Term Exam Sample Paper free essay sample

This example test should just be utilized as a manual for the styles of inquiries. The subjects secured here are not thorough. Your amendment ought not be founded on these arrangement of inquiries as it were. The degree of trouble of this example test is additionally NOT demonstrative of the degree of trouble of the genuine test. The appropriate responses are given toward the finish of the archive. 1. A sensible gauge of the yearly standard deviation of return of the securities exchange would be? a. Under 5 percent. b. Somewhere in the range of 5 and 10 percent. c. Somewhere in the range of 15 and 25 percent d. In excess of 30 percent e. Difficult to assess 2. A task has a normal income of $200, in year 1. The hazard free rate is 6%, the market pace of return is 16%, and the undertakings beta is 1. 5. Ascertain the conviction identical income for year 1. a. $175. 21 b. $164. 29 c. $228. 30 d. $212. 56 e. Nothing from what was just mentioned 3. Offer X has a standard deviation of return of 10%, share Y has a standard deviation of return of 20%. We will compose a custom exposition test on Term Exam Sample Paper or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The connection coefficient between the offers is 0. 5. On the off chance that you put 60% of your assets in share X and 40% in share Y, what is the standard deviation of the portfolio? a. 10% b. 20% c. 12. 2% d. 14. 0% e. Nothing from what was just mentioned 4. Richard Rolls scrutinize of trial of the capital resource valuing model is that: a. Given a proficient market portfolio the CAPM is redundancy b. The market portfolio isn't proficient c. You have to test the model utilizing the market portfolio for every single capital resource d. an and c e. an and b 5. The Template Corporation has a value beta of 1. 2 and an obligation beta of . 8. The organizations advertise esteem obligation to value proportion is . 6. In the event that it attempts another undertaking with a similar hazard profile, what is the venture beta (expecting zero duty rate)? a. 0. 70 b. 0. 72 c. 0. 96 d. 1. 04 e. 1. 05 6. Think about after information on three offers: Share Standard Deviation A 0. 6 B 0. 30 C 0. 20 Beta 1. 00 0. 80 1. 29 Assuming that you wished to limit chance, you would choose share if the offer was held in all alone, and you would choose share if the offer was to be added to a portfolio. a b c d e 7. An, An A, B, A B, C, An In an arrangement of three distinct offers, which of coming up next is unimaginable? a. b. c. d. e. The danger of the portfolio is not exactly the danger of every one of the offers held in disconnection. The danger of the portfolio is more noteworthy than the danger of one of the offers. The beta of the portfolio is not exactly the beta of every one of the individual offers. The beta of the portfolio is more noteworthy than the beta of one of the individual offers betas. The standard deviation of the portfolio is more prominent than the standard deviation of the hazard free resource. 8. You hold a broadened portfolio comprising of 20 distinct offers with $1,000 put resources into each. The portfolio beta is equivalent to 1. 35. You have chosen to sell all your holding of Edna Average Cosmetics Ltd which has a beta of 1. You will reinvest the returns in Aggressive Action Ltd which has a beta of 2. What is the new beta of the portfolio? a. b. c. d. e. 1. 35 2. 35 1. 45 1. 10 1. 40 9. An organization is thinking about an interest in another venture. That venture is best assessed as if: a. b. c. d. e. It is an independent venture autonomous of the organization thus its hazard is estimated as change. Its hazard is changed in accordance with take into consideration enhancement with the organizations existing undertakings Its expense of capital is the weighted normal expense of capital Its hazard is assessed as if it were exchanged the capital markets None of the over 10 Is the portfolio with the base conceivable difference a proficient portfolio? a. b. c. d. e. Indeed No Yes, however just for chance cherishing financial specialists Yes, yet just for speculators who won't face any challenge. Indeed, yet just for financial specialists who are chance impartial. 11. For a two-stock portfolio, the most extreme decrease in hazard happens when the connection coefficient between the two stocks is: A) +1 B) 0 C) - 0. 5 D) - 1 E) None of the over 12. The difference or standard deviation is a proportion of: A) Total hazard B) Unique hazard C) Market chance D) Bankruptcy chance E) None of the over 13. The danger of an all around broadened portfolio relies on the A) Market chance B) Unique danger of the protections remembered for the portfolio C) Number of protections in the portfolio D) Variance of the portfolio E) None of the over 4. A factor in APT is a variable that: An) Affects the arrival of hazardous resources in a deliberate way B) Correlates with dangerous resource returns in an unsystematic way C) Is simply commotion D) Affects the arrival of an unsafe resource in an irregular way E) is commonly not associated with stock brings 15 back. An organization has an expense of ca pital of 15%. In any case, it is presenting another item that it considers to be a hazardous undertaking to a very much enhanced financial specialist. What would you be able to state about the suitable markdown rate for the undertaking? A) The rate utilized ought to be 15% B) The rate utilized ought to be lower than 15% C) The rate utilized ought to be more prominent than 15% D) Any rate somewhere in the range of 12% and 18% is satisfactory E) The rate ought to be the normal market return. 16 What has been the normal yearly pace of return in genuine terms for an arrangement of U. S. normal stocks somewhere in the range of 1900 and 2006? a. Under 2% b. Somewhere in the range of 2% and 5% c. Somewhere in the range of 5% and 8% d. More prominent than 8% e. More noteworthy than 20% 17. Uber Corporation has the accompanying returns for as far back as three years: 8%, 12% and 10%. Compute the fluctuation of the arrival and the standard deviation of the profits.

Tawa - Facts and Figures

Tawa - Facts and Figures Name: Tawa (Pueblo Indian name for a sun god); articulated TAH-wah Living space: Forests of North and South America Recorded Period: Center Triassic (215 million years back) Size and Weight: Around 7 feet in length and 25 pounds Diet: Meat Recognizing Characteristics: Little size; bipedal stance About Tawa In spite of the fact that its developmental relationship to Tyrannosaurus Rex is a piece overstatedafter all, it lived around 150 million years before its progressively renowned descendantthe early theropod Tawa still considers a significant disclosure. This little, bipedal dinosaur lived 215 million years prior on the supercontinent of Pangaea, which later split into North America, South America and Africa. In light of an examination of its remaining parts, Tawa seems to have started in South America, however its bones were discovered more remote north, close to the well known Ghost Ranch refer to in New Mexico that is yielded innumerable Coelophysis skeletons. Will Tawa truly cause scientistss to revise the book of dinosaur advancement, as some short of breath accounts gather? All things considered, its not as though bipedal, South American, meat-eating dinosaurs were uncommon on the groundwitness, for instance, Herrerasaurus, which we definitely know lay at the foundation of the dinosaur family tree, also those various (however local to North America) Coelophysis examples. Like the Asian Raptorex, another ongoing disclosure, Tawa is being depicted as a smaller than expected T. Rex, however this is by all accounts a gross misrepresentation. Well beyond its assumed similarity to T. Rex, whats significant about Tawa is that it assists with clearing up the developmental connections, and extreme inceptions, of the most punctual theropods. With this missing bit of the fossil riddle set up, the pioneers of Tawa have presumed that the absolute first dinosaurs developed in South America in the right on time to center Triassic period, at that point emanated out worldwide over the following a huge number of years.

Speed Reading Does it Actually Work

Speed Reading Does it Actually Work Speed Reading: Does it Actually Work? Speed Reading: Does it Actually Work? Speed reading (reading at an increased speed while maintaining a high level of comprehension) is certainly appealing to students. Think about it: mid semester when your professor has piled on yet another series of readings, you have the ability to maximize your digestion of literary texts or scientific papers with reckless abandon. In class you follow the professor’s line of reasoning with rigorous aptitude. You feel well prepared for your exams because you have managed to thoroughly read all the required readings for the semester. Have you ever been intrigued by the prospect of speed reading? The idea of speed-reading has been around for a long time. Evelyn Wood, an American educator and businessperson, was the first to introduce the concept in 1959 (Frank, 1994). Although there were individuals who were naturally gifted, fast readers, Wood developed and offered a program, which provided tools to individuals to increase their reading speed without the loss of retention (Wood, 1988). Although Wood’s work was made popular 60 years ago, the fundamental premises she introduced are still in use today. In an increasingly fast-paced world, it seems that speed-reading has increased in popularity. Speed-reading phone apps and Internet programs are being developed. Spreeder is a free app for iOS. It is a speed-reading training program, social media engagement platform, and machine assisted speed-reading tool. ReadMe! is an app that works with iOS as well as Android. It is an ebook reader with built-in speed-reading mechanisms. These new apps boast the ability to increase reading speed while allowing the reader to maintain a consistent comprehension level. Though there is much research, which exists to backup the benefits of speed-reading, questions remain about the reality of a training program that suggests you can enhance reading speed by over 500 words per minute. Perhaps you have seen advertisements on campus for speed-reading workshops or may you have downloaded a speed-reading app for your iPhone. Do you wonder about the legitimacy of using these techniques to increase your reading speed? If you have questions about whether speed-reading actually works, you’re not alone. The research on speed-reading indicates that there are tools we can use to increase our reading times, however, there are some caveats. In order to understand speed-reading and decide whether or not it is effective, it is necessary to first review the science of reading. The Science of Reading Eye movements are the foundation of reading. While this might seem obvious, it is important to understand that our eyes move in different ways that allow us to read. We use our eyes in all sorts of ways for different scenarios and there are several specific types of eye movements, which make up the process of reading. Reading involves a series of saccades, or quick eye movements (Rayner, 1998). A second movement common in reading is fixation, or when your eyes stop to focus on text (Rayner, 1998). Our eyes also have three ranges of vision. The Fovea is the area in the center of the retina; the parafovea expands on each side of the fovea; and the periphery is everything else inside the area of vision (Rayner, 1998). As you may know, the peripheral visual area is not very detailed. It is limited to some color and movement (Rayner, 1998). The fovea is the area of the eye, which picks up on detail. This makes it the ideal location for reading (Rayner, 1998). There is some detail picked up by the parafoveal area, however most reading occurs within the fovea. A third important component of reading is cognitive processing (Rayner, 1998). Whereas eye movements allow us to intake information, the brain must process the information producing meaning. In essence, we can break reading down into three steps: ? Saccades â€" rapid eye movements ? Fixation â€" pauses for in taking information ? Cognitive processing â€" making sense of the information (Rayner, 1998) There has been much research done on the time it takes for each of these steps to occur during the reading process. However, the time it takes us to read is more than just a sum of this process. In other words we cannot just add up how long it takes to do each of these steps to come up with our reading speed. There are two additional factors to consider: 1. We omit words when we read. This may be an effort on our brain’s part to naturally be more efficient. In general the words we tend to skip when we are reading are function words (Rayner, 1998). These are words like pronouns such as he, she, they, conjunctions, and articles. We also skip content words which make up the bulk of what we are reading, however this is less common than skipping function words. 2. A second process to account for in measuring our reading time is regression (Rayner, 1998). Regression refers to the way in which we go back to review material we have already read. For example, a regression may occur when a reader did not make sense of the material the first time they read it. When we consider all the factors involved in reading, how do we determine the time it takes an average person to read? According to much of the research, a university or college level reader can process words at 200-400 per minute, though there are the outliers who attain up to 1200 words per minute (Rayner, 1998). Take heart that if you are reading between 200 and 400 words a minute you are in the norm. Does Speed Reading Actually Work? The inevitable next question is whether speed-reading training programs actually work. This Guardian article provides some insight into the issue and suggests that it depends on what you are reading and why you are reading it. In essence, speed-reading touts the ability to increase reading time, however, it does so at a loss of comprehension. Speed-reading is most aptly considered skimming, because although the process allows people to read a certain number of words, they are doing so at a loss of comprehension. As discussed earlier, there are three portions to reading, and speed-reading focuses on the first two processes, saccades and fixation (albeit short), while minimizing the cognitive processing time. As Rayner, Schotter, Masson, Potter Treiman (2016) note, the quality of reading comprehension is a critical component when we attempt to assess the validity of speed-reading. There are many factors that are to be considered in relation to whether speed-reading is an effective tool. For example, it is essential to consider the goal of the reader. As a student, speed reading may be beneficial in order to digest the bulk of readings that professors assign, however it is likely best coupled with well-written notes and consistent class attendance. These contextual components will help to fill in some of the gaps the reader may miss by skimming the texts. The crux of the matter is that speed-reading can be used as a tool. However, students should take heed in relying solely on speed-reading as a means of study. Although the literature has shown that it is possible to increase reading speed over time and with practice, this occurs at a loss of comprehension. While it may help students to get through a heavy workload, speed-reading should be coupled with other complementary study techniques. Increasing your reading speed is one way to manage time while you’re in school. If you’re looking for other ways to find academic success and still have enough time to hit the gym or go for pizza with friends, check out our academic writing services. We are always available to help you make the most of your valuable time. If you are interested in learning more about speed-reading, please visit our YouTube channel, and view our video 5 Techniques To Increase Speed-Reading, Develop Reading Habits More. References: Frank, S. D. (1994). The Evelyn Wood seven-day speed reading and learning program. Cambridge University Press. Rayner, K., Schotter, E. R., Masson, M. E., Potter, M. C., Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help?. Psychological Science in the Public Interest, 17(1), 4-34. Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological bulletin, 124(3), 372. Wood, E. N. (1988). Reading dynamics. American Learning Corporation. Speed Reading Does it Actually Work Speed Reading: Does it Actually Work? Speed Reading: Does it Actually Work? Speed reading (reading at an increased speed while maintaining a high level of comprehension) is certainly appealing to students. Think about it: mid semester when your professor has piled on yet another series of readings, you have the ability to maximize your digestion of literary texts or scientific papers with reckless abandon. In class you follow the professor’s line of reasoning with rigorous aptitude. You feel well prepared for your exams because you have managed to thoroughly read all the required readings for the semester. Have you ever been intrigued by the prospect of speed reading? The idea of speed-reading has been around for a long time. Evelyn Wood, an American educator and businessperson, was the first to introduce the concept in 1959 (Frank, 1994). Although there were individuals who were naturally gifted, fast readers, Wood developed and offered a program, which provided tools to individuals to increase their reading speed without the loss of retention (Wood, 1988). Although Wood’s work was made popular 60 years ago, the fundamental premises she introduced are still in use today. In an increasingly fast-paced world, it seems that speed-reading has increased in popularity. Speed-reading phone apps and Internet programs are being developed. Spreeder is a free app for iOS. It is a speed-reading training program, social media engagement platform, and machine assisted speed-reading tool. ReadMe! is an app that works with iOS as well as Android. It is an ebook reader with built-in speed-reading mechanisms. These new apps boast the ability to increase reading speed while allowing the reader to maintain a consistent comprehension level. Though there is much research, which exists to backup the benefits of speed-reading, questions remain about the reality of a training program that suggests you can enhance reading speed by over 500 words per minute. Perhaps you have seen advertisements on campus for speed-reading workshops or may you have downloaded a speed-reading app for your iPhone. Do you wonder about the legitimacy of using these techniques to increase your reading speed? If you have questions about whether speed-reading actually works, you’re not alone. The research on speed-reading indicates that there are tools we can use to increase our reading times, however, there are some caveats. In order to understand speed-reading and decide whether or not it is effective, it is necessary to first review the science of reading. The Science of Reading Eye movements are the foundation of reading. While this might seem obvious, it is important to understand that our eyes move in different ways that allow us to read. We use our eyes in all sorts of ways for different scenarios and there are several specific types of eye movements, which make up the process of reading. Reading involves a series of saccades, or quick eye movements (Rayner, 1998). A second movement common in reading is fixation, or when your eyes stop to focus on text (Rayner, 1998). Our eyes also have three ranges of vision. The Fovea is the area in the center of the retina; the parafovea expands on each side of the fovea; and the periphery is everything else inside the area of vision (Rayner, 1998). As you may know, the peripheral visual area is not very detailed. It is limited to some color and movement (Rayner, 1998). The fovea is the area of the eye, which picks up on detail. This makes it the ideal location for reading (Rayner, 1998). There is some detail picked up by the parafoveal area, however most reading occurs within the fovea. A third important component of reading is cognitive processing (Rayner, 1998). Whereas eye movements allow us to intake information, the brain must process the information producing meaning. In essence, we can break reading down into three steps: ? Saccades â€" rapid eye movements ? Fixation â€" pauses for in taking information ? Cognitive processing â€" making sense of the information (Rayner, 1998) There has been much research done on the time it takes for each of these steps to occur during the reading process. However, the time it takes us to read is more than just a sum of this process. In other words we cannot just add up how long it takes to do each of these steps to come up with our reading speed. There are two additional factors to consider: 1. We omit words when we read. This may be an effort on our brain’s part to naturally be more efficient. In general the words we tend to skip when we are reading are function words (Rayner, 1998). These are words like pronouns such as he, she, they, conjunctions, and articles. We also skip content words which make up the bulk of what we are reading, however this is less common than skipping function words. 2. A second process to account for in measuring our reading time is regression (Rayner, 1998). Regression refers to the way in which we go back to review material we have already read. For example, a regression may occur when a reader did not make sense of the material the first time they read it. When we consider all the factors involved in reading, how do we determine the time it takes an average person to read? According to much of the research, a university or college level reader can process words at 200-400 per minute, though there are the outliers who attain up to 1200 words per minute (Rayner, 1998). Take heart that if you are reading between 200 and 400 words a minute you are in the norm. Does Speed Reading Actually Work? The inevitable next question is whether speed-reading training programs actually work. This Guardian article provides some insight into the issue and suggests that it depends on what you are reading and why you are reading it. In essence, speed-reading touts the ability to increase reading time, however, it does so at a loss of comprehension. Speed-reading is most aptly considered skimming, because although the process allows people to read a certain number of words, they are doing so at a loss of comprehension. As discussed earlier, there are three portions to reading, and speed-reading focuses on the first two processes, saccades and fixation (albeit short), while minimizing the cognitive processing time. As Rayner, Schotter, Masson, Potter Treiman (2016) note, the quality of reading comprehension is a critical component when we attempt to assess the validity of speed-reading. There are many factors that are to be considered in relation to whether speed-reading is an effective tool. For example, it is essential to consider the goal of the reader. As a student, speed reading may be beneficial in order to digest the bulk of readings that professors assign, however it is likely best coupled with well-written notes and consistent class attendance. These contextual components will help to fill in some of the gaps the reader may miss by skimming the texts. The crux of the matter is that speed-reading can be used as a tool. However, students should take heed in relying solely on speed-reading as a means of study. Although the literature has shown that it is possible to increase reading speed over time and with practice, this occurs at a loss of comprehension. While it may help students to get through a heavy workload, speed-reading should be coupled with other complementary study techniques. Increasing your reading speed is one way to manage time while you’re in school. If you’re looking for other ways to find academic success and still have enough time to hit the gym or go for pizza with friends, check out our academic writing services. We are always available to help you make the most of your valuable time. If you are interested in learning more about speed-reading, please visit our YouTube channel, and view our video 5 Techniques To Increase Speed-Reading, Develop Reading Habits More. References: Frank, S. D. (1994). The Evelyn Wood seven-day speed reading and learning program. Cambridge University Press. Rayner, K., Schotter, E. R., Masson, M. E., Potter, M. C., Treiman, R. (2016). So much to read, so little time: How do we read, and can speed reading help?. Psychological Science in the Public Interest, 17(1), 4-34. Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological bulletin, 124(3), 372. Wood, E. N. (1988). Reading dynamics. American Learning Corporation.

Savage Inequalities Children in America’s Schools

Savage Inequalities: Children in America’s Schools is a book written by Jonathan Kozol that examines the American educational system and the inequalities that exist between poor inner-city schools and more affluent suburban schools. Kozol believes that children from poor families are cheated out of a future due to the vastly underequipped, understaffed, and underfunded schools that exist in the poorer areas of the country. Between 1988 and 1990, Kozol visited schools in all parts of the country, including Camden, New Jersey; Washington, D.C.; New York’s South Bronx; Chicago’s South Side; San Antonio, Texas; and East St. Louis, Missouri. He observed both schools with the lowest and highest per capita spending on students, ranging from $3,000 in New Jersey to $15,000 in Long Island, New York. As a result, he found some shocking things about America’s school system. Key Takeaways: Savage Inequalities by Jonathan Kozol Jonathan Kozol’s book Savage Inequalities addresses the ways in which inequality persists in the American educational system.Kozol found that the amount of money school districts spend on each student varies dramatically between wealthy and poor school districts.In poorer school districts, students may lack basic supplies and school buildings are often in a state of disrepair.Kozol argues that underfunded schools contribute to higher dropout rates in poorer school districts and that funding between different school districts should be equalized. Racial and Income Inequality in Education In his visits to these schools, Kozol discovers that black and Hispanic schoolchildren are isolated from white schoolchildren and are shortchanged educationally. Racial segregation is supposed to have ended, so why are schools still segregating minority kids? In all of the states he visited, Kozol concludes that real integration has declined significantly and education for minorities and poor students has moved backward rather than forward. He notices persistent segregation and bias in poorer neighborhoods as well as drastic funding differences between schools in poor neighborhoods versus more affluent neighborhoods. The schools in the poor areas often lack the most basic needs, such as heat, textbooks and supplies, running water, and functioning sewer facilities. For instance, in an elementary school in Chicago, there are two working bathrooms for 700 students and the toilet paper and paper towels are rationed. In a New Jersey high school, only half of the English students have text books, and in a New York City high school, there are holes in the floors, plaster falling from the walls, and blackboards that are cracked so badly that students cannot write on them. Public schools in affluent neighborhoods did not have these problems. It is because of the huge gap in funding between rich and poor schools that poor schools are faced with these issues. Kozol argues that in order to give poor minority children an equal chance at education, we must close the gap between rich and poor school districts in the amount of tax money spent on education. The Lifelong Effects of Education The outcomes and consequences of this funding gap are dire, according to Kozol. As a result of the inadequate funding, students are not simply being denied basic educational needs, but their future is also deeply affected. There is severe overcrowding in these schools, along with teacher salaries that are too low to attract good teachers. These, in turn, lead to inner-city children’s low levels of academic performance, high dropout rates, classroom discipline problems, and low levels of college attendance. To Kozol, the nationwide problem of high school dropouts is a result of society and this unequal educational system, not a lack of individual motivation. Kozol’s solution to the problem, then, is to spend more tax money on poor schoolchildren and in the inner-city school districts in order to equalize spending between school districts. Educational Inequalities in America Today While Kozol’s book was first published in 1991, the issues he raised continue to affect American schools today. In 2016, The New York Times reported on an analysis by researchers of approximately 200 million student test scores. The researchers found inequalities between wealthier school districts and poorer ones, as well as inequalities within school districts. In August 2018, NPRÂ  reported that lead was found in the drinking water at Detroit Public Schools. In other words, the educational inequalities outlined in Kozol’s book continue to exist today.

Gatsby And Romanticism - 1148 Words

In the book The Great Gatsby, F. Scott Fitzgerald portrays Jay Gatz as a man who is willing to do anything for love. He could also be considered as a romantic hero. However romantic hero does not mean a person that does everything for love. Romantic hero means someone who is rejected by his/her actions, or by society. â€Å"According to James Smith Allen, the term Romanticism has as many meanings as commentators. However, one can sketch a general definition of the movement based on its predominant rejection of classical rationality, objectivity, and universality in favor of an emotional, subjective, and personal response to the world†¦...the Romantic hero was a frequently a familial and social outcast, and defined him or her self via notions of†¦show more content†¦One day Nick Carraway the speaker of the book The Great Gatsby attended to one of Gatsby’s parties he notice Gatsby being alone on his marble steps, just watching the party go on, making no physical o r social connection with any of his guests, but Nick did not knew why was he apart from everyone else. â€Å"The nature of Mr. Tostoff’s composition eluded me, because just as it began my eyes fell on Gatsby, standing alone on the marble steps and looking from one group to another with approving eyes. His tanned skin was drawn attractively tight on his face and his short hair looked as though it were trimmed everyday. I could see nothing sinister about him. I wondered if the fact that he was not drinking helped to set him off from his guests, for it seemed to me that he grew more correct as the fraternal hilarity increased.†(pg-50). This quote is very important because it gives the reader an understanding on Gatsby’s personality, on the way that he acts around other people. Gatsby isolated himself when the love of his life left him and married someone else. He wanted to get her back so he isolated himself from everything that did not had to do with his love Daisy, he made money, bought a house, and throw expensive parties to impress Daisy, so he can get her back and have some company in his life. Gatsby used to think he was in love with Daisy and that everything he did was for her, but in reality all the stuff he was doing wasShow MoreRelatedRomanticism In The Great Gatsby Analysis867 Words   |  4 PagesF. Scott Fitzgeralds The Great Gatsby appears to be a tragic love story about Jay Gatsby and Daisy Buchanan. But upon closer examination, readers will see that their love wasn’t love at all; rather, it was an obsession on Gatsby’s part. He had built up Daisy as he’d remembered her, negligent of the fact that they had both grown and she had changed. Gatsby hadn’t been in love with Daisy, but the idea of Daisy. However, Gatsby isn’t the only one guilty of romanticism. The book’s seemingly reliableRead MoreEssay on The Legacy of Romanticism in The Great Gatsby3369 Words   |  14 PagesThe Legacy of Romanticism in The Great Gatsby The development of American Literature, much like the development of the nation, began in earnest, springing from a Romantic ideology that honored individualism and visionary idealism. As the nation broke away from the traditions of European Romanticism, America forged its own unique romantic style that would resonate through future generations of literary works. Through periods of momentous change, the fundamentally Romantic natureRead MoreThe True Denotation Of The Great Gatsby762 Words   |  4 Pageshis house, just out of reach of his hand.†(Fitzgerald). â€Å"The Great Gatsby† was a great literary piece that has conjured numerous meanings. Some might say that the meaning of the novel is focused on the consequences of obsessive love; Or it might be focused on a dark depiction of the world and maybe the novel defines something essential about American cultural values. However, I believe that the true denotation of â€Å"The Great Gatsby† is that our desire to recapture the past holds a deep allure, butRead MoreThe Great Gatsby By F. Scott Fitzgerald1395 Words   |  6 Pages Romanticism and modernism are two philosophical thoughts so unlike each other, modernism embracing the cold truth of reality in the industrialized world of 1920s America, romanticism this same world through rose filtered lenses, summed up in the words of Mr. F. Scott Fitzgerald, â€Å"we are all just humans†¦ drunk on the idea that love, only love, could heal our broken bones.† Fitzgerald was a romantic living in the modernist 1920s, and his classic work The Great Gatsby was certainly a romantic bookRead MoreThe American Dream in the Great Gatsby by F. Scott Fitzgerald, An Outline848 Words   |  4 PagesWest and find land to start a new life and business, this eventually gravitated into a materialistic vision that evolved around lavish mansions, fancy cars, and expensive clothing, thus indicating great accomplishments - Within the novel G.G, Jay Gatsby is a man that comes from a poor family and no wealth- only has a plan for achieving greatness (American Dream) - The author demonstrates how one can lose sight in life and become corrupt through focusing only on wealth, supremacy and materialisticRead MoreThe Great Gatsby By F. Scott Fitzgerald1210 Words   |  5 Pagesinforms Nick Carraway that Jay Gatsby is still in love with Daisy Buchanan. Gatsby and Daisy were in a relationship before she was married to Tom Buchanan, which eventually had to end when Gatsby went off to war. Half a decade later, Gatsby has situated himself in West Egg to be close to Daisy. Jordan, acting as a messenger, tells Nick that Gatsby would like him to invite Daisy over for tea, where Gatsby would then surprise and join them. Nick is baffled that Gatsby would go to the trouble of throwingRead MoreElizabeth Barrett Browning And F. Scott Fitzgerald s The Great Gatsby984 Words   |  4 PagesThe universal values portrayed through the texts ‘Sonnets from the Portuguese’ (1845) by Elizabeth Barrett Browning and F. Scott Fitzgerald’s novel ‘T he Great Gatsby’ (1926) highlight the similar and different intertextual perspectives and values relevant to the Victorian Era and 1920 s Jazz Age. Both composers offer compelling critiques of their society dedicating thematic concerns of the restorative power of hope and courtly idealised love. Through numerous literal techniques, substantial diversityRead MoreEvolution of the American Short Story1077 Words   |  4 PagesWhen short stories started to be written in the American Romanticism Time Period, they were very different from the ones today, but they didn’t change abruptly. Over the different periods like the American Romanticism, Dark Romantics, Realism, Moderns, and Contemporary, the events changed the style of writing and the characteristics of the way the authors in these times wrote their stories. The authors in these eras started to revolutionize the way they wrote according to occurrences in that particularRead MoreThe American Dream In The Great Gatsby Analysis749 Words   |  3 PagesIdealism is the paramount theme in â€Å"The Great Gatsby.† Each of the characters have a craving for self-definition and a high position in society. The story is shaped by the ideals each of these characters hold. These ideals allude to the American Dream, along with the superficiality and corruption associated with it. Fitzgerald uses Jay Gatsby as a medium to portray hopeless romanticism, fantasy fueled ambition, and failure to achieve self-contentment. Gatsby is characterized early in the plotline asRead MoreGatsbys Personality Leads to His Tragic Death885 Words   |  4 Pagesthan others in order to win their true love. F. Scott Fitzgeralds novel, The Great Gatsby, has Jay Gatsby, a man whose life is revolved around one goal: love. His goal is to be reunited with Daisy Buchanan, the love he lost five years prior to the story. Gatsbys goal takes him from living in poverty to living in wealth. It then lead him back to the arms of his lost lover, then eventually to his death. If Gatsby would have just let her go none of that wouldve happened. Some of it was good and some

Emily Dickinson Pros/Cons Free Essays

Belinda Johnson EN 371-51 Dr. La Guardia, David November 15, 2011 A. One pro/con response to a recent article or articles of criticism on any of the texts in the course. We will write a custom essay sample on Emily Dickinson Pros/Cons or any similar topic only for you Order Now Pros and Cons of Emily Dickinson As discussed in class, the difficulty of poetry could go a far distance. There is no introduction, background or prologue to poetry. It is often a story within a few lines. So, when reading poetry it is important to recognize and understand the metaphors and the symbolism that it contains. It is also critical to know all the definitions of the words in the poem. When reading the late, great Emily Dickinson’s poems the comprehension criteria of poetry should not fall short. Along with Walt Whitman, Emily Dickinson has been referred to as the grandparent of poetry. She has live a recluse life, one of which she preferred to spend in confinement. Very private, Dickinson has written hundreds of poems, 1,775 to be exact. Yet, only seven of her poems were published during her life time, none with her full consent. Her criteria of a poem was this, â€Å"If I read a book and it makes my whole body so cold no fire can ever warm me I know that is poetry. If I feel physically as if the top of my head were taken off, I know that is poetry. These are the only way I know it. Is there any other way. † In poetry, Dickinson is often fascinated by nature, death, pain, love and God. In her poems Dickinson often speaks elliptically. That said, when reading Dickinson’s poems, we must dot the I’s and cross the T’s that we think are not L’s. We must make our own interpretation because Emily would not have wanted us to interpret them at all. This is where the window is open to much criticism that maybe a pro or con to how others view Dickinson and her work. This is where we unknowingly hyperbolae words or phrases that should be litotilate. With the complexity of some of Dickinson’s poems, it is always nice to find reviews on Dickinson and her works. There are many ways Dickinson’s poems could be interpreted and some of her poems often give reason for others. For example, one of her short poems states, â€Å"The Riddle we can guess/We speedily dispise-/ Not anything is stale so long/ As Yesterday’s surprise-â€Å". Emily has many poems that are riddles. This poem explains that a riddle should not be easily figured out or it is not a riddle at all and is often disliked. Rad also  We grow accustomed to the dark This poem is also stating that no riddle should be too hard to crack and once it is crack it quickly become old news. This goes back to a poem being an explanation in just a few lines. I placed my understanding of this poem, yet a previous professor of mines by the name of Thomas Hayes would disagree. He believes that this poem does not explains Dickinson’s poetic riddles, but is symbolically explaining that once we find out what is going to happen in the future, it quickly becomes the past and we are no longer interested. This is an example of how criticism and interpretation can be taken in many ways with Dickinson’s poems. There are numerous articles of Emily Dickenson in the New York Times. Most of which praise her as a writer, a poet, and an artist. In the art review section of the NY Times journalist, Genocchio had this to say about Dickinson, â€Å"Dickinson’s posthumous popularity has since grown to a point where, along with Walt Whitman, she is widely admired as one of the two best American poets of the 19th century. Genocchio has written a full article on Emily Dickinson’s inspirational poems. He explains that because of her seclusion from the outside world and even though she has two biographies, the best way to understand Dickinson is through her poems. It is through her poems and her delicate choice of words that we find her love for nature or as a philosopher named Kant would say, her art and beauty. This article is very helpful to those that have trouble understandi ng Dickinson as a writer because Genocchio does not bash Dickinson for her complexity, but embraces it. This article connects Dickinson to artists such as painters which may be a more simplistic way to view Dickinson’s work because she often tells a story through her vision of things. Genocchio discusses how Dickinson is the inspiration to a numerous amount of paintings. She is the influential drive of many artist. Emily Dickinson is the brush of da Vinci’s Mona Lisa. Margo Jefferson is another journalist of the New York Times that wrote an article on Emily Dickinson. Jefferson states, â€Å"Dickinson is honored, even worshiped by writers (including me). She is studied ravenously by scholars. Plenty of readers love her. But plenty are still put off. † This is true; many understand and appreciate Dickinson for her contribution to poetry. Yet, many do not understand her life style, her poetry and her reasoning of things. Some of Dickinson’s views are too complex to comprehend, her feelings are sometimes intricate and brutally honest and this could intimidate or maybe even deter some readers and writers. Jefferson also states, â€Å"Dickinson’s fame has always been fed by myth. She was the virgin poetess dressed in white, the tremulous daughter who never left her father’s house, the maiden who turned to art because she was thwarted in love. † This critique I do not agree with. Dickinson is not a product myths, she is not a story told but is a story that is read. Though her story may make her seem as that of a virgin poetess but it is through poetry that she has climaxed to the top. She did not turn to art because she was missing love, but her poems produce both art and love of many things to her readers. I think this article is very opinionated and could easily be misleading. It is criticism that is based off emotion and not fact that gives Dickinson a bad name. It says a lot about the ignorance of the critic. One of the most common sites to browse when having issues fully understanding a piece of literature or when and extra analysis is needed is Spark Notes. Spark Notes prepare character analysis, background analysis and even explains themes, motifs and symbolism of different text. When reviewing the analysis of Dickinson and her poems on Spark Notes some of the ideas and understandings were useful and some weren’t. Some of the analysis I agreed with and others I did not. For example Spark Notes state, â€Å"she explores her own feelings with painstaking and often painful honesty but never loses sight of their universal poetic application; one of her greatest techniques is to write about the particulars of her own emotions in a kind of universal homiletic or adage-like tone (â€Å"After great pain, a formal feeling comes†) that seems to describe the reader’s mind as well as it does the poet’s. † This is very true about Dickinson. It is often easy to relate to Dickinson in her poems because she makes her personal feelings universal and she often includes the reader with poems such as â€Å"I’m nobody! Who re you? † or â€Å"The Soul selects her own society†. Yet, Spark Note goes on to say, â€Å"Dickinson is not a â€Å"philosophical poet†; unlike Wordsworth or Yeats, she makes no effort to organize her thoughts and feelings into a coherent, unified worldview. Rather, her poems simply record thou ghts and feelings experienced naturally over the course of a lifetime devoted to reflection and creativity: the powerful mind represented in these records is by turns astonishing, compelling, moving, and thought-provoking, and emerges much more vividly than if Dickinson had orchestrated her work according to a preconceived philosophical system. Although Dickinson’s poems may seem random, when reading them they appear amalgamated and deeply expressed whether it is four lines or ten. She is very philosophical in her words and had nothing but time in her private life to invest in her preconceived thoughts, reflection and creativity. Though I do not fully agree with this particular statement by Spark Notes, I believe that its analysis article properly describes and explains Dickinson and her poetry. Emily Dickinson is often praised and criticized for her work of art. Though she is brutally honest and intimidating in her poetry, she brings out the beauty of life and nature. She may sometimes seem intrinsic in thought, but she is morally and universally simplistic. Dickinson tells stories through her poetry and though she may fiddle with riddles and appear difficult to understand, it parallels her life. This is why she is often criticized. All critiques have its pros and cons, but not all of it is helpful. How to cite Emily Dickinson Pros/Cons, Papers

Emily Dickinson Pros/Cons Free Essays

Belinda Johnson EN 371-51 Dr. La Guardia, David November 15, 2011 A. One pro/con response to a recent article or articles of criticism on any of the texts in the course. We will write a custom essay sample on Emily Dickinson Pros/Cons or any similar topic only for you Order Now Pros and Cons of Emily Dickinson As discussed in class, the difficulty of poetry could go a far distance. There is no introduction, background or prologue to poetry. It is often a story within a few lines. So, when reading poetry it is important to recognize and understand the metaphors and the symbolism that it contains. It is also critical to know all the definitions of the words in the poem. When reading the late, great Emily Dickinson’s poems the comprehension criteria of poetry should not fall short. Along with Walt Whitman, Emily Dickinson has been referred to as the grandparent of poetry. She has live a recluse life, one of which she preferred to spend in confinement. Very private, Dickinson has written hundreds of poems, 1,775 to be exact. Yet, only seven of her poems were published during her life time, none with her full consent. Her criteria of a poem was this, â€Å"If I read a book and it makes my whole body so cold no fire can ever warm me I know that is poetry. If I feel physically as if the top of my head were taken off, I know that is poetry. These are the only way I know it. Is there any other way. † In poetry, Dickinson is often fascinated by nature, death, pain, love and God. In her poems Dickinson often speaks elliptically. That said, when reading Dickinson’s poems, we must dot the I’s and cross the T’s that we think are not L’s. We must make our own interpretation because Emily would not have wanted us to interpret them at all. This is where the window is open to much criticism that maybe a pro or con to how others view Dickinson and her work. This is where we unknowingly hyperbolae words or phrases that should be litotilate. With the complexity of some of Dickinson’s poems, it is always nice to find reviews on Dickinson and her works. There are many ways Dickinson’s poems could be interpreted and some of her poems often give reason for others. For example, one of her short poems states, â€Å"The Riddle we can guess/We speedily dispise-/ Not anything is stale so long/ As Yesterday’s surprise-â€Å". Emily has many poems that are riddles. This poem explains that a riddle should not be easily figured out or it is not a riddle at all and is often disliked. Rad also  We grow accustomed to the dark This poem is also stating that no riddle should be too hard to crack and once it is crack it quickly become old news. This goes back to a poem being an explanation in just a few lines. I placed my understanding of this poem, yet a previous professor of mines by the name of Thomas Hayes would disagree. He believes that this poem does not explains Dickinson’s poetic riddles, but is symbolically explaining that once we find out what is going to happen in the future, it quickly becomes the past and we are no longer interested. This is an example of how criticism and interpretation can be taken in many ways with Dickinson’s poems. There are numerous articles of Emily Dickenson in the New York Times. Most of which praise her as a writer, a poet, and an artist. In the art review section of the NY Times journalist, Genocchio had this to say about Dickinson, â€Å"Dickinson’s posthumous popularity has since grown to a point where, along with Walt Whitman, she is widely admired as one of the two best American poets of the 19th century. Genocchio has written a full article on Emily Dickinson’s inspirational poems. He explains that because of her seclusion from the outside world and even though she has two biographies, the best way to understand Dickinson is through her poems. It is through her poems and her delicate choice of words that we find her love for nature or as a philosopher named Kant would say, her art and beauty. This article is very helpful to those that have trouble understandi ng Dickinson as a writer because Genocchio does not bash Dickinson for her complexity, but embraces it. This article connects Dickinson to artists such as painters which may be a more simplistic way to view Dickinson’s work because she often tells a story through her vision of things. Genocchio discusses how Dickinson is the inspiration to a numerous amount of paintings. She is the influential drive of many artist. Emily Dickinson is the brush of da Vinci’s Mona Lisa. Margo Jefferson is another journalist of the New York Times that wrote an article on Emily Dickinson. Jefferson states, â€Å"Dickinson is honored, even worshiped by writers (including me). She is studied ravenously by scholars. Plenty of readers love her. But plenty are still put off. † This is true; many understand and appreciate Dickinson for her contribution to poetry. Yet, many do not understand her life style, her poetry and her reasoning of things. Some of Dickinson’s views are too complex to comprehend, her feelings are sometimes intricate and brutally honest and this could intimidate or maybe even deter some readers and writers. Jefferson also states, â€Å"Dickinson’s fame has always been fed by myth. She was the virgin poetess dressed in white, the tremulous daughter who never left her father’s house, the maiden who turned to art because she was thwarted in love. † This critique I do not agree with. Dickinson is not a product myths, she is not a story told but is a story that is read. Though her story may make her seem as that of a virgin poetess but it is through poetry that she has climaxed to the top. She did not turn to art because she was missing love, but her poems produce both art and love of many things to her readers. I think this article is very opinionated and could easily be misleading. It is criticism that is based off emotion and not fact that gives Dickinson a bad name. It says a lot about the ignorance of the critic. One of the most common sites to browse when having issues fully understanding a piece of literature or when and extra analysis is needed is Spark Notes. Spark Notes prepare character analysis, background analysis and even explains themes, motifs and symbolism of different text. When reviewing the analysis of Dickinson and her poems on Spark Notes some of the ideas and understandings were useful and some weren’t. Some of the analysis I agreed with and others I did not. For example Spark Notes state, â€Å"she explores her own feelings with painstaking and often painful honesty but never loses sight of their universal poetic application; one of her greatest techniques is to write about the particulars of her own emotions in a kind of universal homiletic or adage-like tone (â€Å"After great pain, a formal feeling comes†) that seems to describe the reader’s mind as well as it does the poet’s. † This is very true about Dickinson. It is often easy to relate to Dickinson in her poems because she makes her personal feelings universal and she often includes the reader with poems such as â€Å"I’m nobody! Who re you? † or â€Å"The Soul selects her own society†. Yet, Spark Note goes on to say, â€Å"Dickinson is not a â€Å"philosophical poet†; unlike Wordsworth or Yeats, she makes no effort to organize her thoughts and feelings into a coherent, unified worldview. Rather, her poems simply record thou ghts and feelings experienced naturally over the course of a lifetime devoted to reflection and creativity: the powerful mind represented in these records is by turns astonishing, compelling, moving, and thought-provoking, and emerges much more vividly than if Dickinson had orchestrated her work according to a preconceived philosophical system. Although Dickinson’s poems may seem random, when reading them they appear amalgamated and deeply expressed whether it is four lines or ten. She is very philosophical in her words and had nothing but time in her private life to invest in her preconceived thoughts, reflection and creativity. Though I do not fully agree with this particular statement by Spark Notes, I believe that its analysis article properly describes and explains Dickinson and her poetry. Emily Dickinson is often praised and criticized for her work of art. Though she is brutally honest and intimidating in her poetry, she brings out the beauty of life and nature. She may sometimes seem intrinsic in thought, but she is morally and universally simplistic. Dickinson tells stories through her poetry and though she may fiddle with riddles and appear difficult to understand, it parallels her life. This is why she is often criticized. All critiques have its pros and cons, but not all of it is helpful. How to cite Emily Dickinson Pros/Cons, Papers

Template for Preparation of Papers for IEEE Sponso Essays

( Template for Preparation of Papers for IEEE Sponsored Conferences & Symposia Frank Anderson, Sam B. Niles, Jr., and Theodore C. Donald, Member, IEEE Abstract-These instructions give you guidelines for preparing papers for IEEE conferences. Use this document as a template if you are using Microsoft Word 6.0 or later. Otherwise, use this document as an instruction set. Instructions about final paper and figure submissions in this document are for IEEE journals; please use this document as a "template" to prepare your manuscript. For submission guidelines, follow instructions on paper submission system as well as the Conference website. Do not delete the blank line immediately above the abstract; it sets the footnote at the bottom of this column. INTRODUCTION T HIS document is a template for Microsoft Word versions 6.0 or later. If you are reading a paper version of this document, please download the electronic file, ieeeconf_letter.dot (for letter sized paper: 8.5" x 11") or ieeeconf_A4.dot (for A4 sized paper: 210mm x 297mm) and save to MS Word templates directory. The template to produce your conference paper is available at www.paperplaza.net/support/support.html. To create your own document, from within MS Word, open a new document using File | New then select ieeeconf_letter.dot (for letter sized paper) or ieeeconf_A4.dot (for A4 sized paper). All instructions beyond this point are from IEEE. Instructions about final paper and figure submissions in this document are for IEEE journals; please use this document as a "template" to prepare your manuscript. For submission guidelines, follow instructions on paper submission system as well as the Conference website. If your paper is intended for a conference, please contact your conference editor concerning acceptable word processor formats for your particular conference. When you open ieeeconf_letter.doc or ieeeconf_A4.doc, select "Page Layout" from the "View" menu in the menu bar (View | Page Layout), which allows you to see the footnotes. Then type over sections of the sample file, either ieeeconf_letter.doc or ieeeconf_A4.doc or simply cut and paste from another document and then use markup styles. The pull-down style menu is at the left of the Formatting Toolbar at the top of your Word window (for example, the style at this point in the document is "Text"). Highlight a section that you want to designate with a certain style, then select the appropriate name on the style menu. The style will adjust your fonts and line spacing. Do not change the font sizes or line spacing to squeeze more text into a limited number of pages. Use italics for emphasis; do not underline. To insert images in Word, position the cursor at the insertion point and either use Insert | Picture | From File or copy the image to the Windows clipboard and then Edit | Paste Special | Picture (with "Float over text" unchecked). IEEE will do the final formatting of your paper. If your paper is intended for a conference, please observe the conference page limits. Procedure for Paper Submission 1 Review Stage Instructions about final paper and figure submissions in this document are for IEEE journals; please use this document as a "template" to prepare your manuscript. For submission guidelines, follow instructions on paper submission system as well as the Conference website. Please check with your editor on whether to submit your manuscript by hard copy or electronically for review. If hard copy, submit photocopies such that only one column appears per page. This will give your referees plenty of room to write comments. Send the number of copies specified by your editor (typically four). If submitted electronically, find out if your editor prefers submissions on disk or as e-mail attachments. If you want to submit your file with one column electronically, please do the following: --First, click on the View menu and choose Print Layout. --Second, place your cursor in the first paragraph. Go to the Format menu, choose Columns, choose one column Layout, and choose "apply to whole document" from the dropdown menu. --Third, click and drag the right margin bar to just over 4 inches in width. The graphics will stay in the "second" column, but you can drag them to the first column. Make the graphic wider to push out any text that may try to fill in next to the graphic. 2 Final Stage Instructions about final paper and figure submissions in this document are for IEEE journals; please use this document as a "template" to prepare your manuscript. For submission guidelines, follow instructions on paper submission system as well as the Conference website. When you submit your final version, after your paper has been

Free Essays on Ellen Foster Vs. The Puritans

Ellen Foster vs. The Puritans This novel Ellen Foster is a very unique piece of literature that conveys meaning and peace to people’s hearts. It is a very tasteful novel, if you like the sentimental way of life, and all the trials that this little girl went through. The author, Kaye Gibbons, is a very unique, well, creative person. I can tell that just by reading her work. She feels that there is a message that someone can get out of her novels, so I think that it so great that she produces novels and then see publicize them. The Puritans are very similar to Ellen Foster, because of the way that their religion brought them up. In this essay I will tell the ways of the Puritan life style tie into Ellen Foster. Ellen Foster is a little girl that is being abused by her father mentally and physical, but through it all she has faith that someone will come along and save her from this monster that she called a father. The Puritan life style is very religious based, because with everything in the 18th century (including the major historical thing that happened, the migration to the â€Å"new world† known now as America). They had faith, no matter what the situation was they would hold to their beliefs. Ellen was a girl that had very little friends and her family was really didn’t care that much for her since her mother had died and she was being raised by her father. Her grandmother talked down on everything that Ellen tried to do all, because of the hatred that she had for Ellen’s father. Regardless of the all that bitterness that she was enduring from her family, she never gave up hope. The Puritans are similar in various ways, but one way really stands out. This is their belief of predestination of your afterlife destination, meaning that your destination of heaven or hell is already known before you were born. This also came with the terms of purifying Anglicanism. The novel Ellen Foster is a great way to analyze your life or... Free Essays on Ellen Foster Vs. The Puritans Free Essays on Ellen Foster Vs. The Puritans Ellen Foster vs. The Puritans This novel Ellen Foster is a very unique piece of literature that conveys meaning and peace to people’s hearts. It is a very tasteful novel, if you like the sentimental way of life, and all the trials that this little girl went through. The author, Kaye Gibbons, is a very unique, well, creative person. I can tell that just by reading her work. She feels that there is a message that someone can get out of her novels, so I think that it so great that she produces novels and then see publicize them. The Puritans are very similar to Ellen Foster, because of the way that their religion brought them up. In this essay I will tell the ways of the Puritan life style tie into Ellen Foster. Ellen Foster is a little girl that is being abused by her father mentally and physical, but through it all she has faith that someone will come along and save her from this monster that she called a father. The Puritan life style is very religious based, because with everything in the 18th century (including the major historical thing that happened, the migration to the â€Å"new world† known now as America). They had faith, no matter what the situation was they would hold to their beliefs. Ellen was a girl that had very little friends and her family was really didn’t care that much for her since her mother had died and she was being raised by her father. Her grandmother talked down on everything that Ellen tried to do all, because of the hatred that she had for Ellen’s father. Regardless of the all that bitterness that she was enduring from her family, she never gave up hope. The Puritans are similar in various ways, but one way really stands out. This is their belief of predestination of your afterlife destination, meaning that your destination of heaven or hell is already known before you were born. This also came with the terms of purifying Anglicanism. The novel Ellen Foster is a great way to analyze your life or...

Iron Cage - Max Webers Theory of Rationality

Iron Cage - Max Webers Theory of Rationality One of the theoretical concepts that Max Weber, founding sociologist, is most well known for is the iron cage. Weber first presented this theory in his important and widely taught work,  The Protestant Ethic and the Spirit of Capitalism, however, he  wrote in German, so never actually used the phrase himself. It was American sociologist Talcott Parsons who coined it, in his original translation of Webers book, published in 1930. In the original work, Weber referred to a  stahlhartes Gehuse, which literally translated means housing hard as steel. Parsons translation into iron cage, though, is largely accepted as an accurate rendering of the metaphor offered by Weber. Understanding Webers Iron Cage In  The Protestant Ethic and the Spirit of Capitalism, Weber presented a carefully researched historical account of how a strong Protestant work ethic and belief in living frugally helped foster the development of the capitalist economic system in the Western world. Weber explained that as the force of Protestantism decreased in social life over time, the system of capitalism remained, as did the social structure and principles of bureaucracy that had evolved along with it. This bureaucratic social structure, and the values, beliefs, and worldviews that supported and sustained it, became central to shaping social life. It was this very phenomenon that Weber conceived of as an iron cage. The reference to this concept comes on page 181 of Parsons translation. It reads: The Puritan wanted to work in a calling; we are forced to do so. For when asceticism was carried out of monastic cells into everyday life, and began to dominant worldly morality, it did its part in building the tremendous cosmos of the modern economic order. Simply put, Weber suggests that the technological and economic relationships that organized and grew out of capitalist production became themselves fundamental forces in society. Thus, if you are born into a society organized this way, with the division of labor and hierarchical social structure that comes with it, you cant help but live within this system. As such, ones life and worldview are shaped by it to such an extent that one probably cant even imagine what an alternative way of life would look like. So, those born into the cage live out its dictates, and in doing so, reproduce the cage in perpetuity. For this reason, Weber considered the iron cage a massive hindrance to freedom. Why Sociologists Embrace Webers Iron Cage This concept proved very useful to social theorists and researchers who followed Weber. Most notably, the  critical theorists associated with the Frankfurt School  in Germany, who were active during the middle of the twentieth century, elaborated on this concept. They witnessed further technological developments and their impact on capitalist production and culture  and saw that these only intensified the ability of the iron cage to shape and constrain our behavior and thought. Webers concept remains important to sociologists today because the iron cage of techno-rational thought, practices, relations, and capitalism   now a global system   shows no signs of disintegrating anytime soon. The influence of this iron cage leads to some very serious problems that social scientists and others are now working to solve. For example, how can we overcome the force of the iron cage to address the threats of climate change, produced by the very cage itself? And, how can we convince people that the system within the cage is  not  working in their best interest, evidenced by the shocking wealth inequality that divides many Western nations?

History of Industrial Design Essay Example | Topics and Well Written Essays - 250 words - 1

History of Industrial Design - Essay Example As a result of these negative impacts, major players such as Germany made great improvements to secure the future of plastics. Some of these changes were around things such as an assumption that the consumers would willingly and eagerly purchase the new and advanced plastic (Venturi & Rauch, 1978). Secondly, there was also the aspect of an emerging mass-culture. Mass media completely changed the culture of the plastic consumers. Also intensified new communication forms that never existed before made a cultural climate change inevitable. This plastic influence on culture emanating from the earlier motives of innovation and substitution drastically conditions the people’s perception on plastics and lifestyles. As a result of these changes, plastics continue to exist in the present world. High tech plastics are been applied in a world of places. The absolute dominance of plastics has to the world that it is not a bad thing as it was once thought. The American architect wrote his Complexity and contradiction in architecture to verify a fact in the theory of architecture and practice. Venturi tries to reinforce the principles of architecture back a mainstream that is always established under the popular culture. In his work, Venturi privileged some issues in an attempt to underscore his objective. Venturi privileged the non-straightforward Architecture. He clearly puts it clear the he appreciate and likes elements that are hybrid as opposed to pure, He also puts it openly that he likes elements that are distorted as opposed to straight forward ones (Venturi & Rauch, 1978). Secondly, on contradiction and simplification, he puts out clearly that the modern architects have opted for the primitive methods of solving problems while ignoring the most diverse and sophisticated ones. Venturi believes that for perfect work then the architects must establish a balance between these two sides of the coin. And lastly, venture also touches on the ambiguity.

Microsoft in Japan Term Paper Example | Topics and Well Written Essays - 1000 words

Microsoft in Japan - Term Paper Example This paper illustrates that Bill Gates and Paul Allen founded Microsoft Company in 1975. The company’s headquarters is in the US and they develop, sell, support, manufacture, as well as license computer soft wares. The company has over one hundred thousand employees and the computer soft wares they sell include the Microsoft office, windows operating software and internet explorer browser. The multinational company also sells hardwares such as phones, tablets, and the X-box games console. The company estimated its revenue to be around $77b by 2013. The Knowledge Assessment method is used to analyze challenges and opportunities that the company encounters following investment in a foreign company. Like in the case of a clothing line company that expanded its market globally, it faced many challenges. Being a small business, it should have first invested in its educating the employees on possible challenges and how to deal with them. The government policies were very different f rom their home country, and they had difficulties adjusting to the forms of taxes as well as importation policies. The company was also not aware of taxes and quotas that the foreign government had imposed on the sale of imported clothes and they ended up making a loss instead of expected profits. In analyzing the industry, organization, as well as investment analysis in Japan, the costs of starting a business in Japan have reduced drastically since the domestic recession and resulting price deflation of the past 8 - 10 years. Office rents and the values of land have also declined since the bursting of Japans property bubble toward the end of the 1980s. After the domestic recession, many companies in Japan reduced the summer and winter bonuses that they had traditionally paid to their employees.

Analysis of Ferrous Ferrite (Fe3O4)

Analysis of Ferrous Ferrite (Fe3O4) 1.1 INTRODUCTION: The naturally occurring ferrite is the ferrous ferrite (Fe3O4) as â€Å"Load stone†. In early days it was called as ferromagnetic material. L.Neel, tells us that these materials are â€Å"ferromagnetic† material due to uncompensated anti parallel spin arrangement. Due to interesting intrinsic properties magnetic materials are classified into Ferromagnetic materials, Ferrites. In last decades , in the field of the ferrites expensive development was done by many contributors and found to be technically, commercially useful magnetic material. These materials are at high frequencies, high electrical resistivity of magnetic temperature coefficient of resistance along with low magnetic loss. Basically, Ferrous ferrite (Fe3O4) consist double oxides FeO and Fe2O3 . The properties of these materials are alter by substituting divalent iron ion by divalent cation like Cd2+,Mg2+,Ni2+,Zn2+,Cu2+,Co2+ etc. from transition element. The spinel ferrites are represented as MFe2O4, where M is divalent cations. The magnetic properties are significantly improved by substituting trivalent iron ion by Al3+,Cr3+,Mn4+, Ti4+,Sn4+, Gd3+,Nd3+ etc. for particular applications because of their interesting magnetic and electrical properties with chemical and thermal stabilities[Gadkari A.B et.al. (2010)]. The applications of these materials in fields like electrical components, memory devices, microwave devices telecommunications, electronic industries, dada storage, data processing due to its high resistivity and low power losses. [Ernst Schloeman et al. (2000)] Ferrites are of two type’s,one is hard ferrite and other is soft ferrite. The material which are easily magnetized and demagnetized, it is called soft magnetic material .That means, it can store or transfer magnetic energy in alternating or other changing wave forms. The ferromagnetic materials like iron, nickel, cobalt and some of the rare earths materials shows a unique magnetic behavior. All the magnetic moments of the individual ions or atoms are aligned parallel to some particular direction and the unpaired electron spins line up parallel with each other in the ferromagnetic material. The region in which magnetic dipoles align parallel to each other is called a domain. The structural properties of ferrite are very important. The structural properties of ferrites mainly depends on the manufacturing process of ferrite[Mangalaraja R.V. et al. (2003)]. In fundamental science, magnetic spinel ferrites are of great importance. They are useful especially for find out the fundamental relationship between magnetic properties and their crystalchemistry and structure [ Kalonji G.et.al.(1999)]. They find extensive applications in microwave devices, radar, digital recording, ferrofluids, catalysis and magnetic refrigeration systems [Horvath M.P. et.al. (2007)]. For the spinel ferrite the general formula is AB2O4and it is consisting of an almost perfect cubic closed packed oxygen arrangement, with the cations residing on tetrahedral and octahedralinterstices. Nowadays, magnetic materials are used in various fields. The soft magnetic materials can be attracted to a permanent magnet and the hard magnetic materials become a permanent magnet. In case of soft magnetic materials, the large magnetic fields cannot be generated to the outside but in hard magnetic materials it generates magnetic fields. The magnetic materials like iron, cobalt and nickel ordinarily reveal prominent magnetic property. In industry, the ferromagnetic materials are widely used. In case of metal and alloy magnetic materials, due to their lower electrical resistivity the initial permeability and magnetic flux density is high and loss in eddy current is large at high frequencies. Nowadays, high-frequency characteristics are more useful, so this is occurred in ferrites which is multiplying the thin films. Due to higher electrical resistivity, the soft ferrites has excellent characteristics at high frequency. They are abundantly used for inductors or core materials of trans former. The hard ferrite is also used abundantly as permanent magnets for speakers and motors. The soft ferrite is used into an alternating magnetic field. Ferrites are chemical compounds. They are composed of a ceramic material along with iron oxide as their main component. The magnetic property of the ferrite is due the structure and the arrangement of the ions in the sub lattice. 1.2 SPINEL COMPOUNDS The word spinel which is derived from Italian spinella, diminutive of spine, thorn (from its sharply pointed crystals). In the cubic system, Spinel crystallizes forming octahedral crystals. In spinel super group there are at least 30 oxide minerals included. The majority of spinel compounds belongs to the space group Fd3m. The formula for the principal member of the group has, AB2O4; out of which ‘A’ is a divalent metal ion such as magnesium, iron, nickel, manganese and zinc. The ‘B’ is trivalent metal ions such as aluminium, iron, chromium and/or manganese. Also, titanium Ti4+ and Pb2+ etc. may occupy this site. The solid solutioning which is common process in this group of minerals that means they may contain certain percentages of different ions in any particular specimen [Adams, D. M (1974)]. The oxygen ions are mostly larger than the metallic ions and the spinel structure can be formed by a cubic close packing of O2- ions, in most oxide structures in wh ich the cations (e.g. Co2+, Fe3+) occupy certain interstices. So, the structure of a spinel compound and the highly symmetric structure of diamond is same. The position of the A ions and the positions of carbon atoms occupied in the diamond structure is identical. In this group this could discuss the relatively high hardness and high density. The arrangement in the structure of the other ions shows the symmetry just like diamond structure. This arrangement of the ions verifies the octahedral crystal structure which is the predominant crystal form and also the trademark of the spinels. Now a day, there are well over a hundred compounds are reported of the spinel structure. Most of them are oxides, sulphides, selenides and tellurides and some are halides. There are different cations may be introduced into the spinel structure and several charge combinations are possible, therefore, almost any combination that added and balances eight positive charges of anionic charges [Smyth,D.M.(200 0)],for example Co2+Fe23+O4, Mg22+Ti4+O4, Li1+Al3+Ti4+O4, Li0.51+Al2.53+O4 and Na21+W6+O4, etc. In oxide spinels, there are two types of cations which do not differ in size greatly because the spinel structure is stable only when the cations are rather medium sized and also the radii of the different ionic species in the same compound must be nearly equal. Therefore, similar cation combinations occur in sulphides, e.g. Zn2+Al23+S4 and Cu22+Sn4+S4. Hence, in halide spinels e.g. Li21+Ni3+F4 and Li1+Mn23+/ 4+F4 in which cations are limited to charges of plus 1 and plus 2, give an overall cation: anion ratio of 3 as 4. Most spinels divided into three series determined by a B metal represent aluminate series with Al3+ (Hercynite, Gahnite, Galaxite); a magnetite series with Fe3+ (Magnetite,Magnesioferrite, Franklinite); the chromite series with Cr3+ (Chromite, Magnesiochromite). There is extensive cationic exchange (solid solution) within each series but very little between the series [King, R. J (2004)]. These spinels are classified on the basis of the distribution of cations in the two principal sites which are tetrahedral site (T-) and octahedral site (O-) [West, A. R. (1989)], into three types. 1.2.1 NORMAL SPINEL In normal spinel A (BB) O4, all the divalent (A) cations placed on the tetrahedral (T-) sites and the trivalent (B) cations present on the octahedral (O-) sites. Which can be shown by the formula [A]tet [B2]oct O4. The examples of normal spinel are MgO.Al2O3 = MgAl2O4 (normal, parent mineral) ZnO.Fe2O3 = ZnFe2O4 (normal) FeO.Al2O3 = FeAl2O4 (normal) CoO.Al2O3 = CoAl2O4 (normal) MnO.Al2O3 = MnAl2O4 (normal) NiO.Al2O3 = NiAl2O4 - (normal) 1.2.2 INVERSE SPINEL The inverse spinel, B (AB) O4, the divalent cations occupying on the O-sites and the trivalent cations which are equally divided among the T- and remaining other on O-sites. Which can be represented by formula, [B]tet [A, B]oct O4. The CoFe2O4 is conformably an inverse spinel with a formula; CoxFe1-x (Co1-xFe1+x) O4(with x 0) where x represents the cation distribution factor which discuss the fraction of tetrahedral sites occupied by Co2+ cations [Guire, M. R.D (1989)]. CoO.Fe2O3 = FeCoFeO4 (inverse) NiO.Fe2O3 = FeNiFeO4 - (inverse) MgO.Fe2O3 = FeMgFeO4 (inverse) 1.2.3 RANDOM SPINEL It has an intermediate cation distribution, represented as [B0.67 A0.33]tet [A0.67B1.33]octO4. In this elementary unit cell of spinel structure consists eight tetrahedral and sixteen octahedral sites which are occupied by metal ions and the extreme cases, represent completely normal and inverse spinel, Therefore, the general cation distribution can be represented as [ M(2)iq+M(1)1-ip+]AIV [M(1)p+i/2 M(2)(2-i)/2q+]2BvI O4 where M+(1)p+ and M(2)q+ are the minority and majority cations respectively. Hence, the first quantity in brackets shows the average occupancy of A-sites (coordination number of four (IV)) and the second quantity in brackets shows the average occupancy of B-sites (coordination number of six (VI)). The inversion parameter ÃŽ ³, shows the fraction of A-sites acquired by majority ions.

Bullying: Relational Aggression and Boys

Bullying 1. Why do you think that bullying is an issue to study in Lifespan Development? I believe that bullying should be studies in Lifespan Development because Bullying is a multifaceted form of mistreatment, seen in schools and the workplace. It is characterized by the repeated exposure of one person to physical and emotional aggression like teasing, name calling, mockery, threats, harassment, taunting, hazing, social exclusion or rumours. Lifespan Development is the exploration of the biological, cognitive, and psychosocial changes that occur across different periods of life. So I believe the two go hand in hand. 2. Describe the three components or types of bullying behavior, as observed by researchers. The three important components of bullying : 1. Bullying is aggressive behavior that involves unwanted, negative actions. 2. Bullying involves a pattern of behavior repeated over time. 3. Bullying involves an imbalance of power or strength. 3. Explain how gender influences the styles of bullying. In contrast to girls, boys of any age and ethnic group tend to be physically aggressive (e. g. , hit, kick, slap, push, or punch) . Also, research shows that physical abuse tends to occur more often among boys than girls at all educational levels (e. g. , elementary, high school, college). Also, male college students tend to bully and be bullied through physical and verbal forms of bullying (e. g. , name-calling) more often than college girls. Also, boys may be more accepting of bullying, than are girls. That is, boys may like a girl even if she bullies others. In contrast, girls may still befriend boys that bully, but tend to dislike girls that bully. At the core of these differences is children’s and, indeed, societal beliefs about acceptable behaviors for boys and girls. Many people may see bullying among boys as â€Å"just boys being boys. † So, girls may accept this attitude and tolerate boys’ bullying. However, girls may be less accepting of girls who bully if it is seen as overly aggressive. Girls tend to bully other girls through the peer group. Rather than bully a targeted child directly, girls more often share with other girls (and boys) hurtful information about the targeted child. For example, a girl may tell a group of girls an embarrassing story about another girl. They may create mean names, gossip, and come up with ways of letting the girl know that she is rejected from the peer group (for example, saying mean things about her on Facebook, using her email address to send harassing messages to everyone on her email list, texting her a death threat). These are called â€Å"relational† bullying because they attack relationships and friendships. Another example of bullying experienced more often by girls than boys is sexual (e. g. , touched in private body parts or received sexual messages). Sexual types of bullying may occur at school, in the general community, and on-line. In recent Canadian and U. S. surveys, a significant number of girls report receiving unwanted sexual messages. Fewer boys reported being targeted. This form of bullying combined with messages about rejection from friendships is just as hurtful as being physically attacked, maybe even more hurtful. Rejecting messages can devastate a girl’s sense of enthusiasm for school and learning, self-esteem, and hopes for the future. These forms of bullying can be particularly time-consuming and difficult to resolve given that they involve many people over a period of time. It may even involve adults who react aggressively in defence of their children. In addition, parents and school authorities do not always detect gossiping or other covert bullying behaviors because it’s generally hidden from adults. Thus, they may not be disciplined and â€Å"caught†, which may increase the severity and duration of these behaviours. It may even occur among â€Å"friends†, making it seem that it’s just usual peer conflict. However, when one girl feels powerless in how she is being treated, then bullying is occurring, and adults need to intervene. Reference: http://www. education. com/reference/article/Ref_Bullying_Differences Children at Play 1. What kinds of skills are developed through play? 2. Why do children play? 3. List two kinds of gender preferences in play.

Child Abuse Is The Most Visible Form Of Child Maltreatment

CHAPTER 1 INTRODUCTION Child abuse has been a plague on moral consciousness for more than a century. Child abuse is defined as anything that â€Å"creates or allows to be created a substantial risk of physical injury to such a child by other than accidental means, and which would be likely to cause death or serious or protracted disfigurement, or protracted impairment of physical or emotional health or protracted loss or impairment of the function of any bodily organ (Dickson, 2010). The term â€Å"child abuse† only applies to a child under the age of 18 who meets the criteria above. In the United States, roughly more than five children die each day as a result of child abuse or neglect (Promises2Kids, 2012). The four major forms of child abuse are emotional abuse, sexual abuse, physical abuse, and child neglect. In this research, physical child abuse will be the focus. Physical child abuse is the most visible form of child maltreatment. American Humane Association declares that usually phy sical abuse is a direct result of inappropriate or excessive physical discipline (American Humane, 2007). In most states, perpetrators of child abuse are often revealed as parents and other caregivers such as relatives, babysitters, or foster parents (Illinois Department of Children and Family Services , 2014). Although attitudes surrounding child abuse constantly evolved, child protection by law was not organized until the 19th century. The New York Society for the Prevention ofShow MoreRelatedChild Abuse Prevention And Treatment Act1351 Words   |  6 Pages CHILD ABUSE By Anastasiya Drevinskiy Child Development and Learning in Cultural Context /EdPs 620/ Professor Jerry Gissinger Spring 2016 What is child abuse? From the word â€Å"abuse† we can understand that it is some sort of a maltreatment of a child, causing harm and damage both to his physical and psychological well-being. At the Federal level, the Child Abuse Prevention and Treatment Act (CAPTA) describes child abuse and neglect as: â€Å"any recent act or failure to act on the part of a parentRead MoreChild Abuse Is A Worldwide Problem1037 Words   |  5 Pagesafraid to go home because of what awaits. Child abuse is a worldwide problem and it doesn’t matter what age, religion, gender, or ethnicity you are, it happens everywhere. It is neglecting, emotional, physical, and sexual maltreatment. Child abuse has serious physical and psychological consequences which affect the health and overall well-being of a child. There are different forms of maltreatment, abuse can result in bad consequences, check for signs of abuse, the statistics, and how people can helpRead MoreWeek 3 408 Assignment Essay1335 Words   |  6 PagesBSHS 408 Week 1 September 21, 2015 James Bell Patterns and Characteristics of the Abuser and the Abused Introduction It is our role in identifying Child Abuse and Neglect. It is important for us to learn about this subject. Child abuse and neglect occurs in all socioeconomic families as well as in child care programs. It is more prevalent than you may think, and you may be the only person in a position to intervene. You have not only a moral obligation to intervene, but asRead MoreEmotional Trauma Within The Family1568 Words   |  7 Pages Emotional Trauma within the Family Parental substance abuse directly affects the emotional well-being of children within the family. It is estimated that one in four children in the United States are exposed to a family member’s alcohol abuse or dependence, and one in six children lives with a parent who has used illicit drugs in the past year (Journal of Child and Family Social Work). Children exposed to parental substance abuse are at an increased risk for various problems such as, emotionalRead MoreThe Causes And Effects Of Child Abuse1044 Words   |  5 PagesThe Causes and Effects of Child Abuse Child abuse is when a parent or caregiver, whether through action or failing to act, causes injury, emotional harm, and risk of serious harm or even death to child. There are four main categories of child abuse: physical, sexual, and emotional and neglect. Each type of abuse has many different signs to show a child is danger. There are many reports of child abuse reported a year in the US. If anyone suspects any sign of child abuse authorities should be notifiedRead MoreThe Connection between Child Abuse and Crime Essay1055 Words   |  5 PagesEvery year, child abuse and neglect affect more than one million children nation-wide (Currie and Tekin 1). Along with this, child abuse is the source of severe injury to more than 500,000 children and the death of over 1,500 children (Currie and Tekin 1). These outrageously large numbers reveal the extent to which child abuse and neglect impact society; however, they do not acknowledge the effect abuse can have on a child’s life and the repercussions that may occur in both the individual’s childhoodRead MoreChild Abuse Prevention And Treatment Act1017 Words   |  5 Pagesand often the intervention too late. Abuse and maltreatment of children have similar faces that may go unknown, silent or unseen. Is child abuse different from the today that n the past, which caused an increase of this type of abuse? Many children are unprotected form physical, sexual or emotional abuse, and by parents and friends. Is the problem with the Child Abuse Prevention and Treatment Act that was passed to protect all children from abuse not been enforced? The way the worldRead MoreAbuse Of The Ages : Child Abuse And Neglect1311 Words   |  6 Pages Abuse of the Ages Kendra M. Curtice #32 Sociology Professor Niemann November 5, 2015 Abuse of The Ages Child abuse and neglect is a national problem which has increased to epidemic proportions in the United States. More than 2.5 million reports of child abuse are made in the United States annually with over hundreds of deaths related to child abuse that has been reported each year. In 2013, an estimation of 1,520 children died from abuse in the United StatesRead MoreEssay on The Child Abuse Epidemic in the United States2312 Words   |  10 Pagesreferrals for alleged maltreatment were made in 2013. Out of the 3.3 million referrals, 899,000 children were officially documented as being maltreated(Child Abuse Neglect 2015). Child abuse is the mistreatment of a child. Child abuse is recognized in several forms; physical, emotional, sexual and neglect. Children who experience any form of abuse will tend to withdraw themselves from their peers and sometimes from other family members who are not aware of what is taking place. Child abuse occurs not justRead MoreChild Abuse and Neglect1 653 Words   |  7 Pages Child Abuse and Neglect Child abuse, or child maltreatment, is an act by a parent or caretaker that results in or allows the child to be subjected to death, physical injury, sexual assault, or emotional harm. Emotional abuse, neglect, physical abuse, and sexual abuse are all different forms of child abuse. Child abuse is more than bruises and broken bones. While physical abuse might be the most visible, other types of abuse, such as emotional abuse and neglect, also leave deep, lasting