Business Economics Solutions Mba Essays

Business Economics Solutions Mba Essays Business Economics Solutions Mba Paper Business Economics Solutions Mba Paper ) and entrepreneurs. Economic resources are also called factors of production or inputs in the productive process As these names imply, economic resources are required to produce the outputs desired by society. Since certain outputs are desired, they command a price and so, therefore, do economic resources. This can lead to some things being economic resources in some circumstances but not in Others. Water in the middle Off lake, for example, is not an economic resource: Anyone can have it free. But the same water piped to factory site is no longer free: Its movement must be paid for by taxes or by a specific charge. It is now an economic resource because the factory owner would not pay for its delivery unless the water was to be used in the factorys production. These four types of resources are highlighted in the circular flow diagram where the type of income accruing to each type of resource is shown. Entrepreneurs are risk-takers: They coordinate the activities of the other three inputs for profit-?or loss, which is why they are called risk. Akers. Entrepreneurs sometimes manage companies that they own, but a manager who is not an winner is not necessarily an entrepreneur but may be performing some of the entrepreneurial functions for the company. Entrepreneurs are also innovators, or perhaps inventors, and profits help to motivate such activities. 2-5 (Key Question) Why is the problem of unemployment a part of the subject matter of economics? Distinguish between allocation technical and productive efficiency. Give an illustration of achieving productive, hut not allocation, efficiency. Economics deals with the limited resources-?unlimited wants problem. Unemployment represents valuable resources that could have been used to reduce more goods and services-?to meet more wants and ease the economizing problem. Allocation efficiency means that resources are being used to produce the goods and services most wanted by society. The economy is then located at the optimal point on its production possibilities curve where marginal benefit equals marginal cost for each good. Productive efficiency means the least costly production techniques are being used to produce wanted goods and services. Example: manual typewriters produced using the least-cost techniques but for Which there is no demand. 2-6 (Key Question) Here is a reduction possibilities table for war goods and civilian goods: Type of Production ID Automobiles Production Alternatives 10 12 14 16 IA 18 B I Rockets 130 127 a. Show these data graphically. Upon what specific assumptions is this production possibilities curve based? B. Fifth economy is at point C, what is the cost of one more automobile? One more rocket? Explain how this curve reflects increasing opportunity costs. C. What must the economy do to operate at some point on the production possibilities curve? A) See curve DECCA, The assumptions are full employment and productive efficiency, fixed applies of resources, and fixed technology. [epic (b)4. 5 rockets; . 33 automobiles, as determined from the table. Increasing opportunity costs are reflected in the concave-from-the-origin shape of the curve. This means the economy must give up larger and larger amounts Of rockets to get constant added amounts of automobiles-?and vice versa. (c) It must obtain full employment and productive efficiency. What is the opportunity cost of attending college? In 2000, nearly of college-educated Americans held jobs, whereas only about 40% of those who did not finish high school held jobs. How might this difference relate to opportunity costs? The opportunity cost of attending college (and of doing anything else) consists of the income forgone while attending college (and of doing anything else such as enjoying leisure) and the value of the goods that the student or the students parents sacrifice in order to pay tuition and buy books, and other items necessary tort college but not necessary otherwise. Those who are college- educated have the potential of earning more income than those who did not finish high school. The opportunity cost (sacrifice of goods and services) of not irking is much greater for those with the higher earning potential. 2-8 Suppose you arrive at a store expecting to pay $100 for an item, but learn that a store two miles away is charging SO for it. Would you drive there and buy it? How does your decision benefit you? What is the opportunity cost of your decision? Now suppose you arrive at a store expecting to pay 56000 for an item, but learn that it costs $5950 at the other store. Do you make the same decision as before? Perhaps surprisingly, you should! Explain why. Driving to the Other store to save $50 does involve some cost in terms of time and inconvenience. However, or most Of us the time it takes to drive two miles would be worth SO_ For example, if it takes about ten minutes extra time and a negligible amount of gasoline (unless your time is worth $300 an hour, or $50 per each ten-minute period), it would benefit PU to drive to the other store. While in the second case. 550 may seem like less compared to the 56000 total price, for you the $50 is still a $50 savings, exactly the same as in the first case. Therefore, you should apply the same reasoning. Is the $50 benefit from driving the extra two miles worth the cost? The conclusion should be the same in both cases. 2-9 (Key Question) Specify and explain the shapes of the marginal-benefit and marginal-cost curves and use these curves to determine the optimal allocation of resources to a particular product. It current output is such that marginal cost exceeds marginal benefit, should more or less resources be allocated to this product? Explain, The marginal benefit curve is downward sloping, MBA tails as more to a product is consumed because additional units of a good yield less satisfaction than previous units. The marginal cost curve is upward sloping, MS increases as more of a product is produced since additional units require the use of increasingly unsuitable resource. The optimal amount of a particular product occurs where MBA equals MS. If MS exceeds MBA, fewer resources should be allocated to this use. The resources are more valuable in some alternative use (as reflected in the higher MS) than in this use (as reflected in the lower ME), 2-10 (Key Question) Label point G inside the production possibilities curve you have drawn for question 6. What does it indicate? Label point H outside the curve. What does this point indicate? What must occur before the economy can attain the level of production indicated by point H? G indicated unemployment, productive inefficiency, or both. His at present unattainable. Economic growth-?through more inputs, better inputs, improved technology-?must be achieved to attain H. -11 (Key Question) Referring again to question 6, suppose improvement occurs in the technology Of producing rockets but not in the production Of automobiles. Draw the new production possibilities curve. Now assume that a technological advance occurs in producing automobiles but not in producing rockets. Draw the new production possibilities curve. Now draw a production possibilities curve that reflects technological improvement in the production of both reduces. See the graph for question 2-6. EPIC shows improved rocket technology. APPC shows improved auto technology. PEG shows improved technology in producing both products. 2-12 Explain how, if at all, each of the following affects the location tooth production possibilities curve. Standardized examination scores of high school and college students decline. B. The unemployment rate falls from 9 to 6 percent of the labor force. Defense spending is reduced to allow government to spend more on health care. D. A new technique improves the efficiency of extracting copper from ore. Assuming scores indicate lower skills, then productivity should fall and this would move the curve inward. (b) Should not affect location of curve. Production moves from inside the curve toward frontier. (c) Should not affect location of curve. Resources are allocated away from one type of government spending toward another (health care). (d) The curve should shift outward as more production is possible with existing resources. 2-13 Explain: Affluence tomorrow requires sacrifice today. This quote refers to the fact that economic growth and a rising standard of living in the future require investment today. Society can choose to consume 311 Of its income today, or it can set aside some of it for investment purposes. Productive resources that go for investment goods today, e. G. , new factories, machines, equipment, are obviously not being used for producing consumer goods. Therefore, consumption is being sacrificed today so that investment goods can be produced with some of todays resources. 2-14 Suppose that, based on a nations production possibilities curve, an economy must sacrifice 10,000 pizzas domestically to get the one additional industrial robot it desires, but can get that robot from another country in exchange for 9,000 pizzas. Relate this information to the following statement: Without international specialization and trade, a nation can reduce its opportunity cost to obtaining goods and thus get outside its production possibilities curve. The message of the production possibilities curve is that an individual nation is limited to the combinations of output indicated by its production possibilities curve, International specialization means directing domestic resources to output which a nation is highly efficient at producing. International trade involves the exchange of these goods for goods produced broad. Specialization and trade have the same effect as having more and better resources or discovering improved production techniques. The output gains from greater international specialization and trade are the equivalent of economic growth. 2-15 Contrast how a market system and a command economy try to cope with economic scarcity. A market system allows for the private ownership Of resources and coordinates economic activity through market prices. Participants act in their own self-interest and seek to maximize satisfaction or profit through their own decisions regarding consumption or reduction. Goods and services are produced and resources are supplied by whoever is willing to do so. The result is competition and Widely dispersed The command economy is characterized by public economic power. Ownership of nearly all property resources and economic decisions are made through central planning. The planning board, appointed by the government determines production goals for each enterprise. The division of output between capital and consumer goods is centrally decided based on the boards long-term priorities. 2-16 Distinguish between the resource market and product market in he circular flow model. In what way are businesses and households both sellers and buyers in this modem What are the flows in the circular flow model? The resource markets are where the owners of the resources (the households) sell their resources to the buyers of the resources (businesses). In the product markets, businesses sell the goods and services they have produced to the buyers of the goods and services, the households. Households (individuals) either own all economic resources directly or own them indirectly through their ownership of business corporations. These households are willing to sell their sources to businesses because attractive prices draw them into specific resource markets. Businesses buy resources because they are necessary for producing goods and services. The interaction of the buyers and sellers establishes the price of each resource. In the product market, businesses are the sellers and householders are the buyers; their role in the market has been reversed. Each group of economic units both buys and sells. One flow is the flow Of real goods and services (including resource services) and the Other flow is the flow of money (money income, consumption expenditures, revenue, production costs). -17 (Last Word) Which two of the six reasons listed in the Last Word do you think are the most important in explaining the rise in participation of women in the workplace? Explain your reasoning. A poll taken in a class of 60 college freshman gave the first three reasons (womens rising wage rates, expanded job accessibility, and changing preferences and attitudes) nearly all the votes, Each of these explanations received about one third of the votes. Surprisingly, not a single student voted for declining birth rates as a reason for the rise in the number of women in the workforce. The consensus of he class was that the last three explanations (declining birth rates, rising divorce rates, and stagnating male earnings) were the effects, rather than the cause of more women joining the workforce. Because wage rates are higher the opportunity cost of raising children has risen. Women have chosen to bear fewer children, because they are now relatively more expensive. Similarly, women who have a higher earning capacity find the opportunity cost of getting a divorce reduced. Finally, male earnings may have stagnated partially because of the entrance of large numbers of well-educated women into the workforce, increasing the competition for the available jobs. Individual Markets: Demand and Supply 3-1 Explain the law of demand. Why does a demand curve slope downward? What are the determinants of demand? What happens to the demand curve when each of these determinants changes? Distinguish benzene a change in demand and a change in the quantity demanded, noting the cause(s) of each. As prices change because of a change in supply for a commodity, buyers will change the quantity they demand of that item. Fifth price drops, a larger quantity Will be demanded, If the price rises, a lesser quantity will be demanded, The demand curve slopes downward because tooth substitution and income effects, When the price of a commodity decreases relative to that of substitutes, a buyer will substitute the now cheaper commodity for those whose prices have not changed. At the same time, the decreased price of the commodity under discussion will make the buyer wealthier in real terms. More can be bought of this commodity (as well as of others whose prices have not changed), Thus, the substitution and income effects reinforce each other: More will be bought of a normal (or superior) commodity as its price decreases. On a graph with price on the vertical axis and quantity on the horizontal, this is shown as a demand curve sloping downward from left to right. The fundamental determinant Of demand is the price of the commodity under consideration: a change in price causes movement along the commoditys demand curve. This movement is called a change in quantity demanded. Decreased price leads to movement down the demand curve: There is an increase in quantity demanded. Increased price leads to movement up the demand curve: There is a decrease in quantity demanded. In addition, there are determinants of demand, which are factors hat may shift the demand curve, i. E. , cause a change in demand. These are the number of buyers, the tastes (or desire) of the buyers for the commodity, the income of the buyers, the changes in price of related commodities (substitutes and complements), and expectations of the buyers regarding the future price of the commodity under discussion. The following will lead to increased demand: more buyers, greater desire for the commodity, higher incomes (assuming a normal good), lower incomes (assuming an inferior good), an increased price to substitutes, a decreased price to complements, and an expectation of higher future prices, This increased demand will show as a shift of the entire demand curve to the right. The reverse of all the above will lead to decreased demand and will show as a shift of the entire demand curve to the left. 3-2 (Key Question) What effect will each of the following have on the demand for product B? . Product B becomes more fashionable. B. The price of substitute product C falls. C. Income declines and product B is an inferior good d. Consumers anticipate the price of B will be lower in the near future. The price of complementary product D falls. F. Foreign tariff barriers on 8 are eliminated. Demand increases in and (O, decreases in (b) and (d). 3-3 Explain the following news dispatch from Hull, England: The fish market here slumped today to What local commentators called a disastrous level-?all because Of a shortage of potatoes. The potatoes are one of the main ingredients in a dish that figures on almost every cafe menu-?fish and chips [French fries]. The shortage of potatoes either meant they were not available in the required quantities at any price (i. E. , that the quantity demanded greatly exceeded the quantity supplied at the market price, for that is how a shortage is defined) or hat there was an exceptional scarcity of potatoes so that their price was far above normal. In any event, the restaurants could not get enough potatoes at what they considered profitable prices. Fish and chips are complements. The sharp increase in the price of potatoes (because of decreased supply) has led to a decreased demand tort fish and to a subsequent drop in its price to a disastrous level. 3-explain the law of supply. Why does the supply curve slope upward? What are the determinants of supply? What happens to the supply curve when each of these determinants changes? Distinguish between a change n supply and a change in the quantity supplied, noting the cause(s) of each. As prices rise because of increased demand for a commodity, producers find it more and more profitable to increase the quantity they offer for sale; that is, the supply curve Vial slope upward from left to right. Clearly, firms would rather sell at a higher price than at a lower price. Moreover, it is necessary for firms to demand a higher price as they increase production. This comes about because as they produce more and more, they start to run up against capacity constraints and costs rise. At any given time, a plant has a given size. As production increases, the firm will need to add an extra shift and then a third shift, both perhaps at higher wages. It may run out Of warehouse space and have to rent at higher cost from another firm. It may have to pay extra to get increasingly urgent raw material, and so on. The fundamental determinant of supply is the price of the commodity. As price increases, the quantity supplied increases. An increase in price causes a movement up a given supply curve. A decrease in price causes a movement down a given supply curve. The non-price determinants of supply are: resource (input) prices, technology, taxes and besides, prices of other related goods, expectations, and the number of sellers, It one or more of these change, there will be a change in supply and the whole supply curve will shift to the right or the left, The following will cause an increase in supply: a decrease in resource (input) prices; improved (lower cost) technology; a decrease in business taxes, an increase in subsidies to business; a decrease in the price of another commodity that this firm was making, provided that commodity is a substitute in production (the firm can switch from the now lower priced one to our commodity): an expectation of lower prices in the future; ND an increase in the number of sellers. The increase in supply caused by the noted change in one or more of the above will cause the entire supply curve to shift to the right More will now be supplied at any given price Alternatively expressed, any given amount will now be supplied at a lower price. Reverse of any or all the above changes in the determinants of demand will cause a decrease in demand and will be shown as a shift of the supply curve to the left. Less will now be supplied at any given price. Alternatively expressed, any given amount will now be supplied at a higher price. 3-5 (Key Question) What effect Will each Of the following have on the supply Of product B? A. A technological advance in the methods of producing B. B. A decline in the number of firms in industry B. C. An increase in the price of resources required in the production of B. The expectation that the equilibrium price of B will be lower in the future than it is currently. E. A decline in the price of product A, a good whose production requires substantially the same techniques as does the production of B. F. The levying of a specific sales tax upon B. G. The granting off 50-cent per unit subsidy for each unit of B produced. Supply increases in (a), (d), (e), and (g); decreases in (b), (c), and (f). 3-6Len the corn market, demand often exceeds supply and supply sometimes exceeds demand. *The price of corn rises and falls in response to changes in supply and demand. In which of these two statements are the terms supply and demand used correctly? Explain, In the first statement supply and demand are used incorrectly. Supply and demand are both schedules or curves that intersect where quantity supplied and quantity demanded are equal. One cannot talk of curves that intersect as exceeding or not exceeding each other. Supply and/ or demand can change (the entire curses can shift). Each time this happens, it will create a new intersection of the two curves that will lead to changes in the equilibrium quantity and price Of corn _ Thus, the terms supply and demand are used correctly in the second statement. 3-7 (Key Question) Suppose the total demand for Wheat and the total supply Of Wheat per month in the Kansas City grain market are as follows: Thousands 1 price loaf bushels demanded 177 1 160 per bushel 1400 14,90 Thousand Supplied I Surplus (+) I shortage (-) $3. 40 180 13. 70 14. 60 14. 30 a. What will be the market or equilibrium price? What is the equilibrium quantity? Sing the surplus-shortage column, explain why your answers are correct. B. Graph the demand for wheat and the supply of wheat. Be sure to label the axes of your graph correctly. Label equilibrium price P and the equilibrium quantity Q. c. Why will $3. 40 not be the equilibrium price in this market? Why not SC go? Surpluses drive prices up; shortages drive them down, d. Now suppose that the government establishes a ceiling price Do you agree? Of, say, $3. 70 for avatar_ Explain carefully the effects of this ceiling price. Demonstrate your answer graphically. What might prompt the government to establish a ceiling price? Data from top to bottom: -13; -7; O; *7; +14; and +21 _ Epic] (a) Pee = $4. 00; 75,000. Equilibrium occurs where there is neither a shortage nor surplus of wheat. At the immediately lower price of $3. 70, there is a shortage Of 7,000 bushels. At the immediately higher price Of $4. 30, there is a surplus of 7,000 bushels. (See Graph top of next page. (b) Quantity (thousands) of bushels. (c) Because at $3. 40 there will be a 13,000 bushel shortage which will drive price up. Because at $4. 0 there will be a 21 ,000 bushel surplus which will drive the price down. Quotation is incorrect; just the opposite is true. D) A $3. 70 ceiling causes a persistent shortage. This product may be a necessity and the government is concerned that some consumers might not being able to afford it. -8 (Key Question) How will each to the following changes in demand and/or supply affect equilibrium price and equilibrium quantity in a competitive market; that is do price and quantity rise, fall, remain unchanged, or are the answers indeterminate, depending on the magnitudes of the shifts in supply and demand? You should rely on a supply and demand diagram to verify answers. A. Supply decreases and demand remains constant. B. Demand decreases and supply remains constant. C. Supply increases and demand is constant. D. Demand increases and supply increases. E. Demand increases and supply is constant. F. Supply increases and demand decreases. G. Demand increases and supply decreases. H. Demand decreases and supply decreases. A) Price up; quantity down; (b) Price down; quantity down; (c) Price down; quantity up; (d) Price indeterminate; quantity up; (e) Price up; quantity up; (f) Price down; quantity indeterminate; g) Price up, quantity indeterminate; (h) Price indeterminate and quantity down. 3-tries are the automatic regulator that tends to keep production and consumption in line with each other, Explain When demand increases, prices rise. This induces producers to increase the quantity supplied as they move up their supply curves toward the new (higher) equilibrium point. The same happens in reverse when demand decreases. When supply increases, prices drop. This induces buyers to increase the quantity demanded as they move down their demand curves toward the new (lower) equilibrium point. The name happens in reverse when supply decreases. In each case, it is the change in price caused by the change in demand or supply that brings about the change in quantity supplied (in the case of a change in demand) and a change in quantity demanded (in the case of a change in supply). Thus, price is the automatic regulator that keeps production and consumption in line faith each other. 3-10 Explain: Even though parking meters may yield little or no net revenue, they should nevertheless be retained because Of the rationing function they perform. Even parking meters that charge, say, 25 cents an hour do reform a useful parking-spot-rationing function: When the hour is up, the car owner must either move the car or rush out to feed the meter to avoid getting a ticket.

Essay of Ages

Essay of Ages Essay of Ages Age of Empires, released on October 26, 1997,[3] was the first game in the series, as well as the first major release from Ensemble Studios.[4] It was one of the first history-based real-time strategy games made,[5] utilizing the Genie game engine. GameSpot described it as a mix of Civilization and Warcraft.[6] The game gives players a choice of 12 civilizations to develop from the Stone Age to the Iron Age. The expansion pack, The Rise of Rome, published by Microsoft on October 31, 1998, introduced new features and four new civilizations, including the Romans. Although the two games had contained many software bugs, patches resolved many of the problems.[7][8] Age of Empires was generally well received, despite some highly negative reviews. GameSpot criticized a confused design, while Computer and Video Games praised the game as strong in single and multiplayer.[9] The Academy of Interactive Arts Sciences named Age of Empires the 1998 "Computer Strategy Game of the Year."[10] For several years, the game remained high on the sales charts, with over three million units sold by 2000.[11] The Rise of Rome was not as popular: it had only sold one million units in 2000,[11] and attained 80% as an aggregate score from Game Rankings.[12] Age of Empires II: The Age of Kings, released on September 30, 1999, used the Genie game engine, and had gameplay similar to its predecessor.[13] Age of Kings is set in the Middle Ages, from the Dark Ages to the Imperial Age. It allows players to choose one of 13 civilizations, from Europe, Asia, and the Middle East.[14] Microsoft published the expansion, The Conquerors, on August 24, 2000. It added new units and five new civilizations, including two Mesoamerican civilizations; the Maya and the Aztec.[15] The Age of Kings was a bigger critical success than the first two games, with Game Rankings and Metacritic scores of 92%.[16][17] Microsoft shipped out more than two million copies to retailers, and the game received numerous awards and accolades.[18] Critics agreed that The Conquerors expanded well on The Age of Kings, though issues of unbalanced gameplay were raised.[19] The Age of Kings and The Conquerors won the 2000 and 2001 "Computer Strategy Game of the Year" awards from the Academy of Interactive Arts Sciences, respectively.[20][21] Age of Empires III, released on October 18, 2005, was built on an improved version of the Age of Mythology game engine with the most significant changes being the updated graphics engine and the inclusion of the Havok physics middleware engine.[22][23] The game is set in the period between 1421 and 1850, and players can choose one of eight European nations. The game introduced a large number of features, such as home cities. Described by Ensemble Studios as "an important support system to your efforts in the New World," home cities helped provide the player with resources, equipment, troops, and upgrades. They could be used across multiple games, and upgraded after each battle; it was compared to a role-playing game character by Ensemble Studios.[24] The first expansion to Age of Empires III, The WarChiefs, was released October 17, 2006. Most gameplay changes in the expansion pack were small, but it introduced three new civilizations, with a focus on Native Americans.[25] Most notabl e was the introduction of the WarChief unit.[26] The second expansion, The Asian Dynasties, went on sale October 23, 2007. It was a jointly developed

Describe the various ways of learning about ancient diets and how it Essay

Describe the various ways of learning about ancient diets and how it relates to people's lifestyles - Essay Example Studies of skeletal remains and mummies may be used to show what kind of food the ancients ate. One such study is the research conducted on ‘nutcracker man’, the skull of a Paranthopus Boisei, a relative of humans, who was noted to have a strong jaw and large, flat teeth. For years, it was believed because of the structure and size of its jaw and huge molars that the Paranthopus Boisei at nuts, seeds and other hard items. Further study had revealed, however that the famed ‘nutcracker’ did not crack nuts after all. It appears that despite its large jaw, the Paranthopus Boisei more likely munched on grass, and that the structure of their jaw was more inclined to chewing tough grasses (Choi, â€Å"Nutcracker Man Ate Like a Cow (Or Pig) â€Å". 2011). In the same way, science and modern technology continue to bridge the gap between the past and the present. We know through much research the kinds of food our ancestors ate through the research and study of foss ils, particularly noting the jaw structures, teeth, and stomach contents (if possible) of fossilized and mummified individuals. Geography One of the major indicators of Ancient cuisine can be seen of course, by observing and studying ancient ruins. Expeditions have uncovered skeletal remains, fossils and mummies which have been further studied and analyzed to determine the diet of these individuals before they died. The expedition sites in themselves reveal telling clues about a people’s culture and society, including what they could have possibly eaten, and how they prepared their food. The geography of an area, their climate and type of land, all suggest the kind of food that is grown in an area, and determines if a people are hunters, food gatherers, or fishers. Egypt for example, with their close proximity of the Nile River, proposes that they had access to water supply and fish. Because of their rich soil and lush vegetation, it would make sense that Egypt prospered most of the year, even during times of drought (Philips, â€Å"The Diet of Ancient Egyptians†). A study of ancient Egyptian homes revealed bread ovens, used to cook bread, and cellars, used to keep wine and other food products. Paintings Artworks such as paintings, pottery, and sculptures can be used as evidence as to determining what ancient people ate. Paintings on ancient walls show the fruits, vegetables, and meats that were present and being eaten during the time it was painted. Processes and methods of cooking can also be seen in these artworks. There are paintings of servants making bread, stirring batter, and collecting fruits and vegetables. Other illustrations include men carrying what appear to be pots of milk and cream, or of slaves milking cows and harvesting crops (Philips, â€Å"The Diet of Ancient Egyptians†). Even the early cave men would paint animals, fruits and vegetables on their cave walls. These are telling signs of their diet, as they would only pai nt the things that they could see in their environment. Sometimes, these paintings are of feasts, and involve the killing of certain significant animals, and in some cases, the entire process of how they would prepare their meats. Artifacts Ancient Egyptians also brought food to their graves. They were known to be buried with their earthly possessions as they wished to take their riches and belongings with them to the afterlife. Sometimes, food was even found to be buried in mummy tombs (â€Å"

The law of internation finance Essay Example | Topics and Well Written Essays - 500 words

The law of internation finance - Essay Example could be described as follows: a) to identify the key forms of loans available in the context of the Islamic banking system, b) to evaluate the performance of loans provided by the Islamic Financial Institutions; suggestions are also made for the potential increase of the performance of the specific financial products c) to compare these loans with the loans provided by the Western Banks, d) to locate the advantages and disadvantages of loans in the Islamic Banking System, e) to identify the effects of the global financial crisis on the rate of financing by Islamic Banks and f) to identify and analyze the role that Islamic banking can have in the limitation of the effects of recession. The research methodology employed in this study will have two different forms: the literature review will be used in order to identify the views of academic researchers on the study’s subject; on the other hand, the empirical research will be used aiming to retrieve information on the current aspects of the study’s issues. The empirical research developed in the context of this study can be distinguished in two categories: a) qualitative research, i.e. reference to case studies; the modes of financing provided by specific Islamic banks will be presented and analyzed; b) apart from the case study analysis, a survey will be conducted in order to retrieve the views of the public on the loans provided by Islamic banks worldwide; employees in Islamic banks worldwide will be asked to state their view on the performance of loans provided by their Banks; the survey will be conducted through the Internet. The types of loans available in the context of Islamic Banking System are specific; Iqbal et al. (2002) refers to the following types of loans: ‘a) educational loans, b) gold loans – for securing gold, and c) surety loans, which are loans against personal security of two signatories’ (Iqbal et al., 2002, p.176). In accordance with Schoon (2009) the main difference between the

Analysis of Dance Essay Example for Free

Analysis of Dance Essay The type of dance I attended was a mix of ballet and modern. This involved group performances as well as individual performances. For the purpose of this paper I will narrow my observations to an individual performance of both ballet and modern and a group performance of both. Dance has the ability to draw it’s viewer in, by captivating the audience with the amount of grace, coordination and talent it’s dancers display. The lines a dancer created with their body is nothing short of amazing. Almost every type of person could appreciate something about dance. One of the first dances of the night was a ballet done, by a 9 year old girl. As she entered the dance area, it became very silent in the auditorium. You could almost hear a needle drop. Her costume was simple, dark in color, not shinny, as if not to distract the audience from her performance. Her white tights provided a focal point drawing the audience to watching the delicate moves she was executing with her legs. She started in first position quickly transitioning to 3rd and before you knew it she was spinning around on only one foot, pointing her toe towards the audience. She had a brief moment where it appeared that she fell out of pose, but immediately pulled herself back together, executing the next pose with perfection. Her face remained unchanged throughout the entire performance. She demonstrated perfect C shaped arms as she held them in the air bringing all her weight from her heels to the tips of her toes. This performance was very impressive for such a young girl. What I sometimes miss it facial expressions, but I suppose by the absence of expression the girl is allowing your mind to go wherever the music takes you. The next performance came from a 15 year old girl and best fit the description of modern dance. Her costume was bright, shinny, and created the illusion of movement. Many of the movements executed by this performer involved being on the floor, or bending over. Her arm movements were not as precise. It was as if a choreographer told her she could place her arms however she wished, in stark contrast to the ballet dance that required very precise movements. This dance appeared much slower. I did not enjoy this dance as much as I felt the bold costume and music distracted the viewers from the talent behind the dancer. She too was expressionless when she danced. The way the stage lights reflected off her costume created a glowing effect on the dancer. The group ballet was absolutely beautiful. Some of the dancers started as if they were asleep or dead, all bent over, while other dancers began in the upright position. As the dancers began to move across the stage, the dancers in the downward position began to arise. It created the illusion that the dancers were giving life to an otherwise lifeless creature. They all began dancing in unison across the stage, with pose and grace, up on their toes. They were always careful to have the correct position with their arms and legs, and toes pointed. They made this type of dancing look effortless, while executing it with such precision. No one fell out of pose during this dance, everyone knew their place and performed with great precision. As the dance ended they all went into a downward pose, creating the illusion that they were all lifeless again. What a brilliant analogy, this dance presented. Many things around us are lifeless, dull and boring, it is the people who occupy the space that gives it life and meaning. Just like dance gives life and many to those who watch it or perform it. The last dance was the group modern dance. This was my least favorite. I would almost say that it appeared sloppy and ill choreographed. At times I wondered if the girls were supposed to be doing the same movements and some were behind or if it was meant to look like a ripple effect. It did not look like either to me. Through watching these dances it became very obvious to me that I prefer ballet to modern dance. I was uncertain of the reason until the lady seated behind me said,† I loved their modern group dance†. I thought I miss heard her, but yes that was what she said. She even went on to say that they had won a competition doing that very dance. It was at that point I realized dance is for everyone. While I prefer the more precise movements, other people can enjoy the chaos of modern dance. I tend to be a perfectionist and I had nothing to gage the movements of the modern dance on. But I loved the ballet where you could tell when perfect pose was achieved. So I do believe a dance recital like this should appeal to all types of people, offering a great variety.

Essay --

Phase 1 Applied Nursing Research IP1 Can other nurses be effective change agents to improve patient care, and can other nurses do the same. Will nurses learn ideas for change that be more will-receive and support scholarly data? Yes, nurses will make the necessary changes for excellent patient care and high-quality outcomes; through education they will find ways through education to provide evidence that supports the new suggestions. This study will look at the methods that staff nurses and no license personnel can take from an educational setting. That will increase compliance and assist staff to follow standards of care to decrease the number of patients with pressure ulcers. â€Å"Pressure ulcer is localized injury to the skin and/or underling tissue, usually over a bony prominence as a result of pressure or pressure in combination with shear (O’Tuathail, & Taqi, 2011, p. S27).† With the increase in the number of the elderly patient and the increasing number of bedridden patients will increase the number of pressure ulcers. Therefore, as pressure ulcers have a negative impact on health-related quality of life patients require increasing need for hospitalization. Since the retiring of the baby boomers, over the years very little to care for patients that develop pressure ulcers. Patients lay in bed without getting up, without being repositioned or gotten up to the chair. Many patients lay in wet diapers and sheets for hours. Informing the nurse manager the need for identifying pressure ulcers immediately will help improve patient care. â€Å"Documentation is needed when assessing skin condition of patients on admission especially to ensure developing pressure ulcers or decubitus ulcers will not be charged to the care of t... ...ts: Arch intern med. 148(10): 2241-2243. Doi: 10.1001. Arch intern. Retrieved from http://archinte.jamanetwork.com/article Moore, Z., and Cowman, S. (2012). Pressure ulcer prevalence and prevention practices in care of the older person in the Republic of Ireland: Journal Of Clinical Nursing, 21(3/4), 362-371. doi:10.1111/j.1365-2702.2011.03749.x O’Tuathail, C., and Taqi, R.,(2011). Evaluation of three commonly used pressure ulcer risk assessment scales: British Journal of Nursing,20(6): Retrieved from http://content.ebscohost.com.proxy.cecybrary.com/pdf27_28/pdf/2011/GHD/23Mar11/598687.pdf?T=P&P Polite, D., and Beck, C.,(2003). Nursing research: Principles and methods (7th ed.)Philadelphia, PA: Lippincott Williams & Wilkins Pressure Ulcer Scale for Healing (PUSH),(n.d.). Tool for pressure ulcer assessment and monitoring Retrieved from http://www.npuap.org

The Lottery: Litterary Response

The Lottery, by Shirley Jackson, is a compelling story about the human race and how it is affected by its surrounding traditions. When the 27th of June arrives, a village is overtaken by a two hour lottery, which includes the picking of stones, a black box and ends in a fight for the â€Å"winners† life. One of the prominent themes in this story is human hypocrisy. Although most of the characters are shown through their words and actions, one particular person stands out: Mrs â€Å"Tessie† Hutchinson.At the beginning of the story, Tessie heads towards the town square, stating that she â€Å"forgot what day it was† to her neighbour Mrs. Delacroix as they both chuckled softly. Soon enough, phrases are shared between Tessie and her soon to be rivals: Thought we were going to have to get on without you, Tessie†, (Mr. Summers), â€Å"Your in time, though†, (Mrs. Delacroix). Throughout the story, Mrs. Hutchinson doesn’t seem to mind the fact that so meone, close to her or not, will be stoned to death.Her attitude at the start of the lottery is calm and cheerful; Tessie is unaffecyed by what the outcome of the lottery might be, since she thinks that she wouldn't be in that situation. When it is her family's turn to pick up their lottery ticket and finds out that her husband got the â€Å"winning paper†, her character completely changes. Mrs. Hutchinson starts to lash out at Mr. Summers, the lottery director, saying that â€Å"you didn't give him time enough to take any paper he wanted. I saw you. It wasn't fair! â€Å".Tessie's character evolves by a simple change in the lottery: her family becoming the center of it all. She tries to find ways of getting out of this situation, like including her eldest daughter Eva and her husband Don, in her family, but, little does she know that â€Å"daughters draw with their husbands' family†. Tessie continues to state that â€Å"it isn't fair† and I think we ought to start over. I tell you it wasn't fair†. When each member of her family takes turns to pick out their papers, Tessie becomes hesitant as her turn arrives.Her time is up as she is revealed as the â€Å"winning ticket† holder. She becomes upset and desperately tries to change everyones mind by saying her most famous last words: â€Å"It isn't fair† Tessie now realizes that she is in the once ignored position that all the other unlucky winners ahve been in the past and, soon enough, her â€Å"luck† comes to an end as she is stoned to death. Hypocrisy is a very big part of our society; everyday, someone is saying or creating false assumptions of an appearance of virtue or religion.They might indicate that it's wrong to practice a certain religion when they do it themselves . Even if hypocrites are a part of this world, we can learn that not everyone is as they seem. The second prominent theme is sacrifices. This village is run by a very old tradition which incl udes the sacrifice of a human being to please the gods, who will send down fresh food and crops to them. Everyone in the village, including the children, take part in this sacrifice, wether or not they fully understand why thay are doing this.Little Davey is handed a stone at the end of the story so that his mom can be stoned. He is a little boy, so he doesn’t understand what’s going on. Since he has been brought up in this society, he might start to accept that fact that at least he will have plenty of food on the table every day, even if the total number of people has gone down. This story shows us that the traditions we practice are still being questioned as a part of our society today. Such as imitating fath , going to church every Sunday because everyone else does.What happened in The Lottery was a necessary sacrifice in their struggle for the meaning of this ritual. If this sacrifice didn’t hurt or kill the person it was being done to, there wouldn’ t be any meaning to it. The villagers woulnd’t have sacrificed many innocent beings to please such gods. This all turns toward us: our inability as human beings to question such monstrosity is still an unanswered question above our heads. Shirley Jackson is trying to tell us that sacrifices have been around for centuries and aren’t uncommon, but our thoughts about them are common.A young child might ask,†What gods are we pleasing? †,and, â€Å"Are you sure we are doing the right thing? †, but they would still get the same answer: â€Å"because the bible said so† or , â€Å" We’ve been doing this for centuries†. The Lottery illustrates that we are living in a world where you are ostracised for believing in nothing at all and being brainwashed into believing in another. The first technique present in this story is symbolism. Two items are used during the lottery: a black box and stones. In a way, the black box holds each and every persons destiny and fate.The fact that it is black is a symbol of what they ahve witnessed every year: death. Every year, the lottery is taken place and, at the same time, death makes its mark. It comes back to take whoever’s been left behind. Like the old saying â€Å"It is always darkest before dawn†, death hangs over them until they have pleased the gods; until they have a lifetime supply of crops. This story brings us into the darker side of the lottery. The side where not everything is as it seems. If it weren’t for the color of the box, it would have been harder to interpret where the story was heading off to.The second items where the stones: â€Å"the young boys begin to gather their stones and make a pile in the corner, guarding them like their most prized weapon†. The stones symbolize the beating of a person, in this case. Someone is going to get beaten to death by these stones, which is an important part of the lottery. At least in the eyes of twisted beings. The second technique present is foreshadowing. Foreshadowing is found at the beginning of the story, where we are being introduced to a somewhat pleasant event that is about to take place.The fact that the lottery in this village takes less than two hours and, in others, two days, gives us an indication that this lottery is bigger than it seems; it isn’t some regular event, but a sinister one. While reading this story, a novel that shares one of the themes comes to mind. â€Å"Nothing†, a book by Janne Teller, tells the tale of a boy named Pierre Anthon who has known, for a long time, that nothing matters, just realized that nothing is worth doing and decides to leave his classroom, climb a plum tree and stay there. His friends and classmates try, with every attempt, to get him down but he won’t budge.So to prove to Pirre Anthon that there is a meaning to life, they set out to build a heap of meaning in an abandoned sawmill. Their plans slowly st art to take a defferent turn when their heap of meaning includes the scarification of a beloved neighbourly dog, Cinderella. They give up all their special belongings to find out what the meaning of life really is until it gets out of hand; they get upset towards Pierre Anthon for making them go through great lengths to discover the meaning, that they lash out and end up killing him.There is a primary connection between both stories: the sacrifice of a human or animal to obtain food or to re-discover the meaning of life. Globally, sacrifices and traditions have been around for entiries. They’ve shaped the cultures that are present in this generation, such as one ancient tribe of our civilization: the Hurons. Many decades ago, they used to have a special way of thanking the gods for the food they received. Every year, the leader of the tribe would dress in elaborate, colourful clothing and lead a family up a sacred mountain.There, the leader would dress the middle child, a gir l, between the ages of six and nine, in clothing similar to his. If the middle child was a boy, he wouldn’t be sacrificed; the family would wait until they gave birth to a girl. The family of the child would then sit in a circle around a large fire as the leader recites prayers to the gods. The child is then laid on the wood of fire and burnt alive. To this day, you can still hear the cries of the little girls, but those cries are memoirs of their lives. Memoirs on the sinister sacrifices that took place

Gwendolyn Brooks

Brooks, Gwendolyn (Elizabeth) Brooks, Gwendolyn (Elizabeth) From â€Å"Encyclopedia of African-American Writing† Poet—this one word describes every cell of Gwendolyn Brooks's being. It was always poetry—from her Chicago childhood to her 1950 Pulitzer Prize to her awakening social consciousness to her Illinois Poet Laureate status and through all the other honors and awards. It was always poetry—and few writers besides Brooks can speak volumes with so few words.Gwendolyn Brooks, Pulitzer Prize winner for poetry, 1950 Born into a large and close-knit extended family, including memorable aunts and uncles whom Brooks later honored in her work, Brooks seems to always have been comfortable with herself. Her mother, Keziah Wims, met her father, David Anderson Brooks, in Topeka, Kansas in 1914. They soon married and relocated to Chicago. Keziah returned to family in Topeka to give birth to her first child, Gwendolyn. Keziah stayed in Topeka for several weeks befor e returning to her husband in Chicago with her infant daughter.Gwendolyn's only sibling, younger brother Raymond, was born 16 months later. Brooks's mother had been a schoolteacher in Topeka, and her father, son of a runaway slave, had attended Fisk University for one year in hopes of becoming a doctor. Economic survival became more important, however, so his desires for a medical career were dashed and he spent a doctor. Economic survival became more important, however, so his desires for a medical career were dashed and he spent much of his life as a janitor.Despite financial constraints for the young family in Chicago, Brooks remembers a loving, family atmosphere throughout her childhood. She had a more difficult time fitting in with her high-school classmates, however, attending three high schools: Hyde Park, which was mostly white; Wendell Phillips, which was all black; and Englewood High School, the integrated school from which she eventually graduated in 1934. Two years later , she graduated from Wilson Junior College (1936). Even prior to her high school years, it became apparent to Brooks that she did not really fit in with her peers.She was a nonperson at Hyde Park and socially inept at Wendell Phillips. She kept her self-esteem, however, largely due to her strong family ties. Also, since she was seven years old, her mind had been someplace else. That place was poetry, which she had started writing at that young age. Her parents contributed to her love of language and story. As a former schoolteacher, Brooks's mother encouraged her daughter's interest, and her father often told stories and sang songs about his family's history with slavery.From her parents and her extended family, Brooks learned the honor and dignity found in living everyday life with love and integrity. Her first published poem, â€Å"Eventide,† appeared in American Childhood Magazine in 1930 when Brooks was 13. At 16, with her mother's help, Brooks met two prominent African-A merican writers, James Weldon Johnson and Langston Hughes. Although both writers read Brooks's work and told her that she had talent and should keep reading and writing poetry, only Hughes and Brooks developed a long and enduring friendship.She later wrote a poem tribute to him, â€Å"Langston Hughes,† published in her Bean Eaters collection. She also remembered him fondly and with great respect in her autobiography, Report from Part One. In the meantime, she contributed regularly to the Chicago Defender, having 75 poems published there in two years. Brooks was also looking outside herself, joining the Youth Council of the National Association for the Advancement of Colored People (NAACP) in 1938. There she met her future husband and fellow writer, Henry L. Blakey III, whom she married in 1939.Marriage took Brooks from the comfort of her parent's home and into a kitchenette apartment, the setting for her first volume of poetry, A Street in Bronzeville, published in 1945. She gave birth to their first child, Henry, Jr. , in 1940, and to their daughter, Nora, in 1951. In between the births of her children, Brooks kept writing her poetry. She and her husband participated in a poetry workshop given by Inez Cunningham Stark, a reader for Poetry magazine. There, Stark and other workshop participants encouraged Brooks.In 1943, Brooks received the Midwestern Writers’ Conference Poetry Award. The Midwestern Writers’ award proved to be the first of many for Brooks: In 1945, she was named as one of Mademoiselle magazine's â€Å"Ten Young Women of the Year†; in 1946, she won the American Academy of Letters Award; in 1947 and 1948, she won Guggenheim fellowships; and in 1949, she won the Eunice Tietjens Memorial Award. Brooks published Annie Allen in 1949 and with it won the Pulitzer Prize for literature, becoming the first African American to do so.The awards and honors continued for several years: being invited to read at a Library of Congress poetry festival in 1962, at the request of then President Kennedy; named Poet Laureate of Illinois in 1968 (lifelong post); nominated for the National Book Award in 1969; appointed poetry consultant to the Library of Congress in 1985 (the second African American and the first black woman in that post, which was later retitled the nation's Poet Laureate) ; inducted into the National Women's Hall of Fame in 1988; honored with a Lifetime Achievement Award in 1989 by the National Endowment for the Arts; named the 1994 Jefferson Lecturer by the National Endowment for the Humanities; presented with the National Book Foundation's lifetime achievement medal in 1994; awarded the National Medal of Arts in 1995 and the Order of Lincoln Medallion given by the Lincoln Academy of Illinois in 1997; and received about 50 honorary degrees. Brooks also devoted herself to nurturing young writers of all races: She taught poetry at various colleges and universities in the United States; sponsored writi ng contests for students; brought poetry to prisons, schools, and rehab centers; funded and gave scholarships; and offered awards of travel to Africa.She also wrote books to encourage budding authors, such as her A Capsule Course in Black Poetry Writing (1975), Young Poet's Primer (1980), and Very Young Poets (1983). Above all, however, Brooks has been a prolific writer. Her first published collection of poetry, A Street in Bronzeville (1945), garnered immediate national acclaim. The collection chronicles the life of poor urban Blacks in a segregated setting reminiscent of Chicago's South Side—essentially a series of portraits of people who fled rural poverty and hopelessness only to find themselves trapped in an urban ghetto. Realistic yet compassionate, the poems unflinchingly examine the failed dreams and small hopes of the maids, preachers, gamblers, prostitutes, and others who live in â€Å"Bronzeville. After Brooks received the Pulitzer for Annie Allen, her major works included a novel, Maude Martha, 1953; and more poetry collections, Bronzeville Boys and Girls, 1956; The Bean Eaters, 1960; Selected Poems, 1963; In the Mecca, 1968; Riot, 1969; Family Pictures, 1970; Aloneness, 1971; The Tiger Who Wore Gloves; or What You Are You Are, 1974; Beckonings, 1975; A Primer for Blacks, 1980; To Disembark, 1981; The Near Johannesburg Boy and Other Poems, 1986; Blacks, 1987; Children Coming Home, 1992; and her posthumous collection, In Montgomery, 2001. (In 2005, Elizabeth Alexander edited The Essential Gwendolyn Brooks. ) Brooks also wrote her own story in the autobiographies A Report from Part One, 1972; and Report From Part Two, 1996. Brooks's work always honored the everyday existence of African Americans.She did, however, change her style as the social situation in the United States changed. One catalyst for this change was the Second Black Writers’ Conference, which she attended at Fisk University in 1967. There she met young black writers who were a part of the Black Arts Movement, who wrote with overt anger and sometimes obscenities. This event gave Brooks pause and her own sensibilities of her â€Å"blackness† came into question. After this event, Brooks started selling her work to smaller, African-American publishing houses. Some have accused Brooks of becoming too much like the newer poets—too polemic, leaving behind her subtle and unique use of language came into question.After this event, Brooks started selling her work to smaller, African-American publishing houses. Some have accused Brooks of becoming too much like the newer poets—too polemic, leaving behind her subtle and unique use of language and form as a way of seeing the world. Others sense in Brooks's newer work a renewed vision of what it means to be African American in the United States, a continuance of her abiding respect and awe for the wonders of everyday existence and for her unique way of finding universal truths within the sp ecific lives and events of ordinary people. In eulogizing Brooks to Essence magazine, her long-time publisher and friend Haki Madhubuti recalled, â€Å"She wore her love in her language. Her love has been returned, too, as shown in the tribute book To Gwen With Love (1971) and the almost worshipful celebrations of her 70th and 80th birthdays (1987, 1997). REFERENCES BLC-1. BW:SSCA, pp. 64-65. EBLG. NAAAL. Lee, A. Robert, â€Å"Poetry of Gwendolyn Brooks,† in MAAL. McKay, Nellie. 1991. â€Å"Gwendolyn Brooks,† Modern American Women Writers, New York: Scribner's. McLendon, Jacquelyn, in AAW. Melhem, D. H. 1987. Gwendolyn Brooks: Poetry & the Heroic Voice, Lexington, KY: University Press of Kentucky. Podolsky, Marjorie, â€Å"Maud Martha,† in MAAL. Williams, Kenny Jackson, â€Å"Brooks, Gwendolyn,† and â€Å"Street in Bronzeville,† in OCAAL. â€Å"Gwendolyn Brooks† in //www. black-collegian. com, and in //www. greatwomen. org. Brooks Brings â €˜Free-verse Kind of Time’ to UIS,† in // www. sj-r. com/news/97/11/13. —Janet Hoover, with assistance from Lisa Bahlinger REFERENCES AANB. AAW:PV. B. BCE. CAO-08. CE. CLCS. LFCC-07. Q. W. W2B. Wiki. Baker, Houston A. , Jr. â€Å"The Achievement of Gwendolyn Brooks. † CLA Journal 16. 1 (Sept. 1972): Rpt. in Sharon R. Gunton and Laurie Lanzen Harris (Eds. ). (1980). Contemporary Literary Criticism (Vol. 15). Detroit: Gale Research. From Literature Resource Center. Clark, Norris B. â€Å"Gwendolyn Brooks and a Black Aesthetic. † A Life Distilled: Gwendolyn Brooks, Her Poetry and Fiction (Maria K. Mootry and Gary Smith, Eds. ). University of Illinois Press, 1987.Rpt. in Daniel G. Marowski and Roger Matuz (Eds. ). (1988). Contemporary Literary Criticism (Vol. 49, pp. 81-99). Detroit: Gale Research. From Literature Resource Center. Doreski, Carole K. , in AW:ACLB-91. Griffin, Farah Jasmine, in APSWWII-4. Hansell, William H. â€Å"The Uncommon Commonp lace in the Early Poems of Gwendolyn Brooks. † CLA Journal 30. 3 (Mar. 1987), pp. 261-277. Rpt. in Daniel G. Marowski and Roger Matuz (Eds. ). (1988). Contemporary Literary Criticism (Vol. 49). Detroit: Gale Research. From Literature Resource Center. Israel, Charles, in APSWWII-1. James, Charles L. in CP-6. Kent, George E. , in AAW-40-55. Mckay, Nellie, in MAWW.Mclendon, Jacquelyn, in AAW-1991. Miller, R. Baxter, in GEAAL. Mueller, Michael E. , and Jennifer M. York, in BB. Shaw, Harry B. 1980. â€Å"Gwendolyn Brooks. † Twayne's United States Authors Series 395. Boston: Twayne Publishers. From The Twayne Authors Series. Shucard, Alan R. , and Allison Hersh, in RGAL-3. Taylor, Henry. â€Å"Gwendolyn Brooks: An Essential Sanity. † Kenyon Review 13. 4 (Fall 1991): pp. 115-131. Rpt. in Jeffrey W. Hunter (Ed. ). (2000). Contemporary Literary Criticism (Vol. 125). Detroit: Gale Group. From Literature Resource Center.  © Grey House Publishing Persistent URL to this ent ry: http://www. credoreference. com/entry/ghaaw/brooks_gwendolyn_elizabethAPA Brooks, Gwendolyn (Elizabeth). (2009). In Encyclopedia of African-American Writing. Retrieved from http://www. credoreference. com/entry/ghaaw/brooks_gwendolyn_elizabeth Chicago Encyclopedia of African-American Writing, s. v. â€Å"Brooks, Gwendolyn (Elizabeth),† accessed April 16, 2013, http://www. credoreference. com/entry/ghaaw/brooks_gwendolyn_elizabeth Harvard ‘Brooks, Gwendolyn (Elizabeth)’ 2009, in Encyclopedia of African-American Writing, Grey House Publishing, Amenia, NY, USA, viewed 16 April 2013, MLA â€Å"Brooks, Gwendolyn (Elizabeth). † Encyclopedia of African-American Writing. Amenia: Grey House Publishing, 2009. Credo Reference. Web. 16 April 2013.

buy custom Selection Control Structures essay

buy custom Selection Control Structures essay In computer programming, selection control structures are decision mechanism that allows a certain statement to be executed both when the condition is true or false. This decision structure takes the If-Then-Else format (Dale Weems, 2010). Upon execution of any of true or false set of actions, the program execution resumes the following statement. The general selection control structure pseudo code takes the following general structure; If conditional expression 1, control expression 2.n Then Statements to be executed if conditional expressions are true Else Statements to be executed if conditional expressions are false End if When the conditional expressions are true then the statements enclosed inside the Then and Else will be executed. After that, the program execution will not go through the remaining sets of statement enclosed inside the Else and End if. On the other hand, if the conditional expressions are false the first set of statements between Then.Else is not executed but the program control proceeds to the statements between the Else.End If where execution takes place. After these all execution, the program proceeds to the statements appearing after the End If (Dale Weems, 2009). Example, If the number is less than 100 Then Accept Else Deny End if Selection control structures can be laid out to specify the statement to be executed depending on the condition. This means the program will only execute either true or false but not all in turns. For example if you to specify the execution to be performed only if the condition is through then: If set of true conditional expressions Then Statements to be executed To represent above in a flow-chart then (Conger, 2002). There four common categories of selection control structures namely; simple selection, simple selection having null false branch, nested selection and combine selection. The distinction here comes from the number of alternatives, and branching initiation. Simple selection also referred to as simple if statement. (Flanagan, 2006). This is a selection done on two possible paths basing on whether the condition is true or false. The simple selection is illustrated below as a simple If.Then format; If conditional expression Then Set of statements executed Else Set of alternative statements End if For a real world example; consider a program making bank deposits. Where two accounts; A and B can be updted by depositing some amount. For this case if the amount to be deposited is less than $1,000 then deposit are made to A else B if the sum is greater than $ 1,000. Then the simple selection will be as follows; If Deposit, d, is = $1,000 Then Make deposit on account A Else Make deposit on account B End if The second type of selection control structures is; simple selection having Null False Branch. This selection is also known as null else statement. It is executed only when certain conditional statement is true. If condition required is true then execution takes place, but if it is false, then the whole If statement is jumped. In this selection, the keyword Else is not used since execution only takes place following the truth of the conditional phrase and does not proceed to option for the False . Therefore, the statement seems to have only two choices; execution and bypassing which can not be done on the same case. A pseudo code to demonstrate null else statement is represented as follows. If conditional expression Then Statement to be executed End if As an example in real life situations; consider an application updating a particular database. The condition for data entry is only the validity of the data. If Data=valid Then Input appropriately End if In general, the simple selection control structure with null false branch takes the format; If.Then, with False considerations. The third category of selection control structures is combined selection. This is a selection which is a combination of several If Statements where each one is connected by the following logical operators i.e. OR or AND. The AND operator is used for combining 2 conditions which should also be true must be true if the combined condition should be true. The pseudo code for this selection takes the following format. If conditional expression X AND Y Then Two actions performed (statement execution) End if On the other hand, the OR operator is used when combining two condition such that only one is required be true for the combined condition to be true also. Its pseudo code takes the following format; If two alternate conditional expressions Then One combined statement to be executed Consider the example below showing simple life experience application. This aims at executing a statement provided any one of the condition is true. If password or user ID is wrong Then Deny log in The fourth and the last category of selection structure iss the nested selection, also referred to nested If statement. This applies when the phrase IF is used more than once within a single IF statement. In this selection structure, the true or false branch of an If statement has another If statement incorporated within it. The relevance of this selection is when there several conditions to select from. The pseudo code takes this format; IF conditional expression W IF conditional expression X End if THEN Statements executed simultaneously based on W and X ELSEIFconditional expression Z THEN Execution based on W and Z The following is a feasible example IF Age =55 IF Gender=female THEN Output retired-female ELSEIF Gender=male THEN Output retired-male ENDIF ENDIF Selection control structures increases the usefulness and power of a computer program by making it structured and giving programmer a lot of flexibility. Selection control structures controls execution of a program. It increases the usefulness and power of a computer program by making it structured and giving programmer a lot of flexibility. These structure provide program efficiency especially the null else statement which provides a program simple execution. Program will skip the false statement (Cabrera, 2002). In summary of this concept; the program doesnt execute the dead and unreachable codes. This makes the compile time and run time to be minimal hence the response time is greatly improved. The programmer doesnt also need to make separated coding but can use one code to serve the entire statements. This evidenced in both combined and nested If statements. These control structures also improves computer utility by proving ways of utilizing technology. For example, branching makes computer respond to both maskable and non-maskable interrupts. These statements can be incorporated in a program to facilitate such branching. Computers memory can be utilized by combining long codes into a simple selection control pseudo code (Buono, 2003). As a hypothetical real-world application example, consider the following case; in solving mathematical problems especially a fraction. In multiplying two mixed fractions; apply selection control structures as follow; using null else statements, work only on mixed fractions and change them into simple fractions, using combined if statements multiply new whole value by resulting denominator. On adding the numerator to resulting product of the whole number to the denominator, sum is made the new numerator of the resulting improper fraction. Using nested if statements check on the result in the improper fraction and multiply numerator and denominator. To obtain the final result, use combined If statement to multiply the denominator by the denominator in the resulting improper fraction. Buy custom Selection Control Structures essay

7 Common Spanish Pronunciation Mistakes

7 Common Spanish Pronunciation Mistakes Few things are more frustrating for someone learning a foreign language than to not be understood by a native speaker. If you want to make a good impression when speaking Spanish, here are seven common pronunciation mistakes English speakers make that you can avoid. You can learn to avoid these common errors, and your Spanish-speaking friends  will know that at least youre making an effort. Turning the R Into Mush Lets get the most difficult letter for English speakers out of the way first! Heres the basic rule: Never pronounce the Spanish r as if it were English. Think of it as a different letter of the alphabet that just happens to be written the same as the English one. Spanish has two r sounds. The simple r sound, which youll hear more often, is close to the dd sound in paddle or the tt in little. So the common word mero (mere) sounds much like meadow, not marrow. That wasnt hard, was it? The other r sound, often called the rr sound because rr was once considered a separate letter of the alphabet, is used for rr and when r appears at the beginning of a sentence or a word by itself. The rr sound is a brief trill and does take some effort to master. You might think of it as the front of your tongue flapping against the roof of the mouth in a strong breeze, or perhaps the sounds of a cat purring or a motorboat revving. Once you figure it out, it can be a fun sound to make. Turning the U Into a Different Vowel The u sound is never like the u in fuse, but, or push. When it doesnt come in combination with another vowel, its like the oo sound in moo, which appropriately is spelled mu in Spanish. So uno (one) sounds something like OO-noh and uniforme (uniform) sounds something like oo-nee-FOR-meh. Like the other Spanish vowels, u has a pure and distinct sound. When the u comes before another vowel, the u glides into the following vowel and ends up sounding something like the English w. Thus cuenta (account) sounds something like KWEN-tah, and cuota sounds fairly close to the cognate quota. And that brings up another point: After the q, the u is silent unless a dieresis is added to make it à ¼. Thus quince (the number 15) sounds like KEEN-seh. But with the dieresis, the u carries the w sound. Thus pingà ¼ino (penguin) is pronounced something like peeng-GWEEN-oh. Giving the G and J Their Sound in ‘Judge’ In English, the g generally has the j sound when g is followed by e or i. The same pattern is true in Spanish, but the j sound also used in the ge and gi combinations is much different. English speakers usually approximate it with the English h sound, although native Spanish speakers in most regions often give it a harsher, more guttural sound. Youll be perfectly understandable if you pronounce gente as HEN-teh and jugo (juice) as HOO-goh. Buzzing the Z The z of Spanish isnt pronounced with the z sound of words such as buzz and zoo. In Latin America, it generally sounds like the English s, while in most of Spain its like the th in thin. So if youre headed to the zoo, think soh in Latin America and thoh in Spain. Pronouncing the B and V as Different Letters Once upon a time, Spanish had distinct sounds for the B and V. But no more - they sound exactly the same and thus often pose a spelling challenge for native speakers. The sound is something like a buzzing sound with the two lips when b or v comes between two vowels and something like a soft English b at other times. You may look at words such as tubo (tube) and tuvo (a form of tener) and think of them as sounding different, but in fact they sound alike. Sounding Out the H How do you pronounce the h? In a word, dont. Except in a very few words of foreign origin such as hmster and hockey, the h is silent. Failing To Keep the L Distinct Listen carefully, and you may notice that the first l of little has a different sound than the second l. The first is formed with the tongue against the roof of the palate, while the second one isnt. The key rule in pronouncing the Spanish l is that it has sound of the first l in little. Thus the l has the same sound in mal as it does in malo and mala (all of them meaning bad). In other words, mal does not sound like mall. The doubled l or ll used to be considered a separate letter of the alphabet. Although its pronunciation varies with region, you wont go wrong to give it the sound of the y in yet. Thus calle (street) sounds similar to KAH-yeh. Key Takeaways When pronouncing Spanish words, remember that the pronunciation rules of English dont always apply.Among the letters that Spanish pronounces much differently than English does are g (sometimes), h, l (sometimes), r, u (usually), v, and z.The repeated letter pairs ll and rr have pronunciations that are distinct from the same letter appearing individually.

Research on new discovery in biology Essay Example | Topics and Well Written Essays - 750 words

Research on new discovery in biology - Essay Example The coca plant has similar biochemical properties as those that produce alkaloids. The coca plant belongs to a group of plants with natural alkaloids, or nitrogen-containing compounds that produce diverse effects on the physiology of humans. The alkaloid compounds in these plants are proven to have strong pharmacological effects on people and are known to contain nicotine, caffeine, quinine, morphine, atropine, strychnine, and the illegal stimulant compound cocaine. The plants that contain alkaloids include the Solanaceae or potato family, the Brassicaceae or mustard family, and the Erythroxylaceae or coca family, to which the coca plant belongs. The close relatedness of these plants is not only justified by the fact that they all contain alkaloid compounds but also by the fact that they had a common ancestor around 120 million years ago and that the alkaloid compounds that they contain obey similar biochemical pathways. The significance of this fact is that if one were to uncover th e details of the natural synthesis of cocaine, then it is possible to study it from the point of view of the other plants to which the coca plant is related (How Plants Make Cocaine, 2012). ... The plant known as belladonna, which belongs to the Solanaceae family, produces the tropane alkaloid known as atropine, and the synthesis of this alkaloid was compared with that of cocaine in the coca plant. Although the biochemical pathway and mechanism involved in the synthesis of alkaloids is basically the same for all alkaloid-producing plants, and for both both belladonna and coca plants as well, the Max Planck Institute researchers hypothesize that the enzymes involved in the syntheses of different compounds must also be different from each other. The results of the experiment proved the hypothesis true when it was found out that the enzyme that produced the atropine in belladonna proved to be â€Å"completely different† from the one that eventually produced cocaine in the coca plant. This enzyme, which is known as AKR or MecgoR, is involved in the biochemical pathway of the synthesis of cocaine by converting the keto group into an alcohol residue, which is actually the same role assumed by the SDR, or short-chain dehydrogenase reductase enzyme in belladonna (How Plants Make Cocaine, 2012). Thus, although there was a basically similar pathway for the production of atropine and cocaine in both species of plants, the very small difference in the nature and identity of the enzyme that catalyzes the keto group towards the end of the pathway is the main factor behind the fact that the coca plant is able to naturally synthesize cocaine, and not another alkaloid compound. Moreover, it is very interesting for the Max Plank Institute researchers to find out that the synthesis of atropine in belladonna takes place in the roots of the plant before the atropine is transported to the leaves, while the synthesis of

How does the film represent the causes of the war and various kinds of Essay

How does the film represent the causes of the war and various kinds of manipulation that keep it going - Essay Example his epoch making book, â€Å"War and Film† mentions in the Introduction section, â€Å"It seems to me that film about war have generally fallen, into one or more categories, and these categories have, in turn, given rise to lineages, taxonomies or modes that can be mapped across different national cinemas† (Chapman, 2008). The effect of war on the creative minds across the globe was so stark that the directors of the twenty-first century could not come out of the trauma and social devastation caused by the outbreak of war. In the year 1996, Yugoslavian director Srdan Dragojecvic made a film bearing the title ‘Pretty Village, Pretty Flame’ that yielded a bizarre but unique and unwelcoming dark humour regarding the events and manipulation that evolved and continued Bosnian war. The film is considered as one of the finest modern classics of Serbian cinema and the plot of the film is motivated by the real life circumstances that occurred during the initial days of Bosnian war. The story of the film centres round a group of Serbian soldiers who got trapped inside the tunnel and were entrapped by a fragment of the Bosnian troop. These soldiers interestingly did not join the war out of any sense of patriotism or extreme nationalism. The screenplay of the film ‘Pretty Village, Pretty Flame’ is based on a magazine article that was published in â€Å"Duga† authored by Vanja Bulic. Through a series of flashbacks, the film represents the early life of every soldier trapped inside the tunnel and endeavours to give an impression about the facts that culminated into a wartime situation and myriad manipulations that took place to continue it. ‘Pretty Village, Pretty Flame’ presents a plot that centres round a long-nurtured friendship of Halil who is a Muslim and Milan a Serbian. Set in the backdrop of 1980s, these two boys spend their boyhood playing and spending a considerable time from their playful days near a tunnel which they found mostly abandoned. Extremely