The Criminal State of Mind - 1681 Words

1. Crime is a violation of the criminal law, and it is also related to sociology because it is an action that society considers wrong to do. The current state of mind of the criminal can also affect the intention of the crime. The most common crimes in our society are burglary and robbery. These are two different types of crimes. Burglary is the act of stealing without any violence, and robbery is the act of stealing with the force or threat of violence. The terms Actus Reus (guilty act) and Mens Rea (guilty mind) also play apart of crime. There is a theory interconnected with these two terms that states that one must have a guilty mind in order to perform a guilty act. There are four purposes of criminal punishment. The first reason is to deter crime, to prevent people of committing crime by inducing fear that a particular punishment might happen to them too. The second purpose is incapacitation, which is to imprison them to prevent them from performing particular actions again. The third reason for punishment is called rehabilitation, and that is reforming a criminal offender. By changing the way the criminal thinks, this could prevent them from performing the illegal act again. The final reason learned in class is called retribution, and by punishing the criminal, the state takes revenge impulse out of the victim’s hands. The overall main purpose of criminal punishment is to purposefully impose pain on the person that has broke the criminal law. The core purpose ofShow MoreRelatedThe Most Influential Television Series Of All Time896 Words   |  4 PagesThesis: Criminal Minds is the most influential TV series of all time. Audience Connection: It should be the next TV series you watch on Netflix. Preview: Today I will convince you why Saturday Night Live influential but telling you what the show is all about, awards it has received, and the effects it has had on society. Body I. So what exactly is Criminal Minds? A. For one, it is a popular TV series that many people view. 1. According to Wikipedia last updated on December 13, 2015, Criminal MindsRead MoreElements of Crime793 Words   |  4 Pagescrime The basic components of a criminal offense are listed below;[2] generally, each element of an offense falls into one or another of these categories. At common law, conduct could not be considered criminal unless a defendant possessed some level of intention — either purpose, knowledge, or recklessness — with regard to both the nature of his alleged conduct and the existence of the factual circumstances under which the law considered that conduct criminal. However, for some legislatively enactedRead MoreImportance of Mens Rea in Current Criminal Law1705 Words   |  7 PagesMENS REA Mens Rea is described as A guilty mind; a guilty or wrongful purpose; a criminal intent; Guilty knowledge and willfulness. [2] In criminal law it is the basic principle that a crime consists of a mental element and a physical element. A persons awareness of the fact that his or her conduct is criminal is the mental element, and ‘actus reus (the act itself) is the physical element. The concept of Mens Rea started its development in the 1600s in England when judges started to say thatRead MoreCriminal Conduct and Criminal Law1471 Words   |  6 Pages Professor Aryka N. Moore Assignment 1 Week 4: Criminal Conduct and Criminal Law Determine whether or not a conviction is feasible when an alleged perpetrator does not have the required mens rea but has engaged in the actus rea. Provide a rationale to support your position. Crime has been a part of American history for years and will continue to be for all time. Criminal laws regulate human conduct and tell people what they can and cannot do and, in some instancesRead MoreFour Elements Of Crime And Liability Without Fault1406 Words   |  6 Pages CRJ 216 Criminal Law Instructor: A. Bates September 14, 2014 Four Elements of Crime I will be discussing the four elements of crime and liability without fault. I will be discussing how the elements and liabilities correspond to each other. When it comes to the elements needed to specify a crime, there are four main parts. These include the criminal act being performed (ActusRead MoreThe Development Of American Law1333 Words   |  6 Pagesof conduct usually accomplished in a style of a statute, as defined by our textbook, Criminal Justice Today, which prohibits or commands some standards of behaviour. However, people needs laws to maintain orders, without laws, we could not be safe or being a free nation. There are numerous groups and types of laws such as: Statutory Law, Case Law, Penal Code, Common Law, Civil Law, Rule of Law and Criminal Law that aid to maintain our society’s right and obligation today. The Statutory Law isRead More Understanding Crime Essays1576 Words   |  7 Pagesof the criminal justice system through history one discovers that the main goal is to detain the suspected criminal(s) and restore security to society in general. Since the beginning of the criminal justice system attempts to understand the inner workings of a criminal mind and behavior which cause these deviations from normal thinking or acting have been a complex issue of comprehension. What causes people to exhibit certain behaviors that make them criminals? Why are the minds of criminals so hardRead MoreEdwin Sutherland s Hypothesis Of Differential Association1237 Words   |  5 PagesDifferential Association keeping in mind the end goal to clarify how these elements were identified with wrongdoing. It had been watched that once high rates of wrongdoing were set up in a land district, the example reoccurred, with new eras of occupants supporting the example. Sutherland was in this way intrigued by clarifying how such a cross-generational transmission of reprobate qualities happened. In his hypothesis of Differential Association, he states that criminal conduct is an aftereffect ofRead MoreThe Criminal Justice System: Different Types of Criminal Defense647 Words   |  3 Pagesthere are multiple ways that they can defend themselves. The criminal justice system has a variety of types of criminal defenses that one should be familiar with, if ever in the position of being charged with an offense. Within this paper, I will be talking about seven different types of criminal defenses, starting with: insanity, automatism, duress, self defense, intoxication, necessity/ lesser harm, and mistake of fact. The first criminal defense is pleading insanity which is an affirmative defenseRead MoreCritical Analysis : Dangerous Minds By Malcolm Gladwell809 Words   |  4 PagesCritical Analysis Essay on Dangerous Minds Criminal case is always tedious when it involves little or no information about the offender, like in the 9/11 terrorist attack which annihilated most of the workers in and damaged the New York Trade Center building. However, in an attempt to identify the offenders, government officials and investigators try out different ways such as criminal profiling and others. Thus, in the New Yorker article, â€Å"Dangerous Minds† by Malcolm Gladwell; the author informs

Consumer Behavior Ritz Free Essays

Ritz already had a major presence In the cracker aisle, but to sell this new product being old as a chip, they had to decide If they should move their product amongst other direct chip competitors. The salty snack part of the store contains mainly all the chips products, nuts etc. But as mentioned in the video, it is difficult to put just a single product in a section of a store where Ritz did not already have a presence. We will write a custom essay sample on Consumer Behavior Ritz or any similar topic only for you Order Now So keeping it next to the crackers ensured they would bring a strong presence in supporting their new product, as well as making it packaged in a bag rather than a box to represent a different product. ) How did language affect the marketing of the new Ritz Chip? The new Ritz Chip language affected marketing because they had to make sure the characteristics of the new product would attain the qualities of a chip and the flavor of Ritz. Therefore, the packaging and product had to communicate the product effectively to consumers what Ritz was trying to sell. The big bold words on the bag was also another way to communicate the intentions of their new product extension. 5) Do you feel it was a wise decision for Ritz Chips to be in placed in the cracker aisle rather than in the salty snack aisle of the grocery store with the other chips? Explain. Yes, people tend to overlook brands that have a few items taking up little bit of shelf space. It hints that the product does not sell well or doesn’t have many varieties to offer. The competitors like Lays, Gunship, etc. Take whole sections of space in the aisle and dominate all the other brands that have a handful of products, which usually are overlooked by consumers when they are shopping. Not to mention seeing the word RITZ on a bag that is boxy next to Lays potato chips will make the person think, â€Å"l don’t want crackers. However, if I am In the cracker aisle and see their toasted chips next to crackers, the product will look more chip-Like In comparison. 6) Discuss the differences that exist between the cracker Image and the chip Image as It relates to brand extension. How does this affect a product’s marketing strategy? Crackers towards older people; tend to be bland in flavor, eaten with soup when it gets cold, consumed when one is sick, etc. While chips are more youthful, kids are always shown in commercials eating them as well as more active adults; associated with mummer, more flavor, have a bigger variety and the list goes on. So in essence, chips are more fun, youthful, flavor, while Ritz crackers are associated with old people, cold weather, eaten when sick or with soup, basically not the most fun feel- good item one can purchase. The marketing strategy would have to use the brand power and reliability of Ritz, but offer a different younger, flavor product showing it’s a product that is capturing the qualities of chips besides Just the taste and texture, but the illusion surrounding it. How to cite Consumer Behavior Ritz, Papers

Diels Alder Reaction free essay sample

Lizz Radican Lab 4 2/24/14 The Diels-Alder Reaction: Results and Problems 1. ) Table 1: Mass, Percent Yield and Melting Points for Diels-Alder Reaction Products. Product Mass (g) Percent Yield Melting Points ( °C) Anhydride 8. 87 88. 2% 164. 4-165. 8 Dicarboxylic Acid 3. 20 71. 9% 176. 6-180. 1 Unknown 1. 66 111% 168. 7-176. 0 2. ) See attached calculations. 3. ) Table 2: Anhydride Product IR Data: Functional Group or Bond Peak Location(s) (cm-1) Peak Intensity Symmetric C=O Stretch 1840 Weak Asymmetric C=O Stretch 1765 Strong C-O Stretch 901 Very strong Table 3: Dicarboxylic Acid Product IR Data: Functional Group or Bond Peak Location(s) (cm-1) Peak Intensity C=O Stretch 1702 Strong O-H Stretch 3200-2500 Broad, medium Sp2 C-H Stretch(s) 3021, 3082 Medium Table 4: Lactone (Unknown) Product IR Data Functional Group or Bond Peak Location(s) (cm-1) Peak Intensity O-H Stretch 3100-2500 Broad, medium C=O-O Stretch(s) 1175, 1158 Very strong C=O Stretch(s) 1769, 1691 Strong 4. The reaction of the unknown with bromine gave a negative result meaning the solution did not turn clear, but rather, maintained an orangish brown color. We will write a custom essay sample on Diels Alder Reaction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is interpreted to mean that bromine in not adding to either side of an alkene bond, so there is no C=C bond in the unknown compound. The reaction of the dicarboxylic acid with bromine gave a positive result meaning that the solution turned clear as a result of bromine adding to both sided of the C=C bond. The dicarboxylic acid has a C=C bond. Problems: 1. The carbonyl that is NOT incorporated into the ring structure has the greater IR stretching frequency. This is because the carbonyl incorporated into the ring structure shares some of its double bond character with the other double bond in the ring, giving it more single bond character. Thus, conjugated double bonds lower the stretching frequency of a carbonyl group by sharing the dipole character of the carbonyl group with the double bond. 2. Some C=C groups sometimes do not show up on an IR spectrum. This is because the C=C groups of aromatic compounds show weak overtones between 1650-2000 cm-1. This area of aromatic overtones could be partially covered up by a strong C=O peak(s) over the same frequency range. An aromatic C=C stretch could also be hidden by a nitrile stretch or an alkene C=C. 3. Maleic anhydride is an excellent dienophile because it is a cyclic alkene where the double bond is conjugated to two carbonyl groups. These groups, as well as the oxygen to which they are bonded, serves as a large electron withdrawing group which pulls electron density away from the double-bonded carbons. Because of this dipole effect, these carbons have a much more positive character, which will readily react with an available electron-rich diene. (See drawings on attached pages. ) 4. Yes, the reaction will be successful because the molecule possesses a conjugated diene that can rearrange through resonance where the double bonds localize to the same ring and react with a dienophile to form a bicyclo ring. 5. Drawings on attached pages. Diels alder reaction free essay sample The experimental product yield is 0. 28g (some solid left on the filter paper and some for the melting point measurement. ) The % yield of hydrolysis is 70. 7% Discussion: The cycloaddition of a conjugated diene and a dienophile, which is drove by forming new ? -bonds from ? -electrons of the diene and dienophile, which are energetically more stable than the ? -bonds. During the Diels-Alder reaction, the temperature should be kept between 60-70. Because the boiling point of the butadiene is low and do not let it vaporize. After cycloaddition, pour the reaction mixture into 50 ml water under room temperature, the product would precipitate because of the low temperature. The acid added for the hydrolysis part is very important because acids have been used to accelerate the rate of the intra-molecular Diels-Alder reaction. The PEG 200 used in this experiment as the solvent for maleic anhydride is  make the experiments more green, which is less harmful and more environmental friendly. We will write a custom essay sample on Diels alder reaction or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The melting point measurement is helping us to determine what we get basically. Compare with the IR spectra I got, the peak at 1792. 62 cm-1 in the first spectra express the C=O bonds of the initial cycloaddition product, and the peak at 1697. 14 cm-1 in the second IR spectra shows the C=O bonds of carboxylic acid ( RCOOH) of the final product.

Suffering in the ancient, Roman and Greek periods

Introduction Suffering has been conspicuous in human race for centuries. In fact, every human being has suffered in one way or another. Suffering crisscrosses all cultures of humankind. Suffering has no limit. To some people, it is part of life while to others it is a punishment from the gods. Besides, to some people it acts as a corrective measure while to other it acts as evil.Advertising We will write a custom essay sample on Suffering in the ancient, Roman and Greek periods specifically for you for only $16.05 $11/page Learn More Different people from diverse cultures define suffering in variant ways. However, the processes they undergo during suffering tend to converge. This paper will explore the theme of suffering in the ancient, Roman and Greek periods (Steiner, 1906, p. 1). Suffering Every human finds him/herself facing suffering. It comes with or without invitation. Suffering may come as a warning figure or as an enigmatic one. Suffering has tr oubled man since the beginning of the world. Based on different views, religious sectors have believed that suffering started with the sin of Adam in the garden of Eden. On the other hand, others have believed that it began with man once he came into being. However, one convergence is that suffering has formed part of human race ever since. Ancient people experienced suffering as well as the modern ones. In this regard, suffering has traversed humankind. Whenever people try to value life, they find it necessary to consider the input of suffering in it. Suffering has been considered as the eradicator of peace. Moreover, it has also been considered as a damper of hope and pleasure. However, it is necessary to note that world and cultural developments have worked to reduce human suffering (Reisinho, 2012, p. 1). Ways in which suffering is mirrored Ancient stories tell of individuals who suffered from many issues, which affected their physical conditions. Among these included Cicero and Philoctetes who experienced despair and depression in their public and private lives. Archeologists have also managed to prove conditions of suffering in the ancient worlds. They have unleashed a number of personal as well as environmental factors that contributed to suffering in ancient times. These included torture, mental anguish and depression, social and political oppression, physical handicap and chronic illnesses, among others. Notably, suffering was highly prevalent in ancient world since they experienced tyrannies, poor infrastructure, and mythical cultural aspects.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Suffering in Greek society was interpreted in many ways. For instance, Aeschylos, a tragedian saw it as a way of acquiring knowledge in ancient Greek. In essence, he saw it as something that brings both the benefit and detriment. In fact, Greek philosophers believed that suffering wa s experienced deeply by people who valued life. Moreover, Selenus found it wise for a man not to be born since it only brought him/her suffering. However, influence from religion also made some Greeks to accept suffering as part of life since sin, evil and suffering are bound together (Reisinho, 2012, p. 1). It can also be noted that in the ancient western culture, suffering was seen to result from a defective universe. In this regard, some theorists in that era thought that the universe had a defective nature and thus an evil quality. For instance, Hippocrates believed that this defective nature of the universe came about due to the differences between qualities and elements of space. On the other hand, Christians believed that suffering came from original sin. Still, other theorists like Manichees believed that suffering came about because the creator made derisory work by the creator he believed to be a demiurge. Again, others like Stoic refused to acknowledge the existence of su ffering. Furthermore, Galen and Aritole believed that suffering was felt by an emotional soul. In essence, the ancient, Greek, and Roman periods understood suffering in divergent ways ranging from discipline to defect, among others (Pilch, 1990, p. 1). Similarity and Differences Between Suffering in Ancient and Suffering in Modern World It can be noted that in all cases suffering was seen as evil in some quarters of the ancient world as is seen today. For instance, just as Hippocrates believed that it came because of defects in the universe, the modern world (which has grown to be materialistic) believe that people undergo suffering because of inadequacy in their efforts. Another similarity is evident in Rene Descartes’ argument that suffering could be good. This sentiment is shared by Aeschylos, who believed that suffering helped people to acquire knowledge. Religious world has not changed extensively as they share a common believe that through perseverance in suffering they will overcome evil. However, the contrasts have also risen over suffering. For instance, modern world oversaw the separation of body from Saul, in the process, categorizing suffering with the physical body. This was not common in the ancient world. Furthermore, Leibniz managed to make a distinction between bodily and ethical evil. In this regard, suffering was classified with physical evil as opposed to the ancient times when there was no separation (Reisinho, 2012, p. 1).Advertising We will write a custom essay sample on Suffering in the ancient, Roman and Greek periods specifically for you for only $16.05 $11/page Learn More Conclusion Suffering has been understood with mixed reaction in humankind. While some sections have denied its existence, others have accepted it. On the other hand, those who have accepted it have also differed on its origin, ways of mitigation, and reason for being. However, religion has played a central role in it understandin g among other faithful. In addition, philosophers have also made steps in their discovery of its workings (Fiero, 2011, p. 15). References Fiero, G. K. (2011). The humanistic tradition, Book 1: The first civilizations and the classical legacy (6th. Ed). New York, NY: McGraw Hill. Pilch, J. (1990). How We Redress Our Suffering: An Exercise in Actualizing Biblical Texts. Web. Reisinho, E. (2012). Life Is Cruel: Pain and Suffering. Web. Steiner, R. (1906). The Origin of Suffering: Origin of Suffering, Origin of Evil, Illness and Death. Retrieved from https://wn.rsarchive.org/Lectures/GA055/English/SBC1980/19061108p01.html This essay on Suffering in the ancient, Roman and Greek periods was written and submitted by user Ayla Brown to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Construct A Marketing Plan To Find Good, Qualified Candidates For An

Construct A Marketing Plan To Find Good, Qualified Candidates For An Construct A Marketing Plan To Find Good, Qualified Candidates For An Accounting Tech Position – Coursework Example Marketing Plan for Recruitment of Accounting Technician To Work in Patient Accounting Department of the of the MarketingPlan for Recruitment of Accounting TechnicianTo Work in Patient Accounting DepartmentIntroductionIn the modern era, the function of Recruitment is no less complicated and scientific than any other in the Human Resources function of the enterprise. As we shall see, a number of considerations go into the hiring of practically any candidate in an enterprise, which is the subject matter of this paper.DiscussionRecruitment is concerned with getting a number of suitably qualified and skilled people to apply for any available position in an organization. The usual procedure is that the Departmental Head of the area where the position is vacant sends a hiring requisition to the HR Manager in the form of a memo or filled form outlining the job skills and specifications. Usually the first recourse is to try to promote someone from within to this position, failing which employ ees are asked to refer someone with the required skills to HR. If even that does not work out, a formal advertisement is placed in various newspapers outlining the requirements of the job and the desired skill set required to fill the position (Werther & Davis, 1995). The HR Manager while making the advertisement will use the best wordings to attract the best available candidates both who may be unemployed as well as those looking to switch to better organizations. Sometimes the HR Department will hide its identity behind a P.O box number and at other times will ask that the company logo be printed clearly to attract the best candidates especially if the company and its fair hiring and promotion practices are well known in the industry.The best organizations usually advertise the following in order to attract the best available candidates for the organization:1. Details of Salary: Defined as a range depending on qualifications and experience. 2. Allowances and Deductions: The first is added, the second deducted from Salary. The result is the figure of Net Salary for the position.3. Other Perks and Benefits: These may include OPD and Hospitalization Medical Coverage, Company maintained car with fuel, housing and other benefits commensurate with Company policy. For an Accounting Technician at a hospital, the ability to learn the accounting system, meet and coordinate with patients, caregivers and hospital administration staff to discuss details of billed and received outstanding and advance payments is all part of the day’s work. The skills learned will include increase in knowledge and improved ability to present information in the form of charts, graphs, figures and presentations. Public relations skills, data entry and records management, technicalities of bookkeeping and even ability to type and drive may be needed. ReferencesWerther, W. & Davis, K. (1995). Human Resources and Personnel Management, 5th ed. McGraw Hill.

Ch8 Test Bank

b. The probability for any individual value of a continuous random variable is zero, but for discrete random variables it is not. c. Probability for continuous random variables means finding the area under a curve, while for discrete random variables it means summing individual probabilities. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 2. Which of the following is always true for all probability density functions of continuous random variables? a. The probability at any single point is zero. b. They contain an uncountable number of possible values. c. The total area under the density function f(x) equals 1. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 3. Suppose f(x) = 0. 25. What range of possible values can X take on and still have the density function be legitimate? a. [0, 4] b. [4, 8] c. [? 2, +2] d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 4. The probability density function, f(x), for any continuous random variable X, represents: a. ll possible values that X will assume within some interval a ? x ? b. b. the probability that X takes on a specific value x. c. the height of the density function at x. d. None of these choices. ANS:CPTS:1REF:SECTION 8. 1 5. Which of the following is true about f(x) when X has a uniform distribution over the interval [a, b]? a. The values of f(x) are different for various values of the random variable X. b. f(x) equals one for each possible value of X. c. f(x) equals one divided by the length of the interval from a to b. d. None of these choices. ANS:CPTS:1REF:SECTION 8. 1 6. The probability density function f(x) for a uniform random variable X defined over the interval [2, 10] is a. 0. 125 b. 8 c. 6 d. None of these choices. ANS:APTS:1REF:SECTION 8. 1 7. If the random variable X has a uniform distribution between 40 and 50, then P(35 ? X ? 45) is: a. 1. 0 b. 0. 5 c. 0. 1 d. undefined. ANS:BPTS:1REF:SECTION 8. 1 8. The probability density function f(x) of a random variable X that has a uniform distribution between a and b is a. (b + a)/2 b. 1/b ? 1/a c. (a ? b)/2 d. None of these choices. ANS:DPTS:1REF:SECTION 8. 1 9. Which of the following does not represent a continuous uniform random variable? . f(x) = 1/2 for x between ? 1 and 1, inclusive. b. f(x) = 10 for x between 0 and 1/10, inclusive. c. f(x) = 1/3 for x = 4, 5, 6. d. None of these choices represents a continuous uniform random variable. ANS:CPTS:1REF:SECTION 8. 1 10. Suppose f(x) = 1/4 over the range a ? x ? b, and suppose P(X 4) = 1/2. What are the values for a and b? a. 0 and 4 b. 2 and 6 c. Can be any range of x values whose length (b ? a) equals 4. d. Cannot answer with the information given. ANS:BPTS:1REF:SECTION 8. 1 11. What is the shape of the probability density function for a uniform random variable on the interval [a, b]? a. A rectangle whose X values go from a to b. b. A straight line whose height is 1/(b ? a) over the range [a, b]. c. A continuous probability density function with the same value of f(x) from a to b. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 TRUE/FALSE 12. A continuous probability distribution represents a random variable having an infinite number of outcomes which may assume any number of values within an interval. ANS:TPTS:1REF:SECTION 8. 1 13. Continuous probability distributions describe probabilities associated with random variables that are able to assume any finite number of values along an interval. ANS:FPTS:1REF:SECTION 8. 1 14. A continuous random variable is one that can assume an uncountable number of values. ANS:TPTS:1REF:SECTION 8. 1 15. Since there is an infinite number of values a continuous random variable can assume, the probability of each individual value is virtually 0. ANS:TPTS:1REF:SECTION 8. 1 16. A continuous random variable X has a uniform distribution between 10 and 20 (inclusive), then the probability that X falls between 12 and 15 is 0. 30. ANS:TPTS:1REF:SECTION 8. 1 17. A continuous random variable X has a uniform distribution between 5 and 15 (inclusive), then the probability that X falls between 10 and 20 is 1. . ANS:FPTS:1REF:SECTION 8. 1 18. A continuous random variable X has a uniform distribution between 5 and 25 (inclusive), then P(X = 15) = 0. 05. ANS:FPTS:1REF:SECTION 8. 1 19. We distinguish between discrete and continuous random variables by noting whether the number of possible values is countable or uncountable. ANS:TPTS:1REF:SECTION 8. 1 20. In practice, we frequently use a continuous distribution to approximate a discrete one when the number of values the variable can assume is countable but very large. ANS:TPTS:1REF:SECTION 8. 1 21. Let X represent weekly income expressed in dollars. Since there is no set upper limit, we cannot identify (and thus cannot count) all the possible values. Consequently, weekly income is regarded as a continuous random variable. ANS:TPTS:1REF:SECTION 8. 1 22. To be a legitimate probability density function, all possible values of f(x) must be non-negative. ANS:TPTS:1REF:SECTION 8. 1 23. To be a legitimate probability density function, all possible values of f(x) must lie between 0 and 1 (inclusive). ANS:FPTS:1REF:SECTION 8. 1 24. The sum of all values of f(x) over the range of [a, b] must equal one. ANS:FPTS:1REF:SECTION 8. 1 25. A probability density function shows the probability for each value of X. ANS:FPTS:1REF:SECTION 8. 1 26. If X is a continuous random variable on the interval [0, 10], then P(X 5) = P(X ? 5). ANS:TPTS:1REF:SECTION 8. 1 27. If X is a continuous random variable on the interval [0, 10], then P(X = 5) = f(5) = 1/10. ANS:FPTS:1REF:SECTION 8. 1 28. If a point y lies outside the range of the possible values of a random variable X, then f(y) must equal zero. ANS:TPTS:1REF:SECTION 8. 1 COMPLETION 29. A(n) ____________________ random variable is one that assumes an uncountable number of possible values. ANS:continuous PTS:1REF:SECTION 8. 1 30. For a continuous random variable, the probability for each individual value of X is ____________________. ANS: zero 0 PTS:1REF:SECTION 8. 1 31. Probability for continuous random variables is found by finding the ____________________ under a curve. ANS:area PTS:1REF:SECTION 8. 1 32. A(n) ____________________ random variable has a density function that looks like a rectangle and you can use areas of a rectangle to find probabilities for it. ANS:uniform PTS:1REF:SECTION 8. 1 33. Suppose X is a continuous random variable for X between a and b. Then its probability ____________________ function must non-negative for all values of X between a and b. ANS:density PTS:1REF:SECTION 8. 1 34. The total area under f(x) for a continuous random variable must equal ____________________. ANS: 1 one PTS:1REF:SECTION 8. 1 35. The probability density function of a uniform random variable on the interval [0, 5] must be ____________________ for 0 ? x ? 5. ANS: 1/5 0. 20 PTS:1REF:SECTION 8. 1 36. To find the probability for a uniform random variable you take the ____________________ times the ____________________ of its corresponding rectangle. ANS: base; height height; base length; width width; length PTS:1REF:SECTION 8. 1 37. You can use a continuous random variable to ____________________ a discrete random variable that takes on a countable, but very large, number of possible values. ANS:approximate PTS:1REF:SECTION 8. 1 SHORT ANSWER 38. A continuous random variable X has the following probability density function: f(x) = 1/4, 0 ? x ? 4 Find the following probabilities: a. P(X ? 1) b. P(X ? 2) c. P(1 ? X ? 2) d. P(X = 3) ANS: a. 0. 25 b. 0. 50 c. 0. 25 d. 0 PTS:1REF:SECTION 8. 1 Waiting Time The length of time patients must wait to see a doctor at an emergency room in a large hospital has a uniform distribution between 40 minutes and 3 hours. 39. {Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/140, 40 ? x ? 180 (minutes) PTS:1REF:SECTION 8. 1 40. {Waiting Time Narrative} What is the probability that a patient would have to wait between one and two hours? ANS: 0. 43 PTS:1REF:SECTION 8. 1 41. {Waiting Time Narrative} What is the probability that a patient would have to wait exactly one hour? ANS: 0 PTS:1REF:SECTION 8. 1 42. {Waiting Time Narrative} What is the probability that a patient would have to wait no more than one hour? ANS: 0. 143 PTS:1REF:SECTION 8. 1 43. The time required to complete a particular assembly operation has a uniform distribution between 25 and 50 minutes. a. What is the probability density function for this uniform distribution? b. What is the probability that the assembly operation will require more than 40 minutes to complete? c. Suppose more time was allowed to complete the operation, and the values of X were extended to the range from 25 to 60 minutes. What would f(x) be in this case? ANS: a. f(x) = 1/25, 25 ? x ? 50 b. 0. 40 c. f(x) = 1/35, 25 ? x ? 60 PTS:1REF:SECTION 8. 1 44. Suppose f(x) equals 1/50 on the interval [0, 50]. a. What is the distribution of X? b. What does the graph of f(x) look like? c. Find P(X ? 25) d. Find P(X ? 25) e. Find P(X = 25) f. Find P(0 X 3) g. Find P(? 3 X 0) h. Find P(0 X 50) ANS: a. X has a uniform distribution on the interval [0, 50]. b. f(x) forms a rectangle of height 1/50 from x = 0 to x = 50. c. 0. 50 d. 0. 50 e. 0 f. 0. 06 g. 0. 06 h. 1. 00 PTS:1REF:SECTION 8. 1 Chemistry Test The time it takes a student to finish a chemistry test has a uniform distribution between 50 and 70 minutes. 45. {Chemistry Test Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/20, 50 ? x ? 70 PTS:1REF:SECTION 8. 1 46. {Chemistry Test Narrative} Find the probability that a student will take more than 60 minutes to finish the test. ANS: 0. 50 PTS:1REF:SECTION 8. 1 47. {Chemistry Test Narrative} Find the probability that a student will take no less than 55 minutes to finish the test. ANS: 0. 75 PTS:1REF:SECTION 8. 1 48. {Chemistry Test Narrative} Find the probability that a student will take exactly one hour to finish the test. ANS: 0 PTS:1REF:SECTION 8. 1 49. {Chemistry Test Narrative} What is the median amount of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 50. {Chemistry Test Narrative} What is the mean amount of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 Elevator Waiting Time In a shopping mall the waiting time for an elevator is found to be uniformly distributed between 1 and 5 minutes. 1. {Elevator Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/4, 1 ? x ? 5 PTS:1REF:SECTION 8. 1 52. {Elevator Waiting Time Narrative} What is the probability of waiting no more than 3 minutes? ANS: 0. 50 PTS:1REF:SECTION 8. 1 53. {Elevator Waiting Time Narrative} What is the probability that the elevator arrives in the first minute and a half? ANS: 0. 125 PTS:1REF:SECTION 8. 1 54. {Elevator Waiting Time Narrative} What is the median waiting time for this elevator? ANS: 3 minutes PTS:1REF:SECTION 8. 1 Ch8 Test Bank b. The probability for any individual value of a continuous random variable is zero, but for discrete random variables it is not. c. Probability for continuous random variables means finding the area under a curve, while for discrete random variables it means summing individual probabilities. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 2. Which of the following is always true for all probability density functions of continuous random variables? a. The probability at any single point is zero. b. They contain an uncountable number of possible values. c. The total area under the density function f(x) equals 1. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 3. Suppose f(x) = 0. 25. What range of possible values can X take on and still have the density function be legitimate? a. [0, 4] b. [4, 8] c. [? 2, +2] d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 4. The probability density function, f(x), for any continuous random variable X, represents: a. ll possible values that X will assume within some interval a ? x ? b. b. the probability that X takes on a specific value x. c. the height of the density function at x. d. None of these choices. ANS:CPTS:1REF:SECTION 8. 1 5. Which of the following is true about f(x) when X has a uniform distribution over the interval [a, b]? a. The values of f(x) are different for various values of the random variable X. b. f(x) equals one for each possible value of X. c. f(x) equals one divided by the length of the interval from a to b. d. None of these choices. ANS:CPTS:1REF:SECTION 8. 1 6. The probability density function f(x) for a uniform random variable X defined over the interval [2, 10] is a. 0. 125 b. 8 c. 6 d. None of these choices. ANS:APTS:1REF:SECTION 8. 1 7. If the random variable X has a uniform distribution between 40 and 50, then P(35 ? X ? 45) is: a. 1. 0 b. 0. 5 c. 0. 1 d. undefined. ANS:BPTS:1REF:SECTION 8. 1 8. The probability density function f(x) of a random variable X that has a uniform distribution between a and b is a. (b + a)/2 b. 1/b ? 1/a c. (a ? b)/2 d. None of these choices. ANS:DPTS:1REF:SECTION 8. 1 9. Which of the following does not represent a continuous uniform random variable? . f(x) = 1/2 for x between ? 1 and 1, inclusive. b. f(x) = 10 for x between 0 and 1/10, inclusive. c. f(x) = 1/3 for x = 4, 5, 6. d. None of these choices represents a continuous uniform random variable. ANS:CPTS:1REF:SECTION 8. 1 10. Suppose f(x) = 1/4 over the range a ? x ? b, and suppose P(X 4) = 1/2. What are the values for a and b? a. 0 and 4 b. 2 and 6 c. Can be any range of x values whose length (b ? a) equals 4. d. Cannot answer with the information given. ANS:BPTS:1REF:SECTION 8. 1 11. What is the shape of the probability density function for a uniform random variable on the interval [a, b]? a. A rectangle whose X values go from a to b. b. A straight line whose height is 1/(b ? a) over the range [a, b]. c. A continuous probability density function with the same value of f(x) from a to b. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 TRUE/FALSE 12. A continuous probability distribution represents a random variable having an infinite number of outcomes which may assume any number of values within an interval. ANS:TPTS:1REF:SECTION 8. 1 13. Continuous probability distributions describe probabilities associated with random variables that are able to assume any finite number of values along an interval. ANS:FPTS:1REF:SECTION 8. 1 14. A continuous random variable is one that can assume an uncountable number of values. ANS:TPTS:1REF:SECTION 8. 1 15. Since there is an infinite number of values a continuous random variable can assume, the probability of each individual value is virtually 0. ANS:TPTS:1REF:SECTION 8. 1 16. A continuous random variable X has a uniform distribution between 10 and 20 (inclusive), then the probability that X falls between 12 and 15 is 0. 30. ANS:TPTS:1REF:SECTION 8. 1 17. A continuous random variable X has a uniform distribution between 5 and 15 (inclusive), then the probability that X falls between 10 and 20 is 1. . ANS:FPTS:1REF:SECTION 8. 1 18. A continuous random variable X has a uniform distribution between 5 and 25 (inclusive), then P(X = 15) = 0. 05. ANS:FPTS:1REF:SECTION 8. 1 19. We distinguish between discrete and continuous random variables by noting whether the number of possible values is countable or uncountable. ANS:TPTS:1REF:SECTION 8. 1 20. In practice, we frequently use a continuous distribution to approximate a discrete one when the number of values the variable can assume is countable but very large. ANS:TPTS:1REF:SECTION 8. 1 21. Let X represent weekly income expressed in dollars. Since there is no set upper limit, we cannot identify (and thus cannot count) all the possible values. Consequently, weekly income is regarded as a continuous random variable. ANS:TPTS:1REF:SECTION 8. 1 22. To be a legitimate probability density function, all possible values of f(x) must be non-negative. ANS:TPTS:1REF:SECTION 8. 1 23. To be a legitimate probability density function, all possible values of f(x) must lie between 0 and 1 (inclusive). ANS:FPTS:1REF:SECTION 8. 1 24. The sum of all values of f(x) over the range of [a, b] must equal one. ANS:FPTS:1REF:SECTION 8. 1 25. A probability density function shows the probability for each value of X. ANS:FPTS:1REF:SECTION 8. 1 26. If X is a continuous random variable on the interval [0, 10], then P(X 5) = P(X ? 5). ANS:TPTS:1REF:SECTION 8. 1 27. If X is a continuous random variable on the interval [0, 10], then P(X = 5) = f(5) = 1/10. ANS:FPTS:1REF:SECTION 8. 1 28. If a point y lies outside the range of the possible values of a random variable X, then f(y) must equal zero. ANS:TPTS:1REF:SECTION 8. 1 COMPLETION 29. A(n) ____________________ random variable is one that assumes an uncountable number of possible values. ANS:continuous PTS:1REF:SECTION 8. 1 30. For a continuous random variable, the probability for each individual value of X is ____________________. ANS: zero 0 PTS:1REF:SECTION 8. 1 31. Probability for continuous random variables is found by finding the ____________________ under a curve. ANS:area PTS:1REF:SECTION 8. 1 32. A(n) ____________________ random variable has a density function that looks like a rectangle and you can use areas of a rectangle to find probabilities for it. ANS:uniform PTS:1REF:SECTION 8. 1 33. Suppose X is a continuous random variable for X between a and b. Then its probability ____________________ function must non-negative for all values of X between a and b. ANS:density PTS:1REF:SECTION 8. 1 34. The total area under f(x) for a continuous random variable must equal ____________________. ANS: 1 one PTS:1REF:SECTION 8. 1 35. The probability density function of a uniform random variable on the interval [0, 5] must be ____________________ for 0 ? x ? 5. ANS: 1/5 0. 20 PTS:1REF:SECTION 8. 1 36. To find the probability for a uniform random variable you take the ____________________ times the ____________________ of its corresponding rectangle. ANS: base; height height; base length; width width; length PTS:1REF:SECTION 8. 1 37. You can use a continuous random variable to ____________________ a discrete random variable that takes on a countable, but very large, number of possible values. ANS:approximate PTS:1REF:SECTION 8. 1 SHORT ANSWER 38. A continuous random variable X has the following probability density function: f(x) = 1/4, 0 ? x ? 4 Find the following probabilities: a. P(X ? 1) b. P(X ? 2) c. P(1 ? X ? 2) d. P(X = 3) ANS: a. 0. 25 b. 0. 50 c. 0. 25 d. 0 PTS:1REF:SECTION 8. 1 Waiting Time The length of time patients must wait to see a doctor at an emergency room in a large hospital has a uniform distribution between 40 minutes and 3 hours. 39. {Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/140, 40 ? x ? 180 (minutes) PTS:1REF:SECTION 8. 1 40. {Waiting Time Narrative} What is the probability that a patient would have to wait between one and two hours? ANS: 0. 43 PTS:1REF:SECTION 8. 1 41. {Waiting Time Narrative} What is the probability that a patient would have to wait exactly one hour? ANS: 0 PTS:1REF:SECTION 8. 1 42. {Waiting Time Narrative} What is the probability that a patient would have to wait no more than one hour? ANS: 0. 143 PTS:1REF:SECTION 8. 1 43. The time required to complete a particular assembly operation has a uniform distribution between 25 and 50 minutes. a. What is the probability density function for this uniform distribution? b. What is the probability that the assembly operation will require more than 40 minutes to complete? c. Suppose more time was allowed to complete the operation, and the values of X were extended to the range from 25 to 60 minutes. What would f(x) be in this case? ANS: a. f(x) = 1/25, 25 ? x ? 50 b. 0. 40 c. f(x) = 1/35, 25 ? x ? 60 PTS:1REF:SECTION 8. 1 44. Suppose f(x) equals 1/50 on the interval [0, 50]. a. What is the distribution of X? b. What does the graph of f(x) look like? c. Find P(X ? 25) d. Find P(X ? 25) e. Find P(X = 25) f. Find P(0 X 3) g. Find P(? 3 X 0) h. Find P(0 X 50) ANS: a. X has a uniform distribution on the interval [0, 50]. b. f(x) forms a rectangle of height 1/50 from x = 0 to x = 50. c. 0. 50 d. 0. 50 e. 0 f. 0. 06 g. 0. 06 h. 1. 00 PTS:1REF:SECTION 8. 1 Chemistry Test The time it takes a student to finish a chemistry test has a uniform distribution between 50 and 70 minutes. 45. {Chemistry Test Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/20, 50 ? x ? 70 PTS:1REF:SECTION 8. 1 46. {Chemistry Test Narrative} Find the probability that a student will take more than 60 minutes to finish the test. ANS: 0. 50 PTS:1REF:SECTION 8. 1 47. {Chemistry Test Narrative} Find the probability that a student will take no less than 55 minutes to finish the test. ANS: 0. 75 PTS:1REF:SECTION 8. 1 48. {Chemistry Test Narrative} Find the probability that a student will take exactly one hour to finish the test. ANS: 0 PTS:1REF:SECTION 8. 1 49. {Chemistry Test Narrative} What is the median amount of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 50. {Chemistry Test Narrative} What is the mean amount of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 Elevator Waiting Time In a shopping mall the waiting time for an elevator is found to be uniformly distributed between 1 and 5 minutes. 1. {Elevator Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/4, 1 ? x ? 5 PTS:1REF:SECTION 8. 1 52. {Elevator Waiting Time Narrative} What is the probability of waiting no more than 3 minutes? ANS: 0. 50 PTS:1REF:SECTION 8. 1 53. {Elevator Waiting Time Narrative} What is the probability that the elevator arrives in the first minute and a half? ANS: 0. 125 PTS:1REF:SECTION 8. 1 54. {Elevator Waiting Time Narrative} What is the median waiting time for this elevator? ANS: 3 minutes PTS:1REF:SECTION 8. 1

Peyotism and the Native American Church Essay Example | Topics and Well Written Essays - 750 words

Peyotism and the Native American Church - Essay Example Peyotism is, essentially, the ingestion of the Peyote, a psychoactive, small, spineless cactus, for religious purposes. Peyote is native to certain parts of Texas and Mexico, and the tribes that settled there have been reported to use it for a long time. There are Inquisition cases that dealt with peyote usage as early as 1614 (Stewart 1980:300). Though there are many prevailing theories about the exact route through which peyote use came to the Native American tribes that were not settled in the regions were this cactus grows, however, this much is clear that the tribes that practiced peyotism taught the practice to either those they had captured, or took the religious practice with them even when they were displaced from their original settlements. According to Stewart, it was the Lipan who were primary contributors to the course that led to the founding of the Peyote Religion in Oklahoma (1974:218), and La Barre agrees (49). Slowly, but surely, peyotism spread; it took on many asp ects of both traditional religious rituals of the Native Americans, along with amalgamating Christian themes within. La Barre states that as early as 1876, the Oto and the Sac were learning a Christianized version of Peyotism from the Tonkawa directly (as cited in Stewart 1974:216). Peyotism evolved and became what is now the Native American Church: a Christian church, with many Native American rituals. Just where the syncretism originated is not quite clear, but the fact remains that the members of this Church consider themselves to be practicing something that â€Å"incorporates distinctly Christian teaching and practices† (Feraca 2001:60). But the fact that most of their practices are frowned upon by the Catholics and the Protestants alike (La Barre 1960) for being incompatible with their practices clearly shows that there are some distinct native rituals that are practiced by this Church. Feraca maintains that at first glance, the paraphernalia used during Church meetings , both of the Half Moon and the Cross Fire sects, looks non-Christian (2001:61). The traditional beaded staff, the single-headed metal drum with three legs of the Cross Fire, and the peyote all are seemingly alien to Christianity, however, to Church goers they represent the walking staff of Christ, the three legs the Trinity, and the peyote itself is the host (ibid.). Similarly, the eagle, the turtle and the water bird symbols used by the Half Moon are considered to be the Father, Son, and Holy Spirit respectively (Ruby 2010:59). All these symbols, paraphernalia and rituals were part of the traditional religions of the tribes, but have now been amalgamated into a new form of Christianity that is practiced by the Natives almost exclusively. Emerson Spider, Sr., who was a Reverend of the Native American Church, when talking about this fusion put it so, â€Å"We are Indian people, and we still have some of our traditional ways†¦There are traditional things that we still have†¦because we grew up with them and we’re Indians† (1987:207). In his article about revitalization movements, Anthony Wallace states that revitalization movements take place when there is dissatisfaction amongst most of the population with the cultural

Social networking Research Paper Example | Topics and Well Written Essays - 1750 words

Social networking - Research Paper Example However, the use of these sites has caused many concerns especially due to the privacy risks involved. At this point the following issue has appeared: should the use of social networking sites be free from limitations or not? Six academic studies have been identified and are presented below for showing that social networking sites are valuable in terms of communication and exchange of information, both at individual and at business level, but their use should be set under monitoring so that the privacy of users is not threatened. Lewis (2010) explored the role of social media in a particular business sector: public relations. He found that for the specific sector the use of social media is quite important, at the level that public relations practitioners consider social media as a unique tool of communication (Lewis 1). However, this role of social media may not be clear to their users. For example, the research developed by Lewis proved that the individuals who study public relation s are not aware, at least not fully, of the potential value of social media in public relations (Lewis 17). It should be noted that most of the participants were proved to be heavy users of social networking sites (Lewis 17). ... These people, even if they do not state it clearly, prefer communication than trust; such view is verified by the fact that the existence of trust among millions of people who are unknown to each other is not feasible (Dwyer, Hiltz and Passerini 2). In the survey conducted among the members of two, popular, social networking sites such as Facebook and MySpace it was revealed that the members of Facebook feel that their privacy is protected at higher level than the members of MySpace (Dwyer, Hiltz and Passerini 5). In other words, privacy in social networking sites can be protected, at least up to a level, even if the members of these sites actually set ‘the development of new relationships and the exchange of information’ (Dwyer, Hiltz and Passerini 3) as priorities. The above studies verify the first of this study’s hypothesis, i.e. that social networking sites are quite popular as tools of communication and for promoting business activities. The second of the ab ove studies reveals a critical fact: the involvement of social networking sites in privacy risks does not seem to discourage the users of these sites. The privacy risks related to the use of social networking sites are further analyzed below. Zilpelwar et al. (2012) highlight the popularity and the risks of social networking sites. According to Zilpelwar et al. (2012) a high range of social networking sites has been established for meeting the different needs of people. Indeed, apart from Facebook which is popular worldwide, there are also other social networking sites that address specific categories of people, such as Bebo, for people living in UK and Ireland, LinkedIn for professionals and Ning for those who wish to develop their own

Adventures Of Tom Sawyer Essay Example for Free

Adventures Of Tom Sawyer Essay I will never forget the time I spent with Tom Sawyer, Huck Finn and Joe Harper on Jackson’s Island. We have always wanted to become pirates. Now that we have found the exact opportunity – Tom being scolded by Aunt Polly and Joe Harper having been whipped by his mother for tasting sour cream – we decided that it is now time to pursue our dream to become real pirates. In that way, we will be able to live a life of freedom and fame, and the whole town will hear about our names. The people who mistreated us will also feel sorry for what they had done. Our rendezvous is Jackson’s Island, which is three miles below the town of St. Petersburg. We met there at midnight. That became the start of our lives as pirates of the sea. Personally, I loved the idea of running away from home. I never had to go to school anymore. I didn’t need to follow rules anymore. And as Tom promised often, all we will need to do is to steal, kill and get rich. So when midnight came, the four of us met at Jackson’s Island. Each of us came with something stolen. Tom brought stolen ham, Joe had a one sided bacon and Huck had a skillet and some tobacco leaves. I brought stolen matches from my mom’s drawer. I figured that if we would stay long in the Island, we would need fire for our daily needs. Tom applauded me for bringing some matches. In those days, matches are not commonly used in St. Petersburg. Very few people had them. We found a raft about a hundred yards away. So we decided to have some fun with it and as usual, Tom was the captain. He commanded our pirate ship as we all pretended to be real pirates, using terms we have heard from sailors as well as lines from books we have read. We decided to settle in a virgin forest about two hundred yards above the head of the island. There, we spread our belongings and also built a huge bonfire. We cooked our ham, bacon and corn pone by roasting them in the fire. We ate and ate until we were so full. There was nothing like it. If the other boys in the village saw us that way, they would greatly envy us without a doubt. There was nothing like a pirate’s life. After eating, we lay down on the grass and talked for a while. Tom started to tell us stories about pirates – how extravagant they are, and how rich and famous. We started to ask him many questions about becoming a pirate. He simply told us that all we had to do was steal belongings and kill other people. In the midst of the conversation, Huck Finn began to smoke tobacco! I instantly followed him with that activity and smoked tobacco as well. Tom and Joe simply looked silently at us in amazement. For a long time now, they had wanted to learn how to smoke, but never had the opportunity. Only Huck and I could smoke. After much talking, we all fell asleep one by one. That was our first night as â€Å"pirates†. Tom was the first to wake up in the morning. The first thing we did was to strip ourselves off our clothes and bathe in the sea. After that, we got ready for breakfast. Joe began to slice bacon and would have cooked it, but Tom and Huck asked him to wait. I was the one who caught a couple of sun perch and catfish! We instantly cooked those fishes along with the bacon and they tasted so good. Then after eating, we lay down on the sand for a long time. Sadness started to creep in, but nobody dared to speak about it. Nobody wants to be accused of being a chicken heart. I think Tom was starting to feel homesick too, but he didn’t want to show his feelings. Our growing homesickness was interrupted when we saw a ferry boat afar off, shooting cannon over the water. This is a sign that somebody in the village got drowned. Shooting cannons over the water made drowned people come up to the top. For a while we wondered who got drowned, and then Tom suddenly had a brilliant thought. We are the ones who got drowned! The entire village was searching for us. Our parents missed us, and the other boys surely heard about us. The girls we admired are now talking about us too! We spent the rest of the entire day swimming, talking, eating and exploring the island. When night came, everyone went to sleep. When I woke up in the morning, Joe and Huck were still sleeping. Tom, however, was nowhere to be found. I looked at the spot where he slept and found a note. I opened the note and it read like this: â€Å"If I don’t come back by breakfast time, all my things are yours.. † Upon reading this, I woke Joe and Huck and showed them the note. We waited for Tom for about an hour but he never came. Huck supposed that Tom felt homesick and went back to Aunt Polly’s house. However, Joe defended Tom and said that he knew his friend would never do such a disgrace. Tom, according to Joe, knew the code of pirates and he is too proud to quit and go home just like that. I told Joe to start cooking breakfast and if Tom never returned by the time we ate breakfast, all his things will be ours. But just before we started to eat, Tom appeared dramatically and entered the camp. He had some news for us. He had â€Å"spied† on St. Petersburg and discovered that the whole town was talking about us – the lost pirates. If our bodies were not found until Saturday, our funeral will be pronounced that very Sunday. We instantly felt like heroes. Then suddenly I had a brilliant idea. What if we could make a comeback on the day of our funeral? Tom and the other pirates liked it very much. Tom slept until noon and when afternoon came, we started to plan our appearance at our funeral on Sunday. That Sunday, while the entire town mourned for us and as the minister preached his eulogy for the â€Å"dead boys†, we were hiding in an unused gallery behind the church as we listened to everything that was happening. Suddenly, we made our appearance to the crowd. Needless to say, everybody welcomed us dramatically. Our loved ones cried with joy. We were the talk of the town for several months and I will never ever forget it. It was the best day of our lives. Part 2: The Commentary The pirate boys led by Tom Sawyer built a community that they have entirely created amongst themselves. It is a community apart from the regular life they have known at St. Petersburg. We can safely say that Tom, Joe and Huck built their pirate community based on their childhood imagination. As young people in a simple town, where modern industrialized America has not yet fully penetrated, these three boys have an inclination towards idealism. Their idea of a perfect life is total freedom. Thus, they chose to pretend as pirates and imitate the pirate’s code of conduct in order to experience the life that they have always dreamed about. To them, escaping to Jackson’s Island is more of an escape from reality. Although they have romantic idealisms as pirates in a free world, the reality remains that in the town of St. Petersburg, they are children and they are not as powerful as they suppose themselves to be. Tom Sawyer is just a kid who can get whipped by Aunt Polly any time of day. He is a student who needs to go to school and study his lessons. He is part of society. So as we have stated, going to Jackson’s Island is an escape from reality. The boys thought that they can build a community on their own – apart from society, authority and responsibility. This thought is evident in Tom’s opening thoughts in Chapter 13: â€Å"Tom’s mind was made up now. He was gloomy and desperate. He was a forsaken, friendless boy, he said; nobody loved him; when they found out what they had driven him to, perhaps they would be sorry†¦Yes, they had forced him to it at last: he would lead a life of crime. There was no choice. † (Twain, 1876). In the community that the boys built, each one played an important role. Tom was the leader because he was the one who provided the vision and insight about the life of a pirate. So in essence, he was providing direction for all of them. Almost everything they did during their getaway in the island was a product of Tom Sawyer’s imagination – based on what he read from books and his own thoughts and romantic dreams. Joe Harper, meanwhile was more of a follower. He also executes Tom’s orders. It is evident that Joe admired Tom for everything that he was. Joe once said: No, Toms true-blue, Huck, and hell come back. He wont desert. He knows that would be a disgrace to a pirate, and Toms too proud for that sort of thing. Hes up to something or other. Now I wonder what? (Twain, 1876) Huck, meanwhile, is a symbol of the free life that Tom and Joe have always longed for. Huck didn’t need to go to school. He is a waif, a vagabond and he is not part of society. The other boys envied Huck because he can smoke tobacco while most boys in St. Petersburg – even Tom and Joe – cannot do that act. Although Tom was the leader, we can say that Huck is the role model for the entire community they have built for themselves. If, for Tom and Joe, the island getaway was an escape from reality, it was a normal day for Huck. He was probably used to going to different places all by himself. The simple community of Huck Finn, Joe Harper and Tom Sawyer was similar to adult communities in that they have a single driving force – the desire to live a life of freedom. If we look at history, almost all communities started with that single driving force. In any given community, there should be a leader, a follower and a symbol of inspiration. As these traits are respectively found in each of our characters, we may say that Tom, Huck and Joe are a perfect embodiment of American idealism. Although their deeds were shown in boyish manner, they represent a greater dimension which reflects the reality of adult life. As the saying goes, â€Å"Men are simply boys who grew up†. Works Cited: Twain, Mark (1993). The Adventures Of Tom Sawyer [electronic version]. New York: Project Gutenberg Ebooks. (Original work published 1876)

The Giver Vs. Brave New World :: essays research papers

The Giver by Lois Lowry and Brave New World by Aldous Huxley have many similarities. They both take place in futuristic utopias where happiness is the overall goal. Jonas and Bernard, the major characters in the novels, are both restless individuals who want change. Despite the close similarities, there are many contrasts in the two novels. The childhood, family, and professions arrangements are differently portrayed in the similar novels The Giver and Brave New World. The similarities in the two novels are few despite of the similar concept the novels have. Both deal with utopias where everyone is happy. They both have individuals wanting to change the way society operates. Every individual in the novel is genetically engineered and conditioned to like what he or she has and be happy. Emotions and feelings aren’t supposed to exist in either utopia. Though the utopia in Brave New World is more technologically advanced than the one in The Giver, they are both more advanced than today’s technology. Growing up is very different in the two novels. In The Giver, each child grows up in a similar way to the way today. They each grow up in a family unit, go to school with children their age, and play child games like today’s. They grow to live a normal child until they reach the age of twelve, where they begin training for their assigned profession. In Brave New World, the children don’t experience childhood. After they are born in a lab, they are all conditioned what to like and what to hate according to their social placing. The children entertain themselves by playing very complex games that require much equipment and also by sexual recreation. The two novels’ family unit system is very different from each other. The family structure in The Giver is somewhat similar to ours today. The families consist of parents and children but each family unit is limited. A unit is restricted to two adult parents, one male child, and one female child. Brave New World has no family structure. A motto included in the novel states, â€Å"everyone belongs to everyone else†. Every adult lives alone in his or her own apartment with no spouse but with many sexual partners. Professions were assigned in both novels, but in a different manner. When children turned twelve years old in The Giver, they began training for the professions they were assigned.

Do Political Parties Help or Hurt America Essay

Political parties have been in America since the very inception of the country. Political parties were originally designed to give voice to a group of people’s interests. But as the time has passed, the ideas being presented has been growing less about the people and more about the power and the longevity of the party and the people controlling it. The people are not voting for the candidate that they think will represent them the best but for the D or the R that appears on the side of the name. Should this be the main thing we look to when deciding the leaders of our government? The issue that people take with the concept and general structure of the modern day political parties is the reality of its inability to effectively govern with its supporters. The state must not be usurped by side interests or used as a means of dictating unpopular – or even popular – laws. In today’s parliamentary and representative republics, it is the power behind the party, not necessarily the party itself that decides policy. The question is, in today’s capitalistic world, will it be the people or the economic and financial advisers that hold the Party keys? Undoubtedly, it must be the people. However, here we encounter the question of how large a role any particular political party must take within the ideally reconstructed and redefined state. Let’s not forget: the state is but a temporary structure devised and built by Man. It is little more than the regulatory body that encompasses the concept of the political party. As such, it stands to be reformed – or, in certain cases, overhauled – by the parties that reside within it. What the people behind the Party must do, is make sure that their needs and necessary wants be taken up by the Party itself. This is but one aspect of the political party; my concern lies in the eventual – and it would happen eventually – fostering of a broader party â€Å"cult of personality†. Examples of this can be seen from the U. S. to Asia, from Europe to S. America and Africa. When the people begin to support the idealized face of party politics more so than the spirit of the individual, they resign themselves to the dictatorship of the governmental coalition. Instances of these can be seen in America’s dual-party political system, as well as in certain European states. In essence, the Party becomes little more than a modified form of political and social dictatorship. I would argue that while political parties have their place within society, their role and importance should be greatly isolated and/or minimalized. They should be nothing more than mouthpieces for the people who make up their constituency; as a legislative and governing body, their role must be subjected to the democratic will of the people they represent. I would propose a â€Å"Democracy from the bottom up† instead of the more recognized â€Å"Democracy from the top down†. Because living in a government with no freedom, is a fate worse than death!

Oration About Environment Essay

Power crisis is a perennial problem particularly among nations which are dependent on foreign countries for their energy source. Oil is an expensive commodity, but it is the life-blood of developing nations in their quest for comfort in life. The life of the business world in said countries depends on a highest degree on power run by oil. But they will have to bear the price of oil in order to maintain operation. Energy for household use is therefore given the backseat in importance due to its high cost. We need alternative source for that matter. Our country, the Philippines, is believed to have rich source of fossil fuel. However, the problem is how to mine it. Foreign investors are usually allowed by government to explore prospect sites. For example, one latest findings of reservoir sands and hydrocarbon at Dabakan in Mapun island, Tawi-Tawi in southern Philippines by the Exxon Mobil Corp., is now in progress. This discovery of hydrocarbons considered to occur naturally in unprocessed petroleum has prompted the company to invest another $100 million for the drilling of another well, news reports says.Significant oil and gas reserves have also been discovered in Malampaya and Galuc fields in Palawan. There are other sites of more fuel reserves being mined by foreign investors and yet our country imports expensive oil. Isn’t it embarrassing that our country which is rich in fossil fuel underneath, is again being threatened by power shortage, the timing of which is projected to be on the 2010 election day? In fact, it is already beginning to happen these days. Here, let me share you my personal observation and suggestions to my countrymen along this energy problem. I want to share my views and opinion, in the hope that it would also serve as an eye-opener to people in underdeveloped or developing countries as well, in the following oration piece I wrote for my daughter in high school which she delivered as a contest piece. From this , you can deduce about the state of our power problems more than 15 years ago and which is still gaining intensity now. Please allow me to give a backgrounder to this oration piece. My daughter emerged champion in a city division oratorical competition when she was in fourth year high school in 1994. She garnered a gold medal. She represented the division schools in the next level, regional contest. She didn’t make it there though, but the experience was something she cherishes to this day.

notes on Piet Mondrian essays

notes on Piet Mondrian essays o Born on March 7, 1872, in Amersfoort, the Netherlands. o He studied at the Rijksakademie van Beeldende Kunsten, Amsterdam, from 1892 to 1897. o 1908 he began to take annual trips to Domburg in Zeeland. o His work was naturalistic, incorporating successive influences of academic landscape and still-life painting, Dutch Impressionism and Symbolism. o In 1909, a major exhibition of his work was held at the Stedelijk Museum, Amsterdam. o He joined the Theosophic Society. o In 1909 and 1910, he experimented with Pointillism and by 1911 had begun to work in a Cubist mode. o Mondrian decided to move to Paris. o From 1912 to 1914, he began to develop an independent abstract style. o Mondrian was visiting the Netherlands when World War I broke out and prevented his return to Paris. o During war years in Holland, he further reduced his colors and geometric shapes and formulated his non-objective Neo-Plastic style. o In 1917, he became one of the founders of De Stijl. This group extended its principles of abstraction and simplification beyond to architecture and graphic and industrial design. o Mondrians essays on abstract art were published in the periodical De Stijl. o He returned to Paris in July 1919. o He exhibited with De Stijl in 1923, but withdrew from the group around 1925. o In 1930, he showed with Cercle et Carr and in 1931 joined Abstraction-Cration. o World War II forced Mondrian to move to London in 1938 and then to settle in New York in October 1940. o he joined American Abstract Artists in NY and continued to publish texts on Neo-Plasticism. o His late style evolved significantly in response to the city. o In 1942, his first solo show took place at the Valentine Dudensing Gallery, New York. o Mondrian died February 1, 1944, in New York. ...

Health, pharmaceuticals, and citizenship Essay Example | Topics and Well Written Essays - 1500 words

Health, pharmaceuticals, and citizenship - Essay Example Cancers are usually realized when they become obvious in an advanced stage requiring mastectomy. Also in the US women are more likely to learn how to deal with breast cancer through friends with the disease, support groups, and fund raising appeals. In Botswana because of the absence of oncology there is no collective experience of the disease or knowledge of the biomedical therapeutic process required for cure. Recently there have been some attempts to disseminate public knowledge through posters and other means, but they do not resonate in Botswana as they are copied from ones in the West and recommend unavailable screening and are without cultural adaptation. On the other hand, diseases such as HIV, hypertension, diabetes and tuberculosis are well known, so Botswana patients have to learn to distinguish these diseases from cancer. Although Botswana has universal care it is geared to grappling with infectious diseases and mother-child health. Cancer is largely unknown by medical wo rkers except in a cancer ward in a public hospital. Furthermore, even in the hospital diagnosis and treatment are hampered by staff shortages and turnover, lack of modern functioning equipment, and appropriate drugs. There is also a high risk of co-infection with diseases such as HIV. Even when some women are told they have cancer, they may self deny until it advances and they are forced to deal with it. Also even many doctors in clinics and private hospitals deny the oncology because of ignorance of the disease and/or they don’t know how to deal with it. When arriving at the cancer treating hospital some patients are distrustful because they already had sought relief from Christian an Tswana prophetic leaders without success. Many do not understand biomedical explanations so it is better to talk in terms of analogies or say things like† you will hate my treatment, but

Business Continuity Planning - Program Initiation, Risk Management Research Paper

Business Continuity Planning - Program Initiation, Risk Management (Risk Evaluation) & Incident Management - Research Paper Example In this paper, the three areas of DRI professional practices will be discussed. NBC’s priority is to satisfy its stakeholders through an enhanced system of governance and risk management. To guarantee that their products and services will be available during disruptive events/ hazards, NBC provides this Business Continuity Planning Policy. This policy will enable the company to continue its banking operations and help in reducing losses in the midst of crisis. For instance, NBC has risk management policies, which are proposed, implemented, and reviewed by the Risk Management Group. These policies are approved by the Global Risk Committee under the authority of the Board of Directors. â€Å"These policies cover all the main risks defined in the Bank’s risk management approach and are reviewed on a regular basis...to ensure that they are still relevant given changes in the markets...† (National Bank of Canada 62). All the governance structures of NBC must adhere to these policies including the Office of the President, bank’s management , and business units (i.e. financial markets, wealth management, & personal & commercial banking). 1. Jean Douville, Chairman of the Board of Directors. He and the other corporate directors will approve risk policies for the bank as recommended by the Risk Management Board or the Global Risk Committee. 2. Louis Vachon, President and Chief Executive Officer. The Office of the President and the senior management will approve any credit facilities, but those credit applications (personal & commercial) that are beyond their limitations are endorsed to the BOD for final approval. 3. Business Unit/Division Managers (i.e. human resource, marketing, operations, risk management). This group has bigger responsibilities in terms of policy implementation and should regularly report to the senior management for the effectiveness of the policy. See appendix 1 for the names of the

Physical Therapy Wounds Case Study Essay Example | Topics and Well Written Essays - 500 words

Physical Therapy Wounds Case Study - Essay Example Using the wound-tracing technique to measure the surface area of the wound, the wound measured four by one centimeter (length by width). Its regular shape allows wound-tracing using simple equipment and minimum special skills. Use pen and transparent paper in wound tracing; they should be clean and sterile. For the depth of the wound, a cotton tip applicator is appropriate. A ruler takes the dimensions from the paper and applicator for recording. Wound tracing reliability depends on the accuracy of the performer. Care should be taken to avoid a measurement method that could otherwise aggravate the wound. The fresh wound’s peri wound had macerated. Having  removed  the cutting object, the wound looked dirty, and some particles were visible with trails showing that some were inside. The tissue also had swelled, and minimal fluid still exuded from the wound. Remove the devascularised tissue and the foreign materials using autolytic debridement. Debride only the non-viable tissue. During this process, one should be cautious not to infect the wound and cause inflammation. Sussman says debridement is important since the non-viable tissue would inhibit healing of the wound by; encouraging bacterial growth, slowing granulation while at the same time hindering wound contraction (2). Autolytic debridement is appropriate because it facilitates the natural ability of the body to break down non-viable tissue. The procedure is also gentle, painless, and simple to perform at home. To facilitate wound healing and protect the wound from infections, use povidone-iodine lavage solution. As compared to normal saline water, povidone-iodine is ideal in cleaning contaminated wounds as saline water allows increase of bacteria on the wound. Having cleaned the wound satisfactorily, perform a simple island dressing after primarily closing the wound. Simple Island dressing has cellulose pad material at the middle that

Advanced Internet Development Essay Example | Topics and Well Written Essays - 2000 words

Advanced Internet Development - Essay Example The next step after acquiring people to the page is a means of converting and keeping them for long time as customers in order to get value from them. After the website has captured their real customers, it should now come up with a means of retaining them in the website by making them come back even with visitors. There should be potential in doing all these to ensure the website is successful (Read, 2001). Web applications and websites in the recent world come to be the most popular tool that businesses and organizations like to connect with their customers, users, and prospects (Welling and Thomson, 2008). Attacks can occur in these web applications due certain security flaws. These attacks can harm the business by exposing sensitive information of the customers and the business, steal customer’s information and finally ruin the business reputation. Recent studies conducted showed that over 70% of all web applications are vulnerable to security flaws. Most of security flaws occur in the PHP coding (Standing, 2000). Attacks that may occur in web applications include Remote code execution, SQL injection, Format string vulnerabilities, Cross Site Scripting, and Username enumeration. These attacks occur due to somewhat poor programming approach. It is therefore important for web developers and designers to have knowledge on these attacks. These attacks results from factors discuss ed below. Remote Code Execution is where any desired information is retrieved from the web application. This is done when the attacker runs system code on the vulnerable server. The attacker access information and may go undiscovered by the web administrators (Weber, 2004). The attacker may also include any arbitrary files on the web application. An example of such attack is carried when an attack executes such an exploit code. SQL Injection is considered an old approach in web application security but it is still popular with the attackers. Here the attacker retrieves crucial and

Salinity Responsiveness in Finger Millet Analysis

Salinity Responsiveness in Finger Millet Analysis Introduction Salinity represents a strong limitation for agricultural production worldwide, especially in arid and semi-arid and restricts efficient utilization of available land resources. It is estimated that about 7% of world agricultural land that nearly one half of the total area of irrigated land could be adversely affected by salinization (Kosova 2013). Most of the cereal crops are sensitive to salinity and have limited amount of genetic variation for salinity tolerance in their germplasm. Hence genetic improvement of crops for their tolerance against salinity will be helpful in achieving targeted food production to meet the demands of growing population. Conventional plant breeding approaches have resulted in limited success in developing salt tolerant crop varieties due to multigenic nature of salt tolerance mechanisms and presence of low genetic variation in major crops. Another problem associated with conventional breeding is that if the gene is present in a wild relative of the crop, there is difficulty in transferring it to the domesticated cultivar, due to reproductive barriers and linkage drag. Recently, substantial progress in elucidation of salt tolerance mechanisms, especially salt ion signaling and transport, has been achieved due to utilization of modern genetic approaches and high-throughput methods of functional genomics. Genetic engineering has been demonstrated to be successful in developing salt tolerant crop plants (Zhang et al. 2001; Su and Wu 2004; Zhang et al. 2001). Genetic engineering strategies targeting various metabolic pathways viz., accumulation of osmolytes, antioxidant enzymes and up regulation of genes involved in stress responses like ion transporters, ion channels, transcriptional factors and various signaling pathway components have resulted in production of genetically modified crop plants exhibiting improved level of salinity tolerance (Turan et al. 2012). Identifying novel genes, analyzing their expression patterns in response to salt stress and determination of their potential functions in salt stress adaptation will provide the basis for effective genetic engineering strategies to enhance tolerance against salt stress (Cushman and Bohnert 2000). Responses against salinity stress involve many molecular processes such as ion homeostasis (membrane proteins involved in ionic transport), osmotic adjustment and water regime regulation (osmolytes) and scavenging of toxic compounds (Munns and Tester 2008). During recent years, considerable attention has been given towards elucidating the molecular basis of salt tolerance in crop plants. Several important pathways involved in salinity tolerance have been identified in model plants like Arabidopsis and rice (Zhu 2003; Walia et al. 2005; Cotsaftis et al. 2011). It is hypothesized that exploitation of halophytes or distantly related crops or wild progenitors of cereal food crops exhibiting superior levels of salinity tolerance may lead to identification of novel metabolic pathways/mechanisms/genes involved in modulating salinity stress tolerance in crop plants. Several research groups are working on understanding mechanisms of salinity tolerance in Pennisetum glaucum (Mishra et al. 2007), Avecinnia marina (Mehta et al. 2005), Porteresia coarctata (Garg et al. 2014) with a view to identify novel genes for genetic engineering of salinity tolerance in crop plants. But much more concerted efforts are needed to identify and exploit diverse crop species exhibiting superior level of salinity tolerance which will help in identifying novel genes associated with salinity tolerance. Finger millet (Eleusine coracanaL.) is an important minor cereal crop widely grown in Africa and Asia, known for its high degree of tolerance against drought, salinity and blast disease (Shailaja and Thirumeni 2007; Agarwal et al. 2011). Investigating the mechanisms and pathways involved in salt-tolerance of finger millet could facilitate better understanding of the molecular basis of salt tolerance and therefore enable the effective use of genetic and genomic approaches to improve salt tolerance in major cultivated crops. Although a wide range of significant physiological mechanisms and genetic adaptations to salinity stress has been observed, the underlying mechanisms of salt-tolerance in plants are still poorly understood. The best possible approach to explore tolerance mechanisms is to compare the components involved in stress response in tolerant as compared to sensitive plants. The other alternative to overcome this limitation would be to pick up some selected conserved genes w hich may be used to perform limited transcriptome analysis among the diverse genotypes. With this background, we planned to understand the physiological and molecular basis of salinity responsiveness in finger millet in comparison to the major cereal food crop, rice. Comparative physiological studies were conducted with a view to prove the superiority of finger millet genotypes over rice in terms of salinity tolerance. Two contrasting finger millet genotypes were used for physiological studies and expression analysis of already identified salinity responsive genes was done. This is the first study conducted to compare molecular basis of salinity tolerance in finger millet with rice. Material and Method Genetic Materials Used Seeds of two contrasting genotypes of rice (Oryza sativa) {FL478 (tolerant), White Ponni (Susceptible)} and finger millet (Eleusine coracona) {Trichy 1 (tolerant), CO12 (Susceptible)} in terms of salinity tolerance were evaluated for their responses against salinity stress under greenhouse conditions. Nucleus seeds of rice genotypes were obtained from Paddy Breeding Station, Tamil Nadu Agricultural University, Coimbatore, India and finger millet genotypes were obtained from Millet Breeding Station of Tamil Nadu Agricultural University, Coimbatore, India. Effect of salinity stress during germination Contrasting genotypes of rice {FL478 (tolerant), White Ponni (Susceptible)} and finger millet {Trichy 1 (tolerant), CO12 (Susceptible)} genotypes were assessed for their ability to germinate under salinity stress. Twenty seeds of both rice and finger millet genotypes were allowed for germination under different concentrations of NaCl solutions (0 mM, 50 mM, 100 mM, 200 mM NaCl solution) in petri-dishes with adequate replications. Germination percentage was calculated based on the number of seeds successfully germinated and vigor index was calculated based on the shoot length and root length on 10th day of germination. Effect of salinity stress during vegetative stage Imposition of salinity stress Contrasting genotypes of rice and finger millet genotypes (three seedlings per pot) were grown in perforated pots of 15 cm diameter and 20 cm height (having 3–5 mm holes on the side walls and bottom) filled with 2 kg of field soil mixed with required amount of fertilizer [1.25 g of (NH4)2SO4, 0.08 g Muriate of potash (KCl), and 0.08 g single superphosphate (SSP)]. Three pots were placed inside a large tray containing irrigation water and grown up to 20 days under greenhouse conditions. Plants were grown during June–August when air temperature ranged from 26 to 34  °C during the day and from 20 to 27  °C during the night and relative humidity ranged from 60 to 80 %. Salinity stress was imposed on 21st day when plant has reached to 5 leaf stage by adding desired concentrations of NaCl viz. 150 mM and 300 mM along with suitable control pots irrigated with normal water. Progression of salinity stress was monitored by periodically measuring the electrical conductivity (E C) of soil (from pot) and water (collected from tray) samples collected from both control and salinity stressed trays. Physiological and biochemical responses of contrasting rice and finger millet genotypes under salinity stress Contrasting genotypes of rice viz., FL478 (tolerant) and White Ponni (susceptible) and finger millet viz., CO 12 (susceptible) and Trichy 1 (tolerant) were evaluated for their physiological and biochemical responses viz., osmotic tolerance ability, salt accumulation pattern and sugar accumulation pattern during salinity stress. Measurement of Osmotic tolerance ability For assessing the osmotic tolerance ability of contrasting rice and finger millet genotypes, freshly emerged leaf (5-6cm) was marked and increase in leaf length was measured at every 24hrs interval during the initial 6 days of salinity stress along with control plants. Terminal leaf elongation rate per day (24 h) was calculated based on the observations recorded. Salt accumulation pattern Salt (Na+ and K+) uptake, transport and accumulation pattern of contrasting rice and finger millet genotypes was assessed by determining the (Na+ and K+) contents in shoots and top 3 leaves collected under normal and salinity stress conditions. Tissue samples collected at 21 DAS (days after stress) were washed with de-ionized water, dried in a hot air oven (70  °C) and then ground into fine powder. Ground samples were digested with triple acid mixture (sulfuric acid, perchloric acid and nitric acid in the ratio 9:2:1 v/v). Na+ and K+) concentrations in the triple acid digested extract were estimated using Flame Photometer (Elico, CL378). Determination of total soluble sugar content Total soluble sugar (TSS) content in the top three leaves of control and salinity stressed plants (21 days after stress) of contrasting rice and finger millet genotypes was determined using anthrone reagent method (Yemm and Willis 1954). Fresh leaf sample (100 mg) was ground in liquid nitrogen and pigments were removed using acetone extraction. TSSs were extracted in 80 % ethanol and were estimated by the anthrone reagent method using glucose as the standard. Other physiological responses of contrasting finger millet genotypes to salinity stress Gas exchange parameters were recorded in the third leaf (from top) of control and salinity stressed plants of rice and finger millet genotypes between 1000 hours and 1200 noon at 11 DAS (days after stress) using LI-COR 6400-XT photosynthesis system (LI-COR Biosciences, Nebraska, USA). The instrument was set with the following conditions: photo-synthetically active radiation 1,500  µmol of photon m−2s−1; ambient levels of CO2 and temperature; leaf area 3 cm2 and flow rate of 500  µmol s−1. RNA isolation, Northern blotting and hybridization Expression analysis of already reported salinity responsive candidate genes in response to salinity stress in the leaves of contrasting rice and finger millet genotypes were studied by northern blotting. Top 3 leaves of both rice and finger millet genotypes were collected and frozen immediately in liquid nitrogen from both control and stressed plant (300mM NaCl) when susceptible rice variety viz. White Ponni has shown salinity symptoms i.e., 11 days after salinity stress. Total RNA was isolated from stressed and control leaf samples using One Step RNA Reagent (Biobasic Inc., Canada) as per manufacturer’s protocol. The integrity of RNA was assessed by formaldehyde agarose gel electrophoresis. Total RNA was quantified using Nanodrop ND-1000 spectrophotometer (Thermo Fisher Scientific, Wilmington, DE, USA). 20ug of RNA mixed with RNA loading dye (1:1) was denatured at 75à ¢Ã‚ Ã‚ °C for 10mins and separated on denaturing agarose gel as described by Streit et al. (2008). The gel was stained with ethidium bromide and photographed. Gel was processed and RNAs were transferred to positively charged nylon membrane (Pal Corporation) using 20XSSC buffer. After capillary transfer to the membrane, RNAs were fixed by exposing the membrane to UV cross linker (Hoeffer, Piscataway). DNA fragment of candidate genes to be used as probe were isolated from rice cloned in pTZ57R TA cloning vector and confirmed by sequencing. Double-stranded probes were radioactively labelled with (ÃŽ ±-32P) dCTP using DecaLabel DNA Labeling kit (Fermentas) and probes were purified using Sephadex G-50 spin column (GE Healthcare). Radiolabelled probes were denatured on boiling water bath snap cooled on ice and used for hybridization as described by Streit et al. (2008). RNA blots were pre-hybridized in ULTRAhyb ® at 45à ¢Ã‚ Ã‚ °C for 4–8 h. The blots were hybridized with 32P-labelled denatured probes at 45à ¢Ã‚ Ã‚ °Cfor 20 h in the same but fresh buffer. The blots were initially w ashed at room temperature with 2XSSC and 0.1% SDS followed by twice wash with 1XSSC and 0.1%SDS at 45à ¢Ã‚ Ã‚ °C for 20 min each. The blots were initially washed at room temperature with 2XSSC and 0.1% SDS for 30 min and then washed with different stringencies for different probes to decrease background. Hybridized membrane were dried on blotting paper and exposed to Kodak XAE-5 film with cassette having Kodak intensifying screen for 1–6 d. The resulting radiograms were scanned in an LKB 2201 densitometric scanner. Results Effect of salinity stress on rice and finger millet genotypes during germination stage Screening of contrasting genotypes of both rice and finger millet against salinity stress at germination stage revealed the superiority of finger millet over rice in terms of salinity tolerance at germination stage. At lower concentration of salinity stress (i.e 50mM NaCl) the susceptible genotypes of both finger millet (CO12) and rice (White ponni) has shown better germination percentage and vigor index as compared to tolerant genotypes. Tolerant rice genotype FL478 was found to possess better germination percentage (35 ±2.9%) and vigor index (128.2 ±10.6) in comparison to susceptible White Ponni where germination percent and vigor index was found to be 16.7 ±1.7% and 70.9 ±7.1 respectively. Both finger millet genotypes i.e. CO12 and Trichy1 has shown almost similar germination percent and vigor index at 100mM of NaCl stress. Both rice genotypes (viz. FL476 and White Ponni) did not show any germination beyond 100 mM NaCl stress (Table 1); whereas both susceptible (CO12) and tolerant (Trichy 1) finger millet genotypes were able to germinate even at 300 mM NaCl stress (Table 1). At 300 mM NaCl stress Trichy 1 has shown better germination percent (40.0 ±1.6) and vigor index (32.0 ±1.3) as compared to CO 12 germination percent (24.4 ±0.9) and vigor index 24.4 ±0.9.

Temporary Working Essay -- Business, Temporary Employees

Temporary employment is becoming increasingly popular within the UK, allowing organisations to manage when they encounter staff shortages, and external and competitive pressures. Temporary workers are individuals who are employed by organisations to fulfil job roles when they are in demand. Temporary employees may work full-time or part-time, for one week or several, depending on whether or not the organisation requires their labour. Temporary working contributes to the labour problem of low productivity and low performance, this essay will considered this employment form from a number of perspectives and discover solutions to this problem. The articles will be critically evaluated weighing up opinions and arguments made by each author. Firstly a brief introduction of the profiling of the temporary workers, followed by reasons for employing temporary staff, and the benefits and drawbacks to both the employer and employee. Following the evaluation will be an analysis of each management perspective and solutions for the temporary working labour problem. Profiling Temporary Workers Kirk and Belovics (2008) suggest that a large number of individuals comply with the key characteristics of temporary workers. The most common profile of temporary employees is those individuals who are looking for flexible working arrangements or low-skilled work; women, students and immigrants. Conley (2002) agrees with Kirks and Belovics (2008) profiling of temporary workers, as studies have revealed that higher numbers of temporary contracts are held by these individuals. However, in Burgess and Connell (2006) article, Hipple and Stewart (1996) argue that the nature of temporary work has changed and is continuing to chang... ...rary employees may feel disloyal to their work, lack commitment towards the company, and harm their market share, providing reasons for these predicaments. Moreover it is clear that with the adaption of management perspectives’ within an organisation, there are solutions. If Conley (2002) was to adapt the unitarism or the pluralism perspective into the UK public sector they may find that NQTs are more likely to stay within the industry and they would receive lower annual resignation figures. However, by taking these perspectives, managers may find themselves getting too attached to employees who are there to carry out tasks and lose their right to control them. Consequently, with the adaption of the correct management perspectives and techniques to individual employees, organisations should discover effective solutions to their employee relations issues.

Research on the Australian Education Export Industry Essay

Executive Summary The following report provides a detailed analysis of the four sectors in the education industry in Australia, which are: Higher Education, Vocational Education and Training (VET), English Language Intensive Courses for Overseas Students (ELICOS) and the schools. The report starts interpreting trends from the industry in Australia, analyzing numbers of enrollments and commencements of students in each sector, as well as their nationalities. With these numbers we have an overall idea of the scenario, which shows that Higher Education is the Over Performing sector, followed by ELICOS, VET and schools. A second stage of the research is the PESTEL analyze, which observes the Political, Economical, Social, Technological and Legal conditions of Australia, with the conclusion that Australia has a stable government, strong economy and high currency, great quality of life, invests widely in technology and gives incentives to international students to come to Australia. The data provided by PESTEL helped with the SWOT analyzes of the industry and sectors in Australia. The findings shows opportunities manly in students that progress in more than one course in Australia, which already lead us to consider ELICOS as a good sector to invest. After the secondary data gathered, a qualitative research was created and is here presented showing that all the interviewed international students are having a positive experience in Australia and more than half would enroll in a different course after finishing the current one. As a result of the findings, ELICOS course was pointed as a better option of investment – since higher education has risks of high costs and perceived quality. Private institutions offering ELICOS and VET come up as an even better choice, since almost one quarter of international students progress from ELICOS to VET. New South Wales is recognized as a better location for investment, since the majority of students choose that state as a destination. A few schools offering ELICOS and VET were identified as an option for investment, however a more detailed analyses of their internal data would be necessary to point out with certainty which one would be the best option. 1. Introduction 1.1 Background Students from all around the world choose Australia as a study destination, wishing to gain a top-quality education. Each year, Australia becomes even  more popular, with many new international students enrolling in courses around the country. In 2013, 526,9321 international students enrolled in education programs in Australia, representing a 2.6% increase over 2012. Most of the international students in the country are studying in the Higher Education sector, followed by the Vocational Education and Training (VET) sector, the English Language Intensive Courses for Overseas Students (ELICOS) sector and the schools sector. 1.2 Purpose of Report The aim of this report is to research about the education export industry in Australia. The report was commissioned by the Group April with the aim to analyze the trends in the following education sectors: VET, ELICOS, Higher Education and Secondary School courses. The Market Trends will be interpreted in order to identify their impact on the education sector, as well as potential opportunities and threats to the industry. 2. Interpreting Market Trends For the purpose of this research we will analyze the number of international students commencements (number of students starting a new course) and enrollments (enrolling in a course) in the country. According to Australian Education International, the total value of commencements and enrolments students has been growing steadily in the last ten years. We will analyze the data the number of international students from all sectors from 2010 to 2013. The following chart shows the summary of commencements from 2010-2013. Chart 01: International Students Commencements from 2012 to 2013 Source: http://www.austrade.gov.au/Education/Student-Data/2013/ In addition to that data, we also have the table below, comparing the number of commencements and enrolments per year and course: Table 01: Enrolments and Commencements from 2012 to 2013 With the data provided, we can see that in 2013 Higher Education Sector ranked first by volume of commencements and enrolments. VET had the second  largest volume of enrolments but third in commencements. ELICOS ranked second in volume of commencements, but third in enrolments. From 2012 to 2013, the number of commencements in Higher Education increased by 8.1%. The ELICOS commencements also registered 21% growth in the same period. The VET sector commencements have been declining in the last 4 years, but had only a minor decrease from 2012 to 2013 (0.1%). Schools accounted for only 2.9% of commencements, declining steadily in the past years. It is possible to notice that even though Higher Education is the over performing sector, ELICOS is also gaining more relevance over the past years. The Chart 01 shows that VET sector has been declining over the years. When considering number of enrolments for each sector, the top nationalities differ between the categories. The Australian Government also provides the following data: Higher Education enrolments: China (39.9%) and India (7.2%) VET: India (21.5%), China (10.5%), Republic of Korea (7.3%) and Thailand (6.6%) ELICOS: China (25%), Brazil (8.7%) and Thailand (7.9%) Schools: China (46%) and Vietnam (10%) The top five nationalities present in number of enrolments in 2013 contributed to 52.1% of the total, which were: China (28.5%), India (9.3%), Republic of Korea (5.2%), Vietnam (4.9%) and Thailand (4.1%). When looking directly at students visa granted, the last five years have also showed a majority of Chinese, Indians and Koreans students, differing only in the last two countries. The chart below shows the student visa applications granted by the top five countries of origin: Chart 02: STUDENT VISA APPLICATIONS GRANTED BY TOP FIVE COUNTRIES OF ORIGIN Source: http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features20Dec+2011 Accessed on 29/10/2014 As per the chart above, China represents the majority of international students, with approximately 50 thousands student visa granted in 2011. China also represented in 2013 the majority numbers for all education sectors. Also, over 90% of Chinese ELICOS students went on to do further study in Australia in 2012.2 The Australian Financial Review points out that  the most likely reasons why Australia became a destination for so many Chinese students can be due to the increase of the middle class of the country and the geographical proximity to Australia. 3 India still represents the second largest group of international students, even after drastically dropping from 2009 and on. The plunge on numbers came specifically after a series of attacks on Indian students in 2009.4 South Korea comes in third in the represented numbers of granted visa, followed by Malaysia and Brazil. There is also a strong relationship between the Australian Dollar rates with the number of students’ commencements per year. The table below shows the number of students’ commencements versus the average rate for AUD/USD Dollars. Year It becomes even more noticeable when represented in a chart how one factor is influencing the other. The lowest the Australian dollar rate is, the higher the number of commencements becomes. On the other hand, as the Australian dollar rate increases the commencements decreases proportionally. The following data can be seen in the next chart: Chart 1.1. – Students Commencements vs Australian Dollar Rates 2.1Over Performing and Under Performing Sectors Analyzing the numbers of commencements of each area in the last 4 years, it is possible to say that the three Over Performing sectors would be: Higher Education, ELICOS and VET. The three Underperforming sectors are schools, VET and ELICOS. Compared to the three other sectors, the Schools sector is small and has been declining over the past years. To proceed with the study of which sector would be more interesting to invest on, a PESTEL (Political, Economical, Social, Technological, Environmental and Legal) and SWOT (Strengths, Weakness, Opportunities and Threats) analysis will be made. 2.2 PESTEL Analysis: The following analysis intend to identify the Political, Economical, Social, Technological, Environmental and Legal Australian conditions, in order to provide enough data to clearly present its Strengths, Weaknesses, Opportunities and Threats afterwards. Political The Australian Government is a constitutional monarchy, being under a federal system. For that reason, Australia can be considered a stable country. The Government also has innumerous initiatives regarding international students, such as the International Students Strategy of Australia. With those initiatives, Australia’s Government acknowledges the importance of international students for the country and seeks to protect the country’s reputation for high-quality education and for being a safe, welcoming and culturally diverse place to live.7 Economical The Australian economy has experienced continuous growth and also features contained inflation. It is one of the largest capitalist economies in the world with a Gross Domestic Product (GDP) of US$998.3 billion (2013 est). The service sector dominates the economy, accounting for about 70% of GDP and 75% of jobs. 8The unemployment rates are considered low (6.1% in September of 2014), however the part-time employment has decreased recently.  Those numbers may affect international students, since they can only work on part-time contracts. The Australian Dollar Currency has been maintained stable over the past few years, valuing 0.88 US dollars in October 2014. A strong currency is a factor of great impact on international students, since the exchange rates may affect their decision. 9 Social Australia population is composed by a majority of white people (92%), followed by Asians (7%) and aboriginal and other (1%). The official language is English, which is one the main reasons for international students to choose it as a destination. It’s considered a welcoming country for people from overseas. Australia is also known per its high quality of life, safeness and great education institutions. Environmental The weather conditions and the natural landscape in Australia are positive aspects of the country when seen by students. Travelling interest has a major impact on students’ decision. Technological Australia is a modern country that invests in constant evolution of its Technology. The Government invests heavily in national science agencies, as well as providing about AU$2.5 billion to Universities10 to support research and research training activities, and this is complemented by research funding from the private sector, non-profit organizations and state governments. That factor might influences in the Higher Education numbers for international students. Analyzing the worldwide situation, we can also point out that the technological changes have been providing advances in several sectors, as well as education. With the improvement in technological resources and Internet speed, a wide variety of courses online are being offered – even by top quality know universities. That factor might also have great influence in students’ decision. Legal There are many requirements for applying to a student VISA in Australia,  which had also been in constant change throughout the last few years. Most of the Government reforms were introduced in response to the Knight Review (2011) of Australia’s student visa system, such as the streamlined visa processing and new arrangements for post-study work visas. At the same time that changes came to facilitate the students’ application, it can give a negative image to international students, since there’s always a risk of changes in the law if there’s an interest to renew their VISA. 2.3 SWOT The following SWOT analyses will provide data about the education industry as well as the sectors in Australia, pointing out its Strengths, Weaknesses, Opportunities and Threats. Strengths High-quality education: Australia is a worldwide destination to many students by its top quality of education. Australia’s English language teaching is mainly highly regarded worldwide. Permission to work and study: The student visa permission to work up to 40 hours fortnightly is a decision factor by many students that have to work while studying. Proximity to Asian countries: Considering that many Asian countries look for English speaking countries to study, Australia stands out for its proximity to the continent. Highest quality of life: Australian has the highest quality of life in the world, according to the OECD Better Life Index organization, analyzing the categories: income, housing, jobs, community, education, environment, civic engagement, health, life satisfaction, safety, and work-life balance. Tourist VISA and working Holiday students: Many international students come to Australia through tourist visas or working holyday visas, being allowed to study ELICOS to up to 14 weeks in the first case and 4 months in the second one. That gives an extra advantage for this sector, since they are easier to apply to. Weakness VISA requirements: Australian VISA requirements changed recently in 2012, accepting the recommendations of Knight11. Event though it brought positive changes to facilitate the VISA process, the constant changes in VISA requirements might make long term students consider if any changes will still come up. High price and competitors’ countries quality: Australia was  pointed by a HSBC report as the most expensive destination for higher education for international students. Besides that, when it comes to perceived quality of higher education, it was ranked in 5th by Chinese parents (staying behind USA, UK, Germany and Hong Kong). 12 Opportunities Growth in numbers of higher education international students: a new British Council report has predicted that the number of international students of higher education will reach 3.8 million by 2014.13 Strengthening of the student VISA from Canada and USA: With modifications in student VISA requirements of competitors’ countries, Australia comes up as an option for new students. Major events in the country: Major events are frequently being held by Australia, calling international attention and being an extra reason for students to choose the country as a destination. The Commonwealth games, which will be held in 2018 in the Gold Coast, might have a big influence in student numbers, especially for short-term courses (such as ELICOS). Students’ progression from different sectors: Many students progress from ELICOS to higher education or VET, most likely had been on a package arrangement where the ELICOS study was a precondition for undertaking the next course. 14 Threats Changes in New Zealand student visa: The recent changes in New Zealand student visa now allows more English language students to work part-time, becoming a even bigger competitor to Australia as an destination.15 Crimes against international students: Any crimes and racist acts against international students have an impact in international students numbers. With the murder of four international students in Brisbane since November of 201316, the exposure by national and international media can damage the safeness image of the country. 3.0 Approach for research After our secondary research about the education market in Australia, a qualitative study was made with international students in order to find out the reasons and influences that made them choose to study in the country. An  online questionnaire was made and answered by 18 students. 3.1 Qualitative Analysis The nationalities interviewed were: Brazil, USA, Chile, Spain, Italy, Czech Republic and France, from which 61% were Brazilians, 11% Italians and 28% of each other nationality. Chart 03 – Nationalities Half of the students are enrolled on ELICOS courses, one third on VET and 17% on Higher Education. None of the interviewed is studying on secondary school. The schools of study vary between the following: ILSC Brisbane, Shafston, Queensford, ALS, Queensland Academy of Technology, TAFE, Bond University, University of Western Australia, Australian College Sports and  Fitness, Hetc Harvest, VIVA College and Melbourne University. All the interviewed students declared that their experience in Australia has been positive so far and 67% would enroll for another course in the country and consider living in Australia permanently (from which 22% are current ELICOS students). More than half of the students (56%) considered studying in a different country before choosing Australia, being mentioned the following: New Zealand, Canada, USA, Ireland, South Africa, UK and Germany. An open question also asked the students to describe briefly why their experience in Australia has been positive or negative, and it was mentioned the different cultures/nationalities present in the country, opportunity to meet new people, personal and professional growing, independence, improvement of English, great quality of life, good weather, new challenges and travelling (Refer to appendix 1 for further details). 4.0 Recommended Sector The following section will explain which sector have been identified as the best business opportunity, based on the interpretations of marketing trends and qualitative analysis sections of this project. Based on the report findings, we can see that two sector are in great advantage: Higher Education and ELICOS. While Higher Education has been the sector over performing in the last years, the forecast for that sector may  not be favorable – especially due to the competition of different countries that offer lower costs of studying and are increasing high-quality study reputation. To open a new University or other Higher Education school would be a great risk for investors, considering that it would take time to build their brand awareness and reputation. More than that, the costs for buying an existing private institution would be much greater in that sector. The second over performing sector was considered ELICOS, since the numbers of commencements and enrolments have been increasing constantly. When it comes to ELICOS, it is also an entry door to other courses in Australia – as many students that proceed from ELICOS to VET or Higher Education. ELICOS students may also be on student visas (currently around 60%) or visitor, working holiday or other VISAS (around 40%).17 ELICOS sector is also divided in a wide range of courses, where as the main courses offered in Australia are: General English, English for Academic Purposes, Exam Preparation Course, English for Special Purposes, English for Teaching and Study Tour. These options are closely aligned to the need of the students, attracting all sorts of international students. 4.1Competitor Analysis ELICOS courses are provided in a wide range of institutions and sectors. According to the Knights review (2011), the ELICOS activities occur in almost all parts of the international education sector: â€Å"Unpublished National English Language Training (ELT) Accreditation Scheme (NEAS) research shows that of the 269 active providers in 2010, 100 were stand†alone ELICOS providers, 99 were private VET providers and another 18 were publicly owned VET providers, 32 were universities and the remaining 20 were schools. The numbers of ELICOS students in the different providers also varied significantly. 24 providers had a capacity for 50 or less students. 81 providers had a capacity for between 51 and 150 students. But more than half of all registered providers, 164, had a capacity for more than 150 students at a time.† (KNIGHT, 2011, p. 64)18 Considering that data, it is a better investment to buy an existing institution than opening a new one, since there are a wide number of competitors already. Since the majority of students choose to study in New  South Wales, as we can see per the chart below, the best investment would be in NSW state. Chart 07 – International Student Enrolments & Commencements by State and Territory (2010) Source: http://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4102.0Main+Features20Dec+2011 – accessed on 30/10/14 The private VET providers that also offer ELICOS as an option can be considered a good investment option, since AEI researches show that 23% of ELICOS students in Australia eventually progressed to VET. 19 New South Wales Government also tells that Private VET colleges and institutions are very popular with international students, with the majority of international students in NSW studying at a private college.20 That data confirms that a private ELICOS institution that also offers VET will be a good choice. The following private schools in Sydney stand out as options that provide ELICOS and VET courses: ILSC Education Group: ELICOS and VET provider Since the number of students and financial reports of each institution are not publicly available, there isn’t enough data to point with certainty which school would be a better option for investment. However, a more detailed analysis can be made as a secondary step of this report. 5.0 Conclusion This report objective has been centred on identifying the over performing  sectors on the industry of education, which we believe have been successfully reached. The data provided will give be used by the Group April to decide which sector is the most promisor. We would recommend Group April to closely look at potential schools with extensive knowledge and good reputation, besides being costly competitive and well located. Finally, throughout the whole project, attention was maintained to remain realistic based on the investor budget and interest in industry. The findings of the interpreting trends section as a whole were summarized in a SWOT analysis table to facilitate its understanding. Considering the overview of the over performing sectors the best choice considered for investment was the ELICOS sector, since is growing at a very good pace. SLIC will remained opened for further discussion of the content of this report, as well as for conducting a second phase of research. Question: Describe briefly why did you found your experience in Australia positive: Student 1. â€Å"I had a substantial improvement in my English level at the same time I could know different cultures (not just Australian) and met many interesting people.† Brazil, Male, 21-25 years old, ELICOS Student Student 2. â€Å"Because there are many differences between Brazil and Australia. Most of the social problems that we have in Brazil are almost nonexistent here. The quality of life is extraordinary.† Brazil, Male, 26-30 years old, ELICOS student Student 3: â€Å"Positive: Friendly citizens, Weather, Good opportunities of work† Brazil, Male, 26-30 years old, ELICOS student Student 4: â€Å"To be completely independent, Know about new cultures; Learn new languages† Chile, Male, 26-30 years old, ELICOS student Student 5: â€Å"Due to the people I met† Spain, Male, 26-30 years old, ELICOS student Student 6: â€Å"Because Australia still giving me a lot of opportunities to grow personal and professional.† Brazil, Male, 26-30 years old, VET student Student 7: â€Å"New experience and challenges, meeting new people, improving my English, travelling† Czech republic, Female, 31-40 years old, ELICOS student Student 8: â€Å"Good people, opportunity to work, grow up by myself.† Brazil, Female, 26-30 years old, VET student