No Se Essay Example

No Se Essay Clarify every one of your answers utilizing the Problem-Solving Technique 1. A cylinder chamber gadget at first contains 0. 07 m3 of nitrogen at 130 kPa and 120oC. The nitrogen is currently extended polytropically to a condition of 100 kPa and 100oC. Decide the limit work during this procedure. 2. A cylinder chamber gadget with a lot of stops at first contains 0. 3 kg of steam at 1. 0 MPa and 400oC. The area of the stops compares to 60 percent of the underlying volume. Presently the steam is cooled. Decide the pressure work if the last state is (a) 1. Mpa and 250 oC and (b) 500 kPa. (c) Also decide the temperature at the last state to some degree (b) 3. A frictionless cylinder chamber gadget at first contains 200L of soaked fluid refrigerant-134a. The cylinder is allowed to move, and its mass is to such an extent that it keeps up a weight of 900 kPa on the refrigerant. The refrigerant is presently warmed until its temperature ascends to 70oC. Compute the work done during this procedu re. 4. A mass of 2. 4 kg of air at 150 kPa and 12oC is contained in a gas-tight, frictionless cylinder chamber gadget. The air is currently compacted to a last weight of 600 kPa. During the procedure, heat is moved from the air with the end goal that the temperature inside the chamber stays steady. Compute the work contribution during this procedure. 5. Soak water fume at 200oC is isothermally dense to an immersed fluid in a cylinder chamber gadget. Figure the warmth move and the work done during this procedure in kJ/kg. 6. A protected cylinder chamber gadget contains 5 L of immersed fluid water at a consistent weight of 175 kPa. Water is blended by an oar wheel while a momentum of 8 A streams for 45 min through a resistor set in the water. In one-portion of the fluid is dissipated during this consistent weight process and the oar wheel work adds up to 400 kJ, decide the voltage of the source. Likewise, show the procedure on a P-v graph concerning the immersion lines. 7. 1-kg of oxygen is warmed from 25oC to 300oC. Decide the measure of warmth moved required when this is finished during an (a) steady volume procedure and (b) isobaric process. We will compose a custom article test on No Se explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on No Se explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on No Se explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer

Running Head: Multinational Corporation

General engines is a global company that was started in 1908 by William Durant.â It has since the time stretched out its administrations to a few outside nations including Mexico. It is the world’s biggest known organization for assembling of vehicle (Cray and Chrome 1980).Its remarkable business exercises in Mexico are among others, arrangement of top notch Products so as to stay serious in the worldwide economy.â The pioneers inGeneral Motors have likewise imagined field-tested strategies that empower them to diminish the expenses of the Intensive building, prototyping just as tooling exercises they works in Mexico(http://www.gm.com) The General engines supervisory group has set up a net working system for recruiting new representatives in order to encourage assembling and showcasing of beneficiary automobiles.â The enterprise has additionally extended an activity known as kick off in Mexico whose principle objectives are to instill the individuals who have been re cently recruited into the corporations’ culture and to give them a possibility of meeting representatives in different pieces of the partnership to get presented to the corporations’ business pioneers (Cray and Chrome, 1980).â This guarantees smooth running of the business exercises since high worker connection is set up and maintained.General engines procedure on the host nation, Mexico, has some similar favorable circumstances. Contrasted with the US, work costs in Mexico are a lot of lower and hence General Motors Corporation has a decent potential for success in Mexico instead of US since it economically get its parts creation. Simultaneously General Motors Corporation in Mexico doesn't experience solid rivalry for aptitudes and innovation from many vehicle organizations than it could experience in the US (Maurice, 1995).This is very much clarified by the way that US is accepted to pick up those occupations that require high abilities and innovation as it exchang es with Mexico.â This shows the vast majority of the researchers and designers who have the necessary abilities and innovation secure employments in the General engines company (Lance and Ian 1998). Since it is a well paying and set up remunerations contrasted with some other car organization in the country.The ecological issues that won during the on set of the General Motors Corporation in Mexico, for example, increasing expenses of social insurance just as benefits costs truly influenced quick development of the organization. General engines be that as it may, have taken a shot at these issues through working broadly with the Workers Union on ways for cutting down the healthâ care costs for the laborers their families just as the retirees (http:delphi.com/about/social/)Although General Motors Corporation in Mexico was entrenched, it likewise confronted solid and serious weight structure the other vehicle companies.â This could prompt lower deals than anticipated by the admin istration and in general monetary strain to the organization. Notwithstanding, General Motors Company have set out on development from that point forward and it has extended PC just as electronic substance on their vehicles (Lorean and John, 1980).â It has likewise stretched out its enlistment to cover most mechanically propelled nations like China, Europe and India consequently procuring high gifted researchers and engineers.There is additionally the issue of globalization that totally has profited the General Motors Corporation.â It has been a lot simpler for the organization to gain admittance to the innovation that is being created the world over (Jagdish, 2004). In Defense of Globalization.Oxford University Press.â The various researchers and specialists enlisted by the General Motors from different societies impact the way of life of the host nation, Mexico. The hardened rivalry got by globalization has additionally made it hard for the Mexico-based vehicle organizations to contend in the market particularly the little organizations (Frederick, 1947)Resolving these issues has genuine money related duty and long haul costs particularly when the high gifted researchers and specialists interest for better salaries.The Acme engines should set up solid models whereupon its laborers are recruited or utilized to improve and keep up gracefully of top notch autos to its customers. The laborers ought to have the option to direct intensive research and be mechanically inventive in order to empower Acme engines contend adequately in the worldwide market.References.Cray, E. and Chrome C. (1980). General Motors and Its Time. New York: McGraw-Hill.Cray, E. and Chrome C. (1980).A History of General Motors. New York: Smithmark De Lorean and John Z. (1980).On a Clear Day You Can See General Motors. London: Sidgwick and Jackson.David M. (2003).What the Market Does to People: Privatization, Globalization, and Poverty.â Clarity Press.Frederick H. (1947). Examples o f Union-Management Relations: United Automobile Workers (CIO), General Motors.Science Research Associates.Jagdish B. (2004). In Defense of Globalization.Oxford. College Press.Maurice E. (1995).Electronic Technology, Corporate Strategy, and World Transformation.Quorum Books.Lance D. and Ian M. (1998).Biographical Dictionary of the History of Technology.â â Routledge.Retrieved on 24th 2008, from http://www.gm.comRetrieved on 24th January 2008Retrieved on 24th January 2008, from http://delphi.com/about/social/

Introducing LinkedIns New Home and Profile Pages

Introducing LinkedIns New Home and Profile Pages On Thursday, December 11th, LinkedIn ® started rolling out its latest Home and Profile page design changes. For those of you who arent yet seeing the redesign when you log in, you can email LinkedIn ® to get a sneak peak at SeeNewHP@linkedin.com. Home Page Across the top of your Home page you will now enjoy instant access to the most important information regarding your account, including a quick link to your profile page, your stats and your Keep in Touch feed. Directly below this section, you will find the latest news and updates from Pulse. You can even sort your Pulse feed by the most popular or most recent. You will then see your regular feed of activity from your groups and connections, aesthetically revamped for quick connection identification, content preview, following, joining and connecting. Throughout your news feed you will notice suggestions by LinkedIn ® regarding connections you might like to make and jobs that might interest you. Profile LinkedIn has updated all profile pages to automatically appear in edit mode when accessed by the owner of the profile. After all, when we visit our own profile page, it is usually to make edits, so LinkedIn ® is saving us a step! To see your profile the way a connection would see it, click the View profile as button. In this view, you will notice a new option at the top of the page. Similar to Google+ or Facebook, you can choose to view your profile as a connection or non-connection (or a connection who is not logged into LinkedIn ®) would. LinkedIns suggestions for including additional sections are now located directly below the top portion of your profile. This information used to appear in the right-hand column in Edit Profile mode. Old: New: Your notification setting are also now available in the right-hand column so that changes to your profile can easily be hidden or shared with your network with the click of a button. Note the redesigned sections. For example, Recommendations no longer have 2 access points, but one. Old: (Profile mode) (Profile Edit mode) New: LinkedIns new streamlined design was created to enhance our experience as members and will likely be further enhanced in the future based on our response to these updates. I hope you enjoy the new changes. They are certainly presenting challenges to me as the author of a book about LinkedIn ®! But look for updates in the 11th edition of How to Write a KILLER LinkedIn ® Profile, still slated for release in January! Save Save

Argument Against Limiting Screen Time For Younger Children

eople would argue against limiting screen time for younger children. However some arguments can be made for letting children watch television when they are very young. A poor mouse lost its youth for the effects of overstimulation to be proven, and such a valiant sacrifice should not go in vain. Along with the sacrifice of the mice that served under Dr. Christakis, our future citizens are having their perceptions of reality augmented even before they go to preschool or kindergarten. Combined with the attention deficit, these preconceived notions of different places can lead a school to have some serious issues. The core issue with this is that it is very difficult to moderate a child s viewing of the television, playing of video games, or accessing of the Internet, especially because younger people have more fluid of electronic devices. The benefits of caring for a child during its infancy, instead of sticking it in front of a screen, outweigh whatever free time would be obtained by letting the child experience over stimulation. Many of the people who deny that the media has an effect on children s violent behavior believe that the media is just seen as the main perpetrator because many parents fear it more than other factors. The media s ubiquitousness gives people everywhere one thing to look at and blame for the violence in their societies, because so much of what is in the media contains violence. This fear is mainly drawn out of parents lack of knowledge on how toShow MoreRelatedTechnology Addiction Essay768 Words   |  4 Pagesparents. In Bergman’s â€Å"Don’t Limit Your Teen’s Screen Time†, Bergman uses his personal experience as both a parent and as an avid technology user to justify his argument that screen time limits have negative effects on children. On the other hand, in Boyd’s â€Å"Blame Society, Not the Screen Time†, Boyd blames the American Education system, and parents for technology addiction in ch ildren, and proposes that children should have less pressure and more free time to spend with their friends. While Bergman utilizesRead MoreThe Scholarly Journal Childhood Education1582 Words   |  7 Pagesdiscuss the arguments currently surrounding the topic of media, technology, and screen time (MeTS) and its use with young children, and create an international dialogue on what steps should be taken in the future on how to responsibly use MeTS in a way that is productive and developmentally appropriate. The authors first discuss what global issues currently stand referring to MeTS, citing statistics of television, video game, and computer exposure among young children (children younger than 6). ItRead MoreWomen Make Better Teacher Than Men4368 Words   |  18 Pagesor men. Being a good teacher has nothing to do with your gender, it is a shame though that more men dont see the value of teaching (particularly the younger children) as a worthwhile and rewarding career. If we want to find a reason for why one sex is better at teaching than the other then there is no problem. There are all sorts of arguments to be made. Fortunately, teaching is done by individuals and each one brings different skills, abilities, qualities and motivation to the job. FurtherRead MoreTechnology Is Negatively Affecting Young Children1935 Words   |  8 PagesTechnology is Negatively Affecting Young Children According to a 2010 Kaiser Foundation study, which involved elementary children, concluded that on average 75 percent of parents allowed their children to have bedroom TV’s, North American households keep their TV’s on for 50 percent of the day, and use 7.5 hours of technology entertainment per day (Rowan). Technology is becoming a problem throughout the United States, especially in elementary aged kids. Parents are introducing technology as earlyRead More Does Playing Violent Video Games Promote Aggressive Behavior?2480 Words   |  10 PagesIntroduction Violent video games are becoming more popular among children and adolescents of all ages since its debut approximately 30 years ago. This growing popularity is generating an increasing concern that these sometimes very graphic videos and life like characters can have a negative influence on the younger generation. Although never proven, there has been speculation that some of the high school shootings across the country were committed by students who were habitual players ofRead MoreMedia Violence9754 Words   |  40 PagesChildren are among the greatest of imitatorsÂ… The debate over media violence has eluded definitive answers for more then three decades. At first glance, the debate is dominated by one question. 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The iPhoneRead MoreImpacts of Information Technology on Individuals, Organizations and Societies21097 Words   |  85 Pagesand Infrastructure Security Impacts of IT on Individuals, Organizations, and Society Impacts of IT on Individuals, Organizations, and Society Movie Piracy Learning Objectives 17.1 Perspectives on IT Impacts 17.2 IT Is Eliminating the Barriers of Time, After studying this chapter, you will be able to: Space, and Distance Understand the changes that take place in the workplace and the lives of individuals when information technology eliminates geographical and spatial barriers. Describe someRead MoreThe Benefits of Progress Monitoring and Assessment on Pupil Performance16691 Words   |  67 Pagestracking system. Our focus is on teachers perceptions. Progress monitoring can be used in the creation of instructional groups as noted by Fuchs, Fuchs and Bishop (1992).It can also be used in identifying skill deficits (Whinnery Stecker, 1992),screen pupils for cases of potential early school failure as noted by Speece and Case, (2001) as well as help in the evaluation of the reintegration process for the pupils who are moving from special to the general education setting as noted by Shinn, Powell-Smith

Plato, Nietzsche, And Aristotles Theory Of Political...

Political theory is the study of concepts that allows for the analytical study of relationships between political institutions. Over the centuries, political theorists have established renditions of what political theory is. This essay will focus on Plato, Nietzsche, and Aristotle, and their works, which respectively define the concepts of the common good and the significance of philosophers to the welfare of the state, self-deceiving intellect and the power of authority over our intellectual lives, and the concepts of interdependency and the importance of virtue and happiness for a successful political framework. Plato, and his works are renowned for the development of the most central principles of political philosophy. In Republic,†¦show more content†¦This concept is based on his belief that philosophers are the only holders of true knowledge. In Republic Plato uses Socrates in dialogue to state, â€Å"Once one has seen it (Forum of Good), however, one must conclude tha t it is the cause of all that is correct and beautiful in anything, that it produces both light and its source in the visible realm, and that in the intelligible realm it controls and provides truth and understanding, so that anyone who is to act sensibly in private or public must see it† (Plato 189). Plato uses Socrates to argue that the only people with true knowledge are those who have access to the Forum of Good. According to Plato, this Forum is the source of all other forums and all intelligence and knowledge so a political state must have access to the Forum in order to thrive. However, the only ones who have access to this forum are philosophers and for this reason he argues that the welfare of the state is dependent on the existence of philosophers. He furthers this argument by stating that as a result it is philosophers who are most fit to rule, thus introducing the concept of a philosopher king as the most fit form of political rule for the welfare of all. These pri nciples, although they have been adapted to account for differences in beliefs, societies, and political structures, are still the basis of many current politicalShow MoreRelatedAristotle And Aristotle s Theory Of Moral Virtue1229 Words   |  5 PagesNietzsche and Aristotle were two of the most significant philosopher of not only their time but their works has lasted throughout the centuries to influence even some today’s greatest minds. Their works however could not be any separated, Aristotle is a prominent figure in ancient Greek philosophy, making contributions to logic, metaphysics, mathematics, physics, biology, botany, ethics, politics, agriculture, medicine, dance and theatre. He was a student of great thinkers such as Plato and SocratesRead MorePhilosophy C100 Quiz 121572 Words   |  7 Pages  Ã‚  P A G E   Ã‚  1  Ã‚   — 1.    The word philosophy comes from the Greek philein (to love) and sophia (knowledge or wisdom).    X | True |    | False | 2.    Which of the following is a philosophical question:    | Is there a God? |    | Does the end justify the means? |    | What form of government is best? |    | What is Time? |   X | All of the above. | 3.   An argument is a reason for accepting a position.    X | True |    | False | 4.    The area of philosophy concerned with values includesRead MoreThe Case Against Monarchy1627 Words   |  7 Pagesincompetent? Al-Farabi and Aquinas would argue that there is no one to hold up the social contract. They argue that even if everyone has a proper education, corruption will inevitably occur in a government based around fairness. Yet if we look to Plato and Aristotle, we can see that there can be a class in-between rich and poor who fight both morally and moderately. If we turn society to be based on merit instead of socio-economic standing, than we can create a government which is truly free of bothRead MoreBranches of Philosophy8343 Words   |  34 PagesBranches of philosophy The following branches are the main areas of study: †¢ Metaphysics investigates the nature of being and the world. Traditional branches are cosmology and ontology. †¢ Epistemology is concerned with the nature and scope of knowledge, and whether knowledge is possible. Among its central concerns has been the challenge posed by skepticism and the relationships between truth, belief, and justification. †¢ Ethics, or moral philosophy, is concerned with questions of howRead MoreContemporary Ethical Theory Philosophers5014 Words   |  21 PagesContemporary ethical theory begins with G. E. Moore (1873–1958). Moore opened up new issues for consideration and altered the focus of ethical discussion. Moore believed that the task of the ethical philosopher is to conduct a â€Å"general inquiry into what is good.†This seems reasonably straightforward, down to earth, and useful. If you know what good or goodness is, and if you know what things are good, then you also know what proper conduct is, right? This, at any rate, is what Moore maintainedRead MoreBroken Family3761 Words   |  16 Pagesfounders of Western philosophy, he is an enigmatic figure known chiefly through the accounts of later classical writers, Wikipedia â€Å"Personal background† Born: 469 BC, Athens, Greece Died:399 BC, Athens, Greece Full name: Socrates Nationality: Greek Era: Ancient philosophy Region: Western philosophy School: Classical Greek Main interests: Epistemology, ethics Notable idea: SocraticMethod, Socratic irony Influenced: Most subsequent Western philosophy; more specifically, Plato, Aristotle, AristippusRead MorePhilosophy of Man8521 Words   |  35 PagesPHILOSOPHY OF MAN PROF. M. SAEED SHEIKH â€Å"Man† seems to have been quite a neglected subject in the history of Western philosophy; more attention has been paid to God and universe than to man. Though there are many reputable histories of the specific branches of philosophy; and even of some of its special subjects such as logic ethics, aesthetics, politics, law and history, a â€Å"history of the philosophy of man† has yet to be written and even vet to be conceived. True â€Å"man† has sometimes beenRead MoreIwc1 Literature, Arts and Humanities Essay10028 Words   |  41 PagesEra Feedback: The correct answer is b. The historical revival of Classical culture began during the Renaissance. Question 2: Multiple Choice Which of the following was a key feature of ancient Chinese humanism? a) An emphasis on theoretical philosophy. b) A subordination of intellectual life to religious faith. c) An elevation of intellectual life over religious faith. d) An establishment of a monastic upper class. Feedback: The correct answer is c. Chinese humanism elevated intellectualRead MoreCleanth Brookss Essay Irony as a Principle of Structure9125 Words   |  37 Pagescultural and critical theory library Open source archive of ebooks, texts, videos, documentary films and podcasts Pages * Home * List of major critical theorists * What is Critical theory ? * What is Frankfurt School ? * Support Critical Theory Library * Contact This Blog This Blog  Ã‚  Ã‚   |    | ------------------------------------------------- Top of Form Bottom of Form    Home  » texts  » History amp; Class Consciousness: Preface by Georg Lukà ¡cs (1923) Thursday, February 3, 2011

Certificate in Financial Maths Modelling Syllabus Free Essays

Certificate in Financial Maths Modelling Syllabus Overview The Certificate in Financial Maths Modelling provides a rigorous and integrated set of quantitative tools to understand and ex plain financial instruments, financial risk and corporate value and the fundamentally important relationship between them. The emphasis throughout is on t he practical modelling of real life problems and opportunities. Techniques such as no-arbitrage pricing, duration, convexity and portfolio analysis – including the trade-off between risk and return – are explained and applied. We will write a custom essay sample on Certificate in Financial Maths Modelling Syllabus or any similar topic only for you Order Now The course analyses the use of options for financial risk management, and the valuation of different types of option using binomial pricing models, the Black Scholes model and other techniques. It also int roduces and applies Value at Risk measures, their potential us es and their limitations. Study Unit 1 – Fundamental concepts in financial maths and modelling Study Unit 1 introduces the fundamental concepts of financial maths and modelling in the five areas of: interest rat e mathematics; modelling the values of a series of fixed or growing future cashflows; modelling the term structure of int erest rates using no arbitrage relationships; selected issues in probability and statistical models; and modelling the maths of Value at Risk. Study Unit 2 – Modelling the maths of debt Study Unit 2 looks at modelling the maths of debt in the main areas of: present values, fut ure cash flows, timing and risk; and interest rat e sensitivity and duration models, in particular value relationships with respect to yield, maturity, coupon rate and coupon frequency. Study Unit 3 – Modelling the maths of foreign exchange Study Unit 3 introduces the c oncepts of modelling t he maths of foreign exchange in the four areas of: quoting conventions; hedging using forward foreign exchange cont racts; the relationships bet ween foreign exchange rates, interest rates and inflation rates and applying VaR to foreign exchange risk management. Study Unit 4 – Modelling the maths of derivatives Study Unit 4 covers the maths and modelling of derivatives in t he two areas of: int roduction to derivatives mathematics; and modelling capital market swap mathematics. Study Unit 5 – Modelling the maths of options Study Unit 5 covers the maths and modelling of options in the four areas of: option payoff mathematics; option payoff maths in the context of hedging; option valuation modelling; and options arbitrage and the put-call parity relationship. Study Unit 6 – Modelling the maths of portfolios and corporate finance Study Unit 6 introduces the fundamental concepts of modelling the maths of port folios and corporate finance in the t wo areas of: modelling port folios – analysis of risk and return, and modelling for corporate finance – corporate valuation and the impact of changing capit al structure. Association of Corporate Treasurers (01. 04. 11, subject to change) Study Unit 1 – Fundamental concepts in financial maths and modelling Unit introduction 1. 0. 1 Notation and rules of algebra 1. 0. 2 Financial modelling Section 1 – Interest rate mathematics 1. 1. 1 Interest calculations and quoting convention s 1. 1. 2 The time-value relationship Section 2 – Modelling values of a series of future cashflows 1. 2. 1 Infinite series cashflows (perpetuities) and their valuation 1. 2. Finite series cashflows (annuities) and their valuation Section 3 – Modelling the term structure of interest rate s: no arbitrage relationships 1. 3. 1 Zero coupon, forward and par structures of interest rates: different forms of yield curves 1. 3. 2 No arbitrage relationships between zero coupon, forward and par rates Section 4 – Probability and stati sti cal models: selected issue s 1. 4. 1 Measures of central location (or central tendency), dispersion and correlation 1. 4. 2 Frequency distributions in theory and in practice Section 5 – Modelling the maths of Value at Risk 1. . 1 Modelling the maths of Value at Risk for single risks 1. 5. 2 Extending the modelling of Value at Risk Study Unit 2 – Modelling the maths of debt Section 1 – Short term debt 2. 1. 1 Short term debt issuers, market participants and market conventions 2. 1. 2 Calculation of interest and valuation of short term debt instruments Section 2 – Longer term debt 2. 2. 1 Analysis and valuation of bonds 2. 2. 2 Real interest rates and inflation indexing Section 3 – Interest rate sensitivity and duration models 2. 3. Duration and int erest rat e price sensitivity, relative and absolute measures 2. 3. 2 Interest rate immunisation, convexity and modified convexity Study Unit 3 – Modelling the maths of foreign exchange Section 1 – Foreign exchange mathematics 3. 1. 1 Converting between currencies: using spot foreign exchange rates 3. 1. 2 Converting between currencies: determining and using forward foreign exchange rat es 3. 1. 3 The maths of foreign exchange risk management 3. 1. 4 Applying Value at Risk to foreign exchange risk management Study Unit 4 – Modelling the maths of derivatives Section 1 – Introduction to derivative s mathematics 4. 1. 1 Payoffs for fixing derivatives and options 4. 1. 2 The maths of FRAs: cashflows, hedging, valuation and basis risk 4. 1. 3 Futures contracts: cashflows, hedging and valuation Section 2 – Modelling swap mathematics 4. 2. 1 The maths of capital market swaps including interest rate swaps 4. 2. 2 The maths of cross-currency interest rate swaps  © Association of Corporate Treasurers (01. 04. 11, subject to change) Study Unit 5 – Modelling the maths of options Section 1 – Option payoff mathematics 5. 1. 1 Payoffs from trading strategies with single options 5. 1. 2 Payoffs from trading strategies involving more than one option Section 2 – Option payoff maths: hedging and hedged results achieved 5. 2. 1 Hedging a portfolio: options plus underlying asset/(liability) 5. 2. 2 Hedging corporate exposures with options Section 3 – Option valuation modelling 5. 3. 1 Binomial option valuation models 5. 3. 2 Black Scholes option pricing model 5. 3. 3 Arbitrage and the put-call parity relationship Study Unit 6 – Modelling the maths of portfolios and corporate finance Section 1 – Modelling portfolios: analysi s of ri sk and return 6. 1. 1 Modelling simple port folios: analysis of risk and return 6. 1. 2 Modelling multi-asset port folios portfolios including liabilities Section 2 – Modelling for corporate finance 6. 2. 1 Modelling the cost of corporate capital 6. 2. 2 Modelling the relationship between corporate value and capital structure 6. 2. 3 Modelling corporate valuation  © Association of Corporate Treasurers (01. 04. 11, subject to change) How to cite Certificate in Financial Maths Modelling Syllabus, Papers

Priestley end each act on a note of high drama Essay Example For Students

Priestley end each act on a note of high drama Essay The play starts off with the setting of an apparently normal family, the Birlings. They are celebrating Sheila Birlings engagement to Gerald Croft , the son of Mr Birlings friendly business rival.  At first it appears as though nothing is wrong until an Inspector appears from seemingly no-where ,claiming to be investigating the suicide of a young girl. From this point on the tension in the play builds as one by one the characters are interogated by the Inspector.The highest points of tension are at the end of each of the three acts and Priestley does this in a number of different ways. Act one  One of the first things Priestley does to set the scene would be the lighting.At first it would be bright and cheerful ,with colours such as white,yellow and pink.But as the play goes on and reaches the climax the lighting changes and thus does the mood of the audience.  It is Birlings speech in Act 1 that sets the scene for the action in the play. Birling is confidently talking to Eric and Gerald about what he thinks about the future.He thinks of everything as though it is business and openly gives Eric and Gerald advice that every man has to look out for himself ,which may leave the audience wondering if this good advice or not.  During the early stages of the first act Sheila hints at a problem . What about that time you hardly came to see me over the summer?This is revealed to be a real problem at the end of the act when Gerald lets out that he knows the girl (Daisy Renton) when the Inspector mentions her.This is played out fully at the very end of the act when Sheila confronts Gerald about his involvement with the girl in an argument when the Inspector has conveniently left the room. During the heated conversation it is plainly obvious that Gerald knows or has met Daisy Renton but he is very eager to drop the topic and stop Sheila questioning him.  Im sorry Sheila.But it was all over and done with,last summer.I hadnt set eyes on the girl for at least six months.I dont come into this suicide business.  This leaves the audience desperate to find out what Gerald has been doing with this girl who they know so little about so far, other than she was working in one of Mr.Birlings factories.Priestly did this to keep the audience interested and wanting more details of Geralds involvement with Daisy Renton. During this Act the audiences thirst for knowledge over the affair between Daisy Renton and Gerald is quenched for the most part but there is still some detail that is not found out till later.  By this point in the play the lighting and mood have been lowered considerably to show the evidence that all is not well.  As the Act draws to a close it appears as though it is Mrs.Birlings turn to stand trial before the Inspector,who by now is beginning to arouse suspicions amongst the characters and the audience. It is very noticeable that his manner and tone are not that of a police inspector and it is curious still that Birling ,who knows the Chief Constable very well has not heard of this Inspector.  I was an alderman for years-and Lord Mayor two years ago-and im still on the bench and I thought Id never seen you before! As the Inspector begins to question Mrs.Birling she begins to elevate herself above the questions she is being asked and attempts to build a psychological wall around herself to protect her from the Inspectors accusations. But this evidently does not work and even though Sheila tries to warn her not to Mother-stop-stop! she continues and is tricked by the Inspectors clever words into admitting she refused the girl refuge even though she could have and saying the father of her un-born child is blame. Due to this her wall is steadily beaten down by the Inspector. .ue21c438b50e453cd23151c0d9318e294 , .ue21c438b50e453cd23151c0d9318e294 .postImageUrl , .ue21c438b50e453cd23151c0d9318e294 .centered-text-area { min-height: 80px; position: relative; } .ue21c438b50e453cd23151c0d9318e294 , .ue21c438b50e453cd23151c0d9318e294:hover , .ue21c438b50e453cd23151c0d9318e294:visited , .ue21c438b50e453cd23151c0d9318e294:active { border:0!important; } .ue21c438b50e453cd23151c0d9318e294 .clearfix:after { content: ""; display: table; clear: both; } .ue21c438b50e453cd23151c0d9318e294 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue21c438b50e453cd23151c0d9318e294:active , .ue21c438b50e453cd23151c0d9318e294:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue21c438b50e453cd23151c0d9318e294 .centered-text-area { width: 100%; position: relative ; } .ue21c438b50e453cd23151c0d9318e294 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue21c438b50e453cd23151c0d9318e294 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue21c438b50e453cd23151c0d9318e294 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue21c438b50e453cd23151c0d9318e294:hover .ctaButton { background-color: #34495E!important; } .ue21c438b50e453cd23151c0d9318e294 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue21c438b50e453cd23151c0d9318e294 .ue21c438b50e453cd23151c0d9318e294-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue21c438b50e453cd23151c0d9318e294:after { content: ""; display: block; clear: both; } READ: Drama portfolio two EssayThe mood of the play is now seriously dark and forbidding with the revelation of Erics involvement with the girl and to such a major extent.The tension is running high with the audience and the characters.The characters are in a state of shock after hearing of Erics part in the plot.The audience are also in slightly in shock but most likely knew that Eric would be involved at some point and probably guessed that Eric was the Father during Mrs.Birlings interrogation.  Priestley left the viewers in this state to once again make them want to come back eager for more and also to maintain the feeling of awhodunnit? series into the play.The inspector s eems to be working his way systematically through all the characters and one has the feeling that at the end he could almost finish with an Agatha Christie style climax. Now the play is in its final stages and nearing its climax. Erics return at the beginning of Act 3 is greeted with fury by Birling, who bitterly tells him that youre the one I blame for this, and is joined by Mrs Birling, who is also ashamed, of him. This throws Eric into a wild rage in which he shouts at his mother for turning help away from Eva Smith when she needed it most. Birling dismisses Eric as a hysterical young fool. After Eric is interviewed by the Inspector, he admits to having had an affair with Daisy Renton.  As the end of the play nears, the Inspector gives a final speech about how they are all to blame for Eva Smith/Daisy Rentons death and that they will never forget it.The Inspectors final speech makes a point about responsibility.His references to what will happen in the future make him sound prophetic and more than just an ordinary police inspector. They are also used to deliver Priestleys own strong moral message,because Priestley himself felt very strongly about the under privileged,this comes across quite clearly in the play. As the Inspector leaves there is a noticeable change of mood. Each member of the Birling Family is clearly shaken, and their feeling of self-satisfaction has been destroyed.  When the family try to make sense of what has happened Gerald comes out with his theory of the Inspector being an imposter.This makes the audience begin to think more about who the Inspector really was and all the clues they have received thus far. Birling is very eager to accept this notion and tries his best to explain all that has happened. Birling sees the confessions they have made as rash and weak behavior.He says how they have allowed themselves to be bluffed. The audience is beinging to relax now into an uneasy calm but are still wondering who the Inspector really was.As the characters move through all the evidence this causes the audience to relax further until they are almost certain that the Inspector was an imposter until the telephone rings.Mr.Birling picks up the telephone and then, a moment later, quietly replaces it and says, A girl just died at the Infimary after swallowing some disinfectant,they are sending round an Inspector to ask,some questions. This final point brings the tension to a huge climax before fading as the curtains close.  Priestly did this to first reassure his audience and then hits them with a final Coup de grace ending which happens so quickly the audience barely have time to react before the cutain falls. Conclusion It is my conclusion that Priestly does end each act on a note of high drama in many ways but for the main purpose of keeping the viewers of his play enthralled and to make them feel like part of the story.His main tool for doing this is to present the characters with a dilemma or a problem which will be solved in the next act and to keep the audience entertained,by producing a fantastic cliffhanger that they cannnot wait to find out about in the next act.

Californias Proposition free essay sample

The purpose of the following paper is to explain California’s Proposition 21. This writer will explain the pros and cons about this proposition; as well as what voters voted for when they chose â€Å"yes† for this proposition. Research will be done in order to explain what the reasoning for Proposition 21, and the changes that occurred when it enacted in the State of California. The following information will be provided as well; prosecution of juveniles in adult court, juvenile incarceration and detention, changes in juvenile probation, juvenile record confidentiality and criminal history, gang provisions, and serious and violent felony offenses. In addition, the following paper will also explain the impact under this proposition and what its estimated financial cost is. What is Proposition 21? According to Wikipedia, a free encyclopedia, California Proposition 21, also known as â€Å"Prop 21†, was a proposition proposed and passed in 2000, which increased a variety of criminal penalties for crimes committed by youth and incorporated many youth offenders into the adult criminal justice system (http://en/wikipedia. We will write a custom essay sample on Californias Proposition or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page org/wiki/Proposition_21). Research states that Former Governor Pete Wilson headed the campaign to qualify Prop 21 for the statewide ballot (http://www. 4children. org/news/100pr21. htm). The governor intended to â€Å"crack down† on juvenile crime, and the initiative would create the following major provisions as summarized by Attorney general of California. Proposition 21 increased punishment for gang-related felonies; death penalty for gang-related murder; indeterminate life sentences fro home-invasion robbery, carjacking, witness intimidation and drive-by shootings; and a new crime of recruiting for gang activities; and authorities wiretapping for gang activities (http://en/wikipedia. org/wiki/Proposition_21). It requires adult trial fro juveniles 14 or older charged with murder or specified sex offenses. It included the elimination of informal probation for juveniles committing felonies and required registration for gang related offenses. Last but not least, the proposition also designated additional crimes, such as violent and serious felonies, thereby making offenders subject to longer sentences (http://en/wikipedia. org/wiki/Proposition_21). As it is known, the proposition received considerable controversy and was subject to vigorous protests by youth and human rights groups, but was eventually passed. Pros for Proposition 21 Some of the arguments for Proposition 21 come from Former Governor Pete Wilson, California District Attorneys Association, and California Association of Sheriffs, as well as State Police Chiefs and Peace Officers. Some of the pros are that juvenile crime is a serious threat to Californians, thus making juvenile arrests for serious crimes increase 46 percent from 1984 to 1992, while murders committed were more than doubled. This initiative would create a real deterrent to crime. In recent studies from New York and Florida, youths tried in adult courts had a greater chance of falling back into criminal behavior than comparable youths tried fro the same thing in juvenile court. Florida, which allows prosecutors to move juvenile trials to adult court, has the second highest rate of violent juvenile crime in the U. S. (http://www. 4children. org/news/100pr21. htm). Other cons are that this initiative will put hundreds of millions of dollars into trials and prisons, money that could otherwise be used for education and prevention programs. This initiative assumes that youth are capable of understanding their actions and incapable of rehabilitation. Opponents also say that the job of prosecutors is to convict a youth. It is a conflict of interest for them to decide where the youth should be tried. Judges should continue to decide (http://www. 4children. org/news/100pr21. htm). Lastly, by expanding the â€Å"three-strike† law, this initiative would put more people in prisons for longer, even though California prisons are already operating at more than 200 percent capacity. Overcrowding leads to early release of many offenders. A â€Å"Yes† vote for this measure meant that various changes have been made to the juvenile and adult criminal law. Among the more significant changes is the requirement that more juvenile offenders are to be tried in adult court; it requires that certain juvenile offenders be held in local or state correctional facilities; increases penalties for gang-related crimes; and expands the list of violent and serious offenses for which longer prison sentences are given (http://www. smartvoter. rg/2000/03/07/ca/state/prop/21/). Prosecution of Juveniles in Adult Court Under Proposition 21, this change basically requires more juvenile offenders to be tried in adult court (Project 2 Handout). By having more juvenile offenders tried in adult courts, means that more juvenile offenders are going to prisons instead of Juvenile Hall. Prosecutors had the power to move a juvenile to adult court for serious crimes. Now judges make this decision. This change requires adult trials for juveniles 14 years or older charged with murder or specific sex offenses. It also makes it easier to send juveniles back to prison for probation violations, and prohibits minors charged in crimes involving firearms to be released to their parents before a trial (http://www. 4children. org/news/100pr21. htm). Juvenile Incarceration and Detention This is now a requirement that certain juvenile offenders are to be held in local or state correctional facilities (Project 2 Handout). Basically, juveniles can now be sent to prison once they are sentenced. Juveniles no longer get committed because they are tried as adults. In addition, since Prop 21 passed, juveniles are now held in jail instead of Juvenile Hall when they are going through the court proceedings. There are some exceptions to this though, if the juvenile committed the offense when they were 17 years old, most likely he or she will get housed in Juvenile Hall until the judge decided they are suitable for an age appropriate facility, such as jail. Another option is for the juvenile to stay in Juvenile Hall until he or she turns 20 years old, depending on the proceedings and the case (http://www. cjcj. rg/jjic/prop_21. php). Changes in Juvenile Probation Proposition 21 changes the type of probation available for juvenile offenders. For example, the initiative proposes to greatly restrict informal probation to only those â€Å"unusual cases where the court determines the interests of justice would best be served,† specifying that absent such a determination all juvenile felons are ineligible (http://www. csac. counties. org/legislation/juvenile_justice/prop21. pdf). Informal probation generally lasts six months, the maximum period allowed under existing law. In place of informal probation, a Deferred Entry of Judgment (DEJ) scheme is proposed for specified minors aged 14 years and older who are charged with a felony and who have no previous felonies. Participation in the DEJ program is conditioned upon the juvenile admitting all allegations and undertaking a program of supervision lasting between 12 and 36 months.

How to Use Google Earth Free Mapping Software

How to Use Google Earth Free Mapping Software Google Earth is a free software download from Google that allows you to zoom in to see highly detailed aerial photos or satellite images of any place on the planet earth. Google Earth includes numerous layers of professional and community submissions to assist the user in zooming to see interesting places. The search feature is as easy to use as is Google search and incredibly intelligent in locating places around the globe. There is no better piece of mapping or imagery software available for free. Pros Google Earth is completely free to download and use.Google Earth allows a user to zoom and see images of the planet in great detail.Numerous layers of data are available to enhance the Google Earth experience.Google Earth is updated on an ongoing basis over the Internet.The Google Earth community is constantly adding fascinating new and free content to Google Earth. Cons Google Earth has so much data, you need a high speed Internet connection to use it effectively.If you view many layers at once on Google Earth, your view as you zoom may be jumbled.The side bar has many choices and can be somewhat cumbersome to use.Some of the user-added Google Earth points of interest are useless or incorrect.Some areas of the planet are not available on Google Earth in high resolution or high detail. Description Google Earth includes satellite images and well as aerial photos of the entire planet earth.Numerous layers provide supplementary content contributed by organizations as well as individuals.Google Earth is available for free. Google Earth Plus for $20 allows use of a GPS device and the import of spreadsheets.Google Earth provides driving directions - select the Driving Directions tab in the search box.The sightseeing folder inside the My Places folder already contains points of interest marked on the earth to explore. Guide Review - Google Earth Google Earth is a free download available from Google. Once you install Google Earth, you will be able to launch it. On the left-hand side of the screen, you will see the search, layers, and places. Use search to look up a specific address, a city name, or a country and Google Earth will fly you there. Use a country or state name with searches for better results (i.e. Houston, Texas is better than just Houston). Use the center scroll wheel of your mouse to zoom in and out on Google Earth. The left mouse button is the hand tool which allows you to reposition the map. The right mouse button also zooms. Double left clicking slowly zooms in and double right clicking slowly zooms out. The features of Google Earth are numerous. You can save your own placemarks on personal sites of interest and share them with the Google Earth Community (right click on the placemark after creating it). Use the compass image in the upper right-hand corner of the map to navigate or to tilt the map of a airplane-style view of the earths surface. Watch the bottom of the screen for important information. Streaming provides an indication of how much data has been downloaded - once it reaches 100%, that is the best resolution you will see in Google Earth. Again, some areas are not shown in high resolution. Explore the excellent layers provided with Google Earth. There are many layers of photos (including National Geographic), buildings are available in 3-D, dining reviews, national parks, mass transit routes, and so much more. Google Earth has done an incredible job allowing organizations and even individuals to add to the map of the world through commentary, photos, and discussion. Of course, you can turn off layers, too.

Economy recession Assignment Example | Topics and Well Written Essays - 250 words

Economy recession - Assignment Example The former was achieved by formulating monetary policies which included lowered interest rates (as low as 0%), heavy purchase of Treasury bonds and mortgage securities and liquefaction of credit for financial markets and institutions. The deposit insurance limits for financial institutions were increased and comprehensive stress tests were conducted to ensure the stability of the existing institutions. TARP (Troubled Assets Relief Program) was launched in 2008 to navigate finances back into the banking institutions (Blinder and Zandi, 2010). These efforts ensured that the existing institutions were strengthened to face dire circumstances and that the financial system of the country was saved from its looming demise. Attempts were also directed towards the control of recession through policies. Several middle and lower class tax payers were granted with rebates, ARRA (American Recovery and Reinvestment Act) was passed and several small stimulus measures were inducted. The deteriorating condition of the housing sector was rescued by reducing mortgage rates, providing of legal and larger loans, granting tax credits for homebuyers and through the bail-out services of TARP. The auto industry was also saved largely by TARP funds which revived the three major auto companies of US and the world (Blinder and Zandi, 2010). Even though the federal budget was highly strained in process, a recovery in the economic downfall and a change of course towards economic growth was achieved. It took two administrations, the Federal Reserve and the Congress to pull US out of its deteriorating economic conditions (Blinder and Zandi, 2010). Their policies are highly criticized as these had exerted immense strain on the Federal Reserve and the US Budget. Nevertheless, it is highly possible that the US economy would have been largely demolished if such aggressive actions were not

Critically Examine How Assessment and Learning Is Facilitated in Your Essay

Critically Examine How Assessment and Learning Is Facilitated in Your Work Community Setting - Essay Example This paper attempts to explore the role of mentorship in a clinical setting wherein learning and assessment is facilitated through a deeper understanding of the learning environment, the needs of the environment and the learner’s and the mentor’s qualifications, requirements in terms of planning the learning, tools and techniques, assessments, relationship between the mentor and mentee, lifecycle of the relationship and the challenges in the learning and development process for both the learner or mentee and the mentor. Definitions of what mentoring is all about, the learning setting, process, facilitation, assessment, outcomes, roles, etc. will help in understanding the above. What is mentoring? McKimm et al (2007) observe that defining the term ‘mentoring’ is a difficult task as it is a complex process and depends mostly on the learning environment and the interpretation of the environment’s needs by the various different individuals or groups. Quo ting Megginson and Clutterbuck (1995, p13) they note that â€Å"mentoring is ‘off line help by one person to another in making significant transitions in knowledge, work or thinking’† and that the role of a mentor is to help and guide the learner through a transition phase of the learner in a particular aspect like learning and other professional or personal circumstances. Also, mentoring is just one form of support (p1). â€Å"Mentoring is a transformational process that seeks to help individuals develop and use knowledge to improve themselves on an ongoing basis. It is a professional dialogue that encourages reflection and development, signposting mentees to other sources of help as required† (What is mentoring, 2012). General medical practice describes it as â€Å"‘a way of helping another understand more fully, and learn comprehensively from, their day to day experience† and a commissioned department of health describes it as a â€Å"proc ess whereby an experienced, highly regarded, empathic person (the mentor), guides another individual (the mentee) in the development and re-examination of their own ideas, learning, and personal and professional development† (What is mentoring, 2012). Palermo and McCall (2008, p801) note that mentoring is a form of providing experiential learning where the learning is actual and practical, and it is seen that the learning will be ineffective and unsafe if there is no mentoring offered during the course of the experiential learning. Mentoring and teaching There is a need to understand the difference between teaching and mentoring as it is essential to get the desired outcomes. McKimm and Jollie (2007) have differentiated between teaching and mentoring: while teaching is said to be a ‘teacher centred’ approach, mentoring is understood to be a ‘student centred’ approach where the learning needs of the learner are taken into consideration along with regul ar assessments of the same. Teaching itself is continually evolving to reflect on experience and critically explore the potential transformation of the learner. The basis for this evolution is the action research teaching need that recognizes that experiential learning leads to both the mentor and mentee contributing to the sustainability of the learning in the particular setting. To achieve sustainability through developing significant insights into the learning environment,

Evolution Of The Principle Of Comparative Advantage Economics Essay

Evolution Of The Principle Of Comparative Advantage Economics Essay From the early 19th century, new outlooks on trade theory have influenced how countries have engaged in production. One of the most significant developments in this area was that of comparative advantage. Comparative advantage refers to the ability of a country to produce one good at a lower opportunity cost than another. Comparative Advantage argues that all countries will gain from trade, even those that are relatively inefficient in the production of goods. All countries will gain, even those with an absolute disadvantage in the production of all goods, as opposed to with Absolute Advantage, which refers to the ability of a country to produce one good at a lower opportunity cost than another. In this essay, I intend to discuss how the theory of comparative advantage has come into being, from its inception in the early 1800s, through the neo classical period and into the modern era. This discussion will look at the variations on the theory proposed by some of the leading economists in the field of international trade, and how they viewed and expanded upon the original law of comparative advantage. In looking at how the law has developed over the past two centuries, my aim is to show the principles uses in describing how international trade is conducted to this day. In the latter sections of the essay, I will refer to empirical evidence that tests if comparative advantage predicts accurately patterns of international trade. Comparative Advantage Adam Smith illustrated an early understanding of the benefits that could be gained by focusing on the production of goods that the population was most efficient at producing: If a foreign country can supply us with a commodity cheaper than we ourselves can make it, better buy it of them with some part of the produce of our own industry, employed in a way in which we have some advantage (Smith,1776,295). This idea demonstrated Smiths understanding of the concept of absolute advantage, whereby gain is realised in exchange between two men who are superior in the production of one good. The principle of comparative advantage was first presented in the work of Robert Torrens in his 1815 Essay on the External Corn Trade, where Torrens discussed Absolute Advantage in substantial detail and explained how it was beneficial for a country to engage in trade for a commodity even if the host country could produce the same good at a lower actual cost than the country it was trading with. However, it is David Ricardo who is widely credited with the first complete formulation of the theory of comparative advantage in 1817. Ricardo recognised that absolute advantage was only a limited version of a more general theory. His early understanding of the theory of comparative advantage is displayed in the quote: Two men can both make shoes and hats, and one is superior to the other in both employments; but in making hats he can only exceed his competitor by one-fifth or 20 per cent; and in making shoes he can excel him by one-third or 33 per cent: will it not be in the interest of both that the superior man should employ himself exclusively in making shoes, and the inferior man in making hats? (Ricardo,1817, p136). The assumptions in his reasoning can be seen in Kemp Okawas review of the formulation of comparative advantage, where they set out a model in which both countries are initially autarkical, then subsequently open up to a free trade environment, that all countries have at their disposal the potential to produce all possible commodities, and that in a state each country involved is able to consume all of these commodities. (2006,468). John Aldrich was recorded as saying, Torrens, Ricardo and Mill all made contributions to the discovery of comparative advantage, not by a major multiple discovery but through a sequence of insights and arguments (Aldrich, 2004, 379). James Mill studied and subsequently ratified Ricardos view on the existence and viability of comparative advantage in 1821 when he said When two men have more than they need, it will be a great accommodation to both if they can perform an exchange of a part of the food of the one for a part of the cloth of the other, and so in other cases (1821,63). In his treatment of the principle, he provided one of the clearest explanations and examinations of the workings of comparative advantage, rectifying much of the ambiguity of Ricardos exposition. His work enhanced the status of the principle of comparative advantage in economic circles by illustrating its viability through the use of numerous numerical examples. John Stuart Mill, son of James Mill, studied and subsequently made refinements to the theorem introduced by his father. Through his work, comparative advantage gained more universal acceptance as an explanation of the benefits of trade in the mid 19th century. He was responsible for the rational reconstruction of Ricardo in which the labour cost coefficients were interpreted as the amounts used in each unit of a good produced rather than Ricardos labour cost of producing the amounts contained in a typical trading bundle'(Ruffin,2002,727-748). Some of Mills most prominent work in the field of comparative advantage can be seen in his 1844 Theory of international values which aided the economic community to come to a fuller understanding and appreciation of the centrality of comparative cost in trade theory (Gomes,2003). In 1930, Gottfried Haberler of the neo-classical school of economics provided a modern interpretation of the theory of comparative advantage which generalised and separated it from David Ricardos labour theory of value, helping to form the foundations of modern trade theory. Haberler believed that it was possible to reformulate the theory in such a way that its analytical value and all conclusions drawn from it are preserved, rendering it at the same time entirely independent of the labor theory of value (Bernhofen,2005,998). His work indicated that comparative advantage is about resource allocation, and adapted it into a more general principle that accommodated non-linear production frontiers. Kemp and Okawa state that Haberler indicated that the relative opportunity costs of producing determines both the direction of free international trade and the manner in which gains from this trade are shared by trading partners (2006,1). The next significant progression in the development of the theory was through the work of two Swedish economists Eli Heckscher and Bertil Ohlin. Their theory examined the reasons behind the differences in comparative costs. The Heckscher-Ohlin model introduced new ideas which differed from the classical approach. Factors of production are taken into account for the first time, of which the two primary ones were labour and land (Eicher, Mutti Turnovsky,2009,68). The theory explains how countries of similar technological levels can trade, how trade affects the distribution of wealth in the economy and how growth in an economy affects trade. Their model was based on two assumptions. Firstly; that countries would no longer differ in terms of technology, but rather by their endowment of factors of production. This meant that countries would be concerned with relative differences in labour and capital abundances compared to their trading partner. The second assumption was that goods differ by the factors of production they require. They explained that the more abundant a factor of production was, the greater the likelihood that it would be cheaper to produce their specialised goods and hence, the opportunity cost of producing goods which were reliant on this factor would be lower in other words, that the source of comparative advantage resided in the factor endowments of a country (Viner,1937). This implies that countries would have a comparative advantage in producing goods that their abundant factor of production. For example, countries with an abundant supply of labour would reap the greatest benefits by focusing their specialism on labour intensive products. The benefits of the H-O theory compared to the theory of comparative advantage were that: it offered; a better means of explaining observed trade patterns, the ability to develop implications about how trade affects wages and returns on capital, it shows the economic growth on trade and it offers a more thorough explanation of political groups on trade. A further development of H-O theory was the Stolper-Samuelson theorem which shows that the owners of scarce/abundant factors are disadvantaged/benefited when an economy opens up for trade and specializes in the production of the good that is intensive in its use of the abundant factor a discovery that was beneficial in the understanding of the politics behind free trade and protectionism. The theory states that during increase in the price of an abundant factor and the fall in the price of the scarce factor, and that the owners of the abundant factor will find their incomes rise the owners of the scarce resource will see their real incomes fall. Rogoff states that their paper was the first to demonstrate the Heckscher-Ohlin theorem in a two good, two country, two factor (labour and capital) model. The H-O theorem shows that with identical technologies at home and abroad, the country with the larger endowment of labour relative to capital should export the labour intensive good. This advancement of the theory aided the thinking about trade between countries with widely different capital-labour ratios. (Rogoff,2005,8). Chipman and Inoue state that for their theory, the following assumptions are made: 1. All trade takes place in a free trade environment, with no transport costs attached. 2. The factors of production, labour and capital, are freely mobile between industries within countries, while at the same time being immobile between countries. 3. The production functions neoclassical and constant over time. 4. The endowment of labour in each country is constant over the two periods (2001,2). Contemporary research by economists such as Helpman Krugman (1985) adapts traditional comparative advantage theory by relaxing some of the assumptions that underlie the contemporary specification of the principle, such as economy of scales and product differentiation. Nowadays, the comparative advantage theory can be further developed by including new aspects, such as specialization, technological differences and aspects of game theory (Tian, 2008). Comparative advantage may appear to be somewhat paradoxical, in the sense that it states that, under a certain set of conditions, a country should produce and export a good that its workforce is not particularly skilled at producing when compared directly to the workforce of another country. However, it holds true when it is explained that when two countries who each hold a comparative advantage in a particular good engage in trade with one another, trade between these nations raises both of their real incomes, on the condition that there is a relative gap between the costs of the same types of products in production by the countries engaging in trade. Ricardos model shows that, if a country wants to maximise gain, it must strive to fully employ all of its resources. It should then allocate its resources to each these resources to its comparative advantage industries, and subsequently, it should aim to operate in a free trade environment, which will benefit all trading partners invol ved. It can be seen how comparative advantage is still a useful and important concept in explaining international trade. Jones and Neary conferred their opinion on the ongoing validity of the theory: While the principle of comparative advantage may thus be defended as a basic explanation of trade patterns, it is not a primitive explanation, since it assumes rather than explains inter-country differences in autarkic relative prices (Reinert, Rajan Glass,2009,199). Revealed comparative advantage is an index devised by Bella Balassa used to calculate the relative advantage or disadvantage a country may have in a specific class or category of goods or services. This advantage can be assessed through analysing trade flows. The index attempts to uncover a revealed comparative advantage by assessing the countrys specialism in exports in relation to others. It is a highly useful means of assessing how useful Comparative advantage is in explaining contemporary trade patterns. A large number of empirical tests of comparative advantage have been undertaken to test the theory of comparative advantage. MacDougall tested the hypothesis that the export ratios of two countries to a third market were a function of labour productivity ratios of the two countries in question. The results were supportive of the Ricardian model, and his work demonstrated that trade between the United States and the United Kingdom in 1937 followed Ricardos prediction. CONCLUSION Throughout this essay, it can be seen how the ideas forged in the original theory of comparative advantage have eminently formed a large part of the basis for understanding how international trade is conducted today. Since its advent, attaining a comparative advantage has been heavily reliant on recognising and exploiting the natural resources and competencies that are present within a country. Even to this day, countries specialise their economies depending on the factors of production that enable them to produce most efficiently, all the while recognising that holding a comparative advantage is a cornerstone of effective trade practices. In the modern era and most likely in the coming years, comparative advantage is likely to continue to become an increasingly more man made factor, with the utilisation of new technologies resulting in the likelihood of significantly increasing production efficiency, and thus affecting the areas on which a country holds an absolute and comparative advantage. Although the original theory of comparative advantage may not subscribe to the current economic environment, it is still a relevant means of determining the most beneficial trading strategy for a countrys economy. Adaptations to the theory since its inception have facilitated the continued utilisation of the idea in the current climate. According to Gale, the changes that have taken place over time are a product of globalisation, for example, new trade barriers and changes in agricultural policy have caused a decrease in some countries manufacturing prowess and has resulted in a subsequent reduction in its comparative advantage (2002,27). The current trend of globalization means that the assumptions associated with comparative advantage are becoming increasingly more difficult to apply.  Ã‚  Despite this, it is still a relevant means of describing international trade patterns today and the ways in which a country can best exploit its natural endowment of resources. To reinforce this point, Paul Samuelson has stated that comparative advantage is the only law of economics which can stand comparison with the laws generated by hard sciences. Modern conditions may cloud our law but, suitably qualified, it still holds (Gray,2000,316). Through my research into the growth of comparative advantage from its inception, I believe that the concept still aptly demonstrates the fundamental importance of the effects, determinants and nature of international trade. Bibliography Aldrich J, Journal of the History of Economic Thought, Volume 26, Number 3, September 2004 (pg 396) (26, 3, 379-399) Bernhofen, Daniel M. (2005), Gottfried Haberlers 1930 Reformulation of Comparative Advantage in Retrospect,   Review of International Economics; Nov2005, Vol. 13 Issue 5, p997-1000, 4p Calhoun, Craig and Gerteis, Joseph (2007) Classical Sociological Theory, Blackwell Publishing Chipman, John S and Inoue, Tadashi (2001), Intertemporal Comparative Advantage, I *(pg. 2) http://www.econ.umn.edu/~jchipman/econ8402f05/INTERTMP.PDF Eicher, Theo S., Mutti John H. and Turnovsky Michelle H (2009), International Economics, Routledge; 1 edition, (pg. 68) Faulkner, David and Segal-Horn, Susan (2004), The economics of international comparative advantage in the modern world, European Business Journal; 2004 1st Quarter, Vol. 16 Issue 1, p20-31, 12p. Gale, Fred (2002) Chinas Food and Agriculture: Issues for the 21st Century / AIB-775, Economic Research Service/USDA (pg27) Gomes, Leonard (2003), The economics and ideology of free trade: a historical review, Edward Elgar Publishing Ltd Gray, H (2000) A Review of Maneschi, Andrea, Comparative Advantage in International Trade: A Historical Perspective, International Trade Journal; Fall2000, Vol. 14 Issue 3, p315-320, 6p Kemp, Murray C., and Okawa Masayuki (2006), The Torrens-Ricardo principal of Comparative Advantage: An Extension Review of International Economics, Vol. 14, No. 3, pp. 466-477, August 2006 Maneschi, Andrea (1998) Comparative advantage in international trade: a historical perspective (pg52) Mill, James (1821), Elements of Political Economy, London: Henry G. Bohn   chapter III, pg63 Reinert, Kenneth A., Rajan, Ramkishen S. and Glass, Amy Jocelyn (2009), The Princeton encyclopedia of the world economy, Vol 2, Princeton University Press Rogoff, Kenneth (2005), Paul Samuelsons Contributions to International Economics Harvard University, pg 8 http://www.economics.harvard.edu/files/faculty/51_Samuelson.pdf Ruffin, Roy J. (2002) History of Political Economy; Winter2002, Vol. 34 Issue 4, p727-748, 22p Smith Adam (1776) An Inquiry into the Nature and Causes of the Wealth of Nations, Hackett Publishing Company Inc. Book IV, Chapter III (IV.3.33) The evolution of the comparative advantage argument for free trade. http://www.econ.ku.dk/kgp/doc/Lectfrms/evolution%20of%20comparative%20advantage.pdf Tian, Yiqian (2008), A New Idea about Ricardos Comparative Advantage Theory on Condition of Multi-Commodity and Multi-Country International Journal of Business and Management Vol.3, No. 12, December 2008 Viner, Jacob (1937), Studies in the Theory of International Trade, New York: Harper and Brothers Publishers, Chapter VIII Introduction In the course of this essay, I intend to outline the development of the principle of the quantity theory of money, from its initial inception in the 16th century right up to the current outlook on the theory in the 21st century. Subsequently I hope to outline the theorys importance as a catalyst for the development of monetarism in the 20th century, and outline how monetarism has progressed since that point in time. The quantity theory of money provides a means of answering the question what gives money value? We know that intrinsically, a bank note is a valueless piece of paper and ink, and that its perceived value stems from the quantity of it in supply. Due to the value of money being variable, a change in money demand or supply will yield a change in the value of money and in the price level. The more money that is in circulation means that each individual bill becomes worth less. This will result in it taking more bills to purchase goods and services, and as a result, price level will increase accordingly. The quantity theory of money states that the value of money is based on the amount of money in the economy that the nominal money supply is a function of the equivalent changes in price levels as it relates to the demand for money necessary to meet the needs of current transactions. For example, in Ireland, according to the theory, when the central bank increases the money supply, the value of money falls and the price level increases. Main body The theory states that a one-time change in the stock of money has no lasting effect on real variables but will lead to a proportionate change in the money price of good. In other words, it declares that moneys value or purchasing power varies inversely with its quantity. To this day, there exists prevalent academic discussion as to who developed the theory. The first possible statement of the quantity theory of money originated in the work of Nicholaus Copernicus In 1526, when Copernicus wrote a study on the value of money, Monetae cudendae ratio, in which he noted the increase in prices following the import of gold and silver from the new world. He expressed the findings of his studies into the value of money, and in this work, he formulated a version of the quantity theory of money. Copernicus observed that the value of money would fall if it was issued to excessive quantities, to the point where it was almost valueless. Volckart notes that Money can lose its value through excessive abundance, if so much silver is coined as to heighten peoples demand for silver bullion. For in this way, the coinages estimation vanishes when it cannot buy as much silver as the money itself contains. The solution is to mint no more coinage until it recovers its par value (1997,433). Jean Bodin took a different stance in the middle of the sixteenth century. In 1568, he drew attention to the influx of gold and silver into Spain, and consequently the rest of Europe, from the Americas. He argued that the price level had risen along with the stock of bullion available for monetary purposes and was able to draw a conclusion about the link between these events. John Locke accepted this idea and stated the Quantity Theory of Money as a general rule, that if the supply of money increased, the prices of all goods will rise. If money supply fell and the prices of goods fell, than the prices of foreign goods would rise relative to domestic goods both of which will keep us poor (Locke, 1692). The first concise statement about the existence of a quantity theory was that made by David Hume in 1752. His theory stated that the general level of prices depended upon the quantity of money currently in circulation. Where coin is in greater plenty; as a greater quantity of it is required to represent the same quantity of goods; it can have no effect, either good or bad that great plenty of money is rather disadvantageous, by raising the price of every kind of labour. (Hume, 1752, Pg 15) He also outlined the relationship between supply of money and prices All augmentation (of gold and silver) has no other effect than to heighten the price of labour and commodities; and even this variation is little more than that of a name (Hume, 1752, 296-7). Alfred Marshalls version of the quantity theory was an attempt to give microeconomic underpinnings to the macroeconomic theory that prices and the quantity of money varied directly. He did this by elaborating a theory of household and firm behaviour and integrating it with the macroeconomic question with the macroeconomic question of the general level of prices to explain the demand for money. Marshall reasoned that households and firms would desire to hold in cash balances a fraction of their money income In the late nineteenth and early twentieth centuries, two versions of the theory competed. One advanced by the American economist Irving Fisher, treated the theory as a complete and self-contained explanation of price level. The other, propounded by the Swedish economist Knut Wicksell, saw it as part of a broader model in which the difference between market and natural rates of interest jointly determine bank money and price level changes. Fisher, in particular spent considerable effort in discussing the temporary effects during the period of transition separately from the permanent or ultimate effects (which) follow after a new equilibrium is established if, indeed, such a condition as equilibrium may be said ever to be established (Fisher,1911,p55-6). In this statement, he finds that the quantity theory will not hold true strictly during transition periods. His work was a forerunner in what would later become known as monetarism. He attempted to take the classical schools equation of exchange and convert it into a general theory of price and price level. The contrasts between the two approaches were striking. Fishers version was consistently quantity theoretic throughout and focused on the classical propositions of neutrality, money-to-price causality, and independence of money supply and demand. By contrast, Wicksells version contained certain elements seemingly at odds with the theory. These elements included a real shock explanation of monetary and price movements, the absence of currency in the hypothetical extreme case of a pure credit economy, and the identity between deposit supply and demand at all price levels in that same pure credit case rendering prices indeterminate. Wicksell tried to develop a theory of money that explained fluctuations in income as well as fluctuations in price levels. He argued that the quantity theory of money failed to explain why the monetary demand for goods exceeds or falls short of the supply of goods in given conditions. The quantify theory fell into disrepute in the 1930s, in part because it seemed at the time that the theory could not explain the Great Depression, and partly because of the publication in 1936 of Keyness theory. Although some economists continued to advocate the quantity theory, many economists became Keynesians and simply viewed the quantity theory as a historical curiosity. Only in the mid and late 1950s did the quantity theory once again emerge as a plausible rival to the Keynesian theory. There were several reasons for the revival. Contrary to the prediction of many Keynesians, upon the conclusion of World War II, the American economy did not revert to the depressed conditions of the 1930s, but instead underwent inflation. Secondly, one of the benefits of the Keynesian revolution had been its demonstration that by manipulating expenditures and taxes, governments can keep the economy close to full employment. In fact, it emerged that there were serious political as well as economic difficulties in actually changing government expenditures and tax rates in this ways, and that Keynesian theory in this area was less useful than it had been thought originally. However the resurgence of the quantity theory should not be attributed merely to impersonal historical events. It is also due to the fact that several influential economists advocated this theory. Don Patinkin of Hebrew University restated the quantity theory in a rigorous way that avoids many of the crudities that infested earlier expositions. Milton Friedman, of the University of Chicago was influential in providing a framework that allowed one to test empirically the proposition that changes in the quantity of money dominate changes in income. Moreover Friedman and Anna Schwartz of the National Bureau of Economic Research argued in a lengthy study that the experience of the Great Depression should be interpreted as confirming the prediction of the quantity theory rather than that of Keynesian theory. Subsequently they showed that in both the United States and Britain, longer run movements in nominal income were highly correlated with movements in the money stock. Despite the resurgence of the Quantity Theory in the 1970s and early 1980s it is still far from universally accepted by economists. Controversies about the theorys validity and applicability still exist, featuring similar questions and themes regarding the Quantity Theory of Money that have arisen since the 18th century. These include the definition of money, the relationship between correlation and causation, and the transmission mechanism. Controversy has continued because of the technical difficulty of sorting out the direction of causation running between money and prices, and because ideological concerns about the viability of market mechanisms are at stake. The first instance of Monetarism stems from the ideas of Irving Fisher. The ideas that produced the quantity theory of money go back to the time of David Hume, and arguably earlier. However, the equation of exchange and the transformation of the quantity theory of money into a tool for making quantitative analyses and predictions of the price level, inflation, and interest rates were due to the contributions of Irving Fisher. The theory provides a theoretical basis for monetarism, and there is empirical evidence to show that the quantity theory does operate. For example, as the Spanish brough gold back from the new world, the money supply increased in their native Spain. In line with the theory, prices rose because there was no corresponding increased in the transactions demand for money which is a function of an increase in output. This initial formulation of monetarism fell short on the question of understanding business cycle fluctuations in employment and output. Due to a flaws and a lack of sophistication of this first form of monetarism, some economists became disillusioned with monetarist analysis. One of these economists, John Maynard Keynes, stated that the quantity-theoretic analysis was of little use expanded on these initial contributions. Many economists agreed with Keyness evaluation of monetarism, most notably Milton Friedman. According to Friedman, there was a belief in the value provided by the quantity theory of money, the quantity theory of money provides the best way of understanding monetary behaviour (1971, 2-3), and that substantial changes in prices and nominal income are almost invariably the result of changes in the nominal supply of money (Friedman, 1968, 434). Following this, came the emergence of the Old Chicago Monetarism of Viner, Simons and Knight. This form of Monetarism emphasised the variability of velocity and its potential correlation with the rate of inflation. In economic policy they blamed monetary forces that caused deflation as the source of depression. According to Viner, in order to remedy economic depression, use of large scale stimulative monetary expansion, large government deficits or policies which encouraged deflation, should be balanced. The exponents of Old Chicago Monetarism did not believe that the velocity of money, in other words the rate at which money is exchanged from one transaction to another, was stable. They also did not believe that control of the money supply was straightforward or that the velocity of money was stable, because inflation lowered and deflation raised the opportunity cost of holding real balances. Classic monetarism emerged from Old Chicago Monetarism. It was described by Friedman in 1953, as well as in the works of Brunner (1968) and Brunner and Meltzer (1972). Classic Monetarism contained elements of institutional reform, analytical thinking and views on the political economy. J. Bradford De Long discusses how classic monetarism contained empirical demonstrations which showed that money demand functions could retain stability under the most extreme hyperinflationary conditions. It contained studies which analysed the limits imposed on stabilization policy by lags of policy instruments and also the belief that the natural rate of unemployment is close to the average rate of unemployment. (2000, 83-94). Political Monetarism argued not that velocity could be made stable if monetary shocks were avoided, but that velocity was in fact already stable. As a result, money stock emerged as a sufficient statistic for forecasting nominal demand. Political Monetarism argued that the central bank controlled shifts in the money supply. As a result, the view was taken that everything that went wrong in the macroeconomy was a direct result of the central bank failing to make the money supply grow at the appropriate rate. Political Monetarism concluded that any policy that does not affect the qu

The Ghost Dance :: essays research papers

The Ghost Dance   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The Ghost Dance was a very important custom performed by many Indians during the 1880’s through the 1890’s. During the 1890’s, the Indian civilization started to die. The Ghost Dance was a dance that tried to bring back the dead and bring back the ways of the Indians. During those times the Indians were having a hard time dealing with all of the white men. The white men were trying to push the Indians out of their land. In these times, the white man had basic control over the reservation. That meant that the white man had control of the supplies and food that the Indians received. The white man did not take good care of the Indians, as partrayed in the movie Thunderheart. During the movie Thunderheart the white man is sent in to find out about a murder of one of the Sioux tribe’s members. In the movie there is a revolt going on with a group called the ARM’s that are trying to save their Indian culture. Just like back in the old d ays. The white man in the movie treats all of the Indians like they are dirt. The Indians turn out to be very smart people who have many talents. During the movie the main character, Ray Levoi starts to have visions and see many Indians doing the ghost dance. The main character is part Indian, but he does not believe that the Indians are his people. During the 1880’s, that is when Wovoka had the vision of the Ghost Dance. Ever since that day he tried to get as many people as he could to join him to fight the white man. The ghost dance plays a major part in the movie Thunderheart and also plays a major role in the lives of the Indians.   Ã‚  Ã‚  Ã‚  Ã‚  During the movie Thunderheart, the white man is brought into the badlands of South Dakota to investigate a murder of an Oglala Sioux. The Indians on this reservation have been going through some bad times right now. The living and health conditions are very bad on this reservation. During the movie there is a movement by a group called the ARM’s. They are trying to save their religion and faith. The white man is starting to take over and do whatever they want with their land. In the movie there is a man called Milton who is always beating on the Indians in any way he can.

A Visit to the Seabeach on Puri

Free Sample The Goddess Within for by Gloria Star subrata Dutta November 13, 1957 01:44 AM Calcutta, India After my initial immersion into the study of astrology — when learning the basics was a fascinating challenge — I began to explore the multidimensional nature of astrology and metaphysics. It was quite clear that women and men experience and express the energetic qualities symbolized in their charts differently. Being a woman, I chose to delve into the gender-differences from a woman's point of view. That writing resulted in what you'll read in this report. I hope you enjoy this view of ‘you'! † – Gloria Star Projection of Your Real Self Sometimes showing the world who you really are is not easy, and sometimes the world may not respond as you had hoped! It's helpful to take a look at the differences and similarities between the attitudes, impressions and images you project and the person who resides at the core of your being. With your Sun in Scorpio your ego is driven by a need to be almost enigmatic. You're more comfortable when at least a little mystery surrounds you, and you can exude a strong level of sensual charm. You're rarely halfway about anything, and your intensity can be daunting to those who are uncomfortable with confrontation. Since your Sun speaks of â€Å"who you think you are,† you may think that you're more mysterious than you are in actuality! No bother – you're still a mystery to most, so you're safe! Your Ascendant is the face you present to the world, and shows how others see you. Your Ascendant, or rising sign, is Virgo. Through this influence, you may be somewhat the perfectionist in your appearance and may be most comfortable when you feel well-groomed. Others may view you as detail-oriented, which has its advantages if you know what you want. You may be extremely aware of your physical body, to the extent that you know when anything is not working properly. You'd better keep a nail file in your pocketbook, since you'll fiddle with that ragged nail all day if you don't have a chance to fix it! The energy associated with your Ascendant is Mercury. With Mercury in Sagittarius, you may be rather outspoken and direct in your manner. Your philosophical outlook definitely colors your personality, and you can be a great conversationalist. With your Moon in sextile aspect to your Ascendant you have the capability of becoming well-rounded by integrating your feelings about things with the way they are. You've probably learned that if you're not comfortable with something, you should probably look into it further or avoid it altogether. You may also be quite adept in relationship matters, since you can be aware of the way others are feeling or reacting in addition to staying in touch with your own feelings about what's going on. The  Goddess  Within Get Your Complete The Goddess Within Reading Now! Self knowledge is power! Learn how to reach inwards and discover your strengths, talents and potential to embrace and express your personal power in the best possible ways A must have reading for women everywhere. Get yours today! Only $24. 95 Or get it FREE Get your Complete Reading and Discover†¦. l l l Your basic strengths, talents and needs as portrayed in your birth chart How you project yourself to the outside world and is it the true you Understanding and getting in touch with your true feminine self Get your Complete Reading and Discover†¦. l l l l l l l Your basic strengths, talents and needs as portrayed in your birth chart How you project yourself to the outside world and is it the true you Understanding and getting in touch with your true feminine self Owning and making the most of you inner masculine self Improving your communications and intuition Your approach to relationships, sex, money and control And much, much more!

An Issue Of Procrastination And Stress Levels - Free Essay Example

Sample details Pages: 4 Words: 1245 Downloads: 8 Date added: 2019/06/10 Category Psychology Essay Level High school Tags: Procrastination Essay Did you like this example? Abstract This study examines the correlation between levels of procrastination and levels of stress. Data was gathered to conclude whether or not procrastination levels had a correlational relationship with stress levels. Participants took part in a three part study which included a demographic survey, a procrastination questionnaire, and Cohenrs perceived stress scale questionnaire. Don’t waste time! Our writers will create an original "An Issue Of Procrastination And Stress Levels" essay for you Create order Results concluded that there was no statistically significant correlation between levels of procrastination and levels of stress. Future research should include a variety of other factors like declared major, economic status, if the participant has other responsibilities including multiple jobs, and whether or not the participant lives on campus or commutes. Introduction Literature Review The study conducted by Beleaua and Cocorada (2016) further explored the hypothesis that procrastination leads to negative factors including higher levels of stress. In their research they theorized that individuals who report higher levels of procrastination would in turn, have higher levels of stress. College students were given stress and procrastination questionnaires. Results found that there was a correlation between procrastination and stress. Participants who had high levels of procrastination also had higher levels of stress (Beleaua Cocorada, 2016). Research by Tice and Baumeister (1997) looked into the effects of procrastination on stress and illness in a college setting. Results showed that procrastination scores were correlated with stress. The negative correlations found meant that procrastinators showed lower stress levels and fewer illness symptoms than non-procrastinators (Tice Baumeister, 1997). Szabo and Marian (2018) conducted a study to find correlations between procrastination and stress levels regarding college students during finals week. Using methods as the previous two studies, results found that those participants with increased levels of procrastination also had higher levels of stress than those who did not (Szabo Marian, 2018). Jackson, Weiss, and Lundquist (2000) researched the hypothesis that procrastination had a significant correlation with stress. Results of their study showed that there was a significant correlation between both, meaning that higher levels of procrastination were accompanied with higher levels of stress (Jackson et al., 2000). All studies sought out to find a correlation between procrastination and stress levels. All but one found those with higher levels of procrastination also had higher levels of reported stress. Hypotheses In this study, it was hypothesized that higher levels of procrastination would result in higher levels of stress. It was also hypothesized that participants who showed lower levels of procrastination would also show lower levels of stress. Also, it was hypothesized that demographic factors would not have a significant correlation with procrastination nor stress levels. Method Participants As shown in Table 1, there was a total of 29 participants. Of those 29 participants, 15 identified as male and 14 identifies as female. Of the 29 participants, 6 reported that they were Freshman, 8 reported that they were Sophomores, 7 reported that they were Juniors, and 8 reported that they were Seniors. The demographic survey concluded that 4 participants were White, 11 were Hispanic, 10 were African American, 1 was Asian, and 3 were classified as other. Of the 29 participants, 13 fell between the ages of 18 and 20, 8 fell between 21 and 24, and 6 were 25 years or older. Materials Materials used in this study contained a demographic survey that included gender, year, ethnicity, and age. The demographic survey was a multiple choice formatted questionnaire in which each letter represented a different answer choice. A five question pr ocrastination survey was made for this study to measure procrastination within participants. Stress levels were measured with the use of Cohenrs Perceived Stress Scale (PSS). The stress scale consists of a five item questionnaire in which answers consist of a scale from 0-4, 0 depicting never and 4 depicting very often. The PSS has an alpha coefficient of 0.72, meaning it has good internal consistency and reliability. Procedure Participants were chosen in a public setting. Possible participants were approached and asked if they wanted to part take in a research study for Kean Universityrs psychology program. Participants were given a consent form stating that he or she had no obligation to participate in the study and they had the option to opt out at any given time if they decided to. It was reiterated that completion of their participation was not mandatory. Once the participant signed the consent form, the purpose of the study was thoroughly explained to them along with the steps they would be partaking in. First, participants were given a demographic survey in which the participant had 1-2 minutes to complete. Afterwards, the participant was given 2 questionnaires including the procrastination and the stress questionnaire. Participants were given up to five minutes to complete both questionnaires. Upon completion, demographic surveys, and both questionnaires were collected. Debriefing forms were handed out and explained. Participants were told that if they had any questions, concerns, or were in need of counseling due to any factor regarding the study they would contact the head faculty or the Kean University counseling center at any given time. Results Inferential A pearson correlation found no significant relationship between procrastination and stress. As can be seen in Table 2, the correlation between procrastination and stress failed to reach significance (r=.11, p=.58). Thus, the hypothesis that higher levels of procrastination would result in higher levels of stress was not confirmed. The hypothesis that lower levels of procrastination would result in lower levels of stress also failed to be confirmed. Data found no significant relationship between GPA, procrastination, and stress (r=.35, p=.06). Thus, the hypothesis that demographic factors like GPA would not have a significant relationship with procrastination or stress was confirmed. Discussion Relate to Hypothesis The hypothesis that procrastination and stress levels would be correlated failed to reach statistical significance. Therefore, the theory that higher levels of procrastination would result in higher levels of stress was not confirmed. The hypothesis that lower levels of pro crastination would result in lower levels of stress was also not confirmed. Contrary to the findings of this study, the research conducted by Tice and Baumeister (1997) showed that procrastination scores were correlated with stress. The study by Jackson, Weiss, and Lundquist (2000) also confirmed the hypothesis that there was a correlation between procrastination and stress. Results of their study showed that there was a significant correlation between both, meaning that higher levels of procrastination were accompanied with higher levels of stress. This study did not have similar findings. In fact, this study had the opposite findings, and failed to confirm the relationship between both procrastination and stress. Limitations Limitations included a small sample size of 29 participants which affected the external validity because sample data could not be used to generalize an entire population. All participants were college students. Therefore, data could not relate to those who do not fit that criteria including senior citizens, and other groups. Internal validity was also skewed by the small sample size and the selection. In this study participants consisted of only Kean University students. The data could differ if participants consisted of individuals in another college campuses. Future Research Future research for this study should include a larger sample size so that findings will better generalize the college population. Also, other factors can be used to better specify certain findings. Factors can include the participants declared major, economic status, if the participant has other responsibilities including multiple jobs, and whether or not the participant lives on campus or commutes. A confidence survey can also be used to depict whether or not there is a correlation between confidence levels and stress or procrastination. Research can be expanded by having participants from different college campuses so that the results wont be limited to certain individuals and can better generalize a larger group of people.