Week 3 Homework Aib Problems

Problem 1 The following data were obtained from a project to create a new portable electronic. ActivityDurationPredecessors A5 Days— B6 Days— C8 Days— D4 DaysA, B E3 DaysC F5 DaysD G5 DaysE, F H9 DaysD I12 DaysG Step 1: Construct a network diagram for the project. Step 2: Answer the following questions: (15 points total) a)What is the Scheduled Completion of the Project? (5 points) b)What is the Critical Path of the Project? (5 points) c)What is the ES for Activity D? (1 points) d)What is the LS for Activity G? (1 points) )What is the EF for Activity B? (1 points) f)What is the LF for Activity H? (1 points) g)What is the float for Activity I? (1 points) Problem 2 The following data were obtained from a project to build a pressure vessel: ActivityDurationPredecessors A6 weeks— B6 weeks— C5 weeksB D4 weeksA, C E5 weeksB F7 weeksD, E, G G4 weeksB H8 weeksF I5 weeksG J3 weekI Step 1: Construct a network diagram for the project. Step 2: Answer the follow ing questions: (15 points total) a)Calculate the scheduled completion time. (5 points) )Identify the critical path (6 points) c)What is the slack time (float) for activity A? (1 points) d)What is the slack time (float) for activity D? (1 points) e) What is the slack time (float) for activity E? (1 points) f) What is the slack time (float) for activity G? (1 points) Problem 3 The following data were obtained from a project to design a new software package: ActivityDurationPredecessors A5 Days— B8 Days— C6 DaysA D4 DaysC, B E5 DaysA F4 DaysD, E, G G4 DaysB, C H3 DayG Step 1: Construct a network diagram for the project.Step 2: Answer the following questions: (15 points total) a)Calculate the scheduled completion time. (5 points) b)Identify the critical path(s) (6 points) c)What is the slack time (float) for activity B? (1 points) d)What is the slack time (float) for activity D? (1 points) e) What is the slack time (float) for activity E? (1 points) f) What is the slack ti me (float) for activity G? (1 points) Problem 4 The following data were obtained from an in-house MIS project: ActivityDurationPredecessors A5 Days— B8 Days—C5 DaysA D4 DaysB E5 DaysB F3 DayC, D G7 DaysC, D H6 DaysE, F, G I9 DaysE, F Step 1: Construct a network diagram for the project. Step 2: Answer the following questions: (15 points total) a)Calculate the scheduled completion time. (5 points) b)Identify the critical path (6 points) c)What is the slack time (float) for activity A? (1 points) d)What is the slack time (float) for activity D? (1 points) e)What is the slack time (float) for activity E? (1 points) f)What is the slack time (float) for activity F? (1 points)

Jetblue

Learning objectives 1. institutional aspects of equity issuance transaction 2. costs and benefits associated with public share offerings 3. develop a deeper appreciation for challenges of valuing unseasoned firms and enhance corporate valuation skills KEY QUESTIONS FOR CONISDERATION 1)What are the advantages and disadvantages of going public? 2)What different approaches can be used to value JetBlue’s shares? 3)At what price would you recommend that JetBlue offer their shares? Potential Questions to be addressed in report submission * What is an Initial Public Offering and why is it such a big deal? Is going public, particularly at the time they did, a good idea for JetBlue? * What do you believe JetBlue stock is really worth? * Does the financial forecast in case Exhibit 13 seem reasonable? * What are the key assumptions in the IPO valuation? * Is the length of the forecast period within the IPO valuation (exhibit 13) reasonable? * What discount rate is appropriate for the cas h flow forecast? * How would you suggest estimating the terminal value? What assumptions have you made? How have your assumptions affected the estimated value of JetBlue shares? IntroductionAfter the terrorist attacks on September 11, 2001, it was upset deeply because of the safety for the airline industry in the United States. The passenger demand suddenly reduced and many flights cancelled afterwards, which led a lot of American airlines declared bankruptcy afterwards, including US Airways and United Airlines. It was a challenging time for airline industry, however, David Neeleman, the CEO and Founder of JetBlue Airways, discovered an opportunity for the company. Barely two years after its foundation, the company decided to raise additional capital through initial public offering (IPO).This report is aimed to apply financial theories and concepts into analyse the real case study of JetBlue Airline. Firstly, the background of JetBlue will be introduced briefly. Also, the advantages and disadvantages of going public for JetBlue will be discussed in the following pages. In addition, the share valuation of JetBlue IPO will be estimated based on several assumptions. Last but not least, the recommendation will be provided in the last past of this report. Background JetBlue was founded by David Neeleman in 1999, which looked to fulfil the purpose of â€Å"humanity back to air travel†.By following the low-cost model of Southwest Airlines, JetBlue pursued to offer passengers an enjoyable flying experience by providing in-flight entertainment, comfortable room and high-quality customer service. In addition, in order to organise a strong and experienced working team, Neeleman employed several skilled senior managers, comprising of David Barger who was a former vice president of Continental Airlines to be president and COO and John Owen who was executive vice president and former treasurer of Southwest Airlines to be CFO in JetBlue.Moreover, as the founder of Jet Blue, Neeleman have own extensive experience with airline start-ups from managing low-fare flights during university period. Based on the explicit marketing strategy of JetBlue, barely less than one year, the company increased the routes to other cities in America and it continued to grow rapidly to 17 destinations in early 2002.And not only that, JetBlue adopted the active measures to increase expenditures for security by setting up equip cockpits with bulletproof doors and security cameras, which enhanced the confidence of US residences to take flights under the circumstance of few people was afraid of flying after September 11 hijackings. Advantages and disadvantages of going public Refer to Bodie, Kane and Marcus (2011), initial public offerings are stocks issued by a formerly privately owned company that is going public, which means that selling stock to the public for the first time.According to Rothberg, the following table are shown some advantages and disadvantages of going public. Pros| Cons| Potentially large bonuses for business owners| High explicit cost – roughly 7% of the funds raised| Ability to raise additional capital rapidly in the future| Pressure to meet investor expectations| Attraction and retention for the valuable talents| Less control on make business decisions – decisions should be based on the interest of shareholders and investors other than owners themselves| Easy to sell ownership shares when owners exit business or retire| Reporting disclosure on regular basis| Access to capital markets| |In relation to this case, JetBlue aimed to raise additional capital through an IPO in order to support company’s growth and offset portfolio losses by investors. Moreover, according to John Owen, JetBlue had prepared the initial registration statement with security and exchange commission (SEC) for the IPO on September 11, 2001. However, based on the September 11 attacks, they delayed IPO before it came into force. In fact, not only the terrorist attacks on September 11, 2001, but several events happened negatively affected the global economy during the period of going public for JetBlue.For example, the contagion of bird flu was quite severe during taking flights, which definitely influenced the demand of flights. The increasing oil price also raised the basic cost in any transportation industry. Another negative condition could be the economic downturn, including crash of the dot-com bubble and financial crisis in Asia. From this point of view, it seemed not to be an appropriate time to going public. However, faced with the weak financial markets, JetBlue measured the targeted strategies and made success in profitable operations.And IPO market is never dead for good company with real revenues and real earnings just like JetBlue. It then turned out that it was a suitable time for JetBlue to IPO during the economic downturn though. JetBlue’s shares valuation There are various methods to value s hares for a company, including free cash flow to equity (FCFE) method discounted by WACC, free cash flow to firm (FCFF) method discounted by cost of equity, dividend discount model and relative valuation techniques. Since JetBlue had not paid out any dividends on common stock, dividend discount model cannot be used to estimate company share value.In addition, FCFF method do not consider the effect of interest payment, however, as mentioned in the case, the Federal Reserve had attempted to stimulate economic activity by reducing interest rates. Therefore, from my point of view, it was more appropriate to value JetBlue share by FCFE method to consider the consequences of interest rate. The assumptions are made for evaluate JetBlue share value as follows. The long-run growth rate was expected to be 7% annually. And the company would have survived and would be a typical firm with an estimated cost of equity of 15% in 2010.Last but not least, the appropriate discount rate was assumed to be 30%. Additionally, there was a quite weird number disappeared in the Exhibit 13, which was the expected inflation rate was 4 times in 2002 than other years. After changing it back to the normal, the share value then could be calculated to be around $24. 60 per share. (Appendix 1) Recommendation Based on the assumptions, the calculated consequence is identical to the initial offering prices which ranged from initial price to implemented offering price ($24 to $25).Faced with sizable excess demand to potential investors, JetBlue took the appropriate measure to increase share value in order to avoid â€Å"money leave on the table†. In the long run, I believe that JetBlue will still grow at a stable stage as the innovative spirit and seasonable measures to the different types of events. Therefore, JetBlue’s stock was worth for the potential and incoming investors. We prepared to retristrict initial registration with SEC for the IPO on September 11, 2001. Based on the ev ent of that morning, we didnot .We waited until stock market settled down. We returned the profitability in November and December. We started to issue IPO gain in Christmas time. Obviously, we modified the document a bit. High growth, low cost profitable airline has rebounded substantially in the market place. It was a very good stands to do the IPO for JetBlue. Even though it was 2002, the IPO market was pretty much dead, the IPO market is never dead for good company with real revenues and real earnings. So we were confident even a small amount of – John Owen registration statement with underwritersFCFF we do not consider the effect of interest payment 1) In FCFF, we use EBIT (1-t) whereas in FCFE, we use Net Income; this is because while using EBIT (1-t) in FCFF we do not consider the effect of interest payment as mentioned above. 2) IN FCFE, we use Change in Non- Cash Working Capital*(1-D) – Capital expenditure*(1-D) whereas in FCFF we use Change in Non-Cash Working Capital – Capital Expenditure; this is because we just want to concentrate on cash flow due to equity only. Reference Bodie Z. , Kane, A. , & Marcus, A. J. (2011).Investments (9th ed. ). New York: McGraw-Hill Rothberg F. The Pros and Cons of Going Public. Retrieved from http://www. cfoedge. com/resources/articles/cfo-edge-the-pros-and-cons-of-going-public. pdf Appendix (Appendix 1: Share valuation of JetBlue Airways) ——————————————– [ 1 ]. Bodie Z. , Kane, A. , & Marcus, A. J. (2011). Investments (9th ed. ). New York: McGraw-Hill [ 2 ]. Rothberg F. The Pros and Cons of Going Public. Retrieved from http://www. cfoedge. com/resources/articles/cfo-edge-the-pros-and-cons-of-going-public. pdf

Foundation THE STORY BEHIND THE “FOUNDATION”

By ISAAC ASIMOV The date was August 1, 1941. World War II had been raging for two years. France had fallen, the Battle of Britain had been fought, and the Soviet Union had just been invaded by Nazi Germany. The bombing of Pearl Harbor was four months in the future. But on that day, with Europe in flames, and the evil shadow of Adolf Hitler apparently falling over all the world, what was chiefly on my mind was a meeting toward which I was hastening. I was 21 years old, a graduate student in chemistry at Columbia University, and I had been writing science fiction professionally for three years. In that time, I had sold five stories to John Campbell, editor of Astounding, and the fifth story, â€Å"Nightfall,† was about to appear in the September 1941 issue of the magazine. I had an appointment to see Mr. Campbell to tell him the plot of a new story I was planning to write, and the catch was that I had no plot in mind, not the trace of one. I therefore tried a device I sometimes use. I opened a book at random and set up free association, beginning with whatever I first saw. The book I had with me was a collection of the Gilbert and Sullivan plays. I happened to open it to the picture of the Fairy Queen of lolanthe throwing herself at the feet of Private Willis. I thought of soldiers, of military empires, of the Roman Empire of a Galactic Empire aha! Why shouldn't I write of the fall of the Galactic Empire and of the return of feudalism, written from the viewpoint of someone in the secure days of the Second Galactic Empire? After all, I had read Gibbon's Decline and Fall of the Roman Empire not once, but twice. I was bubbling over by the time I got to Campbell's, and my enthusiasm must have been catching for Campbell blazed up as I had never seen him do. In the course of an hour we built up the notion of a vast series of connected stories that were to deal in intricate detail with the thousand-year period between the First and Second Galactic Empires. This was to be illuminated by the science of psychohistory, which Campbell and I thrashed out between us. On August 11, 1941, therefore, I began the story of that interregnum and called it â€Å"Foundation.† In it, I described how the psychohistorian, Hari Seldon, established a pair of Foundations at opposite ends of the Universe under such circumstances as to make sure that the forces of history would bring about the second Empire after one thousand years instead of the thirty thousand that would be required otherwise. The story was submitted on September 8 and, to make sure that Campbell really meant what he said about a series, I ended â€Å"Foundation† on a cliff-hanger. Thus, it seemed to me, he would be forced to buy a second story. However, when I started the second story (on October 24), I found that I had outsmarted myself. I quickly wrote myself into an impasse, and the Foundation series would have died an ignominious death had I not had a conversation with Fred Pohl on November 2 (on the Brooklyn Bridge, as it happened). I don't remember what Fred actually said, but, whatever it was, it pulled me out of the hole. â€Å"Foundation† appeared in the May 1942 issue of Astounding and the succeeding story, â€Å"Bridle and Saddle,† in the June 1942 issue. After that there was only the routine trouble of writing the stories. Through the remainder of the decade, John Campbell kept my nose to the grindstone and made sure he got additional Foundation stories. â€Å"The Big and the Little† was in the August 1944 Astounding, â€Å"The Wedge† in the October 1944 issue, and â€Å"Dead Hand† in the April 1945 issue. (These stories were written while I was working at the Navy Yard in Philadelphia.) On January 26, 1945, I began â€Å"The Mule,† my personal favorite among the Foundation stories, and the longest yet, for it was 50,000 words. It was printed as a two-part serial (the very first serial I was ever responsible for) in the November and December 1945 issues. By the time the second part appeared I was in the army. After I got out of the army, I wrote â€Å"Now You See It† which appeared in the January 1948 issue. By this time, though, I had grown tired of the Foundation stories so I tried to end them by setting up, and solving, the mystery of the location of the Second Foundation. Campbell would have none of that, however. He forced me to change the ending, and made me promise I would do one more Foundation story. Well, Campbell was the kind of editor who could not be denied, so I wrote one more Foundation story, vowing to myself that it would be the last. I called it â€Å"?And Now You Don't,† and it appeared as a three-part serial in the November 1949, December 1949, and January 1950 issues of Astounding. By then, I was on the biochemistry faculty of Boston University School of Medicine, my first book had just been published, and I was determined to move on to new things. I had spent eight years on the Foundation, written nine stories with a total of about 220,000 words. My total earnings for the series came to $3,641 and that seemed enough. The Foundation was over and done with, as far as I was concerned. In 1950, however, hardcover science fiction was just coming into existence. I had no objection to earning a little more money by having the Foundation series reprinted in book form. I offered the series to Doubleday (which had already published a science-fiction novel by me, and which had contracted for another) and to Little-Brown, but both rejected it. In that year, though, a small publishing firm, Gnome Press, was beginning to be active, and it was prepared to do the Foundation series as three books. The publisher of Gnome felt, however, that the series began too abruptly. He persuaded me to write a small Foundation story, one that would serve as an introductory section to the first book (so that the first part of the Foundation series was the last written). In 1951, the Gnome Press edition of Foundation was published, containing the introduction and the first four stories of the series. In 1952, Foundation and Empire appeared, with the fifth and sixth stories; and in 1953, Second Foundation appeared, with the seventh and eighth stories. The three books together came to be called The Foundation Trilogy. The mere fact of the existence of the Trilogy pleased me, but Gnome Press did not have the financial clout or the publishing knowhow to get the books distributed properly, so that few copies were sold and fewer still paid me royalties. (Nowadays, copies of first editions of those Gnome Press books sell at $50 a copy and up?but I still get no royalties from them.) Ace Books did put out paperback editions of Foundation and of Foundation and Empire, but they changed the titles, and used cut versions. Any money that was involved was paid to Gnome Press and I didn't see much of that. In the first decade of the existence of The Foundation Trilogy it may have earned something like $1500 total. And yet there was some foreign interest. In early 1961, Timothy Seldes, who was then my editor at Doubleday, told me that Doubleday had received a request for the Portuguese rights for the Foundation series and, since they weren't Doubleday books, he was passing them on to me. I sighed and said, â€Å"The heck with it, Tim. I don't get royalties on those books.† Seldes was horrified, and instantly set about getting the books away from Gnome Press so that Doubleday could publish them instead. He paid no attention to my loudly expressed fears that Doubleday â€Å"would lose its shirt on them.† In August 1961 an agreement was reached and the Foundation books became Doubleday property. What's more, Avon Books, which had published a paperback version of Second Foundation, set about obtaining the rights to all three from Doubleday, and put out nice editions. From that moment on, the Foundation books took off and began to earn increasing royalties. They have sold well and steadily, both in hardcover and softcover, for two decades so far. Increasingly, the letters I received from the readers spoke of them in high praise. They received more attention than all my other books put together. Doubleday also published an omnibus volume, The Foundation Trilogy, for its Science Fiction Book Club. That omnibus volume has been continuously featured by the Book Club for over twenty years. Matters reached a climax in 1966. The fans organizing the World Science Fiction Convention for that year (to be held in Cleveland) decided to award a Hugo for the best all-time series, where the series, to qualify, had to consist of at least three connected novels. It was the first time such a category had been set up, nor has it been repeated since. The Foundation series was nominated, and I felt that was going to have to be glory enough for me, since I was sure that Tolkien's â€Å"Lord of the Rings† would win. It didn't. The Foundation series won, and the Hugo I received for it has been sitting on my bookcase in the livingroom ever since. In among all this litany of success, both in money and in fame, there was one annoying side-effect. Readers couldn't help but notice that the books of the Foundation series covered only three hundred-plus years of the thousand-year hiatus between Empires. That meant the Foundation series â€Å"wasn't finished.† I got innumerable letters from readers who asked me to finish it, from others who demanded I finish it, and still others who threatened dire vengeance if I didn't finish it. Worse yet, various editors at Doubleday over the years have pointed out that it might be wise to finish it. It was flattering, of course, but irritating as well. Years had passed, then decades. Back in the 1940s, I had been in a Foundation-writing mood. Now I wasn't. Starting in the late 1950s, I had been in a more and more nonfiction-writing mood. That didn't mean I was writing no fiction at all. In the 1960s and 1970s, in fact, I wrote two science-fiction novels and a mystery novel, to say nothing of well over a hundred short stories but about eighty percent of what I wrote was nonfiction. One of the most indefatigable nags in the matter of finishing the Foundation series was my good friend, the great science-fiction writer, Lester del Rey. He was constantly telling me I ought to finish the series and was just as constantly suggesting plot devices. He even told Larry Ashmead, then my editor at Doubleday, that if I refused to write more Foundation stories, he, Lester, would be willing to take on the task. When Ashmead mentioned this to me in 1973, I began another Foundation novel out of sheer desperation. I called it â€Å"Lightning Rod† and managed to write fourteen pages before other tasks called me away. The fourteen pages were put away and additional years passed. In January 1977, Cathleen Jordan, then my editor at Doubleday, suggested I do â€Å"an important book a Foundation novel, perhaps.† I said, â€Å"I'd rather do an autobiography,† and I did 640,000 words of it. In January 1981, Doubleday apparently lost its temper. At least, Hugh O'Neill, then my editor there, said, â€Å"Betty Prashker wants to see you,† and marched me into her office. She was then one of the senior editors, and a sweet and gentle person. She wasted no time. â€Å"Isaac,† she said, â€Å"you are going to write a novel for us and you are going to sign a contract to that effect.† â€Å"Betty,† I said, â€Å"I am already working on a big science book for Doubleday and I have to revise the Biographical Encyclopedia for Doubleday and â€Å" â€Å"It can all wait,† she said. â€Å"You are going to sign a contract to do a novel. What's more, we're going to give you a $50,000 advance.† That was a stunner. I don't like large advances. They put me under too great an obligation. My average advance is something like $3,000. Why not? It's all out of royalties. I said, â€Å"That's way too much money, Betty.† â€Å"No, it isn't,† she said. â€Å"Doubleday will lose its shirt,† I said. â€Å"You keep telling us that all the time. It won't.† I said, desperately, â€Å"All right. Have the contract read that I don't get any money until I notify you in writing that I have begun the novel.† â€Å"Are you crazy?† she said. â€Å"You'll never start if that clause is in the contract. You get $25,000 on signing the contract, and $25,000 on delivering a completed manuscript.† â€Å"But suppose the novel is no good.† â€Å"Now you're being silly,† she said, and she ended the conversation. That night, Pat LoBrutto, the science-fiction editor at Doubleday called to express his pleasure. â€Å"And remember,† he said, â€Å"that when we say ‘novel' we mean ‘science-fiction novel,' not anything else. And when we say ‘science-fiction novel,' we mean ‘Foundation novel' and not anything else.† On February 5, 1981, I signed the contract, and within the week, the Doubleday accounting system cranked out the check for $25,000. I moaned that I was not my own master anymore and Hugh O'Neill said, cheerfully, â€Å"That's right, and from now on, we're going to call every other week and say, ‘Where's the manuscript?† (But they didn't. They left me strictly alone, and never even asked for a progress report.) Nearly four months passed while I took care of a vast number of things I had to do, but about the end of May, I picked up my own copy of The Foundation Trilogy and began reading. I had to. For one thing, I hadn't read the Trilogy in thirty years and while I remembered the general plot, I did not remember the details. Besides, before beginning a new Foundation novel I had to immerse myself in the style and atmosphere of the series. I read it with mounting uneasiness. I kept waiting for something to happen, and nothing ever did. All three volumes, all the nearly quarter of a million words, consisted of thoughts and of conversations. No action. No physical suspense. What was all the fuss about, then? Why did everyone want more of that stuff? To be sure, I couldn't help but notice that I was turning the pages eagerly, and that I was upset when I finished the book, and that I wanted more, but I was the author, for goodness' sake. You couldn't go by me. I was on the edge of deciding it was all a terrible mistake and of insisting on giving back the money, when (quite by accident, I swear) I came across some sentences by science-fiction writer and critic, James Gunn, who, in connection with the Foundation series, said, â€Å"Action and romance have little to do with the success of the Trilogy virtually all the action takes place offstage, and the romance is almost invisible but the stories provide a detective-story fascination with the permutations and reversals of ideas.† Oh, well, if what was needed were â€Å"permutations and reversals of ideas,† then that I could supply. Panic receded, and on June 10, 1981, I dug out the fourteen pages I had written more than eight years before and reread them. They sounded good to me. I didn't remember where I had been headed back then, but I had worked out what seemed to me to be a good ending now, and, starting page 15 on that day, I proceeded to work toward the new ending. I found, to my infinite relief, that I had no trouble getting back into a â€Å"Foundation-mood,† and, fresh from my rereading, I had Foundation history at my finger-tips. There were differences, to be sure: 1) The original stories were written for a science-fiction magazine and were from 7,000 to 50,000 words long, and no more. Consequently, each book in the trilogy had at least two stories and lacked unity. I intended to make the new book a single story. 2) I had a particularly good chance for development since Hugh said, â€Å"Let the book find its own length, Isaac. We don't mind a long book.† So I planned on 140,000 words, which was nearly three times the length of â€Å"The Mule,† and this gave me plenty of elbow-room, and I could add all sorts of little touches. 3) The Foundation series had been written at a time when our knowledge of astronomy was primitive compared with what it is today. I could take advantage of that and at least mention black holes, for instance. I could also take advantage of electronic computers, which had not been invented until I was half through with the series. The novel progressed steadily, and on January 17, 1982, I began final copy. I brought the manuscript to Hugh O'Neill in batches, and the poor fellow went half-crazy since he insisted on reading it in this broken fashion. On March 25, 1982, I brought in the last bit, and the very next day got the second half of the advance. I had kept â€Å"Lightning Rod† as my working title all the way through, but Hugh finally said, â€Å"Is there any way of putting ‘Foundation' into the title, Isaac?† I suggested Foundations at Bay, therefore, and that may be the title that will actually be used. * You will have noticed that I have said nothing about the plot of the new Foundation novel. Well, naturally. I would rather you buy and read the book. And yet there is one thing I have to confess to you. I generally manage to tie up all the loose ends into one neat little bow-knot at the end of my stories, no matter how complicated the plot might be. In this case, however, I noticed that when I was all done, one glaring little item remained unresolved. I am hoping no one else notices it because it clearly points the way to the continuation of the series. It is even possible that I inadvertently gave this away for at the end of the novel, I wrote: â€Å"The End (for now).† I very much fear that if the novel proves successful, Doubleday will be at my throat again, as Campbell used to be in the old days. And yet what can I do but hope that the novel is very successful indeed. What a quandary! *Editor's note: The novel was published in October 1982 as Foundation's Edge.

NY State LPN Nurse Practice Act Essay Example | Topics and Well Written Essays - 750 words

NY State LPN Nurse Practice Act - Essay Example Some of these professions include practitioners and physicians. A podiatrist also can supervise LPNs while they carry out various activities. Therefore, LPNs tends to be dependent on other medical professions. The Nurse Practice Act in New York gives permission to LPNs to perform various tasks and responsibilities within a number of fields in the nursing practice (Strelecky, 2006). Some of these fields include a framework of case findings, teaching and counseling patients on health issues (Strelecky, 2006). Other tasks include offering supportive and restorative care to patients. According to New York’s Nurse Practice Act, LPNs ought to carry out various activities within the above fields while others are beyond them (Rosdahl & Kowalski, 2008). Some of the activities that LPNs may conduct within their scope of practice include supervising various activities of unlicensed personnel (Strelecky, 2006). Many of the health institutions employ unlicensed personnel to carry out activ ities either on temporary or permanent basis. The Act allows LPNs to supervise the unlicensed personnel. The Act also allows the LPNs to correct data concerning the patients. This means that LPNs have the opportunity to check and confirm various issues affecting patients within health institutions (Rosdahl & Kowalski, 2008). The other activity that LPN may perform according to the Act is supervising fellow colleagues. This occurs in the delivery of care where LPN who has a high level of competence within the legal scope of practice can supervise his/her colleagues (Strelecky, 2006). The Act also outlines a number of activities that are beyond LPNs. Some of these activities include conducting patient assessments. Even though, the LPNs can correct data related to the patients, they should not perform the assessments. The other activity that the LPNs cannot perform according to the Act is developing the nursing care plan on their own. This means that the LPNs can only engage in the dev elopment of nursing care plan with the assistance of medical professions in their scope of practice (Strelecky, 2006). According to the Practice Act, the LPNs are not entitled to administer IV chemotherapy. However, with supervision of a medical profession, they Act gives permission to the LPNs of installing chemotherapy bladders to patients. The Act also prohibits LPNs to administer various medications to patients (Rosdahl & Kowalski, 2008). Some of these medications include direct IV push medications. However, in cases related to saline and heparin flushes, the LPNs may provide the medication according to the Act. Moreover, LPNs are not obliged to administer IV fluid bolus for plasma volume expansion. However, they can perform this activity in the outpatient chronic hemodialysis setting. Apart from this activity, the Act prohibits LPNs to access any form of central line. They are also not allowed to access venous chest or arm port line device. The Act also indicates that LPNs cann ot perform case management. This means that any case management related to their activities ought to be performed by senior medical professions. LPNs cannot also provide mental health teaching. This obligation is beyond their ability as indicated in the Act. However, they can conduct other form of teaching to the patients. The other activity that the LPNs do not have the power to perform as indicated on the Act is conducting triage. The Act prohibits LPNs to conduct the activity without a supervisor. The Act clearly emphasizes that this

Research/Literary Analysis Research Paper Example | Topics and Well Written Essays - 1250 words

/Literary Analysis - Research Paper Example One of the potent criticisms of the text lies in the psychoanalysis and the social psychology that were very much inherent during the time of the story’s publication related with the newly envisaged theory of sexual selection by Darwin. However, the story, â€Å"The Story of an Hour† brings into contention many critical and psychological theories operating subtly within the tight-lipped and fast paced plot of the story which has a social importance at the contextual level as well. This essay intends to analyses the story, â€Å"The Story of an Hour† and keeping in central position the character of the protagonist Louise Mallard helps to explain the socio-psychological position of the women in the contemporary society. THE STORY OF AN HOUR: AN ANALYSIS The story, â€Å"The Story of an Hour† centers round the life and struggle of a woman name Louise Mallard. The story had to face a volley of criticisms for considering a woman character as its protagonist and evoked a volley of controversies for selecting a woman at the center of the plot during the late Victorian era. In addition, the fact that the woman feels elated by hearing the news of her husband’s death, the kind of liberation of soul along with feeling of being free expressed after understanding that her husband is not going to return any more enable to envision the story as a feminist text at the outset. The confusion that whether the text, â€Å"The Story of an Hour† is a story of liberation or tragedy will always remain intact. At one hand, the death of her husband who has never shown enough concern or care to love his wife comes into surface. On the other hand, Louise starts to believe that her husband’s death is going to bring him freedom for her physically, mentally and sexually. And, this has to be taken into consideration that Louise is a representative of her time and society. The story is a raging war against patriarchy prevailing at the Chopinâ₠¬â„¢s time and challenges the idea of marriage and the false and the much hyped values associated with it. This can be well understood through the predicament and emotional turmoil that the protagonist of the story undergoes within an hour time span when she is not sure of her husband’s death. In the book, â€Å"The Story of an Hour : Kate Chopin’s Voice Against Patriarchy â€Å" by Anonym quotes worthily that â€Å"Chopin made women the subject of the patriarch-centered world by stressing the male boundaries and showing alternative ways for women to get out of this world by developing an own identity† (Anonym 12). Breaking the shackles of married life and liberating women only for the sake of liberation were not the sole agenda of the story. On the contrary, Chopin wanted to give a progressive dimension by providing a voice to a woman who wanted to be free and seek her own identity. The selection of Louise as the protagonist was intentional and to review the emotional turmoil of a woman who is not sure to express grief or gaiety at the news of her husband’s death through the eyes of Louise herself was deliberate. At this juncture, another female protagonist Josephine could have been a sorted choice or even a third person narrator. However, one has to understand the motif of Chopin behind framing the story and presenting it through the voice of the protagonist herself. Alan Cheuse insightfully mentions in the book, â€Å"

Stock Options and Multinational Corporations Essay

Stock Options and Multinational Corporations - Essay Example Being a manufacturer of pharmaceutical products, the market is global and consumer range is broad; and this will not pose any problem in terms of the location of the venture. China is currently the leading economic zone in Asia, and expanding to this part of the globe will be beneficial for the company. China is a good source of cheaper labor, consequently resulting to less production costs. It is also a good location for logistics since consumers in the Asia-Pacific region can be reached much faster and easier. The study conducted by Tong and Reuer (2007) showed that venturing in a foreign country has an almost direct relationship with downside risks, both in terms of return on assets and return on equity. This is because cultural similarities have to be considered in order to minimize the negative effects. The fact that China’s language is the main barrier, plans have to be laid out in order to overcome this weakness. By adapting the methodology done by Tong (2007), the use of a Heckman two-stage model will be a good technique to for real options analysis. Variables such as cultural distance, trade restrictions and GDP should be evaluated to determine if the results are favorable. China’s language barrier can be solved, by getting business partners who can communicate both in English and Chinese. By doing so, the company will be able to penetrate billions of consumers, and provide even more opportunities in the

A World of Art Essay Example | Topics and Well Written Essays - 1250 words - 2

A World of Art - Essay Example SUBJECT SUMMARY Although, Van Gogh and Da Vinci were from separate eras who led distinct lives, they had at least two things in common: their love of art and the fact that they are legendary. The drama they ensued during their lifetimes distinctly shaped them into the men and artists they became, even how they fared in the view of the public. Their differences of experiences in life were evident in their painting styles through elements and principles of design. This division of talent helped shape them into separate, popular artists that each recognized separately of one another. BODY Leonardo da Vinci lived before Van Gogh in 1452, born in Vinci, Italy on April 15 (Leonardo, 2011). Out of everything he did, da Vinci was most noted for his paintings. However, he also heavily influenced people because he beheld one of the most amazing minds of the Italian Renaissance through his work as not just a painter, but as a sculptor, engineer, architect, and scientist (Leonardo, 2011). This i s not really well-known about him, but da Vinci was an illegitimate son of Ser Piero da Vinci and a village woman, Caterina (Leonardo, 2011). Not much is remembered of his mother. His father, on the other-hand, was a noticeable notary who apprenticed da Vinci to Andrea del Verrocchio in 1435 to 1488 (Leonardo, 2011). Opposite of rebellion, da Vinci conformed to tradition. He studied Verrocchio, especially his obsessive methods of perfection in regard to the human figure (Leonardo, 2011). In fact, one of da Vinci’s first paintings came from his assistant work in Verrocchio’s shop when he painted Baptism of Christ (Leonardo, 2011). Despite learning from another artist, da Vinci remained original in his work, not a copier or lesser talented person of his predecessor. Da Vinci set up his own shop after several years in 1478, and by 1481 he was asked to create an altarpiece in a major church entitled Adoration of the Magi (Leonardo, 2011). His experimentation during the Mil anese period where he dabbled in different oils for his paintings did not bode well for future view. Many paintings at that time were lost. Specifically, his infamous artwork The Last Supper had been reduced to mere spots and later reconstructed to what it is today (Leonardo, 2011). Later in life during 1500s, da Vinci focused his talents on human vitality (Leonardo, 2011). His painting Mona Lisa, arguably his most famous, is a product of da Vinci’s human portrayal. By 1506, da Vinci began to focus on science and the living organism (Leonardo, 2011). A few scientific analyses da Vinci conducted were: firearms, growth of plants, flight of birds, and geology (Leonardo, 2011). Before da Vinci died, the French king, Francis I, gave him a country estate in Cloux, France, which is where da Vinci passed away on May 2, 1519 at 67. Vincent Van Gogh entered the world on March 30, 1853 in Groot-Zundert in Holland from a Protestant minister, Theodorus, and his mother, Cornelia (Vincent, 2011). He received his name after he was born a year after the death of his younger brother, a stillborn (Vincent, 2011). Like da Vinci, little is understood or known of Van Gogh’s childhood, but there is speculation that Van Gogh’s mother encouraged him to draw and paint (Vincent, 2011). Before his artistry, Van Gogh was hired on at his Uncle’s company. The firm was called Goupil and Company, a company with art dealers, that Van Gogh worked for starting at age 16 and remained at for

Operations Decision Essay Example | Topics and Well Written Essays - 750 words - 1

Operations Decision - Essay Example The business has of late been working under pressure due to the warning given by the state concerning the fictitious businesses operating in the country that they will all be shut down. However, the main worry of this business is how to maximize profits at the lowest cost possible (Gee, 2006). Environmental scanning means possession and usage of data about events, blueprints, trends, and associations inside an institution’s internal and outside environment. It assists the mangers make conclusions on the prospect path of the company. Scanning should establish the risks and opportunities prevalent in the environment. In strategy invention, an institution should take advantage of the opportunities and reduce the risks. A risk of an institution can be an opportunity for the other. Internal breakdown of the environment is the initial step of environmental scanning. Institutions must observe the internal institutional environment, which constitutes worker association with different workers, worker association with management, manager association with different managers, and management association with shareholders, availability of natural resources, brand sensitivity, institutional culture, major personnel, operational capacity, among many more. In addition, debates, interviews, and explorations can be applied to evaluate the internal environment. Breakdown of internal environment assists in establishing powers and weaknesses of an institution (Cross & Miller, 2009). An enterprise becomes further competitive, and there exist sudden reforms in the external environment, data from the outside environment brings vital factors to the efficiency of long-term arrangements. Since the environment is changing, it becomes important to establish the competitor’s steps and deeds. Institutions have as well to update the key competencies and interior environment as per outside environment. Environmental factors are infinite, thus institution must be lively and vigilan t to admit and regulate to the environmental reforms. The external factors will very much influence the decision-making and the plant operations than the internal operations. This is because they mainly contribute to the existence and progression of the organization. If the competition in the market is stiff for the business, then there will be no other option other than to close. The level of advancement in the business, market tastes and preferences, competition; the external environment, and so forth determines the viability of an enterprise. They lead the managers in making decisions. Low technology level in a computer business will mean production of outdated items thus the business might close; if the products produced lack customer tastes and preferences, they will get damaged and depreciate in the store (Agtarap-San, 2007). The company consisting of 100 workers and producing 6,000 computers per month, this means each worker per day produces: 6000/20= 300 computers are produc ed per day Each worker= 300/100= 3 computers per day. The daily wage per worker is $70, thus the total salary for the employees= $70x100= $7,000 per day. The total salary per month is $7,000x20= $140,000 Total sales = 6,000x $32= $192,000 Total production cost= $140,000+ $2,000= $142, 000+ X (fixed cost) X (Fixed costs) = $192,000- $142,000= $50,000+y (to make the production cost exceed the revenue) The business at this point is making losses. Total marginal cost= $30x1= $30 In the above situation,

Environmental Factors That Affect the Mode of Dispersal in Plants Essay

Environmental Factors That Affect the Mode of Dispersal in Plants - Essay Example As a matter of fact, the degree with which dispersal influences community composition, holding other processes constant, remains an open question to be explored in the realms of academia. In an attempt to address this question, this paper examines the extent to which environmental conditions impacts on the variation in community composition, with reference to plants, visa viz spatial patterns found in the different habitats. Noteworthy from the onset, spatial distribution patterns of both plants and animal species are oftentimes attributed to dispersal limitation (Tuomisto, Ruokolainen and Yli-Halla 242; Cottenie 1177). By definition, dispersal refers to an ecological process resulting into a shift of location by an individual away from the population/location of origin, with the eventual effect of setting forth a new reproduction lineage distant apart from the mother organism. In plants, ‘dispersal’’ generally mean the process of seed relocation from a mother pla nt to a destination site. It represents the first step of plant colonization, which also encompasses establishment processes; that is, germination survival and plant growth (Vittoz, and Engler 112). The most common forms of dispersal include natal dispersal-initial movement of given species from the original location (birth site) to new locations; Adult dispersal-this entails shifting from the location of birth after attaining reproductive maturity, and usually involves species’ movement from one habitat to another; and gamete dispersal, which is mostly a common dispersal mode for adult individuals with non-motile characteristics, such as plants. New site relocation is almost a usual event in the life cycle of many plants and considered an aspect of adaption traits to certain habitats. Given the distinguishing characteristic of limited mobility, plants basically rely upon a number of dispersal vectors, both abiotic and biotic, to transport their propagules, from one location to the next (Carr, Robertson, Platt and Peet 1606). These propagules can either be dispersed away from their birth site individually or collectively in both space and time. The patterns of plant dispersal modes, by and large, depend on the dispersal mechanism, which in turn has important implications on the ultimate demographic and genetic distribution of plant populations within a particular habitat. There are quite a number of environmental factors that play crucial roles in the process of plant propagules dispersal processes. An important fact to note is the fact that some plants are utterly serotinous and only respond to certain environmental stimuli to shed off some of their offspring for a new beginning. Plants disseminules, in particular, comprise of seeds, fruits, and spores, all of which bear distinct modifications for relocation away from the parent plants by means of the ever available environmental kinetic energy. In fact, the distance traveled by a single disseminule is determined by the velocity as well as direction of movement taken by the agent causing the dispersion. Flying animals, water currents, and winds fall into the category of successful agents capable of carrying out long-distance passive dispersal. Light hairy seeds and fruits are easily and efficiently carried by the wind. Good examples are the Hypochaeris radicata (Asteraceae) seeds, which possess unique modifications allowing its

Actions to be taken when carrying out a case study

Actions to be taken when carrying out a - Case Study Example Among the actions that Ava Beane proposed to Eric Gregory and Mellissa Hayes is knowing the main aim of the study, this is clearly the identifying the main reason for carrying out the research study. Having a clear topic that will be evaluated, learning the attitude of the people living around the area of the place where the study will be conducted while at the same time considering their opinion on the study. Furthermore, Gregory and Hayes should find out if any other parties have ever conducted the same study before; they should survey the population where they are to carry out the survey that will be used to answer the research questions. This is necessary because they will be able to identify the most appropriate persons who will be able to answer the relevant questions as it is not possible to get information from the entire populationGregory and Hayes are also advised to follow the relevant procedures that are required in the event of carrying out the case study. When creating the questions that will be required to be answered by a given population for the study, the characteristics and the sex of the people answering the questions should be considered. This is because the answers give a precise the opinion of the person. However their identity are supposed to be concealed entirely as that is how it expected by the ethics governing scientific studies. Moreover they can use the collected data and compare it to the past researches that bear the same topic name.

Miss Julie Essay Example for Free

Miss Julie Essay This play is mainly about two characters one who is obviously Miss Julie and the other Jean. Miss Julie is a twenty-five-year-old tragic heroine. The other major character Jean is a thirty-year old valet who is chosen as Miss Julie’s lover. There are other characters such as Christine and Serena who are relatively minor characters. The setting for this play takes place in a kitchen of the Count’s manor house on a Midsummer’s Eve. In the beginning of the play it starts off with Julie dancing in the kitchen. Christine goes on to say that the reason she is rambunctious is because she is realizing that her engagement is broken. With this rambunctious behavior Julie begins to flirt with jean. Although Jean does not love Julie he still plays along with Julie, saying kind words to Julie that were not from his heart. Later on that night Jean and Julie sleep together. Then just like that after they have slept together Jean pretends like nothing ever happened and tells Julie he doesn’t love her. Enraged by this act of cruelty Julie confesses that she hates men. Later when the gossip is out Julie is ashamed of herself and is terrified of the consequences of the count. Julie then has no one else to run to for help except Jean, so she asks him what she should do and that she would do any thing for him to get her out of this mess. Terrified of the count Julie tells Jean to pretend he is the count and to hypnotize her. Jean does this but when he hypnotizes her he commands Julie to her death. Miss Julie the play has a straight forward message to the audience. The message is to all women saying to them to not give in very easily into a mens words. For example I have an uncle who always would tell me to always tell beautiful things to girls even if you don’t mean it because they fall for that. I personally never liked doing such acts, but for a lot of men out there this is a common strategy. Women should never give into a man very easily because that just tells the man that they have no respect for themselves. The play Miss Julie reminded me of my cousin and her boyfriend Ben. I pictured Jean in the play as Ben and Julie as my cousin, because even though Ben is dating my cousin it is obvious he does not love her. Just like Jean only pretended he loved Julie. Finally when my cousin realized he did not love her she also like Julie became enraged and gained hatred towards men. To this day my cousin would care less if she is single or not. Today in society I would say the problem with a lot young unwed girls getting pregnant in this day in age is due to the fact that they are not respecting themselves. This example reminds me of Julie how she did not respect herself in the play. Julie gave her heart to jean and jean shattered it in to pieces by just using Julie and then acting like nothing ever happened. One concrete statistic to prove that teenage pregnancy is getting out of control is from the Center of Disease: they say that one third of girls get pregnant before they are twenty (Teen Pregnancy). Miss Julie was a great play. It was though out very well by August Strindberg. One note to add about the play is that it had a lot of good messages to give to the audience. The Characters in this play were very easy to get into. Overall Miss Julie had a lot of positives to it and should be a play everyone should go to.

Biblical canon Essay Example for Free

Biblical canon Essay What do Fee and Stuart say is the only proper control for hermeneutics?Answer | | | | | Selected Answer:| the original intent of the biblical text| * Question 2 0 out of 3 points According to Fee and Stuart, regarding literary context, the most important question you will ever ask is, Whats the point?Answer | | | | | Selected Answer: | False| * Question 3 3 out of 3 points According to Fee and Stuart what do they say is the aim of a good interpretation?Answer | | | | | Selected Answer:| to get at the plain meaning of the text| * Question 4 3 out of 3 points According to Fee and Stuarts analysis they think most people do a very good job of handling Old Testament narrative passages. Answer | | | | | Selected Answer: | False| * Question 5 3 out of 3 points The Septuagint is a product of the Babylonian Exile.Answer | | | | | Selected Answer: | True| * Question 6 3 out of 3 points Old Testament narrative normally does not directly teach a doctrine.Answer | | | | | Selected Answer: | True| * Question 7 3 out of 3 points Until just after World War II the oldest OT manuscripts we had dated from about 200 B.C.Answer | | | | | Selected Answer: | False| * Question 8 3 out of 3 points What is the first concern of translators?Answer | | | | | Selected Answer:| that the original text they are using is as close as possible to the original wording as when it left the authors hand| * Question 9 3 out of 3 points According to the text (Harbin) and the traditional/conservative view Moses wrote Genesis.Answer | | | | | Selected Answer: | True| * Question 10 3 out of 3 points What three languages were the 66 books of the Protestant Bible originally written?Answer | | | | | Selected Answer:| Hebrew, Aramaic, Greek| * Question 11 3 out of 3 points The focus of the ___________ is on Jesus and his claim to be the Messiah.Answer | | | | | Selected Answer:| Gospels| * Question 12 0 out of 3 points The Modern View of the Bible approaches biblical documents as highly reliable.Answer | | | | | Selected Answer: | True| * Question 13 3 out of 3 points What is the significance of the Dead Sea Scrolls?Answer | | | | | Selected Answer:| They gave us a much older collection of Old Testament manuscripts.| * Question 14 3 out of 3 points The two types of context Fee and Stuart discussed in this weeks reading were†¦Answer | | | | | Selected Answer:| historical and literary| * Question 15 3 out of 3 points | The Traditional View of the Bible is also known as the liberal view.Answer | | | | | Selected Answer: | False| * Question 16 3 out of 3 points Which of the following are not among the common causes people misinterpret biblical narratives mentioned in the text?Answer | | | | | Selected Answer:| projection * Question 17 0 out of 3 points In our readings this week the Bible is described in part as, the Word of God given in human words in history.Answer | | | | | Selected Answer: | False * Question 18 3 out of 3 points  According to Fee and Stuart what is the antidote to bad interpretation?Answer | | | | | Selected Answer:| good interpretation, based upon commonsense guidelines| * Question 19 3 out of 3 points The NT canon was formalized at the 3rd Council of Carthage in AD397.Answer | | | | | Selected Answer: | True| * Question 20 3 out of 3 points  At the end of Old Testament narratives we are always told whether the events spoken of were good or bad. We are not expected to be able to judge for ourselves based upon other related portions of scripture.Answer | | | | | Selected Answer: | False

Why Error Correction Is Necessary Essay

Why Error Correction Is Necessary Essay Correction is necessary. The argument that students just need to use the language and the rest will come by itself seems rather weak. Students come to us to teach them. If they want only conversation, they will probably inform us or, they might just go to a chat room on the Internet. Obviously students need to be corrected as part of the learning experience. However, students also need to be encouraged to use the language. It is true that correcting students while they are trying their best to use the language can often discourage them. The most satisfactory solution of all is make correction an activity. Correction can be used as a follow-up to any given class activity. However, correction sessions can be used as a valid activity in and of themselves. In other words, teachers can set up an activity during which each mistake (or a specific type of mistake) will be corrected. Students know that the activity is going to focus on correction, and accept that fact. However, these activit ies should be kept in balance with other, more free-form, activities which give students the opportunity to express themselves without having to worry about being corrected every other word. It is to S.P. Corder that Error Analysis owes its place as a scientific method in linguistics. As Rod Ellis cites (p. 48), it was not until the 1970s that EA became a recognized part of applied linguistics, a development that owed much to the work of Corder. Before Corder, linguists observed learners errors, divided them into categories, tried to see which ones were common and which were not, but not much attention was drawn to their role in second language acquisition. It was Corder who showed to whom information about errors would be helpful (teachers, researchers, and students) and how. There are many major concepts introduced by S. P. Corder in his article The significance of learners errors, among which we encounter the following: 1) It is the learner who determines what the input is. The teacher can present a linguistic form, but this is not necessarily the input, but simply what is available to be learned. 2) Keeping the above point in mind, learners needs should be considered when teachers/linguists plan their syllabuses. Before Corders work, syllabuses were based on theories and not so much on learners needs. 3) Mager (1962) points out that the learners built-in syllabus is more efficient than the teachers syllabus. Corder adds that if such a built-in syllabus exists, then learners errors would confirm its existence and would be systematic. 4) Corder introduced the distinction between systematic and non-systematic errors. Unsystematic errors occur in ones native language; Corder calls these mistakes and states that they are not significant to the process of language learning. He keeps the term errors for the systematic ones, which occur in a second language. 5) Errors are significant in three ways: to the teacher: they show a students progress to the researcher: they show how a language is acquired, what strategies the learner uses. to the learner: he can learn from these errors. 6) When a learner has made an error, the most efficient way to teach him the correct form is not by simply giving it to him, but by letting him discover it and test different hypotheses. (This is derived from Carrolls proposal (Carroll 1955, cited in Corder), who suggested that the learner should find the correct linguistic form by searching for it. 7) Many errors are due to that the learner uses structures from his native language. Corder claims that possession of ones native language is facilitative. Errors in this case are not inhibitory, but rather evidence of ones learning strategies. The above insights played a significant role in linguistic research, and in particular in the approach linguists took towards errors. Here are some of the areas that were influenced by Corders work: STUDIES OF LEARNER ERRORS Corder introduced the distinction between errors (in competence) and mistakes (in performance). This distinction directed the attention of researchers of SLA to competence errors and provided for a more concentrated framework. Thus, in the 1970s researchers started examining learners competence errors and tried to explain them. We find studies such as Richardss A non-contrastive approach to error analysis (1971), where he identifies sources of competence errors; L1 transfer results in interference errors; incorrect (incomplete or over-generalized) application of language rules results in intralingual errors; construction of faulty hypotheses in L2 results in developmental errors. Not all researchers have agreed with the above distinction, such as Dulay and Burt (1974) who proposed the following three categories of errors: developmental, interference and unique. Stenson (1974) proposed another category, that of induced errors, which result from incorrect instruction of the language. As most research methods, error analysis has weaknesses (such as in methodology), but these do not diminish its importance in SLA research; this is why linguists such as Taylor (1986) reminded researchers of its importance and suggested ways to overcome these weaknesses. As mentioned previously, Corder noted to whom (or in which areas) the study of errors would be significant: to teachers, to researchers and to learners. In addition to studies concentrating on error categorization and analysis, various studies concentrated on these three different areas. In other words, research was conducted not only in order to understand errors per se, but also in order to use what is learned from error analysis and apply it to improve language competence. Such studies include Kroll and Schafers Error-Analysis and the Teaching of Composition, where the authors demonstrate how error analysis can be used to improve writing skills. They analyze possible sources of error in non-native-English writers, and attempt to provide a process approach to writing where the error analysis can help achieve better writing skills. These studies, among many others, show that thanks to Corders work, researchers recognized the importance of errors in SLA and started to examine them in order to achieve a better understanding of SLA processes, i.e. of how learners acquire an L2. STUDIES OF L1 INFLUENCE ON SLA Various researchers have concentrated on those errors which demonstrate the influence of ones native language to second language acquisition. Before Corders work, interference errors were regarded as inhibitory; it was Corder who pointed out that they can be facilitative and provide information about ones learning strategies (point 7, listed above). Claude Hagà ¨ge (1999) is a supporter of this concept and he mentions it in his book The child between two languages, dedicated to childrens language education. According to Hagà ¨ge, interference between L1 and L2 is observed in children as well as in adults. In adults it is more obvious and increases continuously, as a monolingual person gets older and the structures of his first language get stronger and impose themselves more and more on any other language the adult wishes to learn. In contrast, as regards children, interference features will not become permanent unless the child does not have sufficient exposure to L2. If there is sufficient exposure, then instead of reaching a point where they can no longer be corrected (as often happens with phonetics features), interference features can be easily eliminated. Hagà ¨ge stresses that there is no reason for worry if interference persists more than expected. The teacher should know that a child that is in the process of acquiring a second language will subconsciously invent structures influenced by knowledge he already possesses. These hypotheses he forms may constitute errors. These errors, though, are completely natural; we should not expect the child to acquire L2 structures immediately (p. 81). In addition to studies of L1 transfer in general, there have been numerous studies for specific language pairs. Thanh Ha Nguyen (1995) conducted a case study to demonstrate first language transfer in Vietnamese learners of English. He examined a particular language form, namely oral competence in English past tense making. He tried to determine the role of L1 transfer in the acquisition of this English linguistic feature as a function of age, time of exposure to English, and place and purpose of learning English. The influence of L1 on L2 was also examined by Lakkis and Malak (2000) who concentrated on the transfer of Arabic prepositional knowledge to English (by Arab students). Both positive and negative transfer were examined in order to help teachers identify problematic areas for Arab students and help them understand where transfer should be encouraged or avoided. In particular, they concluded that an instructor of English, whose native language is Arabic, can use the students L1 for structures that use equivalent prepositions in both languages. On the other hand, whenever there are verbs or expressions in the L1 and L2 that have different structures, that take prepositions, or that have no equivalent in one of the languages, instructors should point out these differences to their students. Not only was L1 influence examined according to language pair, but according to the type of speech produced (written vs. oral). Hagà ¨ge (p. 33) discusses the influence of L1 on accent; he notes that the ear acts like a filter, and after a critical age (which Hagà ¨ge claims is 11 years), it only accepts sounds that belong to ones native language. Hagà ¨ge discusses L1 transfer in order to convince readers that there is indeed a critical age for language acquisition, and in particular the acquisition of a native-like accent. He uses the example of the French language, which includes complex vowel sounds, to demonstrate that after a critical age, the acquisition of these sounds is not possible; thus, learners of a foreign language will only use the sounds existing in their native language when producing L2 sounds, which may often obstruct communication. STUDIES OF CORRECTIVE FEEDBACK Corder elaborated on Carrolls work to show that the most efficient way to teach a student the correct linguistic form is to let him test various hypotheses and eventually find the right form (point 6, listed above). In these steps, Hagà ¨ge points out the importance of self correction (p. 82-83). According to Hagà ¨ge, it is useful to always perform an error analysis based on written tests administered by the teacher, but without informing the student of the purpose of the test. On that basis, self-correction is preferable to correction by the teacher, especially if the latter is done in a severe or intimidating way. Self correction is even more efficient when it is done with the help of childrens classmates. According to teachers, the younger the children, the greater the cooperation among them and the less aggressive or intimidating the corrections. Hagà ¨ge dedicates a section in his book to the importance of treating errors in a positive way. In this section, titled The teache r as a good listener, he notes that it is useless, if not harmful, to treat errors as if they were diseases or pathological situations which must be eliminated, especially if this treatment becomes discouraging, as occurs when teachers lose their patience because of childrens numerous errors. This, of course, does not mean that corrections should be avoided; after all it is the teachers duty to teach the rules of the L2. But the correction of every error as soon as it occurs is not recommended. The justification that Hagà ¨ge offers is the following: the linguistic message that the child tries to produce is a sequence of elements which are interdependent; immediate corrections which interrupt this message tend to produce negative consequences, even to the less sensitive children; such consequences include anxiety, fear of making an error, the development of avoidance strategies, reduced motivation for participation in the classroom, lack of interest for learning, reduced will for s elf correction, and lack of trust towards the teacher. Esser (1984, cited in Hagà ¨ge) also made a similar point: repetitive and immediate corrections, he noted, may cause sensitive children to develop aggressive behavior towards their classmates or teacher. Thus, Hagà ¨ge concludes, correction must not be applied by the teacher unless errors obstruct communication. This is the main criterion for error correction (i.e. obstruction of communication) presented by Hagà ¨ge; however there have been studies which examined such criteria in greater detail, such as Freiermuths L2 Error Correction: Criteria and Techniques (1997). Freiermuth accepts Corders view (point 6) and proposes criteria for error correction in the classroom. These criteria are: exposure, seriousness, and students needs. In the case of exposure, Freiermuth claims that when a child creates language (for example, when he tries to express an idea by using a linguistic form he has not yet acquired), he will most likely make errors; correcting these errors will be ineffective because the learner is not aware of them. Thus, error correction would result in the acquisition of the correct form only if the learner has been previously exposed to that particular language form. As regards the seriousness criterion, Freiermuth claims that the teacher must determine the gravity of an error before deciding whether he should correct it or not. Here Freiermuth sets a criterion which agrees with that of Hagà ¨ges: the error, he states, must impede communication before it should be considered an error that necessitates correction. But what constitutes a serious error? Which errors are those which should not be corrected? As an examples of non-serious errors, Freiermuth mentions those errors which occur due to learners nervousness in the classroom, due to their stress or the pressure of having to produce accurately a linguistic form in the L2. These errors can occur even with familiar structures; in that case, they are not of serious nature and are similar to what Corder called mistakes. Here again we see Corders influence in error analysis, and in particular in the distinction between errors and mistakes. Freiermuth goes on to suggest a hierarchy of errors (accor ding to seriousness) to help teachers decide which errors should be corrected: Errors that significantly impair communication [are] at the top of the list, followed by errors that occur frequently, errors that reflect misunderstanding or incomplete acquisition of the current classroom focus, and errors that have a highly stigmatizing effect on the listeners. He also clarifies what can cause stigmatization: profound pronunciation errors, or errors of familiar forms. Another important criterion that must be considered by the teacher is individual students needs. The importance of this factor is mentioned in Corder, who in turn notes that this idea had been suggested previously by Carroll (1955, cited in Corder 1967) and Ferguson (1966, cited in Corder 1967). Each student is different and thus may react differently to error correction. We infer from Freiermuths claim that the teacher must perform two main tasks: first, assess some specific character traits of students, such as self-confidence and language acquisition capability. Freiermuth agrees with Walz (1982, cited in Freiermuth) that self-confident, capable students can profit from even minor corrections, while struggling students should receive correction only on major errors. This claim agrees with Esser and Hagà ¨ges claim that repetitive corrections are likely to decrease motivation; it is reasonable to accept that students who lack self-confidence will be stigmatized to a greater degree than confident students. The teachers second task, according to Freiermuth, is to listen to learners L2 utterances in order to determine where errors occur (i.e. which linguistic forms cause students difficulties), their frequency, and their gravity (according to the severity criteria mentioned above). Then the teacher can combine the outcome of these tasks and decide on correction techniques for individual students. A different approach to error correction was suggested by Porte (1993), who stressed the importance of self-correction. Porte refers to Corders distinction of errors and mistakes and points out that many students do not know the difference. It is important, Porte notes, that students know how to identify an error in order to avoid it in the future. She agrees with Corder that it is more efficient for learners to correct themselves than be corrected by the teacher, and goes on to suggest a four-step approach for self-correction. This approach consists of questions that the teacher provides to students. After writing an essay, students should read it four times, each time trying to answer the questions included in each of the four steps. Thus, in each re-reading task (each step) they concentrate on a different aspect of their essay. In brief, the first task asks them to highlight the verbs and check the tenses; in the second task students concentrate on prepositions; the third task req uires them to concentrate on nouns (spelling, agreement between subject and verb); finally in the fourth task students should try to correct potential personal mistakes. Porte also offers some clarification of what is meant by personal mistakes, in order to help the students identify them. The studies mentioned above are only a few examples that demonstrate how S. Pit Corders work influenced the area of error analysis in linguistics. The concepts that Corder introduced directed researchers attention to specific areas of error analysis; they helped linguists realize that although errors sometimes obstruct communication, they can often facilitate second language acquisition; also they played a significant role in training teachers and helping them identify and classify students errors, as well as helping them construct correction techniques.

Beauty and the Beast by Mme Le Prince De Beaumont :: essays research papers

Beauty and the Beast by Mme Le Prince De Beaumont The fairy tale Beauty and the Beast opens with the characters of a rich merchant and his six children, three boys and three girls. "The two eldest girls were vain of their wealth and position" (22), but the youngest girl, the prettiest of the three, had a more pleasing personality, humble and considerate. This youngest daughter was so beautiful even as a child that everyone called her Little Beauty. She was just as lovely as she grew up so that she was never called by any other name, a fact that made her sisters extremely jealous. All three girls had numerous marriage proposals - the two eldest always turned their suitors away with the declaration that they had no intentions of marrying anyone less than a duke or an earl. Beauty too always turned her proposals down, but with kindness, answering that she thought herself too young and would rather live some years longer with her father. "Then through some unlucky accident the father lost all of his fortune and had nothing left but a small cottage in the country"(22). When the father told his children that they would all leave town and move to the country cottage the two eldest daughters replied that they would not leave and go with him. They thought they had plenty of gentlemen who would marry them but soon found out that the men they had turned down so harshly now had no pity for them. On the other hand, many still had feelings for Beauty and several men offered to marry her yet she still refused, stating she could not think of leaving her father along in his troubles. At first Beauty would sometimes cry in secret over their misfortune, but in a very short time she decided, "All the crying in the world will do me no good, so I will try to be happy without a fortune" (22). After settling into their cottage, the merchant and his three sons began plowing and sowing the fields and working in a garden. Beauty did her part to help out; rising at four o'clock every morning to light the fires, clean the house, and fix breakfast for her family. When all her work was done, Beauty would amuse herself reading, playing her music, or singing while she spun. The two eldest girls, however, did not know what to do with their time; each day they had breakfast in bed, not rising until ten o'clock, and then they spent their days pitying themselves and grieving for the loss of their carriage and fine clothes.

Summary of The Adventures of Huckleberry Finn One and Two :: Huckleberry Finn American Literature Essays

Summary of The Adventures of Huckleberry Finn One and Two "You don't know about me, without you have read a book by the name of â€Å" The Adventures of Tom Sawyer," but that ain't no matter. that book was made by Mr. Mark Twain, and he told the truth, mainly. There were things which he streched, but mainly he told the truth. That ain' nothing. I never seen anybody but lied, one time or another, without it was Aunt Polly, or the widow, or maybr Mary. Aunt Polly-Tom's Aunt Polly, she is-and Mary, and the Widow Douglas, is all told bout in that book-which is mostly a true book; with some, as I said before.†(Twain 1)   Ã‚  Ã‚  Ã‚  Ã‚  Any way I am here to tell you somethings bout this man that has write all these things bout our adventures. So listen an maybe you might even learn a little something bout this man. Now let me think....oh ya, now I recall it. I reckon it was a warm November ju's like any other, the 30th to be exact. But that ain't how Sam's Pa spoke of it. He had to go maki'n big, fancy speeches and things of that sort at the party. But after all that mubl'in we had a purdy good time. As a matter of fact as I recall that day it was almost pur'fect. If it warn't for me drunk Pa gettin arrested by the Sheriff that morn, it woudda' been real pur'fect. Course I reckon a boy's gota have a good time at his best friend's bert'day party. I was at Sam's house. Course I warn't de only one dare. His Pa, Judge Clemens and Ma, Miss Jane Lampton, till she married of course, was dare and I reckon his whole 'tire family must da been at dat house, can't barely remember it was only his fourth birthday back in 1839 (Howard 1). Ya, me and Sam been friends ever since he moved here, best friends too, he was born an lived in Florida, Missouri prior to now. He moved here at the start of this year. See lots of people don't give me much thought cause me bein uneducated and havin a Pa like I do an all. That all changed though, Sam was the type dat even liked the niggers, so I be surprised if he thought of me differently than any other (Paine 4). Sam's family had'nt got that much money either but his Pa sure was one of them educated types. He was a lawyer and a judge and people looked up to him

Love :: essays research papers

It's a crazy thing to do, really. That two young people should together reach out and take hold of their future in this way--should determine that, come what may, it will be a future together--can hardly make sense. Unless, perhaps, God makes sense of it for us. For the miracle and the mystery of marriage is that God permits us to exercise just a little of his own creative power--to determine this one thing about our future: that it will be a future together. And having permitted us to be as creative as he himself is, God then asks us--and invites us--to learn also to be as steadfast and faithful as he is. What might God hope to accomplish through such a crazy invitation? God has in mind to get something done in us and to us. Stanley Hauerwas, who teaches theology and ethics at Duke Divinity School, and who almost never fails to be provocative, once wrote that the most basic law of marriage could be stated in a sentence: "You always marry the wrong person." He went on to explain: "The one thought to be Mr. Right turns out not to be. Ms. Right tends to show up after marriage. But the adventure of marriage is learning to love the person to whom you are married.... Love does not create a marriage; marriage teaches us what a costly adventure love is." He's deliberately made the point a little provocatively, but it is nonetheless true. Of course, for anyone who is married, it is true that you may not be married now to the person you once thought you were marrying. Five years from now, or ten years from now, the person sitting next to you won't necessarily be the person you thought you were giving yourself to. So if marriage requires us to choose just exactly the right person ... well, we're in very big trouble. The target keeps shifting. Marrying means promising to be faithful to someone who may keep changing. And so, the church does not ask today, "Christopher, do you love Hannah?" but rather, "Christopher, will you love Hannah?" "Hannah, will you love Christopher?" Marriage, therefore, exists not primarily to make us happy but to make us holy--though in the long run, of course, there can be no happiness apart from holiness. But it's holiness that God is after. And so in marriage God goes to work on us--begins to teach us what it means, what it will require of us, to love even just this one person as God loves each of us, with steadfastness and faithfulness.

Benito Juarez

Juarez was born in the village of San Pablo Guelatao, Oaxaca on March 21, 1807, located in the mountain range now known as the â€Å"Sierra Juarez†. His parents, Marcelino Juarez and Brigida Garcia, were peasants who both died when he was three years old. Shortly after, his grandparents died as well, in which his uncle then raised him. [2][3] He described his parents as â€Å"indios de la raza primitiva del pais,† that is, â€Å"Indians of the original race of the country. â€Å"[3] He worked in the corn fields and as a shepherd until the age of 12, when he walked to the city of Oaxaca to attend school. 1] At the time, he was illiterate and could not speak Spanish, only Zapotec. In the city, where his sister worked as a cook, he took a job as a domestic servant for Antonio Maza. [1] A lay Franciscan, Antonio Salanueva, was impressed with young Benito's intelligence and thirst for learning, and arranged for his placement at the city's seminary. He studied there but dec ided to pursue law rather than the priesthood. He graduated from the seminary in 1827 and went on to gain a degree in law. In 1843 Benito married Margarita Maza.Benito Juarez with his sister Nela (left) and his wife Margarita (right), 1843 [edit]Political career Juarez became a lawyer in 1834 and a judge in 1841. [4] He was governor of the state of Oaxaca from 1847 to 1852; in 1853, he went into exile because of his objections to the corrupt military dictatorship of Antonio Lopez de Santa Anna. [5] He spent his exile in New Orleans, Louisiana, working in a cigar factory. [6] In 1854 he helped draft the Plan of Ayutla as the basis for a liberal revolution in Mexico. [5] Faced with growing opposition, Santa Anna resigned in 1855 and Juarez returned to Mexico.The winning party, the liberales (liberals) formed a provisional government under General Juan Alvarez, inaugurating the period known as La Reforma. The Reform laws sponsored by the puro (pure) wing of the Liberal Party curtailed the power of the Catholic Church and the military, while trying to create a modern civil society and capitalist economy based on the U. S. model. The Ley Juarez (Juarez's Law) of 1855, for example, abolished special clerical and military privileges, and declared all citizens equal before the law. All the efforts ended on the promulgation of the new federalist constitution.Juarez became Chief Justice, under moderado (moderate) president Ignacio Comonfort. The conservatives led by General Felix Zuloaga, with the backing of the military and the clergy, launched a revolt under the Plan of Tacubaya on December 17, 1857. Comonfort did not want to start a bloody civil war, so made an auto-coup d'etat, dissolved the congress and appointed a new cabinet, in which the conservative party would have some influence, assuming in real terms the Tacubaya plan. Juarez, Ignacio Olvera, and many other deputies and ministers were arrested.The rebels wanted the constitution revoked completely and anothe r all-conservative government formed, so they launched another revolt on January 11, 1858, proclaiming Zuloaga as president. Comonfort re-established the congress, freeing all the prisoners and resigned as president. Under the new constitution, the chief justice immediately became interim president until proper elections could be made. Juarez took office in late January 1858. Juarez then led the liberal side in the Mexican War of the Reform, first from Queretaro and later from Veracruz.In 1859, Juarez took the radical step of declaring the confiscation of church properties. In spite of the conservatives' initial military advantage, the liberals drew on support of regionalist forces. They had U. S. help under some terms of the controversial and never approved McLane-Ocampo treaty. This turned the tide in 1860; the liberals recaptured Mexico City in January 1861. Juarez was finally properly elected president in March for another four-year term, under the Constitution of 1857. Bust of Benito Juarez in Guanajuato, Mexico.Faced with bankruptcy and a war-savaged economy, Juarez declared a moratorium on foreign debt payments. Spain, Great Britain, and France reacted with a joint seizure of the Veracruz customs house in December 1861. Spain and Britain soon withdrew after realizing that the French Emperor Napoleon III used the episode as a pretext to launch the French intervention in Mexico in 1862, with plans to establish a conservative regime. The Mexicans won an initial victory over the French at Puebla in 1862, celebrated annually as Cinco de Mayo (May 5).The French advanced again in 1863, forcing Juarez and his elected government to retreat to the north, first to San Luis Potosi, then to the arid northern city of El Paso del Norte, present day Ciudad Juarez, Chihuahua, and finally to the capital of the state, Chihuahua City, where he set up his cabinet and government-in-exile. There he would remain for the next two and one-half years. Meanwhile Maximilian von Hab sburg, a younger brother of the Emperor of Austria, was proclaimed Emperor Maximilian I of Mexico on April 10, 1864 with the backing of Napoleon III and a group of Mexican conservatives.Before Juarez fled, Congress granted him an emergency extension of his presidency, which would go into effect in 1865, when his term expired, and last until 1867 when the last of Maximilian's forces were defeated. In response to the French intervention and the elevation of Maximilian, Juarez sent General Placido Vega y Daza to the U. S. State of California to gather Mexican American sympathy for Mexico's plight. Maximilian, who personally harbored liberal and Mexican nationalist sympathies, offered Juarez amnesty, and later the post of prime minister, but Juarez refused to accept either a government â€Å"imposed by foreigners†, or a monarchy.A legitimate Mexican throne had existed long before him, founded by Emperor Augustine I after independence had been achieved in 1821, but was abolished o nly a year later, during a domestic crisis. With its own civil war over, President Andrew Johnson invoked the Monroe Doctrine to give diplomatic recognition to Juarez' government and supply weapons and funding to the Republican forces. When he could get no support in Congress, he supposedly had the Army â€Å"lose† some supplies (including rifles) â€Å"near† (across) the border with Mexico.He would not even meet with representatives of Maximilian. Gen. Philip Sheridan wrote in his journal about how he â€Å"misplaced† 30,000 muskets close to Mexico. [7] Faced with this and a growing threat from Prussia, the French troops began pulling out of Mexico in late 1866. Mexican conservatism was a spent force and was less than pleased with the liberal Maximilian. In 1867 the last of the Emperor's forces were defeated and Maximilian was sentenced to death by a military court.Despite national and international pleas for amnesty, Juarez refused to commute the sentence, and Maximilian was executed by firing squad on June 19, 1867 at Cerro de las Campanas in Queretaro. His body was returned to Europe for burial. His last words had been, ‘? Viva Mexico! ‘ Juarez was controversially re-elected President in 1867 and 1871, using the office of the presidency to ensure electoral success and suppressing revolts by opponents such as Porfirio Diaz. Benito Juarez died of a heart attack in 1872 while working at his desk in the National Palace in Mexico City. He was succeeded by Sebastian Lerdo de Tejada, his foreign minister.

Coraline Essay

Neil Gaiman’s children’s novel Coraline begins when Coraline, a young girl, and her parents moving into a second-floor flat in an old house. She then enters a parallel universe in which she begins her journey quest. As well as in Harry Potter, Coraline follows the classic pattern of a quest story, with plenty of interesting and imaginative twists on the genre. The hero with a thousand faces presents the idea of a hero’s journey, also called as the monomyth. Written in 1949 by Joseph Campbell, the book uses worldwide examples in order to highlight the similarities found in every heros journey, which can be seen in Coraline. ne can see how in Coraline also passes threw different hero phases such as the call to adventure, refusual of the call and the crossing of the first threshold, just to name a few. To start with, one of the first things of the monomyth found in â€Å"Coraline† is the call to adventure. For example, coraline is faced with the situation of her parents being kidnapped by the â€Å"other mother†. The words â€Å"help me† (pg. 53) from her trapped parents was the call and the beginning to her hero’s journey. To continue, in her departure, she also had the supernatural aid of the small stone with a hole. The stone came with advice from Miss Spink, she said â€Å"and be very, very careful, and don’t wear green in your dressing room (pg. 20, 21), so, Coraline took the stone and she wandered what does miss Spink mean by â€Å"danger†. Once the hero has committed to the quest the magical helper appears, or becomes known. There are many characters in the Coraline story that help aid her to success in defeating the other mother but no one in the book played a larger role than The Cat. The Cat was a mystery all on his own. One must recall that se cat is often a symbol for wisdom, mystery and helper. The Cat was not a friend or foe in the story. The cat was there to help Coraline along through the Other World and remind her that she is from the real world (just likethe egiptians used to believed). At the climax of the story, Coraline used the cat by throwing him at the Other Mother to escape the Other World. The hero returns with the token. The token is a reminder of the hero’s quest. The token proves that the story was not a dream. In the book Coraline, the token is the Stone with a hole in it. The Stone was given to Coraline from Ms. Spink. Ms Spink lived with Ms. Forcible in the flat under Coraline’s house. When Coraline receives the stone she asked â€Å"What is it for? † Miss Forcible responds â€Å"It might help†¦There are good for bad things, sometimes. †(24) The Stone with the hole in it help Coraline locate the ghost children and the souls of her parents. At the end of the journey when she rescues her parents, leaves the Other World and saves the real world from the Other Mother, Coraline return the stone with the hole in it to Ms. Forcible. Coraline says â€Å"Here you go, †¦I don’t need it anymore. I’m very grateful. I think it may have saved my life and some other people’s deaths. †(193) Letting Coraline and the readers know that the story was more than just not a figment of Coralines imagination. Coraline has to overcome the road of trail before she can continue on her hero’s journey. For example, she offers the â€Å"button eyed† mother a challenge, â€Å"an exploring game, a finding things game† (92). The gamble was her love in exchange for her real parents and the three lost souls of the children. The other mother agrees on the game. However, the â€Å"beldam† does not play fair. For instance, she conjured up a sand storm ,dog-bats, jelly-like creatures and of course a dough faced, â€Å"grublike†(111) thing with button eyes that whispered â€Å"coralline†. All the evil things try to stop Coraline in her quest. Overall, one can agree that the hero’s quest is evident in coraline. Its a incredible twist how Neil Gaiman creats this hero, making it appeal mor realistic and down to earth than other heroes. Coraline is not special. She’s an ordinary kid with ordinary parents living in an ordinary home. She’s not gifted at solving mysteries or riding horses or playing with dolphins. She doesn’t have any outstanding personality traits, like shyness, insecurity or extraordinary kindness. She’s just a kid who happens to be female, whose curiosity leads her to an adventure, the consequences of which demand heroics from her. She makes mistakes, and she also has flashes of brilliance, as people generally do.

Thw Winter Holiday Homework

EICHER SCHOOL HOLIDAY HOMEWORK CLASS – VIII ENGLISH Q1Read the newspaper article and answer the questions that follow: Ban is the correct move 10 Feb 2009, Vikram Sinha The move by the central government to finally introduce an amendment to the Motor Vehicles Act, 1988, prohibiting the use of cell phones while driving, has materialized. It also ensures that there are no loopholes left in the law by including hands-free sets in the ban . Doubtless, there will be those who claim that such devices are safe since they free both hands for driving. It is a false claim. There is an assumption that it is the physical hindrance caused by conversing on the phone while driving that is the main safety hazard. Rather, the issue is the mental distraction of the driver. The US is pushing all its states to implement a similar ban. For evidence, it cites several studies, such as one by the university of Utah, which prove that using hands-free devices is as dangerous as speaking on cell phone without them. Another study cited by the report establishes why this so. It states that conversing with a fellow passenger is not dangerous and many instead lead to greater safety. The reason for this is simple enough . a co-passenger is likely to keep an eye on the road, adjust or stop danger. A person at the other end of a phone connection cannot do this. The conservation will remain unchanged, demanding the driver’s attention and lessening his focus on the road at the moment when he might need it the most. The introduction of such a specific law in India is long overdue. And now that one is finally being introduced, the Ministry of Road Transport and highways is taking the correct step by being thorough. [ source: TOI 10 Feb,2009] 2. 1 ‘It is a false claim’ ( para 1). What is the false claim? The claim that A. the amendment is finally being introduced B. co-drivers can help a driver avoid accidents C. all cell phones can create distractions for drivers D. hand- free phones can be safely used when driving 2. 2. What is the usual assumption of people? A. Conversing on a cellphone causes maximum accidents. B. Using a phone while driving does not cause any difficulty C. Mental distractions are more harmful than physical distractions. D. These bans should only be implemented in US. and 2. 3 According to the passage, in what way is the driver talking to a co-passenger less risky as compared to talking on phone? A. Talking to a co-passenger increases the concentration of the driver. B. Talking to a co-passenger keeps a driver awake in long drives. C. Co- passengers will stop the conversation and warn the driver of danger. D. Co-passengers can answer the phone calls 2. 4 ‘The US is pushing all its states to implement a similar ban’ Here ‘similar ban’ refers to A. Use of cell phones while driving B. Talking to co- passengers while driving C. Use of both cell-phones and hands- free devices while driving D. None of the above 2. 5. Choose the word from the passage that means the same as â€Å" strictly not allowed† A. rohibited B. implemented C. hindrance D. loopholes Q2 Prepare a book review on the class library / school library book you have read based on the following points: 1) Name of the book 2) About the author 3) Judgement 4) Summary G. SC Bio Q1. State the importance of water. Q2. Why is the frequency of irrigation higher in summer? Q3. What is irrigati on? Describe two methods of irrigation which conserve water. Q4. Write a paragraph in your own words on each of the following a) Preparation of soil. b) Sowing Q5. Why weeds should be removed before they produce flowers and seeds? Q6. Why is weeding necessary? Chem Q1. State the different ways to stop fire. Q2. Why a gas burner does has holes surrounding it (on outside)? Q3. Cooking utensils acquire the coating of a black powdery substance if kept on yellow flame of the burner. Why? Q4. Draw a well labeled diagram to show the different regions of flame. Phy Q1. What is the purpose of L. H. C? (Large Hadron Collider) Q2. How are charges developed here? Q3. Write two areas where problems are coming LHC? Q4. What discovery it will make once it becomes successful? Q5. Write a short note on LHC. [READ CHAPTER NATURAL PHENOMENA TO UNDERSTAND THE CONCEPT] S. ST ? Collect information on Durban ,South Africa Earth Summit held this year. ? The information has to be pasted in the class note books. ? Students will be graded on the work submitted. S. kt Do pg . 77 to 81 in Assignment. Hindi (Do page num 117 and 135 from assignment) MATHS 1. Express the following as the product of two factors:- i) 18Ãâ€"2 + 24x + 8 ii) 25t2 + 10t + 1 iii) 9u2 – 6u + 1 2. Evaluate (48Ãâ€"2 + 30x + 3) ? 16x + 3) 3. Divide :- i) a6 + 2a3b3 – 3b6 by a3 – b3 ii) 4Ãâ€"4 + 1 by 2Ãâ€"2 + 2x + 1 4. Check whether x -2 is a factor of x3 – 8 5. A certain sum of simple interest becomes double in 20 years. In how many years will it become four times? 6. If the C. P of 8 articles is equal to S. P of 6 articles, find the gain %. 7. What sum of money will amount to 45582. 25 at 6[pic] p. a in 2 years, interest being compounded annually? 8. A cubical container is 15 cm long. The volume of container is 5. 4 cm3. Find the area of its end. 9. Due to rainfall, a square terrace of length 9m is filled with water up to a height of 6 cm. How many litres of water has accumulated on the terrace? 10. Find the value of x, if i) 2x = (6)2 – (4)2 ii) 6x = (23)2 – (17)2 11. If the area of rectangular field is 21 x2 – 7x and one of its sides is 7 x,what is its other side ? 12. Find the greatest no. of seven digits which is perfect square. What is the square root of this number? 13. A decimal fraction is multiplied by itself. If the product is 251953. 8025, find the fraction. 14. Find the volume of a cube whose total surface is 486 cm2 ? 15. Multiply – 3x2y by (7x3y – 5xy2). Verify the product by taking x = -2, y = -1.