The eNotes Blog The Country Bunny and the Little Gold Shoesor Feminist Bunnies,Unite!

The Country Bunny and the Little Gold Shoesor Feminist Bunnies,Unite! The Country Bunny and the Little Gold Shoes  was one of my very favorite books when I was a little girl in the early-mid (cough) 70s. I didnt really know it then, but this engaging tale of a single mother bunny who works her way from the lowly ranks of a worker to becoming the Easter Bunny, champions feminist ideals. From the time the protagonist bunny is a little girl, she insist that she  will  become an Easter bunny, despite the people who doubted her and despite the fact that   Easter bunnies were, and had  always been,  boys. For years, the young girl bunny practiced. But then one day much to her surprise, there were twenty-one cottontail babies to take care of. And the other, older, boy bunnies laughed at her and said, What did we tell you? Only a country bunny would go and have all those babies! Now go take care of them and leave the the Easter Eggs to great big men bunnies like us! For a while, the mother puts her dream away. But as soon as the children get big enough, she gives them all special chores to do. Everyone is finally able to take care of the home while she, once again, pursues her dream. There are trials and set backs, like a twisted ankle, but the tenacious mother overcomes them all. She fulfills her dream of being an Easter bunny, her children are FINE and better FOR having a mother who is happy and fulfilled. In the early and mid-seventies, none of these messages seemed particularly radical to me. After all, Second Wave feminism was in full swing and all of the ideas in Du Bose Haywards story were ones I heard all the time. Maria on Sesame Street sported a tool belt, Helen Reddy (God help us) was belting out I Am Woman, Hear Me Roar (Yes, really, young ones.) I saw Gloria Steinem on television and on the covers of magazines at the checkout counter. Several of my teachers were called Ms., not Mrs. or Miss and I didnt think it odd. BUT this quiet little book was written not in the 1970s, but in 1939. You might better know Du Bose Heyward for the adaptation of his novel  Porgy,  which became the Broadway sensation,  Porgy and Bess.    Put  that  in your corn cob pipe and smoke it, Peter Rabbit!

1949 UN Resolution Calling for Referendum on Kashmir

1949 UN Resolution Calling for Referendum on Kashmir Pakistan was carved out of India in 1947 as the Muslim counterweight to Indias Hindu population. Predominantly Muslim Kashmir to the north of both countries was divided between them, with India dominating two-thirds of the region and Pakistan one third. A Muslim-led revolt against the Hindu ruler triggered a build-up of Indian troops and an attempt by India to annex the whole in 1948, provoking a war with Pakistan, which sent troops and Pashtun tribesmen to the region. A UN commission called for the withdrawal of both countries troops in August 1948. The United Nations brokered a cease-fire in 1949, and a five-member commission made up of Argentina, Belgium, Columbia, Czechoslovakia and the United States drew up a resolution calling for a referendum to decide Kashmirs future. The full text of the resolution, which India never allowed to be implemented, follows. Resolution of the Commission of January 5, 1949 The United Nations Commission for India and Pakistan, Having received from the Governments of India and Pakistan, in communications dated 23 December and 25 December 1948, respectively, their acceptance of the following principles which are supplementary to the Commissions Resolution of 13 August 1948: 1. The question of the accession of the State of Jammu and Kashmir to India or Pakistan will be decided through the democratic method of a free and impartial plebiscite; 2. A plebiscite will be held when it shall be found by the Commission that the cease-fire and truce arrangements set forth in Parts I and II of the Commissions resolution of 13 August 1948 have been carried out and arrangements for the plebiscite have been completed; 3. (a) The Secretary-General of the United Nations will, in agreement with the Commission, nominate a Plebiscite Administrator who shall be a personality of high international standing and commanding general confidence. He will be formally appointed to office by the Government of Jammu and Kashmir.(b) The Plebiscite Administrator shall derive from the State of Jammu and Kashmir the powers he considers necessary for organizing and conducting the plebiscite and for ensuring the freedom and impartiality of the plebiscite.(c) The Plebiscite Administrator shall have authority to appoint such staff of assistants and observes as he may require. 4. (a) After implementation of Parts I and II of the Commissions resolution of 13 August 1948, and when the Commission is satisfied that peaceful conditions have been restored in the State, the Commission and the Plebiscite Administrator will determine, in consultation with the Government of India, the final disposal of Indian and State armed forces, such disposal to be with due regard to the security of the State and the freedom of the plebiscite.(b) As regards the territory referred to in A.2 of Part II of the resolution of 13 August, final disposal of the armed forces in that territory will be determined by the Commission and the Plebiscite Administrator in consultation with the local authorities. 5. All civil and military authorities within the State and the principal political elements of the State will be required to co-operate with the Plebiscite Administrator in the preparation for the holding of the plebiscite. 6. (a) All citizens of the State who have left it on account of the disturbances will be invited and be free to return and to exercise all their rights as such citizens. For the purpose of facilitating repatriation there shall be appointed two Commissions, one composed of nominees of India and the other of nominees of Pakistan. The Commission shall operate under the direction of the Plebiscite Administrator. The Governments of India and Pakistan and all authorities within the State of Jammu and Kashmir will collaborate with the Plebiscite Administrator in putting this provision into effect.(b) All person (other than citizens of the State) who on or since 15 August 1947 have entered it for other than lawful purpose, shall be required to leave the State. 7. All authorities within the State of Jammu and Kashmir will undertake to ensure, in collaboration with the Plebiscite Administrator, that: (a) There is no threat, coercion or intimidation, bribery or other undue influence on the voters in the plebiscite;(b) No restrictions are placed on legitimate political activity throughout the State. All subjects of the State, regardless of creed, caste or party, shall be safe and free in expressing their views and in voting on the question of the accession of the State to India or Pakistan. There shall be freedom of the press, speech and assembly and freedom of travel in the State, including freedom of lawful entry and exit;(c) All political prisoners are released;(d) Minorities in all parts of the State are accorded adequate protection; and(e) There is no victimization. 8. The Plebiscite Administrator may refer to the United Nations Commission for India and Pakistan problems on which he may require assistance, and the Commission may in its discretion call upon the Plebiscite Administrator to carry out on its behalf any of the responsibilities with which it has been entrusted; 9. At the conclusion of the plebiscite, the Plebiscite Administrator shall report the result thereof to the Commission and to the Government of Jammu and Kashmir. The Commission shall then certify to the Security Council whether the plebiscite has or has not been free and impartial; 10. Upon the signature of the truce agreement the details of the foregoing proposals will be elaborated in the consultations envisaged in Part III of the Commissions resolution of 13 August 1948. The Plebiscite Administrator will be fully associated in these consultations; Commends the Governments of India and Pakistan for their prompt action in ordering a cease-fire to take effect from one minute before midnight of 1 January 1949, pursuant to the agreement arrived at as provided for by the Commissions Resolution of 13 August 1948; and Resolves to return in the immediate future to the Sub-continent to discharge the responsibilities imposed upon it by the Resolution of 13 August 1948 and by the foregoing principles.

The World Bank and IMF effects on developing countries Essay

The World Bank and IMF effects on developing countries - Essay Example United States, being the biggest stakeholder holds 17% of the vote in World Bank while all African countries have less than 9% vote (â€Å"The World Bank and IMF in Africa†,2008). Despite six decades of uninterrupted function, according to United Nations development program, over a fifth of world’s population lives below international standard of poverty line of $1 a day, another 1.6 billion survive between one and two dollar. One third of world’s population is either unemployed or underemployed. Combined incomes of richest fifth of the world population was over 60 times greater than the poorest fifth in 1998,in 1997 41% of Third World had no access to safe drinking water,57% had no access to sanitation,40% of children under five were underweight, 840 million people malnourished and under five mortality rate was 169/1000 live births. Moreover, external debt repayment or servicing amounts to 92.3% of the GDP and the list goes on (Ecologist, 2000). Since Asian financial crisis, role of IMF in managing the economies of developing countries is facing severe criticism. Non-governmental bodies have always been concerned about African development and IMF’s role in helping or hampering the process. Moreover, increasing debates over US economic policy for Africa and international pressures for poor countries debt cancellation highlighted IMF policies in Africa. Increasing external debt and multiplying IMF’s power also diverted the attention towards the impact of IMF’s economic policies in African countries (Naiman & Watkins 1999). Davison Budhoo resigned from IMF in 1988 in revulsion over policies what he identified as IMF’s â€Å"Increasingly genocidal policies.†Operations of these agencies proved to be catastrophic (Budhoo n.d., p.20). ‘Instead of development and favourable adjustment, the Third World today is in an accelerated spiral of economic and social decline. That

ECON337 4 Coursework Example | Topics and Well Written Essays - 1500 words

ECON337 4 - Coursework Example These especially were; iron and steel, ships, chemicals and petroleum products. The growth of heavy manufacturing industries in Japan after World War II can mainly be to increased exports and wages of male workers(Paul & Hart., pp.110-111). The export of heavy-manufactured products increased as compared to the earlier over-reliance on domestic markets. The increased male wage and improved working conditions improved their purchasing power for the heavy manufactured goods like automobiles and advanced electronic products increasing the local market. In addition, the ability of Japan to keep real wage increases below productivity gains ensured that the heavy manufacturing industries would still make profits despite the increased labor costs. This gave Japan an added advantage over most of its international counterparts leading to rapid growth and export success (Paul & Hart, p.112). The industries scrapped off during this period were mainly the light manufacturing sector. These are the production of cotton textiles, synthetic textiles and labor-intensive electronic production- including radio, TV’s, and Tape recorders. The reason for scrapping off such industries was mainly the rising cost of labor in the country and external pressure from its bilateral (US &European governments) and multilateral trade partners (IMF, OECD & GATT).Unlike the heavy and chemical manufacturing industries that predominantly depended on male labor, the light manufacturing sector would accommodate both male and female employment. In this case, women, labor would be preferred since it would be cheap. Unfortunately, after WWII even women labor became expensive mostly due to the rapid growth of output as well as employment. As Japan increased its share of the worlds manufactured export market, other capitalists countries felt threatened and imposed import restrictions on Japan and demanded that it liberalizes its imports. This was mainly in

The Decomposition of Copper Carbonate Essay Example for Free

The Decomposition of Copper Carbonate Essay Planning Coursework Aim Our project is to find out what products are formed when copper carbonate decomposes. Copper has 2 oxides, Cu2O and CuO. We are told that one of the following two equations are correct: Equation 1 (Eqn1): 2 CuCO3 (s) Cu2O (s) + 2 CO2 (g) + 1/2 O2 (g) Equation 2 (Eqn2): CuCO3 (s) CuO (s) + CO2 (g) Calculations I have to find out which of the two are correct by experimentation. By looking at the equations, I can see that gas is given out. Collecting this gas will be a good way to find out which equation is correct. I will collect the gas in a 100cm3 gas syringe. Therefore I want to be collecting about 80cm3 of gas per amount of copper carbonate. Eqn1 Ratio copper carbonate : gas 2 : 2 + 1/2 1 : 1.25 Eqn2 Ratio copper carbonate : gas 1 : 1 Above states that 2 1/2 moles of gas are produced in Eqn1. I know that 1 mole of gas occupies 24000cm3 in standard room temperature and pressure. I have stated that I want to collect about 80cm3. This means that I wasnt to collect 80/24000 moles of gas. This is equal to 0.00333. (recurring) moles of gas. Out of the 0.0033 moles of gas collected, 2 of them have to be moles of CO2 and 0.5 of them are moles of 02 2.5 2.5 So in Eqn1 we want 2 x 0.0033 moles of CO2 to be collected which is 0.00266 moles 2.5 According to the Eqn, the mole ratio of CuCO3 to CO2 is 2:2. This means we need 0.00266 moles CuCO3 to be decomposed in oreder to create the 80cm3 of gas. From this we can find the mass of CuCO3 to be used, by using the formula: Mass = moles x RFM (relative formula mass) = 0.00266 x (63.5 + 12 + (16 x 3) ) = 0.329g So in Eqn1, using 0.329g CuCO3 should produce about 80cm3 gas. Using 0.329g CuCO3 in Eqn2 should give less than 80cm3 gas. I shall prove this: CuCO3 (s) CuO (s) + CO2 (g) Mass of CuCO3 0.329g Moles of CuCO3 0.00266 Moles of CO2 produced 0.00266 Volume of CO2 produced 0.00266 x 24000 = 63.9cm3 Therefore, I know that whichever Eqn is correct, using 0.329g CuCO3 will not produce over 80cm3, and therefore the gas will definitely be able to fit into the gas syringe Diagram Key: This represents the syringe being held by a retort stand and also the boiling tube being held by tongues Method * Weigh exactly about 0.329g powdered copper carbonate * Set out apparatus as above * Put copper carbonate into boiling tube and put bung on. Bung should be as tight as possible to ensure it is air tight and to minimise the amount of gas lost * Attach delivery tube to gas syringe making sure plunger is fully depressed * Light the Bunsen on a yellow flame for safety and then turn it to a blue flame when ready to begin experiment * Apply Bunsen burner under boiling tube, wafting it under the copper carbonate * I know when the reaction has stopped by when the copper carbonate has gone red or black (depending whether Cu2O or CuO is produced). * Also, when the reaction stops, the plunger on the gas syringe will stop moving * It might be necessary to wait to let the syringe and its contents to cool down so that the gas occupies the correct volume I need to make sure the experiment is fair to ensure accurate results. From past experience, I know that when the syringe is fully depressed, but then the bung is added, the syringe plunger extends a bit. However in this experiment, the reaction wont start straight away. Therefore I will need to make sure that I push the plunger back in before heat is applied. The experiment will be repeated 3 times and a mean of the results will be taken. All of the results must be concordant with the mean. This will reduce chance of any anomalous data being used. The condition must remain constant throughout each experiment. The collected gas should be at standard room temperature and pressure. There is another test that could help find which equation is correct. In both equations CO2 is produced. To check this, we could bubble the gas through limewater, which turns milky in presence in CO2. However, in eqn1 O2 is also produced. The test for the presence of O2 is to place a glowing splint into the gas. If it relights, O2 is present. However, this method is not very adequate as the amount of O2 produced is very small in comparison to the CO2, and even if it was present it still might not affect a glowing splint Results Providing under about 70cm3 of gas is produced, it shows that no oxygen is produced and so we can say that the 2nd equation is correct Precautions During experiment, safety goggles should be worn throughout. Wear a lab coat so that it may be removed, without problem, if chemicals spill onto it. Plastic gloves should be worn to prevent chemical contact with skin. Also, when handling Bunsen burners, care should be taken. Copper (I) oxide (Cu2O) may be harmful if swallowed or if inhaled, could irritate lungs. If in contact with eye, rinse thoroughly with water for 15 mins and seek medical attention if problem persists. If in contact with skin, rinse with soap and water, and if swallowed in reasonable quantity, seek medical attention Copper (II) Oxide (CuO) Causes eye irritation, can damage cornea. Flush eyes with water for 15 mins. Irritates skin and can discolour it. If contact should occur, wash skin with soap and water. If swallowed, can cause damage to kidneys and liver. May also cause vascular collapse. However, do not induce vomiting, but drink cupfuls of milk. Id breathing is difficult do not give mouth to mouth resuscitation Copper Carbonate (CuCO3) risks are similar, yet not so hazardous. However treat with similar care. Do induce vomiting if swallowed Bibliography http://ptcl.chem.ox.ac.uk/~hmc/hsci/chemicals/copper_I_oxide.html chemical safety on Copper (I) Oxide http://avogadro.chem.iastate.edu/MSDS/CuO.htm chemical safety on Copper (II) Oxide http://en.wikipedia.org/wiki/Copper%28I%29_oxide general information on the copper oxides

Ways of Racial Categorizing Essay -- Racial Relations, Discrimination

What is discrimination? Discrimination is a combination of representation, stereotyping and ideology set by society to rank different groups of people. In an excerpt of â€Å"The Woman in the Window†, Ramona Lowe shows that there is a racial discrimination toward African-Americans in America. The story focuses on Mrs. Jackson, an African-American who lives in the north, and the struggles she faces at her work place. She was hired to cook in front of a restaurant window dressing as a stereotypical â€Å"Southern mammy† (Lowe 3) to attract customers. While cooking in front of the restaurant window, Mrs. Jackson was laughed at by a group of white kids who called her â€Å"Aunt Jemima and nigger† (Lowe 3). Clearly, Mrs. Jackson was mistreated because the society she lives in ranks her race, Black, lower than her bosses', which is white. Lowe’s short story, â€Å"The Woman in the Window†, demonstrates a racial discrimination against Blacks during the 194 0s by incorporating representation, stereotyping and ideology in the text. In order to illustrate the segregation of African-American, Lowe uses representation in her work. The characters in the story represent a social status based on race: the owners, Mr. Parsons and Kraft, represent the high-class and Mrs. Jackson represents the low-class. First, let’s discuss how Lowe shows the audience that Mr. Parsons and Kraft represent the high-class. For instance, the narrator frequently refers to Mr. Parsons and Kraft as â€Å"the proprietor† (Lowe 2) but always refers to Mrs. Jackson as herself. By using the word â€Å"proprietor† instead of their names, Lowe shows a separation between Mrs. Jackson and Mr. Parsons and Kraft. This use of word declares that the owners are a representation of high-class. They are different... ... So by using ideology, Lowe can reveal the racial discrimination against Blacks. After the establishment of the Jim Crow law, America faces the problem of African-American segregation. An excerpt from Ramona Lowe’s short story, â€Å"The Woman in the Window†, demonstrates a racial discrimination against Blacks during the 1940s by incorporating representation, stereotyping and ideology. First of all, the representation of the owners as high-class and Mrs. Jackson as low-class shows that representation can be use to demonstrate racial discrimination. Secondly, the owners’ assumption that Mrs. Jackson is from Georgia and that she needs money proves that stereotyping can be use to demonstrate racial discrimination. Lastly, the white children laughing and calling Mrs. Jackson â€Å"Aunt Jimima and nigger† is evidence that ideology can be use to demonstrate racial discrimination.

Belonging – Romulus My Father

Belonging is a paradoxical concept illustrating an individual’s sense of inclusions and exclusion simultaneously. This is evident in Raimond Gaita’s memoir Romulus My father as the individuals Romulus, Raimond and Christine experience the dynamic changes evident in the concept of belong to place, society and community. Armin Greder also explores the fluid and dynamic nature of belonging through his picture book ‘The Island’ through the isolation of the protagonist within the confinements of the island. The inclusion or exclusion from a community is shaped by human prejudices and tolerances. The biographical examination of Romulus’ life with in the text RMF, illustrates his rejection and acceptance within the community of Baringhup. Romulus’ immigrant status shows the division between the new immigrants and the Australians, as the immigrants are forced into a camp. This camp offered shelter and food, though it also offered an opportunity for belonging through shared experiences and cultures, â€Å"He asked the man who greeted new arrivals whether there were any other Romanians†¦ He sought them out and they quickly greeted. Although unaccepted by the Australians, Romulus is able to find other immigrants who he is able to connect with and form relationships, creating a family society between them. Through Romulus’ adoption of the Australian name â€Å"Jack† he attempts to connect to the social milieu of Baringhup though impeded by his unfamiliar morals and values which are not accepted by the Australian community. The strong prejudices of the Australian community are evident in the event of the fire, when Romulus attempts to scare the snake out of the grass through setting alight of the grass. This event causes the exclusion of Romulus in the community â€Å"responding with the instinct of an immigrant†¦ he set fire to the stook†¦Ã¢â‚¬  showing the intolerance of the community and emphasising the belief that he (Romulus) will never be accepted in the Australian community. Yet through Romulus’ contribution to the community through his ironwork and hardworking mentality he is able to be accepted into the community, evidently showing the inconsistent nature of belonging. Similarly, Armin Grader’s picture book â€Å"The Island’ is a metaphorical account of the way prejudices and fear create artificial barriers between people, which are used to exclude others to ensure protection. Shown his lack of clothing the protagonist is identified as foreigner on the island. Through the 4 panelled images we see the foreigner attempt integrating into society by performing civilised jobs, such cooking, carpentry, and singing in the local church. Though in each of these images the man is portrayed in an obscure manner, such as a devil in the choir, showing his exclusion of the individual while performing average tasks of the community, illustrating how belonging to self, controls an individual’s sense of belonging to society, and emphasising the fluid nature of belonging. Due to the social convention the community on the island and the fear evoked by the foreigner, the islanders construct a wall. This wall symbolises the islander’s sense of inclusion to each other as a community and a group which protects and supports each other. It also prevents the islanders from receiving the resources from the ocean, which is one of the main sources of the island livelihood. This artificial wall acts as a barrier to the islands inclusions with the outer world, yet allows the sense of belonging within the confinements of the wall to strengthen. This symbolic use of the wall, illustrates the paradoxical concept of belonging and the dynamic changes within the concept. An individuals belonging to society and community is only achieved through a sense of belong to place. Throughout the memoir, Gaita utilises the surrounding environment as a vehicle to explore the concept of Romulus’ and Raimond’s belonging to the community. â€Å"He longed for the generous and soft European foliage, but the eucalypts of Baringhup†¦ seemed symbols of deprivation and bareness. The negative emotive language shows the negative feelings Romulus has towards the Australian landscape illustrating his lack of connection to the land, thus the lack of connection to the community. In contrast although Raimond is positioned as an outcast by Tom Lillie because of his un-Australian like action, Raimond is able to achieve a connection to the land through his lyrical description of the landscape â€Å"The scraggy shapes and sparse foliage a ctually became the foci for my sense of its beauty and everything else fell into place. This connection allows Raimond to feel a sense of inclusion within the community as they share a common love for the land. The dwelling at Frogmore served to shape Raimond’s sense of belonging by providing place in which his relationship which his father could grow and develop, it also provided him with a constant place where he knew he could feel accepted. Although to Christina the residence at Frogmore becomes a symbol of her unacceptance to the family society â€Å"she could not settle in a dilapidated farmhouse in a landscape that highlighted her isolation. She longed for company† The negative connotations surround the words dilapidated and isolated reinforce the misery that Frogmore and emphasis he disconnection to place, in the one location where she should belong, exemplifying how the ideal of belonging is fluid and dynamic. It is the essence of place that the islanders attempt to maintain during Armin Greder’s text The Island. The close knit community of the island are fearful when the foreigner lands on the shore of their land. Through the singular sentence on the first page â€Å"He wasn’t like them† it is evident that he foreigner was challenging their sense of identity. Through the silent image of the rough sea the foreigners isolation is emphasised. Shown through the protagonist’s lack of clothing the man’s disconnection to the land, his skeletal frame contrasted to the large well-nourished men of the island, emphasis his non-belonging and questions the islander’s fears towards the weak man. The challenge of their land over humanity ultimately results in the men, killing one of their own and sending the foreigner back into the ocean. This illustrates the negative effects of belonging and non-belong, and stress’s the paradoxical nature of belonging as the islanders belong to the community yet excluded themselves from the sea illustrating a consequence of belonging to community is loss of place. Within both texts RMF and The Island, Gaita and Greder present the concept of belonging as of a fluid and dynamic nature. This paradoxical nature of belonging illustrates an individual’s sense of inclusion and/or exclusion simultaneously, as the protagonists are faced with the challenge of not belonging within a society yet conflicted by the sense of belonging to place concurrently, evidently showing the concept of belonging within place, society and community.

Bailout tarp in the united states

As the headlines in today’s newspapers all around the world show, there is a global economic slowdown. Economies all over the world are being plunged into what is tentatively being called â€Å"Recession. † While there are those who believe that this is simply an expected trend given the rapid growth of the global economy, it still does not detract from the fact that it is an urgent and pressing problem. In order to address this problem, several governments have issued massive bail-outs and laws designed to manage the system.In line with the principles of Keynesian Economics, it seems that the government is the only player capable of solving this problem. It is this government intervention through the Federal Reserve, led by Ben Bernanke, that is touted as the solution to the country’s, if not the world’s, economic problems. According to most economists, the current bailout scenarios that have been presented are nothing more than prime examples of throwing good money after bad.Instead of tackling the problem head on by implementing sound fiscal and monetary policies, the United States government is bent on revitalizing the economy by allowing massive losers such as the AIG group to continue accumulating losses and patronizing its already proven bad habits. The main strategy here, as employed by Chairman Bernanke, is to pump prime the economy through a mixed strategy of monetary and fiscal policies. It is posited that increasing funding to these â€Å"black hole institutions† will be the key to ending this financial crisis.One of these policies is the voluntary capital purchase program. It is aimed at selling preferred shares of stock to the United States Government on favorable terms that afford the maximum amount of protection to the taxpayer. Another policy that has been implemented is the systematic risk exception under the FDIC Act which grants the FDIC the power to guarantee, on a temporary basis, the senior debt of all F DIC insured institutions. The third policy that has been announced is the increased access to funding for all of the businesses in various sectors of the American economy.The goal of this is to stimulate economic growth on a micro level in order to develop solid economic fundamentals that can help resuscitate the economy. Other steps that the Federal Reserve has taken include the strengthening of capital position and funding ability of American Financial Institutions. These are to be achieved through multilateral agreements such as the reciprocal currency arrangement (Swap Lines) with International Central Banks.Finally, the heralded US $700 billion bailout plan that was recently enacted into law has also been designed to infuse much needed capital into the market and to protect the exposure of several multinational and local financial institutions. While there are indeed real benefits for pump-priming the economy, the more pragmatic approach is to control spending. One of the optio ns available to control this problem is to adjust interest rates in order to prevent capital flight and also encourage more investors to bring in foreign currency. By increasing interest rates the demand for local currency is increased.The reason for this is that only the local currency can be used in transacting business in the country. This means that investors have to convert their foreign currencies into local currency in order to be able to do business transaction in the market. If foreign investors come into the country then there will now be a marked increase in the demand for the local currency thus stabilizing the exchange rate once more. While there is certain economic and political sense in the policies of Bernanke, the herculean task of rehabilitating one of the world’s largest economies cannot be done through the efforts of the Federal Reserve alone.Even employing one or a mix of the strategies would only be preliminary to finding the real solution to the problem . So while current theories show that monetary and fiscal policies may indeed impact inflation and unemployment thus alleviating the economic situation, such is not always the case in certain situations as shown in the example provided. The basics such as solid economic fundamentals must always be considered when looking at the impact of such changes to see if they can really attain the desired effect.

Dyslexia and Multisensory Teaching Approaches

Dyslexia and Multisensory Teaching Approaches Multisensory learning involves using two or more senses during the learning process. For example, a teacher who provides lots of hands-on activities, such as building a 3-dimensional map enhances their lesson by allowing the children to touch and see the concepts she is teaching. A teacher who uses oranges to teach fractions adds sight, smell, touch and taste to an otherwise difficult lesson. According to the International Dyslexia Association (IDA), multisensory teaching is an effective approach to teaching children with dyslexia. In traditional teaching, students typically use two senses: sight and hearing. Students see words when reading and they hear the teacher speaking. But many children with dyslexia may have problems processing visual and auditory information. By including more of the senses, making lessons come alive by incorporating touch, smell and taste into their lessons, teachers can reach more students and help those with dyslexia learn and retain information. Some ideas take just a little effort but can bring about big changes. Tips for Creating a Multisensory Classroom Writing homework assignments on the board. Teachers can use different colors for each subject and notations if books will be needed. For example, use yellow for math homework, red for spelling and green for history, writing a sign next to the subjects students need books or other materials. The different colors allow students to know at a glance which subjects have homework and what books to bring home.Use different colors to signify different parts of the classroom. For example, use bright colors in the main area of the classroom to help motivate children and promote creativity. Use shades of green, which help increase concentration and feelings of emotional well-being, in reading areas and computer stations.Use music in the classroom. Set math facts, spelling words or grammar rules to music, much as we use to teach children the alphabet. Use soothing music during reading time or when students are required to work quietly at their desks.Use scents in the classroom to convey differe nt feelings. According to the article Do scents affect peoples moods or work performance? in the November, 2002 issue of Scientific American, People who worked in the presence of a pleasant smelling air freshener also reported higher self-efficacy, set higher goals and were more likely to employ efficient work strategies than participants who worked in a no-odor condition. Aromatherapy can be applied to the classroom. Some common beliefs about scents include: Lavender and vanilla help promote relaxationCitrus, peppermint and pine help increase alertnessCinnamon helps to improve focus You may find that your students react differently to certain scents, so experiment to find which works best using a variety of air fresheners. Start with a picture or object. Usually, students are asked to write a story and then illustrate it, write a report, and find pictures to go with it, or draw a picture to represent a math problem. Instead, start with the picture or object. Ask students to write a story about a picture they found in a magazine or break the class into small groups and give each group a different piece of fruit, asking the group to write descriptive words or a paragraph about the fruit. Make stories come to life. Have students create skits or puppet shows to act out a story the class is reading. Have students work in small groups to act out one part of the story for the class. Use different colored paper. Instead of using plain white paper, copy hand-outs on different color paper to make the lesson more interesting. Use green paper one day, pink the next and yellow the day after. Encourage discussion. Break the class into small groups and have each group answer a different question about a story that was read. Or, have each group come up with a different ending to the story. Small groups offer each student a chance to participate in the discussion, including students with dyslexia or other learning disabilities who may be reluctant to raise their hand or speak up during class. Use different types of media to present lessons. Incorporate different ways of teaching, like films, slide shows, overhead sheets, P owerpoint presentations. Pass pictures or manipulatives around the classroom to allow students to touch and see the information up close. Making each lesson unique and interactive keeps students interest and helps them retain the information learned. Create games to review material. Create a version of Trivial Pursuit to help review facts in science or social studies. Making reviews fun and exciting will help students remember the information.   ReferencesDo scents affect peoples moods or work performance? 2002, Nov 11, Rachel S. Herz, Scientific AmericanInternational Dyslexia Association. (2001). Just the facts: Information provided by the International Dyslexia Association: Orton-Gillingham-Based and/or Multisensory Structured Language approaches. (Fact Sheet No.968). Baltimore: Maryland.

6 Job Skills You Need To Be A Sales Associate

6 Job Skills You Need To Be A Sales Associate So you want to make it as a sales associate. If you’re looking for a position in the current economy, you’re going to want to be as marketable as possible to rise above your competition. Given the broad responsibilities that will likely end up being yours, you’ll want to be as versatile as possible; that way you can work anywhere. Here are some of the most important skills you’ll need. Keep in mind that many of these skills might be things you’ve already accumulated by work experience in other fields- or just your natural inclinations. Keep an open mind as to how to adapt your existing skills to the sales field- or how to beef up any arenas in which you may be lacking.1. OrganizationNot to be underestimated. You’ll be providing customer service, keeping track of customers and preferences, as well as the preferred filing, inventory, and documentation systems for your company. You might even be tasked with ensuring that merchandise is displayed well, which requires a certain amount of visual/spacial organizational skills.2. Money HandlingYou’ll want to be well versed in monetary transactions, particularly if you plan to be a cashier or handle payments. Be adept at money-tracking software programs, and have a bit of fast math in your head for making change. And learn to handle credit card transactions.3. CommunicationThis applies not just to within your colleagues, but also to your customer or client base. You’ll need to be good in all forms of communication: verbal, written, and visual. Communication skills are necessary for customer relations and also for surprising tasks like record keeping.4. SellingSales requires you to sell things. Bottom line. If you don’t have these skills, you’d better acquire them fast- or start looking for work in a different field. You’ll want to rely on your communication skills, plus your attention to detail, and you’ll also want to make sure you real ly know your product inside and out. Basic accounting and stock knowledge are a plus. But people skills, i.e. your interpersonal skills and fluency, are tantamount.5. LiteracyYou will need to write and speak, and you will be judged by your ability to do so clearly, effectively, and persuasively. You’ll also want to be literate in basic math and technology. Basically: never let a customer get the impression that they’re smarter than you at any point during your interaction. As the point of contact, and the liaison with other team members and your company at large, you’ll need to be effective when you transmit information.6. Personal MasteryIf you’re not the kind of person who’s always striving to be better- to look better, to think faster, to do better- then sales might not be the most ideal fit for you. Start cultivating your enthusiasm, flexibility, positivity, cleanliness, punctuality, team focus, politeness, persuasiveness, multitasking skills, friendliness, and efficiency. Keep honing your best personal attributes, working to compensate for weaknesses, learning new things, knowing more, doing more, developing your talents, and you’ll go far.

Preservation of Organs for Transplant Research Paper

Preservation of Organs for Transplant - Research Paper Example This paper seeks to analyze history of organ transplant, what happens to blood flow and metabolism; the length of time the tissue is available for transplant, size of the tissue in relation to efficacy of the methods of preservation, energy balance at the tissue/organ surface and how this may appropriate particular method, and the methods that are used in conjunction with hypothermia. Introduction Organ transplant is the effective therapy for end-state organ failure which primarily depends on the supply of organs of high quality and efficacy. It was developed in 1960’s based on the functional knowledge by anatomists and physiologists on the requirements of to keep body organs viable and functioning outside the body. Organ preservation on the other hand acts as a logistic aspect to enable conducting of laboratory tests and organization of other clinical activities before the actual transplant (Toledo-Pereyra, 3). Organ preservation simply calls for slowing biological deteriorat ion in organs removed from their normal physiological environment necessitating advancement of methods and approaches to achieve the process. Methods Cooling: This involves reduction of temperatures to inhibit cellular metabolism and requirements for oxygen in a bid to prevent tissue injury. The organs are preserved in a specific solution which in most cases prevent the molecular, cell and tissue changes in a bid to prevent oxidative stress and inflammation/cytokine production which would affect the conditions of the tissue. Hypothermic Machine Perfusion [HMP]: this method depends on activating residual metabolism which greatly relies on energy generation synonymous with the mammalian need for oxygen supply for aerobic metabolism through vascular perfusion. Simple Static cold storage [SCS]: It is associated with preservation for livers, lungs, pancreas or heart with a basic concept of cooling supplemented with use of special preservation solutions aimed at modifying inevitable cellu lar molecular changes. Discussion In cooling, blood flow and metabolism are suppressed so as to inhibit uncontrolled cellular/ molecular growth before the transplant. This elongates viability of the tissue/organ with respect to time by â€Å"chilling of organs† making it the widely used approach in the preservation history. The efficacy of this method depends on the size of the tissue/organ which dictates the maximum time that it can be preserved before the transplant. The energy balance is based on the mitochondrial dysfunction by disrupting its membrane permeability allowing accumulation of calcium, sodium and water within the cell which in turn inhibits uncontrolled growth/destruction of the tissue. HMP on the other hand involves a non-pulsatile blood flow coupled with low/minimal oxygen supply and low temperatures to inhibit metabolic changes of energetic substrates. Uniform myocardium cooling and constant supply of needed metabolic substances, facilitates early post-stor age capacity a method that necessitates HMP in the liver transplant. Energy balance on this method relies on the balance of oxygen supply and the aeration of perfusates and the preservation solutions (Hornick and Marlene, 3). SCS involves much of the HMP procedures but differs with the concentration of chilled solutions and

Introduction to the internet and E- Business Essay

Introduction to the internet and E- Business - Essay Example They prepared all the food by themselves without outsourcing. They always welcome the new ideas to promote their quality of services and menus. The company is currently operating in two areas i.e. Cheshire and Manchester. Currently offering catering services to other local restaurants as well as private events and has gained a very prestigious in the area. The company has great quality of foods and services, but unfortunately they are not as good in their e-business segment. The company has beautifully designed website which clearly explains their expertise and taste but don’t have online support system or order booking system. This makes it very difficult to process online orders and queries, as it will delay their response to the customers. The importance and scope of E-Business needed to be elaborated to the company. It looks they are unaware about the technology, if proper demonstration is conducted to explain the possibilities, and benefits associated with it. The company should be educated about different e-business models and their acceptance & success in Catering industry. It can be said that the Information and Communication Technologies (ICTs), for conducting or supporting are used to improve the business activities and processes, including development and research, design and development, procurement, operation, marketing, manufacturing, and sales, human resources management, logistics, value chain integration and finance. The evolution of e-business became more popular with the introduction of Internet, especially, the www (World Wide Web) or web, revolution. The history of e-business is not longer than 15 years. However, its enhancements and developments, i.e. Electronic Data Interchange (EDI), Material Requirements Planning (ERP) and Enterprise Resource Planning (ERP), have the history of more than forty years. EDI is an electronic communication of commercial transactions, such as placements of orders, consignment