Non Profit Finance Fund ( Nff ) Unlocks The Potential Of...

Non profit finance fund Non profit finance fund 70 west 36th street Eleventh floor new york,NY 100018 NFF ®: ABOUT US What We Do Nonprofit Finance Fund ® (NFF ®) unlocks the potential of mission-driven organizations through tailored investments, strategic advice and accessible insights. Founded in 1980, NFF helps organizations connect money to mission effectively, and supports innovations such as growth capital campaigns, cross-sector economic recovery initiatives and impact investing. A leading community development financial institution (CDFI) with over $300 million in assets under management, NFF has provided $575 million in financing and access to additional capital in support of over $1.5 billion in projects for thousands of organizations nationwide. In partnership with others, we ve also supported the provision of more than $120 million in grants to nonprofits for recovery, capital and planning grants and reserves. NFF is headquartered in New York City and serves clients from five office across the country . Our Values Creating positive social change is hard work that requires focus, discipline, and collaboration. We believe explicit values can guide our decision-making, organize our priorities, and facilitate effective partnerships. Our values serve as both a description of what we already share and an aspiration for what NFF will

Frankenstein Movie Comparison - 921 Words

Mary Shelleys novel Frankenstein published in 1818, was the crucial influence of the 1994 Frankenstein movie directed by Kenneth Branagh. Kenneth was extremely successful and had a lot of ambition to portray the real horror image Shelley wrote about in her novel. Before the 1994 movie, there were numerous vague interpretations based on the novel. I believe the 1994 films intent to be the most relative to the novel than any other film produced. The movie did a considerable job following the schematics of the novel. Although the films storyline is similar, there are varying scenarios within the movie, and this makes a difference towards the plot. To begin, the novel starts off with Robert Walton writing to his beloved sister about his†¦show more content†¦In the novel, Frankenstein grows up with a childhood friend named Henry Clerval. In the film, Clerval befriends Frankenstein after their first lecture in medical school. While at school Frankenstein attends his anatomy class, and he becomes intrigued by his Professor Waldman. A difference that isnt mentioned in the novel is an experiment Waldman shows Frankenstein and Clerval of a monkeys hand that he injected with needles all over it. Waldman has the needles hooked up to electricity, and this demonstrates contractions that stimulate the muscles. This caused the hand to function, and Clerval shook it, but it dramatically latched onto Clerval. This event foreshadowed the phenomenon and the magnitude that was approaching from Frankensteins experiment. Another difference between the novel and film; is in the film Waldman is murdered by an ill man that he is trying to give a vaccination too. In the novel, he only plays a small part through the educational influence in Frankensteins science experiments. In the movie, Frankenstein uses the body of the ill man, and the brain of Waldman to create the experiment. A similarity is that Frankenstein brings his creation to life. A difference is that in the film the creature is bald with normal complexion, and in the novel, the creature is very tall, black hair, and yellowish skin. Another similarity is that theShow MoreRelatedHarold Blooms Analusis of Frankenstein Essay693 Words   |  3 PagesAmerican critic explores Mary Shelleys Frankenstein to find true meaning. Throughout his essay, he gives answers to the lingering question of who the real monster is. He also paints a clear picture of a major theme in the novel, the Romantic mythology of the self. Through reading his essay, it opens up new light to Mary Shelleys novel. It gives new meaning to the monster and his creator. Basically Harold Bloom begins his essay by explaining how Frankenstein to most of us is the name of theRead MoreEssay about Frankenstein1045 Words   |  5 Pagescreature to be a monster? When the movie Frankenstein came out, monsters were usually big and scary animals that terrified everyone that walked in their path. They were creatures that generally behaved monstrously, doing things that were against society norms and had no consideration for the safety of others. Perhaps looking beyond the physical appearance of a â€Å"monster† and just looking at their actions one might see Dr. Frankenstein as a monster himself. Frankenstein was a story about a man who createdRead MoreEssay on Mary Shelleys Frankenstein1643 Words   |  7 PagesMary Shelleys Frankenstein In 1818 a novel was written that tingled people’s minds and thrilled literary critics alike. Frankenstein was an instant success and sold more copies than any book had before. The immediate success of the book can be attributed to the spine-tingling horror of the plot, and the strong embedded ethical message. Although her name did not come originally attached to the text, Mary Shelley had written a masterpiece that would live on for centuries. Read MoreDisappointing Frankenstein Movie After Reading the Book by Mary Shelley861 Words   |  4 Pagesso much you think the movie will be mind-blowing with all the special effects bringing something to life; however after you saw it you were stunned about how much they left out of the novel with Hollywood putting their own crazy spin on the story? This is how I felt after enjoying reading Frankenstein by Mary Shelley, so much then watching the movie. Surprisingly it really disappointed me, which is sad because when most Americans think of Frankenstein they think of the movie version and not the novelRead MoreTheme Of Parenting In Frankenstein1664 Words   |  7 Pagesof the monster’s life while the monsters creator, Victor Frankenstein. Additionally, the story has a large focused on the role of parenting: One that wishes for parents to consider their child’s life and how they learn. Through what appears to be positive learning, the unintentional creation of so mething monstrous is born. While this is a common theme made through Shelly’s work, Paul McGuigan, director of the 2015 adaptation of Frankenstein, took a different approach to showing this theme to his viewersRead MoreThe Limits Of Scientific Limits1306 Words   |  6 Pagestechnology are ethically correct or if the results are unethical and god-like. Thus, the cases presented in Patrick Guinan’s work â€Å"Bioterrorism, Embryonic Stem Cells, and Frankenstein†, which is published in the Journal of Religion and Health for psychological and medical research, â€Å"Bioterrorism, Embryonic Stem Cells, and Frankenstein†. Consequently, an overwhelming majority of individuals believe that scientists should be forbade to perform experiments that â€Å"play god† in order to ease their curiosityRead MoreEssay on Old and Young Frankenstein2939 Words   |  12 PagesOld and Young Frankenstein      Ã‚   Something that interested me greatly about Mary Shelleys Frankenstein was the treatment that the creature received from Frankenstein and the other people around him. I often wonder how things would have turned out had he been treated with a little bit of humanism and compassion, especially by his creator. What if Frankenstein had taken the responsibility as the creatures parent and created him with a little humanism and kindness? Would theRead MoreFrankenstein Compare And Contrast Essay2089 Words   |  9 PagesMary W. Shelley’s brilliant gothic story, Frankenstein, is one that emits the prevalent theme of light versus dark, in which possesses obvious characteristics of a novel written during the romantic era. The novel tells the account of the overambitious Victor Frankenstein, who created a monster in hopes that he’d be known for crafting something human from the body parts of corpses with physical and mental advantages in society, basically playing the part of God on Earth, but through the auspices ofRead MoreFrankensteins Monstrosity2191 Words   |  9 PagesLil Wayne who judges one’s physical appearance rather the inner qualities that never is seen. Throughout the last century, society has been based on superficial concepts of good or evil, beautiful or ugly, ordinary or abnormal. In Mary Shelley’s Frankenstein, the Creature i s depicted as a overwhelming ugly monster with superhuman strength and the lust to kill his next victim. Playing with the elements of God, Dr. Frankenstein’s dream was to bring upon life regardless of how it was created. Frankenstein’sRead MoreFrankenstein Study Guide14107 Words   |  57 PagesTHE GLENCOE LITERATURE LIBRARY Study Guide for Frankenstein by Mary Shelley i To the Teachern The Glencoe Literature Library presents full-length novels and plays bound together with shorter selections of various genres that relate by theme or topic to the main reading. Each work in the Library has a two-part Study Guide that contains a variety of resources for both you and your students. Use the Guide to plan your instruction of the work and enrich your classroom presentations. In

Perceptions of Social Media Integration †Free Samples to Students

Question: Discuss about the Perceptions of Social Media Integration. Answer: Introduction: The selected organization is Art of the Table. This small restaurant is situated Seattle, Washington. The restaurant was established in the 2007 and since then the organization is serving great food and services to the customers. The organization has various foods to serve customers. The quality of service and food of Art of the Table is very good. The menu of the restaurant is created by Chef Dustin Ronspies. The restaurant serves full range of local and seasonal produce to the customers. The restaurant put the value of local farmers in a very high place. One of the biggest strength of the restaurant has been the collaboration with the local customers. The staff of Art of the Table restaurant makes everything that are served to customers from scratch. The long and healthy collaboration of the organization with the local farmers has allowed the restaurant gain competitive advantage in gaining raw materials. The prime positive impact of collaboration has been the production and consum ption of the required ingredients from local farmers. The restaurant offers chefs tasting menus and la carte to the customers every night. The restaurant recommends the customers their tasting menu to get the best experience of what Art of the Table do. The organization staff believes that enjoyment of menu have to be decadent and fun. The conviction of the restaurant is reflected through their food and services. The organization has been serving their customers for a decade now and the customers have always enjoyed their menu. The restaurant has been encouraging the customers for setting their phones and worries aside and enjoy the meal they serve in an old fashioned manner. The ambience of the restaurant is so good that the customers always come out from their busy life and enjoy the stay at Art of the Table. The restaurant has always put their customer requirements and convenience at the top of the business requirement list. The staff always try their best to offer their best each night. The organization has a website that is designed with the purpose of promoting their business. The site consist of all the relevant information about the restaurant. The website has the list of the drinks and the foods that the restaurant offers to their customers. The location and contact information of the restaurant is also present in the site. Social media integration has been done properly (Art of the Table 2018). System Analysis: Input and Output of Business: The main input of the system is the customer information and review. The organization put utmost importance of the user feedback. As per the user requirements, the restaurant makes various changes in their menus and services. The first input would be the information of the customer. The first name, second name, address, contact number, email, social security number, profession and various others information will be taken as the customer data. The customer can provide feedback about the services and food they have consumed. These feedbacks will be the first in the priority. The next input is the farms information. The partner firms will be providing all their details. The raw materials that are collected from the firms are also input of the business. The output is the results of processing the data taken as the input. The main output is the information that are derived from analyzing the user feedback data. Taken as an example, the feedback is that user wants more chicken in the burger. The output will be that putting 50 gm more chicken in the burger will make customer happy and will be the budget of the restaurant. Another output is the required raw materials form the firm for particular seasons. Main Components of Business System: The components of the business system are computers, database, website, internal networking and many more. The staff in the restaurant will be accepting orders through the site or manually by the customers. All the customer details, order details and other business related data will saved within the system database. The database is the magnetic tape. The computers will be connected to the main system and server. The website will also be connected to the system. There will be various security concerns inputted into the system. The networking will be done to connect various computers with the system server and database. Main business processes: The main business process is order acceptance and delivery. The responsible restaurant staff will be accepting orders. These orders will be stored into the database. Each of the orders will stored against each customer. The waiter will inform the chef about the orders. The chef will cook the food and the waiter deliver the food to the customer. The waiter also deliver the drinks to the customers at their demands. The customers then make payment against their orders. Elements of environment: The elements of the business environment plans and polices of Art of the Table restaurant, financial resources, organization image, staff management and customer management. Feedback loops: The major feedback loop is the customer base. The increase in the base of the customer will result in the increase of raw materials consumption. Another feedback loop is the increase in revenue due to increase in business. Analysing the quality of the information you found on the website: The section is mainly focused on the information that have been presented within the site. The organizations website has various pages that successfully display various information so that customer can gather required information to understand the restaurant services. In the following section the presence of information as per pages has been discussed. Home Page: Within this page small description of the restaurant is present at the middle of the page. The location of the restaurant as well as the contact information are also available. The page provides information on the opening and closing time of the restaurant. The social media integration shows that the organization has pages in Facebook, Twitter and Instagram. The menu in the header section within the site is able to provide an idea of what the restaurant serves. Food: In the food page, the two images of food has been used to attract the customer attraction. Through seeing the image the user can easily understand what quality of food is served at Art of the Table. The section About Our Food holds the information of what restaurant thinks about their foods. The name of Chef can be seen in various pages which makes the customer reliable. A quote of the chef Dustin is used in this section to convey what the restaurant believes. In the tasting menu the name of the foods, description and price has been provided. The description of the three kinds of tatting menu allows the customer to realize the types of menus are served. The name of the farms that collaborate with the restaurant are also present in the page. Drinks: This page shares the information like name of the bar, Under the Table, and what kinds of drinks are served in the bar. Analysing the social media website: Art of the Table restaurant has social media integration in Facebook, Instagram and Twitter. The main reason of integrating the social media into the business is increasing the brand recognition. The users of Facebook, Instagram and Twitter will be frequently seeing updates from Art of the Restaurant. This way the brand will be a familiar name among the customers. Improving the rand loyalty is another cause of using social media integration. Through various distinct methods, the social mead marketing will allow Art of the Table a higher conversion rate. The customer service team of the organization works closely with the marketing team through the social media integration. The complements and negative reviews in the social media pages allow the marketing team to collaborate with the customer relationship management team and create new strategies. Moreover, the organization make amendments in the strategies so that customer loyalty can be achieved in a higher rate. The Twitter is the best social media in terms of collecting the thoughts and innovative suggestions from the customers. On the other hand, the restaurant collects the thoughts of the customers about Art of the Table through Facebook in a better way. The organization must select strategies over the tools. Art of the Restaurant has an existing marketing goal. The organization management must carry out an evaluation of the marketing strategies and drive social media activities. The organization can make a Facebook page through which the customers can order food directly from social media site without accessing the website or physically at the restaurant. Like traditional media campaigns, social media is often used to generate brand, product, or company awareness. If awareness is the goal, marketers must have a clear understanding of what happens next in the companys marketing strategy to convert awareness into purchase intent. Bibliography: Allweyer, T., 2016. BPMN 2.0: introduction to the standard for business process modeling. BoDBooks on Demand. Art of the Table. (2018). Welcome. [online] Available at: https://www.artofthetable.net/ [Accessed 25 Mar. 2018]. Ferme, V., Ivanchikj, A. and Pautasso, C., 2015. A framework for benchmarking BPMN 2.0 workflow management systems. In International Conference on Business Process Management (pp. 251-259). Springer, Cham. Hair, J.F., 2015. Essentials of business research methods. ME Sharpe. Hayes, A.F., 2017. Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Publications. Jantasri, V. and Wannarat, S., 2018. The intention of Thai customers to adopt restaurant websites in Bangkok. AU Journal of Management, 11(2), pp.57-63. Killian, G. and McManus, K., 2015. A marketing communications approach for the digital era: Managerial guidelines for social media integration. Business Horizons, 58(5), pp.539-549. SCHMIDT, R., Mhring, M. and KELLER, B., 2017. More than a technical feature: insights into augmented reality with social media integration in the travel industry. In Advances in Social Media for Travel, Tourism and Hospitality (pp. 86-102). Routledge. Scott, K.R., Hsu, C.H., Johnson, N.J., Mamtani, M., Conlon, L.W. and DeRoos, F.J., 2014. Integration of social media in emergency medicine residency curriculum. Annals of emergency medicine, 64(4), pp.396-404. Skouradaki, M., Roller, D.H., Leymann, F., Ferme, V. and Pautasso, C., 2015. On the road to benchmarking BPMN 2.0 workflow engines. In Proceedings of the 6th ACM/SPEC International Conference on Performance Engineering (pp. 301-304). ACM. van Rooyen, A., 2015. Distance education accounting students perceptions of social media integration. Procedia-Social and Behavioral Sciences, 176, pp.444-450. Wiegmann, D.A. and Shappell, S.A., 2017. A human error approach to aviation accident analysis: The human factors analysis and classification system. Routledge.

Stagnant Society in Anthem Essay Example For Students

Stagnant Society in Anthem Essay Anthem by Ayn Rand is a story of someone who breaks away from the mindless herd of society and dares to commit all the unspeakable transgressions . The plot takes place after mankind retrogresses to a futuristic dark age where to think and question the things around them is considered a crime . Equality 7-2521, the main character, lives in a collectivist society where the individual does not exist, only the group, â€Å"We† . Fascinated by discovery, Equality 7-2521 grows up wanting to be a scholar in the Council of Scholars . When the time came he is assigned the job of being a Street Sweeper, because he is trying to be different and for thinking on his own with his inquisitive mind . We will write a custom essay on Stagnant Society in Anthem specifically for you for only $16.38 $13.9/page Order now Equality 7-2521 is born different physically and mentally from his brothers in the rest of society . He writes â€Å"Ever have the Teachers and Leaders pointed to us and frowned and said: â€Å"There is evil in your bones, Equality 7-2521, for your body has grown beyond the bodies of your brothers†(18) . Moreover when he sees himself for the first time notes the significant difference â€Å"Our face was not like the face of our brothers, for we felt no pity when looking upon it . Our body was not like the bodies of our brothers, for our limbs were straight and thin hard and strong†(80) . This curse of his, of being different, drives him to think and have a mind mentally . He explains, â€Å"We were born with a curse . It has always driven us to thoughts which are forbidden†(18) . This is why the Council of Vocations did not appoint Equality 7-2521 into the Council of Scholars or any other highly regarded Council . How could someone so different from the â€Å"W e†, hold such a high position and role in society . Thus, they made an example of him, saying that being different, being an individual out of the â€Å"We† is useless . Equality 7-2521’s nature is to ask questions about the things around him and to make new discoveries and inventions . However the society around him chose to shun him for his inquisitive mind and nature . He writes â€Å"We wished to know . We wished to know about all the things which make the earth around us . We asked so many questions that he Teachers forbade it† and â€Å"if we went to the Home of the Scholars, we could learn from these also . We could ask questions of these for they do not forbid questions†(23, 24) . Therefore, the Council of Vocations is afraid that if he did go to the Council of Scholars or any other field of study he would be able to discover secrets of the Unmentionable Times . They knew that he would seek and find knowledge unfit for their collective society . Furthermore, the council is well aware of his competence in performing these tasks . He writes â€Å"It was not that the learning was too hard for us . It was that the learning was too easy . This is great sin, to be born with a head which is too quick . It is not good to be different from our brothers, but is evil to be superior to them . The Teacher told us so, and they frowned when they looked upon us†(21) . Equality 7-2521 is ready to find out the secrets of the Unmentionable Times and evolve to a better state . However the rest of society wants to remain stagnant and remain the same . Thus they reject him . The perfect example of this is when the scholars reject the power from the sky . They say â€Å"It must be destroyed†(74) . If he could create light on his own, imagine what he could do with the facilities of the within the House of Scholars . The Council of Vocations foresaw this and tries to prevent before it became out of hand . .u35b598849825164c615a0e1654237a93 , .u35b598849825164c615a0e1654237a93 .postImageUrl , .u35b598849825164c615a0e1654237a93 .centered-text-area { min-height: 80px; position: relative; } .u35b598849825164c615a0e1654237a93 , .u35b598849825164c615a0e1654237a93:hover , .u35b598849825164c615a0e1654237a93:visited , .u35b598849825164c615a0e1654237a93:active { border:0!important; } .u35b598849825164c615a0e1654237a93 .clearfix:after { content: ""; display: table; clear: both; } .u35b598849825164c615a0e1654237a93 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u35b598849825164c615a0e1654237a93:active , .u35b598849825164c615a0e1654237a93:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u35b598849825164c615a0e1654237a93 .centered-text-area { width: 100%; position: relative ; } .u35b598849825164c615a0e1654237a93 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u35b598849825164c615a0e1654237a93 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u35b598849825164c615a0e1654237a93 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u35b598849825164c615a0e1654237a93:hover .ctaButton { background-color: #34495E!important; } .u35b598849825164c615a0e1654237a93 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u35b598849825164c615a0e1654237a93 .u35b598849825164c615a0e1654237a93-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u35b598849825164c615a0e1654237a93:after { content: ""; display: block; clear: both; } READ: Today's Society Is A Dangerous and Corrupt Place EssayTo sum it up, the Council of Vocation’s sinister motive in putting Equality 7-2521 in the House of the street sweepers is that he is to advance and innovative for his time period . Just the like man, who burns at the state for speaking the unspeakable word . Equality 7-2521’s individualistic values in a collectivistic society lead him far away where he will build a new race of individuals, innovators and thinkers .

To Arms or Not to Arms Against Corcyra essays

To Arms or Not to Arms Against Corcyra essays Attention! Attention! Is it time for taking up arms or not? The Corcyraeans and Corinthians are debating here in Athens to persuade us on our participation in the upcoming war. Do we join Corcyra; the city that started the colony of Epidamnus, or do we join the original colonizing city of Corinth? To fully understand the potential of war, Athens must understand both sides and therefore we, Athens, will be able to decide on the stance we must take. Do we go to war with the Corcyraeans (those that have remained neutral in the past) or do we remain neutral as asked by the Corinthians (those that have served with us in the past)? Should Athens help defend the Corcyraeans even when they admit that they have failed to be part of any alliances in the past? As a colony that has been set apart by their own actions comes running when they cant even work out their own problems wants, nay, needs Athens help. The Corcyraeans stated to the Athenian assembly that they themselves chose not to have alliances by stating when a people that have not rendered any important service or support to their neighbors in times past (1.32.1). These representatives from Corcyra believe that their past isolation has helped their growth. Now once their growth has expanded beyond their ability to be able to control the interests of the government they come crying to us to help with the situation. These representatives even state that they can not fix the problem by stating: seeing our utter inability to cope wit them without foreign aid, and the magnitude of the danger which subjection to them implies, find it necessary to ask h elp from you and from every other power (1.32.5). Because of Corycras isolation from past political alliances, they have been put into a situation where they can not defend themselves and they must come crawling to Athens for assistance; and quite possibly survival from Corinth. Th...

12 Amazing Full-Ride Scholarships You Can Win

12 Amazing Full-Ride Scholarships You Can Win SAT / ACT Prep Online Guides and Tips The full-ride Scholarship: the most mythical of scholarships that all students secretly (or not-so-secretly) dream of.Unfortunately, these scholarships are hard to come by, and they're even more difficult to win. Though many schools offer full-ride or full-tuition scholarships, there are also a handful of scholarships out there- run by independent organizations and even the government- that you can use at almost any school.Read on to learn about some of the most highly sought-after scholarships in the country. What Is a Full-Ride Scholarship? A full-ride scholarship is the unicorn of scholarships. It’s estimated that fewer than 20,000 students per year will manage to get one of these scholarships- that’s less than 1 percent of the students attending college! By far, the vast majority of these scholarships come from universities and colleges that are trying to attract top students to their campuses. Full-ride scholarships from private organizations that you can use at any school are even more rare. These scholarships cover not just tuition but also additional expenses, such as room and board, travel costs, and textbooks. Who Should Apply For These Scholarships? High school students who think they are the cream of the crop should apply for the scholarships listed below. You’ll see that some of them have specific requirements, such as race or location, whereas others are open to anyone. You should be at the top of your class (most of these scholarships are looking for students in the top 10 percent) and have high test scores.You should also have specific, strong examples of your leaderships skills, community involvement, and excellent character. Unsurprisingly, most of these scholarship applications will require you to do some writing, so make sure you're a strong writer, too. Finally, expect to need top-notch letters of recommendation from multiple sources. Top Advice for Winning a Full-RideScholarship Don’t put all your eggs in one basket. Even if you have the attributes mentioned above, there are going to be a lot of other students out there who have done just as well as you have. There are a lot more great students than there are full-ride scholarships, so you're not going to get one unless you're really lucky. You'll have a much better chance of winning scholarship money if you don’t try to get it all in one go. Think about your strengths, what you want to pursue in college, and your favorite activities, and go out and find several smaller scholarships to apply to. Though the payoff won’t be one lump sum, you’ll have much less competition and a far higher chance of success. 12 Fantastic Full-Ride Scholarships This list includes a dozen full-ride scholarships- offered by both private companies and the government- that you can use for many different schools. Since full-ride scholarships are so rare, I have also included scholarships that are not full rides but have a high-enough award amount that they could easily cover tuition and fees at many universities. Chick Evans Caddie Scholarship This may be one of the weirdest scholarships you’ll come across! This scholarship covers full tuition and housing costs for four years for students who have successfully and regularly been golf caddies for at least the past two years. High school juniors and seniors can be nominated for this award if they have at least a B average. Students will also be required to take the ACT or SAT, demonstrate financial need, and showcase their outstanding character, leadership, and integrity. Evans Scholars usually choose to attend one of the 15 schools that has a scholarship house, where all of the scholars reside together over their four years in college. These colleges are as follows: University of Colorado University of Illinois Indiana University Marquette University Miami University University of Michigan Michigan State University University of Minnesota University of Missouri Northern Illinois University Northwestern University Ohio State University University of Oregon Purdue University University of Wisconsin The application for the scholarship must include the following: Academic evaluation from your school Caddie evaluation from your golf club’s manager Information about your extracurricular activities, family and financial information Photograph of yourself Two-page essay detailing your background, future goals, and why you would be a good pick for the scholarship Once a student receives the award, they must keep a strong academic record, be actively involved in both campus activities and the scholarship house, and show respect for their fellow scholars. Applications are due byOctober 30, though priority is given to applications submitted by September 30. JPMorgan - Thomas G. Labrecque Smart Start Program The Smart Start Scholarship provides full tuition, a paid internship at JPMorgan Chase, and a stipend of $750 for books and other expenses for 10 undergraduate students every year. The awards are renewable for all four years of college. This annual scholarship is awarded to high school seniors across New York City who are planning to attend any of the following institutions: Barnard College Baruch College Brooklyn College City College Columbia University Fordham University (Lincoln Center campus, Rosehill campus) Long Island University (Brooklyn campus) New York University Pace University (Manhattan campus) Polytechnic Institute of New York University St. Francis College St. John’s University In addition, you must be planning to major in one of the following fields: Business Communications Computer science Engineering Liberal arts Social science For the scholarship, you'll need to submit information about your financial circumstances and provide a resume detailing your community service involvement, extracurricular activities, honors, and internship history. You'll also have to write several essays- including one about your greatest personal achievement, one about a team project you've done, and one about why you've chosen your major- andsubmit two recommendations. Winners will be at the top of their high school classes and will demonstrate strong leadership, maturity, and initiative. The application deadline is different every year but typically occurs in January or early February. Jack Kent Cooke Foundation College Scholarship This scholarship awards up to $40,000 per year over four years to cover the cost of tuition, living expenses, books, and fees. This program is aimed at high-achieving high school seniors who have financial need and want to attend top universities. Students who win the award may pursue any major or field of study. Each year, 30-40 students are selected as winners. The application includes a review of the following: High school grades Standardized test scores (ACT/SAT) Participation in advanced courses Several short and long essays Letters of recommendation Demonstrated financial need Successful applicants will have a GPA of 3.5 or above, with no Cs or below in core classes, and will have scored in the top 15 percent nationally on the SAT or ACT. The application deadline varies, but it's usually in November. Microsoft Tuition Scholarship This program offers annual college-tuition scholarships for currently enrolled undergraduate students studying computer science, computer engineering, and related STEM (science, technology, engineering, and math) disciplines and who have at least a 3.0/4.0 GPA. Current high school students who have not yet started college are ineligible. Diverse applicants are encouraged to apply. The scholarship coversall or part of the selected students’ tuition for one year. Winners will be selected based on the quality of their application, demonstrated interested in the software business, leadership ability, and financial need. The application is normally open from October to January. USDA/1890 National Scholars Program This scholarship provides full tuition, fees, books, a laptop, a printer, software, and room and board for four years. Winners will also receive employment with the USDA during the summer and after graduation along with employee benefits. Applicants must be US citizens and high school graduates about to start their first year of college. All applicants should: Have a 3.0 GPA or higher Earn at least 1000 on the SAT or 21 on the ACT Plan to attend one of the 18 1890 Historically Black Land-Grant Universities Intend to study food, agriculture, or natural resource sciences Have a track record of leadership and community service The application deadline is in January of each year. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Regeneron Science Talent Search This national contest allows the country’s most promising young scientists and mathematicians to conduct long-term original research projects and compete to win money. Projects may encompass a variety of fields, including the following: Biochemistry Bioengineering Chemistry Computer science Engineering Environmental science Genomics Mathematics Planetary science Forty high school seniors who are shortlisted as finalists will present their work in Washington DC during a week-long event in the spring. All finalists receive prizes, with a first-place prize of $250,000, a second-place prize of $175,000, and a third-place prize of $150,000. Even finalists in th place and onward receive $25,000 each, while regional semifinalists receive $2,000 each! Applications are due in November. Dr. Pepper Tuition Giveaway Dr. Pepper is giving away $100,000 of tuition money (as well as many smaller prizes ranging from $1,000 to $20,000). This money may be used to cover educational expenses or to pay off student loans.You must be between the ages of 18 and 24. To apply, go to the official website and write a short essay describinghow you plan to change the world. If your essay gets more than 50 likes, you'll be invited to create a short video to further elaborate on your goal and inspire more students. At the end of the football season, students’ videos will be judged, and four students will win the grand prize of $100,000. Note: To enter this competition, you must have a Facebook account with a non-suspended profile. Flinn Foundation Scholarships Every year, Flinn Scholarships go to 20 of Arizona’s highest-achieving high school seniors planning to study at an Arizona public university (including Arizona State University, Northern Arizona University, and the University of Arizona). This scholarship covers thefull cost of tuition for four years, fees, room and board, a summer seminar in China, a study-abroad experience, an internship program, mentorship, and social activities (for scholarship winners only). In addition, Flinn Scholars get to work with top researchers and faculty members, meet with business and community leaders, and connect with alumni. To apply, students must provide the following: Information about their families, studies, employment, and extracurricular activities Answers to two short essay questions Three longer essays Two teacher recommendations Grades SAT or ACT scores The application typically opens in late August and closes in mid-October. Army ROTC Scholarships The Army ROTC offers many scholarships to high school seniors and college students, including some that cover the full cost of tuition, room and board, and books and fees.They also include monthly stipends of up to $5,000 a year. These scholarships are available for all four years of college. To be eligible, you must be a US citizen between the ages of 17 and 26 and agree to an eight-year service commitment with the Army (this may be active duty, or the Reserve or National Guard) You must also meet the following requirements: Have at least a 2.5 high school GPA Have a high school diploma (or equivalent) Earn a minimum 1000 on the SAT or 19 on the ACT Meet all physical standards The deadline is typically in early March, and the application will open up about a month before that. Air Force ROTC Scholarships Like the Army, the Air Force ROTC offers several scholarships to high school seniors and college students, including some that cover the full cost of tuition for four years as well as lab and textbook fees. Winners also get stipends of up to $500 a month. To be eligible, you must agree to a four-year service commitment with the Air Force. In addition, you must meet the following requirements: Plan to study an approved major Have at least a 3.0 high school GPA Have a high school diploma (or equivalent) Earn a minimum 1240 on the SAT or 26 on the ACT Meet all physical standards The application deadline for the four-year scholarship is typically in December or January. Navy ROTC Scholarships The Navy ROTC offers many scholarships to students who are graduating high school and those already in college. They have a variety of scholarships available, including some that cover the full cost of tuition and fees, $750 per year for books, uniforms, and three summer cruises, and between $250 and $400 per month for living expenses. These scholarships are available for all four years of college. To be eligible, you must be a US citizen between 17 and 23 andagree to a five-year service commitment with the Navy. You must also meet the following requirements: Study an approved major Have a minimum 1200 SAT score (at least 540 on SAT Math and 550 on Evidence-Based Reading and Writing)or aminimum 47 combined ACT Math and English score (at least21 on ACT Math and 22 on English) Meet all physical standards The deadline for the four-year national scholarship is typically in January. SMART - Science, Mathematics Research for Transformation This scholarship encourages STEM students to work in national defense.Students who win this scholarship will receive coverage forfull tuition and education-related fees, summer research internships, health insurance, and mentoring. In addition, winners will getstipends of $25,000-38,000per year and employment placement after graduation. In order to be eligible, you must: Be a US, Australian, New Zealand, or UK citizen Be an enrolled undergraduate or (admitted or enrolled) graduate student (high school students are ineligible for this scholarship) Have at least a 3.0 GPA Be majoring in a STEM (science, technology, engineering, or math) field Pass security clearance The application period is fromAugust toDecember. What's Next? If you want to apply to some great scholarships not listed above, check out our guides to the National Merit Scholarship, McDonald's Scholarship, and Tylenol Scholarship. Did you know that sometimes getting a scholarship is as easy as applying to your school of choice? Check out this list of schools that automatically offer scholarships based on grades and test scores. Want to know about some of the odder scholarships that are out there? Here are some weird scholarships you can win! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The assassination John F. Kennedy Research Paper

The assassination John F. Kennedy - Research Paper Example F. Kennedy, though there are certain reliable evidences which point out to the action of a single assassin. The purpose of this paper is to analyze a murder-case of John F. Kennedy. First, it will highlight some biographical details about the president. Further, it will present the information about the assassination and the offender. Also, it will try to investigate the political goals behind the crime. John F. Kennedy was born on May 29, 1917 in Brookline, Massachusetts. He got a higher education at Harvard. After the graduation, Kennedy fought in a war having joined the U. S. Navy. In the period from 1947 to 1953 he served as a member of the U. S. House of Representatives from Massachusetts. In 1953 he worked as a senator for the same state (â€Å"John F. Kennedy†). While establishing the political career, he wrote a book about prominent senators named â€Å"Profiles in Courage† and was awarded a Pulitzer Prize for it in 1957. Then, in 1960 John F. Kennedy won the 35th presidential elections and became the youngest and the most favored President of the Unites States. He was also the first Roman Catholic to be chosen for this high post (â€Å"Life of John F. Kennedy†). During his presidency, J. F. Kennedy had to deal with several crises on the international level including the Cuban Missile Crisis and the creation of the Berlin Wall at the initiative of the Soviet Union leader which turned into the most powerful symbol of the Cold War. These events are often associated with the reasons of the President’s murder. However, John Kennedy accomplished great success in the U. S. foreign policy as well. His most remarkable achievements involve the Nuclear Test-Ban Treaty, the creation of Peace Crops and the Alliance for Progress with Latin America. He was also a great proponent of the Civil Rights Movement (â€Å"John F. Kennedy†). On November 21, 1963 John F. Kennedy went to Dallas, Texas, for the promotion of his election campaign. The next day, at around

Sustainability of Seafood Farms Essay Example | Topics and Well Written Essays - 500 words

Sustainability of Seafood Farms - Essay Example Today’s global economy has increasingly placed an emphasis on sustainability measures both as a means of improving the social environment and as a path towards cutting-edge innovative design. While sustainability has emerged in nearly all aspects of modern innovation, one of its prominent areas of influence is in the triple bottom line of fish farming. Triple bottom line has influenced sustainability through concerns with people, planets, and profits ecosystem ("Common terminology," 2009). In fish farming this approach has prominently been implemented through catching methods that do not harm the specific species long-term ability to reproduce or operate in a functional ecosystem ("Common terminology," 2009). Within this context of understanding there have emerged a plethora of methods wherein triple bottom-line approaches to sustainability has had strong impact on seafood farms. There are a number of concerns when investigating the sustainability approaches to fish farming. Among the most prominent overarching concerns are the notions of production, distribution, and consumption. Production refers to the amount of fish that can be acquired or ‘produced’ within a farming area during a specified period of time; this notion is important, as farmers must increasingly take sustainability measures into consideration or face continually diminishing production.

Nature vs. Nurture Essay Example for Free

Nature vs. Nurture Essay Over recent years the nature vs. nurture debate has been extensively discussed and researched. Should human characteristics such as intelligence, personality, behavior and ability be attributed to our genetics or our environment? One problem with this is how to pin a trait down to either an inherited or learned characteristic, or perhaps itÂ’s both. Are we to blame for our behavior or is inevitable due to our genetics? This question and others seems to be part of the controversy over the subject. Also, these questions play a factor in how to change and adapt behavior. Different techniques would be more effective depending on the cause of a particular behavior or characteristic. When analyzing the causes of behavior problems in children the question of nature vs. nurture is a legitimate question. One recent study conducted by the University of Virginia and several others including one in Australia studied 1,045 twins and their 2,051 children. Some of the parents were identical twins with others being fraternal. This affected the amount of genes that were shared among the siblings. Participants were twins from a volunteer twin registry and information was gathered through a series of phone interviews beginning in 1993 and ending in 2003. The study discovered that spousal fighting wasnÂ’t to blame for behavioral problems in their children. Rather, it was the genes that influenced how often they argued with spouses. These genes when passed to their children caused more conduct problems. The conclusion of the study was that in family therapy, more focus on the child rather than the parents would be more effective (Society for Research in Child Development, 2007). This conclusion supports the theory that it is nature or our genetics that influence this particular behavior. On the other end of the spectrum another study involved observing children in different childcare settings. Researchers from the National Institute of Child Health and Human Development studied the children beginning in 1991 from the age of one month until they were school age. These 1,364 participants were selected at birth and were studied through phone and personal interviews at three month intervals. The childrenÂ’s cognitive and social functioning was measured at certain intervals and followed up to the  children on sixth grade. It was concluded that center based care yielded more aggression and disobedience than other types of childcare, with the quality of childcare was also found to be a factor (Society for Research in Child Development, 2007). This conclusion supports the theory that it is nurture or our environment that influences this particular behavior and the type of care children receive is an important factor in a childÂ’s development. Both of these studies posed the question of whether the cause of a particular problem, this one being behavioral issues, is genetic or ones environment. Both of these studies looked exclusively at one cause or the other with little being discussed about the other possibilities. The differences in the studies was the length of time given to each study with the genetic study being short term and the childcare study involving observations over a period of time. Another difference is the twin study looked at parents of a specific group, that being twins. The child care study looked at the children of many different types of parents. While both of these studies have their merits, neither study was able to conclusively determine the cause of behavioral problems observed as being attributed solely to genetics or the environment. The question of which one plays a greater role will likely continue to be asked. Hopefully this leads to more research and answers that will further our understanding of human behavior. References Society for Research in Child Development (2007, March 26). Center-based Care Yields More Behavior Problems; In Other Types Of Care, Problems Short-lived. ScienceDaily. Retrieved March 31, 2009, from http://www.sciencedaily.com ¬ /releases/2007/03/070326095340.htm. Society for Research in Child Development (2007, February 7). Parents Genes, Not Parents Arguing, May Cause Childrens Conduct Problems. ScienceDaily. Retrieved March 31, 2009, from http://www.sciencedaily.com ¬ /releases/2007/02/070207090943.htm.

Slave Women in Harriet Jacobs Incidents in the Life of a Slave Girl an

Slave Women in Harriet Jacobs' Incidents in the Life of a Slave Girl and Toni Morrison's Beloved Slavery was a horrible institution that dehumanized a race of people. Female slave bondage was different from that of men. It wasn't less severe, but it was different. The sexual abuse, child bearing, and child care responsibilities affected the females's pattern of resistance and how they conducted their lives. Harriet Jacobs' Incidents in the Life of a Slave Girl, demonstrates the different role that women slaves had and the struggles that were caused from having to cope with sexual abuse. Growing up as a slave Jacobs was constantly exposed to sexual abuse from her master. She was forced to learn what it meant to be a slave that was a women and the exploits that she would have to endure. A...there is no shadow of law to protect her from insult, from violence, or even from death; all these are inflicted by fiends who bear the shape of men."(Jacobs,361) The insults and violence that Jacobs endured from her master shaped the choices she made in life. He whispered foul words to her, causing Jacobs much pain. She was forced to lose her innocence early in life. Her master owned her so he was able to treat her and violate her innocence as he pleased. By losing her innocence Jacobs felt that she had done something wrong. She soon realized how she was different by being a slave that was a women. "She will become prematurely knowing in evil things. Soon she will learn to tremble when she hears her master's footfall. She will be compelled to realize that she is no longer a child."(Jacobs,361) The choices that Jacobs took in life were influenced by the position that she was in. She gave birth to two children, hoping they would hel... ...hat clearly inhibits motherhood. She would rather see her child dead in peace before she saw her child as a slave. However this did not happen this way because Beloved came back to haunt the family which resulted in her two boys leaving because they could not stand the pressure of living in a haunted house. So, again motherhood was inhibited because with out any children there is no mother hood and this is all because of slavery. Although Sethe prevented her children from being put back into the evil forces of slavery, there is a greater question of importance. Can Sethe be thought of as a heroine for releasing them from slavery or is it murder? These questions must also be related back to the real-life character Margaret Garner. Works Cited Morrison, Toni. Beloved. New York: Ransom House, 1987 Jacobs, Harriet. Incidents in the life of a slave girl,1861.

Math Paper

Derp university Derp derpington Human Resource Management Research Paper is Business Mathematics 101 1st Tri Semester SY 2011-2012 Ms. derpina derp TABLE OF CONTENTS TITLE PAGE ACKNOWLEDGEMENTii TOPICS Simple Discount1 Simple Interest2 Four types of Interest available3 Compounded Amount and Compound Interest4 Linear Programming Problems * Maximization6 * Minimization8 Forecasting by Trend Projection10 Acknowledgement I would like to thank God for guiding and giving me motivation to do this math research paper; my friends for answering my questions about this paper; Dr. Masajo for giving me the opportunity to gain more knowledge; and my mother to constantly remind me to do better in college. I would like to thank my mentor, Ms. Grace Chong, for being my mentor and to aid me in my college life. Simple Discount Find the present value of $3800 due in 6 months at 7% discount rate. A) F = $3800 d = 7% = . 07 t = 6 / 12 = 1/2 Formula: D = Fdt Solution: D = $3800 (. 07) (1/2) D = $133 P = F – D P = $3800 – $133 P = $3667 Discount $2056. 80 for 85 days at a discount rate of 6 ? % B) F = 2056. 80 d = 6 ? % = . 065 t = 85 / 360 = 17 / 72 years Formula: D = Fdt Solution: D = $2056. 80 (. 065) (17/72) D = $31. 57 P = F – D P = $2056. 80 – $31. 57 P = $2025. 13 Simple Interest Find simple interest on $10,000 at the rate of 5% for 5 years. Also find the amount for 5 years. A) P = $10,000 R = 5% = . 05 T = 5 years = n = 5 I = PRT I = $10,000 (. 05) (5) I = $2500 A = P + I A = $10,000 + $2500 A = $12,500 Find simple interest on $15,600 for 1 ? years at the rate of 8% per annum. Also find total amount. B) P = $15,600 R = 8% = . 08 T = 1 ? = n = 1 ? I = PRT I = $15,600 (. 08) (1? ) I = $1872 A = P + I A = $15,600 + $1872 A = $17472 4 Types of Interest Available Find the different interest on $1000 at 6% from June 23 2011 to September 21 2015. A) Approximate number of days: Year: 2015 – 2011 = 4 Month: 8 – 6 = 2 Days: 51 – 23 = 28 4 x 360 = 1440 2 x 30 = 60 28 = 28 = 1528 Days B) Actual Number of days: 4 years x 365 days = 1463 days January 30 – June 23 = 173 days January 30 – September 21 = 263 days 1463 Days – 173 days = 1287 days 1287 Days + 263 days = 1550 days = 1550 days C) Io interest for approximate number of days: Io = PRT = $1000 (. 06) (1528/360) Io = $254. 67 D) Ie interest for approximate number of days: Ie = PRT = $1000 (. 06) (1528/365) Ie = $251. 8 E) Io interest for actual number of days: Io = PRT = $1000 (. 06) (1550/360) Io = $258. 33 F) Ie Interest for actual number of days: Ie = PRT = $1000 (. 06) (1528/365) Ie = $254. 79 Compounded amount and Compounded interest Find the Compounded amount and compounded interest of $1000 at 7% for 3 years A) B) Compounded Annually P = $1000 R = 7% = . 07 T = 3 years = N = 3 x 1 = 3 A = P (1+i) ^ n A = $1000 (1+0. 7) ^ 3 A = $1225. 043 I = A – P I = $1225. 043 – $1000 I = $225. 043 C) Compounded Semi – Annually P = $1000 R = 7 / 2 % = 3. 5 = . 035 T = 3 years = N = 3 x 2 = 6 A = P (1+i) ^ n A = $1000 (1+0. 5) ^ 6 A = $1229. 36 I = A – P I = $1229. 36 – $1000 I = $229. 36 D) Compounded Quarterly P = $1000 R = 7 / 4% = 1. 75 = . 0175 T = 3 years = N = 3 x 4 = 12 A = P (1+i) ^ n A = $1000 (1+0. 175) ^ 12 A = $1231. 44 I = A – P I = $1231. 44 – $1000 I = $231. 44 E) Compounded Monthly P = $1000 R = 7 / 12% = . 5833 = . 00583 T = 3 years = N = 3 x 12 = 36 A = P (1+i) ^ n A = $1000 (1+. 00583) ^ 36 A = $1232. 78 I = A – P I = $1232. 78 – $1000 I = $232. 78 Compounded amount and Compounded interest Find the Compounded amount and compounded interest of $1500 at 5% for 3 years A) B) Compounded Annually P = $1500 R = 5% = . 05 T = 3 years = N = 3 x 1 = 3 A = P (1+i) ^ n A = $1500 (1+. 05) ^ 3 A = $1736. 4375 I = A – P I = $1736. 4375 – $1500 I = $236. 4375 C) Compounded Semi – Annually P = $1500 R = 5 / 2 % = 2. 5 = . 025 T = 3 years = N = 3 x 2 = 6 A = P (1+i) ^ n A = $1500 (1+. 025) ^ 6 A = $1739. 540127 I = A – P I = $1739. 540127 – $1500 I = $739. 540127 D) Compounded Quarterly P = $1500 R = 5 / 4% = 1. 25 = . 0125 T = 3 years = N = 3 x 4 = 12 A = P (1+i) ^ n A = $1500 (1+. 0125) ^ 12 A = $1741. 131777 I = A – P I = $1741. 131777 – $1500 I = $741. 131777 E) Compounded Monthly P = $1500 R = 5 / 12% = . 41666 = . 00416 T = 3 years = N = 3 x 12 = 36 A = P (1+i) ^ n A = $1500 (1+. 00416) ^ 36 A = $1741. 792 I = A – P I = $1741. 792 – $1500 I = $741. 792 Linear Programming Problems (Maximization) Levi’s Jeans manufacturing company purchase2 styles of jeans, style X and style Y, which sell for $90 and $75 appropriately. Unit production test for style X is $40 and for style Y $35. Raw materials available monthly are 90 meters while processing time at a max of 70 hours per week. Style X jeans made 3 meters of materials and 2 for processing them. For style Y, 2 meters and 2 for processing. Style X market demand is no more than 40 per week. How many of each style should be produced in each week in order to make profit maximum? | Style X| Style Y| Total Available| RM| 3| 2| 90| PT| 2| 2| 70| MD| 40| | | | Style X| Style Y| USP| $90| $75| UPE| 40| 35| UBM| $50| $40| Composition of linear programming problems: I. Decision Variable X = Number of style X to be produced weekly Y = Number of style Y to be produced weekly II. Objective Function Maximum Profit (Z): Z = $50X+$40Y III. Subjects & Constraints: RM = 3X+2Y < 90PT = 2X+2Y < 70 MD = X < 40X; Y > 0 IV. Graphical Solutions A) By intercept B) Graphical presentations and points A intersection between 2 lines C) Testing the curve of the convex polygon formed form the objective function V. Decision Raw Materials: 3X+2Y < 90 X = 30 Y = 45 Processing Time: 2X+2Y < 70 X = 35 Y = 35 Market Demand: X = 40 A) Z = $50X + $40Y = $50(0) + $40(35) =$1400 B) Z = $50X + $40Y = $50(20) + $40(75) =$1600 C) Z = $50X + $40Y = $50(30) + $40(0) =$1500 Choose B. Decision: The Levi’s manufacturing company must produce 20 pieces of style X and 50 pieces of style Y to have a maximum profit of $1600. Linear Programming Problems (Minimization) Mrs. Smith mining company owns two mines grading ores graded into 3 classes. High grade (H), Medium grade (M) and low grade (L). The company is tied with a contract to provide a smelting plant with 12 tons of (H), 8 tons of (M), and 24 tons of (L) per week. It costs $2000 per day to run mine 1 and $1600 per day to run mine 2. In a day operation, Mine 1 produces 6 tons of (H), 2 tons of (M) and 4 tons of (L). While mine 2 produces 2 tons of (H); 2 tons of (M) and 12 tons of (L). How many days a week should each mines operation to fulfil company’s commitment most economically? | Mine 1| Mine 2| Total Available| H| 6| 2| 12| M| 2| 2| 8| L| 4| 12| 24| Cost| $2000| $1600| | I. Decision Variables: X = Number of days to run mine 1 Y = Number of days to run mine 2 II. Objective Functions: Minimum Cost = $2000X + $1600Y III. Subjects to Constraints: H = 6X + 2Y > 12 M = 2X + 2Y > 8 L = 4X + 12Y > 24 X; Y < 0 IV. Graphical Solutions H = 6X + 2Y > 12M = 2X + 2Y > 8L = 4X + 12Y > 24 X = 2 Y = 6X = 4 Y = 4X = 6 Y = 2 P1 (0,6) Min C = $2000(0) + $1600(6) = $9600 P2 (1,3) Min C = $2000(1) + $1600(3) = $6800 P3 (3,1) Min C = $2000(3) + $1600(1) = $7600 P4 (6,0) Min C = $2000(6) + $1600(0) = $12000 Choose P2 V. Decision: Mrs. Smith’s mining company should run mine 1 for 1 day and Mine 2 for 3 days in order to have a minimum cost of $6800. Forecasting by Trend Projection Forecast and graph the production of rice in the Philippines for the years 2012 and 2015 of the annual production of rice from year 2000 to year 2010. Year (N)| Production of Rice (Y)| X| XY| Y’| X^2| 2000| 20| 0| 0| | 0| 2001| 22| 1| 22| | 1| 2002| 18| 2| 36| | 4| 2003| 19| 3| 57| | 9| 2004| 21| 4| 84| | 16| 2005| 24| 5| 120| | 25| 2006| 22| 6| 132| | 36| 2007| 26| 7| 182| | 49| 2008| 28| 8| 224| | 64| 2009| 25| 9| 225| | 81| 010| 30| 10| 300| | 100| | ? (Y) = 255| ? (X) = 55| ? (XY)=1382| | ? (X^2) = 385| 2 Normal Equations: ?(Y) = NA + B? (X)Equation 1 ?(XY) = A? (X) + B? (X^2)Equation 2 Solve for B) 255 = 11A + 55B (-5) 1382 = 55A + 385B -1275 = -55A – 275B 1382 = 55A + 385B 107 /100 = 110B /100 B = . 97272727 Solve for A) 255 = 11A + 55B 11A + 55B = 255 11A +55(. 97272727) = 255 11A + 5 3. 5 = 255 11 A = 255 – 53. 5 11A /11 = 201. 5 /11 A = 18. 31818182 A = 18. 32 B = 0. 97 Formula Y’ = A+Bx Year 2000 = 18. 32 + 0. 97(0) Y’ = 18. 32 Year 2001 = 18. 32 + 0. 97(1) Y’ = 19. 29 Year 2002 = 18. 32 + 0. 92(2) Y’ = 20. 6 Year 2003 = 21. 23 Year 2004 = 22. 2 Year 2005 = 23. 17 Year 2006 = 24. 14 Year 2007 = 25. 11 Year 2008 = 26. 08 Year 2009 = 27. 05 Year 2010 = 28. 02 In the table: Year (N)| Production of Rice (Y)| X| XY| Y’| X^2| 2000| 20| 0| 0| 18. 32| 0| 2001| 22| 1| 22| 19. 29| 1| 2002| 18| 2| 36| 20. 26| 4| 2003| 19| 3| 57| 21. 23| 9| 2004| 21| 4| 84| 22. 2| 16| 2005| 24| 5| 120| 23. 17| 25| 2006| 22| 6| 132| 24. 14| 36| 2007| 26| 7| 182| 25. 11| 49| 2008| 28| 8| 224| 26. 08| 64| 2009| 25| 9| 225| 27. 05| 81| 2010| 30| 10| 300| 28. 02| 100| | ? (Y) = 255| ? (X) = 55| ? (XY)=1382| | ? (X^2) = 385|

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur.) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology a nd media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented studen t. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics o f today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to  the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exten sion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

The Importance of the Central Limit Theorem

The Importance of the Central Limit Theorem The central limit theorem is a result from probability theory. This theorem shows up in a number of places in the field of statistics. Although the central limit theorem can seem abstract and devoid of any application, this theorem is actually quite important to the practice of statistics. So what exactly is the importance of the central limit theorem? It all has to do with the distribution of our population. This theorem allows you to simplify problems in statistics by allowing you to work with a distribution that is approximately normal. Statement of the Theorem The statement of the central limit theorem can seem quite technical but can be understood if we think through the following steps. We begin with a simple random sample with n individuals from a population of interest. From this sample, we can easily form a sample mean that corresponds to the mean of what measurement we are curious about in our population. A sampling distribution for the sample mean is produced by repeatedly selecting simple random samples from the same population and of the same size, and then computing the sample mean for each of these samples. These samples are to be thought of as being independent of one another. The central limit theorem concerns the sampling distribution of the sample means. We may ask about the overall shape of the sampling distribution. The central limit theorem says that this sampling distribution is approximately normal- commonly known as a bell curve. This approximation improves as we increase the size of the simple random samples that are used to produce the sampling distribution. There is a very surprising feature concerning the central limit theorem. The astonishing fact is that this theorem says that a normal distribution arises regardless of the initial distribution. Even if our population has a skewed distribution, which occurs when we examine things such as incomes or people’s weights, a sampling distribution for a sample with a sufficiently large sample size will be normal. Central Limit Theorem in Practice The unexpected appearance of a normal distribution from a population distribution that is skewed (even quite heavily skewed) has some very important applications in statistical practice. Many practices in statistics, such as those involving hypothesis testing or confidence intervals, make some assumptions concerning the population that the data was obtained from. One assumption that is initially made in a statistics course is that the populations that we work with are normally distributed. The assumption that data is from a normal distribution simplifies matters  but seems a little unrealistic. Just a little work with some real-world data shows that outliers, ​skewness, multiple peaks and asymmetry show up quite routinely. We can get around the problem of data from a population that is not normal. The use of an appropriate sample size and the central limit theorem help us to get around the problem of data from populations that are not normal. Thus, even though we might not know the shape of the distribution where our data comes from, the central limit theorem says that we can treat the sampling distribution as if it were normal. Of course, in order for the conclusions of the theorem to hold, we do need a sample size that is large enough. Exploratory data analysis can help us to determine how large of a sample is necessary for a given situation.

Actinium Facts - Element 89 or Ac

Actinium Facts - Element 89 or Ac Actinium is the radioactive element that has atomic number 89 and element symbol Ac. It was the first non-primordial radioactive element to be isolated, although other radioactive elements had been observed before actinium. This element possesses several unusual and interesting characteristics. Here are the properties, uses, and sources of Ac. Actinium Facts Actinium is a soft, silver-colored metal that glows pale blue in the dark because the radioactivity ionizes air. Actinium reacts with moisture and oxygen to form a white coating of actinium oxide that protects the underlying metal from further oxidation. The shear modulus of element 89 is estimated to be similar to that of lead.Andre Debierne claimed discovery of an element he named actinium, working from a sample of pitchblende supplied by Marie and Pierre Curie. Debierne was unable to isolate the new element (which modern analysis reveals might not have been element 89, but rather protactinium). Friedrich Oskar Giesel independently discovered actinium in 1902, calling it emamium. Giesel went on to become the first person to isolate a pure sample of the element. Debiernes name was retained because his discovery had seniority. The name comes from the Ancient Greek word aktinos, which means ray or beam.The actinide series of elements, a group of metals between actinium and lawrencium possessing similar properties, takes its name from actinium. Actinium is considered the first transition metal in period 7 (although sometimes lawrencium is assigned that position). Although the element gives its name to the actinide group, most of the chemical properties of actinium are similar to those of lanthanum and other lanthanides.The most common oxidation state of actinium is 3. Actinium compounds have similar properties to lanthanum compounds.Natural actinium is a mix of two isotopes: Ac-227 and Ac-228. Ac-227 is the most abundant isotope. It is primarily a beta emitter, but 1.3% of decays yield alpha particles. Thirty-six isotopes have been characterized. The most stable is Ac-227, which has a half-life of 21.772 years. Actinium also has two meta states.Actinium occurs naturally in trace amounts in uranium and thorium ores. Because its difficult to isolate the element from ore, the most common way to produce actinium is by neutron irradiation of Ra-226. Milligram samples may be prepared in this manner within nuclear reactors.To date, there has been minimum industrial use of actinium because it is rare and expensive. The isotope actinium-227 might have use in radioisotope thermoelectric generators. Ac-227 pressed with beryllium is a good neutron source and may be used as a neutron probe for well logging, radiochemistry, radiography, and tomography. Actinium-225 is used for radiation cancer treatment.  Ac-227 may also be used to model water mixing in the ocean. There is no known biological function for actinium. It is both radioactive and toxic. It is considered slightly less toxic than the radioactive element plutonium and americium. When rats were injected with actinium trichloride, about half of the actinium was deposited in the liver and one-third into the bones. Because of the health risk it presents, actinium and its compounds should only be handled with a glove box. Actinium Properties Element Name: Actinium Element Symbol: Ac Atomic Number: 89 Atomic Weight: (227) First Isolated By (Discoverer):  Friedrich Oskar Giesel (1902) Named By:  Andrà ©-Louis Debierne (1899) Element Group: group 3, d block, actinide, transition metal Element Period: period 7 Electron Configuration:  [Rn] 6d1  7s2 Electrons per Shell:  2, 8, 18, 32, 18, 9, 2 Phase: solid Melting Point:  1500  K   (1227  Ã‚ °C, 2240  Ã‚ °F)   Boiling Point:3500  K (3200  °C, 5800  °F)   extrapolated value Density:  10  g/cm3 near room temperature Heat of Fusion: 14 kJ/mol Heat of Vaporization: 400 kJ/mol Molar Heat Capacity:  27.2  J/(mol ·K) Oxidation States:  3, 2 Electronegativity: 1.1 (Pauling scale) Ionization Energy: 1st:  499  kJ/mol, 2nd:  1170  kJ/mol, 3rd:  1900  kJ/mol Covalent Radius: 215 picometers Crystal Structure: face-centered cubic (FCC)

Is there any relation between change of auditors and the client's Dissertation

Is there any relation between change of auditors and the client's stock price - Dissertation Example As the performances and financial transactions of a company have direct effect on the stock prices, hence choice of auditors is considered as an essential factor for every business. Depending on the individual needs and the performances of both the business and the audit team, change in auditors is also performed by several businesses, which in turn has either a positive or negative effect on the stock prices. This particular research has been focused on understanding the relation that change in auditors has with stock prices of a company. And, it could be obtained from this particular study that agency theory can be well associated with the employment of auditor agencies and that the change in auditors has a direct relation with the prices of stocks. 1. ... ry researchers on role of auditors, the relation between change in auditors and stock prices of client companies, and the positive and negative impacts of share prices on change in auditors. Both qualitative and quantitative data have been collected and analyzed to determine the reasons for change in auditors. Stock prices of client companies and characteristics of the firms significantly determine the relationship of the companies with their auditor firms. Different business organizations having different characteristics and processes in their businesses result in varying demands for the quality of audits. This is particularly in association with external auditors that perform an audit over the companies. Some of the common determinants of business firms for choosing the quality of auditors include their membership in the finance sector, leverage, size, profitability and their market-to-book ratio. Thus the choice of auditors by an organization is related to the above mentioned fact ors (Aksu, Onder and Saatcioglu 2007). The role of auditors takes place in a business environment that is highly regulated. Both the audit firms and the individual auditors have certain independent requirements along with ethical fulfillment that they need to encounter and follow (Great Britain 2011). Quality auditing is what is expected by every business organization and hence the choice and selection of quality audits is considered as essential for business firms. Specific skills are essential for quality audit works to be performed by auditors. This includes personal talents of the auditors, dedicated training, and wide range of experiences. It is often considered as similar to police work and based on the audit, a company’s performance in terms of financial dealings and achievements

Globelaztion context Essay Example | Topics and Well Written Essays - 250 words

Globelaztion context - Essay Example hat people have slept on the geo-economics lies, and then everyone must be ready to find out if the world is flat as the lies state without wasting time. The author also states how if found out by accident how the earth if flat. He found out the truth according to lies late February last year. Friedman (2005) has used the interview while creating a discovery channel program to justify what Indians believe about the earth being round or flat. The video is for a lecturer who is talking about the global health of two hundred countries two hundred years ago and beyond. He states that having data is not enough but it very critical to make them presentable enough that people can understand. To do so, he talks about the animation of data in real space. Using the real space animation uses different color in presenting countries. The size of the color also shows the size of the population. The speaker also talks about the life expectancy of persons in different countries. The speaker also talks about the factors that have led to the development of some countries. Again, the speaker identifies the impact of the world war to the development of many nations. The speaker has categorized the global competition of the nations in years from 1810 up to the now identifying the development strategies and the factors that affected the countries. The author also defines the closing of the economic gaps between countries and identifying factors that have contributed to the closing of the

Basic Economics Essay Example | Topics and Well Written Essays - 2750 words

Basic Economics - Essay Example The next step of the decision making model is to explore alternative options or solutions. Decision makers always face some challenges at the time of taking decisions. Decision makers are required to have some alternatives, which influences their decisions. The forth step of the decision making model is to make prediction for the future consequences. Prediction is important for decision makers to be prepared for the future. The fifth step is to prepare and make a selection of all the outcomes of the model and last and very important is to execute a sensitivity analysis for ensuring that decisions are made on the basis of analysis. For instance, absence of any step in the procedure of decision making will be accountable for inappropriate analysis of a situation, which will be accountable for making unsuitable decision by managers leading to losses in businesses (Samuelson and Marks 7-14). Marginal analysis is an important factor in managerial economics for the managerial decision making. There are several advantages of marginal analysis in the business as well as individual life. Marginal analysis helps to maintain the balances among the desire of individual needs and business needs. A firm is benefited from marginal analysis in the procedure of decision making, so that business operations can be conducted systematically. Additionally, marginal analysis aids policy makers of firms for managing the resources in a proper manner (Samuelson and Marks 29-75). The marginal cost is the additional cost, which occurs at the time of production. Marginal cost includes the extra cost of labour and materials cost. On the other hand, marginal revenue is the additional profits earn by a firm at the time of surplus sale of products. Marginal revenue aids a company in performing business operations in a better competitive nature. Marginal analysis is mainly calculated at the time of additional turnover. In this

Vector And Raster Data In Gis Computer Science Essay

Vector And Raster Data In Gis Computer Science Essay A Geographical Information System (GIS) is a method of spatially storing, analysing, manipulating, managing and displaying geographical data. GIS data represents real objects such as roads, rivers, urban areas, place names, railway, places of interest, town names etc. with digital data determining the mix. A geodatabase is a database that is in some way referenced to locations on earth. Traditionally, there are two broad methods used to store data in a GIS; raster images and vector. Ordnance Survey Ireland (OSI) data is supplied in both Vector and Raster format. In both cases the data is geo-referenced. VECTOR AND RASTER DATA Vector data is split into three types; polygon, line (or arc) and point data. Vector is a method for storing spatial data involving assigning coordinates for each entity; an X,Y, Z for a point, a pair of such points for a line and a series of such lines for a polygon. This method is very useful for modeling discrete physical features. Different geographical features are expressed by different types of geometry: Points A point is a zero-dimensional abstraction of an object represented by a single X, Y co-ordinate. It is normally used to represent a geographic feature too small to be displayed as a line or an area (e.g. location of a building on a small scale map or, for example, cities on a map of the world might be represented by points not polygons). No measurements are possible with point features. Figure 1- Vector representation Source: http://www.geom.unimelb.edu.au/gisweb/GISModule/GIST_Vector.html Lines or polylines A set of co-ordinates that represent the shape of geographic features that are too narrow to be displayed as an area, such as, county boundary lines or contours. At small scales geographic features may have no area, e.g. streams or streets and may be represented as linear features rather than as a polygon. Line features can measure distance. Polygons Polygons are used to represent areas. Such as lakes, park boundaries or land uses etc. Polygons convey the most amount of information of the file types and can measure perimeter and area. Rigaux et al. (2002:p.38) states, A point is represented by its pair of coordinates, whereas more complex linear and surfacic objects are represented by structures (lists, sets, arrays) on the point representation. These geometries can be linked to a row in a database that describes their attributes. For example, a database that describes lakes may contain a lakes depth, water quality, pollution level. Different geometries can also be compared and the GIS could be used, for example, to identify all wells (point geometry) that are within one kilometre of a lake (polygon geometry) that has a high level of pollution. Vector data can be displayed at any scale and individual layers (e.g. roads, buildings, etc) can be displayed or omitted (see Appendix A). Raster Ellis states that raster is a method for the storage, processing and display of spatial data. There are three types of raster datasets; thematic data, spectral data and pictures. Raster data consists of rows and columns of cells, with each cell storing a single value. Raster data can be images containing individual dots with colour values, called cells (or pixels), arranged in a rectangular evenly spaced array. Each cell must be rectangular in shape, but not necessarily square (Ellis 2001). Each cell within this matrix contains location co-ordinates as well as an attribute value. The spatial location of each cell is implicitly contained within the ordering of the matrix, unlike a vector structure which stores topology explicitly. Areas containing the same attribute value are recognised as such, however, raster structures cannot identify the boundaries of areas such as polygons. Raster data is an abstraction of the real world where spatial data is expressed as a matrix of cells or pixels with spatial position implicit in the ordering of the pixels. With the raster data model, spatial data is not continuous but divided into discrete units. Ellis states that this makes raster data particularly suitable for certain types of spatial operation, for example overlays or area calculations. Raster structures may lead to increased storage in certain situations, since they store each cell in the matrix regardless of whether it is a feature or simply empty space. Additional values recorded for each cell may be a discrete value, such as land use, a continuous value, such as temperature, or a null value if no data is available. While a raster cell stores a single value, it can be extended by using raster bands to represent RGB (red, green, blue) colours, colour maps (a mapping between a thematic code and RGB value), or an extended attribute table with one row for each unique cell value. The resolution of the raster data set is its cell width in ground units. Anyone who is familiar with digital photography will recognize the Raster graphics pixel as the smallest individual grid unit building block of an image, usually not readily identified as an artifact shape until an image is produced on a very large scale (see Appendix B). A combination of the pixels making up an image colour formation scheme will compose details of an image, as is distinct from the commonly used points, lines, and polygon area location symbols of vector graphics. Aerial photographs and satellite images are examples of raster images used in mapping. Figure 2 Aerial Photo Digitally scanned and ortho-rectified raster colour photography. The ortho-rectification process removes distortions caused by camera tilt and topographical features to produce a scale accurate image. Source: OSI Raster data is stored in various formats; from a standard file-based structure of TIF, JPEG, etc. to binary large object data stored directly in a relational database management system. Raster v Vector There are some important advantages and disadvantages to using a raster or vector data model to represent reality: Vector graphics are usually more aesthetically pleasing. Raster data will appear as an image that may have a blocky appearance for object boundaries (depending on the resolution of the raster file). Vector data is simpler to update and maintain, whereas a raster image will have to be completely reproduced (e.g. a new road is added). Vector data allows much more analysis capability, especially for networks such as roads, rail, telecommunications etc. Distances and areas can be calculated automatically. With raster data it is difficult to adequately represent linear features depending on the cell resolution. Therefore, network linkages are difficult to establish. Vector files require less disk storage space than raster data. Raster data allows easy implementation of overlay operations, which are more difficult with vector data. Raster data structure allows simple spatial analysis procedures An outline of the application of vector and raster data by OSI in Ireland is included in Appendix C. Non-spatial data Relating the spatial component along with the non-spatial attributes of the existing data e.g. census figures (see Appendix D) enhances the users understanding and gives new insights into the patterns and relationships in the data that otherwise would not be found. Non-spatial data can be stored along with the spatial data represented by the coordinates of vector geometry or the position of a raster cell. In vector data, the additional data contains attributes of the feature. In raster data the cell value can store attribute information, but it can also be used as an identifier that can relate to records in another table. Software is currently being developed to support the solutions to spatial problems being integrated with solutions to non-spatial problems. This will result in non experts using GIS to integrate spatial and non spatial criteria to view solutions to complex problems and to assist in decision-making. Data capture The processes of data collection are also variously referred to as data capture, data automation, data conversion, data transfer, data translation, and digitizing. The two main types of data capture are: Primary data sources e.g. those collected in digital format specifically for use in a GIS project. Secondary sources, digital and analog datasets that were collected for a different purpose and need to be converted into a suitable digital format for use in a GIS project. For vector data capture the two main branches are ground surveying and GPS. Survey data can be directly entered into a GIS from digital data collection systems on survey instruments. Positions from a Global Navigation Satellite System like Global Positioning System (GPS), another survey tool, can also be directly entered into a GIS. New technologies allow creating maps as well as analysis directly in the field and as a result projects are more efficient and mapping is more accurate. Remotely sensed data also plays an important role in data collection and consists of sensors (e.g. cameras, digital scanners) attached to a platform which usually consist of aircraft and satellites. The majority of digital data currently comes from photo interpretation of aerial photographs. Workstations are used to digitize features directly from stereo pairs of digital photographs. These systems allow data to be captured in two and three dimensions, with elevations measured directly from a stereo pair using principles of photogrammetry. Photographs are collected by analog or optical cameras before being entered into a soft copy system, but as high quality digital cameras become cheaper this step will be eliminated. Satellite remote sensing provides another important source of spatial data. Remote sensing collects raster data that can be further processed to identify objects and classes of interest, such as forested areas. The disadvantages are that the resolution is often too course or sensors are restricted by cloud cover. Entering data into GIS usually requires editing, to remove errors, or further processing. For vector data it must be made topologically correct before it can be used for some advanced analysis. For example, in a road network, lines must connect with nodes at an intersection. For scanned maps, blemishes on the source map may need to be removed from the resulting raster. To ensure that the data is specific and reliable and that represents as closely as possible the spatial world we live in, it requires a quality insurance process to manage completeness, validity, logical consistency, physical consistency, referential integrity and positional accuracy of data. Raster-to-vector translation Vectorisation is the process of converting raster data into vector data. For example, a GIS may be used to convert a satellite image map to a vector structure by generating lines around all cells with the same classification, while determining the cell spatial relationships. One of the biggest problems with data obtained from external sources is that they can be encoded in many different formats. Many tools have been developed to move data between systems and to reuse data through open application programming interfaces. Therefore, a GIS must be able to convert geographic data from one structure to another. CONCLUSION When data is captured, the user should consider if the data should be captured with either a relative accuracy or absolute accuracy, as this could not only influence how information will be interpreted but also the cost of data capture. Vector data can be manipulated, layers can be turned on and off, data can be edited or deleted and additional data can be added in. Raster data is usually used as a background map. Raster is not as intelligent as Vector, Rigaux et al. (2002: p.39) states the structure is unfortunately not powerful enough to ensure the correctness of the representation. It is more useful as a display map for brochures, internet and power point presentations. Oosterom Van, P.J. (1993:p.vii) states the ever increasing availabilitiy of hardware such as digitizers, scanners workstations, graphic displays, printers and plotters for the input, processing, and output of geographic data only partly explains the growing interest in GISs. GIS allows us to view, understand, question, interpret, and visualise data in many ways that reveal relationships, patterns, and trends in the form of maps, globes, reports, and charts. GIS helps one answer questions and solve problems by looking at data in a way that is quickly understood and easily shared. Figure 3 GIS continues to evolve Source: Cummens 2010 ERSI Many forces are converging transforming how we work and improving efficiency and decision making (see Fig. 3 above). GIS Is becoming Mainstream Technology going beyond focused applications (Cummens 2010). GIS is helping citizens, business and Government by improving planning, management, communications and decision making. REFERENCES Cummens, Patricia (2010) Geographic Information Enabling a Smarter Government and Economy at the SCS Conference 2010. ESRI. Ellis, F. (2001) Introduction to GIS. Melbourne: University of Melbourne. Oosterom Van, P.J. (1993) Reactive Data Structures for Geographic Information Systems. New York: Oxford University Press. Rigaux, P., Scholl, M., Voisard, A (2002) Spatial Databases with Applications to GIS. San Fransisco: Morgan Kaufmann Publishers. http://www.osi.ie/en/academic/third-level-and-academic.aspx?article=4bf958eb-bf0b-4b28-a0d9-24586fadbaab Accessed 27/10/2010