Uncle Dan Essays - Picaresque Novels, English-language Films

Uncle Dan The odd notions addressed were all pervasive among kids and slaves in the West at the time of this story - in other words, thirty or forty a long time back. Imprint Twain Hartford, 1876 Dealing with the job of enchantment in HF, Daniel Hoffman asserts an inconspicuous enthusiastic complex ties together odd notion: slaves: childhood opportunity in Mark Twain's mind.1We know how Twain felt about childhood opportunity - his wistfulness for it lead him to a portion of his best composition, and it loans its appeal to his most suffering works, The Undertakings of Tom Sawyer and The Adventures of Huckleberry Finn. How Twain felt toward slaves is increasingly equivocal. In his personal history Twain composed of Uncle Dan'l, the man on whom the character Jim was based, that his feelings were wide and warm and that his heart was straightforward what's more, straightforward and knew no cleverness (Autob., 2.) To the time spent on his uncle's ranch in Florida, Missouri Twain credited his solid preference for his [Uncle Dan'l's] race and...appreciation of sure of its fine characteristics (Autob., 3.) To the late-twentieth-century peruser, obviously, Twain's treatment of blacks is incredibly hazardous. Jim's character presents numerous troubles - are we to consider Jim the man who yearns for his family even as he valiantly runs away from them or the blockhead who picks up big name among the slaves for a story he develops and accepts? How could Twain permit Jim to state his human pride on the pontoon, at that point subject him to a progression of gross mortifications at the Phelps ranch? Authoritative responses to these inquiries are inconceivable. Anyway they and the reality that they should stay uncertain influence all decisions we make about Twain and his dark characters. In thinking about notion, the third piece of this triangular relationship, we are again left with inquiries concerning Twain's emotions. In Form and Fable in American Fiction, Daniel Hoffman composes that Twain's typical supposition that will be that white people of any status higher than garbage like Pap have little information on, and no confidence in, strange notion 2 Odd notion is for the most part for slaves and young men. It is essential to take note of that inside the structure of Huck Finn, separating a thing from white culture is by no implies throwing it in poor light. Indeed when put under the investigation of Huck's legitimate portrayal, white culture endures severely. Miss Watson, however great, is unforgiving and unpleasant. The King and Duke barely care about deceiving the Wilks young ladies out of their legacy; even the Grangerfords, who are quality, participate in a horrendous and savage quarrel. The brutalities that Huck witnesses - Buck's slaughtering, Boggs' homicide - are submitted by whites. Despite the fact that Pap has odd notions, people convictions in the story have a place with Huck and Jim, the characters we most trust. While episodes like Jim asking leniency from the apparition Huck and Nat and the witch pie are plainly planned to make the peruser chuckle at the numbness of the devotees, are we not some way or another left at long last with the possibility that the passionate supporters of strange notion are by one way or another more secure than their Christian partners? In The Adventures of Tom Sawyer a kid of German parentage remembers eight or ten thousand book of scriptures stanzas however goes frantic from the exertion. In Huck Finn the Shepherdsons and Grangerfords go to church with their weapons. On the opposite side, the slaves originate from all around to see the five penny piece which they and Jim accept was given to him by the fallen angel. We as perusers realize that the slaves have been hoodwinked by their own notion and by Tom's fiendishness, however are we persuaded that they are more regrettable off than the individuals at the camp gathering who give a sum of $87.75 to that heel, the King, for his crucial the Indian Ocean? Book index 1. Daniel G. Hoffman, Jim's Magic: Black or White?. American Writing XXXII March 1960, pp. 47-54. back to content 2. Daniel G. Hoffman, Form furthermore, Fable in American Fiction. Oxford University Press. New York, 1965.

Statistics for Business Essay Example

Insights for Business Essay Does asymptotic imply that the ordinary bend draws nearer and closer to the X-pivot however never really contacts it? Indeed, asymptotic implies that the bend of a line will move toward 0 (the x-hub), yet it won't contact 0 and rather will stretch out to interminability. In this class, this applies to the ordinary nonstop circulation and is one of the 4 key attributes of a typical consistent dissemination that our course reading talks about. This implies the bend of the line will expand limitlessly in both the negative and positive course in careful perfect representation designs on either side of the mean. For a typical likelihood appropriation, is around 95 percent of the zone under ordinary bend inside in addition to and short two standard deviations of the mean and for all intents and purposes every one of the (99. 73 percent) of the region under the ordinary bend is inside three standard deviations of the mean? Indeed. As indicated by the Empirical Rule: - 68% of the zone under the bend is inside +/ - 1 standard deviation of the mean - 95% of the zone under the bend is inside +/ - 2 standard deviations of the mean - Virtually every one of the, 99. % of the territory under the bend is inside +/ - 3 standard deviations of the mean Is a z-score the separation between a chosen esteem (X) and the populace mean (u) isolated by the populace standard deviation(s)? Truly. We use z-scores to change typical likelihood circulations into standard ordinary likelihood dispersions, which are remarkable in light of the fact that they have a mean of 0 and standard deviation of 1. To change over to a standard typical likelihood conveyance we should discover the z-scores for every perception. We will compose a custom paper test on Statistics for Business explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Statistics for Business explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Statistics for Business explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer These are found by taking away the mean an incentive from the chose esteem and separating by the standard deviation. The Normal Probability Distribution Find a case of use of likelihood hypothesis in your work environment or business. Show that the reasons that your work environment utilizes likelihood examination, for example, likelihood of hazard figurings or percent imperfections or percent for pass or fall flat of an item, and so forth. In my organization, I do groundwater examining for remediation ventures. At the point when we are done, we send our examples to a research center by means of FedEx or UPS. The lab reports that around 2 containers are broken in each cooler transported, paying little mind to how well they are pressed. To perform test examination, the research center needs 1-500 ml jug of groundwater, and 1-50ml vial of water to play out the entirety of the tests for each well. At the point when we take tests we gather 3-500ml containers and 3-50 ml vials of groundwater per well since we realize that on normal two jugs will break for every shipment. The jugs that break could be from 2 unique wells, or 2 distinctive estimated containers, or they could be two indistinguishable measured jugs from a similar well. By gathering additional examples, we guarantee that we are sending the lab enough examples to precisely perform examination, and we are guaranteeing that we don’t need to return into the field and burn through a large number of additional dollars to re-gather tests. What are some of qualities of a Normal Probability Distribution? As indicated by our content (pg 223), all ordinary likelihood dispersions have these qualities: 1. The are chime formed and the mean, middle, and mode are equivalent and situated in the focal point of the conveyance. 2. The absolute zone under the bend = 1. 00 with ? f this situated to one side of the peak(mean) and ? situated to one side of the pinnacle (mean). 3. The dispersion bend is even around the pinnacle (mean) and in this way there are two indistinguishable parts of the bend, revolved around the mean. 4. The bend moves toward the x-pivot, yet never really contacts it. (I. e. , it is asymptotic) 5. The area is dictated by the mean and the scat tering is controlled by the standard deviation. Relentless Airlines verified that the mean number of travelers per flight is 152 with a standard deviation of ten travelers. For all intents and purposes do all flights have somewhere in the range of 142 and 162 travelers? As indicated by the Empirical guideline, 142 - 162 travelers would fall inside 1 standard deviation of the mean (I. e. , 68% of the territory under the bend) If we needed to realize what number of travelers were on for all intents and purposes/for all intents and purposes all flights, we would need to apply the Empirical Rule for 3 standard deviations from the mean. This would represent 99. 7% of the territory under the bend. As indicated by this hypothesis, for all intents and purposes all flights would have between 122 †182 travelers. Is the absolute territory inside any persistent likelihood conveyance equivalent to 1. 00? Truly. On the off chance that we are a discussing uniform likelihood appropriations (square shapes), the region must rise to 1. We can discover this utilizing Area = basexheight or (b-a/1) x (1/b-a). Utilizing this condition, the two divisions will ‘cancel out’ to give you an estimation of 1. 00. In the event that we are discussing ordinary likelihood disseminations, they are ringer molded with a solitary top at the dispersion place and in this way, they are balanced about the mean. This implies the two parts of the bend are indistinguishable and the two of them have estimations of 0. 5 (0. 5 to one side of the mean and 0. 5 to one side of the mean). Is the uniform likelihood appropriations standard deviation corresponding to the circulations extend? Indeed. The condition for standard deviation for a uniform likelihood dissemination is = SQRT [ (b-a)^2/12]. A range is the distinction between the maximum and min esteems for a circulation (b-a). In this way, the scope of the dispersion legitimately impacts the standard deviation as it is a piece of the condition. The bigger the range, the bigger the standard deviation of a uniform appropriation and the littler the range, the littler the standard deviation of a uniform dispersion. About what percent of the region under the typical bend is inside one standard deviation of the mean? As per the Empirical Rule, around 68% of the region under the bend, for a typical circulation, is inside +/ - one standard deviation of the mean. (u +/ - 1sd)

Panic Disorder Definition and Symptom Examples

Panic Disorder Definition and Symptom Examples Panic Disorder Print Symptoms, Impact, and Treatment of Panic Disorder Some of the symptoms, statistics, and treatments related to panic disorder By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Steven Gans, MD on May 22, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on October 18, 2019 Jamie Grill/Getty Images More in Panic Disorder Symptoms Diagnosis Treatment Coping Related Conditions Fear and anxiety can be normal reactions to specific situations and stressful events. Panic disorder differs from this normal fear and anxiety because it is often extreme, and may seem to strike out of the blue. What exactly is panic disorder? According to  Diagnostic and Statistical Manual of Mental Disorders (DSM-5), panic disorder is a type of anxiety disorder that is characterized by extreme and frequent panic attacks. A person with panic disorder may experience symptoms such as severe feelings of terror, rapid breathing,  and rapid heart rate. People with panic disorder may experience these attacks unexpectedly and for no apparent reason, but they can also be preceded by some sort of triggering event or situation. Symptoms of Panic Disorder Many people suffering from panic disorder describe feeling as if they are having a heart attack or on the verge of dying, and experience the following symptoms:Feelings of extreme terror that occur suddenly without warningPounding heartSweatingTremblingNumbness in the hands and feetDizzinessWeaknessChest painRapid breathing How to Tell If Panicky Symptoms Are a Sign of Disorder The Impact of Panic Disorder The National Institute of Mental Health (NIMH) reports that approximately 2.7% of the adult U.S. population experiences panic disorder each year. Approximately 44.8% of these individuals experience cases of panic disorder that are classified as severe. According to the Anxiety and Depression Association of American, nearly six million American adults experience the symptoms of panic disorder during any given year. While panic disorder can strike at any point in life, it most often begins during late adolescence or early adulthood and affects twice and many women as it does men. Panic disorder can lead to serious disruptions in daily functioning and make it difficult to cope with normal, everyday situations that may trigger feelings of intense panic and anxiety. In some cases, people with panic disorder may even begin avoiding certain situations, places, or people in order to minimize the chances of experiencing panic attacks. For example, an individual who has experienced a panic episode in a crowded shopping center may begin avoiding similar situations in order to prevent triggering panic symptoms. Because panic disorder often leads to individuals avoiding certain situations or objects, it can also lead to  phobias. For example, a person suffering from panic disorder might stop leaving home in order to prevent having an attack or losing control in public. In time, this person might develop agoraphobia, a marked fear of being in a variety of situations outside of the home in which escape might be difficult or help might not be available if debilitating symptoms develop. While previous versions of the DSM categorized panic disorder and occurring with or without agoraphobia, the newest edition of the diagnostic manual lists the two as distinct and separate disorders. Does Avoidance Lead to Agoraphobia? Panic Disorder Treatment Panic disorder, like other anxiety disorders, is often treated with psychotherapy, medication (antidepressants or anti-anxiety drugs), or a combination of both. Cognitive behavioral therapy is one treatment approach that can help people with panic disorder learn new ways of thinking and reacting to anxiety-provoking situations. As part of the CBT process, therapists help clients identify and challenge negative or unhelpful patterns of thinking and replace these thoughts with more realistic and helpful ways of thinking. Exposure therapy is another approach that is often used in the treatment of anxiety disorders including panic disorder. This technique involves progressive exposure to the objects and situations that trigger a fear response. People experiencing panic disorder symptoms are exposed to fear-triggering situations in conjunction with learning and practicing new relaxation strategies. Top Treatments for Panic Disorder

Art 1001 Final Art Exibition Project - 1224 Words

Week six Final Project Suzan Cofer: Draw Near Exhibition Art 1001 Section 12 November 21, 2012 Week six Final Project Suzan Cofer: Draw Near Exhibition The art exhibition of Suzan Cofer: Dear Near was very intoxicating and refreshing. The exhibition was well organized; the paintings were arranged in a meticulous order that evokes interest in each piece as you move from one painting to the other. The works of art were of an abstract nature mostly depicting the essence of microscopic life that exists in nature and what seems like the representation of the developmental stages of sprouting life form. In some of her painting you could see the obvious depiction of nature†¦show more content†¦One example is Jason Pollack Autumn Rhythm, Figure 3-3. (Jacobus amp; Martin, 2012, p. 57). As an event planner of an art exhibition in my community, my focus would be to develop ways in which the community can participate in the exhibit and how the exhibition can benefit the community as a whole. Art exhibition attracts the members of the community to come together in an appreciation and awareness that fosters unity in the community. Experiencing art at the local community helps to reveal the character and identity of the neighborhood. It enriches the lives of the people as they come together and shares a public space, the interaction of shared thoughts how they feel about the art promotes positive bonding between family members, children and even strangers (Art in Public Places, n.d.). The facility used for local exhibitions also adds to the environmental appeal of a community. It creates and promotes an educational environment for the neighborhood. The architecture of the building adds to the asset of the community and establishes a sense of pride in the community. Mone tary benefits can be gained from having a local art exhibition which often times aids the local charities, school, churches and hospitals in the community; art work are also donated to these facilities. The artwork displayed in the local exhibits can also broadcast the works of upcoming artist who need an avenue to showcase their work.

Chinese Children Showed Improvements On Cognitive And...

Summary: Chinese children showed improvements on cognitive and language skills after being adopted. However, even though Chinese children were the leading internationally adopted group in many countries, â€Å"less is known about their attachment and socio-emotional outcomes† (Cohen Farnia, 2011, p.67). In addition, Cohen and Farnia believed that studies on Chinese adoptees were not measuring these children’s growth efficiently. Hence, Cohen and Farnia see the needs of studying Chinese adoptees’ attachment and socio-emotional adjustments. The scholars started their research by testing differences between adopted and nonadopted children from three aspects: the path of socio-emotional â€Å"(i.e., internalizing (I) and externalizing (E))† (p. 68) and attachment behaviors; mothers’ evaluations on â€Å"children’s I, E, and attachment behaviors† (p.69); and if the â€Å"longitudinal predictors (mental development and language competence) † (p. 69) were able to predict children’s â€Å"I, E, and attachment behaviors† (p.69). The researchers sampled 70 adopted Chinese girls and 43 Canadian girls, with the average of first assessment happened at their 13th months. In addition, compared to those nonadoptive parents, the majority of the adoptive mothers were single parents and were greatly older. The first step that the researchers took was conducting interviews with adopted mothers upon their returning to Canada in two weeks. 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Disadvantages of Implementing IT Projects (ERP, CRM and KM) Free Essays

In recent years, there has been an increase in the use of technology in conducting corporate functions such as human resources, knowledge management and customer management. Identify any 3 of such systems (KM, CRM e.t. We will write a custom essay sample on Disadvantages of Implementing IT Projects (ERP, CRM and KM) or any similar topic only for you Order Now c) and critically analyze the DISADVANTAGES of each of these systems against traditional archaic methods. Abstract The use of IT to perform corporate functions such asEnterpriseresource planning (ERP) systems has emerged as a dominant corporate strategic initiative. Typical benefits include gains in coordination, communication, and organizational efficiency (Rao, 2000; Stevens, 2003). Despite this promise, significant problems are associated with the use of IT for these functions. In this paper, key problems of using technology to conduct corporate functions are analyzed and contrasted with the more traditional ways. Introduction Corporations spend a significant amount of their budgets on IT. Indicatively, over the past decade, IT investments have grown to be the largest category of capital expenditures in United States–based businesses (Trimi,S. et al, 2005). A high percentage of the capital spent on IT is used to conduct corporate functions such as resource planning, customer relationship and management as well as the planning of business processes. However, there are important disadvantages associated with using IT to perform such functions when compared to more traditional methods (Bingi, P. et al, 2001; Kellen, V., 2003). Disadvantages of using IT for key corporate functions a. Disadvantages of using IT for Enterprise Resource Planning (ERP) Enterprise Resource Planning (ERP) is not a new concept to organizations. The functions performed by ERP systems are essentially the same basic business functions that organizations have performed for decades. The greatest disadvantage of an ERP system, even if installed to vendor preferences, is the staggering cost of implementation (Slater,D., 1998). Implementation costs include software, hardware, installation consultant fees, and in-house staff for installation. However, these are not the only costs. There are also costs for staff to operate the system (to include help assistance to users) and the very large cost component of user training. Even when ERP systems are developed to functioning status, there are risks of vendors pulling support on old versions of their software in favour on their latest (and more expensive) versions. Many companies are then forced to upgrade to the newer versions as maintaining the older versions is often too costly (Trimi,S. et al, 2005). Another significant problem which ERP systems have is their lack of flexibility. In particular the inability to easily modify their ERP systems is disrupting businesses by delaying product launches, slowing decision making and delaying acquisitions and other activities. These problems ultimately cost them between $10 million and $500 million in lost opportunities (All,A., 2009). When humans are involved instead of code such problems do not exist. b. Disadvantages of using IT for Customer Relationship Management (CRM) CRM is used to manage a company’s interactions with clients. CRM software is used by enterprises that aim to reduce their operational expenditures. Like ERP systems, CRM software is also expensive. A key problem of CRM software based systems is that they are impersonal and do not account for human psychology (Schultz,R., 2002). This has led to customers being more frustrated and less understood by the company. Such problems would have completely been avoided with traditional/archaic CRM systems where a conscious decision was made by a human for each different customer circumstance. Therefore, CRM systems dehumanize a process that should be personal. A system that can be configured to a sales person’s requirements is necessary. This is something that cannot always be achieved with software. c. Disadvantages of using IT to automate business processes As with CRM and ERP systems there are a number of disadvantages associated with using IT to automate business processes. However, it is difficult to find the right software tool to automate them. This is because it can be almost impossible for software to capture the business process correctly (Trimi,S. et al, 2005). The business process is rather complex especially in a big and old organisation (Trimi,S. et al, 2005). This suggests that only a certain proportion of the cases can be automated. Also, the automation process may fail especially when a maintenance issue is involved. Unlike software, humans are able to adapt well to fluctuations in the process flow. Despite these significant disadvantages, corporations are not willing to return to traditional methods. At the moment, a lot of businesses feel constrained in that they have to adapt their business to the software rather than vice versa. In the future, different kinds of platform that are going to be a combination of buying a package and building onto it are expected (Goulart,K, 2012) . Thus, it is believed that attempts to solve current problems will happen via technical means. Conclusion The use of IT in business processes is becoming more common. However, there are a number of key disadvantages associated with using IT for key corporate functions. This is because the human factor is eliminated which makes things less flexible and more frustrating. Unfortunately, it is expected that these problems will be addressed in a technical way. References 1.Ranganathan,J., Brown,P. (2001) ‘ERP Investments and the Market Value of Firms’, Information Systems Research, vol.17, no.2, pp. 145–161. 2.Trimi,S., Lee,S. Olson, D. (2005) ‘Alternative means to implement ERP Internal and ASP’,Industrial Management Data Systems, vol. 105, no.2, pp.184 – 192. 3.Bingi, P. et al (2001). Critical issues affecting an ERP implementation. In: Myerson, J.M. (ed.) Enterprise Systems Integration, 2nd ed. Boca Raton, Florida: Auerbach, pp. 425-438. 4.Slater, D. (1998). ERP projects cost more than their measurable payback, study says. CIO Enterprise, pp. 26-28. 5.All,A. (2009). ERP systems’ lack of flexibility a costly problem [WWW] IT Business Edge Available from: http://www.itbusinessedge.com/cm/community/features/interviews/blog/idc-erp-systems-lack-of-flexibility-a-costly-problem/?cs=38464# [Accessed 18/03/12). 6.Schulz,R.(2002). CRM Revisited. [WWW] Direct Marketing Available from: http://chiefmarketer.com/direct-marketing/crm-revisited [Accessed 18/03/12). [/level-freee-rstricted] 7 Goulart,K. (2012). ERP’s future value depends on flexibility in the face of tech trends [WWW] Techtarget Available from:http://searchcio.techtarget.com/news/2240118705/ERPs-future-value-depends-on-flexibility-in-the-face-of-tech-trends [Accessed 19/03/12). How to cite Disadvantages of Implementing IT Projects (ERP, CRM and KM), Essay examples

Pouliuli Essays - Bacteria, Organelles, Pilus, Pili, King, SaGa

Pouliuli In Pouliuli, a novel written by Albert Wendt, Faleasa Osovae awakens to find the life he's been living all along is a mere fa?ade. Pouliuli invites readers into the Samoan community of Malaelua, which is turned topsy-turvy when Faleasa misleads his aiga and community by acting maniacal. Albert Wendt ties a famous Malaelua saga about a mythological hero named Pili to Faleasa Osovae's life. In the myth as well as in Faleasa's story, they both had the same goal, which was to live the rest of their life ?free?. To accomplish this goal, they both had to accomplish three tasks. Pilis' tasks were to eat a mountain of fish which the giant's had caught that day, to race the giants down a river, and make himself disappear. Faleasas' tasks were to destroy Filemoni, Make Moaula the new leader, and remove Sau and Vaelupa as council leader. Of course they couldn't have done these tasks alone so both of them enlisted help from friends. Pili enlisted the help of Tausamitele, Lelemalosi, and Pouliuli . Faleasa enlisted the help of his long time friend Laaumatua and his son Moaula. Finally to get the freedom they so wished for they had to complete one last task. In Pili's case it was to divide his kingdom among his children while Faleasa had to remove Malaga as congress of the village. In the end, they both end up with nothing. Both ending up in the darkness of Pouliuli. In both scenarios there is a mirror image from Pili's saga to Faleasa's. In what way are the characteristics of the three allies Pili enlist to help him with his tasks similar to those of Faleasas' allies? How are the tasks in Pili's saga similar to Faleasa's tasks? Why did Faleasa actually go with his plan when he knew that the end result in Pili's story was tragic? We first recognize the similarities between the mythological saga of Pili to Faleasa's life as we are informed of the myth. In Pili's saga as well as in Faleasa's story they create a plan that would attain the freedom they are seeking. Pili wants to be restored into a human while Faleasa wants to live the remaining years of his life free from the duties he had as a leader. If you set me three tasks and I perform them successfully will you lift the curse off me (96) In Pili's myth, Pili goes up to the Ninth Heaven to ask for his father, Tagaloaalagi, to restore him into a human. Tagaloaalagi sets three tasks for Pili to do. Pili does all the tasks with the help of Tausamitel and Lelemalosi and gets his wish to be restored human. Faleasa had just described to his lifelong friend his plan and his transformation from what he called ?cannibal meat' into a ?free angel'.? (16) Pili's saga is similar to the story of Faleasa. Faleasa has created a plan that would relieve him of the duties as a leader. Both scenarios have three tasks to complete with the help from friends. Also as each tasks is completed the next one gets more challenging. Pili and Faleasa also has to watch out that no one finds out that they are being helped with friends. As each tasks is completed the next task gets much tougher. Pili and Faleasa realize that they can't complete these tasks alone so they enlist people that are friends and close to them. I have other allies, Pili replied. Because he had been forbidden to associate with people he had befriended three spirits who lived near his home. They were Tausamitele-Insatiable Appetite, Lelemalosi-Strong Flight, and Pouliuli-Darkeness. It was with these friends that he devised his plans. (95) The allies that Pili enlisted have characteristics that are similar to the allies that Faleasa has enlisted. Lemigao was always hungry, or so it seemed to Osovae. Everywhere they went Lemigao searched for food before he did anything else?He never refused any offer of food even if he had just eaten a large meal?(21) Laaumatua is a mirror image of Tausamitele. Laaumatua and Tausamitele both have unfulfilled appetite. They are continuously hungry and will always be willing to eat even though they've just eaten. They also

Compare, contrast and evaluate two theories of the distribution of power in modern states. The WritePass Journal

Compare, contrast and evaluate two theories of the distribution of power in modern states. Abstract Compare, contrast and evaluate two theories of the distribution of power in modern states. AbstractIntroduction Ideology in theory and practice.Power DistributionConclusionBibliographyRelated Abstract Power distribution in modern states can come in many forms, from democracies designed to satisfy the entire population to dictatorships where civilians are repressed. The ideologies and theories behind methods of distribution are numerous and vary significantly. This essay will compare the theory of socialist communism to the more totalitarian regime of fascism. Introduction There are many theories relating to power distribution among sovereign states. For the purpose of this investigation we will define a ‘sovereign state’ as a contained geographical area which has a legal supremacy and regarding the governance of its own power. This definition closely matches that given by D.D. Raphael in his work Problems of Political Philosophy (1970) in which he discusses the role of power within a state. Raphael argues that power is the right to act, meaning that distribution of power is shifted depending on what rights are given, or withheld, from the citizens of a state. Although there are several theories of methods used to distribute power this essay will concentrate on only two: the communist theory and theory of fascism. In the past century communism has been particularly prevalent in modern states. Karl Marx, arguably the father of communist theory, defined communism as the â€Å"Abolition of private property† in his Manifesto of the Communist Party (1848), although many other definitions have existed over the years (Heywood, 1992). In cases when communism has been used in practice rather than theory, such as in the Soviet Union, Cuba and China, it appears to be a democracy with a disregard for social class, where power is ideologically shared equally under a centralised administration. Fascism, in theory, is almost the complete opposite of this. It first became prevalent under the rule of Mussolini in Italy, when it was taken to describe the practice of using paramilitary armed squads in order to establish and maintain a rigorous method of control of the population (Heywood, 1992). Fascism refers to the repression of civilians and their rights, centralising power under one particular politic al party, or even one particular person. Fascism is often associated with a dictatorship, such as General Francisco Franco who ruled in Spain from 1939 to 1975 after the Spanish Civil War. It is one of the most modern theories of power distribution to emerge, having only developed as a theory within the twentieth century In order to successfully compare these two methods of power distribution we must highlight common linear factors which will appear in both ideologies. This essay will examine where power is distributed, the origins of the theory, the implementation of such governments, the ideologies behind such regimes and the effects on the rights of state citizens. Ideology in theory and practice. Communism is arguably a visionary ideology. It is an extreme branch of socialism, where equality prevails over individual collectivism and the economic materialistic qualities of capitalism. Socialism is not necessarily defined by state ownership, but by a centralised management of state production and commodity distribution (Held, 1987). The communist theories developed by Marx took this principle and expanded it, concluding that a democratic government would be unable to administer such a system because of the inherent class divisions in society. Communism essentially strips away class values, by valuing personal labour above profit and commodities (McLennan, 1989). This theory is aiming for towards a total equality between individuals in which no one profits at the expense of others, reducing the suffering of the people. The ideology behind fascism contrasts significantly to that of communism. Whereas communism strives to look after the welfare of individuals within the state, fascism historically tends to view the state as one whole. Individuality and personal rights are regarded as commodities which must be sacrificed in order to benefit the larger community (Finer, 1970). This is essentially a branch of totalitarianism, where the happiness of the greater number of people is given precedent over individual happiness. Hitler’s Third Reich was designed to promote the German volksgemeinschaft, or ‘people’s community’, but the individual rights of the citizens were largely ignored. Individuals were seen to be temporary, whereas the community would live on through generations. The difference between these theories of governance is substantial. Communism seeks to implement a system where individuality is promoted and happiness is maintained through forced equality. Fascism cares little for the rights of individuals in order to develop the community as a whole. The different level of care is also reflected in how these methods of power distribution are implemented. The way in which a civilisation comes to accept a certain method of state control and power distribution can say a lot about each theory. Most democratic states rely on elections and natural evolutions of government, whereas dictatorships tend to be forced on unsuspecting civilians. Due to its nature as a people-friendly ideology, communism has often been the result of a revolution. People in political power within a democracy are usually unwilling to implement a socialist society as it reduces their own power and wealth, so an uprising of the people and a seizure of power is the most likely way for a communist party to gain control. In the case of the Bolshevik revolution in the Soviet Union in 1917 an uprising against the Tsar was timed to coincide with the development of the political party, and once power was seized opposition was easily eliminated. Alternatively, fascist governments are often voted into power under false pretences. As in most dictatorships or one-party states the party in question originally appealed to the people and won their confidence, before removing their rights in favour of their own brand of autocracy (Bobbio, 1989). Power Distribution Power distribution takes into account how political representation and personal rights are implemented. As power rests with those who have the ability to influence change within the state then it is possible for power to be in the hands of the people, even in a state where administration is centralised. However, when power itself is centralised then only those in political power have any authority over making changes within policy. Communism may be a centralised democracy, but the intention behind it is that all citizens have an equal share of power. Irrespective of class, people have equal rights and shares of the profits and commodities within the community. The existence of the right to vote, the right to run for public office, the right of free speech and other such civil liberties shows that the people are given the change to determine and change the fate of the state. Fascism, on the other hand, withdraws power from the individual and focuses it in a concentrated area. Opposition is discouraged if not abolished, and the individual people are highly repressed. One supreme political party will administer power as they see fit without democracy or any challenge from alternate thinkers. Communism and fascism in theory take opposing methods of power distribution in order to achieve their objectives. Conclusion In conclusion, the theories of communism and fascism are two extremely different methods of distributing power within modern states. Communism centralises control but spreads power throughout the full state, allowing all citizens to have access to the same rights and privileges. Fascism completely centralises power, removing individual freedom in order to benefit the state as a whole. Both theories have been put into practice in recent years and have even been successful for a time under rigorous implementation, yet both often fail in favour of the more democratic methods of power distribution. Bibliography Birch, A. H. (2007) The Concepts and Theories of Modern Democracy, Third edition Routledge. Bobbio, N. (1989) Democracy and Dictatorship, Polity. Finer, S E. (1983) Comparative Government, Penguin. Held, D. (2006) Models of Democracy 3rd Edition. Polity. Heywood, A. (1992) Political Ideologies: An Introduction, Macmillan. Jessop, B. (1990) State Theory: Putting Capitalist States in their Place, Polity. McLennan, G. (1989) Marxism, Pluralism and Beyond, Polity. Raphael, D.D. (1976) Problems in Political Philosophy, Macmillan.

The Best AP World History Notes to Study With

The Best AP World History Notes to Study With SAT / ACT Prep Online Guides and Tips AP World History is a fascinating survey of the evolution of human civilization from the beginning of recorded history to the present. Because it spans thousands of years and covers the rise and fall of countless empires and nations across the globe, it might seem like an overwhelming amount of information to remember for one test. This article will help you organize your studying more easily by providing links to online AP World History notes and advice on how to use those notesto structure and execute a successful study plan. How to Use These AP World History Notes The notes in this article will help you review all the information you need to know for the AP World History exam.If you’re missing any notes from class or are just looking for a more organized run-through of the curriculum, you can use them as a reference. During your first semester of AP World History, study the content in the notes that your class has already covered.I’d recommend conducting a holistic review of everything you’ve learned so far about once a month so that you don’t start to forget information from the beginning of the course. In the second semester, after you’ve made it through most of the course, you should use these notes in conjunction with practice tests. Taking (realistically timed) practice tests will help to verify that you’ve absorbed the information.After eachtest, assess your mistakes, and take note of where you came up short.Then, focus your studying on the notes that are most relevant to your weak content areas.Once you feel more confident, take and score another practice test to see if you’ve improved on your last score. You can repeat this process until you’re satisfied with your scores! Background: AP World History Themes The content for AP World History is divided into five themes that can be traced through six different historical eras.The five themes that will show up throughout the course and exam include: Theme 1: Interaction Between Humans and the Environment Theme 2: Development and Interaction of Cultures Theme 3: State-Building, Expansion, and Conflict Theme 4: Creation, Expansion, and Interaction of Economic Systems Theme 5: Development and Transformation of Social Structures You should examine all content through the lens of these themes. AP World History is mostly about identifying large trends that occur over long periods of time.In the next section, I’ll go through the six historical eras designated by the curriculum, each accompanied with links to online notes. Much like these gentlemen, AP World History is very trendy. Except AP World History would never wear that godawful scarf. AP World History Notes These notes are organized by the six major historical periods laid out in the curriculum.Most of the notes are derived from CourseNotes, which has detailed outlines that go over every chapter from the fourth edition of the textbook World Civilizations: The Global Experience. The only notes that don’t come from CourseNotes are the chapter notes for Period 1. I took them from theAPstudynotessite because it contains more detailed information on early human history.They come from a different textbook called Traditions and Encounters: A Global Perspective on the Past, 3rd Edition.I’ve also included links to notes that cover broader thematic concepts within each period, which I’ve labeled as â€Å"overall notes" at the beginning of each of these sections. The biggest issue with all of these notes is that it can be hard to pick out key concepts. There are no bolded terms or summaries at the ends of the outlines. If you need a more engaging format to hold your attention, I'd recommend buying a review book instead or printing out the notes so you can highlight important points. Period 1: Technological and Environmental Transformations (Up to 600 BCE) Overall Notes for Periods 1 and 2 Textbook Chapter Notes: PreHistory Early Southwest Asian Societies and Indo-European Migrations Early African Societies and Bantu Migrations Early South Asian Societies Early East Asian Societies Early Societies in the Americas and Oceania Period 2: Organization and Reorganization of Human Societies (600 BCE - 600 CE) Textbook Chapter Notes: Classical Civilization in the Mediterranean (Greece and Rome) Classical Civilization in China Classical Civilization in India Development and Decline in the Classical Period (Pre-500 CE) Period 3: Regional and Transregional Interactions (600 CE - 1450) Overall Notes for Period 3 Textbook Chapter Notes: The Rise and Spread of Islam Abbasid Decline and Spread of Islamic Civilization to South and Southeast Asia African Civilizations and Islamic Influence Civilization in Eastern Europe: Byzantium and Orthodox Europe A New Civilization Emerges in Western Europe American Civilizations Pre-European Contact Chinese Reunification and Renaissance Spread of Chinese Civilization in Japan, Korea, and Vietnam Mongolian Civilization and the Last Nomadic Challenges The Rise of the West and the Changing World Balance Period 4: Global Interactions (1450 - 1750) Overall Notes for Period 4 Textbook Chapter Notes: Growth of the World Economy Transformation of Europe The Rise of Russia Early Latin America African Civilizations and the Atlantic Slave Trade Muslim Empires Developments in Asia Period 5: Industrialization and Global Integration (1750 - 1900) Overall Notes for Period 5 Textbook Chapter Notes: Emergence of an Industrial Society in the West Industrialization and Imperialism Consolidation of Latin America Civilizations in Crisis: Ottoman Empire, Islamic Heartlands, and Qing China Russia and Japan: Industrialization Outside the West Period 6: Accelerating Global Change and Realignments (1900 - Present) Overall Notes for Period 6 Textbook Chapter Notes World War I and the Crisis of European Global Order Challenges to European Dominance in the 1920s Great Depression and Authoritarian Response World War II and the End of the European Global Order Western Society and Eastern Europe During the Cold War Latin American Upheavals African, Middle Eastern, and Asian Independence Movements and Revolutions Nation-Building in East Asia and the Pacific Rim Globalization at the Turn of the 21st Century You can also check out these helpful mini-outlines on each world region from CourseNotes.They give you the status of each region at different periods in history in the areas of politics, economics, social class/gender, scientific advances, art and culture, empire, and religion.There are outlines for Africa, East Asia, Eastern Europe, Latin America, the Mediterranean, the Middle East, South Asia, the US, and Western Europe. Ah, the earth is such a beautiful and historic place! AP World History Study Tips Here are a few study tips that will help you prepare strategically for the exam. In addition to these tidbits of advice, you can check out this article witha longer list of the best study tips for this class. #1: We All Scream for Historical Themes I’m sure you’ve been screaming with delight throughout your entire reading of this article because the themes are so thrilling.Seriously, though, they’re super important for doing well on the final exam.Knowledge of specific facts about different empires and regions throughout history will be of little use on the AP test if you can’t weave that information together to construct a larger narrative. As you look through notes, think carefully about how everything connects back to the five major themes of the course. For example, if you're reading about the rise and spread of Islam in the 7th century, you should think about how this can be viewed in the context of Development and Interaction of Cultures. How did the spread of Islam impact cultural and political landscapes in the Middle East? What were its long-term effects on the region and why?If you get into this mode of thinking early, you’ll have an easier time writing high-quality essays on the final exam. #2: Practice Outlining Essays (Especially the DBQ) It’s critical to write well-organized, coherent essays on the AP test, but statistics indicate that a large majority of students struggle with this aspect of the exam.In 2015, the average score on the DBQ was just 3 out of 9 points - ouch.That means most students had trouble incorporating all the documents into their argument in a way that flowed logically.I guarantee that you can earn much more than 3 points on the DBQ and other essay questions if you consistently practice writing outlines that follow the directions and stay focused on the main topic. Try to becomea pro at planning out your ideas by the time the exam rolls around. #3: Know Your Chronology You don’t need to memorize a ton of exact dates, but you do need to be aware of the basic order in which major events happened in each region of the world.If someone tells you the name of an empire or dynasty, you should know which centuries it was active and what caused its rise and fall.Pay attention to the overall developments that occurred in world history during each period designated by the course.What types of contact were made between different regions? Where were trading networks established? What were the dominant powers? Multiple-choice and essay questions will ask you to focus on certain time periods and regions, so you should know the gist of what was going on at any given juncture. #4: Don’t Sweat the Small Stuff It’s good to know that a certain (hypothetical) emperor was attempting to unify culturally disparate regions through a shared national identity in the 5th century.It’s not necessary to know the names of every single region in the empire and the exact dates when they were conquered. You're not expected to have aphotographic memory. AP World History is mostlyabout broad themes. You should still includea few specific details in your essays to back up your main points, but that's not nearly as important as showing a deep understanding of the progression of human history on a larger scale. Don't let yourself get to this point. In terms of sweating the small stuff, I mean. You can do crunches while you study if you want. Maybe you can create your own smash hit training program that helps people exercise and study for AP tests at the same time, and you'll be so rich you won't even have to go to college. You're welcome. Conclusion: How to Study With AP World History Notes A well-organized set of notes can help to ground your studying for AP World History. With so much content to cover, it's best to selectively revisit different portions of the course based on where you find the largest gaps in your knowledge. You can decide what you need to study based on which content areas cause you the most trouble on practice tests. Tips to keep in mind while studying the notes for this course include: Tip #1: Connect Facts Back to the Themes Tip #2: Practice Writing Essay Outlines Tip #3: Know the Basic Chronology of Events Tip #4: Don't Worry Too Much About Small Details If you meticulously comb through your mistakes and practice your essay writing skills regularly, you're on the right track to a great AP score! What's Next? What's a document-based question? How do you write a good response? Read this article to learn more about the most challenging question on the AP World History test! If you're taking AP World History during your freshman or sophomore year, check out this article for some advice on which history classes you should take for the rest of your time in high school. How many AP classes should you take over the course of your time in high school? This article will help you figure out how many AP classes you should take based on your goals and the course offerings at your school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Law of business association.Understanding company law Case Study

Law of business association.Understanding company law - Case Study Example This means that this partnership agreement will be in line with the partnership act of businesses operating in Australia. Further, they inform the solicitor that they are equal partners Partnership Act 1963 (ACT, section 6(1). John and Jenny are in partnership as the formation of a partnership requires a written or verbal agreement. This two people have a written agreement of partnership prepared by their solicitor. They open a joint account in which they use for the business transaction. This is not a requirement of a partnership. However, for the success of the business it is necessary to have a business account. A partnership is not a legal entity thus a business account will have to be a joint account of the members (Bentley v Craven (1853) 18 Beav 75; 52 ER 29). After a partnership formation, there are legal consequences. The liability of the partner is unlimited. This means that, in the case of Jenny and John they are responsible for the business debts. The recovery of business debts wills extend to the personal properties of the two partners. This will happen in the event that shares in the business are inadequate to cover business liabilities. This partnership between Jenny and John, it is jenny who involves in the day to day running of the business. Therefore, Jenny works as a general partner while John operates as a dormant partner. The two partners meet regularly to discuss the progress of the business. This means that John is aware of how the business if fairing on though he is not an active participant in its operation. John as a partner in this business is liable for the decisions that Jenny makes on a daily basis. If the business, incurs loses or profits the two partners will share them equally. The two partners have been sharing the proceeds of the business from time to time on an equal basis. They share the profits equally though Jenny works full time in the business and does not receive a salary while John works irregularly on weekends. This business is failing in its operation. In addition, the relationships between the two partners deteriorate. They decide to dissolve the business, and ask their solicitor to terminate the partnership. However, the two partners continue to operate the business much the same way as before dissolution. In effect, this implies that the partnership has not been dissolved. This is because, for a partnership to be dissolve the partners withdraw their shares and the business operation ceases (Lipton et al., 2012). Alternatively, the partners sell their shares and t he business continues to operate, but as a new partnership. John had ordered for fixture and fitting for use in the business, in his own name but did not make payment for them. This he did in anticipation of the start of the business. The fixture and fitting have been in use, in this partnership business. John wants Jenny to participate in payment of this debt. Jenny declines, saying she has been working for the partnership without payment and that John should settle the debt (Lipton et al., 2012). Legally John and Jenny are in a partnership though they assume that they have dissolved. Accordingly then, they are both liable to make payment for this debt though its acquisition is in the name of John. This is because the fittings and furniture acquisition was for business purpose. The partnership act stipulates that debts incurred by a partner even without the knowledge of the other partner are the responsibility of all partners. Therefore, Jenny as a partner in business with John can be sued individually for this debt Partnership Act

Privacy Issue Problems for Emailing, AIM and MSN Essay

Privacy Issue Problems for Emailing, AIM and MSN - Essay Example This resulted into people having second thoughts of joining or subscribing to such services to receive the services of the company; Google. However, when the issues were resolved, business was good for a while before things got out of hand again later, on when they released Google Plus. Google buzz is embedded into the emailing services provider that Google gives its users. It runs in Gmail emailing services program. Google’s Buzz was not well designed; as a result, there were many loopholes in its design (Choney 1). For instance, it allowed people to share almost everything. In addition to this, anybody who has sent you email can see anything you post using the service or product from Google. This happened only a couple of days after they had released the product and they had to act fast to minimize the damage that could have erupted if the problems were not fixed. There many different people eager and very interested in people’s online conversations, both voice, chat via IM, and in the emails. Providers of broadband services and those of IM services also are eavesdropping and peeking into their customer’s conversation. In other words, the privacy problem as far as Instant Messaging is concerned is a major issue. Instant messaging is gaining popularity at a very high rate as the best form of communication (Spring 1). Many home users like using the different tools of instant messaging but again, most of them are not aware of the privacy issues associated with them. This results in situations that can embarrass people like having too much personal information on the internet that may land in the wrong hands and results to a lot of harm. As much as it is a popular mode of communication among home users, it is slowly gaining its way into the business sector. The companies may not make it legal to use the processes and resources of the company; however, individual users are installing the instant messaging tools on to the machines they use at p laces work. Although, instant messaging is a good and convenient way to communicate, there are privacy issues that arise because of using these tools (Sans 1). However, not all Instant messaging solutions have the same level of privacy issues neither does all offer the same security or privacy. The main question as far as the IM and emails privacy issue is concerned is whether these services are able to protect users against eavesdropping. While emails can only allow one user to be able to communicate with another and even several others people whether the recipient of the message is online or is not online, instant messaging is a little different. It can be used to communicate with people who mainly are online and connected to the internet. Emails can be hacked into, and the identity of the account holders can be compromised. In the process, valuable information can be stolen for malicious purposes. The mail sent or received is kept on the server just in case the user cannot access the ones on the web site of the company. The email can only be received when the email is retrieved from the mail server. The email can receive and include such things as links to URL’s, attachment files centre. Instant messaging allows for real time communicators. Instant messaging is plagued by so many privacy issues. Some of the problems include the fact that these tools let the world

Asthma :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Asthma is a chronic illness that affects many people. Asthma affects approximately 155 million people around the world. The pharmaceutical industry approximates $5.5 billion in sales for asthma medication per year for a condition that is incurable.   Ã‚  Ã‚  Ã‚  Ã‚  Asthma is an inflammatory disease of the airways. The narrowing of airways occurs due to inflammation and excessive mucous secretion. The constriction of the airway gives rise to common asthmatic symptoms of wheezing, coughing, tightness in the chest, and shortness of breath. The usual form of control for asthma is bronchiodilators and corticosteriods.   Ã‚  Ã‚  Ã‚  Ã‚  Although, bronchiodilators are used in asthma therapy they have no effect on the inflammatory process. Bronchiodilators are a class of drug that relaxes airway smooth muscle by increasing cAMP and opening potassium channels. Corticosteriods on the other hand are now considered the first line of treatment for patients with severe and chronic asthma. Corticosteriods bind to a receptor in the cytosol, which translocates to the nucleus and binds DNA to activate genes. The main action of corticosteriods is to suppress multiple inflammatory genes, such as cytokines, inflammatory enzymes and adhesion molecules. The effectiveness of the corticosteriod is in most part due to the inhibition of transcription factors, such as AP-1 (activation protein 1), Nuclear factor-b (NF-b), and nuclear factor of activated T-cells (NF-AT), which are required for inflammatory response.   Ã‚  Ã‚  Ã‚  Ã‚  The FcRI is the receptor for the IgE antibody. The FcRI is composed of a  chain that binds the Fc portion of the IgE, the  chain and the  chain together form a tetrameric structure. Due to the fact that release of mediators from mast cells in asthma is IgE-E dependent one approach would be to block the activation of IgE using blocking antibodies that do not result in mast cells. A humanized murine monoclonal antibody directed to the FcRI-binding domain of human IgE (rhuMAb-E25) reduces allergen specific IgE after intravenous administration. RhuMAb reduces early and late responses to inhaled allergen and eosinophils counts from induced sputum.

Individual Assignment and Chart Essay

Curriculum history is important to educators just as the general history of a country is important to historians and politicians. Much can be learned from the successes and the failures of the past. Traditional education in Japan follows societal norms in stressing respect for order and for group goals. The schools stress self-evaluation, hard work, and organization. Schools actively teach morals and values in order to develop individuals of character that will function in society as educated and moral. Japanese formal education in began with adherence to Buddhism and Confucianism. Later, studies in sciences were added, and Japan slowly began to adopt more western styles of education. Briefly, the schools were used as military and nationalistic training grounds during WWI and WWII (Hood, 2001). Over the last fifty years, schools in Japan have been evolving further. After WWII, a call to return to leadership and societal welfare in education was initiated. Schools were strictly centered around community goals and common curriculums. In the 1980s, unfortunately, an increase in youth violence began to worry Japanese citizens about their future. Focus turned to the morals based education of centuries before. In the late 1990s, the cold war era was over. The Ministry felt as if they could relax the six day long weeks and long days (Japan, 2006). Part of this change in philosophy could be due to changes in competition for universities. Previously, competition for admission into Japanese universities was cutthroat, but now, with a reduction in the number of children being born, schools are competing for students (Hood, 2001). In a way, this has given students more power to seek the types of education they most need. In addition, Japan is also loosening its governmental hold on curriculum and allowing from more flexibility in curriculum through site-based decision-making (Komatsu, 2002). Schools are now able to select textbooks from a group of sources. Recently, controversy has arisen as to which history textbooks to choose. In 1997, a group was formed to create and market a revision of Japanese history for incorporation into school history textbooks. This group was primarily interested in revising the presentation of Japan’s execution of militaristic procedures. Unfortunately, even with its widespread promotion efforts, the revised textbook failed to gain a foothold in Japanese schools. Only a few private schools in one small area of Tokyo was willing to give the book a chance (Masalksi, 2002). Not all things in Japan’s educational system are open to change. Before, Japanese teachers had very little autonomy in determining what they would teach even though they held positions of high respect in the community. Now, individual schools and teachers will be able to decide on curriculum issues that best meet the needs of their students. â€Å"The general principle of curriculum organisation is changing from the idea of providing a common education for all children to one of providing different education for various children† (Komatsu, 2002, p. 53). The 2002 Rainbow Plan mirrors the change in philosophy towards more democratic ideals. The government is continuing to relinquish more control to the schools’ local administrations (Japan, 2006). In the future, Japanese education will continue to follow Western trends. One such trend will be in technology and information. While Japan is a world leader in electronics technology, its individual and student use of the internet lags behind. This is primarily because 80% of the internet content is in English. As a result, Japanese students need to be learning both spoken and written English and how to use the internet at younger ages (McCarty, 2000). Clearly, Japanese education will begin to include more intensive English and computer technology classes in early education for its students. Another trend in Japanese education must certainly be increased funding for higher education. Even though the number of teenagers in Japan is lower, over 40 % of them do attend universities. However, government funding for universities is low. Dr. Akito Arima, former Minister of Education, notes that while the United States spends about one percent of its Gross Domestic Product (GDP) on educational funding, Japan spends less than half of one percent in the same manner. However, Japan is second only to the United States in the number of students who attend college. The funding for private universities is even lower, even though 75% of college students attend private universities. â€Å"In this respect, one should note the contradiction between the high proportion of people who move on to higher education, and the low public expenditure ratio. This demonstrates that university education in Japan is seriously under-funded† (Arima, 2002). If college education remains under-funded, many secondary students may turn away from it, thinking that it has less to offer than before. If birth rates should rise in the future, this burden will become more pronounced. Funding will definitely have to be initiated in order to keep young students setting college educations as their goal. Ironically, the US and Japan seem to be crossing each other in the middle of the curriculum spectrum. While Japan is recognizing the individuality of each student and allowing him to seek his own educational goals with flexible programs of study, the US is getting much more rigid with the enactment of NCLB and strict state testing plans and pacing guides. One might wonder if the US will notice a similar increase in youth discontent as a result.

How to Calculate a Sample Standard Deviation

A common way to quantify the spread of a set of data is to use the sample standard deviation. Your calculator may have a built in standard deviation button, which typically has a sx on it.   Sometimes it’s nice to know what your calculator is doing behind the scenes. The steps below break down the formula for a standard deviation into a process. If youre ever asked to do a problem like this on a test, know that sometimes it’s easier to remember a step by step process rather than memorizing a formula. After we look at the process we will see how to use it to calculate a standard deviation. The Process Calculate the mean of your data set.Subtract the mean from each of the data values and list the differences.Square each of the differences from the previous step and make a list of the squares.In other words, multiply each number by itself.Be careful with negatives. A negative times a negative makes a positive.Add the squares from the previous step together.Subtract one from the number of data values you started with.Divide the sum from step four by the number from step five.Take the square root of the number from the previous step. This is the standard deviation.You may need to use a basic calculator to find the square root.Be sure to use significant figures when rounding your answer. A Worked Example Suppose youre given the data set 1,2,2,4,6. Work through each of the steps to find the standard deviation. Calculate the mean of your data set.The the mean of the data is (12246)/5 15/5 3.Subtract the mean from each of the data values and list the differences.Subtract 3 from each of the values 1,2,2,4,61-3 -22-3 -12-3 -14-3 16-3 3Your list of differences is -2,-1,-1,1,3Square each of the differences from the previous step and make a list of the squares.You need to square each of the numbers -2,-1,-1,1,3Your list of differences is -2,-1,-1,1,3(-2)2 4(-1)21(-1)21121329Your list of squares is 4,1,1,1,9Add the squares from the previous step together.You need to add 4111916Subtract one from the number of data values you started with.You began this process (it may seem like awhile ago) with five data values. One less than this is 5-1 4.Divide the sum from step four by the number from step five.The sum was 16, and the number from the previous step was 4. You divide these two numbers 16/4 4.Take the square root of the number from the previous step. This is the standard deviation.Your st andard deviation is the square root of 4, which is 2. Tip: It’s sometimes helpful to keep everything organized in a table, like the one shown below. Data Data-Mean (Data-Mean)2 1 -2 4 2 -1 1 2 -1 1 4 1 1 6 3 9 We next add up all of entries in the right column. This is the sum of the squared deviations. Next divide by one less than the number of data values. Finally, we take the square root of this quotient and we are done.