The Bank of Enlgand's M.P.C. Has Allowed the C.P.I. Inflation Rate to Coursework

The Bank of Enlgand's M.P.C. Has Allowed the C.P.I. Inflation Rate to Stay above its 2% Target for More than Two Years - Coursework Example Aggregate demand is said to be the total demand of the Gross Domestic Product (GDP) of an economy and its components are the consumption (C), investment (I), government expenditure (G), and net exports (X-M) which is the imports subtracted from exports (Investopedia, n.d.). Along with aggregate demand, there is the aggregate supply which is the total supply of the Gross Domestic Product and it is the total of the goods and services produced in the economy. The diagram on the right shows the aggregate demand and aggregate supply curve which help to signify the inflation rates and the GDP in the economy. Inflation rates are calculated by different measures which are namely the Consumer Price Index (CPI), Retail Price Index (RPI), and RPIX. Consumer Price Index (CPI) is used to measure the price level of the consumer goods and services in the economy. Retail Price Index (RPI) is the measure of inflation by measuring the change in the prices of retail goods and services. RPIX is a measur e which is dominantly used in the United Kingdom and it is the RPI excluding mortgage interest payments. The Bank of England has set a target of an inflation rate of 2% which is considered to be ideal given the circumstances of the UK economy. The inflation rate of 2% is low and very much constant which means that there is stability in the economy. The UK also has set the golden rule which is that the government will only borrow the money in order to invest and not to fulfill the current spending in the economy. This means that the economy will not be leveraged to a greater level to cover the expenses, and money will be borrowed to generate future revenues. The Bank of England works to keep the economy stable and head towards progress, with the help of its fiscal and monetary policies. The Bank of England aims to keep the inflation rates at low and constant level which generates investor and consumers’ confidence and it will help to develop the economy in the present as well as in the future. The figure on the right shows a business cycle which represents the points which can be experienced by an economy, both good and bad. The peak is the point when the economy is doing its best and economic growth rates are high. At this point, the unemployment rates are on a low but the inflation rates may be high. During the recessionary period, the economy is experiencing lower economic growth and unemployment starts to rise but inflation may or may not be decreasing. The time of trough or slump is when the economy is at its worst in that time and such economy usually faces high unemployment rates and low inflation rates. However once again, the inflation rates may or may not be decreasing as it depends on several other factors too. Inflation can be of two types according to their predictability, which are the anticipated and unanticipated inflation. Anticipated Inflation: Inflation is said to be anticipated when it can be accurately predicted and that it is forese en to be at a specific level in a financial period. Since this inflation is calculated and known, people can protect themselves from its impact. An example of anticipated inflation is when a labor union collectively bargains for a rise in their wages because they have anticipated the inflation rat

Grace of God Essay Example for Free

Grace of God Essay The traditional social order is marked by the three estates it comprised off. The ruler who is supposed to be ‘by the Grace of God’ was absolute in his power. The first estate comprised of the clergy who were responsible for community well being by conducting prayers and sacred ceremonies. The next estate is the nobility who are in charge of protecting the country from foreign invasions. They also played an important role in government and in administration. The third estate consisted of the majority of population. They generated wealth that fed the entire society. Real estate and regional commerce were their main activity. This order underwent change at the wake many significant events. The French revolution gave power to the bourgeois, the third order. The French viewed democracy as a building block of creating a new social order where there is no self proclaimed monarchy hovering over. The spirit of French revolution spread across Europe. And slowly the rising started everywhere. The colonized countries started gaining grounds in their home lands. The Sepoy Mutiny in India is an example of the social order undergoing a change. The natives organized an uprising against the British. It may not have deterred the British in their pursuit to expand but it did mark an important turn of events. Similarly the West had its influence on Japan and China. The monarchy and the aristocracy slowly started to adopt the ways of the West. Starting from their dressing to their way of life, a significant transformation was taking place. The Crimean War,1853-1856 Describe the causes, course, and consequences of the Crimean War and evaluate the effect of the war on Russia’s government. One of the main causes of the Crimean War is the misperceptions in Russia, Britain and France. Britain and France were disturbed that Russia was the strongest state in Europe and its assumed Russian expansion plans towards Turkey. On the other hand Russia was cautious of revolutionary France. Russia was also expecting the fall of Turkey. Moreover in the holy place of Palestine the Catholics were favored by France and the orthodox Christians were favored by Russia. The Catholic and Orthodox monks disputed possession of the Church of the Nativity in Bethlehem and the Church of the Holy Sepulchre in Jerusalem. During the early 1850s, the two sides made demands which the Sultan of Turkey could not possibly satisfy simultaneously. To solve this issue the Tsar of Russia, Nicholas I sent his diplomat for talks which failed. The demands made by the Tsar were rejected. Austria contrary to what Russia believed sided Britain. Further in an attempt to revert war a four point proposal was presented to the Tsar. When the Tsar refused to comply with the four points, the Crimean War commenced. The reality of the war is that France and Russia injured each other’s options without knowing they did so. France overestimated Russia’s hostility and Russia underestimated British and French interest in Turkey. As a result, Russia seeking to secure Black Sea region lost its control until 1871. Russian power in the area declined to be restored only after fourteen years. During peace negotiations in 1986, it was decided that no warship would occupy the Black sea coast. This became a specific disadvantage to Russia as it diminished the naval threat it posed to the Turks. Compare and contrast China’s and Japan’s response to western influence for the period of 1850 to 1865. In the 1800s China and Japan experienced both major internal strains and Western imperialist pressure which was backed by military might which the natives couldnot match. Chinas leading position in the world reversed in a mere 100 year period (c. a. 1840-1940) from leading civilization to subjected and torn country. The Japanese witnessed China’s experience with the military power of Western nations. At the arrival of an American delegation in Japan in 1853, Japan was also forced to open its ports to the Americans. But unlike China, Japan was able to adapt rapidly to match the power of the West and soon established itself as a competitor with the Western powers for colonial rights in Asia. In 1894-5, Japan challenged and defeated China in a war over influence in Korea. This upset the traditional international order in East Asia, where China was the supreme power and Japan was a subordinate power. Western nations utilized China for their opium trade. They took silver bullions from China as commodity exchange. Chinas attempt to ban the sale of opium in the port city of Canton leads to the Opium War of 1839. The Chinese were defeated by the British arms. This lead to China opening up its ports for foreign trade. By 1800 China was in a vulnerable position in the hands of the West. From the 1860s onward, the Chinese attempted to reform efforts to meet the military and political challenge of the West. China adopted Western learning and technology while preserving Chinese values and Chinese learning. Reformers and conservatives struggled to find the right formula to make China strong enough to protect itself against foreign pressure. The Japanese taking the cue from China launched a major modernization effort in 1868 to match the West and then came to be a major competitor for rights. Japans defeat of Russia, a Western power, in the Russo-Japanese War of 1904-05 surprised China. This way the West influenced two the countries in its most significant way.

Processes of Water Treatment

Processes of Water Treatment Question Limit of detection Stating the water supply (Water Quality) Regulations 2001, limit of detection is calculated as three times the relative within batch standard deviation of a natural sample containing a low concentration of the parameter. Also, its means five times the relative within batch standard deviation of a blank sample. DA Armbruster et al (1994) stated that the limit of detection may be determined statistically based on measuring replicate blank negative samples or empirically by measuring progressively more dilute concentrations of analyte. Limit of detection (In analysis) Limit of detection is expressed as the concentration, cl, or the quantity, ql, is derived from the smallest measure, xl, that can be detected with reasonable certainty for a given analytical procedure. The value of xl, is then given by the equation: xL = xbi + ksbi Where xbi = Mean of the blank measures   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Sbi = Standard deviation of the blank measures   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  K = The numerical factor chosen according to the confidence level desired. (IUPAC Compendium of Chemical Terminology 2 (2007)). Trueness Stating the water supply (Water Quality) Regulations 2001, trueness also referred to as the systematic error is the calculated difference between the true value and the main value of the large number of repeated measurements. Andrzej Bobrowski et al (2004) stated that trueness indicates the closeness between an accepted reference value and the average value of the considered laboratory test. Practically, it is defined as the closeness of agreement between the mean of the result of a measurements of a measurand obtained specifically between day precision conditions and the true or conventional true value of the measurement Dr. Xavier Fuentes-Arderiu (2009). Precision By stating the water supply (Water Quality) Regulations 2001, precision also referred to as the random error is being calculated as twice the standard deviation (within a batch and between batches) of the spread of result about the mean. According to Andrzej Bobrowski et al (2004), precision indicates the closeness of agreement between independent test results obtained under stipulated conditions and thus, should be obtained by using the standard fortified samples (blanks) at different circumstances across working range. The most common way to express precision is in form of standard deviation. However, it is also expressed as a variance or a coefficient of variation. Question 2 Part 1 Directive requirements Chemical Parameter According to the Water Supply (Water Quality) Regulations 2001, Benzene is indentified as a chemical parameter under part 1 directive requirements with maximum concentration value of 1.0 and it is measured in  µg/1. Its point of compliance is in the consumers taps. Microbiological Parameter Under the part 1 directive requirements of the Water Supply (Water Quality) Regulations 2001, Escherichia coli is a microbiological parameter with maximum concentration value of 0, unit of measurement in Number/100ml and point of compliance in the consumers taps. Part II National Requirements Chemical Parameter According to the Water Supply (Water Quality) Regulations 2001, Manganese is a part II national chemical parameter with maximum concentration value of 50, unit of measurement as  µg/Mn/1 and its point of compliance is in the consumers taps. Microbiological Parameter Coliform bacteria is a part II national microbiological parameter Water Supply (Water Quality) Regulations 2001 with maximum concentration at 0, unit of measurement as Number/100ml and its point of compliance is at the service reservoir and water treatment works. Question 3 Part I Directive requirements Exposure to benzene causes depression of the central nervous system (CNS), drowsiness, and nausea, loss of co-coordination, confusion and unconsciousness. At 25 ppm, it has no effects, but between 50 to 150 ppm, it produces headaches and tiredness (Canadian centre for occupational health and safety (2007)). Long term exposure or inhalation of benzene causes blood disorders in the human. Specifically, benzene affects the bone marrow and causes damages to the immune system. Also, chronic exposure to benzene in women leads to reproductive effects such as decrease in the size of the ovaries, menstrual disorders etc. It causes severe bloody diarrhoea and abdominal cramps. In children below age 5 and the elderly, it causes an infection called haemolytic uremic syndrome, which destroys the red blood cells and leads to kidney failure (US Environmental protection Agency (2006)). Part II National requirements In the book by Levy J.S and Nasetta W.J (2003) Chronic inhalation of manganese into the human body may cause damage to the nervous system and the respiratory tract. Excessive exposure to manganese causes an irreversible brain disease with a prominent psychological and neurological disturbance which looks like Parkinson diseases also known as Manganism (Bureau of Environmental health (2009)). Basically, coliform bacteria do not cause sickness in human but their presence in a water gives rise to public health concerns due to the potential of other pathogenic or disease causing organism like bacteria, protozoa and viruses also being present in the water. The waterborne diseases from these organisms involves flu-like systems such as fever, diarrhoea vomiting and nausea (Michigan Department of Environmental Quality (1998)). Question 4 Rational for the use of the indicator Parameter: The rational for the use of conductivity as an indicator is detecting water pollution. Water has a comparatively invariable range of conductivity and once the conductivity is established, it is being used as the bases for assessment with regular conductivity measurements. Conductivity determines a number of applications relating to the water quality. These applications are stated below; Quick notification of difference or variance in wastewaters and natural water. Conductivity is used in the determination of the amount of treatment chemicals to be added in a water sample. It is used in determining mineralization: this is referred to as total dissolved solids and the total dissolved solids results is used to determining the overall ionic effect in water source Lastly, it is used in the estimation of the size of samples to be for other chemical analyses. Question 5 Quality of the abstracted water The Abstracted water in Peidiwch Yfed y Dwr is comprised of chemical parameters with values that does not correspond with the value stated by the Water Supply (Water Quality) Regulations 2001. According to the regulations, the limit for iron in water is 200 µg/l which is below 2mg/l, the concentration level of iron in the abstracted water. Binnie et al (2002) stated that iron may be derived from raw water or from corrosion of iron water mains and they are common in ground waters (p9). High concentration of iron makes water corrosive with reddish or brownish yellow stains. (See figure 1 below). It will also have operational effects on the plumbing equipments due to corrosion which might result in blocking up the water distribution system Binnie et al, (2002). The water regulation allows maximum concentration value of 50 µg/l for manganese which is below the concentration of manganese in the abstracted water. Manganese is derived from raw water Binnie et al, (2002) and since the level of manganese in the water is 1mg/l, the water will be toxic which causes Toxicity to the nervous system something similar to Parkinsons disease (Connecticut department of public health(2010)). The abstracted water having a pH of 6.3 makes it acidic. The required pH for water under the regulations is 6.5. Due to its acidic nature, it would contain metal ions which causes a blue green staining of the sinks and damage to metal piping due to corrosion and health risk associated with the toxic metals. Hard water relates to the level of calcium and magnesium compounds present in water. Hard water does not pose a health risk but it causes scale in water. Water hardness ranging between 60 120 mg/l is moderately hard (American ground water trust (2003)). Since the hardness is 70mg/l, the content is not acceptable. The concentration of total pesticides in the water poses a great risk to human health (See figure 2 below). The maximum value allowed for total pesticides in the water is 0.50 µg/l which is below the concentration in the abstracted water. Thus, the water is not of good quality. Buzzi, (1992) states that effects of pesticides can range from premature birth to birth defects involving the CNS and internal organs (p100). The concentration of polycyclic aromatic hydrocarbons allowed under the regulations is 0.10 µg/l which is above the concentration of polycyclic aromatic hydrocarbon in the abstracted water. According to N.F. Gray (1994) World health organization has set a level for 3,4-benzopyrene of 10ng/l which is equivalent to 0.00001mg/l. Water containing more than these amounts would cause gastrointestinal and oesophageal tumours (p 147). Cryptosporidium outbreak in the town may occur due to faecal-contamination of the water resources directly or indirectly by sewage or animal waste. According to Gray (1994), they are parasitic protozoa that forms oocyst which allows them to survive longer in water while waiting to be ingested by a host(p160) (See figure below).Low level exposure to the oocyst is capable of initiating an infection Rose (1990) and in a study by Blewett et al (1993) it was indicated that a single oocyst may be enough to cause infection. N.F. Gray (2004) stated that the main symptoms of cryptosporidiosis are stomach cramps, nausea, dehydration and headaches(p160). Technology/Operation to make the abstracted water wholesome To make the abstracted water wholesome, it will undergo some treatment process. Firstly, the concentration of iron and manganese in the water are at 2mg/l and 1mg/l respectively compared to 200 µg/l and 50 µg/l which is the value for the water to be wholesome. Therefore, it would be treated by coagulation or flocculation which is the addition of chemical such as ferric sulphate that forms floc and entraps the impurities in the water. The floc will then be separated from the water through sedimentation. To remove the taste and odour, the water will undergo aeration, ozonation and adsorption on actuated carbon. The pH level will be adjusted to 6.5 by adding alkaline substances such as calcium carbonate i.e. free lime or by aeration. The water will then undergo boiling at a very high temperature so that the bicarbonate will decompose to produce calcium/magnesium carbonate which is not soluble in water. Thus, it precipitates out thereby reducing the hardness of the water. Carbon filtration will be done in other to reduce the total pesticides present to 0.50 µg/l which is the level required by the regulation. The polycyclic aromatic hydrocarbon present in the water differs from the stipulated concentration according to the regulations which is 0.9 µg/l, therefore microfiltration will be done to adjust the level of polycyclic aromatic hydrocarbons in the water. The water will undergo ultraviolet filtration to treat the effect of cryptosporidium which involves ultra filtration, microfiltration and nano filtration. This process will remove organic compounds from the water thereby reducing the effect of cryptosporidium in the water. Finally, the water will be disinfected with the addition of chlorine to deactivate all pathogenic microorganisms present in the water before consumption. Advantages The advantage of coagulant water treatment is that it is very effective in removing particles that are otherwise very difficult to remove in water. Also, using water softeners in reducing the water hardness and adjusting the pH value prevents limescale and increases heating efficiency in water. The advantage of using activated carbon filters in water is that it effectively removes organic contaminants from the water. The advantage of using ultra violet water filters in treating the effect of cryptosporidium is due to the fact that it generally kill 99.9% of bacteria and viruses in water. The advantage of chlorine disinfection is that it is cheap and readily available in gas, liquid or powder. Disadvantages The disadvantage of coagulants is the cost and the need for accurate dosing and frequent monitoring. In using water softeners, the disadvantage involved is that the output water may not be suitable for drinking. The disadvantage in the use of carbon filters is that it does not remove microbes, nitrates, sodium and hardness. The disadvantages of using ultraviolet water filters in treating the effect of cryptosporidium is that it only kills the bacteria, it wont remove the dead cell and other contaminants in the water. The disadvantage of chlorine disinfection is taste and odour problems. Treatment Train Water is usually given an appropriate treatment to ensure the water supply is of high and consistent quality. A potential treatment train flow chart to produce water meeting the requirements of the Water Supply (Water Quality) Regulation 2001 is shown below: References N.F. Gray. (1994) Drinking water quality: problems and solutions. John Wiley Sons. Buzzi. (1992) Chemical Hazards at Water and Wastewater Treatment Plants. Lewis. D.A Armbruster, M. D Tillman et al. (1994) Limit of detection (LQD)/limit of quantitation (LOQ): comparison of the empirical and the statistical methods exemplified with GC-MS assays of abused drugs. Clinical Chemistry, Vol 40, 1233-123. Andrzej Bobrowski, Jan Mocak et al. (2004) Metrological Characteristics and Comparison of Analytical Methods for Determination of Chromium Traces in Water Samples. Acta Chim. Slov. 2004, 51, 77-93. Dr. Xavier Fuentes-Arderiu. (2009) Trueness and Uncertainty Westgard QC, Universitat de Barcelona, CATALONIA (SPAIN). Canadian centre for occupational health and safety (2007) [online]. Available from: http://www.ccohs.ca/oshanswers/chemicals/chem_profiles/benzene/health_ben.html#_1_1 [Accessed 3rd January 2010] US Environmental protection Agency (2006) [online]. Available from: http://www.epa.gov/safewater/contaminants/ecoli.html#four [Accessed 2nd January 2010] Levy, J.S and Nasetta, W.J. (2003) Neurologic effects of manganese in humans: a review. International J Occup Environmental Health. 2003 Apr-Jun;9(2):153-63. Bureau of Environmental health, health assessment section (2009) Manganese in water. Columbus, Ohio. IUPAC Compendium of Chemical Terminology 2nd edition (2007) [online]. Available from: http://www.iupac.org/goldbook/L03540.pdf [Accessed 4th January 2010]. Chris Binnie, Martin Kimber et al. (2002) Basic water treatment. 3rd edition. Royal Society of Chemistry, Cambridge. Connecticut department of public health(2010) [online]. Available from : www.ct.gov/dph/lib/dph/drinking_water/pdf/manganese.pdf [Accessed 5th January 2010]. Rose, J.B. (1990) Emerging issues from the microbiology of drinking water. Water Engineering and Management, July, 23. Blewett, D.A., Wright, S.E. et al. (1993) Infective dose size studies on Cryptosporidium parvum using gnotobiotic lambs. Water Science and Technology, 27 (3-4), 61. Health Hazard Information-From the EPA Health Effects Notebook for Hazardous Air Pollutants-Draft (2010) [online]. Available from: http://www.acute-myelogenous-leukemia.com/html/hazard.html [Accessed 5th January 2010]. U.S Environmental protection agency (2006) Drinking water contaminants [online]. Available from: http://www.epa.gov/safewater/contaminants/ecoli.html[[Accessed 4th January 2010]. Health Maxx Plus Inc (2007) What is pH? [online]. Available from: http://www.healthmaxxplus.net/#/what-is-ph/4529153688 [Accessed 5th January 2010]. Wisconsin Department of Health Services (2008) Polycyclic Aromatic Hydrocarbons (PAHs) [online]. Available from: http://dhs.wi.gov/eh/ChemFS/fs/PAH.htm [Accessed 7th January 2010]. Iron in drinking water (2003) [online]. Available from: http://www.dnr.state.wi.us/org/water/dwg/iron.htm [Accessed 5th January 2010]. Lenntech water treatment solution (2009) Iron (Fe) and water [online] Available from: http://www.lenntech.com/periodic/water/iron/iron-and-water.htm [Accessed 3rd January 2010]. APEC (2009) pH values of water explained [online]. Available from: http://www.freedrinkingwater.com/water-education/quality-water-ph.htm [Accessed 4th January 2010]. The Manganese Health Research Program (2010) Brief Background on the Health Effects of Manganese [online]. Available from: http://www.manganese-health.org/about_us/healtheffects [Accessed 7th January 2010]. Pesticides (2002) Fact Sheet Series: Pesticides in Drinking Water [online]. Available from: http://www.waterbornediseases.org/FactSheets/pesticide.htm [Accessed 6th January 2010]. Conductivity and Water Quality (2010) Environmental Impact [online]. Available from: http://www.kywater.org/ww/ramp/rmcond.htm [Accessed 8th January 2010]. Chelsea and Westminister Hospital (NHS) (2008) Water Safety Cryptosporidium [online]. Available from: http://www.chelwest.nhs.uk/documents/hiv_factsheets/general/Water%20Safety%20%20Cryptosporidium.pdf [Accessed 4th January 2010].

Virgin In A Tree Essay -- essays research papers

This poem was written in 1958, after Sylvia Plath left her job at Smith College to write for a living. It was during this time she found writing extremely difficult and resorted to set themes and deliberate exercises in style, in her efforts to find a release. The poem is based on a drawing "The Virgin in a Tree" by Paul Klee. Sylvia Plath expresses her feelings about the concept of virginity, virgins etc. She holds their morals and values accountable, for what they believe to be right and what they believe to be wrong. Sylvia Plath uses great many mythical allusions to illustrate her perceptions about virgins, especially in Ancient Greek mythology, many of which have been a direct bearing on the title of the poem; 'Virgin in a Tree'. The first most obvious allusion is that of Daphne. 'Ever since that first Daphne Switched her incomparable back For a bay-tree hide,' In Greek mythology Daphne was a nymph, the daughter of the river god Peneus. She was a hunter who dedicated herself to Artemis, goddess of the hunt, and, like the goddess, refused to marry. The god Apollo fell in love with Daphne, and when she refused his advances, he pursued her through the woods. She prayed to her father for help, and as Apollo advanced upon her, she was changed into a laurel tree (Daphne in Greek). Grief-stricken at her transformation, Apollo made the laurel his sacred tree. With reference to Apollo made in the phrase; 'god-haloed'. The other phrase 'goat thighed', may signify Philocetes (Trainer of the heroes) or Pan (god of the woods). It is most obviously Pan, with evidence in future reference in the fourth stanza. Pan, in Greek mythology, was the god of woods, fields, and fertility, the son of Hermes, messenger of the gods, and a nymph. Part animal, with the horns, hoofs, and ears of a goat, he was a lusty deity, the god of the shepherds and the goatherds. A w onderful musician, he accompanied, with his pipe of reeds, the woodland nymphs when they danced. He invented this pipe when the nymph Syrinx, whom he was pursuing, objected to his advances and was transformed into a bed of reeds, enabling her to escape him. 'Celebrate Syrinx whose demurs Won her the frog coloured skin, pale pith and watery Bed of a reed.' Pan then took reeds of unequal length and played on them. The god was always wooing one of the nymphs by playing on his pipes, but was always rejected ... ... root to top' 'Her fingers Stiff as twigs, her body woodenly Askew' Her tone throughout is very indignant, severe and at times mocking. 'How this tart fable instructs And mocks! Here's the parody of that moral mousetrap' 'They descant on the serene and seraphic beauty Of virgins for virginity's sake.' 'Be certain some such pact's Been struck to keep all glory in the grip Of ugly spinsters and barren sirs' Plath also makes use of faint colour imagery here and there, to strengthen her ideas and give support to her literary prowess. 'White bodies' use of the colour white may signify coldness of the virgins, or their supposed purity. 'Bark's nun-black habit' the colour black may point to the restricted, non-reproachable characteristics, while the colour green ('Green virgins') indicates inexperience. This poem is in many ways a social commentary, by Sylvia Plath, on the dilemmas modern society is faced with. Especially concerning roles of women as nurturers, mothers, wives and daughters. As well as their role in being virgins. Sylvia Plath definitely does not believe strongly in woman's role as a virgin, whether it be for purity or chastity's sake. Virgin In A Tree Essay -- essays research papers This poem was written in 1958, after Sylvia Plath left her job at Smith College to write for a living. It was during this time she found writing extremely difficult and resorted to set themes and deliberate exercises in style, in her efforts to find a release. The poem is based on a drawing "The Virgin in a Tree" by Paul Klee. Sylvia Plath expresses her feelings about the concept of virginity, virgins etc. She holds their morals and values accountable, for what they believe to be right and what they believe to be wrong. Sylvia Plath uses great many mythical allusions to illustrate her perceptions about virgins, especially in Ancient Greek mythology, many of which have been a direct bearing on the title of the poem; 'Virgin in a Tree'. The first most obvious allusion is that of Daphne. 'Ever since that first Daphne Switched her incomparable back For a bay-tree hide,' In Greek mythology Daphne was a nymph, the daughter of the river god Peneus. She was a hunter who dedicated herself to Artemis, goddess of the hunt, and, like the goddess, refused to marry. The god Apollo fell in love with Daphne, and when she refused his advances, he pursued her through the woods. She prayed to her father for help, and as Apollo advanced upon her, she was changed into a laurel tree (Daphne in Greek). Grief-stricken at her transformation, Apollo made the laurel his sacred tree. With reference to Apollo made in the phrase; 'god-haloed'. The other phrase 'goat thighed', may signify Philocetes (Trainer of the heroes) or Pan (god of the woods). It is most obviously Pan, with evidence in future reference in the fourth stanza. Pan, in Greek mythology, was the god of woods, fields, and fertility, the son of Hermes, messenger of the gods, and a nymph. Part animal, with the horns, hoofs, and ears of a goat, he was a lusty deity, the god of the shepherds and the goatherds. A w onderful musician, he accompanied, with his pipe of reeds, the woodland nymphs when they danced. He invented this pipe when the nymph Syrinx, whom he was pursuing, objected to his advances and was transformed into a bed of reeds, enabling her to escape him. 'Celebrate Syrinx whose demurs Won her the frog coloured skin, pale pith and watery Bed of a reed.' Pan then took reeds of unequal length and played on them. The god was always wooing one of the nymphs by playing on his pipes, but was always rejected ... ... root to top' 'Her fingers Stiff as twigs, her body woodenly Askew' Her tone throughout is very indignant, severe and at times mocking. 'How this tart fable instructs And mocks! Here's the parody of that moral mousetrap' 'They descant on the serene and seraphic beauty Of virgins for virginity's sake.' 'Be certain some such pact's Been struck to keep all glory in the grip Of ugly spinsters and barren sirs' Plath also makes use of faint colour imagery here and there, to strengthen her ideas and give support to her literary prowess. 'White bodies' use of the colour white may signify coldness of the virgins, or their supposed purity. 'Bark's nun-black habit' the colour black may point to the restricted, non-reproachable characteristics, while the colour green ('Green virgins') indicates inexperience. This poem is in many ways a social commentary, by Sylvia Plath, on the dilemmas modern society is faced with. Especially concerning roles of women as nurturers, mothers, wives and daughters. As well as their role in being virgins. Sylvia Plath definitely does not believe strongly in woman's role as a virgin, whether it be for purity or chastity's sake.

Global Trends

Global Trends MGT 460: Leadership Priorities & Practice Instructor William Conaway February 17, 2011 Global Trends Education is arguably one of the biggest industries in the world. People pay to learn and if we are honest, people learn to get paid. Individuals stress to their children the importance of doing well in school. Why? The world has put a prerequisite on success, and it is education. Since we know that education is vital and we understand that the twenty-first century has brought with it a global community; it follows that the Education industry in America, especially public school, must change if this millennial generation is to be successful in the future and as a future public school worker I must be marketable for those changes. General Environment Children are different today then they were 10 years ago. Between the internet, video games, and movies it takes a lot more to hold their attention which means it takes a different type of teacher to get them to learn. Baby boomers who make up the largest population of the experienced teaching community will be retiring over the next 3-5 years. Although these teachers have years of experience this particular generation is very different from anything they have ever faced. Consequently, the students have been turned off by their traditional approach. . Lee Goeke the former head of Human Resources for Vancouver Public â€Å"studied what he calls the millennial generation — those who graduated from high school in 2000 or later. He determined they weren't obsessed with money like Baby Boomers or Generation Xers. Out of all the generations we've had, this is the perfect generation for teaching,† Goeke said. â€Å"The millennial generation is more interested in vision and philosophy. (McLatchey, 2008). Task Environment We live in a global community. The internet and other advanced technologies have brought the world together in an unusual way; resulting in Americans not just competing among ourselves, but with people all over the world. This has always been the case in some industries since the establishment of America, but never to the degree in which we see it today. Consequently, public education is becoming an industry of great importance. Parents are demanding more of the curriculum. Society as a whole recognizes the need for quality public school education if we are to continue to compete with companies around the world in the future whose educational systems will or have surpassed ours. Pulling it all Together In the next three years due to the shrinking size of the world and the competition for jobs in our global community education in America will become more world based, focusing on the total growth of the developing child, touching hearts as well as minds and encompassing social, physical, emotional and cultural needs in addition to academic development (http://www. bo. org/pyp/). Having a degree in both organizational management which prepares me for the global business market and psychology which helps me understand social, emotional, and cultural needs will make me not only extremely marketable in the years to come, but an effective member of the education community. References http://www. ibo. org/pyp/ Rafte ry, I (2 March). With teacher turnover high, Vancouver schools shift recruiting effort to attract idealists. McClatchy – Tribune Business News. Retrieved March 31, 2008, from ABI/INFORM Complete database. (Document ID: 1437867971).

Using the Spanish Verb Llevar

Using the Spanish Verb Llevar The Spanish verb llevar used to mean primarily to carry a heavy burden. However, it has become one of the most flexible verbs in the language, used not only in discussing what a person carries, but also what a person wears, has, does, tolerates, or moves. As a result, it isnt always easy to tell what llevar means out of context. Llevar is conjugated regularly. Using Llevar as Meaning To Wear One of the most common uses of llevar is as the equivalent of to wear clothing or accessories. It can also refer to wearing or sporting a type of style. Normally, if a person is wearing a type of item of which he or she would wear or use only one at a time, the indefinite article (un or una, the equivalent of a or an) is not used. Often the definite article (el or la (the equivalent of the) can be used instead. If the identity of the item is important, such as if the sentence identifies the items color, an indefinite article is retained. No es necesario llevar el sombrero. (It isnt necessary to wear your hat.)Ha decidido llevar la barba. (He has decided to sport a beard.)No olvides taparte el cuello y lleva camisa de manga larga. (Dont forget to cover up your neck and wear a long-sleeved shirt.)No sabemos cà ³mo vamos a llevar el pelo. (We dont know how we are going to wear our hair.) Other Uses for Llevar Here are examples of llevar in use with meanings other than to wear, along with possible translations. Each item in the list shows the expression using llevar, a common meaning and examples in Spanish with a translation to English: llevar (algo) - to carry (something) - No puedo llevar nada ms. (I cant carry anything else.)llevar (algo) - to take or move (something) - Voy a llevar los platos al sà ³tano. (Im going to take the dishes to the basement.)llevar (algo) - to tolerate, cope or deal with (something) - (Lleva muy bien las derrotas.  (He puts up with defeat very well.)llevar (algo or a alguien) - to transport (something or someone) - Pedro nos llevà ³ al aeropuerto.  (Pedro took us to the airport.)llevar (ingrediente) - to have or include (an ingredient) - A mi madre le gusta todo lo que lleva chocolate. (My mother likes anything with chocolate in it.)llevar (un vehà ­culo) - to drive (a vehicle) - Llevà ³ el coche a Madrid. (She drove the car to Madrid.)llevar (una organizacià ³n o una empresa) - to direct, run or lead (an organization or business) - Ingrid lleva la tienda de artesanà ­a. (Ingrid runs the artists store.)llevar (un nombre) - to bear (a name) - Una calle de Candel aria lleva el nombre de Josà © Rodrà ­guez Ramà ­rez. (A Candelaria street bears the name of Josà © Rodrà ­guez Ramà ­rez.) llevar (tiempo) - to last (time) - Llevo meses diciendo que hay metodologias alternativas. (Ive been saying for months there are other ways.) Llevo tres dà ­as sin dormir. (Ive gone three days without sleeping.)llevar (dinero) - to charge (money) - El revendedor me llevà ³ mucho dinero por los boletos. (The scalper charged me a lot of money for the tickets.) Using Llevarse Llevarse, the reflexive form of llevar, also has a variety of meanings: llevarse - to get along with or be suitable for  - Nos llevamos bien. (We get along well together.) No se lleva bien con su madre. (He doesnt get along well with his mother.) Este aà ±o se lleva bien los pantalones cortos. (Short pants are in style this year.)llevarse (algo) - to take (something) - Llà ©vatelo. (Take it with you.) Quisiera llevarme la flor. (Id like to take the flower with me.)llevarse (algo) - to receive or win (something) - Se llevà ³ el premio Nobel. (She won the Nobel Prize.) Idioms Using Llevar Here are examples of idiomatic phrases using llevar: dejarse llevar - to be carried along, to go with the flow - Optà © por lo que sentà  en el momento y me dejà © llevar por la incertidumbre. (I chose according to what I felt at the moment and let myself be carried along with the uncertainty.)llevar a (algo) - to lead to (something) - La mediacià ³n papal llevà ³ a la paz entre Argentina y Chile. (The popes mediation led to peace between Argentina and Chile.) Me llevà ³ a creer que es inteligente. (She led me to believe she is intelligent.)llevar a cabo - to accomplish, to perform - Alrededor de 400 personas llevaron a cabo la Marcha por La Dignidad. (About 400 people demonstrated in the March for Dignity.)llevar a cenar - to take out to dinner - Lo mejor es que nos llevà ³ a cenar en la ciudad vieja. (The best thing is that she took us to dinner in the old city.)llevar cuenta - to keep account -  ¿Quià ©n lleva cuenta del resultado? Whos keeping track of the score?llevar encima - to have on ones person - En ese momento me di cuenta de que no llevaba dinero encima. (At that moment I realized that I didnt have any money on me.) para llevar - to go (as in takeout food) - Quisiera dos hamburguesas para llevar. (Id like two hamburgers to go.)

The Atomic Bomb Essays - Japan, Free Essays, Term Papers

The Atomic Bomb Essays - Japan, Free Essays, Term Papers The Atomic Bomb American Military History Position Paper No. 5 The world will note that the first atomic bomb was dropped on Hiroshima, a military base. That was because we wished in this first attack to avoid, insofar as possible, the killing of civilians. But that attack is only a warning of things to come. If Japan does not surrender, bombs will have to be dropped on her industries and, unfortunately thousands of civilian lives will be lost. Having found the bomb we have used it. We have used it against those who attacked us without warning at Pearl Harbor, against those who have starved and beaten and executed American prisoners of war, against those who have abandoned all pretense of obeying international laws of warfare. We have used it to shorten the agony of war, in order to save the lives of thousands and thousands of young Americans. We shall continue to use it until we completely destroy Japans power to make war. Only a Japanese surrender will make us stop.1 With this statement, Harry S. Truman changed the course of world warfare. The most devastating weapon ever created had just been dropped on Japan. On the same day, the United States dropped a second bomb on the coastal city of Nagasaki. Within a few days, Japan agreed to an unconditional surrender and World War II was concluded. However, the debate over the use of the bomb had just began. Should the United States have dropped such a bomb on another human civilization? The devastation of the bombs were quickly realized. After the Enola Gay dropped the first bomb on Hiroshima, four square miles of a seven square mile city disappeared and 80,000 people died instantly with the remaining population of the city left to suffer from the effects of radiation.2 Three days later, a second bomb was dropped on the city of Nagasaki, instantly killing another 40,000 to 75,000 people.3 Scholars have argued the atomic bomb was dropped on Japan for suspect reasons and may not have been needed to bring Japan to surrender. In this paper the author will attempt to prove the United States dropped the bomb on Japan for many reasons. However, the main reason the United 1 Truman, Harry S, Public Statement concerning the bombing of Hiroshima, 8/9/45, The Public Papers of the Presidents, Harry S. Truman, 1945, pg. 212. 2 Stokesbury, James L., A Short History of World War II, (New York, 1980), pg. 375. States dropped the bomb on Japan was to save American lives from an assault on the Japanese Islands. The first issue that must be explored in the debate over the atomic bomb is whether it was necessary to drop the bomb in the first place. American historian James Patterson argued in America in the Twentieth Century that the Japanese leaders knew by July 1945 that they would be unable to win the war against the United States and were moving in the direction of securing peace with the United States. Patterson also argued that the Japanese may have been willing to negotiate a peace on the condition that they could retain their emperor, which at that point the United States was unwilling to do. Patterson further points out that Truman, Winston Churchill and Joseph Stalin had agreed at the Potsdam meeting to allow the Japanese to retain their emperor. However, the Big Three did not issue this provision in the Potsdam Ultimatum, and Truman only told Japan to surrender or be completely destroyed. Therefore, according to Patterson, the United States wanted to drop the bomb to show the world the power of the United States.4 Along the same lines, World War II historian, Stephen Ambrose questioned the timing of the bombing in his book Rise to Globalism. Ambrose argued that the bomb may have been dropped prematurely. Despite his warning that an invasion of the Japanese Islands was imminent, Truman knew that the United States had no major military operation planned for Japan before the first of November, 1945. In addition, Ambrose argued, many observers felt that the planned declaration of war by Soviet Union on August 8 would convince Japan they could not survive an invasion from the north and from the south and would surrender. According to Ambrose, however, the world did not 3 Patterson, James T., America in the Twentieth Century, (Orlando, 1989), pg. 296. 4 Ibid. get the opportunity to see if Japan would have surrendered with the Soviet declaration, because Truman ordered the bomb to