buy custom Steroids Should Be Legalized

buy custom Steroids Should Be Legalized Issue of Steroids Use Discussion Introduction In the recent years, issues have been raised whereby athletes are using steroids and other drugs that enhance their performance in different sports that they participate in. Most baseball players agree that they use steroids in a widespread manner. But according to Rutecki and Gregory, most of the players stipulate that they are not guilty, unless the physical examinations are conducted on them (Rutecki Gregory 2010, p. 145). Moreover, there have been instances whereby several riders were dismissed from participating in Tour de France as a result of being suspected that they were using the drugs which were banned in that region. The people who are opposed to the use of steroids normally stipulate that the people who use them break the rules since the drugs usually give them an unfair advantage in games. Moreover, they stipulate that the drugs are not only harmful to their bodies but they also encourage younger generations to use them to enable them improve their performance.

The Best AP US History Notes to Study With

The Best AP US History Notes to Study With SAT / ACT Prep Online Guides and Tips Want some notes to help break down your AP US History class? Or are you looking to brush up on a historical period you’re having a hard time remembering? We have detailed notes organized by US History units, which fit under the most recent 2015-16 AP US History guidelines. Read on to get help with AP US History and be prepared for the test. Wait, What? New AP US History Guidelines? Yes, the AP US History course has undergone some revision. For the 2015-16 school year, the APUSH course will be using revised guidelines. These guidelines build on revisions in recent years to make the class more skills-based, though the most recent changes were affected by a political controversy. These new guidelines are in response to a controversy regarding the curriculum raised by political conservatives. In short, conservatives thought the curriculum was an overly negative look at US History that didn’t emphasize ideas like American exceptionalism. You can read a summary of the controversy here if you’re interested. Regardless of how the new guidelines came about or how you feel about them, the reality is that APUSH now has new guidelines we have to work with. We will briefly break down these new guidelines before getting into the chronology of US History and notes. AP US History has three broad learning objectives: historical thinking skills (basically how you analyze what you learn), thematic learning objectives (themes to look for in each period of US History), and finally the concept outline (the traditional division of US History by time periods). We will go over the first two areas (historical thinking skills and thematic learning objectives) so you know what to look for as you dig into the notes, which are chronological and thus fall under the third objective. You can read the complete description of the new guidelines here if you’re curious about the changes. Historical Thinking Skills The AP program wants to help US History students develop historical thinking skills, rather than just memorize a string of facts about a certain place or time period. Especially since AP US History is notorious for requiring students to memorize tons of dates, facts, and names, the new curriculum aims to develop history skills so the course isn’t mostly memorization-based. Each APUSH exam question will test one or more of these skill-based objectives as well as one or more of the thematic objectives. So keep these skills in mind as you go through the chronological notes. Your AP US History teacher should be working on these skills with your class. If they’re not, we recommend getting a prep book, which will review the skills in detail and show you how to demonstrate them in the essays. The skills are as follows: Analyzing historical primary and secondary sources and evidence: this skill teaches you to compare the content of a source with the authorship, point of view, purpose, audience, and format or medium of a source. You also have to decide how useful or flawed the source is as historical evidence. Making historical connections: can you compare, contextualize, and synthesize various historical developments? Chronological reasoning: you'll learn to identify causation and patterns of continuity and change over time. You'll also learn about periodization (how historians create different chronological periods and why that matters). Creating and supporting an argument: you'll learn how to define and frame a question about the past and then make a claim or argument about that question. A strong historical argument requires a specific thesis or claim, supported by detailed analysis of different types of historical evidence. The argument and evidence used should be framed around the application of a specific historical thinking skill (comparison, causation, patterns of continuity and change over time, or periodization). Thematic Learning Objectives Beyond just the basic facts of US History and broad historical thinking skills, the AP program wants you to get a bigger-picture understanding of major themes and developments across America’s history, like you would in a college course. Have you ever heard the phrase "missing the forest for the trees"? The same goes here - the AP program doesn't want you to memorize a bunch of years and names without understanding the larger relevance of them. The goal is to be able to connect these themes between different periods in US History and be able to discuss them in an essay. As we get into the concept outline, which breaks down APUSH by time periods and where we are linking to notes, think about these themes and see if you can connect them to the outline notes. These are important themes to trace throughout all of your AP US History studying! American and National Identity: how and why definitions of American and national identity and values have developed, including citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism. Politics and Power: how different social and political groups have influenced society and government in the United States, as well as how political beliefs and institutions have changed over time. Work, Exchange, and Technology: the factors behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government. Culture and Society: the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States, as well as how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history. Migration and Settlement: why and how the various people who moved to and within the United States both adapted to and transformed their new social and physical environments. Geography and the Environment: the role of geography and both the natural and human-made environments on social and political developments in what would become the United States. America in the World: the interactions between nations that affected North American history in the colonial period, and on the influence of the United States on world affairs. The Concept Outline by Time Period Finally, the AP US History course is organized by chronological periods as well as the historical skills and themes discussed above. In other words, this is your basic "first A happened, then B, then C" structure you're probably used to from past history classes, the specific dates, names, and events of history. After all, a great essay about the development of democracy in America would be weakened if you didn't know the year the Constitution was ratified. That was in 1788, by the way. So yes, chronology is the easiest way to think about history. But remember to think about the seven themes and try to connect them to the basic facts you're learning. For example, when thinking about secession, you should know when the Southern states seceded (in 1860 and 1861), but you could also connect the "Culture and Society" theme to explain why: "the belief in a distinctively Southern way of life and a refusal to abandon it drove the Southern states to secede." In short, understanding those themes will help you gain a broader understanding of the names and dates you're learning. Plus, being able to write about them will take your essays from good to great. These chapter outlines come from APStudyNotes.org. The source is The American Pageant, one of the best AP US History textbooks. The time periods don’t always exactly match up with AP’s guidelines, which is going to be true of most textbooks (there are only a few out there written exclusively for APUSH). But we have organized the outlines so they mostly match up with the AP US History's division of the timeline. Whether you’re using The American Pageant or not, these outlines well provide helpful overviews which can help you study either over the course of the year or in the run-up to the AP exam. 1491 - 1607 (5% of exam) The Planting of English America: 1500-1733 1607-1754 (10% of exam) Settling the Northern Colonies: 1619-1700 American Life in the Seventeenth Century: 1607-1692 1754-1800 (12% of exam) Colonial Society on the Eve of Revolution: 1700-1775 The Road to Revolution: 1763-1775 Launching the New Ship of State: 1789-1800 1800-1848 (10% of exam) The Second War for Independence and the Upsurge of Nationalism: 1812-1824 The Rise of a Mass Democracy: 1824-1840 The Ferment of Reform and Culture: 1790-1860 The South and the Slavery Controversy: 1793-1860 Manifest Destiny and Its Legacy: 1841-1848 1844-1877 (13% of exam) Renewing the Sectional Struggle: 1848-1854 Drifting Toward Disunion: 1854-1861 Girding for War, The North and the South: 1861-1865 The Furnace of Civil War: 1861-1865 1865 - 1898 (13% of exam) Paralysis of Politics in the Gilded Age: 1869-1896 Industry Comes of Age: 1865-1900 America Moves to the City: 1865-1900 The Great West and the Agricultural Revolution: 1865-1896 1890 - 1945 (17% of exam) The Path of Empire: 1890-1899 America on the World Stage: 1899-1909 Progressivism and the Republican Roosevelt: 1901-1912 Wilsonian Progressivism at Home and Abroad: 1912-1916 The War to End War: 1917-1918 American Life in the Roaring Twenties: 1919-1929 The Politics of Boom and Bust: 1920-1932 The Great Depression and the New Deal: 1933-1939 Franklin D. Roosevelt and the Shadow of War: 1933-1941 America in World War II: 1941-1945 1945 - 1980 (15% of exam) The Cold War Begins: 1945-1952 The Eisenhower Era: 1952-1960 The Stormy Sixties: 1960-1968 The Stalemated Seventies: 1968-1980 1980 - present (5% of exam) The Resurgence of Conservatism: 1980-2000 Notice that the textbook’s chapters fall roughly within the APUSH guidelines for chronology in terms of the amount of time spent on each period. All US History textbooks approved by College Board will have good coverage of all chronological topics, so if you have chapter guides or notes from your own class's US History Textbook, you can (and should!) use those as well. What’s Next? Did you know many colleges require SAT Subject Tests to apply? Luckily you can put your AP subjects to use on these – for example you could take the US History SAT Subject Test after you study for AP US History. Find out which colleges require SAT subject tests and the best time in your high school career to take them. Also studying for the SAT/ACT? Find out when you should take the SAT/ACT and learn about the best prep books you can buy for the SAT/ACT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

International Organisational Behaviour Essay Example | Topics and Well Written Essays - 3250 words

International Organisational Behaviour - Essay Example He further states that there are bound to be emotional reactions when the particular values of one culture are being violated; in circumstances where the expected behaviours of a culture are not followed also there may occur some emotional outbursts. Similarly the effect of religion on the culture is one thing that can not be ignored. Culture therefore is bound by various limiting factors that are dependent on the locations, regions or countries. The effect of such cultural differences can be expected to have their impact on the employee bahaviour in varying dimensions and degrees in different countries in the business organizations as well. Especially in an era of economic globalization, the business and industrial houses disperse to nations that are geographically far off breaking all barriers. Under such circumstance it becomes imperative for the multinational and transnational companies to employ the local workforce along with the expatriates. While doing so in order to improve t he organizational performance the firms have to bear in mind the impact of the cultural differences on the behaviours of the employees that may ultimately affect the individuals’ as well as the organization’s performance. In this context this paper presents a broad idea on the subject of ‘international organizational behaviour’ and its effects on the overall organizational performance detailing in particular the applicability of universalistic theories of organizational behaviour in the era of a multinational business environment. Brown (1995) defines organizational culture â€Å"as the set of norms, beliefs, principles and ways of behaving that together give each organization a distinctive character†. Scholarly writers concur that the organizational culture is determined even from the time of inception and is dependent on the organizational characters like the competitive environment and customer requirements. The culture is also dependent on the cultural values

Problems and Opportunities created by having too much data, and what Essay

Problems and Opportunities created by having too much data, and what to do about them - Essay Example This in itself presents possible profits and disadvantages to the handling of large data. Big Data has the ability to revolutionize not just education, but also research. Imagine a world where people have easy access to a large database that has all the necessary aspects that can be needed in a student’s academic performance. This information can be used to plan the most effective designs of education, starting from writing, reading, and math, to progress college-level, courses. It is believed widely that the usage of Big Data in information technology can help lessen the health care costs while improving its quality by making care more personalized, proactive and basing it on more extensive continuous monitoring that are home based. Through such implementations, the U.S. government yearly estimates a saving of 300 million dollars. In addition, there have been persuasive cases made for the contribution of Big Data, for instance in urban planning through high-fidelity fusion of geographical data, intelligent transportation through visualization and analysis of detailed and live road network data. Environmental modeling and mart materials occur through the new genome materials initiative. Financial systematic risk analysis occurs through integrated analysis of a contracting web to find dependence between homeland security and financial entities. Computational social sciences is a new methodology fast growing in popularity because of the lowered cost of attaining data and computer security mainly through analysis of events and logged information largely known as (SIEM) Security Information and Event Management. All these application have proved to be beneficial in a large scale (Davenport & Dyche, 2013). While, the potential benefits of Big Data are real and significant, there still remain many challenges that are related to

Types of contraception Essay Example for Free

Types of contraception Essay There are many different types of contraception available on the market today. Each type of contraception offers different advantages and disadvantages, and is not a one size fits all thing. Each person has different needs that need to be considered with choosing their birth control, and some people may choose to not be on any sort of birth control. Religion and differing views may also play a factor in choosing a type of birth control. Tina and Dan are a newly married couple who, prior to marriage, practiced abstinence, and are hoping to start a family within a year. There are many different types of birth control for them to choose from, though the two options that may be best are either a low hormone birth control pill or a condom. The advantage of a birth control pill is that it can be highly effective, and when a couple is not concerned with sexually transmitted infections, it can help to regulate periods, reduce cramping, and is over 99% effective when used properly. Also, a birth control pill can be stopped at virtually any time without serious repercussions, and once the pill is stopped, the woman can conceive during her next ovulation cycle. A disadvantage of the pill is that it is sometimes hard to remember to take, and missing even one dose reduces how effective it is. The other option is using condoms. Condoms have been said to lower both male and female sensation, and can tear, though this is rare. However, a condom is a very temporary form of birth control, and the protection is gone as soon as the condom is, allowing it to not interfere with fertility longer than the time it is worn. Linda is young and enjoys dating. She also enjoys intimacy with a long-term committed partner, but is not interested in being a single mother, or sexually transmitted infections. Linda should consider an inter-uterine device (IUD), the shot, condoms, or the implant. The benefits to the IUD and the implant are that they are long term birth control, and rarely effect fertility after being removed. However, they also do not protect against STI’s. The shot is an option that also does not protect against STI’s, but does last for 3 months. A condom protects against STI’s, but is only a one time usage. Linda may be best suited for using a combination of hormonal  birth control, combined with a condom to best protect herself against STI’s as well as pregnancy.

Pygmalion Discussion Paper :: essays research papers

English  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tyler Bliss Pygmalion Paper   Ã‚  Ã‚  Ã‚  Ã‚  The traits men want in our women can never and will never be attainable by any person, no matter who they are. For many years, love has been kind of a lost cause. Men might look for a woman that could satisfy their needs in the present, but they had no thought of what she might be like in the future. Male and female relationships in the myth Pygmalion, the book Pygmalion, and in â€Å"real† life have many similarities. All the men look for the most desirable traits in women, and sometimes we don’t always get what we want. But with those similarities, comes a few differences.   Ã‚  Ã‚  Ã‚  Ã‚  In the book, myth and in real life, the men aspire for traits in women that they could never have or aren’t worthy of. In the myth, the beauty of the goddess Aphrodite enchanted Pygmalion. And it was this enchantment that made him make the sculpture of her. In the book, Higgins wanted Eliza’s strength. In a weird way, he got what he wanted when she finally stood up to him. In real life, all men want traits in women that we think will suit our needs. We want to marry a woman that can meet all of our desires. Men from all different times and walks of life, dream of the woman that they want, but can never have. Perfection is unattainable, even in the stories passed down from generation to generation.   Ã‚  Ã‚  Ã‚  Ã‚  With the changing times, the men look for different traits in women. In the times of the myth, men probably looked for a woman that could cook, clean and mother his children. Where as, in the harsh times of the book, men probably looked for women that could be strong and loyal. Now, men all over the world look for women that are athletic, beautiful, and smart and have a unique attitude towards life. Men now a-days men still look for traits that the men long ago wanted in their women.   Ã‚  Ã‚  Ã‚  Ã‚  In all three examples, the men don’t really get what they want; instead they get what has always been in front of them. The may have to settle for â€Å"the next best thing†. In the myth, Pygmalion didn’t get to marry Aphrodite; instead he married his sculpture that was brought to life by Aphrodite.

Harlem Renaissance Essay

The Harlem Renaissance was a significant event in the history of the United States of America. The Harlem Renaissance centered on the culture of African-Americans and took place at the end of the American Civil War in 1865. This era gave rise to music, art, and literature in African-American culture. Winning the Civil War meant that African American were now free and could, at their risk, go anywhere they wanted. This is when the Great Migration all started. The Great Migration was when large groups of blacks moved in Northern cities like Chicago and New York in massive numbers for jobs because the South had been victim to a crop infestation. Many of them moved particularly to a large neighborhood located in the northern section of Manhattan called Harlem, also known as â€Å"the capital of black America†. By this time, chances for employment and education were available for African-Americans, and many of them expected the same treatment and life the white Americans had be given. This was not to be the case when Plessy v. Ferguson case went to the Supreme Court and the decision had been held that racial segregation was â€Å"constitutionally acceptable†. African-Americans were heartbroken; they wanted equality and all they had been given nothing close to the life of the white Americans, not even a secure environment to live. Though they did have some rights, such as, all African-American men could vote, African-Americans, all, could receive better education, and they got better jobs, but that still seemed to be not enough. African-Americans wanted to part ways with their clingy stereotypes and define themselves as something better. They wanted to be something more than just a â€Å"negro.† The African-Americans didn’t want to be like their white suppressors, but wanted to create a new meaning to what it meant to be black. Starting in the early 1900s the African-American middle class started a push towards racial equality. W.E.B. Du Bois was the central leader of the movement. He collaborated with other African-American activists and white civil rights workers in New York to review the difficult challenges facing the African-American population. 1909 the NAACP, or National Association for the Advancement of Colored People, was found by the group working with Du Bois. This group was specifically organized to advocate civil liberties and fight for African-American rights. Although this cause was thought to be supported by all African-Americans it was not the case with Jamaica-bred Marcus Garvey. Garvey started the â€Å"Back to Africa movement,† which initially was him saying that he thought all African-Americans should just pack up and leave the states because they weren’t welcomed. Garvey founded the UNIA-ACL, or Universal Negro Improvement Association and African Communities League, which promoted the â€Å"Back to Africa†¦Ã¢â‚¬  slogan. Garvey said it was to encourage African-Americans to come together and feel pride in their roots. These groups, although not all supporting staying and fighting, helped the African-American population develop a sense of empowerment for African-Americans everywhere. The Jazz Age was an explosion of African-American culture into music. Just at the end of WWI, there was an economy boost and a change in society. During this time Americans started to relax and take up hobbies. The Prohibition had just been ratified, although it didn’t ban alcohol it made it extremely difficult to get, legally. That is when alcohol clubs, called â€Å"speakeasies† were created. â€Å"Speakeasies† gave Americans the chance to socialize with other, engage in drinking, and go against traditional culture. Some might have even called them Modernist. There was a certain speakeasy in Harlem called the Cotton Club. It’s them as the look of a plantation in the South. They only allowed African-American musicians to play there and only allowed white Americans, with some exceptions, wine and dine there. One talented jazz musician would be Duke Ellington. Ellington was a wiz at playing the piano; he actually played at the Cotton Club from for four years. His band stomped to theatricality routines in numerous shows. Forms of art gave some African-Americans a break from reality. Artists painted things from African-American nightclubs, to African-American toiling in the fields. Aaron Douglas was a famous artist whose work exercised the ‘New Negro’ idea. The ‘New Negro’ idea correlated with Dubois idea of â€Å"twoness† idea, which meant the finding of one’s individuality with a divided awareness of one’s identity. Douglas painted murals, building, and created illustrations for many African-American books. In 1940 Douglas moved to Nashville and founded the Art Department at Fisk University and taught for twenty nine years there. Douglas said, â€Å"†Ã¢â‚¬ ¦Our problem is to conceive, develop, establish an art era. Not white art painting black†¦let’s bare our arms and plunge them deep through laughter, through pain, through sorrow, through hope, through disappointment, into the very depths of the souls of our people and drag forth mat erial crude, rough, neglected. Then let’s sing it, dance it, write it, paint it. Let’s do the impossible. Let’s create something transcendentally material, mystically objective. Earthy. Spiritually earthy. Dynamic,† which means, let’s make something incredible out of tragedy. Writing also became a major step forward in the Harlem Renaissance, especially since during this time most African-Americans were illiterate. African-American writers talked about the past of black culture. They wrote about slavery and the effects it had on society today, etc. Common themes of these books ranged from alienation, to wanting to be individual. The most famous African-American writers include: Langston Hughes, Sterling Brown, and Zora Neale Hurston, just to name a few. Zora Neale was a novelist, folklorist, and anthropologist. She believed in the motto, â€Å"I want a busy life, a just mind, and a timely end.† Zora wrote to preserve African-American traditions and to contribute to new literature. Langston Hughes was a writer who collaborated with Hurston and other artists in his book of poetry entitled The Weary Blues. Hughes also wrote an essay called â€Å"The Negro Artist and the Racial Mountain,† where he told people what he saw as ‘mountains’ facing African-American writers. In his essay, Hughes mentions a young poet he spoke to and says how the poet wanted to be known as a poet, rather than a â€Å"Negro poet,† which is clearly understandable since there was still racial tension during this time. In conclusion, the Harlem Renaissance was a major event in the history in the United States of America because it brought a culture together using simple things, like music, art, and literature. If it had not been for the Harlem Renaissance, who knows what might’ve happened to the African-American culture, where it might’ve been at this point in time without the occurrence of the Harlem Renaissance. It brought together a race that has, over the years, been beaten, cursed at, talked about, and slaughtered for the comfort of others, and just a simple melody of a song was able to bring them closer together after being ripped apart.

Marxist Criticism Is Always Concerned with the Class Struggle in History.

The main aim of Marxism is to bring about a classless society. Thus the reason I chose to study George Orwell's Animal Farm is because its characters share (originally) this same ambition. Animal Farm represents the oppressed masses rising up and forming a ‘classless' society of their own. While offering a critique of communism in general, the book also serves to act as a mirror of Soviet Russia under Stalin. As reflected throughout the text, it was no secret Orwell considered Russia, and consequently Communism, a counter-revolutionary force that would inevitably become corrupted by greed and power. Indeed, perhaps in order to go further in offering a Marxist reading of the text, it is necessary to pass judgement on the author and the epoch in which the book was written. In doing so, I hope to show just how progressive (or anti-progressive) the book is. From almost the very beginning of this book it possible to see Orwell's criticism of Karl Marx, displayed through ‘Old Major'. Many of the characters in the book symbolize real political figures. Old Major' is very much like Karl Marx, at times he appears single minded and unrealistic. Before his death ‘Old Major' gave an unwavering speech stating no animal should ever â€Å"touch money, or engage in trade† . This is clearly a direct criticism of Karl Marx's naivety, as shown later through Orwell's narration: Never to have any dealings with human beings, never to engage in trade, never to make use of money – had these not been among the earliest resolutions passed at the first triumphant meeting when Jon es was expelled? It soon becomes clear that ‘Animalism' (which bears a striking resemblance to communism) is a system that cannot be maintained the way originally intended. The morals that, at first, rule on the farm become controls. The animals effectively split themselves into ‘classes'. This class splitting becomes accepted as normal through a process of Hegemony . As described by Raymond Williams, hegemony is a form of social control that becomes accepted as ‘normal' after becoming the predominant influence. Indeed the notion of hegemony is closely related to a concept developed by the French Marxist Louis Althusser. Althusser's theory of Ideological Structures becomes hugely relevant when applied to Orwell's political satire. These Ideological structures are effectively institutions that prevent the masses causing a revolution. In the case of religion for instance, a Marxist would suggest that it prevents a revolution by imposing the notion that you will be rewarded in the ‘after-life', for all you put up with in this life. The manor in which religion is depicted in Animal Farm leads one to think that Orwell was not a particularly religious man, and in this instance at least he would have agreed with Marx's views on the subject. Here religion is portrayed through the aptly named Moses, the raven. Moses refuses to listen to the rebellious speech given by Old Major, though later preaches about a magical place for all animals called ‘Sugar Candy Mountain'. In Animal Farm the pigs work hard to convince the other animals that ‘Sugar Candy Mountain' (heaven) does not exist, though, significantly, this is done before the rebellion takes place. This shows a slightly hypocritical side to Marx's work because after the rebellion takes place the pigs are keen to enforce their own ideology on to the other animals (proletariat), leading to the important question ‘Is the will of the people also transferred to their leader†Ã¢â‚¬Ëœ In this instance the answer seems to be a resounding ‘No'. However on second reading, it could be argued that, up until the very climax of the book, the animals actually get what they want. One gets the impression that in offering a true Marxist critique of the book, it is actually the case that the animals do achieve their top priority; ousting man. In this sense they do become free (from man at least) and it is only their subsequent inability to grasp the prospect of equality that leads to another regime of dictatorship. Although at the same time it cannot be argued that the majority of the animals (or the ‘masses' as they appropriately refer to themselves) are treated fairly. Evidence of this can be found in the extract of the book I have largely chosen to focus my attentions on (appendix one), where from the outset the animals, in my opinion, are treat worse than ever before. As a result of the revolution that took place on the farm the animals, excluding the pigs, presume that the luxuries that were once taken away from them, such as milk and apples, would be shared equally among the group, however this is not the case: (p. 23) You do not imagine, I hope, that we pigs are doing this in a spirit of selfishness and privilege. Many of us actually dislike milk and apples†¦ milk and apples (this has been proven by science, comrades) contain substances absolutely necessary to the well being of the pig. We pigs are brainworkers. (Appendix one) Consequently the animals find themselves in a state of confusion. Their situation, they are constantly reassured, is better than before. They now live under their original ideal of animalism, they are told. This can be closely related to the theory of ‘Carbonarism', which was identified as having been created under the Italian Communist Party (1921-43). The theory is largely based around the recurring tendency to distract the masses from the ‘real' (or perhaps relevant) problems that were occurring under communist rule. In reality the animals are living under a harsh dictatorship, under the veil of animalism. Engels refers to this as an illusion of democracy. By creating this illusion of democracy the ruling class (Napoleon/Stalin) can ensure they stay in power, while everything will stay ‘natural' to the proletariat. Indeed this illusion of democracy is further emphasized when the animals are asked questions by the pigs; questions to which there can be only one possible reply. In a sense the rhetorical questions act as a tool to reinforce the false class-consciousness: It is for your sake that we pigs drink that milk and eat those apples. Do you know what would happen if we pigs failed our duty? Jones would come back! Surely comrades†¦ surely there is no one among you who wants to see Jones come back? (p. 23) Althusser calls this Interpellation. A process where by a person is made to feel like they have a choice, when actually the ‘choice' does not exist. Peter Barry offers an example: ‘You can have any colour you like†¦ as long as it's black' Animal Farm can also be linked to another theory. The German philosopher Friedrich Hegel offered the notion that contrasting ideas can be bring about new situations, this is known as the dialectic. Thus, a process whereby ‘contradictions are inherent to its structure' becomes particularly relevant when discussing Animal Farm. Hegel's dialectic was constructed around three key concepts: the thesis, the antithesis and the resolution. What Karl Marx did was effectively reinterpret Hegel's work and relate it to his own concepts based on class struggle. Thus, Hegel's thesis becomes Marx's ‘the way things are'; Hegel's antithesis became ‘the conflict' and the resolution, or the ideal, communism. This process is known as ‘dialectical Marxism'. However, what Hegel or Marx failed to anticipate was the collapse of their ideal, once it became accepted (‘the way things are). Indeed, I contend that Hegel's dialectic was a process fuelled by repetition. In other words, it will continue a ‘natural' process through the stages until the resolution is reached and when the resolution fails, it will start again. This undoubtedly is the case in Animal Farm, where once the animals achieve the goal, they slip back into Hegel's thesis. In terms of offering a Marxist reading, the era in which the book was written and, significantly, published is very important and relevant to Orwell's satire. Animal Farm was written in 1943 (the end of communist Russia), but not published until after the end of the Second World War in 1945. Indeed at such a historical moment in time, I believe that a Marxist would see Orwell as a product of the society in which he was raised, and therefore the book becomes the ‘bi-product'. Too add weight to this argument, the dominant ideologies at work at the time the book was written suggest Orwell had capitalist ideals at heart. However, George Orwell was an active socialist. He did strongly oppose the views of Karl Marx and was not impressed with the idea of communism, but he was equally opposed to the idea of capitalism. Therefore I believe that Animal Farm should not be regarded as the ‘bi-product' of the distinctly capitalist society Orwell was a part of. Instead I argue that Animal Farm is the consequence of such a system in which Orwell was expected to conform. This would perhaps explain why it took so long to get published; society (capitalists and Marxists) was weary.

Operations Research Smu-de Mba Sem 2 Essays

Operations Research Smu-de Mba Sem 2 Essays Operations Research Smu-de Mba Sem 2 Paper Operations Research Smu-de Mba Sem 2 Paper Spring 2013 Master of Business Administration- MBA Semester 1 MB0048 –Operations Research- 4 Credits (Book ID: B1631) Assignment Set 1 (60 Marks) Note: Assignment Set -1 must be written within 6-8 pages. Answer all questions. Q1. Explain the scope of Operations Research. What are the features of Operations Research? 10 marks (300 350 words each) Q2. Six Operators are to be assigned to five jobs with the cost of assignment in Rs. given in the matrix below. Determine the optimal assignment. Which operator will have no assignment? Operators Jobs 1 2 3 4 5 1 6 2 5 2 6 2 2 5 8 7 7 3 7 8 6 9 8 4 6 2 3 4 5 5 9 3 8 9 7 6 4 7 4 6 8 10 marks Q3. a. Explain the Monte Carlo Simulation. b. A Company produces 150 cars. But the production rate varies with the distribution. Production Rate 147 148 149 150 151 152 153 Probability 0. 05 0. 10 0. 15 0. 20 0. 30 0. 15 0. 05 At present the track will hold 150 cars. Using the following random numbers etermine the average number of cars waiting for shipment in the company and average number of empty space in the truck. Random Numbers 82, 54, 50, 96, 85, 34, 30, 02, 64, 47. 5 +5 = 10 marks (200 250 words each) Q4. Explain the Characteristics and Constituents of a Queuing System. 10 marks (300 350 words each) Spring 2013 Q5. a. What do you mean by dominance? State the dominance rules for rows and columns. b. Find the saddle point of the following game and state the optimum strategies for layers A and B A B 1 2 3 4 5 1 9 3 1 8 0 2 6 5 4 6 7 3 2 4 4 3 8 4 5 6 2 2 1 5 +5 = 10 marks (200 250 words each) Q6. a What are the differences between PERT and CPM? b. A project has eleven activities whose duration is given in the following table: Activity 0-1 1-2 1-3 2-4 2-5 3-4 3-6 4-7 5-7 6-7 7-8 Duration (days) 2 8 10 6 3 3 7 5 2 8 3 i. Draw the network ii. Identify the critical activities and critical path. 5 +5 = 10 marks (200 250 words each)

How to Get a Literary Agent For Your Book

How to Get a Literary Agent For Your Book How to Get a Literary Agent for Your Book Many first-time authors want to find a literary agent as soon as they put the finishing touches on their debut masterpiece. And if you’re in a similar situation, it’s only natural to feel that way as well! But before we snap off a fresh roll of quarters and start dialing the numbers of some New York agencies (so to speak), let’s answer a few basic questions about what agents do and whether you actually need one. Then, once you’re ready, we’ll reveal a professionally endorsed process for finding and evaluating agents who could be perfect for you.Should I get a literary agent?Fiction writers who want to be traditionally published generally do need a literary agent, while only some non-fiction will need to pursue literary representation. Writers Artists editor Alyson Owen explains: "Nearly all fiction authors do require representation of a literary agent if their book is to be produced by a traditional publishing house, and that is also true with some forms of general non-fiction too - such as histories, memoirs, and biographies."For tips on how to write an effective book proposal, check out this article and its companion piece on submission best practices.Who doesn't need a literary agent?It’s important to note that not all literary forms typically require the representation of an agent. Poetry is a good example of this. Also, academic, professional, and the vast majority of educational books are usually commissioned direct from the publisher. If you’re writing in any of these fields, it is possible - provided you have the right credentials as an author, a well-argued proposal, and quality script - to get your non-fiction book accepted by a publisher without being represented by an agent.If you do fall into one of the categories above and you wish to pitch directly to publishers, it’s essential that your book has an easily identifiable market or niche so publishers know what they’re dealing with r ight away. You also need to know who actually publishes the type of book you’re offering and which of those publishers accept unsolicited proposals. Firing off emails to every publisher under the sun will not only waste your time but potentially earn you a reputation as someone who doesn’t understand the publishing game.And of course, if you’re choosing to self-publish, then you definitely don’t need a literary agent to get your book out into the world.What do literary agents do?A literary agent represents your book to acquiring editors who might want to buy it. In other words, they get an author's foot into the door of a publishing house.In addition to having regular contact with editors within the publishing houses and championing you and your writing to the hilt, agents will understand an editor's tastes and the types of books they are looking to add to their list - a crucial component in getting a publishing house to invest in your work.â€Å"Quite simply, being represented by a literary agent may be the only realistic route to getting a foot on the first rung of the publishing ladder,† says Owens. â€Å"Most publishers of fiction do not accept unsolicited manuscript submissions from debut writers.†In addition to getting your foot in the door, here's what a literary agent does:They are expert negotiators, combining financial acumen with a nose for the value of good, sellable writing;They act as useful buffers between you and your publisher (when you don’t want to taint your working relationship with an editor by talking brass tacks);They manage the financial and marketing side of things while you concentrate on the writing;They also tend to have strong editorial skills, working with you to help refine your manuscript before it’s even submitted to a publisher.All of this can only work to your advantage as an author, helping you secure a more lucrative deal with the most appropriate publisher - much m ore than you may have been able to acquire yourself, without any contacts or knowledge of the industry. Ideally, their negotiations alone should offset their commission (ideally).How to get a literary agent in 6 stepsWhen we say ‘finding a literary agent,’ we really mean finding the ideal representative for your book - someone who is perfectly primed to help you develop your writing career. You’re basically on the hunt for a long-term business partner and creative soulmate. Ready to start looking?1. Locate a pool of literary agents who work in your nicheMost agents are always on the lookout for new authors to represent. They’re dying for their dream client to reach out to them. To help make their dreams come true, it’s your job to find out a) who these agents are and b) how best to get through to them. So start putting together your shortlist.You can begin your search by going to agent databases such as Agent Query or Query Tracker and filtering by genre. You can also look through the acknowledgments pages of books similar to yours: you can bet that the authors thank their agents in there. Or, this being the 21st century, you can just Google † agent† and see what comes up.Reading recommendations: Writers’ Artists’ Yearbook (for the UK) and its US equivalent Writer’s Market are invaluable tools that you should consider putting on your Christmas list. Tip for finding an agent: use Agent Query and Query Track to start your search 2. Thoroughly research and evaluate each agentHere are the four main questions you want to answer in your research about individual literary agents:Do they represent books in my genre?Are they currently open to queries?Would I work well with them?Are they a scam artist?How do you go about answering these questions? Well, checking out the submission guidelines of the agent's website should answer #1 and #2 fairly easily. In regards to #3 and 4, Caitlin Jans, the  founding editor of Authors Publish, has a few tips:â€Å"I always research the agent outside of their website first. I find that one of the best ways to tackle this is to head again over to the Absolute Write Water Cooler Forum. I use it to vet agents and publishers. The forums are active and get a lot of use: if an author has a good or bad experience with an agent, they’ll share it.I can’t emphasize this enough: one of the most important steps is to make sure the agency isn't on Writer Beware’s Thumbs Down Agencies List. At this point, I almost have the list memorized. Writer Beware (a volunteer organization that works on behalf of writers) also has a terrific section on dishonest agents, so be sure to check that out.†No matter what, as an ironclad rule: avoid agents who ask for an upfront fee. It doesn’t matter whether they call it ‘professional development’ or say it’s to cover the costs of editing your manuscript: an agent who asks for preemptive payment is not legitimate.After due research, if you find an agent who seems to tick all the right boxes, then add them to your final shortlist and proceed to step three. Tip for finding an agent: avoid agents who ask for an upfront fee 3. Send a personalized query letterA good portion of every agent’s week is spent on ‘slush’ - what they call the never-ending pile of letters they get from hopeful authors seeking representation. On one hand, you might think, Geez! How do I stand a chance of being seen in a pile that big? But you should really look at it from the attitude of, Wow! These agents are really keen to find their next client!With that in mind, your query letter (your first point of contact with an agent) must be perfect. We have a detailed guide to writing query letters (that comes with a super-sweet template), but if you don’t want to head down the rabbit hole right this second, here are three top-line tips:Always read an agent’s submission guidelines. Some might ask for a sample chapter, others might not. One might want you to double-space, another might require single. Apart from ensuring that they get what they need to make an assessment, the submission guidelines also serve as a rudimentary idiot test: If this author doesn’t follow our standards, it either means that they haven’t read them (and is lazy) or they haven’t been able to comprehend simple instructions (which is not exactly what you want in a business partner).Make sure to personalize each query letter. You’ll want to contact as many agents as possible, and it’s tempting to create a standard query letter that starts with Dear Sirs and features no specific language whatsoever. But remember, agents have read countless boilerplate query letters and can sniff them out from a mile away. That’s why the research you do in step 2 will serve you so well: it’ll show each agent that you actually care. (For more detailed tips on personalizing your query letter, check out this transcripted replay of our webinar with former agent Rachel Stout.)Start with the hook. Ultimately, it’s the book that agents want to know about. While you might think i t’s best to introduce your book by first talking about your own background, the quicker you get to the exciting pitch for your book, the better. Tip for finding an agent: always personalize your query letters 4. Always follow up if you don’t hear anythingWe’ve all had that experience of looking at an email and thinking, â€Å"I’ll get to that later,† only to forget about it until someone reminds you. Well, the same thing happens to agents as well! If you don’t hear back from the after several weeks, it’s not impolite to follow up and ask whether your query may have been lost in the shuffle. Often, the agent will be grateful that you reminded them.Again, read the agent’s submission guidelines. In many cases, they’ll even tell you how many weeks to wait before you follow up. But if they don’t, then four to six weeks is a good rule of thumb (erring closer to six, perhaps). Tip for finding an agent: wait 4-6 weeks before following up 5. Don’t just say yes to the first agentAssuming agents dig your query letter, get intrigued by your sample, and adore your full manuscript after they request and read it†¦ what happens next? In broad strokes, the two of you will discuss how the agent might help develop your book and career, and then they’ll offer you representation.Very exciting, right? But before you frantically search for a pen to sign on all those dotted lines, make sure that they are the right agent for you. It’s not considered impolite to query multiple agents at the same time, so you don’t need to lie about it or cover it up. An agent will not be insulted that you’re daring to consider other options. After all, if they like your book enough to want to represent it, it stands to reason that others might as well.Of course, you can always choose to leave an agent at any time if things aren’t working out. But keep in mind that if you’re at the start of your car eer, you don’t want a reputation as someone who switches agents every book. It’ll make editors, agents, and other publishing gatekeepers assume that you’re hard to work with.So be polite, stay candid, and don’t rush into any decisions.Now that you have a rough idea of how to find a literary agent, we want to leave you with some resources that will help you in your search.

Individual Project Research Paper Example | Topics and Well Written Essays - 500 words

Individual Project - Research Paper Example In fact, it is among the six sponsors at Partner level in sponsoring the FIFA World Cup. This level is the highest sponsorship level at the FIFA World Cup and comes with the highest cost among all sponsors. In the 2010 FIFA World Cup in South Africa, Coca-Cola enjoyed association with FIFA and exclusive marketing assets as a marketing strategy. Therefore, a crucial consideration would be the significance that this marketing strategy has on the company. The proposed research question is: â€Å"How did the marketing of Coca-Cola at the 2010 FIFA World Cup affect its performance?† To answer this question, datasets on the company’s performance indicator would be retrieved. In this paper, cash flow was used as the performance indicator. Dataset on cash flows for Coca-Cola Company was retrieved from the quarterly financial reports of the company as posted on its website and reported by the media. To further objectively answer the research question, it would be helpful to compare the cash flows posted by Coca-Cola to the costs it incurred in its marketing during the period under focus. These datasets on cash flows and marketing expenditure for Coca-Cola are publicly available. From Bloomberg, Stanford reports that together with the other five partners, Coca-Cola raised between $24 million and $44 million. This is an immense expenditure for the six companies, including Coca-Cola. From the dataset on the quarterly financial postings of Coca-Cola, the cash flows before the 2010 FIFA World Cup were $1.3 billion and $4.3 billion in the first and second quarters respectively; the sales volume during the tournament were $7.2 billion in the third quarter; and the sales after the FIFA World Cup was $9.5 billion in the fourth quarter (Coca-Cola). This indicates a tremendous increase in sales during the tournament and subsequent periods. Consistent results were posted on Bloomberg. From this online dataset,