1.The purpose of this coursework is to examine current fiscal and

1.The purpose of this is to examine current fiscal and monetary policies by the UK government and their effectiveness and impact on GDP and interest rates using graphical and regression analysis - Coursework Example In essence, the IS-LM model is a macro-economic tool demonstrating the relationship between interest rates and real out-put in the goods and services market and the money market. It is a combination of goods market and money-market equilibriums. The aggregate model describes general equilibrium situation in macro-economy. IS-LM model is based on assumption of fixed price level. This implies that general price level will not abruptly adjust when economic conditions alter. Suppose there is an increase in demand. Given supply, the increase in demand should produce an increase in price level (and in quantity exchanged within market). The period within which it stays unaltered is short run. The time series traits of variables using three tests reveal most of variables are stationary with intercept. This captures non-zero mean under alternative hypothesis. Nonetheless, many variables are non-stationary with constant and deterministic time trends. This captures deterministic trends under this alternative. The variables may therefore be regarded as stationary and does not require differencing. The IS Curve is representative of the equilibrium points in goods market, that is, the combinations of r and Y for which investments (I) are equal to savings (S). It is important to remember that investment is negatively related to real interest rate and is non-dependent on level of real output/income. Saving has a positive relationship to real interest rate and further increases with income. Various scholars have argued that the European sovereign debt crisis is traceable to the nineties whereby the 15 member states then, deliberated on the benefits of establishment of a common regional currency (Sgherri & Zoli, 2009). Despite agreeing on certain debt targets, there are many instances where member states out-rightly failed to adhere to the ceiling limits. Despite this obvious violation, no financial sanctions were imposed on

Corporate Social Responsibility Essay Example for Free

Corporate Social Responsibility Essay Today doing business is no longer a matter of creating the best products or making the most profit, it has developed to a matter of how? Due to scandals including child labour, poor working conditions and neglect of safety and health regulations, companies worldwide have been forced to revaluate their moral and ethical standards. Consumers are now caring about much more than just the product, which compel companies to monitor manufactures, secure labour standards and to be aware of the environment. This new phenomenon is called Corporate Social Responsibility or by its shortening CSR. Some companies like HM or Zara have rejected to be involved in CSR. Others have taken CSR to a whole new level. Nike Inc. has during the past years not only followed the recent development within CSR but the apparel mastodon has also evolved to be a role model. Nike has as many other companies renewed their supply chain and methods of manufacturing. Their newest motto â€Å"Innovative for a better world† describes their efforts at the most, but their new system of ranking manufactures, their Materials Sustainability Index that provides designers with information on the potential environmental impact of the products they use, recycling program of old shoes and their new manufacturing process of their recent shoe â€Å"Flyknit† with minimal waste speaks for it self. Nike has with these investments proved they are willing to â€Å"Innovate for a better world† but how does it affect Nikes marketing environment and will these investments comply with the overall concept: Making money? Nike is market leader within athletic products worldwide and is considered the 26th most powerful brand by Forbes. The athletic brand has an annual turn over on 21.8 billion dollars and spends 2.7 billion dollars on advertising every year. The importance of Nike is not to be mistaken. Therefore their latest investments in CSR are a huge boost to the issue. Many huge companies such as HM and Zara have rejected to invest in CSR although their have been numerous scandals of poor working condition and child labour, which shows not all companies are willing to invest in sustainability and social causes. Nike has actually been involved in such  scandals, but denied all accusations. Nike has however with these new methods shut up all the critics. The company has been known for innovate shoes and closes to new standards and has used their strength in innovation to create new business methods: â€Å"Our vision is clear: to help NIKE, Inc. and our consumers thrive in a sustainable economy where people, profit and planet are in balance† . Nike is, according to this quote, trying to accomplish the almost impossible and create a win–win situation for the company it self and its marketing environment. But is this possible? I believe so! They have created better work conditions for employees of their manufactures because of the pressure Nike has put on theme. Nike rate the manufactures with gold, silver and bronze medals and have set the goal of all manufactures should have a bronze medal by 2020. And although Nike has made huge investments in innovating their products to new manufacturing and product standards with focus on low environmental damage and a lot of recycling and therefore probably raised their prices, consumers actually stand by Nikes new methods although raised prices usually do not get the approval of the average consumer. Nikes revenue has increased from 18,528 million dollar in 2009 to 25,313 million dollar in the fiscal year of 2013. This could be caused by the increased prices of their products but Nikes return on invested capital has followed the same development and has increased from 17.8 % in 2009 to 23,8 % in the fiscal year of 2013. What is more, all this is accomplished during a very difficult financial period, which only gives Nike extra credit. Furthermore Nike is increasing the competitive situation when they implement other competitive parameters than just product or price. Nike is also forcing the consumers to make a choice: Cheap products manufactured by brands, who do not have the same CSR – profile as Nike and therefore do not care about sustainability, the environment or employees of the manufactures, who often work under poor conditions and put their lives on the risk every day, just to make some close or Nike who are trying to do the right thing and change these things. I am a big fan of Nike’s new manufacturing methods! They seem to have made  the impossible and made a win – win situation. They keep innovating new clothing and shoes, which becomes popular the moment it hits the market. And they accomplish this wonder contemporary with investing in better work conditions, sustainability and low environmental damage. Additionally they keep improving their accounting figures, even in difficult financial times! Absolutely amazing in my opinion! B: Blog Then it happened again. A huge company forgot to do their research properly. We have seen it before when the Japanese car manufacturing giant Mazda named their car â€Å"MR2†, which means faeces in the French language or when Warner Brothers named their new big movie wonder â€Å"Free Willy†, which is not the nicest word in the British language. This time it was the American athletic brand Nike, which released their new shoe â€Å"Black and Tan† close to St. Patrick’s Day. It was a tribute to the huge beer brewery Guiness, which also inspires the shoe, which includes an illustration of a beer in the sole. Usually that kind of shoe would have been popular among the beer loving Irish people. But Nike’s marketing people forgot one thing: The Black and Tan was a violent British paramilitary, which ravaged the Irish independence wars and among this the atrocities of Bloody Sunday. Not a name you want to use for a shoe honoring the Irish peoples most favo rite company. And Nike has experienced the consequences of the mistake. Nike has put a lot of money into innovating and advertising the shoe, which only makes the fault bigger. Some simple research or a Googling of â€Å"Black and Tan† could have averted the problem. Nike has now made a shoe to tribute Guiness that they cannot sell in Ireland. It may have ruined Nikes reputation and brand in Ireland and it has cost Nike million of dollars in manufacturing the shoe and may even cost billions of dollars in losses of future sales in Ireland. Hopefully Nike and other companies have learned their lesson and in the future understand the importance of cultural research.

Confucius :: essays research papers

Confucius   Ã‚  Ã‚  Ã‚  Ã‚  If our government was run for the people, and not for the enrichment of its rulers, the US would be a more tightly unified nation. Confucius stressed that a government be run for the well-being of the people, and if that was applied today, results would be outstanding. Confucius also said to put aside military conquests and to work for the good of the country. Applied today, that would really help our USA.   Ã‚  Ã‚  Ã‚  Ã‚  Confucius taught that government should be run for the well-being of the people. For that to happen, more power has to be given to state governments, in order to really suit the needs of the countries people. The government could narrow down on the struggles of each part of the country. I think they would find a good number of the struggles to be similar. Therefore, stated would work together in order to solve universal problems. For example, you could eliminate a problem in Olympia, Washington and Miami, Florida at the same time. Because of their similar problems.   Ã‚  Ã‚  Ã‚  Ã‚  Another teaching of Confucius is to put aside military conquests and focus on the good of the country. The US definitely needs to do this. Every day on television we see poor, famined children persuading us to support their struggle. Them commercials should be outlawed. The commercials should be on the poor famined kids in the United States. We have our own poverty problem in our country. We should take care of that before we solve another countries problem. The U.S. has also money and military force in the middle east. Sure we get some valuable products from them, but we should solve our own problems before we decide to dive into the rebuilding of some foreign nation.

Apush Taxation Without Representation Dbq

The motivations of American Revolutionary movement, at its peak from 1765 to 1780, are a much disputed subject between historians like Bernard Bailyn and Esmond Wright. One of the questionable motivations is the demand for no taxation without representation from the colonies at the time. It becomes clear through the documents of the Virginia House of Burgesses and Stamp Act Congress as well as letters from Thomas Jefferson that no taxation without representation was the primary motivation and unifier of the American colonies between 1765 and 1780.In the mid-1700’s, due to the high debt created by the British after the French and Indian War, parliament created a series of new taxes used on only the American colonies to gain revenue. One of the most unpopular taxes, called the Stamp Act, required a stamp to be put on all legal documents for a certain fee. This upset many people in the colonies including the Virginia House of Burgesses, which was the legislature in Williamsburg, Virginia, at the time.The committee there created a resolution to ask the same rights as Britons, who had representatives in Parliament to defend themselves against taxation without representation (Document A). Since the British Parliament did not listen to the colonial legislatures individually, some of the colonies joined forces to create Stamp Act Congress. This grouping was the first formal and organized unification of the American Colonies at the time and would snowball into the first and second Continental Congress which would take place ten years later.Stamp Act Congress (Document B) addressed issues and their possible solutions relating to the House of Commons in Great Britain, the Parliament. With the issue the Virginia House of Burgesses addressed, the Stamp Act Congress created the resolution of having a representative democracy styled legislature to discuss matters of taxation. These ideas were on par with that of the Considerations on the Propriety of Imposing Taxes in the British Colonies by Daniel Dulany which stated â€Å"A right to impose an internal tax on the colonies, without their consent for the single use of revenue, is denied. (Document C) â€Å"No taxation without representation! † was the slogan of many patriot groups like the Sons of Liberty in the mostly unified colonies of the 1770s. These patriots like Joseph Warren, who played a leading role in the patriot organizations in Boston and was a militia general at Bunker Hill, said that taxation without representation â€Å"could not be supported by reason and argument† and that â€Å"upon fair examination, appeared to be unjust and unconstitutional. † (D) Beginning with the Stamp Act of 1764, the colonists found themselves with an unfair laws and government on their hands.With this issue at hand, new legislatures were formed in the American Colonies like The Stamp Act Congress (B), First, and Second Continental Congress. These legislatures strived for a represent ative democracy, one better than the one they were deprived of in House of Commons in Great Britain. By the 1770s, the ideals of rights of men, as those mentioned in the Virginia House of Burgesses (A) and Joseph Warren (D), spread throughout the colonies. It was the demand of no taxation without representation that unified the colonies and drove them toward a representative democracy which every man has his say.

Didion’s on Morality Essay

What is it that forms and drives our â€Å"moral behaviors†? Are we born with a basic sense of morality or do we develop a set of moral â€Å"social codes† to keep society from falling into chaos and anarchy? In her essay â€Å"On Morality,† Joan Didion dissects what lies beneath the surface of humanity’s morality. By recounting several stories and historical events, she shows that morality at its basic â€Å"most primitive level† is nothing more than â€Å"our loyalties to the ones we love,† everything else is subjective. Didion’s first story points out our loyalty to family. She is in Death Valley writing an article about â€Å"morality,† â€Å"a word [she] distrust more every day. † She relates a story about a young man who was drunk, had a car accident, and died while driving to Death Valley. â€Å"His girl was found alive but bleeding internally, deep in shock,† Didion states. She talked to the nurse who had driven his girl 185 miles to the nearest doctor. The nurse’s husband had stayed with the body until the coroner could get there. The nurse said, â€Å"You just can’t leave a body on the highway, it’s immoral. † According to Didion this â€Å"was one instance in which [she] did not distrust the word, because [the nurse] meant something quite specific. † She argues we don’t desert a body for even a few minutes lest it be desecrated. Didion claims this is more than â€Å"only a sentimental consideration. † She claims that we promise each other to try and retrieve our casualties and not abandon our dead; it is more than a sentimental consideration. She stresses this point by saying that â€Å"if, in the simplest terms, our upbringing is good enough – we stay with the body, or have bad dreams. † Her point is that morality at its most â€Å"primary† level is a sense of â€Å"loyalty† to one another that we learned from our loved ones. She is saying that we stick with our loved ones no matter what, in sickness, in health, in bad times and good times; we don’t abandon our dead because we don’t want someone to abandon us. She is professing that morality is to do what we think is right; whatever is necessary to meet our â€Å"primary loyalties† to care for our loved ones, even if it means sacrificing ourselves. Didion emphatically states she is talking about a â€Å"wagon-train morality,† and â€Å"For better or for worse, we are what we learned as children. † She talks about her childhood and hearing â€Å"graphic litanies about the Donner-Reed party and the Jayhawkers. She maintains they â€Å"failed in their loyalties to each other,† and â€Å"deserted one another. † She says they â€Å"breached their primary loyalties,† or they would not have been in those situations. If we go against our â€Å"primary loyalties† we have failed, we regret it, and thus â€Å"have bad dreams. † Didion insist that â€Å"we have no way of knowing†¦what is ‘right’ and what is ‘wrong,’ what is ‘good and what is ‘evil’. † She sees politics, and public policy falsely assigned â€Å"aspects of morality. † She warns us not to delude ourselves into thinking that because we want or need something â€Å"that it is a moral imperative that we have it, then is when we join the fashionable madmen. † She is saying this will be our demise, and she may well be correct. Hitler’s idea that he had â€Å"a moral imperative† to â€Å"purify the Aryan race† serves as a poignant reminder of such a delusion. In 1939 Hitler’s Nazi army invaded Poland and started World War II. World War II came to an end in large part due to the United States dropping two atomic bombs. If the war had continued and escalated to the point of Hitler’s Nazis and the United States dropping more atomic bombs we could have destroyed most, if not all, of humanity, the ultimate act of â€Å"fashionable madmen. † We may believe our behaviors are just and righteous, but Didion’s essay makes us closely examine our motives and morals. She contends that madmen, murders, war criminals and religious icons throughout history have said â€Å"I followed my own conscience. † â€Å"I did what I thought was right. † â€Å"Maybe we have all said it and maybe we have been wrong. † She shows us that our â€Å"moral codes† are often subjective and fallacious, that we rationalize and justify our actions to suit our ulterior motives, and our only true morality is â€Å"our loyalty to those we love. † It is this â€Å"loyalty to those we love† that forms our families, then our cities, our states, our countries and ultimately our global community. Without these â€Å"moral codes,† social order would break down into chaos and anarchy.

WhiteSmoke Software Review

WhiteSmoke Software Review WhiteSmoke Software Review WhiteSmoke Software Review By Ali Hale Editors Note: WhiteSmoke has been a sponsor of the blog for a while, and we often get emails from readers asking how good their software are. That is why we decided to review it. But keep in mind we did not get paid to do it. Ali Hale did the review for us, and I asked her to be completely transparent with it. First Impressions I found WhiteSmoke very easy to install and get started with. It checks the grammar, spelling and readability of everything that you write (it will do this whilst running in the background, or you can load up the program directly). It’s a bit like a very advanced and more intelligent version of Microsoft Word’s spelling and grammar checker. I liked the way it automatically checked my typing in not only Microsoft Word but also in emails and when leaving comments using web forms. It caught a few potentially embarrassing typos before I had a chance to hit â€Å"send† or â€Å"submit†Ã¢â‚¬ ¦ Testing WhiteSmoke I tried running a few pieces of my regular writing through WhiteSmoke to see what it would say. This passage came from a piece I was writing for my blog The Office Diet: Now you know what calories are and you know how to figure out how many are in your food you just need to know how many you should be eating. WhiteSmoke suggested putting a comma after the words â€Å"calories are†, and when I clicked to find out why, I was told: Explanation: This sentence requires a comma to separate its clauses and improve clarity. Definition: Two coordinated clauses should be divided by a comma. So far so good: I agree that the sentence is improved when rewritten as: Now you know what calories are, and you know how to figure out how many are in your food†¦ The next suggestion, however, was to put a full stop after â€Å"out† and before â€Å"how†, which would make the sentence: Now you know what calories are and you know how to figure out. How many are in your food This time, when I asked why, WhiteSmoke explained â€Å"Two distinct sentences have to be divided by a full stop [period].† However, these were not two separate sentences, and putting a full stop here would lose meaning. I suspect the use of â€Å"figure out† (which is quite informal or colloquial) confused the software. My frequent use of bullet points, rather than conventional paragraphs, also caused a few issues: It suggested putting a period after the first bullet, but not after others. (Conventional advice is that you do not need to use periods for bullets consisting of short phrases, but if you do use periods, you should be consistent.) WhiteSmoke believed that â€Å"Your weight† and â€Å"Your activity levels† should be â€Å"Youre weight† and â€Å"Youre activity levels† respectively. Again, I suspect the use of bullets and fragments rather than full sentences caused this confusion. Sometimes, the software didn’t recognise what role a particular word was playing in a sentence. In the following example, the word â€Å"fast† is an adjective modifying â€Å"food†, but WhiteSmoke believed it was a verb: They found that those who skipped breakfast tended to eat more fast food. I was advised to â€Å"Change more to faster†. I can understand where the confusion came – â€Å"more fast† would be poor grammar if the sentence was â€Å"I ran more fast than Billy.† But my sentence was correct as it stood. Enrichment Suggestions WhiteSmoke makes a number of enrichment suggestions which can help improve the flow or style of your writing. For example, one of these came up for me when it recommended changing â€Å"And† in: And your muscle mass is also important to â€Å"Furthermore†, â€Å"In addition†, or â€Å"Moreover†. I would probably have picked one of these if I’d been writing a more formal piece, but for a blog post, I don’t think starting with â€Å"And† is a problem. Verdict I enjoyed using the WhiteSmoke software, and found it was particularly good at spotting typos as I wrote. It could seem a little intrusive at times (a small window pops up in the right hand side of the screen as you type, when the software is running), so I usually turned it off when writing fiction or informal emails as I tended to get a lot of warnings about these! There were a few occasional slips when the software didn’t understand the meaning of what I’d written, but so long as you don’t just accept every suggestion automatically, these infrequent mistakes shouldn’t cause too many problems. I think it would be an excellent piece of software for: People learning English as a foreign language Students writing academic essays Anyone producing a formal business-related piece (perhaps a report, or a job application) Freelancers writing for print or traditional markets You might find the WhiteSmoke software frustrating if: You mainly write fiction or poetry (especially if you use a lot of dialogue or your style involves breaking grammatical rules) Your emails and other non-fiction writing tend to be very informal You use a lot of bullet points or other sentence fragments Youre already very confident about your spelling and grammar Overall, WhiteSmoke is a very easy to use, intuitive piece of software, and considerably cheaper than paying a proof-reader to check your work! Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:How to Format a US Business LetterComma Before ButWoof or Weft?

Make Way for New Words

Make Way for New Words Make Way for New Words Make Way for New Words By Mark Nichol The Oxford English Dictionary has an insatiable appetite for new entries: Every three months, it expands its inventory with dozens of words. A recent newspaper article, however, sensationalized recent acquisitions by selectively announcing a pile of pop-culture-inspired terms, missing the whole point of a dictionary. The OED, like most other dictionaries, is descriptivist: It describes the state of the language. Some descriptivist resources weigh in on the formality of given entries, or their acceptability by a panel of language experts. The procedure for approving candidate terms for inclusion varies, as dictionary staffs differ on how long a term should have been in general circulation before it earns the stamp of approval. But dictionaries do not include or omit words based on their quality. So, withhold your outrage when you read that you can now find such entries as bromance (a close friendship between two men), guyliner (eyeliner worn by a man), and mankini (a man’s one-piece bathing suit with shoulder straps). The apocalypse is not nigh. The OED is merely reflecting usage. (Well, OK, maybe the apocalypse is nigh.) But wait, you argue. You wouldn’t be caught uttering or penning one of those words, inducted into the OED in 2011. My rebuttal? I deduce that you are over twenty-five years old. Well, yes, you might reply as is a majority of the world’s English-reading population. That’s true, and many people born in the last twenty-five years would probably be embarrassed to employ one of these terms in conversation, too. But many folks of all ages know these words they’re in our word-hoard, whether we choose to speak or write them or not. And though some may turn out to be ephemeral, the OED has rightfully catalogued them as being in current usage. Here are a few terms added in the most recent round that I predict might have more staying power than those listed above: Cybercast: an online audiovisual broadcast Paywall: an online system that restricts access to those who pay a subscription Super PAC: a political action committee with restrictions on funding as long as specific political candidates are not the recipients In the What Took You So Long category are such terms as blacktop, a verb describing the process of paving a surface (the noun form already existed in the OED’s pages), earthlike (self-explanatory), and supertitle, the word for transcribed or translated text displayed above a stage or on a screen. In the Department of Redundancy Department category is bimble, a synonym (primarily used in British English) for amble or meander. But English is replete with multiple words with the same meaning, so bring it on. An honorable mention, for clever coinage, goes to aptronym, the word for a personal name usually humorously or ironically suited to the person, such as in the case of an undertaker named Grimm or a clumsy woman named Grace. Whether you love or hate each of these terms or the hundreds of others being poured into dictionaries each year, keep in mind that although inclusion does enhance the possibility that they will be used more often, the realm of English is a free country, and you are welcome to accept or reject them in your own writing. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Math or Maths?"Replacement for" and "replacement of"People vs. Persons

Harvard Acceptance Letter Real and Official

Harvard Acceptance Letter Real and Official SAT / ACT Prep Online Guides and Tips Each year, Harvard receives nearly 40,000 applicationsfrom high school hopefuls. Only5% of them get a Harvard acceptance letter.For example, in 2015, Harvard College accepted 1,990 applicants from a record 37,307 applications for the Class of 2019. That’s a 5.3% admission rate.Unfortunately, the overwhelming majority of applicants get a rejection letter. â€Å"I am very sorry to inform you†¦Ã¢â‚¬ When I was in high school, I was one of the lucky few to apply Early Action and receive an acceptance letter in the mail. This validated years of hard work and made me giddy like I'd never been before for what came after high school.Here’s my complete, official Harvard acceptance letter. Want to learn what it takes to get a Harvard admit letter yourself? Read my How to Get Into Harvard and the Ivy League guide. I'll take you through the philosophy behind how to become the world-class student that schools like Harvard, Princeton, and Stanford are looking for. You'll learn what it means to develop an application Spike, why being well-rounded is the path to rejection, and how to craft a compelling application yourself. Read this guide now, before it's too late. Here's a scan of the original admissions letter sent to me by the Office of Admissions at Harvard College. (Thanks to my dad for keeping it around). This is for Early Action, though I'd bet the Regular Decision letter looks similar. Even though I was admitted to my other top choice schools (Princeton, MIT, Stanford especially), I ultimately decided to attend Harvard. Unlike Princeton and MIT, it hadleading graduate schools in every discipline (medicine, law, business), which made me believe it had the broadest set of opportunities and the most diverse community. Because of my interest in medicine and science at the time, it also had the broadest, richest research community. At the end of the day, I also felt like I would regret not attending Harvard more than any other school. After this letter, I'll give you tips on what it takes for you to get an acceptance letter like this for yourself. Harvard College Office of Admissions and Financial AidByerly Hall8 Garden StreetCambridge, Massachusetts 02139 Dear Mr. Cheng, I am delighted to inform you that the Committee on Admissions has admitted you to the Class of 2009 under the Early Action program. Please accept my personal congratulations for your outstanding achievements. In recent years, nearly twenty thousand students have applied for the sixteen hundred and fifty places in the freshman class. Faced with many more talented and highly qualified candidates than it has room to admit, the Admissions Committee has taken great care to choose individuals who present extraordinary academic, extracurricular and personal strengths. In making each admission decision, the Committee keeps in mind that the excellence of Harvard College depends most of all on the talent and promise of the people assembled here, particularly our students. In voting to offer you admission, the Committee has demonstrated its firm belief that you can make important contributions during your college years and beyond. By early March, you will receive an invitation to visit Harvard from Friday, April 29, to Sunday, May 1. Our faculty and students have arranged a special welcome for you and we think the experience will be interesting and useful in making your final college choice. Of course, we would also be happy to have you visit at some other time and we hope you will make a special effort to do so if you will be unable to join us in April. Especially if you cannot come to Cambridge during the next several months, please do not hesitate to contact us if we can be of help in any way. You will find our application booklet and our website (admissions.college.harvard.edu/) good sources of information about college life and we will be sending you a course catalog in the spring to help familiarize you with our academic opportunities. We are enclosing a statement about choosing a college that might be helpful. You have until May 1 to respond to our offer. However, we are enclosing with this letter a reply card for your use in case you are able to inform us of your decision before the May 1 reply date. A complete admission packet will be mailed to you in early April. We very much hope that you will decide to attend Harvard, and we look forward to having you join us in September. Yours sincerely, William R. Fitzsimmons Dean of Admissions and Financial Aid (Hope you will join us!) Want to get into Harvard or your personal top choice college? 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. Learn more about PrepScholar Admissions to maximize your chance of getting in. OK....Now What? You probably have a reason forlooking at this acceptance letter. Let me try to help you out. If you just received a rejection letter from Harvard, I'm sorry. When admissions officers say it's a really hard decision when it comes down to the wire, they're speaking the truth. The good news is that your future is almost entirely up to you. There are Harvard graduates who end upfloundering in life, and there are graduates from hundreds of other colleges (and people who don't even go to college) who end up accomplishing amazing things. You're in control of your own fate. So if you're disappointed about a Harvard rejection, I hope you pick yourself up and excel from this point forward. Here's a guide on good study habits to excel in academics. If you're in high school (or even earlier) and want to apply to Harvard, I hope this acceptance letter inspires you to want one of your own. Make no mistake, it took a lot of hard work to get to the point where I had a great chance at getting admitted to Harvard and passing their admission requirements. I had to strategize carefully and be ruthless about where I spent my time so I could balance a high GPA, challenging coursework, test scores, and demanding extracurricular activities. To help you out,I've written everything I know about succeeding in high school and college admissions. If you want your own Harvard acceptance letter, these are must-read guides: 1) How to Get Into Harvard and the Ivy League This is my foundational guide to help you understand what top colleges like the Ivy Leagues are looking for. Here you'll learn: what kinds of students are most attractive to Harvard and why why being well-rounded is the kiss of death in top college admissions what a Spike is and why an effective Spike will get you into every college you apply to how you can develop a Spike of your own I'm not saying it's easy, because it's not. But far too many students have the wrong idea about what kinds of students colleges are looking for. In the process, they waste far too much time on things that aren't important and do nothing to increase their chances of admission. Even worse, they end up miserable and constantly stressed. That's why I wrote this guide. Read it and you might totally change your application strategy before it's too late. 2) My Complete Successful Application to Harvard, Including Common App and Supplement To complement my "How to Get Into Harvard" guide, I share my entire college application, page by page, word for word. You'll see the exact application that the admissions committee at Harvard saw, including the Common Application, my transcript, personal essays, letters of recommendation, and Harvard supplement. I also provide commentary on every piece of my application. You'll see what was reallyimportant to get me into Harvard, and other things that weren't. You'll even see mistakes I made in my application. I've never seen anyone else provide this level of detail,so this is a special treat. 3) How to Get a 4.0 GPA and Better Grades Your coursework is one of the most important aspects of your college application. Not only do you need great grades, you need great grades in what Harvard says is "themost demanding college-preparatory program available." Thus it's no surprise that a lot of high school students are stressed out by coursework and the demands of college applications. Do you feel like you're taking too many AP courses and struggling to stay afloat? Consistently, I see that the biggest problems are with mindset, habits, and strategy.I've written a comprehensive guide with my complete set of strategies in how to excel in high school coursework. I take you through three levels of detail, from top-down: Mindset and Psychology: Do you have the confidence to know you can improve with hard work? Overall Planning and Habits: Do you get the most out of every hour? Do you understand what teachers care about, and how to give them what they want? Do you know how to combat procrastination? Individual Class Strategies: How should you be treating English and science classes differently? I learned a lot of these lessons the hard way, throughout high school and college. This is the guide I wish I had before starting high school. Take the time to read it and you might save hundreds of hours of time and get even better grades. 4) How to Get a Perfect SAT Score/ How to Get a Perfect ACT Score In addition to coursework, the other major numbers piece to your application isyour SAT/ACT score. Simply put, this number is so important because it compares you on even ground to every other high school student taking the test. Top schools like Harvard expect you to be in the top 1 percentile of the country. If you're not, you'll cast serious doubt on your academic ability. In my perfect SAT and perfect ACT guides, I share the major strategies that you'll need to get above a 2100 on the SAT and 32 on the ACT. Also, check out my series on getting perfect scores in each of the sections on the SAT/ACT: SAT 800 Series: Reading | Math | Writing- Learn important strategies to excel in each section of the SAT. ACT 36 Series: English | Math | Reading | Science - Learn how to get a perfect 36 on each section of the ACT. 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:

Final project (lesson plan ) Assignment Example | Topics and Well Written Essays - 1000 words

Final project (lesson plan ) - Assignment Example The whole process is art based as the students will use their artistic imaginations to come up with patterns. â€Å"Mathematics is closely related to art as by showing the students how to work out fractions, some element of art will be visible through patterns that will be used to represent fractions† (Furgerson). Learning Objective: Each student should be able to: Measure and cut square shapes of similar sizes from the printing paper. Systematically arrange the printing papers into a the construction paper Understand the basic division of numbers. Understand fraction and perform simple fractions on the construction paper and on the chalk board. Materials: Two large Construction papers per student. The color should be different to the printing paper and also of varying hues per group. A ream of printing paper per student Sufficient number of scissors or paper cutters Steps: Session one: 1) Start this lesson by giving a brief discussion on fractions and recapping what was learn t on the theoretical class about fractions, equations and division. Test the students understanding of the lesson by asking questions such as: What is a fraction? What is the importance of fractions in Mathematics? 2) Take students through some practical examples of fractions in the real world and ask them to cite others too. This should be repeated until all students show a high level of understanding of the topic of fraction. 3) Divide the class into groups while ensuring that there is an equal number of students per group. In the case where the number of students in the class is a prime number, the tutor should be included in the count and join one of the groups. The tutor will however have to play a passive role to ensure the students take lead roles in their assignment. If the number is divisible in so many ways, that is, there are so many other factors of division, all these division factors should be used at different times to help the student understand division (Furgerson). Session two: 1) Introduce to the class, the materials for the session and walk them through on how to cut the shapes as follows; use a ruler to measure a ten inch by ten inch grid. In this square, measure and mark ten equally spaced rows and a similar number of columns. This step should lead to a ten by ten 100 grids measuring one inch in dimension. 2) Cut the construction paper into a hundred pieces of an inch by an inch using a paper cutter or in the case of a scissor, use a ruler to make straight lines and cut the a hundred pieces of equal dimensions of one inch each. 3) Place ten pieces into the grid or any number that is a multiple of ten and take count together with the students. These colored pieces count will form the numerator of the fraction while the denominator is a hundred, being the total count for the grids. Repeat this process a further two times before engaging the students in their own groups to perform the process. Help out with the cutting out of the constructio n paper into square pieces as necessary and start each group with a uniform number of pieces but ensure it is a multiple of ten; for ease of work, start with twenty pieces for each group. Let the groups play with easy numbers for the numerators like 30, 40, 50, and even 60 before introducing more complex numbers like 47 and 63. Each time the students do this process, ensure that they write down the result in a

(anything is fine) Essay Example | Topics and Well Written Essays - 1500 words

(anything is fine) - Essay Example Black women have raised themselves from being considered beasts of labor, assigned to jobs typically considered to be male occupations, to gaining recognition to now leading a nation. Cooper explores how women of color have had a rough time in America, but there is hope for a better future because of their ability to fight back in an embodied way to disprove the public racist opinion. Brittney Cooper is an appropriate person to present a study of this nature as a professor with vast experience in Women’s Studies. Her experience as a black woman and as an expert in women’s studies gives her article a lot of credibility. Moreover, she has pointed out and referenced several articles written by fellow women and black women rights’ campaigners. Cooper gathers several pieces of verifiable evidence to support her arguments ranging from documented historical racism and the black woman’s position from slavery through the civil rights era into current events includi ng public opinion regarding Michelle Obama’s rise to the White House (Cooper, 2010). She has also included her own practical experience as a black woman and reveals telling encounters she's had with white people. There is a lot of evidence available throughout this study that is also generated from credible sources. The article is conclusive due to the quality of the evidence provided by Cooper. However, Cooper did not carry out any original research to prove her points. She could have done so using either questionnaires or survey forms to assess the black and white women’s opinions regarding the claims she was planning to make in her article. From the early days when Sojourner Truth felt it necessary to expose her breasts to a crowd of men to today's public appearances of Michelle Obama, one of the major claims Cooper makes is that the black woman's role in the public domain has been very focused on her body. According to Cooper (2010) black women have always used str ategies such as Michelle Obama’s dedication to presenting a fit body dressed in fashionable and appropriate clothing to defend their negative portrayals in public. Michelle Obama's appearance is a direct challenge to claims that black women are in poor shape and live in the ghettos. Like Sojourner Truth's bare breasts, the image of Michelle Obama cannot be easily argued away. These strategies play a major role in ensuring democracy because she is very clearly a lady of taste and refinement which she has shown in a positive and peaceful but uncompromising way. There are several arguments by Cooper, Darlene Clark and Evelyn Brooks regarding the bodily appearance of women in the public domain as well as their public self-representation and what it means to society as a whole. While the black man’s body has also been used to express concerns about racism and address some of the discriminatory and vulnerability issues that still exist, it is the woman's body that is most ef fective perhaps because the female form is most open for scrutiny in our society. Cooper (2010) attempts to give hope to black women who were initially subjected to sexual discrimination and other forms of exploitation through the use of these examples of black male oppression. Black women have always worried about their role in society as a result of their extreme oppression during slavery and through the forces of racism and discrimination that have

Caffeine Addiction (energy drinks) of College Students Term Paper

Caffeine Addiction (energy drinks) of College Students - Term Paper Example This sets it apart from other psychoactive drugs. It promotes alertness and wakefulness. However, it is also said to have side effects such as increased heartbeat, dizziness, nausea, vomiting and insomnia, which are the most common. Rare side effects include abdominal bloating, dehydration and bloody diarrhea. Energy drinks such as Red Bull and Monster, are a popular beverage among college students as they are believed to give energy and boost performance while studying or working on major course projects, driving for long periods of time, to treat hangover and when drinking alcohol during partying. Energy drinks have also been marketed to aid in weight loss, maintain alertness, mood and cognitive enhancement, performance in athletics and concentration. The beverages stimulate the central nervous system and the users expect performance improvement physically and mentally (Hoyte, Albert, & Heard, 2013). Combining energy drinks and alcohol has dangerous effects since they enhance stimulation and promote behavioral inhibition. Most people tend to undermine their levels of alcohol intoxication since the symptoms of alcohol have been reduced. Energy drinks also increase the alcohol absorption rates and have also been associated with the use of marijuana, consumption of alcohol, aggressive behavior, risky sexual behavior and driving under the influence of alcohol. Alcohol related deaths are on the increase due to dampened intoxication levels (Velazquez, Poulos, Latimer, & Pasch, 2012). In addition, most people have very minimum knowledge regarding the ingredients found in energy drinks and their potential harmful effects both physiologically and psychologically. The drinks contain sugar, caffeine, vitamins, carbohydrates, guarana, taurine and ginseng, which are herbal supplements. Kola nuts and cocoa are additives that may be added to increase the caffeine content in the energy drinks. Varying ingredient combinations are common and thus they

Historigraphy of the American West Essay Example | Topics and Well Written Essays - 2500 words

Historigraphy of the American West - Essay Example Alexander Mackenzie and Thomas Jefferson, George Catlin and Paul Kane, Frederic Remington and the North West Mounted Police: the United States West intertwined with the Canadian West - there are thousands f other such moments, innumerable cruxes, and myriad border-crossings. The problem, ever and always, is in how we "Americans" understand these things. (Canadians, f course, are also "Americans" in the sense f being f this continent.) Each f us, Canadians and United States people, living within a national myth borne f exceptionalism, seek to assert our country's historical narrative - especially the narrative f West: expansion - "Westward the Course f Empire Takes Its Way" or, in Canada, the Laurentian thesis propounded to the Canadian Pacific Railway (completed in 1885): Pierre Berton's "The National Dream" (or Gordon Lightfoot's "Canadian Railroad Trilogy) (Kaye). Yet these parallel narratives, historically intertwined as they were, and are, have too infrequently crossed, too infre quently been probed and understood as the interconnected fact-based stories they are. The significance f Jefferson's response to his worried moment over Mackenzie's transcontinental success is clear: the massed bulk f the University f Nebraska Press's The Journals f the Lewis and Clark Expedition (1983-99, 13 vols.) looms, the narrative versions f Lewis and Clark have piled up (though they were slow to start - the first, by Biddle, did not appear until 1814), James Fenimore Cooper's Leatherstocking series stands mythologizing them yet, especially in its third volume, The Prairie (1827). And two words - Undaunted Courage - have recently again broadcast Lewis and Clark throughout the United States through Stephen Ambrose's popular retelling f the story f their voyage f discovery. Yet early in Wallace Stegner's Wolf Willow (1962) - arguably the paradigm border-crossing Western text, a paradigm as autobiography, as history, as art - there is an invocation f the Lewis and Clark expedition on the upper Missouri in May 1805: "They came watchfully," Stegner writes, "for they were the first. They came stiffened with resolution and alert with wonder." "Every river and creek that came in from south or west brought word f the Stony Mountains and the passes that might lead to the Great South Sea; every stream from north or northwest was a possible trail to the Saskatchewan in Prince Rupert's Land. More and more, as they moved westward, the country that lay between them and these desired goals was not merely unknown, it was un rumored" ( 19). Stegner's invocation f Lewis and Clark here - one that is both precise and careful - serves him an important narrative purpose: he places them on the Milk River bluffe (so called because Lewis and Clark renamed them for Euroamerican s), staring northward toward the Cypress Hills, the mythic place f his boyhood in Saskatchewan to which he returns through Wolf Willow. Standing at the apex f the continent, Lewis and Clark, Stegner writes, "would have been looking down the imperceptible hill that led to Hudson Bay" (42). Such a careful placement f these paradigmatic explorers in a paradigmatic text by a writer who was a literal border-crosser, and so also something f a paradigm himself, is indicative. Stegner was born in the United States, he self-identified as American but, having spent his

Create a Code of Ethics for a fictitious company for this assignment Coursework

Create a Code of Ethics for a fictitious company for this assignment - Coursework Example The resort is just 5 km away from the beautiful orange plantation. We provide elegant luxury with all the modern comfort in accommodation. Wild Orange resort has 50 individual suites with 2 specialty restaurants delicate to pure south Indian food, Aruvi and the Seasons multi cuisine restaurant , Teyla the a coffee shop and a library bar, called Vajra, which offers finest beverages and best cigars. We provide room service facility and 24 hr laundry. Our priority is complete satisfaction of our guests. We want every guest at Wild Orange resort to leave with an unforgettable experience. We believe in our people and we aim at the care of our employees as of our guest. We also follow to give the best training to our employee’s to make the vision of wild orange resort real. In our business Guest is our priority, then our team members and at last profit, this is the driving force of Wild orange resort. Mission Statement Our mission statement is directed towards our guests, associates and investors. Guests- We believe in uncompromising guest service by exceeding the guest expectations with high levels of service standards. Associates – We respect our associates as we do our guests and therefore work towards their growth and development. Investors – We are committed to provide maximum returns to our investors through our careful and dedicated business practices. Director’s message Dear Associates, Wild orange resort has witnessed incredible success over a period of time, from its humble beginning to nation’s most famous tourist resort. The achievement of this level was possible because we believed in very simple principles and ideas such as personalized guest service, Optimum utilization of nature’s gifts, and care for our employees. Wild orange resort will see tremendous growth from now on where the company will be transformed to a hotel chain with new resorts opening. In order to impart the growth history we had developed a bu siness code of conduct which each and every associate is bound to follow. Let’s have a pledge to follow the code of conduct, for the success of our company. Sincerely Executive director Nalinaj Raveendran Guiding Principles: Wild Orange Resorts have strong guiding principles. As far as wild orange resort is concerned, it has a strong foundation of its values and code of ethics. We believe in providing our guest with personal care and attention. Each guest who stays at Wild orange resort must remember his/her days in the rest of their life. Detailed and elegant service is the priority of our resort which makes it an unforgettable experience. Our people are valuable and they are nurtured to deliver their best towards uncompromising guest satisfaction. Our training program aims at developing professional skills of the employees which ensure better standards of service and also motivation for employees. We are committed to the nature as we are located in one of the most precious and beautiful locations on earth. We practice eco friendly products and services which contribute to nature and we help the local community. Core value – The Company that mutually represents associates and Guests. Purpose of Code: Wild orange resort plans to continue its growth trend in future too. For this trend to be continued, we need a set of strict time tested and proven code of business

Hazard Essay Example | Topics and Well Written Essays - 4250 words

Hazard - Essay Example Therefore, hazardous chemicals should be appropriately labeled and stored in a place where they are not easily accessible to untrained staff. â€Å"A hazard communication program contains three basic components: labels, MSDS, and employee information and training† (106). Suppliers should provide labels on chemicals and each chemical should have a document describing its properties, hazards, and proper handling. Employees should be trained to know hazardous chemicals and how to protect themselves against physical or health hazards. This source is very important since it enables employers to know which provisions there are under the law, and gives employees the right to sue employers for non-compliance with hazard communication. This source compares to the book safety and the security professional: occupational safety and health strategies in the Annotated Bibliography (AB), in that they both base their interpretation of hazard communication on the Occupational Safety and Health Administration. This book, however, contrasts with the book Hazardous chemicals: control and regulation in the European market, because the latter centers on the classification of hazardous chemicals, while the former focuses on the legal aspects of hazardous substances. ... The author states that, â€Å"the entire safety program is driven to ensure that accidents are avoided, that workers remain healthy, and that productivity is maximized† (105). This can be achieved through staff training to ensure adequate disaster preparedness, and prompt emergency response and self protection. According to Wyman, â€Å"communicating chemical hazards starts with employers assessing the presence of hazardous chemicals in the workplace and establishing safety programs to minimize those hazards† (205). Ideally, hazard communication should, therefore, serve to notify employees of the hazardous nature of chemicals found at their place of employment. The work is imperative in the annotated bibliography, since it sheds light on how employees at all levels- ranging from directors to supervisors and subordinates - can ensure protection at the workplace, through hazard communication. This book compares to Hazardous chemicals: control and regulation in the Europea n market, in that both books provide information on how members of staff is supposed to protect themselves from physical and health hazards, for example, irritants and carcinogens. This source differs from the book A Guide for Safety And Loss Prevention Professionals in that the latter focuses more on the legal aspects of hazard communication, while the former emphasizes on safety maintenance at the workplace. Disaster management is indeed a practice that cannot be alienated if hazards have to be handled in the workplace. California Department of Industrial Relations. Guide to the California Hazard Communication Regulation. California: California Department of Industrial Relations, 2000. Print. In this guide, the

Create a Code of Ethics for a fictitious company for this assignment Coursework

Create a Code of Ethics for a fictitious company for this assignment - Coursework Example The resort is just 5 km away from the beautiful orange plantation. We provide elegant luxury with all the modern comfort in accommodation. Wild Orange resort has 50 individual suites with 2 specialty restaurants delicate to pure south Indian food, Aruvi and the Seasons multi cuisine restaurant , Teyla the a coffee shop and a library bar, called Vajra, which offers finest beverages and best cigars. We provide room service facility and 24 hr laundry. Our priority is complete satisfaction of our guests. We want every guest at Wild Orange resort to leave with an unforgettable experience. We believe in our people and we aim at the care of our employees as of our guest. We also follow to give the best training to our employee’s to make the vision of wild orange resort real. In our business Guest is our priority, then our team members and at last profit, this is the driving force of Wild orange resort. Mission Statement Our mission statement is directed towards our guests, associates and investors. Guests- We believe in uncompromising guest service by exceeding the guest expectations with high levels of service standards. Associates – We respect our associates as we do our guests and therefore work towards their growth and development. Investors – We are committed to provide maximum returns to our investors through our careful and dedicated business practices. Director’s message Dear Associates, Wild orange resort has witnessed incredible success over a period of time, from its humble beginning to nation’s most famous tourist resort. The achievement of this level was possible because we believed in very simple principles and ideas such as personalized guest service, Optimum utilization of nature’s gifts, and care for our employees. Wild orange resort will see tremendous growth from now on where the company will be transformed to a hotel chain with new resorts opening. In order to impart the growth history we had developed a bu siness code of conduct which each and every associate is bound to follow. Let’s have a pledge to follow the code of conduct, for the success of our company. Sincerely Executive director Nalinaj Raveendran Guiding Principles: Wild Orange Resorts have strong guiding principles. As far as wild orange resort is concerned, it has a strong foundation of its values and code of ethics. We believe in providing our guest with personal care and attention. Each guest who stays at Wild orange resort must remember his/her days in the rest of their life. Detailed and elegant service is the priority of our resort which makes it an unforgettable experience. Our people are valuable and they are nurtured to deliver their best towards uncompromising guest satisfaction. Our training program aims at developing professional skills of the employees which ensure better standards of service and also motivation for employees. We are committed to the nature as we are located in one of the most precious and beautiful locations on earth. We practice eco friendly products and services which contribute to nature and we help the local community. Core value – The Company that mutually represents associates and Guests. Purpose of Code: Wild orange resort plans to continue its growth trend in future too. For this trend to be continued, we need a set of strict time tested and proven code of business

ECONOMICS OF POVERTY AND DISCRIMINATION Research Paper

ECONOMICS OF POVERTY AND DISCRIMINATION - Research Paper Example This makes an exploration of this idea complicated by the idea of the life of the person at immanent risk of homelessness as something that is expressive of the perspective of those who define them, and therefore may, wittingly or not, make class-struggle dynamics more a part of the equation than a lot of people may realize. That is, to define those who are at risk and be so explicitly brought down by them, or rather by those who oppress them, suggests a position that is far from an objective experience of the actual life of the homeless, who may or may not be aware of the rituals of definition which make their experience so singularly bitter. From this perspective, the poverty of the individual seems like more of a forced choice than a willing obligation. To avoid confusion, then, those who are immanently homeless still have their basic needs met, which are shelter food and water and clothes. But those who are homeless are beginning to lose these basic needs and lose touch with the society that provides them. This is the main difference in terms of the distinctions of immanent and real homelessness. This sets up a classification system of the poor and homeless, so that it is at least clear exactly about whom someone is speaking when they name the actual and immanent homeless. The definitions which can be provided in terms of this difference are largely classical and do not have the same attenuation that is placed in other sections of experience on modern equivalencies of the welfare state as it exists today; nonetheless, perhaps the classical definitional structure of immanence versus actuality in referring to the poor and homeless is made more clear by its presentation as a set of unchanging categories that includes the poor, the al most-homeless, and the homeless. It seems that this set of categories could be expanded, and that we could expand this definition by adding that although these are specific categories into which the poor and homeless can be

Innovation and creativity evaluation of Apple Corporation Essay Example for Free

Innovation and creativity evaluation of Apple Corporation Essay Economic growth and development of any country depends upon a well-knit financial system. Financial system comprises, a set of sub-systems of financial institutions financial markets, financial instruments and services which help in the formation of capital. Thus a financial system provides a mechanism by which savings are transformed into investments and it can be said that financial system play an significant role in economic growth of the country by mobilizing surplus funds and utilizing them effectively for productive purpose. The financial system is characterized by the presence of integrated, organized and regulated financial markets, and institutions that meet the short term and long term financial needs of both the household and corporate sector. Both financial markets and financial institutions play an important role in the financial system by rendering various financial services to the community. They operate in close combination with each other. Financial System The word system, in the term financial system, implies a set of complex and closely connected or interlined institutions, agents, practices, markets, transactions, claims, and liabilities in the economy. The financial system is concerned about money, credit and finance-the three terms are intimately related yet are somewhat different from each other. Indian financial system consists of financial market, financial instruments and financial intermediation Role/ Functions of Financial System: A financial system performs the following functions: * It serves as a link between savers and investors. It helps in utilizing the mobilized savings of scattered savers in more efficient and effective manner. It channelises flow of saving into productive investment. * It assists in the selection of the projects to be financed and also reviews the performance of such projects periodically. * It provides payment mechanism for exchange of goods and services. * It provides a mechanism for the transfer of resources across geographic boundaries. It provides a   mechanism for managing and controlling the risk involved in mobilizing savings and allocating credit. * It promotes the process of capital formation by bringing together the supply of saving and the demand for investible funds. * It helps in lowering the cost of transaction and increase returns. Reduce cost motives people to save more. * It provides you detailed information to the operators/ players in the market such as individuals, business houses, Governments etc. Components/ Constituents of Indian Financial system: The following are the four main components of Indian Financial system 1. Financial institutions 2. Financial Markets 3. Financial Instruments/Assets/Securities 4. Financial Services. Financial institutions: Financial institutions are the intermediaries who facilitates smooth functioning of the financial system by making investors and borrowers meet. They mobilize savings of the surplus units and allocate them in productive activities promising a better rate of return. Financial institutions also provide services to entities seeking advises on various issues ranging from restructuring to diversification plans. They provide whole range of services to the entities who want to raise funds from the markets elsewhere. Financial institutions act as financial intermediaries because they act as middlemen between savers and borrowers. Were these financial institutions may be of Banking or Non-Banking institutions. Financial Markets: Finance is a prerequisite for modern business and financial institutions play a vital role in economic system. Its through financial markets the financial system of an economy works. The main functions of financial markets are. To facilitate creation and allocation of credit and liquidity; 2. to serve as intermediaries for mobilization of savings; 3. to assist process of balanced economic growth; 4. to provide financial convenience Financial Instruments Another important constituent of financial system is financial instruments. They represent a claim against the future income and wealth of others. It will be a claim against a person or an institutions, for the payment of the some of the money at a specified future date. Financial Services: Efficiency of emerging financial system largely depends upon the quality and variety of financial services provided by financial intermediaries. The term financial services can be defined as activites, benefits and satisfaction connected with sale of money, that offers to users and customers, financial related value. Pre-reforms Phase Until the early 1990s, the role of the financial system in India was primarily restricted to the function of channeling resources from the surplus to deficit sectors. Whereas the financial system performed this role reasonably well, its operations came to be marked by some serious deficiencies over the years. The banking sector suffered from lack of competition, low capital base, low Productivity and high intermediation cost. After the nationalization of large banks in 1969 and 1980, the Government-owned banks dominated the banking sector. The role of technology was minimal and the quality of service was not given adequate importance. Banks also did not follow proper risk management systems and the prudential standards were weak. All these resulted in poor asset quality and low profitability. Among non-banking financial intermediaries, development finance institutions (DFIs) operated in an over-protected environment with most of the funding coming from assured sources at concessional terms. In the insurance sector, there was little competition. The mutual fund industry also suffered from lack of competition and was dominated for long by one institution, viz. , the Unit Trust of India. Non-banking financial companies (NBFCs) grew rapidly, but there was no regulation of their asset side. Financial markets were characterized by control over pricing of financial assets, barriers to entry, high transaction costs and restrictions on movement of funds/participants between the market segments. This apart from inhibiting the development of the markets also affected their efficiency. Financial Sector Reforms in India It was in this backdrop that wide-ranging financial sector reforms in India were introduced as an integral part of the economic reforms initiated in the early 1990s with a view to improving the macroeconomic performance of the economy. The reforms in the financial sector focused on creating efficient and stable financial institutions and markets. The approach to financial sector reforms in India was one of gradual and non-disruptive progress through a consultative process. The Reserve Bank has been consistently working towards setting an enabling regulatory framework with prompt and effective supervision, development of technological and institutional infrastructure, as well as changing the interface with the market participants through a consultative process. Persistent efforts have been made towards adoption of international benchmarks as appropriate to Indian conditions. While certain changes in the legal infrastructure are yet to be effected, the developments so far have brought the Indian financial system closer to global standards. The reform of the interest regime constitutes an integral part of the financial sector reform. With the onset of financial sector reforms, the interest rate regime has been largely deregulated with a view towards better price discovery and efficient resource allocation. Initially, steps were taken to develop the domestic money market and freeing of the money market rates. The interest rates offered on Government securities were progressively raised so that the Government borrowing could be carried out at market-related rates. In respect of banks, a major effort was undertaken to simplify the administered structure of interest rates. Banks now have sufficient flexibility to decide their deposit and lending rate structures and manage their assets and liabilities accordingly. At present, apart from savings account and NRE deposit on the deposit side and export credit and small loans on the lending side, all other interest rates are deregulated. Indian banking system operated for a long time with high reserve requirements both in the form of Cash Reserve Ratio (CRR) and Statutory Liquidity Ratio (SLR). This was a consequence of the high fiscal deficit and a high degree of monetisation of fiscal deficit. The efforts in the recent period have been to lower both the CRR and SLR. The statutory minimum of 25 per cent for SLR has already been reached, and while the Reserve Bank continues to pursue its medium-term objective of reducing the CRR to the statutory minimum level of 3. 0 per cent, the CRR of SCBs is currently placed at 5. 0 per cent of NDTL. As part of the reforms programme, due attention has been given to diversification of ownership leading to greater market accountability and improved efficiency. Initially, there was infusion of capital by the Government in public sector banks, which was followed by expanding the capital base with equity participation by the private investors. This was followed by a reduction in the Government shareholding in public sector banks to 51 per cent. Consequently, the share of the public sector banks in the aggregate assets of the banking sector has come down from 90 per cent in 1991 to around 75 per cent in2004. With a view to enhancing efficiency and productivity through competition, guidelines were laid down for establishment of new banks in the private sector and the foreign banks have been allowed more liberal entry. Since 1993, twelve new private sector banks have been set up. As a major step towards enhancing competition in the banking sector, foreign direct investment in the private sector banks is now allowed up to 74 per cent, subject to conformity with the guidelines issued from time to time. Conclusion: The Indian financial system has undergone structural transformation over the past decade. The financial sector has acquired strength, efficiency and stability by the combined effect of competition, regulatory measures, and policy environment. While competition, consolidation and convergence have been recognized as the key drivers of the banking sector in the coming years

The Early Years Of Key Stage One

The Early Years Of Key Stage One This report focuses on the principles underpinning Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1), and how this influences practice when supporting children in the transition from EYFS to KS1. This report will also include the similarities and the differences between the EYFS and KS1. The main aim of this report is to demonstrate knowledge and understanding of theory underpinning the development of key stage 1. The Early Years Foundation Stage is not a curriculum it is a framework. Sited in (DCSF 2008a, p.9) The EYFS document sets the standards for children from birth to 5 by meeting the diverse needs of each individual child this principle lies in the heart of the EYFS. All practitioners should deliver personalised learning, care and development to encourage and help children receive the best possible start in life. The overarching aim of the EYFS is to help children achieve the five Every Child Matters outcomes which are: Staying safe Being healthy Enjoying and achieving Making a positive contribution Achieving economic well-being (DCSF 2008 a) However the national curriculum sets out the stages and core subjects children will be able to be taught during their time at school. The national Curriculum also sets out the knowledge and skills that are important for children to become successful and confident learners. The curriculum also sets out the achievement targets in each subject, teachers can use these to measure each childs progress and plan the next steps in their learning. Schools are free to plan and organise teaching and learning in the way that best meets the needs of their pupils. The new curriculum identifies the impact of play-based and activity learning in engaging children and helping them achieve a wide range of outcomes and make the best possible improvement. (National Curriculum online) However the EYFS framework provides assurance, it also states that every child deserves the best start in life. The Early Years Foundation Stage sets standards for the development, learning and care of children from birth. The new primary curriculum expands on the principles of the EYFS and encourages play-based learning. In the early stage the content of the curriculum is generic to the area of learning. Rose, J. (2009) The principles which guide the work for all early years practitioners are grouped in to four themes. The first theme is A Unique Child: every child is an experienced learner from birth who can be flexible, confident and self confident about him or herself. The second theme is Positive Relationship: children learn to be strong and independent from a base of loving and secure relationships with parents, families and carers. The third theme is Enabling Environment: The environment plays a key role in supporting and extending childrens development and learning, The fourth theme is Learning and Development: children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected. The Four guiding themes work together to underpin effective practice in the delivery of the Early Years Foundation Stage. They put legal requirements in to context and describe how practitioners should support the development, learning and care for each individual child. (DCSF 2008a, p.9) Transition should be seen as a process not an event, transition is something that is continuous, and should be planned for and discussed with children and their parents. Settings should communicate information which will secure continuity of experience for the child between settings. Schools should use the summative assessment of each child recorded in the EYFS profile to support planning for learning in year 1. However teachers should also be familiar with the EYFS and the EYFS teachers should be familiar with the KS 1 Curriculum. (DCSF 2008b, p.10) Moving into years 1 can be a shock to some children after the play freedom they had in nursery and reception, five year olds can often be turned off education by suddenly being made to sit still and listen to their teachers. Sited in Moyles, J (2007 p. 16) Wood and Bennett (2001) stated that the effect on children of the transitions they make in early childhood has become a major focus on the national and international research. (Margetts 2002, Dockett and Perry 2004a-2005). As many practitioners are aware that the big transition may be the move from a foundation stage setting in to a key stage 1. The recent focus is on continuity and progression that can be offered to children at this point. Rose, J (2009) stated that: Transition from EYFS to primary school can be difficult for some children This can be difficult for children because the children are more familiar to the play-based learning, and when moving to key stage 1 the children will experience a difference as they will be expected to sit on a chair at a table and be told what to do. However the creative curriculum is also being introduced, the main aims of the creative curriculum are to encourage and develop a more creative curriculum in foundation subjects in Key Stage 1. The creative curriculum is also introduced to create a more personalised, incorporating key life skills that could transfer into lifelong learning skills and increase the use of the local area and increase out of classroom learning experiences. Feedback from parents, teachers and pupils suggested that the curriculum had become more creative and exciting. Pupils were taking part more and getting involved in their learning and took ownership. This also improved parental involvement in their childrens learning and development. The staff, parents and pupils commented on some changes they noticed occurring from the new topic approach. They reported that the children were more excited about their learning, the children were also talking about their learning more at home with parents and families. The children also started to bring resources from home for the new topic to support and expand their learning. (Creative curriculum 2008 online) The Independent Review of the Primary Curriculum includes a survey by Ofsted in 2007 which proclaimed that a very less amount of schools had successfully linked the areas of learning and development in the EYFS with the related subjects of the National Curriculum in Key Stage 1. Because there was lack of clear links between the Early Years Foundation Stage and Key Stage 1, this meant that 8 in 10 schools in the survey introduced the subjects of the National Curriculum at the start of the autumn term. However, Two in three of the schools taught a literacy hour or daily numeracy lesson within a few weeks of the start of the school year. In Rose, J (2009) Ofsted also noticed that over half of Year 1 teachers had used the Early Years Foundation Stage profile but few had found it mostly helpful. The EYFS profile confused many teachers by including assessments beyond the level of the early learning goals, but not linked openly to the level descriptors in the National Curriculum. However given the amount of time spent in completing the EYFS profile and its potential value as a personal record of each childs previous experiences and achievements it is important for schools to make better use of it. However The Cambridge Primary Review is an independent enquiry into the condition and future of primary education in England. It is based at the University of Cambridge, Alexander, R (2009). The Review proposes a debate on if the age at which children have to start school should be raised to six in line with many other countries. Logically the ages and stages of schooling should be brought in to line, so the statutory starting age would become six, the point at which children move from the foundation stage and enter the key stage 1. The main concern is not when children start school but what they do when they get there. With sufficient resources, there is no reason why good quality play-based learning up to age six cannot be provided in primary schools. However this is maybe a risky change because some fear that children with most to gain from early education will miss out through being kept at home until they are six. This would confirm that England has finally accepted the need to protect and preserve the distinctive nature of early childhood. Easing the way for the youngest four-year-olds to start school, however the Rose report which has recently been proposed, sends a different view. Rose, J (2009) says: I hope the review will help our primary schools to build on their success so that all our children benefit from a curriculum which is challenging, fires their enthusiasm, enriches and constantly enlarges their knowledge, skills and understanding and, above all, instils in them a lifelong love of learning. The curriculum that primary children are offered must enable them to enjoy this unique stage of childhood, inspire learning and develop the essential knowledge, skills and understanding which are the building blocks for secondary education and later life. Primary children must not only learn what to study, they must also learn how to study, so the children can become confident, self-disciplined individuals capable of engaging in a lifelong process of learning. High-quality teaching in the primary years, as elsewhere, is vital to childrens success. McKinsey 2007 reports said that the quality of an education system cannot exceed the quality of its teachers. This is echoed by the Cambridge Primary Review, which states that A curriculum is only as good as those who teach it. Rose, J. (2009) However (BBC news 2008 online) states: Do children start school at too young an age in England? English pupils are starting very early in the classroom, Compared to other western European countries, as compulsory education begins in England at the age of five with children starting at four years old. However in countries such as Sweden, Denmark, school does not begin until the age of seven. This general question has been raised by the Cambridge-based Primary Review which is investigating how the primary education is organised. And its conclusion challenges the idea that an early start has long-term advantages for children. The assumption that an early starting age is beneficial for childrens later attainment is not well supported in the research and therefore remains open to question, says the report. However the Primary Review, taking an overview of the evidence, suggests that there is no clear link between quantity and quality in education. In England, Scotland, Wales, Northern Ireland, and the Netherlands, children start school at the age of five years old. However in Austria, Belgium, and Denmark the children start at the age of 6-7, and in, Poland, Spain, and Sweden children start at the age of 6-7. The Effective Provision of Pre-school Education (EPPE) project investigated the effects of preschool education and care on childrens development for children aged 3-7 years old. This study has established the positive effects of high quality pre-school provision on childrens intellectual and social behavioural development up to the end of Key Stage 1 in primary school. Pre-school has a positive impact on childrens progress over and above important family influences. The quality of the pre-school setting experience as well as the quantity are both important. The Effective Provision of Pre-school Education (EPPE) project explores the impact of preschool provision on young childrens cognitive progress and their social/behavioural development. The research seeks to establish whether different types of pre-school settings differ in their impact and effectiveness. It also seeks to identify any differences between individual pre-school centres in their impact upon childrens cognitive progress and social, behavioural development. EPPE (2004) However Brown, J. Said that the Effective Provision of Preschool Education (EPPE) is the first major study within the UK to focus on specifically the effectiveness of early years education, monitoring the development of children from a wide range of backgrounds and cultures as they progress from the start of preschool up to key stage 2. Brown, J. (2009, p.26) I n the national curriculum education influences and reflects the values of society. Therefore it is important, to recognise a broad set of common values and purposes that underpin the school curriculum. Education is also a route to equality of opportunity for all, a healthy and just democracy, a productive economy, and sustainable development. Education should reflect the permanent values that contribute to these ends. These include valuing ourselves, families and other relationships, and the wider groups, to which we belong, the diversity in our society and the environment. At the same time, education must enable us to respond positively to the opportunities of the rapidly changing world and work. We also need to be prepared to engage and connect as individuals, parents, workers and citizens with economic, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid development of communication technologies. National curriculum (online) The National Curriculum applies to pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided schools. Getting children to sit down on a seat in key stage 1 is not a problem. But what we need to ensure is that these children are interested and excited about their learning, the children need to feel involved in what is taking place and have a level of expectation about what will happen next. A creative curriculum is not simply about making links between subjects, it is about finding ways to inspire the children by drawing in skills from art, music, technology, dance and drama. Creativity is about inspiring children through the establishment of memorable learning experiences. Creativity can be a platform for establishment of personalized learning, enabling children to think out of the box for themselves. (Teaching expertise online) This shows that the creative curriculum has been introduced so children are not sitting on chairs and doing what they are being told by the teacher, it has been introduced so children can enjoy learning through different experiences, and be more creative about their learning. However in nursery everything is more play-based, and key stage 1 is more focused on lessons like phonics, numeracy and literacy, this is why the creative curriculum has been launched so children are more motivated and interested in learning, and remembered what they had learned, due to this the children would want to learn for themselves they would be able to expand on the thinking and learn how to be in control. Within the EYFS it is also stated that the key person also play a vital role in a childs learning and development. Children can form an attachment in the setting with the key person, the benefits of this could be the child settling in different surrounding really quickly, and that the key person could assess and plan for the child individual needs. Sited in Elfer, P et al. (2003 p. 18) it was stated that the key persons role is vital for children and their parents. The key person makes sure that each individual child within the nursery feels welcome, safe and secure. They also make the child feel that they are taught about by someone in particular while they are away from home. However the key persons approach makes sure that parents are able to build a personal relationship with someone in particular rather than all the staff within the setting. The benefits of a key person are they give parents a peace of mind, it also gives the parents a chance to liaise and interact with somebody whom is fully committed and familiar with their child, and is able to provide the parents with up to date information about their childs learning and development. The Key Elements of Effective Practice (KEEP) emphasise that effective learning is dependent on secure relationships, an appropriate learning environment and high-quality teaching. Brown, J. (2009, p.26) The four main purposes of the National Curriculum are: To establish an entitlement To establish standards To promote continuity and coherence To promote public understanding Those awarded Early Years Professional Status must demonstrate through their practice that a secure knowledge and understanding of the following underpins their own practice and informs their leadership of others. The EYP Standards set out the national expectations for anyone wishing to gain EYPS and work as an Early Years Professional. They are outcome statements that set out what Early Years Professionals need to know, understand and be able to do. They cover working safely with babies and children from birth to the end of the new EYFS. Achievement of the Standards will enable members of the workforce to move across the range of early years provision, which will encourage and support learning and development.(EYP 2006 online) Reference Page Rose, J. (2009) Independent Review of the Primary Curriculum: Final Report. Nottingham: DCSF Publications Moyles, J. (2007) Early Years Foundations. Maidenhead: Open University Press Sylva, K., Melhuish, E., Sammons, P., Blatchford, I, S. and Taggart, B. (2004) The Effective Provision of Pre-school Education (EPPE) project: Final report: DFES Bertram, T., Pascal, C. (2002) Early years education: An International Perspective. Birmingham: QCA Brown, J. (2009) Spring. Department for children, Schools and families. P26-28 Elfer, P., Goldschimied, E., Selleck, D. (2003) Key persons in the nursery. London: David Fulton Publishers BBC News (2008) is five too soon to start school? News Channel: Education Available: http://news.bbc.co.uk/1/hi/education/7234578.stm Haywood, J (2006) Early Years Professional Standards. Available: http://www.testsite.lancsngfl.ac.uk/curriculum/early_years/getfile.php?src=100/Draft_EYP_Standards_Aug_2006.pdfs=!B121cf29d70ec8a3d54a33343010cc2 Department for Children, Schools and Families (2008a) Statutory Framework for the Early Years Foundation Stage. Nottingham: DCSF Publications Department for Children, Schools and Families (2008b) Practice Guidance For the Early Years Foundation Stage. Nottingham: DCSF Publications

The Colour Purple - Spirituality & Religion :: essays research papers

Alice Walker states that ‘The Colour Purple’ remains for her the â€Å"theological work examining the journey from the religious back to the spiritual†. How successful is she in revealing her purpose to the reader? In the preface to ‘the Colour Purple’ Walker identifies her religious development as the inspiration for her novel and labels religion and spirituality as the principle themes in the book. There are a number of principle characters who complete this journey however in many instances the religious element of the novel is overshadowed by other prominent themes such as personal development, female relationships and racial issues. These must be taken into consideration when assessing Walker’s success in delivering her theological message to her readers. Religion is an extremely broad term, in the context of ‘The Colour Purple, Walker’s idea of religion is church based Christianity in which God is presented through the bible as a white man. Although the church is placed in a black community, the teachings of the church are derived from the teachings of white people. Celie discovers throughout the novel that she, like Shug, can not find God in this kind of church that is based on patriarchal religion but searches for him elsewhere. Walker’s personal concept of spirituality is pantheism, the idea that God is in all living things within nature including people. Celie learns from Shug and through her own development that God is within her and she benefits far more from her own spirituality than from the structured religion within the community. Celie is not the only character to undergo a change in her religious outlook and complete the journey â€Å"from the religious to the spiritual†. Nettie also is brought up as a devout believer in the Christian church however throughout her time in Africa and with the help of the Olinka people she discovers a new more â€Å"internal† form of religion similar to Celie’s new found spirituality. The journey from the religious back to the spiritual is reflected in the distance between the white missionaries in Britain and America and the African tribes. The missionaries represent the formal ‘white’ church and the Olinka fulfilling the idea of pantheist spirituality. This is a journey Nettie makes physically and spiritually. Shug and Mr.’s views on religion also change during the novel, and as Walker intends, all make this ‘journey’ with â€Å"courage and the help of others†. At the beginning of the book Celie announces her dependence on God by recognising that she can â€Å"tell nobody but God† about the abuse she is receiving from her stepfather.

Tddc17 – Lab 2 Search

TDDC17 - ­? Lab 3 Part 2 Q5 P (Meltdown) = 0,02578 P(Meltdown | Ica weather) = 0. 03472 b)   Suppose that both warning sensors indicate failure. What is the risk of a meltdown in that case? Compare this result with the risk of a melt- ­? down when there is an actual pump failure and water leak. What is the difference? The answers must be expressed as conditional probabilities of the observed variables, P(Meltdown|†¦ ). P(Meltdown | PumpFailureWarning, WaterLeakWarning) = 0,14535 P (Meltdown | PumpFailure, WaterLeak) = 0,2 c)   The conditional robabilities for the stochastic variables are often estimated by repeated experiments or observations. Why is it sometimes very difficult to get accurate numbers for these? What conditional probabilites in the model of the plant do you think are difficult or impossible to estimate? a) What is the risk of melt- ­? down in the power plant during a day if no observations have been made? What if there is icy weather? It is hard to ful ly understand all possible factors that can effect or trigger an event and how they interact with each other.Observations are always a description of the past and is not always accurate in forecasting the future. E. g. Icy weather is not a thing you can measure and span over a wide range of weather conditions including combinations of precipitation, wind and temperature. d)   Assume that the â€Å"IcyWeather† variable is changed to a more accurate â€Å"Temperature† variable instead (don't change your model). What are the different alternatives for the domain of this variable? What will happen with the robability distribution of P(WaterLeak | Temperature) in each alternative? The domain decreases in size of possible states as for example precipitation and wind is no longer a part of the estimations. The temperature will be represented as an absolute number or intervals, instead of just true or false. Resulting in a lot more defining of the probabilities of the child nodes with aspect to each value/interval of temperature. Q6 a) What does a probability table in a Bayesian network represent?The probability table shows the probability for all states of the node given the states of the parent nodes. b)   What is a joint probability distribution? Using the chain rule on the structure of the Bayesian network to rewrite the joint distribution as a product of P(child|parent) expressions, calculate manually the particular entry in the joint distribution of P(Meltdown=F, PumpFailureWarning=F, PumpFailure=F, WaterLeakWaring=F, WaterLeak=F, IcyWeather=F). Is this a common state for the nuclear plant to be in? Kedjeregeln ger foljanade:P(alla ar falska) = P(ICYWEATHER) * P(PUMPFAILURE) * P(PW | PUMPFAILURE) * P(MELTDOWN| PUMPFAILURE, WL) * P(WL | ICYWEATHER) * P(WATERLEAKW | WL) = 0,95 * 0,9 * 0,95 * 1 * 0,9 * 0,95 = 0,69 Ja, detta ar ett vanligt tillstand. c)   What is the probability of a meltdown if you know that there is both a water leak and a pump failure? Would knowing the state of any other variable matter? Explain your reasoning! P(Meltdown | PumpFailure, WaterLeak ) = 0,8. No other variables matter. When all the parents values are observed they alone determine the child value. ) Calculate manually the probability of a meltdown when you happen to know that PumpFailureWarning=F, WaterLeak=F, WaterLeakWarning=F and IcyWeather=F but you are not really sure about a pump failure. P(Meltdown = T | PUMPFAILURE osaker, resten falska )= P(ICYWEATHER) * P(WL | ICYWEATHER) * P(WATERLEAKW | WATERLEAK)* [P(PUMPFAILURE=T) * P(PW | PUMPFAILURE=T) * P(MELTDOWN=T | PUMPFAILURE=T,WL) + P(PUMPFAILURE=F) * P(PW | PUMPFAILURE=F) * P(MELTDOWN=T | PUMPFAILURE=F,WL)] = 0,95 * 0,9 * 0,95 * (0,1 * 0,1 * 0,16 + 0,9 * 0,95 * 0,01) = 0,008 (1)P(MELTDOWN=F | PUMPFAILURE osaker, resten falska)=P(ICYWEATHER) * P(WL | ICYWEATHER) * P(WATERLEAKW | WL)* [P(PUMPFAILURE=T) * P(PW | PUMPFAILURE=T) * P(MELTDOWN=F | PUMPFAILURE=T,WL) @+ P(PUMPFAILURE=F) * P(PW | PUMPFAILURE=F) * P(MELTDOWN=F | PUMPFAILURE=F,WL)] = 0,95 * 0,9 * 0,95 * (0,1 * 0,1 * 0,84 + 0,9 * 0,95 * 0,99) =0,694 (2) (1) och (2) =; alfa = 1 / (0,008 + 0,69) = 1,42 0,008 * 1,42 = 0,012 0,694 * 1,42 = 0,988 Part 3 During the lunch break, the owner tries to show off for his employees by demonstrating the many features of his car stereo. To everyone's disappointment, it doesn't work. How did the owner's chances of urviving the day change after this observation? Without knowing whether the radio is working or not, the probability of him surviving is 0,99001. If the radio is not working the probability is 0,98116. How   does the bicycle change the owner's chances of survival? With the bicycle the probability of surviving is 0. 99505. Small increase. It   is possible to model any function in propositional logic with Bayesian Networks. What does this fact say about the complexity of exact inference in Bayesian Networks? What alternatives are there to exact inference? Yes but i t might be complex and you might sometimes have to add new nodes.For example if you want to model an OR-relationship you have to add a new node with truthtable probabilities that match. An alternative to exat inference is probabilistic indifference. Things might not always be true or false with a predefined probability. With probabilistic inference yuou can reuse a full joint distribution as the â€Å"knowledge base† Part 4 Changes in graph Mr. H-S sleeping ( T = 0. 3, F = 0. 7) Mr HS reacts in a competent way: WaterleakWarn. Pumpfailurewarning Mr HS sleeping T T T T F F F F T T F F T T F F T F T F T F T F T 0. 0 0. 8 0. 0 0. 7 0. 0 0. 7 0. 0 0. 0 P(Survives | Meltdown, Mr HS reacts) incresing 9% (0. 9) The   owner had an idea that instead of employing a safety person, to replace the pump with a better one. Is it possible, in your model, to compensate for the lack of Mr H. S. ‘s expertise with a better pump? Yes, by increasing the probability of the pump not failing w ith 0. 05. The chance of survival increases to 0. 99713 Mr   H. S. fell asleep on one of the plant's couches. When he wakes up he hears someone scream: â€Å"There is one or more warning signals beeping in your control room! â€Å". Mr H. S. realizes that he does not have time to fix the error before it is to late (we can assume that he wasn't in the control room at ll). What is the chance of survival for Mr H. S. if he has a car with the same properties as the owner? (notice that this question involves a disjunction which can not be answered by querying the network as is) Clarification:Maybe something could be added to or modified in the network. By adding a new node called warning, which represents the OR-relationship of WaterLeakWarning and PumpFailureWarning, i. e. Warning is true if WaterLeakWarning is true or if PumpFailureWarning is true or if They are both true and is false if they are both false. P(survives) = 0. 98897 if Warning is observed true. What   unrealistic a ssumptions o you make when creating a Bayesian Network model of a person? That a persons actions are predictable and that he never gains more experience as time passes, which would effect the probabilities of his actions. Describe how you would model a more dynamic world where for example the â€Å"IcyWeather† is more likely to be true the next day if it was true the day before. You only have to consider a limited sequence of days. By adding nodes representing the weather of the previous days. E. g. one node representing the day before, one bubble representing the day before that and so on†¦ Tommy Oldeback, tomol475 Emma Ljungberg, emmlj959