Growing Up From An Economic Recession - 1021 Words

Growing up in Ghana in the early to mid-nineties was very challenging for me and most people I came into contact with; yet provided the acumen to make sound personal and professional decisions. Ghana was recovering from an economic recession mainly attributed to series coup d’à ©tats that destabilized the economy and crippled most state institutions. As a result of this, the country experienced a protracted period of serious economic decline characterized by lax financial management, inflation rates well over 40%, extensive government involvement in the economy and an extremely high budget deficit. These weak macroeconomic fundamentals influenced the government’s decision to implement a series of strenuous public policies; with the goal to place Ghana back on sound economic and social footing. I woke up one morning to prepare for school; however, I realized that the airwaves were filled with anger. Most people in my neighborhood were glued to their radio sets, waiting impatiently on the government to confirm the rumors, about its decision to replace the current sales tax rate with a new one; the Value Added Tax. Around midday, the government finally announced its decision to amend the tax system and outlined in detail various segments of the new tax policy. Under the new tax structure, taxes will be levied on every supply of goods and services made in Ghana, every importation of goods into the country and the supply of any imported service. The new tax system is meant toShow MoreRelatedGrowing Up From An Economic Recession874 Words   |  4 PagesGrowing up in Ghana in the mid-nineties was a very challenging moment of my life. The West African country was recovering from an economic recession mainly attributed to series coup d’à ©tats that destabilized the economy and crippled most state institutions. These coup d’à ©tats, to an extent, left the country that once championed the emancipation of Africa in a deplorable state. The country experienced a protracted period of serious economic decline characterized by lax financial management, inflationRead MorePros And Cons Of A Balanced Budget1397 Words   |  6 PagesTristan Santos Andrew Jalil Economics 351: History of Macroeconomic Policy 4/21/17 Pros and Cons of a Balanced Budget In 1995, US Congressional lawmakers introduced an amendment to the United States Constitution that would restrict federal spending to the sum of its collected revenues in any given fiscal year. The â€Å"Balanced Budget Amendment† would’ve taken full effect in 2002, guaranteeing a balanced federal budget unless a budgetary deficit was approved by two thirds of the Senate . The proposedRead MoreEssay on Analysing the Recent Economic Recession and Its Effects1122 Words   |  5 Pagesbetween economic downturns and economic upturns (Investopedia n.d.). A recession is an economic downturn and happens in every country and some recessions are worse than others and the output of GDP and employment are falling farther and faster. The great depression lasted from 1929-1933 and was a deep prolonged downturn in the business cycle before a recovery/expansion of the business cycle occurred and GDP and employment started to rise (Krugman Wells. 2012). The next recession lasted from 1981-1982Read MoreWorld War I And The Great Depression1598 Words   |  7 Pageseconomy was in a small recession when entering the war, which was reversed by a 44 month period of growth caused by production for the war (NBER). This 44 month period helped the economy expand, and furthered the strength of the country. It also furthered the confidence of American businesses and the government which contributed to the attitude that caused overconfidence and helped to spread the Great Depression. When World War I ended in 1918, it had many unforeseen economic consequences. DespiteRead MoreNorway : A Country That Occupies The North Region Of Europe1386 Words   |  6 PagesNorway, also referred to as Norge, is a country that occupies the north region of Europe. Norway occupies most of the western half of the scandinavian peninsula and is mostly made up of mountains. About half or more of Norway’s population live in the southern region. Norway is made up of an indented cost and around fifty thousand islands located off shore; these islands were carved by deep glacial fjords. The population of Norway is around five million, one hundred and thirty nine thousand (Joys)Read MoreEssay about 1980 s Double Dip Recession1407 Words   |  6 PagesDouble Dip Recession Overview I. Introduction The 1980-1982 Double Dip recession brings up the curiosity of how the stagflation of the seventy’s affected the early eighty’s in which it caused the Fed and the USA congress to be switching back and forth from stimulus and restraints causing us to fall to our first recession. Then not till later we will see that Paul Voucher Chairman of the Board of Governors use heavy monetary restraints to control the inflation and ending the first recession only toRead MoreUK Economy904 Words   |  4 PagesUK Economy An analysis of the latest figures for key economic indicators and the factors which have affected these indicators. This should include the figures for unemployment, inflation and economic growth. Unemployment The unemployment rate serves as one of the primary indicators of the overall health of the economy. The current the unemployment rate is at 7.8% (Office for National Statistics, 2012). This does not include a large portion of the population though. There is a large numberRead MoreInternational Monetary Fund And The European Union Has Changed The Environment Of The Country s Worst Economic Recession1210 Words   |  5 Pagesstruggling under the weight of the country’s worst economic recession in recent history, the economic, political, and social environment of both the native and immigrant people has changed dramatically, with employment and income rapidly shrinking, and competition within the two groups increasing. This has resulted in lower wages, a contracting labor market, and fewer regularized immigrants; all of which drawing attention to immigration as a growing threat to the cohesion of modern Greek society. Read MoreCurrent State Of US Economy1503 Words   |  7 P agesmost protracted recession since the Great Depression. The financial crisis that began in the fall of 2008 had enduring effects on economic performance. In the first quarter of 2009, real gross domestic product (real GDP) fell by 6.4 percent. Real GDP fell for four straight quarters, from third quarter 2008 through second quarter 2009. The good news is that we have enjoyed more than three years of uninterrupted economic growth (Real GDP) and falling unemployment since the  recession  ended in June 2009Read MoreThe Rate Of Gross Domestic Product And Unemployment863 Words   |  4 PagesUnemployment Of an economy† The economic power of an economy is what truly enables it to be a global ruler; furthermore a strong economy means the people are employed, successful and thriving. The best way to measure the economy’s current health is to just take a look at their Gross domestic production and unemployment rate. A strong economy stands for global dominance and influence, resulting in high standards of living, decreased unemployment, and prevention from recessions, depressions and also lower

Personal Experience Dropping Out of School Changed my Life

In life there are always moments that we wish we could take back. If given the chance to revisit the past and change the outcome of a situation, I would have not dropped out of school and later gotten my GED. I made this decision at a young age, unaware of how this decision would change my future greatly. In deciding to drop out of school, I missed out on the experience that high school gives you and how it would have helped develop my character. If I stayed enrolled in school I would have had more doors opened for my future and the assistance that I would have needed to make those life choices such as college. I would have been able to feel the sense of success, like getting promoted to a higher position, getting rewards for all my hard work at the job, or simply getting employee of the month. I would’ve wanted to finish the four years of high school and know that all my hard work has paid off. The knowledge and skills obtained while in high school could have assisted me in my future with things such as college or employment, because in high school I would have learned social skills, like communicating professionally with my bigger bosses, the owner of the company, or the CEOs. This is information and skills that could have assisted me in my future and helped me define the type of person that I could have become. A student is taught ethics and problem solving skills, for example, how to get the work done right or how to make a customer or guest satisfied. Also,Show MoreRelatedHow Education Has Impacted My Life Essay1707 Words   |  7 Pages1: the action or process of being educating or of being educated, 2: the field of study that deals mainly with methods of teaching and learning in schools. What does education provide for us? How important is education in today’s society? Education is the very foundation in which we as individuals grow, and formulate the knowledge we gain through life into meaningful ways of adapting to the world. Education is very important in the sense that in today’s society, there is not much success withoutRead MoreHow College Student s Level Of Wellbeing And Happiness1340 Words   |  6 Pagespositive psychology. Such researchers wish to gain insight on gaining happiness and building a resiliency to negative emotions. With an increasing emphasis on measuring college success, primarily through academic outcomes, it becomes understandable that school professionals might stay active in monitoring student’s well-being and happiness. However, how and why student’s well-being and happiness plays a role during their time on campus and what college faculty members are doing, or not doing, remains anRead MoreThe Amazing Story Of Colonel Harland Sanders1176 Words   |  5 PagesFailure tells us to change direction, figures out a new idea, and tries some new things. Colonel Harland Sanders one of the best-known businessman who founded KFC.1009 failures not defeated him but c reated one big success in his life. He dropped out of school and started his vagrant life when he was 14 years old, and he has done all sorts of jobs, such as fireman, railroad worker, insurance salesman and many others, but no one goes smoothly. He helps him immediately realize he is wrong, he is betterRead MoreOvercoming Adversity678 Words   |  3 Pagesâ€Å"all that.† In elementary school and middle school I didn’t have to work hard and was able to get good grades without putting forth a lot of effort. My personal philosophy was that if I worked hard in class during the school day, then when I got home from school, my time should be my own. I had been successful following this belief system for years, and then, I enrolled in AP World History (APWH) in the tenth grade. My experiences in APWH changed my entire outlook on my role as a student and causedRead MorePersonal Experience Essay1036 Words   |  4 PagesPersonal Experience Essay Watching my brothers graduate from college and move to far-off locations, doing interesting, fulfilling work and having exciting lives filled me with envy. On Sundays when they would load up their new cars to drive back to their jobs in neighboring states, I wished I could go along, just to hang out in one of their apartments and see what life was like on my own. Monday arrived too soon, like a rocket powered by the most potential caffeine and urgency imaginable, and IRead MorePersonal Statement : My Personal Outlook On My Life1320 Words   |  6 Pagesâ€Å"In this life you don’t need to prove nothin’ to nobody except yourself.† ~ Fortune. This quote from the movie Rudy was my senior quote. I found it was an excellent motivational quote. It can be applied to any and all aspects of life. In this manifesto, I am going to share my outlook on my values, perspective, and how to lead a successful life. Perspective is the most important attribute of leading a happy life. Life is not so much what happens to you but how you look at it. When I was a sophomoreRead MorePhilosophy And Philosophy Of Teaching942 Words   |  4 PagesReynolds Every August, a group of second graders enter my classroom. I teach them how to read and write, tie their shoes, and by June, make sure they are prepared for third grade. In the middle of last school year, I received a new student. She was a beautiful, bubbly little girl. I soon learned she was terminally ill and one of her last wishes was to return to school. I was incredibly humbled her parents were entrusting their daughter into my care and sharing her with me during what would be herRead MoreHow I Learned With Friendship Essay1354 Words   |  6 Pagessure most of you have heard of the saying, â€Å"You can lead a horse to water, but you can’t make it drink.† You can apply this to many experiences, but I learned this first hand with a friendship. I always have been a â€Å"people person† and with that trait I made a lot of friends. Having a lot of friends also came with a lot of experiences shared, and a lot of experiences that I have learned from. With one specific friend I learned that; if a person does not want help, you cannot help them. With the sameRead MoreMy Life Of Becoming A Nurse1533 Words   |  7 Pagesheat wave, I made a decision that changed my life forever. Two months leading up to this day, I had just graduated high school, and eager as ever to start a new chapter in my life, college. One problem stood in my way though. I had no idea what career I wanted to pursue. I was planning on attending York College, because of the central location, but with no direction as to what major in. On this day, I finally realized that I wanted to be a nurse. Throughout my college career, I have faced countlessRead MoreI Am A First Year Student At The Fortis Institute Dental Hygiene School916 Words   |  4 PagesHygiene School, I have experienced many wonderful things. I have made new friendships, enhancing my learning experience, furthering my career, and my personal favorite experience, clinic. I have learned many technique s from observing the other students during this time. Also, being in the clinic had shown me that being an RDH is what I want to do. In my essay I will discuss my Fears, experiences, observations, my new found confidences, and finally how my view of Dental Hygiene has changed. While

Essay About The Beatles Example For Students

Essay About The Beatles There have been more books published about one 20th century icon than any other, this band that is said to have broken down barriers in all ways, is the Beatles. Their music was said to have driven that younger generation mad. Perhaps it was because they were one of the first bands ever play real rock and roll music; or maybe it was those cute little peacoats they wore. Or maybe it was just because they were foreigners in the world of music, yet seemed to fit right in with the young people. Whatever reason was, the Beatles were a band that shaped a generation and ones soon to come. The Beatles were more than just a rock and roll band , they were a group of young men who wanted to go a new direction in music. John Lennon, one of lead vocalists, basically started with the intention of moving away from the Skiffle Boom Era which was dominating the time. In his doing so, he began to lay the foundation for what would later be the most famous rock band ever. The original band members were as follows : John Lennon, vocals and guitar ; Paul McCartney, vocals ; George Harrison, guitar ; Pete Best, drums ; Stuart Sutcliffe, bass guitar. In March of 1961, the Beatles began to play at the club that would later be nicknamed The Home of the Beatles. The Cavern Club, whichs premises comprised a small group of cellars below a seven story warehouse which had originally been used as an air raid shelter during the war. Later, Alan Sytner, a jazz fan decided to open it up as a new jazz club. After a few years, he sold it to Ray McFall another jazz fan. The club was originally strictly jazz and no rock. Luckily for the Beatles, the times were changing and McFall quickly changed the policy the Beatles soon became regulars. This would be the club that would make them famous. News of the bands Liverpool popularity soon became know throughout England and later a large part of Europe. Shortly after their first tour of Hamburg, Stuart, who had always been a better artist than musician left the band to pursue goals in the visual arts field. Paul had dabbled in bass guitar and took his place. This was a transition period for the members in the band, they were going from being Liverpool locals to being English stars. It was about this time that the rest of the band and their manager Brian Epstien, began to notice Petes growing ego, and thought it would be best if he not be in the band. Many fans were suprised and upset at the decision. When they heard Ringo Starr one of the back up drummers, was joining they were calmed perhaps in anticipation of hearing how the new member would fit in with the rest of the band. The result was fabulous. The band was pleased with thier new addition and they quickly adapted to each others playing styles. Ring was the final member to join the band and in October of 1962, just a few months after Ringo joined the and, the Beatles had their first hit single, Love Me Do . 1963 and 1964 proved to be the most important years for the Beatles. During 1963 they created a sensation in Britain. The boys appeared on Sunday Night at the London Palladium and a writer for the Daily Mirror coined the phrase Beatlemania, it later became the word people used to describe the outpour of Beatle fans. With in months the Beatles had gone from being opening acts at concerts to starring on the Royal Variety Show. .u038b942a3ee10624438625826bd052d0 , .u038b942a3ee10624438625826bd052d0 .postImageUrl , .u038b942a3ee10624438625826bd052d0 .centered-text-area { min-height: 80px; position: relative; } .u038b942a3ee10624438625826bd052d0 , .u038b942a3ee10624438625826bd052d0:hover , .u038b942a3ee10624438625826bd052d0:visited , .u038b942a3ee10624438625826bd052d0:active { border:0!important; } .u038b942a3ee10624438625826bd052d0 .clearfix:after { content: ""; display: table; clear: both; } .u038b942a3ee10624438625826bd052d0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u038b942a3ee10624438625826bd052d0:active , .u038b942a3ee10624438625826bd052d0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u038b942a3ee10624438625826bd052d0 .centered-text-area { width: 100%; position: relative ; } .u038b942a3ee10624438625826bd052d0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u038b942a3ee10624438625826bd052d0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u038b942a3ee10624438625826bd052d0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u038b942a3ee10624438625826bd052d0:hover .ctaButton { background-color: #34495E!important; } .u038b942a3ee10624438625826bd052d0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u038b942a3ee10624438625826bd052d0 .u038b942a3ee10624438625826bd052d0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u038b942a3ee10624438625826bd052d0:after { content: ""; display: block; clear: both; } READ: GLUEP BALL EXPERIMENT EssayThe reasons for their success were uncanny. During the baby boom, more children were born in England than ny other time in history. During the time of the Beatles popularity, most of these babies were teenagers and they wanted more freedom than their parents had been given. 1964 was the absolute most important year of their careers. 1964 was the year they conquered the biggest record market of the world, America. It took a combination of talent and luck. America was suffering with the loss of John F. Kennedy and the Beatles appeared on the scene to bring them fun and excitement to end their mourning. They also brought rock and roll back to its ho meland. Being in right place at the right time seemed to favor the Beatles. On a flight back home from Sweden, they ran into Ed Sullivan who invited them to come on his show. Although the Beatles were not an over night success, they shot for their goals and eventually reached them and others. The band stayed together for many years and made a generation of young kids into a generation envied by others for having the Beatles to wait for and want. Their music still influences many artists and will continue to do so as they were and still are the band that will rock on forever.

The Theory Of Intersectionality Theory Essay Example For Students

The Theory Of Intersectionality Theory Essay Intersectionality also known as intersectional theory originally was a theory which was encoded in feminism. Intersectionality was a term in which feminists developed to explain how they were being socially oppressed because they were woman, in particular this theory addressed issues of the women’s suffrage movement and women wanting to retain the same rights as their male counterparts. As time progressed it became more common to see see it branched out into multidimensional levels of institutions such as- race, class, sexism, culture, religion, and even biological transgender. Intersectionality by definition aims to analyze multiple identities exposing different types of discrimination and disadvantages that occur as a consequence of the combination of identities (). According to author Patricia Collins, the theory of intersectionality argues most sociological theory makes the mistake of analyzing only one variable at time. She notes within her article variables are meant to work in groups not to be singled out one by one (Collins,1989). She also mentions the basic principle of this theory is to examine the ways in which race, gender, class and sexuality work together to achieve inequalities also known as, interlocking systems of oppression (Collins,1989) Through this essay the reader will understand how intersectionality has been integrated to help us understand the multiple ways in which privilege and oppression manifest in society on both systematic and individual levels. We will write a custom essay on The Theory Of Intersectionality Theory specifically for you for only $16.38 $13.9/page Order now Intersectionality describes there is no singular experience of an identity. This theory focuses on using multiple factors to conceptualize systems of oppression. Patricia Collins, in her article, â€Å"Towards A New Vision† mentions to the reader it is important that we realize race, class, and gender are interlocking categories of analysis that together cultivate profound differences in our personal biographies (Collins,1989). Meaning, it is important to take into account an individual’s identity is more than just being female/male or black/white. Intersectionality allows for multiple factors to be analyzed at a time rather than just analyze dichotomous factors. For example, within intersectionality individuals are allowed to analyze the life of a Hispanic women, living in a low class neighborhood, who has a means of low education. Collins states, â€Å"we must re-conceptualize race, class, and gender in order to create new categories of connection and questions how c an we transcend these barriers created by our experience with race, class, and gender oppression.† However, intersectionality brings forth many problems in terms of social hierarchy. Understanding intersectionality is vital. Intersectionality allows for individuals to feel oppressed either by institutions, societal, or other individuals. Institutions create systematic oppression through schools, government agencies, work, businesses, and hospitals (Collins, 1989). Oppression allows for certain groups to hold dominant power over other groups through institutional levels. However, it is important to mention as Weber states, â€Å"they are not fixed systems or traits of individuals because they are contested and negotiated every day in social relationships, they change over time and in different places.† For example, during the early 1950’s individuals of color were not allowed to do the same type of work as those who were white. This changed as to how individuals of color lived and shaped their experiences due to their prescribed color of skin. However, these systems of oppression were not created just among women but men as well. Men of color were n ot seen as being equal to their white counterparts. Likewise, they were seen as being slaves- individuals who didn’t have the right to have freedom, education, and were meant to consume hard labor. As Collins, states, â€Å"Racism stripped blacks of legal rights, education, and control over their own personal lives.† This form of oppression was not only created by institutions, but, through society as well. Society was socially accepting to this idea and seen it as a norm. It became more common as time progressed on to see individuals, institutions, and organizations segregated according to race and gender. Society segregated bus stops, schools, drinking fountains, stores, and even parks. Not all individuals supported this idea however many did; those who did identify with their salient identities. Either intentionally or unintentionally they give produce prejudice attitudes or actions towards one social group. One example of this would be believing, all whites are int ellectually superior. Whites quite often were seen as being privileged. Members of the white community were viewed as having a special advantage over individuals of color, for no apparent reason at all. This idea was supported through all institutions across the board. For example, white men held higher paying jobs and classier jobs than individuals of color. They held jobs to benefit themselves and other people like them. They were allowed to achieve higher education and work as practicing doctors, lawyers, and judges. Hooks, within her chapter Being a Boy, boys received higher education than girls. Boys were allowed to go to school for free while, parents had to pay to send their girls to school. It is important to look at advantages in terms of the individual rather than systematically. Everyone has the right to be treated equal however, they are not. For example, Hooks explains in her chapter Patriarchy, a scenario in which her father beats her because, she wants to participate in the activities in which the boys are. This would be an example of priv ileged because it shows, women do not have the same standing as their male counterparts. Creating the illusion men are genetically superior over women. Collins, explains through her essay a scenario between white and black students and their relationship in which they had with each other. Through this section she explains their relationship and how certain institutions strip individuals of their power. The context of privilege describes what everyone should feel if our world was perfect. .u65d4c8703074bf5d44969fa29067a284 , .u65d4c8703074bf5d44969fa29067a284 .postImageUrl , .u65d4c8703074bf5d44969fa29067a284 .centered-text-area { min-height: 80px; position: relative; } .u65d4c8703074bf5d44969fa29067a284 , .u65d4c8703074bf5d44969fa29067a284:hover , .u65d4c8703074bf5d44969fa29067a284:visited , .u65d4c8703074bf5d44969fa29067a284:active { border:0!important; } .u65d4c8703074bf5d44969fa29067a284 .clearfix:after { content: ""; display: table; clear: both; } .u65d4c8703074bf5d44969fa29067a284 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u65d4c8703074bf5d44969fa29067a284:active , .u65d4c8703074bf5d44969fa29067a284:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u65d4c8703074bf5d44969fa29067a284 .centered-text-area { width: 100%; position: relative ; } .u65d4c8703074bf5d44969fa29067a284 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u65d4c8703074bf5d44969fa29067a284 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u65d4c8703074bf5d44969fa29067a284 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u65d4c8703074bf5d44969fa29067a284:hover .ctaButton { background-color: #34495E!important; } .u65d4c8703074bf5d44969fa29067a284 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u65d4c8703074bf5d44969fa29067a284 .u65d4c8703074bf5d44969fa29067a284-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u65d4c8703074bf5d44969fa29067a284:after { content: ""; display: block; clear: both; } READ: The Debate On Birth Control EssayUnderstanding oppression and privilege is critical to understanding how the world goes round. Oppression and privileged throughout the years has created many potential problems between race, class, and gender. It’s responsible for many historical movements. Oppression and privilege are parts of intersectionality in which work together quite often. Ideally, to avoid them individuals within society need to learn to set their differences aside and see everybody as being equivalent to one another. Rather than allowing for norms and history within society to create the stigma and views in which we hold towards other race, class, and gende rs throughout society. These aspects do not allow for individuals to prosper and get ahead in life. Oppression and privilege are aspects in which is potentially harmful to the human being. Capitalism Intersectionality with Race and Gender Our nation has been dependent upon capitalism for many centuries now. Capitalism has allowed for the economic system to prosper as well as, embellish. It is a system in which individuals of power use land, small business, corporations, and factories in order to produce a profit. Capitalism sets the characteristics for a competitive labor force. As a result, financial decisions are made by owners. Under a capitalistic system, opportunities are very slim. With benefits come disparities as well. Capitalism creates disparities and inequalities among individuals. It allows for gender, oppression, discrimination, class, and domination to intersect with one another. Through this essay, the reader will gain an understanding how capitalism has allowed for certain individuals to feel and be oppressed depending upon race and gender and the role capitalism has played in privileged and power according to race and gender. Capitalism since the early seventeenth century has developed across the nation. However, during its time of development it has created a series of negative disparities on a number of select groups of people in regards to their race and gender. These negative consequences are a form of oppression. Oppression is generated through society and what society sets as norms. Oppressions allows for institutionalized power to be created and remain as a dominant sense of power over other individuals. Individuals whom are oppressed fear the capitalistic system. The only way in which they can overcome this oppression and fear is to over throw the capitalistic system (Bohemer, 1998). However, they can improve their working conditions by trying to raise their wages. As more products are needed to be produced individuals of power divide employees according to their race and gender. Depending on the requirements for the job and how much of the product needs to be finished contributes to who does what . This helps increase the level of oppression in which workers feel. These individuals oppressed are discriminated against due to their- economic standing, racial background, and gender. Oppression allows for members in the capitalistic economy to gain a profit. Members of the group being discriminated against receive a lower wage than the group of individuals whom are not being discriminated against. For example, it was common in the earlier years for women and people of color to receive lower wages due to their gender and race. It was not until the Boycott and the Women’s suffrage movement that these groups of individuals received laws to instill they shall be treated equal. Although, laws have been installed members within these two groups are still discriminated against in today’s capitalistic society. An individual’s race and gender plays an important role in a capitalistic economy. As Aker notes within, his article capitalism entered the United States as a system in which was dominated predominately by white males (Acker, 2006). This domination created gender/race segregation and created inequalities in wages (Acker, 2006). He notes, within his article gender is a subculture in which has been embedded in capitalism. Race and gender allows for individuals to be treated differently under a capitalistic economy. â€Å"While white men were and are the main publicly recognized these are just not any white men (Acker, 2006).† White men are viewed as individuals whom were superior/privileged over other individuals within the capitalistic economy work force. They are individuals who moved from farmers to professional business men, notes Acker. Within his article Acker also mentions, â€Å"A living wage or a just wage for white men was higher than a living wage for white w omen or for women and men from minority racial and ethnic groups (2006).† White men are individuals in which receive higher wages over all other racial ethnicities as well as sex. Generally, speaking they are individuals in which help encourage racial/gender segregation. Allocating wage inequality helped to maintain and grow occupations such as clerical, farming, and factory jobs as segregated low paying jobs (Acker, 2016). .u8103ddbcec0d8b7cc1b078848dc57e6e , .u8103ddbcec0d8b7cc1b078848dc57e6e .postImageUrl , .u8103ddbcec0d8b7cc1b078848dc57e6e .centered-text-area { min-height: 80px; position: relative; } .u8103ddbcec0d8b7cc1b078848dc57e6e , .u8103ddbcec0d8b7cc1b078848dc57e6e:hover , .u8103ddbcec0d8b7cc1b078848dc57e6e:visited , .u8103ddbcec0d8b7cc1b078848dc57e6e:active { border:0!important; } .u8103ddbcec0d8b7cc1b078848dc57e6e .clearfix:after { content: ""; display: table; clear: both; } .u8103ddbcec0d8b7cc1b078848dc57e6e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8103ddbcec0d8b7cc1b078848dc57e6e:active , .u8103ddbcec0d8b7cc1b078848dc57e6e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8103ddbcec0d8b7cc1b078848dc57e6e .centered-text-area { width: 100%; position: relative ; } .u8103ddbcec0d8b7cc1b078848dc57e6e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8103ddbcec0d8b7cc1b078848dc57e6e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8103ddbcec0d8b7cc1b078848dc57e6e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8103ddbcec0d8b7cc1b078848dc57e6e:hover .ctaButton { background-color: #34495E!important; } .u8103ddbcec0d8b7cc1b078848dc57e6e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8103ddbcec0d8b7cc1b078848dc57e6e .u8103ddbcec0d8b7cc1b078848dc57e6e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8103ddbcec0d8b7cc1b078848dc57e6e:after { content: ""; display: block; clear: both; } READ: Rate of photosynthesis EssayIndividuals of color are not seen as being equal in comparison to white men. Individuals of color are more likely to be unemployed and receive lower wages than whites (Ferber,2008). They were more likely to produce manual labor and work under harsh conditions. According to, â€Å"Black workers were assigned the most backbreaking, dirtiest, least desirable jobs and had to accept them because they had no alternatives (Bonaich, Alimahomed, Wilson, 2010).† People of color did not have the right to have higher class jobs. According to Marx’s chapter â€Å"Racism Divides the Working Class† people of color were not treated as equal individuals compared to their white counterparts because, more labor could be coerced due to them not having the political and military strength to resist. This concept allowed for the idea of racial inequalities to spread across the nation. However, it is interesting to note, black men had a higher standing than women. Women much like the people of color felt oppressed. During the early stages of capitalism, religion was a dominant message in individual’s life. Given, individuals practiced their religion and believed women were to do the household work and be dainty individuals whom obeyed what their husbands said, they were not seen as having the mental capacity to withhold a job. As the years went on and woman retained their rights they struggle to achieve equal opportunities and wages to their male counterparts. However, due to capitalism only having so many opportunities many in which men control women cannot even begin to reach equality under a monopolistic gender system. Women of color faced a severity of hardships. Black women were treated as if they were workhorses, genderless, and needed no protection (Bonaich, Alimahomed, Wilson, 2010). They were expected to do the same type of field work in which men produced. Meanwhile, white women are treated as delicate individuals whom needed protection (Bonaich, Alimahomed, Wilson, 2010). Capitalism is a selfish system in which allows mainly white men to become filthy rich while the rest of the individuals remain poor. Many believe it is a result of the concept some work harder than others. However, due to the complex system segregating according to race and gender it is going to be nearly impossible for some people to even flourish. Men who have monopolized and dominate the better jobs have set standards and help spread the racial/sexism idea they cannot perform their jobs. Capitalism has allowed for many potential problems to be brought and instilled within the work force. It has allowed for individuals to be marginalized and their work to go underappreciated. Capitalism is a system in which individuals and society need to analyze and decipher whether or not it is beneficial to meet the needs of all individuals within society.

All about Être, a French Super Verb

All about Être, a French Super Verb Être  is an irregular French verb that means to be. The multitalented verb  Ãƒ ªtre  is omnipresent in the French language, both written and spoken and appears in a multitude of idiomatic expressions, thanks to its utility and versatility. It  is one of the  most-used  French verbs. In fact, of  the thousands of French verbs, it is among the top 10, which also include:  avoir, faire, dire, aller, voir, savoir, pouvoir, falloir  and  pouvoir. Être is also an auxiliary verb in  compound tenses and the passive voice. The ThreeMain Uses of'Être' The many forms of  Ãƒ ªtre  are busy binding together the French language in three essential ways: 1) to describe a temporary or permanent state of being, 2) to describe someones profession, and 3) to indicate possession.   1. Être is used with adjectives, nouns, and adverbs to describe a temporary or permanent state of being. For example:   Ã‚  Ã‚  Il est beau. He is handsome.  Ã‚  Ã‚  Je suis Paris. Im in Paris.  Ã‚  Ã‚  Nous sommes franà §ais. Were French.  Ã‚  Ã‚  Il est l-bas. Hes over there. 2. Être is used to describe someones profession; note that in French the indefinite article is not used in this type of  construction. For example:   Ã‚  Ã‚  Mon pà ¨re est avocat. My father is a lawyer.  Ã‚  Ã‚  Je suis à ©tudiant. Im a student.  Ã‚  Elle à ©tait professeur. She used to be a professor. 3. Être can be used with the preposition plus a stressed pronoun to indicate possession. For example:   Ã‚  Ã‚  Ce livre est moi.   This is my book.  Ã‚  Ã‚  Ã‚   qui est cet argent  ? Cest Paul. Whose money is this?  Its Pauls. Être as an Auxiliary Verb 1. For Compound Tenses: While avoir is the auxiliary for most verbs in the French  compound tenses,  Ãƒ ªtre  is the auxiliary for  some verbs  as well. The conjugated auxiliary verb is used with the past participle of the main verb to form the compound tense. For example:   Ã‚  Ã‚  Je suis allà © en France.   I went to France.  Ã‚  Ã‚  Nous à ©tions dà ©j sortis.   We had already left.  Ã‚  Ã‚  Il serait venu si...   He would have come if... 2.  For the  Ã¢â‚¬â€¹Passive Voice:  ÃƒÅ tre  in the present tense and the past participle of the main verb forms the passive voice. For example:   Ã‚  Ã‚  La voiture est lavà ©e.  - The car is washed.  Ã‚  Ã‚  Il est respectà © de tout le monde.   He is respected by everyone. Expressions With'Avoir' That Mean 'to Be' When does to have (avoir) mean to be (à ªtre) in French? In several idiomatic expressions, which are governed by the laws of use over time, as odd as the  use may seem.  For this reason, there are a number of state of being idiomatic expressions with avoir that are translated as  to be in English:   Ã‚  Ã‚  avoir froid to be cold  Ã‚  Ã‚  avoir raison to be right  Ã‚  Ã‚  avoir xx ans to be xx years old Weather Expressions Use 'Faire,' Not 'Être' Weather is another instance of odd  idiomatic usage. When talking about the weather, English uses a form of the verb to be. French uses the verb faire (to do or make) rather than à ªtre:   Ã‚  Ã‚  Quel temps fait-il  ? Hows the weather?  Ã‚  Ã‚  Il fait beau. It is nice out. / The weather is nice.  Ã‚  Ã‚  Il fait du vent. It is windy. Idiomatic Expressions with'Être' A multitude of idiomatic expressions using  Ãƒ ªtre exist.  Here are a few of the better-known expressions: à ªtre cà ´tà © de la plaque  Ã‚  to be way off the mark, to not have a clueà ªtre bien dans sa peau  Ã‚  to be at ease/comfortable with oneselfà ªtre bouche bà ©e  Ã‚  to be flabbergastedà ªtre dans le doute   to be doubtfulà ªtre dans la mouise  (familiar) to be flat brokeà ªtre dans la panade  (familiar) to be in a sticky situationà ªtre dans son assiette  Ã‚  to feel normal, like oneselfà ªtre de   to be at/in (figuratively)à ªtre en train de   infinitive   to be (in the process of) present participleà ªtre haut comme trois pommes  Ã‚  to be knee-high to a grasshopperà ªtre sur son trente et un  Ã‚  to be dressed to the ninesen à ªtre   to take part inà §a mest à ©gal  Ã‚  its all the same to meà §a y est   thats it, its donecest   it is (impersonal expression)cest   date  Ã‚  its (date)cestdire  Ã‚  that is, i.e., I meancest moi / toi / Paul   thats mine / yours / Paulscest à §a   thats it, thats rightcest cadeauà ‚  Ã‚  Its free, on the housecest dans la poche  Ã‚  Its in the bag, a sure thing, a done dealcest grà ¢ce   Ã‚  its (all) thanks to cest la vie!  Ã‚  thats life!cest le pied  Ã‚  its greatcest parti  Ã‚  here we go, here goes, and were offce nest pas de la tarte  Ã‚  its not easyce nest pas grave  Ã‚  it doesnt matter, no problemce nest pas la mer boire  Ã‚  Its not the end of the worldce nest pas mardi gras aujourdhui  Ã‚  what youre wearing is ridiculousce nest pas terrible  Ã‚  its not that greatce nest pas tes oignons!  Ã‚  none of your business!ce nest pas vrai!  Ã‚  no way! I dont believe it! Youre kidding!est-ce que  Ã‚  no literal translation; this expression is used to ask  questionssoit... soit...   either... or... Conjugations of'Être' Below is the useful present-tense conjugation of  Ãƒ ªtre.  For  a complete conjugation of  tenses, see  all tenses. Present tense je suistu esil estnous sommesvous à ªtesils sont

The Educational Needs of Students with ODD

The Educational Needs of Students with ODD Oppositional Defiant Disorder (ODD) is one of two pediatric behavioral disorders defined by the Diagnostic and Statistical Manual V (DSM V) that are included as qualifying disabilities in the Individuals with Disabilities Education Act (IDEA). While not as serious as Conduct Disorder, whose symptoms include  aggression and property destruction, ODD still compromises a students ability to succeed academically and develop meaningful relationships with peers and teachers. Students diagnosed with ODD may be found in general education settings if it is determined that the disorder does not prevent them  from participating fully in the general education classroom. It is also possible that some students with ODD in programs for Emotional Disturbances can manage their own behavior well enough that they can successfully be integrated into general education classrooms. Symptoms of ODD Students with Oppositional Defiant Disorder exhibit the following symptoms: Anger and resentmentTendency to argueShort temperUnwillingness to comply with adults requests or rulesTendency to annoy peopleSpite and vindictiveness A mental health professional would only make an ODD  diagnosis if the above symptoms occurred more frequently than they do in a comparable age or developmental group.  Fifteen-year-olds often argue with adults, and they can be touchy or easily annoyed, but a 15-year-old diagnosed with ODD would be significantly more argumentative or touchy in a way that affected their day-to-day functioning. Co-Morbidity with Other Behavioral Challenges or Disabilities The DSM V notes that a significant number of children seen in a clinical setting for Attention Deficit Hyperactivity Disorder (ADHD) are also diagnosed as having ODD. The manual  also notes that many children with impulse control problems are also frequently diagnosed with ODD. Best Practices for Students with ODD All students benefit from classroom settings with structure and clear expectations. It is critical in both general education settings where students with ODD are included, and in  self-contained settings,  that the expectations are clear, explicit, and above all consistent. The most important elements of a successful classroom are: A Structured Environment: Some assumptions about how a classroom should be organized may be inappropriate for students with ODD. Seating arrangements that put children into clusters of four may be fine in settings where children are raised with high expectations but may create too many opportunities for disruptive behavior among children with ODD. Students with ODD often use seating arrangements as occasions for high drama that are much more about work avoidance than interpersonal dynamics. Remember, your role is to be a teacher, not a therapist. Seating students in rows or pairs is often the best way to start the school year. Routines:  Unlike strict rules, routines make expectations clear in a way that is value-neutral. Instead of creating a rule that says Never get out of line, create a routine where students get used to standing in line, walking without touching or bothering their neighbors, and getting quickly and quietly to their destination at school. Establishing routines means being pro-active, and planning thoroughly what your classroom expectations will be. Where will students place their backpacks? Will they be able to access them during the day? Only before lunch? How does one get the teachers attention? Do you raise your hand, place a red cup on top of your desk, or hang a red flag from  your desk? Any one of these options could help create a routine that works well in a structured class. A Reinforcement-Rich Environment: Pay attention to the things your students like or think are important. Most boys (the majority of children with ODD) love free time on the computer, and most schools block access to  objectionable sites. Let students earn their time on the computer by completing academic tasks, by earning points for appropriate behavior, or by reaching behavioral or academic goals. A Calm and Collected Teacher: The function of the behavior associated with Oppositional Defiant Disorder is often to engage people in authority in a tug of war or power play. As a teacher, the most important thing is not to engage in a battle that no one will win.

Narrative and Storytelling Essay Example | Topics and Well Written Essays - 500 words

Narrative and Storytelling - Essay Example they start from a certain point in time and reach a point in future, which, by the end of the movie becomes present. As long as the scenes are logically constructed, and one scene defines the purpose of another, the film is said to have a plot, whereas in movies where one scene has no connection with another in any way, or does not lay the basis for happenings in the upcoming scenes, the story lacks plot. In order for a film to have a story, there have to be characters! Without characters, there is no one for the story to revolve around. In such a case, the film merely delivers knowledge to the audience. Such films have subjects like, â€Å"what is a perfect diet?†, â€Å"how to be slim† etc. â€Å"Where the wild things are† is a short fiction film written by Maurice Sendak that portrays the fears of children and their way of conquering their fears. The film has both a story and a plot. The film starts in a little boy, Max’s real world, then portrays his i maginative world, and then reverts to the real world. The scenes flow chronologically. In the start, Max hides in a wolf’s attire and makes an unsuccessful attempt to frighten his family. His mother locks him up in a room as a punishment, from where, he escapes mentally into an imaginative world, where he travels through the jungle, and sails in a boat until he reaches a far away land where the wild things dwell.

PEECLAMPSIA Term Paper Example | Topics and Well Written Essays - 3000 words

PEECLAMPSIA - Term Paper Example The readings have to be at least above 90 for diastolic pressure and more than 140 for systolic pressure for a confirmation of the condition to be made. The HBP readings should at least be accompanied by a confirmatory test of 300 milligrams of protein in urine. As the condition gains severity other symptoms and signs may manifest, and the pressure may reach 160/100. According to evidence based practice these indications do not automatically guarantee the existence of the condition and a measure on platelets has been proposed as a more effective measure (Ekiz et al., 2011). MPV count, which is a platelet measure in predicting the occurrence of preeclampsia is an aspect under debate. This can be seen in the work of Dadeszen who said that the platelet ratio in MPV is more sensitive compared to MPV alone for predicting the adverse maternal outcome related to preeclampsia (Von Dadelszen et al., 2004, p 871-879). Dundar et.al, on the other hand, shows that MPV increases during pregnancy, but is highly prominent during preeclampsia development (Dundar et al., 2008, p 1052-6). As such, MPV provides a good diagnosis tool for the condition. The evidence-based proposal on diagnostics thus implies that MPV is a better measure. This is also cited as a better measure of the condition’s progression-a thing that the other diagnostic measures cannot offer. The evidence-based practice using MPV as a diagnostic measure for the condition is already in clinical practice and has offered a better tool for monitoring the condition. However, it is not widely applicable globally in clinical diagnostics practice. Symptoms: Symptoms of preeclampsia could include irritability, edema, and sudden increase in weight, nausea, decreased urination, belly pain and migraine-like headache. Causes and risk factors: Preeclampsia’s causes are not clearly known, but there are various propositions that point to various probable causes, which include heredity, blood vessel problems, dietar y effects and disorders of the autoimmune system. Factors that predispose pregnant mothers to the problem include advanced age (>35 years), kidney diseases, multiple and first pregnancies as well as pre-existent conditions such as diabetes mellitus and hypertension. Pathogenesis: The etiology of preeclampsia and its development are inconclusive. There is some uncertainty with regard to the development and progression of the condition. However, there is potential explanation on the mechanism of preeclampsia. According to David, Laresgoiti-Servitje and Gomez-Lopez (2010), the limitation of blood flow in placenta is cited as a possible trigger for hormone-based reactions, which cause damage to endothelium that lines the vascular system as well as inflammation that characterizes the condition. Alternative explanations from other studies show that alterations in the immune system and maternal. This research-based proposition is supported by evidence, which shows that shifts occur in the immune system in terms of component cells when the condition occurs. Alterations of allorecognition of the fetus have also been cited as a potential causes of inflammation that accompanies preeclampsia (Fonseca et al., 2007). Management and Treatment: The management of preeclampsia heavily relies on a pharmacologic approach aimed at controlling blood pressure levels (Drife, Magowan & Owen, 2009). This is the current common evidence-based clinical practice that is often put to use in the control of preeclampsia. The aim is to keep high

Departments Differ from People-Oriented Departments Essay Example for Free

Departments Differ from People-Oriented Departments Essay There are a number of differences between action-oriented and people-oriented HRM departments. One of the most distinctive differences lays in the approach that each of the different methods take to the role of human resources. Its important to note that a good HRM department is both people and action-oriented. An action-oriented HRM is one that seeks to further the organization by solving problems through taking actions. These actions are typically resolved based on a set of rational actions and not on a set of strict policies and procedures. The action-oriented department is all about people and how the HRM department can work to solve the problems of those individuals. An example would be an HRM team that has a recruiting department that is focused simply on bringing in new individuals to the organization. The lack of standard record keeping doesnt mean that adequate records are not kept it simply means that the department is focused primarily on progress and not on procedures. An example of a company that falls under an action-oriented HRM is Exxon Mobile. The difference in the people-oriented HRM department is that the entire focus of the HR team is on the individual and how those individuals can benefit the organization. It takes a slightly different approach as it is more proactive than reactive. The reason is that a people-oriented HRM department focuses on the talents and skills of individuals in the organization and how those skills can best be used in the organization. By matching employees and skills to problems that must be addressed within the organization the HRM team serves to provide a strategic advantage in that HRM is leading rather than simply dealing with reactionary problems or employees who may be unhappy in their current roles. An example of people-oriented HRM is the assessment of individual skills by which assignments will be presented. A good company example of people-oriented HRM is Apple Computer. While both methods are valid they do take a different approach to how HRM is handled. The method that is used will be determined by the senior HRM director which will set the role of HRM and how it will be managed in the individual organization. Finally, it should be noted that action-oriented and people-oriented HRM are not mutually exclusive and some organizations may function better with one method over another depending on the type of business.

The Legalization of Drugs: Just Say No Essay -- Con-Legalization of Dr

  Ã‚  Ã‚  Ã‚  Ã‚  The idea of legalizing drugs is as bad as the drugs itself. Some drugs are though to have positive medical use, but that's a though to be untrue considering the contradicting facts. How could drugs that are so addicitve be in any way helpful, specially in a medical manner. Every part of the world that has tried it only brought corruption to their country and made addiction rates even worse.   Ã‚  Ã‚  Ã‚  Ã‚  Although rumors that some drugs can help treat certain diceases have been stated they are not true, the fact is that false beliefs don't accumulate to the real facts. The repeutic treatment of heroin is said to alleviate cancer pain, this drug can also create other problems increasing the risk of diversion. In other words, it would encourage patients to sell their heroin on the black market. Another example is Glaucoma, which is a fluid pressure dicease to the eye. The THC that is found in marijuana decreases intraocular pressure. However, while marijuana may decrease intraocular pressure, it also decreases blood pressure making blood flow to the eye. Marijuana is also thought to be useful with treating pain caused by AIDS. Unfortunately, marijuana actually exacerbates the health risks associated with AIDS. Drugs wouldn't only physically be negative, it can also give you mental problems regarding the control towards drugs.   Ã‚  Ã‚  Ã‚  Ã‚  Legalizing would only increase the addiction rates of the already high standards and statistics regardless. For example, cocaine locks all of th...

The Cast of Amontillado Vs The Tell Tale Heart by Edgar Alan Poe

The Cask of Amontillado and The Tell Tale Heart are stories written by Edgar Alan Poe. In those stories we have evidence of two different ways to be killed, one of them with irony to consciously accept to go down your final destiny and the other one with surprise at night while sleeping in your bed. Both murderers killed their victims, and told us in a first person narrative how and why they committed the murders. However, should we believe everything they said about what happened in the stories? In order to have a better picture we need to break down the facts of the murderers (Montresour and The Narrator).Montresour studied his victim before the act, while the Narrator waited for the easy chance to kill. Montresour planned a trick to hide his emotions until the end while the Narrator was a slave of what he was feeling. In both crimes there was a point when everything tended to change; Montresour could take care of that unexpected event while the Narrator lost control of his mind an d jumped to kill his victim. In essence, there are two murderers who planned their crimes in a very different way and their emotions played the crucial position, showing what really happened.First of all, Montresour had a deep hate for his victim (he with stood thousands of injuries without any complaint) while the Narrator loved his victim yet hated his evil and pale eye. As you can see in The Cask of Amontillado, â€Å"He had a weak point this Fortunato-although in other regards he was a man to be respected and even feared. He prided himself on his connoisseurship in wine. † Through this quote we can see that Montresour already had studied his victim. He knew that he had to be careful with Fortunato’s power, and he had to take advantage of his sky high vanity of knowing a lot of wines.On the other hand, in the Tell Tale Heart the Narrator had trouble defining why exactly he wanted to kill the old man. When he did it, he realized it was only for his eye and once he kn ew it he couldn’t stop desiring it. As a result, I think Montresour took the time to control his emotions, so when the time of the crime came, he could trick his victim. While the Narrator let his emotions run, which blinded his actions and left loose ends. Montresour felt the hate, and then he planned his revenge.While he was executing his plan he contained his excitement until the end. The Narrator was a slave to his emotions, and he went on doing what he was feeling. Montresour could trick Fortunato, because he never showed his feelings, he allowed Fortunato to come back all the time, making believe they were â€Å"friends†. He hooked Fortunato due to his vanity, â€Å"I am on my way to Luchesi†, that stubborn feeling of supremacy of knowing a lot about wines made Fortunato felt to the trap, he needed to taste that cask of amontillado no matter what.On the other hand, the Narrator thought his feelings can give him the strength to do things right. The easily p osition of his victim made him forget to use his head. At this point, we have two murderers with their victims at their scope, waiting for the dead. The resignation and denial that the victims felt, plus that grief and panic of knowing the end was near make the victims react, and that made the murderers act in different ways. When Fortunato was already trapped in the tomb fooled and realizing he was going to die, he made his last joke showing that he wasn’t affected at all.â€Å"But now there came from out the niche a low laugh that erected the hairs upon my head†, Montresour said. That was something he didn’t expected, for one moment in all the crime he felt fear. He hurriedly kept going and closed the tomb. On the other hand, the old man heard a noise; he knew somebody was looking at him that night, bur he stayed petrified in his bed. That was the trigger for the Narrator. It was an uncontrollable excitement, feeling his victim in waiting and helpless. There w asn’t a way back.The Narrator’s heart was going to burst and he thought some neighbors could hear the noise and call the police. He didn’t want to be caught so he finally jumped and killed the old man. Therefore, as you can see in both stories, emotions played the most important role in their crimes. What the killers felt helps to clarify and understand what really was happening. Montresour knew his victim and took the time to control his feelings against Fortunato. Then he planned and found the way to trick him.Even with the unexpected reaction at the end he kept going accordingly what he planned and closed the tomb with hurry. The Narrator was tempted by a deep hate that the old man’s eye produced for him. He took advantage of the closeness and helplessness of his victim and decided to let his angry run exposing himself to that excitement until death, and in the end his uncontrollable emotions made him confess the crime. In conclusion, you will never hi de completely your feelings, it doesn’t matter how clever or dumb you are, emotions always are going to find a way out.

The African American Achievement Gap:

The African American Achievement Gap: Why is it There and What Can be Done Are Black Americans Dumber than White Americans? Can it unequivocally be stated that European Americans hold more intelligence then African Americans? Are African Americans genetically wired to have a lesser mental capacity then European Americans? For a long time this was the explanation to a burning problem. African Americans score lower than White Americans on vocabulary, reading, and mathematics tests, as well as on tests that claim to measure scholastic aptitude and intelligence. This gap appears before children enter kindergarten and it persists into adulthood. The typical American black still scores below 75 percent of American whites on most standardized tests. On some tests the typical American black scores below more than 85 percent of whites. † (CHRISTOPHER, JENCKS) This test score gap is not an inevitable fact of nature. It is true that the gap shrinks only a little when black and white child ren attend the same schools. It is also true that the gap shrinks only a little when black and white families have the same amount of schooling, the same income, and the same wealth.However, after extensive research, no one has found any evidence saying that blacks have less intellectual ability than whites. So what causes this gap in test scores? Some attribute it to the culture of African Americans. They say that African Americans are uninterested in learning and don’t seek to pursue academic excellence. Some attribute the gap to testing conditions. Some attribute it to concepts such as â€Å"White Guilt† and â€Å"Stereotype Threat. †(Will be explained later) I however cannot attribute it to any one thing. This whole issue cannot be explained by one concept.Rather then trying to describe the achievement gap with one concept, I attribute it to a combination of many. The reason for the perceived gap in test scores is an intricate combination of things such as S tereotype threat, White Guilt, and Culture. On this issue, Thomas Sowell takes the position that this gap has nothing to do with racism or race. Sowell says, â€Å"For much of the first half of the 20th century, these differences were attributed to race-that is, to an assumption that blacks just did not have it in their genes to do as well as white people.The tide began to turn in the second half of the 20th Century, when the assumption developed that black-white differences were due to racism on the part of whites. † (Sowell, Thomas) However, his research showed something different. With his study at Harvard, he noticed that most of the black alumni were either from â€Å"the West Indies or Africa, or were the children of West Indian or African immigrants. These people are the same race as American blacks, who greatly outnumber either or both. † (Sowell, Thomas) This completely dispels the idea of race being a factor. So what does cause the gap?Sowell believes Culture does. His main argument is that the culture from so-called â€Å"rednecks† from Europe caused this uneducated culture seen in blacks. He says, â€Å"The culture of the people who were called â€Å"rednecks† and â€Å"crackers† before they ever got on the boats to cross the Atlantic was a culture that produce far lower levels of intellectual and economic achievement, as well as high levels of violence and sexual promiscuity. † (Sowell, Thomas) Now the most important points raised are that only a third of whites lived in this culture while 90% of blacks live in it.Of course culture fades away eventually but, it has very slow within the black community; especially in the worst black ghettos in the country. This is a culture of counter productivity and self-destruction. Sowell says all blacks are regarded this way. However, the question has to be asked; can this really be applied to all blacks? It really can’t. Culture can be a valid explanation for t his particular group of black people but it does not prove anything for all blacks. Not all blacks are from the ghetto.Some actually come from prominent, stable homes. Some actually come from the same environment as successful whites and Langston Hughes takes a look at some of these people. Hughes also takes the view of culture but he examines it from the view of blacks that are not stuck in the ghetto but have stable backgrounds. Hughes takes the view that blacks are actually hindering themselves. He says that there is a huge obstacle standing in the way of every black person. He actually makes a reference about artist but it can be viewed as any black person.He says the obstacle is, â€Å"this urge within the race toward whiteness, the desire to pour racial individuality into the mold of American standardization, and to be as little Negro and as much American as possible. † (Hughes, Langston) His example is a poet. This poet subconsciously wants to be white because he feels it will make him a better poet. This poet comes from a strong background in the middle class. According to Hughes, they attend church; the father has a steady job; the mother works on occasion; and the children attend mixed schools.However, the problem comes with how the parents treat their children. The mother says things like, â€Å"Don’t be like niggers† when the children are bad. In turn the father says things like, â€Å"Look how well a white man does things. † So in this home and many others, black is not praised or celebrated it is taught to be ashamed of. They are taught to want to be white. It is staggering what blacks do to themselves because of this. Fist Hughes says the more predominant don’t support their own people.His example is that, A â€Å"Negro clubwoman in Philadelphia paid eleven dollars to hear Raquel Meller sing Andalusian popular songs. But she told me a few weeks before she would not think of going to hear â€Å"that woman. â⠂¬  Clara Smith, a great artist, sing Negro folk songs. † (Hughes, Langston) This is the problem with many blacks. They don’t support their own people in anything because they don’t feel it will be accepted by whites and, that is ultimately what they want. Hughes also alludes to how blacks don’t’ support their own until whites do.His example is â€Å"a young colored writer who had been writing well for the colored magazines for some years, but it was not until he recently broke into the white publications and his first book was accepted by a prominent New York publisher that the â€Å"best† Negros in his city took the trouble to discover that he lived there. † (Hughes, Langston) The key here is â€Å"white. † Blacks are afraid to be who they are because white is seen as the ultimate goal. Black is seen as inferior. So can this be applied to test taking? It certainly can. If blacks are feeling inferior then their test performanc e cannot be as good as whites.Hughes is saying that being black is a hindrance that was built by blacks ourselves. But can this still be applied to all blacks. No it can’t because not all blacks come from households where white power is subconsciously feed to them. Some come from homes where black is celebrated. But for some reason the gap is still there but why? Shelby Steele’s position on the matter is based on the theory of White Guilt. White Guilt is a â€Å"vacuum of moral authority in matters of race, equality and opportunity that comes from the association of mere white skin with America’s historical racism.It is the stigmatization of whites and, more importantly, American institutions with the sin of racism. † (Steele, Shelby) Simply meaning that all white institutions are doing whatever they have to do not to appear racist. According to Steele this started right after the civil-rights movement. Where he believes that blacks made, â€Å"the great est miscalculation in black American history. † (Steele, Shelby) He says, we allowed ourselves to see a greater power in America’s liability for our oppression than we saw in ourselves. (Steele, Shelby) This meaning blacks saw an opportunity to get lazy because they thought they could get more out of taking what whites give rather then working to take their own. According to Steele, blacks have been living in an age of white guilt for about a few decades now. So Steele is taking the position that the achievement gap is where it is at because blacks do not have to work as much as they did before. Steele uses the example of a University. There is no way that they would admit students just based on academia because chances are there would be little to no black faces at the University.This university would be called racist and scrutinized heavily. In Modern time, it is politically correct to include blacks in all walks of life. During the Civil Rights Movement, being black was terrible thing. You were punished for it. Today blacks are rewarded for it in many ways. It is good but bad also. This age of white guilt is a time where the black person â€Å"lives in a society that needs his race for the good it wants to do more than it needs his individual self. His race makes him popular with the white institutions and unifies him with blacks. † (Steele, Shelby) This however limits him as a person.This gives him less desire to work hard. What’s the point when things will just be put in his hand anyway? Steele uses Dr. Cornel West as an example. Dr. West was promoted to a full professorship at Harvard, which is a very high honor. However Steele says, â€Å"It was never Cornel West-the individual- that Harvard wanted; it was the defanged protest identity that he carried, which redounded to the university as racial innocence itself. How could anyone charge this university with racism when it promoted Cornel West to its higher reaches? † (S teele, Shelby) So there lies the main point. Dr.West achieved high position by doing less work. This is Steele’s explanation as to why the achievement gap is there. Blacks simply do not have to work as hard as they once did to succeed because the whites are â€Å"too eager for the moral authority black skin offers them. † (Steele, Shelby) Can this explanation be applied to all blacks? Again some blacks are exempt from this. Some take the easy way out and take full advantage of things like affirmative action. However, some do actually work at what they do. But, for some reason, there is still a gap within this group that is working hard. Why is that? Claude M.Steele offers the concept of Stereotype Threat as the reason this gap exists. Stereotype threat is â€Å"the threat of being viewed through the lens of a negative stereotype, or the fear of doing something that would inadvertently confirm that stereotype. † (Steele, Claude M) Stereotype threat can be used to explain the reason that hard working goal oriented black Americans contribute to the achievement gap. When it comes to matters of race, it is assumed that a particular situation is experienced in much the same way by different groups of people. This is especially assumed to be true in test taking.However, this is often times not true for blacks. Steele says, â€Å"But for black students, difficulty with the test makes the negative stereotype relevant as an interpretation of their performance, and of them. They know that they are especially likely to be seen as having limited ability. † (Steele, Claude M) It is not that blacks are in anyway inferior its just a certain pressure is always put on them when doing things like taking test. This is because tests are often given as a test to measure ability, so because of the negative stereotype blacks feel an added pressure and succumb to it.From one experiment- focusing on vocabulary- Steele performed on black and white students, h is conclusion came to be that, â€Å" When black students were told that the test would measure ability, they completed the fragments with significantly more stereotype-related words that when they were told that it was not a measure of ability. † Now the thing about stereotype threat is that it is not like the â€Å"self –filling prophecy. † They don’t think they will perform inadequately and then in-turn score low. Steele says Stereotype threat, â€Å"is something different something external: the situational threat of being negatively stereotyped. So Stereotype threat can be applied to hard working black Americans because it only exist if they care that the negative stereotype is there. So these students actually work so hard to disprove the stereotype that they actually hinder themselves. For one of Steele’s experiments he noticed this to be true. He says, â€Å" Black students taking the test under stereotype threat seemed to be trying to ha rd rather than not hard enough. They reread the question, reread the multiple choice, and recheck their answers, more then when they were not under stereotype threat. (Steele, Claude M) So what this did was make the test takers inefficient. If you think to long on standardized to you are automatically hindering a very good score. So the reason hard working black Americans contribute to the gap is evident. But, like it was previously stated, not all black Americans actually work hard so this cannot be the only reason the gap exist. I believe the gap exist because of a combination of a few of the afore mentioned arguments. Yes Sowell’s point is valid but the culture argument cannot be applied to all blacks.Yes Langston Hughes point is valid but his aspect of culture cannot be applied to all blacks. The same goes for both Shelby and Claude Steele. Applying one of these theories to an entire race of people to explain the gap in test scores will just not suffice. I can honestly sa y that throughout my life experiences that I have seen every theory for myself. I have seen and lived among the people that these theories apply to and I believe that it all culminates to create the observed gap between African Americans and other ethnic groups.Sowell is absolutely correct when he says there is a self destructive, counterproductive culture in the nations ghettos. Everyone I know from these areas thinks that way. They do not like learning; they hate hard work and are content being at the lower rungs of life. So when the children do go to school and take there standardized test, more often then not, they don’t try. They have a â€Å"whatever† attitude towards it. And for the few that do try, they just aren’t prepared because the people around them and raising them have this disdain towards learning.I have a close connection with people who embody the â€Å"White Guilt† theory and the â€Å"Stereotype threat† idea. I have lived with i t all of my life and I can say it has affected me. In high school and even in college I have seen an abundance of students who are whole-heartedly living in the age of white guilt. It’s not that they don’t’ try it’s just they do enough to get by because they know if they make it to a certain point, aids like affirmative action and minority quotas will take them where they need to go. So when it comes to test taking they do try, but won’t stress themselves out over it.Although they are just as smart as their white counterparts, they just don’t see the need to put in the extra effort. Students that experience stereotype threat are just as prevalent. I can say that I fit into this mold. These students do in fact try to hard. They try so hard to prove the stereotype wrong they actually end of proving it. They try so hard not to make mistakes on the test that they do. They try so hard not to contribute to the gap, they actually do. So the reason the gap exist is a combination of many different people that come from different demographics and situations.All of these added together make the achievement gap in test scores. It is clear to see that this gap cannot be explained by one theory. Too many blacks come from to many different situations for this to be the case. So we can see that when these are added up it amounts to the gap in test scores among other things. So how can it be fixed? Just like there is not one factor contributing to the gap, there is not one way to fix the gap. The solution would be more of a chain reaction effect. The problem starts in the inner city where the lazy â€Å"I don’t care† attitude is prevalent.These are the people that create the negative stereotype black people have. So the blacks that are doing better than these people and are trying to do better in life have to bear the burden that the â€Å"ghetto† blacks place on them. The people that apply to Hughes theory are ash amed of them. The people in Shelby Steele’s theory are lazy because the world is trying to integrate them (the ghetto blacks). And the people in Claude Steele’s theory are working so hard to overcome the stereotype the â€Å"ghetto† blacks have placed on them.Until the blacks from the inner city change nothing will. The blacks in the higher rungs of life can’t change their ways, in this case test taking ways, until the burden placed on them is lifted. So until the inner city mentality changes, the gap will forever be there. Works Cited CHRISTOPHER, JENCKS. â€Å"The Black-White Test Score Gap. † The New York Times. 1998. Web. 25 Oct. 2010. . Hughes, Langston. â€Å"†The Negro Artist and the Racial Mountain† (1926). † Welcome to English  « Department of English, College of LAS, University of Illinois. 926. Web. 25 Oct. 2010. . Sowell, Thomas. â€Å"Thomas Sowell — Crippled by Their Culture. † OrthodoxyToday. org | Home. 26 Apr. 2005. Web. 25 Oct. 2010. . Steele, Shelby. â€Å"The Age of White Guilt: and the Disappearance of the Black Individual. † CIR Home. Nov. 2002. Web. 25 Oct. 2010. . Steele, Claude M. â€Å"Thin Ice: â€Å"Stereotype Threat† and Black College Students – 99. 08. † The Atlantic — News and Analysis on Politics, Business, Culture, Technology, National, International, and Food a? â€Å" TheAtlantic. com. 1999. Web. 25 Oct. 2010. .

Planting Hybrid Poplar, Pros and Cons

Planting Hybrid Poplar, Pros and Cons A hybrid plant is produced when pollen of one species is used to fertilize flowers of another species. A hybrid poplar is a tree resulting from the combining, either naturally or artificially, of various poplar species into a hybrid. Hybrid poplars (Populus spp.) are among the fastest-growing trees in North America and well suited for certain conditions. Poplar hybrids are not desirable in many landscapes but can be of major importance under certain forestry conditions. Should I Plant a Hybrid Poplar? It depends. The tree can be effectively used by tree farmers and large property owners under certain conditions. Most hybrid poplars are a landscaping nightmare when grown in yards and parks. The populus species are susceptible to fungal leaf spots that defoliate trees by late summer. The poplar tree is extremely susceptible to a devastating canker and dies an ugly death in just a few years. Still, poplar just may be the most planted ornamental tree in America. Where Did the Hybrid Poplar Come From? Members of the willow family, hybrid poplars are crosses between North Americas cottonwoods, aspens, and Europes poplars. Poplars were first used as windbreaks for European fields and hybridized in Britain in 1912 using a cross between European and North American species. Planting hybrid poplar for profit started in the 1970s. Forest Services Wisconsin lab led in U.S. hybrid poplar research. The Poplar has restored its reputation by offering a new source of alternative fuels and fiber. Why Grow Hybrid Poplar? Hybrids grow six to ten times faster than similar species. Tree farmers can see economic returns in 10 to 12 years.Hybrid poplar research has reduced the disease problems. There are now commercially available disease-resistant trees.Hybrids are easy to plant. You can plant an unrooted dormant cutting or stick.Growth off stump sprouts insures future trees with little or no planting costs.There is an ever-increasing list of primary uses being developed for hybrid poplar. What Are the Primary Commercial Uses of Hybrid Poplar? Pulpwood: There is an increasing need for aspen for the production of wood products in the Lake States. Hybrid poplar may be substituted here.Engineered Lumber Products: Hybrid poplar can be used in the process of making oriented strand board and, possibly, structural lumber.Energy: Burning wood does not increase atmospheric carbon monoxide(CO). The hybrid poplar absorbs as much CO over its lifetime as is given off in burning so it mitigates amount of CO given off. What Are Alternative Uses of Hybrid Poplar? Hybrid poplar is extremely beneficial in ways not directly profitable. Property owners can stabilize stream banks and agricultural lands by planting and encouraging hybrid poplar growth. Windbreaks of poplar have protected fields in Europe for centuries. In addition to protecting soil from wind erosion, the windbreaks protect livestock and humans from cold winds and increase wildlife habitat and aesthetics. Phytoremediation and the Hybrid Poplar In addition to the above values of hybrid poplar, it makes an excellent phytoremediator. Willows and specifically hybrid poplar have the ability to take up harmful waste products and lock them away in their woody stems. Municipal and corporate institutions are becoming more and more encouraged by new research showing the benefits of planting hybrid poplar to naturally clean up toxic waste.

How to Calculate the 7 Cost Measures

How to Calculate the 7 Cost Measures There are many definitions relating to cost, including the following seven terms: Marginal costTotal costFixed costTotal variable costAverage total costAverage fixed costAverage variable cost The data you need  to  compute these seven figures  probably will come in one of three forms: A table that provides data on total cost and quantity producedA linear equation relating total cost (TC) and quantity produced (Q)A nonlinear equation relating total cost (TC) and quantity produced (Q) Following are definitions of the terms and explanations of how the three situations should be dealt with. Defining Terms of Cost Marginal cost  is the cost a company incurs when producing one more good. Suppose its producing two goods, and company officials would like to know how much costs would increase if production was increased to three goods. The difference is the marginal cost of going from two to three. It can be calculated thus: Marginal Cost (from 2 to 3) Total Cost of Producing 3 – Total Cost of Producing 2 For example, if it costs $600 to produce three goods and $390 to produce two goods, the difference is 210, so thats the marginal cost. Total cost  is simply all the costs incurred in producing a certain number of goods. Fixed costs  are the costs that are independent of the number of goods produced, or  the costs incurred when no goods are produced. Total variable cost is the opposite of fixed costs. These are the costs that change when more is produced. For instance, the total variable cost of producing four units is calculated thus: Total Variable Cost of Producing 4 units Total Cost of Producing 4 Units – Total Cost of Producing 0 units In this case, let’s say it costs $840 to produce four units and $130 to produce none. Total variable costs when four units are produced  is $710 since 840-130710.   Average total cost  is the total  cost over the number of units produced. So if the company produces five units, the formula is: Average Total Cost of Producing 5 units Total Cost of Producing 5 units / Number of Units If the total cost of producing five units is $1200, average total cost is $1200/5 $240. Average fixed cost  is fixed costs over the number of units produced, given by the formula: Average Fixed Cost Total Fixed Costs / Number of Units The formula for average variable costs is: Average Variable Cost Total Variable Costs / Number of Units Table of Given Data Sometimes a table or chart will give you the marginal cost, and youll need to figure the total cost. You can figure the total cost of producing two goods by using the equation: Total Cost of Producing 2 Total Cost of Producing 1 Marginal Cost (1 to 2) A chart will typically provide information regarding the cost of producing one good, the marginal cost  ,and fixed costs. Lets say the cost of producing one good is $250, and the marginal cost of producing another good is $140. The total cost would be $250 $140 $390. So the total cost of producing two goods is $390. Linear Equations Lets say you want to calculate marginal cost, total cost, fixed cost, total variable cost, average total cost, average fixed cost, and  average variable cost  when given a linear equation regarding total cost and quantity. Linear equations are equations without logarithms. As an example, let’s use the equation TC 50 6Q. That means the total cost goes up by 6 whenever an additional good is added, as shown by the coefficient in front of the Q. This means there is a constant marginal cost of $6 per unit produced. Total cost is represented by TC. Thus, if we want to calculate the total cost for a specific quantity, all we need to do is substitute the quantity for Q. So the total cost of producing 10 units is 50 6 X 10 110. Remember that fixed cost is the cost we incur when no units are produced. So to find the fixed cost, substitute in Q 0 to the equation. The result is 50 6 X 0 50. So our fixed cost is $50. Recall that total variable costs are the non-fixed costs incurred when Q units are produced. So total variable costs can be calculated with the equation: Total Variable Costs Total Costs – Fixed Costs Total cost is 50 6Q and, as just explained, fixed cost is $50 in this example. Therefore, total variable cost is (50 6Q) – 50, or 6Q. Now we can calculate total variable cost at a given point by substituting for Q. To find the average total cost (AC), you need to average total costs over the number of units produced. Take the total cost formula of TC 50 6Q and divide the right side to get average total costs. This looks like AC (50 6Q)/Q 50/Q 6. To get average total cost at a specific point, substitute for the Q. For example, average total cost of producing 5 units is 50/5 6 10 6 16. Similarly, divide fixed costs by the number of units produced to find average fixed costs. Since our fixed costs are 50, our average fixed costs are 50/Q. To calculate average variable costs, divide variable costs by Q. Since variable costs are 6Q, average variable costs are 6. Notice that average variable cost does not depend on quantity produced and is the same as marginal cost. This is one of the special features of the linear model, but it wont hold with a nonlinear formulation. Nonlinear Equations Nonlinear total cost equations are total cost equations that tend to be more complicated than the linear case, particularly in the case of marginal cost where calculus is used in the analysis. For this exercise, let’s consider the following two equations: TC 34Q3  Ã¢â‚¬â€œ 24Q 9TC Q log(Q2) The most accurate way of calculating the marginal cost is with calculus. Marginal cost is essentially the rate of change of total cost, so it is the first derivative of total cost. So using the  two given equations for total cost, take the first derivate of total cost to find the expressions for marginal cost: TC 34Q3  Ã¢â‚¬â€œ 24Q 9TC’ MC 102Q2  Ã¢â‚¬â€œ 24TC Q log(Q2)TC’ MC 1 1/(Q2) So when total cost is 34Q3  Ã¢â‚¬â€œ 24Q 9, marginal cost is 102Q2  Ã¢â‚¬â€œ 24, and when total cost is Q log(Q2), marginal cost is 1 1/(Q2). To find the marginal cost for a given quantity, just substitute the value for Q into each expression. For total cost, the formulas are given. Fixed cost is found when Q 0. When total costs are 34Q3  Ã¢â‚¬â€œ 24Q 9, fixed costs are 34 X 0 – 24 X 0 9 9. This is the same answer you get if you eliminate all the Q terms, but this will not always be the case. When total costs are Q log(Q2), fixed costs are 0 log(0 2) log(2) 0.30. So although all the terms in our equation have a Q in them, our fixed cost is 0.30, not 0. Remember that total variable cost  is found by: Total Variable Cost Total Cost – Fixed Cost Using the first equation, total costs are 34Q3  Ã¢â‚¬â€œ 24Q 9 and fixed cost  is 9, so total variable costs are 34Q3  Ã¢â‚¬â€œ 24Q. Using the second total cost equation, total costs are Q log(Q2) and fixed cost is log(2), so total variable costs are Q log(Q2) – 2. To get the average total cost, take the total cost equations and divide them by Q. So for the first equation with a total cost of 34Q3  Ã¢â‚¬â€œ 24Q 9, the average total cost is 34Q2  Ã¢â‚¬â€œ 24 (9/Q). When total costs are Q log(Q2), average total costs are 1 log(Q2)/Q. Similarly, divide fixed costs by the number of units produced to get average fixed costs. So when fixed costs are 9, average fixed costs are 9/Q. And when fixed costs are log(2), average fixed costs are log(2)/9. To calculate average variable costs, divide variable costs by Q. In the first given equation, total variable cost is 34Q3  Ã¢â‚¬â€œ 24Q, so average variable cost is 34Q2  Ã¢â‚¬â€œ 24. In the second equation, total variable cost is Q log(Q2) – 2, so average variable cost is 1 log(Q2)/Q – 2/Q.

David Carson Research Paper Example | Topics and Well Written Essays - 750 words

David Carson - Research Paper Example From that point, he primarily worked in a high around San Diego between 1982 and 1987 (ClubFlyers). At the same time however, he was carrying out some experimental graphic design given his role of as the Transworld Skateboarding magazine director of art. Apart form his duties as an art director, including filing directing and graphic designing; Carson was also a professional surfer. He had great interest and passion for in the culture of surfing, which eventually persuaded him to return to the West Coast. On his arrival, he played an integral role in the in launching Beach Culture magazine. Unfortunately, the magazine run for three years, but Carson’s approach towards design, especially typography, was a significant challenge towards the fundamental aspects and principles of graphic design and communication all over the world (ClubFlyers). The works by Carson are usually attracting and strongly communicative. He worked at Surfer magazine between 1991 and 1992. His straightforw ard graphics design style was in contrast to the later covers of â€Å"How† magazine. At the latter, Carson unique use of typography was evident, filling the covers to give an interesting and catchy introduction to the contents of the magazine. His next big break was his association with the launch of Raygun magazine, proceeding to design the first thirty issues. The market target for the magazine was the youth, conveniently sub-titled the bible of music and style. Apparently, the readers of the magazine were ore attentive to the designs by Carson rather than the conventional text content. This was a successful period in his career, after which his works began attractive wider audiences. His fame and skills featured in numerous mainstream publications, including the Newsweek magazine in 1996 and the New York Times in 1994 (Markpenfold). The publications were primarily discussions on the uniqueness of Carson’s communication ability through mass media prints using a new graphic design language, which according to the publishers, was beyond the level of words. Carson began working for corporate clients, including respectable American brands such as Sony, Microsoft, Ray-Ban, Pepsi Cola, Budweiser, Giorgio Armani, Nike, NBC, and Levi Strauss. This paper discusses four of his works, including the ray-Ban sheet, the Cuervo Gold sheet, the workshop sheet, and the internet sheet. The Ray-Ban sheet is a prime example of his unique graphics design, which is a commercial advert for sunglasses by Ray-Ban. While designing the advert for the sunglasses products, called Ray-Ban, Carson depicts the â€Å"O† as the sunglasses. This creative idea ran through postcards, print ads, and posters. In majority of his work, the Ray-Ban advert included, Carson prefers to include his name on the advert contents unlike most designers (David Carson Design). This tactic of self-advertisement prove successful to Carson as he had an opportunity to publicize his works as w ell as highlight that he has links with corporate brands. It is also important to note that his name is prominent than the brand logos in majority of his works. Carson second interesting advertisement was for the Cuervo Gold Tequila, incorporating heavy influences of typography. Carson’s texts in the advert are legible, as he displays lots of information while at the same time keep the reader interested. He achieves this by adjusting the spacing and type

We Were Soldiers Once and Young Essay Example | Topics and Well Written Essays - 500 words

We Were Soldiers Once and Young - Essay Example The following observation by the author indicates how the soldiers, many of them young and a few war veterans, stood by the â€Å"7 Army Values of "Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, Personal Courage" Moore argues in the prologue, â€Å"We were the children of the 1950s and we went where we were sent because we loved out country.†(xviii) This sums up all the qualities that are expected of an American soldier. The story of the book from Chapter I, â€Å"Heat of the Battle’ to Chapter 26, â€Å"Reflections and Perceptions,† provides the vivid accounts of what must have transpired at the battle front and in the minds of those who died and the mute witness were their mutilated bodies. Those who survived provided the vital information about the historic days of war. November 14, 1965 was the fateful day. Four hundred and fifty men of Harold Moore’s battalion engaged the Vietnamese regulars in a helicopter assault on a landing Zone in the Ia Drang Valley of South Vietnam’s Central Highlands. America was trying out new tactics and weapons since World War II. The troops were far outnumbered, with more than two thousand enemy soldiers who challenged men under Moore’s command. Brutal firefights followed until November 16 and the enemy was repulsed. Counter attack by the North Vietnamese was fast. Next day another American battalion was attacked, taking the American army by surprise. They held the battlefield, but suffered heavy casualties. Casualties on either side were heavy. Two hundred and thirty-four Americans were killed in the battle of Ia Drang. Each death was an extraordinary example of heroism and describing one such martyrdom of a soldier Moore writes, â€Å" We discovered in that depressing, hellish place, where death was our constant companion, that we loved each other, we killed for each other, we died for each other.†(6) Narrating one specific incident he sums up, â€Å"Just