The Essential Business Contracts Assignment Example | Topics and Well Written Essays - 250 words

The Essential Business Contracts - Assignment Example This leaves all the rights to the software fully on the contractor’s hands. This includes the patent. ITI Inc., therefore, needs to seek permission from the copyright holder. The product is also military weapons software; the laws on national security thus also bind it. Â  A termination for default is when a government has the right to terminate a contract due to a failure of poor performance of contractual terms (Stim, 2010). Termination of convenience involves prices agreed upon in the contract. A termination of convenience is preferred in this case, as it will create a greater platform for discussion. Â  Mr. Reliford may protest the termination. However, if the contract does not give him any right to he may only consent for a reinstating. Otherwise, the period he has worked is only moral and not bound by law. Reinstatement will only be done if it is in the best interest of the government. Â  Lieutenant Ace Ventura has been called back to active duty. This means that he is still a member of the navy and still works for the United States. If he is to ask for a job, he should notify his current employer of his endeavors or ask his potential employer to withhold his job interest until he has communicated it himself.

The Making of Modern Russia Essay Example for Free

The Making of Modern Russia Essay b) How far do you agree that the economic position of the peasantry in Russia was stronger in the period between the Emancipation and the Revolution than it was under Lenin and Stalin? Agricultural policy in Russia throughout Russia between 1856 and 1964 has always been characterised by a hidden agenda. The Tsars used agricultural policy to obstruct a revolution, while Stalin used agricultural policy to facilitate industrialisation. The peasantry were limited in reaping the benefits from agricultural policies introduced by either regime. However, while both governments used agricultural policies to sustain their power, the Communist regime under Lenin and Stalin was significantly more ruthless than the former. The Tsarist regime needed the peasants on side in order to block latent revolutionary threat. Therefore, it can be said the peasants were in a better economic position under the Tsars than the Communist regime. Additionally after the emancipation, the peasantry no longer existed because of egalitarianism. In 1861 Tsar Alexander II introduced the first economic policy intended to benefit the peasantry. The Emancipation Edict was a mechanism implemented to free all serfs, who made up more than one third of the total population. The Emancipation edict abolished all personal serfdom, and the peasants were to receive land from the landlords and pay them for it. This gave the peasantry the opportunity to achieve limited economic success. However in reality, the peasants were effectively transferred from one owner to another. The state advanced the money to the landlords and recovered it from the peasants in 49 annual sums known as redemption payments. That initial stage dragged on for nearly 20 years in some regions. In many areas the peasants had to pay more than the land was worth. While in other areas they were given small plots, and many chose to accept beggarly allotments. The peasants landholdings were controlled by the mir, or village commune. The mir was responsible for redemption payments and periodically redistributed the land to meet the changing needs of the various households. This system meant that peasants could not leave their villages, and actually lost rights to the use of some land. (WHICH?) This policy aimed to circumvent revolution and hence actually worsened the economic plight of the peasantry. The emancipation was a failure in terms of the economic success. What is more, the provisions concerning land redistribution produced the peasant discontent that eventually helped the Russian Revolution to succeed, despite the later land reforms of Stolypin after the 1905 revolution. These plans involved allowing peasants to own their own land, removing the system in which peasants only farmed strips of land and allowing peasants to trade land freely. These proposals would have warranted more economic security for the peasantry if there wasnt a lack of enthusiasm to adopt them. Having enjoyed a sense of collective security at the time, the Bedniaks were unwilling to run the risk of setting up farms individually. For this reason, Stolypins reforms were fruitless. By and large, the same problems created after emancipation was still present in 1914. However, many historians have argued that if given more time Stolypin may have been able to implement them successfully. Overall, the main agricultural policies implemented to improve the economic success of the peasants at the time were aimed at trying to keep the Tsarist regime in power. This is why both the emancipation edict and Stolypins reforms failed. M. Lynch states that in a country as relatively backward as Russia, reforms would take even longer to be effective this refers to Stolypins gamble on the strong. This suggests that Stolypins reforms may have worked if given time, but the peasants were still in a backward agricultural economy and were averse to risk. This is the reason for the failure of both the emancipation and Stolypins reforms. Both policies failed to provide an incentive to the peasantry, to leave what they had and create a richer peasantry would reject any socialist ideals. Instead these policies were aimed at stabilising Tsardom. When the Communist regime seized power in 1917, the peasants encountered the same problems faced in the Tsarist regime. Peasants had not benefited during the Tsarist regime due to the fact that all policies were aimed at maintaining its hold on power. In doing so, some consideration had to be given to the peasants when these policies were implemented. In addition, the Communist regime was different to that of the Tsars; in that it did not depend on the support of the peasants and therefore any policies introduced for agriculture simply relied on the repression of peasants. All policies were aimed at industrialising Russia, and it did not matter if peasants suffered because of this. Any agricultural policy was simply to help feed the towns or to provide grain to export to pay for industrialization. The Communist regime implemented a policy of war communism during the civil war. The sole aim of this policy was to keep the Bolsheviks in power and to win the civil war. As a result, peasants were viewed as disposable. Even during the vast famine of 1922, the Government took all surplus agricultural produce given to the towns to help supply the army with food. The peasants stopped producing more than they needed for themselves. The result was famine aggravated by drought; no measures were taken to help them. In addition, Russia continued to export large amounts of grain to fund the war in spite of the substantial famine in Russia itself. This left many peasants in extremely poor economic positions, definitely in a worse position than during the Tsarist regime. In 1921, the New Economic Policy (NEP) was introduced. It was intended to rectify this position and stabilise the economy. As a result of the NEP, production revived quickly, industrial production reaching the pre-war level by 1926, and although more slowly, agricultural production grew. Moreover, peasants were even allowed to sell some surplus and pay tax; some peasants became rich such as the Kulaks as a result of the removal of state requisitioning. As a result, this policy restored some prosperity and improved the economic position of the peasants by encouraging new small businesses. Experts were brought in to increase production in nationalised industries (coal, iron, steel railways). However, although this policy was aimed at providing more grain to feed the towns, it did improve the economic position of the peasants by giving the people the chance to make money. However it is debateable as to whether it was only intended as a temporary measure to repair a severely damaged economy. There were problems that prevented the peasantry to benefit economically from the policy. The first problem was that the surplus grain produced by peasants couldnt be traded for industrial goods easily as industry did not grow as rapidly as agriculture had. This meant the peasants did not benefit as much as they could have with their increased supply of grain. Furthermore, the high turnover meant the value of grain plummeted between 1922 and 1923. To make matters worse, the lack of industrial goods available at the time meant industrial prices kept rising. The peasantry were forced to grow more grain than before in order to buy the goods they needed. The newly denationalized industry was producing again, but its costs were much higher than pre-war levels and thus the prices of manufactured goods were high. As the marketing of agricultural produce was resumed, the greater supply drove grain prices down. The terms of trade this moved against the countryside. Whereas the average peasant had formerly been able to get a shirt for thirty-odd pounds of rye or the equivalent, by 1923 he needed two hundred and fifty pounds. The result was the scissors crisis so called from a diagram Trotsky used in a speech, which showed the intersection of a falling rural price curve and a rising urban price curve. The curves intersected, said Trotsky in September 1922. The Lag factor undermined the new economic position of the peasants. Moreover, the introduction of higher taxation also further reduced the economic position of the peasants, meaning more of their grain was used to pay taxes rather than for trading. Overall, the economic potential of the NEP was cancelled out by several factors: high taxes, lack of trading opportunities. The economic position of the peasantry had seen some improvement with the abandonment of state requisitioning, but even this development was minor. The peasants were almost in the same economic position as they had been during war communism. The NEP was at least a feasible attempt to improve the state of agriculture, and did give peasants some economic freedom. But, this economic freedom was taken away from the peasantry under Stalin with his policy of collectivisation. This policy forced peasants to live on collective farms, with most the grain being produced being given to towns, over the peasants. This had a severely effect on the peasantry, who started hoarding grain as a reaction against the preferential treatment towards the towns. They refused to produce grain that would not be theirs and successful held the state for ransom. This only dragged the country into a deeper famine. NEP could have helped the peasants economically if it was run properly. This was not the case. Problems such as the machines not being available to cultivate the crops when needed meant more peasants had less grain for themselves. The grain that was produced was not split fairly and left many peasants with insufficient grain to feed their families. NEP also meant the recreation of class distinction, however the policy continued despite its shortcomings until . All the economic freedom achieved since the emancipation were stripped from the peasants, leaving them in a worse position than they were eighty years before. The final problem with collectivisation was Dekulakisation; the class of wealthier independent peasants. In smashing the Kulak class, the peasants were losing the most efficient farmers, thus reducing the amount of grain being produced by the peasants still further. The liquidation of the Kulak class left collectivised farms with the task of improving the peasants economic position. Something it was unable to achieve. Collectivisation undermined any economic freedoms that the peasants had gained. They now had no land, no freedom to trade, and in many cases, not even enough grain to feed their families. Entirely, due to the badly run collectivised farms and the destruction of the class enemy: the kulaks. Overall, agriculture was completely neglected throughout the Tsarist and Communist regimes. Agricultural policies were simply used to either keep the current government in power or to help achieve ideals the regime had, such as industrialisation. In many ways, both regimes were equally incompetent and negligent. Both were authoritarian and dictatorial and all policies passed on agriculture had a vested interest. However, during the Tsarist regime, at least some (albeit not all) peasants had their own land that they could live on. During the communist regime, many peasants were forced into poverty by the policies of war communism and collectivisation. At the end of 1950 peasants did not have their own land, and were working for little reward, as the productivity was worse than in 1917. If the evidence is weighed up on the scales: the peasants economic position stayed much on the same level as before emancipation. However paradoxically, they received more benefits economically by the Tsarist regime than the Communist regime. The Tsarist regime needed the peasants subside revolutionary sentiment and sustain power. Collectivisation under the communist regime destroyed all economic gains the peasants had achieved throughout both regimes. Why was NEP abandoned? http://www.marx2mao.org//Stalin/Index.html For similarities you could consider some of the following points: 1. the central control by the Tsars and by Stalin 2. the secret police under both regimes 3. terror 4. total control of the government over the economy 5. total control of the government over education 6. the adoration of the leaders by the people, giving them a godlike status 7. Both regimes relied on a large number of supporters in order to carry out the work of the leader. For differences, you might consider some of the following points: 1. different political doctrines 2. the way in which they achieved power 3. attempts by the two last Tsars to give the people some democracy was not matched by Stalin 4. the Tsarist regimes knew that they would have to move on if they were to keep people happy. Stalin was not interested in the peoples happiness. He just wanted the power. 5. Industrialisation 6. Class structure 7. Different types of people in power. Not just the Tsars and Stalin but all the other people that helped maintain the regimes. For each of the points you wish to write about you need to make your comparison and then support it with some factual evidence. . Some historians argue that Stolypin and his wager on the strong was the last chance the Tsar had to help Russia develop into a democratic society, and to keep his throne.

Dwight D Eisenhower Essay -- essays research papers

Dwight’s Early Life Dwight D. Eisenhower was the third son of David and Ida Stover Eisenhower. He was born in 1890 in Denison, Texas, and named David Dwight Eisenhower, although he was known as Dwight David by many. In 1891, the family moved to Abilene, Kansas, where Eisenhower was brought up. He was the third of seven sons. He and his older brothers were all called â€Å"Ike† by their family, Eisenhower was known as â€Å"Little Ike†. In his high school years, he was known to excel in sports due to his active nature. After he graduated, Eisenhower wanted to attend college, but his family could not afford the tuition. Dwight and his brother planned to switch off between work and college every year in order to pay for each other’s tuition and allow them to both complete their education. In 1910, Eisenhower found that he could get a free college education at United States Military Academy at West Point, New York. The prerequisite for obtaining such involved passing a difficult exam. W hile Eisenhower had no original plans to be a soldier, he still prepared well for the competitive West Point entrance exam and won an appointment to the school in 1911. The Coming of a Commander in Chief Unknown to him at the time, Eisenhower would later lead many military forces though the course of both world wars, winning decisive victories and helping push America forward even before his own presidency. When the United States entered World War I in 1917, Eisenhower was promoted in the army and assigned to training duty for new cadets. He desperately wanted to see action during the war, and applied for an overseas assignment. His own skill would prevent him from participating in battle during that war. Higher officers saw the ability that he had as an organizer and trainer, and put him in command of Camp Colt at Gettysburg, Pennsylvania, instead of granting his overseas request. One of the army’s first tank corps was being formed there, and Eisenhower trained the fighting unit. In the October of 1918 he finally got orders to take his units overseas, to France, but the war ended before he could leave America. Although disappointed at having missed combat, Eisenhower was reco gnized by his superiors for his efforts during the war. He was awarded the Distinguished Service Medal following the submission of German forces. After gaining much respect in the military field for his accompli... ...ho was true to his country, as there were few times in his life where he was not actively serving The United States. Helping our nation though two harsh wars as a trainer and commander, and attempting to tackle issues of great proportions during his presidency showed the strength, determination, and the great efforts put forth by this man to help shape the U.S. into the country that it is today. 1. Joann P. Krieg. Dwight D. Eisenhower Soldier, President, Statesman. Greenwood Press. Westport, Conn. 1987. 2. Clarefield, Gerard. Security with Solvency: Dwight D. Eisenhower and the Shaping of the American Military Establishment. Westport, CT, Praeger, 1999. 3. Divine, Robert A. Eisenhower and the Cold War. New York, Oxford University Press, 1981. 4. Broadwater, Jeff. Eisenhower and the Anti-Communist Crusade. Chapel Hill, University of North Carolina Press, 1992. 5. (Document) Beasley, Charles A. Grant and Eisenhower: A Comparative Study of the Soldier Turned Political Leader. Carlisle Barracks, PA, Army War College, March 1991. 6. (Periodical) Barclay, C. N. Dwight David Eisenhower 1890-1969: A Tribute to the Supreme Allied Commander, 1942-45. Army Quarterly 98

censorship sucks @*$ Essay examples -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The word censorship dates back to the sixth century B.C. in the Roman Empire. Roman officials titled censors would assess citizen’s property, and they would proclaim its value. The wealthier a citizen was the more rights that citizen received. Censorship is defined presently as the suppression of all or part of a publication, play, or film considered offensive or a treat. Unfortunately due to current political and social circumstances, or just very wealthy right winged conservatives; the oppression of censorship has been stretched over the very head of the first amendment like the lower lip of a man stretched over his head. Countless times in our society we find cases of over censoring, causing many to question whether or not censorship has a rightful place anymore?   Ã‚  Ã‚  Ã‚  Ã‚  In The New York Times there was an article printed about a censorship issue at New York University’s Tisch School of the Arts. In October of 2003 a film student named Paula Carmicino was told to stop production on four-minute documentary of the â€Å"portrayal of the contrast between unbridled human lust and banal everyday behavior.† They administration felt that her film was inappropriate, even for a university. The film required two actors to have sex on camera in front of the class. Her professor approved, but the administration of the Tisch School saw it as not acceptable. The matter caused a very tempestuous situation on campus.   Ã‚  Ã‚   ...

Isolation of Aspirin

Once the aspirin is prepared, it is isolated from the reaction solution and then it is purified. The aspirin is insoluble in cold water, and it is isolated by filtering the chilled reaction solution. Purification is essential to remove any unreacted salicylic acid and acetic anhydride as well as the acetic acid product and phosphoric acid. Acetic anhydride is caused to decompose by the addition of water once the formation of aspirin is complete. C4H6O3 (Acetic anhydride) + H2O (Water) ————————-> 2C2H4O2 (Acetic Acid) The acetic acid and phosphoric acid are water soluble and it is removed by washing the aspirin with chilled water. Salicylic acid is only slightly soluble in water and is not completely removed in the washing steps. Phosphoric acid can be used instead of sulphuric acid if desired to obtain the higher yield, as sulphuric acid reacts more readily with the organic molecules involved in the reaction than phosphoric acid. However, phosphoric acid does not absorb water in the reaction; therefore it may be a slower process. Final purification is completed by the process of Recrystallisation. By recrystalising the crude aspirin slowly, it was possible to obtain large crystals with an exact structure by allowing the aspirin molecules to join together in a precise way. The regular molecular crystal structure of the final product makes it more difficult for impurities to be included, eliminating impurities present in the formless crude product. The impure aspirin is dissolved in warm ethanol. The solution is then cooled slowly, and the aspirin crystallises out of solution leaving the salicylic acid and other impurities behind. In my experiment, pure aspirin was obtained after filtering out the impurities and excess reagents through the filter paper. A method to check a solid compound’s purity after recrsytallisation is to check its melting point. The melting point of a compound can be used to identify it and also to estimate its purity. Normally an impure compound will show a melting point which is lower than that of a pure compound. Therefore, if the sample of aspirin melts at a temperature below the accepted melting point two possibilities can exist; either the sample is impure or it is not aspirin. A pure substance will melt sharply at 1-20C per minute when nearing the expected melting point in order to get a more accurate range. An impure compound will melt over a wider temperature range.

12week Presessional Course Essays - English-language Education

12week Presessional Course Essays - English-language Education 12-week Pre-sessional Course Block 1 22nd June-24th July 2015 Name of TutorTutors room numberTutors email Coursebooks: Phillips, T. and Phillips, A. (2013) Progressive Skills in English Level 4 Coursebook. Reading: Garnet Phillips, T. and Phillips, A. (2013) Progressive Skills in English Level 4 Workbook. Reading: Garnet OConnell, S. (2010) Focus on IELTS. Harlow: Pearson Terry, M and Wilson, J. (2010) Focus on Academic Skills for IELTS. Harlow: Pearson NB These books are available on campus at Blackwells bookshop. 12 week course Week 122nd - 26th JuneRoom 4C02 Week 1MondayTuesday Wednesday Thursday Friday Registration 9.30 Main Info Point Visa/document check: Visa hub Induction 10.30 11 2B020 Campus tour 11-12 LUNCH 12-1 _______________________________ 1pm Students go to class Room 4C02 Academic induction: Course outline 9.3011amProgressive Skills Theme 1 Progressive Skills Theme 1 Focus on IELTS Focus on IELTS 11am-11.30BREAKBREAKBREAKBREAK 11.30-1pmProgressive Skills Theme 1 Tour of Bristol/ Police Registration Meet student ambassadors at Bus Stops at 11.30amFocus on IELTS Focus on IELTS 1-2pmLUNCHLUNCHLUNCH 2pm-3.30Progressive Skills Theme 1 Focus on IELTS Focus on IELTS 12 week course Week 229th June- 3rd JulyRoom 4C02 Week 2Monday ALTuesday ALWednesday ALThursday ALFriday AL 9.30 - 11.00 Progressive Skills Theme 2Progressive Skills Theme 2Focus on IELTS Focus on IELTS Student Presentations: Computers and the vision- impaired 11.00 11.30BREAKBREAKBREAKBREAKBREAK 11.30 - 1.00 Progressive Skills Theme 2Progressive Skills Theme 2Focus on IELTS Focus on IELTS 1.00-2.00LUNCHLUNCHLUNCHLUNCHLUNCH 2.00 - 3.30 Progressive Skills Theme 2Progressive Skills Theme 2Focus on IELTS Focus on IELTS Self-study task: Portfolio task A.B, C p 67. Prepare a presentation for Friday Written assignment: Write an article about the aid that you researched in Ex C (p 67) 12 week course Week 36th - 10th JulyRoom 4C02 Week 3 Monday ALTuesday ALWednesday ALThursday ALFriday AL 9.30 - 11.00 Progressive Skills Theme 3Progressive Skills Theme 3Focus on IELTS Focus on IELTS Student debate: Television programmes that involve the humiliation of contestants should be banned 11.00 11.30BREAKBREAKBREAKBREAKBREAK 11.30 - 1.00 Progressive Skills Theme 3Progressive Skills Theme 3Focus on IELTS Focus on IELTS 1.00-2.00LUNCHLUNCHLUNCHLUNCHLUNCH 2.00 - 3.30 Progressive Skills Theme 3Progressive Skills Theme 3Focus on IELTS Focus on IELTS Self-study task: Portfolio task A, B: Prepare arguments for debate for Friday. Written assignment: To what extent should reality TV programmes be controlled by television regulators? 18 week course Group Week 413th - 17th JulyRoom 4C02 Week 4Monday ALTuesday ALWednesday ALThursday ALFriday AL Progressive Skills Theme 4Progressive Skills Theme 4Focus on IELTS Focus on IELTSStudent discussion: The positive and negative aspects of ageing population 11.00 11.30BREAKBREAKBREAKBREAKBREAK Progressive Skills Theme 4Progressive Skills Theme 4Focus on IELTS Focus on IELTS 1.00-2.00LUNCHLUNCHLUNCHLUNCHLUNCH 2.00 - 3.30 Progressive Skills Theme 4Progressive Skills Theme 4Focus on IELTS Focus on IELTS Self-study task: Portfolio p 127 preparation/research for discussion on Friday Written assignment: Choose either Assignment 1 or Assignment 2 p127 18 week course Group Week 520th 24th JulyRoom 4C02 Week 5Monday ALTuesday ALWednesday ALThursday ALFriday AL Progressive Skills Theme 5Progressive Skills Theme 5Focus on IELTS Focus on IELTSStudent Presentations: Influences on the environment 11.00 11.30BREAKBREAKBREAKBREAKBREAK Progressive Skills Theme 5Progressive Skills Theme 5Focus on IELTS Focus on IELTS 1.00-2.00LUNCHLUNCHLUNCHLUNCHLUNCH 2.00 - 3.30 Progressive Skills Theme 5Progressive Skills Theme 5Focus on IELTS Focus on IELTS Self-study task: Portfolio tasks C, D p 159.

Metropolitan Museum of Art essays

Metropolitan Museum of Art essays For my cultural event I chose to visit the Metropolitan Museum of Art. I've always, even while I lived in Portland, had a wish to visit it and to experience the feeling that was so popular among those who have been there before. I often imagined what it would be like, but when on Saturday the 14th of October I actually went there for the first time I was speechless. It was a lot more then what I pictured it to be. I spent 4 hours there and in that time I was only able to see the first floor and briefly run through the second floor. As I walked in and turned left, I found myself among the most beautiful sculptures by artists not only of American heritage but also from around the world. I saw the sculpture of Adam by Tullio Lombardo, Alheus and Arethusa by Battista Lorenzi, Andromeda and the Monster by Domenico Gaidi, Ugolino and his Sons, my most favorite of them all due to the reality of the expressions on the faces of the sculpture and the amazing detailed work that Jean Baptise Carpealle has done. Those were just a few of all that I saw, the ones that got stuck in my memory because they were so amazing. From that gallery, I went into another, a gallery that holds rooms from the 19th and 18th centuries, with all their ancient furniture. Rooms filled with a completely different atmosphere then my own or the one that I am used to. Gorgeous chairs, rugs, paintings invited me to touch them, to feel their culture, to hear the noises that they would make, but of course forbidden to be touched or to even come close to them. After that I went through gorgeous galleries of African Art, which took me into a completely different world of their own culture. I walked by masks, dishes, chairs, and millions of textures and colors of wood, which they were made out of. And then I was led into another room, a gallery of ancient Greek works. This was probably the most interesting room to me because I've always found the Gre...

70+ Academic Honors Examples for Your College Application

70+ Academic Honors Examples for Your College Application SAT / ACT Prep Online Guides and Tips College applications are all about showing off to the admissions committee, and what better way to do so than to lead with your most impressive academic awards.What are the best academic honors and awards to put on a college application? In this guide, we give you 70+ academic honors examples to give you an idea of what types of achievements colleges like to see most on applications.In addition, we explain what counts as an academic honor or award, go over different impressive academic honors and awards examples you can get, and give you useful tips for effectively talking about awards on your application. What Is an Academic Honor or Award? First things first, what counts as an academic honor or award? Generally speaking, an academic honor or award is any major achievement you’ve made and been recognized for in some way.The form of recognition can range from an actual object, such as a trophy or plaque, to prize money, a title, or verbal recognition. Typically, an academic honor will fall into one of the following categories: Distinction, honor, or honorable mentionfor which you won’t usually receive a physical object or award- just the title A diploma or certificate indicating the completion of a program or recognizing an accomplishment in a program or other activity Prize or award won from a contest, competition, or tournament Scholarship given in recognition of an outstanding (academic) accomplishment Membership in a highly selective and competitive group or society If you’ve won any awards for specific activities such as a sport you play or a club you’re part of, it’s better to list these in the extracurricular activities section of your application instead of in a separate awards section. So what are some honors and awards to put on a college application? Up next, we'll take a look at more than 70 academic honors examples. Academic Honors and Awards Examples Here, we give you a list of 70+ academic honors and awards examples you could include on your own college application, from prizes won in national and international contests to school-based distinctions and awards. All the academic honors examples below are grouped by category and listed alphabetically. Note that this is not an exhaustive list of all academic honors and awards you could possibly have, so if you have an achievement that doesn’t exactly match one of the examples below, don’t worry- you can still put it on your college application! Advanced Placement (AP) Awards AP International Diploma (APID) AP Scholar AP Scholar with Distinction AP Scholar with Honor DoDEA AP Scholar International AP Scholar National AP Scholar State AP Scholar IB Awards IB Diploma IB Middle Years Programme (MYP) Certificate National Awards Governor’s Volunteer Award National Student Volunteer Award President’s Award for Educational Achievement President’s Award for Educational Excellence President’s National Service Award PSAT Awards National Hispanic Scholar National Merit Commended Student National Merit Finalist National Merit Scholar National Merit Semifinalist School-based National Merit Scholarship winner School-Based Awards Foreign language award High class rank (e.g., top 10%) Honor roll/GPA award National Honor Society membership Perfect Attendance Award School-specific award School subject-specific award Student of the Month/Term/Year Subject-specific Honor Society membership (e.g., Science Honor Society) Competitions and Contests Award for high placement (1st, 2nd, 3rd, or 4th) or participation in any major (academic) contest, such as the following: AAN Neuroscience Research Prize Academic Decathlon Academic Triathlon American Regions Mathematics League (ARML) B.E.S.T. Robotics Design contest Conrad Spirit of Innovation Challenge Davidson Fellows Scholarship Doodle 4 Google Google Science Fair Intel International Science and Engineering Fair (ISEF) International BioGENEius Challenge International Chemistry Olympiad International Mathematical Olympiad International Photography Awards (IPA) Kids Philosophy Slam LifeSmarts Microsoft Imagine Cup MIT INSPIRE MIT THINK Scholars Program Model UN National Academic League National Academic Quiz Tournament National Economics Challenge by CEE National Geographic Bee National Geographic Student Photo Contest National High School Mock Trial Championship National Science Bowl National Science Olympiad PhysicsBowl Quiz Bowl Regeneron Science Talent Search (STS) Regional/National Junior Science and Humanities Symposium Scholastic Art Writing Awards Toshiba/NSTA ExploraVision Awards University Interscholastic League (UIL) Miscellaneous Awards Boy Scouts/Eagle Scouts awards Employee of the Month Girl Scouts awards Merit scholarships for college Musical performance award National Novel Writing Month (NaNoWriMo) winner National Poetry Writing Month (NaPoWriMo) winner Publications (such as short stories, art pieces, essays, etc.) Volunteer award Work award or promotion The Best Honors and Awards to Put on a College Application Of the dozens of academic honors examples above, which ones will look the most impressive on a college application?Here, we explain the top four qualities a truly impressive academic honor will have. Note that an honor doesn’t need to have allthese qualities, though if it does, then it is definitely an excellent one to put on your application! #1: It’s Highly Selective One quality you want to highlight on your application is the selectivity of the award or honor you’ve won.In other words, the academic award will be one that a lot of students try to win, making it difficult to achieve. For example, because national and international contests and competitions draw so many student competitors, winning an award like these would certainly impress the admissions committee. The more selective an academic honor or award is, the more impressive it’ll look on your college application. Academic Honors Examples of Highly Selective Awards National Merit Scholar Google Science Fair winner National Student Volunteer Award #2: It’s Unique Admissions committees see a lot of honor roll and National Society honors on college applications (not that these are bad- they’re just fairly common). So if you've won a particularly unique or rare award, definitely include it on your application, as this willhelp you stand out from the crowd. A unique award can be highly selective; it can also be one that is less well known or that highlights something creative, surprising, or impressive about you. For instance, maybe you won the Most Innovative Employee award at your part-time job after you pitched the idea to create and manage a social media page for the company. Academic Honors Examples of Unique Awards Specific school-based awards (e.g., Most Confident Speaker in Chinese Class) Local or community-based awards #3: It’s Relevant to Your Academic Interests and Strengths Another academic award or honor that'sgreat to include on your college application is one that’s relevant to your academic interests and strengths.These are typically subject- or field-specific awards, such as English or writing awards, math awards, etc. For example, if you’re planning to major in engineering, you'd want to detail any awards you might have won in science, math, or engineering contests. Relevant awards indicate to the admissions committee not only that you’re truly committed to the field you want to study, but also that you’re one of the most promising students in your field. Academic Honors Examples of Relevant Awards AP award Writing award or publication (if you’re an English or creative writing major, for example) STEM award (if you’re a STEM major) Model UN (if you’re a political science or IR major, for example) #4: It Highlights Your Leadership Potential An impressive academic honor or award will also emphasize your leadership potential.These are typicallyawards that involve group or collaborative work.So if you ever led others to success- as a captain or president, for instance- this kind of honor would look great to potential colleges. Just make sure that you explain on your application what kind of role you had and how your leadership specifically led your team to success. Academic Honors Examples of Leadership/Group Awards Volunteer awards Girl Scouts or Eagle Scouts awards How to Talk About Honors on Your College Application: 4 Tips Since you likely won’t have a lot of room to write about academic honors and awards on your application, it's important thatyou present your academic achievements in an effective, impressive way.Here are some tips on how to talk about the awards you've won. Tip 1: Open With Your Most Impressive Awards Admissions officers don’t usually spend a lot of time with each application they get, so you want to make sure that you’re catching their eyes right away by starting with your most impressive honors and awards.These will generally be awards that are highly competitive and required a lot of work and commitment on your end. Tip 2: Focus on Your Spike A "spike" is a particular academic passion you have.For example, if you’re a science buff who plans to major in chemistry, you'd want to emphasize your spike on your application by focusing primarily on your chemistry- and science-related activities and awards. Having a spike will ultimately help you stand out from other applicants.To learn more about how you can develop a spike, check out our guide on how to get into Harvard and the Ivy League. Spikes: good for hedgehogs and college applications. Tip 3: Describe Awards That Are Vague or Unclear Not all academic awards and honors are well known or obvious, especially if they’re unique to your school or area. Therefore, make sure that you’re using the space you have in the awards section of your application to describe any academic honors that the admissions committee is probably unfamiliar with. The last thing you want an award to do is confuse admissions officers, so be clear about what it is, how you won it, and what makes it impressive. Tip 4: Explain the Competitiveness of the Award For each academic award or honor you’ve won, you want to clarify its level of competitiveness by explaining the scope of the competition.For example, was the science tournament you won a national one? A local one? A school-based one? Note that if the award has the word "national" or "international" in it, you shouldn’t have to add much explanation to its description since it'll be obvious that the award is fairly selective. The overall point here is to show off! Recap: Honors and Awards to Put on a College Application As you can see, there's a huge variety in the types of academic honors and awards examples you can put on your college application. The 70+ academic honors examples listed above are just some of the possible honors you could include. In general, the best academic honors to include on your application will have some or all of the following qualities: They’re highly selective/competitive They’re unique They highlight your academic interests and strengths (your "spike," that is) They emphasize your leadership skills/potential You won’t have a ton of space on your application to explain the academic awards you’ve won, so it’s important to use the room you have wisely. To reiterate, here are our four best tips for how to talk about your academic awards and honors on your application: Open with your most impressive awards and honors Focus on your spike- i.e.,your biggest academic passion and commitment Describe any vague, unclear, or lesser-known awards/honors you've received Explain the competitiveness of the award Now get out there and win some awards! What’s Next? Lots of colleges use the Common App. If you're going to be using this platform to apply to college, make sure you know what to expect with the Common App honors section. Planning to take AP tests in the spring? If you're hoping to snag a distinguished AP award, read our guide to get tips on how you can do this. Honors can prove that you're a serious and ambitious college applicant.Check out our expert guide to learn what high school honors is and how you can achieve honors status at your own high school. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Business analysis Essay Example | Topics and Well Written Essays - 2750 words

Business analysis - Essay Example So any negative traits or behaviour associated with them is hided because of the fear of norms of the society. It is difficult to surpass these distortions. They are found to have a profound effect on the job which is already considered tough in terms of measuring the perception, experience and memory. The worst effect of cognitive bias can result in spoiling or limiting an otherwise solid research design. In conducting qualitative research, it is crucial to be aware of the biases which occur due to cognition. These can be emerging from effects of experiments as well from participants or respondents. Even though these biases are difficult in terms of complete elimination, a combination of these techniques can help in reducing the distortions caused by cognitive bias. A major example of cognitive bias occurs during qualitative research, where the measurement techniques such as questionnaire, focus group interviews are flowed, because of cognitive biases. This is because the objective of asking questions to the comsumers is rooted to their opinions and thoughts. According to Zambardino & Goodfellow (2007), evaluation of advertising and branding is fundamentally rooted fundamentally in questioning individuals regarding their recollections and attitudes. However, the advertising does not operate according to these methods. Advertisements employ a cognitive discourse in order to uncover emotional phenomena during advertisements and thus introduce a cognitive bias into the measurement process. There are various kinds of cognitive biases, which not only affect the consumer but also the researcher. Groupthink, also known as herd behaviour or the bandwagon effect is a behaviour which occurs when members in a group conceal or minimize their personal opinions or beliefs to maintain cohesiveness in the group. In case of group setting, participants may consider they are left out or uncomfortable if the personal viewpoint expressed by them is not accepted (Asch, 1955). The p articipants tend to move along and agree with what the group is concluding, even if they have a different opinion or their viewpoint does not match with the majority. This is a common problem when information is gathered in collective techniques such as focus group and this is a major cognitive bias which results in skewed results. Another form of cognitive bias which influences research is the availability bias. When respondents are asked questions, it is most likely that they recall their more recent experiences or recall only those experiences that come to their mind readily. The problem with this is that much of a participant’s recall is based in cognitive processes that focus on memorable or vivid occurrences. This results in a biased result because the absolute information is not obtained from the respondent. Cognitive biases not only influence the beliefs and opinions of the consumer, but also have the potential to negatively impact the researcher. Confirmation bias ca n be considered as a common form of bias occurring from the viewpoint of the researcher. It is the perception where a researcher opts for information that matches the conceptions already present in the mind and rejects all other new information, so as to avoid any conflict in beliefs and attitudes. Researchers tend

Edith Stern Attacks the Domestic Bondage of Women and 27-2, Vance Essay

Edith Stern Attacks the Domestic Bondage of Women and 27-2, Vance Packard Analyzes the Age of Affluence - Essay Example They cook, clean and take care of children with no law whatsoever protecting them, unlike how there are labor unions and legislation governing the wage of workers in industries and factories. This fact means that they can go unpaid for the whole time they work at home. They will have no grounds on which they can demand a salary from either their husbands or children.1 Another objection to the house bondage of women is the fact that there is no compensation in case of an accident. Houses are usually dangerous places to work. This hazardous condition comes from the fact that environmental and health workers are not allowed into homes. As such, poor ventilation, electrical wiring, plumbing, and fumigation are not top of class services offered by governments. They are individual works that are sometimes done wrongly. Any accident that occurs in the house from these and more hazards receives no compensation, unlike an accident that occurs in a factory. In plants, accidents led to the monetary compensation of workers and their families. In the American homes after the 1950s, accidents in the house follow the norm that was there during slavery. Every worker looked after themselves, and so do the housewives. The lack of regular rest periods in the housewife’s schedule exhausts her more than the ordinary factory worker. She gets to work for more than fourteen hours a day and rest for less than eight hours. The lack of rest is due to the ever-present activities to accomplish within the regular routine of a home. They have to prepare meals all for the day, clean dishes, and trim flowers and do the laundry work. These activities are repeated each and every day, and are treated as regular routine. She gets lesser resting hours than the men working in factories. This work makes her home more than just a place to rest. It is viewed as a place of bondage and limited freedom, with extreme working conditions and long working hours. The women in the self-implied

Macro Economics Paper Essay Example | Topics and Well Written Essays - 1500 words

Macro Economics Paper - Essay Example The Governor additionally states that other economies around the globe will most likely have a reduction in their GDP’s as well. He also observes that the Chinese economic growth has also been moderated with the monetary conditions within the Asian continent becoming softer. Mr. Stevens also asserts that that the prices for various commodities within the globe have reduced in the recent past despite the fact that most are currently on the rise once more reaching record high values (Stevens, 2012). Therefore, in accordance to the Governor’s sentiments, this paper tries to evaluate whether the monetary decisions made by the Reserve Bank’s Board concerning the weakening economic state in the globe are appropriate to the country and within its mandate. Economic Concepts/ Theories To Be Applied Under the law on the Reserve Bank that was enacted in the year 1959, they are charged with the duty of formulating the country’s monetary policies (Graziani, 2003). This actually involves the act of taking actions so that the interest rates which affects the economic activities in the country. It can be done through ensuring that money is available in the country’s overnight cash markets because they affect other variables like the country’s GDP along with the levels of prices (Arnold, 2008). The law of 1959 additionally stipulates that the country’s goals in their monetary policies will be aimed at employment their whole labor force, ensuring the country’s currency remains stable, the prosperity in the welfare of the citizens financially (Bell, 2004). However, in order to ensure that the country’s currency remains stable their central bank has implemented policies that are aimed at controlling the rates of inflation in the country (Mankiw, 2011). The Australian central bank uses a monetary policy that is referred to as inflation targeting which involves their maintenance of stable but low rates of inflation. This policy has widely been utilized within the country with the belief that it will assist in creating a sounder basis for greater economic growth during the long run periods (Bell, 2004). The country’s Reserve Bank should adopt several policies that range from concepts monitoring their economic growths, business cycles, inflation along with monetary policies and their financial policy regulation. They should also keenly observe the trends within the international economy since they help in showing the direction that capital is currently flowing in (Knoop, 2009). In ensuring that the country’s economy grows, the Reserve Bank should utilize increases in their per capita’s to ensure that they grow in the long run periods. It is for this reason that some countries around the globe are termed as being more successful than others while others grow at similar rates (King, 2011). In evaluating the growth the country is experiencing, the board of the Reserve Bank should ex amine their investment rates, their population’s growth along with technological changes being experienced (Australia, CCH, 2011). The figures to be utilized can be found through the use of models like the neoclassical along with endogenous models for growth. In monitoring the business cycle within Australia to ensure their economic gr

Education in practice Essay Example | Topics and Well Written Essays - 1000 words

Education in practice - Essay Example In working with my protg I tried to apply the knowledge I received while getting acquainted with the principles of teaching and learning developed by the most prominent of the contemporary theorists of the psychology of learning. According to the social learning theory, developed by Albert Bandura, people learn through the observation of others. Bandura (1977) states: "Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action." (p22). This theory is supported and developed by the social cognitive theory, which emphasizes the importance of beliefs, expectations and self-perception in the learning process. Social cognitive theory distinguishes between enactive and vicarious learning. Enactive learning is learning by doing and experiencing the consequences of your actions (self-regulation of behavior, goal directed behavior, self-monitoring), while vicarious is learning by observing othe rs.(Bandura, 1977). Considering the mechanism of training process described in this theory I used the vicarious learning strategy, giving my student the opportunity to observe how my colleagues and I are dealing with the difficulties we have to face, and introducing her to the problem-solving strategies we are using. I also emphasized the importance of self-control of the learning process for my protg, encouraged her to analyze the outcomes of it and plan it so that she would be able to complete all the needed academic work at a proper level, thus using the enactive learning strategy. According to the Jean Piaget's theory, one of the constructivist perspectives of learning, there are 2 sides of adaptation, adjustment to the new environment - assimilation, which is fitting new information into existing schemes, and accommodation stage, when he/she is altering existing schemes or creating new ones in response to new information the environment provides him/her. According to Piaget cognitive structures change through the processes of adaptation.( Brainerd, 1978) I tried to facilitate the adaptation process for my student, that's why I asked my colleagues to welcome her, explained them that she was coming there to learn, in the student role, and not as just another pair of hands. When my protg finally arrived I explained her I also was learning, and emphasized we had to work in collaboration and negotiate rather than building a mentor-student relations. To help the assimilation process to pass smoothly I introduced the student to the methods of our agency. Abraham Maslow said that humans had the hierarchy of needs, ranging from lower-level needs for survival and safety, to higher-level needs for intellectual achievement and finally self-actualization. According to his studies the higher level needs appeared only when the lower-level needs were satisfied.(Maslow, 1970). It is obvious that when a human being enters a new environment he/she is feeling himself/herself unprotected and endangered,

Reflective Summary Essay Example | Topics and Well Written Essays - 250 words

Reflective Summary - Essay Example As a student, I must attest to the fact that it provided me with a platform to test some of the beliefs I have developed overtime, thereby determining assumptions that work and at the same time enabled me develop new ideas. The colleges, notably the professors view the process as an opportunity to support students by helping them tackle some of the challenges they might come across in the course of the activity. At the same time, the industry partners, which in this case was YWCA Niagara region benefited in the sense that as a team, we identified some of the HR concerns facing them, and developed strategies and action plans of successfully tackling each issue. One of the essential challenges that my team members faced in the course of working on the assignment was the fact that all of us were passionate of our ideologies, and wanted each member to buy into our perceptions. Nonetheless, we realized that it was better to share a common goal, and that made it easier for us to complete the

Education in practice Essay Example | Topics and Well Written Essays - 1000 words

Education in practice - Essay Example In working with my protg I tried to apply the knowledge I received while getting acquainted with the principles of teaching and learning developed by the most prominent of the contemporary theorists of the psychology of learning. According to the social learning theory, developed by Albert Bandura, people learn through the observation of others. Bandura (1977) states: "Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action." (p22). This theory is supported and developed by the social cognitive theory, which emphasizes the importance of beliefs, expectations and self-perception in the learning process. Social cognitive theory distinguishes between enactive and vicarious learning. Enactive learning is learning by doing and experiencing the consequences of your actions (self-regulation of behavior, goal directed behavior, self-monitoring), while vicarious is learning by observing othe rs.(Bandura, 1977). Considering the mechanism of training process described in this theory I used the vicarious learning strategy, giving my student the opportunity to observe how my colleagues and I are dealing with the difficulties we have to face, and introducing her to the problem-solving strategies we are using. I also emphasized the importance of self-control of the learning process for my protg, encouraged her to analyze the outcomes of it and plan it so that she would be able to complete all the needed academic work at a proper level, thus using the enactive learning strategy. According to the Jean Piaget's theory, one of the constructivist perspectives of learning, there are 2 sides of adaptation, adjustment to the new environment - assimilation, which is fitting new information into existing schemes, and accommodation stage, when he/she is altering existing schemes or creating new ones in response to new information the environment provides him/her. According to Piaget cognitive structures change through the processes of adaptation.( Brainerd, 1978) I tried to facilitate the adaptation process for my student, that's why I asked my colleagues to welcome her, explained them that she was coming there to learn, in the student role, and not as just another pair of hands. When my protg finally arrived I explained her I also was learning, and emphasized we had to work in collaboration and negotiate rather than building a mentor-student relations. To help the assimilation process to pass smoothly I introduced the student to the methods of our agency. Abraham Maslow said that humans had the hierarchy of needs, ranging from lower-level needs for survival and safety, to higher-level needs for intellectual achievement and finally self-actualization. According to his studies the higher level needs appeared only when the lower-level needs were satisfied.(Maslow, 1970). It is obvious that when a human being enters a new environment he/she is feeling himself/herself unprotected and endangered,

Examine the implications of EU for European industrial relations Essay

Examine the implications of EU for European industrial relations - Essay Example The effects of advancing European integration on national systems of industrial relations, and the associated need for a systematic analysis of the conditions, forms, and direction of the Europeanisation and 'supranationalisation' of industrial relations, have long ago attracted the attention of researchers. Although a number of valuable comparative studies have appeared in the last decade (Ferner and Hyman 1992; Hyman and Ferner 1997; Bispinck and Lecher 1999), by and large these have not concerned themselves with the specific context of the European Union and the transnational dimension of industrial relations. (Wolfgang Lecher, 133) In particular, there has been almost no systematic consideration of the interaction between and consequences of the co-existence and superimposition of supranational and national relations between state actors and the parties to collective bargaining, both for systems of industrial relations and for broader areas of policy at the various levels of the European Union's multi-tiered system of governance. Similarly, there has been little research into the effects of the horizontal interaction between differing national systems of industrial relations and approaches to social and economic organization which are embedded in the same EMU and, as a result, are subject to the pressures of mutual regime competition. 1.According to Jelle Visser (http://www.ser.nl/_upload/b23574_4.pdf) prior to the EMU, industrial relations in member states seemed to follow one of two broad tracks: 1. Attempts at cross-border co-ordination among trade unions in continental welfare states and in what broadly can be described as the D-mark zone (Germany, Austria, the Netherlands, Belgium, France and, although not member of EMU, Denmark) to seek wage increases within specified parameters and thereby preventing upward wage pressure (endangering monetary stability) and downward wage competition and social dumping. 2. The adoption of or attempt at tripartite Social Pacts in peripheral or 'catch-up' countries outside the D-mark zone (Portugal, Spain, Italy, Greece) and those prospective EMU members which were confronted with deep structural changes (Ireland, Finland), prioritising national competitiveness, addressing crisis situations and preparing for EMU membership. This view sets out from the position that the developments referred to above constitute structuring elements in a future system of European industrial relations, organised around two dynamic poles-the company-centred transnational level and an overarching macro level, with its institutional focus in the 'social dialogue'. It expects the guaranteed rights to information and consultation which will result from the across-the-board establishment of European works councils (EWCs) in the wake of the Directive to create the foundations for the possibility of company-based collective bargaining on issues such as training and working time. Moreover, EWCs are to promote the conver gence of workplace employee representation across Europe and act as a catalyst for the harmonisation of trade union policies on employment issues and collective bargaining. (Wolfgang Lecher, 135) This optimistic standpoint sees a positive link between trade union demands for participation, on the one hand, and the establishment of new post-Fordist systems of production and

Joffrey Ballet Essay Example for Free

Joffrey Ballet Essay When school is out, dance students have more time to dedicate to training. Choosing a summer intensive program of study can be a challenge, though. How do you know if the program you are considering is a good fit for you? Dance Informa spoke with faculty from The Joffrey Academy, Cary Ballet Conservatory, Straz, Jr. Center for the Performing Arts’ Next Generation and Patel Conservatory’s Dance Department to learn more about what constitutes a great summer program and how you can be prepared to get the most from your experience. What should a student look for in a summer intensive program? Deanna Seay, Ballet Mistress, Cary Ballet Conservatory In looking at a summer intensive, each student needs to evaluate his or her own goals. Does the student want a program where the focus will be on improving technique? Is the student at an age when he/she wants to be considered potential company material? Does the student want an experience focused on one discipline, or does he/she want to use the summer to broaden his/her horizons? Defining these goals can help to narrow the possibilities. A student wanting to improve a lot can look for smaller programs where they will be able to receive personal attention as well as a place that provides many hours of instruction. Those on the verge of professional careers will want to find company related programs. Students wishing to broaden their horizons can look for programs that offer classes in a wide number of dance styles. Students enjoy Patel Conservatory’s Next Generation Ballet Summer Intensive. Photo by Bill Kraulter. Peter Stark, Artistic Director of the David A. Straz, Jr. Center for the Performing Arts’ Next Generation and chair of thePatel Conservatory‘s Dance Department Students should look for: 1. Training. The school should demonstrate a history of training dancers well. Check on their website for recent graduates that are dancing professionally. 2. A schedule that keeps a young dancer busy and working hard. More classes will increase strength and technique. 3. A focus on the type of dance a student wants to study (ballet, modern, jazz) with a sampling of other styles for diversity. 4. A performing and/or rehearsing opportunity. As a performance art, in dance it is important to learn new dances and to get on stage. Alexei Kremnev, Artistic Director, and Amanda McAlpine, Communications Associate, Joffrey Academy and Community Engagement, The Joffrey Ballet Students should assess the quality of a summer intensive program by it’s faculty members (their experience and background), brand recognition (affiliation with professional company), variety of classes provided, performance opportunities, location and length of program. What are the advantages to training locally or going out of state? Peter Stark A family must decide how far they want to travel for a summer program. There is an expense with increased distance. Summer programs can offer a great sampling of an area for future employment. There are many excellent programs worldwide that will improve a young dancer both near and far. Do check out the security of the city, school and dormitory to determine if it meets the family needs. Also, ask about transportation for the students during the program. Students at the Joffrey Ballet Summer Intensive Deanna Seay The most obvious advantage to staying local is the possibility of staying at home while attending the session, or at least being close to home, which can be comforting to both parents and students attending boarding programs the first time. As long as students have access to local programs that provide the number of classes they need, there isn’t really a need to travel far at a young age. Once students reach high school age and are more mature, going out of state becomes an option parents might feel more comfortable with. That being said, there will always be those young students who have the talent and maturity for an out-of-state experience at eleven or twelve. What advice do you have for those taking summer intensive auditions? Alexei Kremnev and Amanda McAlpine It is important to be as prepared as possible. Check the program’s website for any headshots or photos needed, audition fee and attire requirements. If it is possible to pre-register online, it will save you time during the day of the audition. During the audition, do your best and keep a positive attitude. If you excel in a particular area or step, be sure to stand in front or go in the first group. If you are not as strong in other areas, you may want to wait to go in the second group. Regardless, always look pleasant and smile. The judges may not realize that you may have made a mistake because they are concentrating on watching many other dancers too. Peter Stark Always dress neat in a dress code. Do not wear any warm-up shorts, skirts or jewelry. Have a head shot and dance photo (arabesque is good) available even if not specifically requested in the audition announcement. Have a positive attitude and try your best. Often schools are looking for potential, not accomplishment. If a combination isn’t perfect, that’s okay as long as you gave it a good try with a happy demeanor. Try to also pick up any nuance when the teacher is demonstrating the combination. What accents are they using in the music? How are they holding their hands and head? Be open to change and to trying something new. Deanna Seay PAY ATTENTION TO THE DETAILS! Watch everything the teacher does when demonstrating a combination and listen to everything the teacher may say. These details are part of what the teacher will be trying to teach the student, so the students need to prove that they are responsive, receptive and truly interested. Some teachers will be very specific about where students stand and how they enter or exit the dancing space and it is important to understand and adhere to their wishes. When changing groups, students need to walk into formation quickly and place themselves immediately in the starting position. Students should appear neatly dressed. Female ballet students need to wear pink tights and a conservatively colored leotard. Black is traditional and the best choice. Men need to wear the traditional black tights and white t-shirt, which needs to be tucked in. Absolutely under no circumstances should the student wear any sort of cover-ups. Shoes, whether flat shoes or pointe shoes, need to be properly sewn and all drawstrings, ribbons and elastics should be tied and tucked out of sight. Hair should be securely pulled away from the face in a bun, French twist or other practical, yet attractive, shape. What does a summer intensive cost? Students at Cary Ballet Conservatory’s Intensive Summer Training Program. Deanna Seay Families with students wishing to attend a five-week summer ballet intensive will need to prepare to spend about $5,000 for tuition, room and board. A few smaller programs may cost $1,000-2,000 less. Many programs offer financial aid and scholarships, so it is good to ask. Peter Stark. On average most ballet summer intensive programs run about $1,000 per week, including tuition, room and board. However, this can vary greatly and many full and partial scholarships can offset some of that cost. What benefits, aside from technical and artistic, are there to attending a summer dance intensive? Peter Stark Hearing the same correction from a different teacher can open a young dancers’ perspective greatly. Of course, each teacher also has new information that can improve a dancer technically and artistically. Summer programs also pool talent from smaller schools. Students learn from each other and being surrounded by talent can be motivational and create lasting connections through one’s performance career. Many dancers enter the field professionally at 18 and it is a big adjustment to be away from home. A summer program can start to prepare a dancer to be self-sufficient and strong in a new setting. Deanna Seay Aside from the artistic and technical improvement that is often seen during intense summer ballet sessions (attributed to the concentration of class hours), students have a chance to meet other like-minded students and make new friends. The student can become re-inspired by seeing himself/herself in a new setting. These summer programs also expose the student to other students from other schools, and can help the student identify where she stands in relation to her peers. Alexei Kremnev and Amanda McAlpine Attending a summer dance intensive helps a dancer grow and mature in many ways. Often times, students form lasting friendships, make valuable connections, gain confidence and widen their perspectives. Taken from the Dance Magazine.

Issues of Adverse and Moral Selection

Issues of Adverse and Moral Selection MUKHTAR MUHAMMAD AHMAD DISTINGUISH BETWEEN ADVERSE AND MORAL SELECTION, AND HOW A FIRM MIGHT OVERCOME EACH PROBLEM Adverse selection can be said as the process that occurs when seller valued goods more highly than the buyer does, because the seller has the full information and understanding about the good. Due to this information known by the seller, the seller is unwilling to part with the goods for any price lower than the value the seller knowns it has. On the other hand, the buyer who has no any information about how good the product is, is unwilling to pay more than expected of the good, which take into account the possibility of getting a bad piece. It is the Asymmetry information prior to the transaction that prevent the transaction from happening. If both the seller and the buyer were not sure of the quality, they would be willing to trade based on its actual value. Moral hazard, is usually seen as services such as insurance and warranties. In this case, when the deal is done, one of the party involved in the deal (in this case, the person purchasing the insurance) may be less careful because he/she has the insurance, thus is not expected to the full cost the losses insured. Example, a person with an insurance against theft may not border about closing all what is necessary when leaving the house, here, it is not the prior information that either party has ,but due to lack of information that the insurance company has in providing and controlling the risk taking behavior that can leads to the market failure. Lets look into adverse selection in details especially in the case of insurance. Adverse selection; can also be said as the selection originally used in insurance. Its describe a situation where in an individuals demand for insurance (The propensity to insurance and quantity purchased) is possibly the individuals risk of loss (higher risk buy more insurance), and the insurer is unable to allow for this correlation in the price of insurance. This may be because of an information known only to the individuals. (Information Asymmetry), or because of regulation or social Norms which prevent the insurer from using certain categories of known information to set price (For example, gender, genetic, test or pre existing medical conditions. The last of which amount to a 100% risk of losses associated with the treatment of the condition).The letter scenario is sometimes referred to as regulatory adverse selection. The potential adverse nature of the phenomenon can be described as the link between the smoking status and mortality of those not smoking, on the average, are more likely to live longer, while smokers on average are more likely to die younger. If the insurer did not distinguish the prices for life insurance according to the smoking status, life insurance would be better buy for smokers than does not smoking. In this case, the smokers may be more willingly to buy insurance or may tent to buy larger amount of the insurance than the does not smoking, there by raising the average mortality of the combined policy holder group above that of the general population. From the insurers view point, the higher mortality of the group which select to buy insurance is adverse. The insurer raises the prices the insurance accordingly and as a consequences, does not smoking may be less likely to buy insurance (Or may buy smaller amounts) than they would buy at a lower prices reflectively to their lowe r risk. The reduction in the insurance purchases by does not smoking is also adverse from the insurers view point, and may be also from public policy view points. Furthermore, if there is a range of increasing risk categories in the population, the raise in the insurance prices because of adverse selection may leads to the lowest remaining risk to cancel or not renew their insurance. This promote a further raise in price, and so on. Eventually this adverse selection death spiral might in theory leads to the collapse of the insurance market. SOLUTION TO ADVERSE SELECTION PROBLEM Alternative solution to the effects of adverse selection to the insurers (to the extent that law permit) ask a randomely question requesting medical or other reports on individual who apply to buy insurance so that the price quoted can be varied accordingly, and any unreasonable highly or unpredictable risk rejected. This risk selection method is known underwriting in many nations, insurance law incorperate as utmost good faith doctorine. Which requires potential customers to answer any underwriting question asked by the insurer fully and honesty; if they fail to do so, the insurance may refused to pay the claim. While adverse selection in theory seems a clear and inevitable consequences of economic incentives, empirical is mixed. Several studies investigating correlations between risk and insurance purchased has fail to show the predicted possible correlation of life insurance. On the other hand, positive test result in adverse selection have been reported in health, long term care and annuity market. These possible result tent to be based on demonstrating more subtle relationship between risk and purchasing behavior (such as between mortality and whether the customer chooses a life annuity which is fixed or inflation linked), rather than simple correlations of risk and quantity purchased. MORAL HAZARD Moral Hazard is a situation in which a party is more likely risk because the cost that could be result which not be borne by the party taking the risk. In other words, it is a tendency to be more willing to take the risk, knowing that the potential borden of taking such risk will be born in whole or in potentially by others, A moral Hazard may occur where the actions of one party may changes to Sthe detriment of another after the financial transaction has taken place. Moral Hazard arises because an individual or institution does not take the full consequences and responsibility of its actions, and therefore, has a tendency to act less careful than its otherwise would leaving another party to hold some responsibility for the consequences of those action. Economists explain Moral hazard as a special case of information asymmetry, a situation in which one party has a wider information than the other in particular moral hazard may occur if the one that is been cheated from the risk has more information about the action and intention than the one paying for the negative consequences of the risk, more broadly, moral hazard occurs when the one with more knowledge about its action or intention has a tendency or incentive to behave inappropriately from the perspective of the one with less information. Moral Hazard is also arises in a principal Agents problem, where one party, called an agent acts on behave of another individual called principal. Usually have the knowledge about his action than the principal agents does due to the principal. Usually can not completely monitor the agents. The agents may have incentive to act inappropriate way. (From the view point of the principal) if the interest of the agents are the principal are not alligned. SOLUTION TO MORAL HAZARD Alternative way a firm can solve a problem of Moral hazard is the major aspect of the insurance deals with the effect of the availability of insurance on the level of care exercised by the insured to reduced the probability of loss. When an insured policy is not available like in the case of theft, an economic agent could devoted time to watch his property. At the extreemed, he could insure that the probability of losses was zero, but the cost of such strategy would likely be prohibitive. For example, the optimal action is to be expand on effect less than that require to reduce. The probability of theft to zero and hence, to bear the some risk. If we assumed the economic agents are risk averse, they would be willing to pay for transferred of risk to another Agents thereby enhancing their welfare. This transferred of risk is obtained through the purchase of an insurance policy. In conclusion, Adverse selection is the selection before the deal or transaction is done in which the person with the product or selling, valued and worth the good than the buyer in the sense, the seller has the better understanding and knowledge about the good and buyer who with less information about the good, would just purchase it based on his own assumption of the quality of the goods. and here, to counter such problem, the seller would have to emphasize more of his products and try to study the consumer behavior before getting into any transaction. while Moral hazard on the other hand, is the situation that occurs when the transaction is done that is, when the deal is done. One of the party in the transaction. here, the person taking the risk is more likely to be the one with the full information in the transaction and acted less carefully knowing that he would not bear the full losses alone thereby, affecting the one with less information about the transaction without his cons ents. To solve such problem, the insurer has to have an agreement on the facts that, the one that acted carelessly would likely be the one to bear more losses. That would make the one with more information to be more serious in the deal and avoiding any lapses that would occur after the deal is done.

Failed Leadership Essay -- Religion, Yahweh

Elijah is a prophet of Yahweh, Whom ministry is started with dramatic surprise to the local people and the nation. He announce drought that there will not be either rain or dew in the nation except by his word (1Kings 17:1). Elijah’s ministry again followed by another victory on mountain of Carmel in revenging the power that claims to be mighty. We see different pictures of Elijah in 1Kings 17-19. In Chapter 17 we see Elijah who is talking as powerful decision maker. In Chapter 18, we see Elijah who is victorious over his rivals, and confront with the King (1kings 18:17-19). In Chapter 19 we see a disheartened Elijah who seems forgotten his late victory over the prophets of Baal. Finally in this text (19:1-4) we see the fallen Elijah, fallen mighty saint who is begging for death and Elijah who was retiring from his long-term service as prophet of Yahweh (1kings 19:15-18). Lives of all the actors of this text may loudly speak to the Oromo people who have fled persecution o f dictatorial regime and suffered selfish character of some of their own leader who led the liberating institution. I. Application Today, when we read this text (1Kings 19:1-4 and 19:8-15) having the Elijah in the previous two chapters (17 and 18) in mind a lot of things may come to our minds, such things as confidence, mightiest , fair, and persecution. After the great events on Mount Carmel, Elijah did not get the opportunity to enjoy the victorious moments over the prophets of Baal. For those of you who had tremendous experiences in the struggle for freedom and went through persecution, it must be easier to understand what it feels to be in hopelessness, fair and disappointment. Lately friend of mine told me that he walked on his feet for nine da... ...ip and turn people face to worship the might God, however, he was filled with pride. Similarly the leaders who claim to lead the liberating force working toward the Oromo people might resemble Elijah who has big courage to work for the kingdom he is called to serve but failed in pride. Finally, the steps Elijah took in freeing people from worshiping the Idol could partly please God he was serving, to the contrary his pride displease God. Hence in order the struggles to continue the people who have been messing with the issue have to be removing. In our text God told to Elijah to go and remove the current political and religious leaders to be replaced by new leaders (1Kings 19:15-18). We are human being we will not serve forever and we will not mess up forever. God will use all possible means to call and install whom he want and remove that He wants to remove.

Orientalism: Defined and Shown Through The Work of Henry Kissinger :: Orientalism Said Kissinger Essays

Orientalism: Defined and Shown Through The Work of Henry Kissinger Edward Said first published Orientalism in 1978 and the book has continued to open readers' eyes to the true effects of biased thought. Said carefully examines what he calls 'Orientalism' in an attempt to show how different cultures view each other and depend upon other cultures to define their own. This essay will include a brief definition of Orientalism as well as how Henry Kissinger has an Orientalist view upon developing countries, shown through numerous examples from Said's book. Given on the first few pages of his book, Edward Said allows his readers to absorb the concept of Orientalism early on in his book, adding to the definition throughout. Said presents his definition of Orientalism in three "interdependent" fashions, the first shown through the Orient's place among Western European culture: The Orient is not only adjacent to Europe; it is also the place of Europe's greatest and richest and oldest colonies, the source of its civilizations and languages, its cultural contestant, and one of its deepest and most recurring images of the Other. In addition, the Orient has helped to define Europe (or the West) as its contrasting image, idea, personality, experience. [pp. 1-2] Simply put, Said claims that Orientalism represents how Europe has defined themselves against Oriental characteristics. A second form of Orientalism comes from the academic world and is still prevalent in today's society. Said states that "anyone who teaches, writes about, or researches the Orient [regardless of field of study] is an Orientalist, and what he or she does is Orientalism. In a more general sense, this can be seen when academics make the "ontological and epistemological distinction made between 'the Orient' and (most of the time) 'the Occident'" (p 2). Said states that while this form is not as common as in years past, Orientalism will exist so long as these ideas are taught. As the first of the two definitions deal with the "academic and imaginative meanings of Orientalism," the third meaning is derived from the combination of the first two. Said believes that Orientalism can also be thought of as "the corporate institution for dealing with the Orient- dealing with it by making statements about it, authorizing views of it, describing it, by teaching it, settling it, ruling over it: in short, Orientalism as a Western style, for dominating, restructuring, and having authority over the Orient" (p 3). Orientalism: Defined and Shown Through The Work of Henry Kissinger :: Orientalism Said Kissinger Essays Orientalism: Defined and Shown Through The Work of Henry Kissinger Edward Said first published Orientalism in 1978 and the book has continued to open readers' eyes to the true effects of biased thought. Said carefully examines what he calls 'Orientalism' in an attempt to show how different cultures view each other and depend upon other cultures to define their own. This essay will include a brief definition of Orientalism as well as how Henry Kissinger has an Orientalist view upon developing countries, shown through numerous examples from Said's book. Given on the first few pages of his book, Edward Said allows his readers to absorb the concept of Orientalism early on in his book, adding to the definition throughout. Said presents his definition of Orientalism in three "interdependent" fashions, the first shown through the Orient's place among Western European culture: The Orient is not only adjacent to Europe; it is also the place of Europe's greatest and richest and oldest colonies, the source of its civilizations and languages, its cultural contestant, and one of its deepest and most recurring images of the Other. In addition, the Orient has helped to define Europe (or the West) as its contrasting image, idea, personality, experience. [pp. 1-2] Simply put, Said claims that Orientalism represents how Europe has defined themselves against Oriental characteristics. A second form of Orientalism comes from the academic world and is still prevalent in today's society. Said states that "anyone who teaches, writes about, or researches the Orient [regardless of field of study] is an Orientalist, and what he or she does is Orientalism. In a more general sense, this can be seen when academics make the "ontological and epistemological distinction made between 'the Orient' and (most of the time) 'the Occident'" (p 2). Said states that while this form is not as common as in years past, Orientalism will exist so long as these ideas are taught. As the first of the two definitions deal with the "academic and imaginative meanings of Orientalism," the third meaning is derived from the combination of the first two. Said believes that Orientalism can also be thought of as "the corporate institution for dealing with the Orient- dealing with it by making statements about it, authorizing views of it, describing it, by teaching it, settling it, ruling over it: in short, Orientalism as a Western style, for dominating, restructuring, and having authority over the Orient" (p 3).

Entrance Test: Faculty of Health Sciences Essay

Date and venue of the test centres have been indicated on the Admit Card. Applicants should indicate one centre of their choice in the space provided in the Application Form. In case the Admit Card does not reach you on time, you are advised to take the Test at a convenient Centre bringing a photocopy of the application form and photo ID with you for identification. The University has not authorized any publications or any preparatory classes for this Test. Structure of the Test The total duration of the admission test would be 2 hours and 30 minutes All questions carry equal marks, there is no negative marking. The test paper is divided into various sections comprising multiple choice questions. Distribution of the questions in various sections is as follows: Section I This section comprises two components which aim to test competency in the English language: Component 1: 30 multiple choice questions to test structure, cohesion and vocabulary. Component 2: a summative paragraph from notes which will be provided. The time given to complete Section I will be 1 hour and 15 minutes. There will be no negative marking for this section. Section II II A. This section will comprise 20 multiple choice questions in Biological Sciences The time given to complete this section is 30 minutes. II B. This section will also comprise 20 multiple choice questions in Mathematics. Candidates will be given 30 minutes to complete this section. II C. This section will also include 10 multiple choice questions to ascertain their Logical reasoning skills. The time given to complete this section is 15 minutes. hP D in Health Scienc se 2010 The Aga Khan University Medical College Faculty of Health Sciences Answering MCQs The candidates are expected to attempt all questions, selecting the correct answer by darkening the corresponding box in the given answer sheet, e. g. if D is the correct answer for a question, your answer should be marked as under: A B C D Please Note: – Use a dark pencil to make dark marks – To change an answer, erase completely Discipline The University expects honesty from applicants. Dishonest behaviour during the Test or violation of instructions given by the examiner will result in irrevocable disqualification of the applicant from entering the selection process. SECTION I English  Component I: Structure, Cohesion and Vocabulary Directions: Each passage below has ten numbered gaps, each gap indicating that something has been omitted. Read the entire text carefully and then look at the possible answers A, B, C or D below to complete the gap. Choose the option for each gap that best fits the meaning of the sentence or passage as a whole. Example Imagine that you have arrived at a leading Asian university to take part in a study of learning and memory. You go into a room †¦. 1†¦. thirty year-old biology lecturer, the experimenter, whose demeanour is rather stern. The other person in the room is also there to take part in the experiment. He is a rotund forty-five year old accountant who is mild mannered and likeable. The experimenter †¦. 2†¦. the effects of punishment on learning. It is decided, apparently by drawing lots, that the accountant will be the learner and you will be the teacher. You all go into an adjacent room where the learner is strapped into an â€Å"electric chair† apparatus and an electrode†¦.. 3†¦. wrist. You are told that the electrode is connected to a nearby shock generator unit. 1. A. and you met a B. and are met by a  C. where you stand next to D. where stands 2. A. is less likeable but serious in terms of B. has been discovered through C. says that he is interested to study D. tells you that he is interested in studying 3. A. is attached to his B. attaches tightly on his C. is attached by virtue of the D. can be attached through the Answers: 1. B 2. D 3. A Component II: Writing Claim: Observation of glaciers suggests a pattern of global warming during the last 150 years. 1. During the most recent Ice Age, about 18,000 years ago, glaciers buried nearly a third of the world’s land area. 2. Glaciers form when more snow falls in the winter than melts during the following summer: when glacier ice reaches a critical thickness of at least 60 feet, it becomes plastic and begins to move downhill, propelled by its own weight and the forces of gravity. 3. Because of the way they form and evolve, glaciers are extremely sensitive to, and representative of, world climate changes. 4. In 1850, Glacier National Park in the USA had 150 glaciers; in 2002 there were 26. 5. Between 1500 and 1850, temperatures dropped globally in a phenomenon known as the Little Ice Age. 6. The Gangotri Glacier in the Himalayas, which forms a mass of ice 18 miles long, has been retreating since measurements began in 1842. The rate of retreat was around 62 feet per year between 1935 and 1971: it has now doubled. 7. Cold melt water from glaciers helps maintain stream flows in the Indus river system in late summer, when rains are scarce and winter snows have melted. 8. The Gangotri ends in a â€Å"snout†, an ice cave which is the source of the Bhagirathi River where millions of pilgrims yearly swim in the freezing waters to cleanse themselves of sin. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ ____________________________________________________________________________ POSSIBLE ANSWER: Observation of glaciers suggests a pattern of global warming during the last 150 years. Since glaciers are useful indicators of any changes that have been taking place in the world’s climate, studying the increase or decrease in the number and size of the world’s glaciers over the last 150 years should give us a clear idea about what has been happening to temperatures in the world over this same period. Two facts related to glaciers provide evidence that temperatures across the globe have become warmer. Directions: Using only the relevant information from the facts supplied below, write a one paragraph  argument for the following claim. Firstly, in 1850, there were 150 glaciers in Glacier National Park in the USA but by 2002 this number had decreased to only 26. Secondly, from the time that measurements began in 1842, the Gangotri Glacier in the Himalayas has been retreating. From 1935 to 1971, the rate was 62 feet per year, but from 1971 to the present day, the rate of retreat has doubled. These observations strongly indicate that the world has been undergoing a period of global warming over the last 150 years. SECTIONII A. Biological Sciences Example 1 Questions: Decrease in the rate of diffusion of a substance across  the plasma membrane will occur due to increase in A. its concentration gradient B. surface area of membrane C. membrane thickness D. temperature A B C D Example 2 Repolarisation of a nerve action potential is du e to A. Na+/K+ ATPase pump B. increased permeability to Na+ C. increased efflux of K+ D. opening of Ca++-channels A B C D Example 3 The synthesis of a protein chain from an RNA molecule occurs through the process of: A. cell cycle B. replication C. translation D. semi-conservative replication A B C D Example 4 Based on the amount of genetic material that they contain, sex cells are said to be: A. diploid B. autosomal  C. haploid D. X-linked A B C D B. Mathematics Example 1 If x2 + y2 = 18 and xy = 4 then (x+y)2 = A. 28 B. 26 C. 24 D . 22 A B C D E xample 2 Seema is 15 years older than Kiran. In 10 years, Seema will be twice an old as Kiran. How old is A. 5 B. 20 C. 25 D. 30 A B C D E xample 3 If y is not 0 or 1, what is the reciprocal of 1/(y-1/y) A. y/y2+1 B. y/y2-1 C. y2-1 D. y2-1/y A B C D C. Logical Reasoning E xample 1 Direction: Each passage in the section is followed by question based on its content. After reading a passage, choose the best answer to each question. Answer all questions following a passage on the basis of what is  stated implied in that passage. Student at the College of Natural Science must complete a total of twelve courses selected from three different general area – humanities, natural science, and social science – in order to graduate. The student must meet the following course distribution requirement: I). Atleast six of the required twelve courses must be from natural sciences II). Atleast five of the required twelve courses must be from humanities and social science, with at least one, but no more than three, selected from humanities. Questions: If students have completed six natural science  courses, all the following are possible groups of courses that fulfill the course distribution requirement EXCEPT: A. three humanities courses and three social science courses B. two humanities course and four social science courses C. one humanities course, one natural science course, and four social science courses D. one humanities course, two natural science courses, and three social sciences courses A B C D 12. required in order to fulfill the courses distribution A. 1 B. 2 C. 3 D. 4 A B C D 4. 5. 6. 7. 8. 9. Seema now? 10. 11. The minimum number of social science courses requirement is:

Hemingway’s Descriptive technique

The First World War wreaked more havoc and destruction than the world had ever seen before. All around them, people could only see death and devastation. The existing moral structure and value systems were coming crumbling down as men killed fellow men without so much as a second thought. This led to people questioning faith, religion, and the existence of God. They began to feel that if there really was a God, then surely he would stop the pain and suffering that man was facing at that time? A movement slowly began to sweep over Europe, where people began to re-think and question the very meaning of life. This school of thought came to be known as Existentialism. Very similar to Existentialism, was Modernism. The Modernists were people who revolted against the music, art and architecture of the times, and targeted mainly the classical and romantic strains of literature. They were people who were depressed and disillusioned by the militarism of the times, and challenged fundamental values such as progress and enlightenment. Like the Existentialists, they too did not believe in the existing set of rules and morals that governed society, and believed it was time for a change. Both of these concepts influenced Hemingway greatly, and we can see the effect of this influence clearly in his writing. The novel. â€Å"A Farewell to Arms† is narrated entirely from Frederick Henry's point of view. He has a very distinct way of describing things-short and crisp. Throughout the novel, though Henry is surrounded on all sides by death, destruction and the wreckage of war, never once do we see him dramatizing or romanticizing it. He has what one might call a â€Å"reporter's eye†-everything is portrayed as if being reported by a journalist, concentrating only on the concrete facts and nothing else. Hemingway does not give the reader the opportunity to pass moral judgement on any of the characters or situations, infact, Henry gives us a perfect 360 degree view of things, and the way in which he speaks of death and casualties with such practiced normalcy almost unsettles the reader. In this part of the novel, Hemingway also stresses on the differences that have grown between Rinaldi and Henry. Henry was injured and had to leave the front, which subsequently led to him spending time and falling deeply in love with Catherine. This episode in his life gave him the chance to change and grow as a person, he becomes more mature and very different from the Henry that we came to know at the beginning of the book. Rinaldi, on the other hand, remains the way he has always been, and seems to have grown embittered and hostile towards the war. â€Å"It is killing me,† he says. Of Henry he says, â€Å"you act like a married man,† almost accusing him of having changed. In this manner, Hemingway uses Rinaldi as a foil to bring out and emphasize the change and growth that has taken place in Henry. In Book Three of the novel, Henry and Catherine's romantic interlude has ended, and the focus shifts once more from love to war. It is once again Autumn, and â€Å"the trees were all bare and the roads were muddy;† Hemingway continues with his use of rain and water as a bad omen. Mud here also represents the unclarity and uncertainty of the times. Later, in chapter 28, mud acts as an antagonist of sorts, when the ambulances get stuck in it, and this leads to Henry shooting a fellow Italian officer. The contrast between the plains and the mountains, which Hemingway had established in earlier chapters, is laid out more explicitly here when Henry, while speaking to a driver named Gino, tells him that he does not believe that a war can be fought and won in the mountains. This establishes the mountains not only as a place of peace and tranquility, but also of refuge. Rain also seems to be ever-present during Book Three. In Chapter 27, it begins to pour, and this marks the beginning of the Italian retreat. By the evening, the rain turns to snow for a while, giving the men a glimmer of hope, only to start raining again. The reader is so tuned into the rain- death symbolism by now that when, over dinner, a driver known as Amyno says, â€Å"To-morrow maybe we drink rainwater,† we are left with a deep sense of foreboding and doom. Perhaps the most important bit of symbolism in the whole novel comes in Chapter 28 of Book Three. It is the climax of the novel, and the action is all downhill from then onwards. Here, Henry deserts the war at long last, it is something that has been in the pipeline for many a chapter. Chaos seems to be at large, as Henry witnesses Amyno being shot by a fellow Italian. As he says, â€Å"We are in more danger from Italians than from Germans.† Henry had never felt any duty or obligation to the Italian army, he always seemed to be isolated from the war, and so it seems as if all this time Hemingway was preparing us for this very moment. When Henry plunges headlong into the river, effectively abandoning the war, the reader is not shocked, and does not feel the urge to pass judgement of any sort, because he understands Henry's motives for desertion. His dive into the river is Hemingway's way of signaling a Re-Birth or Baptism of sorts, as when Henry comes out of the water, he is a changed man, who has made his own peace with the war. This is further exemplified when Henry says, â€Å"Anger was washed away in the river along with any obligation,† Also, while Henry is clutching on to the piece of timber and floating down the river, we notice that though the entire novel up until that point has been entirely in the first person (â€Å"I†), the narration now shifts for a brief moment, and Henry begins to use the words â€Å"you† and â€Å"we†. The result of this is that the reader feels much closer to Henry, and gets a chance to put himself in Henry's shoes. Its as if Hemingway wants us all to be Fredrick Henry, if only for a moment. At the end of Book Three, we see Henry traveling in a train car used to transport guns, and thinking quietly about what he has just done, and about his love for Catherine. Again, Hemingway uses the second-person narrative, as Henry justifies his desertion to himself by thinking, â€Å"You were out of it now, you had no more obligation.† Thus, Hemingway effectively utilizes these various descriptive techniques and employs them to peel away the layers of glory and honour that surround the war, instead showing us the honest, brutal face of war. The novel reaches its climax in Book Three, and we see descending action from here onwards.