Friday, November 29, 2019
Italy Essays - Italy, Republics, Sardinia, Petroleum, Wool
Italy By. Sean Burnham & Andy Price Location, Size, and Surrounding Waters Italy is a country that looks like a boot. It has a population of about 57.8 million people. It is 116,305 square miles in area. Some of the surrounding waters are the Tyrrhenian Sea, which is west of Italy. The Adriatic Sea, which is east of Italy, and Ionian Sea, that is southeast of Italy. The capital city of Italy is Rome. Rivers and Mountains Some of the rivers in Italy include the Po River, which is the biggest, and the Tiber River, which isn't quite as big as the Po. Some of the well-known mountain ranges are the Alps and the Dolomites. Climate The climate in Italy is much like the climate of York, Nebraska. It ranges from 32 degrees in January and 84 degrees in July. Italy gets approximately 4.9 inches of rainfall through the months of June, July, August, September, October, and November. Plants and Animals Some animals include Toads, Chamois, Geckos, Chameleons, Sardinians, marginated Tortoises, snakes, dormouse, Brassica Bugs, many birds, and wolves. Some plants include slow growing shrubs, purple cushion, arum pictum, white wool, and many flowers. Agricultural Products Many agriculture products are abundant here. Some are barley, corn, eggs, meat, milk, oats, potatoes, rice, soybeans, sugar, tobacco, and wheat. Natural Resources There us a great abundance for many minerals or natural resources in Italy. Mercury, potash, marble, sulfur, natural gas, petroleum, fish, coal, rock salt, feldspar, asbestos, barite, zinc, magnesium, and lead are some examples of the natural resources in Italy. Industry The leading industries are beer, butter, cement, cheese, cigarettes, merchant vessels, newsprint, paper and paperboard, passenger cars and radios. Foreign Trade Major Imports includes machinery, vehicles, chemicals, foodstuffs, livestock, metals, petroleum products, and wool. Major Exports includes machinery, textiles, vehicles, chemicals, clothing, shoes, metal products, petroleum products, and foodstuffs. Government Type- Republic Head of Government- President Oscar Luigi Scalfro, and Prime Minister Giuliano Amato. The government has a strong communist party, has president and Prime Minister with six different political parties. Transportation and Communication For inexpensive transportation people ride the buses and trains. Most households in Italy have at least one car. Boats and airplanes air used to transport goods. People communicate by way of newspaper, magazines, going to malls, TV, and radios. Cultural Expressions Life in northern Italy differs greatly from the life of people in southern Italy. The North is more urbanized than the south and is richer. Italians have contributed to some of the world's most admired sculpture, architecture, painting, literature, and music, particularly opera. Italians do not consider themselves to be a "new" people, but as the descendents of ancient Romans.
Monday, November 25, 2019
French Pronominal Verbs Require a Reflexive Pronoun
French Pronominal Verbs Require a Reflexive Pronoun French pronominal verbs are accompanied by the reflexive pronoun se or s preceding the infinitive, thus, the grammatical term pronominal, which means relating to a pronoun. All conjugated verbs, with the exception of the imperative form, require a subject pronoun. Pronominal verbs also need a reflexive pronoun, like this: Nous nous habillons. Were getting dressed (dressing ourselves).Tu te baignes.  Youre taking a bath (bathing yourself). There are a few kinds of French pronominal verbs. But in general, we can say the action and, thus construction, of the pronominal verb is reflexive, reciprocal or idiomatic.  Three Types of Pronominal Verbs Reflexive verbsReciprocal verbsIdiomatic pronominal verbs There are two steps in conjugating pronominal verbs. First, take the reflexive pronoun se, make it agree with the subject of the verb, and place it directly in front of the verb. Then, as with all verbs, conjugate the infinitive according to whether its a regular -er, -ir, -re verb or an irregular verb.    Elle se brosse les dents.  Shes brushing her teeth.Vous vous levez tard.  You get up late. Review what pronominal verbs look like when conjugated in all the simple tenses and use examples to practice recognizing and using them. French Reflexive Verbs The most common pronominal verbs are reflexive verbs (verbes sens rà ©flà ©chi), which indicate that the subject of the verb is performing the action upon himself, herself, or itself. Reflexive verbs mainly have to do with parts of the body, clothing, personal circumstance or location. Note that when referring to parts of the body, the French possessive pronoun is rarely used; instead, the owner is indicated with a reflexive pronoun and a definite article precedes the body part. Some common reflexive verbs:    sadresser   to address, speak to   sapprocher de  to approach   sasseoir  to sit down   se baigner  to bathe, swim   se brosser (les cheveux, les dents)  to brush (ones hair, ones teeth)   se casser (la jambe, le bras)  to break (ones leg, ones arm)   se coiffer  to fix ones hair   se coucher  to go to bed   se couper   to cut oneself   se dà ©pà ªcher   to hurry   se dà ©shabiller  to get undressed   se doucher  to take a shower   sà ©nerver  to get annoyed   senrhumer  to catch a cold   se fà ¢cher  to get angry   se fatigue  to get tired   se fier  to trust   shabiller  to get dressed   shabituer   to get used to   simaginer  to imagine   sintà ©resser    to be interested in   se laver (les mains, la figure)  to wash (ones hands, ones face)   se lever  to get up   se maquiller  to put on makeup   se marier (avec)  to get married (to)   se mà ©fier de  to mistrust, distrust, beware of/about   se moquer de  to make fun of (someone else)   se moucher  to blow ones nose    se noyer  to drown   se peigner  to comb ones hair   se promener  to take a walk   se raser  to shave   se refroidir  to cool down, get cold   se regarder  to look at oneself   se reposer  to rest   se rà ©veiller  to wake up   se soà »ler  to get drunk   se souvenir de  to remember   se taire  to be quiet Examples: Tu te reposes.  Youre resting.Il se là ¨ve 8h00.  He gets up at 8:00. Reflexive Verbs With a Nonreflexive Use Note that many reflexive verbs also have a nonreflexive use; that is, they can describe someone performing the action of the verb on someone or something else:    Elle se promà ¨ne.  Shes taking a walk.vs.Elle promà ¨ne le chien.  Shes taking the dog for a walk; Shes walking the dog.Je me lave les mains.  Im washing my hands.vs.Je lave le bà ©bà ©.  Im washing the baby. Note that some verbs that are normally not pronominal may be used with a reflexive pronoun in order to avoid the passive voice. This construction is known as the passive reflexive. Reflexive verbs are the most common type of pronominal verb. But there are also two lesser-known types: reciprocal verbs and idiomatic pronominal verbs. French Reciprocal Verbs While reflexive verbs tell you that one or more subjects are acting upon themselves, reciprocal verbs (verbes sens rà ©ciproque) indicate that there are two or more subjects acting on one another. Here are the most common French reciprocal verbs:   sadorer to adore (one another)   saimer  to love   sapercevoir  to see   se comprendre  to understand   se connaà ®tre  to know   se dà ©tester  to hate   se dire  to tell   se disputer  to argue   sà ©crire  to write to   sembrasser  to kiss   se parler  to talk to   se promettre  to promise   se quitter  to leave   se regarder  to look at   se rencontrer  to meet   se sourire  to smile at   se tà ©là ©phoner  to call   se voir  to see Reciprocal verbs can also be used without the pronoun for a nonreciprocal meaning:    Nous nous comprenons.  We understand each other.vs.Nous comprenons la question.  We understand the question.    Ils saiment.  They love each other.vs.Ils maiment.  They love me. French Idiomatic Pronominal Verbs Idiomatic pronominal verbs (verbes sens idiomatique) are verbs that take on a different meaning when used with a reflexive pronoun. Here are the most common French idiomatic pronominal verbs (and their non-pronominal meanings):   sen aller  to go away   (to go)   samuser  to have a good time (to amuse)   sappeler  to be named (to call)   sapproprier  to appropriate (to suit, adapt to)   sarrà ªter  to stop (oneself) (to stop [s.o. or s.t. else])   sattendre ()  to expect (to wait for)   se demander  to wonder (to ask)   se dà ©brouiller  to manage, get by (to disentangle)   se dà ©pà ªcher  to hurry (to send quickly)   se diriger vers  to head toward (to run, be in charge of)   se douter  to suspect (to doubt)   sà ©clipser  to slip away/out (to eclipse, overshadow)   sà ©loigner  to move (oneself, s.t.) away   sendormir  to fall asleep (to put to sleep)   sennuyer  to be bored (to bother)   sentendre  to get along (to hear)   se fà ¢cher  to get angry (to make angry)   se figurer  to imagine, picture (to represent, to appear)   shabituer   to get used to (to get in the habit of)   sinquià ©ter  to worry (to alarm)   sinstaller  to settle in (to a home) (to install)   se mettre  to begin to (to place, put)    se perdre  to get lost (to lose)   se plaindre  to complain (to pity, begrudge)   se refuser de  to deny oneself (the opportunity)o   (to refuse)   se rendre   to go to (to return)   se rendre compte de  to realize (to account for)   se rà ©unir  to meet, get together (to gather, collect)   se servir  to use, make use of (to serve)   se tromper  to be mistaken (to deceive)   se trouver  to be located (to find) See how the meaning changes when idiomatic pronominal verbs are used with and without the reflexive pronoun.   Je mappelle Sandrine.  My name is Sandrine.vs.Jappelle Sandrine.  Im calling Sandrine.   Tu te trompes.  You are mistaken.vs.Tu me trompes. You are deceiving me. Word Order with Pronominal Verbs Placement of the reflexive pronoun is exactly the same as for object pronouns and adverbial pronouns:    Je mhabille.  Im getting dressed.Tu te reposeras. You will rest.Il se levait quand...  He was getting up when... The pronoun directly precedes the verb in all tenses and moods, except the affirmative imperative, when it follows the verb, attached by a hyphen: Repose-toi. Rest.Habillons-nous.  Lets get dressed. Pronominal Verbs in the Negative With negation, ne precedes the reflexive pronoun: Je ne mhabille pas.  Im not getting dressed.Tu ne te reposes jamais.  You never rest. Pronominal Verbs in the Interrogative Questions with pronominal verbs are usually asked with est-ce que and the reflexive pronoun once again stays directly in front of the verb. If you use inversion, the reflexive pronoun precedes the inverted subject-verb: Est-ce quil se rase ? Se rase-t-il ?Is he shaving? Est-ce que tu te laves les mins ? Te laves-tu les mains ?Are you washing your hands? Pronominal Verbs in the Negative Interrogative To ask a negative question with pronominal verbs, you sort of have to use inversion. The reflexive pronoun stays directly in front of the inverted subject-verb, and the negative structure surrounds that whole group: Ne se rase-t-il pas ?Isnt he shaving? Ne te laves-tu jamais les mains ?Dont you ever wash your hands? Pronominal Verbs in Compound Tenses In compound tenses like the passà © composà ©, all pronominal verbs are à ªtre verbs, which means two things: The auxiliary verb is à ªtre.The past participle may need to agree with the subject in gender and number. In compound tenses, the reflexive pronoun precedes the auxiliary verb, not the past participle: Elle sest couchà ©e minuit.She went to bed at midnight. Ils sà ©taient vus la banque.They had seen one another at the bank. Aprà ¨s mà ªtre habillà ©, jai allumà © la tà ©là ©.After getting dressed, I turned on the TV. Agreement with Pronominal Verbs When pronominal verbs are in the compound tenses, the past participle has to agree with the reflexive pronoun when the pronoun is a direct object but not when its an indirect object. So the trick is to figure out whether the reflexive pronoun is direct or indirect. 1. For most pronominal verbs that are not followed by a noun, the reflexive pronoun is the direct object, so the past participle needs to agree with it. See number five below for instances when the reflexive pronoun is an indirect pronoun. Nous nous sommes douchà ©s.We showered. \Marianne sest fà ¢chà ©e.Marianne got mad. 2. Likewise, with a pronominal verb plus a preposition plus a noun, the reflexive pronoun is the direct object, so you need agreement. Elle sest occupà ©e du chien.She took care of the dog. Ils se sont souvenus de la pià ¨ce.They remembered the play. 3. When a pronominal verb is followed directly by a noun with no preposition in between, the reflexive pronoun is indirect, therefore there is no agreement. Nous nous sommes achetà © une voiture.NOT Nous nous sommes achetà ©s une voiture.We bought ourselves a car. Elle sest dit la và ©rità ©.NOT Elle sest dite la và ©rità ©.She told herself the truth. 4. When you have a sentence with a reflexive pronoun plus an object pronoun, the reflexive pronoun is always the indirect object, so there is no agreement with it. However, there is agreement with the object pronoun, per the rules of direct object pronoun agreement. Nous nous le sommes achetà ©. (Le livre is masculine.)We bought it (the book) for ourselves. Nous nous la sommes achetà ©e. (La voiture is feminine.)We bought it (the car) for ourselves. Elle se lest dit. (Le mensonge is masculine.)She told it (the lie) to herself. Elle se lest dite. (La và ©rità ©Ã‚ is feminine.)She told it (the truth) to herself. 5. For the following verbs, the reflexive pronoun is always an indirect object, so the past participle does not agree with it. In the abbreviations below, e.o. means each other and o.s. means oneself.    sacheter to buy (for) o.s.   se demander  to wonder   se dire  to say (to o.s./e.o.)   se donner  to give (to e.o.)   sà ©crire  to write (to e.o.)   se faire mal to hurt o.s.   simaginer  to imagine, think   se parler  to talk (to o.s./e.o.)   se plaire ( faire...) to enjoy (doing...)   se procurer  to obtain (for o.s.)   se promettre  to promise (o.s./e.o.)   se raconter  to tell (e.o.)   se rendre compte de  to realize   se rendre visite  to visit (e.o.)   se reprocher  to criticize, blame (o.s./e.o.)   se ressembler  to resemble (e.o.)   se rire (de qqun)  to mock (someone)   se sourire  to smile (at e.o.)   se tà ©là ©phoner  to call (e.o.) Nous nous sommes souri.NOT Nous nous sommes souris.We smiled at each other. Elles se sont parlà ©.NOT Elles se sont parlà ©es.They talked to each other. Pronominal Verbs in the Infinitive or Present Participle When using pronominal verbs in the infinitive or present participle, there are two things to keep in mind: The reflexive pronoun directly precedes the infinitive or present participle.The reflexive pronoun agrees with its implied subject. Pronominal Verbs in Dual-Verb Constructions Dual-verb constructions are those where you have a verb like aller (to go) or vouloir (to want) followed by an infinitive. When using a pronominal verb in this construction, its important to remember that the reflexive pronoun goes directly in front of the infinitive, not the conjugated verb, and that the reflexive pronoun has to agree with the subject. Je vais mhabiller.Im going to get dressed. Nous voulons nous promener.We want to go for a walk. Tu devrais te laver les cheveux.You should wash your hair. Pronominal Verbs after Prepositions When you use pronominal verbs in the infinitive after prepositions, remember to change the reflexive pronoun to agree with the implied subject of the verb. Avant de te coucher, range ta chambre.Before you go to bed, clean your room. Il faut trouver un juge pour nous marier.We have to find a judge to get married. Pronominal Verbs Used as Subjects To use pronominal verbs in the infinitive as subjects at the beginning of a sentence, remember to change the reflexive pronoun to agree with the implied subject of the verb: Me lever tà ´t est une rà ¨gle de ma vie.Getting up early is a rule for me. Te moquer de ton frà ¨re nest pas gentil.Making fun of your brother isnt nice. Pronominal Verbs as Present Participles Once again, the reflexive pronoun always has to agree with the subject, including when pronominal verbs are used as present participles: En me levant, jai entendu un cri.While getting up, I heard a scream. Cà ©tait en vous inquià ©tant que vous avez attrapà © un ulcà ¨re.It was by worrying that you got an ulcer.
Friday, November 22, 2019
Laurence Kotlikoff-Hyperinflation--Not Deflation Essay
Laurence Kotlikoff-Hyperinflation--Not Deflation - Essay Example The situation will set up a condition where the people have runs in various banks, for example in Italy, Portugal, and Spain. The situation may spread to all the other banks in the different countries Germany and France all inclusive.He is giving the example that occurred in the recent past, where Cypriot banks failed and claimed that they will not bail off the depositors. Despite the country being small with relatively two small banks, the circumstance led to a main panic in the international state of the economy. He is projecting that a daisy sequence of defaults besides numerous bank runs might end up happening in Europe. Dr. Kotlokoff sees a case where the financial crisis may spread to America. He insists that if only the people will be solvent and get their money out from the banks then the situation could stabilized He further warns that, if the people or the investors are running to the banks, everybody will want to run to get the money out instead all perish due to failure. The professor goes ahead to say that, with the plunging of the oil prices, the Russian banks are also seemingly at a significant risk. Questions are posed regarding the sustainability of the fiscal policy of Russia given the dropping the prices of oil. There is evidence that about 40% of the Russian revenues come from the sales of oil. Therefore, there is a concern over the oil prices that may result in failure of the Russian banks as well. He points out to the failure of the Russian banks in 1998 holding that there were eminent concerns regarding the printing of huge amounts of the government money. It is clear from the clip that there are concerns about the demand deposit of insurance in the USA. The FDIC insurance of the United States is said not to be a real insurance given the case where almost everybody has apprehensions about inflation. He then gives an example that, if he knows that the prices of commodities are going
Wednesday, November 20, 2019
Population Crisis in India Research Paper Example | Topics and Well Written Essays - 1000 words
Population Crisis in India - Research Paper Example A vast majority of the Indians are deprived of clean water for drinking, education, health care, sanitation, and employment opportunities. If the population of India continues to grow at the present rate, it is anticipated that it would have crossed the limit of 1700 million, which would be even more than the population of China. At the present rate of growth of population, India gets 16 million more people to take care of on a yearly basis. This paper discusses the effects of overpopulation in India. Population crisis in India is causing a lot of social, health, and technical problems, which endanger the solidarity and stability of India. Overpopulation in India is also a cause of myriad of social problems. People have an urge to have boys. People live in extreme poverty, to alleviate which, they encourage their children to enter the workforce in their childhood rather than getting them educated in schools. In fact, one of the main reasons of overpopulation is poverty. Poverty is bo th a cause and effect of overpopulation in India. Since India is conventionally a male-dominated society, having girls is not appreciated in India. People find it hard to marry their daughters since they have to give dowry, which they cannot afford owing to their poverty. Many Indians either abort their baby girls during pregnancy, or kill them immediately after they are born in an attempt to shed off the weight on their shoulders. Continuation of this practice over the decades has led to an imbalance between the population of men and women in India. The population of men outweighs that of the women which has led to spread in the culture of brothel houses, rape, and incest in India. Overpopulation of men in India plays a role in making it an even more conservative society, wherein women are denied their rights of working shoulder to shoulder with men. Another social problem caused by overpopulation in India is increase in crime rate. There are a lot of candidates for a single job. A ccordingly, many are left unemployed. In order to make both ends meet, people tend to acquire money through illegitimate means, thus indulging into such acts of crime as theft and robbery. It is not hard to hire a man to get someone killed in India as the frustrated poor people would agree to do anything for money. This has helped the terrorists to gain more control in India as they pay such poor people to practice their evil machinations. In addition to that, overpopulation in India has led to civil unrest and a lot of communal tensions. Overpopulation in India has exposed the people of India to a lot of health risks. Diseases like hepatitis, cancer, and AIDS are spreading rapidly. The fundamental cause of the spread of hepatitis is lack of supply of clean water for drinking. Malnutrition also increases the chances of an individual to acquire hepatitis. Millions of Indians acquire some sort of cancer every year as a result of living in a polluted environment. Among all sorts of pol lutions, air pollution and water pollution are amongst the most frequent causes of cancer in India. More and more Indians are acquiring AIDS because of lack of sex education, lack of use of contraception, and the availability of brothel houses. These and many more similar health risks have led to an increase in the spread of diseases in India. People are too poor to afford good health care. The mortality rate has surged up as a result of poor health care facilities. Overpopulation
Monday, November 18, 2019
Oil Prices Essay Example | Topics and Well Written Essays - 2000 words
Oil Prices - Essay Example A customary perception based on what happened in the 1970s is that oil price shocks trigger recessions. However, the recent past does not fit this view-oil prices are about 2 1/2 times their 2002 levels-but this increase has seemingly not had much impact on the global economy. This seeming puzzle has brought attention to the need to identify the sources of the oil price increase, in particular, to distinguish the role of supply and demand reasons. [1] This box examines these issues using an extended version of the Global Economy Model (GEM) to analyze the causes and outcomes of changes in oil prices. It also looks at the global macro-economic impact of higher taxes on petroleum products. It is important to this clear this from the beginning the analysis does not take on to assess the relative importance of demand and supply causes in the recent run-up in oil prices. In contrast, the main focus is on patterning the channels through which oil prices and growth interact. Global Macro-economic Implications of a Supply Impelled Oil Price Hike First: take the case where oil-exporting economies restrict the supply of oil (as in the 1970s). Oil prices rise sharply (100 per cent at the peak of the simulation) and this results in a global slowdown as redistribution of income to the oil-exporting economies, which have a lower inclination to spend than the oil-importing economies. In addition, higher oil prices raise the cost of production a nd put upward pressure on the collect price level leading to an increase in interest rates, which- in sync with the direct influence on manufacturing outlays-would further decrease in the short run. As a result, world GDP falls 1.4 per cent below the baseline at the trough and global inflation rises about 1.5 percentage points (first figure). The regional macro-economic outcomes of higher oil prices depend on whether a country is a net oil exporter or importer, and on its oil intensity. Oil exporters run a large trade surplus, peaking around 6 per cent of GDP above the baseline, and enjoy a vigorous expansion. In contrast, the oil-importing economies suffer weakening in their external balances and a slowdown in. The impact is more significant in immerging Asian economies chiefly because of their higher oil intensities about advanced economies. On balance, the effects on inflation and GDP in this scenario are significantly smaller than viewed in many industrial countries in the 1970s . [1] First, this partially reflects the lower oil intensities of consumption and production, which lessen both the direct affects on inflation and the medium- and long-term affects on GDP. Second, these simulations assume that forward-looking inflation targeting central banks raise interest rates at once to prevent a ratcheting up of inflation expectations and a spillover into wages and other prices, unlike what happened in the 1970s. Third, many countries have fulfilled reforms that have increased flexibility in both labor and product markets, simplifying more rapid adjustment in relative prices in response to oil price shocks. Combined with creditable monetary policies that have anchored longer-term inflation expectations, these improvements have allowed containing inflationary pressures caused by the higher oil prices without excessively dampening. However, the simulations do not account for possible business and consumer confidence affects or capital market
Saturday, November 16, 2019
Importance of Costs in Pricing Strategy
Importance of Costs in Pricing Strategy Price of a product is a major element of the marketing mix. Pricing is one of the most important strategic issue because it is related to the product positioning. The price goes in hand with the other marketing mix elements such as product promotion, channel decisions and its features. For a developing the pricing of a new product, there can be a general sequence of steps that can be followed by the organisation which may vary from other organisations. The main area of focus will however be same for all the organisations. The different steps can be as follows. Develop marketing strategy perform marketing analysis, segmentation, targeting, and positioning. Make marketing mix decisions define the product, distribution, and promotional tactics. Estimate the demand curve understand how quantity demanded varies with price. Calculate cost include fixed and variable costs associated with the product. Understand environmental factors evaluate likely competitor actions, understand legal constraints, etc. Set pricing objectives for example, profit maximization, revenue maximization, or price stabilization. Determine pricing using information collected in the above steps, select a pricing method, develop the pricing structure, and define discounts. The various pricing strategies for products include, competition based pricing, cost-plus pricing, creaming or skimming, limit pricing, loss leader, market oriented pricing, penetration pricing, price discrimination, premium pricing, predatory pricing, contribution margin based pricing, psychological pricing, dynamic pricing, price leadership, target pricing, absorption pricing, high-low pricing, premium decoy pricing, marginal cost pricing, value based pricing. For each and every pricing strategies has its own reasons and market reach. At the end of the assignment, we can observe the various methodologies and techniques an organisation adopts in managing the finances using the pricing centric point of view. The factors that influence how a consumer perceives a given price and how price-sensitive a consumer is likely to be with respect to different purchase decisions[1] Reference Price Effect Buyers price sensitivity for a given product increases the higher the products price relative to perceived alternatives. Perceived alternatives can vary by buyer segment, by occasion, and other factors. Difficult Comparison Effect Buyers are less sensitive to the price of a known / more reputable product when they have difficulty comparing it to potential alternatives. Switching Costs Effect The higher the product-specific investment a buyer must make to switch suppliers, the less price sensitive that buyer is when choosing between alternatives. Price-Quality Effect Buyers are less sensitive to price the more that higher prices signal higher quality. Products for which this effect is particularly relevant include: image products, exclusive products, and products with minimal cues for quality. Expenditure Effect Buyers are more price sensitive when the expense accounts for a large percentage of buyers available income or budget. End-Benefit Effect The effect refers to the relationship a given purchase has to a larger overall benefit, and is divided into two parts: Derived demand: The more sensitive buyers are to the price of the end benefit, the more sensitive they will be to the prices of those products that contribute to that benefit. Price proportion cost: The price proportion cost refers to the percent of the total cost of the end benefit accounted for by a given component that helps to produce the end benefit (e.g., think CPU and PCs). The smaller the given components share of the total cost of the end benefit, the less sensitive buyers will be to the components price. Shared-cost Effect The smaller the portion of the purchase price buyers must pay for themselves, the less price sensitive they will be. Fairness Effect Buyers are more sensitive to the price of a product when the price is outside the range they perceive as fair or reasonable given the purchase context. The Framing Effect Buyers are more price sensitive when they perceive the price as a loss rather than a forgone gain, and they have greater price sensitivity when the price is paid separately rather than as part of a bundle. The Activity-based costing (ABC) The Activity-based costing (ABC) is a type costing model that identifies activities in an organization which assigns the cost of each activity resource to all products and services according to the actual consumption by each. The main concept of this model is to assign more of the indirect costs into direct costs. Indirect costs are costs that are not directly accountable to a cost object, such as a particular function or product. Indirect costs may be either fixed or variable. Indirect costs include taxes, administration, personnel and security costs, and are also known as overhead, which is nothing but the cost incurred for operating any kind of business. So in this costing model an organisation can precisely estimate the cost of individual products and services so they can identify and eliminate those that are unprofitable and lower the prices of those that are overpriced. In a business organization, the ABC methodology assigns an organizations resource costs through activities to the products and services provided to its customers. It is generally used as a tool for understanding product and customer cost and profitability. As such, ABC has predominantly been used to support strategic decisions such as pricing, outsourcing, identification and measurement of process improvement initiatives. The different uses of the ABC model is as follows It helps to identify inefficient products, departments and activities It helps to allocate more resources on profitable products, departments and activities It helps to control the costs at an individual level and on a departmental level It helps to find unnecessary costs It helps fixing the price of a product or service scientifically Yes, the ABC model does has its limitations. Even in activity-based costing, some overhead costs are difficult to assign to products and customers, such as the chief executives salary. These costs are termed business sustaining and are not assigned to products and customers because there is no meaningful method. This lump of unallocated overhead costs must nevertheless be met by contributions from each of the products, but it is not as large as the overhead costs before ABC is employed. Although some may argue that costs untraceable to activities should be arbitrarily allocated to products, it is important to realize that the only purpose of ABC is to provide information to management. Therefore, there is no reason to assign any cost in an arbitrary manner. Be able to apply forecasting techniques to obtain information for decision making Apply forecasting techniques to make cost and revenue decisions in an organisation Assess the sources of funds available to an organisation for a specific project Be able to participate in the budgetary process of an organisation Select appropriate budgetary targets for an organisation Participate in the creation of a master budget for an organisation Compare actual expenditure and income to the master budget of an organisation Evaluate budgetary monitoring processes in an organisation Be able to recommend cost reduction and management processes for an organisation Recommend processes that could manage cost reduction in an organisation Evaluate the potential for the use of activity-based costing Be able to use financial appraisal techniques to make strategic investment decisions for an organisation Apply financial appraisal methods to analyse competing investment projects in the public and private sector Make an justified strategic investment decision for an organisation using relevant financial information Report on the appropriateness of a strategic investment decision using information from a post-audit appraisal Be able to interpret financial statements for planning and decision making Analyse financial statements to assess the financial viability of an organisation Apply financial ratios to improve the quality of financial information in an organisations financial statements Make recommendations on the strategic portfolio of an organisation based on its financial information
Wednesday, November 13, 2019
criminal justice Essay examples -- essays research papers
     The use of deadly force is used throughout the U. S. , and the definition of deadly force is best described by the FBI which states that : deadly force is the intentional use of a firearm or other instrument resulting in a high probability of death. But who determines when it’s okay for a police officer to use deadly force?      When does deadly force cross the line and when does officer feels his/her life is grave danger and to escape has to use deadly force? What circumstances will justify the use of deadly force? Deadly Force depends on the officer discretion, when the officer makes the decision to investigate suspects. Also it depends on the how strongly the officers follow the Code of Ethics. In the Code of Ethics in paragraph 3 it reads â€Å"I will enforce the law courteously and appropriately without fear or favor, malice or ill will , never employing force or violence and never accepting gratuities.†So an officer who truly follows the Code of Ethics I think would be less likely to use deadly force, and the officer probably has a higher tolerance than a officer who doesn’t follow the Code of Ethics so closely. The Bureau of Justice statistics in 2001 reported nearly 400 felons died from use of deadly force. But also when an officer decides to use deadly force they must be thinking if their actions are going to be justifiable through the publics eye and their police department and so forth. So many things come into ... criminal justice Essay examples -- essays research papers      The use of deadly force is used throughout the U. S. , and the definition of deadly force is best described by the FBI which states that : deadly force is the intentional use of a firearm or other instrument resulting in a high probability of death. But who determines when it’s okay for a police officer to use deadly force?      When does deadly force cross the line and when does officer feels his/her life is grave danger and to escape has to use deadly force? What circumstances will justify the use of deadly force? Deadly Force depends on the officer discretion, when the officer makes the decision to investigate suspects. Also it depends on the how strongly the officers follow the Code of Ethics. In the Code of Ethics in paragraph 3 it reads â€Å"I will enforce the law courteously and appropriately without fear or favor, malice or ill will , never employing force or violence and never accepting gratuities.†So an officer who truly follows the Code of Ethics I think would be less likely to use deadly force, and the officer probably has a higher tolerance than a officer who doesn’t follow the Code of Ethics so closely. The Bureau of Justice statistics in 2001 reported nearly 400 felons died from use of deadly force. But also when an officer decides to use deadly force they must be thinking if their actions are going to be justifiable through the publics eye and their police department and so forth. So many things come into ...
Monday, November 11, 2019
A comparison of two poems by Robert Frost: “Ghost House” and “A Cabin in the Clearing”
The first of the two poems, â€Å"Ghost House†is formally structured. It is made up of six stanzas, each with five lines. It has a strict rhyme scheme: the first, second and last lines of each stanza rhyme, as do the third and fourth lines. This creates two neat rhyming couplets in each stanza, with the final line appearing disjointed as if it were an addition. This echoes the sentiments of belonging, in contrast with isolation and loneliness, that Frost expresses in the text. The tone of this poem is established immediately by the title. Although it is a commonly used phrase, and is also quite brief, the words â€Å"Ghost House†have uneasy and frightening implications. The poet has created an eerie mood in the poem that is contributed to by the use of the narrator character, the unknown â€Å"I†. The question of who, or what, this character is has been intentionally left unanswered by Frost, as well as many other questions. This encourages the reader to think more deeply about the poem, as the answers are not obvious, and in most cases not revealed at all. Unanswered questions instil in the reader a sense of instability and confusion, which serves to enhance the atmosphere of the poem. As these are the feelings expressed by the narrator character, this creates empathy. The subject of the poem is the house where the narrator lives, or â€Å"dwells†, and the â€Å"mute folk†that share it with him. Central to the poem is the fact that the house has â€Å"vanished†and that nature has returned and reclaimed the land where it once was. The sense of the passage of time, and the inevitability of life, existence and death, is a theme common to much of Frost's work. In this poem the reader is told that the house was destroyed â€Å"many a summer ago†. Although the circumstances surrounding the fate of the house are unclear, it is suggested that a natural disaster was the cause. Use of the word â€Å"vanished†implies that the house was destroyed suddenly, and the fact that it â€Å"left no trace but the cellar walls†¦ †suggests a disaster such as a fire, especially as the poem is set in America where wooden houses are common. Imagery is used, as â€Å"a cellar in which the daylight falls†is depicted, and the raspberries growing on the site are described as â€Å"purple-stemmed†. These images involve the reader in the poem, and highlight the combination of human influences and nature that is happening. The reader is given the impression that nature is the controlling force in the situation, that nature is infinite and perpetual, and people are insignificant in comparison. While they may have made an impact on their environment, nature has quickly erased it, as â€Å"the footpath down to the well is healed†. The word â€Å"healed†is an emotive one as it has connotations of pain, implying that the footpath was a wound on the landscape that has now been restored. It is a reminder of the fact that when we die it does not change the world; nature carries on, and we are soon forgotten. Throughout the second stanza there are examples of the site returning to its natural state, as the â€Å"woods come back†¦ †and the trees grow freely again. There is a sense of protection, with the use of the word â€Å"shield†to describe the grapevines growing over the fences. Nature is shown as a regenerative force as well as a destructive one. In the third stanza there is a repetition of the word â€Å"vanished†, referring to the house; it is described as a â€Å"vanished abode†. This reinforces the unusual situation of the narrator, that he lives in a house that does not exist. The narrator describes his â€Å"strangely aching heart†. This is a powerful reference, as the word â€Å"aching†describes a physical sensation, which is more effective than a purely emotional one, and a sense of pain is indicated. There seems to be a connection between the narrator and the house, he relates how the house is linked to the rest of the world by a â€Å"disused and forgotten road†possibly indicating that this is how he feels, that his connection with the world has been destroyed, and that he himself is â€Å"forgotten†. Imagery is used throughout the poem, as Frost describes the area surrounding the house, and the â€Å"stones out under the low-limbed tree†, presumably gravestones, that have been covered by mosses so that the names cannot be read. This conveys a sense of mystery, as the reader is not informed to whom the stones belong. There are a number of themes that recur through the text. The last two stanzas are primarily concerned with the â€Å"mute folk†, who cohabit the house. They are introduced abruptly, relatively late in the poem. They are mentioned casually, and it appears as if the narrator makes the assumption that the audience is already aware of their existence. This indicates that they are a permanent presence in the narrator's life, and are a concern to him. It is not clear who, or what, these people are, just as it is with the narrator. This sense of confusion is reinforced many times. There is an entire stanza devoted to the apparently irrelevant â€Å"whippoorwill†. This could be simply to create atmosphere, and to contrast with the shock of the next stanza in which the â€Å"mute folk†are introduced. The â€Å"mute folk†are described as â€Å"tireless folk, but slow and sad†with the possible partial exception of two individuals, referred to only as â€Å"lass and lad†. It is possible that these two people are not as sad as the rest of their peers because they have a connection; they â€Å"belong†to each other. One theme of the poem is loneliness and isolation. The house is described as â€Å"lonely†and the road as â€Å"forgotten†. The narrator is a lonely character, isolated from the world and unable even to communicate with the â€Å"mute folk†. It appears that the narrator has no home, that he does not belong anywhere. Even the house where he dwells is not described as his; he calls it a â€Å"house I know†and does not claim that it belongs to him. It is assumed that the title of the poem refers to a house inhabited by ghosts, but it could refer to the â€Å"ghost of the house†or the memory of a time when the narrator had a home, and a sense of belonging. There is an eerie sense of death in the text. The word â€Å"vanished†is repeated, indicating a presence which was, but is no longer, there. The abruptness with which the house â€Å"vanished†leads to the assumption that death was involved; that people died in a disaster of some kind. In the third stanza there is a reference to the night, often used as a metaphor for death. It is expressed simply as â€Å"Night comes.. †and this supports the suddenness of death in the poem. The narrator describes his environment as â€Å"the unlit place†. Although this could be a literal reference to the house, darkened now that night has fallen, it could also mean that â€Å"the unlit place†is death, and the fact that the â€Å"mute folk†share the place means that they are also dead. There is an obvious reference to death in the mention of the â€Å"stones†or gravestones. The second poem, â€Å"A Cabin in the Clearing†, has a similar tone to the first poem, and addresses similar issues. However, the two poems have very different forms. In contrast to the structure and rhythm of â€Å"Ghost House†, the second poem appears to be constructed in a much more random way. This is partly due to the conversational style in which Frost has chosen to write. As a result of this there is no rhyme scheme to the poem, and no set stanza format. The poem is made up entirely of dialogue between two characters, â€Å"mist†and â€Å"smoke†. In the first poem the title influences the tone of the poem considerably as it affects the way that the rest of the poem is read. In the second poem the title is more vague, and although it sets the scene for the rest of the text it does not establish mood in the same way. The title of this poem uses the definite article â€Å"the†when referring to the clearing, and the indefinite article â€Å"a†when referring to the cabin. This places emphasis and importance on the clearing and detracts from the influence of the people on the landscape, as the cabin is manmade and the clearing is natural. The subject of this poem is the â€Å"sleepers†, presumably the inhabitants of the â€Å"cabin in the clearing†. They are present in the poem from the start, as the character of â€Å"mist†states, â€Å"I don't believe the sleepers in this house know where they are. †The two characters seem to hold different opinions of the â€Å"sleepers†, with mist appearing more accusatory and demanding of them, while smoke is more sympathetic. Both narrators appear not to understand the actions of the people There are many similarities between the two poems. Both have narrator characters, and the perspective of these characters is the same. In â€Å"Ghost House†the narrator is an observer of the â€Å"mute folk†, while in the second poem the narrators are observers of the â€Å"sleepers†. However in the first poem there is only one narrator, who expresses one view, and in the second poem there are two narrators who express two different and slightly conflicting views. The narrators in the two poems have different attitudes towards the people that they are watching. In the first poem the reader is given the impression that the narrator would like to communicate with the â€Å"mute folk†but is unable to. In the second poem it seems as if the narrators could communicate with the â€Å"sleepers†if they wanted to, but they choose the role of observers voluntarily. However in both poems the narrators seem removed from the world of those they observe. In â€Å"Ghost House†this removal becomes isolation, and the audience is made to feel more sympathetic towards this narrator than the equivalent characters in â€Å"A Cabin in the Clearing†, as in this poem the narrators have a bond with each other, and are not as dependant on the â€Å"sleepersâ€
Saturday, November 9, 2019
benjamin bloom Essays
benjamin bloom Essays benjamin bloom Essay benjamin bloom Essay Benjamin Bloom: The Development of American Education America is filled with a history of significant events that have taken place over time. Its interesting to learn how specific events, people, places or subjects have greatly influenced our history in ways that still impact our lives today. Because I really value history as a subject, I have enjoyed researching Benjamin Bloom and the findings of his impact on American Education. He made many great contributions in the area of education. A great deal of his research focused on the study of ducational objectives, many of which have been evaluated by numerous individuals, particularly teachers in the class room. His extraordinary findings grasped the attention of many and are still utilized today. Benjamin S. Bloom was a Jewish-American psychologist. He was born in Lansford, Pennsylvania on February 21, 1913. Bloom had attended the Pennsylvania State University where he obtained his bachelors and masters degree in 1935. Upon doing so, he then moved to the University of Chicago where he completed his Ph. D. n education in 1942 and served as a member of the Board of Examinations. In 1944, he was appointed as the Instructor of Educational Psychology. Bloom died at the age of eighty six at his home in Chicago on September 13, 1999. He was survived by his wife and two his two sons, David and Jonathan. Bloom was a well known educational theorist and teacher. Together with a group of cognitive psychologists at the University of Chicago, Bloom developed his theory on taxonomy and his book of Taxonomy of Educational Objectives Handbook 1: The Cognitive Domain was published in 1956. His theory of taxonomy however is his most significant work. It promoted the concept that any any given task favors one of three psychological domains; cognitive, affective, and psychomotor. The cognitive domain deals with the ability to process and utilize information in a meaningful way. The affective domain is concerned with the attitudes and feelings that result from the learning process. The psychomotor domain involves manipulative or physical skills. Similar to Abraham Maslow and his hierarchy of needs, Bloom believed that in each of his psychological domains there are levels of learning and an individual must be ble to perform at the lower level before they can advance. The cognitive domain involves both knowledge and the development of intellectual skills. In 1956, Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior that are important to learning. Bloom discovered that over 95% of the test questions students encounter require them to think only at the lowest level possible. There are six major categories, starting from the simplest behavior to the most complex evaluation. This multi tiered odel of classifying thinking according to the six levels of complexity is known as Blooms Taxonomy. The levels provide a basis for questioning that ensures that the students progress to their highest level on understanding. The keywords listed after the definition represent some of that tasks that the student can accomplish in each of the categories. The first level in Blooms Taxonomy is Knowledge: Remembering or recognizing something previously encountered without necessarily understanding, using, or cnanglng It. some 0T tne Keynuoras tnat Tall unaer Knowledge are: aennes, escribes, identifies, knows, matches, names. The second level is known as Comprehension: Understanding the material being communicated without necessarily relating it to anything else. Some of the keywords that fall under this category are: distinguishes, estimates, explains, locate. The third tier is is called Application: Using general concepts to solve a problem. Some of the keywords that fall under application are: apply, demonstrate, interpret, sketch, solve. The fourth tier is called Analysis: The ability to break down material into its component parts. Keywords include: analyze, appraise, calculate, criticize, experiment, question. The fifth tier is called Synthesis: The ability to put parts together to form a new whole. Key words include: arrange, assemble, collect, construct, manage, plan, prepare. The last tier, but not at all the least important, is Evaluation: The ability to Judge that value of material for a given purpose. Keywords may include: argue, assess, Judge,predict, rate, value, evaluate. In ED 205, we only talked briefly about Bloom and his taxonomy. However, when you really pick it apart and analyze all the steps, you as a future teacher begin to nderstand and assess the value of it for your children and how it can change their learning experience. I personally value Blooms Taxonomy and I believe that it is a basic process that most people use to learn and remember a new concept. Almost all projects start with an idea where students are to create their own outline or idea and then evaluate and analyze that idea. Once the idea has been applied it will help the students understand the concept, which makes remembering it much easier. According to www. pro]ects. coe. uga. edu, While it should be noted that other ducational taxonomies and hierarchical systems have been developed, Blooms Taxonomy which remains, even after nearly fifty years, the de facto standard. More and more educators are beginning to use this as a method of classifying educational goals and objectives in their classroom. Blooms Taxonomy has also been used by researchers and administrators, old and new, at any level of education necessary. This is truly what gave Bloom the ambition to link his name to all of these terms that he created in his new invention, for th ey will always be a part of his legacy, a forever widely used critical thinking tool. In class we discussed why Blooms Taxonomy is a very helpful tool to use as you being to plan your own lessons as a teacher. Some teachers may argue that his taxonomy is no longer used in todays educational world because it is seen as ineffective. Everyone has their own arguments for different ideas. The fact that I am still learning about it today and can see the impact it can have on future educators and students such as myself, I know that this critical thinking strategy will always remain in my life as well as the lives of many others, no matter what their profession may be.
Wednesday, November 6, 2019
Discover the Definition of a State, Sovereign State, Country, and Nation
Discover the Definition of a State, Sovereign State, Country, and Nation While the terms country, state, sovereign state, nation, and nation-state are often used interchangeably, there is a difference. Simply put: A state is a territory with its own institutions and populations.A sovereign state is a state with its own institutions and populations which has a permanent population, territory, and government. It must also have the right and capacity to make treaties and other agreements with other states.A nation is a large group of people that inhabit a specific territory and are connected by history, culture or another commonality.A nation-state is a cultural group (a nation) that is also a state (and may, in addition, be a sovereign state). The word country can be used to mean the same thing as state, sovereign state, or nations include Wine Country (the grape-growing area of northern California) and Coal Country (the coal-mining region of Pennslyvania). Qualities of a Sovereign State State, nation, and country are all terms to describe groups of people who live in the same place and have a great deal in common. But while states and sovereign states are political entities, nations and countries may or may not be. A sovereign state (sometimes called an independent state) has the following qualities: Space or territory which has internationally recognized boundariesPeople who live there on an ongoing basis.Regulations governing foreign and domestic tradeThe ability to issue legal tender that is recognized across boundariesAn internationally recognized government which provides public services and police power and has the right to make treaties, wage war, and take other actions on behalf of its peopleSovereignty, meaning that no other state should have power over the countrys territory. There are many geographic entities that have some but not all of the qualities that make up a There are presently 195 sovereign states in the world (197 by some counts); 193 are members of the United Nations (the United Nations excludes Palestine and the Holy See). Two other entities, Taiwan and Kosovo, are recognized by some but not all members of the United Nations. Entities That Are Not Sovereign States There are many entities that have geographical and cultural significance and many of the qualities of a sovereign state but which are not, in fact, independent sovereign states. These include territories, non-sovereign states, and nations. Non-Sovereign States Territories of sovereign states are not sovereign states in their own right. There are many entities that have most qualities of sovereign states but are officially considered to be sovereign. Many have their own histories, and some even have their own languages. Examples include: Hong KongBermudaGreenlandPuerto RicoNorthern Ireland, Wales, Scotland, and England, all of which are non-sovereign parts of the United Kingdom The word state is also used to refer to geographic sections of sovereign states which have their own governments but which are subject to the larger federal government. The 50 United States are non-sovereign states. Nations Nations are culturally homogeneous groups of people which share a common language, institution, religion, and/or historical experience. Some nations are sovereign states, but many are not; some of those nations that hold territory but are not sovereign states include: The Indian Nations of the United StatesBosniaCatalonia (in northern Spain)QuebecCorsicaSicilyTibet In addition to nations that are non-sovereign states, it can be argued that there are nations that govern no territory at all. For example, the Sindhi, Yoruba, Rohingya, and Igbo people share histories, cultures, and language but have no territory. There are some States which have two nations, such as Canada and Belgium. Nation-States When a nation of people has a sovereign state of their own, it is called a nation-state. Populations living in nation-states share a history, language, ethnicity, and culture (though, of course, most nation-states now include populations of immigrants who do not share the local culture). Places like Iceland and Japan are excellent examples of nation-states: the vast majority of people born in those nation-states share the same ancestry and culture.
Monday, November 4, 2019
Management of Computing Resources Essay Example | Topics and Well Written Essays - 3250 words
Management of Computing Resources - Essay Example Computer resources within the commission includes aggregate of available software, computer hardware, supplies, documentation, trained personnel and support services that are to be protected. The report is about designing an end user training and support system that will help serve the 5000 work stations of the education commission and whether Google or social media can be utilized to lower the cost of support outlays and IS end user training. Currently the commission is utilizing Microsoft products for the various computing operations that are done on the commission. The education commission organization is in need of an effective information system that will provide the personnel as well as the management with up to date information regarding the performance of the commission including their future plans, goals and objective. The information may be processed at the central point or headquarter of the commission and dispatched to all the other 5,000 work stations in Australia. Having an effective computing management plan that is evidence based in place will ensure safe passage of information from the sender to the receiver and back. The computers at the various work stations will be joined together with an intension of allowing sharing of resources and data. The management system will be designed to capture, store, transmit, manipulate, retrieve and display the intended information in various work stations. The system will out the information in a form that can be utilized in various workstations. Increased innovation has led to the development of the internet system which has resulted to development of information systems that can be exchanged via web-based emails, extranets and intranets. The technology will allow for faster exchange of information and data between the management and the end user located in various work stations located within and outside the city. Designing an end user training and support system for the various
Saturday, November 2, 2019
Comprehensive Designer Article Example | Topics and Well Written Essays - 250 words
Comprehensive Designer - Article Example A comprehensive designer, according to my belief has to be a designer by profession. This is necessary since involvement in various designing tasks needs to be principally based on the fundamentals of the profession such as stability and safety. In addition to having the credentials in the designing field, they should be able to handle or propose solutions to any design problem. In addition to solving the problem via scientific means, the proposed solutions should be economically viable, which means that solutions should be arrived at with regard to the available skill, material, space and durability. Although the designer may not be specialized to a given field, he or she should have some knowledge that can be passed to the nonprofessionals or students of the career. The comprehensive designer should thus be capable of applying scientific, mathematical, physical, economic, social and practical experience towards solving a problem in the discipline, regardless of the time span the solution is expected to serve (Faste, 2001). It is the designer’s responsibility to link the conceptual and physical worlds, and comprehensiveness is brought about by ensuring the resultant idea is wholesome and in accord with the criterion
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