Othello: Pathos Essay

Shakespeare has used pathos in vast ways to support character development and to build the readers or audiences’ relationship with the characters. Shakespeare makes his readers feel sympathy for certain characters by the way the antagonist treats them. In Othello, Iago used Roderigo, tricked Othello, and mistreated the female characters in the play. Iago helps develop the theme of jealousy throughout the play by exploiting some of the major characters. The truths about some characters are shown clearly to the audience which helps them establish their opinions and feelings about them. Shakespeare uses pathos to get his reader’s point of view of a character. In the beginning of the play, the audience was able to discover that Iago was misusing Roderigo for his own benefit. He was taking his money and lying about loyalty. Iago could care less about Roderigo; all he could think was to get back at Othello and release his jealousy towards him and Cassio. At this point, the audience feels sympathy for Roderigo and somehow relate to his pain. Having to live without someone you love dearly can lead to dramatic conclusions, like the one Roderigo was thinking of. â€Å"It is silliness to live, when to live is torment.† (I, iii, 305) Even though Iago acts like a loyal friend to Roderigo and promises him he will get Desdemona for him, the audience knows he is only taking advantage of him. Because of Iago, Roderigo is feeding off of his jealousy towards Othello, and doing everything Iago tells him to do for a woman he will never have. In contrast, tricking people into thinking that false statements are true and going out of your way to hurt someone is another flaw Iago relinquishes; this time, on the star of the play. He tricks Othello into thinking that his wife is cheating on him with his best lieutenant. Knowing this false fact, Othello is devastated and his jealousy towards Cassio builds greatly. Every little thing that Iago hints at increases Othello’s jealousy by another level. â€Å"She did deceive her father, marrying you; / And when she seem’d to shake and fear your looks/ She lov’d them most.† (III, iii, ). However, Othello falls into â€Å"Honest Iago’s† trap and considers him a loyal and trustworthy friend. The audience would think otherwise. This shows the readers that Othello is naà ¯ve and easily jumps to conclusion without even talking to his wife. Nevertheless, the audience cannot help but feel sympathy towards him for being so dim-witted, yet gullible. Lastly, Iago uses another trick up his sleeve aiming at the ladies in the play. He mentally, emotionally, and physically abuses the women just to go forth with his plan. Iago ruins Desdemona’s happiness for his own selfish reason and jealousy takes complete control of him once he starts to include innocent women in his malevolent plan. Not only he, but Othello as well gets badly influenced by jealousy and ends up vowing to murder his wife. In comparison, Iago stabs Emilia for revealing the truth. â€Å"I hold my peace, sir? no; / No, I will speak as liberal as the north; / Let heaven and men and devils, let them all, / All, all, cry shame against me, yet I’ll speak.† (V, ii, ). These actions create pathos for these two women and the audience knows that these women were never wrong. Even though Desdemona and Emilia were one of the major components on building the theme, for them to be accused and have their rights taken away helps the audience understand the theme of jealousy better. Shakespeare uses pathos in this play to develop the theme of jealousy. He makes the antagonist and his actions the key point of displaying jealousy and exploiting the major characters in the play. Shakespeare describes to the audience how the influence of jealousy can affect so many people and make them do unlawful acts. Similar to how Iago was disloyal to Roderigo, dishonest to Othello, and abusive to Emilia and Desdemona. However, the truth about these characters helps the audience understand them better so that they can create their own opinion about them.

The Development of Route 128 in Boston

In my paper I will show how the development of Route 128 in Boston, Massachusetts started, and how it exists today. Boston has changed throughout the years in its Renewal reform within its planning of the city mainly on route 128 as well as other major routes though out Boston. Boston had many changes made within the neighborhoods, which have, major routes in which effected the people lives as well as their living conditions. In some cases good in others for the worse. It separated and defined districts in which it no longer keeps the city as a whole. Boston is a set of distinctly different districts and neighborhoods, each with it's own defining identity and unique characteristics. Boston as a whole, benefit's from the contributions from each of these areas and it is truly what gives the city it's charm and unique differences. However, it had no other choice but to confront a major problem in which it had to face. Massachusetts lacked an organized framework within it's planning of cities and routes. The correlation between these neighborhoods has been an ongoing problem, which are being resolved. Even though Boston is making the changes which they feel are necessary, there are a few cases that are not being updated or corrected, and in many cases it has gotten worse due to the poor layout or problems that have arisen. On the other hand, Boston has many successful neighborhoods that are successful entities, and also hold a strong sense of self identify. But at the present time, there are areas that are inaccessible. This le! ads to a disordered city that can be more enjoyed and appreciated if it had a stronger structure! The characteristic of Boston as a collection of neighborhoods is due to its increase speed in growth from the days of its settlement in 1630. Unlike the many traditional American cities, which are usually based on an orthogonal grid, Boston never had a long-term strategy towards planning. The Boston area did however grow, modified itself, and evolved in a reactionary way as technological advancements came about which affected society as a whole. The original Shawmut peninsula, which at one point contained all of Boston, now only constitutes a fraction of the landmass of the city. A major portion of the city today exists on landfill claimed from the Boston harbor and Charles River. Expansion and development created the need for more land area. The Back Bay, West End, and much of south Boston are examples of this growth. As these areas were created they added to the existing city but they also had their own distinctiveness, which added to the other surrounding towns as well as Boston on a whole. These new created towns, were and are positive in many ways but they were never really integrated into the existing city central mainframe. This lead to! aking Boston a bit more disorganized. Thus, solving some problems, but creating others. Within the past fifty years the construction of the main central city of Boston in the 1950's and the urban renewal projects beginning in the 1960's inflated this urban problem. The suburbanization of America within its states and related migration of city inhabitants to border towns created a need for expanded automobile transportation in cities throughout the United States. In reaction to this, major routes and highways were constructed to connect suburban life to the cities. This encouraged more people to move out of the city, but not as far away that they couldn't maintain their jobs within the main city. Boston had been changing from its historic and original focus as a port city to a city based on business and finance. The routes and central pathway was intended to assist this growth, and make the downtown more accessible. Boston's West End is one of the most documented neighborhoods destroyed by urban renewal. Around 60% of the families, which were displaced by the urba! n renewal were Hispanic or Blacks. West End was mainly working class Italians. It had narrow streets and had a large amount of social life within it. This situation was viewed as un-American for middle class standards of city planners, which lead it to be demolished around 1959, and was replaced with high rises and expensive apartment buildings. The highway that city planners created lead to growth in and out of the city, and now in the modern era with changes in society, it became a necessity in our modern civilization. The routes circle around Boston (I-128 & I-95) and cut though the city (I-90) like a foreign object. Cutting it's way through Boston, it also broke up the city as a whole, creating boundaries between the cities, the harbor front, north end, and downtown. Boston had created a larger suburb for itself and pulled away from its history of being one of the most highly used water port that have been used for years. What was at one time considered one of the largest ! ports in the country was being abandoned and forgotten about. The mass departure from urban areas throughout the country led to an identity crisis for many urban areas. In response, The Federal Urban Renewal Program was created. Boston was a leader in this movement, and had several projects gain nationwide recognition. The Boston Redevelopment Authority approached the renewal in a way that would ultimately prove detrimental. The B. R. A. designated separate districts for administrative and funding reasons. Each district was dealt with as a separate entity with regards to their individual needs. A good comparison would be Silicon Valley, CA and Route 128, MA, which are considered two of the premiere technological concentrations, not only in the United States, but also in the world. These are regions that since World War II have been devoted to the creation of new information technology. By comparing the two regions I will try to show the different means by which an economic unit can attain success in the information revolution, and point out which strategies are most valuable to long-term success. Many people have attributed the success of the Valley primarily to the influence of nearby institutions of higher education, particularly Stanford University. In the 1920's, administrators at Stanford sought to improve the prestige of their institution by hiring highly respected faculty members from East Coast universities. One important recruit was Fred Terman, an electrical engineer from MIT. Like many of his colleagues, he performed cutting-edge research in electronics. Unlike many other members of the faculty, though, he encouraged his students to sell applications of these new-technologies in the marketplace. By providing funds and equipment, Terman enabled two of his first recruits, David Hewlett and William Packard, to commercialize the audio-oscillator in the late 1930s. After selling their first oscillators to Disney Corporation, they reinvested their earnings and expanded both their products and their range of customers. In 1950, twelve years after its founding, Hewlett-Packard had 200 employees and sold 70 different products with sales over $2 million. It pioneered the formation of a distinctive Silicon Valley management style, treating workers as family members. Numerous workers have sought to duplicate Hewlett-Packard's management style. In 1954, they accepted an offer by Stanford University to rent part of Stanford Research Park for their operations. This brought together various industries in Palo Alto. Many other firms subsequently rented other plots of land to take advantage of proximity to the university. Stanford Research Park, through the efforts of a few influential professors and university administrators, became the nucleus of the budding Silicon Valley. By the 1980s, the entire park had been rented out to area firms. This rapid rise of technology reflects itself in the organization of Silicon Valley. The people who began or were employed in these new firms considered themselves as technological trailblazers. The residents of this technological society were, a strongly homogenous group: white, male, Stanford or MIT educated engineers who migrated to California from other regions of the country. As modern-day pioneers, they were especially responsive to risky ventures that had the potential for great rewards. As people in the region became occupationally mobile, their roles became interchangeable: employers become employees and co-workers can become competitors. The result is that the engineers developed strong loyalties to technology and their fellow engineers and scientists while possessing far less allegiance to a single firm The traditional delineations between employers and employees were not so sharp as on the East Coast, and in some cases they disappeared entirely. Beginning with Hewlett and Packard, many of the Silicon Valley companies sought a much more interactive environment between employers and employees. Decentralization of powers followed. With respect to its industrial emphasis (electronics), the Route 128 region around Boston presents a study in contrast in terms of its historical development, geography, community life, and degree of interconnectivity between firms. Similar to Silicon Valley, the development of electronics-related companies on the 65-mile highway surrounding Boston and Cambridge in the area's major research universities was influenced by academia, industry, and government. The professors and graduate students in the universities devote their energies toward a greater understanding of the world around them. The government, particularly federal agencies such as the Department of Defense and the National Science Foundation, provides the financial support for the academicians to test the hypothesis and perform the experiments. The firms would then produce the physical expressions of these ideas for the marketplace. The Massachusetts Institute of Technology, like its counterpart in Palo Alto, has engaged in world class scientific research and has produced some of the best engineers in the country. The Institute has sought to provide the theoretical and practical foundations for its students to make major contributions to society. While doing so, it has engaged in a seemingly endless number of advancements and has tried to reach out to large companies in Massachusetts and outside the state as well as participate in many federal and state-run projects. The Federal government, to a much greater extent in this state than in California, has provided the fuel for the region's expansion. By the late 1990s, Massachusetts was one of the top five states in terms of federal research resources granted. The Department of Defense itself has accounted for over 60% of federal research and development spending in the state. Consequently, the large firms have profited most. In the 1970s and 80s, Raytheon became one of the most important contractors for the Department of Defense; EG&G Inc. has filled several contracts for NASA. Some smaller organizations in this Beltway have been created to solely fill government orders. Organizations ranging from the National Science Foundation (NSF) to the National Aeronautics and Space Administration (NASA) to the Department of Energy (DOE) provided universities and firms millions of dollars for research. Whole new industries have sprung up from these efforts: computers, biotechnology, and artificial intelligence, among others. The third leg of this technological triangle, complementing the universities and government agencies, is industry itself. By 1990, the state contained over 3,000 high-technology firms. Some companies stand as the pillars of the 128 community: Digital Equipment Corporation, Raytheon, and Lotus Development. These companies produced a disproportionate share of the region's income generation As they grew, so too did the accompanying service firms. The communities in which the high-tech enterprises sprung up, towns such as Burlington, Lexington, and Cambridge have established roots in eastern Massachusetts going back centuries. Companies such as DEC and Lotus Development are in many ways just descendants of other industrial titans that have crowded this area for over 150 years. The structures of Boston society have resulted in relatively stable and conservative hold on certain aspects of its residents' life. Engineers who have worked on both coasts report a much greater divide between work and play on the East Coast. Entrepreneurs such as Ken Olsen at DEC and An Wang at Wang industries who succeeded did not change their lifestyles in any radical way. Olsen, for example, avoided most social gatherings, remained a teetotaler, lived in a small home, and continued to drive an old Ford to work. He and other area CEOs did not live the same high profile lives in Boston that their counterparts did in Silicon Valley. The lack of role models and less developed informal social contacts may have constrained the amount of new companies that were created in the 1970s and 1980s. The defense industry, hiring practices, and the region's geography all conspired to reinforce this traditionalism. The volume of military purchases encouraged corporate separateness. The h! iring of management differs substantially from Silicon Valley. In Massachusetts, older individuals, usually wedded to the status-quo, are often selected for executive positions Managers in Silicon Valley, often in their twenties and thirties, are much more likely to experiment with organization. Geography also plays a role. The firms were more spread out around metropolitan Boston than comparable companies in California, lessening the probability of interaction. Communication between company and town is even less prevalent. Many large companies such as DEC have almost no ties to the towns in which they were located. The hierarchies within companies are extremely rigid. The manager created firms with complex and sophisticated organizational patterns that employed individuals to be loyal first and foremost to the company. In return for the loyalty, employees expected that hard work would enable them to stay employed in the firm and rise through the ranks, culminating in retirement with a large pension. Employers are generally wary of hiring an engineer or programmer who has left another firm after only a few years. At the same time, significant status differences exist. The hierarchy of positions and the means of formal communication within the firm, along with the structure of salaries and benefits, developed strong delineation's within the firm. At DEC, for example, the company centralized many of its prominent functions and a small group of individuals made the decisions, namely Ken Olson (the CEO). The companies attempt to internalize many of their procedures. This vertical integration ! often includes: software design, component, peripheral, and subsystem production, and final assembly. In short, Route 128 firms are much more settled and centralized affairs than the scientists and engineers in northern California. Their histories, attitudes, and strategies have created technological societies similar in products manufactured but very different in their economic and social appearance. With the onset of the computer generation big named companies bought land off of this highway. This lead to an enormous clotting into Route 128, which is considered the edge of Boston (it circles around the main Downtown metropolitan area). Route 128 became a big commodity to the new generation of large computer technology based industries. The highway began to get congested, with the onslaught of new businesses. All these new businesses in turn lead to major traffic jams. Real estate around route 128 increased dramatically, which appealed more to the upper middle class. Large apartment complexes around the area were sequentially created. With the suppression of the new renewals to towns in Boston as well as the downtown city, a lot of opportunities arose to deal with the large amount of issues that had come from linkages between the various neighborhoods within the main city. Each town is being dealt with, but with respect to it's own uniqueness, and it's contribution toward making Boston more unified within. Despite the rapid growth of the towns around route 128, it hit a point where the business industry came to a standstill in the 90's. Things that lead to this sudden halt, was due to the region from northern Rhode Island to southern New Hampshire, which ran out of space for expansional development that maintained and held up the large boom for this hot area.. Existing companies couldn't expand more, which meant less jobs were being offered to the large amounts of people migrating for jobs from these companies. As the companies grew with time, there became higher demand for their products. Another factor to! the standstill in business expansion was due to other large companies which where not based around Route 128 (such as Compaq in Houston, Texas, and Microsoft in Seattle) which made huge profits and revenue. This distant competition drew attention away from the â€Å"hub†. By the end of the 20th Century, Boston was at maximum capacity and could not lend itself anymore to expansion. Route 128 was one of the first beltways built in America. Its ten-mile radius circles the Boston area in an arc shape. Close by is route I-495 that is goes from Rhode Island and ends closely to the beginning of New Hampshire. Both the belts have many intersections throughout it's span that lead from downtown Boston and into the heart of the states which boarders around. With all the intersections that go through these routes a high capacity of people can access these major belts. This was the reason for the success and decline of â€Å"The Hub†. The smaller stores and companies such as the food industry, benefited from the large companies due to its high employee population servicing the smaller businesses. With the success of Route 128, some towns have grown out of the heavily used belts like Quincy-Braintree. Since the companies couldn't build anymore on the belt, they moved some of their departments a bit further from the main headquarters, to areas which are easily assessable from many other routes and connectors in the Boston area. This cut down on the flow of drivers into the highly packed corporate beltway area, which alleviated more congestion, and it made everyone a bit less stressed. Going along I-128 towards the west, brings us to the Mass. Pike. This connection is one good reason that I-128 became the â€Å"technology road†, because it connected to other states as well as the rest of Boston. Mass Pike is the oldest beltway in the Boston area.. Going up Northwest on the beltway is where route 128 intersects and meets route 3 and I-93. This area is one of the most congested of any part of the Boston area. This area is the center of the Lahey Medical Center as well as the Bu! rlington Mall. The Peabody and Danvers area, which is also on the Northwest part of I-128, is where I-95 resumes its route to Maine. Since it's low-point in the mid-1990s, when several big companies severed or trimmed their ties to the area, Route128 has returned to prominence as one of the nation's premier high-tech zones. And the rejuvenation hasn't been limited to just this highway that loops around Boston, but has expanded to other parts of the metro area as well. Unfortunately since planning is never predictable what could have been more of a commodity Route 128 became exploited and overdone. What recourses that could have been attained such as location, convenience and easy access to suburbs; Route 128 became a city within itself and lost the suburban idealism which was originally sought after. Even though it was seemingly sufficient in space Route 128 has exceeded its limitations. This proves to be a learning experience in that Route 128 although successful in most of its purposes was a failure when it lost its ideals of functioning as a suburb.

Toxicological poisoning Essay Example | Topics and Well Written Essays - 250 words

Toxicological poisoning - Essay Example The potential of carbon monoxide for toxicological poisoning is manifested when it is inhaled by members of the household. The harmful effect caused by the inhalation of carbon monoxide is that these toxic chemical compounds combines with the hemoglobin in the blood, thus preventing the body from absorbing oxygen and the adverse result is asphyxiation. The treatment of asphyxiation is to make use of artificial respiration to prevent the patient from dying (Klaasen, 2001). Dishwashing liquids are usually in the kitchen and are used for washing utensils. These dishwashing liquids are actually toxic in nature and are poisonous when mistakenly swallowed. In order to prevent people from mistakenly swallowing these dishwashing liquids, they should be put in their right containers. The utensils that are washed with these dishwashing liquids should also be properly rinsed with water in order to remove any sign of the dishwashing liquids from them. These precautions would go a long way in red ucing the harmful effects caused by swallowing these dishwashing liquids. Note that people that mistakenly swallow these dishwashing liquids usually complain of stomach cramps and other stomach related illnesses. In order to reduce the effect of swallowing these dishwashing liquids, one should use purgatives (Klaasen, 2001). Laundry detergents as the name implies are chemical substances that are used for laundry purposes.

Who was Adam Smith Essay Example | Topics and Well Written Essays - 1000 words

Who was Adam Smith - Essay Example This historic distinction later became an anthropological and historical interest for those who would visit Edinburgh (Smith (b), n. d.). Smith was born in Scotland and got education in Glasgow. He also spent his academic life in Oxford and gained extensive knowledge on literature there. He became the tutor of the Duke of Buccleuc in 1752 and travelled with him a lot around France and Switzerland. This experience gave Smith an opportunity to get acquainted with Voltaire, Jean-Jacques Rousseau,  Francois Quesnay, and Anne-Robert-Jacques Turgot--his contemporaries (Smith (a), n. d.).   He spent his earning paid by the Duke to write The Wealth of Nations, which was published in 1776, the year when the American Declaration of Independence was inked (Smith (a), n. d.).   In 1778, he was appointed as the Commissioner to the Custom and this experience sharpened his understanding on trading. He fought against smuggling with much enthusiasm, according to historical accounts. He had rema ined single during his entire life and died in Edinburgh on July 19, 1790 (Smith (a), n. d.). ... d.). He published the book on the Wealth of Nations to reveal the nature and cause of a nation’s prosperity from the increasing division of labour to systematize its production (Smith (a), n. d.). He professed that individual would invest resource e.g. land and labour, to earn the highest possible return of investment but such must yield to the equal rate of return (Smith (b), n. d.). For other economist, this was the core of Smith’s proposition of economic theory. Smith advocated equality of returns to explain the differences of salaries based on the knowledge, skills, expertise and skills of workers (Smith (a), n. d.). Those difficult jobs to do would be bit higher in compensation – and this explicated the notion of human capital. Hence, the differences of the nature of work are compensated differently (Smith (a), n. d.). The Wealth of Nations likewise discussed the high cost of British imperialism and substantially—about the relation of supply and deman d (Smith (a), n. d.). He observed that economic inequities are caused by monopoly that burdened consumers of the whole expense of maintaining and defending that empire (Smith (a), n. d.). Smith opposed  mercantilism because it artificially maintained a trade surplus on the erroneous belief that doing so increases wealth (Smith (a), n. d.). Although trade opened up new markets for surplus goods offer access to commodities from abroad at a lower cost but comparative advantage of the products from the outside will weaken the price of the goods from within ((Smith (a), n. d.). Akin to most modern believers in free markets, Smith believed that the government should enforce contracts, grant patents and copyrights to motivate

The effect of economic crisis to the marketing strategy of Volkswagen Literature review

The effect of economic crisis to the marketing strategy of Volkswagen in Asian market - The Case of Vietnam - Literature review Example All relevant literature dealing with the impact of global financial crisis on the automotive industry in general and a special note on its impact on the automotive industry in Vietnam’s automotive sector have been included in this chapter. Moreover since the research study takes a case study approach of studying the impact of economic downturn on Vietnam, the economic and business scenario in Vietnam and its automotive industry and the impact of the economic downturn would also be discussed here. It is important to know the business environment in Vietnam because for companies like Volkswagen which is willing to enter into the automotive industry of the country, it is necessary for them to assess all the environmental impacts that its business might have to face while establishing their business in Vietnam and make it sustainable for the future. In addition to this the oil consumption behaviour in Vietnam would also be studied which is directly related with the economic develo pment of Vietnam and its automotive industry. The oil consumption behaviour and its associated trend can help us to gain insight about how the Vietnam’s economy had been performing during period of global economic meltdown and would also enable us to answer to the research question as to whether the economic downturn had an adverse effect on the economic conditions of the country or not. The changing behaviour of the consumers in the automotive industry and the existing competition in the market would also be discussed because it would help to gain insight on the changing marketing strategies followed by the organisations. The initial requirement in the formulation of any business strategy or marketing strategy of a company is to assess the consumer behaviour in the particular region where the organisation is trying to market its products. Most of the business organisations today are market oriented. Hence their first priority is to develop products in accordance with the spe cific needs and requirements of the customers so that it can best satisfy their expectation levels from having the product. Hence reviewing the literature for the changing consumer behaviour related to the automotive industry worldwide and in Vietnam would serve as a precursor for assessing the needs and requirements of the automobiles consumers in Vietnam which could be further utilised to formulate an optimum marketing strategy by any companies like Volkswagen. Some theories related to formulating marketing strategies in case of financial crisis situation have also been discussed which is directly related to the objective of this research study. The existing literature in alignment with the recent trend in marketing strategies followed by the business organisations would be reviewed and analysed. This would help us to gain understanding about the set of marketing

Body Mass Index Research Paper Example | Topics and Well Written Essays - 250 words

Body Mass Index - Research Paper Example A BMI value that is above 30 suggests that a person is obese (Brownell & Puhl, 2005). Obesity has been identified as a major cause for concern with respect to discrimination, which has been observed in various aspects of people’s everyday life. This paper seeks to highlight and discuss instances in people’s lives, which are affected by discrimination based on obesity. Various research studies that have been conducted to investigate whether bias against obese individuals led to discrimination in various aspects of people’s everyday life. Findings from research studies have established that there exists a stereotype against obese people, in society. This stereotype is based on the negative attributes that have been pegged on their characters and appearance. One such research study was able to establish that there existed discrimination in the work place, especially when it came to hiring, promotion and remuneration (Brownell & Puhl, 2005). The findings from this research illustrated that there was bias, which evolved to discrimination of obese individuals in all aspects of employment and workplace practice. Obese people have been found to experience discrimination in the health care sector where doctors have prejudice over obese patients. This discrimination and negative stereotyping has led to a decline in the quality of health care that obese individuals receive (Brownell & Puhl, 2005). Obese people have also been found to experience discrimination in the education system from its early establishment through to college. This has been blamed for the rising cases of suicides perpetrated by school going children. Discrimination based on obesity has been increasing over the years that it has been leveled with racial discrimination (Brownell & Puhl, 2005). Discrimination based on obesity has been identified as an increasing threat to the wellbeing of the society, but at the same time, it

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

Dunkleosteus - Essay Example The living organisms in this classification include sharks, rays, chimearas, ray-finned fishes, and land vertebrates. The clade of Placodermi is now in extinction because of the incapacity of the organisms to survive. The Placoderm are characterized by the presence of dermal armor comprising of a head armor and thoracic armor. Their thoracic armor is distinct because the foremost dental plates forms a ring around the body and include one median dorsal plate (Janvier 3). The order Anthrodita is comprised of organisms in Placodermi which have movable joints between the armor surrounding the head and the body. The organisms belonging to this class is also distinct for their two sets of upper tooth plates, gnathal plates which are tuberculated, and large endocrinal postorbital process (Janvier 4). These structures allow the lower jaw to move down while the head shield also budge for a large opening. Together with their extinctions of these prehistoric armored fish, their primary characteristics of having armors which covers their entire head and some of their body.

Perspectives on Macroeconomics Assignment Example | Topics and Well Written Essays - 1000 words

Perspectives on Macroeconomics - Assignment Example First, the Greece government is responsible for allowing a weak political system that resulted to the mismanagement of domestic economy thereby contributing to the additional government debt at an incredible rate (Georgios, 2010). Compared to other Eurozone economies, this debt rate was very high. Secondly, the financial market especially the credit rating agencies were myopic in their prediction of the US sub-prime mortgage loan crisis of 2007. Consequently, the attempts to unveil potential sovereign debt crisis led to an overreaction and the country’s large budget deficits made the economy a target. Lastly, there was a fair part of the blame on the delayed reaction of the European Central Bank by the Eurozone governments particularly Germany (Georgios, 2010). Based on history, financial crisis tends to result to sharp downturns economically, low revenues for the government, government deficits that keep widening, high debts levels, and the pushing of government into defaults (OECD, 2013). A recession also results to high unemployment levels, falling average incomes and increased inequality. In the course of a recession, there is a fall in GDP that results to increased unemployment. Unemployment is attributed to firms going bankrupt hence most workers losing their jobs, and firms failure to hire new employees in the aim of reducing costs. In addition to not hiring new employees and reducing the number of employees, recession forces organizations to reduce costs which then translate to low wages especially the temporary workers (OECD, 2013). Reduction of costs amongst firms is also as a result of high costs of living that see most workers have their real wages cut. Fall in tax revenue is also another result of recession since firms make le ss profit that translates to low corporate tax; employees receive low income that result to lowered income tax; and lower expenditure result to lower VAT payments. Lower VAT payments were experienced in Greece during 2011

Congestive Heart Failure Essay Example | Topics and Well Written Essays - 750 words - 1

Congestive Heart Failure - Essay Example These goals emphasize problematic areas in health care and explain evidence, as well as expert-derived answers to these problems. Identifying that sound system design is central to the delivery of safe and high quality health care, these goals mainly hub on system-wide solutions, where possible. Nurses, through their expertise, education, as well as superior assessment skills, are in a much better position to reduce the progression of congestive heart failure with both early identification and intervention. With the current rise of the number of people reporting congestive heart failure, nurses will be required to become primary providers for such patients. Also, keeping up with a prescribed plan of care and alterations in poor lifestyle behaviors can lead to an enhanced quality of life and a decrease in mortality (Cintron et al., 1983). Nurses these days are urged to encourage their patients to control diabetes, hypertension, and hyperlipidemia; maintain an ideal body weight; quit smoking; restrict dietary sodium; and limit alcohol consumption. Nursing interventions can have the biggest impact on congestive heart failure patients in the abovementioned areas. A nurse can educate her patients concerning contemporary treatment options, as well as identify patients who might b enefit from recent modalities of therapy, for instance, implantable hemodynamic monitors and CRT (Cintron et al., 1983). As primary care practitioners, nurses have to develop proper, lasting relationships with electrophysiologists and cardiologists so as to make expedient referrals and efficiently comanage the patient with congestive heart failure (Cintron et al., 1983). A best practice is a technique or method, which has consistently revealed findings superior to those attained by other means, and which is utilized as a benchmark (Carthon et al., 2015). Furthermore, a "best" practice can grow to become better as enhacements are discovered. Best practice is regarded by

Fat Chance Essay Example for Free

Fat Chance Essay Introduction to the use of computer-based statistical software packages and applications in the analysis and interpretation of the data. Topics include both descriptive statistics and inference methods. Software packages include EXCEL, Minitab, SAS and R. Prerequisite: MATH1107 OR MATH3332 OR ECON2300 OR STAT3125. (Kennesaw State University Undergraduate Catalog). Required Text All reading material is available free on our D2L website in the Resources folder. The manuals are the Basic Concepts Manual, Excel Manual, SPSS Manual, Minitab Manual, SAS Manual and R Manual. We will also be using the Supplemental Text written by Dr. Daniel Yanosky. It will be advantageous to use a flash drive in this class. It is not required, but highly advised to use one. 1 Learning Outcomes Students will receive instruction in the four major data analysis software packages listed above. Upon successful completion of this course, students will be able to use each of these packages to: ? Function as an informed user and critical consumer of statistics able to answer questions in an intelligent, informed, and insightful manner and pose intelligent questions concerning data, data analysis, and software use. ? Obtain and correctly  interpret the measures of central tendency and dispersion of a data set. ? Generate and correctly interpret a variety of graphics for both univariate and multivariate analyses. ? Generate random numbers and use them to perform Simple Random Sampling. ? Generate and correctly interpret confidence intervals. ? Represent themselves as proficient in each of these packages in a job interview or professional environment. Moreover, students will be able to do the following irrespective of computer software: ? ? ? ? ? Identify types of statistical variables. Differentiate the roles of explanatory and response variables. State a proper research hypothesis. Choose an appropriate statistical analysis for a given situation. Summarize and communicate analysis results through a professional document. Course Website Materials We will be using D2L exclusively for this course. Quizzes, assignments, the textbook, additional readings,videos and other materials are posted there. Students are expected to check their D2L email account on a daily basis. In order to understand fully the organization of the course and how to navigate the website, the student should read all documents and watch all videos in the Start Here learning module. Communication The preferred method of communication is through the D2L e-mail. The instructor will answer all e-mails as soon as possible. This should be within 24 hours during the week and by Monday morning for weekends. There may be exceptions. 2 Grading Policy Each students final course grade will be determined based on their performance on the following: Class Component Quizzes (7) Homework 1 Homework 2 Final Project Percentage of Final Grade 10% 25% 30% 35% Letter Grade A B C D F Percentile Grade 90% 100% 80% 89% 70% 79% 60% 69% Below 60% Quizzes Required Readings. Completion of required readings will be assessed through timed online quizzes on D2L. Students are provided study guides to be completed while reading. These should be completed and available when taking the quizzes. Students are not allowed to collaborate on the quizzes. However, because they are online, they are essentially open book, open note quizzes. Use your quiz study guides. A total of seven (7) quizzes will be administered. With the exception of the syllabus quiz, each student will have two attempts with 15 minutes to complete the quiz (10 questions). If you have completed the study guide, it will be easy to score well on these quizzes. For the syllabus quiz, each student will have 30 minutes and two attempts. You will be required to use the Respondus LockDown Browser when taking all quizzes. Instructions on how to download this browser will appear the first time that you take a quiz. Homework Assignments Two (2) homework assignments are scheduled for the semester. Timely completion of all homework assignments is required. Homework must be submitted via D2L by midnight on the due date specified in the course schedule in order to receive full credit. Homework may be submitted up to 1 day late with a penalty of 15 points. After that time, no homework will be accepted. Students are encouraged to work together in groups and discuss problems and their answers for homework assignments ONLY. Nonetheless, all work submitted to the instructor must be an authentic product of each individual student. In other words, if you collaborate with someone else on an assignment, it is best to work together at first, but then separate and write your final product on your 3 own. Please ask questions if this expectation is not clear. Homework assignments may be checked on TurnItIn. Ensure that your final product is your original work. If evidence arises that a student has submitted someone elses work as their own or has committed some other academic violation of the University Code of Conduct, the instructor reserves the right to apply any academic penalty up to and including a failing grade (i. e. , â€Å"F) for the class. In any case, the student will be referred to the University Judiciary Program for formal documentation and/or charges. The charges and penalty decided by the University Judiciary Program may be different and/or more severe than that of the instructor. Final Project The final project will be performed using SAS. A complete data analysis will be performed and a professional report prepared. There will be no collaboration on this project. Final Projects will not be accepted after the due date. Further information concerning the final project is posted in the Drop Box on D2L. Attendance You are allowed to miss two days without penalty. Upon the third absence, you will lose one (1) letter grade†¦NO EXCEPTIONS. Attendance will be recorded twice during each class. It is your responsibility to sign the attendance record when you enter the room. Because it is disruptive and distracting to the other students for you to arrive late or leave early, repeated incidences will need to be addressed. If you are more than 15 minutes late, you will be marked absent. You may not leave early unless you have discussed the reason with me before class. There is no distinction made between excused and unexcused absences: A student is either in attendance or not. Please do not bring excuses to class. A student who misses a class is responsible for all material missed. This class will only meet 8 times; therefore, attendance is important to your success in the class. It is essential that you are in class on time with the computer booted up, the materials that you need for class downloaded from D2L and signed on to Citrix (when appropriate). If you are late, you will be behind. I will be opening the classroom between 7:45 and 8:00 so that you can be in class and prepared by 8:00. The class will not slow down or wait for late arrivals. The material that we cover in class is not the material covered in the videos. You are responsible for both elements of the class. 4 Technology ? Students must have access to the course website and be able to download appropriate materials from that site. If you are having problems with access, try a different browser. Also, make sure that you have the most recent version of Java installed on your computer. ? Students are expected to use the software applications via the KSU Citrix server in order to complete homework and other assignments. The website is https://science-citrix2. kennesaw. edu/Citrix/XenApp/auth/login. aspx ? The Excel Manual covers Excel 2010. We will only use 2010 in class, If you do not have 2010 or 2007, you will need to use a school computer or the Excel program offered on the Citrix server. There is little to no difference in Excel 2007 and Excel 2010. The same instructions will work for both. ? Students will need a media player installed on their computers. If you don’t have one, you can download one free on the internet. Some websites where you may obtain these are listed below: VLC http://www. videolan. org/vlc/ KSU KSU has free software downloads for students. Visit the website and see what is available for you. https://apps. kennesaw. edu/portal/prod/app_uni_sso/login. asp ? If you use a Mac, you will find that some of the functionalities of Excel are not the same, or may not work. If this happens to you, use Citrix, find a friend with a PC or use one of the school computers. This is not an excuse for your homework product to be inferior or late. If you have technology problems, o Call the IT help desk, 770-499-3555 or visit the walk-in STS Helpdesk, BB475. o For D2L, call 866-588-5293. o For Citrix, fill out a ticket using the link on the log-in page. If you do not get a response within 24 hours, let me know and I will check with them for you. ? 5 Classroom Policies Procedures 1. The instructor holds the following expectations for all students. (a) Show respect for other class members at all times. (b) Uphold the University Code of Conduct. (c)Participate in class activities in such a way as to maximize learning opportunities for yourself and others. (d) Arrive to class on time and prepared This includes both academic preparation (i. e. , having completed required readings and watched the assigned videos, being prepared to discuss topics and otherwise participate in class activities when appropriate) 2. The students name, â€Å"STAT 3010. 01, the date, and the assignment type and number (e. g. , â€Å"HW3) should appear at the top right hand corner of the TITLE page of all products submitted to the instructor for evaluation. 3. Ringing cell phones will NOT be tolerated in class. If you elect to bring your cell phone to class, SILENCE it and put it away (out of sight). Texting, etc. in class will result in the student being requested to turn the phone off. All cell phones will be placed in backpacks, out of sight, for the duration of the class. 4. Talking to other students during the lecture will result in your being asked to leave the classroom. 5. At the end of class, log off of the program you are using, log off of Citrix and log off of the computer (Do not turn it off. ), carefully lower the screen and push your chair in. Suggestions for Academic Success The class is purposefully designed so that if you do the following, you will succeed: 1. Read, take notes and study the required reading. 2. Complete the study guides and use them when taking the D2L quizzes. 3. Watch the assigned videos and come to class prepared to perform related activities and to answer questions about the videos. 4. Attend class. 5. Participate actively in class. 6 6. Practice what we have learned in class each day. 7. Work on the associated homework while referencing the reading, your notes, the videos and optionally working with your classmates. Be sure to follow the homework instructions and guidelines specified in Part 1 of the 3010 Supplemental Text. Use the posted sample papers, when available, on D2L as models for your work. Use the rubric. 8. Submit all work on time through D2L. 9. Watch the videos and use the associated teaching notes, when they are available. The videos cover different material than we cover in class. 10. Do not procrastinate! WITHDRAWAL FROM THE UNIVERSITY OR FROM INDIVIDUAL COURSES AND ACADEMIC INTEGRITY Summer Term, 2013. Withdrawal Students who find that they cannot continue in college for the entire semester after being enrolled, because of illness or any other reason, need to complete an online form. To completely or partially withdraw from classes at KSU, a student must withdraw online at www. kennesaw. edu, under Owl Express, Student Services. The date the withdrawal is submitted online will be considered the official KSU withdrawal date which will be used in the calculation of any tuition refund or refund to Federal student aid and/or HOPE scholarship programs. It is advisable to print the final page of the withdrawal for your records. Withdrawals submitted online prior to midnight on the last day to withdraw without academic penalty will receive a â€Å"W† grade. Withdrawals after midnight will receive a â€Å"WF†. Failure to complete the online withdrawal process will produce no withdrawal from classes. Call the Registrar’s Office at 770-423-6200 during business hours if assistance is needed. Students may, by means of the same online withdrawal and with the approval of the university Dean, withdraw from individual courses while retaining other courses on their schedules. This option may be exercised up until June 28th,2013. This is the date to withdraw without academic penalty for Summer Term, 2013 classes. Failure to withdraw by the date above will mean that the student has elected to receive the final grade(s) earned in the course(s). The only exception to those withdrawal regulations will be for those instances that involve unusual and fully documented circumstances 7. Academic Integrity Every KSU student is responsible for upholding the provisions of the Statement of Student Rights and Responsibilities, as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the Universitys policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an informal resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conducts minimal one semester suspension requirement. Final Notes ? ? This syllabus is subject to change at the sole discretion of the instructor. Any changes will be announced class-wide in a timely manner. In compliance with the Americans with Disabilities act, qualified students with a disability may be entitled to reasonable accommodations. It is the students responsibility to disclose to the teacher any approved accommodations she/he may have before the end of the first week of class, or within a week of any change of status during the semester. .You will need to provide documentation of your disability to the disAbled Student Support Services office, located in the Student Center room 267, and obtain a list of approved accommodations. IMPORTANT: I am available to help you when you need help. Simply email me and set up a time to meet with me. WARNING! Poor planning and procrastination on your part does not create a crisis on mine. Make sure that you plan and work ahead so that there will be time to ask the questions and for me to respond. ? 8 Additional Information Writing professionally is a major part of this class. It is important to be able to communicate your statistical findings. Incorrect grammar and misspelled words can and will cause a reduction in points on your homework. If you know that this is a problem, the following resources are available: The Writing Center (for all students) http://www. kennesaw. edu/writingcenter/ ESL Study Tutorial Center (International students) The ESL Study Tutorial Center (University College, Department of University Studies) will be open in the fall Monday through Thursday from 9 AM to 5 PM. At the ESL Study Center, we offer the following services and programs for international students: tutoring in writing, reading, and pronunciation; general education academic advising and registration assistance; the Michigan Test of English Language Proficiency entrance examination; and the Conversation Partners Program, which matches international students with native English-speaking faculty, staff, and students in an exchange of languages and cultures. The ESL Study Center is located in Library Room 442. Please tell your colleagues and the international students in your classes about the ESL Study and Tutorial Center. For further information, please contact David Schmidt at [emailprotected] edu or 770-423-6377. 9 The syllabus and/or schedule is subject to change at the sole discretion of the instructor. Any changes in the syllabus or the schedule will be announced in class and via e-mail. It is important that you check your e-mail daily. You will not receive grades for Homework if you have not returned this form. Course Syllabus Review Statement and Signature Form. I have carefully read the syllabus for STAT 3010/01, Spring Semester 2013, and have had the opportunity to ask the instructor any questions I may have about it. I understand it contents, including the course requirements and grading policy. _____________________________________________ Print Name _______________________________ Signature _________________________ Date Acknowledgment and Acceptance of Academic Integrity Statement In any academic community, certain standards and ethical behavior are required to ensure the unhindered pursuit of knowledge and the free exchange of ideas. Academic honesty means that you respect the right of other individuals to express their views and opinions, and that you, as a student, not engage in plagiarism, cheating, illegal access, misuse or destruction of college property, or falsification of college records or academic work. As a member of the Kennesaw State University academic community you are expected to adhere to these ethical standards. You are expected to read, understand and follow the code of conduct as outlined in the KSU graduate and undergraduate catalogs. You need to be aware that if you are found guilty of violating these standards you will be subject to certain penalties as outlined in the college judiciary procedures. These penalties include permanent expulsion from KSU. Read the Academic Integrity Statement and then sign and date in the space below. You are required to abide by these ethical standards while you are a student at KSU. Your signature indicates that you understand the ethical standards expected of you in this academic community, and that you understand the consequences of violating these standards. ___________________________________ Print Name ___________________________________ Signature 10 _________________________ Date STAT 3010/01 Tentative Schedule This schedule is subject to change at the sole discretion of the instructor. Any changes will be announced in class and an e-mail will be sent on D2L. The information in grey is the portion of the class to be covered online each week. It can be done at your convenience, although it is listed on Tuesday. The time spent watching the videos is no more than 2. 5 hours, in most cases. This is the day that you would have spent in class. If you do not complete the tasks for the online day, you will not be prepared for the next inclass day. The readings and quizzes are homework. Reading is an important part of being prepared for this class. The quizzes are over the reading. There are study guides posted. If you fill these out as you read, you will find that most of the quiz questions are on the study guide. There are also teaching notes posted for the Excel and Minitab videos. It is highly advised that you use the notes as you are watching the videos. All work is to be submitted through D2L. All quizzes are taken on D2L. The quizzes will close at 8:00 AM on the date listed and will not be reopened. You have two attempts. This will cover the event that your internet freezes during one of your attempts. Because this is an applied class, there are no tests in this class; but as you can see, there is a lot of reading and work to be done. Your homework assignments should be treated with the same level of seriousness as a test would be. You may work in study groups; however, the work you turn in should be your original product. Homework papers will be randomly selected to be submitted to Turnitin to check for plagiarism. When watching the R videos, use the student R Lessons and type in the code to use in class. If you have not done this prior to class, you will not be able to participate in class. We will be using the code that you create while watching the videos to complete tasks in class. When watching the SAS videos, use the student SAS Lessons and type in the code to use in class. If you have not done this prior to class, you will not be able to participate in class. We will be using the code that you create while watching the videos to complete tasks in class. Final Note: There are basic statistics review videos and videos explaining interpretation of graphics/tables on D2L in the Resources module. 11 LEARNING MODULE 1: EXCEL COVERAGE The days in white are days in class and the days in gray are the online days. Class Date Class Coverage Videos Coverage Homework/Assignments All Quizzes are due at 8 am on the morning listed. Quiz 0 is over the syllabus. Quizzes 1 – 6 are over your reading assignments. If you complete the study guide as you read and use it to take the quiz. , you should do well on these. Due today: Read the Basic Concepts Manual (use the Quiz 1 study guide) Supplemental Text Ch. 1,2 4 Take Quiz 0 and Quiz 1. These quizzes are due at 8:00 AM on Monday, June th 11 due to add/drop) 1 Thurs. Introduction to class/Syllabus 05/30 Review of basic statistics Statistics Videos are available in the Resources Learning Module. If there is a concept that you don’t understand or want to review further, refer to these videos. Introduction to Excel Formatting Tables Using Microsoft Equation Data Analysis Tab Descriptive Statistics Histograms Frequency Tables The If Statement Stratified Analysis Pie Charts Bar Charts Contingency Tables More Contingency Tables Stacked Bar Charts 100% Stacked Bar Charts Random Number Generation and Sampling Confidence Intervals Sample Size 2 Tues. 06/04 Excel Video 1. 0 (13:50 min) Excel Video 1. 1 (7:34 min) Excel Video 1. 2 (7:34 min) Excel Video 1. 3 (10:. 29 min) Excel Video 1. 4 (12:36 min) Excel Video 1. 5 (8:30 min) Excel Video 2. 1 (9:50 min) Excel Video 3. 1 (9:01 min) Excel Video 3. 2 (3:36 min) Excel Video 3. 3 (4:53 min) Excel Video 3. 4 (8:08 min) Excel Video 3. 4B () Excel Video 3. 5 (4:35 min) Excel Video 4. 1. (5:56 min) Excel Video 4. 2 (9:22 min) Excel Video 4. 3 (2:48 min) 3 Thurs. Basic Statistics Review 06/06 Discuss homework expectations and how to make an A in the class. Due today: Read the Excel Manual (use the Quiz 2 study guide) Supplemental Text Parts 3 5 8:00 AM Quiz 0 (syllabus/schedule quiz) Quiz 1 (Excel quiz) Quiz 2 (R quiz) 12 LEARNING MODULE 2: R The days in white are days in class and the days in gray are the online days. Class 4 Date Tues. 06/11 Class Coverage R Video 1 (3:07 min) Video Coverage Downloading Installing R Launching R R Basics R as Calculator Manually Entering Data in R Opening Working With Script Importing Data R Help Pages Saving the Work Space Loading a Previously Saved Workspace Variable Naming Convention the attach() function Subsetting Data Importing Data Subsetting Measures of Central Tendency Frequency Tables. Homework/Assignments All homework/assignments should be completed by the data on which they appear. R Video 2 Work on Homework 1, due at midnight on Saturday, June 15th. R Video 3 (8:10 min) R Video 4 (15:40 min) R Video 5. 1 (12:37 min) R Video 5. 2 (7:13 min) R Video 5. 3 (11:09) 5 Thurs. 06/13 Questions on Excel Introduction to R R Activity Due today: Read R Manual (use the study guide) 8:00 AM Quiz 3 (over the R reading) Bring Code from Videos 2,3, 4 and 5 to class. Saturday 06/15 Homework 1 is due at midnight. If you have problems with the submission, e-mail the document to me immediately. The box will close at midnight. It will be reopened the morning of 6/16 for late submissions. It will close to all submissions at midnight on 6/16. 13 LEARNING MODULE 2: R continued Class 6 Date Tues. 6/18 Class Coverage Video Coverage Homework/Assignments R Video 6 (11:34 min) R Video 7 (13:35 min) R Video 8 (21:05 min) R Video 9 (21:06 min) R Video 10 Measures of Dispersion Visualization of Univariate Data Visualization of Multivariate Data Random Number Generation and SRS Confidence Intervals Due today: Read the Minitab Manual 7 Thurs. 6/20 R Activity R Lab Day (Use Quiz 4 Study Guide) Supplemental Text Parts 6 7 8:00 AM: Quiz 4 (Minitab) LEARNING MODULE 2: Minitab The days in white are days in class and the days in gray are the online days. Class 8 Date Tues. 6/25 Videos for this week are continued on page 15 (SAS) Class Coverage Minitab Video 1 ( 9:59 min) Mintab Video 2 (6:28 min). Minitab Video 3 (2:13min) Minitab Video 4 (7:23 min) Minitab Video 5 (2:25 min) Minitab Video 6 (3:24 min) Minitab Video 7 (5:53 min) Minitab Video 8 (2:44 min) Minitab Video 9 (8:36 min) Minitab Video 10 (4:27 min) Minitab Video 11 (4:03 min) Minitab Video 12 (2:49 min) Minitab Video 13 (6:06 min) Minitab Video 14 (7:37 min) Minitab Video 15 (4:28 min) Videos Data Management Descriptive Statistics Recoding Variables Stratified Analysis Frequency Tables Categorizing Quantitative Variables Pie Charts Ordering Ordinal Variables Bar Charts Boxplots Histograms Scatterplots Contingency Tables Random Number Generation Confidence Intervals. Homework/Assignments Work on Homework 2 14 LEARNING MODULE 3: SAS SQL The days in white are days in class and the days in gray are the online days. Class 8 Cont’d 9 Date 6/25 Thurs. 6/27 Class Coverage SAS Video 0 (7:35 min) SAS Video 1 (19:35 min) SAS Video 2 (12:47) Introduction to SAS Libraries Practice using the code that you received in Videos 0-2. Video Coverage Introduction to SAS SAS Libraries Importing Data Note: Have the code from Videos 1 2 ready to use in class today. Homework/Assignments Due Today: Read The SAS Manual (Use Quiz 5 Study Guide) Quiz 5 (SAS) 8:00 AM 10 Fri. 6/28 Tues. 7/2 Last Day To Withdraw Without Penalty SAS Video 3 (19:17 min) SAS Video 4 (15:34 min) SAS Video 5 (8:24 min) SAS Video 6 (13:32 min) SAS Video 7 (4:16 min) SAS Video 8 (10:21 min) SAS Video 9 (9:49 min) SAS Video 10 (7:07) No Class Today Descriptive Statistics Stratified Analysis Frequency Tables Formatting Contingency Tables Pie Charts Bar Charts Stacked Bar Charts, 100% Stacked Bar Charts Histograms, Grouped Histograms Boxplots, Side-by-side boxplots. Reminder: Homework 2 is due at midnight tonight. 11 Thurs. 7/04 Select your dataset for the final project. You will find the information for data selection in the Data Selection document on D2L. Only one person may use each dataset. They will be assigned first come/first served. Please email me your first three choices in order. You will receive a confirmation from me by email. 15 12 Tues. 7/09 SAS Video 11 (14:24 min) SAS Video 12 (7:52 min) 13 Thurs. 7/11. SAS Video 13 (11:46 min) SAS Video 14 (15:13 min) Practice activities using the Note: Have the code from Videos 1 – 14 code you received in ready to use in class today. Videos 1 – 14. Random Samples Confidence Intervals Stratified Confidence Intervals Exporting Data Sampling Confidence Intervals Due Today: Read SAS Prep Guide Little SAS Book (Use Quiz 6 Study Guide) Quiz 6 ( SAS Prep Guide Little SAS Book) 8:00 AM: 14 Tues. 7/16 SAS V 15 SQL V 1 (18:17 min) SQL V 2 (29:01 min) Macros Introduction to SQL SAS SQL. Your data set for the final project should be submitted for approval by today. After this date, there will be a five point deduction from your project grade. Work on your Final Project 15 Thurs. 7/18 Tues. 7/23 Tues. 7/23 SAS Lab Day Extra Lab Day 8:00AM – 10:45AM Bring your final project to class to work on. Bring all code that you have collected in this unit. Attendance is required unless you have turned in your Final Project. I will be available in our classroom to give last minute help with your project. Your final project is due today at midnight. No Late Submissions Will Be Accepted.

Quantum Optical Model Nonintegrability Quantum Fluctuation

Quantum Optical Model Nonintegrability Quantum Fluctuation Nonintegrability and quantum fluctuations in a quantum optical model Nilakantha Mehera and S. Sivakumarb Abstract Integrability in quantum theory has been defined in more than one ways. Recently, Braak suggested that a quantum system is integrable relating the number of parameters required to specify the eigenstates and the number degrees of freedom (both discrete and continuous). It is argued that the dependence of uncertainty product of suitable operators on the atom-field interaction strength is distinctly different for the integrable and nonintegrable cases. These studies indicate that the uncertainty product is able to identify the nonintegrable systems from the integrable ones in the context of this new definition. Introduction A classical dynamical system with n degrees of freedom (DOF) is integrable, Liouvillean integrable to be precise, if there are equal number of suitable constants of motion (COM) that have vanishing Poisson bracket among themselves and with the Hamiltonian1.. Otherwise, the system is nonintegrable. While this definition is based on a sound mathematical footing, the situation in quantum dynamics is not very clear, essentially arising from the difficulty in defining or identifying DOF in quantum theory2. One possibility is define integrablity by the existence of sufficient number of observables which commute with the Hamiltonian and pair-wise commute among themselves. However, this is wrought with difficulties as it may not be possible to arrive at classical limits of some quantum systems. One such example is the case of a single two-level atom interacting with a single mode of the electromagnetic field. The former is a discrete DOF (finite dimensional Hilbert space) and the later is a continuous DOF (infinite dimensional Hilbert space). While the continuous DOF, namely, the electromagnetic field, has a proper classical limit, the two-level atom does not have a suitable classical limit. According to a new definition introduced by Braak, a system is integrable if the number of parameters required to specify the eigenstates of the Hamiltonian is equal to the sum of the number of discrete DOF and continuous DOF2. This definition does not involve the existence of constants of motion, though all such cases are covered by this definition. In this new definition of integrability, some of the nonintegrable systems based on the Liouvillean definition become integrable. A simple example of such a system is the Rabi model describing the interaction between a two-level atom and a single mode of the electromagnetic field with Hamiltonian3; (1) Here, are Pauli matrices, is the atomic transition frequency, () denote the annihilation (creation) operators of field with frequency. is the atom-field coupling constant. This Hamiltonian has only one COM, namely itself. Since there are two DOF, the field and the two-level atom, the Hamiltonian is nonintegrable in the sense of Liouville. However, exploiting the parity symmetry in , the system has been shown to be integrable2. Another interesting case is the rotating wave approximation of , yielding the well known Jaynes-Cummings model4,5: (2) This Hamiltonian has two COM, the Hamiltonian itself and the operator for the number of excitations . Existence of these two COMs renders the Hamiltonian integrable. The eigenstates are labelled by two parameters,an integer n corresponding to the number of excitations and the total energy. Also, both the Hamiltonians and exhibit level-crossings of the eigenvalues as the interaction strength g is varied, which is an indication that the models are integrable2. Level-crossing refers to the phenomenon where in the eigenvalues depend on the interaction strength g in such a way that the eigenvalues corresponding to two different eigenstates become degenerate at a specific values of g and reverse their order for other values of g. Nonintegrable Model : An interesting modification to to make it nonintegrable is to break the à ¯Ã‚ Ã… ¡2 symmetry by adding and this leads to; (3) Within the scope of the Braak’s definition of integrability, this model is integrable only when ÃŽ µ is an integral multiple of ω/2. This is also borne out by the existence of level crossings as shown in Fig.1. This criterion is sufficient for nonintegrability. We assume resonance . For the results presented here, it is assumed that =1 and ω=1. In Fig. 1, the absence or presence of level-crossing indicates respectively the nonintegrability or integrability of the Hamiltonian . Fig.1.Energy level (En) as a function of g for different à °Ã‚ Ã…“â‚ ¬. Level crossing occurs if à °Ã‚ Ã…“â‚ ¬=0 and 0.5 indicating integrability. No level crossing if à °Ã‚ Ã…“â‚ ¬=0.3, indicating nonintegrability. Inset shows larger view of level crossing. A pertinent question in this context is to know those features that distinguish a nonintegrable atom-field system from an integrable one. One answer to this query appears to be that uncertainty product of a pair of suitably defined operators show markedly different characteristics. Since the system is nonintegrable, it is formidable to construct an analytical solution. Therefore, extensive numerical experimentations have been carried out and the results are presented here which support the claim stated above. Nonintegrability being a feature of the Hamiltonian, it is natural to expect that the eigenstates carry signatures revealing this feature. To explore this, we define two self-adjoint operators of the two-level atom, , , where () is the atomic raising (lowering) operator. The commutation relation implies that the value of the product of uncertainties lies between 0 and 1/2. The uncertainty relation of above operators is . whereis expectation value in any eigenstate. In Fig. 2, the uncertainty product is plotted as a function of the atom-field interaction strength for different values of à °Ã‚ Ã…“â‚ ¬: à °Ã‚ Ã…“â‚ ¬= 0, 0.5 and 1.0 corresponding to the integrable case and a few other values of à °Ã‚ Ã…“â‚ ¬ corresponding to nonintegrable case. It is seen that as the parameter g is increases, the uncertainty product attains its maximum allowed value of  ½ for the integrable cases. On the other hand, for the nonintegrable cases the uncertainty product falls below the limit of  ½. In order to establish that the uncertainty product is very sensitive to the nature of the the integrable and nonintegrable cases, the plots corresponding to values of à °Ã‚ Ã…“â‚ ¬ very close to integrable cases have been chosen. Fig.2.Uncertainty product () as a function of the atom-field coupling constant g. Different plots correspond to different values of à °Ã‚ Ã…“â‚ ¬: integrable cases: à °Ã‚ Ã…“â‚ ¬=0, 0.5 and 1.0, nonintegrable cases: à °Ã‚ Ã…“â‚ ¬=-0.01,0.01, 0.49,0.51,0.2 and 0.4. In any plot, the uncertainty is plotted for the eingenstates corresponding to the first fifty eigenvalues. For instance, in the second row in Fig. 2, the sudden change in the nature of uncertainty product as à °Ã‚ Ã…“â‚ ¬ assumes values 0.49 (nonintegrable), 0.5 (integrable) and 0.51 (nonintegrable) respectively are shown. In order to bring out the features more clearly, the probability distribution of the uncertainty products in different eigenstates are shown in Fig 3 corresponding to the respective figures in Fig. 2. The sharply peaked probability distribution indicates integrability. Fig.3. Probability distribution of the uncertainty product for all the eigenstates for a particular value of g, chosen to be 1.2 here. Any higher value of g yields the same results. Summary Identification of nonintegrability in an interacting atom-field system is possible by the concentration of uncertainty product near a particular value as the atom-field interaction strength is increased. This feature seems to be related closely to the nonintegrability, also supported the absence of level crossings. This feature has been found to be able to identify nonintegrability in many other models that have been studied. In essence, suitable uncertainty product is able to identify nonintegrability, which is often difficult to establish analytically or numerically. Nevertheless, our analyses raise some important questions for which answers are to be found: Is it possible to arrive at the existence of this feature using only the definition of nonintegrability used here? Given a Hamiltonian, how to identify the correct observables whose uncertainty product will concentrate as the interaction strength is increased? How to extend this idea if the number of atoms is larger? References: M.V. Berry and M. Tabor, Proc. R. Soc. A 356, 375 (1977). D.Braak, Phys.Rev.Lett. 107, 100401(2011). I. I. Rabi, Phys. Rev. 49, 324 (1936); 51, 652 (1937). E. T. Jaynes and F.W. Cummings, Proc. IEEE 51, 89 (1963). C.Gerry and P.L. Knight, Introductory Quantum Optics (Cambridge University Press, UK, 2005).

Arpanet :: essays research papers

The Network Working Group's development of open technical documentation - the RFC - was a necessary step to technical advancement. Steve Crocker explains the importance of openness in a developmental situation: "The environment we were operating in was one of open research. The only payoff available was to have good work recognized and used. Software was generally considered free. Openness wasn't an option; it just was." (Crocker, 1993c) The NWG's work was important (THE?) to the development of the ARPANET. Their work paved the way for the development of TCP/IP, when more capacity was needed and other problems arose. I would call the RFC one of the Heralding Achievements of the NWG. It represents the forward looking view which these people had and it proved to succeed. The principles which embody RFC 3 foreshadowed the success of TCP/IP from NCP's influence. Both TCP/IP and NCP were developed in the field. A version of the protocols would be released for experimentation and use. Also all specifications were available free and easily available for people to examine and make comments about. Only through this early release were the problems and kinks found and worked out in a timely manner. This bottom-up approach is substantially different than the top-down approach which other protocol suites have been developed under. The top-down idea comes from figuring everything out as a standard on paper, or behind closed doors and then releasing it to be used. The bottom-up (and free accessibility of protocol documentation and specifications) model allows for a wide-range of people and experiences to join i n and perfect the protocol and make it the best possible. (Check email in TCPIP.MAIL file to provide quotes.) In summing up the achievements of the process that developed the ARPANET, the ARPANET Completion Report draft explains: "The ARPANET development was an extremely intense activity in which contributions were made by many of the best computer scientists in the United States. Thus, almost all of the "major technical problems" already mentioned received continuing attention and the detailed approach to those problems changed" [II-24] The computer scientists and others involved were encouraged in their work by the ARPA philosophy of gathering the best computer scientists working in the field and supporting them: "IPT usually does little day-to-day management of its contractors.

Essay --

Light vs Dark love: Fitzgerald’s The Great Gatsby Throughout The Great Gatsby by F. Scott Fitzgerald, relationships developed and the inevitable happened. Daisy Buchanan and Jay Gatsby rekindled their love, or so it seemed. Daisy Buchanan has an unmistakable elusive quality about herself. Fitzgerald correlates Daisy with the sun because of this quality. Fitzgerald also correlates Gatsby with darkness. Darkness can not survive where there is light, therefore Daisy’s and Gatsby’s love can not survive. Within the first three chapters of the novel Fitzgerald prepares the reader for the rest of the book by foreshadowing. One of the most memorable foreshadows in the beginning was when Daisy snapped out the candle after hearing Gatsby’s name mentioned by Miss Baker. This is an important part in the book because â€Å"Fitzgerald associates Daisy’s affections for Gatsby with sunlight.† (Sutton) The snapping out of the light foreshadows that Daisy’s affections for Gatsby have disappeared just as the light from the candle has. Due to the fact that Gatsby is correlated with darkness, he attempts to attract Daisy through a dazzling display of artificial light. When he throws his huge extravagant parties, his attempts show. Nick explains one of Gatsby’s parties by saying there were â€Å"enough colored lights to make a Christmas tree of Gatsby’s enormous garden.† (Fitzgerald 40) But, â€Å"No matter how brightly his lights shine, he can not halt the passage of time as embodied in the changing of seasons.† (Sutton) By the changing of seasons, from autumn to fall, mostly all light will cease to exist, so will Daisy’s love for Gatsby. Another attempt Gatsby tries to attract Daisy’s attention is in chapter five. The lights coming from Gatsby’s house were ... ...ut the light.† (Fitzgerald 147) That was a very important part in the plot due to the fact that her love for Gatsby is symbolized by light. Once she turned off the light, it made it clear that she no longer has feelings for him. Nor will she ever. Even more proof to show that they were not in love is when Tom goes to kill Gatsby. He succeeded. Nobody ever found out that Tom killed Gatsby. Daisy and Tom continued to live their life. Fitzgerald never stated if Daisy struggled with the fact that she practically killed two people. Only can assume that she did not even care. Overall, Daisy’s and Gatsby’s love was doomed from the start. Fitzgerald associates Daisy’s love for Gatsby with sunlight. From the start, Daisy had been putting out that sunlight. Fitzgerald also made it clear that their love would not survive when he choose to place the novel’s setting in autumn.

Effective Use of Montage in the Movie, The Night of the Hunter Essay

Effective Use of Montage in the Movie, The Night of the Hunter A rapid succession of images or scenes that exhibits different aspects of the same idea or situation, this is the definition of montage as provided by Encarta Encyclopedia ’98. The idea of a â€Å"montage of attractions† was first used by Eisenstein and Pudovkin in the 1920s for the purpose of invoking specific emotions in the viewers. The movie The Night of the Hunter starring Robert Mitchum and Lillian Gish makes use of this film technique. The use of montage is apparent from the beginning of the movie. The first image we see is Mrs. Cooper (Gish) telling children a story as they are superimposed over the night sky. The next image is a bird’s eye view of children playing hide and seek and then finding the dead body of a woman in a cellar (which we are later led to assume was a crime committed by Powell). Following this we see Preacher Harry Powell (Mitchum) as he travels, views a burlesque show, and is arrested. Powell’s scenes are interspersed with Ben Harper’s scenes where he speaks to his children, hides his money, and is arrested. It isn’t until these two characters scenes converge in the prison that we begin to understand what’s going on and get a premonition of things to come. This is perhaps the most obvious use of montage in the film. We see this technique later in the movie as well. When Willa Harper is in Spoon’s shop talking to Mrs. Spoon (though we cannot hear what they are saying), all of a sudden we hear a train whistle and see an image of a moving train. Then again we see Mrs. Harper and Mrs. Spoon and again the train. This was a bit odd to understand at first as the transitions between the scenes are very sharp and sudden it almost startles you.... ... We see the timelessness of the dreamlike river scene and the mother’s hair floating under the water scene. Timelessness is a common theme that is representative of childhood and with the gift of the watch we can now see John as a man with the power to use time rather than drift helplessly along with it as he had drifted along with the river. When thinking of â€Å"a rapid succession of images or scenes,† my first thought was that this was an awkward use of film. As the book, Film Theory and Criticism says, â€Å"Simply stringing separate photographic shots together will not produce intelligible works of visual art.† Yet the use of montage in The Night of the Hunter was very subtle so that at points I wasn’t aware that I was watching a montage. It also enhanced the film’s thematic qualities greatly and by doing so convinced me of the values of a montage when used well.

Gap 5 Porter

Introduction Gap, Inc. is a leading American specialty apparel retailer based in San Francisco, California. It sells casual apparels, accessories, and other personal care products for men, women, and children. The products of Gap, Inc. include denim, khakis, T-shirts, boxers, casual wear, and others. Currently, the company boasts approximately 150,000 employees and 3,139 stores all around the world. Gap, Inc. sustains a large number of brands, namely Gap, Old Navy, Banana Republic, Forth & Towne, Piperlime, and others. These different companies are bought by the parent company in different times. Started as a general jeans retiling store, Gap, Inc. today has a market value of $13. 32 billions. Throughout its history, Gap, Inc. has established itself as a leader in the industry. What began as one brand has grown to include Gap, GapKids, babyGap, GapMaternity and gapbody. Gap has become a cultural icon by offering clothing and accessories rooted in cool, confident and casual style to customers around the world. The article which title â€Å"Gap Goes Global† in 2006 is about Gap, Inc wanted to franchise its business to overseas. It announces a franchise agreement with Dubai-based retailer Al Tayer Group to open Gap and Banana Republic stores in five markets in the Middle East. Besides planning on the Middle East outlets, Gap and Singaporean franchisee F. J. Benjamin expect to open stores in coming months in Singapore and Malaysia. Gap is also wish to follow the example set by other American brands that have successfully expanded in Asia and the Middle East, such as Starbucks. Gap's current international expansion strategy of working with local franchisees reduces Gap's financial risks. Using franchisees, Gap is able to sell its brand and its clothing without the headaches of navigating local real estate markets and hiring armies of store-level employees onto its own payroll. All of Gap's existing overseas stores in Britain, France, and Japan are owned and operated by the company, a setup that has at times proven expensive and unwieldy. Purpose and Values of Gap, Inc â€Å"Gap Inc. is a brand-builder. They create emotional connections with customers around the world through inspiring product design, unique store experiences and compelling marketing. Their purpose is simply, to make it easy for the customers to express their personal style throughout their life. They have more than 150,000 passionate, talented people around the world who help bring this purpose to life for their customers. Across the company and embedded in culture, their key values that guide their success are: integrity, respect, open-mindedness, quality and balance. Every day, they honor these values and exemplify their belief in doing business in a socially responsible way. † Five Forces Analysis Today, retail apparel industry is a very competitive industry to be in. Porter’s five forces model shows that there is already a low barrier to enter but it is hard to establish a distinct brand name, threat of substitutes is strong for the retail apparel industry, the intensity of rivalry is high since the industry is already facing a fast growth, supplier’s bargaining power is weak because they have limited power, and lastly buyers’ power is strong as they have variety of choices. Threat of New Entrant Although it is not hard to enter the clothing retail business, it is hard to establish a distinct brand name. Gap faces little threat of increases in price competition by entry of new firms into the market. Smaller boutique-style clothing stores may be able to compete on a local level brand, however such firms likely would not be able to expand, and Gap enjoy a cost advantage in producing staple articles of clothing, such as jeans and sweaters. Due to economies of scale in producing large amounts of clothing, entrants will have extremely hard time producing clothing at cheap enough prices to compete with Gap and its competitors. Entrants would also have difficulty in finding supplier firms who would produce their clothing at a competitive cost level. Costs drop per unit of clothing produced, and an entering firm would need to order a large amount of clothing in order to enjoy the same economies of scale that Gap enjoys. Brand loyalty is also important in fashion. Because many consumers have strong preferences for certain brands or styles of clothing, new entrants would find difficulty in increasing the amount of customers they attract to their stores without incurring significant advertising expenses. Because of their size advantage and economies of scale in advertising, Gap has a significant advertising advantage over all other direct competitors within the specialty apparel market. They can afford to run well-known nationwide television advertising campaigns while other firms in the market do little or no TV advertising. A new entrant trying to steal away brand loyal customers from Gap would need vast advertising resources in order to establish their brand and be competitive, which is unlikely for an emerging firm. Threat of Substitutes There are many substitutes in casual clothing industry. Since there are a wide variety of products that people can choose, they could either be substituted by sporting products, business apparels, cheap clothing materials, and others. On an industry level, there is no popular substitute for clothing. A booming economy where individuals have more disposable income may lead them to buy more clothing. In the reverse situation, demand for new clothing will likely drop if the economy is performing poorly. Because there are no substitutes for clothing, an increase in price by one firm will cause consumers to purchase clothing from another firm. If prices rise throughout the industry, consumers will buy less clothing. Bargaining Power of Suppliers In retailing industry, the power of suppliers varies depending on the company itself. As per Gap, Inc. , the suppliers have limited power. The annual report states that no suppliers supply more than 3% of the company’s demand. This gives Gap, Inc. power to set the price of its raw materials. Supplier power is concentrated in the firms who supply the raw materials for clothing production and the factories that are contracted to produce them. There are many sellers in both markets, and the power they possess is limited since demanding a higher price will cause the clothing manufacturer to buy the raw materials elsewhere. For instance, Gap contracts factories in over 60 different countries; if one factory is asking too high a price to produce their clothes, Gap can take their business elsewhere. Only if a factory holds a certain expertise in producing a certain type of clothing will they hold much power over the firm selling the clothes. Bargaining Power of Buyer The buyers have variety of choices to make in the retail clothing industry. Since there are various competitors and substitutes in the company, the buyers might move shopping around. Hence, the companies have to work harder to retain the clients. Intensity of rivalry between existing competitors Gap Inc. operates within the specialty retail apparel market, a market which contains several large direct competitors, such as American Eagle Outfitters, Abercrombie and Fitch, J. Crew and Aeropostale. Because of the nature of the fashion industry, independent specialty stores and boutiques can compete with these larger brands on a localized level. It is worth mentioning that superstore retailers such as Target and Wal-Mart sell low-priced, lower-quality clothes, so they could also be considered as indirect competitors to Gap. Clearly, there are a large number of apparel retailers, and a smaller, though still large, number of direct competitors to Gap within the specialty retail industry. This competitive landscape lends itself to a high level of price competition. The company is bound to encounter tough rivalry not only from established local brands but from other American casual-clothing labels, including Esprit, Levi Strauss, Tommy Hilfiger and Ralph Lauren. Competition, therefore, arises in fashion. Firms want to appeal to as many consumers as possible while keeping those already loyal to the brand happy with the style of clothes the firm offers. The winning style maintains the brand loyal customers association with the firm’s image, while attracting new buyers. A mistake in fashion, however, will lead some loyal customers to abandon their brand, and will fail to attract new customers. Strategy Gap, Inc used international expansion as a strategy to expand their product all around the world. Gap Inc. perates more than 3,100 stores in the United States, the United Kingdom, Canada, France, Japan and Ireland. In addition, Gap Inc. is expanding its international presence with franchise agreements in Asia, Europe, Latin America and the Middle East. Conclusion Based on the article from The Financial which title â€Å"Gap Inc. Expands Global Presence through New Franchise Agreement to Serve Customers in Israel† in 2009, it is prov en that Gap, Inc has go Global using franchising in 14 countries. Gap Inc. has opened 89 Gap and 32 Banana Republic franchise stores in 14 countries around the world. Gap franchise stores are open in Bahrain, Greece, Indonesia, Korea, Kuwait, Oman, Qatar, Malaysia, Russia, Saudi Arabia, Philippines, Singapore, Turkey and the United Arab Emirates. In addition, Gap Inc. has signed and announced agreements to open Gap and Banana Republic franchise stores in Bulgaria, Croatia, Cyprus, Romania, Egypt and Jordan. REFERENCES Brendan, S. , Michael, M. , (2005), Gap, Inc Strategic report, SageGroup, LLP, Retrived from economics. pomona. edu/jlikens/†¦ /Reports/Gapreport. pdf Company information, purpose and values, Retrieved from http://www. gapinc. om/public/OurBrands/brands_gap. shtml Masaaki, K. , (1999), Gap Inc. Rachel, T. , (2006), Gap Tries on European Style, Retrieved from http://www. businessweek. com/globalbiz/content/jun2006/gb20060608_179268. htm Louise, L. , (2006), Gap Goes Global, Retrieved from www. businessweek. com Gap Inc. Expands Global Presence through New Franchise Agreement to Serve Customers in Israel, Retrieved from www. finch annel. com ———————– Bargaining Power of Suppliers Bargaining power of buyer Intensity of rivalry between existing competitors Threat of Substitutes Threat of New Entrants

Rights and Freedoms of Aboriginals

The rights and freedoms of Aboriginals have improved drastically since 1945 with many changes to government policy, cultural views and legal rules to bring about a change from oppression to equality. Unfortunately on the other hand, some rights and freedoms have not improved at all or have even worsened. Firstly the change in legal and constitutional rights have been a great creator of rights for the Aboriginal people. Up until 1967 the Aboriginals did not have the right to be counted in the census.This was basically a way of saying that the Aboriginals were not Australians, almost not even people. Fortunately the 1967 referendum gave Aboriginals citizenship. It did however not end any discrimination against the Aboriginal people and merely allowed them to legally join society but not socially join society. Another change to Aboriginal rights and freedoms was the constitutional change also by the 1967 referendum which allowed the federal government to pass laws over the Aboriginal pe ople.This was to change section 51 of the constitution which stated â€Å"The Parliament shall, subject to this Constitution, have power to make laws for the peace, order, and good government of the Commonwealth with respect to: †¦.. The people of any race, other than the aboriginal people in any State, for whom it is deemed necessary to make special laws. † This was great news as it stopped the states making unfair laws on Aboriginals and stopping them from travelling from state to state.On the other side however it was completely disrespectful as it stated the commonwealth must show respect to everyone except the Aboriginals. Another large milestone in the improving rights of the Aboriginals was the fight and subsequent win over land rights. The quest for land rights began in 1963 with the Bark Petition. The bark petition was a petition that was sent from the Yolngu people to the federal parliament that was written on a piece of bark. Unfortunately for the Aboriginals, this petition was rejected and instead the land rights were given to a local mining company.This ruling was justified under the concept of Terra Nullius, saying that the land was not settled. Another challenge to land ownership was the Tent Embassy on the parliament house lawns. This constant public pressure caused the government to express interest in giving land rights to Aboriginals. This was completed with Justice Woodward’s report in 1974 that recommended that Aboriginal reserves are to be returned to Aboriginal ownership, that Aboriginals had claim to vacant land if they could prove ties with the land, that Aboriginal sacred sites were protected.This was great as it gave power to the Aboriginals. It did however also mean that if they had sacred land that was already owned if not even used would not be returned to them. This was passed in 1976 when the Aboriginal Land Rights Act was passed. Later in 1981 the Northern Territory government opposes land rights and attempts to amend the land rights act to stop claims of owned stations and property. The attitudes of the white Australians also had a huge impact on change of rights and freedoms as it pressured the government into giving Aboriginals rights and freedoms.The 1967 was testament to this when a huge 90. 77% of Australians agreed that Aboriginals had the right to be counted in the census. There has never been any real public objections to giving aboriginals rights, merely quiet harbored prejudices in the persons’ mind. On the other side of the case the Aboriginal rights in general have not improved with many Aboriginals being mistreated and discriminated against. The statistics do not speak honestly about public opinion.The rights and freedoms of Aboriginals have been fuelled by an ever increasing wave of Aboriginal activism and increased self-esteem. Aboriginal activism began with the Bark Petition in 1963 and has caused almost all of the government change. The freedom rides of 1964, th e Wave Hill protest in 1966, Even the abolishment of the policy of assimilation was caused by the Aboriginals constant protest and pain of the stolen generation. The most dominant display of Aboriginal activism however was the creation of the Tent Embassy on the lawns of Parliament House.

Human Environment Interaction Ccot Essay

-Much land is deforested and disrupted as diamond and silver mining emerges. -New crops from Americas causes India’s population to rise almost double in size. -Columbian Exchange brings new crops to this region, allowing for the farmers of the region to exploit more of their land for extra crops. -American crops such as potatoes and corn increases population of the region. -Traders of the region utilize the monsoon winds in order to navigate across the Indian Ocean. -Silver mining causes deforestation and erosion. -Slaves in the region are used to harvest and plant crops for agriculture. -Coastlines are leveled in order to increase trade over the seas. -Deforestation occurs in large areas in order to make space for sugar crops. -Few ports and small passageways allowed for many pirate raids on trading ships. -Animals brought to the region from Americas bring diseases that affect life expectancy and population growth. -Pollution increases around the ports along the Red Sea. -European explorers utilize ocean currents and trade winds to move between the region and the Americas. -To prepare for the construction of Versailles, deforestation is practiced. -New crops from the New World are grown and harvested. -Large-scale silver mining occurs which causes deforestation. -Cattle and other domesticated animals from other regions cause destruction of pastures by overgrazing. -Horses and other imported animals affect the lifestyles of many indigenous peoples. A. Silver mining occurs on a larger scale. B. New crops are planted and harvested in all regions of the world. C. New animals are introduced to various regions which cause new diseases to appear. Deforestation continues to occur to provide new space for development. Iron is still mined and utilized. Ocean winds and currents are used to move between continents via sea. -Traders of SE Asia used the monsoon winds to explore and trade. -Crops imported from various regions of the world made up a large portion of agricultural production in the region. -Deforestation for large-scale agricultural production was carried out. A. Increased diamond and silver mining led to deforestation, soil poisoning, and erosion. The soil mining was increased because it allowed for the regions at the time to gain wealth easily. B. New crops were introduced to different regions of the world due to the Columbian Exchange. It was important because it allowed for more agricultural production and less starvation around the world. C. New animals that are introduced by the Columbian Exchange alter the lives of people around the world. These new animals are utilized for more efficient manual labor and leads to a more abundant agricultural yield as well as more wealth in certain regions. 1. Deforestation was continued because new land was always required for further development in many regions. The deforestation allowed regions to expand their space for agriculture and mining although it destroyed the home of many plants and animals. 2. The use of iron never diminished because it is a key component for tool making, weapon making and warfare. The mining and use of iron was very popular because it was abundant and very durable. 3. The use of ocean winds and currents continued to be used in overseas travel as it allowed for traders and travelers to move around more efficiently. The use of these winds and currents allowed for more wealth to be accumulated as trade continued.