IRP Indian Rupee Vis-a-Vis Us Dollar free essay sample

Treasury bill, issued in different political jurisdictions anddenominated in different currencies are perfect substitutes in all private portfolios. The degree of financial integration has important macroeconomic implications interms of the effectiveness of fiscal and monetary policy in influencing aggregatedemand as well as the scope for promoting investment in an economy. The free and unrestricted flow of capital in and out of countries and the everincreasingintegration of world capital markets can be attributed to the process ofGlobalization. The benefits of such integration are liquidity enhancement on one handand risk diversification on the other, both of which are instrumental in makingmarkets more efficient and also facilitate smooth transfers of funds between lendersand borrowers. India began a very gradual and selective opening of the domesticcapital markets to foreign residents, including non-resident Indians (NRIs), in theeighties. The capital market opening picked up pace during the nineties. Real interest parity, uncoveredinterest parity and covered interest parity gives a indication of financial integration of economy. We will write a custom essay sample on IRP: Indian Rupee Vis-a-Vis Us Dollar or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Three definitions of financial integration are as follows: (i) Real interest parity hypothesis states that international capital flows equalize real interest rates across countries. (ii) Uncovered interest parity states that capital flows equalize expected rates of return on countries’ bonds regardless of exposure to exchange risk. iii) Covered interest parity states that capital flows equalize interest rates across countries when contracted in the same currency. Only definition (iii) that the covered interest differential is zero is an unalloyed criterion for â€Å"capital mobility† in the sense of the degree of financial market integration across national boundaries. Condition (ii) that the uncovered interest differential is zero requires that (iii) hold and that there be zero exchange risk premium. Condition (i) that the real interest differential be zero requires condition (ii) and in addition that expected real depreciation is zero. Literature Review The uncovered interest parity (UIP) theory states that differences betweeninterest rates across countries can be explained by expected changes in currencies. Empirically, the UIP theory is usually rejected assuming rational expectations, and explanations for this rejection include that expectations are irrational. There appears to be overwhelming empirical evidence against UIRP, at least at frequencies less than one year. Other research shows that UIRP holds in long term. The results of these long horizon regressions are much more positive — the coefficients on interest differentials are of the correct sign, and most are closer to the predicted value of unity than to zero. Research done by Ravi Bansal and Magnus Dahlquistconclude that the often found negative correlation between the expected currency depreciation and interest rate differential is, contrary to popular belief, not a pervasive phenomenon. It is confined to developed economies, and here only to states where the U. S. nterest rate exceeds foreign interest rates. Research done for emerging markets by Frank S. Skinner shows that there isindeed violations in covered interest rate parity in the long-term capital markets andthe source of these violations is credit risk rather than the size of the economy orliquidity of the foreign exchange market. The covered interest parity (CIP) postulates that interest rates denominated in different c urrencies are equal once you cover yourself against foreign exchange risk. Unlike the UIP, there is empirical evidence supporting CIP hypothesis. Empirical studies by various researchers shows that the CIP holds in most cases on the Eurocurrency market (where remunerated assets have similar default and political risk characteristics) since the collapse of the Bretton Woods regime in early 1970’s. In the Indian context, Varma (1997) has undertaken an analysis of the covered interest parity. He posits a structural break in the money market in India in September 1995, with CIP become effective from that point on for the first time in the Indian money market. The structural break itself is attributed to interplay between the money market and the foreign exchange market. The period after 1995 is however witness to several deviations from the CIP. Varma has used rates on Treasury bills, certificates of deposit and commercial paper and call money rate to analyze the Indian money market. One problem encountered in examining covered interest rate parity is a lack of highquality observations on long-term interest rates the terms of which are comparableacross different markets. A ready solution is the interest rate swap market.

Microbiology Unknown Lab Report Essays

Microbiology Unknown Lab Report Essays Microbiology Unknown Lab Report Paper Microbiology Unknown Lab Report Paper Preparing for class Day I Read in your lab manual about the following agar mediums: Blood Agar (pug 168), EMBED Agar (pug 170), Imitation Salt Agar 172)), McCracken Agar (pug 174), ND PEA Agar (pug 176) to answer the following: 1. What does the blood agar select for? Blood agar allows distinction among bacteria based on their ability to else red blood cells (hemolytic activity). 2. What color is the blood agar? Blood red color. 3. What are the 3 types of blood agar results and how can you recognize them? Beta hemolytic, which is the complete lysine of red blood cells and hemoglobin. This results in complete clearing tooth blood around the colonies. Alpha hemolytic refers to the partial lysine of red blood cells and hemoglobin, This results in a greenish-grey disconsolation tot the blood around the colonies. Employees, sometimes called gamma hemolytic results in no change in the medium. 3. What color is the EMBED agar? Dark blue colonies with green metallic sheen or pink. 4, What does the EMBED agar select for? Cram-negative bacteria. 5. What bacteria can easily be differentiated on EMBED agar? Gram-positive. How is it recognized? It contains the dyes eosin and methyl blue, which inhibit the growth of gram-positive bacteria. 6. What color is the Imitation Salt Agar (MS)? Yellow color change in surrounding media. 7. What does the MS agar select for? It contains 7. 5% sodium chloride, which selects for organisms that re halogenated. 8. Which bacteria (that we have learned about in lecture) can be seen on MS agar? The organism Staphylococcus erasures. How can it be recognized? Capable Of imitation fermentation, signified by the color change in the surrounding media. 9. What color is McCracken Agar? Neutral red, and produce a pink color. 10. What does the McCracken agar select for? Gram. Negative bacteria. 11. What color is PEA agar? Small transparent colonies 12. What does the PEA agar select for? Isolation of obligate anaerobic bacteria. Class day 1 14 We will be setting up the Selective/Differential Media plates for each group s follows: Each group will have one bacteria sample and will do streak plates on each of the 3 agar plates (EMBED, PEA and McCracken). Label the bottom of the plate with your culture name. Invert your plates and stack them in the ICC incubator. Take care with your technique because each groups plates will be shared with every group in the class. IS Each group will have 2 MS plates, Divide them in half and place the following samples on these plates: Nasal swab S. Epidermises S. erasures Vomits We Will use sterile cotton swabs for the nasal sample and vomits sample. Use your loop for the culture samples. Label your plates, invert them and stack them in the ICC incubator. 16. Each group will have a Blood Agar plate. Swab the back one students throat (sterile cotton swab) and transfer the sample using streak plating method to the blood agar plate. Class day 2: Look at the results of your different media plates. 17. In the space below, diagram your plate results. Label plates and color where appropriate, EMBED PEA MAC Blood MS 18 Pill in the following charts to help organize this information: Selects for. Important Bacteria among bacteria as to I hemolytic activity interconnect greenish/gray hue around I Differentiate by I Blood Agar I Color of agar Distinguishes I Clear zone around the I Streptococci and their ability to else Orbs. Bacteria, or I Embargo Distinguishes bacteria that ferment I Dark blue colonies with II. Oil and I Gram-negative bacteria lactose and or sucrose and those that green metallic sheen or organisms Did not. Pink. Imaginary For organisms that are I Isolates for imitation fermentation I Yellow color change in I Staphylococcus erasures I I I surrounding media, land Staphylococcus I Epidermises I halogenated. I McCracken Agar I Gram- negative bacteria. I Distinguished from lactose fermented Neutral red, and Interrogated arrogates, I produce a pink color land E. Coli, Epigram I bacteria or not I Isolation of obligate anaerobic I Distinguished from gram-negative and I transparent E. Oil and I bacteria I Staphylococcus erasures gram-positive bacteria. YOU WILL BE RESPONSE ABLE FOR THE FOLLOWING: o EMBED -? E. Coli recognition o Imitation Salt Stash recognition o Blood Agar Beta/Gamma hemolytic o PEA Gram (4) recognition o McCracken Gram G) recognition 19. Match the following plates with the above recognitions: [pick [pick] [pick [pick] [pick] A. McCracken Gram (-) recognition. 8. Blood Agar -Beta/Gamma hemolytic. Coli recognition. D. Imitation Salt Stash recognition. C. EMBED-E E. PEA Gram (+) recognition. Label-Medicaid Microbiology-Apart Tests for the Identification of Bacteria, Spasms Preparing for class Day 1 Read in your lab manual the following tests: Catalane Test (pug I SO), Oxides Test (pug 152), Coagulate Test (pug 166) to answer the following: 1. What do you remember (from lecture) about catalane? It is a common enzyme found in nearly all living organisms exposed to oxygen. 2. What is this enzyme involved in (from What we learned in lecture)? It catalysts the decomposition Of hydrogen peroxide o water and oxygen. 3. What does the Catalane Test test for? Is primarily used to distinguish among Gram-positive Cisco. 4. What does a positive Catalane Test result look like? Notable bubbling. What does a negative result look like? No bubbling. 5. What does the Oxides Test test for? To determine if bacteria have stockroom oxides, a participant in electron transport during respiration. 6. What is this enzyme involved in? Identification of bacterial strains: it determines whether a given bacterium produces stockroom oxides (and therefore utilizes oxygen with an electron transfer chain). 7. What does a positive Oxides Test result look like? Ill result in a color change to pink, through maroon and into black, within 10-30 seconds. What does a negative result look like? Will result in a light-pink or absence of coloration. 8, What does the Coagulate Test for? Pathogenic and non-pathogenic staphylococci. 9. What is this enzyme involved in? Staphylococcus erasures 10, Why is coagulate important to bacteria? Because of their ability to cause blood p lasma to clot 11. What does a coagulate positive result look like? Indicating by gelling of the plasma, which remains in place even after inverting the tube. What does a negative result look like? It flows when inverter 12. What bacteria are important in reference to the coagulate test? Staphylococcus erasures and Stash. Epidermis will demonstrate the Catalane, Oxides, and Coagulate tests. 13. On the box below, diagram the results Of the Catalane Test: Label results 14. In the box below, diagram the results of the Oxides Test. Label and use color where appropriate. IS In the box below, diagram the results of the Coagulate Test. Label and color where appropriate. 16. Fill in the following charts to help organize this information. Purpose Negative result Involved in I Positive Result I I Catalane Test TIT detect the presence tot I Quickly breakdown H2O into water and Bubbling I catalane, an enzyme that degrades 102 hydrogen peroxide I No Bubbling I I Oxides Test I Collects electrons and facilitates I Purple, maroon and into I Light pink or absent To determine if bacteria have I their addition to molecular 02 and black color color H2O during I respiration stockroom oxides, a participant I with to form line electron transport Coagulate Test TIT distinguish between pathogenic I Activates a pathway that converts I Gelling of the plasma, I Flows when inverted I and non-pathogenic staphylococci, forefinger in blood plasma into I remains in place even base on blood plasma clotting I fibrin, the protein thread sticks I after inverting the tube I forming clots Karen Hogan Label-Medical Microbiology part-3-Two Additional Tests for Identification of Bacteria: Latex Agglutination Test and Underwrote II Test Preparing tort class Day I Read the L atex Agglutination Test information provided and answer the following I. What does agglutination mean? Clumping of bacteria or red cells when held together by antibodies. 2. Since we are in microbiology are cooking for the clumping Of Epitomes found on the surface Of Antigen that Will bind to specific Antibody that were made by Immune system(B cells). 3. What Will a positive result look like? Clumping. 4. What will a negative result look like? Dilute liquid no clumping. Latex Agglutination Test The latex agglutination test is a laboratory method to check for certain antigens in a variety of bodily fluids including saliva, urine, cerebrations fluid, or blood. The sample is mixed with latex beads coated with a specific antibody. Fifth suspected substance is present (the specific antigen), the latex heads (with the pacific antibody) will clump together with the antigen (agglutinate). Antigen Antibody attached to beads in liquid When the antigen shape matches the antibody shape, they will bind to each other and the cells/antibody/antigen will clump together (as below). Notice how the dark spots are clumping in the liquid. When the antigen shape does not match the antibody shape, they will not bind to each other (see below). Notice that there are no clumps in the liquid. Procedure a) Place a drop of the Latex Control liquid in one of the circles on the test card. The Latex Control liquid will have the liquid contain the latex beads with no antibodies attached. B) Aseptically remove a colony from an agar plate and place it on the circle with the Control liquid. ) With the sterile loop, mix the liquid with the colony, d) Place a drop of the Latex Test liquid in the second circle on the test card The Latex Test liquid will have the liquid with antibodies for a specific microbe (in our class, the antigen is for Stash erasures) attached to the latex beads. E) Asepticall y remove a colony from an agar plate and place it in a second circle marked on the test card. F) With the sterile loop, mix the liquid with the colony. G) Compare the mixtures of the two colonies. 5. In the space below, diagram the results Of the Agglutination Test. Use color Preparing for class Day I Read the Underwrote II System information provided and answer the following: 1. What types of bacteria will the Underwrote II Test identity? E coli. 2. What information will the Underwrote II Test give us? ID gram-Eng, glucose fermenting, oases-negative intercontinental. The Underwrote II System The basic philosophy of the Underwrote II System is the speed, ease and low cost in the identification Of gram negative, glucose fermenting oxides-negative Intercontinental. The Underwrote II System consists of a single tube containing 2 compartment, each containing a different agar culture medium. There are compartments that require aerobic conditions and have small openings that allow air in; those compartments that require anaerobic conditions have a layer of paraffin wax on the top of the media. There is a self- enclosed inoculating needle or wire that runs through the center of the tube. The end of the needle can touch an isolated bacterial colony and then in one movement can he drawn through the 12 compartments so that every compartment is inoculated. [pick] After 18-24 hours of incubation, the color changes that occur in each of the impairments are recorded and interpreted according to the manufacturers instructions, The interpretation is done by determining a five-digit code from the results and then consulting a coding manual. [pick] Inoculating the tube: a. Remove the caps from both ends of the Underwrote. The tip of the wire is sterile and does not need to be flamed. B. Touch a well-isolated colony from an agar plate with the tip of the wire. C. Inoculate the Underwrote with the bacterial culture by drawing, and at the same time rotating, the wire through the 12 compartments. D. Push the ever back through the Underwrote so that the 12 hammers are re-inoculated. E. Withdraw the Wire once again until the tip is in the HAS/indolence compartment and then break the wire at the notch by bending back and forth. F. Replace the caps but do not tighten. Losing the Wire remnant, punch holes in the compartments that need to grow aerobically. G. Incubate the Underwrote for 18-24 hours at ICC. Interpreting the tube: a. After 18-24 hours of incubation, examine the Underwrote and notice the color changes that have occurred in each compartment. B. SE the color code chart provided in class to determine positive and negative results. C. Record both costive and negative results on the small worksheet provided during lab, d, We will skip the Indolence testing and the compartment labeled UP. E. Determine the five-digit identification number: 1. U se only the tests that are positive. Add the numbers under the results within each test section. 2. Enter the sum of the positive tests for each test section in the square labeled ID value. F. Determine the identity four enteric unknown by comparing the five- digit identification number with the Underwrote II Interpretation Guide (manual provided during lab), bacteria.

Argument Paper on Exercise Essay Example for Free

Argument Paper on Exercise Essay 1-The Benefits of Exercise and Sports Participation for Kids- e Diet Star This article focuses how benefitical it is for young kids to participate in sports and to exercise regularly. It talks about how exercise and sports offer social relationships, physical challenges and honest competition. Also, exercise and sports can increase a child’s self-esteem and academic performance while preventing the chances of disease or drug use. All these things can help the development of children by not only making them healthy but giving them life experience. 2-Fitness Benefits For Teens- This article list the specifics on the benefits for teens to be fit. It says that physical activity doesn’t have to be time consuming but it is necessary for everyone. Some of the facts about teen exercise given by this article are that nearly half of American children ages twelve through twenty-one are not regularly active. About fourteen percent of young people report no physical activity at all. Also, only nineteen percent of all high school students are active for twenty minutes or more, five days a week. The main focuses point of the article are the physical activity helps build healthy bones, muscles and joints. It helps control weight, build lean muscle, and reduce fat. 3-Find Mind-Blowing Benefits of Exercise- This article tries to get a point across, it starts by saying that exercise isn’t all about getting toned abs and losing weight but that it makes you feel happy. There are five main points that this article talks about. The first once talks about how exercise reverses the detrimental effects of stress. Second, it talks about how exercise can help get rid of depression. Next, it is discussed how exercise can improve learning by increasing brain chemicals called growth factors. Furthermore, exercise builds self-esteem and improves your body image. Lastly, it leaves you feeling euphoric which means that the push and intensity of a workout makes you feel happy and excited. Argument Paper on Exercise. (2017, Jan 19).

Marketing communication plan Lab Report Example | Topics and Well Written Essays - 1750 words

Marketing communication plan - Lab Report Example Having prove themselves, surpassed criticism and withstand competition, Bosch surely will be the brand to highlight modernity and customer satisfaction. As its founder, Robert Bosch had envisioned, this new product â€Å"would provide a technological  innovation that would be enthusiastically accepted in the U.S. marketplace.† So would the new audio system be defined as well. A product is a bundle of physical, service, and symbolic attributes designed to enhance consumer want satisfaction. (Boone & Kurtz 364) The company aims to fill the need of the customer to be satisfied. This is why product development is crucial in assessing or finding out what consumers seek for in an audio system, in this situation for example. Consumers tend to look for the benefits in a purchase, whether premium or valued. The proponents plan to offer a competitive and defined sound system. The audio system would include a DVD/CD and MP3 player with an expandable memory that comes with a free SD card of a 16 gig capacity, a four speaker system with a 4.1 surround sound system that includes a subwoofer for a superior and enhanced quality, wi-fi capabilities that would enable remote access for speakers to be positioned in any part of the room, amplifier and digital radio tuner with a state-of-the-art turn table. The purchase of this audio system also comes with free music from Sony artists. From the very start, Bosch has represented leading-edge modernity in technology -- but, at the same time, Its founder also espoused timeless and humanistic values. (Bosch) This is how the product will be launched; timeless in design and features that would last to its most useful life; humanistic values that deliver needs and wants of the customer at the same time. At the launching event of the product simultaneously in each state, Bosch will give a forty percent discount for the first 20 customers. Along with this launching, a main event

Undercover Police Officers Term Paper Example | Topics and Well Written Essays - 1000 words

Undercover Police Officers - Term Paper Example Undercover Investigations Uniformed duties differ greatly from undercover Police work in a number of ways. The uniformed duty poses as an identification tag for the public and other officials working round them, however, undercover duty makes them a part of the general population. Undercover Police investigations are distinct as per the nature and system of work being involved. This paper aims to analyze the strengths, weaknesses, opportunities and threats that undercover Police officers face and analyzes the effectiveness of adopting this technique in the prevention of crime. Strengths The undercover Policing technique helps a lot in exposing or exploring the truth behind certain crimes. The basic strength of this technique is that it counters any impediment in gaining appropriate information about the case. It does so by hiding the real identity of the police officer. The absence of uniform and secrecy of identity helps in maintaining normal behaviors, activities and environment where the investigation is g oing on. The undercover Police officers work for a specified time period on particular cases and acquire a fake or imaginary identity for the scenario they deal with. Undercover work is based on secrecy of identity of the undercover police officers. This enables the officer to observe the environment without any biased or changed behaviors which are probable due to the awareness about Police officers’ or law enforcers’ presence. The assumed identity enables the officers to move around in suspicious areas where Police is generally not welcomed. The officers get information which might be hidden from uniformed Police staff. The qualities required for an undercover Police officer are much in line with the traits of a good investigator. The most important strength of this investigation technique is the involvement of a professional Police officer in the whole process. The jury or court comfortably and reliably understand the whole case with supporting evidence in the form of video, audio, written or other forms. The involvement of the officer at the crime scene with full list or range of evidences leaves no space for suspicion. The jury is able to view the crime as it happens at the crime place or by the characters involved (Ruvver et. al., 2002 p. 333). Weaknesses This investigation technique adopted by law enforcement agencies and Police departments is a useful tool of combating a number of crimes and unusual behaviors. However, like other techniques, it has its weaknesses attached. The main weakness of this technique is the selection of undercover officers which require closer attention to the traits and experience of the officer. If the officer has a strong background in Police and crime prevention activities, he is likely to be good at undercover investigation. The undercover investigations require much insight on how to tackle and behave like the people involved. Any unusual or suspicious activity or behavior may startle the criminals or wrongd oers’ perceptions and views about that particular character in their area, gang, activity or surrounding. The weakness, hence, is the complexity of the working environment where officers’ aredirectly associated and involved in the criminal activities or taking part in it somehow to capture and closely monitor their performances. This undue involvement firstly is dangerous for the

Classes, control and saving Essay Example for Free

Classes, control and saving Essay This section is a grouping of elements influencing various forms of power control. The specification highlights three device power classes possible for Bluetooth radios that are related to the power range of the transmitter: †¢ Class 1 is 100mW and up to about 100m range †¢ Class 2 is 2. 5mW and up to about 20m range †¢ Class 3 is 1mW and up to about 10m range Radios are subject to environmental influences and the Class 3 range of up to 10 meters is more likely to be 5 meters when furniture or people are in proximity of the radio. This form of power control is provided to cut down on interference with other devices in the ISM band and obviously help prolong battery life (see â€Å"Bluetooth: Goodbye Infrared†). The second form of power control is on the receiver side of a Bluetooth device. To enable all classes to communicate in a Piconet without damage to the RF front ends of the lower power classes, a method for controlling Class 1 device transmitter power is required. Transmit power control is mandatory above 4 dBm, below this level i. e. all Class 2 and 3 modules it is optional. To implement a power control link the remote device must implement a Receive Signal Strength Indicator (RSSI). For a transceiver wishing to take part in a power controlled link it must be able to measure its own receiver signal strength and determine if the transmitter on the other side of the link should increase or decrease its output power level. The RSSI makes this possible. Power control is specified is as a golden receive power, defined as a range with a low limit and a high limit. The RSSI must have a minimum dynamic range equal to this range. The RSSI must have an absolute accuracy of  ±4dB or better when the receiver signal power is –60 dBm. In addition, a minimum range of 20. 6 dB must be covered, starting from –60 dB and up. The instructions to alter the transmitter power are carried in the Link Manager Protocol (LMP) link (see â€Å"Bluetooth: Goodbye Infrared†). The last form of power control relates to the power consumption. The Hold, Sniff and Park modes are power saving modes set out in the specification aiming to preserve battery consumption. The Hold mode is typically used when a master is establishing a link with a new device and requires the other slaves to temporarily halt their transmissions. The Sniff mode puts slaves into a low duty cycle mode of operation but is still an active member of the Piconet and the master can only transmit after a ‘sniff’ interval. In Park mode slaves enters a low duty cycle mode of operation and are no longer active members of the Piconet (see â€Å"Bluetooth: Goodbye Infrared†). B. Applications and Profiles. Undeniably the ideal candidate for the first wave of applications will inevitably be based on mobile cellular technology, but what other applications can be realised using Bluetooth technology? The specifications outline a wireless technology that is as cost effective as the cable it replaces and aim to balance reliability, resilience, convenience and low power. The short-range connections of data and voice could mean the emergence of applications suitable for: ? Access points allowing mobile devices connection to services e.g. telephone network (PSTN) or LAN services. ? Mobile phone link to Laptop PCs ? Mobile phone connections to wireless headsets ? PDA, palmtop and desktop PC inter accessibility for file and data synchronisation. The Bluetooth core specification describes the protocol, but the Profiles document enhances this by setting out a number of profiles for applications and defining the way a number of services operate e. g. a file transfer profile defines how devices exchange data files. The profile document aids applications development, describing implementation schemes and highlights parts of the core Bluetooth protocol supporting the profile. Profiles supported are outlined in Figure 6; they are depicted grouped together. Each profile is built upon the one underneath, attaining their features from the lower profiles. The result of this approach gives the profiles a similar look and feel for user recognition. Plus developers can recycle modules for speeding up development time and reducing costs (see â€Å"Bluetooth Technology: What are the Applications? †). A wireless headset for a mobile phone is an application example using the profiles. It uses the Headset profile as its core specification. In Figure 6 the Headset profile is built from the Serial Port Profile (SPP) and the Generic Access Profile (GAP). The GAP being the base of all profiles, it defines the generic procedures related to device discovery and link management (see â€Å"Bluetooth Technology: What are the Applications? †). Figure 6: Bluetooth Profiles.

Analysis of Alfred, Lord Tennyson’s Epic Poem Ulysses Essay -- Epic Poe

Alfred, Lord Tennyson’s epic poem "Ulysses" is composed as a dramatic monologue, consisting of four stanzas each of which frankly discuss the speakers current situation and yearning for adventure. The use of iambic pentameter provides a sense of fluidity to the speaker’s voice. The speaker reveals himself to be the protagonist of the poem with the opening line â€Å"It little profits that an idle king† (1). The use of the word â€Å"idle† offers the first clue as to one of the main themes of the poem. Tennyson much like the protagonist of his poem feels the need to move on, in life. The period in which the poem was wrote, many sociable changes where occurring in Victorian England, the effects of the industrial revolution where being felt far and wide and there was, the idea that society needed to work together in order to establish conformity. Ulysses is feeling emotionally empty throughout the poem, without his mariner friends and adventures similar to times gone by, a similar situation that Tennyson had found himself in. â€Å"Ulysses† was written after the death of his close friend, soul mate and confidante Arthur Henry Hallam. This was one of many poems composed by Tennyson, upon Hallam’s death the most notable being â€Å"Memorandum† (1833-1850). Tennyson himself commented how the series of poems were a direct comparison to how he felt after the loss of his dear friend. The poem was published in the book Poems by Alfred Tennyson (1842). Mythological characters appear to play an important role within Tennyson’s poetry, from English folk law characters such as King Arthur that featured in â€Å"Morte D’Arthur and other Idyllis† to the Greek mariner and adventurer Ulysses. The character of Ulysses has featured in many great epic poems, ... ...hesterton. Tennyson. London: Hodder & Stoughton, 1906. PDF. Gray, Erik. "Tennyson’s Rapture: Transformation in the Victorian Dramatic Monologue." Victorian Studies 50.3 (2008): 541-42. Project MUSE. Web. 21 Feb. 2015. . Nohrnberg, James. "Eight Reflections of Tennyson’s â€Å"Ulysses†." Victorian Poetry 47.1 (2009): 101-50. Project MUSE. Web. 21 Feb. 2015. . Robbins, Tony. "Tennyson's "Ulysses": The Significance of the Homeric and Dantesque Backgrounds." Victorian Poetry Autumn 11.3 (1979): 177-93. JSTOR. Web. 21 Feb. 2015. . Skidmore, Joel. "The Odyssey - Background - Detailed Version." Greek Mythology. 1997. Web. 20 Feb. 2015. .

Performance Management at Bolt’s Convenience Stores Essay

Subject area – The case throws light on performance management in general and performance appraisal in a specific Indian context, its linkages with various other HR systems in an organization and the various issues and challenges attached with it. The case is especially suited for understanding people management in small organizations and organizations in emerging markets. Study level/applicability – This case has been tried and tested in the classroom setting with management students pursuing a post graduate diploma in business management (PGDBM). The case has been administered to students in Chennai Business School, Chennai in their core course human resource management (first year PGDBM) and to second year students specializing in HR in their course â€Å"Performance management and compensation management† in G D Goenka World Institute, Sohna. Case overview – The case is set in the southern part of India in a retailing organization which grew from a small retail store catering to the daily needs of the student community to a four store retail store (Bolts’). Mr Andrew (Head, HR), introduced performance management and appraisal at Bolts’. Since the appraisal was interrelated with various other HR systems like motivation, compensation, training and development and promotions, it generated a lot of excitement among the employees. After implementation of performance appraisal, the organization seems to experience one problem after another. There were complaints from customers, followed by a range of challenges such as discontented employees, unprofessional behavior, low motivation in the organization and loss of profit. Expected learning outcomes – Understand and analyze the performance management in general and performance appraisal in a specific Indian context, its linkages with various other HR systems in organization and the various issues and challenges attached with it. Understand people management in small organizations and organizations in emerging markets. Assess and identify HR practitioners’ problems in studying SMEs’ HR related problems in an Indian context.

Internal and External Conflicts

The Scarlet Letter: Internal and External Conflicts In the novel, the Scarlet Letter, there are four main characters, Hester Prynne, Pearl Prynne, Arthur Dimmesdale, and Roger Prynne Chillingworth. The story goes; Hester Prynne committed the sin of adultery with the minister of their Puritan Community, Arthur Dimmesdale, the community then condemning her to wear the scarlet letter â€Å"A† for the rest of her natural life. Pearl Prynne being the product of the two sinners. In the moment, when Hester is completing the first part of her punishment, her long lost husband, Roger Prynne Chillingworth, arrives.Not wanting his arrival acknowledge Roger replaces his maiden name for Chillingworth. This situation creates a whole plot of conflicts both external and internal in all of the four main characters. All main characters in the novel interact to create these conflicts, and the community is as well involved in these conflicts. Hester Prynne is pointed out as the protagonist/heroin e of the novel. Being one of the main characters in the story she had many conflicts. One internal conflict of hers would be the embarrassment and the realization of her present and future. In chapter 2 paragraph 22 it states, â€Å"Could it be true? she turned her eyes downward at the scarlet letter, and even touched it with her finger, to assure herself that the infant and shame were real. Yes! – these were her realities, – all else had vanished. † In this quote she realized that everything happening to her was in fact the real deal. Stating the obvious of course, but she had just been in prison and had the birth of her child! This is an internal conflict because this does have her dealing with the pain in her heart of wearing the symbol â€Å"A† or taking care of a child with the father unknown to the public.This leading to another internal conflict for Madame Prynne, that being having to raise little Pearl all on her own. Living the life of a single m other is quite difficult during that time and in a Puritan Community. Considering how people of the settlement react to Hester’s given situation, and how she does not give the father of Pearl a name to the community. This is an internal conflict because Hester is emotionally hurt on raising the product of two as a single mother. She has to face the community by herself for the first few years of the situation. Hence an external conflict for Ms.Prynne with her own community. The Puritans had isolated her apart from everyone else and had judged her since the moment she had stepped out of the prison doors. Her own peers were judging her for the sin she had done, as if they were not sinful themselves. Yet they judged someone they used to socialize and talk to as dear friends. Friends of hers would think her punishment as injustice that she deserved more than a three hour standing and the natural life bearing of the scarlet letter. The judging of her entire community had caused he r to become isolated, leading to be socially inactive.The scarlet letter was a reminder of all this conflict. Hester also had an external conflict with her husband, Roger Chillingworth. This being how while standing on the platform of the pillory, spotted her husband and the physical body language winced at the look, showing the tension brought on by the first thought â€Å"stranger†. Terror had coursed through her at the sight of him! Hester Prynne dealt with her internal and external conflicts quite discreetly, made it seem as if she was okay, but really wasn’t emotionally. Pearl Prynne is the outcome of the sin committed.As a young child, she too also had conflicts to deal with. An internal conflict of young Pearl would have to deal with how she was born and how she is being raised. A quote to follow that statement would be in chapter 6 paragraph 1, â€Å"We have as yet hardly spoken of the infant, that little creature whose innocent life had sprung†¦ out of t he rank luxuriance of a guilty pleasure. † This quote also coincides with an external conflict as well, the conflict being on how the society considers her a â€Å"demon child† or â€Å"elf-child witch†.She was born in a prison, and is being raised in a cottage that is nowhere near the village where all the other children grow up. When people call her such things, she does hear, so this hurts her emotionally and makes this an internal conflict for she must deal with the feelings of being different and judged by others. Since she is isolated from that part of a normal childhood, her only friend in the novel growing up is her mother. This being another internal conflict because she grew knowing her mother always wears the scarlet letter, and is in a certain community that has rules about women.Now in the novel, chapter 17, Hester takes off a garment that covers her hair and removes the scarlet letter from her bosom. Pearl seeing this throws a tantrum for her mother to undo this doing. Causing a major internal conflict of how Pearl sees her mother and dealing with what her mother’s symbols stand for. Pearl mocks her mother for that. There’s an external conflict created by Pearl towards Dimmesdale for when he is conversing with Hester in the forest and he dwells for a kiss, but Pearl refrains. Pearl is a strange child, for she knows something must be going on.Roger Prynne Chillingworth is the antagonist of the novel. His conflicts would seem different than the other main characters’ conflicts. For instance one internal conflict of his would be his thoughts of revenge. Chillingworth has this monomaniacal desire for revenge on the â€Å"unknown† father. His plans were dedicated to finding out who the father was, and he always had an eye out for Dimmesdale though. His thoughts of revenge then turned to thoughts of evil and madness. Evil then being another internal conflict created within Chillingworth.For example in cha pter 10 paragraph 3 it states, â€Å"This man†¦ pure as they deem him, – all spiritual as he seems, – hath inherited a strong animal nature from his father or his mother. Let us dig a little further in the direction of this vein! † This provides emphasizes on Chillingworth going an extra mile to fully satisfy his needs of torturing Dimmesdale with the truth. With this information this kind of gives Chillingworth a â€Å"devil-like figure† in this novel. An external conflict to support the â€Å"devil-like figure† would be his dabbling in natural chemicals and medicine.Even though it seems as harmless as a puppy or kitten it does kill. Naturally that was his cause of death in the end. A further approach to an external conflict would be the one referring back to when Hester was on the pillory. The great tension of their eye contact is a ball buster, and when he touches his lips with a finger verifying her silence, it physically shows he would ha ve a problem with her speaking up of his presence. Arthur Dimmesdale is the minister who commits adultery with Hester Prynne.This is at upmost worst position he can be in, considering that he is a minister of a Puritan community. An internal conflict that he must deal with is his guilt. Throughout the novel, he must watch Hester suffer through the public humiliation and feels guilty that he has left her all alone in raising Pearl. He is guilty of sin, but had not paid the price by the magistrates for he did not tell. He dealt with this guilty another way, which leads to an external conflict. The external conflict being he hurt himself physically to let out the guilt and basically punished himself.For instance in chapter 23 paragraph 23 it says, â€Å"With a convulsive motion he tore away the ministerial band from before his breast. It was revealed! But it were irrelevant to describe that revelation. For an instant the gaze of the horror-stricken multitude was concentrated on the gh astly miracle; while the minister stood†¦, as one who, in the crisis of acutest pain, had won a victory. † This emphasizes the external conflict and internal because he was one full of guilt had come out and finally revealed the truth to the rest of his parishioners, which he could not do in the beginning.Hence an external conflict with the community. When Dimmesdale would try and attempt to tell the Puritans, it would backfire because all of them thought so highly of him, especially when he said he was not perfect and had done things that weren’t so likely of their Lord. Showing how much respect they have for him, but for so long Dimmesdale had kept it in they were all so shocked at his sin in the end. Then explaining another internal conflict that Dimmesdale has, which is how much of a coward and weak he really.He had so many opportunities to tell the truth and speak out, but never took them because he was afraid of what might happen. In one way it could be that he did it to protect Hester and Pearl, but in another way it would seem quite selfish he did it to protect himself. On the whole, every character had to deal with their conflicts both internally and externally. For Hester and Pearl was to be treated differently from the community. For Roger Chillingworth it was revenge and his relationship with Hester. For Arthur Dimmesdale was dealing with his guilt. Most of the conflicts however did coincide with other main characters.Santos, Eliana The Scarlet Letter Essay: Internal and External Conflict Work Cite 1. Hawthorne, Nathaniel. The Scarlet Letter. Mineola, N. Y. : Dover Publications, Inc. , 1994. â€Å"Could it be true? †¦ she turned her eyes downward at the scarlet letter, and even touched it with her finger, to assure herself that the infant and shame were real. Yes! – these were her realities, – all else had vanished. † (Hawthorne 41) â€Å"We have as yet hardly spoken of the infant, that little creature w hose innocent life had sprung†¦ out of the rank luxuriance of a guilty pleasure. (Hawthorne 61) â€Å"This man†¦ pure as they deem him, – all spiritual as he seems, – hath inherited a strong animal nature from his father or his mother. Let us dig a little further in the direction of this vein! † (Hawthorne 89) â€Å"With a convulsive motion he tore away the ministerial band from before his breast. It was revealed! But it were irrelevant to describe that revelation. For an instant the gaze of the horror-stricken multitude was concentrated on the ghastly miracle; while the minister stood†¦, as one who, in the crisis of acutest pain, had won a victory. † (Hawthorne 175)

Specific Teaching Strategies to Differentiate Instruction

Specific Teaching Strategies to Differentiate Instruction Research shows that one of the most effective ways to meet all learners needs is to differentiate instruction. Many teachers use differentiated instruction strategies because it allows them to engage their students by accommodating each students unique learning style. However, when you have a large group of students, it can be tough to keep up with each child’s individual needs. It takes time to come up with, and implement differentiated activities.  To help keep the workload manageable, teachers have tried a variety of strategies, from tiered assignments to choice boards. Here are a few more teacher-tested teaching strategies to differentiate instruction in your elementary classroom.   Choice Board Choice boards are activities that give students options as to what activities to complete to meet class requirements. A great example of this comes from a third-grade teacher named Mrs. West. Mrs. West uses choice boards with her third-grade students because she feels it is the easiest way to differentiate instruction while keeping her students engaged. While choice boards can be set up in a variety of ways (student interest, ability, learning style, etc.) Mrs. West chooses to set up her choice boards by using the Multiple Intelligence Theory. She sets up the choice board like a tic tac toe board- in each box she writes a different activity and asks her students to choose one activity from each row. The activities vary in content, product, and process. Here is an example of the types of tasks she uses on her students choice board. Choice Board for Multiple Intelligences: Verbal/Linguistic – Write instructions on how to use your favorite gadget.Logical/Mathematical – Design a map of your bedroom.Visual/Spatial –   Create a comic strip.Interpersonal-   Interview a friend or your best friend.Free ChoiceBody-Kinesthetic - Make up a game.Musical – Write a song.Naturalist – Conduct an experiment.Intrapersonal – Write about the future. Learning Menu Learning menus are much like choice boards whereas students have the opportunity to choose which tasks on the menu that they would like to complete. However, the learning menu is unique in that it actually takes the form of a menu. Instead of having a nine square grid with nine unique choices on it, the menu can have an unlimited amount of choices for the students to choose from. You can also set up your menu in a variety of ways, as mentioned above. Here is an example of a spelling homework learning menu: Learning Menu for Homework: (Students choose one from each category)Appetizer - Sort spelling words into categories, choose three spelling words to define, highlight all vowels.Entree - Use all spelling words to write a story, write a poem using five spelling words, write a sentence for each spelling word.Dessert - Write your spelling words in ABC order, Create a word search using at least five words, use a mirror to write your spelling words backward.   Tiered Activities In a tiered activity, all students are working on the same activity, but the activity is differentiated according to ability level. A great example of this type of tiered strategy is in an elementary school classroom where kindergartners are at the reading center.   An easy way to differentiate learning without the students even knowing it  is to have the students play the game, Memory. This game is easy to differentiate because you can have beginning students try to match a letter with its sound, while the more advanced students can try and match a letter to a word. To differentiate this station, all you have to do is have different bags of cards for each level, and direct specific students to which cards they should choose from. To make differentiation invisible, color-code the bags and tell each student which color he/she should choose. Another example of tiered activities is to break the assignment into three sections using varied levels of tasks. Here is an example of a basic tiered activity: Tier One: (Low) - Describe how the character acts.Tier Two: (Middle) - Describe the changes the character went through.Tier Three: (High) - Describe the clues that the author gives about the character. Many elementary school teachers find that this differentiated instructional strategy is an effective way for students to reach the same goals while taking into account each of their students’ individual needs. Adjusting Questions Many teachers find that an effective questioning strategy is to use adjusted questions to help them differentiate instruction in their classroom. The way this strategy works is simple- you use Blooms Taxonomy to develop questions starting with the most basic level, then moving towards the more advanced levels. Students at varying levels are able to answer questions on the same topic, but also at their own level. Here is an example of how teachers can use adjusted questing to differentiate an activity: For this example, the students had to read a paragraph, then answer a question that was tiered to their level. Basic learner - Describe what happened after...Advanced learner - Can you explain why...More Advanced learner - Do you know of another situation where... Flexible Grouping Many teachers who differentiate instruction in their classroom find flexible grouping an effective method of differentiation because it provides students with the opportunity to work with other students who may have a similar learning style, readiness, or interest as them. Depending on the purpose of the lesson, teachers can plan their activities based on a students’ attributes, then use flexible grouping to group students accordingly. The key to making flexible grouping effective is making sure the groups are not static. Its important that teachers continually conduct assessments throughout the year, and move students among the groups as they master their skills. Often time’s teachers tend to group students according to their ability at the beginning of the school year, and then forget to change the groups, or do not think they need to. This is not an effective strategy and will only hinder students from progressing. The Jigsaw The Jigsaw cooperative learning strategy is another effective method to differentiate instruction. In order for this strategy to be effective, students must work together with their classmates to complete an assignment. Heres how to works: Students are divided into small groups and each student is assigned one task. This is where the differentiation comes in- each child within the group is responsible for learning one thing, then bringing the information that they learned back to their group to teach their peers. The teacher can differentiate learning by choosing what, and how, each student in the group will learn the information. Here is an example of what a Jigsaw learning group looks like. Example of a Jigsaw Cooperative Learning Group: Students are divided into groups of five students. Their task is to research Rosa Parks. Each student within the group is given a task that suits their unique learning style. Here is an example. Student 1: Create a fake interview with Rosa Parks and find out about her early life.Student 2: Create a song about the Montgomery bus boycott.Student 3: Write a journal entry about Rosa Parks life as a civil rights pioneer.Student 4: Create a game that tells facts about racial discrimination.Student 5: Create a poster about Rosa Parks legacy and death. In todays elementary schools, classrooms are not taught with a â€Å"one size fits all† approach. Differentiated instruction allows for teachers to meet the needs of all learners, while still maintaining high standards and expectations for their students. Whenever you teach a concept in a variety of different modalities, you increase the chances that you will reach each and every student.

Company analysis-- Doctors without Borders Research Paper

Company analysis-- Doctors without Borders - Research Paper Example As such, this paper seeks to evaluate the factors that can impact on the operations Doctors without Borders, a non profit organization that offers humanitarian assistance to the people in need. The paper starts by outlining the background of the organization and it will also discuss issues related to management of diversity. The paper will also provide recommendations about the measures that can be taken in order to effectively manage the organization. Background information of the organization Doctors Without Borders / Medecins Sans Frontieres (MSF) is a non profit organization which works in nearly 70 countries providing medical aid to the people in need regardless of their race, religion, or political affiliation. This is â€Å"an international independent medical humanitarian organization that delivers emergency aid to people affected by armed conflict, epidemics, natural and man-made disasters, and exclusion from health care,† (MSF, 2013). The company is comprised of more than 22  000 workers including doctors, nurses, administrators and other professional staff among others. MSF reports that â€Å"in 2009, its medical teams carried out more than 7.5 million outpatient consultations; delivered 110,000 babies; treated 1.1 million people for malaria; treated 200,000 severely and moderately malnourished children; provided 165,000 people living with HIV/AIDS with antiretroviral therapy; vaccinated 7.9 million people against meningitis; and conducted 50,000 surgeries.† Managing diversity From the statistics presented above, it can be seen that Doctors Without Borders operates in various parts of the globe and it also works with people from diverse backgrounds. However, a critical analysis of this particular case shows that the major challenge for the organization may be related to managing diversity in order to effectively carry out its work so as to be in a position to achieve the desired goals. Given that the company operates in diverse enviro nments, there are likely challenges found in these environments such as dealing with people who have different cultural backgrounds and needs. The employees who work for this organization also come from diverse backgrounds and it may be quite challenging for the responsible authorities to effectively manage the affairs of the organization in each country. In his case, the manager ought to make explicit decisions which are easily understood by all the stakeholders involved given that they come from diverse backgrounds. Conclusion and recommendations A critical analysis of the given case study shows that the main challenge that can be encountered when managing organizational environments in different parts of the globe is related to managing diversity. It is not quite easy for an expatriate manager to manage people from diverse backgrounds by virtue of the fact that these people have different cultural backgrounds and values. It may also be quite challenging to manage the logistical o perations of an organization that operates across borders. Therefore, it is recommended that the responsible authorities at the above mentioned organization should implement the following measures in order for them to effectively manage its operations. The responsible authorities should make sure that they appoint a person with knowledge about the local environment to manage the organization’

E-diplomacy Essay Example | Topics and Well Written Essays - 4000 words

E-diplomacy - Essay Example Moreover, modern diplomatic service being faced with enhanced roles, requests for extended outreach and accountability. Reduction in resources is also confronted with multi stakeholder and multidisciplinary international arena. The occurrence of information and communication technologies (ICT) has rather carved out a substitute pathway towards progress. This paper inspects the role of information and communication technology in conveying diplomatic services, as a case of the ministry of Foreign Affairs and International Cooperation. E-Diplomacy has emerged as an internet based resource that combines different applications tool to help secure diplomatic goals of different countries (Hanson). In the UK’s Foreign and Commonwealth Office (2012) digital diplomacy is considered as an important tool in managing foreign policy issues via the internet. The current scope and definition of e-diplomacy is however limited as it does not cover internal electronic collaboration processes, mobile applications or related technologies. The US State Department (2013) applies the concept of 21st century statecraft to encompass the elements and applications of e-diplomacy, where the focus is on three primary information networks of international relations and trade, personal communications and mass media. With the increasing involvement ICT into diplomatic affairs, political scientists refer this transformation as the shift in the paradigm. It offers a much more targeted way of delivering information, and empowers the government in establishing new connections across the globe. Moreover, e-diplomacy has changed the role of diplomats; they are no more bound to carry all the official documents, as these files are always present at the distance of their fingertips. Foreign ministries will have little option but to take advantage of IT if they are to remain