Chemical Equation Definition

Definition: A chemical equation is a shorthand written description of what happens in a chemical reaction. It includes the reactants, products, direction(s) of the reaction, and may also include charge and states of matter.

Commentary on Erez Manela’s The Wilsonian Moment - 1081 Words

Erez Manela’s The Wilsonian Moment Self-Determination and the International Origins of Anticolonial Nationalism is a monograph that attempts to reconstruct the story of colonial world at the end of Wilsonian moment. The book’s title, The Wilsonian Moment is alluding to the crucial period that lasted from autumn of 1918 to spring of 1919, when the Allied victory were confident that President Woodrow Wilson’s ideas for a new world will become successful until the terms of the Treaty of Versailles became public and the failure of the Wilson’s promise became evident. Erez Manela says, â€Å"The focus of this book is on the specific significance of Wilsonian moment in the colonial world, defined broadly as the dependent or semi dependent territories that encompassed at the time almost all of Asia and Africa†(8). Manela demonstrates how Woodrow Wilson’s post-war rhetoric on self-determination, a concept that firmly believes all nations should be ab le to determine for their futures and governance impacted several anti colonial movements by using Egypt, India, China, and Korea as case studies. In these case studies, Manela explicitly exhibits how colonized countries received and interpreted Wilson’s rhetoric, and applied it to their local struggle for independence. These four countries actively fought for their independence, but their arguments were dismissed at the Paris Peace Conference for different reasons. Manela tells us,† The â€Å"revolt against the West,† emerged â€Å"not from the

Spirit Bound Chapter Five Free Essays

string(163) " school and the trials would have been made public knowledge by now, and this was a chance for Moroi to meet us and put in bids for who they wanted to guard them\." I DECIDED IT’D BE BEST if Lissa and I stayed up late when we returned to her room, poring over the documents. She was a jumble of feelings when I told her about my encounter with Mikhail–which I hadn’t mentioned to Mia. Lissa’s initial reaction was surprise, but there were other things too. We will write a custom essay sample on Spirit Bound Chapter Five or any similar topic only for you Order Now Fear over the trouble I could have gotten into. A bit of warm romanticism over what both Mikhail and I were willing to do for those we loved. Wonder if she would do the same if Christian were in that situation. She decided instantly that she would; her love for him was still that strong. Then she told herself that she actually didn’t care about him anymore, which I would have found annoying if I wasn’t so distracted. â€Å"What’s wrong?† she asked. I’d sighed aloud in dismay without realizing it while I read her thoughts. Not wanting her to know I’d been perusing her mind, I pointed at the papers spread out on her bed. â€Å"Just trying to make sense of this.† Not entirely that far off from the truth. The prison’s layout was complex. The cells occupied two floors and were tiny–only one prisoner per cell. The papers didn’t explain why, but the reason was obvious. It went along with what Abe had said about keeping criminals from turning Strigoi. If I’d been locked away in prison for years, I could understand the temptation of cracking and killing my roommate to become Strigoi and escape. The cells were also kept housed in the very center of the building, surrounded by guards, offices, â€Å"exercise rooms,† a kitchen, and a feeders’ room. The documents explained guard rotations, as well as prisoner feeding schedules. They were apparently escorted to the feeders one at a time, heavily guarded, and only allowed very short spurts of blood. Again, everything kept the prisoners weak and prevented them from turning Strigoi. It was all good information, but I had no reason to believe any of it was up-to-date, since the file was five years old. It was also likely the prison had all sorts of new surveillance equipment in place. Probably the only things we could count on being the same were the prison’s location and the building’s layout. â€Å"How good are you feeling about your charm-making skills?† I asked Lissa. Although she hadn’t been able to put as much spirit healing into my ring as a woman I knew named Oksana could, I had noticed my darkness-induced temper soothed a little. Lissa’d made a ring for Adrian too, though I couldn’t say for sure if it was what was helping him control his vices lately–vices he usually indulged in to control spirit. She shrugged and rolled over onto her back. Exhaustion filled her, but she was trying to stay awake for my sake. â€Å"Getting better. Wish I could meet Oksana.† â€Å"Maybe someday,† I said vaguely. I didn’t think Oksana would ever leave Siberia. She’d run off with her guardian and wanted to keep a low profile. Besides, I didn’t want Lissa over there anytime soon after my ordeals. â€Å"Have you been able to put in anything besides healing?† A moment later, I answered my own question. â€Å"Oh, right. The spoon.† Lissa grimaced, but it turned into a yawn. â€Å"I don’t think it worked so well.† â€Å"Hmm.† â€Å"Hmm?† I glanced back at the blueprints. â€Å"I’m thinking if you could make a few more compulsion charms, it would go a long way to help with this. We need to make people see what we want them to see.† Surely if Victor–whose powers of compulsion were nowhere near hers–had managed a lust charm, she could do what I needed. She just needed more practice. She understood the basic principles but had trouble making her desired effects last. The only problem was that in asking her to do this, I was making her use more spirit. Even if the side effects didn’t show up right away, they would likely come back to haunt her in the future. She glanced at me curiously, but when I saw her yawn again, I told her not to worry about it. I’d explain tomorrow. She offered no argument, and after a quick hug, we each retired to our own beds. We weren’t going to get much sleep, but we had to get what we could. Tomorrow was a big day. I’d worn a variation of the guardians’ formal black-and-white outfit when I went to Victor’s trial. In normal bodyguard situations, we wore ordinary clothes. But for fancy events, they wanted us looking crisp and professional. The morning after our daring break-in, I got my first true taste of guardian fashion. I’d worn hand-me-down clothes at Victor’s trial but now had an official guardian outfit, tailored exactly to my measurements: straight-legged black slacks, a white button-up blouse, and a black dress jacket that fit me perfectly. It certainly wasn’t meant to be sexy, but the way it hugged my stomach and hips did good things for my body. I felt satisfied with my reflection in the mirror, and after several minutes of thought, I pulled my hair into a neatly braided bun that showed off my molnija marks. The skin was still irritated, but at least the bandage was gone. I looked very†¦ professional. I was actually kind of reminded of Sydney. She was an Alchemist–a human who worked with Moroi and dhampirs to hide the existence of vampires from the world. With her proper sense of fashion, she always looked ready for a business meeting. I kept wanting to send her a briefcase for Christmas. If ever there was a time for me to show off, today was the day. After the trials and graduation, this was the next biggest step in becoming a guardian. It was a luncheon that all new grads attended. Moroi eligible for new guardians would also attend, hoping to scope out the candidates. Our scores from school and the trials would have been made public knowledge by now, and this was a chance for Moroi to meet us and put in bids for who they wanted to guard them. You read "Spirit Bound Chapter Five" in category "Essay examples" Naturally, most guests would be royal, but a few other important Moroi would also qualify. I really had no interest in showing off and hooking a posh family. Lissa was the only one I wanted to guard. Still, I had to make a good impression. I needed to make it clear that I was the one who should be with her. She and I walked over to the royal ballroom together. It was the only place large enough to hold us all, since more than just St. Vladimir’s grads were in attendance. All the American schools had sent their new recruits, and for a moment, I found the sea of black and white dizzying. Bits of color–royals dressed up in their finest clothing–livened the palette up a little. Around us, soft watercolor murals made the walls seem to glow. Lissa hadn’t worn a ball gown or anything, but she looked very elegant in a formfitting teal dress made of raw silk. The royals mingled with the social ease they’d been raised with, but my classmates moved about uneasily. No one seemed to mind. It wasn’t our job to seek out others; we would be approached. The grads all wore name tags–engraved metal ones. There were no HELLO, MY NAME IS†¦ stickers here. The tags made us identifiable so that the royals could come and do their interrogations. I didn’t expect anyone except my friends to talk to me, so Lissa and I headed straight for the buffet and then occupied a quiet corner to munch on our canapes and caviar. Well, Lissa ate caviar. It reminded me too much of Russia. Adrian, of course, sought us out first. I gave him a crooked grin. â€Å"What are you doing here? I know you aren’t eligible for a guardian.† With no concrete plans for his future, it was assumed Adrian would simply live at Court. As such, he’d need no outside protection–though he’d certainly qualify if he chose to strike out into the world. â€Å"True, but I could hardly miss a party,† he said. He held a glass of champagne in his hand, and I wondered if the effects of the ring Lissa had given him were wearing off. Of course, the occasional drink really wasn’t the end of the world, and the dating proposal’s language had been loose in that area. It was mostly the smoking I wanted him to stay away from. â€Å"Have you been approached by a dozen hopeful people?† I shook my head. â€Å"Who wants reckless Rose Hathaway? The one who drops out without warning to do her own thing?† â€Å"Plenty,† he said. â€Å"I sure do. You kicked ass in the battle, and remember–everyone thinks you went off on some Strigoi-killing spree. Some might think it’s worth your crazy personality.† â€Å"He’s right,† a voice suddenly said. I looked up and saw Tasha Ozera standing near us, a small smile on her scarred face. In spite of the disfigurement, I thought she looked beautiful today–more royal than I’d ever seen her. Her long black hair gleamed, and she wore a navy skirt and lacy tank top. She even had on high heels and jewelry–something I was certain I’d never seen her wearing. I was happy to see her; I hadn’t known she’d come to Court. An odd thought occurred to me. â€Å"Have they finally let you have a guardian?† The royals had a lot of quiet, polite ways of shunning those who were in disgrace. In the Ozeras’ case, their guardian allotment had been cut in half as kind of a punishment for what Christian’s parents had done. It was totally unfair. The Ozeras deserved the same rights as any other royal family. She nodded. â€Å"I think they’re hoping it’ll shut me up about Moroi fighting with dhampirs. Kind of a bribe.† â€Å"One you won’t fall for, I’m sure.† â€Å"Nope. If anything, it’ll just give me someone to practice with.† Her smile faded, and she cast uncertain looks among us. â€Å"I hope you won’t be offended†¦ but I put in a request for you, Rose.† Lissa and I exchanged startled glances. â€Å"Oh.† I didn’t know what else to say. â€Å"I hope they’ll give you to Lissa,† Tasha added hastily, clearly uncomfortable. â€Å"But the queen seems pretty dead-set on her own choices. If that’s the case†¦Ã¢â‚¬  â€Å"It’s okay,† I said. â€Å"If I can’t be with Lissa, then I really would rather be with you.† It was the truth. I wanted Lissa more than anyone else in the world, but if they kept us apart, then I’d absolutely prefer Tasha to some snobby royal. Of course, I was pretty sure my odds of getting assigned to her were as bad as those of getting assigned to Lissa. Those who were angry at me for running off would go out of their way to put me in the most unpleasant situation possible. And even if she was being granted a guardian, I had a feeling Tasha’s preferences wouldn’t be high priority either. My future was still a big question mark. â€Å"Hey,† exclaimed Adrian, offended that I hadn’t named him as my second choice. I shook my head at him. â€Å"You know they’d assign me to a woman anyway. Besides, you’ve got to do something with your life to earn a guardian.† I meant it jokingly, but a small frown made me think I might have actually hurt his feelings. Tasha, meanwhile, looked relieved. â€Å"I’m glad you don’t mind. In the meantime, I’ll do what I can to help you two.† She rolled her eyes. â€Å"Not that my opinion counts for much.† Sharing my misgivings about getting assigned to Tasha seemed pointless. Instead, I started to thank her for the offer, but we were then joined by yet another visitor: Daniella Ivashkov. â€Å"Adrian,† she chastised gently, a small smile on her face, â€Å"you can’t keep Rose and Vasilisa all to yourself.† She turned to Lissa and me. â€Å"The queen would like to see you both.† Lovely. We both stood up, but Adrian remained sitting, having no desire to visit his aunt. Tasha apparently didn’t either. Seeing her, Daniella gave a curt, polite nod. â€Å"Lady Ozera.† She then walked away, assuming we’d follow. I found it ironic that Daniella seemed willing to accept me but still held that typical aloof Ozera-prejudice. I guess her niceness only went so far. Tasha, however, had long since grown immune to that sort of treatment. â€Å"Have fun,† she said. She looked over at Adrian. â€Å"More champagne?† â€Å"Lady Ozera,† he said grandly, â€Å"you and I are two minds with a single thought.† I hesitated before following Lissa to Tatiana. I’d taken in Tasha’s grand appearance but only now really paid attention to something. â€Å"Is all your jewelry silver?† I asked. She absentmindedly touched the opal necklace around her neck. Her fingers were adorned with three rings. â€Å"Yes,† she said, confused. â€Å"Why?† â€Å"This is going to sound really weird†¦ well, maybe not compared to my normal weirdness. But could we, um, borrow all of those?† Lissa shot me a look and immediately guessed my motives. We needed more charms and were short on silver. Tasha arched an eyebrow, but like so many of my friends, she had a remarkable ability to roll with weird ideas. â€Å"Sure,† she said. â€Å"But can I give them to you later? I don’t really want to strip my jewelry in the middle of this party.† â€Å"No problem.† â€Å"I’ll have them sent to your room.† With that settled, Lissa and I walked over to where Tatiana was surrounded by admirers and those wanting to suck up. Daniella had to be mistaken in saying Tatiana wanted to see both of us. The memory of her yelling at me over Adrian still burned in my head, and dinner at the Ivashkovs’ hadn’t fooled me into thinking the queen and I were suddenly best friends. Yet, astonishingly, when she caught sight of Lissa and me, she was all smiles. â€Å"Vasilisa. And Rosemarie.† She beckoned us closer, and the group parted. I approached with Lissa, my steps tentative. Was I going to get yelled at in front of all these people? Apparently not. There were always new royals to meet, and Tatiana first introduced Lissa to all of them. Everyone was curious about the Dragomir princess. I was introduced as well, though the queen didn’t go out of her way to sing my praises as she did Lissa’s. Still, being acknowledged at all was incredible. â€Å"Vasilisa,† said Tatiana, once the formalities were finished, â€Å"I was thinking you should visit Lehigh soon. Arrangements are being made for you to go in, oh, maybe a week and a half. We thought it would be a nice treat for your birthday. Serena and Grant will accompany you, naturally, and I’ll send a few others.† Serena and Grant were the guardians who had replaced Dimitri and me as Lissa’s future protection. Of course they’d be going with her. Then, Tatiana said the most startling thing of all. â€Å"And you can go too, if you’d like, Rose. Vasilisa could hardly celebrate without you.† Lissa lit up. Lehigh University. The lure that had made her accept a life at Court. Lissa yearned for as much knowledge as she could get, and the queen had given her a chance at it. The prospect of a visit totally filled her with eagerness and excitement–especially if she could celebrate her eighteenth birthday there with me. It was enough to distract her from Victor and Christian, which was saying something. â€Å"Thank you, Your Majesty. That’d be great.† There was a strong possibility, I knew, that we might not be around for this scheduled visit–not if my plan for Victor worked. But I didn’t want to ruin Lissa’s happiness–and I could hardly mention it in this royal crowd. I was also kind of stunned that I’d been invited at all. After issuing the invite, the queen said nothing else to me and continued speaking with the others around her. Yet, she’d been pleasant–for her, at least–while addressing me, just as she had at the Ivashkov home. Not best-friend nice but certainly not raving-bitch insane, either. Maybe Daniella had been right. More pleasantries followed as everyone chatted and tried to impress the queen, and it soon became clear that I was no longer needed. Glancing around the room, I found someone I needed to talk to and meekly separated myself from the group, knowing Lissa could fend for herself. â€Å"Eddie,† I called, reaching the other side of the ballroom. â€Å"Alone at last.† Eddie Castile, a longtime friend of mine, grinned when he saw me. He too was a dhampir, tall with a long, narrow face that still had a cute, boyish look to it. He had tamed his dark, sandy-blond hair for a change. Lissa had once hoped Eddie and I would date, but he and I were strictly just friends. His best friend had been Mason, a sweet guy who’d been crazy about me and who had been murdered by Strigoi. After his death, Eddie and I had adopted protective attitudes toward each other. He’d later been kidnapped during the attack at St. Vladimir’s, and his experiences had made him a serious and determined guardian–sometimes a little too serious. I wanted him to have more fun and was delighted to see the happy glint in his hazel eyes now. â€Å"I think every royal in the room’s been trying to bribe you,† I teased. It wasn’t entirely a joke. I’d been keeping an eye on him throughout the party, and there’d always been someone with him. His record was stellar. Surviving the awful events in his life might have scarred him, but they reflected well on his skills. He had great grades and ratings from the trial. Most importantly, he didn’t have my reckless reputation. He was a good catch. â€Å"Kind of seems that way.† He laughed. â€Å"I didn’t really expect it.† â€Å"You’re so modest. You’re the hottest thing in this room.† â€Å"Not compared to you.† â€Å"Yeah. As shown by the people lining up to talk to me. Tasha Ozera’s the only one who wants me as far as I know. And Lissa, of course.† Lines of thought creased Eddie’s face. â€Å"Could be worse.† â€Å"It will be worse. No way will I get either of them.† We fell silent, and a sudden anxiety filled me. I’d come to ask a favor of Eddie, and it no longer seemed like a good idea. Eddie was on the verge of a shining career. He was a loyal friend, and I’d been certain he’d help with what I needed†¦ but I suddenly didn’t think I could ask. Like Mia, however, Eddie was observant. â€Å"What’s wrong, Rose?† His voice was concerned–that protective nature kicking in. I shook my head. I couldn’t do it. â€Å"Nothing.† â€Å"Rose,† he said warningly. I looked away, unable to meet his eyes. â€Å"It’s not important. Really.† I’d find another way, someone else. To my surprise, he reached out to touch my chin and tip my head back up. His gaze caught mine, allowing no escape. â€Å"What do you need?† I stared at him for a long time. I was so selfish, risking the lives and reputations of friends I cared about. If Christian and Lissa weren’t on the outs, I’d be asking him, too. But Eddie was all that was left to me. â€Å"I need something†¦ something that’s pretty extreme.† His face was still serious, but his lips tugged into a wry smile. â€Å"Everything you do is extreme, Rose.† â€Å"Not like this. This is†¦ well, it’s something that could ruin everything for you. Get you in big trouble. I can’t do that to you.† That half smile vanished. â€Å"It doesn’t matter,† he said fiercely. â€Å"If you need me, I’ll do it. No matter what it is.† â€Å"You don’t know what it is.† â€Å"I trust you.† â€Å"It’s kind of illegal. Treasonous, even.† That took him aback for a moment, but he stayed resolute. â€Å"Whatever you need. I don’t care. I’ve got your back.† I’d saved Eddie’s life twice, and I knew he meant what he said. He felt indebted to me. He would go wherever I asked, not out of romantic love, but out of friendship and loyalty. â€Å"It’s illegal,† I repeated. â€Å"You’d have to sneak out of Court†¦ tonight. And I don’t know when we’d be back.† It was entirely possible that we wouldn’t come back. If we had a run-in with prison guards†¦ well, they might take lethal measures to do their duty. It was what all of us had trained for. But I couldn’t pull this breakout off with Lissa’s compulsion alone. I needed another fighter at my back. â€Å"Just tell me when.† And that was all there was to it. I didn’t tell him the full extent of our plan, but I gave him that night’s rendezvous location and told him what he would need to bring. He never questioned me. He said he’d be there. New royals came to talk to him just then, and I left him, knowing he’d show up later. It was hard, but I pushed aside my guilt over possibly endangering his future. Eddie arrived, just as he’d promised, when my plan unfolded later that night. Lissa did too. Again, night meant â€Å"broad daylight.† I felt that same anxiety I did when we’d sneaked around with Mia. Light exposed everything, but then, most people were asleep. Lissa, Eddie, and I still moved through the Court’s grounds as covertly as we could, meeting Mikhail in a section of the compound that held all sorts of garaged vehicles. The garages were big metal, industrial-looking buildings set on the fringes of Court, and no one else was out. We slipped into the garage he’d indicated last night, and I was relieved to find no one else there. He surveyed the three of us, looking surprised at my â€Å"strike team,† but he offered no questions and made no further attempts to join us. More guilt surged up within me. Here was someone else who was risking his future for me. â€Å"Gonna be a tight fit,† he mused. I forced a smile. â€Å"We’re all friends here.† Mikhail didn’t laugh at my joke but instead popped the trunk of a black Dodge Charger. He wasn’t kidding about the tight fit. It was a newer one, which was kind of a shame. An older model would have been bigger, but guardians only kept top-of-the-line stuff around. â€Å"Once we’re far enough away, I’ll pull over and let you out,† he said. â€Å"We’ll be fine,† I assured him. â€Å"Let’s do this.† Lissa, Eddie, and I crawled into the trunk. â€Å"Oh God,† muttered Lissa. â€Å"I hope no one’s claustrophobic.† It was like a bad game of Twister. The trunk was large enough for some luggage but not intended for three people. We were squeezed together, and personal space was nonexistent. We were all up close and personal. Satisfied we were all snug, Mikhail closed the trunk and darkness engulfed us. The engine started a minute later, and I felt the car move. â€Å"How long until you think we stop?† asked Lissa. â€Å"Or die from carbon monoxide poisoning?† â€Å"We haven’t even left the Court yet,† I noted. She sighed. The car drove off, and not too long afterward, we came to a stop. Mikhail must have reached the gates and been chatting with the guards. He’d told me earlier that he’d come up with some excuse or other to run an errand, and we had no reason to believe the guards would question him or search the car. The Court wasn’t worried about people sneaking out, like our school had been. The biggest concern here was people getting inside. A minute passed, and I uneasily wondered if there was a problem. Then the car moved again, and all three of us exhaled in relief. We picked up speed, and after what I suspected was a mile or so, the car veered sideways and came to a stop. The trunk popped open, and we spilled out of it. I’d never been so grateful for fresh air. I got in the passenger seat beside Mikhail, and Lissa and Eddie took the back. Once we were settled, Mikhail continued driving without another word. I allowed myself a few more moments of guilt over the people I’d involved but then let it go. It was too late to worry now. I also let go of my guilt about Adrian. He would have been a good ally, but I could hardly ask for his help in this. And with that, I settled back and turned my thoughts to the job before us. It would take us about an hour to get to the airport, and from there, the three of us were off to Alaska. How to cite Spirit Bound Chapter Five, Essay examples

Gender Bias Essay Research Paper The topic free essay sample

Gender Bias Essay, Research Paper The subject of my research has been differences in math acquisition and aptitude between male childs and misss. This subject was suggested to me by my wise man, Mike Millo, as it is of peculiar involvement to him. Mr. Millo is an Algebra instructor at Ball High. Much has been made of gender differences in math by the popular media and Mr. Millo felt that it would be interesting to analyze this subject and research the findings of educational research workers. I besides found this subject personally challenging as I am presently reading the book, Failing At Fairness: How Our Schools Cheat Girls, by Myra and David Sadker ( 1994 ) , which explores gender prejudice in all country of instruction. In researching this subject I found many related research articles and extended articles where relevant variables had been measured. I tried to concentrate on extremely relevant articles, which examined specifically the different abilities of males and females in math or sought accounts for those differences. With one exclusion, the surveies I reviewed supported that there are differences in math related accomplishment between males and females. Two of thr articles I reviewed focal point on the differences in teacher interaction with male and female pupils in math category suites. The Structure of Abilities in Math-Precocious Young Children: Gender Berninger, and Julie Busse ( 1996 ) , the undermentioned research inquiries were explored: 1. Can immature kids who are advanced in mathematical logical thinking be located expeditiously by beging parent nominations? 2. Make steps of these kids # 8217 ; s cognitive abilities in other spheres besides show promotion and, if so, to what degree? 3. How do steps in verbal and visual-spatial spheres relate to mathematical accomplishments for subgroups divided by class and gender? 4. What, if any, cognitive gender differences emerge within this group of immature precocious kids? My involvement was focused on the last inquiry, which relates to gender differences. The survey showed gender differences apparent in every analysis. However, the survey does non suggest grounds for these differences. One of the possible deductions of this survey, that gender related differences in math ability are apparent from such a immature age conflicts with information presented some of the other documents I reviewed. In three surveies, there is a great accent on gender related abilities in math which are related to adolescence. In Gender Roles in Marriage: What do They Mean for Girls # 8217 ; and Boys # 8217 ; School Achievement, by Kimberly A. Updegraff, Susan M. McHale and Ann C. Crouter ( 1996 ) , the research workers evaluate differences in household kineticss to find what deductions these might hold for gender related math ability. This article was really interesting, although the research inquiry was seize with teething away more than it could masticate. What this article finds is that misss from households who hold a more classless household construction are less likely to endure a diminution in math ability at adolescence. This article besides suggests that it is non the misss # 8220 ; difficult wiring # 8221 ; which causes math ability differences. I interpret this article as implying that the root of the job could be in gender function stereo types. In Single Sex Math Classes: What and For Whom? One School # 8217 ; s Experiences, Richard Durost ( 1996 ) studies that when decision makers talked to many of the misss in his school, the misss stated that they felt mentally intimidated by the male childs. Teachers noted that boys asked inquiries, talked and competed, while misss tended to reflect, listen, and cooperate. In an effort to cover with gender related public presentation issues, Mr. Durost # 8217 ; s school implemented a all female subdivision Algebra I. The females who participated in the pilot plan did demo an addition in their math tonss. This paper suggests that the differences in math ability are non # 8220 ; difficult wired # 8221 ; . That it may non be a difference in a miss # 8217 ; s ability to # 8220 ; make # 8221 ; math or larn math, but possibly a trouble in a girls ability to interact in a co-educational math related scenes which determines her math success. In other words, there might non be a math job in and of itself but possibly math differences were one manifestation of differences in inter-gender communicating and interaction manners. In Gender Based Education: Why it Works at the Middle School Level, William C, Perry ( 1996 ) , the principal of a in-between school citations surveies from the American Association of University Women ( 1991, 1992 ) , back uping the theory that gender related math ability differences don # 8217 ; t go manifest until in-between school. Mr. Perry was really concerned about studies he had read or heard presented demoing that there is prejudice against misss in the schoolrooms. In response to the research workers concerns, a survey was done in which take parting pupils were assigned to same sex categories. The survey studies increased grade point norms for both male childs and misss take parting in the survey. I would hold liked to see the standardised trial tonss for both groups of pupils. While classs are one index of public presentation, it seems that if there is prejudice in learning manners, there could be bias in rating. Standardized tonss could give a better vantage point for analysing existent differences in math comprehension. This survey ties in with the following two surveies which point to an institutionalized job In G. Leder # 8217 ; s research, Teacher Student Interactions in the Mathematicss Classroom: A Different Perspective, the research worker picture tapes categories to determine types and frequence of interactions with pupils. this was correlated with trial tonss, perceptual experience studies from instructors every bit good as ego studies of math perceived math ability of the pupils. In this survey, males and females were comparatively equal in ability n the lower class degrees, but males tended to make better in the tenth class degree. This becomes really challenging when it is noted that self report and teacher studies of sensed ability systematically rated the males higher. The qualitat ive facets of this survey examined content and frequence of instructor remarks. There was no important difference between males and females. In J. Becker # 8217 ; s research, Differential Treatment of Females and Males in Mathematicss Classs, the research worker observed 10 schoolrooms for a sum of 10 yearss. She collected both qualitative and quantitative informations. The writer concludes that there is really clearly differences in the interactions between instructors and pupils depending on the pupils gender. These differences systematically favor the males. This survey besides reveals that both the schoolrooms and instructors themselves reinforce gender stereotypes portraying math as a male kingdom. this research worker asserts that the failure of females to stand out in math is attributable to self carry throughing prognostication: misss are non expected by themselves or their instructors to make good, hence, finally, they do non. My last two articles examine gender differences at the university degree. The first of these two does non analyze math ability, but instead attending to numerical information in gender related contexts. The Numbers Game: Gender and Attention to Numerical Information, by Jackson, Fleury, Girvin and Gerard ( 1995 ) , compared work forces # 8217 ; s and adult females # 8217 ; s abilities to remember numerical information when it was presented in a gender related context. Not surprisingly, work forces were better at remembering informations in male scenes than adult females were. However, of the three context classs ( male, female, impersonal ) both work forces and adult females did best in the impersonal classs and worst in the female classs. The writer suggests that this could reflect the inclination of the civilization to see female related activities as less of import than male or gender-neutral activities. The concluding article I reviewed was Gender and Mathematics Achievement Parity: Evidence from Post-Secondary Education, by Amin M. Kianian ( 1995 ) . This survey seemed flawed in several ways. The survey examines the classs of all of the pupils from one instructor # 8217 ; s university degree math classes over a period of three old ages and so compares them for gender differences. His findings are that there are no important differences between work forces # 8217 ; s and adult females # 8217 ; s math classs at the university degree. I believe this survey could be better than it is, because it does non show whether or non the work forces and adult females really had a demonstratedly equal math ability. Grades could be really subjective. Accepted at face value, nevertheless, it could be suggested that this might connote that the gender related issues so prominent in the eyes of some research workers when analyzing the stripling population, have disappeared by the clip pupils go to college. I realize that this would be stretching the relevancy of the survey to travel this far, but there are deductions along these lines. Overall, after reexamining the articles which were summarized, I find myself drawn to the information demoing that the gender differences in math ability seem to be preponderantly manifest during adolescence. As many of the surveies suggest, this is likely to be associated with interpersonal and self regard issues. Many issues come to mind for farther research. 1. ) Self esteem in adolescent misss and the correlativity with math ability. 2. ) Does engagement in athleticss affect gender related math acquisition? 3. ) What are the deductions of individual sex schoolrooms for subsequently larning? Are individual sex category suites making a false environment, therefore puting females up for # 8220 ; gender daze # 8221 ; later in life or instruction? 4. ) What are the deductions of female math instructors in the schoolrooms for gender related differences in math abilities. 5. ) A cohort survey of x population tracking them over and drawn-out period of clip to see at what points math ability, self esteem, and other related variables fluctuate. Some of these subjects would be really suited for immediate research. Others, would be best left to extremely funded groups or authorities bureaus. For my farther research, I would wish to research the relationship between assertiveness in adolescent misss and its relationship to their math success. More specifically, I would wish to invent a survey that examines whether or non assertiveness preparation in adolescent misss would impact their math success. Mentions American Association of University Women. ( 1991 ) . Shortchanging Girls, Shortchanging America. American Association of University Women: Washington, DC American Association of University Women. ( 1992 ) . How Schools Shortchange Girls. American Association of University Women: Washington, DC Becker, J. ( 1981 ) . differential intervention of females and males in mathematics categories. Journal for Research in Mathematics Education. 12, 40-53. Durost, R. ( 1996 ) . Single sex math categories: What and for whom? One school # 8217 ; s experiences. Bulletin, 80, 27-31. Jackson, L. , Fleury, R. , Girvin, J. , A ; Gerard. D. ( 1995 ) . The Numberss game: Gender and attending to numerical information. Sexual activity Functions: A Journal of Research. 33, 559-569. Kianian, A. ( 1995 ) . Gender and mathematics achievement para: Evidence from post-secondary instruction. Education, 116, 586-592. Leder, G. ( 1990 ) . Teacher/student interactions in the mathematics schoolroom: A different position. From Fenema, E. A ; Leder, G. ( Eds. ) . Mathematicss and Gender: Influences on Teachers and Students. New York, Teachers College. Orbinson, N. , Abbott, R. , Berninger, V. , A ; Busse, J. ( 1996 ) . The construction of abilities in math precocious immature kids: Gender similarities and differences. Journal of Educational Psychology, 88, 341-352. Perry, W. ( 1996 ) . Gender based instruction: Why it works at the center school degree. Bulletin, 80, 32-35. Sadker, M A ; Sadker, D. ( 1994 ) . Failing at Fairness: How Our Schools Cheat Girls. New York: Standard. Updergraff, K. , McHale, S. , A ; Crouter, A. ( 1996 ) . Gender functions in matrimony: What do they intend for boys # 8217 ; and girls # 8217 ; school accomplishment? . Journal of Youth and Adolescence, 25, 73-89.

Situational Factors free essay sample

1. ) What are the salient situational factors? †¢My daughter is allergic to tobacco smoke. †¢The waiter made a big mistake or careless error in seating preference. †¢The business men where in the wrong area (non-smoking). †¢Selecting the restaurant should have been carefully reconsidered because of the allergic reaction to tobacco smoking. 2. ) What is the most appropriate conflict management strategy? The most appropriate conflict management strategy would be to avoid forcing and avoidance because they tend to result in unresolved issues/problems. Plus, satisfaction is only viewed and/or reached on one side; the other party side is ignored or overlooked. Even though this situation could have easily become a detrimental crisis; the best approach would have been to utilize the problem-solving method. That way both parties reach a collaborative resolution. â€Å"Both parties find solutions to the cause of the conflict that are satisfactory to both parties rather than to find fault or assign blame† (Whetton/Cameron, 2011). We will write a custom essay sample on Situational Factors or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The process or steps after the incident happened should have played out like this. †¢The mom asked or summoned for the waiter immediately. †¢Let the hostess know what happen as a result of her error in seating. †¢ If she is unable to deal and/or handle the situation properly; then ask for the manager so that he or she can provide assistance in reference to customer service. †¢ The manager and mom reach a solution on how to avoid incidents of this caliber in the near future. Avocado Computers 1. ) What are the salient situational factors? †¢Bill is highly impressed by your work ethics and believes you can improve their production facility. †¢Bill is adamant in regards to cleanliness, order, and appearance. †¢Ã¢â‚¬Å"You are a bit-miffed at the single item of concern† (Whetten/Cameron, 2011, page 419). †¢ Management needs to maintain a cleaner facility. †¢You don’t know how to respond to the cleanliness demerit. 2. ) What is the most appropriate conflict management strategy? In this particular case, a compromise would be the appropriate conflict management strategy. â€Å"The compromising strategy typically calls for both sides of a conflict to give up elements of their position in order to establish an acceptable solution† (Dontigney, 2013, page 1). Here, Bill would consider renegotiate her contract or taking the demerit off of her performance appraisal. She in return would implement and/or practice cleanliness on the factory floor. Both parties can agree to disagree on the need for cleanliness but understand why it is important and needed in the state-of-the-art production facility. Each stand to lose something valuable; Bill stands the chance of losing a good employee and she stands the chance of losing a great job. The key here, is preventing both from reaching a lose-lose situation; both parties will have to make sacrifices in order to reach a common goal or objective.

Teaching Course about Excretion in Animals

Teaching Course about Excretion in Animals Introduction Organized teaching strategies are featured by credible learning tools to facilitate effective perception. We can attribute the attainment of knowledge to proper instructional design. One key and fundamental component of these designs involves the establishment of a course outline.Advertising We will write a custom proposal sample on Teaching Course about Excretion in Animals specifically for you for only $16.05 $11/page Learn More Consequently, this project targets on establishing an effective outline to guide the teaching of a course in a five-week e-learning class. In a bid to perform this task, I will make a comprehensive description of the outline that will include the objectives, pedagogies, and outcomes. Course Description The course will involve delivery of knowledge about excretion in animals. Apparently, students understand the basic facts of excretion in humans. This is because they had taken earlier prerequisite courses of the current course. Therefore, I expect responses for questions about excretory mechanisms in mammals. However, there must be strategies to combine the distinct and outrageous topics under this learning. I know that animals are many and they depict different mechanisms of excretion. Consequently, instructions must try to separate the topics for the students to prevent confusion among student. There are many classes of animal that will be studied in the course of teaching. These will include mammals, arthropods, birds, fishes, and reptiles among others. Since this study will be performed through e-learning, the strategies chosen must evaluate the students properly. Additionally, I will account for the limitation that arises with e-learning teaching strategies. Course Pedagogy The instructions will involve students on online discussion where questions are asked by all parties (students and the teacher). An online discussion forum will allow students to view the comments of other students. For in stance, I can raise a question about the differences of excretion in birds and reptiles. The discussion forum will allow all students to see the answers of other students. I will choose the appropriate time for online class attendance. For instance, I could set a class to begin at 1400hrs to facilitate effective discussions because most students will be available at the time. Also, the instructions will incorporate the use of assessment techniques to boost students’ interactions and corporations. Therefore, correct answers and active participation will be awarded marks accordingly.Advertising Looking for proposal on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since we cannot manage to handle all the topics in classes, I will give students assignment. For instance, I could assign the students a topic on describing excretion in reptiles. After choosing this topic, I will set and announce a deadline for submitting the assignment online. If submissions are made past the deadline, extra deductions will be employed on the total marks awarded. Course Objectives Naka (1974) identified that objectives are critical tools of pedagogy. I will, therefore, set clear objectives to facilitate the attainment of the educational goals. What do I need the students to learn? At the end of the teaching, students will be able to perform the following tasks. Explain the excretory mechanisms in the class level of animals Differentiate between the mechanisms of excretion exhibited by animals Make comparison between excretory systems in the classes Knows the roles played by excretory systems to adapt animals in their habitat Explain evolution in terms of excretory systems These objectives will aim at achieving high perception and understanding in the students. After achieving these objectives, students will be potent to satisfy the ultimate goal of the course. In this case, they will satisfy the goal of understan ding excretion in animals. Course Outcomes Effective learning is reliant on the expectation that an instructor sets in his/her conscience. According to Jarvis (2005), there exists a correlation between the perception of students and a teacher’s expectation. Jarvis argued that when a teacher has high expectations on the results, s/he teaches exhaustively to attain his/her expectations. I will applaud this articulation by setting the outcomes of the instructions. In applauding the articulation, I expect that students will pay attention to the e-learning because I have devised strategies to make the classes mandatory. For instance, student will not receive marks if they do not participate on the discussions. Therefore, the regulation of class attendance will warrant commitment of the entire class to all activities in the instructions. Furthermore, students will be able to discuss, share, and discover other learning issues that will diversify their knowledge amicably. Additionall y, students will research for information regarding the assignment. This will initiate the needs to know and establish a base to distinguish between corporative students and non-corporative students. Apparently, the teaching will improve the knowledge of students and make them ready for the final exams. Conclusion Critique and effective arrangement to initiate the need of understanding and improve the perception of students is fundamental in education. Instructors must, therefore, declare to organize the teaching before attending any class. In fact, Dixon and Senior managed to research and conclude that student’s perception is directly related to the organization of an instructor.Advertising We will write a custom proposal sample on Teaching Course about Excretion in Animals specifically for you for only $16.05 $11/page Learn More Poor class performance, therefore, depicts that a teacher is not arranging for the instructions to deliver. Awareness is vital to caution teachers about unstructured teaching sessions that are equivalent to teaching confusions. Instead of confusing the students, it is vital to avoid the instructions and allow the student to perform their genuine studies from books, articles and other sources. References Dixon, M., Senior, K. (2011) Appearing pedagogy: from embodied learning and teaching to embodied pedagogy. Pedagogy culture society, 19(3), 473-484. Jarvis, M. (2005). The psychology of effective learning and teaching. Cheltenham: Nelson Thornes. Naka, A. (1974). Pedagogy. Tokyo: Centre of East Asian Cultural Studies.

Fuzzy Logic with Data Mining with respect to Prediction and Clustering Research Paper

Fuzzy Logic with Data Mining with respect to Prediction and Clustering - Research Paper Example According to Jemal and Ferlay (2004, p.69), breast cancer is currently one of the major health problems as well as the leading cause of death amongst women worldwide. Consequently early detection of cancer risks is one of the key ways of improving the prognosis of the disease. Although there are a number radiological techniques such as mammography that can be used in the early detection of breast cancer risks, the enormous data generated by these techniques often make it difficult for radiologists to accurately evaluate breast cancer data (Dorf and Robert, 2001, p.234). Artificial intelligence techniques such as fuzzy clustering algorithms can therefore significantly improve the diagnosis and evaluation of breast cancer risks through clustering of the particular data elements. Consequently the incorporation of fuzzy logic algorithms in data mining is a powerful tool that can be employed in the extraction, clustering, quantification and analysis of the data base information regarding the assessment and diagnosis of cancer risks. When dealing with uncertainties in databases, fuzzy logic clustering algorithms can be used to cluster different elements of data into various membership levels depending on their closeness (Castillo and Melin, 2008, p.94). For example, during the evaluation of breast cancer risks, mammogram data may possess some degree of fuzziness such as ill defined shapes, indistinct borders and different densities. In this regard, a fuzzy clustering algorithm can be one of the most effective ways of handling the fuzziness of data related to breast cancer. As an intelligent technique, Fuzzy logic data mining algorithms not only provide excellent analysis of the data but can also be used to develop accurate results that are easy to implement. One of the greatest potential advantages of incorporating fuzzy logic in data mining is the fact that such algorithms can significantly be used in the modeling of inaccurate, non linear and complex data systems b y implementing human knowledge and experience as a set of fuzzy rules that uses fuzzy variables for inference purposes (Nguyen and Walker, 2003, p. 96). For example when using fuzzy algorithm for the prediction and clustering of breast cancer data, the human experience and knowledge related to breast cancer risks can be expressed as a set of inference rules of deduction that are then attached to the fuzzy logic system. Another important advantage of fuzzy algorithms systems for prediction and clustering of breast cancer data is that they usually have a significantly high inference speed. This paper proposes a fuzzy clustering algorithm that can be used in the data mining of breast cancer data and consequently in the evaluation and prediction of cancer risks in patients with suspected cancer cases. Proposed single If-then fuzzy rule Assuming that we have a classification problem with an n-dimensional c-class pattern whose space is given by n-dimensional cube (0, 1), n as well as that the m patterns Xp=Xp1,†¦Xpn, where p=1,2,†¦..m, we will need to generate the fuzzy if then rule in which Xpi [0,1] for p=1,2,†¦., m, i =1,2,†¦..,n. Based on the proposed single fuzzy If-then rule that is based on the mean and standard deviation of the attribute values, the fuzzy rule will be generated for each of the classes. Consequently the fuzzy If then rule for the kth

Corporate Leadership Strategy Assignment Example | Topics and Well Written Essays - 1500 words

Corporate Leadership Strategy - Assignment Example Corporate strategy refers to the general scope and direction that a corporation takes as well as the manner in which a number of its business operations work together in order to achieve set goals. The commonest perception regarding the essence of corporate strategy is that it involves the improvement of the operating unit’s competitive strategies. Achieving corporate strategy requires an effective leader as well as efficient leadership skills. This is since; long-term business performance originates from leadership culture along with continuous and careful leadership development at all the levels. This paper looks at Google Company in terms of its CEO, his achievements, the leadership model that he uses along with his delivery innovation skills. In addition, it will also document the lessons that other leaders can learn from Google’s CEO before carrying out concluding remarks.The current CEO of Google Inc is Sunder Pichai, who is also a computer engineer. Born in Chenn ai India 1972, he attained an MBA from University of Pennsylvania in 2002. Prior to joining Google in 2004 as a product manager, Pichai worked as a consultant at McKinsey. While at Google, he assisted in the development of Chrome operating system for laptops which has been a huge success with a 45% reported worldwide market. In addition, Pichai managed some of Google’s essential aspects such as Google Drive, Gmail and Google Map. In 2008, he became the product development’s Vice President and by 2012; he had become Chrome and Apps’ senior vice president.

Scholarly paper Essay Example | Topics and Well Written Essays - 500 words

Scholarly paper - Essay Example In this paper, a close understanding and analysis of the said article shall be handled in an aim of making the process of dealing with hypertension much easier and much effective for many individuals today. Early studies believed that hypertension only occur among the old aged generation. However, the new researches in medicine actually note the possibility of even the young generation to incur hypertension issues as well. Without clear symptoms, it is best advised by healthcare workers today that prevention be a better applied matter of consideration among individuals' lifestyle and heath habits as related to the process of improving one's health status towards becoming more ensured of being safe from hypertension attacks. Overstressing from work is certainly a huge matter that greatly contributes to the process of building up matters that result to hypertension. Aside from stress, a person's lifestyle imbalance could also result to unforeseen hypertension. Considerably, a person not having the right balance of work and recreation and is having too much of either of both could have the possibility of developing hypertension symptoms that may not be that easy to identify making early prevention much of a harder process to take into consideration. For this particular matter, nursing aides and other medical staffs

Examining The Sonata Form Music Essay

Examining The Sonata Form Music Essay According to Green, D. M. (1979), the term sonata has usually been reserved for works which are performed by one or two players. Sonatas which have more performers are usually called trios for three players, quintets for four players, and orchestra symphonies for many performers. The history of the term sonata is not related to the history of genre itself during the sixteenth century and before because sonata means a piece to be played on instruments and could denote to any type of instrumental compositions. But in genre, sonata is a piece consisting of several sections for one or more instruments. The author also said that in the seventeenth century, the sonatas history was very complicated. During that time, two main classes of sonata emerged. It was usually written for two instruments such as violin with basso continuo, along with harpsichord and other instruments that can produce harmonies. The three movement and four movement types of sonata became standards in the first half of the eighteenth century after it emerged. The three movements usually consist of fast slow fast sections and it has been very common since the beginning of the eighteenth century. The four movements on the other hand, had two fast movements surrounding two middle movements. One of the middle movements is slow, the other will be a minuet. Then the last movement which is fast is usually the scherzo such as Beethovens Piano Sonata Op.2 No.1) Sonata form is a standard form and the most important type of large scale in the eighteenth century for instrumental music. According to Caplin, W.E. (1998), many historians and theorists consider it to be the periods most highly developed and complex compositional design, the one in which composers reveal their greatest technical skill and expressive potential. He also said that the sonata form continued to influence compositional practice in later musical periods and styles until the middle of the twentieth century. The Sonata form consists of three large scale functions which are the exposition, development and recapitulation. Sometimes there are two functions which is the exposition may be preceded by an introduction in a slow tempo and the recapitulation is followed by a coda. The Sonata Allegro, is also known as the first movement form. According to Rosen, C. (1988), this may be one of the most complex and tightly organized series of forms because of the tendency of the late eighteenth century to put a tremendous weight in the opening movement. In the first movement form, there are two sections. The opening bars give a strict tempo, a tonic, characteristic thematic material and texture to create frames. The first part of a sonata form is called the exposition then it goes to development which indicated that the section is often devoted to the motivic development based on the themes heard in the exposition. Lastly is the term recapitulation which indicates the return of a number of themes rather than a single one. According to Rosen, C. (1988), the exposition of a sonata form is a thematic material that articulates a movement from tonic to dominant in various ways so that it takes on the character of the piece that it is composed upon. This character can be defined as a large scale dissonance which the material is played outside of the tonic key. The sonata style did not create this dissonant concept but it is the first style to make it the useful force of an entire movement. This style can be achieved by a variety of procedures. The first procedure is to have a half cadence on the dominant of the dominant with a clear break of texture which is usually seen as V of V on V. It is usually reinforce before going to the tonicization of V. A half cadence on V is followed by a new theme on the dominant which is always seen on any sonata in Mozart and Haydn. The second procedure is a very common procedure and has always remained useful from the eighteenth century until the late of nineteenth century which is the sudden move to the dominant of the relative minor. It usually goes like V of vi to vi, V of V to V, V of V of V of V of V and V. The third procedure it about going to the dominant and remain there which is V of V and to V of V again. This make the music sounds like it has no meaning to want to move on. The fourth procedure is about the changes of texture and rhythm. It will change at the point of departure from the tonic, at the arrival of the dominant and at the confirmed cadence. There are two significant breaks in the harmonic rhythm and there is always a pause so to mark the two events of the exposition. It always begins at the beginning of the second group and at the end of the entire section. The first section is in an animated texture and it will modulate itself. The second section which is the dominant section will also have an animated rhythm toward the end and will have a harmonic rhythm that is against the animation by starting in at a faster rhythm and ending with a stable rhythm. The fifth procedure is that it may be useful to summarize the articulation by theme briefly and a new theme has sometimes a different character which may arrive when the modulation to the dominant key is completed. In order to articulate the movement to the dominant, the first theme might be played in a new key or a part of the theme is played more complex, moving and unstable. This method is usually used by Haydn and it requires longer and more varied modulatory sections between the opening and the dominant section. The eighth procedure is that modulation in an exposition need preparation and this is where we can see the one of the revolutionary side of the sonata style. The dominant is treated as a dissonant tonality in the exposition. The ninth procedure is about the interchange between the harmony and rhythm. It may show us something from some classical expositions such as a move away from the tonic and can be imperative if the initial cadence on the tonic has been final. Rosen, C. (1988) said that the term development consists of two meanings and is also partly overlapped. The first is that it indicates both central section of a sonata. The second is a series of techniques of thematic transformation. The function of development is distributed over both the exposition and recapitulation part and also sometimes in the coda part too. The techniques of the thematic transformation are fragmentation, deformation, used of themes in an imitative contrapuntal texture, transposition and arrangement in a rapidly modulating sequence. There are three main places in a sonata movement where the development is most likely to occur which is the modulation to V in the exposition, second phrase of the recapitulation which often goes to the secondary development section, the development section proper and sometimes found in the coda section. The central section of a sonata form has two different functions which are development and transition. The development usually cre ates polarization and then delays the resolution but the transition prepares the resolution. Rosen, C. (1988) also said that the recapitulation can be said as the most fundamental and radical innovation of the sonata style. This concept is usually found in the Baroque binary forms but for sonata it does not occurs because the sonata does not like binary forms. It sometimes repeats all or parts of the exposition which are transposed into tonic. In the sonata, there is a reinterpretation of the pattern of the exposition and a transformation of articulated movement away from stability into an affirmation of a stable area. This section always exhibits a great variety of forms as the exposition and the development. The form of recapitulation is always determined by the development section as by the exposition on which everything begins from there which is their base. The more dramatic tension is build up by the development section, the more elaborate the measures are taken in the recapitulation section to ease and solve the dramatic tension. The recapitulation can continue the th ematic development while it is resolving the harmonic tension. 2.2 Introduction of the First Movement The first movement, Grave then allegro con brio begins in C minor. The time signature is in 4/4 time. This movement reveals his characteristics such as manly, earnest, painful and passionate. According to Elterlein, E. V. (1920), at the beginning of the first movement, it seemed restraint but sometimes fire breaks out here and there. After that the fire will immediately ease out. But just as the allegro con brio comes in, the fire breaks out again and this time it explodes and became even stronger in E flat minor. Then in D flat major, a soft, soothing voice pleading the storm to retrain itself. After a moments pause which the passage is marked grave; the storm begins to break out and with increased intensity in E minor. Then it became calmer after it modulates to F minor and C minor. A third grave appears and then a last short outburst, followed by a great calmness. The grave which is repeated three times in the first movement is special and it is not written repeatedly by the composer for no reason because the composer might have his own reasons for repeating them and is also to remind us of the introduction to the work. This movement gives the impression that the composer has very strong determination. 2.3 An analysis of the First Movement The passage which is marked grave starts in bar 1 to 10. Then it repeats again in bars 133 until 136. It repeats the third and final time in bars 295 until 298. The difference of the passage is that it starts at a different key but it still plays the same rhythmic pattern. The beginning of the piece is the exposition from bars 1 until 26 because in bar 27 the key of c minor has modulated to the dominant key which is G major. The development starts to build up after modulating from c minor to G major. In the development section, there are modulations which are from G major to Eb minor and then it goes back to G major from bars 27 till 130, including first and second house. After that the piece goes back to the grave passage in the key of G major and then modulates to E major in bar 137. Later it modulates to D major in bar 142 then to G minor in bar 147. It returns back to G major in bars 167 till 186. Before going to recapitulation part, the piece returns to C minor in bars 195 till 220. The recapitulation part is from bars 221 until the end. It is in the key of f minor from bars 221 until 252 before modulating to c minor from bars 253 till 268. Then it modulates back to f minor from bars 254 till 298. The grave passage appears again for the third and last time from bars 295 till 298. The theme in c minor after the grave passage is repeated for the final time as the first movements ending from bars 299 until 309. The piece started in grave tempo in bar 1, it started in fortepiano (fp) which means it is played loud, then immediately soft and it lasted for 3 bars. The sforzando (sf) which means it is played with accent on the first beat of bar 4 then gradually moved to piano (p) which means soft on the second beat in bar 4. There is a crescendo (cresc.) to make it gradually go back to sforzando. In bar 5, it is played in piano (p) then suddenly in fortissimo (ff) which means very loud. In bar 6, it returned back to piano (p) and is played softly until bar 8 where a crescendo emerges. Then a sforzando and immediate piano (p) is played until the ending of the grave theme in bar 10. Then it goes into the Allegro di molto e con brio tempo meaning it is played in the quick and very animated tempo. In bar 11, the dynamic is in piano (p) then there is a crescendo starting from bars 15 18 and went back to playing softly in bars 19 22. The crescendo emerges again in bars 23 26 and went back soft in b ar 27 but the melody on the right hand are reinforced especially on the octaves which are played in bar 27, 28, 31 and 32. The crescendo emerges again in bar 35. In bars 38, 42, 45 48, some of the notes are being accented and goes back to playing softly in bars 49 84. There is a decrescendo in bar 85 because it gets gradually softer to prepare the bar which needs to be played in pianissimo (pp) in bar 88 only and then it returns back to piano on the following bar which is bar 89. There is a crescendo from bars 93 98 so that it is played gradually getting louder towards forte (f) which means loud from bars 99 100. Then immediately became soft again from bars 101 104 and the crescendo emerges again to go to forte in bars 111 112 and again it immediately became soft again in bars 113 116. The crescendo emerges again and gradually gets louder to forte in bars 121 131. Finally, it ended with fortissimo in bar 132 before beginning on the second grave theme. The second grave theme began in fortepiano (fp) and ended it pianissimo in bar 136. Allegro molto e con brio tempo is played again for the second time. It begins softly then crescendo in bar 137 and it gradually goes loud in bar 139 then goes back soft in bar 140. The crescendo is again appearing in bar 143 and gradually becomes louder again in bar 145 then goes back soft in bar 146. Starting from bar 163, it is played softly until bar 167 which it is being played even more softly because it is written pianissimo (pp). It was played in pianissimo until bar 186 which sometimes in between those bars there are crescendos and sforzandos which are written on the score. In bar 187, the fortepiano (fp) returns for a while and gradually becomes softer to piano. Starting from bars 195 284, it is played softly but in between there are a few crescendos and sforzandos. There is also forte in bars 263 264. Forte (f) is played from bars 285 onwards until it reach fortissimo (ff) in bars 293 294 . The final grave theme comes in and it is played softly instead of fortepiano (fp). It gradually became louder then gradually became softer to pianissimo (pp). The first movement ended with fortissimo (ff) which it ended with a very loud ending. The pedal points which are found in the score are mostly consists of the tonic pedal and the dominant pedal. The tonic pedal in c minor is played from bar 11 until bar 15, bar 195 until 199, bar 203 until 207, bar 253 until 254, bar 265 until 266, bar 281, bar 285 until 289 and also from bar 299 until 303. The dominant of c minor are from bar 17 until 18, bar 25 until 27, bar 280, bar 284 and in bar 292. The dominant pedal of e flat minor is from bar 35 until 62, bar 76 until 78, bar 84 and bar 87 until 88. The dominant pedal of A flat major is from bar 89 until 90, bar 101 until 102, bar 117 and bar 121 until 125. The tonic pedals are bar 115, bar 119 and bar 129. The dominant pedal of D major is from bar 141 until 142 and the tonic pedal is from bar 143 until 145. The dominant pedal of f minor is from bar 221 until 230 and bar 245. In bar 246, there is only the tonic pedal. There are suspensions in the first movement. From bars 25 until 26, there is a 4 3 suspension in G major. From bars 46 until 47 and bars 48 until 49, there is a 4 3 suspension in those bars in e flat minor. There is a 7 6 suspension in E major in bar 141. There is a 6 5 suspension from bars 173 until 174, bars 181 until 182, bars 183 until 184 and bars 185 until 186 in G major. There is a 4 3 and 6 5 suspension in bars 201 until 202 in c minor. 2.3.1 This is a table of the analysis of the first movement. The Graves theme that appear in the first movement of the piano sonata. The modulations which are found in the first movement of this piano sonata. Bars 1 10 Begins in the key of c minor. Bars 11 26 The key still remains in c minor. Bars 27 50 The key is modulated to G major in bar 27 and remains in that key until bar 50. Bars 51 92 The key is modulated to e flat minor in bar 51 and remains in that key until bar 92. Bars 93 132 The key is modulated to A flat major in bar 93 and remains in that key until bar 132. Bars 133 136 The key is modulated to G major in bar 133 and remains in G major for 4 bars. Bars 137 141 The key is modulated to E major in bar 137 and remain in E major for a short while. Bars 142 146 The key is modulated to D major in bar 142 and remain in D major for a few bars. Bars 147 166 The key is modulated to g minor in bar 147 and lasted in the same key until bar 166. Bars 167 194 The key is modulated in G major in bar 167 and remain in the same key until bar 194. Bars 195 220 The key is modulated back to c minor in bar 195 and remain at the same key for 5 bars. Bars 221 258 The key is modulated to f minor in bar 221 and it remains in the same key until bar 258. Bars 259 268 The key is again modulated back to c minor in bar 259 and remain in c minor until bar 268. Bars 269 284 The key is modulated to f minor in bar 269 and remain in f minor until bar 284. Bars 285 310(ending of first movement). It goes back to c minor in bar 285 and ends perfectly in the tonic chord in bar 309. Bar 310 are a long pause and a semibreve. The dynamic markings which are written on the first movement of this piano sonata by the composer. Bar 1 3 Fortepiano(fp) is on the first beat of every bar. Bar 3 A sudden sforzando (sf) on the third beat of the bar. Bar 4 On the first beat issfthen gradually getting softer to piano(p) on the second beat of the bar. There is a crescendo(cresc.) then a sfon the last beat of the bar. Bar 5 6 On the first beat is pand the third beat is played in fortissimo(ff). Bar 7 This bar is played in p. Bar 8 A crescendois written in this bar to prepare for the sf in the next bar. Bar 9 Sf is played on the first beat and is immediately soft to p. Bar 10 It is played in p. On the last beat and a half, it is played in sf with a pause sign. Bars 11 14 Is played in p. Bars 15 18 A crescendois written and so it is played gradually getting louder. Bars 19 22 It is played in p. Bars 23 26 A crescendois played. Bar 27 It is played in p. On the third beat of the bar, there is rforzando(rf). Bar 28 There is rfon the third beat of the bar. Bars 31 32 There is sfon both bars on the third beat. Bars 33 34 They are played in p. Bars 35 37 A crescendois played. Bar 38 42 There is sfon the first beat of both bars. Bars 39 41 Bars 43 44 They are played in p. Bars 45 48 The sfdynamic are played on the third beat in every bar. Bars 49 87 They are played in p. Bars 53 54, bars 61 62 bars 69 70 The sfis played on the first beat of every bar which is mentioned while still maintaining pfrom bars 49 87. Bar 79 There is rfon the second beat of the bar. Bars 85 87 There is a decrescendoto prepare for bar 88. Bar 88 It is played in pianissimo(pp). Bars 89 92 It is played in p. Bars 93 98 A crescendois played to build up the tension for the next bar. Bars 99 100 It is played in forte(f). Bars 101 104 It is played in p. Bars 105 110 A crescendois played to build up the tension for the next bar. Bars 111 112 It is played in f. Bars 113 116 It is played in p. Bars 117 120 A crescendois played to build up the tension for the next bar. Bars 121 131 It is played in f. Bar 132 This bar is played in fortissimo(ff). Bars 133 135 Fpis played on every bar but in bar 135 it is played in pon the third beat. Bar 136 There is a decrescendoon the first beat and ends with ppon the last beat of the bar. Bar 137 The first beat is played in pand then a crescendois started on the third beat of the bar. Bar 139 It is played in f. Bars 140 142 It is played in p. Bars 143 144 A crescendo is played. Bar 145 It is played in f. Bars 146 148 It is played in pimmediately in bar 146. Bars 149 162 A crescendois played. Bars 163 166 It is played in p. Bars 167 170 It is played in pp. Bars 171 174 A crescendois played. Bars 175 178 It is played in pp. Bars 179 186 A crescendois played. Bar 181, 183 185 The sfis on the third beat of these bars. Bar 187 The first beat is played fp. Bars 188 198 It is played in pbut on the second beat of bar 198 the sf is played. Bars 199 202 A crescendois played. Bars 203 206 It is played in p but in bar 205, there is sfon the third beat. Bars 207 218 Crescendosare played from bars 207 until 210. Pis played on the first beat of bar 211 and then on the third beat a crescendois played. The same goes in bar 215. Bars 219 250 Pis played but in bar 223, 224, 231, 232,239 and 240 have sfon the first beat. There is a decrescendoin bar 245 and it gradually gets softer until it reaches bar 250. Bars 251 252 It is played in pp. Bars 253 256 It is played in p. Bars 257 262 A crescendois played. Bars 263 264 It is played in f. Bars 265 268 It is played in p. Bars 269 274 A crescendois played. Bars 275 276 It is played in f. Bars 277 280 It is played in p. Bars 281 284 A crescendois played. Bars 285 292 It is played in f. Bars 293 294 It is played in ff. Bars 295 296 It is played in p. Bars 297 The crescendostarts on the second beat. On the third beat, there is sfand it gradually gets softer. Bars 298 Decrescendois played and the third beat is played in pp. Bars 299 302 It is played in p. Bars 303 304 A crescendois played. Bars 305 310(end of first movement) It is played in ff. The pedal points which are in the first movement. C minor Tonic pedal Bars 11 15, bars 19 23, bars 195 199, bars 203 207, bars 253 254, bars 265 266, bar 281, bars 285 289 and bars 299 303. Dominant pedal Bars 17 18, bars 25 27, bar 280, bar 284 and bar 292. E flat minor Dominant pedal Bars 35 62, bars 76 78, bar 84 and bars 87 88. A flat major Dominant pedal Bars 89 90, bars 101 102, bar 117 and bars 121 125. Tonic pedal Bar 115, bar 119 and bar 129. D major Dominant pedal Bars 141 142. Tonic pedal Bars 143 145. F minor Dominant pedal Bars 221 230 and bar 245. Tonic pedal Bar 246. Suspensions which are found in the first movement Key Suspension Bar C minor 4 3 Bars 26 27 E flat minor 4 3 Bars 46 47 E flat minor 4 3 Bars 48 49 E major 7 6 Bar 141 G major 6 5 Bars 173 174 G major 6 5 Bars 181 182 G major 6 5 Bars 183 184 G major 6 5 Bars 185 186 C minor 4 3 and 6 5 Bars 201 202 2.4 An Analysis of scores edition According to Badura-Skoda, E. (1994), sometimes a serious musician feels agitated about a previously trusted edition. For example, the musician is disturbed by an articulation mark or by a piano sign in a passage that he or she thinks should be played in loudly. After looking at other editions, the author discovered that printed editions of the same work often contradict each other. There are some editions which proudly labeled themselves as Ur-text but some might not be favoured by the musicians. The term Ur-text also means original or authenticity. The author said that a good Ur-text edition always states which markings are the composers and which are editorial additions by printing them in italic or parentheses and further explanations are written in footnotes. There should be a preface to inform the musician about the editors addition. The Beethovens piano sonata in c minor, op.13 Pathetique first movement piano score that will be used are the ABRSM version and the G. Henle Verlags Urtext version. They will be compared to which edition is the best to be used by everyone who is interested in playing this piece. G.Henle Verlags Urtext Version ABRSM Version This movement consists of 8 pages. For example, see Appendix I. This movement consists of 10 pages. For example, see Appendix II. The title is written in German. For example, view Example 1.0. The title is written in English. For example, view Example 1.1. The score also includes the year that it was composed. For example, see Example 1.0. The score in this version did not include the year that it was composed by the composer. For example, see Example 1.1. The score is not altered by the editor. For example, see Example 1.2. It is bar 1 of the first movement. The score is a bit altered by the editor. For example, see Example 1.3. It is bar 1 of the first movement. The arrangement of the melody and chords are the same as what the composer had written. For example, see Example 1.2. It is bar 1 of the first movement. The arrangement of the melody and chords are slightly altered especially in page 1 (Gravepart). For example, see Example 1.3. It is bar 1 of the first movement. There are no pedal markings. For example, see Example 1.4. There are pedal markings written on the score by the editor. For example, see Example 1.5. There are no staccatissimo in the score. For example see Example 1.6. There are staccatissimo in some bars. For example, see Example 1.7. The fingering markings are written as followed by the composer. For example, see Example 1.8. This is in bar 10. The fingering are slightly different than what was written by the composer because that is the editors fingering after deciding that the fingering the editor used is easier to be played than the composers given fingering. For example, see Example 1.9. This is in bar 10. Example 1.0 Example 1.1 Example 1.2 Example 1.3 Example 1.4 Example 1.5 Example 1.6 Example 1.7 Example 1.8 Example 1.9 After comparing and analyzing both versions, there are pros and cons in using either one of the versions of this first movement from this piano sonata. It seems that the ABRSM version is a better version to be used in the 21st century for any musicians who wished to play this piano sonata. The Urtext version of the piano sonata consists of eight pages of the first movement but the ABRSM version of the piano sonata has ten pages of the first movement. The ABRSM version has the piano sonata name written in English but for the Urtext version, it is written in german. The Urtext version and the ABRSM version also includes what the composer had been written on the score which is Beethoven dedicated this piano sonata to Prince Lichnowsky. Only the Urtext version included which year it was composed although they were all written in German. On the other hand, the ABRSM version of this piano sonata, this version did not include when the piano sonata was composed although it was written in Eng lish. The Urtext version of the first movement does not have pedal markings on the score but the ABRSM have meaning that the editor has added his own opinion on how the first movement should be played. The Urtext version of the first movement does not have pedal markings and is maybe because it follows what the composer had written. There is also a possibility that the editor wants the pianist to apply the pedal on the chord or bar which is suitable to the pianist own technique of playing the piano for that piano sonatas first movement. In the G.Henles Urtext version of the first movement of this piano sonata, the score is still the same as what the composer, Beethoven had written. The editor of this book did not want to change anything on what the composer had written because he wanted to preserve the originality of the score. But, in the ABRSM book, the editor had slightly altered the originality of the score because the editor tried to make it easier and understandable for the pianist w ho wants to play the composers pieces. For example, the arrangements in bar 1 of the first movement, in the Urtext version of this first movement, the c minor chords are all written in the bass line with only the middle c on the treble clef line but in the ABRSM version they appear different. The ABRSM version has both lines with chords. Another example is that the Urtext version does not have staccatissimo on their scores. They have only staccatos written on the scores but in ABRSM it is slightly different. Some of the notes in the ABRSM version are played in staccatissimo which is written by the editor of the ABRSM edition. The staccatissimo is written on the score by the editor and is most possibly the editors suggestion on whether to play it in staccatissimo rather than in staccato. On the other hand, the Urtext version is only written in staccato and it might be possible that the editor wants the pianist who is playing this piano sonatas first movement to play it with their own preferred technique, creativity or just want them to follow what was originally written on the score. The fingering on the first movement is slightly different after comparing both versions. The Urtext version follows according to what the composer had written but the ABRSM version of fingerings for this first movement is according to the editors fingering. It might be even easier for some pianist to follow his fingering. The finger markings which are on both versions can be used but it also depends on the pianist on which is most suitable for him or her to use while playing the first movement of the piano sonata. Some pianist will prefer the Urtext version because it is tidier, lesser pages and lesser markings. It might be possible that they prefer it too because it is almost like the original version of the piano sonata that was written by Beethoven and the pianist have more freedom in applying other playing techniques on the first movement while playing it without getting distracted by the markings on the score. But, some pianist would prefer the ABRSM version because it might be possible that they must follow what the

Coiled Tubing :: coil tube coiled tubing

First of all, what in the world is coiled tubing? Otherwise referred to as CT, coiled tubing is a manufactured product used in field operations such as well service, workover applications (petroleum industry well work), and drilling and completion applications. Just as is sounds, CT is essentially a continuous tube with a diameter of .75 inches up to 4.5 inches that is reeled onto a spool, which has a core diameter of approximately eight to twelve feet. The tubing is made from rolling strip metal, usually a carbon based steel, into cylindrical form and weld along its entire length. The longitudinal weld is made using a high-frequency induction electrical resistance method. The welding process produces a small amount of weld flash on both the inside and outside of the tube. This is removed from the outside diameter of the tube after welding by a carbide cutting tool contoured to the diameter of the tube being produced. The weld vein is instantly re-heated to re-crystallize the w elded zone to match the grain composition of the base metal. So in other words, you have this extremely long steel tubing coiled up like a garden hose on reel without any visible end welds. The entire length is non-destructively inspected, then gauged and hydrostatically tested to assure the pipe meets customer specifications prior to shipment. A single spool can carry an average length of approximately 15,000 feet but have been fabricated up to 30,000 feet depending on the diameter of the tubing. Tubing continuously wraps and unwraps over its spool and over the tubing directional arch (â€Å"gooseneck†) as it goes in and out of the well. This bending and straightening causes an extreme amount of wear and tear. This process is known as cyclic bending and along with the internal pressure may result in a life expectancy of less than 100 cycles. Another downfall is the tendency for the walls to thin, thus increasing the diameter of the tubing as cycles increase. Tests have shown up to 30% increase in the diameter. This plastic type growth is sometimes referred to as ballooning. This effect is worse on the tubing that does not rotate during deployment and the walls thin more on one side that the other. Elongation is another effect that results from the forces of fieldwork, with reports stating up to ten feet of permanent elongation per trip!

Sample Financial Plan Description

We have created a financial plan to help you retire at the age of 62 and afford to send your son, Sam, to college. After looking at the information you gave us regarding your income and expenses, we came up with the best solution for your financial future. We’ve picked out profitable mutual funds for your son’s college, as well as retirement investments. We also have found different methods of saving money for your retirement and future education for your son. We believe that there will be a great benefit to having a financially stable future. We understand with Sam attending a four-year university, the cost will be great along with the need for saving money for this to work financially. Grand Valley State University will provide an excellent education for your son, along with benefiting him for his future. Overall, it will cost $189,750 to attend Grand Valley State University for four years. We do, however, understand that the cost to attend the university may concern you at first, but there are methods of assistance that are available, such as investments and savings plans. Investing in specific funds, with good performance history, will have a huge advantage in acquiring the money for your son to go to college. We strongly advise investing a portion of your discretionary income into mutual funds. Your discretionary income would be the amount of your income that is left over, after taxes and expenses have been paid. Investing in mutual funds, rather than other investment options, will eliminate the stress and difficultly of trying to time the market. We invested 46% of your discretionary income into four different types of mutual funds, which will provide diversification for your investments. Using a MET and/or a MESP savings plan will create many advantages that will benefit you in sending your son to college. Both, the MET and MESP savings plan, are 529 plans. These are tax-advantaged savings plans specifically designed to encourage saving for future college costs. You are not able to withdraw money that is invested into a 529 plan unless it is an eligible college expense. We feel as though it is a benefit for most because it allows the money to amass without disturbance. The Michigan Education Trust (MET) is a way to help pay tuition and mandatory fees at Michigan public colleges. The plan allows for years of college tuition to be purchased for the future use of a student at today’s price. For example, you could buy four years of tuition now at 2011 prices, which would be $189,750, for Sam to use when he enters college in 2028. Some advantages the MET offers are a state tax deduction and a tax-free growth. The only thing that we want to bring to your attention is that you only have fifteen years to use the tuition benefits, unlike the MESP, which has no expiration date. The Michigan Education Savings Plan (MESP) is an advantageous way to allow your family to save for the expenses that come along with college. The MESP is a 529 college savings plan which allows families to save for tuition, room & board, mandatory fees, equipment, and required books for any qualified institution in the nation and some abroad. When the student is ready to use the funds in the MESP, whatever has been accumulated is what they have to work with. Some benefits of the MESP include: a state tax deduction, tax-free growth, and it allows for unused benefits to be transferred between members of the same family. We would recommend this plan over the MET to your family. The MET will cover tuition fees; although, it lacks the flexibility to pay for other related expenses, such as books, supplies, and other miscellaneous items. A mutual fund is an investment in which a company brings together money from many investors and invests it in stocks, bonds or other assets. Mutual funds are a good long-term investment, such as for your retirement. The risk level depends on the type of mutual fund it is. In your case, we chose the mutual fund with the best performance out of each different type. We recommend taking the remaining portion of your discretionary income, which would be 54%, and invest it just as we did for your son’s education. Mutual funds that are properly diversified will have investment dollars spread equally among four different classes of financial assets. We invested the remaining portion of your discretionary income into the same four mutual funds that were used for your college savings. We chose to invest in an international mutual fund, the New World Fund, which has a 9. 55% rate of return. We also chose an aggressive growth mutual fund, the SMALLCAP World Fund, which has a 9. 62% rate of return. Thirdly, we invested in a growth mutual fund with a 13. 63% rate of return, known as the Growth Fund of America. And lastly, we chose a Growth and Income mutual fund, the Capital World Growth and Income Fund, with has an 11. 17% rate of return. When diversifying the money in which you would like to invest, the smartest decision that you could make would be to invest in the four mutual funds that I just stated or funds that fit into each of the four different classes. This helps to reduce risk, such as if a couple securities in the mutual fund lose value and that loss could compensate for other securities that appreciate in value. When reaching the retirement age you can then transfer your gained revenue from all four of your mutual funds and place it into a bond fund. Bond mutual funds are designed mostly to provide investors with a steady stream of income versus capital gains. These funds are debt securities, or IOUs, which are issued with a promise of repayment on a certain date at a specified rate of interest. For your financial plan, all of your gained revenue was placed into a bond mutual fund as soon as you retired, therefore liquidating your riskier assets. Using this bond fund, you are earning a 5% interest every year. For example, the first year of retirement, after removing your yearly expenses, you will have $678,785 to place in your bond fund. At the end of the year, with the 5% interest rate of return on bond fund, you will have profited $1,139. 70 throughout the year, even after your expenses. We recommend that you invest in at least one retirement savings plan, such as a 401k or a Roth IRA, to securely save for retirement. It is a good idea to look into different savings plans, rather than make a hasty decision, because everyone benefits from a different savings plan, depending on their situation. In your case, the Roth IRA or 401k will be the most beneficial. With both of these retirement savings plans there are tax breaks that will benefit you. These savings plans are greatly used in America to help save for retirement nowadays. Each savings plan offers different advantages for couples saving for retirement. A 401k is a retirement savings plan for employees in which a desired amount of your check is taken out before tax deductions and placed into your 401k account. We understand that you have a pension plan through work, but your wife does not. This type of savings plan would be a great way to save for retirement. 401k is the favorite plan for corporate America today, due to its many advantages. Many employers will match, up to a certain percentage, the amount in which you place into your 401k. Invisible savings is one of the biggest advantages to the 401k savings plan. The money saved is taken directly out of you check weekly, even before the income tax is withdrawn. In doing so, this makes the money seem invisible to your eyes, and to your financial pocket book. There are other beneficial savings plans available, which can be used along with the 401k. Roth IRA’s are after- tax IRA’s. They grow tax free and offer many more choices than the normal IRA. Roth IRA’s are a good choice when it comes to saving for retirement. Even though you contribute after-tax dollars into a Roth IRA, all withdraws are completely tax free if you are over the age of 59 ? and have had the account for 5 years. With Roth IRA’s, unlike a tradition IRA or a 401k plan, there are no required minimum distributions. Direct contributions can be withdrawn at any time as well. Roth IRA’s can be set up on top of already existing retirement plans; as well the assets can be passed onto beneficiaries after death, therefore leaving an inheritance for your family. We are sure that we have supplied you with a detailed overview in helping you to be financially secure now and in the future. In taking the advice that we have given you with these many different investment ideas, you will find yourself more than content financially. We can guarantee that down the road, you will not have to worry about your financial status. Although in actuality, it is important to remember that building wealth takes time. However, the acquisition of your financial contentment will be well worth your time. We hope, here at L&N Financial Planning, that providing you with this letter will give you the financial peace of mind that you and your family deserve.

Parenting skill Essay

1.How can parents avoid temper tantrums? It having a plan to calm your self down every time you have for example by going to your happy place,relax,and by staying calm at all time 2.What are the A, B, Cs? -A is for the attributes you want your child to have ⠁Æ'B is for the behavior you want to go along with those attributes. ⠁Æ'C is for the consequence that will be given, positive or negative 3. Do you think using consequences and following the ABC process will help shape a child’s behavior? Why or why not? Yes, I think using consequences and following the ABC process will help shape a child’s behavior because it gives the child a set of expectations you want from them and because naturally humans are born to please they are going to try their hardest to live by those expectations you have provided them. 1.What are some of the reasons why people may not talk to babies as much today as they used to? We don’t really know the exact reason why people are not talking to their babies as much some may say it is due to the busy life style we have or that everyone is isolated within the house 2. Why do you think developing language skills is important for a child? Developing language skills as a child is important because when children are younger it is easier for them to learn and develop and they should learn to be good communicators 3.What are some of the ways that parents can encourage the development of language skills? One way parents can help encourage development of language skills is by giving them their undivided attention and contently talking to them because most of their learning is through imitation.