Bitsat Syllabus

This test is designed to assess the test takers’ general proficiency in the use of  English language  as a means of self-expression in real life situations and specifically to test the test takers’ knowledge of basic grammar, their vocabulary, their ability to read fast and comprehend, and also their ability to apply the elements of effective writing. 1. Grammar 1. Agreement, Time and Tense, Parallel construction, Relative pronouns 2. Determiners, Prepositions, Modals, Adjectives . Voice, Transformation 4. Question tags, Phrasal verbs 2. Vocabulary 1. Synonyms, Antonyms, Odd Word, One Word, Jumbled letters, Homophones, Spelling 2. Contextual meaning. 3. Analogy 3. Reading Comprehension 1. Content/ideas 2. Vocabulary 3. Referents 4. Idioms/Phrases 5. Reconstruction (rewording) 4. Composition 1. Rearrangement 2. Paragraph Unity 3. Linkers/Connectives Logical Reasoning The test is given to the  candidates  to judge their power of reasoning spread in verbal and nonv erbal areas.The  candidates  should be able to think logically so that they perceive the data accurately, understand the relationships correctly, figure out the missing numbers or words, and to apply rules to new and different contexts. These indicators are measured through performance on such tasks as detecting missing links, following directions, classifying words, establishing sequences, and completing analogies. Verbal Reasoning 1. Analogy Analogy means correspondence. In the questions based on analogy, a particular relationship is given and another similar relationship has to be identified from the alternatives provided. . Classification Classification means to assort the items of a given group on  the basis  of certain common quality they possess and then spot the odd option out. 3. Series Completion Here series of numbers or letters are given and one is asked to either complete the series or find out the wrong part in the series. 4. Logical Deduction – Reading Passage Here a brief passage is given and based on the passage the candidate is required to identify the correct or incorrect logical conclusions. 5. Chart LogicHere a chart or a table is given that is partially filled in and asks to complete it in accordance with the information given either in the chart / table or in the question. 6. Nonverbal Reasoning a. Pattern Perception Here a certain pattern is given and generally a quarter is left blank. The candidate is required to identify the correct quarter from the given four alternatives. b. Figure Formation and Analysis The candidate is required to analyze and form a figure from various given parts. c. Paper CuttingIt involves the analysis of a pattern that is formed when a folded piece of paper is cut into a definite design. d. Figure Matrix In this more than one set of figures is given in the form of a matrix, all of them following the same rule. The candidate is required to follow the rule and identify the missing figure. e. Rule Detection Here a particular rule is given and it is required to select from the given sets of figures, a set of figures, which obeys the rule and forms the correct series. BITSAT 2010 Chemistry Syllabus 1. States of Matter 1.Measurement: Physical quantities and SI units,  Dimensional analysis, Precision,  Significant figures. 2. Chemical  reactions: Laws of  chemical  combination, Dalton's atomic theory; Mole concept; Atomic,molecular  and molar masses; Percentage composition ;amp;  molecular  formula; Balanced  chemicalequations ;amp; stoichiometry 3. Gaseous state: Kinetic theory – Maxwell distribution of velocities, Average, root mean square and most probable velocities and relation to  temperature, Diffusion; Deviation from ideal behaviour – Critical  temperature, Liquefaction of gases, van der Waals equation. . Liquid state:  Vapour pressure, surface tension, viscosity. 5. Solid state: Classification; Space lattices ;amp; crystal systems; U nit cell – Cubic ;amp; hexagonal systems; Close packing; Crystal structures: Simple AB and AB2 type ionic crystals, covalent crystals – diamond ;amp; graphite, metals. Imperfections- Point defects, non-stoichiometric crystals; Electrical, magnetic and dielectric  properties; Amorphous solids – qualitative description. 2. Atomic Structure 1. Introduction: Subatomic particles; Rutherford's picture of atom; Hydrogen atom spectrum and Bohr model. 2.Quantum mechanics: Wave-particle duality – de Broglie relation, Uncertainty principle; Hydrogen atom: Quantum numbers and wavefunctions, atomic orbitals and their shapes (s, p, and d), Spin quantum number. 3. Many electron atoms: Pauli exclusion principle; Aufbau principle and the electronic configuration of atoms, Hund's rule. 4. Periodicity: Periodic law and the modern periodic table; Types of elements: s, p, d, and f blocks; Periodic trends: ionization energy, atomic and ionic radii, electron affinity, and val ency. 5. Nucleus: Natural and artificial radioactivity; Nuclear  reactions, Artificial transmutation ofelements. . Chemical  Bonding ;amp;  Molecular  Structure1. Ionic Bond: Lattice Energy and Born-Haber cycle 2. Molecular  Structure: Lewis picture ;amp; resonance structures, VSEPR model ;amp;  molecular  shapes 3. Covalent Bond: Valence Bond Theory- Orbital overlap, Directionality of bonds ;amp; hybridistaion (s ;amp; p orbitals only), Resonance;  Molecular  orbital theory- Methodology, Orbital energy level diagram, Bond order, Magnetic  properties  for homonuclear diatomic species. 4. Metallic Bond: Qualitative description. 5. Intermolecular Forces: Polarity; Dipole moments; Hydrogen Bond. 4.Thermodynamics 1. Basic Concepts: Systems and surroundings; State functions; Intensive ;amp; Extensive  Properties; Zeroth Law and  Temperature 2. First Law of Thermodynamics: Work, internal energy, heat, enthalpy, heat capacities; Enthalpies of formation, phase tran sformation, ionization, electron gain; Thermochemistry; Hess's Law. 3. Second and Third Laws: Spontaneous and reversible processes; entropy; Gibbs free energy related to spontaneity and non-mechanical work; Standard free energies of formation, free energy change and  chemical  equilibrium; Third Law and Absolute Entropies. . Physical and  Chemical  Equilibria 1. Concentration Units: Mole Fraction, Molarity, and Molality 2. Solutions: Solubility of solids and gases in liquids,  Vapour Pressure, Raoult's law, Relative lowering of  vapour pressure, depression in freezing point; elevation in boiling point; osmotic pressure, determination of  molecular  mass. 3. Physical Equilibrium: Equilibria involving physical changes (solid-liquid, liquid-gas, solid-gas), Adsorption, Physical and  Chemical  adsorption, Langmuir Isotherm. 4.Chemical  Equilibria: Equilibrium constants (KP, KC), Le-Chatelier's principle. 5. Ionic Equilibria: Strong and Weak electrolytes, Acids and Bases (Arrhenius, Lewis, Lowry and Bronsted) and their dissociation; Ionization of Water; pH; Buffer solutions; Acid-base titrations; Hydrolysis; Solubility Product of Sparingly Soluble Salts; Common Ion Effect. 6. Factors Affecting Equilibria: Concentration,  Temperature, Pressure, Catalysts, Significance of DG and DG0 in  Chemical  Equilibria. 6. Electrochemistry 1.Redox  Reactions: Oxidation-reduction  reactions  (electron transfer concept); Oxidation number; Balancing of redox  reactions; Electrochemical cells and cell  reactions; Electrode potentials; EMF of Galvanic cells; Nernst equation; Gibbs energy change and cell potential; Concentration cells; Secondary cells; Fuel cells; Corrosion and its prevention. 2. Electrolytic Conduction: Electrolytic Conductance; Specific, equivalent and molar conductivities; Kolhrausch's Law and its application, Faraday's laws of electrolysis; Electrode potential and electrolysis, Commercial production of the chemicals, NaOH, Na, Al, C12, & F2 7.Chemical  Kinetics 1. Aspects of Kinetics: Rate and Rate expression of a reaction; Rate constant; Order of reaction; Integrated rate expressions for zero and first order  reactions; Half-life; Determination of rate constant and order of reaction 2. Factor Affecting the Rate of the  Reactions:  Temperature  dependence of rate constant; Activation energy; Catalysis, Surface catalysis, enzymes, zeolites; Factors affecting rate of collisions between molecules; Effect of light. 3. Mechanism of Reaction: Elementary  reactions; Complex  reactions;  Reactions  involving two/three steps only; Photochemical  reactions; Concept of fast  reactions. . Radioactive isotopes: Half-life period; Radiochemical dating. 8. Hydrogen and s-block elements 1. Hydrogen: Element: unique position in periodic table, occurrence, isotopes; Dihydrogen: preparation,  properties,  reactions, and uses;  Molecular, saline, interstitial hydrides; Water:Properties; Struct ure and aggregation of water molecules;  Hard and soft water; Heavy water; Hydrogen peroxide. 2. s-block elements: Abundance and occurrence; Anomalous  properties  of the first elements in each group; diagonal relationships. 3.Alkali metals: Lithium, sodium and potassium: occurrence, extraction, reactivity, and electrode potentials;  Reactions  with oxygen, hydrogen, halogens and liquid ammonia; Basic nature of oxides and hydroxides; Halides;  Properties  and uses of compounds such as NaCl, Na2CO3, NaHCO3, NaOH, KCl, and KOH. 4. Alkaline earth metals: Magnesium and calcium: Occurrence, extraction, reactivity and electrode potentials;  Reactions  with non-metals; Solubility and thermal stability of oxo salts;  Properties  and uses of important compounds such as CaO, Ca(OH)2, plaster of Paris, MgSO4, MgCl2, CaCO3, and CaSO4; Lime and limestone, cement. . p- d- and f-block elements 1. General: Abundance, distribution, physical and  chemical  properties, isolat ion and uses of elements; Trends in  chemical  reactivity of elements of a group; Extraction and refining of metals. 2. Group 13 elements: Boron;  Properties  and uses of borax,  boric acid, boron hydrides & halides. Reaction of aluminum with acids and alkalis; 3. Group 14 elements: Carbon: Uses, Allotropes (graphite, diamond, fullerenes), oxides, halides and sulphides, carbides; Silicon: Silica, silicates, silicones; Tin and lead: Extraction, halides and oxides. . Group 15 elements: Dinitrogen; Reactivity and uses of nitrogen and its compounds; Industrial and biological nitrogen fixation; Ammonia: Haber's process,  properties  and  reactions; Oxides of nitrogen and their structures; Ostwald's process of nitric acid production; Fertilizers – NPK type; Production of phosphorus; Allotropes of phosphorus; Preparation, structure and  properties  of hydrides, oxides, oxoacids and halides of phosphorus. 5.Group 16 elements: Isolation and  chemical  react ivity of dioxygen; Acidic, basic and amphoteric oxides; Preparation, structure and  properties  of ozone; Allotropes of sulphur; Production of sulphur and sulphuric acid; Structure and  properties  of oxides, oxoacids, hydrides and halides of sulphur. 6. Group 17 and group 18 elements: Structure and  properties  of hydrides, oxides, oxoacids of chlorine; Inter halogen compounds; Bleaching Powder; Preparation, structure and  reactions  of xenon fluorides, oxides, and oxoacids. 7. -block elements: General trends in the chemistry of first row transition elements; Metallic character; Oxidation state; Ionic radii; Catalytic properties; Magnetic properties; Interstitial compounds; Occurrence and extraction of iron, copper, silver, zinc, and mercury; Alloy formation; Steel and some important alloys; preparation and properties of CuSO4, K2Cr2O7, KMnO4, Mercury halides; Silver nitrate and silver halides; Photography. 8. f-block elements: Lanthanides and actinides; Oxidation s tates and chemical reactivity of lanthanide compounds; Lanthanide contraction; Comparison of actinides and lanthanides. . Coordination Compounds: Coordination number; Ligands; Werner's coordination theory; IUPAC nomenclature; Application and importance of coordination compounds (in qualitative analysis, extraction of metals and biological systems e. g. chlorophyll, vitamin B12, and hemoglobin); Bonding: Valence-bond approach, Crystal field theory (qualitative); Stability constants; Shapes, color and magnetic properties; Isomerism including stereoisomerisms; Organometallic compounds. 10. Principles of Organic Chemistry and Hydrocarbons 1.Classification: Based on functional groups, trivial and IUPAC nomenclature. 2. Electronic displacement in a covalent bond: Inductive, resonance effects, and hyperconjugation; free radicals; carbocations, carbanion, nucleophile and electrophile; types of reactions. 3. Alkanes and cycloalkanes: Structural isomerism and general properties. 4. Alkenes an d alkynes: General methods of preparation and reactions, physical properties, electrophilic and free radical additions, acidic character of alkynes and (1,2 and 1,4) addition to dienes. 5.Aromatic hydrocarbons: Sources; Properties; Isomerism; Resonance delocalization; polynuclear hydrocarbons; mechanism of electrophilic substitution reaction, directive influence and effect of substituents on reactivity. 6. Haloalkanes and haloarenes: Physical properties, chemical reactions. 7. Petroleum: Composition and refining, uses of petrochemicals. 11. Stereochemistry 1. Introduction: Chiral molecules; Optical activity; Polarimetry; R,S and D,L configurations; Fischer projections; Enantiomerism; Racemates; Diastereomerism and meso structures. . Conformations: Ethane, propane, n-butane and cyclohexane conformations; Newman and sawhorse projections. 3. Geometrical isomerism in alkenes 12. Organic Compounds with Functional Groups Containing Oxygen and Nitrogen 1. General: Electronic structure, imp ortant methods of preparation, important reactions and physical properties of alcohols, phenols, ethers, aldehydes, ketones, carboxylic acids, nitro compounds, amines, diazonium salts, cyanides and isocyanides. 2.Specific: Effect of substituents on alpha-carbon on acid strength, comparative reactivity of acid derivatives, basic character of amines and their separation, importance of diazonium salts in synthetic organic chemistry 13. Biological, Industrial and Environmental chemistry 1. The Cell: Concept of cell and energy cycle. 2. Carbohydrates: Classification; Monosaccharides; Structures of pentoses and hexoses; Anomeric carbon; Mutarotation; Simple chemical reactions of glucose, Disaccharides: reducing and non-reducing sugars – sucrose, maltose and lactose; Polysaccharides: elementary idea of structures of starch and cellulose. . Proteins: Amino acids; Peptide bond; Polypeptides; Primary structure of proteins; Simple idea of secondary , tertiary and quarternary structures of proteins; Denaturation of proteins and enzymes. 4. Nucleic Acids: Types of nucleic acids; Primary building blocks of nucleic acids (chemical composition of DNA ;amp; RNA); Primary structure of DNA and its double helix; Replication; Transcription and protein synthesis; Genetic code. 5. Lipids, Hormones, Vitamins: Classification, structure, functions in biosystems. 6.Polymers: Classification of polymers; General methods of polymerization; Molecular mass of polymers; Biopolymers and biodegradable polymers; Free radical, cationic and anionic addition polymerizations; Copolymerization: Natural rubber; Vulcanization of rubber; Synthetic rubbers. Condensation polymers. 7. Pollution: Environmental pollutants; soil, water and air pollution; Chemical reactions in atmosphere; Smog; Major atmospheric pollutants; Acid rain; Ozone and its reactions; Depletion of ozone layer and its effects; Industrial air pollution; Green house effect and global warming; Green Chemistry. . Chemicals in medicin e, health-care and food: Analgesics, Tranquilizers, antiseptics, disinfectants, anti-microbials, anti-fertility drugs, antihistamines, antibiotics, antacids; Cosmetics: Creams, perfumes, talcum powder, deodorants; Preservatives, artificial sweetening agents, antioxidants, and edible colours. 9. Other Industrial Chemicals: Dyes: Classification with examples – Indigo, methyl orange, aniline yellow, alizarin, malachite green; Advanced materials: Carbon fibers, ceramics, micro alloys; Detergents; Insect repellents, pheromones, sex attractants; Rocket Propellants. 4. Theoretical Principles of Experimental Chemistry 1. Volumetric Analysis: Principles; Standard solutions of sodium carbonate and oxalic acid; Acid-base titrations; Redox reactions involving KI, H2SO4, Na2SO3, Na2S2O3and H2S; Potassium permanganate in acidic, basic and neutral media; Titrations of oxalic acid, ferrous ammonium sulphate with KMnO4, K2 Cr2O7/Na2S2O3, Cu(II)/Na2S2O3 2. Qualitative analysis of Inorganic Sal ts: Principles in the determination of the cations Pb2+, Cu2+, As3+, Mn2+, Zn2+, Co2+, Ca2+, Sr2+, Ba2+, Mg2+, NH4+, Fe3+, Ni2+ and the anions CO32-, S2-,SO42-, SO32-, NO2-, NO3-, Cl-, Br-, I-, PO43-, CH3COO-, C2O42-. 3. Physical Chemistry Experiments: crystallization of alum, copper sulphate, ferrous sulphate, double salt of alum and ferrous sulphate, potassium ferric sulphate; Temperature vs. solubility; pH measurements; Lyophilic and lyophobic sols; Dialysis; Role of emulsifying agents in emulsification. Equilibrium studies involving (i) ferric and thiocyanate ions (ii) [Co(H2O)6]2+ and chloride ions; Enthalpy determination for (i) strong acid vs. trong base neutralization reaction (ii) hydrogen bonding interaction between acetone and chloroform; Rates of the reaction between (i) sodium thiosulphate and hydrochloric acid, (ii) potassium iodate and sodium sulphite (iii) iodide vs. hydrogen peroxide, concentration and temperature effects in these reactions; 4. Purification Methods: Filtration, crystallization, sublimation, distillation, differential extraction, and chromatography. Principles of melting point and boiling point determination; principles of paper chromatographic separation – Rf values. 5.Qualitative Analysis of Organic Compounds: Detection of nitrogen, sulphur, phosphorous and halogens; Detection of carbohydrates, fats and proteins in foodstuff; Detection of alcoholic, phenolic, aldehydic, ketonic, carboxylic, amino groups and unsaturation. 6. Quantitative Analysis of Organic Compounds: Basic principles for the quantitative estimation of carbon, hydrogen, nitrogen, halogen, sulphur and phosphorous; Molecular mass determination by silver salt and chloroplatinate salt methods; Elementary idea of mass spectrometer for accurate molecular mass determination; Calculations of empirical and molecular formulae. . Principles of Organic Chemistry Experiments: Preparation of iodoform, acetanilide, p-nitro acetanilide, di-benzyl acetone, aniline yello w, beta-naphthol; Preparation of acetylene and study of its acidic character. BITSAT 2010 Physics Syllabus 1. Units ;amp; Measurement 1. Units (Different systems of units, SI units, fundamental and derived units) 2. Dimensional Analysis 3. Precision and significant figures 4. Fundamental measurements in Physics (Vernier calipers, screw gauge, Physical balance etc) 2. Kinematics 1. Properties of vectors 2. Position, velocity and acceleration vectors . Motion with constant acceleration 4. Projectile motion 5. Uniform circular motion 6. Relative motion 3. Newton's Laws of Motion 1. Newton's laws (free body diagram, resolution of forces) 2. Motion on an inclined plane 3. Motion of blocks with pulley systems 4. Circular motion – centripetal force 5. Inertial and non-inertial frames 4. Impulse and Momentum 1. Definition of impulse and momentum 2. Conservation of momentum 3. Collisions 4. Momentum of a system of particles 5. Center of mass 5. Work and Energy 1. Work done by a force 2. Kinetic energy and work-energy theorem 3.Power 4. Conservative forces and potential energy 5. Conservation of mechanical energy 6. Rotational Motion 1. Description of rotation (angular displacement, angular velocity and angular acceleration) 2. Rotational motion with constant angular acceleration 3. Moment of inertia, Parallel and perpendicular axes theorems, rotational kinetic energy6. 4 Torque and angular momentum 4. Conservation of angular momentum 5. Rolling motion 7. Gravitation 1. Newton's law of gravitation 2. Gravitational potential energy, Escape velocity 3. Motion of planets – Kepler's laws, satellite motion . Mechanics of Solids and Fluids 1. Elasticity 2. Pressure, density and Archimedes' principle 3. Viscosity and Surface Tension 4. Bernoulli's theorem 9. Oscillations 1. Kinematics of simple harmonic motion 2. Spring mass system, simple and compound pendulum 3. Forced ;amp; damped oscillations, resonance 10. Waves 1. Progressive sinusoidal waves 2. Standing wa ves in strings and pipes 3. Superposition of waves beats 11. Heat and Thermodynamics 1. Kinetic theory of gases 2. Thermal equilibrium and temperature 3. Specific heat 4. Work, heat and first law of thermodynamics 5. nd law of thermodynamics, Carnot engine – Efficiency and Coefficient of performance 12. Electrostatics 1. Coulomb's law 2. Electric field (discrete and continuous charge distributions) 3. Electrostatic potential and Electrostatic potential energy 4. Gauss' law and its applications 5. Electric dipole 6. Capacitance and dielectrics (parallel plate capacitor, capacitors in series and parallel) 13. Current Electricity 1. Ohm's law, Joule heating 2. D. C circuits – Resistors and cells in series and parallel, Kirchoff's laws, potentiometer and Wheatstone bridge, 3.Electrical Resistance (Resistivity, origin and temperature dependence of resistivity). 14. Magnetic Effect of Current 1. Biot-Savart's law and its applications 2. Ampere's law and its applications 3. L orentz force, force on current carrying conductors in a magnetic field 4. Magnetic moment of a current loop, torque on a current loop, Galvanometer and its conversion to voltmeter and ammeter 15. Electromagnetic Induction 1. Faraday's law, Lenz's law, eddy currents 2. Self and mutual inductance 3. Transformers  and generators 4. Alternating current (peak and rms value) . AC circuits, LCR circuits 16. Optics 1. Laws of reflection and refraction 2. Lenses and mirrors 3. Optical  instruments  Ã¢â‚¬â€œ telescope and  microscope 4. Interference – Huygen's principle, Young's double slit experiment 5. Interference in thin films 6. Diffraction due to a single slit 7. Electromagnetic waves and their characteristics (only qualitative ideas), Electromagnetic spectrum 8. Polarization – states of polarization, Malus' law, Brewster's law 17. Modern Physics 1. Dual nature of light and matter – Photoelectric effect. De Broglie wavelength 2.Atomic models – Rutherf ord's experiment, Bohr's atomic model 3. Hydrogen atom spectrum 4. Radioactivity 5. Nuclear reactions: Fission and fusion, binding energy BITSAT 2010 Mathematics Syllabus 1. Algebra 1. Complex numbers, addition,  multiplication, conjugation, polar representation,  properties  of modulus and principal argument, triangle inequality, roots of complex numbers,  geometric  interpretations. 2. Theory of  Quadratic equations,  quadratic equations  in real and complex number system and their solutions, relation between roots and coefficients, nature of roots, equations reducible toquadratic equations. . Logarithms and their  properties. 4. Arithmetic,  geometric  and harmonic progressions, arithmetic,  geometric  and harmonic means, arithmetico-geometric  series, sums of finite arithmetic and  geometric  progressions, infinitegeometric  series, sums of squares and cubes of the first n natural numbers. 5. Exponential series. 6. Permutations and combinations, Permutations as an arrangement and combination as selection, simple applications. 7. Binomial theorem for a positive integral index,  properties  of binomial coefficients. 8.Matrices and determinants of order two or three,  properties  and evaluation of determinants, addition and  multiplication  of matrices, adjoint and inverse of matrices, Solutions of simultaneous linear equations in two or three variables. 9. Sets, Relations and Functions, algebra of sets applications, equivalence relations, mappings, one-one, into and onto mappings, composition of mappings. 10. Mathematical Induction 11. Linear Inequalities, solution of linear inequalities in one and two variables. 2. Trigonometry 1. Trigonometric ratios, functions and identities. . Solution of trigonometric equations. 3. Properties  of triangles and solutions of triangles 4. Inverse trigonometric functions 5. Heights and distances 3. Two-dimensional Coordinate Geometry 1. Cartesian coordinates, distance between two points, section formulae, shift of origin. 2. Straight lines and pair of straight lines: Equation of straight lines in various forms, angle between two lines, distance of a point from a line, lines through the point of intersection of two given lines, equation of the bisector of the angle between two lines, concurrent lines. .Circles and family of circles : Equation of circle in various form, equation of tangent, normal ;amp; chords, parametric equations of a circle , intersection of a circle with a straight line or a circle, equation of circle through point of intersection of two circles, conditions for two intersecting circles to be orthogonal. 4. Conic sections: parabola, ellipse and hyperbola their eccentricity, directrices ;amp; foci, parametric forms, equations of tangent ;amp; normal, conditions for y=mx+c to be a tangent and point of tangency. . Three dimensional Coordinate Geometry 1. Direction cosines and direction ratios, equation of a straight line in space and skew lines. 2. Angle between two lines whose direction ratios are given 3. Equation of a plane, distance of a point from a plane, condition for coplanarity of three lines. 5. Differential calculus 1. Domain and range of a real valued function, Limits and Continuity of the sum, difference, product and quotient of two functions, Differentiability. 2.Derivative of different types of functions (polynomial, rational, trigonometric, inverse trigonometric, exponential, logarithmic, implicit functions), derivative of the sum, difference, product and quotient of two functions, chain rule. 3. Geometric  interpretation of derivative, Tangents and Normals. 4. Increasing and decreasing functions, Maxima and minima of a function. 5. Rolle's Theorem, Mean Value Theorem and Intermediate Value Theorem. 6. Integral calculus 1. Integration as the inverse process of differentiation, indefinite integrals of standard functions. . Methods of integration: Integration by substitution, Integration by parts, int egration by partial fractions, and integration by trigonometric identities. 3. Definite integrals and their  properties, Fundamental Theorem of Integral Calculus and its applications. 4. Application of definite integrals to the determination of areas of regions bounded by simple curves. 7. Ordinary Differential Equations 1. Variables separable method. 2. Solution of homogeneous differential equations. 3. Linear first order differential equations 8.Probability 1. Addition and  multiplication  rules of probability. 2. Conditional probability 3. Independent events 4. Discrete random variables and distributions 9. Vectors 1. Addition of vectors, scalar  multiplication. 2. Dot and cross products of two vectors. 3. Scalar triple products and their geometrical interpretations. 10. Statistics 1. Measures of dispersion 2. Measures of skewness and Central Tendency 11. Linear Programming 1. Formulation of linear Programming 2. Solution of  linear Programming, using graphical method.

Two Cause and Effect; Evaluate Their Logic

Ciearra Black November 4 2010 I thought that the book Jim Thorpe, was a good book. I thought that it was good that the main character Jim Thorpe was in the Olympics because it kept him fit. It also was not good for the Olympics to take Jim’s trophies away because he did not deserve it. But I thought the end of the book was good because he became the best athlete in the world. It was good that Jim was in the Olympics because it kept him fit. He was an active man I tell you. He was an expert in all of these sports baseball, football, wrestling, field and track, boxing, golfing, swimming, and shooting.He was always running and stayed in several different sports. Also Mr. Thrope was well at all sports he played in. The Olympics took away Jim’s trophies away because in the summer he playing baseball for fun and the coach told him they would give him fifteen dollars a week for playing and he thought well fifteen bucks can get me something to eat so he took the money and later on the Olympics took his trophies for the simple fact that Jim had violated the amateur code of the Olympics.I didn’t like that they did that because that’s just bogus and they offered him the money so yeah he’s going to take it. Plus he needed the money to eat for the week and stuff so he deserved to have the money. I liked that he became the best athlete in the world, at the end of the book. He became the best athlete in the world because he was good in so many sports and won so many trophies. He was known worldwide.He was known worldwide because he was a professional athlete and he was so well known that he played baseball, football, he swam, wrestling, golfed, boxing, and plenty more also. The book, Jim Thorpe, was very interesting I thought. It was interesting because he always did more than one sport and all the sports he did participate he was amazing in all of them. He was amazing at what he did. Everybody liked the way he played his sports.

The effects of the 2008 financial crisis on the investment in the Gulf Research Paper - 2

The effects of the 2008 financial crisis on the investment in the Gulf area and Qatar(different copy) - Research Paper Example The initial impact of the financial crisis was felt partly in some Arab states depending on their participation in the international markets (Qatar 6). Impact on Finance and Economy The 2008 global economic crisis affected the financial markets of countries in the Gulf region. In many states, the stock exchange index declined by nearly 62% in 2008. By 2009, the projected GDP growth rates had fallen from 3.5% to 0.5% (Rocha & Subika 71). In addition, the economic growth decreased by more than 3% in the same year. With the exception of Qatar and Yemen, most states in the gulf area have projected lower GDP growth rates. The cornerstone of Qatar’s’ economy is petroleum. Most of the government revenue, export earnings, and GDP are derived from oil reserves and gas exports. Qatar is the third producer and exporter of oil in the world making it the richest country in the world (Rocha & Subika 71). Effects on banking The banking sector in Qatar escaped the impact of the financi al crisis. Most banks all over the world lost their role as creditors and financiers because of the crisis. Banks in Qatar posted big profits in the Gulf Cooperation Council markets in 2009 despite the financial crisis (Sheng 45). ... Qatar’s Central Bank has taken measures particularly in the real estate sector. Qatari Central Bank issues instructions on buying of shares and financing of real estate projects. Decisions of lowering interest rates, enhancing the compulsory reserve ratios and other key issues in management of banks have been properly addressed in accordance with market mechanism. Qatar’s monetary policy is risk free due to the sound policies implemented to attract foreign markets (Rocha & Subika 65). Economic growth and Employment Before the financial crisis, the gulf region had numerous job opportunities in the world. The financial crisis led to a decline in job opportunities in the gulf area. Total employment decreased greatly. Research shows that the percentage of women seeking employment also increased in the region due to the effects of the financial crisis that caused slow economic growth, inflation, and economic meltdown. Agriculture and manufacturing that were once the main sou rces of employment are now less competitive because of the export of goods to the global markets. It is difficult for women and girls to find jobs that are considered gender appropriate (Sheng 34). The financial crisis led to a decline in labour productivity in the non-oil sectors in the Gulf region and especially in Qatar. An expectation of future pick up in labour has led to hoarding resulting and reduced productivity of labor. Recent conducted analysis shows that the working age and gender have a great impact on the labour force. The global crisis has led to a reduction in migrant remittances. Migrants are important because they contribute to the labor force in the

IMF Essay Example | Topics and Well Written Essays - 2000 words - 1

IMF - Essay Example ) as conditionalities for giving loans and grants to developing countries over the years, especially from the 1980s when many sub-Saharan African countries (and some other developing countries) were facing chronic economic catastrophes and had to sign on to the SAPs in order to access needed loans from the IMF. (Musa, n.d.) The SAPs used as conditionalities by the IMF before granting loans for severely indebted countries have increased the leverage of the IMF in the macroeconomic policy direction of many poor countries and Harvard Development Economist, Jeffery Sachs, has described the IMF’s leverage as a proconsular force. (Sachs, 1999) The use of conditionalities by the IMF for granting loans is however not a novel phenomenon. As far back as the early 1950s, the IMF applied conditionalities to loans it granted to countries. (IMF, n.d.) The use of packaged macroeconomic interventions (i.e. SAP) in economies of heavily indebted countries can be traced to the late 1970s during the global economic turmoil epitomised by the oil crisis, debt crisis, ‘stagflation’, and multiple recessions. (World Bank, n.d.) The implementation of IMF SAPs in different developing countries have a lot of similarities though the actual or specific country implementation are not necessarily the same. (Stein, 1992) Some notable similarities in the IMF SAPs include the following: privatisation of state owned enterprises, abolition of price controls and implementation of price liberalisation, elimination of subsidies maintained by governments on food items and other popular consumables, considerable currency devaluation, reduction in public sector expenditures, and public sector retrenchment of workers. (Naiman and Watkins, 1999; Mosley, and Weeks, 1993) Other common features of IMF SAPs implemented in developing countires include trade liberalisation epitomised by free/open market reforms, introduction of firm controls on credit, introduction of user fees for facilities like health

Oprah Winfrey Essay Example | Topics and Well Written Essays - 500 words

Oprah Winfrey - Essay Example In spite of a vacuum of formal business plans, she has mostly been successful in all of her endeavors. One of the reasons for her consistent success in the business field is the vision of her business- humanitarian services for the less fortunate. She is considered to be a transformational leader, who has a clear vision and direction for her business. Modern businesses cannot be run without the presence of formal strategic plans and business models since there exists an extensive degree of competition in the prevailing markets. Companies need to formulate effective strategies from analysis of relevant data to survive in the modern markets. Oprah has been able to achieve success without any formal structural planning because her fame and humanitarian attitude have been some of the major drivers of her business. Her successes reaffirm her decision to adopt risk-taking entrepreneurship approach. Her personality and spirit could not have been better reflected in her business if any other approach would have been adopted. Decisions based on gut-feelings suit her unique business needs and vision.

Consultancy Project for Novartis Saudi Arabia Dissertation

Consultancy Project for Novartis Saudi Arabia - Dissertation Example Related Literature 11 Saudization and the Private Sector 12 Saudization and Novartis Pharma Services 13 Saudi Work Values & Unemployment in the Private Sector 14 Addressing the Challenges of Saudization in Private Companies 16 Pharmacy Education & Practice in Saudi Arabia 17 Pharmacists Working as Medical Representatives 19 Medical Representatives at Novartis Pharma Services 21 Human Resource Management (HRM) in Saudi Arabia 23 HRM and Saudization 24 HRM Strategies on Recruiting Employees 25 Recruitment Strategies of Companies in Saudi Arabia 29 Al-Jomaih Bottling Plants 30 General Electric (GE) Energy Manufacturing Technology Center 30 The Saudi British Bank (SABB) 32 Chapter 3 – Project Proposal 33 Client Background and Issue 33 Project Types 34 Project Outline 34 Methodology and Timeframe 36 Risks 37 Key Contacts 37 Chapter 4 – Analysis & Evaluation of Issues 38 Research Design and Method 38 Pilot Survey 39 Limitations of the study 40 Participants in the study 41 Gro up 1: Saudi Pharmacists in the Government Sector 41 Group 2: Saudi Pharmacists in the Private Sector 43 Group 3: Saudi Pharmacy Students 43 Survey Results and Discussion 43 Research Findings: Saudi Pharmacists in the Government Sector 43 Research Findings: Saudi Pharmacists in the Private Sector 50 Research Findings: Saudi Pharmacy Students 56 Chapter 5 – Findings and Conclusion 61 â€Å"Medical Representatives are Being Paid Less† 61 â€Å"Government Work is a Good Training Ground for Pharmacits† 62 â€Å"Medical Representative Work is a Tough and Stressful Job 62 â€Å"Medical Representative is a Low Status Work† 63 â€Å"The Job is Easier in the Government† 64 Positive Response from the Stakeholders in the Survey 64 Saudi Pharmacists in the Government Sector 64 Saudi Pharmacists in the Private Sector...For this consultancy project, the company’s product manager, Dr. Adel Alohali outlined the challenges that were faced by the company in t he midst of Saudization program by the government. In response to its need to attract more Saudi pharmacists, Novartis provides its medical representatives with generous salaries, bonuses, and other incentives that are comparable to the benefits given for government jobs where most of Saudi pharmacists work. For instance, the company provides new cars, which medical representatives can own after four years and also get a new one after that. However, as Dr. Alohali explained, the company’s Human Resource team is still finding out ways to effectively recruit Saudi pharmacists to work in the company. Currently, Novartis Pharma Services employ a total of 89 pharmacists; 86 of them from foreign countries and only 3 are Saudi nationals. If possible, the company plans to eventually replace its workforce with more Saudi pharmacists in the next few years to drive in more sales for the company. Moreover, some benefits of Saudization of medical representative jobs at Novartis were also discussed during the consultation. The company saw the need to employ Saudi nationals because, as part of their experience and culture, purchasing department in government hospitals and Saudi doctors prefer to deal with Saudi pharmacists than foreign workers. Novartis believes that by employing Saudi pharmacists, they will be able to increase their competitive advantage against other pharmaceutical firms.

Stakeholder management project Dissertation Example | Topics and Well Written Essays - 13000 words

Stakeholder management project - Dissertation Example ...30 Chapter 5: Discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...50 Chapter 6: Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....52 Reference List†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.54 Abstract The aim of this dissertation is to illustrate how different stakeholders influence an organization. This is with the intention of helping management in making effective decision regarding stakeholders so that they can reap the positive benefits of making good decisions in relation to stakeholders’ management. General Motors: A company which collapsed as a result of having poor stakeholder management is used as the cases study. The first chapter is an introduction of the content of the dissertation. It gives the significance of stakeholder management and how this affects an organization. It outlines the various stakeholders and how each influences the management decision. It furthers gives the historical development of the General Motors company. How it started, what made it succeed and how poor stakeholder management let to its eventual downfall. ... The fifth chapter is a discussion that outlines lessons learnt from each stakeholder interaction and explains how organization can capitalize on these lessons to manage their stakeholders in a better way. This involves the prediction of the outcomes of each interaction thereby making the right decision to avoid negative outcomes. Chapter six is the conclusion consisting of recommendation for further research on the topic of stakeholder management. It also gives a summary of new insight gained on the topic. Lastly we have the reference list on the last page. Chapter 1: Introduction and rationale Today, we are living in a highly dynamic and competitive business climate. Businesses which fail to adapt to the changing climate are at the risk of stagnating and being driven out of the industries. To stay on top of the game, organizations are using different strategies that keep them ahead of their competitors. One way that has been seen to be effective in achieving this has been the manage ment of stakeholders. There are different groups of stakeholders that influence the management decisions. How these different stakeholders are treated can affect an organization either positively or negatively( Muller, 2008: 32). The stakeholders are the people who have interest in an organization. These stakeholders include the shareholders employees, the competitors, suppliers, customers and the community in the region where a business is located. The shareholders have been recognized as the most important stakeholders in an organization. This means that the management should always give the shareholders interest priority in case they are in

American-Mexican border issues Essay Example | Topics and Well Written Essays - 1250 words

American-Mexican border issues - Essay Example In addition, the border region between the US and Mexico is a place of significance for the people who live in it. These people have a shared history, culture and heritage. This region has two deserts and rapid population growth. Tourism in this area is a major source of revenue. The people inhabiting this region share several common features, and have adopted a common lifestyle. They also tend to be influenced by the geographical features of the region. Moreover, they enjoy the unique features of an international border (Anderson and Gerber 1). Communities from the US and Mexico that live in this border region have adjusted to the peculiar challenges posed by the international boundary, which in also divides the local communities of great similarity. The migrants to this region have been compelled to adjust to the integrated culture, language, economy, and politics. These factors have significantly influenced these migrant communities from both the countries (Anderson and Gerber 1). As such, the international border produces profound effects on the daily life of every person in the region. According to Global Exchange, entering into the US has become a difficult task for illegal immigrants. A large number of such people have died in their attempt to enter the country, since the inception of Operation Gatekeeper. A majority of the illegal immigrants had died due to the unfriendly nature of the region. Some people had drowned in the canals and rivers. Others had died in the desert, due to dehydration, heat stress, and hypothermia (Beyond the Border – Mà ¡s Allà ¡ de la Frontera). As such, Operation Gatekeeper adopted an inhuman attitude towards illegal immigrants. In addition, ranchers had shot Mexicans in Arizona and Texas. Crossing the border is a hazardous activity, in which nearly 370 immigrants have died in the year 2000, due to exposure to heat and cold. There are a number of illegal immigrants

Planning to Work Efficiently Essay Example for Free

Planning to Work Efficiently Essay This activity is concerned with the way that you plan work for your team. You should: * Identify the targets set for your team, including the indicators that will be used to measure these targets * Identify which, if any, of these targets is related to efficiency and/or effectiveness * Use one planning technique to plan a job activity in your workplace and explain how you would monitor the planned job activity. * Explain why the supply chain is so important in delivering results and meeting your customer requirements. Mike Pevitt Bolton College mission statement Bolton College works with a wide range of public and private sector organisations, including the ‘Bolton Family’ of public sector organisations, to meet the education and training needs of Bolton, its geographical, cultural and business communities. The College seeks to contribute to the education and training needs of the region and sub-region and, in relation to some niche markets, it will play a national and international role. We will support social and economic regeneration and contribute to measurable business success and community cohesion through the provision of flexible, innovative and responsive high quality training opportunities, working in partnerships with employers, local communities, key agencies and training providers. We will create a high quality learning organisation which captures outstanding practice including a culture of continuous improvement, by providing inspirational, cutting edge teaching and learning which is responsive to the needs, interests and experience of all learners and leads to success. We will widen participation and increase access to lifelong learning opportunities in education and training at a variety of locations and assist all our learners to reach and maximise their full potential and progress in their learning and employment. Key performance indicators for the college and department are retention, achievement and success of the students, Functional skills feeds into all of these targets for the college as a whole and now also individual department who use the services of the  functional skills area. The current targets are set out below: Ret Ach Success Under19 Long 1 89% 93% 83% Long 2 89% 93% 83% Long 3 87% 93% 81% The above targets are set for all teams within the college, this year the Functional Skills team have similar targets with the added support from other college departments to encourage qualifying students to attend, enrol and work towards passing their Functional Skills exam in Maths and English at the appropriate level for that student ranging from Entry Level 1 to Level 2. The aim of the Scheme of work is to enable the subject to be taught in a logical planned manner, to make the lessons interesting for both the student and the lecturer and to ensure that the correct resources in place to aid teaching and learning. The scheme of work will also assist in the retention of students on the programme by also allowing them access to their planned year of study and regular assessment to measure attainment and learning. So it is essential that as a team we can plan the scheme of work and lesson plans together and allocate various duties to members to gather resources or research new resour ces and report back to the rest of the team at regular monthly meetings. Planning At the start of the college year the Functional Skills team will met before the start of the first term to plan the forthcoming year’s scheme of work and effective lesson plans that all members can follow and be able to deliver the same programme to all learners whatever department they are in or their ability. The process involves the gathering of resources and planning a logical scheme of work which follows a dedicated learning process to enable the team and most importantly its students to achieve at their given ability level. This process can be perfectively demonstrated in the following Gantt chart. Development of Functional Skills maths staff scheme of work and lesson plans. The scheme of work is developed with regards the college targets and the Ofsted new inspection Framework standards so that we can deliver a well-balanced logical course to the college students to enable them to progress to their ability level and obtain the qualification. All targets set are SMART :- S specific, significant, stretching M measurable, meaningful, motivational A agreed upon, attainable, achievable, acceptable, action-oriented R realistic, relevant, reasonable, rewarding, results-oriented T time-based, timely, tangible, track able A goal would be to hold a weekly project meeting with the key members of the functional skills team or to organise and run a continuous test programme throughout the completion of the general scheme of work. Weekly meetings are monitored and progress is measured against each member of the teams own target areas. The team leader will also monitor on a daily basis using email to ensure that the members are on track and are not falling behind on what they have to do, The scheme of work has to be completed to enable the college supply chain to be maintained for other departments who use the functional skills team to deliver at least two hours a week of functional skills maths to those departments’ learners at the appropriate level. The general scheme of work and lesson plans will enable the other staff members to step in if a colleague is off for any reason they will know exactly what lesson should be delivered that week because they will be delivering the  same one to their usual classes. This means that the learner does not miss out on their lessons and will also enable them to achieve, this will also impact on that department as functional skills now forms part of their own performance criteria so a seamless delivery can only assist in the attainment of the department success.

Vendetta Essay Example for Free

Vendetta Essay 1. What period in history do you believe is portrayed in this movie? Considering the general circumstances illustrated in the movie; citizens afraid of its government, I believe, the period in history is when democracy was belittled, and government dominated with oppressive force. Since at various times the connection between V and Guy Fawkes is emphasized, the movie seems to be based on the historical event of November 5th, 1605; the date Guy Fawkes was arrested for conspiracy to blow up the parliament building. 2. Who do you believe in history does Chancellor Adam Sutler most resemble? It seems that since the period when the Guy Fawkes incident happened was when a protestant King was ruling England, Chancellor Adam Sutler equates to the figure aforementioned. However, in light of the Chancellor’s characteristics, he may represent another figure in history; Adolf Hitler. The rationale behind the link is because they both were dictators of a country that used military force to rule the country, and eradicated specific targets; for instance the gay for High Chancellor, and the Jewish for Adolf Hitler. 3. Who do the â€Å"Fingermen† represent in history? If the High Chancellor represents Adolf Hitler, the Fingermen would most likely symbolize the Nazis. The people who carried out rules, regardless of its brutality, directed by the head. 4. What or who does Lewis Prothero represent? I had heard once that in the period of the Nazi’s domination, there were a few people who expressed dissention through literary works, and since Lewis Prothero used his composition skills comically portray High Chancellor, shedding a light on the injustice of the government, from the little knowledge I have, Lewis Prothero seems to represent those who voiced their disagreement of the Nazi regime. 5. Who do the people taken into the prisons represents? There were a variety of people that were taken into prisons. First, there were those who did not fit in with the government’s ideals; most significantly gay people and those who showed objection to the government. Another group was those that became the target of a biological study. These fictional people of the movie most likely represent the victims of the Holocaust. 6. Is â€Å"V† a terrorist or is he an avenger? Why? V is both a terrorist and an avenger. V can be labeled a terrorist because he used extreme force to show his dissent with the government, injuring and murdering innocent people along with the act. However, if he were only a terrorist, he needn’t kill the specific people that took part in the biological study. 7. What has happened to the United States in this movie? The United States is portrayed to have fallen from its once superior state and failed to keep itself intact. 8. Why does â€Å"V† have such a grudge against Lewis Prothero? One main reason V has a grudge against Lewis Prothero is because he was the commanding officer of the particular prison that conducted a biological study on innocent people. Another may be because of the fact that he serves as the voice of the propagandizing the government. 9. What is Evey Hammond’s occupation and what kind of person is she in the beginning? What kind of person does she become later on? Evey Hammond holds a minor job at the broadcasting station and although she has all the reason to avenge on the government for its atrocities done on her family, she complies with the rules of the government and lives as a dutiful citizen.  However after she meets V, she loses the sense of fear she had lived with all her life, and frees her suppressed anger. 10. In whose footsteps does â€Å"V† follow? What is the date that is so important in the movie? And why is it so important? V follows the footsteps of the character of the movie he shows Evey; he chooses his idea over love. The date that keeps coming up is the 5th of November. Its role in the movie is significant because it’s the same date in history that Guy Fawkes and his accomplices planned to change the country by removing the leading people, the same objective and similar means of V’s plan.

The Cobb Douglas Function

The Cobb Douglas Function This chapter will discuss the estimated techniques theories and the equation, it is include the Unit root test and Autoregressive Distributed Lag (ARDL) Bounds test. And the data sources also discuss in this part. 3.1 Endogenous growth theory and modeling In the economic condition, the Cobb-Douglas functional form of production functions is commonly used to represent the relationship of an output to inputs. It was predictable by Knut Wicksell (1851-1926) and tested against statistical evidence by Charles Cobb and Paul Douglas in the years of 1900-1928. The production function is shown as below: Y = ALÃŽÂ ±KÃŽÂ ², (1) Where the symbol of transformation for the Cobb-Douglas function is: = Total production (the monetary value of all goods produced in a year) = Labor input = Capital input = Total productivity growth The and are the output elasticity of labor and capital simultaneously. These values are constant determined by available technology. For output eleasticity the receptiveness of output to a change in levels of both labor and capital used in production in the condition of ceteris paribus. Such as if =0.20, it will show that the 1% increase in labor will lead to a 0.2% increase in output. ÃŽÂ ± + ÃŽÂ ² = 1, These function indicate that the constant return to scale in production function. That means if L and K are each increase 30%, Y will increase in 30% too. If the return to scale are decreasing and return to scale are increasing, this will be show as below: Expect it on the perfect competition, the and can be indicate to be the both labor and capital share of output. The Cobb-Douglas function are influnced by statistical evidence that come into sight to show that labor and capital shares of total output are constant over time in developed countries, the researchers clarified this by statistical fitting least squares regression in their production function. It is show that having doubt over whether constancy over time exists. But according to Yao and Wei (2007), through joint ventures local firms have been able to imitate foreign technologies and started to produce their own models or supply parts to foreign industries. There is no doubt that FDI has not only helped improve the production efficiency of domestic firms but also helped to push Koreas production frontier towards the worlds most advanced levels. Assume that there are two countries in the world: one is an industrialized economy A and the other is a newly industrializing economy (B) and both countries will follow a Cobb-Douglas production technology: (2) Where Y, K, L are respectively to GDP, capital and labor, j and t denote country (A, B) and time. And g(z) is a function of various factors affecting production efficiency and the production frontier, including exports, human capital, FDI, institutions and others. As country A is richer and has a higher K/L ratio than country B, country A tends to make investments in B in order to maximize returns to capital, as long as à ¢Ã‹â€ Ã¢â‚¬Å¡YBt /à ¢Ã‹â€ Ã¢â‚¬Å¡KBt > à ¢Ã‹â€ Ã¢â‚¬Å¡YAt /à ¢Ã‹â€ Ã¢â‚¬Å¡KAt holds true. According to Yao and Wei (2007), in this two-country perspective, both countries should have mutual benefits for cross-border movement of capital to take place. The benefit for A is that it can maximize returns to its capital and has access to Bs market. The benefit for B is that it can have access to As technology and improve per capita income so that the income gap between A and B declines over time. Another assumption is that both countries invest in science and technology to create knowledge and innovation. However, because A has better endowments in both physical and human capital, it is more able to innovate and hence produce a higher level of output given the same level of inputs in comparison with B. The only way for B to decrease this technological gap is through importation of As technology embedded through FDI. But again from according Yao and Wei (2007) that the role of FDI can recommend by their two propositions. Firstly, they given the same steady state of Bs technology, FDI can improve Bs production efficiency because foreign invested firms are front runners in the adoption of GPTs because of their superior human capital, management and organizational structure. Domestic firms can be trained from foreign invested firms through learning by watching. They also have incentives to become more proficient and competitive because they fear losing out to foreign invested firms. The moving effect of FDI on production efficiency of B can be illustrated in Figure 1. Production frontier of A and B, denotes the production frontier of B. At a steady state when input is fixed at X0, the actual level of domestic production is Yd0 without the effect of FDI. If FDI has a positive impact on production efficiency at this steady state, or à ¢Ã‹â€ Ã¢â‚¬Å¡YB/à ¢Ã‹â€ Ã¢â‚¬Å¡FDIB > 0, the actual level of production will rise to Yf 0. The net moving effect of FDI on country Bs production is (Yf 0 à ¢Ã‹â€ Ã¢â‚¬â„¢ Yd0). Second proposition examine that FDI is a shifter of the domestic production frontier. If FDI does not have a shifting effect, the maximum output of B can never go above PFB. If FDI has a shifting effect, country Bs maximum potential output can be as high as those located on PFA, which is the production frontier of A. (Cobb-Douglas. Wikipedia. Retrieved April 20, 2010, from: http://en.wikipedia.org/wiki/Cobb%E2%80%93Douglas) Figure 3.1: Production Frontier of A and B and the role of FDI in B. Y PFA Yft PFB Ydt Yf0 Yd0 0 X0 X1 X For example, without a shifting effect, the actual level of production may move from Yf 0 at the initial steady state to Ydt at the new steady state with a new input mix Xt. The maximum possible output of B at the new level of input will be on PFB or below. If FDI has a shifting effect, the actual level of output can go above PFB, with a maximum potential output to be on PFA. In Fig. 1, if the new actual output is Yf t , which is situated between the two frontiers, it means that the production frontier of B has been shifted towards PFA from PFB. This positive shifting effect can be expressed as à ¢Ã‹â€ Ã¢â‚¬Å¡YB/à ¢Ã‹â€ Ã¢â‚¬Å¡FDI = f (t)>0, implying that the marginal product of FDI is an increasing function of time (Yao and Wei, 2007). According to Yao and Wei (2007) indicate that with Propositions 1 and 2, country Bs production function can be rewritten as: (3) And FDI is part of the multiplier ABt along with a set of other variables Z1 which can also improve production efficiency. Besides, FDI enters the residual term to be a shifter of the production frontier along with other variables, including a time trend t , which captures the Hicks neutral technological progress in B in the absence of FDI or foreign technologies, t * FDI captures the additional technological progress that is attributed only to FDI. The total effect of FDI on economic growth in country B can be expressed as: (4) The first part on the right-hand side of (4) measures the moving effect, and the second part the shifting effect of FDI on YB. If both effects are positive and significant, the above two propositions hold true. While the traditional growth theory considered only two factors of production, namely capital and labor, this new growth theory adds a third, technology. Endogenous growth theory or new growth theory focuses on the wider concept of technology, which is expressed through ideas, instead of objects or products. It necessitates a different set of institutional arrangements, like pricing systems, taxation or incentives to ensure the efficient allocation of ideas. These types of models are sometimes called Schumpeterian models because Schumpeter emphasized the importance of temporary monopolistic power over discoveries, as a motivating force for continued innovative process. A great deal of evidence has been produced in recent years casting doubt on endogenous growth theory. Mankiw, Romer and Weil (1992) argue that the neoclassical growth model of Solow and Swan with exogenous technological progress and diminishing returns to capital, explains most of the cross-country variation in output per person. The Schumpeterian variant of endogenous growth theory that emphasizes technological progress, innovation and RD has come under particularly heavy fire. Endogenous growth models attempt to explain a greater proportion of observed growth as well as why different countries experience different growth rates. They generally use the neoclassical model but allow the production function to exhibit increasing returns to scale, focus on externalities and assume that technological change, although important, is not necessary to explain long-run growth. In 1986, paper of Romer ignores physical capital and only considers knowledge but a general form of his model can be written as: Y = A(R) F (Rj, Kj, Lj) (5) Where R j, K j and L j are, respectively, stock results from research and development expenditure by firm j, physical capital of firm j and labor of firm j; R is the aggregate stock of knowledge. Any private research effort will have a spillover effect for the public stock of knowledge A(R). This type of model can explain why countries experience different growth rates. A country with an initial higher level of K experiences a higher rate of growth of K leading to a higher rate of growth of per capita income because such a country is more experienced through learning by doing. This is an external effect that prevents diminishing returns. 3.2 Model specification The previous empirical studies have proved that GDP can be determined by the following variables: labor and capital as basic physical inputs; export, FDI and foreign exchange rate policy as variables of openness. The following model regression will include all these variables. (6) Where t (t = 1976, , 2008) denote year t, k and l capital stock (Gross fixed capital accumulation) and total labor force, fdi = FDI inflow, exp = total export and exc = real exchange rate. Lastly, the Y is the Gross domestic product in economic growth and the is error term. Data for GDP are gross domestic product and capital is calibrated below based on investment in fixed assets. All the variables are calculated in 2000 constant prices. GDP is derived from real GDP annual indexes by province. Labor is total labor force in each province. FDI is actually used FDI inflows. Export is the total value of exports. The description of FDI in the production model needs careful consideration. Because capital stock is the accumulation of fixed asset investment, which includes both domestic and foreign investments, the production function would be mis-specified if FDI, either measured as a flow or stock, were added as another explanatory variable along with capital stock. In the previous literature, export and exchange rate also has been found to be relevant variables in the production function. Like FDI, export is defined as total FDI inflows and total export in Korea therefore can effect to output. The values of exports and FDI are provided in US dollars (USD) in the official statistics. Since they are measured in US dollars, most economic analysts do not bother to deflate the values in current prices into values in constant prices (e.g. Liu et al., 1997; Liu, 2000). It is important to conduct an appropriate deflation. One relevant deflator is the US consumer price index. The values of trade and FDI in nominal dollars are deflated by this index. Since all the other variables in the model are measured in KRW100, it is useful to change these two variables in KRW as well. Exchange rate is real exchange rate, which is time-variant but location-invariant as all the provinces faced the same foreign exchange rate. Beside this, real exchange rate should be derived from the exchange rates and price indexes of Koreas main trading partners. However, since KRW follows the US dollar very closely, albeit not pegged to the dollar, only the dollar exchange rate and the US price index are used to calculate the real exchange rate. Real exchange rate is expected to have a positive sign influence on economic growth because it represents Chinas competitiveness in international trade and the extent of market liberalization in the foreign exchange market from Yao and Zhang (2001). The expectation result for the variable of capital stock, labor, human capital, FDI, export and real exchange rate are expect getting the significant and positive relationship to economic growth. 3.3 Empirical methodology 3.3.1 Unit root test A unit root test is vital in observing the stationery of time series data. It is main to estimate about the variables observed have a tendency to return to the long term trend follow a shock (stationery) or the variables follow a random walk which containing a unit root. If the variables follow a random walk after a temporary or permanent shock, the regression between variables is spurious (Amiruddin, Nor and Ismail 2007). According to the Grauss-Markovs theorem, in such cases, the series do not have a finite variance. Hence the OLS will not produce consistent parameter estimates. A stationary series is one whose basic properties, for example it mean and its variance, do not change it over time. In contrast, a non-stationary series has one or more basic properties that do change over time. If the time series variable is stationery, i) The mean of is constant over time ii) The variance of is constant over time iii) The simple correlation coefficient between and depends on the length of the lag (k) but on no other variable (for all k). The unit root test can separate into 2 test, that is Augmented Dickey Fuller (ADF) test and Phillips Perron (PP) test. This will test for level (original series), first differences and second differences (changes). If stationary at level, then the series are integrated of order zero, I(0) and if stationary at first differences and second differences, the series are integrated of order one and two, I(1) and I(2) respectively. The Augmented Dickey-Fuller test statistic and Phillips-Perron test statistic to estimate the stationary for the variables. The results are and the hypothesis will indicate as below: Hypothesis: Ho: No stationary Ha: Stationary Hence, p-value should small tahan 0.05, then rejected Ho, that is stationary, if failure to reject Ho, that means no stationary]. 3.3.2 Autoregressive distributed lag (ARDL)-Bound test The Bound Testing Method can use to estimate the small size sample data in between 30 observations. Therefore, one of the conditions is the dependent variables must be in I(1) and the dependent variables can be mixed in I(0) and I(1), but not the I(2). For example: Y=a+b1X1+b2X2+b3X3+e. The variable Y must stationary at order one or I(1) and the X1,X2 and X3 can be in I(0) or I(1) or mixed. For the simplicity, the Bound testing can be shown as: (7) The Autoregressive Distributed Lag (ARDL) method developed by Pesaran et al. (2001) was used to establish co-integration relationships among the variables. And it can use to overcome the stationary problem in the time-series regression. The advantage of the ARDL method is it can be applied to the model whether the independent variables are stationary at I (0) or I (1). The dependent variable must stationary in I (1). As a result, a dynamic model known as the Autoregressive Distributed lag model (ARDL) will be estimated and can be written as: (8) This equation shows that output growth is effects by values of explanatory variables as well as the lagged dependent and explanatory variables. The bound test used the conventional F-test compare to the critical value to detect the presence of co-integrating relationship. The critical value is base on the Narayan (2005) table of critical values for the bounds test case III: Unrestricted intercept and no trend. If the F-test is higher than the upper bound critical value, the hypothesis of no-co-integration is rejected. Beside this, if an F-statistic is lower than the lower bound critical value implies that the absences of the co-integration. If the F-statistic is in between the lower bound and upper bound, there is no clear indication of the absence or existence of co-integration relationship. Using Wald test to investigate the joint hypothesis is, Ho: Ha: The conclusion for the hypothesis can be separate to three part, that is: i) If the Wald F-statistic fall above the upper critical value- cointegration exists. ii) If the Wald F-statistic falls down between the lower bound and upper bound critical value- inconclusive. iii) If the Wald F-statistic falls below the lower bound critical value-no cointegration exists. Furthermore, an Error Correlation Model (ECM) also use with the Bound test, the form is: (9) Where, : 1-L is the difference operator : f(yt,xt) trend: trend term : long run multiplier Therefore, from the ARDL model, we can use the Bewleys (1979) regression approach to obtain the long run model. (i=1,2,à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦,k) (10) Where, and , i= 1,2,à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦, k are the selected (estimated) values of and , i=1,2,à ¢Ã¢â€š ¬Ã‚ ¦..,k. However, the short run dynamic model is estimated base on the Unrestricted Error Correction Model (UECM) model. (11) Where ECT represents as a long run steady point or partial adjustment term as below: (12) And using the Wald test to compute the long run elasticities and it standard error is: 1-Sum of the dependent coefficients= Sum of the independent coefficients (13) 3.4 Data The secondary data set consists of the annually data of the Korea economy for the period of 1976 to 2008 obtained from World Bank database, UC Atlas of Global Inequality, International Monetary Fund (IMF), International Financial Statistic (IFS), Korea National Statistical and United Nations Conference on Trade and Development (UNCTAD). Since the ultimate goal is to perform regression analysis with the data expressed in natural logarithms, it may instead wish to work with the log and proxy for variable as below: CHAPTER 4 REGRESSION RESULTS 4.0 Introduction Augmented Dickey Fuller (ADF) test and Phillips Perron (PP) test and Autoregressive Distributed Lag (ARDL). 4.1 Unit root test In this study, two stationary tests on individual stochastic trend are conducted, that is Augmented Dickey Fuller (ADF) and Phillip-Perron (PP) tests which have been used frequently I time series data. The value of ADF t-statistic and PP z-statistic will be compared to the critical value given by MacKinnon (1991). The time series under consideration should be integrated in the same order before we can proceed to cointegration analysis and causality test. The result can be show as below: 4.1.1 Augmented Dickey Fuller (ADF) test Based on the result as below Table 4.1.1, it show that result for Augmented Dickey-Fuller test statistic in Unit Root test. This test is function to know the stationary of data for variable. In the result, the dependent variable and all explanatory variables are significant on the first and second differences for the constant with trends and constant without trends. This is because the p-value is small than 0.05 at significant level. So, we will rejected Ho and conclude that the data is stationary when first difference. Therefore, all series are I(1) process. Variable Level First Differences Constant with trends Constant without trends Constant with trends Constant without trends t-stat p-value t-stat p-value t-stat p-value t-stat p-value Economic growth (y) -2.070027(0) 0.5421 2.327602(0) 0.9999 -5.756136*(0) 0.0003 -4.782721*(0) 0.0006 Capital stock (k) -1.911924(0) 0.6251 -0.546014(0) 0.8689 -4.515321*(1) 0.0060 -4.361648*(0) 0.0017 Labor force (l) -0.459604(0) 0.9804 -1.009485(0) 0.6241 -4.564489*(0) 0.0051 -4.425029*(0) 0.0014 FDI (fdi) -4.190134(1) 0.0125 -1.009485(3) 0.7363 -2.892944*(8) 0.1825 -6.300895*(2) 0.0000 Export (exp) 2.708182(0) 1.0000 5.784347(0) 1.0000 -3.567930*(0) 0.0495 -2.184710(0) 0.2155 Real exchange rate (exc) -2.246001(0) 0.4496 -1.594207(0) 0.4739 -5.035710*(0) 0.0016 -5.101766*(0) 0.0002 Table 4.1.1: Result Augmented Dickey-Fuller (ADF) test Criteria: Schwarz Info Criterion (SIC) Variable Level First Differences Constant with trends Constant without trends Constant with trends Constant without trends t-stat p-value t-stat p-value t-stat p-value t-stat p-value Economic growth (y) -2.815698(18) 0.2023 3.136859(7) 1.0000 -6.399643*(11) 0.0000 -4.778071*(1) 0.0006 Capital stock (k) -2.096298(2) 0.5282 -0.519748(5) 0.8745 -4.100869*(7) 0.0153 -4.204347*(7) 0.0026 Labor force (l) -0.631981(1) 0.9699 -1.228256(1) 0.6498 -4.564489*(0) 0.0051 -4.423468*(1) 0.0014 FDI (fdi) -1.392163(31) 0.8440 -1.577055(31) 0.4824 -4.828185*(12) 0.0027 -5.032975*(13) 0.0003 Export (exp) 4.407935(8) 1.0000 6.050077(5) 1.0000 -3.555909*(1) 0.0507 -2.042327(1) 0.2683 Real exchange rate (exc) -2.374756(1) 0.3848 -1.615847(1) 0.4631 -4.981815*(3) 0.0018 -5.068019*(2) 0.0003Note: The number in parenthesis are lag length. The test employ a null hypothesis of a unit root. All series are log transformed. *Indicate that 5% at significant level. Table 4.1.2: Result Phillips-Perron (PP) test Criteria: Schwarz Info Criterion (SIC) Note: The number in parenthesis are lag length. The test employ a null hypothesis of a unit root. All series are log transformed. *Indicate that 5% at significant level. 4.1.2 Phillips-Perron (PP) test Based on the result as above Table 4.1.2, it show that result for Phillips-Perron (PP) test statistic in Unit Root test. This test is function to know the stationary of data for variable. In the result, the dependent variable and all explanatory variables are significant on the first and second differences for the constant with trends and constant without trends. This is because the p-value is small than 0.05 at significant level. So, we will rejected Ho and conclude that the data is stationary when first difference from the result of PP test. Therefore, all variables are integrated of order I(1). 4.2 Autoregressive Distributed Lag (ARDL) test The condition of the bound testing is the dependent variable must be in I(1) and the independent variables can be mixed in I(0) and I(1). The y is I(1) and the independent variable is mixed in I(0) and I(1)., the estimation of co-integration can be done by using the Autoregressive Distributed Lag (ARDL). The Bound test technique is applied to examine the long run relationship between the exchange rate and its determinants. The result of the estimated ARDL model for Malaysia is reported as Table 4.2. The goodness of fit of the model (adjusted R-squared (Adjusted-R2)) and the standard error of regression are higher. Based on the table 4.2, includes the diagnostic tests used to confirm the validity of the model. These several important diagnostic test has been carry out in order to strengthen the accuracy of the results. The result of the diagnostic test indicated that the residual of the model is normally distributed. Beside this, there are no heteroskedasticitity and no serial correlation. However, the model successes to pass the Ramsey RESET test. Since all the probability is larger than 0.05 (5%) significant level. Thus, hypothesis failed to reject the Ho, hence there are absence of those problem in the model carried out. Note: The critical values are cited from Narayan(2005).(Table case III: Unrestricted intercept and no trend;pg1988). *,**and *** denote significant at 10%,5% and 1% significance level, respectively. Based on the Table 4.3, the results of bound cointegration test obviously demonstrated that the null hypothesis is, against the alternative hypothesis is easily rejected at 1% significant level. The model shows that the determinant variables are strongly cointegrated with economic growth in Korea. The result showed that the F-statistic compute by Wald test is highly significant at 1% significance level. The F-statistic is 8.742069, which is greater than the upper critical bound value of 6.040, so it is showed that cointegration exists. Hence, based on the test result, there exist cointegration or long run relationship among the economic growth, capital stock, labor, foreign direct investment, export and real exchange rate. (14) Based on the Table 4.4 reported the long run elasticity between the variables use the ARDL test. The expected sign of the variables are indicate in this table and the estimated coefficient for capital stock (k) is positive 0.764333 and has consistent sign with the expected sign. This implies that an increase in the capital stock by 1 billion US Dollar (US$), the gross domestic product (GDP) will increase 0.764333 billion US Dollar (US$). The standard error is 1.594101 and probability 0.6359 is the p-value in the model. For the labor force (l), the estimated coefficient is positive sign, it is 25318.75 and which is consistent with the expected sign. The coefficient means that when 1 unit labor force increase, the GDP will increase 25318.75 US Dollar (US$). The probability is 0.4858 and standard error is 35765.61. In addition, the foreign direct investment (fdi) in estimated coefficient is positive 5.627353 and same with the expected sign. This indicate that when increase 1 billion US Dollar (US$) in the foreign direct investment, the GDP will increase 5.627353 billion US Dollar (US$). The p-value is 0.4313 and standard error is 7.032203. The estimated coefficient for export (exp) is positive 0.798721, it has consistent sign with the expected sign. This implies that an increase 1 billion US Dollar (US$) in export, the GDP will increase 0.798721 billion US Dollar (US$). The standard error for export is 0.204665 and the probability is 0.0007. In the case of real exchange rate (exc), the estimated coefficient is positive 173672187.2 and is similar with the expected sign. The coefficient means that when real exchange rate increase in 1 units of Korea Won 100 (KRW100) per US$ 1, the GDP will leads to increase in 173672187.2 US Dollar (US$). The p-value for real exchange rate is 0.1910 and standard error is 1.29E+18. 4.5 The Error Correction Model (ECM) test The result of the Error Correction Model is reported at Table 4.6 and the Error Correction Term (ECT) is shows as below: (15) So, the ECT equation will be generated into short run dynamic model. Based on the Table 4.5, the error correction term (ECT) is -0.090218. This implies that speed of adjustment to the long run stability is very slow which is 0.09. It is negative sign and rapid adjustment from a short term imbalance. The negative sign of the ECT means when there is a short run shocks occur, the gap is closed towards the adjustment process to the long run stability. This implies that the imbalance of output growth in the short run maybe adjusted with error corrections that resume the long term equilibrium. Approximately a high percentage of 89.7% of the gross domestic product can be clarify by the capital stock, labor, foreign direct investment, export and real exchange rate selected. Furthermore, the variable of capital stock (k) is significantly influence the gross domestic product (GDP/y) in the short run. The capital stock represents the gross fixed capital formation to be the most important factor that influences the gross domestic product in Korea. The capital stock, labor (l), foreign direct investment (fdi), export (exp) and real exchange rate (exc) is statistically positive influence in the current year of gross domestic product. As mentioned in literature review, this all explanatory variables should be elastic, portrays a positive sign and is should be a statistically variable in most of the research. In the short run, capital stock is statistically significant and positive sign to the gross domestic product for Korea. When capital stock is increase 1 billion US Dollar (US$), the gross domestic product will attracts approximately increase 1.249795 billion US Dollar (US$). Beside this, when the labor is increase 1 unit labor force, the gross domestic product will increase 2308.908 US Dollar (US$). And if the foreign direct investment increase 1 billion US Dollar (US$), the gross domestic product will increase 0.508124 billion US Dollar (US$). If export increase in 1 billion US Dollar (US$), gross domestic product will increase 0.072330 billion US Dollar (US$). Lastly, when the real exchange rate is increase in 1 units of Korea Won 100(KRW100) per US$ 1, the GDP will increase in 15708616 US Dollar (US$).

Copernicus, Galileo and Hamlet :: Hamlet Copernicus

Copernicus, Galileo and Hamlet If imagination is the lifeblood of literature, then each new scientific advance which extends our scope of the universe is as fruitful to the poet as to the astronomer. External and environmental change stimulates internal and personal tropes for the poetic mind, and the new Copernican astronomy of the late 16th- and early 17th-centuries may have altered the literary composition of the era as much as any contemporaneous political shifts. Marjorie Nicolson, in "The Breaking of the Circle," argues that the heliocentric system greatly influenced the metaphysical poets, especially John Donne, as it necessarily mated the concept of a universal macrocosm with the preexisting notions of a personal microcosm and earthbound geocosm. Nicolson claims that the Elizabethans, Shakespeare included, failed to apply the new motion of heavenly bodies to their own bodies of work, and that their obsolete cosmology confers obsolescence upon their literary endeavors. I will argue that Hamlet, written in the aftermath of Copernicus's De Revolutionibus and Tycho Brahe's cosmological observations, not only follows many of Nicolson's tenets for the metaphysical poetry of the time, but stands as a central metaphor for the ambiguous period between Copernicus's initial theories and Galileo's visual proofs in Sidereus Nuncius. The conflict of Hamlet is the geocentric pitted against the heliocentric; Hamlet the "son/Sun" must revenge his Hyperion father's death by deposition of his traitorous and swinish uncle from the English throne, the center of the action and royally emblematized through the Sun. But the addition of the macrocosmic/heliocentric view to Hamlet's preexisting microcosmic†¹that is, self-centered or, to use a word that rings of etymological irony, solipsistic†¹obsessions does not make for a happy marriage; rather, the two spheres, representing externality and internality, stall Hamlet's geocentric development†¹earthly, physi cal action. Hamlet's legendary propensity to delay stems not from a mere excess of thought but from a divisive thought process that clouded Shakespeare's times: its fractured and debated cosmology. As Nicolson postulates, "'Correspondence' between macrocosm and microcosm, which man had accepted as basic to faith, was no longer valid in a new mechanical universe and mechanical world" (Nicolson, xxi). In Nicolson's eyes, King Lear reflects Shakespeare's preoccupation with the new cosmology more in astrological than astronomical terms: "Disruption in the heavens presaged disruption upon earth, the storms of the geocosm paralleled those in the microcosm, but our attention and Shakespeare's is centered on Lear, the man, rather than on the world and the universe" (Nicolson, 149).

Sir Francis Drake :: essays research papers

Sir Francis Drake Late in 1577, Francis Drake left England with five ships, ostensibly on a trading expedition to the Nile. On reaching Africa, the true destination was revealed to be the Pacific Ocean via the Strait of Magellan, to the dismay of some of the accompanying gentlemen and sailors. Still in the eastern Atlantic, a Portuguese merchant ship and its pilot - who was to stay with Drake for 15 months - was captured, and the fleet crossed the Atlantic, via the Cape Verde Islands, to a Brazilian landfall. Running down the Atlantic South American coast, storms, separations, dissension, and a fatal skirmish with natives marred the journey. Before leaving the Atlantic, Drake lightened the expedition by disposing of two unfit ships and one English gentleman, who was tried and executed for mutiny. After rallying his men and unifying his command with a remarkable speech, Drake renamed his flagship, previously the Pelican, the Golden Hind. In September of 1578, the fleet, now three ships, sailed through the deadly Strait of Magellan with speed and ease, only to emerge into terrific Pacific storms. For two months the ships were in mortal danger, unable to sail clear of the weather or to stay clear of the coast. The ships were scattered, and the smallest, the Marigold, went down with all hands. The Elizabeth found herself back in the strait and turned tail for England, where she arrived safely but in disgrace. Meanwhile, the Golden Hind had been blown far to the south, where Drake discovered - perhaps - that there was open water below the South American continent. The storms abated, and the Golden Hind was finally able to sail north along the Pacific South American coast, into the previously undisturbed private waters of King Philip of Spain. The first stop, for food and water, was at the (now) Chilean Island of Mocha, where the rebellious residents laid a nearly disastrous ambush, having mistaken the English for their Spanish oppressors. After this bad beginning in the Pacific the tide turned, and for the next five and a half months Drake raided Spanish settlements at will, among them Valpariso, Lima and Arica, and easily took Spanish ships, including the rich treasure ship "Cacafuego," leaving panic, chaos, and a confused pursuit in his wake. During this time, he captured and released a number of Europeans, whose subsequent testimony survives. The plundering was remarkable for its restraint; neither the Spanish nor the natives were intentionally harmed, there was very little violence, and there were very few casualties.

Apa Essay on Sexual Harassment

Sexual Harassment Sexual harassment is a demeaning practice, one that constitutes a profound affront to the dignity of the employees forced to endure it. By requiring an employee to contend with unwelcome sexual actions or explicit sexual demands, sexual harassment in the workplace attacks the dignity and self-respect of the victim both as an employee and as a human being. Sexual harassment is well defined as an unwelcome sexual request for sexual favors and other verbal or physical conduct of a sexual nature. In many countries, sexual harassment is considered a form of sexual abuse and employment discrimination. Sexual harassment is most prevalent is organizations both professional and academic, though it can occur almost anywhere. Unfortunately, sexual harassment is a complicated issue that confronts employers and employees far too often in the workplace. It causes confusion and uncertainty which interferes with a productive working environment. Sexual harassment interferes with individuals work performance or creates an intimidating, hostile or offensive work environment results in poor performance and lack of motivation. Policies and facts Organizations should have a policy that will not cause any confusion. Men and women were using the same word to describe different behaviors may contribute to the continued existence of sexual harassment. But when a man thinks that sexual harassment only comes from a supervisor, he may feel free to make sexual comments to a female coworker. The female coworker is likely to see the sexual comments as a quest for power and label it as sexual harassment. There are facts that men are considerably less threatened by behaviors that women found harassing. They also found that men and were threatened by different things such as, whereas women were more threatened by behaviors that emphasized their sub ordinance, men were more bothered by behaviors that threatened their feeling of dominance. Sexual pressure was found by the most threatening behavior to men, and they felt threatened by behavior that had not been identified as threatening for females. Quid pro quo harassment occurs â€Å"when submission to or rejection of such unwelcome sexual conduct by an individual is used as the basis for employment decisions affecting such individual†. Hostile environment harassment, on the other hand, occurs when unwelcome sexual conduct causes the environment to become hostile, intimidating, or offensive, and unreasonably nterferes with an employee's or student's work. Quid pro quo harassment occurs where employment decisions or expectations are based on an employee’s willingness to grant or deny sexual favors; whereas a hostile environment is created where verbal or non-verbal behavior in the workplace that focuses on the sexuality of another person or occurs because of the person’s gender, a unwanted or unwelcome, and is severe or pervasive enough to affect th e person’s work environment. Many hostile environment harassment claims have nothing to do with speech, for instance when a harassment claim is based only on offensive physical touching or vandalism or discriminatory job assignments which have generally been seen as â€Å"harassment† rather than discrimination. When harassment claim it is based on generally unprotected speech such as threats or fighting words or slander. Factors contributing to determination in much time victims are the men and women tend to have a victim mentality to begin with. Bullying† is defined as repeated less favorable treatment of a staff member by another person or others which is considered unreasonable and inappropriate. It includes behavior which intimidates, offends, degrades, humiliates, undermines or threatens. Bullying may take place in private or in front of others. Whether or not the person responsible for the behavior intends to harm, the effect of the behavior is harmful. A single incident of bullying behavior i s unacceptable workplace behavior and should not be ignored or condoned. Bullying or other unacceptable behavior may also be a form of unlawful discrimination or harassment. Severe, â€Å"pervasive,† â€Å"hostile and â€Å"abusive† are mushy terms, as courts have specifically acknowledged. I'm not completely sure what it means to say that people have to say it’s bizarre. They might just have had a different notion of how offensive something must be to be â€Å"severe,† or how frequent it must be to be â€Å"pervasive. †Ã‚   Certainly courts have taken very different views of what these terms mean. Men Working or jokes about sexually graphic road signs to be â€Å"severe† or â€Å"pervasive† enough to create a hostile environment; but obviously other people, who probably thought themselves to be quite reasonable, have disagreed. When we judge a rule, we can't judge it simply by how we would apply it ourselves, or by the best-case scenario of how it could be applied. The United States Equal Employment Opportunity Commission states that prevention is the best tool to eliminate sexual harassment in the workplace. In 1997, the United States Supreme Court ruled in Knabe v Boury that companies must take action that is reasonably calculated to prevent harassment (â€Å"Facts Sheet† 2001). However, the responsibility also falls on victims to do their part to prevent harassment. This does not mean that the actual harassment is the fault of the victim, but rather that the victim has certain responsibilities in how they handle and respond to incidents of sexual harassment. These responsibilities include reporting the incident or incidents through proper channels as well as cooperating with investigations of sexual harassment. Sexual harassment in the workplace presents an ongoing and growing risk to businesses operating in the United States. Today, the time is right for businesses to begin to manage their risk in this area more wisely. Preventing sexual harassment in the workplace requires a considerable investment of time and personnel. In the end, however, these costs will be offset by significant savings in legal fees and health-care costs. Companies will also benefit from increased worker productivity. From a purely business perspective, a company only stands to gain if it takes a no-nonsense, hard-line position on sexual harassment. Not only is it the right thing to do, it is the smart thing to do. Reference American Psychological Association. Sexual Harassment Myths and Realities. Retrieved from http://all. net/games/sex/harass. html Equal Employment Opportunity Committee. (2002). Facts About Sexual Harassment. Retrieved from http://www. eeoc. gov/facts/fs-sex. html Sexual Harassment. (n. d. ). In Merriam-Webster online. Retrieved from http://www. merriam-webster. com/dictionary/sexual%2Bharassment Shockwaves: The Global Impact of Sexual Harassment, Susan L. Webb, New York 1994. Retrieve from http://www1. umn. edu/humanrts/svaw/harassment/explore/1whatis. htm

Persuasive Opinion Writing Essay

Write a response for each of these activities. At the end of the lesson, click the link on the final screen to open the Student Answer Sheet. Use the sample answers to evaluate your own work. 1.Analyzing Editorials a.Select a newspaper from this list of prominent newspapers, and read a variety of recent editorials. Then read some editorials from one or two additional newspapers from different parts of the country. What do you notice about the editorial topics and opinions selected from different newspapers throughout the country? Type your response here: They all involve different ways of tone and language use in the newspapers. b.Analyze one of the editorials you read. Write a paragraph that answers these questions: †¢What was the subject of the editorial? †¢What was the author’s position on the topic? †¢How did the author support his or her opinion? (Give specific examples from the text, such as facts, quotes, and statistics.) Type your response here: c.Errors in logic, or fallacies, can make an argument appear weak and unconvincing. Read about good arguments versus fallacies, and complete the five exercises. Then write two syllogisms of your own that are based on fallacies, and explain their logical errors. You might choose from these fallacies: validity problem, post hoc, slippery slope, straw man, inconsistency, begging the question, false dilemma, non sequitur, and ad hominem. Type your response here: How did you do? Check a box below. 0 Nailed It!—I included all of the same ideas as the model response on the Student Answer Sheet. 0 Halfway There—I included most of the ideas in the model response on the Student Answer Sheet. 0 Not Great—I did not include any of the ideas in the model response on the Student Answer Sheet. Teacher-Graded Activities Write a response for each of the following activities. Check the Evaluation section at the end of this document to make sure you have met the expected criteria for the assignment. When you have finished, submit your work to your teacher. 1.Write a Letter On the editorial page of most newspapers, you will also find letters that people have written to the editor in response to articles or opinion columns. Write a letter to the editor stating your position on the editorial you analyzed in activity 1b. Your opinion may agree or disagree with the editorial. If you agree with the author’s opinion, be prepared to add further support (such as research, examples, and analysis) to your statement. Write your letter in business letter format. Be sure to include a  clear description of the issue and compelling evidence to support your opinion. And, remember to use persuasive language. Type your response here: 2.Debate a Topic Work with a group to brainstorm a list of current debate topics. Decide which side of the issue you will research (pro or con), and have another student take the opposite stance. Agree on a time to hold a mock debate in which each of you will state your position on the topic and present your supporting research. Be sure to submit your position in written form, and cite any sources, electronic or print, that you have used. Include use of persuasive strategies, such as loaded words and repetition, while avoiding fallacy and illogical thinking in your argument. You may want to add visuals (photographs or data tables) to your presentation to make your argument even more convincing. At the conclusion of the debate, poll the audience to determine their opinions as to which side presented the more convincing argument. Type your response here: Evaluation Your teacher will use these rubrics to evaluate the completeness of your work as well as the clarity of thinking you exhibit. Activity 2: Write a Letter Criteria Distinguished (4 points)†¢The topic of the editorial and the author’s position are both clearly stated in the letter. †¢The student’s position on the topic is supported with three or more statements of fact or supporting data providing compelling evidence. †¢The assignment is written in the form of a letter with an appropriate greeting and closing and a developed body. †¢The tone and language of the letter are professional and persuasive. †¢The letter is free of grammar, punctuation, and spelling errors. Proficient (3 points)†¢The topic of the editorial and the author’s position are both stated in the letter. †¢The student’s position on the topic is supported with two or more statements of fact or supporting data providing evidence that is somewhat compelling. †¢The assignment is written in the form of a letter with an appropriate greeting and closing and a developed body. †¢The tone and language of the letter are mostly professional and persuasive. †¢The letter is mostly free of grammar, punctuation, and spelling errors. Developing (2 points)†¢The topic of the editorial and the author’s position are both understood, although perhaps not thoroughly stated. †¢The student’s position on the topic is supported with two or more statements of fact or supporting data. †¢The assignment is written in the form of a letter with a greeting, closing, and body. †¢The tone and language of the letter are somewhat professional and persuasive. †¢The letter contains some grammar, punctuation, and spelling errors. Beginning (1 point)†¢Either the topic of the editorial or the author’s position is not clear or evident. †¢The student’s position on the topic is minimally supported. †¢The assignment is written in the form of a letter, but either the greeting or the closing is missing. †¢The tone and language of the letter are more informal than professional and are not very persuasive. †¢The letter contains several noticeable errors in grammar, punctuation, and spelling.