The Yalta Conference Essay Example For Students

The Yalta Conference Essay The Yalta Conference was one of the most important events in history, let alone, this century. It took place from February 4 to February 11, 1945, at Yalta, Crimea, a port/resort. The three main individuals at this meeting were Churchill of Great Britain, Roosevelt of the United States and Stalin of the U.S.S.R, known back then, and now known as Russia. This meeting was to discuss the post war effects. The publics opinion of this was of a great Anglo-American- Soviet friendship. The agreement that as achieved at the conference was that a Coalition government would be set up in Poland. This guaranteed free election in Poland. It also gave eastern Poland to the Soviet Union and in return, Poland would receive land from Germany. Germany on the other hand was divided into four zones which were Great Britain, United States, France, and the Soviet Union. Germany had to pay all reparations of the war but not to the extent of World War I. One other major decision made in the conference was t he creation of the United Nations. This was a new world organization which worked for world peace as did the League of Nations. Along with the Soviet Union, Byelorussia and the Ukraine were admitted into the United Nations. Since Russia had influence on there voting, the United States was given 3 votes to be equal with the Soviet Union. After the conference, American public opinion was very high and all of the Allied nations responded favorably. There were also secret agreements that were made but kept secret until the end of the war. It was said that the Soviet Union were to enter the war against Japan two to three months after the end of the war in Europe. This was necessary in order for The Soviet Union to regroup because of the heavy causalities in Europe. The Soviet Union had a great advantage in the secret agreement. It received much land and did not have to do much in the end for it because of the use of the atomic bomb which ended the war much earlier then expected and the S oviet Union did not even have to fight Japan. In the classroom simulation of the Yalta Conference, the same results were not reached. The Soviet Union was not able to get most of its demands because in the classroom, most of the student looked at communism was not looked at very favorably. There were three groups that represented the United States, the Soviet Union and Great Britain. Out of the three, no one reached the same decision actually made in the conference. Most of the groups did not want the Soviet Union to join the war against Japan. Many groups also thought that the borders should be returned to the pre-war boundaries but that did not happen in the actual conference. The Yalta conference was good for the Soviet Union because of the heavy reparations it received and also much land was given to the by the decisions made at the conference. Over all it was a good conference because it ended the war in Europe without much argument amongst the major powers in the war. Germany was spared and was only responsible for minimal amount of reparations and Poland received a government that would work. Others might say that Germany did not get a harsh enough punishment but if they received a harsher punishment, we might have another world war. The conference allowed the major world powers to keep peace within the world but prevent and future breakouts of major wars. By far the most important part of the conference was the creation of the United Nations which is still in existence today and plays a major roll in communication amongst the countries so that there will be world peace. .u955eba842f952cd7598a6290515a9e4c , .u955eba842f952cd7598a6290515a9e4c .postImageUrl , .u955eba842f952cd7598a6290515a9e4c .centered-text-area { min-height: 80px; position: relative; } .u955eba842f952cd7598a6290515a9e4c , .u955eba842f952cd7598a6290515a9e4c:hover , .u955eba842f952cd7598a6290515a9e4c:visited , .u955eba842f952cd7598a6290515a9e4c:active { border:0!important; } .u955eba842f952cd7598a6290515a9e4c .clearfix:after { content: ""; display: table; clear: both; } .u955eba842f952cd7598a6290515a9e4c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u955eba842f952cd7598a6290515a9e4c:active , .u955eba842f952cd7598a6290515a9e4c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u955eba842f952cd7598a6290515a9e4c .centered-text-area { width: 100%; position: relative ; } .u955eba842f952cd7598a6290515a9e4c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u955eba842f952cd7598a6290515a9e4c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u955eba842f952cd7598a6290515a9e4c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u955eba842f952cd7598a6290515a9e4c:hover .ctaButton { background-color: #34495E!important; } .u955eba842f952cd7598a6290515a9e4c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u955eba842f952cd7598a6290515a9e4c .u955eba842f952cd7598a6290515a9e4c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u955eba842f952cd7598a6290515a9e4c:after { content: ""; display: block; clear: both; } READ: The Naked Sun Essay We will write a custom essay on The Yalta Conference specifically for you for only $16.38 $13.9/page Order now

Research Report on Jonathan Swift’s “A Modest Proposal” Essays

Research Report on Jonathan Swift’s â€Å"A Modest Proposal† Essays Research Report on Jonathan Swift’s â€Å"A Modest Proposal† Paper Research Report on Jonathan Swift’s â€Å"A Modest Proposal† Paper A Modest Proposal by Jonathan Swift was written in 1729 using diction and political and social references from that time period, which may provide a challenge for a student reader in a 2011 classroom. The full title of Swift’s essay is â€Å"A Modest Proposal for Preventing the Children of Poor People from Being a Burden to their Parents, or the Country, and for making them Beneficial to the Publick. This satirical essay is attempting to find a simple method for converting the starving children of Ireland into useful members of society. 1. 1 Background Information Through irony, satire and exaggeration Swift explains that across the country poor children, mainly Catholics are living in filth because their families are too meager to keep them fed and clothed. The author continuous on to state that the problem of poverty in Ireland can best be fixed by selling the children of the lower class as food to the wealthy. . 2Structure Swift originally published A Modest Proposal using the popularize pamphlet form using the standard essay format with an introductory paragraph stating the thesis, body paragraphs and a conclusion. What differentiated this essay from others, and made it superior to most was Swifts successful use of Historical Content, direct connection with the Audience, Satire/Humour, perfectly executed Irony, and the use of Logos vs. Pathos vs. Ethos. 2. Historical Content . 1 English-Irish Political relationships Years before A Modest Proposal was written British groups began invading Ireland for need of land for there growing kingdom, and had established there own laws and created their own parliament in Ireland. Penal Laws were created specifically designed to reduce the Catholics as the dominant religion in Ireland, laws like Catholics banned from public office or parliament, and Catholics banned from intermarriage with Protestants. In 1714 the Georgian Era begins when George I took the throne of the United Kingdom (so called when England swallowed Scotland in 1702, which Swift refers to â€Å"QUOTE†). He continues to strengthen the parliament and in 1720, the British parliament passed the Sixth of George I Act allowing it to pass legislation in Ireland without the agreement of the Irish parliament. 2. 2 Protestant – Catholic religious conflict The People of Ireland in the 1700’s are broken into three groups; the Original Irish: The Celtic people of Ireland who received Christianity during the 600s A. D, The Old English: the Normans from England who invaded Ireland during the late 1100s and governed for some centuries, and the English and Scottish settlers: Protestants from England and Scotland were settled on lands confiscated from the Irish by the Tudors in the 1500s. By 1714 only 7% of land in Ireland was held by Catholics, despite the fact that Catholics constituted 75% of the population. (www. irishhistorylinks. net)

Top 7 Job Market Trends That Will Help You Find a Job in 2017

Top 7 Job Market Trends That Will Help You Find a Job in 2017 So you want a new job for 2017. That’s great! Unemployment is lower than it has been in 7 years, at 5%- and even lower if you have a bachelor’s degree or higher. It’s also a great time to get a raise. Studies show workers might be able to expect a 3.1% raise this year- even higher if you’re a top performer. Here are a few job market and hiring trends to keep in mind as you head into the new year.1. There’s more out there than tech and healthcare.Those sectors are always growing, but they aren’t the only places hiring. There are plenty of opportunities for new jobs and long-range career growth in fields like marketing, sales, transportation, and finance. Aside from nursing, software development, and network/computer system admin, marketing and sales management, industrial engineering, construction, and financial management are all booming.2. If you are in software development, congratulations!This is going to be a great year for you. Almost 1 out of every 20 job postings will be right up your alley. Your skills are in incredibly high demand, particularly if you have any expertise in data analytics.3. Marketing management  is your entrance into the tech world.Some of the biggest companies like Amazon and Facebook need marketing managers. It’s the second highest volume job opportunity after software development. And it’s becoming more and more about digital consumer advertising. Beef up your analytics skills and transition into the tech field with your marketing chops.4. Millennials, your time is coming.Nearly 30% of managers these days are millennials- and we can expect that to go up in the coming year. Within the next 10 years, nearly half of these positions could be occupied by millennials- even senior and executive positions.5. Look out for an increase in video recruitment.Video is a great medium to convey company culture and to generate excitement and understanding of a company’s mission or prod uct or services. There’ll be lots more of this- even videos shot on cell phones- used for recruitment purposes. There might very well be video job postings and even actual video job offers.6. Companies are turning to data-driven recruiting.Did we mention data is key? New technology will help recruiters optimize the process, with data guiding them to better, more qualified candidates and more streamlined methods of recruiting and hiring.7. There will be a Mid-Atlantic and Southeast boom.These areas will experience the biggest hiring uptick- up from as much as 40% from last year. If you live in the Mid-Atlantic or the Southeast, or are willing to move there, your odds of getting hired just went up.

Question 21 & 22 Essay Example | Topics and Well Written Essays - 750 words

Question 21 & 22 - Essay Example When an individual conducts an action such as abusing drugs and alcohol without being coerced into consumption of these substances, the act is recognized as voluntary and this leads the act is said to have conformed to the requirements of voluntary act (Singer, 2007, p.501). Actions that are caused due to the act of voluntary intoxication can not be defended through voluntary intoxication defense until and unless that act of intoxication has prevented the defendant from creating the intention of crime needed for a particular criminal act. If the defendant has committed an act that is regarded as reckless in nature, the defendant might even fail to gain the clause of imperfect defense (Delaney, 2004, p.423). For example: Before an individual drank a bottle of alcohol, a drug that results in the unconsciousness of the consumer is added to the bottle of alcohol. The individual consumes the drug mixed alcohol and enters into an unconscious state and in that unconscious state he/she ends up nearly killing another individual by beating him/her up. The individual is charged for assaulting another individual in such a manner that the other individual could have even experienced death. The individual may try to defend himself/herself from the charge by stating that she did not voluntarily consume the drug. But due to the fact that the individual voluntarily consumed alcohol and ended up in an unconscious state may make her defense weak because she had consumed alcohol knowingly and out of free will. This will lead to her being held responsible for beating another individual so badly that he/she nearly died. References Delaney, J. (2004). Learning criminal law as advocacy argument: Complete with exam problems & answers. Philadelphia, PA: J. Delaney Publications. Emanuel, S. (2007). Criminal law. Austin: Wolters Kluwer Law & Business/Aspen Publishers. Singer, R. G., La, F. J. Q., & Singer, R. G. (2007). Criminal law: Examples & explanations. Austin: Wolters Kluwer Law & B usiness/Aspen Publishers. 2. An act is accepted as self defense when the defendant is able to justify that the act was conducted in self defense (Brody, 2010, p.133). Self defense can be used by the defendant in several issues such as physical attack, battery and homicides that are criminal in nature because all these acts include application of force. Most of the states consider self defense as defense of statutory but the position changes depending on the cases. Use of deadly force as a self defense is regarded as an action in which any level or kind of force is used and the usage of this force can result in the death of the person against whom it is being used. This does not mean that the person against whom the defense has been initiated should end up dead to consider this kind of act as application of deadly force. Example of application of deadly force includes utilization of a weapon such as knife or a gun to defend oneself. A defendant can use the concept of self defense as a defense that is both perfect and imperfect in nature. A defendant can claim that he has conducted an act in self defense when the applied force is considered as objectively reasonable under the scenario. According to law, an individual can conduct the application of

Critical Review of the Film Slumdog Millionaire Essay

Critical Review of the Film Slumdog Millionaire - Essay Example These themes underscore the overlapping narratives in the film Slumdog Millionaire, 2008, a British production with Indian cast and crew, using both English and Hindi, with English subtitles for international viewing. The film is directed by Danny Boyle, produced by Christian Colson, screenplay written by Simon Beaufoy, and based on Vikas Swarup’s book Q & A (IMDb, 2012). It won eight out of ten Academy Awards, 2009, along that of ‘Best Picture’, as well as several other international awards (Paul, 2011). Thesis Statement: The purpose of this paper is to critically review the film â€Å"Slumdog Millionaire†. It will be argued that Orientalist discourses circulate in the film, and media representations of cultural images influence how people identify themselves and their place in the world. Thus, globalization and the politics of identity creation, as well as spatial and economic inequality in an increasingly interconnected world will be examined. Globalizat ion and the Politics of Identity Creation in â€Å"Slumdog Millionaire† The world today is distinguished by a new role for the imagination in social life. Thus, focusing on the image, the imagined and the imaginary, Appadurai (2004) indicates that critical changes are emerging in global cultural processes, with the imagination becoming part of social practice, enabling negotiation between action and globally defined fields of possibility. Film-makers attempt to please the audience by imaginatively using the cultural mythology of the era. â€Å"Myths are transformations of fundamental conflicts or contradictions that in reality cannot be resolved† (Paul, 2011, p.451). Similar to dreams functioning as wish fulfillments in several cases, films provide wish-fulfilling solutions to human dilemmas. This forms the main theme of the film Slumdog Millionaire, in which the 18-year-old Jamal Malik, a Muslim youth played by new comer Dev Patel, is about to win a jackpot of 20 mill ion rupees on the Hindi version of Who Wants to be a Millionaire. However, during a break before the final round, convinced that this uneducated boy must have cheated, the quiz master gets Jamal taken away to be interrogated by the inspector of police. The film uses the questions on the quiz show that Jamal miraculously answers, to reveal his life story in flash backs. He answers each question correctly due to specific incidents in his past that coincidentally gave him the required information or knowledge (Gilbey, 2009). Media representation of cultural images influences how people identify themselves and their place in the world. According to Peralta (2010), art, storytelling and history are inter-connected with cultural identity. The medium of cinema is a form of art which narrates a story, and it is directly related to cultural influences. Cinema creates identity-formation particularly in the contemporary globalized world. Stories convey cultural memories besides relaying morali ty, judgment, history, and life lessons. Further, â€Å"like art, stories can create a place where we begin to understand or make sense of our world† (Peralta, 2010, p.27). Narratives are used to explain oneself to others, and in turn help in understanding the other. With the increasing interconnectedness of globalization, the media representatio

Gentlemen Prefer Blondes Comedy Essay Example for Free

Gentlemen Prefer Blondes Comedy Essay Gentlemen Prefer Blondes is a 1953 Musical-Comedy released by 20th Century Fox, directed by Howard Hawks and starring Marilyn Munroe and Jane Russell; the two greatest sex symbols of the era. The cameras point of view is that of the male gaze, where women are regarded as objects of fascination and the men are assumed to have a position of power. Hawks shows how it can be easily hijacked by females smart enough to control, manipulate and ultimately blur the male gaze. As much as this film is shot for the male gaze it is as much for a female audience as it is for males. In the song-and-dance sequence, When Love Goes Wrong, the two female protagonist had just been expelled from the hotel by Gus. Though the situation for Lorelei and Dorothy should be one where they are left helpless and powerless the scene however displays the opposite. In the entire scene both female protagonist are captured front and center with close ups and the lighting on their faces is well defined which gives them a sense of importance and power. At the same time the men gather around them captivated, giving their undivided attention to the females as they sing and dance; giving them a position of control over the men. Their position of power is so prominent that they even get the admiration of young boys who seem to be gypsys. Gypsys are known to be quick, sharp and in control when it comes to stealing but in this scene their heads are turned by the sensual Lorelei and they are totally distracted. Bothe females are well aware of their manipulative powers as Dorothy encourages Lorelei to use her charms, saying, Do it now, do it! What appears to be submissive to the male gaze, in this scene however they put on a chow in exchange to negotiate their presence and have their voices heard in a dominantly male world. When the females are seated they appear to be two damsels in distress, however the movement of standing up represents liberty and the space they command when dancing communicates freedom and power. A melancholy moment turns to a vibrant and fun sing-and-dance where they reject the actions of men to have power over their emotions. Though the scene is shot in the view of the male gaze the line is blurred when Lorelei and Dorothy use their sensual and attractive appearance to control, manipulate and command power in a dominantly male world. By this the scene takes a turn to cater to the female sight giving a sense of empowerment and independence in a situation where they should be the damsels in distress.

Manhattan Project :: essays research papers

Manhattan Project II. The Race for the Bomb The theoretical possibility that an explosion could be brought about by atomic fission became known in 1939, the year that war broke out in Europe. Scientists discovered then that uranium atoms can fission when struck by neutrons to split other atoms in a chain reaction, releasing large amounts of energy. Two Hungarian physicists who had recently emigrated to the United States, Leo Szilard and Eugene Wigner, alerted the US government to the possibility of an atomic bomb. Along with Albert Einstein, they wrote a letter to President Roosevelt warning that Nazi Germany might also be working towards a uranium bomb; many of the important discoveries in atomic physics had been made at German universities. Roosevelt responded by setting up an advisory committee on uranium in October 1939. Under the aegis of this committee, American scientists at several centres examined the problem. The uranium that fissions is an isotope, a variation of an element that is chemically indistinguishable but different in its atomic structure. It is uranium-235, which constitutes only 0.7 per cent of uranium. Scientists questioned whether significant quantities could ever be separated. Much of the initial work was done at Columbia University in New York, and the military direction was from an office in Manhattan. This was located in the Manhattan Engineering District, and the whole programme became the Manhattan Project, under the command of Major General Leslie Groves. Meanwhile, in Britain, two immigrant physicists, the Austrian Otto Frisch and the German Rudolf Peierls, decided that an atomic explosion using uranium-235 was a practical possibility. They alerted the British authorities in early 1940 with a memorandum showing how such a bomb could be produced. After more studies, the British government set up a project to build an atomic bomb. The United States and Britain exchanged information on weapons developments. British progress towards an atomic bomb convinced American scientists in the summer of 1941 that it could be done, and spurred on their work. In November 1941 a committee of scientists recommended that the United States embark on an all-out research programme, and President Roosevelt gave the go-ahead the following January.

California Science Center

If you become a member, you become, as stated by the California Science Center website, â€Å"part of a dynamic, innovative community dedicated to our mission to stimulate curiosity and Inspire science learning In everyone by creating fun, memorable experiences. † If you do not want to ay to be part of a wonderful organization, you can volunteer by turning In an application either by e-mail, fax, or by sending a letter to the Department of Volunteer Resources. In order to volunteer, however, you must be at least 16 years of age.Looking at the application, I believe that all elements that you are to put down are viable, and I would not change a thing. The history of the science center is as such. It started in 1912 and mainly housed agricultural innovations form around the world; that is until after the war. In 1951, nice a boom in technological advances was more prevalent than agriculture, it the name was changed to the California Museum of Science and Industry, and mainly hou sed technology In an urban environment. In 1987, It was once again transformed.This time, the Museum went through a drastic change, and was turned Into a state- of-the-art science education facility. Its Intended use was to â€Å"respond to the needs of diverse communities and a state that continues to grow and evolve† and was then renamed the California Science Center. Future growth entails becoming the largest science center in the western united States, and housing exhibits from worlds beyond, and a South East Rainforest's. In the Ecosystems exhibit at the California Science Center, there are eight different zones.These zones are: the Extreme Zone, the Forest Zone, the River Zone, the Island Zone, the Rot Room, the Global Zone, the L. A. Zone, and finally the Family Discovery Room. The Extreme Zone consists of many ecosystems, all of which have a common theme; It Is very hard to survive there. An Important principle that I believe should be explained to the public Is that although these ecosystems are harsh, they are still vital to our planet. The Forest Zone Is not the typical forest that we think of, that's because It's a kelp forest.An Important principle that I believe should be explained to the public is that life originated from the sea, and kelp forests like this form the Lovers Torts AT Tie Tanat we see t ay I en River Lone consists AT asana Ana water. An important principle that I believe should be explained to the public is way that water and natural waterways are important because they carry energy and materials from lace to place. The Island Zone is a zone dedicated to evolution and adaptation by the animals that live there.An important principle that I believe should be explained to the public is that evolution is a genetic fact. The Rot Room has to do with rotting organisms, like trees and animals. An important principle that I believe should be explained to the public is that these organisms that decompose other organisms are vital bec ause they make the soil ready to support new life. The Global Zone is about ecosystems and their interactions. An important principle that I believe should be explained to the public is that the Earth itself is one giant ecosystem.The L. A. Zone deals with urban ecosystems, and the daily challenges faced. An important principle that I believe should be explained to the public is that little things like running water and trash service are extremely complicated things. Finally, the Family Discovery room deals with how our homes and habitats provide us with food, water, and shelter. An important principle that I believe should be explained to the public is that e should not take our homes for granted, as others around the world are not as fortunate as us.The Elephant Clock is a Unusual striking early 13th century clock whose design fuses together elements from may culture,† and was invented by Al-Izard. It was created in the 13th century. It works by using Greek water raising tec hnology. It is considered to be multi-cultured because it â€Å"uses Greek water raising technology, an Indian elephant, an Egyptian phoenix, Arabian figures, Persian carpet, and Chinese dragons, to celebrate the diversity of the world. †

Am I a Serial Killer

Am I a Serial Killer? Have you ever taken a step back and asked yourself, â€Å"How can someone Just BE a continuous murderer? † Brain damage, environment, and genetic codes are all factors that determine whether an individual may become a serial killer. If you have ever questioned the ability to become an indecisive human being, this may be your route to information. When studying the human brain, Jim Fallon found that the activity and functions of the â€Å"serial killer† brain is extremely different than the â€Å"normal†.Looking at divots nd lines through out the brain, he noticed that these meant that there were issues- brain damage. Brain damage occurs when the brain doesn't completely develop in utero. Then once the child is born and begins to learn, the brain attempts to fix itself, causing damage when not succeeding. Among the studies of the variables, environmental issues have also caused the brain to dysfunction. Things like war, stepping over governme nt guidelines, and over ruling society, all can cause insane amounts of depression, which can also lead to murder or suicide.Seeing that this occurs frequently through out the world, suicide and murders could possibly be a factor of this variable. Inside your genetic code you will find twenty-three pairs of chromosomes. Among these twenty-three oddly placed characters, there is one gene that gets passed down through your mother. This gene causes you to become immune to serotonin. Well, what really causes this immune-ness is when, in utero, the fetus is basically surrounded by serotonin, a chemical induced by the brain to calm you down when angry or upset.Considering that this would cause the child's brain to become mmune to the chemical, the brain will no longer obtain the calming information being sent out by the serotonin chemical. Thus, once angered, the brain does not stop raging on about the situation. On the contrary, people might think that these statements are false. But- co nsidering that the research has already been done the statements are true. So, are you a serial killer? Check your brain, environment, and DNA. You might find that you are a carrier. But Just incase you are, Just because you have a reason to go crazy, doesn't mean you should. By lovebree95

Probability and Sampling Distributions Essays - Sampling

Probability and Sampling Distributions Essays - Sampling STAT 1350: Elementary Statistics Lab Activity #___________ Name(s)_________________________ Probability and Sampling Distributions Date ___________________________ A recent Gallup Poll asked a simple random sample of 1600 American adults, Have you, yourself smoked any cigarettes in the past week? Suppose that in fact 20% of all American adults would answer yes if asked this question. The proportion of the sample who answers yes will vary in repeated sampling. To investigate this, we simulated 1000 samples of size n = 1600 from a population in which 20% would answer yes they smoked cigarettes in the past week. The results of this simulation are provided in the table below. Please fill in the percentage column and write your answers as decimals rounded to three places. Class for Frequency (of the 1000 samples)Percentage 0.165 to 0.1701 0.170 to 0.1756 0.175 to 0.18022 0.180 to 0.18558 0.185 to 0.19089 0.190 to 0.195146 0.195 to 0.200178 0.200 to 0.205182 0.205 to 0.210160 0.210 to 0.21581 0.215 to 0.22049 0.220 to 0.22517 0.225 to 0.2307 0.230 to 0.2354 Please graph the distribution on the previous page with a histogram in the grid below. Place the classes of the sample proportion on the x-axis (make each bar a width of one block) and the frequencies on the y-axis (make each block a frequency of 10). Once you have drawn the histogram, draw the density curve on the histogram that describes this distribution. It turns out that the sampling distribution of for this scenario is a Normal distribution with mean 0.20 and standard deviation 0.01. Use this information to answer the following questions: Questions: 1.Find probability that at least 0.22 of the sample smokes: a)Using the 68-95-99.7 Rule. Make sure to sketch the density curve and shade the area of interest. b)Using the results of the simulation. 2.Find probability that fewer 0.19 of the sample smokes: a)Using the 68-95-99.7 Rule. Make sure to sketch the density curve and shade the area of interest. b)Using the results of the simulation. 3.Find probability that between 0.18 and 0.22 of the sample smokes: a)Using the 68-95-99.7 Rule. Make sure to sketch the density curve and shade the area of interest. b)Using the results of the simulation. 4.Are the results for parts a) and b) EXACTLY the same for questions #1, #2, #3 above? 5.Why is there a difference between the results for parts a) and b) for each question above? 6.What would happen to the results for parts a) and b) if we simulated 50000 samples of size n = 1600 from a population in which 20% would answer yes they smoked cigarettes in the past week. 7.What statistical principle explains the answers to questions #5 and #6?

Bridge Syllabus 2012-2013 Essay Example for Free (#2012)

Bridge Syllabus 2012-2013 Essay 4. Course Overview: Welcome! This course is designed for entering students who plan to major in biology at IUPUI. The overall goal is to facilitate your entry into IUPUI, and help you succeed in college. We will be building on academic skills you already have and introducing you to the many resources available at IUPUI. During the summer, you will be part of the Summer Bridge, and will participate in activities with other groups of students. During the fall, we will be a section of Windows on Science (Science learning community, section 10316) which is a one credit course. The last meeting of the Windows on Science will be October 25, when we register for Spring 2013 classes. As part of the IUPUI bridge program, we will concentrate on introducing you to the campus and preparing you for college-level coursework. This class will use Oncourse (oncourse. iu. edu) to post grades, make announcements, etc. During the summer and fall you will meet several people in the School of Science, including at least one of the professors teaching one of your fall classes. These meetings will be quite informal and allow you to learn more about science, and about the courses they teach and what it takes to succeed in them. It will also make it easier to go to them for help if you need it later. 5. Research Projects: Most of you know that science is based on lots of accumulated knowledge, but you may not realize it also requires the ability to imagine what comes next, and/or innovative ways to use and transmit that knowledge to others. During the summer and fall you will work independently on three projects designed to introduce you to the culture and creativity of science, and the value of both imagination and knowledge. Two of the projects will be done as individuals working on subjects of their own choosing, and the third will be the whole class working on a single topic. To assist you with these projects you will be introduced to the university’s library system, the writing center (college-level writing), and the communication department (college-level oral presentations). These will help you not only with the bridge projects but later with Eng-W 131 and Comm-R 110, the composition and communication courses required for almost every major at IUPUI. Both of the individual projects will end with an oral presentation that will also include power point slides – if you need help with power point just ask either the mentor or Dr. Ulbright for help. The first individual research project (Imagination) will focus on the role of imagination in scientific work. For this research project you will select a problem involving society or your community and come up with a novel idea of how you could use science to solve it. This problem can be economic, social, ecological, health or any other category – the choice is yours. The solution can be as real-world or as imaginative as you wish but it must be at least partly based on some real science. This will culminate on August 15 or 16 with a short (3 -5 minutes long) oral presentation and a short (250 word) paper. In both the presentation and the paper you should †¢ explain what the problem is †¢ explain why you chose it †¢ describe your solution with relevant details †¢ suggest what should be considered in designing the solution(s) †¢ note any new problem(s) that you think your solution might cause. The second individual research project (Knowledge) will let you become an expert in one area where science has a covert or overt community impact. You will briefly discuss how and what areas of science are involved, and probably will want to choose a topic you can relate to your proposed major and/or career. On August 23 or 30 you will give a five-minute talk about your topic, including at least 6 PowerPoint slides. On August 23 you will hand in a 250 word summary/essayg;ER. g’Erglo on it. As part of this project you will learn how to use the electronic library resources for college-level research and literature searches. During bridge you will be introduced to the IUPUI library resources and as part of this project you will find two (2) pertinent research articles and one non-peer-reviewed but credible source dealing with your subject. You may not use Wikipedia, or any dictionary or encyclopedia. The third, whole-class project (Service) will have two parts – both will use your media and technology skills, plus your knowledge of biology. The class will decide on the two projects they will do. For the first project, which will be done during Bridge, there is a choice of working with 2nd grade or  high school subjects. For both, the idea is to create an exercise covering a required science topic and making science interesting. Besides media skills, this will draw on your imagination, and your ideas of what students like. We have lists of topics for both grade levels. The second project, which we will do once the semester starts, is to create tutorial presentations to help high school students master some of the tougher concepts in biology – for example, the biochemistry of photosynthesis, meiosis, etc. This project will also help many of our bridge students because these subjects are covered in K101. We will try to finish both projects by September 29 (depends on when the selected topics are covered in K101). For extra credit, members of the Bridge class will visit the 2nd grade classroom. 6. Bridge Scrapbook – during the fall semester the class will select pictures from the Bridge and fall semester images, and create a power point â€Å"scrapbook†. Students will work in the teams they had for their scavenger hunt. This is due Oct 18. 7. Goals: The goals of this Bridge/Window course include: †¢ To help you develop the skills for success in college. Should you have any concerns about physical, academic or other challenges you may face as you start college, we will help you learn about solutions and assistance available to you at IUPUI and make every effort to assist you in making your Bridge and first year experience successful. †¢ To develop a group of friends who will be in some of your classes †¢ To share information on campus resources. †¢ To provide a context for assessing interests, values, and abilities so you can make the most of your time at the university. †¢ To provide a place for students to establish a support network at the University, including faculty, staff, librarians, and students. †¢ To introduce students to the IUPUI Principles of Undergraduate Learning. †¢ To enhance understanding and respect for values and practices of the academic community, including respect for diversity, the open exchange of ideas, collegiality, and academic and scientific integrity. 8. Course Requirements: †¢ Attend class regularly, be on time, and actively participate in class discussions and activities, including fieldtrips. If you must be absent, notify the instructor (Ulbright) before class. †¢ Complete the four projects. For the Imagination and Knowledge projects, present your work as an oral presentation that includes PowerPoint. For the knowledge project – submit a 250 essay summarizing what you learned. For the two Service â€Å"Teaching Science† projects, work with the class to complete and submit your part by the due dates. †¢ Learn how to use technologies such as Oncourse and information resources. †¢ Complete assignments and submit them by the due date. †¢ Submit daily journals and other assignments via Oncourse. †¢ Meet with the faculty member at least once before October 1. †¢ Meet the student mentor outside of class before October 1. †¢ Meet with the advisor and complete your preliminary academic plan by October 11, 2012. Submit your proposed schedule (OneStart shopping cart) by October 18. †¢ Register for spring 2013 on October 25, 2012. †¢ Attend two campus activities/events. †¢ Shadow or interview someone working in a job you are considering as your career or that is similar (we may do this during one of our class periods) †¢ There is NO FINAL EXAM in Windows – yay! 9. Grades: Assignments, attendance, journals and exercises during Bridge will be part of your Windows grade. Graded components will include: †¢ Imagination Project – 40 points †¢ Knowledge Project – 100 points †¢ Service Project – 100 points †¢ Meeting with advisor to plan spring schedule prior to Oct 11 – 25 points †¢ Meeting with student mentor during September – 20 points †¢ Meeting with faculty mentor before Oct. 1 – 20 points †¢ Journals – 10 points each †¢ Attendance – 10 points per class meeting (including Bridge) †¢ Registration – 20 points †¢ Career Shadowing – 20 points. †¢ Campus events/activities – 10 points each (you may do additional ones for extra credit) †¢ Career Assignment – 20 points †¢ Time Management – 10 points †¢ Scrapbook – 15 points †¢ Other assignments will be announced Grade Scale: A = 90% and above of possible points B = 80% C = 70% D = 60% F = less than 60% 10. Basic Policies Attendance: As you begin your college career at IUPUI, attending your courses regularly and on time will be vital to becoming a successful student. You have made a significant commitment to yourself, your college, your classmates, and your professors to be involved in the classes for which you have enrolled. Students who are present and participate are best able to learn; those who regularly attend class, come prepared and on time, and participate are also in the best position to demonstrate what they have learned. Since your college career begins with the Summer Bridge, we encourage you to make attendance and arrival times a priority. Admission in the Summer Academy is a privilege; therefore, we expect perfect attendance. We also expect you to arrive to your classes on time and stay for the full day. If you are not willing to commit to perfect attendance and arriving to class on time, then we would like to offer your seat in the program to someone who is committed. Only documented absences for genuine emergencies will be excusable, and there will be grade penalties for incomplete participation and tardiness. With traffic, parking, etc. you might have trouble getting to class on time, so being 15 minutes late once will be overlooked. After the first late arrival, each time you arrive late or leave early you will lose the points for that class meeting. For each unexcused absence during the fall semester your grade will be lowered by 1/3 (for example, from an A to an A-). In addition, if you miss more than two class meetings during the first four weeks of the fall semester without a valid excuse you will be administratively withdrawn from the fall part of the class (Windows on Science). Administrative withdrawal may have academic, financial aid, and financial implications. Since it occurs after the refund period has ended you will not be eligible for a refund, and it will be difficult to add a class to replace the credit hour. If you have questions about the administrative withdrawal or attendance policies at any point in the semester, please contact me (Dr. Ulbright). Please keep in close touch with me if you are unable to attend class or complete an assignment on time – together we can usually find a solution. Civility and Conduct: Both Bridge and Windows should provide students the opportunity to understand and practice behaviors which support their learning and that of others within an atmosphere of mutual respect. This should include expectations related to respect for the rights of others, acceptance of one’s responsibilities as a member of a community of learners, and the practice of academic integrity, such as the following from the IUPUI Code of Student Rights, Responsibilities,and Conduct [http://www. iupui. edu/code]: The University has certain expectations as to the civility of our campus community. Among those values is fostering a climate of civility and mutual respect regardless of race, gender, age, or status in the institution. IUPUI has achieved much of its promise as an urban university because we work together toward common ends. Because the university is so complex and diverse, however, we will not always agree with one another. When we disagree it must be done with civility. We encourage everyone to speak and act judiciously and with respect for one another. Also among our values are academic freedom and an open exchange of ideas and opinions. However, when there are messages displayed that promote divisiveness in our academic community we have an obligation to condemn those messages as being antithetical to our university ideals and sense of shared responsibility for each other’s welfare. If we are to be true to our commitment to diversity and be welcoming to all, everyone must do his or her part. We know the terrible legacy of unopposed statements of racial divisiveness and diatribe. If we don’t discourage such statements, they become insidiously acceptable and poison the climate of trust and respect we strive to maintain. When apathy leads us to permit discrimination or harassment because we ourselves are not objects of such behavior, we have failed our community. No set of rules or policies can wholly govern human conduct. Civility is a fragile construct that each of us must cherish and preserve. Academic Integrity and Plagiarism: IUPUI has high expectations of its students. Academic and personal misconduct by students is defined and will be dealt with according to the procedures specified in the IUPUI Code of Student Rights, Responsibilities, and Conduct [http://www. iupui. edu/code]. There are five fundamental values that this academic community expects: honesty, fairness, respect, responsibility and trust. It is important for students to be aware of the expectations of IUPUI regarding individual course work, including Oncourse assignments and examinations. Students should be aware of the rules which govern their behavior, both on and off campus, and aware of the consequences of making poor choices. Instructors have tools available through Oncourse which enable monitoring of their activity within the virtual classroom and programs such as Turnitin to detect plagiarism, and these tools can be used as evidence of academic misconduct. Please consider that holding yourself to high standards of academic integrity in your college work will likely be important to you in some way in your future. Academic dishonesty limits the amount of actual learning you can accomplish – not learning material well in a one class means you are poorly prepared for the next class and may later effect your job performance in the future – regardless of whether you are â€Å"caught† or not. We hope the person calculating the dosage of radiation you will receive really did earn that â€Å"A† in Physics. Class Etiquette: The first-year seminar course is structured to be a time for learning within a civil framework. Inappropriate talking, eating, texting or working on other coursework during the class session should be avoided. Inappropriate student behavior not conducive to the proper functioning of the class will be identified and dealt with immediately. Tentative Fall Schedule 2012 Windows (Bridge) Section 10316 Room BS 3012 Thursdays 3:00 – 4:50pm August 23 IUPUI resources (online and on-campus), time to work on Service project, First set of Knowledge Orals. August 30 Rest of Knowledge Orals September 6 Medical Museum September 13 Service Project and Advising September 20 TBA September 27 Role of Science in American Culture, Ethics and Science October 4 Principles of Undergraduate Education, Professional and Graduate Programs October 11 Eiteljorg Museum; Career Assignment due October 18 Study abroad, Next semester’s profs, Scrapbook and Schedules with sections due October 25 Registration, Pizza, Last Class. Bridge Syllabus 2012-2013. (2016, Sep 23).

Gone With The Wind Research Paper Example | Topics and Well Written Essays - 750 words

Gone With The Wind - Research Paper Example Authority/Credentials of the Author The author of the article, Neil Netanel is a professor at the UCLA School of Law where he has been since fall 2004. Prior to that, the author was a member of fuculty at University of Texas Austine School of Law for a decade. Here, the author was the White, Durkee and Arnold Centennial Law Professor. The author practiced law between 1981 and 1984 at Loeb and Loeb located in Los Angeles, as well as in Tel-Aviv at Ygal Arnon & Co. between 1985 and 1992. Concerning educational background, Netanel holds B.A. from Yale university received in 1976, J.D. received in 1980 from UC Berkely Boalt Hall School of Law and J.S.D. received in 1998 from Stanford University. Hence, Netanel is well educated making information that he provides reliable. With regard to experience, Netanel has authored and co-authored several texts used in learning institutions among other institutions today. He is mostly an expert in teaching and writing about free speech, copyright, te lecommunications law and policy, and international intellectual property. Some of the most recent books authorted by Neil include 2008 Copyright’ Paradox, The Development Agenda: Global Intellectual Property and Developing Countries (2008), From Maimonides to Microsoft; The Jewish Law of Copyright Since the Birth of Print (2011)Â  both published by Oxford University Press. From the evaluation of author experience, credentials and educational background, it is clear that he is well vast in this area of law and other isues sorrounding legality of copyright and free speech. Therefore, article is written by an experienced author, thus, the credibility of the information is trustworthy. Validity of Research The information provided in this research is of high quality because it achieves almost all the parameters that determine the validity and credibility of a research article. For instance, the article refers to several other sources of information, which are all referenced thro ught the article. Furthermore, since it is dicussing fair use, which is related to court issues, it also refers to several past court cases. These cases, especially landmark cases, provide adequate evidence for the argument that the aauthor puts across in this article. The references used and cited inside the text are also listed at the bottom of every page in the form of footnotes, which enhances the quality and validity of the information provided in the article. Evaluation of the evidence presented by the author in this article clearly indiactes that it supports the author’s claim about fair use. Moreso, the author refers to variuos sudies and research to draw his conclusion about this issue. The major conclusion from this research is that the courts have embraced tranformative use doctrine more that they did ten or twenty years ago, and this contributes to high win rates of defendants with regard to fair use. In addition, the author uses objective research to support his claim as opposed to personal opinion or narrative. This is because he draws information from several books, and in addition, uses emphirical data to as evidence to support his cl