Wednesday, October 30, 2019

CFD Assignment Coursework Example | Topics and Well Written Essays - 2750 words

CFD Assignment - Coursework Example Please note that the University enforces a penalty of zero percent for work submitted after the published deadline without valid extenuating circumstances (see University student handbook on the portal for details). Intended outcomes – By the end of this coursework, you should be able to: Carry out a CFD simulation using ANSYS Workbench/CFX, demonstrating ability to import geometry, produce a mesh, set up and solve a simulation and effectively post-process results. Evaluate grid-dependency of a solution and demonstrate the process of finding a grid-independent solution. Demonstrate ability to compare CFD results with published experimental data, and critically evaluate results with reference to relevant literature. Recognise capabilities and limitations of a CFD analysis in a particular application. Present results of a CFD analysis clearly and concisely, with appropriate output from CFD-Post. Aim To use ANSYS CFX to simulate the flow around a two-dimensional NACA 642-015 aero foil section at a 5o angle of attack and to assess the accuracy of the simulation. Problem specification It is important to understand the lift and drag characteristics of aerofoil sections when designing devices such as aircraft (wings and tails) or yachts (rudders and keels). Traditionally, foil theory has been used to give performance estimates, along with extensive experimental testing. More recently, CFD has become another possible option when investigating foil performance. In reality, foils exhibit three-dimensional performance, because flow around the tip of the foil affects lift and drag. However, it is useful to determine performance of a two-dimensional foil – that is one that is so long (approaching infinite length) that the effects of flow around the tip are negligible. You are going to use CFD to simulate a 2-d foil, and compare your results to those obtained experimentally in a wind tunnel, detailed in a NACA paper from 1945. Instructions You will not be writin g a formal report for this project. Instead, you will work through this document (using it as a template), adding content and answering questions as instructed. You will then submit the completed document for assessment. Note that answers/images, etc. do not have to fit into the space provided – insert extra space as necessary, but keep answers concise. Carry out the steps as follows: Carry out a basic CFD simulation (named â€Å"Run_1†) of a NACA 642-015 foil noting the following: The foil geometry has been created in SolidWorks for you – the file aerofoil_CW_2011.SLDPRT can be found on the DSGN313 Tulip site under CFD Coursework. The file Aerofoil_Instructions_2011.doc (also on the portal) explains how to modify the geometry parameters using SolidWorks. Note that it is down to you to modify dimensions to set the extents of your domain in all directions, and to set your foil chord and angle of attack – don’t just run with the dimensions given to y ou. Your simulation should be for a 5o angle of attack, and a 24 inch chord length (for comparison against the NACA experimental data). You should run your simulation at a Reynolds number of 6x106. Note that the length scale used in the Reynolds number is the chord length of the airfoil section in the model. Use ‘Water’ as the fluid and assume that the flow is incompressible, steady, isothermal and turbulent. Use the k-? turbulence model. Run_1 should be a coarse, unrefined mesh purely to get your simulation working (you

Monday, October 28, 2019

The stanger and Truman comparison Essay Example for Free

The stanger and Truman comparison Essay The Stanger written by Albert Camus and The Truman Show both have irony in them. In the beginning their life is in a sense meaningless and nothing really to it. Trying to live a â€Å"normal† life is what they are striving for. Truman from The Truman Show and Meursault from The Stranger both have things that foreshadow their ultimate choices in life, which include symbolism, existential themes, and irony. In The Truman Show, there is irony present throughout the whole movie. During most of the film, Truman wanted to leave Seahaven and go explore the world. He had a desire to do more than just live a quaint, common life. He is unique, and it is his motivation that makes him stand out. His enduring determination helped him find the answer. For example, he almost drowned during a storm while sailing, but he persisted on. Truman got an answer, but it may not have been the answer he was searching for. Once Truman learned that his life was a television show, he realized he would not be as unique if he left. He would not be the center of attention, and now wants to be just an ordinary person outside of Seahaven. There also irony present throughout The Stranger, as Meursault also has somewhat of an epiphany towards the end of the novel. Throughout the story, Meursault is indifferent to many things and does not show strong moral values. For example, he kills a man without strong reasoning. After getting sentenced to death, he truly realizes why he is getting punished for his actions. He understands what will happen to him and accepts it. Ironically, instead of having moral thoughts or feelings of remorse, he believes that hatred of him would make him feel less Gonzales 2 alone. However, he realizes he becomes happier when he better understands human existence and purpose. â€Å"As if that blind rage had washed me clean, rid me of hope; for the first time, in that night alive with signs and stars, I opened myself to the gentle indifference of the world. Finding it so much like myself—so like a brother, really—I felt that I had been happy and that I was happy again. For everything to be consummated, for me to feel less alone, I had only to wish that there be a large crowd of spectators the day of my execution and that they greet me with cries of hate,† (Part 2, Chapter 5, P. 123). He feels lonely, and it is the hate from the crowd of spectators that help him feel less alone. There are also existentialist themes in The Truman Show. Although the show’s creator, Christof, tried to keep Truman in Seahaven, he ultimately could not. Truman’s freewill and control of his own fate led him to discovering the truth about Seahaven, and thus controlling the outcome of his life. He accepted the reality of his life being centered on a television show, but moved on by leaving Seahaven. Although Truman’s artificial world came to an end, he entered reality as he left Seahaven. Meursault faced a lot of things like an existentialist. For example, he was ready to accept his consequence after he shot the Arab. He also was ready for death, knowing it is inevitable. Some existential themes include freewill, controlling your own fate, accepting your fate, and taking responsibility for your own actions. These themes are all present in The Stranger. It was the freewill that led him to shooting the Arab, because he was in total control. He chose his fate, accepted the consequences, and took responsibility for what he did. For example, he realized he was going to die, and accepted it. Symbolically, Truman’s â€Å"fake† world coming to an end was foreshadowed by a previous event. The light fixture that fell as Truman left his home symbolized things starting to fall apart. Gonzales 3 Shortly after this even, there were more examples that caused him to be suspicious and doubtful of the world around him. Another great example of symbolism in the film was the unfinished bridge that Truman and Marlon had conversations on. Truman was always uncertain of something when he spoke to Marlon on the bridge, and it could represent Truman’s unfulfilled life and uncertainty. Although Truman’s life was unfulfilled in his eyes, there is something that foreshadows him traveling in the future and discovering something. The name of his sailboat was the Santa Maria, which was a famous boat that Columbus sailed to America on. This foreshadowed Truman leaving the town of Seahaven to explore a completely new world. There is much symbolism present in The Stranger as well. For example, Meursault does not like being uncomfortable, especially from the weather. Many perceive the sun as a source of warmth, sometimes beauty, but Meursault dislikes the heat. The sun normally brings joy, emotional warmth or comfort to an individual, but Meursault seems to dislike feeling emotional in any way. He also dislikes heat from the sun. The sun was a barrier of Meursault’s emotions. It also led him to murder. While walking on the beach, Meursault encountered the Arab again. The Arab reflected light off of his knife from the sun. Meursault thought to himself, â€Å"All I could feel were the cymbals of sunlight crashing on my forehead and, instinctively, the dazzling spear flying up from the knife in front of me. The scorching blade slashed at my eyelashes and stabbed at my stinging eyes, (Part 1, Ch. 6, P. 59). Right after this, he shot and killed the Arab. It seems like the little emotions that Meursault had took over his actions. Before he walks up to the Arab and shoots him, Meursault thinks to himself, â€Å"It occurred to me that all I had to do was turn around and that would be the end of it. But the whole beach, throbbing in the sun, was pressing on my back. I took a few steps toward the spring,† (Part 1, Ch. 6, P. 58). However, towards the end of the novel he did gain some morals and understood much more about life. When he did, he Gonzales 4 looked into the window, with the sun shining behind it, and gazed at his reflection: I moved closer to the window, and in the last light of day I gazed at my reflection one more time,† (Part 2, Ch. 2, P. 81). Not only do they come to a meaning for their life they also find ways to change it for them. As you can see, existential themes, symbols and irony not only foreshadow, but affect Meursault’s and Truman’s ultimate choices in life. Work Cited Camus, Albert. The Stranger. January 1955. Print. Gonzales 5 The Truman Show. Peter Weir. Perf. Jim Carrey, Laura Linney, Ed Harris, Noah Emmerich, Brian Delate, Holland Taylor. 1998. Film.

Saturday, October 26, 2019

Religious Discrimination Essay -- Religion Discrimination Discriminati

Religious Discrimination Table of Contents 1. Introduction  Ã‚  Ã‚  Ã‚  Ã‚  1 2. Definitions  Ã‚  Ã‚  Ã‚  Ã‚  2 2.1 Religious Belief  Ã‚  Ã‚  Ã‚  Ã‚  2 2.2 Religious Discrimination  Ã‚  Ã‚  Ã‚  Ã‚  3 3. Title VII of the Civil Rights Act of 1964  Ã‚  Ã‚  Ã‚  Ã‚  3 3.1 Prohibitions  Ã‚  Ã‚  Ã‚  Ã‚  3 3.2 Accommodations and Undue Hardship  Ã‚  Ã‚  Ã‚  Ã‚  4 3.3 Who is Subject to the Provisions under Title VII?  Ã‚  Ã‚  Ã‚  Ã‚  5 4. How to Handle Religious Discrimination in the Workplace  Ã‚  Ã‚  Ã‚  Ã‚  6 4.1 Preventive Measures  Ã‚  Ã‚  Ã‚  Ã‚  6 4.2 Filing a Charge  Ã‚  Ã‚  Ã‚  Ã‚  8 5. Cloutier v. Costco Wholesale  Ã‚  Ã‚  Ã‚  Ã‚  9 6. Religious Discrimination after September 11, 2001  Ã‚  Ã‚  Ã‚  Ã‚  12 7. Summary and Conclusion  Ã‚  Ã‚  Ã‚  Ã‚  13 7.1 Summary  Ã‚  Ã‚  Ã‚  Ã‚  13 7.2 Conclusion  Ã‚  Ã‚  Ã‚  Ã‚  15 1. Introduction Title VII of the Civil Rights Act of 1964 prohibits employers from discriminating against applicants and employees because of their race, color, religion, sex or national origin. Religious Discrimination as part of the Civil Rights Act is the subject of this term paper. Initially, I will give a brief definition of â€Å"religious belief† and â€Å"religious discrimination† and write afterwards about prohibitions regarding religious discrimination, reasonably accommodation of religious beliefs and practices, undue hardship, and about the question â€Å"Who is subject to the provisions under Title VII?†. Furthermore, I will enter into the question how employers and employees should handle religious discrimination in the workplace. Since discrimination in the workplace cannot only cause costly lawsuits, but also has an impact on the moral of the employees, I will name some preventive measures. After that, I will switch to the employee’s view and give the reader an idea of what an employee should consider when filing a charge because of religious discrimination. Then, I will present the case Cloutier v. Costco Wholesale, which shall illustrate how everything fits together – from the broad definition of religion to the handling of a filed charge. According to statistics of the Equal Employment Opportunity Commission (EEOC) and state and local fair employment practices agencies, the number of charges alleging workplace discrimination based on religion or national origin has been significantly increased after September 11, 2001. Therefore, I will deal in this term paper with the influence of the attacks on the World Trade Center and the Pentagon on religious discrimination in the workplace. Finally, I... ...pportunity Commission. (2002, June). Facts About Religious Discrimination. Retrieved from: http://www.eeoc.gov/facts/fs-relig.html The U.S. Equal Employment Opportunity Commission. (1997, June). Filing a Charge. Retrieved from: http://www.eeoc.gov/facts/howtofil.html The U.S. Equal Employment Opportunity Commission. (2002, May). QUESTIONS AND ANSWERS ABOUT THE WORKPLACE RIGHTS OF MUSLIMS, ARABS, SOUTH ASIANS, AND SIKHS UNDER THE EQUAL EMPLOYMENT OPPORTUNITY LAWS. Retrieved from: http://www.eeoc.gov/facts/backlash-employee.html The U.S. Equal Employment Opportunity Commission. (2004, November). Religious Discrimination. Retrieved from: http://www.eeoc.gov/types/religion.html The U.S. Equal Employment Opportunity Commission. (1997, January). Title VII of the Civil Rights Act of 1964. Retrieved from: http://www.eeoc.gov/policy/vii.html Vorys, Sater, Seymour and Pease LLP. (2002, October). Religious discrimination – Accommodating differences in the workplace. Retrieved from: http://www.vssp.com/CM/Articles/articles871.asp workindex. (2004, November). Ten Tips For Avoiding Religious Discrimination. Retrieved from: http://www.workindex.com/editorial/hre/hre0411-05.asp

Thursday, October 24, 2019

Curriculum For Excellence Impact On Teacher Professionalism Education Essay

The being of a relationship between course of study policy and instructor professionalism would look to be an established premise. This is apparent in claims that course of study reform is frequently regarded as a menace to teacher professionalism ( Al-Hinei 2003 ; Apple 2009 ; Locke et Al. 2005 ) . Most notably, it is frequently claimed that the degree of prescription in the English National Curriculum, with the associated demand to run into the prescribed results, reflects a decrease of instructor liberty in favor of answerability ( Walsh 2006 ) . It would look, at this degree so, possible to reason that a decrease in cardinal prescription equates to an addition in teacher liberty which in bend equates to an sweetening of instructor professionalism. To an extent this would look to be an purpose of recent course of study reform in Scotland in the signifier of the Curriculum for Excellence ( CfE ) . The first page of the first ‘Building the Curriculum ‘ papers that claims that ‘teachers will hold greater range and infinite for professional determinations about what and how they should learn ‘ ( Scots Executive 2006:1 ) . However, such a straightforward relationship between course of study policy and instructor professionalism would, pulling on Evans ( 2008 ) , be an over-simplification. Evans suggests that professionalism can non be understood entirely, through analyzing instructors ‘ ‘remit and duties ‘ ( p.23 ) , and instead we must see instructors themselves understand their professional duties. To an extent this would look to be recognised in Scotland ‘s course of study reform, in for illustration claims that the reform requires a ‘culture alteration ‘ ( Scots Government 2009a:5 ) and the accent on the demand for professional development ( Scots Executive 2006:2 ) . This suggests acknowledgment that a alteration of instructors ‘ remit and duties entirely will non impact upon professionalism. In visible radiation of the perceived association between CfE and teacher professionalism – both as stand foring being and necessitating a alteration – it becomes pertinent to see the nature of the professional opinions that greater teacher liberty over the content of the course of study entails, and hence the construct of professionalism it would look to connote. This requires a consideration of the peculiar issues that are associated with the choice of course of study content, and an scrutiny of different constructs of instructor professionalism. Course of study First hence, we must see what is meant by â€Å" course of study † . As a term it would look to be notoriously difficult to specify, with a battalion of potentially conflicting definitions ( Dillon 2009 ) . By and large it can be suggested that ‘curriculum ‘ does non mention to a list, or patterned advance, of points to be taught. The course of study addresses non merely what is taught, but why and how instruction and larning takes topographic point. As such, curricula reflect and advance beliefs about the purposes and nature of instruction ( Flinders & A ; Thornton 2009:8 ) . They reflect different epistemic and pedagogical beliefs – beliefs about the nature of cognition and acquisition and learning – in, for illustration, their administration of ‘knowledge ‘ ( Carr 1988 ) , for illustration those that emphasise the separation of cognition into topics and those that favour integrating of capable countries. However it should possibly be no ted that Carr ( 1988 ) argues that the epistemic and pedagogical bases of much course of study policy is non wholly coherent. It should besides be noted that the current treatment is centred around the construct of ‘explicit ‘ course of study ( REF-moore? ) , – course of study as a statement of the planned or expected acquisition within a school context. Other constructs regard course of study to embrace all the experiences which impact upon a scholar ‘s development ( REF-Dillon? ) . However, notwithstanding the scope of attacks to understanding and making course of study, course of study design needfully entails a choice of what is to be taught. Different course of study theoretical accounts may differ in both when and by whom this procedure of choice takes topographic point. In a to a great extent normative, centralised, curriculum much of the choice is being made by policy shapers. At the other extreme, in a strongly child-centred course of study, choice is mostly made by the kid based upon their involvements. ( BACK THIS UP ) . If we consider the CfE itself, it is apparent that it can non be considered to be puting the determination of what to learn entirely in the custodies of instructors. Priestley ( 2010:23 ) suggests that it reflects a tendency in course of study development in general, in which there is an effort to pull on both ‘top-down and bottom-up attacks to curriculum be aftering ‘ . A procedure of choice has already occurred at the nat ional degree in footings of the signifiers of cognition and accomplishments that are to be developed. Even within this ‘clear model of national outlooks ‘ ( Scots Executive 2006:1 ) , instructors do non hold exclusive duty for course of study content choice. In the pledge, ‘all kids and immature people should see personalisation and pick†¦ ‘ ( Scots Government 2008:17 ) , there is an outlook that students will, to a certain extent, besides be doing determinations about course of study content. Further, there is a strong accent upon collegiality, with instructors working together on course of study development ( Scots Government 2009 ) . However it clearly does take to put more duty for pick in the custodies of the instructor, and in making so is potentially impacting the nature of instructor professionalism. Professionalism In order to analyze this claim more closely it is necessary to see the significance of ‘professionalism ‘ itself. As with ‘curriculum ‘ , it would look that ‘professionalism ‘ is a hard term to specify with many different positions as to what it truly means ( Al-Hinei 2003:41 ; Evans 2008 ) . By and large nevertheless, the term ‘profession ‘ may be regarded as bespeaking a distinguishable ‘class or class of business ‘ consisting of occupations such as physician or attorney, and sometimes teacher ( Carr 2000:22 ) , to which a certain position may be attached. This should be regarded as distinct from the mundane usage of ‘professional ‘ as distinguished from ‘amateur ‘ which focuses on whether or non an person is paid ( REF-Carr? ) . The intent of sing some businesss as ‘professions ‘ differs harmonizing to different positions. Some respect it as a socially constructed construct, proposing it is a agency of continuing power and position with a certain group of people ( Locke et al. 2005:558 ) . Carr ( ? ? : ? ? ) suggests it refers to those businesss that are required to keep civil society ( wellness, justness and instruction ) . Others suggest that there are certain specifying features which mark out an business as carry throughing the standard for ‘profession ‘ ( Locke et al 2005:558 ; Christie 2003:845 ) . Whilst this diverseness of positions exists, there does look to be a general sense that those businesss that are classed as professions involve a degree of liberty to do determinations, a distinguishable cognition base or expertness, and some signifier of attention or service to society ( Carr 2000 ; Christie 2003 ; Goodson 2003 ; Locke et Al. 2005 ) . Professionalism itself may be possibly regarded as the manner in which we describe a profession in footings of its features in relation to these constructs ( Goodson 2003:126 ) . In kernel professionalism is concerned with sing the degree of liberty afforded to persons by an business and the nature of the professional cognition or expertness involved. In this manner, the averment referred to earlier, that the English National Curriculum is considered as a procedure of de-professionalisation, may be regarded as a belief that the degree of prescription involved is cut downing teacher liberty and altering the nature of the expertness required to make the occupation. As such, the distinguishable features of learning are more narrowly defined. Carr ( 2000:15 ) refers to such a decreased liberty and cognition base as ‘restricted professionalism ‘ . It is suggested that instruction is alone amongst the professions in footings of its balance between liberty and answerability ( Carr? ? ) . As Locke et Al ( 2005: 564 ) point out, there is a ‘tension ‘ between professional liberty and answerability. This alone answerability is related to the relationship between instruction and society. Education, or instead schooling, is basically concerned with ‘the sort of society we want to be ‘ ( White 2004:2 ) and is frequently related to the economic wellness of a state ( REF†¦ . ) . This is apparent in the claim that the ‘Curriculum for Excellence can play a important function ‘ in accomplishing the Scots Governments purpose ‘to make Scotland smarter, safer and stronger, wealthier and fairer, greener and healthier ‘ ( Scots Government 2008:3 ) . It is from this impression of schooling as helping, and potentially formative, society as a whole that it is suggested that schools and instructors are accountable in ways that other professions are non ( Carr 2000:44 ) . It is further suggested that instructors are besides more accountable to parents and must accept the legitimacy of the positions of ‘non-professionals ‘ in a manner that attorneies or physicians do non ( Carr 2003:64 ) . It may be as a consequence of this answerability to the province and parents that the dominant construct of instructor professionalism, in policy at least, has become that of the ‘competent instructor ‘ with a focal point on meeting prescribed criterions. ( Goodson 2003:127 ; Menter et al 2010:21 ) . Sing teacher professionalism in footings of criterions is argued to potentially take to a state of affairs in which the professional cognition base of instruction is strictly related to practical accomplishments, such as effectual communicating and the ability to pull off behavior ( Goodson 2003:130 ) . It is besides argued that such a position of instructor professionalism can take to ‘unreflective application of regulations ‘ ( Hegarty 2000:456 ) , instead than size uping and oppugning policy and course of study. It would look sensible to tie in a normative course of study with such a construct of instructor professionalism, as so Menter et Al. ( 2010:22 ) do. This would nevertheless, seem an deficient history of instructor professionalism to run into the demands of a course of study which gives teacher greater liberty of what to learn. Therefore, through concentrating on the particular issues which arise in relation to curriculum content choice, attending will be paid to theoretical accounts of professionalism which could possibly be regarded as more appropriate. Two thoughts will be addressed in relation to content choice. The first: the deductions of sing content choice as a pedagogical accomplishment ( REF†¦ ? ? ) with instructors pulling on, for illustration, cognition of kid development. The 2nd considers the deductions of sing course of study as a ‘selection of civilization ‘ ( Giroux 1980:228 ) , indicating to content choice as holding ethical deductions. Curriculum Content Selection Sing content choice as a pedagogical accomplishment would possibly reflect White ‘s ( 2004a:20 ) averment that instructors ‘ ‘expertise ‘ prevarications in ‘deciding what specific purposes and what student experiences best suit the peculiar kids ‘ . In this instance, instructors professional cognition may be regarded as wider than that of practical accomplishments, instead it involves pulling on pedagogical, capable specific cognition and cognition of kid development, to choose and order the content that makes up the course of study ( REF ) . The instructor is using their professional cognition in order to do professional opinions as to the content which will travel an person to the following phase of development. Clearly this points to the demand for some signifier of course of study purposes. As White ( 2004:6 ) points out, we can non sanely make up one's mind what to learn without mention to an purpose, an indicant as to what the following phase of development really is. Using such an apprehension to the CfE, we can see that the overall curricular purposes are set out in footings of the ‘four capacities ‘ – statements as to the type of individual the course of study seeks to develop ( Learning and Teaching Scotland 2010 ) . At a more elaborate degree, the ‘experiences and results†¦ describe the outlooks for larning and patterned advance for each of the eight course of study countries ‘ ( Learning and Teaching Scotland 2010 ) . The instructor, so, would look to hold autonomy in taking what they teach in order to accomplish the expected acquisition. The demand to do professional opinions of this nature would look to indicate to a construct of a more enhanced professionalism than a more normative course of study, and may indicate to such theoretical accounts as the ‘reflective instructor ‘ ( Moore 2004:4 ) . Such a theoretical account of professionalism is regarded as comprehending learning as affecting more than practical accomplishments. Rather the instructor reflects upon their schoolroom pattern, measuring their instruction, possibly pulling on their theoretical apprehension with a position to bettering and developing their instruction ( Moore 2004 ) . It could besides associate to the construct of ‘the asking instructor ‘ ( Menter et al. 2010:23 ) , in which instructors are regarded as research workers, pulling on observations in the schoolroom to inform their professional determinations in their planning. It is suggested that such a construct of the instructor is ‘very apposite in the context o f the Curriculum for Excellence ‘ ( Menter et al. 2010:23 ) , which seeks to give instructors greater liberty in course of study development. These theoretical accounts would surely look to widen the construct of instructor professionalism beyond that of the sensed technicism of the ‘competent ‘ instructor. As such they may supply suited theoretical accounts for instructors who are involved in the choice of course of study content, puting an accent on instructors ‘ pedagogical expertness. However, if we turn to the 2nd construct, an apprehension of course of study content as a ‘selection of civilization ‘ ( Giroux 1980:228 ) , understanding instructor professionalism in footings of pedagogical expertness may get down to look inadequate. Culture, in its broadest sense, may be regarded ‘as a whole manner of life ‘ , embracing all facets of society including the cognition, accomplishments and activities, such as athletics and ‘recreation ‘ , of that society ( Entwistle 1977:111 ) . However, if we regard instruction as being, in some manner, involved with ‘betterment ‘ ( Entwistle 1977:111 ) , schooling can non be concerned with all those things that make up a civilization. Rather, Entwistle ( 1977:111 ) , suggests that in schooling we select those facets of civilization which are regarded to be contributing to the ‘improvement of the person or group ‘ . This once more points to a consideration of the purposes of instruction: it is merely through an consciousness of what is regarded as ‘betterment ‘ , and hence, what we are taking to accomplish through instruction, that choice of content can sanely be carried out ( White 2004:6 ) . Related to this, cultural choice clearly besides implies a procedure of rating, separating between those things which we regard as ‘desirable or unwanted ‘ facets of civilization ( Entwistle 1977:110 ) . Therefore concerns about the choice of civilization which makes up the content of a course of study can possibly be regarded as originating both in relation to the purposes of the course of study and in the ratings of the comparative desirableness, or worth, of different cultural elements. Concerns that rise in relation to the purposes of the course of study are possibly best exemplified by the unfavorable judgments of a course of study whose purpose is, for illustration to increase employability accomplishments. Those who regard cognition acquisition as holding value in its ain right would see an instrumental attack to content choice as an poverty of instruction, restricting entree to many signifiers of civilization which may non hold direct instrumental value ( pulling on Carr et Al. 2006:17 ) . In this manner so, we can see that the choice of content is in some manner impacted upon by our beliefs about the intent of instruction, and as such sing choice of content as proficient accomplishment may be deficient. However, it is possibly in relation to the rating as to the comparative worth of facets of civilization that the most complex issues originate. It is in sing the relationship between cognition and power that cultural choice becomes debatable. This becomes apparent when we draw on Bourdieu ‘s ( 1986:106 ) construct of ‘cultural capital ‘ . Bourdieu ( 1986:106 ) suggests that different signifiers of ‘culture ‘ are invested with value which can be drawn on for pecuniary addition, or an addition in societal position. If we consider this in footings of ‘knowledge ‘ as a signifier of civilization, so acquisition of certain signifiers of cognition by an person can be utilised in bring forthing income and increasing societal position. For illustration, geting specific biological and medical cognition can enable one to derive both the income and position conferred upon a physician. However, it is non merely the acquisition of the cognition per Se. whi ch is valuable, but instead gaining institutional acknowledgment – in the signifier of an academic making – of possessing a peculiar signifier of civilization ( Bourdieu 1986:110 ) . In this sense, certain signifiers of cognition, certain signifiers of civilization, have greater value by virtuousness of being ‘institutionalised ‘ in the signifier of a making ( Bourdieu 1986:109 ) . This would propose hence, that schools are involved in both the transportation of signifiers of civilization which enable an person to derive economic capital or societal position, but besides in some manner specify what signifiers of civilization are of value. Such an averment is supported by Giroux ‘s ( 1980:228 ) statement that the civilization that is selected to organize the course of study becomes ‘legitimised ‘ by the really fact of its inclusion in the course of study. This construct can farther be seen in claims that the ‘traditional ‘ academic course of study is an elitist choice of civilization, giving value to signifiers of cognition associated with the in-between category ( REF! ) . It is the comparative value that become associated with different signifiers of cognition and different accomplishments that signifiers portion of what is termed ‘hidden course of study ‘ ( Ref ) . This is a mention to the values and thoughts that a school may non explicitly plan to learn, but which however are transmitted to students ( REF ) . It is suggested hence that the exclusion of an facet of civilization from the course of study communicates to pupils a belief about the comparative worth of this facet of civilization ( REF..exemplify? ) Moore ( 2004 ) provides an interesting illustration of this claim of elitism in cultural choice. Moore focuses on portraitures in movie of instructors who are regarded as ‘saviours and non-conformists ‘ ( Moore 2004:58 ) , such as ‘Ms Johnson ‘ in the movie Dangerous Minds. He argues that whilst the attack they take to instruction may be extraordinary, the content of that instruction is non. Moore ( 2004 ) contends that the cultural choice made by these instructors, of what he regards to be representative of in-between category values, ‘may be read as lending to and corroborating societal and cultural prejudices ‘ ( p.58 ) It is in this sense that Young ( 2006:734 ) argues that ‘social involvements are ever involved in course of study design ‘ , those with the power to choose what is included in the course of study have, to an extent, the power to legalize certain signifiers of cognition and certain patterns. It is suggested that through this procedure of advancing and legalizing in-between category civilization ( here we have the impression that a society consists of many ‘cultures ‘ ( ref ) ) , schools are implicated in intrenching inequalities of societal category ( REF ) . Such a claim requires closer consideration in order to understand the agencies by which cultural choice may be regarded to be implicated in affairs of societal justness. One manner in which it is suggested that this is the instance is that persons from a in-between category background have greater entree and exposure to the signifiers of cognition that are regarded as valuable by schools ( Reay 2006 ) . In this manner, Reay ( 2006 ) suggests, kids from in-between category backgrounds are at an advantage, able to pull on the cultural capital they already possess in order to execute good at schools, deriving institutionalized acknowledgment through academic makings, and therefore addition position in society. This would look to foreground a tenseness for those involved in choosing the content of a course of study. On the one manus, it is suggested that if schools do non supply the ‘high position cultural capital that academic and economic success requires ‘ so kids from working category backgrounds are potentially deprived of the ability to raise their societal position ( Anyon 2006:44 ) . However in making so, they are possibly complicit in reproducing prejudice as to what is regarded as legitimate and valuable cognition. It should be pointed out that this debatable history of cognition and cultural choice does non propose that ‘knowledge ‘ is incorrect or should non organize the footing of a course of study ( Young 2006 ) . Rather it suggests the demand to see the exact nature of the content we are taking to include, and significantly exclude, from the course of study. It suggests the demand for contemplation on our grounds for content choice, necessitating an consciousness of our ain prejudices we bring to the procedure ( Chan 2009: ? ? ) . From these observations, in which the choice of course of study content is regarded as holding societal deductions and is implicated in the transmittal of values, an apprehension of instructor professionalism which emphasises practical accomplishments or even pedagogical cognition possibly begins to look inadequate. Therefore the balance of this essay will see the impression that instruction is inherently ethical in its nature, and that teacher professionalism should therefore Centre upon the moral features of the profession ( Goodson 2003 ; Campbell 2003 ; Carr 2006 ) Carr ( 2006:172 ) argues that whilst all businesss are in some manner concerned with ethical issues, these by and large play a ‘regulative ‘ function – they indicate criterions for good pattern. However he suggests that this is non the instance with instruction, instead he suggests that ethical considerations are ‘constitutive ‘ of learning. This is possibly more clear in Campbell ‘s ( 2007:604 ) averment that: ‘It is far more ambitious to extricate the moralss of learning from the really procedure, pattern and content of teachingaˆÂ ¦ ‘ ( CHECK CONTEXT ) It would look that what is meant by this is that the determinations and actions taken by a instructor have ‘moral ‘ significance ( pulling on Campbell 2003:1 ) . By its really nature instruction is involved in organizing kids ‘s values and apprehension of the universe and as such is involved in conveying construct as to what is ‘right ‘ and ‘wrong ‘ ( REF ) . Further, as discussed earlier the determinations made potentially impact upon an persons accomplishment in schooling and therefore perchance impact their future chances. Following from this construct that issues of moralss are inbuilt into instruction, Campbell ( 2008:605 ) argues that ‘ethical codifications ‘ are deficient to turn to the issues faced by instructors. Rather she suggests that instructors requires an understanding by instructors of the complex moral issues they must turn to ( Campbell 2008:605 ) . It would look that within the Scots context there is acknowledgment of this. The ‘Standards for Initial Teacher Education ‘ in Scotland, which ‘specify what is required of a pupil instructor ‘ ( Christie 2003:847 ) , includes mention to ‘professional values and personal committedness ‘ ( Christie 2003:848 ) . There is a danger, Carr ( ? ? ? ) suggests, in bordering values as a competency or criterion, in that it would look to propose that the other facets of learning are ‘value-neutral ‘ . In this manner, the ethical nature of learning possibly can non be reduced to a competence or criterion. Rather Carr ( 2006:178 ) suggests that it is about instructors ‘taking moral issues and inquiries earnestly ‘ . It should be noted that this does non propose that instructors do non presently take moral and ethical considerations earnestly, Campbell ( 2003:2 ) argues that many instructors are cognizant of the moral deductions of their actions. However, Locke et Al. ( 2005:570 ) do suggest that when instructors are capable to high degrees of answerability it can take instructors ‘doing things right ‘ instead than ‘doing the right thing ‘ . Potentially, hence, the CfE ‘s focal point on greater liberty could supply greater flexibleness for instructors to do the determinations they regard to be ethically sound. At the same clip, by increasing instructors ‘ range for taking what to learn the ethical nature of learning possibly comes even more to the bow. It would look so, that in taking to give instructors greater liberty over the content of the course of study, the CfE both can be viewed as potentially heightening instructors ‘ professionalism as understood in footings of degrees of liberty. However, it besides seems to necessitate a consideration of the professional cognition base on which professionalism is based. The importance of pedagogical expertness and development is clearly of import and highlighted as so ( e.g. Scots Government 2009:4 ) . Yet, sing the complexness, and potentially value loaded nature of the cultural choice involved in choosing course of study content it would look of import to underscore the ethical nature of instructor professionalism. In kernel so, the greater liberty afforded to instructors to choose the content of the course of study by the CfE would surely look, as Menter et Al ( 2010:23 ) suggest, to indicate to a theoretical account of teacher professionalism in which instructors both reflect upon and develop their pattern. However in visible radiation of the basically ethical issues involved in content choice, it would look just to propose that instructors ‘ contemplations and determinations should pull non merely on theoretical and practical cognition, but must besides see the ethical grounds for taking to include, or non to include content in their instruction.

Wednesday, October 23, 2019

Paying Division One Athletes

ENG 100P April 12, 2013 Pay to Play: Should Division One College Athletes be Paid? Every year division one college athletes put everything they have on the line during practice everyday and make hundreds of millions of dollars for their schools and the NCAA every year. These athletes aren’t just playing for the love of the game anymore once they reach the division one level, it turns into more of a job than an activity. The players spend hours every single day dedicating almost all of their time to the sport they play.These athletes work just as long and much harder than your average person working a nine to five job, so why don’t the athletes get paid for their commitments to their teams? Last year the NCAA made 871. 6 million dollars from division one sports. The average division one men’s football team brings in 15. 8 million dollars to their school each year. The amount of money that these sports make for their school is so high; the players should get some k ind of reward for all they do for their schools.The old rules that say college athletes cant be paid in any way needs to change, division one college athletes deserve to be paid for all they do for the NCAA and their schools. Growing up every athlete’s dreams of playing in that national championship game for their dream school and scoring the winning touchdown or overtime goal. As a child you don’t realize that commitment it takes to be part of a division one athletic team. Coming from a big lacrosse and football town, my friends and I have gone through the division one recruiting process and know how hard it is to play a division one sport.Many of my former teammates play division one lacrosse and after talking to them I realized really how tough it is to play a division one sport. When asked about how lacrosse at Sacred Heart University was going, Freshman Spencer Hackett said; â€Å" I’ve grown up with lacrosse and I love the sport very much, but division on e is so much more then I thought it would be. Everyday I have two practices that last at least two hour, then after that I have mandatory lift and film sessions. Spencer dedicates at least six hours every day for his team, and they’re one of the lowest ranked teams in division one, I can only imagine the commitment it takes to play on a high ranked team. In my personal experience of going through the division one recruiting process, I saw how much blood; sweat and tears go into being a division one athlete. On my overnight visit at University of Massachusetts, which is a top 20 team, most of my day was watching the team practice, or lift, or watch film.It seemed like everything they did was revolved around lacrosse and to me that’s not what college is about. These division one athletes have such little time to socialize and make friends outside of their sports; everything they do is revolved around their sports. The fact that athletes willingly dedicate so much time to their sports is a huge reason why they should be paid. Division one athletics, especially sports such as football and basketball, are extremely profitable for the NCAA and for their schools. According to NCAA. org, the NCAA’s revenue for the 2011-2012 athletic seasons was 871. million dollars. The NCAA makes an extremely large amount of money from division athletics, with most of the money coming from television contracts and championships such as March Madness. Schools such as Texas make hundreds of millions of dollars because of their excellence in many sports, last year their football team profited $68,830,484. A lot of the money schools make, such as Texas, is from selling merchandise. Big name schools sell tons of merchandise to the public; selling products such as jerseys should be illegal if they players don’t get paid.Why could they sell jerseys with players number on them but that player doesn’t get compensated for using their number on the jersey? Rob ert and Amy McCormick of Michigan State University have added a new dimension to the long debate over paying athletes by arguing they are â€Å"employees† under federal labor laws and entitled to form unions and negotiate wages, hours and working conditions. † Robert McCormick was the former attorney for the Nation Labor Relations Board and if he is saying that these players are employees, it’s about time that the NCAA recognizes them as employees also.A common argument against paying college athletes is that they won’t compete as hard because it won’t be the same as when they weren’t getting paid, but that argument has absolutely nothing to do with paying players. If anything, paying the players would make them work harder so that they could make more money! I believe that the best way to go about paying these players would be contracts, just like the professional athletes and like any other employee in the United States.These contracts woul d go on to say that the players would be paid an amount depending on their contribution to the team and that students would need to finish their schooling so that they have a backup plan. That is why you’re supposed to go to college in the first place, isn’t it? So that you can get a good education! To do this the NCAA would need the support from the professional sport teams and not draft players who haven’t graduated college yet. Another argument why players shouldn’t be paid to play is because they students-athletes and that there is a reason student becomes before athletes.Realistically, these young men and women aren’t student-athletes at all. Many of the players on division one team would never have gotten into college if it weren’t for sports. Also, if they are student-athletes then where do they find the time to do their schoolwork when they have practice, film, lifting, running etc. all day? The only reason many athletes go to colleg e is so that they can get looks from the pros. If they are student-athletes then why do many of them leave college after a year or two to play professional sport?It’s because college is just a stepping-stone to them, they don’t care about the school aspect. When it comes to division one athletes, they are athletes first and students second. The players know it, the coaches know it, the fans know it, the only people who don’t know it are the people who make up the NCAA. In conclusion, times have changed and it’s time to pay division one athletes for their commitment and for the money they bring in for the schools and the NCAA. With college athletics competition being so tough now and so competitive, players have to dedicate so much more time to their sports then in the past.College athletics are not longer a sport that players do for fun, college athletics are now a job for the players that consists of hours of practice everyday and throwing your social li fe out for your sports college athletics make hundreds of millions of dollars for the NCAA and tens of millions of dollars for the schools, so why is it that these players don’t get compensated for their commitment and contribution to the schools and the NCAA? I personally believe that it is ridiculous that players don’t get paid anymore.One of my best friends Dylan Baumgardner, a lacrosse player at Quinnipiac University said it perfectly when asked if he still loved playing lacrosse, â€Å" I don’t play lacrosse anymore, I go to class, then I go to work all day, then I go to sleep. † Joe Nocera of the New York Times, came up with a plan for college athletics that would make college athletics work like professional sports with signing bonuses, salary caps, insurance, player unions and it would even offer additional scholarships to players who want to further their education. This plan will go into consideration in 2014.

Tuesday, October 22, 2019

Sculpture and Installation Essay

Sculpture and Installation Essay Sculpture and Installation Essay Module 4: Additional Teachers Notes: Sculpture and Installation These Teachers’ Notes are for use with Tate Tools Module 4 – Sculpture and Installation. You can print out these Teachers’ Notes to use alongside the PowerPoint. The PowerPoint will include a section with brief bullet points to remind you of the main activities and discussion elements for each slide. Slide 1: Sculpture and Installation Set up the PowerPoint to this title page to start the lesson. This module will introduce students to the expanded fields of sculpture and installation and develop their confidence in thinking and talking about these media, using a range of skills and strategies for learning, including Tate's ‘Ways of Looking', which have been developed through Tate Tools Modules 1-3. Taking traditional bronze-cast work as a starting point, students will explore the changing role of sculpture through investigation into materials and techniques, the permanence or temporary nature of sculpture, and what makes a work ‘site-specific'. Using exciting and challenging works, this module goes on to look at installation art, inviting students to discuss and explore how artists make use of space and unusual materials in order to convey meaning. Slide 2: What is sculpture? 1. Discussion: What is sculpture? Sculpture can be found in many forms and made from a diverse, and often unexpected, range of materials. At the start of the twentieth century, more traditional media and techniques were used, such as bronze casting or stone carving. Today, artists use anything to make sculpture, including everyday found objects and light and sound, and they often use manufacturing processes in making their work. The traditional definition of sculpture is taken to be 3D work which can be seen ‘in the round’ or in relief, created using materials shaped primarily by the artist. Sculpture needs to be experienced in the round and therefore demands that we walk around it and view it from different angles: from each side, from above, from below or through the middle. This more physical relationship brings questions to mind as we look. As sculpture evolved, by the 1970s artists had begun to use sound and light in their work, causing the definition of sculpture to expand beyond physical materials. Discuss with your group about what they think sculpture is and how it is made. Discussion should develop out of their own experience of using different processes and techniques in creating their own sculptures, as well as from sculptures that they have seen. Ask them to name as many kinds of materials and processes as possible that they think a sculptor might use. Some questions to ask about sculpture include: What do you think sculpture can look like? How big or small can it be? What kinds of shapes and textures can make up a sculpture? What can it be made of? How can it be made? What can it be about? What sculptures can you think of? Where can sculpture be found? How can it be displayed? Who can create a sculpture? The sculpture shown on this slide is Pelagos (1946) by Barbara Hepworth, who used wood and strings to create the piece. Slide 3: Looking at sculpture Discussion: What questions can we ask when looking at sculpture? Activity: Class sculptures 1. Discussion: What questions can we ask when looking at sculpture? Look at the two sculptures pictured here – The Kiss (1901-4) by Auguste Rodin and Your Are Driving a Volvo (1996) by Julian Opie. What are the similarities and differences? Questions to ask: What do you think it might be about? What is your first one-word response? How does it make you feel? How do you think it was made? What materials do you think were used? What is it made of? Do you know of any artists who work in this medium today? What tools do you think the artist used? What techniques? When do you think it was

Monday, October 21, 2019

The Connection between the Industrialization Era Essays

The Connection between the Industrialization Era Essays The Connection between the Industrialization Era Essay The Connection between the Industrialization Era Essay The Connection between the Industrialization Era andJim Crow in relation to Denise Giardinas Storming Heaven Industrialization in the United States came about late in the 19th century immediately following the era of post-Civil War reconstruction.It was a time in which everywhere one turned, industry was successful.By the end of the 19th century, the U.S. was producing one-third of the worlds industrial goods.The railroad systems in America stretched from sea to shining sea.More immigrants were flooding into America (specifically cities) than they had in centuries in search of the American Dream. Like any other important eventin in this case erain history, the right ingredients were needed for this vast industrialization to fall into place.After all, other countries had experienced industrialization well before the U.S. had.So what made Americas unique and successful industrialization possible? The most significant aspect of Americas industrialization was transportation (specific ally, the railroad system).By the turn of the century, nearly every state in the union had a railroad running through it.This immediately made every industry, regardless of location, a nationwide industry.Even the meat industry reaped the benefits of the railroad system with the invention of the refrigerated railroad car.The turnover time improved dramatically.As a result, products could be shipped from Boston to San Francisco without having to endure a long journey on a ship. Other facets of American industrialization were important, such as the U.S. social system.This system held that, with a certain amount of hard work, you, too, can experience theAmerican Dream. This type of rags to riches attitude was expressed through Horatio Alger stories.In America, it was thought, nothing can hold you back.

Sunday, October 20, 2019

Prosody - Systematic Study of the Meter of Poetry

Prosody - Systematic Study of the Meter of Poetry Prosody is a technical term used in linguistics and poetry to describe the patterns, rhythms or meters of a language. Prosody can refer to the rules for the pronunciation of a language as well as its versification. The correct pronunciation of words includes:(1)enunciation,(2)proper accenting and(3)making sure each syllable has its required length. Syllable Length: Syllable length doesnt seem terribly important for pronunciation in English. Take a word like laboratory. It looks as though it should be divided syllabically into: la-bo-ra-to-ry So it appears to have 5 syllables, but when someone from the U.S. or U.K. pronounces it, there are only 4. Oddly, the 4 syllables arent the same. Americans heavily stress the first syllable. lab-ra-,to-ry In the U.K. you probably hear: la-bor-a-,try When we stress a syllable, we hold it an extra time. The Latin for time is tempus and the word for the duration of time, especially in linguistics, is mora. Two short syllables or morae count for one long syllable. Latin and Greek have rules about whether a given syllable is long or short. More than in English, length is very important. Why Do You Need to Know About Prosody?: Whenever you read ancient Greek or Latin poetry you are reading the writing of a man or woman who has replaced the mundane with the loftier speech of poetry. Part of the flavor of the poetry is conveyed by the tempo of the words. To read the poetry woodenly without trying to grasp the tempo would be like reading sheet music without playing it even mentally. If such an artistic rationale doesnt motivate you to try to learn about Greek and Roman meter, hows this? Understanding the meter will help you to translate. Foot: A foot is a unit of a meter in poetry. A foot will usually have 2, 3 or 4 syllables in Greek and Latin poetry. 2 Morae (Remember: one short syllable has one time or mora.) A foot composed of two short syllables is called pyrrhic. A pyrrhic foot would have two times or morae. 3 Morae A trochee is a long syllable followed by a short and an iam(b) is a short syllable followed by a long. Both of these have 3 morae. 4 Morae A foot with 2 long syllables is called a spondee. A spondee would have 4 morae. Uncommon feet, like the dispondee, can have 8 morae, and there are special, long patterned ones, like the Sapphic, named after the famous woman poet Sappho of Lesbos. Trisyllabic Feet: There are eight possible feet based on three syllables. The two most common are:(1)the dactyl, which is named visually for the finger, (long, short, short) and(2)the anapest (short, short, long). AnapestDactylic Hexameter Feet of four or more syllables are compound feet. Verse: A verse is a line of poetry using feet according to a specified pattern or meter. A meter can refer to a single foot in a verse. If you have a verse made up of dactyls, each dactyl is a meter. A meter is not always a single foot. For instance, in a line of iambic trimeter, each meter or metron (pl. metra or metrons) consists of two feet. Dactylic Hexameter: If the meter is dactyl, with 6 meters in the verse, you have a line of dactylic hexameter. If there are only five meters, it is pentameter. Dactylic hexameter is the meter that was used in epic poetry or heroic poetry. There is one additional important bit of confusing information: the meter used in dactylic hexameter can be either dactyl (long, short, short) or a spondee (long, long). Why? They have the same number of morae. Diaresis - Division in a Line of VerseCaesura - Division in a Line of Dactylic HexameterTrochaic TrimeterIambic Trimeter Meter for the AP Exam: For the AP Latin - Vergil Exam, students need to know dactylic hexameters and be able to determine the length of each syllable. - UU|- UU|- UU|- UU|- UU|- X. The last syllable may be taken to be long since the sixth foot is treated as a spondee. Except in the fifth syllable, a long syllable can replace the two shorts (UU).

Saturday, October 19, 2019

Critical, Close Reading Suzanne Collins The Hunger Games Essay

Critical, Close Reading Suzanne Collins The Hunger Games - Essay Example The major strengths of this paper is the use of examples, drawn from the novel as well as real life examples on how authoritarian rule caused rebellion. However, the area I would like to improve on is the analysis section. One of the major themes identified in the novel is power. The main source of power is the authoritarian government that is situated in the Capitol. This is because the Capitol contains majority of the wealth of Panem (Egan and Suzanne, 10). The government also uses this city to control the citizens of Panem. This is by holding the hunger games, whereby teenagers are chosen from the 12 districts and forced to fight to death. The major aim of holding these games was to thwart any form of rebellion from the people. It was also aimed at creating divisions within the districts, and infighting amongst the members of the 12 Districts in Panem (Balkind, 33). This in turn would prevent the citizens of Panem from rebelling against the government. However, these games did not succeed in preventing the citizens of Panem from rebelling. This paper takes a stand that the authoritarian use of power is a motivating factor for rebellion. It identifies circumstances where the citizens of Panem rebell ed against the authorities of the Capitol. This is through the two civil wars that occurred in Panem, and the actions of Katniss Everdeen. Originally, the country of Panem had 13 districts, but due to the authoritarian rule of the Capitol, the first civil war emerged. This was referred to as the Dark Days rebellion, and it was led by the 13th district. However, during this war, district 13 was able to gain independence, and formed its own rule. This is because its military was advanced, and it had threatened to use nuclear weapons to destroy Capitol (Collins, 7). The Capitol and the 13th district signed a secret ceasefire deal that granted district 13 independence. During

Risk Essay Example | Topics and Well Written Essays - 1500 words

Risk - Essay Example In this context, the greater the risk, the more that alternative is unfavourable while if the risk is lower the alternative is the best for an individual to take a course of action into it (ALEXANDER, 2008). In my work I will examine the risks in relation to financial assets. Probability can be defined as the possibility that a given event will occur or take place; therefore, it is the possibility of an event coming to pass. For example, probability of a woman given birth to a boy child or a girl is 0.5. This means that there is a possibility of a girl or boy child being delivered. In this manner, is the method that is used to define and measure likelihood distribution of possible outcomes, and taking into consideration variables of its distributions at different occurrences (CONNOR, GOLDBERG & KORAJCZYK, 2010)? Due to different understanding of term risk many scholars are of other takes that measure risks especially those that emphasizes on negative results or that are below some known referent points. Different scholars have also defined risks in terms of how risky it is to take certain alternatives. In this scholars view risk as a perceptual variable. For example taking participants with a pair of gambles and asking them which gamble appear riskier to them. In addition one can assess individual’s sensitivity on riskiness by putting up a scale of 1(not at all risky) to 50 (extremely risky). This will give results on how individual view risks in a given situation. The major concern of such ratings or models is to have a grasp of individual perception on risks (ALEXANDER, 2008). In their perception on a given risk people judge risks and feel that their judgment is significant. Risks judgment is a routine carried out in the day to day activities. Managers approximate the riskiness of various courses of action and implement these actions with a lot of

Friday, October 18, 2019

Strategic Marketing Case Study Example | Topics and Well Written Essays - 3000 words

Strategic Marketing - Case Study Example A brand is also considered to be a trademark or a product line. It is a distinctive name, which addresses, or identifies, a product, service, or a manufacturer. People purchase a certain brand in order to acquire a distinctive category and to show ownership of the brand that they favour. Companies must develop a marketing strategy. This process consists of coming up with a foundation (a basis) in which to work from. By creating a marketing strategy, companies can create an identity. This identity will be the trademark that used repeatedly in all communications in order for the company logo and message to be known by others. A company's brand, or otherwise known as a trademark or logo/motto, helps to differentiate the company from others and to provide uniqueness. It is suggest that there are four marketing constituents that must be considered and understood when creating a marketing strategy. The marketing components offer the foundation and basis for the brand strategy. The four components are as follow (Developing Your Brand Strategy, To begin developing a marketing strategy, a company must first define its brand. Defining a brand creates a framework or foundation for every other factor to build on. Adidas' marketing strategy was to focus on the rapidly growing sector of sports and retail. The company does not market sports but markets through sports. Although the two are quite similar and connected by the use of sponsors, marketing through sports involves employing communications in the communication process. An example is to market through an even such as the World Cup. This works tremendously as organisers of the event usually allow only one sports company to represent them (i.e., the official sponsor of the World Cup). Other companies are doing the same thing by incorporating Adidas into their marketing strategy. Even companies that typically do not have anything to do with sports are incorporating Adidas in delivering their brand. An example of this is when Mastercard, which has nothing to do with sports and athletics, uses Adidas in their commercials and other avenues of marketing because it recognises the powerful effects that television and football has on the public. (Hare, 1999.) Adidas also delivers the message that a sport product can also be an everyday consumer product. Sportswear is as fashionable as it is function-able. Branding is extremely important for Adidas as they market to the retail sectors. Polo shirts, track suits (or warm-up suits), and trainers are amongst the products that are popular with households. Knowing the target market is very crucial in determining the brand and all the steps that are required in doing so. A company's target market comprises of the people, which the company wishes to gain the attention and business of. Adidas defines their target market by characteristics such as psychographic, demographic, and geographic. With each target market, the marketing strategies change a

Effects of Brand Image on Brand Loyalty in the Airline Industry Dissertation

Effects of Brand Image on Brand Loyalty in the Airline Industry - Dissertation Example People may understand branding in various ways. However, it is not enough to understand branding through having people in the target market choose your products as opposed to the competitors. But, branding, is usually meant for the prospects to get to find a product or service offered by a particular organization as the only one that can solve their problems, in the market. It is also important to encourage branding as it creates a stronger relationship between the organization and the customers. Branding acts as an assurance to the customers that the solution that an organization is providing to their problems is a kind of solution that will be there every time they need it. As a result, the customers need not worry so much about their problem. This simply shows that branding provides a consolation to the customers. Through a brand image, customers find a particular reason to feel part of the organization. Â  In the strategic positioning of organizations in the market environments, branding has become a very important factor to consider. This is because branding has come out as the main thing that an organization needs to work on to inform the public about their products and services so that they can enhance their reputation. In other words, branding can be considered to be advertising on its own. This is so because, through branding, it is like putting the name of the business in a vehicle that will take it to its destination. It can also be regarded as using an impressive letterhead to send an invoice. Branding also means using an attractive logo to send the image of a company in an attractive way. We can describe branding in various ways, just as we can say, it is like passing your business card to a client. Good branding usually attract referrals.

Thursday, October 17, 2019

Philosophy and literature- Antigone by Sophocles Essay

Philosophy and literature- Antigone by Sophocles - Essay Example The king decides to give his predecessor a decent burial and formulates harsh law to punish the Polyneices. Where else it is right to accord traitors the harshest punishment so as to discourage others from trying it, according to Sopholes (441 BC), leaving dead bodies to decay without being buried is not acceptable by the gods. The whole story has evidence of the conflict when choosing between the good and bad. Ismene is also faced with a hard decision to make when confronted by Antigone to lend a hand in burying their brother Polyneices. Unlike Antigone, Ismene decided to stick by the rules of the government, only to latter feel the weight of the cause of action taken by Antigone, which makes her willing to die with her. This conflict begins to manifests immediately after Oedipus, the father of Eteocles and Polyneices leaves the throne and moves out of the kingdom. The two brothers are left behind and they fail to agree on the rightful heir to inherit the throne. Eteocles drives Polyneices out of the kingdom, only to return to challenge the throne with war. The war results to the demise of the two brothers. King Creon takes over the throne and feels that Polyneices acted out of bad faith and portrayed actions of a traitor when he engaged the king in a battle that resulted to both their demise. As a punishment to Polyneices, Creon decides that his dead body will be left to decay and be eaten by vultures while Eteocles was buried with honor. With the love of a brother and the need to do right, Antigone then decides to go against the ruling of the king and decides to bury her brother. The main characters are Antigone and Creon. Antigone is committed to bury her brother regardless of the consequences that are set for anyone who will go against the law. She represents the common man who despite the presence of rules and regulations that are set to govern them, at one point

Amtrak Essay Example | Topics and Well Written Essays - 500 words

Amtrak - Essay Example The company’s train service connects nearly 500 destinations in 46 states. The company information indicates that Amtrak served 30.2 million passengers and achieved ticket revenue of $1.9 billion in 2011 fiscal year (AMTRAK, 2008). It would be recommendable for the Amtrak to introduce its railroad services to Denmark, one of the most developed economies in the world. Although Denmark is an economically and industrially developed country, its railroad industry is still struggling to provide superior services to passengers. â€Å"Railroad transport is not competitive in Denmark and is only being sustained by higher subsidies than other modes of transport† (OECD, 1999, p.77). Denmark remains to be one of the Western European countries with limited number of long distance bus transpiration. Today, a large number of passengers depend on bus transportation for their journeys, and hence Amtrak services are most likely to be accepted by the Denmark’s railroad passenger industry. Currently, the country has roughly 2,600 km of railway lines and passenger trains are a common mode of transport in Denmark. In addition, the country has well developed infrastructure facilities, which is a vital element for railroad passenger industry. Denmark has some major rail connections to its adjacent countries including Germany and Sweden. Although there are numerous positive factors for Amtrak to introduce its services in Denmark, some operational barriers exist in the new global country. The OECD report (1999, pp. 77-78) reflects that increased governmental regulations have become a growth impediment to Denmark’s railroad passenger industry. The report also points out that Denmark does not effectively seize transportation opportunities provided by its neighboring countries. As a result, such government level restrictions may limit the operational efficiency of the company in Denmark. In addition, Denmark has only limited number of electrified

Wednesday, October 16, 2019

Philosophy and literature- Antigone by Sophocles Essay

Philosophy and literature- Antigone by Sophocles - Essay Example The king decides to give his predecessor a decent burial and formulates harsh law to punish the Polyneices. Where else it is right to accord traitors the harshest punishment so as to discourage others from trying it, according to Sopholes (441 BC), leaving dead bodies to decay without being buried is not acceptable by the gods. The whole story has evidence of the conflict when choosing between the good and bad. Ismene is also faced with a hard decision to make when confronted by Antigone to lend a hand in burying their brother Polyneices. Unlike Antigone, Ismene decided to stick by the rules of the government, only to latter feel the weight of the cause of action taken by Antigone, which makes her willing to die with her. This conflict begins to manifests immediately after Oedipus, the father of Eteocles and Polyneices leaves the throne and moves out of the kingdom. The two brothers are left behind and they fail to agree on the rightful heir to inherit the throne. Eteocles drives Polyneices out of the kingdom, only to return to challenge the throne with war. The war results to the demise of the two brothers. King Creon takes over the throne and feels that Polyneices acted out of bad faith and portrayed actions of a traitor when he engaged the king in a battle that resulted to both their demise. As a punishment to Polyneices, Creon decides that his dead body will be left to decay and be eaten by vultures while Eteocles was buried with honor. With the love of a brother and the need to do right, Antigone then decides to go against the ruling of the king and decides to bury her brother. The main characters are Antigone and Creon. Antigone is committed to bury her brother regardless of the consequences that are set for anyone who will go against the law. She represents the common man who despite the presence of rules and regulations that are set to govern them, at one point

Tuesday, October 15, 2019

Summary Essay Example | Topics and Well Written Essays - 500 words - 64

Summary - Essay Example His philosophy is more influential and followed upon in western sector than any other philosopher, as he articulates that; the freedom of choice lies down with all humans, without any obligation towards the society or religion. Moreover, he argues the infinity of finite world and there are no unseen phenomena hidden, as an appearance; is an evidence of its existence. He described that the ability to prove and produce results or accomplishments lies within man, as the ability to bring change is in his hand. Thus material or object’s presence can’t provide or fabricate what is instilled as a capacity, but man can; as he has the power to be nothing or everything. However, all the changes are directly associated to time and choice. A person acts as an object and as a subject many times in his life and therefore, impression his actions leave due to his physical involvement and the impression his invisible appearance causes; work simultaneously and thus Jean has called them being-in –itself and being-for-itself. Jean has stated in his piece of work â€Å"Man is nothing else but that which he makes of himself† (Sartre, p.9).Therefore one’s; self esteem is made high or low not only by his view of himself but it also includes the view point of others who stare him temporarily. Mainly it depends on the perspective of a human, whose ability define him his worth. It is a wide horizon where one can become optimistic or pessimistic, depending upon the choice again. Thus one gaze can change the view entirely depending upon the perception one has for himself. The freedom of choice is a gate way, which leads to two destinations it’s up to a person how he perceives the meaning of it, as it comes with great responsibility as well. .† Our responsibility is thus much greater than we had supposed, for it concerns mankind as a whole.† (Sartre , p.9) The most natural trait of a human is a complete

Monday, October 14, 2019

King Lear Shakespeares Essay Example for Free

King Lear Shakespeares Essay Dylan Thomass Do not go gentle into that good night was influenced by William Butler Yeatss Lapis Lazuli and William Shakespeares King Lear but the villanelle bears a stronger resemblance to Shakespeares play. The attitudes toward how an individual lives in the face of impending death, explored by Thomas, are similarly examined with the portrayal of Gloucester and Lear. Dylan Thomass Do not go gentle into that good night has been noted to bear the influence of and even echo W. B. Yeats, especially Lapis Luzuli, and, secondarily via this poem, Shakespeares King Lear. One scholar notes its Yeatsian overtones (Fraser 51); another judges Thomass villanelle to have much of the concentrated fury of expression which the poetry of the older Yeats contained, but more tenderness and sympathy (Stanford 117), and goes on to say. , citing Lapis Lazuli, that Yeats described the poet as one who knows that `Hamlet and Lear are gay' (118). William York Tindall cites not only Lapis Lazuli but also Yeatss The Choice as sources (204). Another scholar seems to skip over Yeats entirely (though his own phrasing echoes line 1 of Lapis Lazuli), seeing the Grave men/blind tercet (which contains the injunction to be gay) as perhaps invok[ing] the Miltonic (Tindall also mentions Milton 205) and the effect of the phrase be gay as rather hysterical sentimentality (Holbrook, Dissociation 53); of the earlier Wise men/lightning verse, however, he says The images are merely there, histrionically, to bring in the phrase `forked no lightning to give a Lear-like grandeur to the dirge (52). I would like to propose that Do not go gentle into that good night bears a much stronger and more direct connection to Shakespeares play than is suggested by references to Yeats or to Lear-like grandeur. I would like to propose that the attitudes towards deathor, more precisely, the attitudes towards how one lives in the face of impending deaththat Thomas explores in this poemthe implied attitude his speaker attributes to his direct audience, and the one he urges be adopted in its placeare similarly explored in King Lear and dramatized in the characters of Gloucester and Lear. I also propose that the voice we hear in Do not go gentle may not be a directly lyric speaker but an obliquely drawn persona, that of Gloucesters son Edgar. Further, when read in the shadow cast by King Lear, the tone of Thomass poem grows dark indeed. Do not go gentle into that good night is addressed to Thomass father, David John, known as D. J. According to biographer Paul Ferris, D. J. was an unhappy man a man with regrets (27); born with brains and literary talent, his ambition was to be a man of letters, but he was never able to advance beyond being a sardonic provincial schoolmaster in South Wales, feared for his sharp tongue (26-33). After his first serious illness, thoughcancer in 1933A mellowing is said to have been noticeable soon after; his sarcasm was not so sharp; he was a changed man (104). As he grew more chronically ill in the 40s, mostly from heart disease and with one of the complications being trouble with his sight, the mellowing intensified: As Ferris puts it, It must have been [D. J. s] backbone of angry dignity that his son grieved to see breaking long after, when he wrote `Do not go gentle into that good night' (27), and the poem is an exhortation to his father, a plea for him to die with anger, not humility (259). The poem was first published in November, 1951, in Princess Caetanis Botteghe Oscure, on consecutive pages with Lament, a dramatic monologue spoken by an old man on his deathbed who recalls his rollicking youth and middle-age spent in the pursuit (and capture) of wine, women, and song, but who has married at last in order to obtain a caretaker, and must suffer pious comforting in his final, helpless days. (Bibliographic evidence suggests the two were also composed, or at least finalized, more or less simultaneously; Kidder 188.) In the letter to Caetani that contained Do not go gentle, Thomas remarked that this little one might well be printed with [Lament] as a contrast (qtd. in Kidder 188). As Ferris suggests, it would be difficult to over-estimate D. J. s influence on his son: . . . the pattern of [Dylans] life was in some measure a response to D. J. Thomas and his wishes. For the early books that Dylan Thomas read, the rhythms he absorbed, and probably for his obsession with the magic of the poets function, he was indebted to D. J. (283). Prominent among those early books read by Thomas are the works of Shakespeare. In 1948 (and Thomas might have begun his, as usual, protracted drafting and revision of Do not go gentle in 1945, after D. J. suffered a nearly fatal illness; Tindall 204), Thomas wrote a journalist that D. J. s reading aloud of Shakespeare seemed to me, and to nearly every other boy in the school, very grand indeed; all the boys who were with me at school, and who have spoken to me since, agree that it was his reading that made them, for the first time, see that there was, after all, something in Shakespeare and all his poetry. . . (qtd. in Ferris 33; his ellipses). That Thomas was familiar with and admiring of Shakespeare is, of course, no surprise, but his direct linkage of his father with Shakespeare, particularly at this point in time, is interesting, and he demonstrated more than familiarity with King Lear: In 1950, during one of his reading tours in America, he spent an evening with novelist Peter de Vries (who would later use Thomas as the basis for the poet Gowan McGland in Reuben, Reuben) and, among other conversational gambits, declaimed some Lear (de Vries, qtd. in Ferris 233). That he was equally well-immersed in Yeats is verified by the fact that poems by Yeats were among those he performed on his 1950 tour of

Sunday, October 13, 2019

Female Genital Mutilation Essay -- Culture Cultural Genital Mutilation

Female Genital Mutilation FGM originated in Africa. It was, and remains, a cultural, not a religious practice. Female genital mutilation (FGM) is also known as female circumcision is performed on young women before they reach puberty. There are three types of FGM practiced. One is Sunna circumcision in which the tip of the clitoris and/or its covering (prepuce) are removed, Clitoridectomy where the entire clitoris, the prepuce and adjacent labia are removed, and Infibulation (a.k.a. Pharaonic circumcision) which is a clitoridectomy followed by sewing up of the vulva. Only a small opening is left to allow urine and menstrual blood to pass. In all types of FGM, the vagina is sown up until the female is ready to have sexual intercourse with her spouse or give birth to a child. The remaining sides of the vulva are stitched together to close up the vagina, except for a small opening, which is preserved with slivers of wood or matchsticks. This leaves them with reduced or no sexual feeling. Orgasms are sometimes im possible to experience later in life. Many health problems are a result of this traditional ceremony. Most women that do not go through female genital mutilation do not get married or society looks down on them, because women are viewed as clean and more desirable if FGM has been performed on them. These are the various types of FGM that the men uphold, but it is the women who usually do the cutting. The women that do the cutting are known as Circumciser’s and usually are elderly women figures in the tribe, who went through the same trauma of FGM when they were young girls. Many women who have expressed their experience openly to someone have described scenes such as a group rape. They describe being powerless, held down ... ...girl is the center of attention and receives presents and moral instruction from her elders. Lastly, it creates a bond between the generations, as all women in that society must undergo it and thus have shared an important experience. She also went on to say that by eliminating a women’s physical sex drive, circumcision made marriages more secure, and thus provided greater stability for families. She ended by saying, â€Å"Perhaps Americans, with their high rates of crime and teenage pregnancy, had things backwards†. While leaving out any personal opinion, we leave a question think about. From the background information of FGM, and the two stories of women who have gone through FGM and have run from it, Is it right for Westerners to impose their views and common experiences to a foreign nation that traditionally for thousands of years practiced Female Genital Mutilation? Female Genital Mutilation Essay -- Culture Cultural Genital Mutilation Female Genital Mutilation FGM originated in Africa. It was, and remains, a cultural, not a religious practice. Female genital mutilation (FGM) is also known as female circumcision is performed on young women before they reach puberty. There are three types of FGM practiced. One is Sunna circumcision in which the tip of the clitoris and/or its covering (prepuce) are removed, Clitoridectomy where the entire clitoris, the prepuce and adjacent labia are removed, and Infibulation (a.k.a. Pharaonic circumcision) which is a clitoridectomy followed by sewing up of the vulva. Only a small opening is left to allow urine and menstrual blood to pass. In all types of FGM, the vagina is sown up until the female is ready to have sexual intercourse with her spouse or give birth to a child. The remaining sides of the vulva are stitched together to close up the vagina, except for a small opening, which is preserved with slivers of wood or matchsticks. This leaves them with reduced or no sexual feeling. Orgasms are sometimes im possible to experience later in life. Many health problems are a result of this traditional ceremony. Most women that do not go through female genital mutilation do not get married or society looks down on them, because women are viewed as clean and more desirable if FGM has been performed on them. These are the various types of FGM that the men uphold, but it is the women who usually do the cutting. The women that do the cutting are known as Circumciser’s and usually are elderly women figures in the tribe, who went through the same trauma of FGM when they were young girls. Many women who have expressed their experience openly to someone have described scenes such as a group rape. They describe being powerless, held down ... ...girl is the center of attention and receives presents and moral instruction from her elders. Lastly, it creates a bond between the generations, as all women in that society must undergo it and thus have shared an important experience. She also went on to say that by eliminating a women’s physical sex drive, circumcision made marriages more secure, and thus provided greater stability for families. She ended by saying, â€Å"Perhaps Americans, with their high rates of crime and teenage pregnancy, had things backwards†. While leaving out any personal opinion, we leave a question think about. From the background information of FGM, and the two stories of women who have gone through FGM and have run from it, Is it right for Westerners to impose their views and common experiences to a foreign nation that traditionally for thousands of years practiced Female Genital Mutilation?

Saturday, October 12, 2019

Puritan History :: essays research papers

in the 17th century some Puritan groups separated from the Church of England. Among these were the Pilgrims, who in 1620 founded Plymouth Colony. Ten years later, under the auspices of the Massachusetts Bay Company, the first major Puritan migration to New England took place. The Puritans brought strong religious impulses to bear in all colonies north of Virginia, but New England was their stronghold, and the Congregationalist churches established there were able to perpetuate their viewpoint about a Christian society for more than 200 years. Richard Mather and John Cotton provided clerical leadership in the dominant Puritan colony planted on Massachusetts Bay. Thomas Hooker was an example of those who settled new areas farther west according to traditional Puritan standards. Even though he broke with the authorities of the Massachusetts colony over questions of religious freedom, Roger Williams was also a true Puritan in his zeal for personal godliness and doctrinal correctness. Most of these men held ideas in the mainstream of Calvinistic thought. In addition to believing in the absolute sovereignty of God, the total depravity of man, and the complete dependence of human beings on divine grace for salvation, they stressed the importance of personal religious experience. These Puritans insisted that they, as God's elect, had the duty to direct national affairs according to God's will as revealed in the Bible. This union of church and state to form a holy commonwealth gave Puritanism direct and exclusive control over most colonial activity until commercial and political changes forced them to relinquish it at the end of the 17th century. Because of its diffuse nature, when Puritanism began to decline in America is difficult to say. Some would hold that it lost its influence in New England by the early 18th century, but Jonathan Edwards and his able disciple Samuel Hopkins revived Puritan thought and kept it alive until 1800. Others would point to the gradual decline in power of Congregationalism, but Presbyterians under the leadership of Jonathan Dickinson and Baptists led by the example of Isaac Backus (1724 - 1806) revitalized Puritan ideals in several denominational forms through the 18th century.

Friday, October 11, 2019

Qrb/501 Week 6 Deliverable Essay

Week Six News Article Summaries Post Lehman Brothers Stock Market Crash Discussion In 2006, Brothers David and Tom Gardner started a community database to help consumers choose stocks. Developing the concept of longer-term investments over extended periods, versus the forecast method based on timing and risk. Motley Fool, the name chosen for the firm, asked staff to interview the firm’s top 18 investors to discuss lessons learned from the demise of Lehman’s Brother Stock at the five-year anniversary mark. Seth Jayson has learned to invest a little bit each month into the best companies and has stopped looking for quick fixes. Morgan Housel, discusses his lessons: cash= options, and debt= loss of options. Another point is to consider purchasing more when the stock crashes and to view risk as a gift. The forecast profession is deceptive, and to recognize that the market has recovered in four years. David Gardner predicted the fall of Lehman Brothers six months prior to the fall, which reinforced his methods of helping investors, succeed in the market. LouAnn Lofton recommends separating emotion form investing, to think long term and purchase stocks at lower rates during the crash. Alyce Lomax indicates her fears that people have not learned from the crash and that history has a habit of repeating itself. Alex Dumortier, who is CFA, explains his perspective of considering the unimaginable as possible and to prepare for uncertain measures. Jim Mueller recommends his tool for success has b een to keep a journal. Stating his process is to analyze motivations and trends before choosing to purchase stock. Charley Travers firmly reinforces investing in companies with cash rich balance sheets and strong free cash flows. Matt DiLallo took a time out from the market post-crash and looked for longevity instead of timing, stating â€Å"timing in the stock market is a fool’s errand† (Motley Fool Staff, 2012, n.p.). Chuck Saletta shares his process of choosing based on a solid balance sheet. Isaac Pino believes that Main Street has learned and suffered post-crash but not Wall Street, claiming that banks are still carrying too much debt and leverage. Patrick Morris supports what he learned during college studying finance, that â€Å"stocks are priced to be the present values of future cash flows,† and supports rate of return for stocks yielding more than savings (Motley Fool Staff, 2012, n.p.). Frank Thomas believes in planning and building a buying list whil e maintaining enough cash to support daily living costs. John Divine stresses the need to remain calm and keep the long-term goals in the big picture. Joe Tenebruso viewed the crash as an opportunity to move capital into strong companies and developed a new strategy he named Tier 1. Jake Keator learned that investing takes time and to be patient. Anders Bylund recommends the approach of keeping 10% of retirement liquid. John Reeves expresses that in a down market good companies like â€Å"Starbucks and Apple,† are misrepresented in the stock market but will bounce back in time (Motley Fool Staff, 2012, n.p.). In conclusion, the firm of Motley Fool explains skills learned to excel in the stock market: reinforcing long-term goals with companies in good financial shape, and consider purchasing those companies’ stocks during down markets to maximize return. 2008 Crisis Still Hangs Over Credit-Rating Firms This article has some direct links to business math principles because it addresses some concerns from the 2008 financial crisis. In 2008, some financial guru(s) compared it to the great depression, revamping the name to the â€Å"great recession† (Krantz, 2013, n.p.). During this time many major corporations, financial mainly, went into some sort of bankruptcy and got a bail out from the government. In this article the author addresses how some credit rating agencies were excusing poor credit ratings and banks allowing approval of risky mortgages when they should not have. In 2008 the agencies’ ratings played a critical role in the marketing of risky mortgage-backed securities, such as collateralized debt obligations. Investment banks had also bundled collections of individual mortgages, which alone can be hard to trade, into baskets that could be bought and sold like any bonds. These financial instruments were sold to investors but to sell them, the investment banks relied on the receipt of stellar ratings from the agencies to tempt investors starved for return. The author questions whether or not these companies have learned from their mistakes to avoid making the same mistakes again. This article links to this week’s objectives of applying business principles to make finance and operational business decisions because, in these aforementioned instances, credit rating agencies did not do that. They did not follow the basic math principles of business and instead took a road that surpassed logic and went more into greed. By applying the business math principles these agencies would have known that the risk was too great and would not have approved such deals because of the severity of the risks. Obama to Use Lehman Anniversary to Cite Progress * In this article, the author discusses President Obama’s progress on the economy. He is using the fall of the Lehman Brothers to show how much progress he has made in the economy. He is using certain math principles to try to help America get out of the financial crisis. He is trying to create a budget system but is clashing with Congress on the decisions he is making. President Obama argues that a better capitalized and regulated financial sector will give more credit. This will in turn help fuel the economy. According to the article, the federal government has paid back the debt that the accrued during bailouts of 2008. According to the Pew Research Center poll, the public is not convinced that the economy is fixed. The unemployment rate is at 7.3%, which is high. The article states this high rate is because some people have left the workforce and stopped trying to join it again. Sen. Elizabeth Warren, a Massachusetts democra t stated, â€Å"We should not accept a financial system that allows the biggest banks to emerge from a crisis in record-setting shape while ordinary Americans continue to struggle† (Kuhnhenn, 2013, n.p.). Obama wants to continue with his budget and use part of the $700 billion that has been allocated to help bail out other companies. The public accepted this a general success. The end of the article states that the federal government will bring in more revenue this year but still has $700 billion budget deficit. There is a spending problem, and it must be addressed. As a business it has to have an income through goods, sales, etc. to succeed. This needs to exceed the liabilities and expense. In the end, this is not what is happening. * The DOW has a Good Week The Dayton Daily News reported that the DOW Jones industrial average had one of its best week’s this year, rising 75 points (0.5%). The speculation for this positive performance included reports showing both inflation remaining stable and consumers purchasing more. Another helpful act came from Intel’s stock rising 66 cents (3%). Analysts found that reports varied on how the economy performed: some showed that although Americans purchased more items like cars and electronics, major clothing retailers cut profit projections for the remainder of the year because of lower sales. Wholesale prices, however, did not grow much, lending evidence that inflation is relatively stable. Investors stated that trading will likely change drastically after the Federal Reserve’s policy meeting on September 17-18, citing that they will decide plans for the bond purchasing program and how much they will cut back spending on those bonds. This article relates to the course objective quite directly. This week’s learning objective ties this course together, taking business math principles and using them to make operational decisions. The DOW Jones shows businesses how they stand against competitors and reveal areas for potential investment. Many corporations have investment advisors watching the stock market and advising when and what to buy or sell. Business leaders watching and analyzing the DOW Jones not only reveals insight into how individual businesses perform but also shows them the prices in certain markets. This is a useful tool for investors to know where to put their money, buying stocks when prices in one market are low and selling stocks in another market where prices have peaked. Your Money: Keeping retirement on track takes focus The main focus of this article was how the financial crisis five years ago has made it harder for people wanting to retire. People today when they want to retire have to take into consideration that in order to retire today there must be a savings in place. According to a retirement survey done by PNC Perspectives people that originally planned to retire between the ages of 60 to 62 will have to work longer than originally expected (Tompor, 2013). According to the survey, â€Å"About 43% of those who are not yet retired and still working said they have a pension; but about 64% of those who are retired have a pension†(Tompor, 2013). This article also shows interviews done with Thomas Palka and Connie DeMetsenare. Thomas is a self-employed business man that does not currently have a pension plan. Thomas at the age of 52 has no plans on retiring any time soon. He knows he has to continue to work in order to have income coming in. Connie is 48 and current is investing in a 401(k) plan through her employer. He and her spouse paid cash for their current house they live in to eliminate being stuck paying a mortgage they may not be able to afford once they retire. Connie plans to retire at the age of 67. Based on this article many aspects can stop a person from retiring. Those aspects include not having a pension or 401(K) plan in place, financial crisis that can affect retirement funds, and having too much debt. To live comfortably a person must have a savings plan in place and eliminate their current debt. Reference AP, A. (2013, September 14). Dow has good week. Dayton Daily News. Retrieved from http://www.daytondailynews.com/news/business/dow-has-good-week/nZwx2/ Krantz, M. (2013, September 13). 2008 crisis still hangs over credit-rating firms. USA Today. Retrieved from http://www.usatoday.com/story/money/business/2013/09/13/credit-rating-agencies-2008-financial-crisis-lehman/2759025/ Kuhnhenn, J. (2013, September 14). Obama to use Lehman anniversary to cite progress. USA Today. Retrieved from http://www.usatoday.com/story/money/business/2013/09/14/obama-lehman-anniversary/2813687/ Motley Fool Staff, (2013, September 12). Five Years After Lehman: Investing Lessons from the Financial Crisis. Retrieved from http://www.fool.com/investing/general/2013/9/12/5-years-after-lehman-investing-lessons-from-the-fi.aspx?source=ihpsitth0000003&lidx=1