Free Essays on Thailand

Thailand History of Thailand: In 650 A.D. a group of Chinese people migrated to the northern part what is today Thailand. They began an independent kingdom called Nanchao. In 1000 A.D. the Chinese had defeated the Nanchao and turned it into a tributary state. In 1253 Kublai Khan lead the Mongols to destroy the state. Then Thailand had a mass migration and formed the Khmer Empire. The Nanchao now called the Thai regained control of Khmer and moved its capital to Sukhothai. In 1260-1350 King Rama Kamheng began the alphabet of the Thai. He took the Khmers of Cambodia’s alphabet. In 1350 the capital was then moved to Ayutthaya. In 1568 the Burmese captured Ayutthaya and controlled the country until 1583. In 1583 King Naresuan defeated and controlled the country. In 1767 the Burmese destroyed Ayutthaya. General Phya Tak rallied the Thai forces in 1777 and defeated the Burmese. He moved the capital to Thon Buri. After him Rama I founded the Chakkri dynasty. They later signed commercial treaties with Great Brita in and the United States. In 1932 they became a constitutional monarchy. In 1934 the first general elections were held. In 1938 Pibul Songgram he changed the countries name from Siam to Thailand. In 1942 the Japanese pressured the Thai to declare war on Britain and United States. In 1968 Sarit and Thanom helped the economy to boom. The Thais helped the U.S. in the Vietnam War. In 1970 Thailand suffered from a trade deficit, when the demand for rice fell. In 1992 Chuan Leekpai became the prime minister. In 1995 he helped lower voting age to 18, guaranteed equal rights for women, and reduced membership in the military dominated senate. In 1997 he helped approve a new constitution. In 1997 Thailand suffered a deep recession. In 2000 they recovered. They are still a booming economy in Asia. Geography of Thailand: Thailand covers 198,114 square miles of land. It is mainly split up into four sections. The northern section has many for... Free Essays on Thailand Free Essays on Thailand Thailand History of Thailand: In 650 A.D. a group of Chinese people migrated to the northern part what is today Thailand. They began an independent kingdom called Nanchao. In 1000 A.D. the Chinese had defeated the Nanchao and turned it into a tributary state. In 1253 Kublai Khan lead the Mongols to destroy the state. Then Thailand had a mass migration and formed the Khmer Empire. The Nanchao now called the Thai regained control of Khmer and moved its capital to Sukhothai. In 1260-1350 King Rama Kamheng began the alphabet of the Thai. He took the Khmers of Cambodia’s alphabet. In 1350 the capital was then moved to Ayutthaya. In 1568 the Burmese captured Ayutthaya and controlled the country until 1583. In 1583 King Naresuan defeated and controlled the country. In 1767 the Burmese destroyed Ayutthaya. General Phya Tak rallied the Thai forces in 1777 and defeated the Burmese. He moved the capital to Thon Buri. After him Rama I founded the Chakkri dynasty. They later signed commercial treaties with Great Brita in and the United States. In 1932 they became a constitutional monarchy. In 1934 the first general elections were held. In 1938 Pibul Songgram he changed the countries name from Siam to Thailand. In 1942 the Japanese pressured the Thai to declare war on Britain and United States. In 1968 Sarit and Thanom helped the economy to boom. The Thais helped the U.S. in the Vietnam War. In 1970 Thailand suffered from a trade deficit, when the demand for rice fell. In 1992 Chuan Leekpai became the prime minister. In 1995 he helped lower voting age to 18, guaranteed equal rights for women, and reduced membership in the military dominated senate. In 1997 he helped approve a new constitution. In 1997 Thailand suffered a deep recession. In 2000 they recovered. They are still a booming economy in Asia. Geography of Thailand: Thailand covers 198,114 square miles of land. It is mainly split up into four sections. The northern section has many for...

School Drop Out Rates Essay Example

School Drop Out Rates Essay Example School Drop Out Rates Essay School Drop Out Rates Essay Essay Topic: 8th Grade 9th Grade One of the greatest gifts to have been bestowed upon the children of our nation is the offering of equitable academic education.   It is by means of the education presented that we as individuals are able to develop and advance the necessary skills to lead productive and prosperous lives.   In retrospect, while many may look back thankfully at the knowledge gained throughout our school years, the same may not be said for everyone, as dropout rates continue to play a dramatic role in today’s society.  Ã‚   So what are dropout rates and how are they important to not only the individual dropout but to society as well?   Throughout the following we will answer these questions as well as analyze various methods of measurement, the validity of those measurements, minority and ethnic groups affected and potential solutions regarding this crucial issue.If â€Å"knowledge is power†, then why would one opt to negate such an extraordinary gift?   Though the idea of schoo l for certain students can undoubtedly be difficult, uncomfortable and boring at times, the consequences rendered from ridding themselves of this learning process can be far more overwhelming in the long run.   Low paying jobs, illiteracy and quality of life issues are only a few such consequences.   Furthermore, individual dropouts are not the only ones to suffer from these effects.   Communities with higher dropout rates tend to have greater percentages of residents collecting public assistance, tax revenue losses and elevated crime rates.   For instance, it is believed that dropouts are 3.5 times more likely to commit crimes.   That being said, 75% of prison inmates have not graduated from a high school program. This in turn spurns greater prison costs. Additionally, studies have shown that illegal drug use may increase among high school dropouts. (Smink, J., Drew, S. Duckenfield, M., 2006)Sadly, children may also find themselves victims in the educational push and pul l as they become prone to repeating the cycle of their parents. (Smink, J., Drew, S. Duckenfield, M., 2006)   As children, we gained much knowledge by what we saw and what we â€Å"believed† to be correct.   On that note, if parents do not take their own education, or lack thereof, seriously, then it stands to reason as to what direction their children will take?   Yet, to speak of ill effects may not be enough.  Ã‚   In order to at least comprehend the magnitude of this ongoing issue and its social ramifications, governing entities must be able to statistically evaluate information that presents itself as a means to develop solutions.   Dropout rates may serve this very purpose.Since the 1970’s dropout rates have gradually decreased, yet issues of educational abandonment remain.   The compilation of data used to study dropout rates can be a promising tool not only in determining school performance but they may also be helpful in deciphering trends.  Ã‚   By studying these rates, the development of special services devoted to the reduction and prevention of dropouts from state to state can be initiated.   It is noteworthy to mention that available services come from partnered efforts such as governmental and community agencies as well as through business.  Ã‚  Ã‚   â€Å"Students generally are considered to have dropped out when they leave school, do not transfer, do not graduate and do not return to school in the next year.†Ã‚   Methods of determining dropout rates vary, however, dependant upon the question to be answered, such as specific age groups, yearly percentages or combined grade levels over a period of time.   Some of the most noted rate structures are Longitudinal, Attrition, Annual and Status Rates.   (Creech, 2000)Longitudinal Rates are useful in determining â€Å"the percentage of 9th graders who do not graduate in five years†.   Using division (No. of dropouts / No. of original class members) this rate is easily generated and offers the student a greater period of time to obtain their high school certificate.   However, due to limited availability of necessary information like that of the actual number of school transfers, the rates may not be wholly accurate.   For this reason, Longitudinal Rates are mainly projections of yearly rates.   (Creech, 2000)Similarly, Attrition Rates are determined by 9th grade percentages but do not allow for the extra (5th) year and like Longitudinal Rates certain necessary information may be lacking to accurately arrive at true percentages.   These rates are computed by subtraction and division methods using the number of 9th grade students enrolled four years prior minus the total number of graduating students and then dividing by the 9th grade enrollment numbers.   (Creech, 2000)   While difficult to understand, the following example may serve to clarify any confusion.   If we had 450 total students enrolled in 9th grade an d four years later only 350 graduated, it is obvious we would have 100 students who would considered dropouts.   If we then take those 100 students and divide it by the 450 students initially enrolled our Attrition Rate would result in 22.2% dropout rate covering that four-year period of time.School performance percentages are the primary goal of Annual Dropout Rates which compares enrollment for the months of May and June to those of the following September.   Although overall dropout percentages from year to year are easily determined by this method, state variations on grade levels included display no uniformity.   As a result, state-to-state comparisons are not feasible.   Another disadvantage of analyzing only the number of dropouts for that given year is lower percentage rates that may not paint a complete picture of the actual problem.   For instance average rates compiled over a period of four years may not correspond to yearly rates.   Lower rates can also be at tributed to the grade level variations, as states including 7th and 8th grade students in their final percentage.   Typically, students of younger age groups do not dropout of school until much later when restrictions are lifted.   In this sense, underestimation seems inevitable. (Creech, 2000)Status Rates are accumulated through U.S Census Bureau Population Surveys and are used to determine dropout rates among specific age groups and are the most beneficial or accurate rates for comparison of state-to-state percentages.   For example, Status Rates may report the percentage of 16 through 19 year-olds who have not graduated high school and who are not enrolled.   (Creech, 2000)   According to the National Center for Education Statistics (NCES, 2001) â€Å"in October 1999, there were 3.8 million 16-24-year-olds were not enrolled in a high school program and who had not completed high school†, regardless of when they attended school.   Consequently, 11.2% of 16 throu gh 24-year-old dropouts in the United States fell within this category.  Ã‚   Through such rates the overall dropout problem existing within our population is revealed. Status Rates can greatly aid in the furtherance of developing additional education and training designed to help incite dropouts to more readily participate within the nation’s economy as well as lead more productive lives.The NCES also computes annual Event Rate Statistics.  Ã‚   These rates encompass, ages 15 through 24-year-olds in grades 10-12 who have dropped out in the year preceding the data collection and is a valuable measure as to the effectiveness of educator’s ability to keep students enrolled.   It is important to mention that with the statistical calculations for Event Rates, students are viewed as having completed a high school program whether through traditional class work or by receiving their certification via alternate means such as a GED.   It is estimated that while over the last 25 years Event Dropout Rates have fluctuated, an overall decrease has been recorded from 6.1% in 1972 to 5.0% in 1999.  Ã‚  Ã‚   Event Status Rates (1999) also determined â€Å"5 out of every 100 young adults who were enrolled in high school in October 1998 were no longer in school and had not successfully completed high school†.   Event rates are collected through Current Population Surveys (CPS).   Such surveys allow for calculations to be determined based on characteristics such as ethnicity, sex, location of residency and income level.   For instance, the NCES has compiled data in 1999 that supported the fact that students of families in the lowest 20% of household incomes had a five times higher likelihood of dropping out of school.   Which minority groups overall are more likely to dropout of school can also be determined through Event Rates.   (NCES, 2001)According to calculated percentages Hispanics make up the majority of school dropouts among minor ity and ethnic groups.   As Creech (2000) points out, statistics set forth by the NCES, determined that 38% of Hispanic students had dropped out of school in 1998, whereas, only 17% of black students were estimated to have dropped out within that specified year.   Figures such as these may be largely due to language barriers of students born abroad or living with families where English is used primarily as a second language.  Ã‚   Overall black and Hispanic students were 2-3 times more likely to drop out of school than white students.   Other social influences that may contribute to higher   drop out rates are pregnancy, behavioral problems and self-esteem issues.   In order to combat these problems, special programs for groups like teen parents and those whose first language is not English must be instituted.   (Creech, 2000)Yet, even with the mass amounts of technical information offered as to the various methods and calculations of dropout rates, we are left with th e question, are dropout rates valid as a true account of the nationwide problem?   As discussed in earlier paragraphs, accuracy is not always achieved.   For instance, most school informational systems do not have a means to track students who have transferred to other schools or who have failed.   During calculations of Longitudinal and Attrition Rates, the only information taken into account is the number of enrolled students compared to non-enrolled students over a given time period.   As a result, actual transfer students are included as dropouts when such is not the case.   While it has neither been proved nor disproved, states that have adopted the Exit Exam policies before certification can be received, may lead to a greater percentage of students failing.   This in turn will not only lower graduation rates but may increase inaccurate dropout percentages. (Greene, J. Winters, M.A., 2005)In fact, the mere defining of the term â€Å"dropout† can in itself cr eate reporting inaccuracy.   This is primarily caused by a great number of states that differ in their opinion as to who should be counted as a dropout.   Furthermore, these variances make it nearly impossible to compare the rate of dropouts between states or statistics presented in previous years.   (Creech, 2000)Status Rates have also been criticized.   Sum and Harrington (2003) believe Status Rates, as calculated by the U.S. Department of Education are â€Å"substantially biased†.   One reason may be the denominator attributed to Status Rates that does not allow for future dropouts in students 18 through 24 years of age.   The problem being, as research has shown, it is more likely these students over the age of 18 will decide to drop out of school as they are well over the average age of their peers.Another issue presented is the exclusion of those students who have left school but have acquired their GED.   While the positive aspects of obtaining a GED may be inspiring, studies have determined that the GED is not an equitable assessment of a traditional high school diploma.   Moreover, students age 18 through 24 who have been institutionalized or imprisoned are also excluded from Status Rate calculations.   (Sum, A. Harrington, P., 2003)Overall, prevention is key in the reduction of dropout rates.   Legislative enforcements like that of The Education and Economic Development Act (2005) have been enacted to improve academic achievement while focusing on career choice, work skills and graduation rates.   (Smink, J., Drew, S. Duckenfield, M., 2006)   In addition, it may prove significantly beneficial for policymakers to set in place more advanced data   systems that can better predict and detail those students who are most likely to dropout of school.   Means of intervention via education administrators must also come into play for schools that have repeated performance issues that may diminish student motivation and incr ease dropout rates.   (Achieve, Inc., 2006)In summary, while the implementation of calculating dropout rates can be beneficial tools to the researcher, they may not serve the best interest of the community or students assessed.   Without an accurate depiction of the existing problem we cannot achieve the goal of preventing and/or reducing dropout rates. Still, we must continue on through trial, error and heated debate, in hopes of a better tomorrow for our young adults.

Safety Legislation Writing Project 2 Essay Example | Topics and Well Written Essays - 1250 words

Safety Legislation Writing Project 2 - Essay Example Once I had ensured that not only was I fully versed in the rules and requirements as specified by OSHA’s laws and guidelines, I would then see if OSHA’s free on site consultation program, which â€Å"conducted 29,310 visits to small and medium-sized employers† (OSHA, 2013) in 2012, was available in my area, and if not, go through their outreach training program, a program that taught â€Å"689,779 students† (OSHA, 2013) in 2012; after having taken these steps, I would feel confident that my organization was fully in compliance with the rules and regulations as set forth by the Occupational Safety and Health Administration. If there ever came a time when I was unsure on a particular point of safety and health regulations, I would be sure to check OSHA’s website and review their industry specific resources, which will also serve as a point of reference in order to keep up to date with all the latest tips, regulations, and notifications in the industry . In addition, the eTools section of OSHA’s site will provide me with stand-alone interactive web based training tools on a large variety of occupational safety and health topics. These modules are available as downloadable files for offline use and training as well, which will ensure that any employees that I have working with me, or for me, will be able to keep up to date on the same rules and regulations that I am. By having them complete the modules as well, I am ensuring that I have additional sets of eyes that are trained on the same aspects; this allows for a more thorough check of our environment and decreases the likelihood of things being missed as a result of oversight, tiredness, and so on. Question #2. Using the ASSE Career Guide to the Safety Profession how would you answer these questions? a) What is the Safety Profession? b) What Safety Professionals Do? c) Where Do Safety Professionals Work? d) What is the Employment Outlook for Safety Professionals? e) Shoul d I Become a Safety Professional? f) Read the Profiles of Safety Professionals starting on page 34 and explain which of the professionals you most identify with, or whose career path comes closest to what you want to achieve in your career. The Safety Profession allows for individuals to prevent â€Å"harm to people, property and the environment†¦(drawing) from such disciplines as engineering, education, psychology, physiology, enforcement, hygiene, health, physics, and management†¦(using) appropriate methods and techniques of loss prevention and loss control† (ASSE, 2007). They work to ensure that all personnel in a particular environment are in the safest environment possible, and are interacting appropriately with their work environment, whether that environment is found sitting in front of a computer screen, or standing on an assembly line. Safety professionals work to â€Å"prevent accidents, illnesses, fires, explosion

Article Summary and Critique Essay Example | Topics and Well Written Essays - 2000 words

Article Summary and Critique - Essay Example In other words, this article exemplifies social attitude toward students with autism focusing on teachers’ attitudes to these students. The structure of the article proves its specific research design: introduction-method-results-discussion. Topic of this study is pre-service teachers’ attitudes towards children with autism in the USA. A high relevance of this topic can be proven by the fact that modern society has shifted accents from autism –mental disorder, preventing people with this disease from full social activities to autism–as mental disorder, not preventing people with this disease from full social activities. Children with autism were chosen as the audience for discussion not in vain. A current tendency of growing number of children with autism expanding worldwide proves a necessity to initiate researches directed on prevention of this disease occurrence and the ways of its overcoming. The researches of previous years were directed on better understanding of nature of autism. This article expands the scope of autism’ discussion and is focused on pre-service teachers’ attitudes towards children with autism. Positive attitudes’ of pre-service teachers to children with autism indicate a necessity to support and develop their positive attitude further on. Literature review, which is a theoretical background of the paper, comprises 46 sources. There are articles from scholar journals and online sources. Years’ range of works is from 70s till 2009. Literary sources are specific and correspond with the topic of the given article. A presentation of different points of view of different authors justifies an unprejudiced theoretical background of the article. Moreover, the fact that works presented comprise four decades supports a valid theoretical background of the article. A section ‘Introduction’ of the article has subsections correlated with literary

The Indigenous Peoples and the Europeans Essay Example for Free

The Indigenous Peoples and the Europeans Essay Introduction This School Based Assignment project is based on the British in Jamaica during the 17th to mid- 20th Centuries. The History of the British in Jamaica dates back to when the British battled the Spanish for the possession of Jamaica, by which they won. Jamaica, under British rule became One of the most prized Colonia Possession of the entire British Empire, because of its wealth From the Introduction of Sugar Cane. They also were the main Colonial power in Jamaica for The longest period of time of over more than 300 years. It is important for us as citizens to Know about our history of the British since they left a big legacy behind in Jamaica. They have Brought main aspects of their culture e.g. Architecture, Food, Language, Religion and many Others, to Jamaica, resulting in these aspects being a part of the ‘Melting Pot’ of our Multidiversed Culture in today’s Society .The Researcher hopes that Readers will enjoy reading This very  Informative and Interesting Project about Jamaica’s Past. Food Patty Originated from the United Kingdom, the pastry is a meat pie, which dates Back from Middle English, which consists of a circle of pastry folded to enclose a Highly spiced filling, somewhat resembling an English Cornish pastry. According to Senior; Oliver: Encyclopedia of Jamaican Heritage –Page 378, presently it is a favour- Ite Convenience food of Jamaicans, widely eaten and exported overseas . Otaheite apple This fruit was brought and introduced to Jamaica in 1793 by Captain Bligh, An English captain, and was originated in Malaysia. This large fruit tree occurs in The bearing seasons between February-March and June-July, when not only the Fruit but the tree’s spectacular display can be enjoyed. The best thing that is Enjoyable about the Otaheite apple is its thin skin that is usually eaten along with The sweet and snowy white flesh that surrounds a large seed; similar features of Other apples like the Rose apple. The Otaheite apple is used in making Preserves And wine, and is also used in medicine-making which has health-giving properties As other apples. Easter Bun The Easter Bun derives from the English tradition of Hot Cross Buns at Good Friday which became popular during Tudor days. Currently, Easter Buns are Popular all year round in Jamaica, with ‘Bun and Cheese’ being fairly common fare, But Spicy and fruit-rich ‘Easter bun’ being special. Easter buns are familiar to Christmas Puddings are exported overseas to Jamaican relatives and families. Ackee National Fruit of Jamaica and one-half of the ‘national dish’-Ackee and Saltfish.The name Ackee or Akee is from the Twi language of Ghana. It was  brought By Captain Bligh, who brought the breadfruit-another fruit, to Jamaica , in turn Took the first ackee from Jamaica to London, which in 1806, was officially Described and given the botanical name BlighiaSapidain his honour. The tree Comes from West Africa, its introduction recorded in 1778 when some plants were purchased from the captain of a slave ship. The colour of the aril helps to identify The two main varieties, that with a soft yellow aril is popularly called ‘butter’ while ‘cheese’ is hard and creamed-coloured. The tree is a familiar sight in most Jamaican yards, including urban areas, it grows up to 15m under favourable Conditions which bears fruits 7.5-10 cm long.It is used in preparing dishes including Ackee and Saltfish; it is also used in folk medicine for colds and pains. Breadfruit The Breadfruit was brought to Jamaica by Captain William Bligh before 1793 After obtaining them from the South Pacific islands of Tahiti and Timor and sailing To the West Indies distributing them to various Caribbean islands including Jamaica. In the colonial days, Planters were seeking a cheap source of food for the Slaves in Jamaica and would pay reasonable costs to anyone who could supply Them with breadfruit that produced bread, which influenced the arrival of the Breadfruit. The first trees were planted at Bath Garden, St. Thomas, immediately The fruit flourished onto Jamaican Soil, even though it took many years before the Population could attempt to eat this strange fruit.Today the breadfruit is prepared And eaten in many ways and is a favourite starches of most Jamaicans. In folk Medicine,it is used as a tea to relieve hypertension and the gum makes an effective For contagious diseases like TineaVersicolor or Liver Spots. Breadfruit Religion Anglican The Church of England was the state church from the time the English took Jamaica from the Spaniards in 1655, until the church was disestablished in 1872. Originally the church of England, the term Anglican was used from the  19th Century. During the 1960s , the church of England in Jamaica was renamed the Anglican church of Jamaica in the province of the west indies. Jamaica was divided By the English colonists into parishes, having each establish a parish church. Dominated as it was by the sugar planters and English government officials, the Church was described as an ornamental adjunct to the state, making little effort To the majority of the population, which consisted of free blacks and coloured People. The church’s supremacy was challenged from the 18th century by the Arrival of the non-conformists, which was naturally hostile to these efforts. Such Hostility reached a climax following the slave revolt of 1831-1832 when renegade Anglican clergymen and churchmen formed the colonial church union to destroy Non-conformist chapels and to send them off the island to prevent emancipation, But unfortunately failed. Nevertheless, some planters took interest in the slaves And bishop of London sent a bishop to the island who was appointed in 1825, to Undertake administration and the affairs of the church which resulted in the Revitalization of the church in the later years and new membership. St. Andrew Parish Church,Half-Way-Tree Methodist The church was founded by Charles Wesley, a missionary, within the Anglican Church to fortify and supplement the work of that church. Wesley and his assoc- Iates were known for their Methodist way in which people followed and observed Their principles; which eventually they became known as ‘Wesleyan Methodists’. The Methodists then established Missionary Societies in the American colonies, Breaking with the Anglican church but was not fully established as the Methodist Church. Until after Wesley’s death, when Dr. Thomas Coke, Superintendent of the American Methodists established the first church (Coke Church) and organized for Missionaries to come and preach to the non-white population in Jamaica despite numerous obstacles. Coke Church,Kingston Moravian The Moravians were the first Christian missionaries to come to the island with The express purpose of Christianizing the slaves. They were not very successful at First: arriving in 1754, by 1800 they had baptised less than 1,000 Africans in the Island. The sect was founded by Count Nikolaus Von Zinderdorf in Moravia in Central Czechoslovakia. They began ministering to the slaves in the West Indies in 1732 and came to Jamaica at the invitation of two landowning brothers in St. Elizabeth by the names of Joseph Barham and William Foster, where they contin- Ued preaching and ministering to people and eventually, started establishing Moravian churches in Jamaica. Salem Moravian Church,Beeston Spring, Westmoreland Presbyterian A protestant church governed by presbyters or by elders and adhering to varying Modified forms of Calvinism, the church had its beginnings in the preaching of John Knox in Scotland. In 1688 the Church of Scotland became the Presbyterian Church of Scotland but there were many breakaway groups, brought by the Scots To which they migrated. In 1813, the many residing Scots in Kingston began a drive To build a church and the island’s first Presbyterian church was opened on April 4, 1819 as the Scots Kirk, later renamed St. Andrew’s Scots Kirk. Not attached to any Mission board abroad, the congregation asked the Church of Scotland to send a Minister and the Revd John Brown arrived and became the first minister for the Church. St. Andrew’s Scots Kirk United Church, Kingston Architecture Jamaican Georgian Architecture From the 1750s until the1850s, Jamaican Georgian Architecture was the most Popular style in the country. It combined the elegance of British Georgian architec- Ture with functional objectives appropriate to tropical climate, built to withstand Heat, earthquakes, humidity, hurricanes and insects. Some common features to This style include ballus trades, ornate and deep fascia boards, contrasting lattices And pineapple shaped finials located above  rooflines and comices. This style quickly Became the default style across the island and was used to design major public Buildings, from railway stations to simple domestic houses. Individually, houses Differed according to the architect’s personality and the owner’s taste and wealth. In contrast to other houses in the English-speaking countries of the Caribbean, Jamaican houses were elevated using stilts or plinings to give room to air circulat- Ion. This was an effective to prevent rot, keep the ground cool, and to prevent Insects, scorpions, rats and snakes from entering living areas. Devon House in Kingston is a classic example of Georgian Style of architecture with its neoclassical Form, symmetry and wide, sweeping stairways. Devon House,Kingston Jamaican Vernacular Architecture In the 18th century, however, not yet everyone could afford to build buildings in The Georgian style. When the owner’s incomes were low or the construction sites Were too demanding, smaller and less fancy houses were built in a style that was More appropriate to the situation. The Jamaican Vernacular architectural style Was common among tenant farms and servants, but also by the children of freed Slaves. These houses were typically positioned in such a way to prevent kitchen Smoke,fromreaching the living spaces and had very large inner spaces, must like The bothies of 18th scotland and until today, these houses attracted then attention Of critics as they are very well designed, appropriately placed and make intultive Use of inferior space.

Music Appreciation :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The musicians are divided into four main groups called sections: (1) the string section, (2) the woodwind section, (3) the brass section, (4) and the percussion section. The various instruments in the string, woodwind, and brass section are pitched in different ranges, like voices in a choir. In the following discussion, the instruments in each of these sections are listed in the order from those of the highest range to those of the lowest. Some percussion instruments are also tuned to definite pitches, but most of them have an indefinite pitch.   Ã‚  Ã‚  Ã‚  Ã‚  The string section is the heart of a symphony orchestra. It has more than half of the musicians and consists of from 20 to 32 violins, 8 to 10 violas, 8 to 10 cellos, and 6 to 10 string basses. The violinists are divided into two groups of equal size. The first violins play the highest-pitched part in the string section, and the second violin play the next highest. The leading first violinist serves as concertmaster of the orchestra. the concertmaster directs the other musicians in tuning their instruments and may also be the orchestra’s assistant conductor.   Ã‚  Ã‚  Ã‚  Ã‚  The woodwind section consists chiefly of flutes, oboes, clarinets, and bassoons. An orchestra has from 2 to 4 of each of these instruments. The musicians in this section also play various other woodwind instruments when a score requires them to do so.   Ã‚  Ã‚  Ã‚  Ã‚  The brass section consists of 2 to 5 trumpets, 2 to 8 French horns, 2 to 4 trombones, and 1 tuba.   Ã‚  Ã‚  Ã‚  Ã‚  The percussion section includes two or more timpani, or kettle drums,; bells and cymbals; wood blocks; and bass drum, gong, snare drum, triangle, tambourine and xylophone.   Ã‚  Ã‚  Ã‚  Ã‚  The conductor knows that each of these sections are crucial to the sound necessary for the score, therefore, he or she designs the seating arrangement to produce a certain blend of sounds. The basic seating arrangements are as follows: the strings form a semicircle around the conductor; the woodwind instruments are arranged in the center, with the percussion and brass sections at the rear.   Ã‚  Ã‚  Ã‚  Ã‚  The musicians have many responsibilities. Some of these responsibilities are to be prepared to work hard to achieve the perfection that the conductor needs to make the score sound right, be prepared and on time to all rehearsals, to behave appropriately at a concert and rehearsals to insure that the conductor has their total attention and the musicians are focused, and, ultimately, listen to the conductor’s instructions. They must remember that the conductor is the person in charge, and, although they may not always agree with the way that he or she feels about the music, they are to play their

U01A1 Zara Rapid Fire Fullfilment

U01a1 Zara Rapid-Fire Fulfillment Steven A. Shapiro Capella University European clothing retailer Zara has been highlighted in several publications as a model for its supply chain management. This retail chain exists as a subsidiary of â€Å"Spain’s largest apparel manufacturer and retailer† (Chopra & Meindl, 2012, p. 14). The most telling account of Zara’s success is detailed in an article for Harvard Business Review entitled, ‘Rapid-Fire Fulfillment’. Here, authors Ferdows, Lewis and Machuca (2004) describe three key principles that Zara relies on to maintain its success†¦ * Close the communication loop Stick to a rhythm across the entire chain * Leverage your capital assets to increase supply chain flexibility (Ferdows, et al. , 2004) The first of these principles, ‘Close the communication loop’, outlines the processes by which information is transferred quickly between its valuable customer base and the designers. This open and nimble communication allows Zara to have a better understanding of the pulse of its customers; which in turn, allows the company to stock its stores with clothing the customer wants when they want it.The next principle, ‘Stick to a rhythm across the entire chain’ is outlined by Ferdows, et al. (2007) when they wrote, â€Å"at Zara, rapid timing and synchronicity are paramount† (p. 107). The authors go on to highlight the rigidness by which Zara holds its retail stores to time-bound deadlines for things like product ordering. Missing a deadline is highly frowned upon and can result in a retail store losing that opportunity to obtain additional products.The third principle, ‘Leverage your capital assets to increase supply chain flexibility’ is fairly self-explanatory. The concept is that Zara funds the supply chain not only to run at an efficient manner with their in-house processes, but it outsources the easier parts of the processes as well. The auth ors of the article write, â€Å"[Zara] produces complicated products in-house and outsources simple ones† (Ferdows, et al. , 2004, p. 107). These guiding principles allow Zara’s supply chain to drive the company’s growth and success versus its less agile competitors.One example of this is given in the text, Supply Chain Management, by Chopra and Meindl (2012), these authors demonstrate this, saying, â€Å"Whereas design-to-sales cycle times in the apparel industry have traditionally averaged more than six months, Zara has achieved cycle times of four to six weeks† (p. 14). That difference is significant and is what allows Zara to take action based on the communication they receive above and rapidly react to customer demand in a way their competitors cannot.The most unique aspect of Zara’s supply chain model is its level of control over all aspects of its business; far more than its competitors. The authors of the HBR piece build on this point, stat ing, â€Å"Instead of relying on outside partners, the company manages all design, warehousing, distribution, and logistics functions itself. Even many of its day-to-day operational procedures differ from the norm† (Ferdows, et al. , 2004, p. 106). Another component of Zara’s success, beyond just its maniacal control, is its belief in ensuring its processes and departments are funded for success.This is especially true for the information technology department. A fact which Chopra and Meindl (2012) conveyed when they wrote, â€Å"Zara has also invested heavily in information technology to ensure that the latest sales data are available to drive replenishment and production decisions† (p. 14) In conclusion, though Zara has been highly praised for its innovative supply chain management techniques, this praise is well deserved. It is clear from reading these two disparate accounts of Zara’s practices that they have truly developed a successful and unique sup ply chain to enhance their business.The three principles that are at the core of the Zara philosophy serve to enhance their customer’s experience and continue to deliver value for their customer where competitors cannot. References Chopra, S. , & Meindl, P. (2012). Supply chain management (5th ed. ) [Electronic]. Indianapolis, IN: Prentice Hall. Ferdows, K. , Lewis, M. A. , & Machuca, J. D. (2004). Rapid-Fire Fulfillment. Harvard Business Review, 82(11), 104-110.

Corrective Essay: Military Bearing and Respect

According to Field Manual 6-22, â€Å"Military Bearing is defined as having or projecting a commanding presence and a professional image of authority†. The United States Army is structured on several values and principles that it upholds, among these are military bearing, discipline and respect. Leaders should be able to make these big decisions with all his confidence projecting out with his military bearing. A leader should look like a leader, disciplined, confident, and has the skills and abilities to persuade and provide their subordinates with the motivation, direction and purpose so as to accomplish a mission without being easily rattled by problems that arises. The Three General Orders of a Soldier, The articles of UCMJ, as well as our own Soldiers Creed illustrates how a military service member should conduct himself or herself on a daily basis, on and off duty. Honor is to live up to all the Army values. Integrity is to do what is right, legally and morally. Be willing to do what is right even when no one is looking. It is our â€Å"moral compass† an inner voice. Army regulations and The Articles of the Uniform Code of Military Justice show us how a military service member should conduct themselves on a daily basis. Military bearing has many components that are involved such as self-discipline, discipline of others, taking appropriate actions for events or taskings, addressing superiors appropriately and dependability. Not just one thing can prove you have military bearing its takes being a professional and and a leader in all aspects of life to prove that you have military bearing. Self-discipline means that you have the ability to control yourself. If you do not have self-discipline you may be viewed as hot headed and unreliable. If you cant help maintain discipline of others it shows poor leader ship therefore making the unit from the lowest level to the highest level. Taking appropriate actions for events or taskings means that in the event that something bad happens contact the chain of command and the appropriate authorities so the situation can get handled. Dependability is a major aspect of military bearing. Without dependability, one can neither perform properly in the workspace nor be depended upon by their coworkers, or chain of command to carry out their military duties adequately. A military member is required to be punctual, and reliable. Duty requires a willingness to accept full responsibility for your actions and for your subordinate's performance. It also requires a leader to take the initiative and anticipate requirements based on the situation. Duty means accomplishing all assigned tasks to the best of your ability. The proper and faithful performance of duty is the standard. The value and efficiency of the soldier is measured, and the measure of his efficiency and value is not determined by the prominence of the duty which he performs. Military bearing is to conduct yourself with dignity and in such a manner to reflect credit upon the armed services. Military bearing exists when this individual is proud of their military service. When you exhibit military bearing you are showing lower enlisted soldiers how to act and giving them an example to follow. Knowing how to properly march, stand at attention, parade rest, as well as all other facing movements establishes one’s ability to follow orders precisely. A lot of self-discipline comes with having good military bearing, which explains and reinforces the necessity to have it. Not everyone has good military bearing. Military bearing and respect are something that you have to work on and maintain control of, you can earn it but if you do not work on a maintain control of it then you will lose the respect or bearing you may have earned. Having good military bearing means you are tactful and polite while also being neat in appearance and can carry out the highest level of professionalism. It's very important to follow directions, or else the world would be in chaos. Respect, especially in the Army is a very important value to live by. It is much more than just talking kindly and listening to someone. It is the process of taking into consideration someone’s emotions, feelings and needs. It is showing someone that you value their time; that you care what they have to say. Behavior and attitude will allow the person demanding respect to feel that respect. When we respect each other, there are fewer conflicts. Respect is not only shown verbally, but also by one’s behaviors and actions. If someone you respect asks you to do something, you should do it immediately and without hesitation. You should do it quickly. Earned respect builds a stronger relationship between people, can be more specific then demanded respect, and is more stable than demanded respect. Also, true respect must be built on experience, and therefor it is illogical to instantly demand it. Earned respect builds a stronger respect and a stronger relationship between people. So you should always be respectful to others so they will treat you the way you want to be treated.

The American Civil War Essay Example

The American Civil War Essay Example The American Civil War Essay The American Civil War Essay Essay Topic: Notes From Underground The American Civil War is a topic which many poets have addressed in verse. What separates Lowells For The Union Dead from the scores of other Civil War poems is not only the complex interweaving of period and contemporary events in order to make a social commentary on change, which give the poem a strong modern-day resonance, but also the precise and polysemic lexis Lowell employs in order to link different timeframes.In 1964, four years after he first read For The Union Dead in public, Lowell stated in a letter: In my poem For The Union Dead, I lament the loss of the old Abolitionist spirit; the terrible injustice, in the past and present, of the American treatment of the Negro is the greatest urgency to me as a man and a writer.. By describing the loss of such a spirit, Lowell also reveals what has replaced it in modern Boston; a vulgar fixation with consumerism. His juxtaposition of the unselfish and heroic sacrifice of Colonel Shaw and his all-black 54th Massachusetts Volunteer Infantry against the moral decline of modern Boston, of a rose-tinted past against a dystopian present, is a continual theme in the poem. He describes the bronze monument celebrating their valour as (sticking) like a fishbone in the citys throat, going on to state that the Colonel is out of bounds now; in both instances, Lowell alludes to the fact that the laudable values which the Colonel and his men stood for are ignored by modern society, that human nature has degenerated into crude materialism.This degeneration is shown further by Lowells disdainful description of the building of a garage beneath the Boston Common, which is owned by the people of Boston rather than the city itself. The construction of the garage in the 60s was subject to vehement and ultimately unsuccessful protest, as it was seen as an infringement of the peoples rights. The theme of immoral consumerism recurs in this disdainful description: Parking spaces luxuriate like civic sandpiles in the heart of Boston. Lowell sees his city reduced to a plaything for childlike developers who have no thought for culture or heritage. Yet another example of this brazen consumerism is the reference to the Mosler Safe, which is advertised and glorified as a result of WWII. This is juxtaposed against the memorial, carelessly propped by a plank splint. This theme is not only applicable to Boston, but universally applicable; indeed, with the ever increasing emphasis on material wealth in modern life, the poem may have even greater relevance today. Through the universal applicability of its themes, then, Lowells poem demonstrates the qualities of durability which allows literary works to be widely deemed as valuable.In addition to this large-scale historical juxtaposition, there is a personal juxtaposition between the child Lowell and the adult Lowell, adding another layer of complexity to the poem as the factual and emotional interact with each other. The Aquarium is vital here, not only exhibiting the imp ermanence of the world we live in as modernisation propels human advancement, but showing how even within Lowells lifetime, the world has changed beyond recognition; the fish of his childhood are gone, and all that is left is the bronze weathervane cod which has lost half its scales; they have been replaced by yellow dinosaur steamshovels grunting behind their cage and giant finned cars. The replacement of the sentient fish from the Aquarium with these mechanical beasts of the modern era runs parallel to the aforementioned degeneration of human nature, and together they chart the disappearance of the world of Lowells childhood, as well as and Colonel Shaws lifetime. On a personal level as well, then, Lowell portrays the change which has come about in his lifetime with great pessimism. At this personal level, though, there are also elements of continuity within the different timeframes which Lowell describes melancholically. As a child he watches the fish behind the glass, as an adul t he sees the drained faces of school-children rise like balloons through a television screen; in both situations he is frustrated by his own helplessness.Lowell also presents continuity regarding the fact that despite the American Civil War was won by the Abolitionists, segregation was still existent at the time of writing; he conveys disgust at the fact that while Americas fragile sense of heritage and culture is bulldozed in the name of technological advancement (the steamshovels and cars), racism remains. The fact that the Boston Common garage is geographically close to the bronze memorial for the 54th Massachusetts Volunteers Infantry means that the link between the two is justified and founded in reality, the link being that although the garage would suggests advancement, it actually represents a backward step for Boston, and the memorials place in an America which still instigates segregation shows that America is still stuck in its prejudiced past. Lowells layering of images , juxtapositions and parallels across various timeframes, and the split between historical and personal, allows the poem to be a complex collection of ideas contributing to the same central twin destinations concerning inequality and transience. A complex interweaving of ideas which denotes value, then, can be clearly identified in Lowells poem.Another feature of valued literature, alongside complex ideas, is complexity in language and word choice. There can be little doubt that Lowell has chosen to place certain words in certain places in the poem, that he is a craftsperson in command of (his) writing. Even the opening line, the epigraph Relinquunt Omnia Servare Rem Publicam is an edited version of the epigraph on the actual memorial Reinquit Omnia Servare Rem Publicam. Lowells amendment turns He gave up all to serve the Republic, referring to Colonel Shaw into They gave up all to serve the Republic, referring to the entire 54th Massachusetts Volunteer Infantry. Even in this minor adjustment, then, the central themes of racial equality is addressed, as well as the bravery of the soldiers which is so often acknowledged in Civil War poems. Evidence of Lowells conscious decision to select exact words can also be seen by the repetition of words within the poem, to either reinforce or contradict a point previously made. When describing his experience of the fish at the Aquarium, Lowell writes that his hand tingled, and when describing the Statehouse when the construction works for the garage are occurring, Lowell also says it is tingling. The former use of the word suggests vitality and excitement, whereas the latter use suggests both the literal and symbolic undermining of democratic values, of equality.The first line and the second to last line also utilise this repetition, this time Servare and servility. Here, Shaws civic courage, his noble defence of his beliefs and his country, is contrasted against the savage servility of the cars. Savage servility is a par adoxical description which highlights both the bleak, unfeeling, asocial nature of modern life and the undercurrent of menace which Lowell feels accompanies this modernisation. The placement of these juxtaposing words at the beginning and end of the poem serve to illustrate the change which Lowell works so hard to show the reader throughout the poem. A final and less obvious instance of such repetition comes, rather than at the beginning and end of the poem, in a single sentence: on Boylston Street, a commercial photograph/Shows Hiroshima boiling/over a Mosler Safe. Boylston and boiling is not repetition in a strict sense; it is an example of assonance. Boylston Street is a major commercial centre in Boston, and so the avarice portrayed by the Mosler Hiroshima boiling advertisement is clearly mirrored by this hub of capitalism. It is evident, then, that Lowell has formed the poem with a meticulousness of the highest order, giving the poem a great deal of value.There is, however, a p roblem with the poem in terms of value. Lowells poem includes intimate details about Boston and the Civil War at the risk of alienating readers who are not familiar with either, for instance an English reader with no knowledge of the Civil War or Boston. The English reader would then have to research into the Civil War and Boston in order to understand the poem even at its most basic level. This could mean that the perceived value of the poem is diminished for this reader. Michael Foucault certainly holds this view, positing that all literary texts display enunciative poverty, in that they inevitably cannot convey full meaning or representation, and that it is critics themselves who repeat over and over the message which the text itself failed to tell, that these critics make up for a poets lack of precision in craft.However, the ignorance of the reader cannot diminish the value of a poem; it is the readers responsibility to fill in gaps in their knowledge and thereby fully comprehe nd the value and complexity of the poem. Foucault also doubts that the writer is in complete control of the writing, arguing instead that certain literary traditions economic and literary pressures influence the text. Again, if Foucaults position is to be believed, this would show that Lowell is not a craftsman in command of (his) writing, and therefore that his poetry is not valuable. However, while these pressures undoubtedly shape certain decisions concerning issues like structure and subject matter (for instance, the construction of the underground garage in the vicinity of the memorial and the on-going civil rights movement led Lowell to consider Colonel Shaw and his Infantrys bravery and the futility of their sacrifice), the artistry and poetic technique exhibited by the poet requires a great deal of control. These pressures, if anything, form a vague outline of a work which must be defined and filled by the poets imagination; Lowell does this magnificently, using the intricat e entwining of themes and ideas and precise word choice to create a work of true value.

Preamble to the U.S. Constitution

Preamble to the U.S. Constitution The Preamble to the U.S. Constitution summarizes the Founding Fathers’ intention to create a federal government dedicated to ensuring that â€Å"We the People† always live in a safe, peaceful, healthy, well-defended- and most of all- free nation.  Ã‚  The preamble states: â€Å"We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.† As the Founders intended, the Preamble has no force in law. It grants no powers to the federal or state governments, nor does it limit the scope of future government actions. As a result, the Preamble has never been cited by any federal court, including the U.S. Supreme Court, in deciding cases dealing with constitutional issues. Also known as the â€Å"Enacting Clause,† the Preamble did not become a part of the Constitution until the final few days of the Constitutional Convention after Gouverneur Morris, who had also signed the Articles of Confederation, pressed for its inclusion. Before it was drafted, the Preamble had not been proposed or discussed on the floor of the convention. The first version of the preamble did not refer to, â€Å"We the People of the United States†¦Ã¢â‚¬  Instead, it referred to the people of the individual states. The word â€Å"people† did not appear, and the phrase â€Å"the United States† was followed by a listing of the states as they appeared on the map from north to south. However, the Framers changed to the final version when they realized that the Constitution would go into effect as soon as nine states gave their approval, whether any of the remaining states had ratified it or not. The Value of the Preamble The Preamble explains why we have and need the Constitution. It also gives us the best summary we will ever have of what the Founders were considering as they hashed out the basics of the three branches of government. In his highly acclaimed book, Commentaries on the Constitution of the United States, Justice Joseph Story wrote of the Preamble, â€Å"its true office is to expound the nature and extent and application of the powers actually conferred by the Constitution.† In addition, no less noted authority on the Constitution than Alexander Hamilton himself, in Federalist No. 84, stated that the Preamble gives us â€Å"a better recognition of popular rights than volumes of those aphorisms which make the principal figure in several of our State bills of rights, and which would sound much better in a treatise of ethics than in a constitution of government.† James Madison, one of the leading architects of the Constitution, may have put it best when he wrote in The Federalist No. 49: [T]he people are the only legitimate fountain of power, and it is from them that the constitutional charter, under which the several branches of government hold their power, is derived . . . . Understand the Preamble, Understand the Constitution Each phrase in the Preamble helps explain the purpose of the Constitution as envisioned by the Framers. ‘We the People’ This well-known key phrase means that the Constitution incorporates the visions of all Americans and that the rights and freedoms bestowed by the document belong to all citizens of the United States of America. ‘In order to form a more perfect union’ The phrase recognizes that the old government based on the Articles of Confederation was extremely inflexible and limited in scope, making it hard for the government to respond to the changing needs of the people over time.   ‘Establish justice’ The lack of a system of justice ensuring fair and equal treatment of the people had been the primary reason for the Declaration of Independence and the American Revolution against England. The Framers wanted to ensure a fair and equal system of justice for all Americans. ‘Insure domestic tranquility’ The Constitutional Convention was held shortly after Shays’ Rebellion, a bloody uprising of farmers in Massachusetts against the state caused by the monetary debt crisis at the end of the Revolutionary War. In this phrase, the Framers were responding to fears that the new government would be unable to keep peace within the nation’s borders. ‘Provide for the common defense’ The Framers were acutely aware that the new nation remained extremely vulnerable to attacks by foreign nations and that no individual state had the power to repel such attacks. Thus, the need for a unified, coordinated effort to defend the nation would always be a vital function of the U.S. federal government. ‘Promote the general welfare’ The Framers also recognized that the general well-being of the American citizens would be another key responsibility of the federal government. ‘Secure the blessings of liberty to ourselves and our posterity’ The phrase confirms the Framer’s vision that the very purpose of the Constitution is to protect the nation’s blood-earned rights for liberty, justice, and freedom from a tyrannical government. ‘Ordain and establish this Constitution for the United States of America’ Simply stated, the Constitution and the government it embodies are created by the people, and that it is the people who give America its power. The Preamble in Court While the Preamble has no legal standing, the courts have used it in trying to interpret the meaning and intent of various sections of the Constitution as they apply to modern legal situations. In this way, courts have found the Preamble useful in determining the â€Å"spirit† of the Constitution. Whose Government is it and What is it For? The Preamble contains what may be the most important three words in our nation’s history: â€Å"We the People.† Those three words, along with the brief balance of the Preamble, establish the very basis of our system of â€Å"federalism,† under which the states and central government are granted both shared and exclusive powers, but only with the approval of â€Å"We the people.† Compare the Constitution’s Preamble to its counterpart in the Constitution’s predecessor, the Articles of Confederation. In that compact, the states alone formed â€Å"a firm league of friendship, for their common defense, the security of their liberties, and their mutual and general welfare† and agreed to protect each other â€Å"against all force offered to, or attacks made upon them, or any of them, on account of religion, sovereignty, trade, or any other pretence whatever.† Clearly, the Preamble sets the Constitution apart from the Articles of Confederation as being an agreement among the people, rather than the states, and placing an emphasis on rights and freedoms above the military protection of the individual states.

Stock Price and Information Essay Example | Topics and Well Written Essays - 5000 words

Stock Price and Information - Essay Example This will benefit existing shareholders.however; the potential new shareholders are not stupid. They will infer overvaluation from the new issue, thereby bidding down the stock price on the announcement date of the issue. So, for the information asymmetry stock price is raised.therefore, information affects stock price in many way. There is substantial evidence of short-term stock price continuation, which the prior literature often attributes to investor under reaction to new information. 1 By information uncertainty, it is meant that ambiguity with respect to the implications of new information for a firm's value, which potentially stems from two sources: The volatility of a firm's underlying fundamentals and poor information. Here, main hypothesis is that if investors under react to public information, they will under react even more in cases of greater information uncertainty. The testable implication is that greater information uncertainty about the impact of news on stock value leads to higher expected stock returns following good news but lower expected stock returns following bad news relative to the returns of stocks about which there is less information uncertainty. ... Several papers including Chan, Jegadeesh, and Lakonishok (1996) attribute price continuation to a gradual market response to information. Hirshleifer (2001) and Daniel, Hirshleifer, and Subrahmanyam (1998, 2001) posit that psychological biases are increased when there is more uncertainty. New information is public, easily categorized as good or bad, and occurs fairly frequently. There are six proxies for information uncertainty: Firm size, firm age, analyst coverage, dispersion in analyst forecasts, return volatility, and cash flow volatility.2 For each of the six proxies, greater information uncertainty leads to relatively lower future stock returns following bad news and relatively higher future returns following good news, suggesting that uncertainty delays the flow of information into stock prices. In other words, the market reaction to new information is relatively complete for low-uncertainty stocks, and there is little news-based return predictability. For high-uncertainty stocks, on the other hand, the market reaction is far from complete. Good news predicts relatively higher future returns and bad news predicts relatively lower future returns. This relation between information of uncertainty and future returns has used in prior empirical studies. Further assu rance that is missing risk factors does not drive the results by documenting a similar return pattern around subsequent earnings announcement dates. The opposite effects of information uncertainty on stock returns following good vs. bad news amplify the results of trading strategies. As a result, trading strategies that buy good-news stocks and short bad-news stocks work particularly well when limited to high-uncertainty stocks. For example, a momentum

Significance of Normal Distribution Essay Example | Topics and Well Written Essays - 500 words

Significance of Normal Distribution - Essay Example These properties permit the normal distribution to be applied as the basis for estimating how huge or small sampling errors are. The normal distribution or normal curve is one of a biggest number of probable distributions; it has a standard deviation of 1 and a mean of 0. In most cases, it is not feasible to gather data on the whole target population. Supposed an entrepreneur plans to invest a shopping mall in a certain locality and decides to sell more clothings. He might be interested to know the body sizes of the people within the perimeter from the store, however, finds it impossible to collect all the data about the residents. Then, if the data subset or sample size of the population of interest can be considered instead of including the entire population. Hence, repeating the data gathering procedure would most likely lead to a different group of numbers. A framework or representation of the distribution is used to provide some sort of consistency to the results. Using normal distribution is very important since it provide appropriate description about the measures of the variables (height, weight, age, economic profile, reading ability, job satisfaction, work performance, memory, life span and many others) precisely and normally distributed.