U.s. Honors Pre Wwi Homework - 1418 Words

Ria Anand Mr. LeRoy US History Honors 4A 23 October 2015 U.S. Honors Pre-WWI Homework 1. After expanding his territory, people regarded Otto Van Bismarck as someone who was great with expansion, but he refused to take part in any more wars so as not to shatter his land, and because he preferred peace over war. He did not want to establish a naval force because he considered himself to be a hero on land, and he did not want to have a bitter relationship with England. Additionally, after conquering Alsace and Lorraine from France, Bismarck knew that France would be plotting to get him back, so he wanted to isolate France from having any allies in order to keep them from revolting against Germany. He did this by becoming friends with other†¦show more content†¦However, because Germany was already such a powerful country, the other countries became scared of the fact that if Germany was powerful on land and sea, they would be unbeatable. They saw Germany’s naval force as a threat. (â€Å"German†). The decisions of Bismarck and Wilhelm were significant to World War I because each of their methods were so different. While maintaining most of the same goals, their approach to solving these methods caused World War I. For example, Wilhelm’s attempt to isolate France did not go as well as he had hoped and gave a completely opposite effect than what he was aiming for, as well as angering the other countries. His fumble in Morocco caused him to gain more foes and give France more allies, as well as give him a bad reputation. Additionally, by adding a naval force, he came off as a threat to the other countries. Bismarck did not want to establish a naval force, but Wilhelm’s thirst for power blinded him to make inadequate decisions. People began to develop a distrust and fear of Germany, which was what Bismarck worked to prevent (â€Å"German†). Bismarck’s and Wilhelm’s decisions on foreign policy and its execution were some of the key factors that le ad to this war. Who they chose to become allies with, and who they caused others to become allies with was one of the major causes of World War I (Dobbs). 2.

Higher Education and Poverty Reduction Among the Youth Free Essays

string(139) " engaging in a programme of study given a passion for learning in a particular subject area will seem acquaint if it is remembered at all\." HIGHER EDUCATION AND POVERTY REDUCTION AMONG THE YOUTH BY OKUNOLA, PHILIP OLAYIDE (Ph. D), ONYENE. V. We will write a custom essay sample on Higher Education and Poverty Reduction Among the Youth or any similar topic only for you Order Now E(Ph. D. )(frontisresource@yahoo. com) SUBAR, S. TAYO. ASHIRU, AL-MAHROOF OLASEEWO (sirmooree@yahoo. ca) PAPER PRESENTED AT THE 8TH REGIONAL CONFERENCE OF HIGHER EDUCATION RESEARCH POLICY NETWORK VENUE: INTERNATIONAL INSTITUTE FOR TROPICAL AGRICULTURE (IITA), IBADAN AUGUST, 2008 ABSTRACT Education in Nigeria and higher education in particular, are fundamental to the construction of a knowledge economy and worthwhile society in any nation hence, from a global perspective, economic, political, technological and social developments are increasingly driven by the advancement and application of knowledge, skills and socialization acquired in the process of this education. This paper presents an empirical study of higher education and poverty reduction among the youth using the University of Lagos, Nigeria. A total of 330 youth population comprised the sample drawn from the eight faculties on campus. Three hypotheses were formulated and tested using chi-square statistical tool at 0. 05 level of significance. The major findings are that higher education is significant in exposing the youth to talent discovery, physical and intellectual development among the youth and has high potency reduction for poverty reduction among the youth. Introduction The dawn of the 21st century has brought profound and fundamental changes to economics, technology, politics, culture, morals, social values and ethics. Globalization is the driving force in all these changes. While globalization has induced the collapse of time and space, it has also expanded opportunities and challenges for individuals and for nations and has sidelined the weak and unprepared. Anya (2002). The task of the university education will then be to empower the youths to be able to cope with the dynamics of globalization. Consequently the university must have an organic linkage with the industrial and economic environment to contribute to economic growth of the nation. Education has for long been recognized and accepted as a panacea for Nigeria’s ills and woes. Particularly so is the case of higher education. Stupendous amount of money and other resources, even though inadequate are expended on the universities annually. Unarguably al stakeholders look up to the universities as the nation’s beacon of hope, light and civilization. For this reason, besides over 50 public universities are springing up all over the nooks and crannies of the country (Ejiogu and Onyene, 2006). Nigeria ‘s philosophy of education is aimed at education that foster the worth and development of the individual, for each individuals sake, and for the general development of the society there is need for empowerment so as to break the chains of poverty for necessary liberation. Are the Nigerian youths hopeful? Do they see the light? Are they civilized? The quest and agitation for the empowerment of the youth and their liberation through higher education is fast becoming almost hysterical given the often reported cases of incessant strike actions by lecturers, lack or inadequate infrastructures in the universities, brain drain, and so on, within the university system. Instance abound when university graduates are not employable in the labour market. The situation becomes worrisome and intriguing with the jet-speed rate of opening up of new universities with its attendant alleged unemployment of â€Å"unqualified† staff, and stragglers from older universities. The Concept of Higher Education and Poverty Higher education means different things to many people, but the purpose is perceived to be the same. It is the type of education that focuses on professionalization, by empowering the partaker of this level of education with skills that are not necessarily the function of formal educational process. This type of skills emanates from students’ interaction with their peers, teachers and other members of their academic community. Though these experiences that culminate into skills makes students sojourn in their academic environment a complete one, which necessitates the saying â€Å" passing through the school without the school passing through the student† The proponents of this statement are of the opinion that students who passed through the school without the school passing through them have learnt only partially regardless of their grades at the end of their academic pursuit in the university, thereby limiting their opportunities. This is corroborated by Gay 2005, who opined that poverty can only be eliminated if the students to whom implicit promises are being by urging them to attend school actually receive some tangible benefit for their years spent in school. Higher education includes teaching, research and social service activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education and the graduate school). Higher education generally involves work towards a degree level or foundation for degree qualification. In most developed countries a high proportion of the population (up to 50%) now enters higher education is therefore every important to national economy, both as a source of trained and educated personnel for the rest of the economy. Schofield, K. 1999. Higher education is based on theoretical expertise. It might be contrasted with higher vocational education, which concentrates on both practice and theory. Deciding to further education and attain a degree tends to improve many aspects of life. People with college degrees tend to earn more money and salary increases over the years are more substantial than for those that do not have a college degree or university degree. Additionally, people that have a college degree are less likely to go through long bouts of unemployment. However attaining certifications and/or degrees related to your field can yield better jobs and ongoing opportunities (Wikipedia, the free encyclopedia). University qualifications need to match employers’ and labour market requirements as closely as possible. Mass unemployment of university graduates is the result where university programmes and the labour market are at variance. The issue of relevance, utilitarian criteria based on prospects of income generation at completion of a programme should be uppermost in the programmes provided by universities. The idea of pursuing knowledge for its own sake or of the sake of engaging in a programme of study given a passion for learning in a particular subject area will seem acquaint if it is remembered at all. You read "Higher Education and Poverty Reduction Among the Youth" in category "Papers" (Roberts, 1999). Youth (in the developed world): like all identities, is a culturally relative manifestation whose meanings and applications are specific to certain times and manifestation whose meaning and applications are specific to certain times and locales. For those living in present-day western cultures, the term youth refers to persons who are no longer children and not yet adults. In a strictly legal sense, the term is typically applied to a person from the time of their early teens until a point between 16 and 21, after which the person is legally an adult. As an adult they are endowed priviledges such as the right to vote and consume alcohol e. c. used colloquially, however, the term generally refers to a broader, more ambiguous field of reference – from physically adolescent to those in their late 20s, the United Nations, for example, defines youth as people between the ages of 15 and 24 years inclusive (United Nations Education and Scientific Children Organisation, 2002b). Poverty refers to a situation and process of serious deprivation or lack of resources and material necessary for living within a minimum standard conducive to human dignity and well being (NEST, 1991). Poverty connotes deprivation of the means of subsistence. The manifestation of poverty, i. inadequate distribution of resources, access to basic social services like education and health, food scarcity, low life expectancy, and lack of participation in decision making processes (Braun, 1999, Carrey 1999;World Bank 1999; Web et al 1992;Ravnborg, 1996). For the purpose of this paper poverty is viewed as deprivation of common necessities that determine the quality of life, which include food, clothing, shelter and safe drinking water, and may also include the deprivation of opportunities to learn, to obtain better employment to escape poverty and/or to enjoy the respect of fellow citizens. This can be measured in terms of absolute or relative poverty. Absolute poverty refers to a set standard which is consistent in over time between countries. An example of an absolute measurement would be the percentage of the population eating less food than is required to sustain the human body, which may lead to extreme poverty. United Nations 2002 report defines extreme poverty as â€Å"poverty that kills†, depriving individuals of the means to stay alive in the face of hunger, disease and environmental hazards. This is further substantiated by Moore (2007) in his report for the World Bank, that extreme poverty implies living on less than 1 dollar per day, and moderate poverty as less than $2 a day. The proportion of the developing world’s population living in extreme economic poverty fell from 28 percent in 1990 to 21 percent in 2001. Looking at the period 1981 – 2001, the percentage of the world’s population living on less than $1 per day has halved. Analysis of social aspects of poverty links conditions of scarcity to aspects of the distribution of resources and power in a society and recognizes that poverty may be a function of the diminished â€Å"capability† of people to live the kinds of lives they value. The social aspects of poverty may include lack of access to information, education, health care, or political power. Poverty may also be understood as an aspect of unequal social status and inequitable social relationships, experienced as exclusion, dependency, and diminished capacity to participate, or to develop meaningful connections with other people in society. Statement of the Problem The growth and development of this country will to a large extent be determined by quality, in character and in learning, of the products of our universities. UNESCO policy (1997) posited that basic education for all should incorporate: literacy, income generation, health care, child care, family planning, food management, union education, labour laws, civil and voting rights, peace education, environmental management, HIV/AIDS and drug awareness (UNESCO 2002). The questions are what is the hope of Nigerian youth in universities? Do they really discover their potentials having gone through the university? What then can we say are the contributions of Nigeria universities to poverty reduction among the Nigerian youth? It becomes imperative, therefore, to ascertain the potency of Nigerian higher education for poverty reduction among the youth and to proffer measures for enhancement and sustainability of youth empowerment. Methodology The study was carried out using the descriptive survey research design. The youths in University of Lagos constituted the study which comprises 500 respondents. They were diploma and 100-300 level students, from the eight faculties of the University of Lagos, Akoka campus, Lagos, Nigeria. Higher Education Potency for Poverty Reduction Questionnaire (HEPPRQ) designed by the researchers was the data-gathering instrument. It measure sure such poverty reduction potencies as talent discovery, facilitation of mind development in the youth, good leadership skills, enabling intellectual development, development of social ethics through positive interaction, exposure to entrepreneurial activities, provision of mindset for creative ideas, preparation for rendering payable service (income generation), inculcation of technological ideas for product development, self esteem mong peers, position of youth for global alignment with contemporaries in the western world and realization of the academic inclination (discipline). Colleagues affirmed the face validity and reliability of the instrument The researchers personally distributed the questionnaire to 500 respondents across the 8 faculties on campus on different occasions; some of the respondents returned the questionnaire immediat ely while others returned theirs the following day. Of the 500 copies of the questionnaire distributed, 330 (66%) usable copies were returned. However, the analysis was done using both descriptive and inferential statistics. To be precise, simple percentage and chi-square statistical tools were used. Findings Total response of the respondents was done by finding the percentages. The analysis is presented in table1. Table 1: Frequency count of responses and percentage ratings. |S/N |POTENCY INDICES |ALWAYS |OFTEN |SOMETIMES |NEVER |TOTAL | |1 |University environment and talent |200(60. 60%) |20(6. 06%) |110(33. 3%) | – |330 | | |discovery | | | | | | |2 |Higher education development and e |160(48. 48%) |90(27. 27%) |30(9. 09%) |50(15. 15%) |330 | | |youth’s minds | | | | | | |3 |Higher education and good leadership|190(57. 57%) |50(15. 15%) |50(15. 15%) |40(12. 12%) |330 | |4 |Higher education and intellectual |200(60. 60%) |50(15. 5%) |70(21. 21%) |10(3. 03%) |330 | | |development | | | | | | |5 |Social ethics through the university|170(51. 51%) |70(21. 21%) |80(24. 24%) |10(3. 03%) |330 | |6 |Higher education , parliamentary and |120(36. 36%) |110(33. 33%) |90(27. 27%) |10(3. 03%) |330 | | |governance process | | | | | | |7 |Entrepreneurial activities at school|110 |120(36. 6%) |80(24. 24%) |20(6. 06%) |330 | | | |(33. 33%) | | | | | |8 |University environment and mindset |170 |100(30. 30%) |50(15. 15%) |10(3. 03%) |330 | | |for creative ideas |(51. 51%) | | | | | |9 |Rendering payable service (income | 170 | 80 |40(12. 12%) |40(12. 2%) |330 | | |generation) |(51. 51%) |(24. 24%) | | | | |10 |University education and | 180 | 70 | 70 | 10 |330 | | |technological ideas |(54. 54%) |(21. 21%) |(21. 21%) |(3. 03%) | | |11 |Employment with related industries | 70 | 80 | 150 | 30 |330 | | | |(21. 1%) |(24. 24%) |(45. 45%) |(9. 09%) | | |12 |Sustenance in the face of job |110 | 90 | 110 | 20 |330 | | |scarcity |(33. 33%) |(27. 27%) |(33. 33%) |(6. 06%) | | |13 |Apart from certification, university| 190 | 120 | 20 | – |330 | | |environment and self esteem |(57. 57%) |(36. 36%) |(6. 6%) | | | |14 |Global alignment with my | 190 | 100 | 30 | 10 |330 | | |contemporaries in the western world |(57. 57%) |(30. 30%) |(9. 09%) |(3. 03%) | | |15 |Relevance of their academic | 150 | 120 | 60 | 30 |330 | | |inclination (discipline) outside |(45. 45%) |(36. 36%) |(18. 18%) |(9. 9%) | | | |their myopic perception | | | | | | Hypothesis 1 There will be no significant influence of higher education exposure on youth talent discovery. To test this hypothesis, the chi-square statistical tool was employed and tested at 0. 05 level of significance. The results are presented in table 2 below. Table 2: higher education and talent discovery. |S/N |Items |Always |Often |Sometimes |Never |Total | | |1. 200(60. 60%) |20(6. 06%) |110(33. 33%) |- |330 | | |2. |160(48. 48%) |90(27. 27%) |30(9. 09%) |50(15. 15%) |330 | | |3. |190(57. 57%) |50(15. 15%) |50(15. 15%) |40(12. 12%) |330 | | |4. |200(60. 60%) |50(15. 15%) |70(21. 21%) |10(3. 03%) |330 | | |5. |170(51. 51%) |70(21. 21%) |80(24. 24%) |10 (3. 3%) |330 | | |Column Total |920 |280 |140 |110 |1650 | | |Average Total |460(55. 75%) |140(16. 96%) |70(20. 60%) |55(6. 66%) |825 | Chi-square observed value = 52. 63 Degree of freedom = 12 Level of significance = 0. 05 Critical Value = 21. 03 The result revealed that the observed value (52. 63) is greater than the critical table value (21. 03) given 12 degree of freedom at 0. 5 level of significance. The result is therefore significant, thus giving a basis for rejection of the null hypothesis. It can then be inferred that higher education has significant influence on the exposure of youth to talent discovery. Hypothesis 2 Higher education will have no significant influence on the physical and intellectual development of the youth. To test this hypothesis, the chi-square statistical tool was employed and tested at 0. 05 level of significance. The results are presented in table 3 below. Table 3: Higher education, Physical and Intellectual Development S/N |Items |Always |Often |So metimes |Never |Total | | |6 |120(36. 36%) |110(33. 33%) |90(27. 27%) |10(3. 03%) |330 | | |7 |110(33. 33%) |120(36. 36%) |80(24. 24%) |20(6. 06%) |330 | | |8 |170(51. 51%) |100(30. 30%) |50(15. 15%) |10(3. 03%) |330 | | |9 |170(51. 1%) |80(24. 24%) |40(12. 12%) |40(12. 12%) |330 | | |10 |180(54. 54%) |70(21. 21%) |70(21. 21%) |10(3. 03%) |330 | | |Column Total |750 |480 |330 |90 |1650 | | |Average Total |375(45. 45%) |240(29. 09%) |165(20%) |45(5. 45%) |825 | From the responses of the participants in the table, it is realized that the observed chi-square (49. 6) is greater than the critical value (21. 03) at 12 degree of freedom and at 0. 05 level of significance. The result is therefore significant, thus higher education will have significant influence on physical and intellectual development of the youth. Hypothesis 3 Higher education will make significant provision of resources and materials for youths’ adequate living. To test this hypothesis, the chi-square statistical tool was employed and tested at 0. 05 level of significance. The results are presented in table 4 below. Table 4: Higher Education and Youth Adequate Living. S/N |Items |Always |Often |Sometimes |Never |Total | | |11 |70(21. 21%) |80(24. 24%) |150(45. 45%) |30(9. 09%) |330 | | |12 |110(33. 33%) |110(33. 33%) |110(33. 33%) |20(6. 06%) |330 | | |13 |190(57. 57%) |20(6. 06%) |20(6. 06%) |- |330 | | |14 |190(57. 57%) |30(9. 09%) |30(9. 9%) |10(3. 03%) |330 | | |15 |150(45. 45%) |120(36. 36%) |60(18. 18%) |30(9. 09%) |330 | | |Column Total |710 |510 |370 |60 |1650 | | |Average Total |355(43. 03%) |255(30. 90%) |185(22. 42%) |30(3. 63%) |825 | Chi-square observed = 195. 41 Degree of freedom = 12 Significance level = 0. 05 Critical value = 21. 03 The table above reflects that the chi-square calculated (195. 41) exceed the critical value (21. 03) at 12 degree of freedom and 0. 05 level of significance. Thus higher education provides resources and materials for youths adequate living. Results and Discussion Analysis revealed that the study population consisted of 330 participants, 210(63. 63%) were males and 120 (36. 365) females whose age ranges from 15 to 30 years. 300(90. 90%) were single and 30 (9. 09%) were married. 40 (12. 12%) were in diploma 1, 10 (3. 03%) in diploma 2, 90 (27. 27%) in 100 level, 40 (12. 12%) in 200 level and 150 (45. 45%) in 300 level respectively. Table shows the item-by-item analysis of the perception of the youth towards the potency indices of higher education concerning poverty reduction. Majority of the youth (60. 60%) who participated in the study were of the opinion that university environment enables the youth to discover their talents and higher education poses challenges that enables intellectual development in the youth. 57. 57% of the respondents were in tune with the fact that higher education inculcates good leadership skills in the youth, apart from certification, being in the university environment gives them self esteem among their contemporaries in the western world. Also 51. 51% of the respondents who are in the majority opined that they gain social ethics through positive interaction with their peers while in the university. University environment provides the youth with the mindset for creative ideas and talents developed in the university prepare them to render payable service (income generation). 48. 48% of the participants who were in the majority believed that higher education facilitates the development of youths’ mind, 45. 45% were in tune with the fact that higher education make the youth realize the relevance of their academic inclination (discipline) outside their myopic perception. Majority of the respondents (54. 54%) admit that university education inculcates technological ideas that can facilitate product development. However, 45. 45% of the respondents felt that youth only sometimes get employment with industries related to their discipline before graduation, but 21. 21% and 24. 24% of them believe that youth with university experience are always able to sustain themselves in the face of job scarcity, equal percentage the participants contends that it happens only sometimes. The findings in this study showed that: †¢ Higher education is significant in exposing the youth to talent iscovery. †¢ Higher education has significant influence on physical and intellectual development of the youth. †¢ Higher education makes significant provision of resources and materials for youths’ adequate living. The significance of higher education in exposing the youth to talent discovery is corroborated by UNESCO policy 1997, which stipulates that basic e ducation for all should incorporate: literacy, income generation, health care, child care family planning, food management, union education, labour laws, civil and voting rights, peace education, environmental management, HIV/AIDS and drug awareness. Also the finding relating to higher education having significant influence on physical and intellectual development of youth, is justified by Subar and Ashiru 2007, they opined that the students (youth) are the core input into our educational institutions and the quality of the output (students) depends largely on the provision of infrastructures capable of directly or indirectly supporting, facilitating, influencing and encouraging the development of their potentials. Therefore, the knowledge, skills, competences and attitudes students (youth) acquire for life can make them fit into the cultural, social, economic and political contexts of the society in which they live, and to work and employment. The finding that education makes significant provision of resources and materials for youth’s adequate living, emanates from the fact that youth get employment with industries related to their discipline even before graduation, youths with university experience are mostly able to sustain themselves in the face of job scarcity, apart from certification, being in the university environment gives the youth self esteem among their peers, higher education positions youth for global alignment with their contemporaries in the western world and education makes the youth realize the relevance of the relevance of their academic inclination (discipline) utside their myopic perception. Conclusion ? From the foregoing, it is permissible to justify the above stated with the statement of the National Association of Colleges and Employers, â€Å"there have been steady increases in college job placement†. This means that not only are college graduates more likely to find good jobs, but they progress after college. Ashiru and Owodiong 2008 declared that the absolute position of the university graduate is declining as more educated workers are displacing less educated workers in the same job, this shows that the Nigerian youth should advance academically, this challenge to the youth is evidenced by the continuous increases in entry point requirement for jobs, for instance a degree certificate is required to teach in a secondary school, while doctoral degree is required to lecture in the university. The dawn of the 21st century has brought profound and fundamental changes to economics, technology, politics, culture, morals, social values and ethics through globalization. This globalization has induced the collapse of time and space; it has also expanded opportunities and challenges for the individual and for the nations and has sidelined the weak and the unprepared. Recommendations Government and university authorities should ensure that university programmes and labour market are not at variance on the issue of relevance, utilitarian criteria based on prospects of income generation should be uppermost in the programmmes provided by the universities. ? Universities must have an organic linkage with the industrial and economic environment to contribute to economic growth. ? Acquisition of higher education should be encouraged among the youth, through scholarship awards for those who lack the resources in continuing heir education. ? Government should encourage enrollment expansion in tertiary institutions, which will avail more people the opportunity to higher education, hence empowerment through skill acquisition and enhanced intellectuality and human capital development that will necessitate innovative ideas for job creation, employment and economic advancement. ? University authorities should integrate entrepreneurial skills into academic programmes of students for rounded preparation for the world of work. Entrepreneurial Development Programme (EDP) should be provided in all faculties to enable undergraduates develop and market products and services relevant to their areas of study. REFERENCES Anya, A. O. (2002), â€Å"Science, Oil and the Future of Nigeria Economy†, The Guardian (Lagos), Wednesday, March 13, p. 16. Ashiru, A. O. and Owodiong-Idemeko, N. L. (2008). Higher Education and the Millennium Development Goals. Lagos: Unpublished M. Ed. Thesis. Braun, J. V. ,Teklu, T. and Webb P. (1999). Famine in Africa: Causes, Responses, and Preventions. IFPRI Food Policy Statement No. 28: Washington, D. C. Carney, D. (1999) ‘Approaches to Sustainable Livelihoods for the Rural Poor’. ODI Poverty Briefing, 2, January 1999. London: Overseas Development Institute. Carney, D. (1998) Sustainable Rural Livelihoods: What contributions can we make? Department for International Development, London. David, E. B. , David C. and Kevin C (2006). Higher Education and Poverty in Sub-Saharan Africa. Havard:Havard School of Public Health. David, M. (2007) (ed. ): The World Bank: Development, Poverty, and Hegemony. University of Kwazulu: National Press. Ejiogu, A. and Onyene V. E. (2006). Deepening Corporate Integrity in the University System, Lagos El-Khawas, Elaine. (2001). Today’s universities: responsive, resilient, or rigid? Higher Education Policy, 14, 241-248. Hartnett, Teresa. (2000). Financing trends and expenditure patterns in Nigerian federal universities: an update. Unpublished report. Washington, D. C. : The World Bank. 85 pages. John, Gay. (2005): Higher Education in Europe. Vol. 30, Nos 3-4. Jerry D. S. (March 6, 2005). The End of Poverty Time. Retrieved August 7, 2007. ww. wikipedia. org. James, A. (2003) (ed. ): Highly Affected Rarely Considered: The International Youth Parliament Commission’s Report on the Impact of Globalization on the Young People: Oxfam Community Abroad. Krebs, W. A. (1994). Australian English Dictionary, Australia: Harper Collins Publishers Moore, K. A. , Jekielek, S. M. , Hair, E. C. Scarupa, H. J. (2007). Mentoring: A Promising Strategy fo r Youth Development. Child Trends Research Brief. Retrieved May 4, 2008 from: http://www. childtrends. org/Files//Child_Trends-2002_02_01_RB_Mentoring. df Moore McBride, A. , Benitez, C. , Sherraden, M. (2003a) The forms and nature of civic service: A global assessment, research report. St. Louis: Centre for Social Development, Washington University. Ross, D. and P. Roberts. (1999). Income and Child Well-Being: A New Perspective on the Poverty Debate. Ottawa: Canadian Council on Social Development. Saint, Hartnett, and Strassner (2004). Higher Education in Nigeria: A Status Report, U. S. A. : World Education News and Reviews. Volume 17, Issue 13. Retrieved from htt//:www. wes. rg/Ewnr/04 Sept/feature. htm Subar S. T. and Ashiru A. O. (2007): Technology Education and National Development: The Place of Infrastructure, a Paper Presented at NAEAP International Conference 2007,University of Lagos, Nigeria. UNESCO(1997): 50 Years for Education. France. Paris: UNESCO UNESCO. (2000). World Education Report 2000. Paris: UNESCO. 178 pp. UNESCO. (2002b). Universal Declaration on Cultural Diversity. Paris: UNESCO,1,(7-59). World Bank. (1996). Nigeria: Poverty in the midst of plenty. Washington, D. C. The World Bank. World Bank. 1999). World development report: knowledge for development. Washington, D. C. : The World Bank. 251 pages. World Bank. (2002a). World development indicators. Washington, D. C. : The World Bank. 212 pages. World Bank. (2002b). Constructing knowledge societies: new challenges for tertiary education. Washington, D. C. : The World Bank. 164 pages. Webb, P. , von Braun, J. and Yohannes, Y. 1992. Famine in Ethiopia: Policy Implications of coping failure at national and household levels. International Food Policy Research Institute, Washington, D. C. How to cite Higher Education and Poverty Reduction Among the Youth, Papers

Qnt 561 Week2 Essay Example For Students

Qnt 561 Week2 Essay Central Limit Theorem and Confidence Intervals Problem Sets Tiffany Blount QNT 561 September 7, 2010 Michelle Barnet University of Phoenix Central Limit Theorem and Confidence Intervals Problem Sets Chapter 8 Exercises: 21. What is sampling error? Could the value of the sampling error be zero? If it were zero, what would this mean? * Sampling error is the difference between the statistic estimated from a sample and the true population statistic. It is not impossible for the sampling error to not be zero. If the sampling error is zero then the population is uniform. For example if I were evaluating the ethnicities of a populations and everyone is the population was Black then taking any sample would give me the true proportion of 100% Black. 22. List the reasons for sampling. Give an example of each reason for sampling. * The population size is too large and costly for making the study feasible in reasonable period. For example, if I want to know how watching the violent shows on television affects the behavior of children, it won’t be realistic to study each child in the population, so I would use sampling. * Only estimation of particular section of population is required For example, if I want to take an example of nation which is combined unit of states. I can choose the random samples of states which can be further divided into smaller units like cities. These cities can be clustered into smaller areas for observation. Researchers can define his pattern of selecting the sample data until data condition of observation is fully satisfied. * It is not possible to study the entire population and accessibility of them is time consuming and difficult For Example, if I wanted to prepare a list of all the customers from a chain of hardware stores. This would be a tedious task. But it is convenient to choose a subset of stores in stage one of cluster sampling which can be used for interviewing the customers from those stores in the second stage of cluster sampling. 34. Information from the American Institute of Insurance indicates the mean amount of life insurance per household in the United States is $110,000. This distribution follows the normal distribution with a standard deviation of $40,000. A. If we select a random sample of 50 households, what is the standard error of the mean? * Standard error of the sample mean = ? /vn == 40000/v50 = 5656. 85 B. What is the expected shape of the distribution of the sample mean? * Since sample size is greater than 50, it should be normally distributed according to the Central Limit Theorem. C. What is the likelihood of selecting a sample with a mean of at least $112,000? * z = (X ? ) / ? x, Where X is a normal random variable, ? is the mean, and ? is the standard deviation. P(X 112000) = P(z (112000 –110000)/5656. 85) = P(z0. 3535) = 0. 5 – P (0z0. 3535) = 0. 5 – 0. 1368 = 0. 3632. D. What is the likelihood of selecting a sample with a mean of more than $100,000? P(X 100000) = P (z (100000 – 110000)/5656. 85) = P (z –1. 7677) = 0. 5+ P (–1. 7677 z 0) = 0. 5 + P (0 z 1. 7677) =0. 5 + 0. 4616 = 0. 9616. E. Find the likelihood of selecting a sample with a mean of more than $100,000 but less than $112,000. * P (100000 X 112000) = P(X 100000) – P(X 112000) = 0. 9616 – 0. 3632 =0. 5984. Chapter 9 Exercises 32. A state meat insp ector in Iowa has been given the assignment of estimating the mean net weight of packages of ground chuck labeled â€Å"3 pounds. † Of course, he realizes that the weights cannot be precisely 3 pounds. .u80a2a5bd209d716b52be0e3053bab94b , .u80a2a5bd209d716b52be0e3053bab94b .postImageUrl , .u80a2a5bd209d716b52be0e3053bab94b .centered-text-area { min-height: 80px; position: relative; } .u80a2a5bd209d716b52be0e3053bab94b , .u80a2a5bd209d716b52be0e3053bab94b:hover , .u80a2a5bd209d716b52be0e3053bab94b:visited , .u80a2a5bd209d716b52be0e3053bab94b:active { border:0!important; } .u80a2a5bd209d716b52be0e3053bab94b .clearfix:after { content: ""; display: table; clear: both; } .u80a2a5bd209d716b52be0e3053bab94b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u80a2a5bd209d716b52be0e3053bab94b:active , .u80a2a5bd209d716b52be0e3053bab94b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u80a2a5bd209d716b52be0e3053bab94b .centered-text-area { width: 100%; position: relative ; } .u80a2a5bd209d716b52be0e3053bab94b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u80a2a5bd209d716b52be0e3053bab94b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u80a2a5bd209d716b52be0e3053bab94b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u80a2a5bd209d716b52be0e3053bab94b:hover .ctaButton { background-color: #34495E!important; } .u80a2a5bd209d716b52be0e3053bab94b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u80a2a5bd209d716b52be0e3053bab94b .u80a2a5bd209d716b52be0e3053bab94b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u80a2a5bd209d716b52be0e3053bab94b:after { content: ""; display: block; clear: both; } READ: Objectives Of A Co Operative Society Commerce EssayA sample of 36 packages reveals the mean weight to be 3. 01 pounds, with a standard deviation of 0. 03 pounds. a. What is the estimated population mean? * 3. 01. b. Determine a 95 percent confidence interval for the population mean. * 3. 01  ± 1. 96*0. 03/sqrt(36)= 3. 0002 , 3. 0198 34. A recent survey of 50 executives who were laid off from their previous position revealed it took a mean of 26 weeks for them to find another position. The standard deviation of the sample was 6. 2 weeks. Construct a 95 percent confidence interval for the population mean. Is it reasonable that the population mean is 28 weeks? Justify your answer. z = 1. 96 (from a table) N = 50 sd = 6. 2 mean = 26 * 26 1. 96*6. 2/sqrt(50) to 26 + 1. 96*6. 2/sqrt(50)=24. 281 to 27. 719; The value of 28 weeks in not inside that confidence interval, so it is not reasonable that the population mean is 28 weeks. 46. As a condition of employment, Fashion Industries applicants must pass a drug test. Of the last 220 applicants 14 failed the test. Develop a 99 percent confidence interval for the proportion of applicants that fail the test. Would it be reasonable to conclude that more than 10 percent of the applicants are now failing the test? In addition to the testing of applicants, Fashion Industries randomly tests its employees throughout the year. Last year in the 400 random tests conducted, 14 employees failed the test. Would it be reasonable to conclude that less than 5 percent of the employees are not able to pass the random drug test? 1st: z = 2. 5758 p = 14/220 p z*sqrt(p*(1-p)/N) to p + z*sqrt(p*(1-p)/N) 14/220 2. 5758*sqrt(14/220*(1-14/220)/220) to 14/220 + 2. 5758*sqrt(14/220*(1-14/220)/220) * 0. 212 to 0. 1060; 10% is within that interval, so yes, it is reasonable 2nd: z = 2. 5758 p = 14/400 p z*sqrt(p*(1-p)/N) to p + z*sqrt(p*(1-p)/N) 14/400 2. 5758*sqrt(14/400*(1-14/400)/400) to 14/220 + 2. 5758*sqrt(14/400*(1-14/400)/400) * 0. 01133 to 0. 05866899; No, its not reasonable to assume that less than 5% fail the test, since the interval goes higher than 5%. Discussion Question 5 Chapter 3 5. You have bee n approached by the editor of Gentlemen’s Magazine to carry out a research study. The magazine has been unsuccessful in attracting shoe manufacturers as advertisers. When the sales force tried to secure advertising from shoe manufacturers, they were told men’s clothing stores are a small and dying segment of their business. Since Gentlemen’s Magazine goes chiefly to men’s clothing stores, the manufacturers reasoned that it was, therefore, not a good vehicle for their advertising. The editor believes that a survey (via mail questionnaire) of men’s clothing stores in the United States will probably show that these stores are important outlets for men’s shoes, and are not declining in importance as shoe outlets. He asks you to develop a proposal for the study and submit it to him. Develop the management-research question hierarchy that will help you to develop a scientific proposal. * 1st determine our management dilemma. How can we get shoe manufacturers to purchase advertising from Gentlemen’s Magazine? * 2nd determine the management questions. Do men’s clothing stores provide an important outlet for men’s shoes? Do shoe manufacturers provide a profitable sales source? * 3rd determine the research questions. What volume of sales does men’s shoes provide to men’s clothing stores? What profits do men’s shoe manufacturers provide to Gentlemen’s Magazine?

Juliet is surrounded by caring adults who are concerned for her. Explore this view of the adults in the play Essay Example

Juliet is surrounded by caring adults who are concerned for her. Explore this view of the adults in the play Essay Romeo and Juliet was written by Shakespeare at a relatively early juncture in his literary career, most probably in 1594 or 1595. It is a tragic story of forbidden love. The whole episode of Romeo and Juliets meeting, falling in love, marriage, and tragic end, takes place within five days.Around the time when Romeo and Juliet was written, people were beginning to question traditional beliefs about rank and social order, and ideas that people should be superior just because they were born into wealthier families, or that those in power should always be obeyed without question. Perhaps this is shown in Romeo Juliet when Juliet does not follow her fathers ruling that she should marry Paris and embarks on a risky plan to get away with Romeo. Elizabethan women were raised to believe that they were inferior to men. The church believed this and quoted the Bible to ensure the continued adherence to this principle. Elizabethan women were also dominated by the male members of their family.In Juliets case, she is dominated and subjugated by her father. Juliet, the only child of the Capulet family means she is first priority to her parents. Along with this came a responsibility and choice for Juliet to either obey or contradict her upbringing. This being true; in her best interest; her father tries to give her a life which he thinks she will be happy in. Throughout the play we relate Juliet to be a nurtured little girl, having many adults around her to ensure that she is brought up protected and educated about life.The Nurses relationship with Juliet focuses attention on Juliets age. Juliet is still a young girl when the play begins, not yet fourteen, as we learn in Act I, Scene 3, the Nurse repeatedly asserts that Juliet has not yet had her 14th birthday. In contrast to Juliets youth, the Nurse is old and enjoys complaining about her aches and pains. Fie, how my bones ache! By the Nurse: Even or odd, of all days in the year, Come Lammas Eve at night shall she be fourteen (18-19).The Nurse knows this date very well because she had a daughter who that same day died at birth therefore; she raised Juliet perhaps as she would have raised her own child. The Nurses main purpose within the play is to act as a go-between for Romeo and Juliet, and is the only other character besides Friar Laurence to know of their wedding. The Nurse, despite being a servant in the Capulet household, has a role equivalent to that of Juliets mother and regards Juliet as her own daughter.Juliet sees the Nurse as a friend, confidante, and appreciates the help the nurse has given her. Throughout the play, Juliet relies on and trusts the Nurse in most of her endeavours and undertakings. Each time Juliet needs to get in touch with Romeo the Nurse is there, helping her in any way she can. However When we first get introduced to the Nurse, we interpret her as a coarse and loquacious, but well-intentioned woman, without affectation, and having Juliets best interests at heart.At last we discover, as Juliet does, that the Nurse does not really understand Juliets love for Romeo and her faithfulness. She doesnt share Juliets idea of love; for her, love is a temporary and physical relationship, so she cant understand the intense and spiritual love Romeo and Juliet share. The Nurse, often repeats herself, and her vulgar references to the sexual aspect of love set the idealistic love of Romeo and Juliet apart from the love described by other characters in the play. The Nurse is shown to be relatively lewd and promiscuous. Juliets frustration at having to rely upon the Nurse as her messenger is used to comic effect in Act II, Scene 5, when Juliet is forced to listen to the Nurses complaint and ailments while trying to sweet-talk from her, the news of her wedding plans.O honey nurse, what news? /Now, good sweet nurse,O Lord, why lookst thou sad? When the Nurse brings Juliet news of Romeos wedding arrangements, she focuses on the pleasures of Juliets wedding night, I am th e drudge, and toil in your delight, / But you shall bear the burden soon at night (II.5.75-76). This clash in outlook manifests itself when she advises Juliet to forget the banished Romeo and instead marry Paris, betraying Juliets trust by advocating a false marriage. Act 3 Scene 5 I think it best you married with the County. O, hes a lovely gentleman. Romeos a dishclout to him. (218-220). Juliet cant believe that the Nurse offers such a course of action after she praised Romeo and literally helped bring them together. The nurses social position places her in the serving class; she is not empowered to create change around her.Her maternal instinct toward Juliet sustains her to aid Juliet in marrying Romeo; however, when Capulet becomes infuriated and enraged; the Nurse retreats quickly into submission and urges Juliet to forget Romeo. The nurses reaction toward Juliets death is genuine and natural. O woe, O woeful, woeful day! Most lamentable day, most woeful day. That ever, ever I did yet behold. This shows how close her relationship with Juliet was despite her advising Juliet to marry Paris instead of her true love Romeo. It could be argued that she reacted the way she did because she felt guilty of letting Juliet proceed with her plan to meet Romeo once again. Either way this shows she had Juliets best interest in mind.Lady Capulet, Juliets biological mother only tells her what to do, and has never been personally close with Juliet. When Juliet comes of age to get married, Lady Capulet wants her to marry Paris, and does not care how Juliet feels about it. When Lady Capulet comes to tell Juliet the news about her arranged marriage with Paris, Lady Capulet mistakes Juliets tears for Romeo as grief over Tybalts death. Juliets replies strengthen this belief, as they were deliberately ambiguous; to hide her feelings for Romeo as Lady Capulet threatens vengeance; promising that Romeo will be poisoned in Mantra. Juliet tries to talk to her mother, and tells her th at she does not want to marry Paris, but Lord Capulet walks in and angrily tells her that she will go and marry Paris even if he has to drag her there.Juliet again pleads with her mother to delay the marriage even for a week, but Lady Capulet shows no remorse and affection to help her daughter so instead she only responds with, Talk not to me, for Ill not speak a word. Do as thou wilt, for I have done with thee Act 3 Scene 5 (214-215). This line interprets how lady Capulet would rather chose not say a word; to help her daughters situation, than undertake and live with her husbands reaction because she is too scared to speak out against him for fear of his rage.Even if the brides mother cared for her daughters feelings, she would seldom intervene, firstly because she would not be particularly close to her daughter, as the child would be raised by a wet nurse, especially among the richer families. Secondly, wives had no power against their husbands, as is shown in Romeo and Juliet. La dy Capulet herein demonstrates that she has never had to deal with a wilful child. Only when Juliet pretends to go along with the arranged marriage to Paris does she win back her mothers attentions. In this scene Juliet, only moments after being together with Romeo, is in a difficult situation. At first she tries simple disobedience, as she is still a young child.At the same time she uses irony, saying things that have a different real meaning from what appears on the surface. Yet let me weep for such a feeling loss. But she is also resourceful and ultimately very brave. Lady Capulet at first seems concerned for her daughter, but when Juliet defies her, she passes the problem on to her husband. Towards the end of the scene lady Capulet says I would the fool were married to her grave! This is a use of dramatic irony because the audience knows that what Lady Capulet had said is actually going to happen and that the married couple Romeo and Juliet will die. Towards the end when Lady Ca pulet believes that her daughter Juliet has died her feelings and emotions towards her have changed dramatically and visibly.It is almost as if Lady Capulet has shown her only daughter her most concern and sympathy when she thinks she is dead. O me, O me, my child, my only life! Revive look up, or I will call thee help, help! Call help. Lady Capulets reaction is again, ambiguous. She grieves for her lost Juliet, and yet her final words suggest a kind of self-concern. O me! This sight of death is as a bell. That warns my old age to a sepulcher.Lord Capulet has a philosophical and idealistic perspective and wants the wedding to go ahead on time. Lord Capulet changes his mind about when Juliet should get married; this is because he has had time to consider Paris proposal and now believes that he has Juliets best interests at heart. He thinks Juliet will obey him and be ruled in all respects by him. He hasnt consulted his daughter about marriage to Paris but believes, foolishly, that sh e will obey him.He may believe that by marrying her to Paris her grief for Tybalt will be forgotten and she will become happy once again. With such a sudden change in Lord Capulets behaviour; it influences our view of him as a father in many aspects; he is now portrayed as a father who wants to be in control and have power over his daughter and her life. Before knowing that Juliet does not agree with his decision for her to marry Paris he tries to comfort her when he intervenes and mistakes Juliets tears for her grieving over Tybalts death. What, still in tears? Evermore showering?In one little body Thou counterfeitst a bark, a sea, a wind; For still thy eyes, which I may call the sea, Do ebb and flow with tears; the bark thy body is, Sailing in this salt flood; the winds thy sighs who, raging with thy tears, and they with them, without a sudden calm, will overset thy tempest-tossed body? In this quote Capulet is confused as to why Juliet is crying, and he is reassuring her with a m eaningful and expressive speech. Commonly this would be classed as a loving parent trying to reassure his daughter. The reference to the bark (boat) is a metaphor; Lord Capulet is describing Juliet as a ship tossed in a storm. This also shows Lord Capulet to be concerned about Juliet. The audience know that the tears she is shedding are for Romeo as he has been banished from Verona. However Lady and Lord Capulet do not know about her love for him.In Act 3, Scene 5 lines 64-203 Lady Capulet follows her husbands orders and goes to tell Juliet of her marriage to Paris in three days time. Lady Capulet tells Juliet of her marriage to Paris on Thursday. Juliet is appalled and refuses. Upon finding out that Juliet does not want to marry Paris, Capulet threatens her Hang thee, young baggage, Disobedient wretch! I tell thee what, go to church o Thursday, Or never after look me in the face. Capulet is threatening to throw her out of the house, unless she goes to the church on Thursday to marr y Paris. He says he will disown her if she does not do this.He insults her but the nurse protects Juliet causing Lord Capulet to become enraged. Capulet then abuses her with many rhetorical questions which show a build-up of fury How? Will she none? Doth she not give us thanks? Is she not proud? By use of rhetorical questions, we see how annoyed Capulet is. We further see this when he starts repeating words that Juliet has said to him in her defence, as this shows sheer disbelief that his daughter is defying him. Capulet is tempted to hit Juliet; his Fingers itch; he has to refrain from hitting her. His anger starts to show more as he states that it was a curse in having her. Lady Capulet watches on as he threatens his own daughter with being disowned.This would be a frightening prospect for a 13 year old girl even today, as no 13 year old girl could survive alone on the streets. Juliet has to endure her fathers terrible rage whilst no one is there to protect her; this proves her lo yalty to Romeo even though under so much pressure. He seems very harsh towards Juliet and proves to be more interested in keeping his word to Paris than his own daughters feelings. Lady Capulet tells Juliet what a Careful father he is, and the marriage to Paris would give her much joy.Marriages could often be arranged at short notice, and neither be much unexpected nor I looked not for as Juliet says in surprise when told of her marriage with Paris. Often there was no attraction, and there would be no courting, and it was not uncommon for the bride not to see her husband until her wedding day.Capulets character goes under complete reform between Act1 Scene 2, and Act 3 Scene 5, as he goes from saying My will to her is but a part meaning that he will do whatever Juliet will want to do, to telling her she must marry, or Die in the streets. This sudden change in Capulets character reflects on the how a father should bring up his child. Fettle your fine joints gainst Thursday next. Says Capulet to his daughter, yet this is a rhetorical question because he will make her go there whether she wants to or not, dragging her on a hurdle thither.What is particularly surprising about this quote is that Capulet uses such harsh language against his only daughter and the fact that she is 14 doesnt stop him from attacking her with verbal threats and abuse. A further example of weddings having less to do with love and more to do with money is the fact that in Romeo Juliet, before Juliets marriage with Paris, all the time is spent making food and preparing music, rather than concentrating on Juliet and that it will be her last night unmarried. This shows that they have no concern for her and she feels as if she doesnt have caring and concerned adults surrounding her.Friar Lawrence is presented as a holy man who is trusted and respected by the other characters in the play. The centrality of the Friars position suggests a noteworthy failure of parental love. The Friars role as t he friend and advisor to Juliet highlights the conflict between the two parents and their children within the play. Romeo and Juliet cant tell their parents of their love because of the quarrel between the two families. In their isolation, Romeo and Juliet turn to the Friar who can offer neutral advice.At first, the Friar cant believe how quickly Romeo has abandoned Rosaline and fallen in love with Juliet, so he reminds Romeo of the rapidity of his decisions. However, he agrees to marry Romeo and Juliet in the hope that their marriage will settle the rift between the Montagues and the Capulets. His decision to marry the lovers is well-meaning but indicates that he is inexperienced in his assessment of the feud and hasnt reflected on the insinuations of Romeo and Juliets clandestine and concealed marriage.Friar Laurence sees that Juliets willingness to kill herself means that she will endure any danger rather than marry Paris. He uses this for her advantage and helps her. Friar Lawre nce is very much a wayward religious character, as it is he that comes up with the idea that is as desperate as an execution. This is quite an ironic thing to say, as it suggests that if she decides to go ahead with his plan she could get killed in a very painful death like an execution, and his language here seems desperate.Some shall be pardond, and some punished Act 5 Scene 3. Throughout the play Juliet has seen many sides of the adults who care and are concerned for her. Her death ended the ancient grudge of both families. She was responsible for what her plan was to cause. Everyone in Juliets life has a part to blame including Juliet herself. Her parents, Lady and Lord Capulet were partly responsible for keeping the feud going.They had authority over their household, and could have stopped the quarrelling if they wanted to. They should have paid more attention to Juliets wishes and listened to her opinions. They were too hard on her when she refused to marry Paris. Lord and Lad y Montague, like the Capulets, were also responsible for keeping the feud going. If they had been more understanding, Romeo would not have felt he had to keep secrets from them. The nurse is at fault as much as Juliets parents.The nurse; knowing that Juliet confides in her more than she does her own mother; should have taken much more responsibility over Juliet. In my view it is ironic that what is to be blamed for the death of Romeo and Juliet can not be punished nor pardoned. The tragedy was not the fault of any one individual but fate played a part in this tragic ending of Romeo and Juliet. In modern times, and in the Elizabethan era, fate played an important role in peoples lives. Many people believe it to be written in stone, and unchangeable. Many others believe it to be controlled by a persons own actions. In Romeo and Juliet, fate is one of the main themes, described ashaving power over many of the events in the play. Fate is often called upon,wondered about, and blamed for mishaps. However, where fate is blamed in theplay as the ultimate cause for a mishap, there is always an underlying action,or combination of them, on the part of human beings that decides theconsequences. The play Romeo and Juliet brings out a theme of fate, which turns out only to be surface deep. Behind each instance of ill fate is an underlying weakness on the part of one or more persons that dictate the results. Finally,almost all of the ill fated instances are easily traced to Friar Laurence, who himself represents the idea that fate does not exist, giving the conclusion that human weakness, the loss of self-control, is the force behind ill mishaps, not fate.

The Best Study Techniques for Your Learning Style

The Best Study Techniques for Your Learning Style As you develop your study habits in law school, it’s important to understand what type of learner you are so you can craft your learning techniques around that. After all, if you can identify techniques that play to your strengths, your chances of remembering information and doing well in school significantly increase. There are three types of learning styles: visual, auditory and kinesthetic. If you’re not sure what type of learner you are, take this quiz to find out. In this post, we’ll look at some tips to help you depending on which learning style fits you best. Visual Learner Take Notes in Lectures – Visual learners have a tough time remembering the every word the professor says from the podium. That’s why it is critical to take notes during lectures. Be sure you also write down what is written on the board. Once class has ended, re-read and re-write your notes since that process of reading and seeing the words will help commit the information to memory. Write Outlines – One of the best ways to prep for law school exams is to outline your material. This process is especially useful for those who learn best through sight because thinking through the material – and writing it in outline form – will help you create a visual pattern that’s easy for you to understand and recall clearly for exams. Mark Up Your Materials – Multi-colored highlighters are a visual learner’s best friend because you will remember what you read based on the colors on the paper. Assign each color a value that you’ll need to recall and then use the appropriate colors as you read your case law, class materials and notes. For example, highlight the issue in yellow; the rule in green, etc. Auditory Learner Record Lectures – Your first priority as an auditory learner is to pay attention in lectures since listening is how you will retain information. You will also benefit from recording the lecture on your smartphone. Then make time to listen to the recordings after class and write notes from the information. Talk Out Answers – If you’re an auditory learner, you probably find yourself talking out loud even when you don’t realize it. It’s like you are – literally – hearing yourself think. When you’re studying with sample essay questions, read the questions and answers out loud. Keep in mind you should write the answers on paper as you speak them since your exams are not oral. Use Word Association – Word association is a great way for auditory learners to study and remember facts. Mnemonic devices, such as songs or rhymes, are great to pair with case law and your outlines. Your brain will automatically recall the song and the information it represents. Kinesthetic Learner Create Flow Charts – Since kinesthetic learners study best by doing, building a structure for your notes will help your mind comprehend the information and recognize patterns easily. Create flowcharts and graphs in a visual way when you re-write your notes and outline cases. For example, use different color Post-it notes to create flowcharts on whiteboards and empty walls. The act of creating the flowchart will help you retain the information. Combine an Activity with Studying – Kinesthetic learners retain information best when they are doing activities. Try going for a walk or using the elliptical machine while listening to audio recordings of lectures and notes. Keep Your Fingers Busy While Studying – One way to enhance your learning is to engage your fingers in the studying. For example, trace words and re-write sentences to learn key facts. Typing your notes and using the computer is another great way to reinforce learning through sense of touch. Perfecting these techniques now will not only help you understand the law school material, but also get you ready come exam time. Whether you’re a visual, auditory of kinesthetic learner, try a few of the study tips to see which works best for you.

Lifelong Learning Is no Longer Required for Career Success

Lifelong Learning Is no Longer Required for Career Success Read why lifelong learning is not considered to be important in career development like before. People associate learning with formal education. People are taught the essence of a getting the highest form of education. Formal education is considered an important factor in determining how successful a person will be. In the society, people accord more respect to the person who has formal education since they consider them to have higher chances of being successful in life. When applying for jobs, employers first look at academic qualifications to determine the academic position of the applicant. However, as much as lifelong learning is considered important, there are other factors that contribute to career success. Creativity Does Not Depend on Academic Qualifications Lifelong learning is not considered to be important in career development like before. Employers are not considering credentials to be essential when hiring employees. Additional skills are being looked at, and those who are more rounded are considered to have higher chances of being successful in their careers. Combining Academic Knowledge and Practicality If a person has a creative mind, they might get successful by using their skills. Artists, do not rely on their education but become successful mainly because of their skills. Creativity does not depend on academic qualifications but on how far a person is willing to go with the mind. In entrepreneurship, lifelong learning is not in the top things that make them successful. The top contributing factors to business success are: Being visionary and seeing the bigger picture. Doing things at a fast pace and not wasting time doing irrelevant research. Being determined despite the challenges that come in the way. Pay Attention to the Details that Contribute to the Bigger Picture People who are busy learning all the time tend to miss opportunities that present themselves. Opportunities are available to those who seek them, and lifelong learning prevents people from recognizing these opportunities, and they miss out on the chance to build their career. People who are critical thinkers will take advantage of these opportunities as they present themselves. They will become more successful since they do not rely on constant learning and pay attention to the details that contribute to the bigger picture. Those who do not rely on lifelong learning have certain characteristics. They are creative thinkers and are always coming up with new ideas. They are innovative. They are open minded and work well with others. They focus on the things that interest them and play to their strengths. They are quick to adjust to any changes. Practical and Industrial Experience Those who support lifelong learning claim that it provides people with more opportunities to excel in their careers. Life-long learning provides people with education and literacy that is necessary for career development. Some careers require high education levels to excel in them. Life-long learning is not only formal education but also includes practical and industrial experience in the relevant fields. Some of these careers requiring high levels of education to excel are in the following fields: Medicine Engineering Construction Mechanics and others that require in-depth learning Lifelong learning also enables one to have a broad range of thought making them adapt easily to different environments. Also, the society is more likely to respect a person who is more advanced in their level of education. Through lifelong learning, one has more career opportunities available to them and can use this to get the job they want. Is High IQ a Guarantee of Academic Success Lifelong learning still continues to be an important contributor to the career success of an individual. However, it is important to find balance and not rely wholly on it as there are also other things that influence success. Career success should give a person the chance of doing the work they want and having a comfortable life. For some, this is achieved through lifelong learning while others achieve it through utilizing their skills and talent. Both educated and non-educated people can be rich and successful. It all depends on how well they can balance and their determination to become successful in their relevant careers. Being well rounded will ensure that a person has control over their career and will be in charge of advancing in their careers. Career success will no longer depend solely on the level of education but on the additional qualities of the person.

Nature, perception, reflection and conservation Essay

Nature, perception, reflection and conservation - Essay Example Similarly, Susan Sontag has used imagery throughout his writing to describe the war and its effect. However, the themes of these writers differ as one focuses on nature and the other talks of photography. In his ‘Windstorm in the forest’, John Muir tries to a great extent to personify the nature and the things of nature that are nonhuman. The nonhuman characters such as wind and trees in the forest have been gives both human and superhuman characters. This allows the writer to express his view of beauty and strength of the forest. The whole essay has not mentioned God but a supernatural power is seen to control all these events. The author describes this as nature. The nature in this essay is therefore, given a supernatural power to be in control of the forest. Comparison of nature with human acts is applied by the author. The use of metaphors is used where the wind is allowed by the author in his writing to go to every tree and finger the flowers and the leaves. The storms and their effects are also personified as gardeners. The forest is worked upon and therefore, seen as the patient. Trees in this essay have full human character such as arms, they talk, and swing. Thi s form of writing makes the essay lively and flowing. Susan Sontag focuses on how war photography expresses the effect of military violence. Her description of the photographs of Civil War in New York creates a lot of imagery in her essay. There is a good explanation of how the cameras and videos transform sensibility and vision. She argues that the camera man allows the photos viewer to see only what he or she wants them to see. Casual snapshot expresses a metaphysical aggression against people. Instead of photographs to provide knowledge, they provide what she referred to a semblance of knowledge. Those people who have never experienced war have the wrong knowledge about it from the war photographers (Berry 76). The aim of Sontag in her essay is to give statement

Introduction to Operating Systems Assignment Example | Topics and Well Written Essays - 500 words - 1

Introduction to Operating Systems - Assignment Example Also, we need to keep in mind various other aspects such as cost, values speed, security, and compatibility while choosing an operating system. I have conducted a lot of research and found that the Windows platform is much better than Linux for the development of games. It is an admitted fact that DirectX plays a significant role in the development of games. Additionally, the DirectX supports a wide variety of video games functional PIs, similar to the present advanced versions of game with 3D support. In this scenario, we need Direct3D that offers DirectXs 3D support API for game development and execution. Additionally, the Direct3D is developed by Microsoft and is available free of cost, same as its pervious DirectX APIs. In fact, the main advantage of Microsoft operating system is its support for the DirectX that is mostly used and required by game programmers to develop more interactive games (Loki Software, Inc., 2001). Beside this Microsoft offers support for an integrated authoring tool â€Å"Unity† that is commonly used for the development of 3D video games’ contents. In this scenario, Unity offers an excellent support for game development with much more real-time 3D and architectural visualizations or simply animations support. The main reason for the selection of Microsoft for our gaming development platform is the Unitys development environment support for only Mac OS X and Microsoft Windows. However, we cannot choose Mac OS X for the reason that our team members are not familiar with this operating system. Thus, additional operating system training and support will increase the overall expenditures. Another reason for not selecting Mac OS X is the overall cost increase due to purchase of new hardware systems to run this operating system. Thus, it is really feasible to select Microsoft Windows because it can be used on any

Project Manager Roles and Responsibilities Essay Example for Free

Project Manager Roles and Responsibilities Essay The Project Manager is the person responsible for developing, in conjunction with the Project Sponsor, a definition of the project. The Project Manager then ensures that the project is delivered on time, to budget and to the required quality standard (within agreed specifications). He/she ensures the project has sufficient resources and manages relationships with a wide range of groups (including all project contributors). The Project Manager is also responsible for managing the work of consultants, allocating and utilizing resources in an efficient manner and maintaining a co-operative, motivated and successful team. Additional responsibilities include: managing and leading the project team,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   recruiting project staff and consultants, managing co-ordination between the partners and working groups engaged in project work, detailed project planning and control. Control would incorporate: Developing and maintaining a detailed project plan. Managing project deliverables in line with the project plan. Maintaining records of and managing project issues. Resolving conflicts at project level. Managing project scope and change control and escalating issues where necessary. Monitoring project progress and performance. Providing status reports to the project sponsor. Managing project training within the defined budget. Liaison with, and updates on progress to, the project steering board/senior management. Managing project evaluation and dissemination activities. Managing consultancy input within the defined budget. Final approval of the design specification. Working closely with users to ensure the project meets business needs. Definition and management of : â€Å"User Acceptance Testing† stage. Identifying user training needs and devising and managing user training programmes. As an illustration of the roles and responsibilities of a Project manager, I am going to use the simple example of changing the wheel of a car with one person in charge (project manager). In the exposition that follows, the steps followed will be under the headlines of the five essential ones outlined in the PMBOK: Initiating The initiating stage in replacing a punctured car-wheel is the process of preparing to replace the wheel. To begin with, the project manager, or whoever is overseeing the operation, ensures that all the tools necessary for the job are available. The tools necessary in this case would comprise the jerk, wheel spanner, the unique key-for some car models, maybe some props such as stones where there is a possibility of the car slipping downhill and finally, labor. Planning   Ã‚  Ã‚  Ã‚  Ã‚   Once the initiating stage is completed, we move on to the planning stage whereby different strategies are proposed and quickly debated with one being agreed upon. The role of the project manager in this stage is to ensure that everyone is given an opportunity to express their opinions on how best to approach the problem. Then, he/she should harmonize every participant’s views and in cases if the group cannot reach a resolution unanimously, he/she should apply his/her critical thinking abilities and skills in choosing the most reasonable approach that would be most efficient, effective and feasible. The planning would entail deciding which nuts to unscrew first e.g. diagonally, where to place the jerk and the props and where to put the tools and nuts in such a manner as to ensure they don’t get lost or pose a hazard to any of the team members. The Plan will also incorporate delegation of duties amongst the team members i.e. deciding who will place the jerk, who will unscrew the nuts, who will carry the spare wheel, and who will screw the new wheel back. The delegation of duties should be fair such that no member feels exploited or alienated and it is the work of the project manager to study everyone’s character and tell who is suited best for what. The final parts of the plan involve training participants as necessary, scheduling everything, and monitoring progress. Executing or Implementation   Ã‚  Ã‚  Ã‚  Ã‚   After initiating and planning, finally the time comes to put the plan into action. During this stage, the team implements the strategy decided upon with a view to achieving the intended objective. The team removes the bad wheel and replaces it with one that is in good condition. The work of the project manager is to ensure that each participant plays his/ her assigned role and that the operation goes according to plan by correcting any digressions and getting rid of any impediments that might arise in the course of the implementation. Controlling and Monitoring   Ã‚  Ã‚  Ã‚  Ã‚   As to controlling and monitoring, this entails putting measures in place in anticipation of pitfalls during the process of implementing the plan. Pitfalls to be anticipated might include: some members do not like the roles they are assigned and so they don’t play their roles with the necessary devotion. Also it is possible   that some members might want to sabotage the project for any of a number of reasons or one of the tools gets damaged and cannot be repaired in time for the work at hand. To avoid alienation, the project manager should make every member feel as though they own the project and when it succeeds the glory will be shared and the benefits mutual. In addition, the project manager has the responsibility of ensuring that, if a member were assigned a role he/she does not like, they are free to voice their concerns so that a speedy resolution is sought. The speedy resolution could be training or instruction where a member is assigned work they do not know how to do. Alternatively, members could swap roles to resolve any stalemates. Finally, a backup plan should be in place to cater for unanticipated hitches. Closing   Ã‚  Ã‚  Ã‚  Ã‚   In finishing up, the project manager should ensure the team tightens the nuts to the required extent and remove the jerk and props. He/she should also ensure that any member who sustains any injury should be attended to and all the tools-wheel spanners, jerk, props, key- together with the bad wheel are all returned and checked to ensure they are in good condition, then put in their respective places of storage. BIBLIOGRAPHY K. Bainey, The Project Management Body of Knowledge (PMBOK), 3rd ed. Project Management Institute, New Jersey, 2004

Classification Essay - Evolution of the Motorcycle Rider

Evolution of the Motorcycle Rider My first motorcycle was a Kawasaki Eliminator 250 street bike. I consider it to have been my training bike, and it was somewhat generic in the sense that it was not easily identifiable as a member of a specific style of motorcycle. And, more importantly, by associating with other riders, I realized that I was not easily identifiable as a member of a specific class of riders. Riders are a species all their own; and, though there are many sub-classes within a class, observation has shown that three main branches of evolution can account for most riders. The cruiser (Homo Draggusanus) variety is most often seen riding a vintage Harley or Indian-made motorcycle. He rides very low to the ground in a Ralph-Machio-crane-kick-like position-arms high and outstretched, knees bent, feet level with buttocks. Most cruisers are between thirty-five and sixty years old, but they always look fifty. If one is wearing a helmet at all, it is a small, open-faced helmet covering little more than the crown of his head. The helmet may contain a variety of markings, such as skulls with crossbones, or "Freedom" stickers that tend to match tattoos adorning the rider. The cruiser may have several metal objects hanging from various parts of his body, and he usually has matted facial hair that ranges from one-quarter inches to twelve inches in length. Members of this class also wear tattered bandanas, studded leather vests or jackets, "Born to Ride" T-shirts, or leather boots with spikes. Physically, the cruiser is generally unfit, with dark skin t hat is somehow both wrinkled and taut, and rotting, tobacco-stained teeth. Though most cruisers are docile unless provoked, a permanent scowl serves t... ...ner shirts that seem one size too small for them, and, whether or not they have facial hair, they are generally neat and clean. This class is the most easily approachable of the three and usually travels in single, male-female pairs. They are always coming or going, just passing through, and rarely know anyone in the area; yet tourers are the most friendly and outgoing of the classes. When choosing a motorcycle, one is, in effect, choosing into which class of rider he will eventually evolve. I have not yet decided into which class I would like to evolve. For this reason, I have not yet decided what type of motorcycle will be my second. My decision will rest on a careful consideration of the desirable and undesirable qualities of the different classes. Who knows? Maybe I will begin a new branch of evolution and start a completely new class all my own.

London Business School Essay Topic Analysis Essay

London Business School Essay Topic Analysis 2012-2013With the exception of a few minor wording changes, four of London Business School’s essay topics for the 2012-2013 admissions season have remained essentially the same as last year’s prompts. Meanwhile, the school has reintroduced a career goals essay that was last seen on the 2009-2010 application, in addition to completely revamping their sixth essay question. Overall, LBS has maintained its trend of placing a marked emphasis on learning about the specific details of an applicant’s future involvement on campus and contribution to the school community. From this, one can extrapolate that LBS may be interested in candidates who have spoken to students and learned a good deal about the program to better understand how and where they might fit. Question 1: In what role or sector do you see yourself working immediately after graduation? Why? How will your past and present experiences help you achieve this? How will the London Business School MBA Programme contribute to this goal? (500 words) Question 2: Where do you see your career progressing five years after graduation and what is your longer term career vision? (200 words) As in previous years, LBS has divided the typical career goals essay into two discrete questions. Though the first question more closely resembles Question 1 from the 2009-2010 application than to that of last year’s, the school’s two-part approach to learning about applicants’ career goals still underlines the importance of having both a short- and long-term career plan in the MBA admissions process. While the compartmentalization of the short- and long-term discussions might make it a bit more difficult to adapt content written for applications to other schools, it does signal the extent to which the adcom wants to hear about each of the topics raised. Developing one’s long-term goal discussion over 200 words, with a starting point at the five-year mark, could be a great opportunity for applicants who often cover this topic in a single sentence to meet the word limit in their essays for other schools. Although the first question no longer specifically asks applicants why now is the best time for them to attend business school, a brief discussion of the timing of your application could still be useful in proving to the adcom that you are making a well-informed decision. Question 3: Give a specific example of when you have had to test your leadership and / or team working skills either professionally, or outside of work. What role will you play in your first  year study group? (300 words) For another year in a row, LBS is asking applicants to discuss an experience in which they faced challenges to their leadership and teamwork skills. Given that the adcom has stated that this topic does not have to come from one’s pro fessional experience, applicants should feel free to use this essay as an opportunity to showcase their involvement in an outside activity. After clearly outlining the situation, it’s crucial that applicants explain how they persevered through the challenge, as doing so shows one’s maturity and ability to overcome obstacles. It would therefore make sense to end this essay by explaining the strategies you’ve subsequently developed to navigate difficult situations, and discussing how you can apply these processes to future work at LBS. Note that the question about LBS study groups offers applicants a great chance to showcase their familiarity with the program and prove that they’ve done their homework, as well as demonstrate that they’ve thought through the contribution they would make and the strengths they could bring to the program. With only 300 words allotted for this essay, applicants will need to be highly efficient with their writing to ensure that they can respond to each component of the prompt. Question 4: Student involvement is an extremely important part of the London MBA experience and this is reflected in the character of students on campus. What type of student club or campus community events will you be involved with and why? How will you contribute? (300 words) This question, which has appeared in similar forms on the LBS application for several years, asks candidates to broadly discuss the clubs and events in which they would like to participate. This framing gives candidates a wide berth to discuss how their interests and experiences to date would translate to contributions on several fronts. As with any essay of this sort, it would be ideal to link the clubs and events you cite to established interests or elements of your career goals, as these will help the admissions committee readily see how you are poised to make a contribution. Taking the time to learn about the school’s special programs and extracurricular activities—whether through a visit to campus, conversation with alumni, or reading the Clear Admit Guide to London Business School—will pay dividends here. Question 5: London Business School offers a truly global and diverse experience. Describe any significant experiences outside of your home country or culture. What did you gain and  how will your experience contribute to the School? (150 words) Another carryover from last year’s application, this question allows applicants the opportunity to showcase their international experience, both professionally and personally, and is designed to gauge the applicant’s ability to navigate unfamiliar terrain and resolve cross-cultural issues. In order to answer both components of this question, we suggest that applicants quickly outline important experience abroad, and then focus on providing detail about the lessons and skills gained from these situations, as well as how the experiences would help the applicant benefit from and contribute to LBS. Based on the first sentence of this prompt, it will be important for applicants to show that not only can they contribute to the diversity at LBS, but also that they will thrive as a member of the diverse student body. Considering that the adcom has shortened this essay to just 150 words, applicants will need to be direct and concise to ensure that they can cover each aspect of the essay question. Question 6: Give an example of a person who, in your opinion, has made a profound impact on the way the world does business. How will this person influence your contribution to your MBA Programme at London Business School? (300 words) This question is a new addition to the LBS application, and gives applicants a chance to showcase their understanding of the business world and the types of people who create change. When selecting someone to write about, applicants should think about a variety of options—while popular figures might jump most readily to mind, you might consider slightly less well known individuals to help distinguish your application. Regardless of the person you choose, the key to this essay is to keep the focus on you and your candidacy by explaining how you think the person has influenced the business world and the lessons you have drawn from the person’s actions.

Colors in the Caves Narrative Essay

It was Spring Break of 2010, the already steamy, hot temperatures of the Southern air rising despite the full blast of the air conditioning blowing through my hair as we drive through the seemingly never-ending desert of Arizona. My family, consisting of four, is headed toward Picacho Peak to take on the strenuous 6. 2-mile hike along the Sunset Vista Trail. We pull up to the Sunset Vista Trail Head parking area, our medium-sized Camelbaks having already been packed somewhere along the 1,060 miles of flat, boring road, we start up the trail with the sun beating down our backs.Automatically, I fall in step with my long-legged brother while my sister gratefully stays behind with our mother, adopting a preferred slow, steady pace. The sun is bright, the jagged rocks and occasional stream receiving its pale, yet blinding reflection. My brother and I make a good team; he supplies the food while I supply the water, all the while sharing laughs and memories, memories that I will later on th ink to be my last.After a couple hours, the scalding sun is taking on its inevitable journey toward the western horizon, being replaced with the cool breeze of the moon. My brother and I decide to take a refueling break on two enormous rocks after four hours of walking in the moonlight. â€Å"Here, take my Camelbak,† I say, â€Å"I’m going to the bathroom. † I take my flashlight as I walk off the trail for two minutes, keeping track of the monotonous rocks and brush I pass by. When I am finished, I start to head back towards our temporary resting place.Passing the familiar rocks, I crouch down to inspect with my LED flashlight a peculiar zigzag shape on the ground. Tracing my finger along the sharp edges of the shape, I realize it’s a narrow fracture in the ground, leading to a larger web of intricate fractures that rest just under my feet. Just then I hear a whisper of rushing water. Before I have time to react to the sudden realization that the ground c ould collapse from under my feet, I fall through the Earth. The fall seems endless though it may have taken no more than two seconds.I land with an echoing crash as my body penetrates through hot water. My body is violently thrown to the side with the sharp current and I am struggling to reach the surface. I reach out, my hands sliding on the slick floor as my body is carried by the flow of the hot spring. My wrist catches on a column jutting up on the floor of the cave. I wrap both arms around it to haul myself up. I cough to catch my breath, throat burning. The flashlight is still on. I wave the blue light around the darkness.The blue light winks as I shine it on my surroundings, the battery will die soon. I spot a tunnel not far off to the right. It must go somewhere, I thought. I can see a clear enough path towards it, so I reluctantly click off the safety of the blue light. I am instantly swallowed by darkness as I crawl my way towards the tunnel. Black, black, black is all I s ee. Without my vision, I have to be careful of where I move. The blue luminosity from the flashlight leaves me with the hesitant desire to not be wasteful.How many hours has it been? No food, no water. The sun should surely be up soon. Just as the thoughts have formed I see a faint light up ahead. The yellow glimmer of the sun’s rays gives me the hope I so crave. The light is still nowhere near enough to be able to see anything. The overwhelming pitch-blackness, the winking blue of the LED flashlight, and the steady growing yellow shine of the sun is all I see in my slow, crawling trek along the cave’s floor.With my cautious travel, thriftiness, and hopeful thoughts, the growing light is suddenly all around me. I am squinting as I collapse to the ground. Almost immediately I am pulled up from under my shoulders, faint cries of relief and concern swarm through my ears, but with the overbearing silence and lack of energy, I cannot make out the words. All I see is brightn ess, as the hope I so desperately clung to is turned into overwhelming relief and happiness as survival is achieved. That’s when I black out.More brightness, a different kind of light. Not the hopeful yellow of the sun shining through the rocks, but of a white fluorescent one. I am in a hospital. My family is suddenly all around me, throwing hugs and kisses and joy. A nurse comes in with a doctor, they give my family time to pull themselves together. I can hear the nurse speaking to the doctor, â€Å"How could she possibly have made it through those awful caves? † The doctor responds to her, flashing me a knowing smile, â€Å"Colors go a long way in finding our inner character†.

Free Essays on Sony Betamax Vs. VHS

Sony Betamax vs. VHS I will be presenting to you a study on the background of the Sony Betamax. I will illustrate the marketing mix and strategy that was used and how Sony tried to capture their target market. I will go then describe what caused them to fail in their mission and how I plan to implement a new and more comprehensive strategy. This new plan will focus more on competing at a higher level with the competition along with trying to capture the consumers expectations during development of the product through extensive surveys and market research analysis. In 1975, Sony entered the videotape player market with the U-matic format. Due to its heavy and nearly cumbersome nature, this player was soon relegated for primary use to the submarkets, such as schools and commercial sites. Later that year they introduced the Sony Betamax. This machine was developed to directly sell to the everyday consumer and alleviate some of the nuisances created by the U-matic. These two products entered the market at such a head start they were able to set the standard. Sony was able to corner the market share until competition arrived in the form of the VHS format in 1976. The initial marketing strategy Sony employed was simply to create a videotape player that would provide the consumer with superior sound and video quality. They attempted to do this without any market research to pinpoint what the consumer really considered important. A simple mass market approach was used in trying to advertise this product. With this in mind I will break the Betamax experience down into what their target market was and what research, if any, was conducted for this product. The four P’s will be answered, and the lessons that were learned for their endeavor with this product will also be examined.. Sony initially conducted their market research to find out where their target market was located. Introduced in 1975, the Sony Betamax was a ... Free Essays on Sony Betamax Vs. VHS Free Essays on Sony Betamax Vs. VHS Sony Betamax vs. VHS I will be presenting to you a study on the background of the Sony Betamax. I will illustrate the marketing mix and strategy that was used and how Sony tried to capture their target market. I will go then describe what caused them to fail in their mission and how I plan to implement a new and more comprehensive strategy. This new plan will focus more on competing at a higher level with the competition along with trying to capture the consumers expectations during development of the product through extensive surveys and market research analysis. In 1975, Sony entered the videotape player market with the U-matic format. Due to its heavy and nearly cumbersome nature, this player was soon relegated for primary use to the submarkets, such as schools and commercial sites. Later that year they introduced the Sony Betamax. This machine was developed to directly sell to the everyday consumer and alleviate some of the nuisances created by the U-matic. These two products entered the market at such a head start they were able to set the standard. Sony was able to corner the market share until competition arrived in the form of the VHS format in 1976. The initial marketing strategy Sony employed was simply to create a videotape player that would provide the consumer with superior sound and video quality. They attempted to do this without any market research to pinpoint what the consumer really considered important. A simple mass market approach was used in trying to advertise this product. With this in mind I will break the Betamax experience down into what their target market was and what research, if any, was conducted for this product. The four P’s will be answered, and the lessons that were learned for their endeavor with this product will also be examined.. Sony initially conducted their market research to find out where their target market was located. Introduced in 1975, the Sony Betamax was a ...

Beers Law Definition and Equation

Beer's Law Definition and Equation Beers Law is an equation that relates the attenuation of light to properties of a material. The law states the concentration of a chemical is directly proportional to the absorbance of a solution. The relation may be used to determine the concentration of a chemical species in a solution using a colorimeter or spectrophotometer. The relation is most often used in UV-visible absorption spectroscopy. Note that Beers Law is not valid at high solution concentrations. Other Names for Beers Law Beers Law is also known as the Beer-Lambert Law, the Lambert-Beer Law, and the  Beer–Lambert–Bouguer law. The reason there are so many names is because more than one law is involved. Basically, Pierre Bouger discovered the law in 1729 and published it in Essai doptique sur la gradation de la lumià ¨re. Lambert quoted Bougers discovery in his Photometria in 1760, saying absorbance of a sample is directly proportional to the path length of light. Even though Lambert didnt claim discovery, he was often credited with it. August Beer discovered a related law in 1852. Beers law stated the absorbance is proportional to the concentration of the sample. Technically, Beers law relates to only to concentration, while the Beer-Lambert law relates absorbance to both concentration and sample thickness. Key Takeaways: Beer's Law Beers law states that the concentration of a chemical solution is directly proportional to its absorption of light.The premise is that a beam of light becomes weaker as it passes through a chemical solution. The attenuation of light occurs either as a result of distance through solution or increasing concentration.Beers law goes by many names, including the Beer-Lambert law, Lambert-Beer law, and Beer-Lambert-Bouguer law. Equation for Beers Law Beers Law may be written simply as: A ÃŽ µbc where  A is absorbance (no units)ÃŽ µ is the molar absorptivity with units of L mol-1  cm-1 (formerly called the extinction coefficient)b is the path length of the sample, usually expressed in cmc is the concentration of the compound in solution, expressed in mol L-1 Calculating the absorbance of a sample using the equation depends on two assumptions: The absorbance is directly proportional to the path length of the sample (the width of the cuvette).The absorbance is directly proportional to the concentration of the sample. In this example of the Beer-Lambert law, a green laser is attenuated as it passes through a solution of Rhodamine 6G. Amirber How to Use Beers Law While many modern instruments perform Beers law calculations by simply comparing a blank cuvette with a sample, its easy to prepare a graph using standard solutions to determine the concentration of a specimen. The graphing method assumes a straight-line relationship between absorbance and concentration, which is valid for dilute solutions.   Beers Law Example Calculation A sample is known to have a maximum absorbance value of 275 nm. Its molar absorptivity is 8400 M-1cm-1. The width of the cuvette is 1 cm. A spectrophotometer finds A 0.70. What is the concentration of the sample? To solve the problem, use Beers law: A ÃŽ µbc 0.70 (8400 M-1cm-1)(1 cm)(c) Divide both sides of the equation by [(8400 M-1 cm-1)(1 cm)] c 8.33 x 10-5 mol/L Importance of Beers Law Beers law is especially important in the fields of chemistry, physics, and meteorology. Beers law is used in chemistry to measure the concentration of chemical solutions, to analyze oxidation, and to measure polymer degradation. The law also describes the attenuation of radiation through the Earths atmosphere. While normally applied to light, the law also helps scientists understand the attenuation of particle beams, such as neutrons. In theoretical physics, the Beer-Lambert law is a solution to the Bhatnagar-Gross-Krook (BKG) operator, which is used in the Boltzmann equation for computational fluid dynamics. Sources Beer, August (1852). Bestimmung der Absorption des rothen Lichts in farbigen Flà ¼ssigkeiten (Determination of the absorption of red light in colored liquids). Annalen der Physik und Chemie. 86: 78–88.Bouguer, Pierre (1729). Essai doptique sur la gradation de la lumià ¨re. Paris, France: Claude Jombert. pp. 16–22.Ingle, J. D. J.; Crouch, S. R. (1988). Spectrochemical Analysis. New Jersey: Prentice Hall.Lambert, J. H. (1760). Photometria sive de mensura et gradibus luminis, colorum et umbrae [Photometry, or, On the measure and gradations of light, colors, and shade]. Augsburg (Augusta Vindelicorum), Germany: Eberhardt Klett.Mayerhà ¶fer, Thomas Gà ¼nter; Popp, Jà ¼rgen (2018). Beers law - why absorbance depends (almost) linearly on concentration. Chemphyschem. doi:10.1002/cphc.201801073