pounds annually. It included accommodation, food, buying books and incidentals. Moreover, the government finance to all universities by about more than 75% of its total budget. Admission to college is very selective, firstly because the levels of requirements are very high and secondly because the landscape of higher education English is very broad,

Investment Fundamentals and Portfolio Management Research Paper

Investment Fundamentals and Portfolio Management - Research Paper Example The company has registered gross profit of $24.3 billion in the fiscal 2011 that is an increase of 4.1% over previous year. That has been achieved through better management practices and customer focused policies (The Home Depot, Inc., 2012). A significant increase in operating income at $6.7 billion has been registered compared to $5.8 billion posted in fiscal year 2010 – that means an impressive 14.1% increase in operating income on yearly basis (The Home Depot, Inc., 2012). The remarkable performance has been possible through four major key initiatives: focusing on customer service, increasing productivity and efficiency, innovation and portfolio strategy providing value to the customers (The Home Depot, Inc., 2012). Increasing shareholder value has been one of the major objectives of the Home Depot. Accordingly, the company resorted to buy-back its own shares and garnered 97 million shares from the market amounting to $3.5 billion during the year ended January 2012. In November 2011, the company rewarded its shareholders by declaring a cash dividend of 29 cents per share, a 16% increase over previous quarter proving that the company values its shareholders (The Home Depot, Inc., 2012). As per Federal Reserve Report of June 2012, economic growth has taken a dip. GDP growth rate reduced to 2% annually in the first quarter this year after touching a 3% growth rate in the last quarter of 2011. Employment conditions though improved in the last quarter of 2011 and first quarter of 2012; however, it slowed down during April and May this year. The unemployment rate, a crucial macroeconomic factor, was registered 8.2 percent in the second quarter of 2012. The forecast has it that the economic growth is likely to be at moderate levels in coming quarters. The depressed housing market is one of the major bottlenecks for the economy to grow at a faster

Therapeutic Cloning to Obtain Embryonic Stem Essay Example for Free

Therapeutic Cloning to Obtain Embryonic Stem Essay Therapeutic Cloning to Obtain Embryonic Stem Cells Is Immoral The point is to cause each of us to think deeply about whether there is any essential difference between the reality of [World War II] Nazi experiments and therapeutic cloning. In this two-part viewpoint, David A. Prentice and William Saunders discuss the science and the ethics of therapeutic cloning. In the first part, Prentice argues that creating clones for the purpose of embryonic stem cell research, called therapeutic cloning, is no different from reproductive cloning, which creates a living human child. Also, he points out, therapeutic cloning is not therapeutic for the embryo. In the second part of the viewpoint, Saunders builds on Prentices argument and goes even further. He argues that therapeutic cloning is really no different than the horrific experiments performed by the Nazis during World War II. Saunders notes that supporters of embryonic stem cell research contend that the research is beneficial to humankind; however, Saunders argues, the Nazis used this same reasoning to Justify research on the mentally ill, the disabled, and the feeble-minded. Prentice and Saunders are senior fellows at the Family Research Council, a onservative Christian think tank and lobbying organization. As you read, consider the following questions: 1. Why does Prentice claim that therapeutic cloning will lead to reproductive cloning? 2. What was the point of the Nuremberg Code, according to Saunders? 3. Why does Saunders say that therapeutic cloning violates the Nuremberg Code? Part I Cloning always starts with an embryo. The most common technique proposed for human cloning is called somatic cell nuclear transfer (SCNT). This cloning is accomplished by transferring the nucleus from a human somatic (body) cell into an egg cell which has had its chromosomes removed or inactivated. SCNT produces a human embryo who is virtually genetically identical to an existing or previously existing human being. Proponents of human cloning hold out two hopes for its use: (1) the creation of children for infertile couples (so-called reproductive cloning), and (2) the development of medical miracles to cure diseases by harvesting embryonic stem cells from the cloned embryos of patients (euphemistically termed therapeutic cloning). All Human Cloning Produces a Human Being All human cloning is reproductive. It creates†reproduces†a new, developing human intended to be virtually identical to the cloned subject. Both reproductive cloning and therapeutic cloning use exactly the same technique to create the clone, and the cloned embryos are indistinguishable. The process, as well as the product, is identical. The clone is created as a new, single-cell embryo and grown in the laboratory for a few days. Then it is either implanted in the womb of a surrogate mother (reproductive cloning) or destroyed to harvest its embryonic stem cells for experiments (therapeutic cloning). It is the same embryo, used for different purposes. In fact, the cloned embryo at that stage of development cannot be egg and sperm. Trying to call a cloned embryo something other than an embryo is not accurate or scientific. Biologically and genetically speaking, what is created is a human being; its species is Homo sapiens. It is neither fish nor fowl, neither monkey nor cow†it is human. Created in Order to Be Destroyed Therapeutic cloning is obviously not therapeutic for the embryo. The new human is specifically created in order to be destroyed as a source of tissue C, as Robert P. Lanza and colleagues report in a 2000 JAMA article]: [Therapeutic cloning] requires the deliberate creation and disaggregation ofa human embryo. Most cloned embryos do not even survive one week, to the blastocyst stage, when they are destroyed in the process of harvesting their cells. Experiments with lab animals show that even these early embryos have abnormalities in genetic expression. Beyond the abnormalities caused by the cloning procedure, embryonic stem cells from cloned embryos will still face problems for their use, including the tendency to form tumors, and significant difficulties in getting the cells to form the correct tissue and function normally. Therapeutic Cloning Leads to Reproductive Cloning Because there is no difference in the nuclear transfer technique or the cloned embryo, allowing therapeutic cloning experimentation to proceed will inevitably lead to reproductive cloning. The technique can be practiced and huge numbers of cloned embryos produced. In fact, the lead scientist of the South Korean team that first cloned human embryos in February 2004 in a press conference on their experiments that the cloning technique developed in their laboratory cannot be separated from reproductive cloning. His statement affirms what others have pointed out before: allowing therapeutic cloning simply prepares the way for eproductive cloning. Human cloning is unsafe and unnecessary. There are no valid or compelling grounds†scientific or medical†to proceed. A comprehensive ban on human cloning is the only sufficient answer. Part II As Dr. Prentice has shown, cloning indisputably destroys innocent human life. This basic truth should lead the world to reject human cloning. However, in an effort to extricate human cloning from this ethical vise grip, its supporters attempt to draw a distinction between human life, which begins at conception, and human personhood, which begins only at their say-so. Unfortunately, the arbitrary denial f personhood to human beings has a long and cruel history. The Nuremberg Code, formulated in the years after World War II, is particularly instructive with regard to the current debate on human cloning. For instance, when the principal author of the report on human cloning issued by the National Academy of Sciences testified before the Presidents Council on Bioethics, he stated that reproductive cloning would violate the Nuremberg Code: The Nuremberg Code, with which I am in full agreement, outlines those kinds of things you would not simply [do] for the sake of knowledge that involve human subjects. The Nuremberg Code The Nuremberg Code is a body of ethical norms enunciated by the Nuremberg Tribunal, which, after World War II, had the responsibility of Judging the actions of the Nazis and their allies. The point of the code was to restate and apply the established ethical norms of the civilized world. Nazis Deemed Some Life Unworthy Nazi laws had defined Jews and other undesirables as non-persons. Eventually, camps and killed. However, before the killing in the camps began, the Nazis had engaged in an extensive campaign of euthanasia against the mentally and physically handicapped, which not only foreshadowed but also prepared the way for the xtermination camps. In his book The Nazi Doctors, Robert Jay Lifton draws our attention to a book titled The Permission to Destroy Life Unworthy of Life, written during the campaign. Lifton writes: [It was] published in 1920 and written Jointly by two German professors: the Jurist Karl Binding and Alfred Hoche, professor of psychiatry at the University of Freiburg. Carefully argued in the numbered-paragraph form of the traditional philosophical treatise, the book included as unworthy life not only the incurably ill but large segments of the mentally ill, the feeble-minded, and retarded and deformed children. T]he authors professionalized and medicalized the entire concept; destroying life unworthy of life was purely a healing treatment and a healing work. The Nazis were determined to cleanse the genetic pool to produce better Aryans. Nazi officials announced that under the direction of specialists all therapeutic possibilities will be administered according to the latest scientific knowledge. The result of this therapeutic treatment of inferior lives was that eventually a network of some thirty killing areas within existing institutions was set up throughout Germany and in Austria and Poland. In their book, The Nazi Doctors and the Nuremberg Code, George Annas and Michael Grodin reveal that: At the same time that forced sterilization and abortion were instituted for individuals of inferior genetic stock, sterilization and abortion for healthy German women were declared illegal and punishable (in some cases by death) as a crime against the German body. As one might imagine, Jews and others deemed racially suspect were exempted from these restrictions. On November 10, 1938, a Luneberg court legalized abortion for Jews. A decree of June 23, 1943, allowed for abortions for Polish workers, ut only if they were not Judged racially valuable. Later, the Nazis created the extermination camps for the Jews and other inferior races. In the camps, Nazi doctors engaged in cruel experiments on the Jews, Gypsies, Poles, and others. They exposed them to extreme cold to determine the temperature at which death would occur. They injected them with poisons to see how quickly certain lethal elements moved through the circulatory system. They subjected twins to all manner of disabling and brutal experiments to determine how genetically identical persons reacted to different conditions. Some of the experiments were nonetheless designed to preserve life†not of the subject, but of, for example, German pilots who were forced to parachute into freezing ocean waters. Everyone agrees the Nuremberg Code prohibits reproductive cloning. What relevance does it have for therapeutic cloning? If human embryos are human beings, then therapeutic cloning, which creates an embryo only to destroy it in the process of exploiting its stem cells, violates a cardinal principle of the Nuremberg Code: There is to be no experimentation on a human subject when it is known that death or disabling injury will result. Regardless of the good that might be produced by such experiments, the experiments are of their very nature an immoral use of human beings. Subverting the Meaning of Healing Recall how the Nazis subverted the meaning of heali ng. Recall how they used the them. Recall that the Nazis eliminated those unworthy of life in order to improve the genetic stock of Germany. Recall how the Nazis undertook lethal experiments on concentration camp inmates in order, in some cases, to find ways to preserve the lives of others. The point is not to suggest that those who support therapeutic cloning are, in any sense, Nazis. Rather, the point is to cause each of us to think deeply about whether there is any essential difference between the reality of those Nazi experiments and therapeutic cloning. As we have shown, each case involves a living human being, and that human being is killed in the aim of a perceived higher good. Cloning proponents try to distinguish between the two cases by saying that the cloned human being has no potential. But in each case, it is the actions of other human beings that rob the first of potential (in the first case, the actions of Nazi executioners; in the second, the laboratory technicians). In either case, the human ubject is full of potential simply by being a living human being. Of course, almost miraculously, many of the inmates of the camps did survive when the allies rescued them. Equally miraculously, frozen embryos have been implanted in a womans womb and brought to live (and healthy) birth. As we have shown, every embryo is not merely potentially a life, but [is an] actual life, a human being from the first moment of existence. Furthermore, any living human embryo has the inherent potential to develop into a healthy baby. It is disingenuous for supporters of cloning to claim the cloned human embryo is only potential life because they plan o mandate by law that it be destroyed before it can come to birth. Regardless of its location, the human embryo, by its nature, is full of potential, unless the actions of adult human beings deprive it of the opportunity to realize that potential. Guard Against Inhuman Acts [Russian author] Alexander Solzhenitsyn, a man who chronicled and suffered under another ideology that denied the dignity of each and every human being, observed, Gradually it was disclosed to me that the line separating good and evil passes not through states, nor between classes, nor between political parties either, but right hough every human heart, and through all human hearts. This line shifts. Inside us, it oscillates. Solzhenitsyn did not regard the perpetrators of brutal crimes in his own country as inhuman monsters. Rather, he saw the essential truth†they were human beings, engaged in immoral acts. They engaged in those acts by dehumanizing the persons on whom their brutality was inflicted, and they did so in the name of (perhaps in the passionate belief in) a greater good. But Solzhenitsyn reminds us that, unless we are willing to admit that, for the best as well as for the orst of motives, we are also capable of inhuman acts, we will have no guard against committing them. No one is safe from brutality so long as we think that it is only inhuman others who are capable of inhuman acts. Rather, we will be secure when we are willing to look honestly at the objective reality of our acts, while realizing that we, too, are capable of acts that violate the inherent dignity of another, and refuse to engage in such acts despite the good we believe would result from doing otherwise. In the debate over the cloning and destruction of embryonic human beings, this essential truth must be our guide. Books Brian Alexander Rapture: How Biotech Became the New Religion.

Morton and Frith Causal Model Dyslexia

Morton and Frith Causal Model Dyslexia Despite different definitions of dyslexia, expert views very largely agree on two basic points. First, dyslexia is identifiable as a developmental difficulty of language learning and cognition. Secondly, the long running debate about its existence should give way to building professional expertise in identifying dyslexia and developing effective ways to help learners overcome its effects(Rose, 2009: 9). There are many complex issues to consider in developing an appropriate definition of dyslexia. One of this is that there is no specific blood test or brain imaging result that can offer a diagnosis. There is a range of different assessments both written and performance actions which are based on the opportunity to compare performance of different formats (Mc Kendree et al., 2011). Firstly, elaboration of the influential causal modelling framework of Morton (1985) is a major tool as it analyses the learning difficulties from the perspective of biological causes, cognitive difficulties and behavioural influences. According to Morton (1985) these bio-psychosocial factors are interconnected and play an essential role towards the syndrome called dyslexia. Based on this model, I will specifically focus on various traditional and innovative assessments of reading comprehension and phonological awareness, including standardized tests, informal reading inventories, observations and retellings. Phonological awareness is a vital part in learning to read (Robelo, 2000). There are strong correlations between phonological awareness and initial reading, much replicated, and have been obviously affirmed (Gillam, McFadden, 1998 cited in Robelo, 2000). Because of the correlation that exists between reading and phonological awareness and the need to identify children at risk for reading failure, numerous tasks have been developed to assess a childs knowledge of phonological awareness (Robelo, 2000). Therefore, children need two significant skills in order to read successfully; ph onics and language comprehension. Regarding the issue of choice of assessments there are a lot of arguments. Indeed, there are some advantages and limitations as far as using these measures is concerned and we should examine these measures before reaching a conclusion. Also, before conclusion it is important to note that failure to identify and address dyslexia early, can have a cumulative effect. Mortons Model (Causal Model for dyslexia) According to the British Dyslexia Association (BDA, 1996): Dyslexia is a complex neurological condition which is constitutional in origin. The symptoms may affect many areas of learning and function and may be described as a specific difficulty in learning, spelling, and written language. One or more of these areas may be affected. Numeracy, notional skills (music), motor function and organizational skills may also be involved. However it is particularly related to mastering written language, although oral language may be affected to some degree (cited in Ott, 1993).Dyslexia as a precise developmental disorder raises interesting issues about the structure of the usually developing mind (Frith, 2009:191). Accordingly Morton and Frith(1995) the phrase causal model is used to describe the origins of a disorder (Krol et al., 2004). Causal model is related to the biological and cognitive origins of developmental disorders and in this way, records are being kept of the a range of levels of description -biological, cognitive, and behavioural. Morton and Frith (1995) distinguish three levels of description, the biological level, the cognitive level and the behavioural level; there is a separate space for environmental influences which can interact at the three levels. Using the biological level, the genetic factors, the brain conditions, and causal links between the two can be described. In this level we can also include the influence of environmental factors, for example, birth complications on brain conditions (Krol et al., 2004). In the cognitive level, affective as well as cognitive factors, can be incorporated. An affective factor would be usually placed at the intermediate cognitive level, although Morton and Frith highlight that affect can also be defined at the biological level as a physiological reaction or defined at the behavioural level as the expression of the affect, such as the facial expression. On the other hand, due to the fact that the internal process which interprets feeling seems to be significant in explaining how affect can have meaning, affect processing is placed at the cognitive level. At the behavioural level, the behavioural descriptions of the disorders are also stated. These are the behaviours we can directly observe and where the causal flow of the model finally leads, e.g., poor reading. (Krol et al., 2004:729). By describing the behavioural level itself does not give a reason why an individual might have a certain problem, such as why a child has problems in reading. causal model includes explanation for a disorder which is a function of the interaction of factors at the cognitive and the biological levels and from the environment. Some of these factors will be of developmental significance, others will describe current processing. The cognitive level cannot be observed directly, but is in fact assessed at the behavioural level. UK Context Assessments of dyslexia Before the investigation of assessments methods, this piece of paper will explore the major perspectives and changes of special and inclusive education, literacy difficulties and how legislation is applied in the educational system of UK. In these changes, the significant Acts for the development of SEN are included, such as the Warnock Report(1978). The Warnock Report(1978) highlighted the commonality of educational aims for all children irrespective of their abilities or disabilities. Furthermore, it recognized disabled learners right to be educated in mainstream schools, thus opening the way to the idea of inclusion (Warnock, 2005). Some of the international conventions and statements that have asserted the principles of inclusive education which influenced the UK policy are stated below: the UN Convention on the Right of the Child (UNICEF,1989) which states that inclusive education should be the goal for the education of children with disabilities. The Salamanca Statement and Fra mework for action on Special Needs Education (UNESCO,1994) were also important steps for the development of SEN, which ensures that all their educational policies specify that disabled children could also attend their neighbourhood school which would be the same even if there were no disabilities. The Salamanca Statement(UNESCO,1994) has also been seen as something of a watershed in enhancing the prospects for inclusion throughout the world (Farell, 2001:6). The United Nations Convention on the Rights of persons with disabilities (UN, 2006) was ratified by the UK government in 2004 which requires state parties so that to have an inclusive education system at all levels. The problematic nature of integration coupled with the statements made at the World Conference in Special Education (UNESCO,1994) led to the emergence of inclusive education in England. Another significant development in high quality intervention for children with literacy and dyslexic difficulties was the Rose Review Report (2008). The childrens plan (DCSF,2007), made it clear that the government wants every child to succeed; the ability of each child to read well is a key to success in education and an essential life skill. Moreover reading and writing are two terms closely related and both on the development of childrens speaking and listening capabilities. According to Rose Review(2008), in order to overcome dyslexia and other developmental difficulties of language learning there must be highly quality provision for securing literacy for all children, especially in primary schools. In addition, in order to develop high quality interventions for children with literacy and dyslexic difficulties, well trained, knowledgeable teachers and support staff will be required (Rose Review, 2008). In England and Wales government policies have affected, in many ways for the better, dyslexic people who must learn: structured and phonic approaches are specified in the National Curriculum (Cooke, 2001). The rationale stressed the responsibility of the class teachers by identifying and meeting the individual childs needs in primary schools (Cooke, 2001). According to Gaynor et al., (2011:176 cited in Mckendree et al., 2007) a significant first move to helping children with specific learning difficulties such as dyslexia was an accurate identification and after the identification there is a variety of different assessments both written and performance based opportunity to compare performance of different formats. As Paris Hoffman state (2004:6 cited in Oakley Barratt-Pugh,2007) assessments of reading in the early years can supply several purposes: it can identify children who need extra support; it can provide information for reporting  purposes; and it can inform teachers a s to the effectiveness of their teaching strategies and programs for meeting literacy outcomes. Assessments can be provided through a variety of assessments tools, techniques or data collection methods, often called assessments, instruments, tools or measures (Oakley Barratt-Pugh,2007). Phonological awareness The first part of assignment will be based on the question: How is phonological awareness (PA) best measured? Before examination on assessments methods of PA should begin with a definition. It is widely accepted that the lack of PA, the ability to detect and control the finer phonological units in either spoken or mentally recalled words, is the main shortage in developmental dyslexia (Seki et al., 2008). According to Muter et al., (2004:194 cited in Rose Review), PA is defined as the ability to recognize and manipulate the sounds in words, and is recognized as a key base skill for early word-level reading and spelling development. The Rose Report (2008) recommended that all children should be taught to read using phonics, taught discretely and systematically within a curriculum rich in language and literacy. After the Rose Review current implementation of phonics taught in English schools recommends systematic assessment of basic skills on a regular basis during the 3 years of instr uction. As Eisele and Jordan claim (2002:103 cited Oakley Barratt-Pugh, 2007) there are several ways in which to assess phonological awareness, and which method to employ will depend upon factors such as the number of children to be assessed, the amount of information the teacher already has about the child, and the amount of time available in which to carry out the assessments.  According to Lancashire Primary Literacy (undated) childrens phoneme knowledge and ability to segment and blend are better to be measured individually, as their progress may not be adequate, or well ascertained in the group activities. As stated by Yopp (1988) a combination of PA measures will be the best recipe for validity and reliability. In my point of view, one of the most helpful measures assessing PA is the use of phonic phases. Teachers may have a variety of activities for each phonic phases, however teachers should use motivating activities each time to encourage children, in order to have a quick re ference and overview. According to The Department for Children, Schools and Families (DCSF) (2008) teachers are expected to track pupils progress through a series of developmental phonic phases, with each phase being quantified by a number of phonic-related skills. The phases move from sensitivity to rhyme and alliteration at Phase 1 to confident and flowing use of letter sound knowledge for reading and spelling unfamiliar words at Phase 6 (Snowling et al., 2011: 159). Activities that can support learning in Phase 1-5 are: storytelling, linking letter shapes with phonemes, blending and segmenting long vowel phonemes (given by Lancashire Primary Literacy). This measure had a number of strengths and limitations too. The variety of the phonics activities make the method more reliable and valid to the users, and there is a plenty of choices each time. An additional advantage of this method is the factor of time, because teachers have the ability to design their lesson plan by setting th e time limit themselves whereas at the same time this could be a disadvantage because it could also be time consuming. As Konza (2006) claims most of  the phonological awareness capabilities and skills can be assessed using informal assessments. However, if screening or informal assessment methods find difficulties, formal and diagnostic assessment, should be carried out (Oakley and Barratt-Pugh, 2007). An additional measure of assessing phonological awareness is the Yopp-Singer (1992) test; the purpose of this test is assessing phoneme segmentation abilities. This assessment is consisted of 22 single syllable words, which children are asked to segment into individual sounds. This assessment is not normed, but competency  benchmarks are suggested. It is quick to administer and they can provide important information on which instruction can be based (Oakley Barratt-Pugh, 2007). Reading Comprehension The second section of the essay will be referred to the next language and literacy difficulty that children may face from kindergarten and that is reading comprehension. During the period of the last 15 years, great progress has been made to the area of reading, and particularly in reading comprehension. But what is reading comprehension? How is reading comprehension best measured? According to Farr (1992 cited in Carver, 1972: 292) reading comprehension can be defined as thought communication process which involves two primary components, the rate at which the thoughts are received and the accuracy with which the thoughts are understood. The end product of these two components is the efficiency with which the thoughts are communicated. Reading comprehension is one of the most commonly assessment methods across all the stage of ages, when it comes to educational skills (Svetina et al., 2011). In order for someone to be an efficient reader they must have a set of phonemic awareness an d phonemic skills that allow for new words to unlock. According to National Centre for Learning Disabilities, children might face trouble when reading in the late grades if they lack phonemic awareness. In addition, childrens reading could be improved in identifying the phonemes in words by using simple techniques. In this piece of paper, various traditional and innovative reading comprehension assessment measures will be critically analyzed, including formal and informal methods such as standardized tests, observation and informal reading inventories. Each technique has its relative strengths and weaknesses. According to Gunning (2002) whatever the method of reading comprehension is the material which is given to students to be read, must be at their instructional level in order to be read with an adequate fluency. If the student cant read at least 95% of the words, they will have a lot of trouble when reading. The first technique of reading comprehension which will be explored is standardized tests. What is being measured by standardized tests to measure reading comprehension? Do these tests measure comprehension accuracy? What are the strengths and weakness of this technique? Standardized tests are planned in a way which, questions, conditions for directing process to set the scores are accurate and are scored in a fixed and standard way (Popham, 1999). Standardised tests are administered and scored in a structured, prescribed way to ensure consistency and reliability. Such tests often have scripts that are read out by the teacher / administrator. Standardised tests may be norm-referenced or criterion-referenced and they are always formal assessments. As suggested above, the use of  standardised tests needs careful consideration as many are based on the assumption that literacy is a set of skills that a child has or needs to acquire. In addition, because, they are normative they ar e often used as an indication of a childs overall ability rather than an indication of what is yet to be learned. Therefore the cost and the time are some of the strengths of standardized assessments. At the same time, most assessments are scored easily by computer and not by people. In my point of view, this is an assessments limitation, because tests should be scored by a human and not by a device. As mentioned above there is a number of variety of assessments of reading comprehension. The next reading comprehension method is the classroom assessment practises, that are specially informal reading assessments (observation). As Buhagiar states (2007 cited in Oakley Barratt-Pugh, 2007:10) informal assessments rely on skilful, knowledgeable teacher construction and interpretation and are often regarded as more authentic than standardised and or commercial assessments. Most informal assessments of reading comprehension take place in school or classroom as teachers and assessment specialists select or construct methods to estimate and summarize student performance (Leslie Caldwell, 2008). Teachers use a variety of methods to assess student learning at quite a few points in any semester using common techniques for instance end-of unit tests, quizzes of various types but some alternative classroom assessment are less obvious (Snow, Grifà ¯Ã‚ ¬Ã‚ n, Burns, 2005). There are some infor mal and different assessments options which are considered to be the core for the successful assessments of learning, such as student observations, self reporting measures, performance inventories, group work, interviews and they usually provide converging indication over time for the appropriate total assessment at the end of the school year (Snow et al., 2005). Each general type of informal assessment category can be carried out by means of several precise tasks and in different formats. Teachers and administrators have the responsibility to concentrate on appropriate tasks and interpretations of tasks outcomes so that students are not assessed unfairly, despite the informal assessment method used (Snow et al., 2005). In my point of view, the use of informal assessments methods of reading comprehension is more reliable and realistic than using the stereotypic testing formats like standardized assessment methods. There is a range of advantages using informal methods, for instance, they are fairly simple and straightforward using these methods by teachers, and they can gain a lot of important information about childrens progress (Snow et al., 2005). Furthermore, informal tests should function in a way which provides more objective assessment than after-the-fact judgment or overall subjective assessment (Snow et al., 2005). As claimed by Moss (2003:9 cited in Leslie Caldwell, 2008) evidence for the validity of classroom assessments include the match between instructional objectives and classroom instruction as well as the extent to which an assessment contributes successfully to the teaching and learning process .Additionally, the reliability of assessments methods responds to the stage of, which assessment creates reliable measurement with regards to different scorers or contexts (Salinger, 2003 cited Leslie Caldwell, 2008). Classroom assessments permit a much wider range of tasks and student observations (Snow et al., 2005). Observation has an advantage over verbal reports in that they supply the observer with proof of what children actually do (Baker, 2000 cited in Klinger, 2004). Students might be observed during independent reading time or while they are in smaller groups, peer or cross age tutoring or cooperative learning activities (Klinger, 2004). Teachers value the observation as a useful instrument and feel that district assessments are less helpful than examining students written work, listening, asking questions and talking anecdotal records (cited in Leslie Caldwell, 2008). On the other hand as, Snow et al., (2005) assert, that in a classroom assessment, students may feel that they do not achieve well, therefore teachers may be disappointed by a specific performance by a student. An additional limitation of using observation method is that they can be time-consuming (Klinger, 2004). Furthermo re, it can be complicated to find out what is causing a child to behave in a certain way. It is significant to exercise caution when taking observation notes and to identify that there can be many alternative explanations for a childs action (Klinger, 2004). Another promising practise for examining reading comprehension is the use of oral retelling. Retelling a story requires a student to sequence and restructure events and major sources presented in text (Hanse, 1978). In addition, retelling assesses a students ability to rely on memory for accurate details and to relate them to some organized significant model (Klinger, 2004). Burns and Roe (2002) suggest that asking students to recall and retell text is a precious measurement tool. An advantage of retelling is that the teacher is able to know what the student understands. However, a disadvantage is that retelling must be conducted individually and therefore are time-consuming to score. The above elements illustrate that by using a combination of different measures such as: observation, retelling, informal reading inventories, think-aloud and standardized tests might be the best way to assess reading comprehension and phonological awareness (Klinger, 2004). However, due to concerns about the low level of validity and reliability of  informal assessment types, in some circumstances, teachers may need to triangulate results with other assessment types to ensure as high a degree of  veracity as possible (Oakley Barratt-Pugh, 2007:11). Through combinations of approaches, we can learn more than just identifying whether students can read a passage or reply to reading comprehension questions accurately. Conclusion This essay enabled me to obtain valuable insights with regards to the assessments methods of phonological awareness and reading comprehension. As mentioned above, these two skills are significant in order to read successfully and there is a strong correlation between these skills. Due to this correlation, numerous assessments methods have been developed to assess a childs knowledge of phonological awareness and reading comprehension (Robelo, 2000). Each technique has its relative strengths and weakness. The point is that assessment, no matter the context, is serious business and must be handled with care, purpose, and exercise (Snow et al., 2005: 363). Taking this into account, I assume that teachers must be very careful with the choice of methods for reading comprehension and phonological awareness, and each assessment method should be examined cautiously and the needs of each child, should be considered thoughtfully. In my point of view, classroom assessments and especially informa l methods of reading comprehensions have more advantages than using formal assessment methods such as, standardized tests. With classroom assessment methods, teachers have an overall view for the childs progress; on the other hand I think that standardized tests are not so reliable and may have impact on the childs life, as a mother stated. As mentioned above, in order to assess young childrens reading in a fair, valid, comprehensive, educative and explicit way (Curriculum Council, 1998), it is necessary to assess children by multiple methods, in multiple contexts, on an ongoing, cumulative basis, preferably as a part of the normal teaching and learning context (Oakley Barratt-Pugh, 2007:99).

Memory, Learning and Our Virtual Brains :: Biology Essays Research Papers

Clearly, education has an immediate and definite purpose in my own life. As a student, I have been exposed to events that have had a profound impact on the development of my interests, talents, values, or what some may call intelligence. My own approach to problem solving has inspired me to frame the question of the interplay of intelligence, human behavior, learning, and experience in the language of neuroscience. Neuroscience is appealing to me because it offers an explanation for the micro and macro-level processes that operate to create my complex and unique approach to problem solving and response to the world. In this way, the alignment of neuroscience with biology and psychology offer a convincing general plan for the framework of stimulus and response. That is, neural cell development impacts upon external stimulus reception that, in turn, directs cognitive processing and eventually elicits a behavioral response. This course has indicated to me that the neural circuitry invol ved with such systems of stimulus and response are not linear, but complex and interdependent. What follows is an integration of brain-based theories on internal representations of experience and memory for the purpose of providing perspective, and ultimately improving the conditions for learning and development in a progressive way. The term intrinsic variability has been drilled into our brains. No doubt, my dendritic spines have stretched, etching a special "intrinsic variability" path extending from deep in my hippocampus to the folds of my neocortex. When I recall this phrase, a furious stream of chemical spills and reactions is ignited. In my brain, this stream passes through neurons that code for other phrases that have become important to me throughout this course, for example, learning, memory, intelligence, and feedback. But like the term implies, this is my own stream. In my final web paper I will guide you through the landmarks of my path. What follows from intrinsic variability is the idea that the brain is plastic, or impressionable. It seems there is a stability-plasticity trade-off where our brains are hardwired to retain function, yet malleable enough to learn, create memories and, in some cases, compensate for functional damage (1). With each moment that passes, a particular exchange with the ex ternal world rearranges some piece of neural circuitry, yielding unique and diverse neural patterns for each individual(2).That no brain ever looks the same from one moment to the next makes the job of understanding brain function inherently difficult.

Comparing the Male Characters of Porphyria’s Lover and My Last Duchess

Comparing the Male Characters of Porphyria’s Lover and My Last Duchess The creation of a plausible character within literature is one of the most difficult challenges to a writer, and development to a level at which the reader identifies with them can take a long time. However, through the masterful use of poetic devices and language Browning is able to create two living and breathing characters in sixty or less lines. When one examines these works one has to that they are quite the achievements for they not only display the persona’s of two distinct men but also when compared show large differences while dealing with essentially the same subject. A brief examination of the structural aspects of â€Å"Porphyria’s Lover† is needed before further analysis is done. One can break the poem up into twelve stanzas with an ababb stanzaic rhyme structure, though it is most often printed as a block poem. This would make it an alternately rhymed quatrain with a fifth line attached to create a couplet ending. The majority of the lines contain four iambic feet, though a few are nonasyllabic. Five of the twelve stanzas spill into the next stanza, thus detracting from their free-standing integrity. These stanzas are not syntactically self-containing and therefore the end-couplet value is undercut. If we examine the end of the eighth stanza we see that there is enjambment into the ninth stanza. In one long yellow string I wound, Three times her little throat around, And strangled her. (Browning, Porphyria’s Lover†, Lines 39-41) This does detract from the couplet though it emphasizes the tone, making the understated nature even more sociopathic. This is one example of how this simple tool in itself masterfully accentuates the overall tone of u... ...em we can learn the nature of love should allow people to conquer class distinction and that marriage should avoid sexist male tendencies. Inadequacy is a feeling that pervades both poems, and is evident through the voices of their protagonists. One can see its horrifying effect immediately. Men need to learn to deal with their possessive and aggressive natures in a way that creates a love that is beneficial to both partners not to just one. Browning, in these works, is painting the side the Romantics before him neglected to. Works Cited Browning, Robert, Robert Browning: Selected Poetry, (London: Penguin Books, 1989), pp. 17-8 and 25-6 Burrows, Leonard, Browning the Poet, (Perth: University of Western Australia Press, 1969), pp. 51-61 and 115-121 DeVane, William Clyde, A Browning Handbook, (New York: Appleton-Century-Crofts, Inc. 1955), pp. 108-9

Human Nature View Essay

Within the western view of human nature, it emphasizes that humans are made in the image of God. It is mostly composed within Judeo-Christian tradition. This view looks at human nature to be loving, rational, and relational to God. The way the western view decides good or evil depends on actions and choices. Good expresses life, charity, happiness, and love. Evil would consist of discrimination, humiliation, destructiveness, and so on. Society would be fair and just to a point and limitation. The view expresses that we are all brothers and sisters under the image of God. That all of our actions and observed and judged. Depending on our actions, results into a metaphysical afterlife to heaven or hell. The western view is free and open-minded to all, and very safe to society. There would be no power group. In the hands of the less fortunate, it is taught that we should help them and think of them as the same position disregarding wealth. However, the eastern view of human nature differs. The eastern view is mostly related with the Hindu and Sufi traditions. Their state of thinking expresses that humans are caught in an illusion of difference. They believe in reincarnation and karma. Similar to the western view, they also believe in a system of good or bad choices. Although, there is a difference in beliefs. Unlike the western view, the eastern some may consider it to me more harmonious and free without believing in absurdities, while still being able to participate. There is no power group either. Everything is sought out for is for peace, harmony, and justice. On the basis of having disabilities or being less fortunate still considers to be assisted but viewed the same in regards to social status. This view, also believes in a rebirth while the western view does not. Practices of sacrifice for a better outcome in the future is also practiced in this view.

Effects of Longterm Imprisonment

CRJ 220 Effects of Longterm Imprisonment While the average time served in US prisons is 34 months, many inmates are serving sentences longer than this. According to a 2009 report by the Sentencing Project, 140,610 out of 2. 3 million inmates are serving a life sentence. However, with the possibility of parole, not all life sentences mean inmates spending their lives behind bars. Some inmates will return to society and face many challenges. One issue with long term imprisonment is the effect on family.While the inmates connection to his/her family may remain the same, the family moves on. Some spouses will divorce over the crime itself. The inmate now faces their long term sentence without the support of a significant other. Even those whose marriages survive the initial ordeal will encounter many more challenges along the way. Spouses are facing the prospect of spending a great period of their lives alone. The inmate knows this and will now have the added anxiety of wondering: will t hey find someone new, will they cheat?Children further complicate the matter. The child will grow up without a father or mother. At any age, the child will go through milestones that the inmate will miss: first words, first steps, first day of school, first date, graduation, marriage, grandchildren, etc. The long term inmate will likely miss one or more of these events. Young children may not remember their parent. They will likely have no relationship with the inmate. Even those who manage to form some kind of bond find it is very difficult to maintain from behind bars.The released inmate then has to be a part of a life that they were absent from for years. Another issue with long term imprisonment is employment. In five or more years, much can change. As society changes, technology advances. An inmate's prior skills, training and education may now be irrelevant. While â€Å"free† workers may face the same dilemma, they also are given time to gradually adjust to these change s and learn new skills. The inmate is thrown into these changes upon release. Even if their skills are still relevant, the inmate may lose their work skills after not using them in so ong. The long term inmate who was incarcerated at a younger age may not have had a chance to get an education or any job or skill training at all. Upon their release they may be 48 with the education of a 17 year old. Long term imprisonment may also have an effect on work ethic. Inmates have not been part of the work force for a long period of time. While some inmates are assigned jobs, not all are. Will those who don't have a diminished work ethic upon release? Will they remember how to function in a work environment?Another issue with long term imprisonment is the effect on mental health. Those sentenced to long terms may encounter psychological issues during their sentence and upon their release. Inmates may give up hope; those sentenced to life in prison give up the idea of ever gaining freedom. Th ough they may have a chance at parole, they know the chance of being released might be slim. There are inmates who commit suicide shortly after being sentenced because they can't deal with the extreme life change. Being in a prison environment for so long also can change a person.Inmates grow very accustomed to the prison lifestyle: waking up at a certain time, following a strict schedule, being watched at all times, following very strict rules. It can be difficult to adapt into being a â€Å"free† individual again: making your own decisions, knowing what to do without someone telling you what to do, giving yourself rules, etc. There are also the rules in prison versus the rules in society. Prison rules include not only the ones set by the institution itself, but also prison ‘norms' set by the inmates. These rules are very different from the ones we have in society.These rules can also change an inmate's personality. They may become more violent to protect themselves or prove their power to others, or become overly cautious and suspicious of people. These effects can carry over upon release. While some of the effects of long term imprisonment are beneficial to society and the inmate, many of the effects are harmful as well. The longer a prisoner is incarcerated, the more they will adapt to their environment and lose contact with the outside community. This adaptation can be difficult to reverse, even after release into society.

Case Analisys Report - Microsoft Antitrust Battles Essay

Case Analisys Report - Microsoft Antitrust Battles - Essay Example ses the primary stakeholders in the case, a legal analysis, as well as an ethical analysis of the different issues surrounding the antitrust case against Microsoft. It also includes a discussion of different factors that may have contributed to Microsoft’s display of unethical behavior as well as factors that need to be addressed to resolve the issues. The paper gives recommendations on what actions are needed to deal with the legal/ethical issues as well as policies that the company can adopt to prevent such incidents from recurring in the future. Although the partnership between William H. Gates (more commonly known as Bill Gates) and Paul G. Allen has been established in the year 1975, it was not until a year after that the trade name Microsoft Corporation was officially registered in New Mexico with the Office of the Secretary of the State (Microsoft, 2005). Since then, Microsoft has become renowned worldwide for their extensive range of original products and software as well as their laudable skills in marketing and advertising their products. As popular the reputation of Microsoft Corporations might be, they have been face with numerous cases regarding alleged violations of ethical and legal matters. These issues have cropped up in connection with Microsoft’s control of certain markets related to the selling of computer and software. The earliest inquiry was way back in the year 1990 regarding breach of the Clayton and Sherman antitrust laws. Since then, other complaints from several large corporations such as Apple Computer, Sun Microsystem, and Netscape Communications have been brought against Microsoft Corporation. The most recent antitrust complaint was from Opera Software ASA in the year 2007 with regard to Microsoft’s manipulation of web browser by combining the Windows operating system with Internet Explorer, thereby going against accepted web standards (Opera Software, 2007). These complaints have had an effect on Microsoft financially, when

Statuses and roles correspond (Sociology) Research Paper

Statuses and roles correspond (Sociology) - Research Paper Example Status is important since along with it are the different set of rights, obligations and roles of an individual is defined. While ascribed status is more of an association with your family and your group, race or economic standing, achieved status is more of an effort of the individual and is more fluid and changes over time. My own status as a middle-class individual or part of the common people is associated with my financial standing in the society. Living in a foreign land, my status as a foreigner gives me a reputation that I am not one of the people in this land and that I may seem different. Though through time, I have gained the status as a student and a manicurist, the roles and responsibilities assigned to be are limited by my ascribed status. Being a student also limits my roles, responsibilities and opportunities since I have yet to go up the status ladder. I believe that my master status right now is being a foreigner in this land, being a different nationality and being an employed student. The ascribed and achieved status that I have been assigned to is how the society sees me and in turn, the status I am in is how the society expects me to act and work with the flow of the