More than 20 words for snow - Emphasis

In excess of 20 words for day off In excess of 20 words for day off Here in the southeast snow everything except carried typical business life to a stop yesterday. What's more, its very little better today. Here in Emphasis towers were made of sterner stuff: it takes in excess of a couple of snowflakes to hinder us from our crucial work of telling individuals the best way to compose better business archives. Like every other person however, we have snow on the mind right now especially as our kettle separated fourteen days prior. (Weve all been lounging around in caps and scarves from that point onward, sitting tight for the warming designer to come back with the correct bits to retouch it.) As everybody knows, the Eskimos have in excess of twelve words for day off. Or then again is that only a urban fantasy? Weve broken out our syntactic snow scoops and have been doing a touch of burrowing to get to the base of the story. It appears it may be valid after very. As per Professor Anthony Woodbury of the University of Texas at Austin, there are in reality in any event 15 distinctive word bunches for snow in the Yupik Eskimo language, as you can peruse here. That is not as stunning as it sounds, however. In English, he tallied 22. Why such huge numbers of? Well the Eskimo list is built up by words for snow arrangements and meteorological terms, for example, pirta which implies blizzard. It incorporates words for which we have no proportional, for example, qanisqineq importance snow skimming on water. Be that as it may, the English rundown incorporates words like whirlwind, tidying and snowstorm, just as words weve embraced from French, for example, cornice and torrential slide. So now you know.

The broad thematic perspective Movie Review Example | Topics and Well Written Essays - 500 words

The wide topical point of view - Movie Review Example The general expense of the film was around  £900,000 which is identical to  £11.4 million today. It was first communicated on ITV in 1973. The narrative met huge individuals from Axis and Allied battles, involving onlooker accounts by enrolled men, regular citizens, government officials, and officials among others. Significant antiquarians were Stephen Ambrose and Adolf Galland (Ambruster 17). The arrangement â€Å"The World at War,† involves a DVD set by Jeremy Isaac disclosing the needs given to assessments and meetings with enduring colleagues and assistants other than perceived figures. Karl Wolff who was Heinrich Himmler’s auxiliary was the most troublesome interviewee to convince and find. During the assessment, he acknowledged to be among the huge observers in mass annihilation, in Himmler’s nearness. In the later piece of the arrangement, Isaacs demonstrated fulfillment with the involves of the arrangement. He additionally included that the substance involved unclassified data concerning British code-breaking. The narrative is recorded among the top projects in British TV under the assemblage of British Film Institute in 2000 (Ambruster 5). This is a circumstance whereby countries search for elective methods for unraveling clashes. This is a urgent topic that wins in the entirety of the four clasps. Brutality was because of contention of thoughts and methods of getting things done. Be that as it may, for this situation, brutality advances because of irreconcilable circumstance. The subjects were made to do things they were not willing by their lords. Harmony won after the accommodation of the Nazi powers who were Germans. Huge killings, for example, those outlined in â€Å"Whirlwind: Bombing Germany† which is the twelve scene are a portion of the exercises that ground to a halt prompting pervasiveness of harmony. The scene stresses on enormous bombings by the British and American armed force in Germany. Meetings from witnesses, for example, Albert Speer, William Reid and James Stewart clarify how guiltless lives were taken

Microtubules Essay Example | Topics and Well Written Essays - 1500 words - 1

Microtubules - Essay Example aments, which exhibit various turnover rates, are firmly connected with actin restricting proteins which contrast, and it has been hypothesized that they decide the distinctions in turnover rates. This pliancy of the inside structure of the actins is liable for the distinction in fiber turnover rates in various cell areas. This is practiced through direct control of the fiber soundness and through tweak of protein restricting influencing the steadiness of the fibers (Kueha et al., 2008). These, in this way, are mechanoskelatal proteins which convert vitality discharged by hydrolysis of ATP or from particle inclinations and create mechanical powers. The most significant component of these proteins that while they tie, they convey their own load, and consequently development at a particular heading of this protein because of microtubular shortening would bring about development of the freight from one area to the next inside the phone. This permits a road of development of the cell proteins to the objective zone where further concoction response may happen. Therefore, this is a case of embellishment protein which in relationship with the cell microtubules can cause sliding development between the microtubules that are adjoining and simultaneously causes development of the cytoplasmic particles along a solitary microtubule to its objective (Gibbon, 1988). Late investigations on embellishment proteins related with microtubules show that cytosolic dyneins are related with retrograde transmission of intraxonal vesicles inside neural tissues, and the forward movement of such vesicles is affected by another frill protein, to be specific, kinesins. Simultaneously, inside the cerebrum neural tissues frill proteins have been found which fluctuate in atomic loads and official... This paper centers around the conversation of the microtubules, that on the sub-atomic level include tubulin particles, which thus are a heterodimer containing globular polypeptides, alpha and beta tubulin which are firmly related and firmly connected. Numerous cell capacities are constrained by these microtubules which basically are interceded through polymerisation and depolymerisation, which are constrained by nucleotide GTP. Following amalgamation, there are atomic improvements inside these microtubules are settled with adornment proteins, which are explicit for specific tubulin. In this task from various cell models, these collaborations between the particular adornment proteins and the microtubule sub-atomic structure will be analyzed so as to depict the structures and elements of these particular extra proteins. It has been shown in the article, that inside the cell, there is persistent change of microtubules which is presented through a procedure of official to different prot eins. These are known as microtubule related proteins or frill proteins. The two principle jobs that these microtubule-adornment protein buildings perform are adjustment of the microtubular atomic structure against dismantling and all the more significantly intercession of their collaborations with different parts of the cell. The most critical and universal protein related are ATPases which transduce vitality otherwise called microtubule engine proteins which initiate a sliding between contiguous microtubules.

Lovely Lovecraft The Complexity of The Shunned House - Literature Essay Samples

While we often cast aside shock value as a cheap method of producing a volatile reaction from readers and filmgoers, the fact remains that decay, disfigurement, and other elements of the grotesque are capable of establishing a theme and perhaps even aiding in the progression of a narrative when used appropriately. One could even argue the necessity of transgressive imagery to create potent allegorical figures within a given work. In film this is commonly portrayed within a subgenre called body horror. Despite the exploitative style of some movies such as Cannibal Holocaust or Hostel, others like The Fly articulate dense morality through bodily malformation. Often heralded as one of the horror genre’s most revered novelists, H.P. Lovecraft is a master orchestrator of these and other elements with his influence haunting much of today’s contemporary horror films and literature. Lovecraft’s novelette â€Å"The Shunned House† provides several effective means of asserting bleak themes of decay, neglect, and the ugliness of our own demons through the use of genuinely perturbing symbolism. Early on Lovecraft makes it known that the titular house saw considerable death and trauma, with the narrator suggesting that â€Å"it was plainly unhealthy, perhaps because of the dampness and fungous growth in the cellar, the general sickish smell†¦Ã¢â‚¬  (113). A focus on smell and the smattering of adjectives related to health appear as an intentional attempt on Lovecraft’s part to thrust his readers into a dark and uncomfortable place, readily introducing decay and declining health as a primary theme. The narrator goes on to introduce some of the traumas permeating the house, mentioning the â€Å"frightful proportion of persons [who] died there† as well as the fact that â€Å"those who did not die displayed in varying degree†¦a decline of the mental faculties, which spoke ill for the salubriousness of the building† (113). Note the use of the antiquated term ‘salubriousness’ as it subtly personifies the house as a sickened being. Thou gh the most logical assumption would be that people are dying in the house simply due to it being unkempt, some might take a shot in the dark and argue that Lovecraft is urging his audience to willfully suspend their disbelief in order to float the idea that rather the house is dilapidated on account of being able to â€Å"feel† the residual negative energies that perforate its walls and infect its inhabitants accordingly. Notions of decay are discussed in greater detail whereupon the narrator is exploring the house and discovers in its cellar a â€Å"mouldy [sic] floor with its uncanny shapes and distorted, half-phosphorescent fungi† (126). To provide a little context, the narrator had been examining the house for some time and there is nary a mention of any previous attempt to rid the place of the fungi. We often associate fungi with all things pestilent and parasitic. Perhaps the fungi could be read, in a very abstract light, as representing the negative energy humans often stow and have eating away at their emotions hence why some inhabitants of the house suffer from â€Å"a decline of the mental faculties† (126). Another way of looking at it would be to imagine the house as a metaphor for society and the fungi as the innate ugliness that society is left to deal with on a daily basis. Further credence is lent to this point when shortly after noticing the fungi, the narrator experience s an apparition that comes in the form of â€Å"a subtle, sickish, luminous vapour [sic] which as it hung trembling in the dampness seemed to develop vague and shocking suggestions of form†¦Ã¢â‚¬  (126). Notable here is the use of ‘sickish’ as an almost personifying adjective given that this particular passage might insinuate that the ‘vapour’ is taking the form of a human specter. This is ultimately left to the reader’s imagination. Some might read it as simply a cloud of mold spores in a stereotypically dusty cellar, though the fact that Lovecraft opts to linger on this particular scene might imply a different meaning. If the ‘vapour’ was indeed taking the shape of a human, it could serve as an allegory for degradation resulting from negative energy. Combine a decrepit, notoriously violent house with years upon years of neglect and you’re bound to see its residual negativity take some pretty nasty forms. Speaking of nasty forms, no analysis of â€Å"The Shunned House† would be complete without taking a peek at the penultimate scene near the end. Our narrator has started digging a hole in the cellar in hopes of finding the source of some wretched smell emanating from it. â€Å"As [he] turned up the stinking black earth†¦[his] spade caus[ed] a viscous yellow ichor to ooze from the white fungi which it severed† (137). Contrasting the story’s aforementioned apparition, Lovecraft is leaving nothing to the reader’s imagination here. All manner of grossness is on full, gratuitous display; if the ground wasn’t already putrid enough it’s now oozing something that sounds an awful lot like the pus that seeps from a popped pimple. This scenery is captivating as it is effectively nauseating, further elucidating themes of decay within the narrative while also perhaps serving as a precursor to the contemporary body horror subgenre. Corpses leak all sor ts of sebaceous, gooey goodies shortly after expiry and I can’t help but feel that Lovecraft is trying to manufacture his shunned house to do the same and then some. Things only get nastier as the narrator continues to dig until he stumbles upon something â€Å"fishy and glassy—a kind of semi-putrid congealed jelly†¦Ã¢â‚¬  which turned out to be the elbow of an â€Å"unthinkable abomination† (137-138). Again Lovecraft presents readers with perpetually squelchy visions designed explicitly to induce cringing and squirming. I feel thoroughly â€Å"grossed out† reading this in 2018 and I can only imagine what was going through the heads of these readers when the story was published some 81 years ago. It may seem like a little bit of a stretch but this scene could serve as a potent example of grotesque allegory tying back into the story’s primary theme of decay. The narrator represents the troubled everyman constantly digging for something but ab sent to the fact that he’s only digging further and further into the uglier side of himself which consequently appears in the form of the gnarly beast at the bottom of the hole. Dig yourself deep enough and all you’ll have left are your demons. In sharp contrast to the pulpy nature of many other works of fiction, H.P. Lovecraft articulately weaves elements of the unknown and unearthly into a simultaneously stomach-churning and thought-provoking narrative. As its title might suggest in abstract, â€Å"The Shunned House† personifies complicated themes of decay and confronting demons by way of a dilapidated house and the otherworldly being in its cellar. Noted filmmaker David Cronenberg once said: â€Å"I think of horror films as art, as films of confrontations. Films that make you confront aspects of your own life that are difficult to face. Just because youre making a horror film doesnt mean you cant make an artful film† (Cronenberg). Perhaps the same could be said equally in regards to horror literature as there is often far more to be found than a series of sinister shocks and creepy crawlies.

Learn About Photosynthesis Formula

Some organisms need to create the energy they need to survive. These organisms are capable of absorbing energy from sunlight and using it to produce sugar and other organic compounds such as lipids and proteins. The sugars are then used to provide energy for the organism. This process, called photosynthesis, is used by photosynthetic organisms including plants, algae, and cyanobacteria. Photosynthesis Equation In photosynthesis, solar energy is converted to chemical energy. The chemical energy is stored in the form of glucose (sugar). Carbon dioxide, water, and sunlight are used to produce glucose, oxygen, and water. The chemical equation for this process is: 6CO2 12H2O light → C6H12O6 6O2 6H2O Six molecules of carbon dioxide (6CO2) and twelve molecules of water (12H2O) are consumed in the process, while glucose (C6H12O6), six molecules of oxygen (6O2), and six molecules of water (6H2O) are produced. This equation may be simplified as: 6CO2 6H2O light → C6H12O6 6O2. Photosynthesis in Plants In plants, photosynthesis occurs mainly within the leaves. Since photosynthesis requires carbon dioxide, water, and sunlight, all of these substances must be obtained by or transported to the leaves. Carbon dioxide is obtained through tiny pores in plant leaves called stomata. Oxygen is also released through the stomata. Water is obtained by the plant through the roots and delivered to the leaves through vascular plant tissue systems. Sunlight is absorbed by chlorophyll, a green pigment located in plant cell structures called chloroplasts. Chloroplasts are the sites of photosynthesis. Chloroplasts contain several structures, each having specific functions: Outer and inner membranes— protective coverings that keep chloroplast structures enclosed.Stroma—dense fluid within the chloroplast. The site of conversion of carbon dioxide to sugar.Thylakoid—flattened sac-like membrane structures. The site of conversion of light energy to chemical energy.Grana—densely layered stacks of thylakoid sacs. Sites of conversion of light energy to chemical energy.Chlorophyll—a green pigment within the chloroplast. Absorbs light energy. Stages of Photosynthesis Photosynthesis occurs in two stages. These stages are called the light reactions and the dark reactions. The light reactions take place in the presence of light. The dark reactions do not require direct light, however dark reactions in most plants occur during the day. Light reactions occur mostly in the thylakoid stacks of the grana. Here, sunlight is converted to chemical energy in the form of ATP (free energy containing molecule) and NADPH (high energy electron carrying molecule). Chlorophyll absorbs light energy and starts a chain of steps that result in the production of ATP, NADPH, and oxygen (through the splitting of water). Oxygen is released through the stomata. Both ATP and NADPH are used in the dark reactions to produce sugar. Dark reactions occur in the stroma. Carbon dioxide is converted to sugar using ATP and NADPH. This process is known as carbon fixation or the Calvin cycle. The Calvin cycle has three main stages: carbon fixation, reduction, and regeneration. In carbon fixation, carbon dioxide is combined with a 5-carbon sugar [ribulose1,5-biphosphate (RuBP)] creating a 6-carbon sugar. In the reduction stage, ATP and NADPH produced in the light reaction stage are used to convert the 6-carbon sugar into two molecules of a 3-carbon carbohydrate, glyceraldehyde 3-phosphate. Glyceraldehyde 3-phosphate is used to make glucose and fructose. These two molecules (glucose and fructose) combine to make sucrose or sugar. In the regeneration stage, some molecules of glyceraldehyde 3-phosphate are combined with ATP and are converted back into the 5-carbon sugar RuBP. With the cycle complete, RuBP is available to be combined with carbon dioxide to begin the cycle over again. Photosynthesis Summary In summary, photosynthesis is a process in which light energy is converted to chemical energy and used to produce organic compounds. In plants, photosynthesis typically occurs within the chloroplasts located in plant leaves. Photosynthesis consists of two stages, the light reactions, and the dark reactions. The light reactions convert light into energy (ATP and NADHP) and the dark reactions use the energy and carbon dioxide to produce sugar. For a review of photosynthesis, take the Photosynthesis Quiz.

Queen Elizabeth I As Unworthy Of The Throne - 2196 Words

Queen Elizabeth I was underestimated by many and was seen as unworthy of the throne. Queen Elizabeth I had a successful reign full of victories and power and was able to make sixteenth century England a thriving nation. The middle and upper class were living comfortably and England’s tin, coal, and led industries were taking off (Lambert, par. 1). The reign of Queen Elizabeth I was strong and powerful (Boatner, par. 7). She not only kept the nation strong but united as one. As triumphant as her life may seem, she did deal with a difficult childhood and an almost inexistent love life. Her lack of romantic relationships is why she is now known as England’s virgin queen, she died having never gotten married and without any children (Brimacombe 28). Queen Elizabeth I had a huge ascendency on the prosperity of England throughout her whole life: her childhood, adulthood and her golden years. This essay will discuss the hardships, triumphs and the influence that Queen Elizabe th I had during her time on the throne within the different stages of her life: her childhood, adulthood and her golden years. The Renaissance, as defined by the Encyclopedia Britannica, â€Å"literally means the rebirth of European civilization† (www.britannica.com). People started gaining interest in â€Å"classical scholarship and values† (www.britannica.com). During the reign of Queen Elizabeth I, one of her most recognized victories was the Spanish Armada. It was a â€Å"great fleet sent by KingShow MoreRelatedAnalysis Of Elizabeth I s Speech975 Words   |  4 Pagesappears as one of the main topics these three samples of Elizabeth I’s speeches. While she commonly mentions gender to sound humble and motherly, she also combines her gender with her knowledge to drive her points when explaining or avoiding topics, influencing the people’s opinion, and rallying the people. Some of these ideas have been captured in her portraits. Elizabeth uses her gender and knowledge to make herself appear as a humble queen who knows she does not deserve the crown while still usingRead MoreThe Doubt of Future Foes by Queen Elizabeth I: The Outraged Thoughts of a Proud Queen805 Words   |  4 PagesOne might second guess poetry written by the Queen of England while others might be intrigued by it. During Queen Elizabeth’s challenging reign as Queen, she faced many burdensome obstacles. In her poem, â€Å"The Doubt of Future Foes†, she describes a significant one which involved her sister, Mary of Scots. She expresses her condescending and disgusted attitude toward her tenacious sister by using picturesque language. The inspiration for this poem, Mary had been living under her sister’s protectionRead MoreElizabeth : The Forgotten Years Essay1577 Words   |  7 PagesOften considered by historians as one of England’s greatest monarchs, Elizabeth Tudor’s life and prosperous reign have inspir ed numerous historical works including books, biographies, and visual media representations. Elizabeth: The Forgotten Years, written by John Guy, is an exquisitely detailed biography of the Tudor queen, which encapsulates her not only as an authoritative figure but also as an independent woman. Guy focuses on the trialling years of Elizabeth’s rise to prominence, as she facesRead MoreElizabeth I, Monarch Of England, And Marie De L Incarnation Essay1517 Words   |  7 PagesElizabeth I, monarch of England, and Marie de l’Incarnation, a French nun, both invoked God and other forms of religious power to stake their claims to authority. Elizabeth’s role as a queen came at a time when her country was going through political turmoil. Marie’s role as a missionary in New France was to civilize the indigenous people. Although working to better their countries, both of these writers are vastly different due to their social positions. While Elizabeth had the subst antial taskRead MoreThe Book Of Martyrs By John Foxe925 Words   |  4 PagesI will be examining an image taken from the Book, Acts and Monuments, or better known as the Book of Martyrs. This book was written by John Foxe in 1563. Foxe was a devout protestant during a time where Catholicism was being revived By Queen Mary. This Image displays Thomas Cranmer. Cranmer was the Archbishop of Canterbury during King Henry’s regime and helped Henry annul his marriage with Catherine. Cranmer supported Royal Supremacy and was a huge reason for the creation of the Protestant ChurchRead More The Portrayal of Socially Destructive and Over-Ambitious Richard, in Shakespeares Richard III2909 Words   |  12 Pageswith the other protagonists in the play and also by what he confesses as his intentions. Richard’s political ambition is revealed through his strategic calculations based on the order of birth in his York family which puts him third away from the throne. Ahead of him is his elder brother, George Clarence, a barrier which will have to eradicate. His brother, King Edward, is another political barrier, by simply being alive, in power and equally by being the father of the two young princes . Richard’sRead MoreQueen Elizabeth I Essays3117 Words   |  13 Pages Queen Elizabeth I was by all rights Englands most praised monarch. Her success in her reign, viewed in later centuries, cannot adequately encompass all that she did or how she maintained her power. In part, her endurance stems from the way in which she learned early in life to fight with forces that were not physical, those of her mind, her intellect, and her own spirit. She used her intellect to create an empire. Her education and early training of mind together with her basic understandingRead MoreEssay about Elizabethan Theater1308 Words   |  6 Pages Elizabethan Theater Drama changed literature and theater into what it is today. I. History of Elizabethan Theater a. forming of theater 1. medieval church 2. mystery and morality b. actors 1. rogues and thieves 2. acting guilds II. Influences and people a. commanding actors 1. Shakespeare 2. Burbage b. other 1. wars of the roses (other historical influences) 2. laws restricting theater III. The theaters a. prices 1. seating 2. stage b. the theater and the globe 1. locations and characteristicsRead More The Seriousness of in Shakespeares Comedy of Errors Essay examples1916 Words   |  8 PagesThe Seriousness of The Comedy of Errors      Ã‚  Ã‚  Ã‚   The Comedy of Errors has often been dismissed as a mere farce, unworthy of any serious attention. Yet, when the author is Shakespeare, even a farce is well worth a second look. Shakespeare himself may have takent his comedic work quite seriously, for audiences expected comedy of his day not only to entertain, but also to morally instruct. It is not surprising, therefore, that for one of his earliest comedies, Shakespeare found a model in theRead More Cleopatras Beauty Essay3422 Words   |  14 Pagesactual beauty. Actual beauty can be defined as the interaction of personality and sensuality with the external. Cleopatra is lauded for her beauty but this beauty is, in fact, actual beauty. Would we consider Cleopatra beautiful in this day and age? I say no. Perhaps if we knew her and were ensnared by her legendary charms, she would be beautiful to us but one must decipher her personality before discovering her actual beauty. PHYSICAL BEAUTY Physical beauty is uncontrollable and is purely a

A Solution to the Population Problem free essay sample

Increasing importance has been placed upon population and population growth over the course of the past few centuries. Scientists are frenetically searching for the solution to this issue, and their outcomes are bleak. They are telling the world that if population growth does not slow, the earth will swell to a capacity too large to sustain itself and the conclusion will be apocalyptic. Explanations are numerous, however viable solutions are difficult to find. Adherents to the Malthusian theory, such as Garrett Hardin, author of the article There Is No Global Population Problem, believe that this extreme growth in population will hinder economic development, therefore the industrialized nations must fight to control the population boom. Others, including those supporting the demographic transition theory, such as Gerard Piel, author of Worldwide Development or Population Explosion: Our Choice, claim that the opposite is happening; economic development is limiting population growth and if every country is raised up to a level of economic stability population rates will decrease. Although both articles raise good points and offer up possible solutions, the demographic transition theory’s solution, as characterized by Piel’s article, is a more effective way to slow population growth. Piel’s article outlines the population problem and solution, yet it neglects to analyze the real cause. The consumption rates of a few countries are creating poverty, hunger, and overpopulation in many countries throughout the world. If this issue continues to be ignored, even if Piel’s solution strategies are implemented, the world will reach carrying capacity and our worst prognostics will come true. In 1798 the Reverend Thomas Robert Malthus published his Essay on the Principle of Population, in which he deduced, â€Å"Population, when unchecked, increases in a geometric ratio. Subsistence increases only in an arithmetic ratio. † (Piel 1995 Pg. 44) His claim was that there would be a point in time where the world’s resources would no longer be able to support the population and the world would be reduced to â€Å"wars of extermination, sickly seasons, epidemics, pestilence, and plague. † (Malthus 1798 Pg. 49) Hardin’s article supports the Malthusian point of view. He believes that there is indeed a population problem, and there are three basic things which can be done to solve the problem; deglobalize the issue, bring immigration to a halt and use â€Å"mutual coercion† to reduce birth rates. Hardin’s most important claim is that the population problem is not truly a â€Å"global† problem; instead it is a widespread problem that is mistaken for something global. Instead of uniting to solve the problem, each individual government should work separately to find the best solution for themselves, taking into account their own customs and ideals. To illustrate this point Hardin makes an example of China, stating that their production groups are a good example of a government tailoring a population reduction program to their own culture. â€Å"Chinese traditions and cultural ideals make it easier to put the good of the group ahead of individual desires. † (Hardin 1989 Pg. 48) The government, realizing that this cultural fact could be used to â€Å"shame† families into aborting children when it was not their turn to bear them, capitalized on this and successfully found their own solution to population growth. Hardin commends this action, and suggests that the United States do something similar, focusing on monetary rewards for avoiding pregnancy, because this is the solution that would work in our culture. By implementing this method of â€Å"mutual coercion† he feels that birthrates could be brought down to a manageable level. Beyond mutual coercion and deglobalizing the population issue, Hardin asserts we must eliminate immigration. Immigration has increased exponentially from the birth of our country, with legal immigration into the US tripling from 1970 to 1990 (Lawson 2006). With millions of new bodies flowing into the country each year, both legally and illegally, the population has almost no chance of reaching zero growth within our lifetimes. Hardin believes this immigration needs to stop, as we are an advanced nation and â€Å"unrestricted immigration characterizes a new nation; restrictions are the mark of a mature nation. † (Hardin 1989 Pg. 49) The flow of ideas may continue, but with each idea it is not necessary to include a person. Although his three-step plan seems to provide an interesting solution, Hardin’s solution has many flaws. His idea of mutual coercion assumes that every culture is homogenous, and that every person will fit the mold and adapt to the pressures of society. He makes huge cultural generalizations by saying, â€Å"Chinese women are controllable by coercion† (Hardin 1989 Pg. 48), and that Americans would only be coerced by monetary rewards. Because these assumptions lack physical data, they detract from the credibility of his argument. His idea to deglobalize the problem, although practical in the way it divides based on cultural truths, neglects several important issues. Firstly, he fails to compensate for the fact that some world governments will not have the means to fulfill a solution without help from the global community. For example, several African nations, although growing at the fastest rate in the world, will not have government resources to dedicate large sums of money to family planning and birth reduction. Only with monetary and physical help from other members of the global community will it be feasible for these nations to implement a program and help eradicate the population problem. The biggest failure of Hardin’s argument of deglobalization is that he overlooks the real problem behind overpopulation in many of these countries, which is the consumption of resources by the Western world. â€Å"A population that is under 5% of the world’s population generates and consumes 25% of the global GNP† (Porter and Sheppard, 1998 Pg. 136) This rabid consumption by the most well off countries pushes the global south deeper into poverty, which is a root cause of population growth. Although Hardin admits â€Å"Americans are too comfortable to try hard to find an answer. † (Hardin 1989 Pg. 9) he neglects to mention that a good deal of the population problem is caused by the unceasing consumption by our country. If the problem is deglobalized, as Hardin suggests, the Western world will essentially be turning its back on the problem it created. The demographic transition theory, which Gerard Piel supports in his article, offers up a more educated solu tion to the population problem. The theory claims population growth is related to economic achievements; the more advanced countries increase their life spans, enabling more people to mature to the reproductive years, which in turn leads to an increase in population growth. The growth is then kept in check by technological advances, namely birth control, but also by the fact that a smaller family is ideal since agriculture is not the main source of income and more people is no longer more help, just more mouths to feed. Piel describes this viewpoint as â€Å"the fewer, the more—for each† (Piel 1995 Pg. 46) He goes on to suggest that by putting each country through the â€Å"demographic transition†, which is namely achieved by increasing economic development, it is possible to halt the increase in population. He explains, â€Å"we can reach zero-growth population, if we expand the world economy fourfold and share the proceeds equitably. This would bring the poorest 20 percent out of poverty. † (Piel 1995 Pg. 45) In order to defeat poverty, which is both the cause and effect of overpopulation, it is necessary for the industrialized nations bind together to assist the unindustrialized nations in achieving economic prosperity. As an example of the process of demographic transition, Piel, like Hardin, turns to China. However, he accredits the decline in population growth to the revolution that turned China from a politically isolated country into the ninth largest economy in the world. With the doubling of the GDP China saw its literacy rate skyrocket, the life expectancy extend, infant mortality drop drastically and, in 1992, the fertility rate approach the zero-growth rate. (Piel 1995 Pg. 50) This proves that by simply moving into the second stage of the demographic transition, China was able to finally control its population of 1. 2 billion people. Piel’s solution, although far from perfect, does a better job at realizing that this problem truly is global, and that the only way in which a resolution will be found is if the entire world works together. Although he does not blatantly support the ideas of the consumptionist theory, which believes that the consumption distribution supports inequality, which then causes overpopulation, his argument includes lots of support for the idea. Some of his most blatant support is when he discusses the discrepancies of wealth between transnational corporations and the countries that they exploit. He explains, â€Å"The 350 largest nonfinancial transnational corporations [which] account for 30 percent of the output of the world economy†¦ in no small measure, owe their enormous expansion in the past three decades to their advantage in negotiation of the terms under which the developing countries have supplied every commodity—from petroleum to labor. † (Piel 1995 49) He is arguing that the most well off countries continue to prosper at the expense of the resources and work force of some of the world’s poorest countries, furthering poverty, which goes on to affect population and population control. If the world binds together, pools their wealth and propels underprivileged countries through the demographic transition, as Piel suggests, it is possible to begin to slow population growth. But this advancement will be negated if the world does not acknowledge that the consumerist appetite of select countries is a major reason behind the population problem. Western countries believe they can continue to shift the blame from themselves to poor women in poor countries, essentially scapegoating the vulnerable. Eventually, though, it will be realized that this problem can be ignored and hidden, but it will not dissipate until someone faces it. The longer it goes unaddressed, unmentioned by those too embarrassed by their own actions or those whose voices are powerless to make an impact, the worse the global population problem will become. As our population continues to double, triple, quadruple, with no signs of slowing, we need to bind together, implement strategies for population reduction, and face the real issues, no matter how scary, because if not, our worst prognostics will become reality.

Students with Language Problems

Abstract Language disorders that are often referred to as speech disorders interfere with an individual’s ability to speak. Quite often, the conditions are more prevalent to males than females. In addition, there are numerous disorders and each has its own distinct symptoms. The most notable symptoms include prolongation, repetition and blockage of sounds or words. It is evident that language disorders such as stuttering affect communication, a factor that is likely to affect academic performance among students.Advertising We will write a custom research paper sample on Students with Language Problems specifically for you for only $16.05 $11/page Learn More This paper explores the strategies, augmentative and associative technology devices that can be used to help students in language development and learning. Moreover, it will highlight on communication skills that can be used to teach and help such students during the process of learning so that they match with normal learners. Introduction According to Reed (2011), language disorder is a deficit that inhibits effective passage of communication and language use. Research has shown that language disorder often affects the speech pattern of an individual. There are numerous types of language disorder among students. Moreover, language disorders are often caused by numerous factors such as loss of hearing, neurological impairments or damage of certain parts of the brain that are involved with language development (Chiat, Law Marshall, 2008). There are distinct symptoms that students with language disorders exhibit. For instance, students who have stuttering disorder have difficulties in speaking fluently. It is against this backdrop that this paper intends to outline the strategies that are used to help students with language problems and also augment the assistive technological devices that can be used to foster language development (Vinson, 2011). Moreover, this paper will also explore the communications skills which a teacher should use to help such students. Strategies to use while working with students with language problems Whitaker (2009) argues that language problems among students can be grouped into several categories that are related to communication. For instance, there are problems associated with hearing, speech, language development and fluency. However, the most common disorder is the speech impairment that involves articulation and voice. In this case, articulation involves numerous aspects of speech such as sounds, phonology and syllables. In line with this, there are considerable aspects attached to the voice such as quality, pitch, fluency and intensity (Chiat, Law Marshall, 2008). It is notable that stuttering is a disorder that falls in the category of speech impairment. In this case, the disorder results into interruption of the fluency in speech. It is important to note that majority of the students who suffer from the disorder get affected right from childhood. In most cases, students who develop such a disorder in their childhood stage may experience the condition persisting to adulthood. This impairment inhibits communication by causing lack of proper fluency when communicating (Reed, 2011). It is characterized by repetition of sounds and extension of speech sound that occur unintentionally. In most cases, students with stuttering disorder often pause in their speech since they are unable to produce specific sounds at some point while communicating with other people (Fletcher Miller, 2005).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is imperative to note that communication is crucial and acts as a gateway to gaining educational experience among students. In this case, a teacher should understand and identify eligible students who have language problems (Vinson, 2011). As a matter of fact, a teacher sho uld be in a position to come up with appropriate strategies that can be used to help students with such difficulties to learn. These strategies involve applicable support and services that can be provided to students in order to foster proper language development or even cope with the impairment (Whitaker, 2009). However, it is worth noting that the level and type of speech disorders vary from one student to the other. This implies that strategies to be used will be determined by the type of language disorder (Reed, 2011). In this case, it is imperative that the teacher should have a diagnostic criterion that will enable him/her to identify a particular disorder in a student. This is important since certain language disorders might become empirically validated in students especially if there are no other factors that are likely to affect their language development (Reed, 2011). In this case, teachers should take time to discern language disorders that are inconsequential among stude nts yet they are likely to affect learning. Whitaker (2009) comprehends that a teacher should have a referral checklist when he notes the type of disorder, behavior associated with it and how often the problem becomes noticeable. Moreover, in a referral checklist, the teacher records the student’s reactions, peer reactions and even the referral reactions. Consequently, after a careful assessment and screening, the teacher should be capable to identify intervention measures that will be relevant to the student’s problem (Fletcher Miller, 2005). Intervention measures are one of the crucial strategies that help a teacher to work effectively with students who have language disorders (Rhea, 2007). Notably, these measures are arrived at after a professional consensus is made in regard to the existing problem. It is imperative to mention that intervention measures are mutually inclusive in the sense that both the school administration, teachers and the student must come toge ther in order to provide a remedy for the problem (Chiat, Law Marshall, 2008). As a teacher, one should make the student recognize and accept that he or she has a communication disorder and confirm that the situation can be improved. Moreover, the teacher should take a major role in helping a student to modify behaviors that are associated with the disorder. At this juncture, it is imperative to mention that most of language disorders require behavioral intervention rather than pharmacological measures (Reed, 2011). A teacher should formulate intervention objectives that will act as a guide in the process of helping a student to learn and develop language effectively. Intervention objectives should be detailed and include strategies that a teacher will use to help a student to learn and manage existing behavior. That’s notwithstanding, a teacher need to identify skills and techniques that to be used in order to improve communicative performance of a student.Advertising We will write a custom research paper sample on Students with Language Problems specifically for you for only $16.05 $11/page Learn More Moreover, such skills and techniques should foster the student’s ability on language use (Fletcher Miller, 2005). Succinctly, a teacher should opt to use techniques and skills that will eventually boost the student’s meta-cognitive, meta-pragmatic and meta-linguistic abilities. Besides this, self-regulated strategies are crucial in helping learners to improve their language skills. In this case, students with language problems should also take the initiative to identify their weaknesses in language such as difficulties in pronouncing certain sounds or words (Fletcher Miller, 2005). Students with language disorders should also have personal goals meant to boost functional communication skills. Research has shown that self-regulated strategies should conform to the day-to-day demands of learning, communication and language skill enhancement (Argye, 2002). There are cognitive strategies which a student can apply to improve his language use abilities. However, teachers should work along with learners in order to make this strategy effective. In cognitive strategies, teachers should encourage learners to exercise bottom-up strategy that involves repeating words that a student has difficulties in pronouncing (Rhea, 2007). In this case, a teacher needs to ensure that a student understand and pronounce words in selected texts until he is able to do it without problems. This strategy calls for authentic practice that is continuous and reinforcing (Whitaker, 2009). This gives a student an opportunity to learn how to chunk words, pause and intonation of particular speech pattern. Cognitive strategy is important and effective for students who stutter. However, through reinforces practice, students eventually acquire skills that enable them to improve their communication ability. In this case, they are able to consistently monitor their speech fluency, pitch and the physical tension when communicating (Chiat, Law Marshall, 2008). Speech pathologists recommend that students with stuttering disorder should begin with slow rate speech exercise. This involves reading, pronouncing and constructing short phrases and sentences. Eventually, students develop a natural rate of smooth speech and the speed improves with time. Speech pathologists highly discourage punishment and permissive speaking environments since they are likely to discourage students to learn language skills. There are social strategies that can be used to help students with language problems to learn. Chiat, Law and Marshall (2008) assert that language learning and development should not be considered as an individual activity. Instead, it should be considered as a social activity where individuals with mixed abilities interact and mentor each other. In a learning environment, students and teachers should interact, share ideas and help each other. In most cases, students develop and learn language from clarifications made by the teacher (Fletcher Miller, 2005).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Students who stutter are often forced to repeat certain words and sentences for verification. This provides a room for correction by the teacher. Needless to say, there are students who use aberrant behavior as a means of communication and thus a teacher should interact with them to understand them (Reed, 2011). Ideally, speech pathologists recommend schools to seek for therapeutic intervention in order to assist students with acute speech disorders such as stuttering. At this point, speech therapy calls for integrative strategies where the teachers need to consult the parents of the students. This approach emphasizes that teachers should accommodate students with language disorder and as well look for ways in which they can help them to learn (Chiat, Law Marshall, 2008). To a larger extent, this has to do with how teachers administer instructions to students with communication disorders. Instructions given in classroom should match with the pace in which a student is able to learn . Therefore, once a teacher identifies that a student has a speech disorder, he should modify the instruction environment such that the learner is not left out or feels neglected (Reed, 2011). In addition, it is highly advisable for teachers to work closely with parents or guardians of learners with speech problems so that the best learning techniques can be devised for them. This implies that a collective approach will help to reinforce what the student learns in class and at home. It is advisable to seek help and support from experts and service providers who have more experience in dealing with students with speech impairments (Whitaker, 2009). These include vocational instructors, counselors and speech pathologist. To a larger extent, such specialists will help to achieve developmental goals meant to help students improve language skills. Augmentative and assistive technology devices for language development Augmentative communication devices act an alternative for students with language impairments. In this case, students use receptive language that helps them to overcome difficulties resulting from any form of speech disorder (Fletcher Miller, 2005). Often, this form of communication is used by students with language developmental delays, autism and poor oral expression. Such form of communication can be accomplished by use of assistive technology devices. It is important to highlight that augmentative communication involves use of signs, symbols and signals other than speech. It is also worth mentioning that speech can be classified in terms symbols that is aided and that which is not aided. Aided symbols require external devices in order to communicate effectively as opposed to non-aided symbols (Chiat, Law Marshall, 2008). External devices can be classified as high-tech and low-tech. Therefore, there are numerous types of assistive devices that can be used to assist students with language development problems. Nevertheless, such devices depend on sp ecific needs of a student. This is due to the fact that there are student with simple problems whereas there are those with complex language dysfunctions. Therefore, it is important to analyze the strengths and needs of a student before making a selection on the devices to use. Factors considered include the student’s sensory-motor integration, interests, cognitive functioning, fine motor skills and the level of receptive communication (Reed, 2011). Examples of non-aided technology include use of signposts, gestures and facial expressions. On the other hand, aided technological devices include use of real objects, Braille’s, animated pictures and miniature objects (Whitaker, 2009). Notably, all the aided tools can be used together with low-tech devices to facilitate communication and learning among students. Moreover, unaided system of communication require that both communication party to be present and in same location (Whitaker, 2009). Examples of low-tech devices i nclude communication boards, eye gaze boards, clock scans and communication binders (Reed, 2011). There are students who are non-language impaired and thus can use talking switch that will enable them to participate in leading especially during group study. On the other hand, high-tech devices are usually computerized to enhance speech development. Research has shown that such devices provide students with a broad range of communication possibilities though this is not always the case (Fletcher Miller, 2005). For instance, digitalized communication tools aids one to synthesize and tape-record speech. It is apparent that Assistive technology devices compensates for the impairments that a student might have in his expressive abilities. Whitaker (2009) complement that these devices are crucial in the fact that they help to maintain a natural and functional level of communication. Nonetheless, it is important to point out that each assistive technology has its own strength and weakness es. For instance, researchers argue that Electronic fluency devices often alter the auditory input. Additionally, it also provides modified auditory feedback between communicating parties and this can result into mixed results and eventually lead to undesired outcome (Rice Warren, 2004). Communication skills used to teach learners diagnosed with language problems In most cases, there are needs that a teacher can handle individually until the student’s language skills become fully functional (Vinson, 2011). Therefore, there is need to use multiple communication approaches that will be geared towards developing an emblematic communicative interface. Communication skills should be geared to improve the student’s cognitive ability to interpret and understand instructions (Chiat, Law Marshall, 2008). Notably, there are numerous aspects of effective communication skills such as listening, speaking and observation. Communication is a process and thus has abstract and concre te systems in it. It is evident that communication is multi-modal and it is a complex process (Reed, 2011). In this case, for a teacher to be able to teach students with language problem effectively there are numerous tools he has to use in classroom situations. Hence, teachers should use facial expressions, gestures, vocalizations, speech and objects (Rice Warren, 2004). Observation skills are crucial for a teacher since he is able to identify and discerns student’s needs, interests and altitude in the learning process (Hulme Snowling, 2009). Therefore, successful communication depends on the skills of both the teacher and the students. It is therefore important for a teacher to modify his communication skills to ensure that students understand and give appropriate feedback (Reed, 2011). Additionally, use of listening skills allows learners to develop proficiency on language use. In this case, the student and the teacher should keenly listen to each other as they interact repetitively. This gives the teacher an opportunity to note and analyze the weakness of a student and thus he is able to select appropriate intervention measures to help the student (Fletcher Miller, 2005). Appropriate communication skills motivate learners to learn especially when the teacher is able to understand and respond to the needs on a student in classroom. In this case, appropriate choice of vocabularies is important and it should reflect or match with the student’s mental age (Reed, 2011). Eventually, students with language disorder such as stuttering develop communication interaction skills such as turn-taking, attention and communication styles geared towards helping a learner who has serious language problem.. Conclusion To recap it all, it is vital to reiterate that language disorder is a deficit that inhibits proper communication. Language disorders can be associated with issues that affect speech fluency, pronunciation, and prolonged sound. Notably, language disorders range from simple to complex and their severity varies in degrees from one individual to another. Examples of distinguished disorders include stuttering, speech apraxia and dysarthria. There are strategies that can be used to help students with language problems to cope with associative problems. These strategies include referrals, screening, cognitive, social and integrated approaches. All these strategies can be termed to as intervention measures. Moreover, there are augmentative and assistive technology devices that can be used to help students with language problems. For instance, it may include use of aided and non-aided tools of communication to foster language development. Technology devices used can be classified as low-tech and high-tech devices. However, the selection of assistive devices for students depends on their strengths and needs. Communication skills play a crucial role in helping learners to develop language skills. Ideally, there is an ongoing researc h to device better ways of helping learners with language problems. References Argye, E. (2002). The Handbook of Adult Language Disorders: Integrating Cognitive Neuropsychology, Neurology, and Rehabilitation. New York; Psychology Press. Chiat, S., Law, J, Marshall, J. (2008).Language Disorders in Children and Adults: Psycholinguistic Approaches to Therapy. London: John Willey Sons. Fletcher, P. Miller, F. (2005). Developmental Theory and Language Disorders. Philadelphia: John Benjamin Publishing, Inc. Hulme, C. Snowling, J. (2009). Developmental Disorders of Language Learning and Cognition. New York: John Wiley Sons Reed, V. (2011). An Introduction to Children with Language Disorders. Boston: Allyn Bacon, Inc. Rhea, P. (2007). Language Disorders from Infancy Through Adolescence: Assessment Intervention. Amsterdam: Elsevier Health Sciences. Rice, M Warren, F. (2004). Developmental Language Disorders: From Phenotypes to Etiologies. New York: Routledge. Vinson, P. (2011).Presch ool and School-Age Language Disorders. New York: Cengage Learning, Inc. Whitaker ,H. (2009). Concise Encyclopedia of Brain and Language. Amsterdam: Elsevier, Inc. This research paper on Students with Language Problems was written and submitted by user Brylee Franklin to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Stylistic Features in A Prayer for Owen Meany Essay Example

Stylistic Features in A Prayer for Owen Meany Essay Example Stylistic Features in A Prayer for Owen Meany Paper Stylistic Features in A Prayer for Owen Meany Paper John Irving was born on March 2, 1942, in Exeter, New Hampshire, United States and is an American novelist and Academy Award-winning screenwriter. Irving had achieved his fame after the international success of The World According To Garp in 1978. Irving often brings his own life stories to his books making them more connectable and lively like with his seventh book A Prayer For Owen Meany. Published in 1989, it tells the story of a unique friendship between John Wheelwright and Owen Meany growing up together in a small New Hampshire town during the 1950s and 1960s. It makes me ashamed to remember that I was angry with him for taking my armadillos claws. God knows, Owen gave me more than he ever took from me-even when you consider that he took my mother. (Irving. 101). A Prayer For Owen Meany uses many stylistic features to enhance the development of the boys friendship like the amazing narrative point of view, the highly personal mood and tone, and well developed characters. The narrative perspective of A Prayer For Owen Meany can connect or entranced a reader by the friendship told through the first person of John. John Irvings A Prayer For Owen Meany is an amazing tale about two friends, John Wheelwright and Owen Meany. It documents their adventures through their childhood to their present life as adults. A Prayer For Owen Meany is told through the first person narrative of John Wheelwright. what makes this book successful and not another story of someones childhood is the way John Irving uses the inside view of John and Owens weird friendship to hook the reader. Dan understood that I loved Owen, and that I wanted to talk with him most- most of all- but that it was a conversation, for both Owens sake and mine, that was best to delay. But before we finished loading the baseball cards in the car, Dan Needham asked me what are you giving him? What? I said. To show him that you love him. Dan Needham said. Thats wha

Compare the U.S. Criminal Justice System to United Kingdom's (Britain) Research Paper

Compare the U.S. Criminal Justice System to United Kingdom's (Britain) Criminal Justice System - Research Paper Example The UK and the United States have extremely similar criminal justice systems, as well as extremely similar elements for a crime. This is because the American system is based upon the UK system, as both systems are based upon the common law. The criminal system is similar, in that, in both jurisdictions, there must be mens rea to be held guilty for a crime, in both jurisdictions a criminal may be exonerated for a crime, or at least held to a lesser standard, if there was sufficient provocation, and, in both systems, there is a thin or eggshell skull rule, although, in the United States, this rule is usually used exclusively for torts. These are some basic similarities to the elements for crimes in both jurisdictions. Beyond this, there are similarities in the systems themselves. Both systems treat mentally disordered offenders similarly, although England appears to have more options for this type of offender. In both systems, the victims ostensibly have rights, although these rights d o not seem to be enforced as much in England as they are in the United States. In both systems, there is some form of restorative justice or reparative justice, which means that the victim gets some type of compensation for his or her distress. American criminal law and English criminal law are very similar, because American law has, as its basis, English common law. Therefore, the elements for committing a crime would be similar in both countries. For instance, in both countries, there must be the proper mens rea that would have to be established for the crime.

North East Referendum of November 2004 Essay Example | Topics and Well Written Essays - 5000 words

North East Referendum of November 2004 - Essay Example Moreover the conservative thinking of most of the English people with their reluctance to accept any changes may be another reason for the refusal to consider the development of regional governments. However the Labour government of England had a different view altogether. With disregard to the public opinion the government wanted to push the conservative policies of regionalization of the government. This, the labour government wanted to do as a measure to strengthen the operating mechanisms of the central government in the different regions. With this intention the Government held a referendum in the North East Region of England on the 4th of November 2004, for assessing the public opinion on the regionalization of the government. For whatever reasons, the referendum was rejected overwhelmingly by the voters showing their intention clearly against the formation of any regional assemblies. This paper attempts to discuss in detail among other things, the possible reasons for holding such a referendum, the campaigns made in support and against such referendum, the turnout of the voters and the details of the final results of the referendum. North East region in one of the eight regions of England, that stretches from Scotland to Yorkshire. "The region was created in 1994 and was originally defined as Northumberland, Tyne and Wear, County Durham and Cleveland As part of a reform of local government Cleveland has since been abolished and several unitary districts created." (All Experts) A rich natural heritage makes the region one of the unique locale with its long stretches of coast and extensive upland tracts. The capital of the region is Newcastle-upon-Tyne. The Cathedral city of Durham in this region is the city's political centre and was tipped to get the assembly housed there. Sunderland and Middlesbrough are the other cities of the North East region of England. Basically these cities were industrialized ones. "As such, wages and the standards of living in the region are the lowest in England, with high unemployment the norm" (Andrew Stevens 2004) The region has also returned to the Parliament political bigwigs like Prime Minister Tony Blair himself among others. With this background the government put forth the referendum to the people of North East England to decide on the introduction of a regional government body in the North East region of England. The voters in the region of North East England rejected the proposal for forming a regional assembly in a decisive manner, making the other two planned referenda for different regions shelved by the government at least temporarily. The referendum had a turnout of 47.8 percent, out of which 22.1 percent voted in favour of the regional assembly, while 77.9 percent voted against making their opinion explicit without doubt. 1.2 Government's Views on the Need for a Directly-Elected Regional Assembly: The government of UK had expressed its views on the necessity to have an elected regional assembly for the North East England and with these views only the Office of the Deputy Prime Minister had directed the base work far carrying out a referendum in the region as to assess the public opinion for the creation of the elected regional assembly. The North East Constitutional Convention had identified the following reasons for the North

Study Problem Essay Example for Free

Study Problem Essay Problem # 1 page 397 Firm A has $10,000 in assets entirely financed with equity. Firm B also has $10,000 in assets, but these assets are financed by $5,000 in debt (with a 10 percent rate of interest) and $5,000 in equity. Both firms sell 10,000 units of output at $2. 50 per unit. The variable costs of production are $1, and fixed production costs are $12,000. (To ease the calculation, assume no income tax. ) Firm A Assets 10,000 Firm B Assets 10,000 5,000 in debt at 10% $5,000 in equity Both Firm A and Firm B- sell 10,000 units @ 2. 50 Variable cost- $1 Fixed Cost- $12,000 a. What is the operating income (EBIT) for both firms? Firm A EBIT = Revenue Operating Expenses = $2. 50*10,000 $1*10000 $12,000 = $3,000 Firm B EBIT = Revenue Operating Expenses = $2. 50*10,000 $1*10000 $12,000 = $3,000 b. What are the earnings after interest? The earnings after Interest are: Firm A $3,000-$0=$3,000 Firm B $3,000-10%*$5,000=$3,000-$500=$2,500 c. If sales increase by 10 percent to 11,000 units, by what percentage will each firm’s earnings after interest increase? To answer the question, determine the earnings after taxes and compute the percentage increase in these earnings from the answers you derived in part b. New Sales = 11000 Firm A EBIT = Revenue Operating Expenses = $2. 50*11,000 $1*11000 $12,000 = $4,500 Earnings After Interest = $4,500 Percentage Increase = ($4,500 $3,000)/$3,000 = 50% Firm B EBIT = Revenue. Operating Expenses = $2. 0*11,000 $1*11000 $12,000 = $4,500 Earning After Interest = $4,500 $500 = $4,000 Percentage Increase = ($4,000 $2,500)/$2,500 = 60% d. Why are the percentage changes different? The percentage changes are different because Firm A is getting an increase of $1,500 in revenues over the earlier value $3,000 Firm B is getting an increase of $1,500 in revenues over the earlier value $2,500 This is the same increase, but original values are different, so the one with less will show a higher percentage change.

Ceasar Charater Analysis :: essays research papers

Character Analysis Antony- What Cassius says about Antony: "You know not what†¦that which he will utter?" Pg. 582 lines 233-236. This shows that the conspirators are afraid of what Antony will say in his oration to the mob. Cassius is trying to make Brutus see what Antony is really up to, but Brutus is too caught up in honor to notice. What Antony does: He speaks to the crowd making them feel sorry for him, ashamed of themselves, and hate the conspirators. He causes them to go into an angry rage in scene 3. What Antony feels: "O pardon me thou†¦gentle with these butchers." Pg. 582 lines 254-236. Antony has made a deal with the conspirators that have killed his best friend. This quote is after the conspirators have left, and he is talking to the corpse of Caesar. He spills his true intentions and gives word of his counter conspiracy. He feels that even though the men are honorable, that they have butchered a man that could have been reasoned with and brou ght out of what it was he did wrong. What Antony says: "Let each man render me his bloody hand†¦My credit now stands on such slippery ground that one of two bad ways you must conceit me†¦." Pg. 580 lines 184-194 He leads the conspirators on to trust him, when in fact, he wants to be able to speak to the mob. He uses a vicious pun so that he knows what he is talking about, but the conspirators think that he is simply talking about the blood on the ground being slippery. Caesar- What Caesar says: "Et tù Brute? Then fall Caesar!" Pg. 577 line 77 Caesar is shocked that Brutus, his most loyal friend would do this. His mask comes off at this point and shows his personal face. Throughout the play, he has put himself as an arrogant official, and only when he is around his friends does he show his true identity. This is so important because marks the point when Caesar’s spirit enters Antony’s revenge. The play comes to its climax in this lin e. What Caesar does: Caesar refuses to let Publius Cimber back into Rome. He, in a way, kills himself by the way he responds. He puts himself up as a god-like man and almost says he is in control of his own destiny. This gives the conspirators final reason to kill him, and they do.

Definition of Marine Biology

Marine Biology also refers to Biological Sciences or Biological Oceanography. Marine Science is the general term for research conducted in oceans and coastal or inland waters connected to the sea. This particular field is probably the best known to the public. Marine Biology deals with the study of micro and living organisms such as plants, animals, viruses, and bacteria in oceans, estuaries, and other bodies of salt water. In the feild of Marine Biology you plan, participate in, and administer research programs for government experiment stations such as private research centers, manufactoring irms, and medical service industries. Tools and equipment for this career includes lab animals, X-Ray and other lab equipment, computers, spectrophotometers, collections of specimens, and a Starting no later than high school, a Marine Biologist should obtain a solid education in as many basic sciences as possible including chemistry, physics, and biology. Mathematics is essential. Plane geometry, trigonometry, solid geometry, and two years of algebra are recommended. Good English is no less important, for both written and oral reports are a big part of Marine Biology. The tudy of a foreign language, especially French, German, or Russian should begin early. Degrees in this study are offered only to college graduate students. Most entry level jobs minimally require a Bachelors degree in a natural science from an accredited college or university. Doctoral degree holders face competition for independent research positions. Those with a Bachelors degree or Masters degree in biological sciences can expect better opportunities for nonresearch In order to be a Marine Biologist or in any line of work, you have to be really dedicated to your job. This is the job I have always wanted ever since I was a little girl. I always loved the water especially the ocean. I think there is so much to discover about it and there are so many marine animals yet to be revealed. If I ever do become a Marine Biologist I either want to work in the laboratory or work in the field. I think it would be interesting to travel to different parts of oceans and discover what kind of plants and animals hide beneath the deep blue waters. Laboratory technicians and testers can acquire more education experience. They can work their way up through research ositions and may reach administrative posts in government or industry. As a rule, high paying postions of prestige go to those with a Ph. D degree and a history of successful research. C. Earnings and Working Conditions Marine Biologists may work in a laboratory, classroom, museum and industrial setting, a botanical garden or zoo, or in a field. They may either work alone or with engineers, technicians, and other scientists at various stages of research or product development. Working conditions vary with the kind of work they do. Indoor work areas may be quiet, well lighted, and air-conditioned. Those who work in laboratories or industrial settings must keep work areas very clean. Ventilation systems generally provide protection from dust, fumes, and odors. Special precautions are taken to protect those scientists who work with infectuous creatures or poisonous chemicals. While working in the field some Marine Biologists travel to coral reefs in tropical seas and ocean waters in cooler climates having to work a The earnings of a Marine Biologist are complicated. Most of these researchers recieve a salary directly from an employer. They write roposals in order to have their research ideas funded by private and government agencies. The quality of their results often determines whether they recieve money for future efforts, and consequently, whether they work and for how long. The salaries of a Marine Biologist comes down to each persons education, experience, and At the present time the profession of Marine Biology is one of the least crowded of the science fields. There are only a few thousand Marine Biologists in research, with less than three thousand graduates working and teaching in the United States. Since there is a limited umber, opportunities in research are few and competition is stiff. It is said that by the year of 2006 employment in biological sciences will grow by 25. 1 percent, that is an increase of 20,000 positions. According to the 1990 Census, 48. 8 percent of this particular occupation were female, 5. 8 percent were black, and 3. 7 percent were Asian and Pacific Islanders. Employment opportunities will be good for scientists with advanced degrees. Those with lesser degrees may experience competition for available jobs in the future. Marine Scientits work in a surprising variety of disciplines. Some xamples are Archaeology which is the study of prehistoric and of ancient periods of history, based on the examination of their physical remains. Another is Anthropology which studies man both as an animal and as living in society , his origins, development, distribution, social habits, culture, etc. Sociology is the study of the origin, the history and the structure of the human society and its institutions. Engineering which is the science applying knowledge of the properties of matter and the natural sources of energy to the practical problems of industry, and other studies of human relationships with the sea. There are many advantages and disadvantages in becoming a Marine Biologis. If you do not like to work long hours or do hands on experiments than working a the field is not for you. An advantage to that is you can do indoor work, which would be in laboratories or classrooms. They are usually quiet and work with chemicals and radioactive substances. These are only a few of the advantages and disadvantages in the field of Marine Biology. The services have about 500 scientists. On an average they need 30 new life scientists each year. Newly comissioned life scientists are ormally assigned to a lab, while they conduct research under the direction of more experienced scientists. Summer and part-time employment may be available in industry, college programs in biological science or projects museums, zoos, and other institutions employing Biological Scientists. The Department of Agriculture participates in the cooperative education program, a federally sponsored program provideing work experiences and income. There are a variety of School to Work opportunities which include: informal apprenticeships, mentorships, job shadowing experiences or touring a local biological scientist.

Why Slavery Was The Worst Thing That Happened - 881 Words

American society has a several ethnic group mixed together in one country. Many People immigrate from their country into America to achieve things aren t exist their country, Like better life, job opportunities education, and freedom. One of these ethnic groups is Nigerian who is living in America. they had come to U.S long time ago by different ways. First, they brought America as slaves. and second they immigrate into U.S to change their life from bad to better. During 17th and 18th century, African people including Nigerian had brought to America by force to make them slaves. Nigeria was a major source of export slaves to the new world and made them do hard work.Slavery was concentrated in the state of Virginia. Also, Americans treated them very bad as animals without any of human rights. It was very difficult life for them. I think slavery was the worst thing that happened in United States history. By the end of 18th-century slavery was abolished on America, but they didn t get equality. Americans were segregated between black and white people. Nigerian had done a lot to get equality and finally they got what the freedom. Kind of the same thing had happened to Nigerian when they came to Saudi Arabia a long time ago. The Saudi’s tribes were stolen them and made them work very hard without freedom and they were discriminated them. According to that, Nigerian had suffered from slavery and discrimination in the past. However, living in Nigeria was very difficultShow MoreRelatedCivil War : A War Between Citizens Of The Same Country1609 Words   |  7 Pagescountry. Why would America have this fight? The Northern states of America decided that they would no longer tolerate the Southern states treating African Americans as slaves because of the color of their skin. When disputes were brought up over this issue between the North and South, the South was too persistent to have slaves. 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