Standing Out in a Group Essay Example

Conflict Essay Example | Topics and Well Written Essays - 250 words - 2

Struggle - Essay Example The chief should have conveyed to the medical attendants on the major developments in order to get their interests or commitment. A case of a factor that can cause struggle is the modification of work hours or procedure. Additionally, Nurses who have tremendous involvement with the office may feel disengaged or neglected and thus the antagonistic vibe. Experience is significant when making changes to treatment plans, and profession advancement viewpoints, for example, advancement. Regardless of the inescapable danger of contention, nurture pioneers can devise techniques to turn away it. Struggle can be overseen through trade off (American Sentinel University, 2011). A medical attendant pioneer should break down the thought process and the effect of such rearrangement. On the off chance that the activities think about the enthusiasm of patients and the medical attendants, at that point a trade off can be reached in which all attendants adjust to the changes. In the event that the progressions damage the enthusiasm of attendants, a medical attendant pioneer can adopt a collective strategy and draw in the chief in discovering shared opinion. In this methodology, the chief should surrender ground on issues that abuse the enthusiasm of medical caretakers, and attendants to permit a few fundamental changes in the division. American Sentinel University. (2011, July 27). The Five Styles of Managing Conflict Resolution for Nursing. Retrieved June 30, 2015, from

How Popular is Your Favorite Novel

How Popular is Your Favorite Novel Ever wonder if other readers also love the novel you love most? Ever love a story that makes you feel unique? Ever feel youve found a forgotten classic that no one else reads? Well, Goodreads has a stats feature that can confirm or deny your hunches about your favorite novel. Go to Goodreads and search on your all-time favorite book. Im going to use The Handmaids Tale by Margaret Atwood as my example. Title page at Goodreads for The Handmaids Tale From the main page, we know that 657,626 people have rated The Handmaids Tale, 33,939 have written reviews, and it has scored an average of 4.06 out of 5 stars (657,626, 33,939, 4.06). However, if you click on the Stats hyperlink on the upper right (circled in red), you see another set of very interesting statistics. Goodreads user stats for The Handmaids Tale The blue line is the key indicator. It tells how many readers added this title to their Goodreads library each day. Red reveals how many readers rate the book, which usually happens just after they read it. Green shows how many readers hope to read the book. And yellow, even though its usually the lowest number, tell us how many readers took the time to write a review. Now, type in titles of more of your favorite books. Compare their numbers with each other, and with very popular books. This will give you an idea of how relatively popular your reading tastes run. Try to find the most popular book youve read, and the least popular. I find the books I love with the lowest stats reveal the most  about my personality. It can hurt when you discover that something so special to you is completely ignored by the rest of the world. But it can also be sharply defining. Study the graph above. Notice that just after Donald Trump took office there was a surge in buying The Handmaids Tale, and another surge when the TV miniseries came out on Hulu. Currently, about 2,600 copies are added to Goodreads each day. Thats quite remarkable. Quite often there are dramatic spikes in the Goodreads statistics. I wonder if Book Riot (or other bookish sites) published something that makes folks run out to get the book? I just compared these results to the book Im currently listening to, We Are Legion (We Are Bob) by Dennis E. Taylor. (11,535, 1,213, 4.32). Roughly 120 people a day add it to their Goodreads bookshelves. These numbers arent super high compared to famous books, but very high compared to other new science fiction books, revealing Taylor has a hit on his hands. However, one of my personal all-time favorite stories, Empire Star by Samuel R. Delany (586, 58, 3.8) is seldom added to Goodreads, at best one copy a day on average. I recently wrote about this novella for Book Riot, Simplex, Complex, Multiplex: Samuel R. Delany and Experience vs. Reading. Between the Goodreads stats and the response from the essay, I know Im in love with a tale that few people care about or know. Popularity is not an indicator of quality, but it does show how our interests intersect with the interests of others, and I find that rather fascinating. Save Save

Bat Sounds What Noise Do Bats Make

By  producing sounds and listening to the resulting echoes, bats can paint a rich picture of their surroundings in complete darkness. This process, called echolocation, enables bats to navigate without any visual input. But what do bats actually sound like? Key Takeaways Bats can be distinguished through their sounds, which have frequencies that are ultrasonic, or too high for humans to hear.The bat call itself contains different components—with frequency either staying the same or varying over time.Bats produce â€Å"clicks† by many different mechanisms—including using their voice box, generating sounds through their nostrils, or clicking their tongues.Bat sounds can be recorded with â€Å"bat detectors† that change the sounds to frequencies that humans can hear. What Bats Sound Like During echolocation, most bats use their vocal cords and larynx to produce calls, much in the same way that humans use their vocal cords and larynx to speak. Different species of bats have distinct calls, but in general, bat sounds are described as â€Å"clicks. When these sounds are slowed down, however, they are more similar to a bird’s chirp, and tend to have noticeably different tones. Some bats do not use their vocal cords to produce calls at all, and  instead click their tongue or emit sound from their nostrils. Other bats produce clicks using their wings. Interestingly, the exact process by which bats click with their wings is still debated. It is unclear whether the sound results from the wings clapping together, the bones in the wings snapping, or the wings slapping against the bats body. Ultrasonic Sounds Bats produce ultrasonic sounds, which means that the sounds exist at frequencies higher than humans can hear. Humans can hear sounds from about 20 to 20,000 Hz. Bat sounds are typically two to three times higher than the upper limit of this range. There are multiple advantages to ultrasonic sounds: The shorter wavelengths of ultrasonic sounds make them more likely to bounce back to the bat, rather than diffract, or bend around, objects.Ultrasonic sounds require less energy to produce.Ultrasonic sounds dispel quickly, so the bat can tell apart â€Å"newer† from â€Å"older† sounds that might still be echoing in the area. Bat calls contain  constant-frequency  components (having one set frequency over time) and  frequency-modulated  components (having frequencies that change over time). The frequency-modulated components themselves can be narrowband (consisting of a small range of frequencies) or broadband (composed of a wide range of frequencies). Bats use a combination of these components to understand their surroundings. For example, a constant-frequency component might allow the sound to travel farther and last longer than frequency-modulated components, which could help more with determining the location and the texture of a target. Most bat calls are dominated by frequency-modulated components, though a few have calls that are dominated by constant frequency components. How to Record Bat Sounds Though humans cannot hear the sounds that bats make, bat detectors can. These detectors are equipped with specialized microphones capable of recording ultrasonic sounds and electronics capable of translating the sound so that it is audible to the human ear. Here are some methods that these bat detectors use to record sounds: Heterodyning: Heterodyning mixes an incoming bat sound with a similar frequency, resulting in a â€Å"beat† that humans can hear.Frequency division: As stated above, the sounds that bats have frequencies that are two to three times higher than the upper limit that humans can hear. Frequency division detectors divide the bat’s sound by 10 to bring the sound within the range of human hearing.Time expansion: Higher frequencies occur at higher rates. Time expansion detectors slow down an incoming bat sound to a frequency which humans can hear, usually also by a factor of 10. Sources Boonman, A., Bumrungsi, S., and Yovel, Y. â€Å"Nonecholocating fruit bats produce biosonar clicks with their wings.† 2014. Current Biology, vol. 24, 2962-2967.Breed, M. â€Å"Ultrasonic communication.† 2004.Echolocation in Bats and Dolphins. ed. Jeanette Thomas, Cynthia Moss, and Marianne Vater. University of Chicago Press, 2004.Greene, S. â€Å"Holy bat sounds! Unusual library will help scientists track bat species.† Los Angeles Times, 2006.Rice University. â€Å"Bat sounds.†Yovel, Y., Geva-Sagiv, M., and Ulanovsky, N. â€Å"Click-based echolocation in bats: not so primitive after all.† 2011. Journal of Comparative Physiology A, vol. 197, no. 5, 515-530.

Corporate Background Of Worldcom Company Essay - 1322 Words

Corporate Background WorldCom, now known as MCI, began humbly as an obscure long distance telephone company, LDDS Communications, in 1983, and rose to the second largest long-distance phone company in the United States and one of the largest companies handling worldwide Internet data traffic, with an aggressive corporate strategy of growth though acquisition (Moberg, and Romar. â€Å"WorldCom†¦Ã¢â‚¬ ) With its corporate headquarters located in Clinton, Mississippi, WorldCom consisted of an employee base of 85,000 workers at its peak and provided a broad range of communication services in over 200 countries on six continents, including voice and Internet communication services for millions of consumer customers, one of the most extensive communications networks in the world, and value-added services such as customized solutions for network design, configuration of customer premises equipment, proactive network monitoring, managed hosting as well as authentication, firewall and virus scanning services (WorldCom Form 10-K, 2002). Between 1991 and 1997, WorldCom spent almost $60 billion in the successful completion of 65 acquisitions, two of which, the MFS Communications acquisition and MCI Communications acquisition, brought both â€Å"a major supplier of Internet services† and â€Å"one of the largest providers of business and consumer telephone services†. Benefited by this prescient and successful business strategy, WorldCom’s stock rocketed to over $60 per share. These acquisitions providedShow MoreRelatedEssay on Worldcom1595 Words   |  7 PagesRestoring Trust in WorldCom 1. What are the three or four central objectives that Breeden hopes to achieve with the proposals in â€Å"Restoring Trust†? Why is reform needed? What are the benefits? What are your concerns regarding the reform? The WorldCom Corporate Monitor, Richard Breeden, believed that in order to correct the ills that faced the company, WorldCom needed to adopt a strong Corporate Governance structure. 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The main objective of this act is to recover the investors’ trust in the stock market, and to prevent and detect corporate accounting fraud. I will discuss the background of Sarbanes-Oxley Act, and why it became necessary in the first section of this paper. The second section will be the act’s regulations for the management, external auditors, and companies, mainly publicly-traded companies, and the cost and benefits of the act. The last sectionRead MoreEnron : The Financial Statement1461 Words   |  6 Pages whenever companies have outstanding energy-related or other derivative contracts (either assets or liabilities) on their balance sheets at the end of a particular quarter, they must adjust them to fair market value, booking unrealised gains or losses to the income statement of the period. A difficulty with application of these rules in accounting for long-term futures contracts in commodities such as gas is that there are often no quoted prices upon which to base valuations. 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Bahram Soltani (2014), also discusses within the abstract the different areas reviewed regardingRead MoreCase Analysis Arthur Andersen: Questionable Accounting Practices1000 Words   |  4 PagesThus, it leaded to a negative influence on Andersens Corporate culture, which enabled Andersen to be more interested in its own revenue growth through ethical and legal misconducts, such as accounting irregularities and fraud. More seriously, it developed a number of lawsuits from1997 to 2005, which impelled the SEC to keep a close watch on, from its client such as Baptist Foundation of Arizona, Sunbeam, Waste Ma nagement, Enron, and Worldcom. Especially for the SEC to Enrons investigating, it would

Financial System of Kazakhstan Free Essays

Suleyman Demirel University Course work: Analysis of strengths and weaknesses of financial system in Kazakhstan Done by: Abeu Azamat Economics1 Date______________ Almaty 2010 Introduction Financial relations forms there where are funds of money is. Only with the advent of the state and the regular commodity-money reference there is an economic category the finance. Finance is objectively necessary, their necessity is caused by existence of commodity manufacture, the reference, and also action of the law of cost. We will write a custom essay sample on Financial System of Kazakhstan or any similar topic only for you Order Now The monetary relations developing between the enterprises in their economic activities, the circulation of funds in the course of manufacture mediates. A material basis of the finance is manufacture. Studying of economic structure of any society of the modern state is impossible without the financial system analysis, representing set of financial relations and institutes regulating them. Financial relations represent an important component of the general economic relations inherent in any public system. Through the financial mechanism the state forms and uses funds of the money resources necessary for performance of its numerous functions in political, economic and social spheres. The financial system covers numerous institutes of public finances which operate in close interaction with credit institutes of different function. Subject of my research is set of the financial and monetary and credit relations demanding the new approach to their regulation in the conditions of transition to market economy. A methodological basis the complex system approach to studying of a problem of reforming of financially-credit system of Republic Kazakhstan in the conditions of transition to market economy makes, applications in these purposes of various concepts of world economic thought on increase of a role of the finance, money and the credit in management of national economy. The financial sector of Kazakhstan is the largest financial sector in Central Asia. It possesses enormous fossil fuel reserves as well as minerals and metals. It also has considerable agricultural potential with its vast steppe lands accommodating both livestock and grain production, as well as developed space infrastructure, which took over all launches to the International Space Station from the Space Shuttle. The mountains in the south are important for apples and walnuts; both species grow wild there. Kazakhstan’s industrial sector rests on the extraction and processing of these natural resources and also on a relatively large machine building sector specializing in construction equipment, tractors, agricultural machinery, and some military items. The urgency of the given theme can’t be exaggerated, after all a financial system, by right, it is considered a basis of bases of any modern state. Many crises of economy are connected with infringement of its functioning. Therefore it is necessary to know all subtleties of its device for maintenance of normal functioning of any country. It is possible to assert that each link of a financial system is its independent element, but this independence is relative in middle the uniform complete. The financial system is a set of various kinds of funds of the financial resources concentrated at the disposal of the state, not financial sector of economy (managing subjects), separate financial institutions and the population (households) for execution of the functions assigned to them, and also for satisfaction of economic and social requirements. The modern world is the world of all-round and all-powerful commodity-money relations. They penetrate internal life of any state and its activity on international scene. In the course of reproduction at different levels, since the enterprise and finishing national economy as a whole, funds of money resources are formed. Thus has no value, in what form money acts: In the form of cash paper signs, roofing felts in the form of credit cards, or on appearing on bank accounts of the sums in general out of any form. Global financial and economic crisis has shown weaknesses of existing models of financial relations both of universal scale, and at national level. Weaknesses have been revealed in structure of state regulation and in activity of financial institutions. Problems of financial institutions were showed in imperfection and discrepancy of control systems by risks to modern lines and level of accepted risks (both on degree, and on quality of risks), low level of the corporate governance, an insufficient transparency and, as consequence, an inefficiency of the business models, appeared sensitive to negative tendencies. One of distinctive features of the post crisis period is necessity of elimination of the revealed problems of financial sector, correction of the admitted errors and maintenance stable diversified growth. It is necessary to continue work on creation of a modern, steady and competitive financial system of sovereign Kazakhstan. In this work used a proceedings of domestic and foreign scientists; rich world’s experience of functioning of financially-credit systems of the countries with the developed and developing market economy, principles of systematization and developments. Main part CONCEPT OF THE FINANCIAL SYSTEM By definition, the financial system is a set of financial relations. By the nature financial relations are distributive, and cost distribution is carried out first of all on subjects. Subjects form monetary funds of a special-purpose designation depending on them play what role a social production: whether are its direct participants, whether will organize insurance protection or carry out state regulation. The role of the subject in a social production represents itself as the first objective criterion of classification of financial relations. According to it in the general set of financial relations large spheres can be allocated: the finance of the enterprises, establishments and the organizations; insurance; public finances. In each of the named spheres links are allocated, and the grouping of financial relations is carried out depending on character of activity of the subject, making defining impact on structure and appointment of target monetary funds. This criterion allows to allocate in sphere of the finance of the enterprises (establishments, the organizations) such links, as the finance of the enterprises functioning on the commercial beginnings: the finance of establishments and the organizations which are carrying out noncommercial activity; the finance of public associations. In insurance sphere where character of activity of the subject predetermines specificity of object of insurance, as links act: social insurance, property and personal insurance, responsibility insurance, insurance of enterprise risks. In sphere of public finances – accordingly, the state budget, off-budget funds, the state credit. Spheres and links of financial relations are interconnected, forming in aggregate uniform financial system. Different links of a financial system serve different kinds of financial distribution: intraeconomic – the finance of the enterprises. Inside branch – the finance of the enterprises, complexes, associations, interbranch and between territorial – the state budget, off-budget funds. Each link of a financial system is in turn subdivided on under links according to internal structure of financial interrelations containing in it. So, as a part of the finance of the enterprises functioning on the commercial beginnings, depending on a branch orientation, the finance industrial, agricultural, trading, transport agencies etc. and in dependence o? patterns of ownership – the finance of the state enterprises, cooperative, joint-stock can be isolated, private, etc. Branch and economic features of the enterprises functioning on the commercial beginnings, make essential impact on the organization of financial relations, structure of formed monetary funds of a special-purpose designation, an order of their formation and use. THE ANALYSIS OF THE FINANCIAL SYSTEM OF KAZAKHSTAN According to many experts, Kazakhstan has already overcome the most painful after achievement of financial stabilization peak of structural economic transformations and has achieved appreciable successes, realizing own strategy and, tactics of economic reforms. In Kazakhstan for fifteen years of independence the system of economic and social relations has completely changed. Since the beginning in 1994 of global economic reforms financial stabilization is appreciably reached, privatization of all state ownership approaches end, manufacture lifting was outlined. If in 1993 inflation made over two thousand percent in 2001 it has decreased to 23, 7 %, And today makes about 7-9 %. There was almost full liberalization of the prices and cancellation of the majority of restrictions in foreign trade sphere. In 1996 growth of a total internal product in comparison with previous year on 0, 5 % has been for the first time in recent years provided. The rate of refinancing of National Bank of the Republic Kazakhstan, reaching in the middle of 1994 450-480 %, has decreased more than in 20 times. Carrying out of a rational policy of the State expenditure has provided decrease in a shortage level of the budget. In turn, it has allowed to put the strong base of maintenance of financial stabilization of economy: real preconditions of attraction of the investments, promoting moderate economic growth, lifting and structural reorganization of national economy and improvement on this basis of quality of life of the population are created. One of the basic sections of the governmental program on deepening of reforms for 1996-1998 was reforming of a control system by financial resources of the country and its adaptation to market conditions. Thereupon, last years efforts of the government have been directed first of all on rationalization of budgetary expenses, strengthening of financial discipline, creation of the real proprietor and stimulation of attraction of investments into development of economy of republic, perfection of interbudgetary relations and formation of the effective mechanism of management by the state external and internal debt, strengthening and development of the market of the state securities and other tools of a market infrastructure. Despite complexity of an economic situation, last years from the republican budget were allocated considerable means for support of domestic commodity producers, sanitation and rehabilitation of the state enterprises, financing of investment and social projects, objects of small and average business. In particular, only in 199? to year on these purposes it is directed over 15 % of budgetary funds, or 26,9 billion tenge, including on agriculture development – 9,8 billion tenge, or 91,4 % to the forecast. Credits to Eximbank for financing of investment projects have made 3,6 billion tenge, or 99,5 % to the plan, and Rehabilitation bank for carrying out of procedures on the insolvent enterprises – 5,8 billion tenge, or 97,1 % to the plan. For the purpose of attraction of the foreign capital for expansion of manufacture and acquisition of skills on marketing and management per 1995 1996 transfer of some the large enterprises black and nonferrous metallurgy, chemical branch to foreign investors was carried out. It is possible to criticize the government for these measures as nobody is insured from errors in business such extremely difficult and absolutely new to us, but the fact remains somehow, of course. By these enterprises only for 1996 it is made production more than on 190 billion tenge that makes almost 28 % from industrial output total amount. In comparison with the corresponding period of 1995 (on 6 %), hire ready (on 7 %), copper refined (in 1,4 times), magnesium and magnesian alloys (in 1,5 times), lead steel manufacture has increased in a concentrate (on 5,8 %), alumina (on 5,8 %). Manufacture of iron ore and pig-iron has increased also. But the most important thing – here was possible to keep employment, to avoid large social conflicts and measures on strengthening of control over tax revenues from these enterprises are now undertaken. A key problem of the government there is a creation of the real proprietor that will allow to expand profitable base of the budget. In 1996 it is considerable Rates of carrying out of privatization according to separate individual projects were accelerated. Now almost all large enterprises is in private hands. At the given stage the big work on end of privatization of objects under individual projects is spent. At the same time, as well as in other countries with transitive economy, development of budgetary sphere during the last years at us restrained decrease in level of public revenues, as consequence of the most severe crisis and high inflation in previous years, deterioration of a financial condition and financial discipline, first of all, at the state enterprises, weak tax administration and complexities with the taxation of a growing private sector. For example, incomes of the state budget to gross national product level have decreased from 22,3 % and 1993 to 16,9 % in 1996, including tax revenues from 15,6 % to 11 % to gross national product. The basic share of tax revenues in 1996 has been provided at the expense of taxes from consumers – 40,7 % to a total sum of taxes. In 1997 budget incomes will make 15,3 % to gross national product, including tax – 11,7 %, per 1998 accordingly – 16,4 % and 12,2 % to gross national product level. For the decision of the large problems concerning the general policy in the field of the State expenditure, in 1996 there have been begun large-scale reforms: on optimization of a network and structure of social sphere, reorganization of system of the central and local executive powers, reforming of housing and communal services, social protection and population provision of pensions. On realization pension reform in 1997 it has been listed 36 billion tenge to State payable center from the state budget. For 1999 the budgeted deficit at a rate of 5,5 % to gross national product as a result of granting of transfers from the budget to the Pension fund on 52 billion tenge and payment of social benefits for 23 billion tenge was put. Thus, the budgetary policy gets even more social orientation. Formation, public health services, social insurance and maintenance will be priority directions of an expenditure of public funds. As a whole, the share of expenses on social programs under the budget project for 1998 has made 61,5 % of all expenses of the state. For the decision of social problems of republic in 1997 the Republic Kazakhstan government had been undertook serious steps on strengthening of a profitable part of the state budget. The basic directions in the field were strengthening of control over receipts of taxes and work with separate tax bearers, perfection of methods of administration behind taxation, modernization and a computerization of tax services of republic. However these measures haven’t given fast effect and in 2000 financial possibilities of the state budget have been limited. Thereupon, the basic accent in the budgetary policy of this year has been directed on more efficient control state ownership, rational use of public finances, strengthening of control over a target expenditure of means of tax bearers. Work in this direction will be constantly spent and regularly. Despite additional loading on the state budget in connection with reforming of system of provision of pensions and occurrence of powerful expenses on state debt service, the government has allocated in the budget of 2000 considerably a great sum for investment programs, than in previous years. If in 1997 budgetary investments were provided at a rate of 19,9 billion tenge in the following from the budget to priority investment projects at the expense of external sources it has been directed 34 billion tenge, or about 400 mln. dollars that, in turn, stimulated considerable growth of solvent demand and lifting of economy of republic. The basic priorities of the state investment program are development of a social and industrial infrastructure, and also housing construction activization. the list of investment projects projects on education system rehabilitation, development of a high system, reconstruction of irrigational systems and water supply systems enter. Financing of projects is provided at the expense of means of the state budget, and also at the expense of the means given by foreign donors. Since 1998, the Ministry of Finance refuses direct credits of National Bank. For budgeted deficit financing in 1998 noninflationary sources and market methods of loan in the inter nal and external financial markets have been used only. In 1997 it has not been admitted any default under the state financial obligations that has seriously strengthened image of our country as the reliable partner in the international affairs. For the first time in history Kazakhstan in November, 1996 to it the international credit rating which has allowed already in month to carry out confident debut issue of Eurobonds in the sum of 200 mln. Dollars of the USA in the world financial markets is appropriated. On level of attraction of direct foreign investments per capita the republic is included confidently into the first five the CIS is central – also the East Europe countries, and also. Cumulative inflow of direct foreign investments, according to the European bank of reconstruction and development, in economy of Kazakhstan during 1989-1996 has made 2761 mln. dollars of the USA. Unfortunately, in the near future it is not necessary to rely on internal resources. The advanced experience, new technologies and a know-how, administrative and marketing skills are necessary. That is why we apply many efforts for creation of a favorable investment climate in the country. It is possible to underline that Kazakhstan has now perfect enough legislative and institutional base for effective attraction and use of foreign investments. We have today the most liberal tax mode in comparison with other states CIS, the limited number of taxes – their only 11 against 45, existing in old tax laws. Important point is that reforms in republic moving forward. By estimations of the World Bank, Kazakhstan is the initiator and the leader among the CIS countries in carrying out of reforms. Involving investments into national economy, we solve also one more important social problem – preservation of employment of the population. It is rather actual for Kazakhstan as in 1996 by statistical bodies of republic it is recognized by officially jobless – 391,7 thousand people or 4,1 % from economically active population. One more factor is structural reforms. According to the government plans, all radical reforms should be finished the next two years. The transit status of the Kazakhstan economy, moving from a management system to market, will pass in the category more settled. For this purpose there are all conditions. It and legislative base of the market, both investment packages, and a way of the organization budgetary, tax, currency and an anti-inflationary policy, and, at last, a way of the organization of relations not only in economy, but also in a society. In republic strong enough reserve for steady growth of economy in the future is created. Results The Kazakhstan’s financial system is characterized by high enough level of market concentration. Especially it concerns bank and pension sectors of the country. Presence of similar tendencies and a consequence of present crisis for financial sector of Kazakhstan have once again confirmed the traditional theory when risks of the largest financial institutions put system pressure upon a condition of all financial system. In these conditions one of key priorities of post crisis development will be competition stimulation in financial sector. It provides as a direct measure necessity of gradual increase in the minimum size of the capital first of all banks. Integration and consolidation or their reorganization in other kinds of financial institutions will promote growth of a market share of the average banks capable on mass products to render a due competition to big banks. Moreover, the most successful condition of development of banks and bank products is their competitiveness. It also is important from a position of expansion of coverage and population access to as much as possible wide list of bank services, especially in regions. It is necessary to pay attention to creation of conditions for expansion of possibilities of banks on granting of modern retail financial services, first of all the most demanded today the population of payment services, by formation of a corresponding interbank infrastructure. Within the limits of this problem it is necessary to direct the basic efforts on integration of the components of an infrastructure of retail payments separated and poorly interconnected now with a view of achievement of increase of efficiency and technological compatibility. In case of need it is necessary to consider the problem on restriction of foreign participation in financial sector at a rate of no more than 50 % from a cumulative authorized capital stock separately on each segment of financial sector. With a view of development of a diligent competition in all segments of the financial market reduction of participation of the state to its full exit will be provided at achievement of sufficient level of a competition. Conclusion The financial system is system of integration type, is characterized by a close connection of elements (subsystems) entering into it and that any of its subsystems can’t exist independently: the finance, on the one hand, expresses a part of relations of production and consequently acts as an element of system of these relations, with another — represents the system consisting of interconnected elements, having the functional properties. In the finance it is possible to name as functional subsystems such, as tax, budgetary, financial plans (forecasts), budget financing, financial indicators, etc. Besides functional criterion of classification of a financial system classification by a sign of subjects of the finance (participating in financial relations) is applied that allows to differentiate a financial system on links. Links as the coordinated number of classification contain elements of the higher category: financial relations, the financial funds, the operating device. Such property of ordering gives to a financial system integration character. In market relations economy functioning commodity-money relations are regulated by the state in ready smaller degree. The basic regulators — supply and demand of the goods, works, services. Out of commodity relations the finance can’t exist. Only at an exchange of the made goods, services, their realization for certain money’s worth at commodity producers the monetary gain is formed. From a gain from realization of production, works, services corresponding funds of money resources which go on compensation of the spent means of production, payment should be allocated. And cost of an additional product should be distributed on the parts satisfying to economic interests of all participants of a social production, industrial spheres, invalid members of a society, for creation of insurance funds and resources. Large financial investments are necessary for realization of reorientation of economy, therefore important problems are research of sources of structural transformations, parity definition between means of the state in the form of budgetary appropriations and own means of the enterprises. The state budget as the tool of management of economy has the integrated influence on a social production as financial document, as the economic lever; and as stimulus. The state budget is the central link of a financial system. In it find interrelation various types of income, expenses and the state loans. The profitable part contains the list of arriving means, and account – unites all kinds of made loans. I. e. the state budget is an economic category which expresses relations of production in the monetary form, arising between the state and other participants of a social production in the course of distribution and re-distribution of cost of a public product. The state budget is the tool of realization of a state policy and the basic source of money resources for realization of the planned programs. Formation of a profitable part has now many problems, therefore the frequent updating of tax laws aggravating position of the enterprises, negatively influence manufacture process, so, on a state budget condition. An important question at state budget drawing up is directions of an expenditure of the budgetary funds, connected with carrying out of a financially-budgetary policy. At level of micro-economics the financial system structure is made by the primary finance – at the enterprises and in house economy. Their financial activity includes two moments: formation of money resources (that occurs by means of initial distribution of incomes) and an expenditure of such means. Incomes and expenses are balanced counterbalanced) as follows. The condition of the finance is reflected in the enterprises in the account of profits and losses (expenses). In housekeeping the received incomes (from use of factors of manufacture) are compared with expenses (expenses for current consumption and savings). Primary finance at macroeconomic level forms base of the secondary finance of the state. They are formed as a result of the subsequent distribution (or redistributions) incomes mainly by means of taxes. Taxes – obligatory payments of the enterprises and the population which the state raises taking into account size of primary incomes. Public finance plays an important role in growth of the state consumption which creates additional demand, expands home market. In the end it would be desirable to draw personal conclusions on the given work: The main problem in financial sphere, in my opinion, consists that quantitative growth of a profitable part of the budget of Kazakhstan and all other important financial indicators is reached at the expense of falling of a course of tenge in relation to dollar and at the expense of incomes of the oil-extracting industry that can lead to deep economic recession as all financial and economic system depends on the quotation of the given raw mat erials in the world market; – In Kazakhstan still and the system of crediting of small-scale business isn’t developed. The given sphere of economy is very important in market economy as on an example of the developed countries it is visible that it makes gross national product most part. Agriculture after disorder of the USSR it has appeared in a difficult situation, therefore a priority problem of the state at present consists in crediting through banks of the second level of the given branch. – In Kazakhstan development of such important financial tools as the credit, the deposit and leasing has already begun. In the conditions of market economy their role consists in acceleration of formation of seed capital that is very important in Kazakhstan where shortage in investments is felt. – Financial control in Kazakhstan is carried out by financial police and the Ministry of Finance. At present the is standard-legal base concerning financial relations is still reformed, but it is enough already developed positions for regulation of financial processes in Kazakhstan. – For today sharply there is a question on advantage of the state budget. It speaks about badly thought over strategy of an expenditure of means. – Besides, despite repeated increases of a salary to workers of budgetary sphere, in our republic differentiation of monetary incomes of the population is still strong. Settlement of this question in the future can lead to increase in tax revenues in budget of Kazakhstan. Priority problem of Republic Kazakhstan for today is, in my opinion, settlement of the above-named problems. References 1. , , 24. 4. 95 ? 2235  «? ? ?  ». 2. ? 355-1 31. 03. 99  «? ? ? , ,  «? ? ?  » ? 2235 24. 04. 95 ». 3. ? 357-1 01. 04. 00 â€Å"? †. 4. ? 359-1 01. 04. 00 â€Å"? ? ? â€Å"? 2001 †. 5. ?. ?. , (1997), , () 6. ?. ?. , (1996), , () 7. ?. ? (1998), , () 8. ?. ?. (1998), , () 9. ?. ?. (1997), , () 10. ?. ?. , ?. ?. ,(1998), , () 11. ?. ?.. ?. ?. , (1998), . , (, -?) 12. . 13. 2030 How to cite Financial System of Kazakhstan, Papers

Why Women Colleges Are Losing Funding

In a nation where college admissions are up (having risen from 26% to 41%over the last three decades), the harsh reality is that small colleges all over the country are losing funding. Those that survive are finding it necessary to cut programs (in particular, art and music) so that they can offer majors in fields considered more lucrative to prospective students —including business, engineering and computer science. In this type of climate, women’s colleges are getting hit particularly hard; and many have either closed, gone coed, or merged with coed universities. The numbers tell an even harsher story. In 1960, there was a total of 200 women’s colleges in the US. By 2014, that number has dropped to just 47 throughout the US and Canada. While these closings may seem like a recent trend, the fact is many of the nation’s most renowned women’s colleges became coed decades ago. For example, back in 1972, Texas Womens Universitystarted accepting men, who today make up 12%of the student body. Just a few of the scores of famous women’s colleges which have either closed or gone co-edinclude Radcliffe College (which closed in 1991 and is now part of Harvard); Wheaton College (coed since 1987); Hunter College (coed since 1964); Sarah Lawrence (coed since 1968) and Vassar (coed since 1969). Are Women Losing Interest In Women’s Colleges?In 2004, 8.7 percent of women enrolling in private colleges chose women’s colleges. By 2012, that number had dropped to 7.9%.By 2014, only 2%of women applicants chose to attend a single-gender college. Not all women’s colleges have suffered from diminished enrollments, however. Historic Agnes Scott College in Decatur, GA, which had an enrollment of 600 womenundergraduates in 1994, has just received its all-time high enrollment of 902in 2016. Other historic colleges, however, have struggled to survive. One notable example is Sweet Briar College, VA, which was slated to close before its alumni raised $12 million to save the school. By 2016, Sweet Briar’s enrollment grew from 751 in 2015 to a record-breaking 1099 in 2016. Stories such as Agnes Scott’s and Sweet Briar’s show the loyalty that many women have, not only toward their single-gender alma mater, but also to the concept of women’s colleges surviving in the 21st century. Women’s colleges are losing funding primarily because of a declining interest in single-gender colleges. During the time of Sweet Briar’s crisis, interim president James F. Jones, Jr. cited the problem as being â€Å"declining interest among today’s applicants in rural, liberal arts colleges as well as single-sex colleges,† and today’s analysts, backed by statistics, agree. Why Are Women’s Colleges Losing Funding?For more than two decades, the number of women applying for college has topped the number of men. In 1994, 63% of female high school graduatesenrolled in college, as opposed to 61% of male graduates. By 2012, 71% of female graduates were enrolling in college, while the numbers for male students remained at 61%. The increase in female enrollment continues — but today’s women prefer to opt for co-educational colleges because many believe that it will better prepare them to compete with menin the job market. For a variety of reasons, women’s colleges still have a relevant place in the 21st century. Educators in particular cite the psychological benefitsof women having a support system among peers of their own gender in a world where men still get higher pay and preferential hiring for executive jobs. Others cite the increased violence on today’s coed campuses as a reason why some women feel physically safer going to a single-gender school. According to some reports, however, there’s a dark side to college admissions programs which might make it even more necessary for women’s colleges to continue to exist. Are Women’s Colleges Still Relevant?A little-known fact is that private colleges are exempt from the US government’s ban, under Title IX, on sex discrimination. According to a recent expose in the Washington Post, this loophole theoretically allows private colleges and universities to discriminate against women in their admissions practices. The article goes on to say that the men/women acceptance ratio at many of the more famous colleges average 60:40. Specific examples cited in the article include Vassar College, where admissions for men are typically around 34 percent as opposed to 19 percent for women; Columbia University, where the acceptance rate is 8 percent for men and 6 percent for women; and Vanderbilt University, where the acceptance rate is 15 percent for men versus 11 percent for women. The Washington Post expose adds that public colleges and universities are not exempt from the ban, and that Title IX protects the admission of women in all schools that are federally funded. These numbers are even more significant considering that, statistically, there is a substantial gender difference between performance levels of high school girls and boys. According to recent statistics, 70% of the nations high school valedictoriansare now girls.The numbers tell the story. If this level of discrimination is still prevalent among the nation’s top-drawer colleges, then there is still a vital need for women’s colleges. According to an extensive study conducted by the Womens College Coalition, nearly 65 percent of those who attend women’s colleges plan to get higher degrees, and are more likely than coed college attendees to aspire to a Ph.D. Statistics such as these — plus the loyalty that womens college alumni show toward their schools — indicate that women’s colleges continue to have a valid and valuable place in the realm of higher education in the 21st century. Are you applying to a womens college? Are you currently attending one? Let us know what your thoughts are in the comment section below!

Disorders of the heart essays

Disorders of the heart essays The cardiovascular system is an elaborate network that performs 2 major tasks. Firstly it delivers oxygen and nutrients to body organs and secondly it removes waste products of metabolism from tissue cells. The major components of the heart are a hollow muscular pump and a circulatory system of large and small elastic vessels that transport blood throughout the body. The heart is the central organ of the cardiovascular system and it is located between the two lungs in the middle of the chest, although two-thirds of the heart lies to the left of the breastbone and one-third to the right. The adult heart is approximately the size of two clenched fists and it is shaped like a cone, weighing between 7 to 15 ounces depending on the size of the individual. The human heart is divided into four chambers - the right atrium and the right ventricle and the left atrium and the left ventricle. The walls of the chambers are made up of myocardium muscle that contracts rhythmically under the stimulation of electric currents. A wall of muscle called the septum separates the left and right atria and the left and right ventricles from each other. (See Appendix 1a) Blood returning from the body through the venous system enters the heart through the right atrium, where it collects and is then pumped to the right ventricle. Each time the right ventricle contracts, it propels the blood which is low in oxygen content into the lungs where it is enriched with oxygen. Pulmonary veins return the blood to the left atrium, which then contract and send it to the left ventricle. The left ventricle, the main pumping chamber of the heart, ejects the blood through the aorta into the major circulatory network. Because it delivers blood to the entire body, this ventricle works much harder than any of the other chambers of the heart. As a result its walls can be more than half an inch thick which can be two or three times thicker than the right ventricle. Blo...

What Is the SSAT Expert Guide to the 3 Levels

What Is the SSAT Expert Guide to the 3 Levels SAT / ACT Prep Online Guides and Tips Are you interested in going to private school? If so, you might need to take the SSAT to get in. But what is the SSAT? It'san admissions test that independent schools throughout the U.S. and the world use to assesstheir prospective students. The testis available in three levels, so students in elementary, middle, and high school can take it. This comprehensive guide will go over each level of the SSAT so you can learn all about its purpose, structure, and questions. You’ll also find six usefultips for test prep. To start, let’s go over the purpose of the test. What Is the SSAT and Who Takes It? The SSAT is designed for students in grades 3 through 11 who are seeking admission to private schools. It’s available in three levels: elementary for students in grades 3 and 4, middle for students in grades 5 through 7, and upper for students in grades 8 through 11. Students take the test according to their current grade, not the one to which they’ll be applying. If you’re in 7th grade, for instance, you'd take the middle level test, not the upper level one. Similarly, 4th graders applying to 5th grade would take the elementary level, not the middle level. Since you’ll have to wait several weeks for your score report, you should take the test well ahead of any school application deadlines. Students can take the test more than once on variousSaturdays throughout the school year. If you need to arrange a different testing date, then you can set up a â€Å"Flex Test.† Unlike the regularly scheduled SSAT tests, you can only take one Flex Test per year. For most students, the most convenienttesting center will bea nearby private school. There are independent schools that administer the SSAT in countries all over the world. You can find the full list of private elementary, middle, and high schools that give the teston its official website. The SSAT, like the SAT for colleges, is just one piece of a student’s private school application. Along with strong grades and extracurriculars, the student should aim to present competitive test scores. With this in mind, let’s take a closer look at what the SSAT tests at all three levels. The SSAT offers three delicious levels for elementary, middle, and high school students. What Does the SSAT Test? Questions and Skills Despite their differences, all levels of the SSAT share the same goal, to measure your verbal, quantitative, and reading comprehension skills. The verbal sections of the testask about vocabulary, verbal reasoning, and relationships between ideas. The quantitative sections will ask you to solve problems with mathematical concepts. Finally, the reading sections present passages and ask questions about their content. All three levels of the SSAT also have a writing section. This section is unscored, but your written response will be sent to score recipients. This means that admissions officers might read your response and use it as a sample of your writing skills. Younger students answer a creative writing prompt, while older students have a choice between writing a story or a more traditional essay. Now that you have a general answer to the question of what the SSAT is, let’s take a closer look at each level, starting with elementary. All of the sample questions are borrowed from the official website. SSAT: Elementary Level The elementary level is geared toward students in grades 3 and 4. The test at this level is unique since it’s further divided into sublevels, one that’s slightly easier for third graders and one that’s a bit more advanced for fourth graders. Both tests, though, share the same format and structure. The elementary level SSAT lastsone hour and 50 minutes and has a math, verbal, reading, and writing section. You can see the complete structure in the chart below. Section Number of Questions Time Math 30 30 Verbal 30 20 Break - 15 Reading 28 30 Writing 1 prompt 15 Total: 89 110 minutes (1 hour, 50 minutes) With this overall structure in mind, let’s take a closer look at each individual section, starting with Math. Elementary Level Math Section The Math section features all multiple choice questions that ask about a variety of concepts. They might involve addition, subtraction, multiplication, and division. You couldbe asked to put numbers in order from least to greatest, or vice versa. You’ll also encounter some basic geometry, measurement, and graphs. The fourth-grade version of the test may also have a question or two about angles. Below are a couple of sample questions fromthe math section of the elementary level test. The first is a word problem testing comprehension and multiplication while the second is straightforward subtraction. 1. The Smith family drove 300 miles every day for 4 days. How far did they drive on their trip? 75 miles 304 miles 600 miles 1200 miles 1500 miles 2. 922 − 157 = 753 765 776 835 1079 After the 30-minute math section, students will start on a20-minute verbal section. Elementary Level Verbal Section The verbal section asks two main types of questions: vocabulary questions and analogy questions. It tests vocabulary by presenting a word and asking you to choose its synonym from five options. The questions feature words from various subjects, including science, technology, and social studies. Here’s an example of a typical vocabulary question that asks you to choose the presented word’s synonym. COOPERATE: join help delay finish support Analogy questions ask test-takers to make comparisons between two words or phrases. The relationship might be that of synonyms, antonyms, homonyms, or part to whole, to give just a few examples. The words may also fall into similar categories or share certain characteristics. Here’s an example of a typical analogy question. Minute is to hour as men is to our week is to day cow is to milk month is to year man is to woman The third and fourth grade tests share the same kind of questions, but, just as in the math section, the fourth grade test may be slightly more advanced. Simply put, the fourth grade test may feature more advanced vocabulary. Moving onto the third section, read on to see how the elementary SSAT tests reading comprehension. Elementary Level Reading Section On the Reading section, you’ll get seven short passages of poetry, prose, fiction, or nonfiction. After each passage, you’ll answer four multiple choice questions about what the passage’s mean. The questions might ask you to summarize the main idea, to locate specific information, or to define words in context. The slightly more advanced fourth grade test may additionally feature questions that ask about theme. Below is an example of a typical nonfiction passage, followed by a question about the main idea and a word in context. A hiker’s foot dangling from a boat sets the crocodile in motion. When saltwater crocodiles sense food, it can start a "feeding frenzy." Crocs race in from all directions. They go wild, attacking all within reach, including humans. They have been known to jump out of the water and attack humans or dogs on land. Crocodiles are highly territorial, especially females with babies. It is not wise to approach baby croquettes. They may look cute and harmless, but they are not. Smaller freshwater crocodiles might attack if bothered. A camper poked what he thought was a sleeping crocodile with a stick. Suddenly the crocturned and bit off his leg. 1. This passage is primarily about hiking safety rules the dangers of fishing why crocodiles attack dangers of baby crocodiles different kinds of crocodiles 2. In line two, "frenzy" most closely means race time calm furor mental illness After Reading, students will move onto the last section, Writing. Elementary Level Writing Section This final section asks students to write a story based on a picture. The prompt reminds students to make sure their story includes a beginning, middle, and end. Remember that this writing sample isn’t scored, but schools will receive a copy of it. Below is an example of a Writing prompt on the elementary level test. Look at the picture and tell a story about what happened. Make sure your story includes a beginning, a middle, and an end. Once students finish the Writing section, they’ll be all done with the test! Cheer up, melancholy knight. The SSAT also has a test for the middle ages. SSAT: Middle Level If you’re in grade 5, 6, or 7 applying for grades 6, 7, or 8, then you’ll take the middle level SSAT. The middle level test is much longer than the elementary level at three hours and five minutes. Its Writing section, while still unscored, comes at the beginning of the test. It also features an unscored experimental section with 16 multiple choice questions. The chart below shows the full structure of the middle level test. Section Number of Questions Time Writing 1 25 minutes Break - 5 minutes Math 25 30 minutes Reading 40 40 minutes Break - 10 minutes Verbal 60 30 minutes Math 25 30 minutes Experimental 16 15 minutes Total: 167 3 hours, 5 minutes Likethe Writing section, the experimental section is unscored. It will ask six verbal, five reading, and five math questions to test out material for future tests. Now that you have a sense of the test’s overall structure, let’s examine each individual section in more detail, just as we did with the elementary level above. First up is Writing. Middle Level Writing Students taking the middle level SSAT will choose from one of two creative prompts. Based on one of two â€Å"story starters,† they’ll write a story in 25 minutes. Below are typical instructions for the Writing section, followed by two story starters. Directions: Schools would like to get to know you better through a story you tell using one of the ideas below. Please choose the idea you find most interesting and write a story using the idea as your first sentence. Sample Topics: The classroom was empty. I looked into its eyes and suddenly... Again, the story is unscored, but score recipients will get a copy of the response. The next section, however, is definitely scored. After a five-minute break, students will continue on to the Math section. Middle Level Math The Math section asks you to solve problems that fall into four main conceptual categories: number concepts and operations, algebra, geometry/measurement, and data analysis/probability. Number concepts and operations involve addition, subtraction, multiplication, division, arithmetic word problems, ratios, percentages, estimation, sequences, rational numbers, and frequencies. Algebra includes algebraic word problems, line equations, patterns, absolute value, and exponents. Geometry/measurement asks about area and circumference of circles, area and perimeter of polygons, volume, properties of triangles, parallel and perpendicular lines, coordinate geometry, and slope. Finally, data analysis/probability involves interpreting tables and graphs, trends, inferences, and probability. Below are a couple sample problems from the math section of the middle level test. Both fall into the number concepts and operations skill area. 1. In a class of 25 students, 8 received a grade A on a math quiz. What percent of the students did not receive an A? 8% 25% 32% 68% 78% 2. An elevator is on the first floor. It goes up 8 floors, then down 5 floors, and then up 4 floors. What is the final position in terms of the first floor? 3rd floor 4th floor 5th floor 7th floor 8th floor Since students in grades 5 through 7 take the middle level test, some may find this section easier than others. Younger students might need to learn new concepts before taking the SSAT, while older students likely have had more more experience with the tested concepts in school. After Math, you’ll move immediately onto Reading. Middle Level Reading The 40-minute Reading section contains passages of 250 to 350 words taken from literary fiction, humanities, science, and social studies. These passages might be narrative or argument-based. The multiple choice questions ask about main idea, details, words and phrases in context, along with the author’s purpose, attitude, and tone. They might also ask you to make inferences, evaluate arguments, or make predictions. The following is a sample passage taken from literary fiction. The first question is detail-oriented, while the second asks you to make an inference. Little Jim was, for the time, Engine Number 36 and he was making the run between Syracuse and Rochester. He was fourteen minutes behind time, and the throttle was wide open. As a result, when he swung around the curve at the flower bed, a wheel of his cart destroyed a tulip. Number 36 slowed down at once and looked guiltily at his father, who was mowing the lawn. The doctor had his back to the accident, and he continued to pace slowly to and fro, pushing the mower. Jim dropped the handle of the cart. He looked at his father and at the broken flower. Finally, he went to the tulip and tried to stand it up, but it would only hang limply from his hand. Jim could not repair it. He looked again toward his father. 1. According to the passage, Jim's father was a (A) farmer(B) doctor(C) gardener(D) train engineer(E) business executive 2. Jim apparently thought that when his father saw the broken flower his reaction would be one of (A) fear(B) anger(C) curiosity(D) amusement(E) indifference As you can see, a strong grasp of vocabulary is important for doing well on the Reading section. Vocabulary comes directly into play in the next section, the 60-minute verbal. Middle Level Verbal The verbal section tests your understanding of vocabulary and of the relationships between words and ideas with synonym and analogy questions, just like the verbal section in the elementary level. Synonym questions simply present you with a word and ask you to choose its closest synonym, as in the following example. EGREGIOUS: (A) trivial(B) hidden(C) flagrant(D) fragrant(E) contagious Analogy questions ask you to recognize the relationship between two words or phrases, like synonym, antonym, cause/effect, and part/whole. The following, for instance, shows two antonyms. Translucent is to opaque as light is to (A) sun(B) dull(C) lamp(D) candle(E) darkness As you can tell, the elementary level and middle level SSAT are very similar in terms of skills tested and question types. The similarities continue into the upper level test, which simply incorporates more advanced material for older students. Read on for its full structure, along with a breakdown of each individual section. Are you hoping to attend a private high school? If so, you'll be taking the upper level SSAT. SSAT: Upper Level The upper level testis geared toward students in grade 8 to 11 who are applying to private high schools. It has the same structure as the middle level test, but again, it features more advanced material. This chart shows the test’s format as a whole. Section Number of Questions Time Writing 1 25 minutes Break - 5 minutes Math 25 30 minutes Reading 40 40 minutes Break - 10 minutes Verbal 60 30 minutes Math 25 30 minutes Experimental 16 15 minutes Total: 167 3 hours, 5 minutes The experimental section asks six verbal, five reading, and five math questions. These questions are unscored and are just given to test out material for future tests. As with the other levels, your response in the writing section is unscored but will be sent to your score recipients. Read on to see what kind of prompts you’ll get in the Writing section. Upper Level Writing Students get two prompts in the writing section and choose just one to answer. One prompt is creative while the other is a more traditional essay question that asks for your personal opinion. Below are the typical directions for the writing response, followed by two sample topics. Remember, you only have to answer one! Directions: Schools would like to get to know you better through an essay or story using one of the two topics below. Please select the topic you find most interesting and fill in the circle next to the topic you choose. Sample Topics: 1. If you could do something over again, what would it be and why? 2. He couldn't believe they wanted his help. Even though this section’s unscored, you’ll want to make sure your response is clear, organized, and features strong grammar and syntax. Admissions officers will likely use it to evaluate your writing. After writing your story or essay, you’ll move on to the Math section. Upper Level Math The concepts that the upper level math section tests match those on the middle level. The questions will just be more complex and advanced. To review, the skill areas are number concepts and operations, algebra, geometry/measurement, and data analysis/probability. Number concepts and operations questions involve addition, subtraction, multiplication, division, arithmetic word problems, ratios, percentages, estimation, sequences, rational numbers, and frequencies. Algebra might involve algebraic word problems, line equations, patterns, absolute value, or exponents. Geometry/measurement asks about the area and circumference of circles, area and perimeter of polygons, volume, properties of triangles, parallel and perpendicular lines, coordinate geometry, and slope. Data analysis/probabilityquestions ask you to interpret tables and graphs, find trends, make inferences, and calculate probability. The following are two official â€Å"number concepts and operations† questions. 1. Which number represents one thousand four hundred and thirteen thousandths? 1,400.13 1,400.013 1,400.0013 10,400.13 100,400.13 2. Find the missing number in the sequence: ___, 29, 35, 41, 47 22 23 24 25 26 After the math section, you’ll move onto Reading. Upper Level Reading The Reading section features narrative or argument-based passages of 250 to 350 words each. They’re taken from literary fiction, humanities, science, and social studies. The subsequent multiple choice questions might ask you to recognize the passage’s main idea, locate details, make inferences, derive the meaning of words or phrases, determine the author’s purpose or tone, evaluate opinions, or make predictions. The following sample question features a passage taken from literary fiction. The questions ask you to interpret a detail and describe the passage as a whole. We had a consuming desire to see a pony rider, but somehow or other all that passed us streaked by in the night, and so we heard only a whiz and a hail, and the swift phantom was gone. But now the driver exclaims: "Here he comes!" Every neck is stretched and every eye strained. Away across the endless dead level of the prairie a black speck appears. Soon it becomes a horse and rider, rising and falling, sweeping nearer and nearer, and the flutter of hoofs comes faintly to the ear. Another instant a whoop and hurrah from our upper deck, a wave of the rider's hand, but no reply, and man and horse burst past our excited faces and go winging away like a belated fragment of a storm! 1. At the driver's call, the people became more eager puzzled hysterical frightened disappointed 2. This passage can best be described as an account of an event a news article a research study an epic poem an advertisement While the reading section tests your vocabulary with words in context questions, the verbal section tests your vocabulary with synonym and analogy questions. Upper Level Verbal If you’ve read about the elementary and middle level verbal sections, then you should be familiar with its question types. The upper level verbal section is no exception and similarly features synonym and analogy questions. The following, for example, is a synonym question; it wants you to choose the answer that most closely matches the presented word in meaning. INCOGNITO: lost replaced concealed uncovered distinguished This next analogy sample question wants you to recognize the relationship between the presented words and then find that same relationship between words in the answer choices. In this case, an epidemic occurs when a disease becomes widespread. Similarly, a famine occurs when hunger becomes widespread. The relationship between the words in answer choice A matches the relationship between epidemic and disease. Epidemic is to disease as famine is to hunger creative is to creation persuasion is to composition mountainous is to climb ache is to gluttony So there you have it, the structure of each level of the SSAT and a breakdown of each section, writing, math, reading, and verbal, with official sample questions. Before considering how you can prep for this important test, let’s go over what you need to know about how the testis scored. Aim for a high percentile to stay ahead ofthe bell curve! How Is the SSAT Scored? Your SSAT score report will tell you how you did on each scored section - verbal, math, and reading - as well as your total score, or the sum of your section scores. You’ll also get percentiles that show how your performance compares to that of other test-takers. Each level is scored on a different scale.Section scores for the elementary level range from 300 to 600. For the middle level, sectionscores range from 440 to 710. Finally, scores for each section range from 500 to 800 for the upper level. Level Minimum Score by Section Maximum Score by Section Elementary 300 600 Middle 440 710 Upper 500 800 As there are three sections per test, verbal, math, and reading, your total scores representyour three section scores added together. Level Total Minimum Score Total Maximum Score Elementary 900 1800 Middle 1320 2130 Upper 1500 2400 At all levels, you’ll get one point for every correct answer, zero for skipped answer, and a deduction of  ¼ point for wrong answers. While you may have personal goals for your SSAT scores, you can also set target scores based on what you need for admission to your private school of choice. Many private schools release data on the average SSAT scores of accepted students. You can research this information and set your target scores above the average. Once you have your goal in mind, you’ll need to prep to achieve those scores. As with the SAT and ACT for college, studying and taking practice tests are important for doing well on the SSAT. Read on for a few tips for preparing effectively for the test. Preparing for the SSAT: 6 Tips Even though the SSAT is a skill-based, rather than content-based test, it still calls for a good deal of studying. Prepping with high-quality materials is a key part of achieving your target scores and getting into your private school of choice. Below are six tips to guide your studying. First, you should consider how much you need to study and when you plan to take the test. 1. Design a Study Schedule and Test-Taking Timeline How much do you need to study? How much time do you have? When do you plan to take the test? All of these are questions you should ask yourself as you start to plan your SSAT prep. The SSAT is offered on eight Saturdays from September to June, and you can take it as many times as you want. If none of the offered test dates work for you, then you might be able to arrange a Flex Test. Remember that you can only take one Flex Test per year. You might take the testfor the first time months ahead of your private school application deadlines so you have the opportunity to take it again if you want higher scores. If your application deadlines are in the winter, for example, you could take your first SSAT in the spring. That way, you have a second opportunity to test the following fall. Once you set your first test date, consider how long you have to study. Ideally, you have at least three to four months to prepare. The best way to meet your studying goals is to build prep into your routine by setting aside specific time each day or week. By designing a study plan and test-taking schedule several months before your first deadline, you can ensure that you have plenty of time to prepareso you can achieve your target scores. Time yourself when you take practice tests so you can get used to the rhythmof the SSAT. 2. Take Lots of Practice Tests and Reflect on your Results The SSAT is a unique test; chances are, you’re not accustomed to answering dozens of synonym and analogy questions anywhere else(to give one example). As a unique test, it’s critical for you to get familiar with its structure, format, and question types. Reading through this guide’s a great first step. Then you should set aside time to take practice tests, especially under simulated testing conditions - time yourself, find a quiet environment, etc. Make sure your materials are high-quality and specific to the level that you’ll be taking. After you take timed practice tests, score your tests and carefully go over your results. Figure out why you got a question wrong. Were you fuzzy on a specific concept? Did you make a careless error? Did you run out of time? By rooting out the reason behind your mistake, you can figure out what to do about it. You may need to review concepts in geometry or try time management strategies for skimming the passages. By pinpointing and addressing your errors, you can fill in any gaps and see improvement the next time. You might begin with a diagnostic practice test to gauge your starting point. Then you could stagger practice tests throughout your prep to measure your progress and readjust your study plan if need be. 3. Study Vocabulary and Word Relationships As you noticed above, all three levels test your verbal skills in the same way, with questions about synonyms and analogies. Studying level-specific vocabulary is an important part of your SSAT prep. Rather than just focusing on the traditional vocab term + definition list, you should look at groups of words with similar meanings. Your prep materials should have vocabulary lists for your level of the test. You can also find vocab lists on the website Quizlet, or even upload your own for review with interactive games. To master analogy questions, make sure your prep materials break down the different relationships that can appear. Some of these might be synonym, antonym, part to whole, or cause/effect. By studying these relationships and pairing them with practice questions, you should be able to recognize the relationship when you answer analogy questions on the test. For the verbal section of the SSAT, don't just study the meanings of words, but also their relationships with each other. 4. Review Tested Math Concepts The math section of the SSAT can be challenging, especially for younger students who haven’t studied as advanced concepts as their older counterparts who are taking the same test. You should make sure your study materials explain all the concepts you’ll need to know. Algebra on the upper level test, for instance, can be broken down into lots of subtopics, includingword problems, line equations, and exponents. If there are concepts that you’ve never encountered, then you may study them from books or find a tutor who can teach them to you. As a younger student, you shouldn’t have to score in as high a percentile as an older student. Still, though, you don’t want to be taking the test and come across problems that look totally unfamiliar. As you review each concept, pair it with lots of related practice questions. While it’s useful to review each rule individually, remember that some questions may require you to combine concepts in order to solve them. The math section may be closely aligned with what you’re doing in math class. The problems are probably more typical to your homework and class tests than the questions in the verbal section, for instance. Still, though, make sure to study with realistic SSAT practice questions so you can get used to their wording and format. 5. Read Widely and Often How can you study for the reading section? To some extent, all of the reading you’ve done over your lifetime will help you on this section. While you’ve developed your reading comprehension skills over the long-term, you can still take a specific approach to this section. First, keep in mind that the reading section tests you on works from various genres, including literary fiction, nonfiction, and argument-based writing. Reading fiction will help, but you should also practice reading articles from areas like science and social studies. As you read, take notes on essential elements like main point, keydetails, and tone. Beyond taking the time to really engage with and analyze a work, you should hone your ability to read quickly and with purpose. Practice your ability to skim a work for its main point and important details. The test is timed, so you need to be able to gather important points under time limits. The more you practice time management strategies with practice SSAT reading sections, the more efficient you’ll become. While math, reading, and verbal skills will get you far, you also want to have some tried-and-true test-taking strategies up your sleeve. 6. Be Strategic with Your Time and Guessing Finally, you should go beyond studying math concepts and vocabulary to develop test-taking and time management strategies. You’ll only get about a minute or less to read, consider, and answer each multiple choice question. The more you practice and try different tactics - like skimming passages or process of elimination - the more efficient you’ll become. Taking timed practice tests will also help you get accustomed to each section’s time limits and how to allocate your time well. As mentioned above, scorers take  ¼ point off for every wrong answer. If a question totally stumps you, then you might consider skipping it. If you can confidently eliminate at least one answer choice as wrong, though, then you might benefit from guessing. The best way to do well on the SSAT is to develop solid quantitative, verbal reasoning, and reading comprehension skills. Since it’s a timed standardized test, though, practicing various test-taking and time management strategies is a useful approach too. In closing, let’s review the key points to remember about this private school admissions test. To Sum Up†¦ If you’ve made it this far in the guide, then you should have a good sense of the structure and skills tested across all three levels of the SSAT. Students in grades 3 through 11 can take the elementary, middle, or upper level of the testto apply to independent schools. The SSATis skills-based and seeks to measure your verbal, math, and reading skills. Each level also includes a writing section, which is unscored but will be available to admissions officers that you indicate as score recipients. The SSAT features similar question types at all three levels, with the upper levels incorporating more advanced concepts and vocabulary. The scoring systems are different, though, so you’ll need to familiarize yourself with the scale, as well as your prospective schools’ expectations, to set your target scores. Once you have a goal in mind, you should set aside time for several months to prepare. The earlier you start, the more time you’ll have to get ready. Plus, you might benefit from retaking the test once or twice to improve your scores. By planning early and studying with high-quality SSAT materials, you’ll see improvement and make progresstoward your target scores. While the SSAT is just one piece of your private school application, it can go a long way toward making you a strong candidate for your school of choice! What's Next? Want more help with SSAT prep? Check out our SSAT study tips and complete collection of SSAT practice tests. One of the best ways to improve your test scores is to analyze your mistakes. This guide explains how to reviewyour errors on practice tests so you can make big improvements for next time. Are you a younger student considering taking the SAT? Before you decide, check out these guides on whether or not you should take the SAT as a 7th grader, 8th grader, or 9th grader. Did you know that test scores are just one piece of your private school applications? You should also show admissions officers who you are and what you're interested in through your extracurricular activities. Check out this comprehensive list to explore hundreds of extracurricular activities! 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:

Empolyment low Essay Example | Topics and Well Written Essays - 3000 words

Empolyment low - Essay Example While she was on sick leave, it was alleged by the defendant that she continued to give her consultation to private patients. She was summarily dismissed for her gross misconduct for having received sick leave pay and also attended private patients. Aggrieved by this, she appealed to EAT claiming that the no due consideration was given by the NHS to any mitigating elements like any past untarnished records, employee’s long service or outcome of any dismissal. In this case, the tribunal was of the opinion that once gross misconduct had been demonstrated, dismissal must always within the ambit of adequate responses. However, the plaintiff appealed to EAT against tribunal findings on the ground that the employment tribunal should not have gone to a straight conclusion that dismissal is the punishment for the gross misconduct as it failed to give weight to any mitigating elements like past clear track record, length of employment and outcomes of any dismissal from the NHS. EAT con curred with her view that summary dismissal for a gross misconduct will be held void if no consideration has been given to other mitigating elements like employees past track record, length of service and the outcome of any dismissal. (Morris 2013). ... It should be demonstrated that the incident was examined, and satisfactory evidence was available for the misconduct and for the employee to be informed and to have a chance to challenge any accusation in a typical disciplinary process. In such cases, the conduct alleged had already been set out in the training book or employment contract; it would be advantageous for the employee to prove it to be a gross misconduct. Further, an appeal process should be established, and the employee should be given an opportunity to avail such an appeal process. (Fenwick & Kerrigan 2011:221) The meaning of the Reasonable The gravity and the nature of the offending demeanour will be seen at here. The tribunal will inquire whether the demeanour was so bad as to annihilate the association between the employee and the employer or did it just create irritation. If the demeanour of the employee was not significant like not attending the office at the right time, habitual absenteeism, the tribunal may view it as irrational for the employer to jump for the immediate dismissal without contemplating other actions or sanctions. (Fenwick & Kerrigan 2011:221) In BHS v Burchell, it was held that employer has to corroborate a rational faith in the guilt of the employee well before dismissing him, particularly in case of the alleged theft. However, John can suspend Smith and Freeman while they are under investigation. Both Smith and Freeman have to be questioned individually from each other. (Holland 2013:385) In Monie v Coral Racing Limited, there was disappearance of cash from the safe custody of the employer. The defendant could not decide which of the two employees who was responsible for the

Aviation Safety Management Essay Example | Topics and Well Written Essays - 3500 words

Aviation Safety Management - Essay Example All the company's leadership, managers and other employees at all the levels are responsible for the implementation of the Aviation Safety Program and accident and incident prevention. The Director of Safety has the authority to: Participate in working out, reviewing and amending the Aviation Safety Program. Interview station safety managers in order to evaluate their qualification (in coordination with Human Resources Department). Collect and review all the safety aviation related information from all departments. Require the reporting of any aviation safety related accidents, incidents ore hazards. Conduct aviation safety audits of any operation or facilities. Represent Sky High Airline in all relations with government and other organizations concerning safety related matters. Call for the Aviation Safety Committee. Approve expenditures to implement the Aviation Safety Program. The Director of Safety has responsibly for: Working out, reviewing and amending the Aviation Safety Program Implementing the Aviation Safety Program. Maintaining an accident, incident and hazards reporting system. Preservation and distributing of all received open and confidential aviation safety related information. Conducting regular aviation safety audits and representing analyzed data. Working out and implementation of accident, incident and hazard prevention plan. Cultivation an open and effective communication between departments and personnel. Providing all-round support and assistance to all line managers. Submitting an annual budget to provide the Aviation Safety Program implementation. 4. REPORTING OF ACCIDENTS, INCIDENTS AND HAZARDS ACCIDENT is an occurrence associated with the operation of an aircraft, which takes place between...This document constitutes the Sky High Airlines Company Aviation Safety Program. The person is authorized and responsible for the implementation of company safety policy is a head of Safety Department, Director of Safety. The position of Director of Safety is a full time position as well as positions of Chief of Flight Safety Department and Chief of Ground Safety Department. The Chiefs of Flight Safety and Ground Safety are appointed to ensure the safety protection in the air and on the ground accordingly and share the responsibility with the Director of Safety. The Safety Department together with Flight Safety and Ground Safety will assign additional duty aviation safety specialists in order to work in close and effective cooperation. ACCIDENT is an occurrence associated with the operation of an aircraft, which takes place between the time any person boards the aircraft with the intention of flight and all such persons have disembarked, and in which any person suffers death or serious injury, or in which the aircraft receives substantial damage1.

Shakespeare in Canada Essay example -- William Shakespeare

Shakespeare in My Canada If you ask my dad about Shakespeare, he will quote you a soliloquy from Macbeth. If you ask my dad about Kathakali, he will instantly quote you a poetic epic from the Mahabharata. If you ask my dad about how Shakespeare and Kathakali fit together, in truth, he is not quite sure. I was not sure of the reasons myself, when I first started thinking about what Shakespeare in my Canada meant to me, why I immediately thought of Kathakali. Kathakali is an indigenous art form of Kerala, the southernmost state of India, and my father's home. It is an extremely expressive form of dance-drama, originally performed to tell the stories of the major Indian epics, the Mahabharata and the Ramayana. In recent years, there have been attempts in both India and Canada to adapt Shakespearean works to the Kathakali form, with varying degrees of success. Through exploration of two such attempts, as well as brief examination of critical responses to them, I would argue that Kathakali is in fact a viable form through which Shakespearean works can be adapted in a Canadian and/or post-colonial context. As we all know, Shakespeare himself based many of his plays on already existing plays and stories. It is fitting then that "Shakespeare's works have, from their inception, been both the product and the source of an ongoing explosion of re-creation" (Fischlin, 1). As a country once colonized by the British, Canada is especially familiar with Shakespeare's near-universal power to lend a sense of cultural authenticity to any setting, be it school-house stage, or tavern theatre. Today, despite being more than a century past 2 its colonial days, Canada is still struggling to define itself as a nation. Although we ma... ...one with great potential to open new artistic doors in both Canada and India in the future. 6 Works Cited Fischlin, Daniel and Mark Fortier. "General Introduction." Adaptations of Shakespeare. Eds. Daniel Fischlin and Mark Fortier. London: Routledge, 2000. Khandwani, Sudha. "A Century of Indian Dance." Kala Nidhi Fine Arts of Canada. Available: . 2005. Raina, Arjun. Arjun Raina. Available: . 2004. 7 Appendix Image 1 Annette Leday performing "Stuff of Dreams" at Kala Nidhi Toronto, 2004 Available from ________________________________________________________________________ Image 2 Arjun Raina performing his KhelKali adaptation of Othello at Leela a Elahi Delhi, 1997 Available from

Marxism, Crime and Deviant Behaviour Essay

When looking into the sociology of crime and deviance it is near impossible to avoid countless references back to Marxism, a theory which looks at society from a conflict perspective. * This particular theory argues that the ruling classes which we have come to know as the bourgeoisie use the agencies of the state (the political system, police force, criminal justice courts etc) to exert control over the proletariat. This changes the agencies of the state into agents of repression. * Society’s norms and values stem from those of the rich and powerful and primarily serve their interests. * These norms are then forced onto the poorer/weaker members of society, the values of which tend to be exploitative of these groups. * What is considered criminal and deviant behaviour within society as far as Marxism is concerned has been decided by the rich and the powerful. The laws in any given society can clearly reflect this point. * In recent capitalist societies norms and values of the bourgeoisie succeed and are effectively imposed on the proletariat. This is reflected in the laws and rules of a capitalist society in various forms. * A number of sociologists would argue that an example of the laws reflecting the norms imposed by the bourgeoisie is evident within society as a result of the amount of laws which concern or address the issues of property in capitalist societies. This point puts emphasis on importance of owning private property as a basis of wealth. Taking these points into consideration we can deduct that Marxism’s strengths include its ability to analyse crime and deviant behaviour as originating from the economic structures of society as it includes the relationship between the bourgeoisie and proletariat. Marxism makes it clear that criminal behaviour isn’t just an issue concerning the poorer classes of society but also those higher up the social and economic ladder. These crimes are commonly known as white collar crimes, Marxism makes it evident that this type of crime can be equally if not more damaging to society than the more common examples of working class crimes such as burglary, assault etc. A weakness of Marxism is that it is often criticised for over-emphasising the economy as the biggest, if not main cause of crime and deviant behaviour. An example of this is feminists being critical of Marxism for failing to explain or recognise gender as a factor. It is also greatly criticised for ignoring ethnicity and race as factors.

Examples Of Characterization In The Crucible - 724 Words

Have you ever heard of the play The Crucible? If you haven’t, you should read it because it contains good examples of characterization. Characterization is how the author reveals a character to the readers. There would be no story without characterization. There are two different ways an author can do this, either directly or indirectly. Direct characterization is when the author tells the readers directly what a character is like. This helps because the readers don’t have to make inferences about the characters like they have to if the author uses indirect characterization. That is when the author tells the readers what a character is like through what their relationships with others are like, what they say to others, what things they†¦show more content†¦A different example of his characterization is when Reverend Hale came to the Proctor’s house to gather his own opinion of them. He asked them why they haven’t been in church. Proctor said that he didn’t like Reverend Parris and that’s why he doesn’t go to church. The bigger reason why he didn’t go to church was the fact that Abigail went to church and he didn’t want to be reminded of his sin. Later, Reverend Parris ask ed John to recite the Ten Commandments, and he failed. Reverend Hale now knew that John Proctor was not as religious as he claimed to be. This shows that John Proctor tried to hide his sins under his reputation as a good Christian. Characterization also reveals the subtext, or underlying meanings in literature. It does this by revealing what the character is like and what their motives are. Over the plot of the story, more characteristics are found out about the characters and you can figure out why the characters are doing what they are doing. Characterization in The Crucible helped reveal the subtext that you shouldn’t judge a book by its cover. The direct characterization of Abigail Williams proves that you can’t assume someones feelings just by the way the look. Since Abigail was good at concealing her true feelings, you can’t assume that the feeling she shows is the one she is actually feeling. The indirect characterization of John Proctor proves that you can’t think someone is innocent just because of theirShow MoreRelatedThe Crucible By Arthur Miller1681 Words   |  7 Pagesof their way to the last dying breath to make sure they leave with a good or bad reputation. In one of the recent literature study in class â€Å"The Crucible† by Arthur Miller, Miller uses characterization to illustrate reputation throughout the play. â€Å"The Crucible† takes place in Salem, Massachusetts. It is based upon the Salem witch trails. In â€Å"The Crucible†, we journey through the life of three characters who reputations plays a major role in the play. 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The play continues to move to a tense and movingRead MoreMccarthyism In The Crucible1743 Words   |  7 PagesIn Arthur Miller s powerful play The Crucible, written in 1953 as a allegory and metaphor for the McCarthy hearings on communism in America, the idea of conscience is greatly emphasized in many of the main characters. Arthur Miller wrote the play The Crucible in response to the red scare of the 1950’s, in which he was was condemned for disrespect disapproval of the United States Congress for being unsuccessful in naming numerous individuals who had attended meetings with him. In a bid to notRead MoreThe Crucible Comparison741 Words   |  3 PagesThe film version of The Crucible depicts the play achieving several depth by depth characteristics that are very similar to the play. The film The Crucible (1996) is introduced chronologically, comparing side by side it is very exact to that of the play. This whole film is based on one simple element and that is witchcraft, the Salem Witch Trials which killed 19 innocent lives who were believed to be associated with the Devil, and believed they were witches that had the ability to fly wherever andRead MoreTok Essay Art Is a Lie That Brings Us Nearer to the Truth (Pablo Picasso)900 Words   |  4 Pagesdifferent areas of philosophy that also inc ludes the artistic processes and the theatrical approaches to create plays and dramatic pieces. It is commonly known that theatre is mostly connected to political or spiritual ideologies. Arthur Miller’s The Crucible, takes a historical fact and turns into a political play based on the Salem witch trials; can the truth be seen in this play? Yes, mostly because of the main historical debate described in the play involving Wiccan cult versus Christianity and it