Development Of Stability In The Indonesian Banking Sector Finance Essay - Free Essay Example

Sample details Pages: 11 Words: 3429 Downloads: 8 Date added: 2017/06/26 Category Finance Essay Type Analytical essay Did you like this example? This book analyses the Indonesian economy and financial sector since 1968, with special emphasis on the 1971-79 period. The study covers macro-economic developments, financial structures and monetary policies. After thoroughly analyzing the Indonesian formal financial institutions and monetary instruments to control money supply and credit, and interest rate policies, the book develops a short-run monetary model of the Indonesian economy of 1971-1979. 2 Don’t waste time! Our writers will create an original "Development Of Stability In The Indonesian Banking Sector Finance Essay" essay for you Create order Cases on Financial Policy and Banking Deregulation in Indonesia. Edited by David C. Cole and Ross H. McLeod. Yogyakarta: Gadjah Mada University Press, 1991. 398p. This book provides rigorous information on the background and the consequences of the Indonesian banking deregulation from 1983 to 1990. Part III of this book delivers specific analysis on the adjustment to policies by the Indonesian banks, including strategy issues, reorientation toward the customer, pricing issues, personnel policies, asset-liability management, and management information systems. 3 Financial Sector Deregulation: Banking Development and Monetary Policy. Binhadi. Jakarta: Institut Bankir Indonesia, 1995. 540p. This book documents the Indonesian experience in financial sector deregulation from 1983 to 1993. The phase-by-phase process and its effect on banking and monetary policy have been comprehensively and systematically presented. In addition, the book contains valuable information about Indonesia and the overall evolution of the Indonesian financial sector. 4 Building a Modern Financial System: The Indonesian Experience. David C. Cole and Betty F. Slade. New York: Cambridge University Press, 1996. 379p. This book is a standard reference work on Indonesian financial development. It provides historical scope, both comprehensive coverage and institutional depth of detail, and insightful, very balanced policy analysis and assessment of the process over the thirty years period of the New Order regime. 5 Deregulation and Development in Indonesia. Edited by Farrukh Iqbal and William E. James. London: Praeger, 2002. 208p. This book, consisting 13 papers, documents the Indonesian experience in implementing deregulation in financial, trade, and investment sectors. It addresses the background, ingredients and results of the deregulation, as well as outlines further reform after the financial crisis. 6 The Politics of Economic Liberalization in Indonesia. Andrew Rosser. Surrey: Curzon Press, 2002. 232p. This book examines the dynamics shaping the process of economic liberalization in Indonesia since the mid-1980s. It argues that economic liberalization needs to be understood in terms of the extent to which economic crises shift the balance of power and influence within society away from coalitions opposed to reform and towards those in favor of reform. 7 Indonesian Experience with Financial Sector Reform. Donald P. Hanna. World Bank Discussion Papers, no. 237 (1994). 39p. This paper discusses the nature of the specific reforms carried out in Indonesia during 1983-1991 period, the environment in which they were done and, most importantly their effects on the real economy. 8 Financial Policy and Financial Sector Development in Indonesia since the 1980s Anwar Nasution. In Financial Big Bang in Asia. Edited by Masayoshi Tsurumi. Burlington: Ashgate Publishing Company, 2001, p. 191-223. This paper analyzes the policies since the early 1980s in Indonesia to develop a modern financial industry, and comprehensively describes the evolution of the Indonesian financial system, its structural form, its mode of operation, and the types of financial instruments it offers. 9 How Financial Liberalization in Indonesia Affected Firms Capital Structure and Investment Decisions. John R. Harris, Fabio Schiantarelli, and Miranda G. Siregar. The World Bank Working Paper Series, no. 997 (1992). 48p. By employing data panel of 1981 to 1988, this paper concludes that the financial reform has had a significant impact on firms real and financial choices. 10 Economic Reform in Indonesia: the Transition from Resource Dependence to International Competitiveness. Ali Wardana. The Indonesian Quarterly, vol. XXIV no. 3 (1995), p. 257-272. This essay provides a good analysis on the results of the economic reform in Indonesia, including results on growth, employment and wages, welfare and poverty, and equity. 11 The Role of the Private Sector in Indonesia: Deregulation and Privatization. Mari Pangestu. The Indonesian Quarterly, vol. XIX, no. 1 (1990), p. 27-51. This essay carefully assesses a series of reforms during 1980s that was intended to reduce the role of the government sector in the economy. 12 Control and Competition: Banking Deregulation and Re-regulation in Indonesia. Ross H. McLeod. Journal of the Asia Pacific Economy, vol. 4 no. 2 (1999), p. 258-297. This essay analyzes the underlying forces shaping banking policy in Indonesia during 1980s and 1990s. It describes the impact of the set of truly dramatic policy changes, draws attention to the failure to achieve some important objectives and explains why some of the successful reforms had begun to be reversed in the mid-1990s, before the 1997-98 crisis brought chaos to the economy-and to the banking system in particular. 13 Reorganizing Power in Indonesia: the Politics of Oligarchy in an Age of Markets. Richard Robison and Vedi R. Hadiz. London and New York: Routledge Curzon, 2004. 304p. This book provide a carefully crafted and intelligent analysis of the sources of the deep and complex conflicts that have determined the trajectory of Indonesian capitalism over the last four decades (1965-2004). 14 The Politics of Economic Development in Indonesia: Contending Perspective. Edited by Ian Chalmers and Vedi R. Hadiz. London and New York: Routledge, 1997. 269p. This book presents and analyzes trends in economic thought in Indonesia during period of 1965-1997, namely economic nationalism, economic liberalism, and economic populism. It traces their evolution and how they have influenced policy making. The Indonesian Financial Crisis 15 The Indonesian Economy in Crisis. Hal Hill. Singapore: ISEAS, 1999. 153p. This book describes and analyses Indonesian financial crisis 1997/8, against the general backdrop of economic decline in Southeast Asia. It also looks forward, considering Indonesias immediate policy challenges to overcome the crisis, and dwelling on some of the key lonegr-term policy challenges raised by the crisis. 16 Financial Fragility and Instability in Indonesia. Yasuyuki Matsumoto. London and New York: Routledge, 2007. 258p. This book examines the role of non-financial corporate overseas borrowing in causing vulnerability of the Indonesian economy, lead to the severe financial crisis in 1997/8. The accumulation of short-term, un-hedged, foreign currency loans in the non-financial corporate sector was caused by the inefficient domestic banking sector, causing interest rate differential remained high. 17 The Financial Crisis in Indonesia. Anwar Nasution. In East Asias Financial Systems: Evolution and Crisis. Edited by Seiichi Masuyama, Donna Vandenbrink, and Chia Siow Yue. Tokyo and Singapore: Nomura Research Institute and ISEAS, 1999, p. 74-108. This essay reviews the causes and impact of the currency and banking crises in Indonesia up to January 1998. It examines the macroeconomic development prior to 1997, discusses the background of the banking crisis, and analyses policy responses to the capital inflows of the early 1990s and to the present crisis. 18 Financial Sector Reform and Indonesias Crisis of 1997-98. Anwar Nasution. In Financial Liberalization and the Economic Crisis in Asia. Edited by Chung H. Lee. London: Routledge Curzon and EIJS, 2003, p. 47-81. This essay examines the financial sector reforms that had taken place since the 1980s and their possible links to the economic crisis of 1997-98. 19 Indonesia: the Long Road to Recovery. Steven Radelet. In Global Financial Crises and Reform. Edited by B.N. Ghosh. London: Routledge, 2001, p. 129-156. This paper examines the collapse of the Indonesian economy in 1997/8 and the most pressing economic problems inhibiting its recovery. 20 Global Markets and Financial Crises in Asia. Haider A. Khan. New York: Palgrave Macmillan, 2004. 251p. Chapter 3 of this book (p. 27-59) provides comprehensive analysis how financial liberalization imposed by Indonesia during 1980s and the early of 1990s contributed to the financial crisis of 1997-98. 21 Indonesia Beyond Soeharto: Polity, Economy, Society, Transition. Edited by Donald K. Emmerson. New York: An East Gate Book, 1999. 361p. This book provides explanation of the Indonesian financial crisis by carefully considering the historical, political, economic, social, and cultural perspectives. 22 The Indonesian Financial Crisis: from Banking Crisis to Financial Sector Reforms, 1997-2000. Shalendra D. Sharma. Indonesia, no. 71 (2001), p. 79-110. This essay presents analysis about the source of vulnerability and precipitating factors of the Indonesian financial crisis, and identify and evaluate the key reforms implemented in dealing with the crisis and in effort to improve the Indonesian banking sector performance. 23 Pathway through Financial Crisis: Indonesia. Leonardo Martinez-Diaz. Global Governance, no. 12 (2006), p. 395-412. This article examines economic policy making in Indonesia from the eve of the 1997 financial crisis to 2005 and asks whether engagement with the IMF widened or narrowed the choices available to Indonesian policymakers. 24 Indonesias Banking Crisis: What Happened and What Did We Learn? Charles Enoch, Oliver Frecaut, and Arto Kovanen. Bulletin of Indonesian Economic Studies, vol. 39 no. 1 (2003), p. 75-92. This article traces the stages of the Indonesian banking crisis of the late 1990s, and identifies governance issues of each stage. Based on that, the article concludes some lessons learned from the crisis. The Indonesian Banking Restructuring 25 Indonesian Banking Crisis: The Anatomy of Crisis and Bank Restructuring. I Putu Gede Ary Suta and Soebowo Musa. Jakarta: Sad Satria Bhakti, 2004. 434p. This book provides objective assessment on the crisis and bank restructuring in Indonesia. It also draws many lessons can be learned especially from jurisdiction and accountability aspects. 26 BPPN: The End. I Putu Gede Ary Suta and Soebowo Musa. Jakarta: Sad Satria Bhakti, 2004. 394p. This book examines the work of BPPN-the Indonesian banking restructuring agency-in implementing banking restructuring after the severe financial crisis 1997-98. The bank restructuring program is carried out to manage the crisis with the aim to maintain/regain public confidence toward the banking system, improve the capital structure of the bank, create new regulations and laws promoting a healthy and strong banking system. 27 Bank Restructuring and Financial Institution Reform in Indonesia. Yuri Sato. The Developing Economies, vol. XLIII no. 1 (2005), p. 91-120. This essay addresses institutional reforms and examines the features of post-restructuring management reform at major banks. In addition, it also provides a review of major actors and the banking institution before the crisis and sheds light on the post-crisis redeployment of actors. 28 Banking collapse and Restructuring in Indonesia, 1997-2001. George Fane and Ross H. McLeod. Cato Journal, vol. 22 no. 2 (2002), p. 277-95. This essay overviews the Governments bank restructuring strategy, examines its costs, and appraises the preliminary result of the restructuring. 29 Dealing with Bank System Failure: Indonesia, 1997-2003. Ross H. McLeod. Bulletin of Indonesian Economic Studies, vol. 40 no. 1 (2004), p. 95-116. This paper describes the collapse of the Indonesian banking system and the governments policy response to it, under advice from IMF, including bank restructuring. 30 Performance of East Asian Banking Sectors under IMF-Supported Programs. Luc Can and Mohamed Ariff. Journal of the Asia Pacific Economy, vol. 14 no. 1 (2009), p. 5-26. This paper reports the performance of the banking sectors of four crisis-hit East Asian economies, under IMF-restructuring programs, over the pre- and post-restructuring periods. 31 Bank Restructuring in Indonesia. Dara Khambata. Journal of International Banking Regulation, vol. 3 no. 1 (2001), p. 79-87. This essay evaluates the successes and failure of bank restructuring effort in Indonesia, and offers possible measures to repair or improve the banking industry. 32 Rebuilding the Indonesian Banking Sector: Economic Analysis of Bank Consolidation and Efficiency. Kimie Harada and Takatoshi Ito. JBICI Review, no. 12 (2005). This essay examines the soundness of the Indonesian banking sector, particularly during and after of the government-led bank consolidation after the financial crisis. It estimates a nonparametric frontier function and analyzes efficiency with a quantitative measure. 33 Financial Sector Crisis and Restructuring: Lessons from Asia. Carl-Johan Lindgren, Tomas Balino, Charles Enoch, Anne-Marie Gulde, Marc Quintyn and Leslie Teo. IMF Occasional Paper, no. 188 (2000). 103p. This paper reviews the policy responses of Indonesia, South Korea, and Thailand to the Asian crisis that erupted in 1997, and compares these actions of these three countries with those of Malaysia and the Philippines, which were buffeted by the crisis. The Indonesian Financial Reform after the Financial Crisis 34 Post-Crisis Economic Reform in Indonesia: Policy for Intervening in Ownership in Historical Perspective. Yuri Sato. IDE Research Paper, no. 4 (2003). 46p. This paper examines what structural changes have taken place in the banking and corporate sectors due to the reform policies in the post-crisis and post-Soeharto Indonesia. 35 Indonesias Crisis and Future Prospects. Ross H. McLeod. In Asian Contagion: the Causes and Consequences of a Financial Crisis. Edited by Karl D. Jackson. Boulder: Westview Press, 1999, p. 209-240. This essay outlines the main ingredients of microeconomic reforms and the IMFs menus in dealing with the Indonesian financial crisis. 36 Designing an Integrated Financial Supervisory Agency: Selected Lessons and Challenges for Indonesia. Reza Y. Siregar and William E. James. ASEAN Economic Bulletin, vol. 23 no. 1 (2006), p. 98-113. This paper draws essential lessons from the experiences of other countries to highlight a number of key challenges facing Indonesia in designing its integrated financial sector supervisory agency, especially in the early stages. 37 Indonesia: Reforming the Institutions of Financial Governance? Natasha Hamilton-Hart. In The Asian Financial Crisis and the Architecture of Global Finance. Edited by Gregory W. Noble and John Ravenhill. New York: Cambridge University Press, 2000, p. 108-131. This paper addresses regulatory failure that caused the financial crisis 1997-98 and identifies reform agenda, especially institutional reform, to improve the Indonesian financial system. 38 Indonesias New Deposit Guarantee Law. Ross H. McLeod. Bulletin of Indonesian Economic Studies, vol. 42 no. 1 (2006), p. 59-78. This essay addresses the main ingredients of the Law 24/2004 on deposit guarantee. This new law allows the phasing out of the blanket guarantee introduced in 1998 in response to the economic and banking crisis, but it also allows its reinstatement in the event of a threatened collapse of the banking system. Theoretical Issues 39 Bank Soundness and Macroeconomic Policy. Edited by Carl-Johan Lindgren, Gillian Garcia, and Matthew I. Saal. Washington, D.C.: IMF, 1996. 215p. This book develops a framework for bank soundness. Bank soundness is determined by operating environment and governance. Financial liberalization is expected to improve the operating environment of banking sector. Governance consists of internal governance that mainly related to ownership structure, and external governance that consists of market discipline by depositors-investors and regulatory and supervisory by the authority, usually central bank. 40 A Model of Balance of Payments Crises. Paul Krugman. Journal of Money, Credit, and Banking, vol. 11 no. 3 (1979), p. 311-325. This paper is widely recognized as the first-generation models of currency crises, theorizing that fundamentally inconsistent domestic policies lead an economy inexorably toward a currency crisis. This argument is supported by R.P. Flood and P.M. Garber, Collapsing Exchange Rate Regimes: Some Linear Examples, Journal of International Economics, Vol. 29 No. 1 (1984), p. 1-13. 41 Rational and Self-Fulfilling Balance of Payments Crises. Maurice Obsfeld. American Economic Review, vol. 76 no. 1 (1986), p. 72-81. This paper is widely recognized as the second-generation models of currency crises, theorizing that a currency crisis can occur even when macroeconomic policies are apparently consistent with a fixed exchange rate policy. These models show how a spontaneous speculative attack on a currency can cause a crisis, even if fiscal and monetary policies are consistent. 42 Financial Restraint: Towards a New Paradigm. Thomas Hellmann, Kevin Murdock, and Joseph Stiglitz. In The Role of Government in East Asian Economic Development, edited by M. Aoki, H. K. Kim, and M. Okuno Fujiwara. New York: Oxford University Press, 1997, p. 163-207. This paper examines a set of financial policies, called financial restraint, that address financial market stability and growth in an initial environment of low financial deepening. Unlike with financial repression, where the government extracts rents from the private sector, financial restraint calls for the government to 43 Credit Rationing in Markets with Imperfect Information. Joseph E. Stiglitz and Andrew Weiss. The American Economic Review, vol. 71 no. 3 (1981), p. 393-410. This essay develops a model why is credit rationed. It shows that in equilibrium a loan market may be characterized by credit rationing. Banks making loans are concerned about the interest rate they receive on the loan, and the riskiness of the loan. However, the interest rate a bank charges may itself affect the riskiness of the pool of loans by either sorting potential borrowers (the adverse selection effect), or affecting the actions of borrowers (the incentive effect). 44 Capital Flows, Credit Transmission and the Currency Crisis in Southeast Asia. Ramkishen S. Rajan and Iman Sugema. CIES-University of Adelaide Discussion Paper, No. 99/25 (1999). 26p. This paper presents an analytical framework to examine the interplay between banking sector, financial liberalization, and currency crisis; and applies it to the East Asian financial crisis case. Further discussion can be found at: Graham Bird and Ramkishen S. Rajan, Banks, Financial Liberalization, and Financial Crises in Emerging Markets, CIES-University of Adelaide Discussion Paper, No. 99/16 (1999). 45 Understanding Financial Crises: a Developing Country Perspective. Frederick Mishkin. NBER Working Paper, no. 5600 (1996). 65p. This paper explains the puzzle of how a developing economy can shift from a path of reasonable growth before a financial crisis, as in Mexico in 1994, to a sharp decline in economic activity after a crisis occurs. It does so by outlining an asymmetric information framework for analyzing banking and financial crises in developing countries. 46 Financial Liberalization, Prudential Supervision, and the Onset of Banking Crises. Ilan Noy. Emerging Markets Review, no. 5 (2004), p. 341-359. This paper examines what is perceived as one of the main culprits in the occurrence of banking crises: financial liberalization. Based on an empirical investigation of a panel-probit model using macro-economic, institutional, and political data, it concludes that an immediate impact of financial liberalization is the loss of monopoly power that destabilizes the financial industry. 47 Financial Liberalization and Financial Fragility. Demirguc-Kunt, Asli and Enrica Detragiache. IMF Working Paper, no. 98/83 (1998). 36p. This essay studies the empirical relationship between financial liberalization and banking crises in 53 countries during 1980-1995. The finding is that banking crises are more likely to occur in liberalized financial systems. 48 Bank Restructuring and Resolution. Edited by David S. Hoelscher. New York: Palgrave Macmillan, 2006. 391p. This book provides a thorough analysis on theoretical models of bank restructuring and resolution, such as benefits and cost of intervening in banking crises, bank closure options, global insolvency initiative, and options for asset management. It also presents some case-studies, including South Korea, Indonesia, Turkey and some transition economies. 49 Financial Crises, Contagion, and the Lender of Last Resort: a Reader. Edited by Charles Goodhart and Gerhard Illing. New York: Oxford University Press, 2002. 558p. This book assembles a selection of the best available studies in the issues of financial crises, contagion, and lender of last resort. Overall, this book provides comprehensive and authoritative coverage of the contending views on how the authorities might response to financial crises. 50 Stabilizing an Unstable Economy. Hyman Minsky. New Haven and London: Yale University Press, 1986. 353p. In this phenomenal book, Minsky develops Financial Instability Hypothesis (FIH), seeks to explain the endogenously fragile and unstable nature of capitalist economies by focusing on the financial structure of the economy. Like Keynes, Minsky rejects the theoretical assumption of neoclassical economics that natural forces propel the economy towards equilibrium and that government intervention is therefore unwarranted. On the contrary, he assigns an important role to big government and the lender of last resort to stabilize asset values and profitability in an environment characterized by inherent instability. 51 The Political Economy of Policy Reform. Edited by John Williamson. Washington, D.C.: Institute for International Economics, 1994. 601p. This book addresses these questions: what are the political conditions that make economic transformation possible? Did economic crises strengthen the hands of the reformers? Was the rapidity with which reforms were instituted crucial? Did the reformers have a honeymoon period in which to transform the economy? The authors answer these and other related questions, as well as providing first-hand accounts of the politically charged atmosphere surrounding reform efforts in their countries. 52 Political Economy of Policy Reform in Developing Countries. Anne O. Krueger. Cambridge: The MIT Press, 1993. 171p. In this book, Krueger analyzes the interaction of politics and economics in the experience with slow growth and debt crisis in terms of three major themes. The first is that politically determined policies have economic consequences that can and do change the political equilibrium that generated those policies. Second, the analysis of the political economy of economic policy determination in developed countries can only be undertaken on the basis of assumptions about the nature of government. Third, that neither economic policies nor governments can be looked at as enduring phenomena. Both the nature of the government and the economic policies can be changed according to the political and economic responses one sets off in the other, resulting in various types of policy cycles that need to be better understood. 53 The Political Economy of Reform. Edited by Federico Sturzenegger and Mariano Tommasi. Cambridge: The MIT Press, 1998. 380p. This book is organized around three basic questions: first, why do reforms take place. Second, how are reforms implemented? And third, which candidates are most likely to undertake reforms? To answer these questions, the authors propose formal models raised by the recent reform experience of many Latin American and eastern European countries. They apply common standard of analytical rigor to the study of economic and political behavior, assuming political agents to be rational and forward-looking, with expectations consistent with the properties of the underlying model.

Civil War Essay - 1149 Words

In the 1850’s the United States was not so United. There had been many internal problems, that were tearing the entire country apart. Issues such as slavery, and power of the states were coming between the country. The south and north had been arguing about the issue of slavery for a very long time. The North was against it. They had set out to abolish it. But the south was growing very rich off it. It was cheap labor. Al the slave owners had to pay for was room and board, which was cheaper then paying salaries. Since the industrial revolution and the invention of things like the Cotton Gin the south had become a large producer of all things cotton. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;The production of cotton was†¦show more content†¦Davis sat on the United States Senate. He resigned when his state left the union to support the south. He was not in favor of Lincoln becoming President. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;Fort Sumter was a United States military base located in South Carolina. Because the South had left the union they felt it should be abandoned. The south felt it did not belong there since they were their own separate country and the fort was still under union control. Davis had been threatening to attack the fort for a long period of time but waited for Lincoln to enter office. Major Robert Anderson was in command of the union army at the time. He repeatedly refused to give in to Davis’s demands. Anderson moved troops to the fort to protect it. He tried to have supplies shipped to the fort. As they were about to arrive the ships were fired upon. They then withdrew. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;As soon as Lincoln entered office he had to make a decision. The troops at the fort were running low on food. They had not received the supplies and were at risk of being starved out. Lincoln had to decide what to do. Should he send them food and risk of another attack, or pull the troops out and let the south have the fort. He knew risking another attack would most likely start a war. Davis demanded that the confederate troops take the fort. He was not going to let the north get anything from him.Show MoreRelatedThe War Of The Civil War921 Words   |  4 PagesThere are no doubts that acts of war can have a negative impact on the individuals involved. There are countless stories of the soldiers’ experiences in the war, and how it affected their lives, families, and attitudes. However, there is a large demographic that is hardly accounted for: children, specifically during the Civil War era. Understanding the children that lived in the time of the Civil War is important because it affected their future careers, shaped their attitudes towards race, and affectedRead MoreThe War Of The Civil War964 Words   |  4 Pageswasn’t one sole cause of the Civil War but there were many events that took the country to war and put brother against brother and states against states. Abraham Lincoln wanted to preserve the union and that could only be attained by civil war. Slavery which was an underlying cause for the war played its role in the division that divided the North against the South. Ultimately the preservation of the union, slavery and the consequences and conflicts leading to the Civil War all rested on President Lincoln’sRead MoreThe War Of The Civil War1522 Words   |  7 PagesCosts The war produced about 1,030,000 casualties, including about 620,000 soldier deaths—two-thirds by disease, and 50,000 civilians. The war accounted for roughly as many American deaths as all American deaths in other U.S. wars combined. Based on 1860 census figures, 8% of all white males aged 13 to 43 died in the war, including 6% in the North and 18% in the South. Union army dead, amounting to 15% of the over two million who served, was broken down as follows: Notably, their mortality rateRead MoreThe War Of The Civil War777 Words   |  4 PagesThe widespread violence that turned into the Civil War began with the election of 1860. Abraham Lincoln won the election of 1860 without a single vote from the states below the Ohio River. South Carolina was the first state to respond to Lincoln’s election. On December 20, 1680, South Carolina seceded from the Union. South Carolina was the first of the â€Å"Original Seven† who seceded from the Union, including Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas. This became known as â€Å"secessionRead MoreThe War Of The Civil War1039 Words   |  5 PagesThe civil war is by far the bloodiest war in American history. In the four deadly years of war, over six-hundred thousand Americans were killed. Many disputes that led to the civil war. These conflicts started under Presiden t James Buchanan who was a Democrat elected in the election of 1856. The issue of slavery, states’ rights, the abolitionist movement, the Southern secession, the raid on Harper’s Ferry, the election of Abraham Lincoln all contributed to the start of the civil war. The civil warRead MoreThe War Of The Civil War Essay1444 Words   |  6 PagesThe story of this outlaw originated during the Civil War years, April 12,1861-May 9, 1865. The War were the rich sat and watched, while the poor died. A War that wanted to keep black people as slaves permanently by the South (Confederates). Newton Knight quickly grew unhappy with the situation that the people of Jones County, where he was originally from were in. He also did not approved of slavery at all. Newt was the Outlaw who freed Jones County s people, whites and blacks alike when they mostRead MoreThe War Of The Civil War1284 Words   |  6 PagesEnglish 30 January 2015 The Civil War There are many facts most people generally do not know about the Civil War, so much research is needed to improve one’s knowledge about the Civil War. Authors such as: Robert G. Lambert, Rustle B. Olwell, and Kay A. Chick were all helpful in this research. Many people think that everyone on the Union side of the war believed that blacks should be equal to whites. Most people also think that everyone on the Confederate side of the war believed in slavery. SomeRead MoreThe War Of The Civil War1723 Words   |  7 PagesThe Civil War is by far the bloodiest war in American history. In the four deadly years of war, over six-hundred thousand Americans were killed. Many disputes that led to the civil war. These conflicts started even before the presidency of James Buchanan, who was a Democrat elected in the election of 1856. The issue of slavery, states’ rights, the abolitionist movement, the Southern secession, the raid on Harper’s Ferry, the election of Abraham Linc oln all contributed to the start of the Civil WarRead MoreThe War Of The Civil War Essay944 Words   |  4 Pages The War of Succession, universally known as the Civil War, was a war unlike any other. According to the Civil War Trust, â€Å" it was the most immensely colossal and most destructive conflict in the Western world between the cessation of the Napoleonic Wars in 1815 and the onset of World War I in 1914.† It commenced when the Confederate army assailed Fort Sumter on April 12, 1861. The Civil War was a rigorously catastrophic event for both the North and the South. About 360,000 of the Union’s men wereRead MoreThe War Of The Civil War1704 Words   |  7 Pagesof thousands of Americans volunteered to fight in the Civil War, also known as the First Modern War. The main causes of this war were the economic and social differences between the North and the South. These differences led to other fundamental issues such as slavery and its abolition. In addition to that as the war was coming to its end, federal authorities found themselves presiding over the transition from sla very to freedom.After the war, there was a 12-year period best known as the Reconstruction

Choice for Doctoral Studies

Question: What is the difference between a DNP and a PhD in nursing? Which of these would you choose to pursue if you decide to continue your education to the doctoral level? Answer: Basic Difference between DNP and PhD in Nursing While looking for an advanced doctoral level study in the nursing field, the students find two options- DNP and PhD. Both are terminal nursing degrees, but with different scopes. DNP is the practical studies and career wise the student will become a nursing practice scholar for clinical and administrative field of medical field in the future. It deals with the actual translation of the evidence to practice. It focuses on the transformation of health care and advances specialty and leadership in the field. In PhD- the focus is in the field of research and academics in nursing. It works towards the preparation of nurse scientists to work on the research of new methods and technology for a specific problem. The PhD graduates trained to lead the interdisciplinary research works and conduct the studies addressing specific chronic illness or care system (Bednash, Breslin, Kirschling Rosseter, 2014). Personal Choice I would go for the DNP as I am more inclined towards the practical use of my degree. Moreover, the DNP will give me better exposure to both research and practice. I wish to work in the field so DNP is a better choice according to me. Personally, I am more inclined towards the administrative and practical nature of Nursing and feel that this way I can help people better. References Beverly, C. (2014). Changing Health Care Environment: Getting Beyond the PhD Versus DNP Discussion. Journal Of Professional Nursing, 30(2), 101-102. Bednash, G., Breslin, E., Kirschling, J., Rosseter, R. (2014). PhD or DNP: Planning for Doctoral Nursing Education. Nursing Science Quarterly, 27(4), 296-301.

What Was the Nazis Ideology in 1933 free essay sample

During the year 1933 delivered many speeches which were the key elements in Nazi Ideology, Including the power of the will, Struggle Violence and war, Social Darwinism and the master race, people’s community, National Socialism and anti democracy and a belief in dictatorship. All contributed to the Nazi’s Ideology. Nevertheless part of the Nazi’s appeal was based on their constant repetition of a number of simplistic ideas which found a receptive audience among many section of German society. But during the Ideology, one of the Nazi party’s main leading ideologists was Alfred Rosenberg; he was the writer of many nationalistic, anti-Semitic pamphlets. His writings included the 1930 book The Myth of the Twentieth Century which declared the existence of two opposing races: the Aryan race, creator of all values and culture, and the Jewish race, the agent of cultural corruption a viewpoint taken literally by Hitler and the Nazi. We will write a custom essay sample on What Was the Nazis Ideology in 1933? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He also fed Hitler ideas about the inferiority of Jews, which ultimately led to Hitler declaring that Germans represented a superior, Aryan Race. The Power of the will was key element in the Nazi’s ideology; because it presented them and Hitler as being a force for change in Germany. Power, strength and determination to succeed were qualities which Nazi propaganda claimed were personified by Hitler. The group of the Nazi’s and they movement which they led, presented an image of discipline, unity and coordination which would eliminate all opponents aside Struggle, Violence and War were at the heart of Nazi’s thinking and one of their actions. He claimed scientific justifications for his views on struggle and conflict. He thought struggle and conflict between races was necessary, part of the natural order of things. War he believed was inevitable because it promotes the strongest survivor and the weaker die out, which means the strongest can reconstruct German Society and to create a new German Reich. Coming on to Social Darwinism and the master race was the believe Hitler saw humanity as consisting of a hierarchy of races, with races such as the Jews, black people and Slavs being inferior races, while the Herrenvolk (master race) were the Aryan people of northern Europe. The Aryans were people with following (White people with Whine skin, blonde/brown/red hair, and blue/green/hazel eyes) were the master race. All the inferior races (Jews, blacks etc. ) must be killed as part of natural selection so the strongest survives. This is pretty much based on Darwins theory. He believed struggles between the races over resources were inevitable and that it was the destiny of the Aryans to rule over the inferior races. It was vital for them to maintain their racial purity; intermarriage and the mixing of the races would undermine the Aryans by polluting their blood with the Inferior races was the Racist idea of Hitler which was bought up in 1933. The Concept of People’s Community was Hitler’s believe that, Only Aryans could be citizens of the state; all the others were to be denied the rights of citizenship and the benefits that accrued from it and would be treated as mere ‘subjects’ of the state. Within the ‘real community of the people’ there would be no social classes and all Germans would have equal chances to find their own level in society. All would work together for the well being of the nation, demonstrating their commitment to common ‘German Values’, and in return would benefit from the access to employment and to welfare benefits. The Nazi’s thus aimed for a cultural and social revolution in Germany. The objective was to create a ‘new man’ and a ‘new woman’, individuals who would have awareness of the importance of race and soil, the strength of character to work unselfishly for the common good, and the willingness to follow the leadership in the pursuit of their aims. Yet this revolutionary ideology was essentially reactionary and backward looking. But yet The Nazis were very socialist and pro-community, they provided free healthcare, cheap transportation, worker rights etc. and were against a free market capitalism. As of a National Socialism, the Nazis adopted the title ‘National Socialist German Workers Party’ in an attempt to gain working-class support, but at the same time to differentiate themselves from the international socialism of the Communist Party. Increasingly after 1929 Hitler sought the support of wealthy businessman such as Hugenberg and Thyssen and was at pains to reassure them that a Nazi government would not threaten their interests. Hitler uses the word Socialism loosely in a way that might appeal to working-class voters. And lastly the ideology of Anti-Democracy and a belief in dictatorship concentrates on Hitler being set out to destroy the Weimar Republic because it was a parliamentary democracy, a system which he viewed as weak and ineffective and entirely at odds with Germany’s traditions of strong, authoritarian government. He also believed that parliamentary democracy encouraged the growth of communism, an even greater evil. Weimar democracy, established at the end of the First World War, was regarded by the Nazis as being based on a betrayal, in which the ‘November Criminals’ had stabbed the Germany army in the back. So to conclude The Nazis introduced many ideologies for the well being of Germany and their people. Their ideology was a perfect world. They thought that if you demolished all of the undesirables and the inferior people, there would remain perfection. This led to the killing of many Jews, and to the start of WWII. Most ideologies were accepted and respected such as the concept of people’s community where as some did get accepted but not respected such as Social Darwinism which separates the inferior races from Germany.

Free sample - Modern religious faiths characteristics. translation missing

Modern religious faiths characteristics. Modern religious faiths characteristicsModern religious faiths characteristics Today, millions of people worship various religions around the globe. Two of the major religions in the world are Hinduism and Judaism and they have coexisted for very many years. Whereas they are similar in the way they set their morals and rules, they differ in their believes on the afterlife and on where they started from. While the Jews believe of the heaven as their afterlife, Hindus have a belief that one is reincarnated until he/she reaches the Brahma. Jews have a belief that if one did right in everything while on earth, then they shall expend the eternity in Heaven with their God. Bhaskarananda, 1994 argues that Hindus have believed in Karma which is the faith that if you do good things, then excellent things shall come about to you and vice versa. When one dies in Hinduism, he/she reaches the Brahma where the hurting cycle of rebirth is lastly ended. In Judaism one is supposed to lead a good life and to be kind to each and everyone. If one attains success at this, he/she will lead the whole of eternity in heaven with God. The Jews, adore only one god, who they trust to be the one and only creator and the ruler. Hindus endorse and believe in the Caste System, which is interrelated with their view on reincarnation. Jews necessarily lack this system because they do not characteristically concur with the thought of reincarnation, despite the fact that there are a few, the structure does not subsist as a major thing to this religion. Jews do not have an exact method of steady body discipline, to remain on the unchanged focus as their god, they do something to some extent the same. This is how they pray their God. For Hindus, Yoga is practiced, which is intended to bring their bodies and their souls on the same level and conveys them nearer to the Ultimate Being. According to Hinduism, remaining pure in life and keeping a good karma, as a result of their good dealings on earth is the key to staying a good life. Those who live both socially and morally pure, they get to have their way upwards the Caste System in their after that incarnation. After some reincarnations, the Hindus may accomplish their ultimate goal, which is to achieve faultless peace of mind, and to be one with Brahma. This happens when they have gone through a life having done no mistakes, and have been â€Å"perfect† in essence. In Judaism an individual endeavors to relate well with their god. Throughout their single life that they go through, they have a trust in God, â€Å"both love him, and reverently fear him† (Louis, 2007. Pg 511), and to establish a close relationship with him. This is their supreme objective. When they achieve such, â€Å"They will be rewarded by God, the messiah will come, and the dead will be resurrected† (Louis, 2007. Pg 511). T he religions most likely wanted its faction to believe in these, for the reason that it gave them something to look ahead to, and it presented them with grounds to be good throughout their life. According to Robert in his anthology of world scriptures, the Hindus have a somewhat unique view on death. Someone who dies, if they are not yet entirely pure, they are reincarnated into another incarnation. This helps them continue their path to ultimate peace and unification with the Ultimate Being (Bhaskarananda, 1994). If a Hindu has no black marks on his soul, and is absolutely pure, they may find this ultimate peace and unification. Their soul will no longer remain in a human body/vessel, but will be one with Brahma. The Jewish view on death is that it’s not something to grieve over, because it is all part of Gods plan, so their time of death, even if it may seem untimely, was planned, and timed perfectly. If the person led a good life, they can look forward to a nice afterlife, similar to the Christian Heaven, but not exactly the same. As they all know that a good person is going to a good place when they die, the death of another is not typically a sad occasion, but th ere may be grieving, in which there is a set process so a mourner can slowly return to a normal life. So after looking at both Hinduism and Judaism, which are some of our oldest popular religions, we can conclude that they are both indeed different. They differ a lot in some of the greater points, such as their 3 main focuses of their religion, their goal of life, and their views on death and dying. As we saw though, these could be somewhat similar in that their goal of life was closely intertwined with their views of death and dying. Though, they are typically different, otherwise. This shows that the religions, Hinduism and Judaism, are some of the most differing religions, as well as some of the most ancient. Robert in his anthology of world scriptures informs that Hinduism was started in India while Judaism started in Israel many years later. The Aryans were the first of the Indian people to establish the Vedas which formed the foundations of the Hindu as a religion. Every law that followed as well as the moral standards of Hinduism was founded off of the Vedas. In Israel just about 3000 B.C.E. people started worshiping God, and live according to the teachings of Moses. Torah, their holy book, comprised of various writings that were supposedly prepared by Moses throughout his 950 year life. These books have teachings about the same moral standards such as; don’t kill, steal, or commit adultery. Most probably, these religions started off where and in the way they did, for the reason that the governments required a way to maintain their people in line, so they came up with these standards and rules by which people could live by. While these two religions differ in some way, they have some similarities like in how they have some particular rules that must be obeyed by their followers who must do so to get to Nirvana. Each of these religions has got guild lines that state what one should do to appease their gods or God and how to be a good person. All of these rules and guild lines have been put down in their holy books; the Vedas and the Torah. These religions most probably had rule books to ensure that the people went by the accurate path and carried out the correct things in life so as to get to a happy and eternal afterlife. Judaism and Hinduism have several differences based on their origins and on their ideas of an afterlife, but they also have some similarities in the way they share laid down regulations that their faction ought to live by. These two religions have got a massive impact on the contemporary, for the reason that they are still put into practice by millions of people across the globe. They educate people how to lead truthful life, and how to be good to other people while they live on Earth. All interviews were done in person with two active members of Judaism and Hinduism. The chosen members are all youthful followers of the two religions respectively. The Hindu is a young man of age 24 years, single, staunch follower of Hinduism as a religion and studying in an American university. Here below are the questions I asked and responses from the young man: 1) What is your religious denomination? Well, I am a part of the Hinduism religion. 2) For how long have you practiced Hinduism? I was born into Hinduism as I was born in India. 3) State three tenets of your religion? The three I can think of off the top of my head is Brahmin, Brahna, and Reincarnation. 4) Who was the founding father Hinduism? The founder of my religion is not known and even the date it started is also not known. 5) What do you love about your religion? I love the fact that my religion is very old. The Orthodox Judaism is a university male student, 23years of age, single, and not a strong follower of Orthodox Judaism as a religion. My face-to-face interview with him ensued into the following discussion: 1) What is your religious denomination? Well, I am an Orthodox Judaism. 2) What is the difference between Christianity and Judaism? In Christianity Jesus is worshiped as the messiah, while Judaism doesn't. Also, Judaism believes in the Old Testament while Christianity believes in the New Testament. 3) Do you people believe that Jesus really existed or do you believe that his being was fictionalized? Our belief is that Jesus existed. In fact, Jesus was a Jew himself! 4) You just decide not to worship him? There is no reason for us to worship Jesus, who is just another man. Actually we are taught that he wasn’t such a good man. 5) So what you mean is that Mary the virgin was not actually a virgin? Hehe! Hehe, that’s not what I was getting to. I really know little about Jesus, but I know of him to do very un-Jew-like dealings. I don’t want to offend you man, so I am avoiding getting into so much detail about Jesus. Works cited: Bhaskarananda, Swami. â€Å"The Essentials of Hinduism: a comprehensive overview of the world's oldest religion† Seattle, WA: Viveka Press, 1994. Louis. "Judaism." In Fred Skolnik. Encyclopaedia Judaica. 11 (2d Ed.). Farmington Hills,  Ã‚  Ã‚  Ã‚  Ã‚   Mich.: Thomson Gale.2007, p. 511. Mary Pat Fisher, Living Religion 7TH edition Robert E. Van Voorst, Anthology of World Scriptures 8th Edition Jacobs,

Bombings essays

Bombings essays It was a typical day for me on Tuesday the 11th. I woke up like it was any other day and went through my usual routine to get ready for school. It wasnt till I arrived at the Delta parking lot and turned off my CD player that I found out about the World Trade Center. I was running a little late for music class, but decided to quickly tune into the radio to check the weather. That was the first I heard of what happened to the twin towers. However, I really didnt get the full story until I got to class, where the teacher briefly talked to us about that mornings incredible event. From that day on, I knew the American way of life would change. In the following weeks after the terrorist attacks, thanks to newspapers and the news on television, I saw how all of America got together. Everyone started to show his or her patriotism and unity. Everyone across the United States went out and purchased an American flag. Many people also gave blood for the victims in New York. Others donated clothes, food, and supplies. However, the thing that surprised me was how everyone came together and raised money. I mean its surprising how much we, as a country, can do if we all put our minds together and focus on a certain goal or have the same motivation driving us, for example the attack. When I seriously think about it, it is disappointing to see that we only get together and show how united we are when something goes wrong. I mean why cant we have flags flying high everyday or always donate money to help the needy. I think we dont do that because its boring to the Americans. I really feel that Americans have short attention spans and that they dont really like doing the same thing repeatedly. I feel that all the flag flying, donating of money and unity showing will all end just as quickly as it started. The attacks brought change in many ways, but some things remain the say. ...

Black in latin america Essay Example | Topics and Well Written Essays - 250 words

Black in latin america - Essay Example The Haitians, on one side openly acknowledges their African heritage and respects it. This respect has led to their openly defending their being related to the Africans, a defence they have paid an agonizing price for. The Dominicans, on the other hand, is a multiracial society that tries to identify with the whites. They shun their African heritage and roots and openly embrace European identities mainly Hispanic. Being a multiracial, the Dominicans have always tried to push the African heritage to the background in the name of national identity. This has its origin in 1844 when the country became free from the Haitians, at this time, and anything associated with Haiti especially creole, statues and the African pride was considered low and inferior. It is also notable from the movie that there has emerged a new group in Dominica still identifying itself with their black ancestors. The situation in Haiti is exactly the opposite. They embrace their African heritage to the extent that even their heroes’ statues are almost all black. The music and arts in Haiti and even the culture and language have deep African roots, and the people are proud of their heritage. I terms of religion, the Haitians have besides the Roman Catholic, the voodoo, a religion that combines both catholic and African influences. Although in the same island, the two countries are depicted in the movie as having differ ing attitudes towards their common African

Foreign Bonds Essay Example | Topics and Well Written Essays - 1000 words

Foreign Bonds - Essay Example Foreign Bonds Introduction to Foreign Bonds â€Å"Foreign bonds are a debt security issued by a borrower from outside the country in whose currency the bond is denominated and in which the bond is sold† (Scott 2003). Whatever country the bonds come from, they fall into either of two classes: government bonds and corporate bonds (Brigham & Eharhardt 2009). The former is supported by the issuing governments and their agencies. For example, a bond denominated in Philippine peso that is issued by the government of the United Sates is a foreign bond. Bonds that are partially backed by the U.S. government are called â€Å"Brady bonds† after Nicholas Brady, former treasury secretary under the administration of presidents Reagan and Bush (Brigham & Ehrhardt 2009). Corporate bonds, on the other are issued by foreign or multinational corporations (MNCs) (Madura 2006). For instance, Sharp Corporation (a Japanese firm) may need U.S. dollars to finance the operations of its holdings in the United States. If it decides to raise the needed capital in the United States, then the bond would be financed by a group of U.S. investment bankers, denominated in U.S. dollars, and sold to U.S. investors in accordance with SEC and applicable state regulations. The bond is no different from those issued by equivalent U.S. corporations except for its foreign origin, thus making it a foreign bond. Alternatively, if Sharp Corporation issued bonds in the Philippines that were denominated in pesos then they would also be considered as foreign bonds. â€Å"Foreign bond issues carry prefixes that indicate the country in which the offering is made† (Shailaja 2008). If Sharp Corporation would make a U.S. dollar denominated bond issue in the U.S. capital market, it is making an issue of Yankee bonds. Similarly a Samurai bond is a yen denominated bond issue made by a foreign borrower in the Japanese capital market to Japanese investors. A Bulldog bond is a pound sterling denomi nated bond issue made by a foreign borrower in the British capital market to British investors. Foreign bonds may be subject to withholding tax. â€Å"This is a tax levied by the country to which the foreign borrower belongs, on interest payments made to foreign bondholders† (Shailaja 2008). Suppose Sharp Corporation makes a Yankee bond issue and the Japanese tax law stipulates that a 15% withholding tax must be levied on interest payments made by Sharp Corporation to the bond holder. If the face value of each bond is $100 and the fixed coupon rate is 10%, the interest receivable by a bondholder is $10. But with the 15% withholding tax, he receives only $8.5—that is, $10 less 15%. The Reason Foreign Bonds Exist â€Å"Foreign bonds are designed to cater to the investment needs of the target market† (Shailaja 2008). They have certain attributes that appeal to investors in the capital market where they are tendered. Foreign firms or multinational corporations that aspire to expand their business portfolios choose to issue bonds in several foreign countries. This is also one strategy to obtain support from the government of each foreign country that they plan to do business with. Issuers understand that they may be able to attract a stronger demand by offering their bonds in a particular foreign country rather than in their home country (Madura 2008). Some countries have a limited investor base, so companies in those countries seek financing overseas (Madura 2008). Also

How duration affects the rate of electrolysis in a Voltaic Cell Essay Example for Free

How duration affects the rate of electrolysis in a Voltaic Cell Essay Design and Conduct an experiment to investigate the effect of ONE FACTOR on redox reactions. Introduction:- The two main components of redox reactions are reduction and oxidation. Reduction is a gain in electrons and the decrease in oxidation number whereas oxidation is the loss of electrons and the increase in oxidation number. Voltaic cells, also known as galvanic cells generate their own electricity. The redox reaction in a Voltaic cell is a spontaneous reaction. For this reason, voltaic cells are commonly used as batteries. Voltaic cell reactions supply energy which is used to perform work. The energy is harnessed by situating the oxidation and reduction reactions in separate containers, joined by an apparatus (known as the salt bridge which primarily completes a circuit and maintains electrical neutrality) that allows electrons to flow. The functions of a voltaic cell are quite simple. There happens to be an anode and a cathode. The positive ions go the negative electrode (anode) whereas the negative ions go to the positive electrode (cathode). Electrons always flow from the anode (where oxidation takes place) to the cathode (where reduction takes place). Electrons flow across wires whereas ions flow across the electrolyte and the salt bridge. Aim:- The objective of this experiment is to see how the time affects the mass of the zinc electrode (anode) and the copper electrode (cathode) in a voltaic cell. Variables:- Variable Type of variable How it will be controlled Time (s) Independent (The one you change) Values from 5 to 35 minutes will be used Mass of anode cathode (g) Dependent (The one you measure) Electrodes will be measured after each time interval Current (A) Controlled Measure the current with the help on an ammeter Initial mass of cathode and anode (g) Controlled Weigh out the electrodes using top pan balance from the beginning of the experiment Charge on ion Controlled Use the same solution for all the trials. The charge on the copper ion should be 2+ since the copper 2+ is being converted to copper metal. The charge on the zinc ion should be 0 because Zn is being converted to Zn 2+ Concentration of electrolyte Controlled Use the same solution for all the trials. The solution primarily should be 1 mol dm-3 (just like standard conditions) Area of electrodes (cm2) Controlled Measure the electrodes to ensure they have the same dimensions (92.5cm). Use the same electrodes for all the trials. Volume of electrolyte (cm3) Controlled Use a measuring cylinder to measure out the electrolytes volume Atmosphere which we are working under Controlled Primarily we are working under standard room temperature of 298 K Apparatus:- * 122.5cm2 copper electrode * 122.5cm2 zinc electrode * 100cm3 1mol dm-3 Zinc sulphate solution * 100cm3 1mol dm-3 copper (II) sulphate solution * Filter paper (required to create a salt bridge) * 100cm3 of potassium nitrate solution (the spectator ion which I will require for creating the salt bridge which will complete the circuit and maintain electrical neutrality) * 2x200cm3 beakers * Stopwatch (à ¯Ã‚ ¿Ã‚ ½0.01s) * 1x100cm3 measuring cylinder (à ¯Ã‚ ¿Ã‚ ½1.0cm3) * Voltmeter * 2 connecting wires * Top pan balance (à ¯Ã‚ ¿Ã‚ ½0.01g) Method:- 1) Set up the voltaic cell. Use a measuring cylinder to measure out 100cm3 of copper sulphate solution. Pour it into the 200 cmà ¯Ã‚ ¿Ã‚ ½ beaker. 2) Next do the same for zinc sulphate. Use a measuring cylinder to help measure out 100cm3 of zinc sulphate solution. Pour it into a different 200 cmà ¯Ã‚ ¿Ã‚ ½ beaker. 3) Weigh the masses of the electrodes separately using a top pan balance. Record the initial masses. 4) Connect the wires to the outlets in the zinc and copper electrode. Place them in the corresponding outlets of the voltmeter. 5) After that we cut out some filter paper and dip that into our spectator ion (potassium nitrate) in order to build a salt bridge. The salt bridge will primarily complete the circuit, allow flow of ions and maintain electrical neutrality. The salt bridge will be placed in such a way that the ends of the salt bridge will be touching separate solutions of zinc sulphate and copper sulphate. The overall circuit should resemble the diagram in Figure.1. 6) Place the zinc electrode into the beaker with the zinc sulphate solution and the copper electrode into the beaker with the copper sulphate solution and at the same time, start the stopwatch. Keep the stopwatch running until 200 seconds elapse. *Note- we will be recording the time every 5 minutes because 1 or 2 minutes simply isnt enough for the change to take place 7) Take the cathode out of the solution and measure its mass (remember, before doing so, shake it a couple of times in order to remove any moisture). Record the mass. Do the same for the zinc electrode 8) Place the electrodes into their respective solutions once again and start timing. Repeat steps 5 to 6 9) Repeat the same steps until we get mass readings for up to 60 minutes of experimenting. Data Collection and Processing Raw data:- Initial mass of anode (zinc electrode): 31.29 à ¯Ã‚ ¿Ã‚ ½0.01g Initial mass of cathode (copper electrode): 32.05 à ¯Ã‚ ¿Ã‚ ½0.01g Table 1 Mass of anode and cathode obtained from different time intervals Duration of electrolysis (à ¯Ã‚ ¿Ã‚ ½0.21s) Mass of anode (zinc electrode) (à ¯Ã‚ ¿Ã‚ ½0.01g) Mass of cathode (copper electrode) (à ¯Ã‚ ¿Ã‚ ½0.01g) 300.00 (5 minutes) 31.27 32.08 600.00 (10 minutes) 31.14 32.16 900.00 (15 minutes) 31.08 32.27 1200.00 (20 minutes) 31.00 32.42 1500.00 (25 minutes) 30.83 32.49 1800.00 (30 minutes) 30.61 32.80 2100.00 (35 minutes) 30.25 33.08 Qualitative observations:- We can see that the copper is deposited at the cathode where the cathode begins to get more pink/ brownish colour. Blue colour of copper sulphate solution begins to get paler. Zinc electrode begins to corrode a bit. Most corrosion can be observed at 35 minutes time interval. Note* Uncertainties: The average reaction time was à ¯Ã‚ ¿Ã‚ ½0.5s even though it did alter from interval to interval. Note that there is also a à ¯Ã‚ ¿Ã‚ ½0.01s time uncertainty in the stopwatch itself. The uncertainty for mass is inscribed on the top pan balance as well. Data Processing: We must now calculate the mass changes which have taken place due to experimenting with different time intervals. (Different time intervals would result in a different mass change) This can be calculated simply by doing the following: Mass change = final mass initial mass Due note however that this formula can only be used for calculating the mass change taking place at the cathode (copper electrode where reduction takes place). This is because copper 2+ is being converted to copper metal and is being deposited at the cathode. Obviously this would result in a mass gain at the cathode. Therefore, it would be better for us to use the formula Mass change = final mass initial mass so that it gives us a positive value for the mass change taking place at the cathode. Example 1 Mass change = final mass initial mass = 32.08 32.05 = 0.03g Example 2 Now to calculate the mass change taking place at the anode (zinc electrode), we use the following formula, Mass change = initial mass- final mass. In this case we use this formula because we know that the zinc is being oxidized to zinc 2+ leading the zinc electrode to corrode. This therefore results in a decrease in mass of the anode (zinc electrode). Thus, it would be better for us to use the formula Mass change = initial mass final mass so that it gives us a positive value for the mass change taking place at the anode. Mass change = initial mass final mass = 31.29 31.27 = 0.02 Table 2 -Mass changes of anode and cathode for each time interval Time (à ¯Ã‚ ¿Ã‚ ½0.21s) Mass change of Anode (Zinc electrode)(à ¯Ã‚ ¿Ã‚ ½0.01g) Mass change of cathode (copper electrode) (à ¯Ã‚ ¿Ã‚ ½0.01g) 300.00 (5 minutes) 0.02 0.03 600.00 (10 minutes) 0.15 0.11 900.00 (15 minutes) 0.21 0.22 1200.00 (20 minutes) 0.29 0.37 1500.00 (25 minutes) 0.46 0.44 1800.00 (30 minutes) 0.68 0.75 2100.00 (35 minutes) 1.04 1.03 Graph 1:- Graph 2:- To derive the equation for the two separate reactions, the number of electrons gained or lost during the process has to be deduced. The mass change per minute can be deduced from the gradient. Therefore we first calculate the gradient of graph 1 (mass changes for zinc electrode). For calculating the gradient, find two points which perfectly fits in the grid. In this case, the points (0.04. 100) and (0.08, 200) Gradient= (Y2 Y1) à ¯Ã‚ ¿Ã‚ ½ (X2 X1) = (0.08- 0.04) à ¯Ã‚ ¿Ã‚ ½ (200 100) = (0.04) à ¯Ã‚ ¿Ã‚ ½ (100) = 0.0004 Therefore, the gradient of the first graph is 0.0002. So the mass change per minute for the anode is 0.0004. Next, we calculate the gradient of graph 2 (mass changes for copper electrode). To find the gradient, we work with the points (0.20. 500) and (0.24, 700) Gradient= (Y2 Y1) à ¯Ã‚ ¿Ã‚ ½ (X2 X1) = (700 500) à ¯Ã‚ ¿Ã‚ ½ (0.24- 0.20) = (200) à ¯Ã‚ ¿Ã‚ ½ (0.04) = 0.0002 Therefore, the gradient of the first graph is 0.0002. So the mass change per minute for the cathode is 0.0002. The uncertainties also need to be propagated through the summation of the fractional uncertainties. Uncertainties regarding zinc electrode:- Fractional uncertainty of mass = absolute uncertainty à ¯Ã‚ ¿Ã‚ ½ actual value = 0.01 à ¯Ã‚ ¿Ã‚ ½ 0.02 = 0.500 Fractional uncertainty of time = absolute uncertainty à ¯Ã‚ ¿Ã‚ ½ actual value = 0.21 à ¯Ã‚ ¿Ã‚ ½ 300 = 0.0007 = 0.001 Total uncertainty = 0.001 + 0.500 = 0.501 to 3 decimal places Therefore the rate of change is 0.004 à ¯Ã‚ ¿Ã‚ ½ 0.501 g/s Table 3 Rate of change for each time interval for anode (zinc electrode) Time (à ¯Ã‚ ¿Ã‚ ½0.21s) Rate of change of anode (zinc electrode) (g/s) 60.00 0.004à ¯Ã‚ ¿Ã‚ ½0.501 120.00 0.004à ¯Ã‚ ¿Ã‚ ½0.067 180.00 0.004à ¯Ã‚ ¿Ã‚ ½0.048 240.00 0.004à ¯Ã‚ ¿Ã‚ ½0.035 300.00 0.004à ¯Ã‚ ¿Ã‚ ½0.022 360.00 0.004à ¯Ã‚ ¿Ã‚ ½0.015 420.00 0.004à ¯Ã‚ ¿Ã‚ ½0.001 To calculate the number of electrons in zinc electrode, the following equation may be used:- Number of electrons = molar mass à ¯Ã‚ ¿Ã‚ ½ mass of electrode (mass of one of the samples) = 65.37 à ¯Ã‚ ¿Ã‚ ½ 31.27 = 2.09 Therefore, this would be the half-equation which would occur at the cathode: Zn Zn2.09+ + 2.09e- Due to the loss in a bit more electrons compared to the theoretical formula, it would be a stronger reducing agent therefore the electrode potential would be lower (more negative) than that of the original value. Nevertheless, the electrode potential cannot be determined. Uncertainties regarding copper electrode:- Fractional uncertainty of mass = absolute uncertainty à ¯Ã‚ ¿Ã‚ ½ actual value = 0.01 à ¯Ã‚ ¿Ã‚ ½ 0.03 = 0.333 Fractional uncertainty of time = absolute uncertainty à ¯Ã‚ ¿Ã‚ ½ actual value = 0.21 à ¯Ã‚ ¿Ã‚ ½ 300 = 0.0007 = 0.001 Total uncertainty = 0.001 + 0.333= 0.334 to 3 decimal places Therefore the rate of change is 0.002 à ¯Ã‚ ¿Ã‚ ½ 0.334 g/s Table 3 Rate of change for each time interval for cathode (copper electrode) Time (à ¯Ã‚ ¿Ã‚ ½0.21s) Rate of change of cathode (copper electrode) (g/s) 60.00 0.002à ¯Ã‚ ¿Ã‚ ½0.334 120.00 0.002à ¯Ã‚ ¿Ã‚ ½0.091 180.00 0.002à ¯Ã‚ ¿Ã‚ ½0.046 240.00 0.002à ¯Ã‚ ¿Ã‚ ½0.027 300.00 0.002à ¯Ã‚ ¿Ã‚ ½0.023 360.00 0.002à ¯Ã‚ ¿Ã‚ ½0.013 420.00 0.002à ¯Ã‚ ¿Ã‚ ½0.010 To calculate the number of electrons in copper electrode, the following equation may be used:- Number of electrons = molar mass à ¯Ã‚ ¿Ã‚ ½ mass of electrode (mass of one of the samples) = 65.50 à ¯Ã‚ ¿Ã‚ ½ 32.08 = 2.04 Therefore, this would be the half-equation which would occur at the cathode: Cu2.04+ + 2.04e- Cu Due to the gain of a bit more electrons compared to the theoretical formula, it would be a slightly weaker oxidizing agent therefore the electrode potential would be slightly lower than that of the original value. Nevertheless, the electrode potential cannot be determined. Conclusion My results show that as the duration/ time intervals increase, the mass of the anode (zinc electrode) decreases and the mass of the cathode (copper electrode) increases. We can see that there is a strong positive correlation between the time it takes for both electrodes to change in masses. If the duration is longer, then more electrons flow from the zinc electrode to the copper electrode (anode to cathode) through the electrical wires, while ions flow through the salt bridge to complete. As we know, in a voltaic cell/ galvanic cell, oxidation occurs at the anode (negative electrode) where as reduction occurs at the cathode (positive electrode). Primarily, zinc is oxidized at the anode and converted to zinc 2+. This causes corrosion at the zinc electrode due to the metal being converted to ions thus the mass of the zinc electrode (anode) decreases. On the other hand, copper undergoes reduction at the cathode and the copper 2+ ions get converted to copper metal. This causes the copper metal to be deposited at the cathode thus leading to the copper electrode (cathode) to increase in mass as the duration is increased. The following anodic reaction takes place at the zinc electrode (this is the theoretical equation):- Zn (s) Zn2+ (aq) + 2e- However the equation we found experimentally is:- Zn Zn2.09+ + 2.09e- Hence, this suggests that since the former zinc sample has more electrons to lose, it is an even stronger oxidizing agent compared to the theoretical equation and is slightly higher in the electrochemical series than the latter zinc samples. According to the results that have been gathered, there is a positive correlation between the time it takes to electrolyse an aqueous solution and the rate of electrolysis. The rate of electrolysis was measured using the mass of cathode. If the duration of electrolysis is longer, then more electrons will flow through the circuit and more ions will flow from the anode to the cathode. Oxidation occurs at the anode whereas reduction occurs at the cathode. The cathode gains electrons therefore the mass decreases. The following reaction has taken place (although this is the theoretical equation): Cu2+ (aq) + 2e- Cu (s) However, the experimental equation is: Cu1.75+ + 1.75e- Cu Therefore this implies that since the former copper sample has more electrons to gain, it is a stronger oxidizing agent and it is lower in the electrochemical series than the latter copper sample. The value of the electrode potential hasnt been calculated, however, the number of electrons is 25% off there that shows that there is a great difference between the literature value and the experimental value. According to the graph in the previous page, there is a very strong positive correlation between the mass change and duration of electrolysis as can be deduced from the high R squared value. The change in mass over a certain period of time is very gradual because of the size of the electrons. Although a lot of electrons are able to flow through the electrolyte, there is not such a drastic change. By looking at the graph, almost all the error bars for the points touch the line of best fit which means the data is fairly accurate. The theoretical mass of a copper electrode would be 31.75g. From the results that have been tabulated, the mass of a copper electrode is 36.21g. The percentage error can be calculated using the following formula: Percentage error = difference x 100 theoretical value = 4.46 x 100 31.75 = 14.04% This shows that although there is not such a big difference between the theoretical value and the experimental value. Evaluation Limitation Type of error Improvement The mass of the anode was not measured therefore the rate of electron transfer between the two electrodes could not be determined. This could have increased or decreased the mass of the cathode. Random Measure the mass of the anode The power pack has internal resistance therefore not all the current was emitted. This could have decreased the current, thus decreasing the number of electrons produced. Random Use a resistor to accurately measure the current The top pan balance had a zero offset error. This could have increased the mass of the cathode. Systematic Use the top pan balance with the 0.001 uncertainty to obtain more accurate values. a

The Burdens of Lt. Jimmy Cross in Tim OBriens Story The Things They C

The Burdens of Lt. Jimmy Cross in Tim O'Brien's Story "The Things They Carried" One of the most overlooked aspects in the life of a soldier is the weight of the things they carry. In Tim O'Brien's story, "The Things They Carried," O'Brien details the plight of Vietnam soldiers along with how they shoulder the numerous burdens placed upon them. Literally, the heavy supplies weigh down each soldier -- but the physical load imposed on each soldier symbolizes the psychological baggage a soldier carries during war. Though O'Brien lists the things each soldier carries, the focal point centers around the leader, Lieutenant Jimmy Cross, and his roles in the war. Lt. Cross has multiple burdens, but his emotional baggage is the most pressing. Of all the weights burdened upon Lt. Cross, the heaviest baggage is located in his own mind. Specifically, the heaviest things Lt. Cross carries are an emotional obsession over Martha's love, the physical consequences caused by his daydreaming of Martha, and an unrelenting guilt about Ted Lavender's death. In the first paragraph of the story, Jimmy Cross' rank is noted (First Lieutenant) along with the fact that he "carried letters from a girl named Martha, a junior at Mount Sebastian College in New Jersey" (434). From the outset, the reader sees that Martha plays a pivotal role in his thoughts and actions. The fact that Jimmy Cross "would imagine romantic camping trips into the White Mountains in New Hampshire" after he marched the entire day and dug a foxhole indicates that he thinks often of Martha (434). While these thoughts of a lover back home provide some form of escape for Lt. Cross, they also burden him with the obsessive feelings of unrequited love. ... ...nal lives, but O'Brien's choice to focus one soldier, Lt. Cross, lets the reader scope the depths of the human mind during an extremely stressful situation. As a young lieutenant, this man shoulders his own longing for love, the death of a fellow soldier, the guilt he places on himself, as well as the added duties of responsibilities for a platoon of men. The narrator provides one specific quote, which perfectly summarizes the mental aspects of war: "They carried all the emotional baggage of men who might die. Grief, terror, love, longing -- these were intangibles, but the intangibles had their own mass and specific gravity, they had tangible weight" (443). Indeed, the intangibles in this story do have tangible weight -- weight that Lt. Cross must carry for the rest of his life. Works Cited: O?Brien, Tim. The Things They Carried. NY: Broadway Books, 1998.

Why do people committ crime

The three classifications I believe then can be placed into are biological, psychological and sociological. I personally think people commit crimes for a variety of reasons: peer pressure, opportunity, greed, poor moral Judgment and character; They fail to see the benefits of adhering to the law conventional social values; The opinion that everyone commits some type of crime; The more that society perceive a particular criminal behavior as reasonable or acceptable, the less likely that It will be considered evil two prime examples are the legalization of marijuana. r prohibition. Is it biological, hereditary is it in our genes? Is it psychological or due to traits in our personality? Is it due to solicitation – do we learn it, from other people? Is it explained by our bonds to society? Is it because of where you were raised; or is it because of imbalances In our society? Does a lack of religious morals have anything to do with It? I have always been fascinated with why people commit crime in our society we can answer who, what, when and where but the last question why usually goes unanswered and drives us mad!The first category Is biological I know most- illogical theories have faded as society becomes more enlightened. I am saying brain damage, bad genetics, poor diet, and gender. Males are the predominate class of criminal offenders due to aggressive behavior that is encouraged in our society. While I believe some crimes are caused by biological imbalances, I believe there has to be a tipping point from society. The opportunity the victim the time and place and an imbalance in the odds which favor success. Like most detectives, I find the study of psychology of criminal behavior fascinating and the most-dangerous kind of rimming.This leads us to the second part of my theory. The second category I will put forward Is psychological. I think this class or reason to commit a crime Is the worst and most dangerous. I place psychopath and sociopaths in this c ategory. I put people who are Impulsive enjoy the power of controlling others these criminals get a rush of adrenaline high. Serial killers and rapist fall Into this category. Most of these people are loners whether it is due to the nature or nurture. I become criminals. The last category on the list is sociological.I think where you grow p and your socioeconomic status, peer pressure and education make a great deal of difference in whether an individual will become a criminal. Gang fall into this category, petty crime I personally think our prison system makes this worse because all it does is make better criminals. I think most criminals start in this class. This leads me to my theory. My theory after a lifetime in criminal Justice and my education in college is very simple old Caesar Baccarat had it right people weigh the good against the bad, in other words, is a crime worth the time. It all boils down to personal choice.

Comparative Essay: To Kill A Mockingbird and Martin Luther Kin Essay

Choose 2 of the texts we have studied and explain how each composer has successfully communicated their message to the responder. In the text To Kill A Mockingbird by Harper Lee and the ‘I have a dream’ speech by Martin Luther King Jnr, both composers have conveyed strong messages that are communicated through narrative and oral techniques. These messages of courage and prejudice and discrimination are what the composer thought is necessary to write in order to change social attitudes towards these issues. Both texts were written at a time when those who were oppressed were fighting for freedom and tolerance by those who discriminated. Atticus Finch shows a remarkable amount of moral courage by defending Tom Robinson in Court when accused of raping a white woman. This act takes courage, as Atticus already knows the small town of Maycomb has found Tom guilty. The intolerance and racism that has been widespread among southern society for hundreds of years may not be eliminated by this case, but Atticus will fight anyway. â€Å"†¦if I didn’t I couldn’t hold my head up in this town†¦I couldn’t even tell you or Jem not to do something again† This quote said by Atticus to Scout in an effort to teach Scout about social etiquette and morals. Atticus feels that he must have honesty in all sides of his life and that if he were to be false as a lawyer he would not be true to his family or friends. Having the children at the court case exposes them to the prejudice and hypocracy faced to those who a different to the majority. In the novel, coloured people are seen as dangerous and violent to those who are prejudiced. † I seen that black nigger†¦ruttin on my Mayella!†¦lived down yonder in that nigger-nest†¦Ã¢â‚¬  Bob Ewell says this when he gets carried away while accusing Tom Robinson. The quote demonstrates that Bob feels ‘Negroes’ are inferior savages that have no rights or feeling and is displayed when he uses language reserved for animals. By using Scout to narrate the story allows Harper Lee to expose the responder  to views and attitudes formed by minor with innocence. The audience learns about prejudice and discrimination as Scout learns. Through her eyes we see her father, Atticus, show moral courage as he defends a coloured man in court. The ending of the novel is cautiously optimistic as Atticus does not win the court case but still manages to have taught his children valuable life lessons. Martin Luther King Jnr stood up in front of a crowd, about 250, 000 followers who had gathered in Washington from around the world, and delivered a truly inspiring speech. The speech he gave that day on August 28th, 1963 became an anthem to those who were and still are being discriminated against. King knew of the risks he faced by standing up for himself and others in his position and what he did that day took courage and bravery. â€Å"†¦the Negro lives on a lonely island of poverty†¦an exile in his own land†¦Ã¢â‚¬  This quote conveys that King felt that discrimination occurred in every aspect of a coloured persons life: personal, economic, political, religion and opportunity. â€Å"†¦lift our nation from the quick sands of racial injustice to the solid rock of brotherhood†. This phrase talks about everyone making an effort with the nation to stop racial prejudice and together form a peaceful and loving nation. The tone of the speech makes it almost ironic that America is the ‘land of opportunity’ and ‘liberty’, and that the ‘American Dream’ is equality and yet has colour restrictions and those who are racially different are discriminated against. King used many techniques to make his message as clear and precise as possible. These resources included call and response interaction with the audience; a ‘calm to storm’ delivery which begins in a slow professional manner before gradually reaching its dramatic climax; repetition; imagery used when, for example, he is contrasting between light and darkness (hope and imprisonment); and finally allusions such as religious or political. Both composers wrote their texts for the same purpose, to help change social  attitudes and to challenge the responder to employ tolerance and understanding. They achieved this by using various techniques to convey messages that help the audience ‘walk in someone else’s shoes’ for a brief moment of time. King leaves his audience with a feeling of hope and optimism for the future; Lee’s ending provides cautious optimism but it is still apparent. Both texts leave the audience with valuable knowledge and insight into a era of great prejudice and discrimination.

How to Register for SAT Subject Tests Step-by-Step Guide

How to Register for SAT Subject Tests Step-by-Step Guide SAT / ACT Prep Online Guides and Tips You might be required or strongly encouraged to take SAT Subject Tests if you're applying to highly selective colleges. Thankfully, registering for SAT Subject Tests is just as easy as registering for the regular SAT. It might take a bit more planning to verify that the test you want is being offered on a certain test date, but otherwise the process is similar. In this article, I’ll go through, step by step, how to register for Subject Tests so you don’t run into any confusion along the way. How to Register for SAT Subject Tests, Step by Step I've described each step of the SAT Subject Test registration process below, with screenshots to help you follow along. Step 1: Check Test Dates First, go tothe official College Board websiteand check to see which SAT Subject Tests are offered on which dates.Once you know the date you want to sign up for, click the blue "Register" link in the column for your desired test date: You'll need to log into your existing College Board account or create a new one if you don’t have one yet (you probably do if you took the regular SAT already). Once you sign in, you’ll be taken to your homepage. Click the yellow "Register for the SAT" button to get to the SAT Registration page below: Step 2: Enter Your Personal Information Click the â€Å"Continue† button in the bottom-right corner of the page.You’ll be taken to a screen that asks you to fill out some personal information if you haven't done so during a previous test registration. This is very important, so make sure everything is accurate! The demographics section is not as critical; it's just there for the College Board to use in statistical calculations.It might take a few minutes to fill out, but don’t worry too much about it: Step 3: Create Your Student Profile Continue to the next module: Create Student Profile.Again, you can skip this step and move on to the next one if you've already filled out your profile from a previous registration. Creating a profile can take a lot of time, but it’s mostly optional. If you fill it out, the College Board will share your information with colleges that will send you mail to try and entice you to apply. You can go ahead and click the â€Å"Update Later† button at the bottom of the screen once you put in your GPA in the â€Å"GPA/Rank† section,which is the only required information: Step 4: SelectYour Subject Test Now you've reached the â€Å"Select Test Center† module, where you must agree to the terms and conditions and can then choose the test center where you plan to take your Subject Test.In the â€Å"Choose Your Test Date† section, select SAT Subject Tests, and then go to the tab for your chosen test date and select up to three Subject Tests: This is also the screen where you’ll need to indicate whether you have been approved for test accommodations or a fee waiver: Step 5: Pick a Test Center On the next page, you will be asked to choose a test center.The zip code that you entered in the Personal Information section should already be there, so you’ll see test centers that are close to your hometown. Keep in mind that not all test centers will be listed as options since some will not offer SAT Subject Tests. This means you might not be able to take your Subject Tests in the same location where you took the regular SAT.Click â€Å"Select† next to the test center you want to use: Now, the screen will look like this: Step 6: Upload a Photo Continue to the next screen where you will be asked to upload a photo of yourself for authentication purposes. This photo will be part of your admission ticket.These are the examples given by the College Board for acceptable photos: Basically, just use a clear photo that fully shows your face, isn’t too close up, and doesn’t include any other people. You can crop your photo after you upload it if necessary. Step 7: Check Out Proceed to the checkout step. Continue past the screen that gives you options to buy lots of prep books if you’re not interested.Review all your personal information and the tests you want to take before clicking â€Å"Make Payment.† You will be asked to confirm your information one last time before you get to the payment screen.You can pay through PayPal or directly with a credit card depending on what’s easier for you: That’s pretty much all there is to it. Registering for SAT Subject Tests isvery similar to registering for the regular SAT, and it shouldn’t take more than 15-20 minutes at most if you skip filling out the information for your student profile (or have already filled it out). Important Registration Tips for SAT Subject Tests Although the SAT Subject Test registration process is pretty straightforward, there are some tips you should keep in mind so that you end up with the best testing experience. First off, make sure you choose the best location. This might not always be your high school! Here’s a guide for how to pick the best test center for your needs. You should also register well before the test's deadline so that you don’t have to pay any late fees.Hereare the upcoming test dates and registration deadlines.Subject Tests are offered on all of these dates except for the one in March. Check this link to verify that the exam you want to take will be offered on the date of your choosing. Be sure to apply for a fee waiver before you register if you think you might qualify.Read our guide formore information on how to get a fee waiver for the SAT and SAT Subject Tests.You can get two fee waivers for SAT Subject Test registration. Thiswaiver will cover your registration for one full test day, so it can pay for one, two, or three subject tests if you take them all at once. The early bird catches the Subject Test worm. Or something like that. I just really enjoy this chubby bird. What's Next? What score should you aim for on your SAT Subject Tests? Learn more about what a good score might look like for you. Some colleges require or recommend two or three Subject Tests. Read our guide to deciding how many you should take. Do you need to take the Math 2 SAT Subject Test?Find outwhen you should take it in order to get your best possible score. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

MOREL Surname Meaning and Family History

MOREL Surname Meaning and Family History The Morel surname is a diminutive from the Old French more, meaning dark and swarthy (as a moor). A French variant of Moor and Moore. Morel is the 21st most common surname in France. Surname Origin: French Alternate Surname Spellings:  MORELL, MORILL, MORRELL, MORRILL Famous People with the MORELSurname Guillaume Morel  - French classical scholarOlivier Morel de La Durantaye - Colonial officer in New FranceGeorge W. Morell  Ã‚  - civil engineer; Union General in U.S. Civil WarTheodor Morell - Adolph Hitlers personal physicianBà ©nà ©dict Morel   - Austrian-French psychiatristAntoine Là ©on Morel-Fatio  - French painter Where is the MORELSurname Most Common? According to surname distribution from Forebears, the Morel  surname is most common in France, where it ranks 22nd in the nation, followed by Monaco (68th), Dominican Republic (87th) and Paraguay (109th). The Morell  spelling of the surname, on the other hand, is most prevalent in Spain, and also common in Puerto Rico (395th) and  Cuba (413th). WorldNames PublicProfiler indicates a similar distribution, with the greatest percentage of individuals named Morel  in Austria, followed by Switzerland, Argentina and Belgium. Within France, Morel is found in the greatest numbers in the Franche-Comtà © region (now Bourgogne-Franche-Comtà ©), followed by Rhà ´ne-Alpes (now  Auvergne-Rhà ´ne-Alpes), Haute-Normandie (now Normandy), Basse-Normandie (now Normandy) and Bretagne. Genealogy Resources for the Surname MOREL Meanings of Common French SurnamesUncover the meaning of your French  last name with this free guide to the four types of French surnames, and the meanings and origins of common French last names. Morel  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Morel  family crest or coat of arms for the Morel surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. MOREL  Family Genealogy ForumThis free message board is focused on descendants of Morel  ancestors around the world. FamilySearch - MOREL  GenealogyExplore over 2  million results from digitized  historical records and lineage-linked family trees related to the Morel surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints. MOREL  Surname Mailing ListFree mailing list for researchers of the Morel  surname and its variations includes subscription details and a searchable archives of past messages. DistantCousin.com - MOREL  Genealogy Family HistoryExplore free databases and genealogy links for the last name Morel. GeneaNet - Morel  RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Morel  surname, with a concentration on records and families from France and other European countries. The Morel  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Morel  surname from the website of Genealogy Today.- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back toGlossary of Surname Meanings Origins

Essay - Aristotle and Plato -ethics Example | Topics and Well Written Essays - 1000 words

- Aristotle and Plato -ethics - Essay Example the Cave, he presented the idea that people are living in a world of forms, within which the ideas that were called truths were mere projections of the reality. For that matter, he considered that the ethical way of life for man was to achieve goodness which he defied as the level of understanding the real nature of things. This he stated can be done through education (Plato 453). Aristotle on the other hand presented in the work The Aim of Man his main ideas on ethics. According to him, ethics is a form of practical science, thus he was known for his experiential approach in ethics (Aristotle 691). Based on the views of Plato or Aristotle then, one’s way of life is more ethical and practical that another when one does not only think of one’s own goodness but contribute to the goodness of the society and the state. Through the course of the discussion then, both the views of the two philosophers will be discussed. The differences between Aristotle and Plato can be presented on different points. The first one is in relation to the manner of achieving an ethical life. Aristotle viewed that ethics was more practical and experiential while Plato viewed that it is more theoretical. Aristotle presented a view on ethics that is more practical and experiential. For that matter, based on his view, one’s life can be more ethical if it is more experiential. This means that a person needs to primarily focus on his or her function in the society to have an ethical life. Aristotle indicated that a man needs to be â€Å"rational and exercise his reason, not just possess it† because this is what separates him from other animals (Aristotle 700). He believed that goodness can be defined as a state wherein a particular entity maximizes its potentials and skills (Aristotle 694). One example that can be given is the profession. If a person is good in a certain field of study such as arts, he or she needs to pursue that field. In this manner, life is more ethical

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

Connectivity - Essay Example In addition, in current business management arrangement we need to establish a centralized business operational management and supply chain management framework. This aspect would lead towards better business performance and corporate management. For the establishment of such a huge network we can have three imperative alternatives. These alternatives could comprise choices of physical transmission options, wireless connectivity options and satellite or Point-to-Point options for the overall business connectivity features. While talking about our primary option (i.e. physical transmission media) we are able to establish a huge MAN layout that is based on fiber optic based communication medium to establish a connection among all the chains of Star Clothing Business. However, this alternative is considered to be extremely costly. Additionally, this technology based connectively will definitely require massive investment and will excessively augment the expenses of overall network arran gement. Thus, in case of business store distribution all through the nation it becomes almost impractical to establish and adopt such kind of network technology.

My Virtual Child Reflection Essay Example | Topics and Well Written Essays - 1000 words

My Virtual Child Reflection - Essay Example My Virtual Child Reflection Genes and the environment account for the development of a human being. The two aspects are interrelated, and they affect both behavioral and physical maturation. The parent’s genes determine the limit of the child’s physical characteristics such as hair color and skin color, as well as behavioral traits. Bryan was no different, and his development was by large attributed to genetic factors. At the age of two, Bryan had some characteristics that were typical of me. Before enrolling him in a pre-school program, an early childhood specialist evaluated some of his cognitive and developmental skills. Bryan was hesitant in joining the group of children, but later integrated into the group very well. He would handle challenging tasks with ease, and his problem-solving skills were exemplary. He also gave attention to the tasks assigned by the instructor. These skills were typical to me as a parent. As stated in the personality quiz, I was not comfortable with working in groups of unfamiliar people but would enjoy with them later. I also had a strong focus on things I did and thought of them before execution. The behaviors are alike and can only be attributed to genetic factors. His first-grade report card also shows that Bryan demonstrates strength in mathematical problem solving, spatial understanding, and speaking. Environmental factors also affected Bryan’s development. At the age of 16, Bryan developed a close teen relationship with his peers. Just like his peers, he gets a girlfriend, and they experience some regular breakups.