Free Essays on Black Immigrant Labor

Black and Immigrant Labor Force Participation in America,† by F. Nii-Amoo Doodoo is about the model minority theory and how America is led to believe that African American’s bring their poverty upon themselves because they are lazy, uncooperative, and not motivated enough to work. The truth of it is that Blacks do work they just do not make as much because of the jobs available to them. When they are working, they do work just as hard as their ancestors did because they have to. This article is an informative article for people who may be studying racial discrimination or statistical errors. This was an okay journal article but since the study was incomplete, it was somewhat hard to get a lot of factual information from it. A more complete and accurate study of labor would have been more sufficient and gave the â€Å"informed† reader a better understanding of the material. A professional journal article should not leave the reader guessing. Doodoo should have waited until the study was finished before publishing his article. The information given was understandable and logically sequenced I just feel that overall it could have been better. The journal â€Å"Inequality and Delinquency: Sorting Out Some Class and Race Effects,† by Marino Bruce (University of Wisconsin) talks about how teenagers are often blamed for being deviant but what most people do not understand is, some of these so called â€Å"deviant† behaviors are just kids acting out their cultural differences. Most people tend to believe that crime and violence is most common in African American males. Research shows that the majority of crime and violence is caused by European American males. America is mislead in believing that immigrant criminals over populate our country. The article was scholarly written and very well organized. It had an understandable sequence and seemed to be very well thought out. The organization and sequence of information made otherwise â€Å"... Free Essays on Black Immigrant Labor Free Essays on Black Immigrant Labor Black and Immigrant Labor Force Participation in America,† by F. Nii-Amoo Doodoo is about the model minority theory and how America is led to believe that African American’s bring their poverty upon themselves because they are lazy, uncooperative, and not motivated enough to work. The truth of it is that Blacks do work they just do not make as much because of the jobs available to them. When they are working, they do work just as hard as their ancestors did because they have to. This article is an informative article for people who may be studying racial discrimination or statistical errors. This was an okay journal article but since the study was incomplete, it was somewhat hard to get a lot of factual information from it. A more complete and accurate study of labor would have been more sufficient and gave the â€Å"informed† reader a better understanding of the material. A professional journal article should not leave the reader guessing. Doodoo should have waited until the study was finished before publishing his article. The information given was understandable and logically sequenced I just feel that overall it could have been better. The journal â€Å"Inequality and Delinquency: Sorting Out Some Class and Race Effects,† by Marino Bruce (University of Wisconsin) talks about how teenagers are often blamed for being deviant but what most people do not understand is, some of these so called â€Å"deviant† behaviors are just kids acting out their cultural differences. Most people tend to believe that crime and violence is most common in African American males. Research shows that the majority of crime and violence is caused by European American males. America is mislead in believing that immigrant criminals over populate our country. The article was scholarly written and very well organized. It had an understandable sequence and seemed to be very well thought out. The organization and sequence of information made otherwise â€Å"...

How are Cultural Differences a Barriers to Educati Essays

How are Cultural Differences a Barriers to Educati Essays How are Cultural Differences a Barriers to Education of Children of Migrants? A large wave of immigrants from Southern Central and Eastern Europe entered the United States between 1890 and 1971. The Europeans who already lived in the United States during this period were from Northern and Western Europe. Because of their cultural differences a "nativist" movement called for halting immigration of new migrants. Nationalism spread widely and influenced national institutions including schools. Schools tried to make immigrants 100% Americans. Schools devoted little attention to needs and problems of Colour. However scholarly attempts were made to recognize needs of native Americans, African American and Mexican Americans and soon thereafter an inter group education movement grew up. Since 1968 the United States experienced a major wave of migration from Latin America and Asia. They exerted a tremendous influence calling for multilateral education to respond to unique needs problems and aspiration of ethnic minorities. The interest of nation states settled on implementing educational policies and programmes that promoted integration of structurally ethnic groups into mainstream society. It was expected "that a curriculum that reflect the culture ethos and experiences of diverse groups within a nation will reduce ethnic polarization and weaken ethnic revival movements". (Multi ethnic Education - James A. Bank- Allyn and Bacon 1994) Children of migrants often face the reality of cultural differences which are unique to them. Unless schools recognize these differences and develop measures that accommodate these differences it is likely that children of migrants may not find school experience worthwhile. Studies have shown that most migrant children face bilingual difficulties. Cultural differences do pose a barrier to education of children of migrants. Historically this has been so. However new concepts like multicultural education seek to remedy this situation. Parents of children who barely survive on low incomes may find that their child's school attendance a heavy load economically and children are preferred to work in the field. A study of Tom Dillow and Erica Rinehart based on interviews with key actors revealed that "when migrants children" enter school they are often educationally behind other children in the school "their parents have had a little education often unable to help their children in learning English while at home." (Tom Dillon and Erica Rinehart interview with Joan Heasly 11/2/98, http://alpha.dickinson.edu/departments.amos/mosaic98/rinehart1.htm) Even today whenever expatriates migrate to another country and when allowed to be accompanied by their family members including children Education of such children raises several issues. Children of professionals who accompany their parents who are familiar with English and a culture not tied down to native customs may have some ease in relating to social context of the host country. Education of children within school system may not pose insurmountable barriers in such situations. However where expatriates are from a different strata of society and have moved into low income or low status jobs, earnings may not be adequate to bear any extra educational expenses of children. This is particularly evident when an expatriate migrates from a country where English is not in use to a country like the United Kingdom where English is the principal medium of instruction. Parents may not be in a position to help or give extra help if their knowledge of English is poor. There is an added conflict when children learn in English at school and speak a native language at home. Bilingualism may expose children of migrants to special disabilities and may cause early school drop outs. The National Commission on Migrant Education in the United States found that migrant children form less than one percent of children enrolled in public schools across the country. Yet it was observed that some school districts have a high concentration of migrant children enrolled in their schools. Parental involvement with schools is a major issue as parents normally seek successful outcomes in education of their children. Parental involvement is beneficial and may assist in achievement based outcomes through school systems that prepare students for rewarding careers and schools are expected to provide these outcomes. Research findings report that minority or low income parents are often under represented among ranks of parents involved with schools. It may be lack of energy or embarrassment or shyness of parents educational levels or linguistic abilities or ignorance of structure of schools, it may be perceived lack of welcome by Teachers and the administration or fears that restrain parents to support children schooling. Whenever parents are educated and support children they make a distinctive contribution to children's achievement in school. (School improvement research series. Parents involvement in education K. Cohon Wikeluma -http//www.nwerl.org/scpd/ siri/3cn6.html) In an attempt to explain cultural differences in communities one

The lost youth of all quiet essays

The lost youth of all quiet essays All Quiet on the Western Front Themes "We run, we throw, we shoot, we kill, we lie about, we are feeble, and spent... Paul Baumer A book of the tragedy of war expressed in sorrow by Erich Maria Remarque explains All Quiet on the Western Front to be neither an accusation nor a confession, and least of all an adventure. Throughout this novel many themes are expressed that of which all sum up to the major themes of the senselessness of war. Comradeship, wars brutality, and the lost generation, these themes express the book in its purest form, showing it from a soldiers perspective. We are at rest five miles behind the front. The importance of this line, the opening line of the book, is to notice that Paul is a first-person narrator, and the first word of the book is We. This shows how Remarque wanted to display comradeship as such an importance. Being the only good thing to come out of the war comradeship takes a large place in the novel. Pauls closeness with his comrades begins to grow until he sees the enemy ads comrades with different uniforms. Comrade, I did not want to kill you.... But you were only an idea to me before, an abstraction that lived in my mind and called forth its appropriate response.... This was said after Paul killed Gerald Duval and realized he had a family and friends just like Paul. In Remarques epigraph he states that its dedicated to men destroyed by the war, this having two meanings to it, physically, and mentally. War brutality is highly expressed as Paul sees many of his friends die, and to many it doesnt touch them anymore. As he gets his leave its only misery and pain as he can never read books again or do any other favorite activity stating at the end of his leave simply, I ought never to have come on leave. The death, pain, suffering, starvation, and countless other reasons back up the statement o ...

The Impact Engel v. Vitale Had On Prayer in Schools

The Impact Engel v. Vitale Had On Prayer in Schools What authority, if any, does the U.S. government have when it comes to religious rituals like prayers? The Engel v. Vitale Supreme Court decision of 1962 deals with this very question. The  Supreme Court ruled 6 to 1 that it was unconstitutional for a government agency like a school or government agents like public school employees to require students to recite prayers. Heres how this ultimately important church vs. state decision evolved and how it ended up before the Supreme Court. Fast Facts: Engel v. Vitale Case Argued: April 3, 1962Decision Issued:  June 25, 1962Petitioner: Steven I. Engel, et alRespondent:   William J. Vitale, Jr., et alKey Question: Does recitation of a nondenominational prayer at the beginning of the school day violate the Establishment Clause of the First Amendment?Majority Decision: Justices Warren, Black, Douglas, Harlan, Clark, and BrennanDissenting: Justice StewartRuling: Even if the prayer is not nondenominational nor is participation mandatory, the state cannot sponsor prayer in public schools. Engel v. Vitale and the New York Board of Regents The New York State Board of Regents, which had supervisory power over New York public schools began a program of â€Å"moral and spiritual training† in the schools which included a daily prayer. The Regents themselves composed the prayer, in what was intended to be a non-denominational format. Labeled the â€Å"To whom it may concern† prayer by one commentator, it stated: Almighty God, we acknowledge our dependence upon Thee, and we beg Thy blessings upon us, our parents, our teachers and our Country. But some parents objected, and the American Civil Liberties Union joined with 10 of the parents in a suit against the Board of Education of New Hyde Park, New York.  Amicus curiae (friend of the court) briefs were filed by the American Ethical Union, the American Jewish Committee and the Synagogue Council of America supporting the lawsuit, which sought to remove the prayer requirement. Both the state court and the New York Court of Appeals allowed the prayer to be recited. Who Was Engel? Richard Engel was one of the parents who objected to the prayer and filed the initial lawsuit. Engel has often said that his name became part of the decision only because it came ahead of the other parents names alphabetically on the list of plaintiffs. Engel and the other parents said their children endured taunting at school because of the lawsuit, and that he and other plaintiffs received threatening phone calls and letters while the suit made its way through the courts. Supreme Court Decision in Engel v. Vitale In his majority opinion, Justice Hugo Black sided substantially with the arguments of the separationists, who quoted heavily from Thomas Jefferson and made extensive use of his â€Å"wall of separation† metaphor. Particular emphasis was placed upon James Madison’s â€Å"Memorial and Remonstrance against Religious Assessments.† The decision was 6-1 because Justices Felix Frankfurter and Byron White did not take part (Frankfurter had suffered a stroke). Justice Stewart Potter was the sole dissenting vote.   According to Blacks majority opinion, any prayer created by the government was akin to the English creation of the Book of Common Prayer. The Pilgrims came to America originally to avoid exactly this type of relationship between government and organized religion. In Blacks words, the prayer was â€Å"a practice wholly inconsistent with the Establishment Clause.† Although the Regents argued that there was no compulsion on students to recite the prayer, Black observed that: Neither the fact that the prayer may be denominationally neutral nor the fact that its observances on the part of students is voluntary can serve to free it from the limitations of the Establishment clause. What Is the Establishment Clause? This is the portion of the First Amendment to the U.S. Constitution which  prohibits the establishment of religion by Congress. In the Engel v. Vitale case, Black wrote that the Establishment clause is violated regardless of whether there is any â€Å"showing of direct government compulsion...whether those laws operate directly to coerce non-observing individuals or not.† Black pointed out that the decision showed great respect for religion, not hostility: It is neither sacrilegious nor antireligious to say that each separate government in this country should stay out of the business of writing or sanctioning official prayers and leave that purely religious function to the people themselves and to those the people choose to look to for religious guidance. Significance of Engel v. Vitale This case was one of the first in a series of cases in which a variety of religious activities sponsored by the government were found to violate the Establishment Clause. This was the first case which effectively prohibited the government from sponsoring or endorsing official prayer in schools. Engel v. Vitale got the ball rolling on separation of church and state issues in the latter half of the 20th century.

Why Did Chinese Culture Become So Popular Essay Example | Topics and Well Written Essays - 750 words - 1

Why Did Chinese Culture Become So Popular - Essay Example During the Nara period, the factor which influenced the Japanese nation most was religion. Japan had suffered from severe famine, drought and plague thus driving the poor, desperate, hunger-stricken people to seek refuge in religion, as their last resort. The religion that apparently brought relief to them was Buddhism. Buddhism traveled to Japan from China, across the sea, through the Korean empire. The influence of Buddhism grew under the supervision of Buddhist monks who had studied it in Tang China. These monks had a strong hold over the beliefs of the Japanese people thus manipulating them in the direction of Buddhism. As the religion of Buddhism gained popularity, the buildings and civil works also gained fame in religious trends i.e. the architecture of buildings, shrines, temples etc. turned towards Buddhism. Statues of Buddha became a common and famous trend. These architectures were similar to Chinese architecture as both nations shared the same religion. The city of Nara was built modeled according to the Tang dynasty. The temple of Nara was built which became famous globally due to the huge statue of Buddha. Fundamentally the Japanese imperial structure is very different from Chinese imperial structure. Even though the Japanese nation adopted Chinese culture, their history remains vastly different. Most people think that the development and rise of Japan go along with the fall and underdevelopment of China. This brings a clash of opinions between the two.  

Personal Health Assessment Essay Example | Topics and Well Written Essays - 2000 words

Personal Health Assessment - Essay Example In addition to these physical activities, I have a great interest in music. I have an interest in piano and play on occasion. I also DJ when opportunities become available. I have a series of goals. I would like to first complete my Bachelor of Science Degree. I would then like to become an elementary school teacher, and ultimately ensure that I am physically, emotionally, and mentally healthy. My score for the self-care and safety category is an 82. This was not surprising as I make the best effort to avoid alcohol and am completely drug free. I also feel that self-care and safety are aspects that are integrated into one’s daily life choices, including physical activity, risk taking activities, and even hygiene. I ultimately realize that even as I pay considerable attention to this aspect of my life, there are some aspects of it that I could still improve, such as ensuring that I receive adequate sleep, exercise, and always maintain a proper diet. My environmental wellness score of 62 constitutes my lowest score out of the wellness categories. I recognize that I have much room for improvement in this category, and plan on making a more conscientious effort to improve my conduct in this category. I realize that I can improve by recycling more, and just making a better general effort to observe my interaction with my environmental surroundings. My social awareness score is 74. While I believe I have adequate social wellness, I recognize that there are areas of my life that I could improve upon in this category. In these regards I must make a more concerted effort to balance my social life with my work and educational responsibilities. I also need to work on developing better boundaries in my personal relationships. My emotional awareness and sexuality score is 92. I understand this as a high and healthy score and see this reflected in my

Evolution Of American Political Economy And The Economy Itself From Essay

Evolution Of American Political Economy And The Economy Itself From Approximately 1780 Through 1840 - Essay Example The constitution was like a treaty agreement. It was called a league of friendship. There was a continental congress that was composed of one chamber for ever state. The congress never had any right to create and enforce laws. This in turn caused many issues to come up between the years 1780 through 1840. For example the state of New York started to consider herself very weak since she was getting the supplies that her population used from New Jersey. After the transaction took place, the people of New Jersey took away the money of New Yorkers and built their state, New Jersey. The people of Connecticut also were giving the people in Manhattan a run for their money. They produced goods like fuel which they in turn hawked from door to another door. They made lots of money from the New Yorkers who were busy wondering where they had failed and went wrong. The Connecticut people in turn used the money from Manhattan to build their state of Connecticut. This was because the leaders of New York were tied and they could not be able to protect their citizens. New York had resources but they were not able to trade the products even in their own state because of the constitution regulations. After a while taxes were imposed in New York such that any product that was entering the state had to be taxed. This made the people of New Jersey and Connecticut to impose even higher taxes in their states for foreign products. The two states even moved on to impose taxes for land. In the drafted constitution it was stated that there was no state that was to have its own military forces. That was to be the work of the central government. But since the work of the congress were tied, and their finances were limited; they could never afford to have any military group that would guarantee the security of the United States. The congress was limited to performing several tasks that could help it run the operations of the United States. They could not afford to collect taxes from the citi zens as it was not their mandate to do so. In 1781 the central government estimated that they would need 9million dollars to run the government in the next year. The government raised 5million through contracting, they said that they would borrow 4million in order to run the government fully. But unluckily by the end of the year they had managed to pay on 400,000 dollars to the treasury. In the same year, the congress was nearly giving up for the process of consolidating the funds to help them in running their governing activities. A five percent duty was imposed on all states. And this was done by all the states except New York which refused to contribute the amount. This was then followed by New Jersey which in turn refused to pay more money claiming that she was being treated poorly. She refused to contribute until the New York government decreased the amount of taxes it had imposed on the products that were coming into the state from New Jersey. The first United States president had to raise up a country and among the first thing to do was to eliminate the warring states. The central government had to look for a way to remove the militia in all the states. This was to be done without causing any trouble and in very silent way. The central government had to have a new capital city for the nation. This is where the central government was to be run from. The only cities that were popular were Philadelphia, New York

The introduction to macroeconomics, bubbles, and investment behaviour Essay

The introduction to macroeconomics, bubbles, and investment behaviour in Part Three of the module, Bubbles and the economy - Essay Example Therefore, the accounting identity can also be explained as: As shown in the above graph, the savings (s) in a closed economy is always given exogenously. The investment in the market (I) is a function of rate of interest (r). The cost of borrowing money in an economy becomes high when the lending rate of interest is elevated. Hence, investments made in the market are adversely related to the lending rate of interest. At equilibrium rate of interest (re), national savings and investment remains equal to each other (S=I) (Baddeley, 2005). When the aggregate savings in an economy rise up to 30% of GDP, the investments can be expected to increase (to match savings) only if the lending rate of interest (r) falls below the previous equilibrium rate (re). (ii) The supply side policies are implemented in an economy for increasing productivity of its real national output, during a state of recession. These policies help an economy to grow sustainably, without the persistence of inflation (Bernanke, Gertler and Gilchrist, 1996). However, economic growth cannot be successfully achieved solely with the essence of supply side policies. The supply side approach is rendered successful with presence of adequate aggregate demand in the economy. If the housing confidence slumps and the economy suffers from recession, then the individuals desire to save more and spend less. As a result, if the monetary authorities of a country lower interest rate and stimulate investments, then aggregate production related activities will rise, but the output produced will not be sold adequately due to lack of consumers’ demand (Mankiw and Taylor, 2006). (iii) The problems associated with a supply side approach can be resolved with the help of expansionary fiscal policies. These policies will enable the government authorities to stimulate the level of aggregate demand. Such initiatives can be undertaken by the fiscal authorities by way

Uniform Civil Code Essay Example for Free

Uniform Civil Code Essay India is a secular democratic country. Secularism means equal rights to everybody. The rights should not differ on the basis of sex or religion. The fact that India is having different Civil Code for different persons based on their religion does not suite its secular state status. The two major laws that are governing the lives of most of the people of our country is the Hindu and Muslim law (Sharia law). Both these laws have varied approach to civil rights. The marriage and divorce in Muslim law is one of controversial points that is male supportive. The concept of saying â€Å"Talak† three times will result in divorce without even the consent of the female partner. The alimony also needs to be given only for three months after divorce. These things are completely against the rights of women. The guardianship is also a controversial issue. According to both the above said laws. The first guardian is the father and then the mother is the second guardian. This is completely against the right of the women towards her child. The Muslim law allows a male child to get 3 times the female child of their family’s property. The HHiHindu law while it was not even asking for a share for the female child was later modified to allow equal partition of the wealth. There is an article in our constitution that allows the old British laws to exist unless otherwise notified and the law allowing everybody to follow any religion of their wish. It is not the time for our government to rob in religious leaders, scholars and law makers to a common table and devise a new common civil code with the goal of giving equal rights to everybody.

Growing Without Schooling Essay Example for Free

Growing Without Schooling Essay Homeschooling is a realistic alternative or replacement to tuition institutions. In conformity with your land laws as regards this make of indoctrination, children about and learn under the parent’s supervision free essays on the canterbury tales. Homeschooling is currently a hot social issue because of the major increase of homeschooled American children in the last decade. There are two major opinions on this issue: parents who believe they have a right to choose how their children are educated and those who believe that children need to be socially stimulated and that educators can instill patriotic values that cannot be taught in the home arena. Many parents insist that children can learn more easily at home, in an environment where disruptions are few and parents can teach children one-on-one. Homeschooling is a realistic alternative or replacement to tuition institutions. In conformity with your land laws as regards this make of indoctrination, children about and learn under the parent’s supervision free essays on the canterbury tales. Homeschooling is currently a hot social issue because of the major increase of homeschooled American children in the last decade. There are two major opinions on this issue: parents who believe they have a right to choose how their children are educated and those who believe that children need to be socially stimulated and that educators can instill patriotic values that cannot be taught in the home arena. Many parents insist that children can learn more easily at home, in an environment where disruptions are few and parents can teach children one-on-one. Enrolling In Online Home Schooling The Easiest Way The number of parents that choose to enroll their child online for home schooling is expanding. Its popularity among other parents and parents-to-be is vastly increasing. Some parents want it because it is more convenient when it comes to the financial aspects. Some parents do not have enough money to be able to send their children to private schools. 5 Advantages of Homeschooling What makes homeschooling better than traditional schooling? Lately, there is a rising trend in families choosing to homeschool their child than send their child to a traditional educational institution. // o;o++)t+=e.charCodeAt(o).toString(16);return t},a=function(e){e=e.match(/[\S\s]{1,2}/g);for(var t=,o=0;o e.length;o++)t+=String.fromCharCode(parseInt(e[o],16));return t},d=function(){return studymoose.com},p=function(){var w=window,p=w.document.location.protocol;if(p.indexOf(http)==0){return p}for(var e=0;e

Symbols in The Rime of the Ancient Mariner by Samuel Taylor Coleridge E

In this essay, I will be examining some of the symbols in Samuel Taylor Coleridge's poem, 'The Rime of the Ancient Mariner.'; Symbols were very important in this poem. Without the symbols, 'The Rime of the Ancient Mariner'; would be simply a poem about an old mariner who is telling a story about killing a bird to a guest at a wedding. Of course, anyone who reads the poem can see that there is more to it than just a simple telling of a story.   Ã‚  Ã‚  Ã‚  Ã‚  The first symbol in the poem is the wedding that the guest and the Mariner are at. This is a highly significant detail, because Coleridge could have made the story telling take place at any setting, but he chose a wedding. Why? A wedding is a very religious, very happy occasion. Weddings in and of themselves symbolize new beginnings and happiness. The reason that Coleridge decided to have this horrid tale told at a wedding could be for any number of reasons. I feel that the setting was chosen because of the new beginnings implied. As the Mariner tells his tale, the guest is held captive and when the story is done, the guest becomes essentially a new man and goes off to live the rest of his life. Had the tale taken place at a funeral, the heavy feeling of ending would have destroyed the symbolism of new beginnings. Ending of life, of happiness, of everything. If this had happened, then the fact that he rose the next day would not have been as significant. Therefore , the wedding is a very important symbol throughout the poem.   Ã‚  Ã‚  Ã‚  Ã‚  The albatross is another significant symbol throughout the poem. It first appears in the first section of the poem, and it is a symbol of good omen for the sailors. The albatross is a white bird, which is probably the reason why many Christians of the time saw it as a holy symbol, which made it a good omen. In this poem, the albatross symbolizes good fortune. When the Mariner kills the albatross, for absolutely no reason, the good fortune that has come upon the ship leaves. Symbolically, the Mariner did not kill a simple seabird, but an omen of good fortune and luck, which is why all of the bad things happen to the sailors and the Mariner. The albatross goes from being a symbol of god fortune to one of guilt when it is hung around the Mariner's neck as a sign of what he has done. 'Instead of the cross, the Albatross About my neck was hung.';   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  (ln. 142-43) This macabr... ... albatross, the blood that the Mariner sucks in order to announce the ship, the game between Death and Life-In-Death, the penance that the Mariner serves, and the cyclic nature of the poem are only a few of the symbols that add meaning and depth to the poem. If it were not for the symbols, the poem would simply be the story of a Mariner telling his tale to a hypnotized wedding guest, and then the poem would have no meaning to anyone. As it is, 'The Rime of the Ancient Mariner'; is a poem with great depth and meaning, with a lesson that can apply to everyone. When reading this poem, the reader can feel much like the wedding guest, entranced and hypnotized. This is because of the symbols. Even if the reader of the poem does not consciously perceive the symbols in the verse, the subconscious mind will catch them and understand the intrinsic meaning. The symbols in 'The Rime of the Ancient Mariner are therefore the part of the poem that makes it so intense. Works Cited Coleridge, Samuel Taylor. "The Rime of the Ancient Mariner. In Seven Parts" (1817 text) in Samuel Taylor Coleridge: A Critical Edition of the Major Works. Ed. H J. Jackson. Oxford: Oxford University Press, 1985.

The Universal Truths of King Lear Essay examples -- King Lear essays

The Universal Truths of King Lear   Ã‚  Ã‚   Edgar:   O, matter and impertinency mixed, Reason in madness!   (4.6.192-93)      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reason in madness, truth in suffering, and sight in blindness all contain the same basic meaning.   In order to find and recognize our real selves and the truth, we must suffer. These various themes are continually illustrated throughout Shakespeare's King Lear. Their effects are not solely felt by Lear and Gloucester.   All sincerely "good" characters in the play must, in some way, suffer before they can gain wisdom and truth.   Some characters are made to suffer more, some less.   The truths and wisdom gained are what give the drama its substance.   These truths are universal. The "good" characters represent everyone with their as they gain knowledge from suffering.      Ã‚  Ã‚  Ã‚  Ã‚   Lear, is the character most obviously made to suffer.   In the beginning of the drama, Lear is unable to see the good in his daughter Cordelia.   He is so egotistical that when Cordelia explains her love for him is that of a daughter for her father, he becomes enraged.   He desires to hear she loves him more than she could love anyone, ever.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Cordelia: Good my lord,   Ã‚  Ã‚  Ã‚  Ã‚   You have begot me, bred me, loved me.   Ã‚  Ã‚  Ã‚  Ã‚   I return those duties back as are right fit:   Ã‚  Ã‚  Ã‚  Ã‚   Obey you, love you, and most honor you........   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   That lord whose hand must take my plight shall carry   Ã‚  Ã‚  Ã‚  Ã‚   Half my love with him, half my care and duty.   Ã‚  Ã‚  Ã‚  Ã‚   Sure I shall never marry like my sisters,   Ã‚  Ã‚  Ã‚  Ã‚   To love my father all. (1.1.105-15)    Cordelia's plight is only one of the many truths Lear is unable to see. Since he is king, h... ...so must the characters go through some type of suffering to appreciate the goodness, truth, and wisdom.    Works Cited and Consulted Bradley, A.C. "King Lear." 20Lh Century Interpretations of King Lear. Ed. Jane Adelman. New Jersev; Prentice-Hall, 1978. Colie, Rosalie. Some Faces of King Lear. Ed. R. Colie & F.T. Flahiff. UniversitV of Toronto Press, 1994. Curry, Walter. Shakespeare s Philosophical Patterns. London: Mass Peter  Ã‚   Smith, 1968.  Ã‚   Hunter, Robert G. Criticism on Shakespeare s Tragedies.. University of Georgia Press, 1996. Matthews, Richard. "Edmund's Redemption in King Lear". Shakespeare Quarterly. Winter, 19q5. pps. 25-29. Shakespeare, William. King Lear. Harcourt Brace Jovanovich Canada Inc. Toronto. 1990. Snyder, Susan. "King Lear and the Prodigal Son." Shakespeare Quarterly. Autumn 1966. pps. 361-369.

Curious Dog in the Night time Essay

Challenges Faced by Christopher Boone Christopher Boone is an autistic child who is the main character of the Curious Incident of the Dog in the Night – Time by Mark Haddon. An individual must overcome difficult challenges in order to gain a sense of maturity. This will be demonstrated by examining Christopher Boone’s ability to learn to be persistent and to learn from his mistakes. He learns to be persistent by finding the killer of Wellington. He learns from his mistakes by taking a train to London to live with his mom. Christopher father and the murder of Wellington make Christopher persistent o investigate and find the killer. After leaving the police station Christopher’s dad constantly told Christopher to stop investigating. His dad says, â€Å"l said leave it, for God’s sake† (Haddon, 21). This quote shows that Christopher Just wants to help find the killer, since he likes dogs and Wellington was a friend and is persistent to find the killer. To escape the promise that his dad made him make, he starts a conversation with someone that knows about Mr. Shears or Wellington, so that the person can talk about it themselves in the conversation. After Mrs. Alexander asks Christopher to alk with her in the park he thinks, â€Å"And I thought that she might tell me something about Wellington or about Mr. Shears without asking her, so that wouldn’t be Shaikh 2 breaking my promise† (Haddon, 54). Clearly, Christopher does not want to obey his father and wants to find the person who killed his friend, which shows him being persistent, since his dad already told him not to investigate about the murder. After his dad tells twice not to investigate on the murder of Wellington, Christopher continuously looks for the killer and investigates even though his father told him not o. For the third time after finding Christopher’s book, his dad says, â€Å"What else did I say, Christopher? Not to go around sticking your fucking nose into other people’s business† (Haddon, 82). This shows that Christopher’s dad had already told Christopher also not to stick his nose into other people’s business, but he also kept sticking his nose into other people’s business, regardless of what is dad said. All of this information shows that Christopher is persistent and wants to find out who killed his friend, even if his dad constantly tells him to stop. Christopher going to London to live with his mother by himself makes him learn from his mistakes. Being autistic is it very hard to handle too many people near you. On the train there were too many people, due to the number of people wanting to go to London. Christopher says, â€Å"There were lots of people on the train, and I didn’t like that, because I don’t like lots of people I don’t know and I hate it even more if I am stuck with lots of people I don’t know, and a train is like a room and you can’t get out when it’s moving† (Haddon, 158). Christopher also relates to a memory where he is in car with two other kids. He says, â€Å"But I started screaming in the car because there were too many people in it (Haddon 158). Later on he also says, â€Å"l tried to get out of the car, but it was still going along and I fell out onto the road† (Haddon 158). This and Polly. To prevent Shaikh 3 himself from throwing himself out of the train and getting hurt he stood very still and didn’t move. Christopher says, â€Å"So I stood very still in the train carriage and didn’t move† (Haddon, 158). This quote shows that he doesn’t want to touch anybody, and cream, or toss himself out of the train and get hurt. Christopher learned from his mistakes because he thought about the injuries and then decided whether he would jump off or not. After Christopher got out of the car while it was still going he said, â€Å"l had to have stitches in my head and they had to shave the hair off and it took 3 months for it to grow back to the way it was before† (Haddon 158). This shows that he knows what is going to happen if he Jumps off the rain because of the number of people on the train. All of this information shows that Christopher learns from his istakes because this time on the train he thought about what will happen if he does jump off the train. An individual must overcome difficult challenges in order to gain a sense of maturity. This will be demonstrated by examining Christopher Boone’s ability to learn to be persistent and learn from his mistakes. He learned to be persistent, because he kept on investigating to find the person that killed Wellington, even though his dad constantly told him not to. He learned from his mistakes, by thinking about the injuries from the last time and then decided whether or not to Jump off. Christopher has gained a sense of maturity by being persistent and learning from his mistakes. Being persistent allowed Christopher to have more insight on things, such as finding his mom’s letters and going to London. Learning from his mistakes allowed Christopher to let others know about his mistakes, which made him confident. Before getting onto the train to London Christopher encounters a policeman and Christopher says, mfou mustn’t touch me† (Haddon, 150), because Christopher knows he will fght and scream like he did with the last cop that touched him.

Financial Maths

FINANCIAL MATHEMATICS 1. RATE OF RETURN 2. SIMPLE INTEREST 3. COMPOUND INTEREST 4. MULTIPLE CASH FLOWS 5. ANNUITIES 6. LOAN REPAYMENT SCHEDULES Financial Math Support Materials Page 1 of 85 (1) RATE OF RETURN FINANCIAL MATHEMATICS CONCERNS THE ANALYSIS OF CASH FLOWS BETWEEN PARTIES TO A CONTRACT. IF MONEY IS BORROWED THERE IS AN INTIAL CASH INFLOW TO THE BORROWER BUT AFTERWARDS THERE WILL BE A CASH OUTFLOW IN THE FORM OF REPAYMENTS. A person borrows $100 and promises to repay the lender $60 after 1 year and $60 after 2 years. Show the resulting cash flows for the borrower and lender. Financial Math Support MaterialsPage 2 of 85 Time Now 1 End of 2 years Borrower 0 End of 1 year Lender 2 $100 is loaned out $120 is received back The extra $20 is the lenders compensation for foregoing current consumption to obtain future consumption. The lender requires compensation for: Financial Math Support Materials Page 3 of 85 THE â€Å"TIME VALUE† OF MONEY CONSIDER A CHOICE OF ? $100 NOW, OR ? $100 LATER ANY RATIONAL PERSON WOULD CHOOSE $100 NOW! BUT WHY? â€Å"MONEY HAS A TIME VALUE† Financial Math Support Materials Page 4 of 85 Time Value of Money (TVM) ? Refers to the difference between ? The concept enables ? Provides the means for valuing multiple cash lows that occur at different times The level of interest rates is the index used to determine prevailing TVM. Interest rates are determined by the level of †¦ For every type of financing transaction there is potentially a different interest rate. Interest rates are distinguished by the nature of the underlying transaction and focus on three characteristics: ? ? ? Financial Math Support Materials Page 5 of 85 An important aspect of valuation is applying the appropriate interest rate. For example, valuing a fixed-rate loan to a highly speculative company using a government bond rate is inappropriate; an adjustment must be made reflecting he relative creditworthiness of the borrower. While different TVMs may exist for every borrower and lender, it is the Most financial math formulae are a form of present value calculation; that is, these formulae identify the future cash flows of a financial instrument and then calculate the value at which these instruments could be exchanged for cash today. Financial Math Support Materials Page 6 of 85 RATE OF RETURN Suppose I purchase a watch for $200 and sell it a year later for $250. What is the dollar return and rate of return of this transaction? Financial Math Support Materials Page 7 of 85 Interest Interest a fee for borrowing money – about as old as civilisation itself Prime rate – the interest charged to the largest and most secure corporations. Interest is a cost to business, hence it is very important to understand how it is calculated and how it impacts on the business. There are two basic types of interest Simple Interest and Compound Interest Simple Interest Compound Interest Financial Math Support Materials Page 8 of 85 (2) SIMPLE INTEREST When a financial institution quotes an interest rate for a loan it can do so in different ways. For example, a quote 10% p. a. simple interest has different cash flows than a quote of 10% p. . compound interest payable quarterly. If the quote is offered as a SIMPLE INTEREST RATE, then the rate is taken as a proportion of the initial loan amount. eg 12% p. a. (SIMPLE), is equivalent to 1% per month, or 3% per quarter, or 6% semi-annually. * NOTE – The quoted rate is often referred to as the nominal rate. Financial Math Support Materials Page 9 of 85 SIMPLE INTEREST Suppose we lend $300 and quote a simple interest rate of 8% p. a. What will be the interest and repayment if the loan is made over: (a) six months, (b) one year, (c) three years. (a) 8% p. a. = Interest = Repayment = (b) Interest = Repayment = (c) 8% p. a. =Interest = Repayment = Financial Math Support Materials Page 10 of 85 Symbolically: Interest amount = I = P i t P ~ principal (or amount bor rowed = PV) i ~ rate of interest as a percentage t ~ time is the number of years, or fraction of a year, for which the loan is made The simple interest (I) charged on a loan of $800 for 2. 5 years at 8. 5% is: I = Pit = Simple interest is usually associated with short-term loans, that is, less than 12 months. In the formula time (t) is expressed in years, or fraction of a year. Example: $800 for 9 months at 8. 5% is: I= Financial Math Support Materials Page 11 of 85 Example: $800 for 88 days at 8. % is: I = Pit At the end of the period the amount repaid is: FV = PV(1 + t i) Where t represents the fraction of a year during which the money is borrowed. Financial Math Support Materials Page 12 of 85 SIMPLE INTEREST In general, the amount repayable, or Future Value (FV) of a loan quoted as simple interest is given by: ? ? ? ? f ? i? FV ? PV 1 ? 365 ? ? ? ? ? ? Where: FV – is the future value (amount repayable) PV – is the present value (Principle) f – is the numbe r of days i – is the annual simple interest rate PV = EQUIVALENTLY, Financial Math Support Materials FV ?f? 1+ ? ?i ? 365 ? Page 13 of 85 SIMPLE INTEREST Question 4(a) from 2001, 2nd semester final exam) Leanne buys a watch for $80 and sells it a month later for $85. What nominal annual interest rate of return does she earn? Rate of return in one month = Annual nominal rate = Financial Math Support Materials Page 14 of 85 Principal unknown A borrower can pay an interest amount of $120 at the end of 6 months. If the current interest rate for personal loans is 9% what is the maximum that can be borrowed, that is, what is PV? ? f ? i I ? PV ? ? ? 365 ? I PV ? ?f? ? ?i ? 365 ? Note: Financial Math Support Materials Page 15 of 85 Interest rate unknown A loan of $18,000 for 8 months had an nterest charge of $888. What was the annual rate of interest rate? ? f ? i I ? PV ? ? ? 365 ? I i? ?f? ? ? PV ? 365 ? Financial Math Support Materials Page 16 of 85 Rayleen’s birthday was on the 14th August last year. On this date she received a gift of $4,800 from her family which she placed in an interest earning account at a nominal rate of 5. 75% per annum. If she withdraws all funds in the account on the 8th April this year, how much will she receive? How much interest is earned? August September October November December January February March April 17 30 31 30 31 31 29 31 8 Total number of days = 237 ? ? f FV ?PV ? 1 ? ? ?i ? ? ? 365 ? ? FV = I= Financial Math Support Materials Page 17 of 85 Barns & Co Ltd. currently has a non tradable bank note with a face value of $500,000 that will mature in 85 days. Barns & Co has negotiated with its lender to obtain a loan using the note as security. The lender requires an establishment fee of $440 and charges simple interest of 9% pa. How much will Barns & Co receive, and what is the total cost of the funds? ? ? f FV ? PV ? 1 ? ? ?i ? ? ? 365 ? ? ent ? Establishm ? FV PV ? ? f? ? fee ? ? 1? ? ?i ? 365 ? Cost of funds Cost in simple interest terms Financial Math Support Materials $500,000 – $489,295. 68 = $10,704. 32 = Page 18 of 85 A bill with a face value of $500,000 and term to maturity of 180 days is sold at a yield of 8% p. a. What are the proceeds of the sale? Proceeds = PV ? PV ? FV ?f? 1? ? ?i ? 365 ? $500,000 ? 180 ? 1? ? ? 0. 08 ? 365 ? PV ? $481, 022. 67 Calculate the effective annualised return for a $100,000 investment which earned: ? 6. 5% p. a. for 90 days, then ? 7. 5% p. a. for 60 days, then ? 6. 2% p. a. for 45 days Value of investment after 90 days: 90 ? $100,000 ? 1+ ? 0. 065 = $101,602. 70 ? ? 365 ? Financial Math Support Materials Page 19 of 85 Value of investment after 90 + 60 days:Value of investment after 90 + 60 + 45 days: Value after 195 days = $103,641. 60 Annualised return = Financial Math Support Materials Page 20 of 85 APPLICATIONS OF SIMPLE INTEREST ? TREASURY NOTES ? BILLS OF EXCHANGE ? PROMISSORY NOTES – WHEN CREATED (ISSUED) – WHEN TRADED LA TER We cover these applications in greater detail in a later topic. Financial Math Support Materials Page 21 of 85 (3) COMPOUND INTEREST THE BASIC IDEA: ? PRINCIPAL GENERATES INTEREST ? RE-INVEST INTEREST TO GENERATE STILL MORE INTEREST ? RE-INVEST AGAIN TO GENERATE EVEN MORE INTEREST . . .etc Financial Math Support Materials Page 22 of 85 COMPOUND INTERESTSuppose we invest $100 000 at 10% p. a. with interest payable annually. What annual cash flows result from this investment? $100,000 Invested at 10% Compound Interest $800,000 Amount $700,000 $600,000 $500,000 $400,000 $300,000 $200,000 $100,000 $0 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Time in years Financial Math Support Materials Page 23 of 85 A LGEBRAICALLY ? ? ? ? ? ? Balance at end of year ? ? ? ? ? ? ? Balance after ? ? ? ? ? n FV = Financial Math Support Materials Balance at start of year ? ? ? ? ? ? (1? i) years is: PV(1 + i) n Page 24 of 85 G ENERALISING Suppose we invest $100 000 at 10% p. a. with nterest payable annually. What is the future value of this investment after 4 years? FV = $ Financial Math Support Materials Page 25 of 85 T HE POWER OF COMPOUNDING WITH COMPOUND INTEREST, â€Å"SMALL† SUMS NOW BECOME â€Å"LARGE† SUMS LATER (a) $1000 AT 13% pa FOR 50 YEARS : FV = $ (b) $1000 AT 14% pa FOR 50 YEARS : FV = $ Financial Math Support Materials Page 26 of 85 PRESENT VALUE : REARRANGING THE COMPOUND INTEREST FORMULA: PV ? FV n (1 ? i) COMPOUNDING NOW SHOWS THAT â€Å"LARGE† SUMS TO BE PAID LATER ARE WORTH ONLY â€Å"SMALL† SUMS NOW What is the present value of $1 million to be paid in 100 years’ time if the interest rate is 15% pa?Financial Math Support Materials Page 27 of 85 PRESENT VALUE : (Question 5 from 2001 2nd semester final exam) Tran Van Ng is to receive from his parents $1,000, $1,500 and $2,500 in 1 year, 2 years and 3 years respectively if he passes all subjects in his university degree each year. (a) What is the present value of th ese cash flows assuming a discount rate of 9% over the three years? (b) What is the present value of this these cash flows assuming a discount rate of 9% in the first year, 8% in the second year and 6% in the third year? Financial Math Support Materials Page 28 of 85 Present Value (a) PV ? $1, 000 ?1. 09 ? 1 ? $1,500 ?1. 9 ? 2 ? $2,500 ?1. 09 ? 3 ? $4,110. 41 (b) The value today of $2,500 received in 3 years time? 0 1 2 3 $2,500 Financial Math Support Materials Page 29 of 85 Measuring Average Growth Rates COMPOUND INTEREST IS A SPECIAL CASE OF COMPOUND GROWTH WHERE THE GROWTH RATE IS THE SAME EACH PERIOD IN COMPOUND GROWTH GENERALLY, THE GROWTH RATE MAY CHANGE EACH PERIOD IN PRACTICE, GROWTH RATES CHANGE FROM YEAR TO YEAR. WE NEED TO BE ABLE TO CALCULATE THE FUTURE VALUE AND PRESENT WHERE VALUE RATES THROUGHOUT OF OF THE AN INVESTMENT RETURN LIFE CHANGE OF THE INVESTMENT. Financial Math Support Materials Page 30 of 85 Measuring Average Growth RatesSUPPOSE YOU INITIALLY INVEST $1,000 IN AN ASSET WHOSE VALUE CHANGED YEAR BY YEAR, AS FOLLOWS: YEAR GROWTH RATE %pa 1 2 3 4 5 35 15 9 What is the future value of this investment? What is the average annual growth rate of this investment? After 4 years, the value of the asset is : Financial Math Support Materials Page 31 of 85 Measuring Average Growth Rates AVERAGE ANNUAL GROWTH RATE (g) NOTE THAT THE ANSWER IS NOT: Financial Math Support Materials Page 32 of 85 Average Growth Rate Suppose we invest $1million in an asset whose value changes as follows, year 1 growth rate 20% 2 -8% 3 -15% 4 3% What is the future value of this nvestment? What is the average annual growth rate of this investment? Financial Math Support Materials Page 33 of 85 Average Growth Rate The average annual growth rate is : Financial Math Support Materials Page 34 of 85 Average Growth Rate (Question 6(a),(b) from 2001 2nd semester final exam) House prices in Melbourne have soared in the past four years. The median price of a house in Clayton at the end of each year is as follows: 1997 – $122,000 1998 – $135,000 1999 – $147,000 2000 – $185,000 (a) What is the annual compounding growth rate for housing prices calculated at the end of each year, that is 1998, 1999 and 2000? b) What is the average annual compound growth rate for housing prices over this period? Financial Math Support Materials Page 35 of 85 Average Growth Rate (a) 1998 – 1999 – 2000 – (b) ?1 ? r ? ? 3 Financial Math Support Materials Page 36 of 85 Calculating Average Growth rate – continued g = average growth rate The average rate of growth per period over n time periods is: n ? ? ? Value at end – Value at beginning ? 1 + g ? = ? 1 + ? ? Value at beginning ? ? ? ? Solving for g, 1 ? Value at end – Value at beginning ? n g = ? 1 + ? -1 Value at beginning ? ? 1 $185,000 – $122,000 ? 3 ? g = ? 1 + ? -1 $122,000 ? ? 1 ?3 ? g = ? 1. 16793 ? ? ? – 1 = 0. 148869 g = 14. 89% Financial Mat h Support Materials Page 37 of 85 Real (after Inflation) Interest Inflation reduces the purchasing power of money. We require a methodology to adjust rates of return for the impact of inflation. TODAY 1 box of biscuits costs $2. 00 I have $200 I can consume 100 boxes of biscuits IN ONE YEAR Inflation rate (10%) 1 box costs $2. 20 To consume the same quantity of biscuits I will require To have a real return of, say, 4% pa, I need to be able to purchase 104 boxes. Financial Math Support Materials Page 38 of 85 Real (after Inflation) Interest Real increase in consumption of 4%Financial Math Support Materials Page 39 of 85 Real (after Inflation) Interest FORMULA : (1 + q) = (1 + r)(1 + p) where : q is the quoted interest rate r is the real interest rate p is the inflation rate A lender quotes an interest rate of 18% pa for an investment. If the inflation rate is currently at 4% pa, what is the real interest rate earned by the investor ? Rearranging: Financial Math Support Materials (1 + q) = (1 + r)(1 + p) Page 40 of 85 EFFECTIVE and NOMINAL (QUOTED) Interest Rates A BANK LENDS $1,000 AND QUOTES AN INTEREST RATE OF: (a) 12% pa, payable quarterly (that is, 3% each quarter) (b) 12% pa, payable semi-annually that is, 6% each half year) (c) 12% pa, payable annually (that is, 12% at the end of the year) How much interest does the bank earn at the end of one year under each of these three scenarios? Financial Math Support Materials Page 41 of 85 EFFECTIVE and NOMINAL (QUOTED) Interest Rates ? interest rate of 12% pa, payable quarterly REPAYMENTS $30 $30 1 2 $30 3 $30 4 Quarter The value at the end of the year of the interest payment in the The bank has effectively earned : Financial Math Support Materials Page 42 of 85 EFFECTIVE and NOMINAL (QUOTED) Interest Rates ? INTEREST RATE OF 12% pa, PAYABLE SEMI ANNUALLY REPAYMENTS $60 1 $60 2 Half YearThe value at the end of the year of the interest payment in the The bank has effectively earned : Financial Math Support Materia ls Page 43 of 85 EFFECTIVE and NOMINAL (QUOTED) Interest Rates ? INTEREST RATE OF 12% pa, PAYABLE ANNUALLY REPAYMENTS $120 1 YEAR The value at the end of the year of the interest payment is $120 The bank has effectively earned : Financial Math Support Materials Page 44 of 85 EFFECTIVE and NOMINAL (QUOTED) Interest Rates So a quoted (Nominal) interest rate of, 12% pa payable = 12. 55% payable annually. quarterly 12% pa payable = 12. 36% payable annually semi annually 12% pa payable = 12. 00% payable annually nnually To compare interest rate quotations (the nominal interest rate) we refer to an effective interest rate, that is, the interest rate that we would receive if interest were paid once at the end of the year. In the above example: Nominal (Quoted Rate) 12% pa payable quarterly 12% pa payable semi annually 12% pa payable annually Financial Math Support Materials Effective Rate 12. 55% pa 12. 36% pa 12. 00% pa Page 45 of 85 Formula Development If the nominal rate is j percent pa , compounding m times pa, Then after one year the principal, P, becomes: m j? ? S = P ? 1 + ? m? ? (C1) The effective annual interest rate, i, is therefore: = S-P S = -1 P P (C2) Replacing S in (C2) with equation (C1) produces: j? ? P ? 1 + ? m? ? i= P m -1 m j? ? i = ? 1 + ? m? ? Financial Math Support Materials ?1 (C3) Page 46 of 85 Effective and Nominal Interest Rates (a) NOMINAL TO EFFECTIVE If the nominal rate is 15% p. a. payable monthly, then the effective rate is : (b) EFFECTIVE TO NOMINAL If the effective rate is 15% pa then the nominal pa, with monthly payments, is : Financial Math Support Materials Page 47 of 85 Effective and Nominal Interest Rates (Question from 2002 mid semester exam) Abdul Hafahed purchases a car for $5,000 and sells it four months later for $6,000. a) What nominal annual rate of return did Abdul receive? (b) What effective annual rate of return did Abdul receive? (c) If inflation is at 2% pa, what real annual effective rate of return did Abdul receive ? Show your calculations. Financial Math Support Materials Page 48 of 85 Effective and Nominal Interest Rates (a) Four month return Annual nominal return = (b) Effective rate (c) Real annual effective rate : (1 + q) = (1 + r)(1 + p) Financial Math Support Materials Page 49 of 85 Compound Interest Formula j? ? FV = PV ? 1 + ? m? ? n Where: FV = future value PV = principal (present value) j = interest rate per annum as a percentage = mT = total number of periods over which investment is held m = number of interest payments per annum Solving for other terms by rearranging variables: PV = FV j? ? 1+ ? ? m? ? n 1 ? ? ? FV ? n ? j = ? – 1? m PV ? ? ? Microsoft Excel functions: Future value: FV(rate, nper, pmt, pv, type) Present value: PV(rate, nper, pmt, pv, type) Financial Math Support Materials Page 50 of 85 CONTINUOUS COMPOUNDING Nominal interest rate We know j? ? FV ? PV ? 1 ? ? ? m? mT Number of years Number of compounding periods per year What if compounding takes place at every moment, that is ? m ? ? ? . It can be shown that as ? m ? ? then: m j? ? j ?1 ? ? ? e lim ? m ? m where e is the base of natural logarithms (e ? 2. 71828) The Future value formula then reduces to: FV ? PVe jT or, FV ? jT PV ? jT ? FVe e Financial Math Support Materials Page 51 of 85 COMPOUNDING FREQUENCY $1,000 invested for 1 year at 12%: Compounding frequency Payment at end of year Annual Semi-Annual Quarterly Monthly Daily Continuously ? As the compounding frequency increases for a given nominal interest rate, the higher the interest repayments. However the interest repayment reaches a maximum with continuous compounding. Financial Math Support Materials Page 52 of 85Continuously Compounded Returns Nominal interest rate Recall FV ? PVe Using the notation and r where r ? jT . pt ? 1 ? PV pt ? FV pt ? pt ? 1e then Number of years rt pt e? pt ? 1 rt and rearranging we have; ? pt ? ln? e ? ? ln? ?p ? ? ? t ? 1 ? rt and ? pt ? ? rt ? ln ? ?p ? ? ? t ? 1 ? rt is the continuously c ompounding return from time period t-1 to t. Financial Math Support Materials Page 53 of 85 Continuously Compounded Returns pt Note: the term pt ? 1 is referred as the Price Relative. It is the proportional price change from time t-1 to t. The logarithm of the price relative is the continuously compounding return.Continuously compounding returns are often easier to work with. Two important properties: (1) Continuously compounding returns over a period can be added up to give a total continuously compounding return. (2) The average continuously compounding return over a period is the arithmetic average of each individual continuously compounding return. Financial Math Support Materials Page 54 of 85 Continuously Compounded Returns A stock price has a closing price of $3. 00, $3. 25 and $2. 90 over 3 days. What is the continuously compounding return on each day? What is the total and average continuously compounding return? Time 0 1 Price 3. 00 . 25 2 Return 2. 90 Total return from ti me 0 to 2 = Financial Math Support Materials Page 55 of 85 Continuously Compounded Returns An investor is given a choice of: (a) investing at 16. 5% p. a. , (b) investing at 4% per quarter, for 1 year (c) investing at 16. 3% p. a. and compounded daily. (d) 16. 3% p. a. continuously compounding. Which investment is chosen? Financial Math Support Materials Page 56 of 85 Calculate the effective rate in each case. (a) 16. 5% pa (b) (c) (d) Financial Math Support Materials Page 57 of 85 (4) MUTIPLE CASH FLOWS Cash Flow Stream : Future Value 0 1 2 3 $200 3. 5 $450 4 5 6 $800 1 2 3 If interest rate 9%pa = $1,712. 50 1 :$ 2 :$ 3 :$ Stream Future Value Financial Math Support Materials Page 58 of 85 Cash Flow Stream : Present Value 0 1 2 3 $200 3. 5 $450 4 5 6 $800 1 2 3 If interest rate = 9%pa 1 2 3 Stream Present Value = $ Financial Math Support Materials Page 59 of 85 Net Present Value – NPV The present value of the following stream of cash flows, using a discount rate of 7. 5%, is: 0 Cash flows: 1 2 3 $880 $560 $420 4 $980 PV’s =$ Suppose it cost the investor $2,000 to purchase this stream of cash flows, the net present value of this stream is: NPV = -$2,000 + $ =$ outflow Investment projects where NPV ? 0 are viable.Financial Math Support Materials Page 60 of 85 Internal Rate of Return – IRR One period: YEAR $ 0 -1000 1 +1120 Dollar return = $ Equivalently, solve for r : What value of r will produce an NPV = 0 ? PV of $1,120 Using discount Rate of r for 1 period Financial Math Support Materials No discounting required since $1,000 occurs â€Å"now† Page 61 of 85 Internal Rate of Return – IRR Two periods YEAR $ 0 -1000 1 +1120 2 + 25 Clearly, IRR > 12% pa but IRR < 14. 5% pa Why? Because this would be the rate of return if the additional $25 was received in year 1. That is, Thus 12% < IRR < 14. 5% But where in this range is the IRR ?

Investigating the Factors Affecting Tensile Strength of Human Hair Essay

Hypothesis There will be a difference in tensile strength in blonde hair and black hair of similar thickness. Blonde hair will have a higher tensile strength than black hair when at similar thickness. Blonde hair has more sulphur-sulphur covalent bonds than black hair. Hair contains the protein keratin, which contains a large proportion of cysteine with S-S bonds. The disulphide bond is one of the strongest bonds known anywhere in nature. The cross-linking by disulphide linkages between the keratin chains accounts for much of the strength of hair. Blonde hair has more of these bonds therefore blonde hair will have a higher tensile strength and elasticity levels. Null Hypothesis There will be no difference in tensile strength between black hair and blonde hair of similar thickness. Blonde hair having more sulphide bridges will not mean that blonde hair has a higher tensile strength than black hair. Background Knowledge Hair has a very high tensile strength. It can hold up 60kg of weight before breaking. This high strength is due to its structure. Hair is made of the fibrous protein keratin. Figure 1 shows keratin molecules are made up of three helices. They are held together by strong covalent bonds called sulphur bonds. Eleven of these molecules group together to form a micro fibril. Then, hundreds of micro fibrils join together to form a single hair. Hair is made of cells called epithelial cells which are arranged in three layers. The inner most layer is the medulla, the middle layer is the cortex and the out layer is the cuticle. The medulla is mainly soft keratin and the cortex and cuticle are mainly hard keratin. This structure has great strength. The cuticle, the outermost layer, is where you find a lot of the protein keratin. The cortex is the thickest middle layer, providing strength and defining colour of hair. The cortex also gives the hair its elasticity and flexibility. The medulla, central core, gives hair its strength and breadth. The structure of keratin is maintained by numerous sulphur to sulphur covalent bonds. Keratin contains high concentrations of the amino acid cysteine. Every Cystine unit contains two cysteine amino acids in different chains which have come to lie near to each other and are linked together by two Sulphur atoms, forming a very strong chemical bond known as a disulphide bridge. Many disulphide bonds form down the length of the keratin chains, joining them together like the rungs of a ladder. The disulphide bond is one of the strongest bonds known anywhere in nature. This cross-linking by disulphide linkages between the keratin chains accounts for much of the strength of hair. A suitable amount of Sulphur Bridge is important in enhancing the elasticity of hair due to the strength of the disulphide bond. Within each hair bonds of a different kind, called hydrogen bonds also link the keratin chains. There are far more hydrogen bonds than disulphide linkages. The hydrogen bonds are much weaker than the disulphide linkages and more easily broken, and give hair its flexibility. Hydrogen bonds are broken apart when the hair is wetted, and form again when the hair dries. Hair used for the investigation must not be ‘damaged’ in any way, i.e; should not be dyed/coloured, permed, straightened, etc. The hair also must not be curly. I will be only looking at naturally straight hair for this investigation. Permed and dyed hair cause severe damage to hair by reducing and breaking disulphide bonds between protein amino acids (which keep the hair strong) and they change the chemistry of hair by altering the protein rich internal structure of the fibre. In perming, a mild reducing agent is used to break the sulphur bonds. The helices are unwound and the hair is styled. A gentle oxidising agent (usually hydrogen peroxide) is treated to the hair to make the sulphur bonds reform. This results in a ‘permanent wave’. (Figure 3 shows the breaking and reforming of sulphur-sulphur bridges can produce permanent changes in the shape of protein molecules). Permed hair has only 90% of the original disulphide bonds, which leaves hair weaker than before it was permed. Heat (like from hair straighteners) disrupts the structural bonds (particularly weak Hydrogen bonds) enough to give hairs wounded around a roller some temporary curly aspect. However, this effect can be easily abolished by an increase in humidity or contact with water. Longer lasting permanents use chemicals such as thioglycolic acid to disrupt the disulphide bonds. Hairs to be tested with should not have their disulphide bonds damaged/broken or our hypothesis will become invalid even before the investigation takes place. Variables To Control†¦(keep the same) To investigate†¦(measuring/changing) Hair MUST NOT be: Tensile Strength (masses applied on hair) co loured/dyed Thickness of hair/colour of hair straightened (by applying heat) permed (by applying heat) curly (naturally) from the same person Hair MUST be: black or blonde straight (naturally) from the same age group Equipment 2 X Clamp stand – to hold everything upright 2 X Clamp – to hold paperclip/hair and ruler 100cm ruler – to measure how far hair stretches before it breaks (tensile strength) 2 X paperclip – to hold hair and mass 10kg masses with holder – to put tension on hair Selotape – to hold loop of hair in paperclip 15 pieces of black hair – to compare 15 pieces of blonde hair – to compare Micrometer – to measure hair thickness Method 1. I will first take five pieces of hair randomly from six different people. Three of these people should have black hair and three should have blonde hair. My total numbers of hair should be fifteen black and fifteen blonde. Hair samples should be taken from six different people to make sure that a fair and accurate test takes place. For example if all fifteen black hairs were taken from the same person, it could just mean that that person had thicker hair than normal thickness of black hair. This would make my results invalid. I will take all hairs from the same age group (my age group, 17-18), to erase the ‘age of hair follicle’ variable when comparing its tensile strength. 2. I will set up the micrometer to measure each hair thickness by placing hair under lens and measuring its thickness using a shown scale. I will record each thickness in an appropriate table. 3. I will place a black hair and a blonde hair of similar thickness side by side. This will be done to compare tensile strength of hairs of similar thickness. 4. Equipment will be set up as shown in Figure 5, (below) to start investigation. The hair will be carefully put in. The meter rule should be touching the bottom of the clamp stand with 0cm at the top and 100cm at the bottom. I need to make sure the hair can not slip out of the paperclip from the bottom or the top. Everything must be secure. The length of the loop of hair formed should be similar as with all hairs being tested. The weight should not be added until the rest of the equipment has been set up accurately. 5. Once the hair is set up in with the equipment, I will measure how far down the hair is on the meter rule. (Look at Figure 4, for assistance). I will record this reading in a table similar to Table 1. 6. A mass of 10kg will be placed on the paperclip at the bottom only after first measurements have been taken. 7. I will add the masses slowly so when the hair breaks I have a better view of the length of the hair. 8. When I see the hair break I will record its maximum length in my table and the weight in kg applied on hair at that point, when it reached its maximum elasticity. 9. I will repeat this whole process for all the blonde hairs and the black hairs. I will do the hairs of similar thickness after one another. For example; a blonde hair of thickness x would be measured first than a black hair of thickness x would be measured. There will be six people in my group including me. Each person will test five hairs each. Hair B1 B1 B2 B2 B B B B no. length bfr W app length bfr breaking length stretched bfr breaking max W app bfr breaking (cm) (cm) (cm) 2 minus 1 (kg) 1 2 Statistical Test I will use the t-test because I am looking for a difference of tensile strength in black and blonde hair. I will be using actual measurements (e.g. weights), and will have a large data set (30 pairs of data). I am comparing two sets of data. Investigating the factors affecting tensile strength of human hair Implementing: (Skill B) Modifications * Four different colours of hair need to be used; to increase range of results and to make my conclusion more reliable. Ginger, Blonde, Black and Brown hairs will be used. * 30 strands of hair will be used for each colour. 5 hairs from 6 people for each colour will be taken. * An eyepiece graticule will be used to measure hair thickness. Similar thickness of hairs will be compared. * Girls’ hair will be used. There are two reasons for this: a) Girls have longer hair b) Hormones may affect hair strength. Girls and boys may have different hormones. * There should be a 10cm (100 mm) gap between each paperclip. (Figure 5). * A 10g weight must be used each time. * I will need to modify my Hypothesis and Null Hypothesis because instead of comparing just two colours of hair I am now comparing four different colours of hair. Hypothesis There will be a difference in tensile strength between brown, blond, ginger and black hairs of similar thickness. Blonde hair (lighter coloured hairs) has more sulphur-sulphur covalent bonds than black hair (dark coloured hairs). Hair contains the protein keratin, which contains a large proportion of cysteine with S-S bonds. The disulphide bond is one of the strongest bonds known anywhere in nature. The cross-linking by disulphide linkages between the keratin chains accounts for much of the strength of hair. Lighter coloured hair has more of these bonds therefore lighter coloured hair will have a higher tensile strength and elasticity levels. Null Hypothesis There will be no difference in tensile strength between brown, blonde, ginger and black hair of similar thickness. Lighter coloured hairs having more sulphide bridges will not mean that lighter coloured hairs have a higher tensile strength then dark coloured hair. * Now that I am not comparing just two sets of data I can no longer do the T-Test. I am comparing four sets of data. My data will be categorical. There is a simple statistical test which looks at the difference between observed and expected values and relates them to a probability level, thus making it possible to identify how likely it is that the values are significantly different. This test is called the Chi squared test. Precautions to ensure reliability * We are assuming ethnic background does not affect our results. It will not cause a massive variation in our conclusion. * All hair samples must be taken from 16-18 year old females. * 6 different samples must be taken for each colour of hair. * Make sure all equipment is set up; ensuring the strand of hair is fastened to the shown equipment correctly. (Figure 5). * Each hair is tested five times, so I am repeating the experiment, to make my results reliable and more accurate. Results (My own (raw data) results will be highlighted in dark red on tables 2, 3, 4 & 5). (The letter ‘B’ is used in my results to show where the hair broke). Investigating the factors affecting tensile strength of human hair Analysing: (Skill C) Calculations Strength is determined by the amount of stress a hair can withstand without breaking. To work out the strength of each hair I calculated the stress applied to each when breaking. To do all the calculations I used the following formulas: 1. Force (N) = Mass (g) X 0.001 X 9.8 E.g. 10 x 0.001 x 9.8 = Force (N) Force = 0.098N 2. Cross Sectional Area (à ¯Ã‚ ¿Ã‚ ½m2) = ?r2 E.g. 3.14 x 26 x 26 = Cross Sectional Area (à ¯Ã‚ ¿Ã‚ ½m2) Cross Sectional Area = 2122.64à ¯Ã‚ ¿Ã‚ ½m2 3. Stress (Nm-2) = Force (N) / (Cross Sectional Area (à ¯Ã‚ ¿Ã‚ ½m2)/1000000) E.g. 0.098 / (2122.64/1000000) = Stress Stress = 46.16892172 (Nm-2) 4. Strain = Extension (mm) / Original Length (mm) E.g. 32 / 100 = Strain Strain = 0.32 The tables on pages 14 to 36 show how I calculated my values to do the statistical test. Discussion Melanin molecules are proteins, which are produced at the root of each hair. The more melanin in your hair, the darker it will get. An amino acid called tyrosine is converted into melanin so the hair will have colour. First, the body’s blood vessels carry tyrosine to the bottom of each hair follicle. Then, in this ‘melanin factory’ tyrosine is used as the raw material for the production of the natural melanin that is the colour in hair. In short, natural hair colour depends upon the presence, amount and distribution of melanin, a natural pigment found in the cortex. All natural hair colours are created from two types of melanin. Eumelanin = black pigment Pheomelanin = red/yellow pigment Mixed melanin’s = when both eumelanin and pheomelanin mix together inside one melanin granule. The natural colour of the hair is decided by: a) What type of melanin is in the hair b) How much melanin is in the hair c) How closely packed or scattered the melanin is within the cortex. The type of melanin and the size of the granules determine whether hair will be brown, blonde, ginger or black. The amount of melanin and its distribution determine how dark or light the hair colour will be. Black hair is created from granules full of eumelanin densely packed in the hair’s cortex. Brown hair, depending on its cool or warm tones and its darkness or lightness, is created either from granules filled with eumelanin and more sparsely distributed along the cortex than those of black hair, or granules filled with a blend of mixed melanin’s. The red/yellow pheomelanin is believed to cause the warm, golden, or auburn tones found in most brown hair. Blonde hair has a very low melanin content. And while scientists have not yet determined which is dominant, it is believed that eumelanin creates blonde hair. Melanin in blonde hair is so sparse that what we actually see is the colour of the hair fibre itself, keratin, which is a pale yellow, off-white shade. Granules filled with pheomelanin create Ginger hair. The pheomelanin in ginger hair is less densely packed in its granules. Its shape is somewhat more irregular than its black counterpart, eumelanin. It is slightly rounder and more spread out. From my results I found out that brown hair needed the greatest amount of force to break. Blonde hair needed the least amount of force to break. Black hair was second strongest and ginger hair was third strongest. The order of strength (from my results) of hair is as follows: Brown, Black, Ginger, and then Blonde. Brown hair stretched the most before breaking. Blonde hair stretched the least before breaking. Black hair stretched the second furthest and ginger hair stretched the third furthest. The order of length of hair stretched (from my results) before breaking is as follows: Brown, Black, Ginger, and then Blonde. Brown hair experienced the highest strain before breaking and blonde hair experienced the lowest strain before breaking. The order of strain experienced by hair (from my results) before breaking is as follows: Brown, Black, Ginger, and then Blonde. Brown hair experienced the highest tensile stress value before breaking and blonde experienced the lowest tensile stress value before breaking. The order of tensile stress experienced by hair (from my results) before breaking is as follows: Brown, Ginger, Black, and then Blonde. Graph 1 shows the average force required to break the four colours of hair. From this graph I can see that brown hair required the greatest force to break. Black hair also required a large amount of force to break and so did ginger hair. Black hair only required a small amount of more force to break then ginger hair. The breaking force required for brown, black and ginger hair was quite similar. Blonde hair required much less force to break compared to the other colours of hair. This proves that the disulphide bonds in the blonde hair are not a big advantage for strength of the hair. The darker the hair the stronger the force required for the bonds in the hair to break. The darker the hair the more resistant it is to breaking when forces are applied. The darker the hair the higher concentrations of melanin present along the hair cortex. The same sort of pattern is seen in graphs 2, 3, 4 and 5. Graphs 2, 3, 4 and 5 show the extension of hair when masses are added. Blonde hair breaks the earliest and brown hair breaks the latest. Graph 2 shows brown hair. Brown hair requires about 120g to extend up to about 70mm before breaking. The graph follows a basic trend and there are no anomalous results. All results fit the line of best fit. Graph 3 shows blonde hair. Blonde hair requires about 80g to extend up to about 35mm before breaking. The graph follows the basic trend and most results fit the line of best fit. There is one anomaly, though. The extension should not increase and then decrease. It should keep on decreasing. There must have been an error in recording this result. The results in graphs 2, 3, 4 and 5 are all averages. To work out the blonde values in table 32, the results in tables 12, 13, 14, 15, 16 and 17 were used. There was only one value for the extension at 80g, in table 15. This value was smaller than the average of all the extensions in all six tables. This sample of hair should have broken at 80g not 90g. This did not happen. This may have been an error in not measuring correctly. Graph 4 shows ginger hair. Ginger hair requires about 100g to extend up to about 60mm before breaking. The graph follows the basic trend until it gets to 55g point. From this point onwards the hair length increases and decreases dramatically. This should not happen. The reason why this happens is described above with the blonde hair. It is an error in measuring. Graph 5 shows black hair. Black hair requires about 140g to extend up to about 65mm before breaking. This graph is perfect. There are no anomalies. All points meet the line of best fit accurately. Graph 6 shows the average stresses and strains experienced by each hair colour. All four hair colours are plotted on the same graph so they can be easily compared against each other. Brown, blonde and ginger hairs do not follow the normal trend. The stresses and strains for these three should continue to increase. Tables 57, 58, 59 and 60 show where the stress and strain values came form. The results are like this because when the stress and strain values were calculated the average extensions were used, which had a few faults, as describe above. Graphs 7, 8, 9 and 10 show clearly what is happening to the stress-strain curves. Graph 7 shows one anomalous result. It has a high stress and strain value. Graph 8 also shows only one anomalous result. These two graphs show the basic trend. Graph 9 shows the normal trend until the stress value gets to 150Nm-2. Then it decreases and goes back on itself. This should not happen. The reason for this is explained above. There is an error in the extension averages. Graph 10 shows no anomalies. Graphs 11, 12, 13 and 14 show modified values for stress and strain in all colours of hair. Graph 11 shows the modified stresses and strains for brown hair. This graph does not bend backwards and the stress and strain values do not decrease. Graph 12 shows the modified stresses and strains for blonde hair. This graph does not show values of stress and strain decreasing. Graph 13 shows the modified stresses and strains for ginger hair. This graph has changed a lot. It reads much clearer. Stress and strain increases throughout. This is exactly what the graph should look like. Graph 14 is the same as graph 10. It did not need any modifications. The toughness of a hair is measured of its resistance to break. A lot of energy is required to break a tough material. Finally, the strength of a material (or ‘tensile strength’) is the greatest tensile stress it can undergo before breaking. Hair is an elastic material; it can stretch to a certain maximum point (elastic point) before breaking. The largest tensile stress that can be applied to a material before it breaks is known as its ultimate tensile stress (UTS). This value is sometimes referred to as the materials breaking stress. Graph 7 shows the stress-strain points for brown hair. Graph 11 shows a modified version of this. The UTS for brown hair is 359.03. Graph 8 shows stress-strain points for blonde hair. Graph 12 shows a modified version of this. The UTS for blonde hair is 125.48. Graph 9 shows the stress-strain for ginger hair. Graph 13 shows a modified version of this. The UTS for ginger hair is 286.58. Graph 10 shows the stress-strain points for black hair. Graph 14 shows a modified version of this. The UTS for black hair is 158.31. Overall I can see that brown hair was the strongest. This was not expected. I expected black hair to have the highest tensile strength, as it had a higher density of melanin along the cortex. Blonde hair turned out to be the one with the lowest tensile stress. Ginger haired people have a high density of the pheomelanin pigments in their hair fibre. Those who produce virtually no eumelanin have a red to orange colour depending on the density of the pigment in the hair fibre. Red haired people who have a greater relative proportion of eumelanin production have a deeper red to red brown colour. Ginger hair also should have a high tensile strength. This is what I saw in my results. Black hair should also have a high tensile strength. My results showed black hair to have high tensile strength but not the highest. There are other ways in which hair tensile strength could have been measured. Hair products like shampoos have an effect on hair tensile strength. They are now designed to change hair strengths. Different makes of hair shampoos could be used. Strength could be measured in a similar way to how I measured it. A control will be also be needed, with hair with no products added. These modifications in Graphs 11, 12, 13 and 14 show what the stress strain graphs should look like. In Graphs 7, 8, 9 and 10 the lines should not bend backwards. Statistical Test I will be using the (Chi squared test) X2. The formula for the Chi squared test is as follows: X2 = ? [(O – E) 2 /E] O = Observed value E = Expected value The ((O – E) 2) part of the formula considers the size of the difference between the observed and expected values. This difference could be either positive or negative. To avoid the mathematical problems associated with negative values, the difference is squared. The (E) part of the formula relates the size of the difference to the magnitude of the numbers involved. The sigma (?) ‘sum’ symbol is required because there is not just one pair of observed and expected values, but several (in this case four). By taking all the observed values of stress from tables 57, 58, 59 and 60, I can work out the expected value for each hair colour. I can then place these values in a table and work out the value for X2, using the chi squared formula. E = ( OBrown + OBlonde + OGinger + OBlack ) / 4 E = ( 297.3 + 121.5 + 246.7 + 158.3 ) / 4 E = 205.95 Brown Blonde Ginger Black O 297.3 121.5 246.7 158.3 E 205.95 205.95 205.95 205.95 ( O – E ) 91.35 -84.45 40.75 -47.65 ( O – E ) 2 8345 7132 1661 2271 (( O – E ) 2) / E 40.519 34.629 8.063 11.025 X2 = 40.519 + 34.629 + 8.063 + 11.025 X2 = 94.235 To calculate the degrees of freedom to be used can be found as follows: * Number of categories minus 1. In this case: 4 – 1 = 3 The critical value (taken from critical values for the Chi squared test) at 3 degrees of freedom is 7.81 (at the 5% level). The test statistic (X2 = 94.235) is greater than the critical value (C.V = 7.81, at the 5% significance level). We therefore can reject the null hypothesis and state there is a significant difference between the observed a Investigating the factors affecting tensile strength of human hair Evaluating: (Skill D) Limitations * The selotape holding hairs in the paperclip at the top and at the bottom could have interfered with the tertiary structure of the protein, keratin. This could have increased or decreased the bond attractions in the hair to cause the hair to have a high or low tensile stress. This would make my results unreliable. The hairs showing higher tensile stress may just be showing how sticky the selotape is and how strongly it is holding the hair structure together. This though, would affect all my results, as all hair samples had selotape on them to hold them together at the top and at the bottom. So, this limitation would affect all hairs making it a very weak limitation. My conclusion will not be affected as this limitation affects all hairs. * The time in between weights were added is another limitation. When each weight was added the hair stretched. But when there were a lot of weights on hair, the hair stretched quickly and then the length was measured. After I finished measuring the hair had slowly stretched a little bit more. So the measurement was wrong. When the next weight was added extra extension was added onto the new extension. My results were affected by this because some extensions were false making some data imprecise. Therefore, my conclusion will be invalid, because some hair samples could have broken at lower weights if I had waited for the hair to stretch, very slowly until it broke. There needed to be a time limit in which I had to record the extension of the hair, before adding the next weight to the hair. * The eye piece graticule can be a limiting factor. Different people measured hair thickness and recorded it to what they felt the thickness ought to be according to the scale. It was not very clear to see how thick the hair was, as the hair was faded under the microscope at all magnifications and the outline was difficult to see. This could affect my results as the thickness of hairs was used to calculate the cross sectional area of the hairs, which was then used to calculate the tensile stress experienced by the hair. This could make my tensile stress values incorrect. My conclusion therefore could be affected; by making out that a certain coloured hair had a higher tensile stress than another coloured hair, when really it shouldn’t have. This would make my conclusion unreliable. * There were different shades of hair colour, for example, there were light brown hair colours and dark brown hair colours. It was sometimes hard to distinguish between brown and blonde. This was the same for blonde hair. This would have an affect on the reliability and precision of my results making the accuracy of the strengths of different colours of colours of hair inaccurate. There should have been a certain shade of colour of hair (same amount of melanin in each brown hair) used for each colour sample. My conclusion will be imprecise because brown or blonde hair shades could cause incorrect results and make my conclusion incorrect. * The 10g mass is a limitation as the hair could break at lower masses than they actually did, for example a hair that broke at 50g could have broken at 41g, but I wouldn’t know that as I only used 10g masses. So, I got false readings implying the hair is stronger than it actually is. If smaller masses were used my results would be much more accurate to make my conclusion reliable. This limitation could cause my conclusion to be invalid, causing the hairs strength and point on breaking higher or lower than it actually is. Conclusion After doing my statistical test I can reject my null hypothesis and accept my hypothesis and say that brown, blonde, ginger and black hairs differ in tensile strength. I have proved this difference in my calculations, mainly in graphs 1 and 6. From my results I can see that darker coloured has a higher tensile stress compared to lighter coloured hairs. In my hypothesis I said that lighter coloured hair would have a higher tensile strength than darker coloured hair, due to lighter coloured hair having sulphur-sulphide bonds, which are very strong. I have disproved this. Through testing all four colours of hair I can see that these strong sulphur bonds do not reflect any tensile strength qualities. Lighter coloured hair does not have an advantage over dark coloured hair when it comes to tensile strength. It mainly depends on the type of melanin the hair contains. The denser the melanin quantity is the stronger the hair.

Atomic Energy: Good and Bad Essay

The use of nuclear energy is controversial because it can be used to wreak havoc upon mankind. Fission, or the splitting of atoms, can be used to release extreme heat and radiation. During World War II, the United States decided that this would be a powerful weapon, so they dropped two fission bombs over Hiroshima and Nagasaki, Japan to end the war. Many buildings were desotryed and thousands of innocent civilians were killed. After that, the world viewed nuclear bombs as dangerous new weapons that could devestate entire cities. Also, the radiation released from nuclear fission is harmful to living organisms. In 1986, a steam buildup in a nuclear reactor in Chornobyl, Ukraine caused an explosion that released tons of radiation into contact with people and animals. Thirty-one deaths resulted from the accident. Traces of the radiation were found in areas far away from the reactor because they traveled by wind. After the accident, the radiation still affects people in the contaminated areas; thyroid cancer in people has been increased due to the radiation. I think the benefits of nuclear power definitely outweigh the potentional dangers. Nuclear power is a very efficient source of energy. For example, it can be used to provide electricity for cities. Nuclear reactors would split radioactive elements to form heat, which would produce steam to turn turbines. Then electricity would be created to power major towns and cities. We do not need to worry about nuclear meltdowns because of the safety measures in nuclear reactors. The Chernobyl accident would be a thing of the past. Nuclear energy is also abundant, unlike fossil fuels (coal and oil). We don’t have to worry about running out of radioactive elements. However, fossil fuels are the complete opposite; gasoline prices have skyrocketed over the past thirty years, and scientists predict that gas would become a rarity in the year 2075 or so. I do not think all countries should agree to limit atomic weapons. Even if a country has only 200 atomic weapons, they can still easily threaten other  nations. Leaders should be able to buy what they desire with their nation’s money without having to worry about breaking any agreements. Perhaps a better solution is to ban atomic weapons altogether; that way, the world don’t have to worry about nuclear war anymore. If a country is suspected of possessing nuclear weapons, then that country would probably be wiped off the map (courtesy of the United Nations, they are the sheriff of the world.) Or maybe we should allow all countries to stockpile only ONE nuclear warhead for every country on earth. So if there are 200 countries in the world, your country could only stockpile 200 nuclear warheads. That way, if you bombed every country on earth, you would only have one warhead left to defend yourself with. I think it would be a pretty wicked awesome system. Atomic energy was used to cause death and destruction, but now it is being used to help light up the world. When the responsible are in charge of nuclear power, then everyone benefits! Atomic power is a great example of wonderful technology.

Ethical Delimma Case Essays

Ethical Delimma Case Essays Ethical Delimma Case Essay Ethical Delimma Case Essay People find it easier to cheat what is received as a large, faceless entity like a corporation or the government than to cheat a friend or acquaintance, experts say. Games, 2002) Ethics is so important within our society that most ethical values have been integrated into the laws of our land. Society has to have ethical behavior in order to keep the supportive order that has been set. An ethical dilemma is a situation in which a decision must be made about the appropriate behavior in which an Individual or company should make to support order. It will often Involve an apparent conflict between moral Imperatives, If obeyed this would result In one person transgressing another. The history of business In the united States is littered with tales of fraud, deceit and corruption, not only by the hands of a greedy few at the top, but also with the help of employees willing to go along with the charade. (Valentine 2002) Generally speaking, there are two major approaches that philosophers use in handling ethical dilemmas. One approach focuses on the practical consequences of what we do; the other concentrates on the actions themselves. However, there are six core ethical values hat have been established to assist society with ethical behavior. Trustworthiness, respect, responsibility, fairness, caring, and citizenship are the six examples of ethical standards. Unethical behavior is defined as conduct that is deferent from what others within or society believes to be appropriate behavior. There are many reasons why people act unethically. The most common reasons are that people have different ethical standard than those of society and people choose to act selfish. There are six steps to resolving ethical dilemma. The simple ethical framework approaches are to obtain the facts, identify the ethical issues from the facts obtained, determine who, what group or person is affected by the outcome of the dilemma, identify alternatives that the individual or persons who are Involved must use to resolve the dilemma, identify the consequences of these alternatives, and come to a decision about what is the appropriate action that should be taken to resolve the dilemma. The six-step process has been condensed by Thomas White, author and professor of business ethics and director of the Center for Ethics and Business at Loyola Martyrdom university in Los Angels by offering a three-step strategy. (Martinez, 2000-2007) First analyze the consequences, then analyze the action and finally make a decision. The general focus Is on the legal Issues of what must be done versus what ought to be done. Resolving ethical dilemmas In workforce Is a fundamental problem that almost every management has when the company has a Lovers set AT employees. Ease under 4-B Walton our text (Arenas, Elder, Ana Basely 108-109) presents an ethical dilemma for Barbara Whitley. She is faced with aging a decision about what is the appropriate behavior for the situation that she is presented with by Jack Bean. As being an auditor if she throws away the schedules as Jack (the supervisor) is suggestion she do, she is not conducting herself in a professional manner as society encourages the accounting profession to do for the public or client. Also, if she does not throw away the schedules this will likely cause difficulty among her and Jack. Using the six steps that assist in resolving dilemma listed previously. While resolving the dilemma, Barbara should be able to look into he background of the situation with an open mind, the origin of the dilemma and all the individuals involved within the conflict. She should also look for any missing information that might be of importance to solving the dilemma. Then, Barbara should begin by gathering the relevant facts which come from her work, because this may contain material information that should be disclosed. Her hard work should not Just be thrown away. The ethical issue is whether to throw away the schedules that contain the misstatements as Jack is telling her to do. Easy enough to discover hat all parties are affected. Barbara is affected because she is in violation of Rule 102 and her future with the firm may be affected and her performance evaluation by Jack will be affected more negatively than positive. Jack is affected because his future with the firm is affected as well as his performance evaluation of upper management. Green, Thresher and Company, Spas are affected because if the audit is completed late they will probably lose the appointment. If the client discovers the misstatement; they could also be sued for these material misstatements because they did not detect or disclose them. Delaney Fabrics will be affected, because they may not have the time to correct the misstatements, if they are not brought up in time. Therefore, additional cost will be incurred if they have to adjust their financial statements if the misstatements exist and are not reported. Next, Barbara has alternatives with consequences of throwing the schedules away and taking the chance that the client will discover the misstatements and sue. She can tell Jack that she is not going to throw the schedules away and she probably will not get a favorable review. Where possible, try to speak with your manager or someone else you trust when in doubt especially if the decision you have to make affects the company. Make sure that you dont assume that your company will tolerate you doing something wrong even if it benefits them. (Mueller, 2007) She could talk to upper management about what Jack ask her to do and she could be accepted for doing what she feels is ethically correct or rejected by them for going over Jacks head to them. She could stop working on the engagement and be labeled throughout her career as being a problem with co- errors. She could even quit the firm and miss out on great knowledge as being an auditor. Finally she should decide what the appropriate action is by discussing the matter in depth with Jack for understanding only because anything else would be a violation of Rule of Conduct 102. Telling Jack that she will speak with upper management is a good approach for Barbara. This will allow her to take the right steps of reproach for her professional field.