God Is God Allah Yahweh Essay - 1293 Words

God? Allah? Yahweh? Whatever the name, we still find that across time and across region there has always been one thing in common. Each religion or group of people has its own interpretation of an all seeing presence. We as people look to a higher being in hopes of having our deepest questions answered. I myself have never questioned the word of god itself, however, I have questioned man s interpretation of it. I firmly believe that religion is a fundamental topic that was created for the sole purpose of giving people hope and reason beyond what they could handle. If we created a god, we as humans would now be able to find faith and trust within someone. Over the course of history religions have sprouted across the world, however, they all have similar beliefs. This shows that despite being vastly different, we are all still very much the same. Religion and a belief was sculpted in hopes of giving people faith and giving reason to there unanswerable questions. Over the semester it is easy to see that there is a clear correlation between the two being that they have similar ideals. Reason can be scene in the story of Genesis and faith is clear to see in both Augustine and Aquinas. Throughout the course of the semester we have jumped from story, to passage to book in hopes of finding our own answers within these sacred texts. The sole purpose of this class is so what we find ourselves in the realm of questioning faith, religion and reason. I have always been one too struggleShow MoreRelatedDifferences Of Christianity, Christianity And Monotheistic Religions1054 Words   |  5 Pagespatriarch or father. In Judaism, there is a story behind him questioning the faith of the gods. The story goes as one day, in his father’s shop, he smashed all the statues of the gods except for the largest one. When the father came back, Abraham said they all got in a fight, in which he refused, and Abraham realized the smaller idols had very little power. Judaism later began in 2000 BCE. However, in Christianity, the god, Jesus, was Jewish. Therefore making him a follower of Abraham. Later though, he branchedRead MoreThe Religious Law Of Judaism1492 Words   |  6 Pageswa s mostly in Palestine. Judaism’s major splits were reform / orthodox, in the 1800’s.Jews vary their views on the scared text. They have one good and one bad human nature. The means of salvation is that the belief in god, also the good deeds. Divine revelation and forgiveness are Gods role in salvation. They have either heaven or no after life for a good after life. Now for the bad after life they have reincarnation or no after life. People who are a part of the religion Islam are called Muslims.Read MoreCreation Myths in the Abrahamic Religions1850 Words   |  7 Pagesaffect each other today. In regards to creation, all three of these religions believe that there was one God who made all things but believe in other differing aspects of their stories to explain the dawn of time. For example, while Jews and Christians believe that God said â€Å"Let there be†¦Ã¢â‚¬  (Smith et al., â€Å"Jewish Creation Story†)(Smith et al., â€Å"Christian Creation Story†), Muslims think that their God said only â€Å"Be† (Smith et al., â€Å"Muslim Creation Story†). Judaism, Christianity, and Islam will foreverRead MoreChristianity And Islam : Religion Or Belief System2376 Words   |  10 PagesBehind every religion or belief system, there is a story. In monotheistic religions, the story usually begins with a god, who created the heavens, the earth, the inferno and all that abides within thes e three realms. The stories go on to glorify their respective god, through tales of their heroic acts or sublime sermons. These stories exemplify not just a fable of the past, but a promise for the future. For Christianity and Islam, the two most popular religions in the world, these stories are similarRead MoreHinduism And The Eastern Tradition Of Judaism2189 Words   |  9 PagesConfucianism, and Buddhism, Judaism, Christianity and Islam. Of these, there are only four that actually recognize a God. In Hinduism, the one is Brahman. For Judaism it is Yahweh, Christians look to God or Jesus for their lessons and praise them, and the Islamic praise Allah. In contrast, Taoism, Confucianism and Buddhism are all more philosophies than religions. None of these three praise a God, but they all stick to a different set of focused rules/ ideas to either become successful or to reach enlightenmentRead MoreJudaism, Christianity, And Islam Essay1091 Words   |  5 Pagesreligions has a Holy B ook that is, ‘the word of God,’ and that the followers use as a guide to live by. Judaism has the Hebrew Tanakh which consists of the Torah (Hebrew ‘Law’), Nevi’im (‘Prophets), and Ketuvim (‘Writings’). Christianity has the Bible which was given by God to man. Finally, Islam has the Qur’an or Koran which was revealed to Mohammed over a period of about 20 years. Followers of this religion also believe that the words were given by Allah to mankind (Comparison Table between ChristianityRead MoreThe Three Major Religions Of The World1465 Words   |  6 Pagesleads to one goal, to follow the path of god, or to seek a euphoric state of salvation. In spite of all the differences among the world’s five major religions, they have very similar ethical constructs, which should encourage more mutual respect among them. Each of the world’s five major religions have a set of principles and laws in which they abide by. In the morals and ethics of Christianity, they have the Greatest Commandment which pertains to loving God with all your might. To fulfill this principleRead MoreAll religious systems are based on certain beliefs. Some are extreme while others appear to be the1400 Words   |  6 PagesSome are extreme while others appear to be the same in some circles. When it comes to Christians, Judaist, and Muslims, what are their beliefs regarding the creation? Are they monotheistic or polytheistic religions and are they worshiping the same God? What are their beliefs regarding end of time prophecies, hell, paradise etc.? These are questions this paper will attempt to answer to bring to light the major similarities among these religious groups previously mentioned. This discussion will notRead MoreThe Rise Of Islamic Civilization872 Words   |  4 Pagesexponentially through the prophet Mu hammad. Through his influence, Islam’s worldview became clear that, â€Å"there is but one God [Allah], and his prophet Muhammad† (211), and it marks the starting point of a Muslims belief. Through devotion to Islam, Muslims practice the Five Pillars: faith, prayer, almsgiving, fasting, and pilgrimage. Faith is described as â€Å"the acceptance of God,† prayer is practiced â€Å"five times a day toward Mecca, fasting is custom a month out of every year, almsgiving, in other wordsRead MoreIn Judaism, GodS Word Is Found In The Hebrew Bible (Or1524 Words   |  7 PagesIn Judaism, God s word is found in the Hebrew Bible (or Old Testament), written entirely in Hebrew, except for a few chapters or verses that are in Aramaic, the Semitic language related to Hebrew. This is the most transled and most read worldwide book. The Bible is divided into: Torah (the five books of Moses), Nevi’im (Prophets) and Ketuvim (writings, Psalms). In rabbinic literature the wor d Torah it is common to refer to the entire Bible. The sacred book of Judaism is the Torah, which consists

Issues Of Multicultural Education / Special Education

Issues in Multicultural Education/Special Education In our local school district, there is a main issue with having better support in Special education and Teachers leaving there position. To enforce more help and compassion from others will start with proper teaching and committing to it, along with having more support from the parents. Children in special education are the same as any other child, but involves more needs to be met in order to help these children along the learning process. This continues as having more public and parental support and showing more appreciation for our Special Education teachers. Special Education is a challenging position and many individuals believe that it is the easiest job in the world. We are in need of more Teachers and Teacher Assistants that are willing to teach and have an open heart for Special needs children. For a Special Needs Teacher, having compassion and patience is an important skill in a Special Needs classroom. There has been mult iple teachers that come in and out of special needs classrooms because they do not have enough patience nor enough special needs education training, so they can understand how to meet the needs of these children and the multiple ways of using learning skills so the children understand what is being taught. Not many college students are aware, unless by research, that there is a high need of Special Education Teachers all over the United States. When a student decides Special Education isShow MoreRelatedThe South: Educating a Growing Hispanic Population Essay1168 Words   |  5 Pagespopulation, education concerns of this population have started to arise. In some cases, Hispanics are being over referred to special education programs. This phenomenon is linked to the presence of a language barrier as well as other characteristics of the children in this population (Guiberson, 2009). Although the Individuals with Disabilities Education Act (IDEA) specify that language barriers should be ruled out, it seems that this phenomena continues, but could be corrected with proper education techniquesRead MoreEssay on Multicultural Education1681 Words   |  7 PagesMulticultural Education History/Past Challenges: One of the major goals of the American school system is to provide all children with equal educational opportunity. However, with regard to minority students, meeting this particular objective has presented a real challenge to educators as they have been confronted with the task of reshaping education in the multilingual, multicultural society that characterizes the United States. Many significant events contributed to the needRead MoreIs Mill Vs Board Of Education Of The District Of Columbia872 Words   |  4 Pagesthat have been put in place to insure the well-being of people that have disabilities. In 1972, one very well-known case is Mill vs Board of Education of the District of Columbia this case address how the constituted rights of students were not being meet by not providing them with a public education.† Many disabled children had been excluded from public education prior to 1975,24 Congress, through the Act, sought initially to set up a process by which states would find children in need of educationalRead MoreQuestions On Multicultural Education : The Material Presented Goes Along With Our Weekly Reading Assignments998 Words   |  4 PagesKoppelman text. I have been learning ways of incorporating these topics into teaching and in my curriculum. I will be highlighting the presentations of Sarah, Virginia, Jessica and Ericka. Sarah Sponsel’s topic was multicultural education. Caleb Rosado shares that a school can be multicultural based on whether or not it uses the Five Ps. The five Ps are perspectives, policies, programs, personnel, and practices. The schools must also implement the four imperatives. The imperatives are: 1. Reflect theRead MoreThe Parental Engagement : Iep Program, Implications And Recommendations885 Words   |  4 Pagesinvolvement, and engagement of CLD parents in special education and IEP, besides support from outside environment, the key point is the change of consciousness of each family. Understanding, accepting, respecting, and receiving help from special education positively and naturally should be achieved by CLD families with children identified formally as exceptional pupils. Families from different cultures have different understandings and definitions of special education and IEP, policy makers could only makeRead MoreAn Evaluation of the Concept of Multiculturalism and Its Influence on Curriculum Development1147 Words   |  5 Pagesevaluating the concept of multiculturalism and its influence in the curriculum development with a special focus in Atlanta, Georgia high schools Introduction The concept of multiculturalism has been indicated by Taylor (1992) to present several challenges to the American society. In this paper we present an analysis and the outcome of a field based activity on the Atlanta public school on the issue of multiculturalism, its future trend and data projection on minority students. Statement of Problem   Read MoreImplementing Multicultural Education Essay1113 Words   |  5 Pagesis any form of change in education that is discussed, there are always those who disagree with that change. These critics deem that they are problems that exist with the concept of multicultural education. One argument against multicultural education is the fear that the lack of a clear definition will essentially confuse teachers which will affect the classroom. Professor Ryan, a professor of education at Lasalle University states that â€Å"the term multicultural education is a slogan. It means differentRead MoreA Multicultural Education956 Words   |  4 Pagesstatics in the Kim article were staggering. Being in education for 17 years I have personally seen the change in the student demographics. However Kim summarizes the truth that the demography of the educators has not changed. The introduction focuses on the state of crisis in education involving the achievement ga p. This study is focused not just on ethnicity, but also socioeconomic status. From this study the cause to look at multicultural education is very evident. The main area of the paper willRead MoreEssay about Dr. James Banks on Multicultural Education1050 Words   |  5 Pagessociety. Dr. James A. Banks defines the meaning of multicultural education and its potential impact on society when it is truly integrated into American classrooms. In his lecture, Democracy, Diversity and Social Justice: Education in a Global Age, Banks (2006) defines the five dimensions of multicultural education that serve as a guide to school reform when trying to implement multicultural education (Banks 2010). The goal of multicultural education is to encourage students to value their own culturesRead MoreMulticultural Education : A Truly Multicultural Mosaic1259 Words   |  6 PagesMulticultural education incorporates the idea that all students- regardless of their gender, social class, and ethni c, racial, or cultural characteristics- should have an equal opportunity to learn in school, (Banks Banks, 2010, p. 3.) For centuries our country, the United States of America, has been known as the â€Å"melting pot† in a sense that our world was moving towards multiculturalism. Some see the old metaphor, the â€Å"melting pot† fading away within the last decade and has grown into a new term(s)

Comparing the Renaissance and Middle Ages Essay Example For Students

Comparing the Renaissance and Middle Ages Essay From the Middle Ages to the Renaissance, Europe underwent a great deal of changes, including attitudes towards learning, science and technology, art and literature, and the way humankind felt about themselves and towards their society. The Middle Ages were the time period between ancient and modern times in Western Europe. Before the Middle Ages, Western Europe was part of the Roman Empire. After the Middle Ages, Western Europe included the Holy Roman Empire, the kingdoms of England and France, and a number of smaller states. The history of the Middle Ages extends from the end of the Roman Empire, about the fifth century AD to the 1 asss. The Renaissance was a great cultural movement that began in Italy during the sasss. It spread to England, France, Germany, the Netherlands, Spain, and other countries in the late assess and ended about 1600. The word Renaissance refers to the act of being reborn. During the Renaissance, many European scholars and artists studied the learning and art of ancient Greece and Rome. They wanted to recapture the spirit f the Greek and Roman cultures in their own artistic, literary, and philosophic works. The Renaissance overlapped the end of the Middle Ages. The leaders of the Renaissance rejected many of the attitudes and ideas of the Middle Ages. For example, European thinkers in the medieval times believed that peoples chief responsibility was to pray to God and concentrate on saving their souls. They thought that society was filled with evil temptations. Renaissance thinkers, on the other hand, emphasized peoples responsibilities and duties to the society in which they lived. They believed that society could civilize people rather than make them wicked. Learning and the arts during the Middle Ages were devoted to glorifying God (theology) and strengthening the power of the church. Almost all the great ideas and artistic achievements reflected the influence of the church. Painters and sculptors tried to give their works a spiritual quality. They wanted viewers to concentrate on the deep religious meaning of their paintings and sculptures. They were not concerned with making their subjects appear natural or lifelike. Medieval scholars reinstated Greek and Arabic writing from ancient civilizations into Latin, and studied their meanings. More and more scholars became familiar with the writings of the Greek philosopher Aristotle. The scholars argued whether Aristotle teachings opposed those of the church. A field of thought called scholasticism grew out of their discussions and writings. However, during the Renaissance, another cultural break with tradition may be summed up with the word humanism. Classical texts were studied and valued on their own terms, no longer serving merely to embellish and justify Christian civilization. Although the study of ancient literature, history, and moral philosophy sometimes degenerated into slavish imitation of the classics, it was meant to produce free and civilized human beings, people of taste and Judgment, citizens rather than priests and monks. Renaissance painters and sculptors, like Renaissance writers, wanted to portray people and nature realistically. Architects of the Middle Ages designed huge cathedrals to emphasize the majesty and grandeur aware of their own powers and dignity. In medicine and anatomy, progress was made. Some of the most advanced Greek treatises on mathematics were translated in the 16th century, and advances made beyond the ancients included the solution of cubic equations and the innovative astronomy. In the field of technology, the invention of printing in the 1 5th century began to revolutionize the dissemination of knowledge. Printing increased the quantity of books, helped eliminate errors, furnished scholars identical texts with which to work, and turned intellectual endeavor into a collaborative rather than a loyalty activity. .u2ea13ac9f3b80285483e2579877f9d8b , .u2ea13ac9f3b80285483e2579877f9d8b .postImageUrl , .u2ea13ac9f3b80285483e2579877f9d8b .centered-text-area { min-height: 80px; position: relative; } .u2ea13ac9f3b80285483e2579877f9d8b , .u2ea13ac9f3b80285483e2579877f9d8b:hover , .u2ea13ac9f3b80285483e2579877f9d8b:visited , .u2ea13ac9f3b80285483e2579877f9d8b:active { border:0!important; } .u2ea13ac9f3b80285483e2579877f9d8b .clearfix:after { content: ""; display: table; clear: both; } .u2ea13ac9f3b80285483e2579877f9d8b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2ea13ac9f3b80285483e2579877f9d8b:active , .u2ea13ac9f3b80285483e2579877f9d8b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2ea13ac9f3b80285483e2579877f9d8b .centered-text-area { width: 100%; position: relative ; } .u2ea13ac9f3b80285483e2579877f9d8b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2ea13ac9f3b80285483e2579877f9d8b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2ea13ac9f3b80285483e2579877f9d8b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2ea13ac9f3b80285483e2579877f9d8b:hover .ctaButton { background-color: #34495E!important; } .u2ea13ac9f3b80285483e2579877f9d8b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2ea13ac9f3b80285483e2579877f9d8b .u2ea13ac9f3b80285483e2579877f9d8b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2ea13ac9f3b80285483e2579877f9d8b:after { content: ""; display: block; clear: both; } READ: Compare Contrast: Venetian Renaissance Art Versus Roman Florentine ArtThe use of gunpowder transformed warfare between 1450 and 1550. Artillery proved devastatingly effective against the stone walls of castles and towns. The medieval army, led by cavalry and supported by bowmen, was gradually replaced by one made up of foot soldiers carrying portable firearms and masses of troops with pikes. All of these changes from the Middle Ages to the Renaissance changed much of Europe. People were less concerned with religious thinking, and concentrated more on understanding people and the world. The scholars and artists emphasized the study of humanity. Scholars and artists rediscovered ancient works and gained inspiration from them. Architects began to design non-religious buildings rather than cathedrals. Painters and sculptors began to glorify people and nature in their works. More and more writers composed prose and poetry not in Latin, but in their native languages, including French and Italian. This increasing use of the vernacular opened a new literary age, and gradually brought learning and literature to the common people.

Steps to proofread

As it is said that, the first impression is the last impression but unfortunately student don’t pay much heed to it while writing. It is actually frustrating when the reader comes up with substantive grammatical errors while reading the content, leading to a loss of interest in the work. Several scholars recommend proofreading the content multiple times before finalizing it because there are chances of mistakes even in the fifth time reading it. Students often seek help from the best assignment writing service UK to avoid all sorts of errors and mistakes from the content. There is a lot of work while proofreading because you have to rectify your work in every manner. From correcting the spelling errors to improving the tone of the content, you must proofread in step by step manner to make sure that the text is free from all the errors. You can follow the steps described below in order to proofread the content. Stop Writing before Proofreading: Proofreading right after writing does not allow you to identify all the errors in your content; therefore, it is necessarily important to stop writing before proofreading your work. Taking a break from writing before reading enables your mind to identify the grammatical mistakes and typos. Reading with a fresh mind is really helpful for proofreading. Identify Grammatical and Typographical Errors: It is really difficult to read the content when it is full of mistakes and errors, and grammatical and typographical errors are the most frustrating things which deter the reader to read the whole content. Therefore, you must emphasis on removing all the grammatical errors and typos while proofreading. Correcting all the errors not only improves the quality of the work but it also makes it worth reading. Spell-Check: You can rectify the wrong spelling only if you examine each and every sentence of the content carefully. Incorrect spellings can lead to confusion in the text, for when the choice of word is wrong the idea remains unclear which leads to confusion. Therefore, it is compulsory to pay attention to each and every word while proofreading the content. Check the Structure: Sentence structure is considered as one of the essential things in writing quality content, no matter you are writing for an academic task or your own interest, it is necessary to write well-structured sentences. You must know where to start, stop, and break the sentence; as proper use of punctuation is one of the major aspects of writing a better text. Therefore, you must pay attention to the structure of the sentence while proofreading. Read Out loud in the End: Reading the whole text out loud can identify all the errors which you have mistakenly missed while proofreading. There is nothing more satisfying than reading the content in a loud voice because it allows you to check the ideas, thesis, sentence structure, typographical mistakes, and all other trivial errors which you may have ignored while writing. Proofreadin g is ultimately the best way to improve the quality of your text; therefore, you must not ignore it.

Literarture and a Mothers Love Essays

Literarture and a Mothers Love Essays Literarture and a Mothers Love Essay Literarture and a Mothers Love Essay Essay Topic: Mother To Mother The art Of Love At conception a woman becomes a mother.Plans start to develop in a womans mind and heart for the future of herself and her unborn child. A mothers love offers her child a blueprint in the development of the childs character, personality and individualism.After analyzing â€Å"Girl† by Jamaica Kincaid, â€Å"The Train from Hate† by John Hope Franklin and â€Å"The Mother† by Gwendolyn Brooks, I decided the three authors describe a mothers love expressed in a variety of different ways, with basically the same outcome.The mothers from these readings express great love for their children.The importance of their childrens futures presents each of the mothers own unique parenting style.Love, compassion, respect and an ethical way of life are learned behaviors.A mother may express the importance of acting and thinking like a lady.Perhaps, a mother may express to her child the importance of life and making the best oflife regardless of obstacles a long the way.A mother may face the difficult decision of aborting a child for the good of the unborn child.These mothers are all expressing a form of love, having an open, non-judgmental opinion about life in general. In â€Å"Girl† by Kincaid, a complicated relationship is described between a mother and daughter. This mother expresses her fear of her daughter becoming promiscuous if the rules the mother has set are not adhered to by the daughter.For instance, Mother says â€Å"this is how to behave in the presence of men who don’t know you very well, and this way they won’t recognize immediately the slut I have warned you against becoming† (40). The mothers behavior in this poem is domineering.She tells her daughter what to do and what not to do in any situation she might find herself in.She is sharing with her daughter the knowledge she has gained from her years of life experience of being a woman.This is the way she was taught by her own mother.The mother s

Cómo aplicar para no pagar tarifas al USCIS

Cà ³mo aplicar para no pagar tarifas al USCIS Dependiendo de la situacià ³n econà ³mica y del beneficio migratorio que se solicite es posible que un inmigrante pueda beneficiarse de una exencià ³n y no tenga que pagar las tarifas migratorias. Asegà ºrate primero de que calificas para no pagar. Si ese es el caso, en este artà ­culo se explica cà ³mo aplicar, quà © evidencia ha que enviar con el formulario y cules pueden ser los riesgos de solicitar esta exencià ³n de pagos al Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS), por sus siglas en inglà ©s. Cà ³mo se solicita no pagar por trmites migratorios Los trmites son un poco diferentes segà ºn la razà ³n por la que se solicita no tener que pagar el arancel. Si la razà ³n por la que se solicita es que se es recibe ayuda calificada de means-tested Quà © enviar El formulario (forma) I-912.Evidencia de que se recibe el beneficio: carta u otro documento de la agencia que lo paga (Medicaid, SNAP -cupones de alimentos-, TANF, SSI, etc.). Debe incluir el nombre y apellidos de la persona que se beneficia. Quià ©n puede solicitar la exencià ³n del pago migratorio por esta causa Obviamente, el beneficiado de la ayuda calificada de means-tested. Pero tambià ©n el marido, la mujer, los hijos solteros menores de 21 aà ±os o muchachos en acogimiento familiar en esas mismas circunstancias.Tambià ©n si se es estudiante a tiempo completo y se tiene menos de 24 aà ±os y se est soltero y se vive en el hogar del padre o la madre que recibe ese beneficio. Asimismo, los hijos adultos que viven con progenitores que reciben SSI. Si se recibe algà ºn tipo de ayuda federal o del estado por ingresos bajos y no se sabe con certeza si se califica como means-tested, preguntar a la agencia que paga. Si la razà ³n es vivir en un hogar con ingresos inferiores al 150 por ciento de la là ­nea de la pobreza La là ­nea de la pobreza es una cantidad que establece cada aà ±o el gobierno federal.   Depende del tamaà ±o de la familia, por lo que es fundamental seà ±alar con precisià ³n cuntas personas conforman la unidad familiar. Cà ³mo se computan el nà ºmero de personas que forman la familia Incluirse a: Uno mismo, es decir, la persona que quiere no pagar el trmite migratorio.Incluir el esposo o esposa, a menos que se està © legalmente separado o divorciado.Los hijos u otros nià ±os sobre los que se tiene custodia legal, siempre y cuando sean menores de 21 aà ±os, està ©n solteros y vivan con el solicitante del beneficio de no pagar al USCIS. Tambià ©n se les cuenta si son mayores de esa edad pero menores de 24, solteros, estudian a tiempo completo y viven en el hogar.Los padres del solicitante si tambià ©n viven en la misma vivienda.Los hijos y otras personas sobre las que se tiene custodia legal y estn solteros, con independencia de la edad, si tienen alguna incapacidad fà ­sica o mental que les impide cuidarse por sà ­ mismos. Cà ³mo se computan los ingresos Las personas separadas legalmente o divorciadas deben incluir lo que la ex pareja aporta en concepto de pago de alimentos o alimony. Pero si se aplica para no pagar por la solicitud de un beneficio migratorio relacionado con visa U o T, no es necesario proveer con los ingresos de la ex pareja. Cà ³mo se aplica y quà © documentacià ³n enviar Llenar el formulario I-912Enviar documentos que sirvan como evidencia de tener pocos ingresos: la planilla de impuestos del à ºltimo aà ±o (federal tax returns). Si no se presentà ³, copias de los recibos de la nà ³mina (pay check stub) o una carta del empleador en una papel oficial de la empresa donde describa el salario que se recibe. Si no hay ingresos de ningà ºn tipo, entonces explicarla la situacià ³n en inglà ©s en la seccià ³n 6 del formulario.Evidencia de las personas que forman la unidad familiar. Si se envà ­a el tax return, deberà ­a estar ahà ­ indicado. Si no es asà ­ o se envà ­a otra evidencia entonces habr que identificar a los miembros de la familia.Si una de las personas que vive en el hogar familiar aporta ms del 50 por ciento del soporte econà ³mico del solicitante, enviar la copia ms reciente de los Federal tax returns de esa persona. Adems, si la persona que solicita no pagar los trmites migratorios es un Inmigrante Especial Juvenil o se aplica a su nombre es necesario enviar evidencia de: Orden del estado o de la corte que establece la custodia de ese Inmigrante Especial.Carta del hogar de acogida o de la agencia que supervisa la custodia en la que se describe que la persona no tiene recursos para pagar.Notificacià ³n de aprobacià ³n conocida como planilla I-797. Si la razà ³n por la que se solicita la exencià ³n del pago es por estar atravesando una situacià ³n econà ³mica difà ­cil En ocasiones no se recibe beneficios considerados como means-tested ni los ingresos son inferiores al 150 por ciento de la là ­nea de la pobreza. Sin embargo, todavà ­a serà ­a posible aplicar para no tener que pagar por un trmite migratorio con el USCIS si se est atravesando por una situacià ³n de dificultad econà ³mica. Por ejemplo, si recià ©n se ha perdido el empleo, o si ha habido gastos inesperados grandes, como los ocasionados por una enfermedad, accidente, etc. Cà ³mo se solicita   y quà © evidencias enviar Llenar el formulario I-912En la seccià ³n 6 describir la situacià ³n de dificultad econà ³mica.Incluir informacià ³n sobre todo tipo de ingresos   y bienes, como dinero en efectivo o en cuentas bancarias, propiedades de bienes raà ­ces, inversiones en bolsa o de otro tipo, bonos del tesoro, anualidades (excepto los de planes de pensiones).   Enviar evidencia de todo ello. Si se recibe ayuda de una iglesia u otra organizacià ³n comunitaria, es necesaria una declaracià ³n jurada (affidvit) donde se seà ±ala lo que se recibe.Incluir informacià ³n y evidencias sobre los gastos, como es el pago de la renta, de la hipoteca, costo de la comida, cuidado de nià ±os o ancianos, gastos mà ©dicos, facturas a abogados u otras de tipo legal, pagos mensuales como pensià ³n alimenticia, gastos de matrà ­cula para estudiar, transporte para trabajar, etc. Cà ³mo se llena la planilla I-912 Deben seguirse las reglas generales para completar cualquier formulario del USCIS. Es fundamenta no olvidarse de firmar.A la hora de enviar las evidencias, a menos que se pida expresamente el original, es suficiente con una copia que se pueda leer bien.Si algà ºn documento est escrito en un idioma que no sea el inglà ©s, debe traducirse. No es necesario pagar a un traductor oficial ya que se puede hacerse siguiendo este modelo de carta. Cundo se envà ­a la peticià ³n con la planilla I-912   y las evidencias Al mismo tiempo que se envà ­a el formulario de la aplicacià ³n o solicitud para la que se pide no tener que pagar. Incluirla en el mismo sobre.   Si se aprueba tambià ©n automticamente aplicar para los servicios biomà ©tricos requeridos para la peticià ³n. A dà ³nde se envà ­a el formulario con la peticià ³n Como se envà ­a en el mismo sobre que la aplicacià ³n o solicitud migratoria para la que se pide la exencià ³n del pago, el lugar al que se tienen que enviar es precisamente la que està © establecida para este tipo de solicitud. Quà © pasa si el USCIS no acepta la solicitud de no pagar Devuelve todo el expediente con una carta seà ±alando la razà ³n. Se puede volver a solicitar si faltà ³ evidencia o se puede enviar la solicitud pero aà ±adiendo el pago completo que corresponda a la tarifa. Es importantà ­simo leer bien la carta que se recibe del USCIS. En algunos casos se establece un plazo dentro del cual es necesario enviar la documentacià ³n. Tips Mentir en un documento oficial del USCIS si se descubre la mentira puede tener importantes consecuencias negativas. Antes de enviar la peticià ³n para no pagar conviene consultar con un abogado o con una organizacià ³n sin fin de lucro de ayuda a los inmigrantes. La razà ³n es que puede tener consecuencias migratorias negativas si: A la hora de analizar la aplicacià ³n o solicitud principal que se hace (no la de la exencià ³n del pago, si no la del beneficio migratorio), si se considera que el inmigrante puede convertirse en una carga pà ºblica se negarà ­a la solicitud.O si se demuestra que el inmigrante se convirtià ³ en una carga pà ºblica en los cinco aà ±os siguientes a su entrada por motivos que existà ­an ya antes. En este caso, podrà ­a dictarse una orden de deportacià ³n.Si el solicitante es residente permanente y una persona firmà ³ por à ©l o ella un affidvit, el firmante puede todavà ­a ser responsable de apoyar econà ³micamente   y puede ser demandada para reclamar gastos incurridos por el gobierno. Decisià ³n del USCIS El USCIS decide si concederla solicitud de no pagar y su decisià ³n es final e inapelable.

Explain the causes and results of the punic wars Research Paper - 1

Explain the causes and results of the punic wars - Research Paper Example The Punic Wars are recorded to be one of the greatest clashes recorded in History. In those times, it took place between the two most powerful empires: The Rome and The Carthage. The Punic wars are said to have extended for almost a century, most likely 264-146BC.1 These wars till date are the most profound evidence of struggle for power and one of the most ancient example of security dilemma. With Romans at the peak of expanding their Empire at this time, and the Carthage with their strongest naval force were bound to come across someday cause growth of one of them was a direct threat for another one. The Punic wars were extremely deadly and there was a reason as to why they were kept such an account of. These wars seem to have started the trend of mighty rivalries and wars that go on for years and years. An event that surely put a stamp on the pages of history, the following paper presents an analysis on the Punic wars and the causes of what brought on this event in History and its repercussions. As far as the Punic wars are concerned, nobody expected them to happen, these wars weren’t anticipated. Surprising as it sounds, the scale on which these wars took place are less likely to take place out of the blue. The Romans and Carthaginians were bounded in peace treaties for almost two centuries2. No problems were witnessed by the commoners; hence it was even the more unsettling as to what caused these wars. (First Punic War, 264-241 BC 2013) That lasted until they realized the security dilemma: to strike first or to wait for sudden strike. However, what happened was witnessed by everyone and its suddenness soon disappeared with the enmity that took over. The Punic wars comprised of three conflict periods, the first and second one being the longer ones lasting for seventeen and twenty-three years. 3 The Punic Wars were instigated with the dispute on the island of Sicily

Volunteer and wildelife Tourism Assignment Example | Topics and Well Written Essays - 250 words

Volunteer and wildelife Tourism - Assignment Example Some of the animals which are hunted for trophy in Canada, include the polar bear, Canadian moose, Canada whitetail deer, Canada ducks and many others. This act of trophy hunting has its own impacts socially, economically and even environmentally. The impacts are categorized as either positive or negative impacts to the society, environment and the economy (Novelli, 2005). The advantageous effects of trophy hunting include infrastructure development, which entails a reliable transport system, rural development and increased job opportunities. The job increase is witnessed since many people are needed to protect the wild game. Increased contribution to the Gross Domestic Product (GDP) and government revenue from the businesses related to trophy sales is also another advantage that is accrued from trophy hunting (Novelli, 2005). Noise pollution from the machines used, creation of illegal roads in protected zones and impacts on the sanitation and water resources which affect both the wild game and the aquatic life are some of the disadvantages of trophy hunting (Novelli,

Sentimental plot Essay Example for Free

Sentimental plot Essay During the 19th century many writers began to publish works with sentimental plots. Generally the sentimental plot is written to make the reader feel an excess of unnecessary emotions, by overemphasizing every work. In every sentimental plot there will always be the typical sentimental hereon that fits the stereotype of a young orphan, unmarried women with moral obstacles. In this plot there are only two types of women the ones that are considered good and the ones that are bad. In the sentimental plot the good will get rewarded by marrying a decent man and the bad will always die. Even though this plot was very popular among writers many women were not happy with how the women were being portrayed among men writers so they decided to go against this plot. With women writers some would tend to go against the sentimental romance plot and instead write about actual situations that were happening around them. One example of this would be in Kate Chopin’s story â€Å"The Storm† it featured a married women falling into the seductions of a old flame. Do you remember in Assumption, Calixta? He asked in a low voice broken by passion. Oh! She remembered; for in Assumption he had kissed her and kissed and kissed her; until his senses would well nigh fail, and to save her he would resort to a desperate flight. If she was not an immaculate dove in those days, she was still inviolate; a passionate creature whose very defenselessness had made her defense, against which his honor forbade him to prevail. † Pg. 59 Author Kate Chopin was unable to publish her works because of the featured adultery with no follow up punishment, in order for her to successfully publish she would have to follow the sentimental romance plot and kill Calixta in the end to prove that the decisions she made were wrong and had consequences. Mary E. Wilkins in â€Å"The Revolt of Mother† is another example that goes against the grain of the sentimental plot it deals with a mother that confronts her husband and goes against his say so which in the 19th century was something that was frowned upon. Now father, said she you needn’t be scared. I ain’t crazy. There ain’t nothing to be upset over. But we’ve come here to live, an’ we’re goin’ to live here. We’ve got jest as good as right here as new horses mind I wa’nt fit for us to live in any longer, an I made up my mind I wa’n’t going’ to stay there. I’ve done my duty by you for forty year, an’ I’m goin’ to do it now; but I’m going to live here. † Pg. 672 After this story was published many people thought that it was based on a true story but Mary E. Wilkins explained that no New  England women would ever dare confront her husband it was all just a fantasy. Another example of the reversed sentimental plot would be in Charlotte Perkins Gilman story â€Å"The Yellow Wall-paper† It is based on a women who is said to be having nervous breakdowns and is being taken care of by her husband a physician she later comes to relies that she will no longer be trapped or hide her emotions. â€Å"I’ve got out at last. Said I, in spite of you and Jane! And I’ve pulled off most off the paper, so you can’t put me back! † pg 803. What all of these story’s have in common is that they tried to convey across the situations that the women were in and all of them one way or another expressed how the women felt trapped by the men. When it came to men writers they would always include a sentimental hereon in their stories. Henry James published â€Å"Daisy Miller† in 1978 and it dealt with a young unmarried woman somewhat considered an orphan because her parents were never around, who was seen in society as an outcast cause of the way she would conduct herself around men. Miss Daisy Miller was a flirt – a pretty American flirt. He had never, as yet, had any relations with young ladies of this category. He had known, her in Europe† pg. 427 since Daisy Miller was portrayed as an uneducated flirt Henry James followed the sentimental plot by giving Daisy a terrible case of the fever and later died. Later after the story was published Henry James stated that he believed that Daisy was innocent and that he did not kill her to state a point, it just so happened that she caught fever. So in some sort of way this story can sometimes be said that it was not your typical sentimental plot. Another male writer that followed the sentimental hereon was William Dean Howells â€Å"Editha† this was about a young unmarried woman who practically forces her boyfriend to enter the war in order to show off in front of others. â€Å"I shall always love you, and therefore I shall never marry any one else. But the man I marry must love his country first of all, and be able to say to me, I could not love thee, dear, so much, loved I not honor more. In these two story’s It seems to me as if the men writers are trying to put women down by making them seem selfish and not following the norm of obeying the men’s commands or ways of lifestyle that they want them to follow. In all of these stories we can see that there is a big difference in how men and women respond to the sentimental romance plot. The women write about there own personal experiences and the things that they see happen around them and the men write about what they want the people to read for example the good will get a great husband and get married and the bad will get punished and die.

The Structure of Wholeness :: Ontology Atoms Papers

The Structure of Wholeness Using a part-whole-calculus the vague concept of wholeness is rendered precisely as the structure of an atomic boolean lattice. The so-defined prototypical structure of wholeness has the status of a category, since every element of our experience may be considered as an intended application of it. This will be illustrated using examples from different ontological spheres. The hypothetical and therefore fallible character of the structure is shown in its inadequacy in grasping quantum logical facts. This demands a differentiation of wholeness. The defined structure may be seen as circular in two respects: On the one hand it is the precondition for the understanding of its own syntactic and semantic basics, on the other hand there exists a mutual defineability between its atoms, which leads us to the thesis that wholeness cannot be defined in a non-circular manner. Introduction In this paper I attempt both to explicate the popular, but vague notion of wholeness and to point out its meaning for ontology. To begin with, I’ll give a brief survey of the essentials: In accord with an elementary intuition of ‘wholeness’ I introduce an implicit axiomatic definition of its structure, which proves to be a familiar Boolean-lattice. This internal view of the concept of wholeness is followed by a more philosophical external view, which looks at the structure in its context. It will be shown that the structure corresponds to the criteria of an ontological category, namely consistence, adequacy, content and coherence, so that we are justified in speaking of the ‘category of wholeness’. This feature leads to some interesting results: As a consequence of the adequacy of a category the structure turns out to be a model on its own. The self-application leads on the level of the axioms to the boolean lattice of all substructures and on the lev el of the terms of axioms to semantical boolean lattices, which may seen as basic units for the whole language. Thus the understanding of the structure of ‘wholeness’ takes for granted that there is a pre-understanding of the very same. Furthermore, there is another kind of circular understanding on the level of the atoms of the structure, because there exists a mutual defineability between the atoms, which cannot be eliminated without leaving the wholeness. But even if we try to leave it, we enter another wholeness, so that circularity is inevitable in the end. A. Intuition First of all, let me describe the leading intuition of ‘wholeness’.

The Hunters: Moonsong Chapter Forty

Damon was moving fast, and Elena and the others had to almost race to keep up with him as they headed for the library. â€Å"Typical Stefan, sacrificing himself,† he muttered angrily. â€Å"He could have asked for help when he realized something was going on.† He stopped for a second to let the others catch up and glared at them al . â€Å"If Stefan can't handle a few newly made vampires by himself, I'm ashamed of him,† he said. â€Å"Maybe we should just leave him after al . Survival of the fittest.† Elena touched his hand lightly, and, after a moment, Damon hurried on toward the library. She didn't for an instant believe he would leave Stefan a captive. None of them did. The taut, strained lines of his face showed that Damon was entirely focused on the danger his brother was in, their rivalry temporarily forgotten. â€Å"It's not just a few vampires,† Matt said. â€Å"There are about twenty-five of them. I'm sorry, you guys, I've been a moron.† He swung the stave Meredith had given him – Samantha's stave – determinedly in one hand. â€Å"It's not your fault,† Bonnie said. â€Å"You couldn't have known your frat – or whatever – was evil, could you?† If anyone had spotted them as they crossed the campus, Elena was sure they would have been an alarming sight: she and Bonnie were clutching the large, sharp hunting knives Meredith had given them only half concealed under their jackets. Matt was holding the stave, and Meredith had her own stave in one hand. But it was past midnight, and the path they were fol owing was deserted. Only Damon wasn't carrying a weapon, and he clearly was a weapon. His human fa?ade seemed to have lifted, and his angry expression could have been carved out of stone, except for the glimpse of sharp white teeth between his lips and the seemingly bottomless darkness of his eyes. When they reached the closed library, Damon didn't pause, forcing its metal doors open with the grinding sound of splitting metal. Elena glanced around nervously. The last thing they needed was campus security showing up. But the paths near the library were dark and empty. They al fol owed Damon down to the basement and into the hal ways of administrative offices. Final y, he stopped outside the door marked Research Office where he and Elena had once met Matt. â€Å"This is the entrance?† he asked Matt and, at his nod, efficiently broke the lock on the door. â€Å"You're al staying up here. Just Meredith and I are going down.† He looked at Meredith. â€Å"Want to kil some vampires, hunter? Let's fulfil your destiny, shal we?† Meredith slashed her stave in the air, and a slow smile tugged at the corners of her mouth. â€Å"I'm ready,† she said at last. â€Å"I'm coming, too,† Elena said, keeping her voice steady. â€Å"I'm not waiting up here while Stefan's in danger.† Damon drew a breath, and she thought he was going to argue with her, but instead he sighed. â€Å"Al right, princess,† he said, his voice gentler than it had been since Matt told them what had happened to Stefan. â€Å"But you do what I – or Meredith – tel you.† â€Å"I'm not waiting up here,† Matt said stubbornly. â€Å"This is my fault.† Damon turned on him, his mouth twisting into a sneer. â€Å"Yes, it is your fault. And you told us Ethan can control you. I don't want to get your knife in my back while we're fighting your enemies.† Matt dropped his head, defeated. â€Å"Okay,† he said. â€Å"Go down two flights of stairs, and you'l see the doors to the room they're in.† Damon nodded sharply and pul ed up the trapdoor. Meredith fol owed him down the stairs, but Matt caught Elena's arm as she headed after them. â€Å"Please,† he said quickly. â€Å"If any of the pledges stil seem rational, even if they're vampires, try to get them out. Maybe we can help them. My friend Chloe†¦Ã¢â‚¬  In the grim lines of his face, his pale blue eyes were frightened. â€Å"I'l try,† Elena said, and squeezed his hand. She exchanged a glance with Bonnie, then fol owed Meredith through the trapdoor. When they reached the entrance to the Vitale Society's chamber, Meredith and Damon pressed their backs against the elaborately carved wooden doors. Watching, Elena could see a similarity for the first time between them. Now that they were facing a battle, Meredith and Damon were both wearing eager smiles. One †¦ two †¦ came Damon's silent count †¦ three. They pushed together. The double doors flew inward, and the chains that had held them closed went flying. Damon stalked in, stil smiling a vicious gleaming smile, Meredith erect and alert behind him, her stave poised. Dark figures rushed at them, but Elena was looking past them, searching for Stefan. Then her eyes found him, and al the breath rushed out of her. He was hurt. Tied firmly to a chair, he raised a pale face to greet her, his leaf-green eyes agonized. From his arm, dark red blood dripped steadily, pooling on the floor beneath his chair. Elena went a little mad. Charging across the room toward Stefan, she was only half aware of one of the hooded figures leaping at her, and of Damon catching it in midstride, casual y snapping its neck and letting the body fal to the floor. Absently, she registered the smack of wood against flesh as Meredith caught another attacker with her stave so that it fel in convulsions as the concentrated essence of vervain from the stave's spikes hit its bloodstream. And then she was crouching next to Stefan, and, for a moment at least, nothing else mattered. He was shaking slightly, just the faintest tremors, and she stroked his hand, careful of the wound on his forearm. Raised red ridges ran around his wrists below the rope, spots of blood on their surface. â€Å"Vervain on the ropes,† he muttered. â€Å"I'm okay, just hurry.† And then, â€Å"Elena?† Below the pain in his voice, a dawning note of joy. She hoped he could read al the love she felt in her eyes as she met his gaze. â€Å"I'm here, Stefan. I'm so sorry.† She took out the knife Meredith had given her and began to saw at the ropes that held him, careful not to cut him, trying not to pul the ropes any tighter. He winced in pain, and then the ropes around his wrists snapped. â€Å"Your poor arm,† she said, and felt in her pockets for something to staunch the blood, final y just pul ing off her jacket and holding it against the cut. Stefan took the jacket from her. â€Å"You'l have to cut through the rest of the ropes, too,† he said, his voice strained. â€Å"I can't touch them because of the vervain.† She nodded and went to work on the ropes holding his legs. â€Å"I love you,† she told him, concentrating on her work, not looking up. â€Å"I love you so much. I hurt you, and I never wanted to. Never, Stefan. Please believe me.† She finished cutting through the ropes around his knee s and ankles and chanced a glance up at Stefan's face. Tears, she realized, were running down her own face, and she wiped them away. The thud of another body hitting the floor and a screech of rage came from behind them. But Stefan's eyes held hers unwaveringly. â€Å"Elena, I†¦Ã¢â‚¬  he sighed. â€Å"I love you more than anything in the world,† he said simply. â€Å"You know that. No conditions.† She took a long, shuddering breath and wiped the tears away again. She had to be able to see, had to keep her hands from shaking. The ropes around his torso were looped and twisted together. She pul ed at them, finding where there was enough give to start cutting, and Stefan hissed in pain. â€Å"Sorry, sorry,† she said hurriedly, and began to slice through the rope as rapidly as she dared. â€Å"Stefan,† she began again, â€Å"the kiss with Damon – Well, I can't lie and say I don't feel anything for him – but the kiss wasn't anything I'd planned on. I didn't even mean to be with him that night, it just happened. And when you saw us, that kiss, he'd just saved my life†¦Ã¢â‚¬  She was stumbling over her words now, and she let them trail off. â€Å"I don't have any real excuses, Stefan,† she said flatly. â€Å"I just want you to forgive me. I don't think I can live without you.† The last of the ropes parted, and she eased them from around him before she looked up, frightened and hopeful. Stefan was gazing at her, his sculpted lips turning up in a half smile. â€Å"Elena,† he said and pul ed her to him in a brief, tender kiss. Then he pushed her to the wal . â€Å"Stay out of this, please,† he said, and limped toward the fight, stil weak from the vervain, but reaching to pul a vampire away from Meredith and sinking his own fangs into its neck. Not that she needed his help. Meredith was amazing. When had she gotten so good? Elena had seen her fight before, of course, and she'd been strong and quick, but now the tal girl was as graceful as a dancer and as deadly as an assassin. She was fighting three vampires, who circled her angrily. Spinning and kicking, moving almost as fast as the monsters she was fighting, despite the fact that their speed was supernatural, she knocked one off his feet, sending him flying, and, in a smooth fol ow-up blow, bashed another in the face, leaving the vampire staggering backward with his hands up, half blinded. There were bodies littered across the floor, evidence of Meredith's skil and Damon's vicious rage. As Elena watched, Stefan tossed down the drained body of the vampire he had been fighting and looked around. Only Ethan and the three vampires surrounding Meredith remained on their feet. Damon had Ethan on the run, backing nervously away as Damon stalked toward him, peppering him with sharp open-handed blows. â€Å"†¦ my brother,† she heard Damon muttering. â€Å"Insolent pup. You think you know anything, child, you think you want power?† With a sudden, violent movement, he grabbed Ethan's arm and jerked. Elena could hear the bone snap. Stefan passed Elena, heading toward Meredith again, and paused for a moment. â€Å"Ethan was laying a trap for Damon,† he told her dryly. â€Å"I don't know why I was worried. Clearly, he didn't know what he was trying to catch.† Elena nodded again, suppressing a grin. The idea of any brand-new vampire getting the better of Damon, with al his experience and cunning, seemed ridiculous. Then the tide of the battle suddenly turned. One of the vampires Meredith was fighting dodged her blow and, half bent over, flung itself at her, knocking the slender girl into the air. There was an endless moment where Meredith looked like she was flying, arms akimbo, and then she slammed headfirst into the heavy altarlike table at the front of the room. The table wobbled and fel over with a heavy thud. Meredith lay stil , her eyes closed, unconscious. Elena ran to her and knelt down, cradling her head in her lap. The three vampires Meredith had been fighting were worse for the wear. One had blood steadily streaming down his face, another was limping, and the last was doubled over as if something had been injured inside her, but they could stil move fast. In an instant, they had surrounded Stefan. As Damon growled and turned, shifting his stance to help his brother, Ethan saw his chance and launched himself at Damon. Faster than Elena's eye could fol ow, his teeth were gouging at Damon's throat, bright spurts of blood flying up. He had a knife in one hand and was trying to cut at Damon at the same time as he bit. With a cry of pain and shock, Damon clawed at Ethan, trying to fling him away. Elena picked up her knife again and rushed toward them. But two of the remaining vampires were on Damon in a split second, pul ing his arms back. One caught Damon's midnight dark hair in his hand, yanking the older vampire's head back to expose his throat more ful y to Ethan's teeth. Off balance, Damon staggered backward and for a moment caught Elena's eye, his face soft with dismay. Terrified, Elena grabbed at the back of one of the vampires, and it threw her to the floor without even looking at her. Stefan, meanwhile, was caught in a struggle with another vampire, desperate to get to his brother. Damon was a better and a more experienced warrior than any of the vampires attacking him. But if they pushed their momentary advantage, used their superior numbers, they might bring him down before he could recover. She clutched her knife tighter and jumped to her feet again, knowing in her heart that she'd be too late to save him but that she needed to try. A snarling blur shot past her, and Stefan, free of his adversary, slammed into Ethan, throwing him across the room, sending his knife flying. Without pausing, he ripped one of the other vampires from Damon's arm and snapped his neck. By the time the body hit the floor, Damon had neatly dispatched the other one. The brothers, both panting, exchanged a long look that seemed to carry a lot of unspoken communication. Damon wiped a smear of crimson blood from his mouth with the back of his hand. Suddenly an arm was around Elena's throat, and the knife was wrenched out of her hand. She was being dragged upward. Something sharp was poking her in the tender hol ow at the bottom of her neck. â€Å"I can kil her before you could even get over here,† Ethan's voice said, too loud by her ear. Elena flailed an arm backward, trying to grab at his hair or face, and he kicked viciously at her legs, knocking her off-balance, and pul ed her closer. â€Å"I could snap her neck with one arm. I could stab her with her own knife and let her bleed out. It would be fun.† He was holding her knife, Elena realized, pressed against her throat. His other arm hung loose, and curiously bent. Damon had broken it, Elena remembered. Stefan and Damon froze and then very slowly turned toward Elena and Ethan, both their faces shuttered and wary. Then Damon's broke into a rictus of rage. â€Å"Let her go,† he snarled. â€Å"We'd kil you the second she hit the ground.† Ethan laughed, a remarkably genuine laugh for someone in a life-or-death standoff. â€Å"She'l stil be dead, though, so I think it might be worth it. You're not planning to let me leave here anyway, are you?† He turned to Stefan, his voice mocking. â€Å"You know, I heard all about the Salvatore brothers from some of Klaus's other descendants. They said you were aristocratic and beautiful and terribly hot tempered. That Stefan was moral, and that Damon was remorseless. But they also said that you were both fools for love, always for love. It's your fatal flaw. So, yeah, I think my chances are a lot better when I've got your girlfriend in my power. Whose girlfriend is she, actual y? I can't tel .† Elena flinched. â€Å"Wait a second, Ethan.† Stefan held out his hands placatingly. â€Å"Hold on. If you agree not to bring back Klaus and let Elena go safely, we'l give you whatever you want. Get out of town, and we won't come after you. You'l be safe. If you know about us, you know we'l keep our word.† Behind him, Damon nodded reluctantly, his eyes on Elena's face. Ethan laughed again. â€Å"I don't think you have anything I want anymore, Stefan,† he said. â€Å"The rest of the Vitale Society, including our newest initiates, wil be coming back soon, and I think they'l tip the scales back in my favor.† He tightened his arm around Elena's throat. â€Å"We've kil ed so many students on this campus. Surely one more won't be missed.† Damon hissed in rage and started forward, but Ethan cal ed out, â€Å"Stop right there, or – â€Å" Suddenly, he jerked, and Elena felt a sharp, stinging pain in her throat. She squeaked in horror and grabbed at her own neck. But it was only a scratch from the knife. As Stefan and Damon stood helpless and furious, Ethan's arm loosened from around her throat. He made a hideous gurgling noise. Elena yanked away as soon as his grip weakened. Blood was running in long thick rivulets from Ethan's torso, and his mouth opened in shock as he clutched at himself and slowly fel forward, a round hole in his chest fil ing with blood. Behind him, Meredith stood, hair flying, her usual y cool gray eyes burning like dark coals in her face. Her stave was coated in Ethan's blood. â€Å"I got him in the heart,† she said, her voice fierce. â€Å"Thank you,† Elena murmured politely. She was feeling†¦ real y †¦ very peculiar, and it wasn't until she was actual y starting to fal that she thought, Oh no, I think I'm going to faint. Blurrily, she saw both Damon and Stefan rushing forward to catch her, and when she came to a moment later, she was held tightly in two pairs of arms. â€Å"I'm okay,† she said. â€Å"It was just †¦ for a second, I was†¦Ã¢â‚¬  She felt one pair of arms pul her closer for a moment, and then they released her, shifting her weight over to the other set. When she looked up, Stefan was clutching her tightly to him. Damon stood a few feet away, his face unreadable. â€Å"I knew you'd come to save me,† Stefan said, holding Elena but looking at Damon. Damon's lips twitched into a tiny, reluctant smile. â€Å"Of course I did, you idiot,† he said gruffly. â€Å"I'm your brother.† They looked at each other for a long moment, and then Damon's eyes flicked to Elena, stil in Stefan's arms, and away. â€Å"Let's put out the torches and go,† he said briskly. â€Å"We've stil got about fourteen vampires to find.†

Dra Fast Ferment

__________________________________________ MSING014 – MSING014B – MSINM014 DECISION & RISK ANALYSIS – 2011/2012 FINAL EXAM __________________________________________ The examination will last for TWO (2) hours. The exam is open book. You are allowed to use the course pack, class handouts and any other materials that relate to the course. You are not allowed to access the internet, or e-mail. The examination paper consists of 10 questions: You should answer ALL of the questions. Make explicit any assumptions underlying your answers, interpret your esults and justify your answers, conclusions and recommendations. But keep your answers short and to the point. In grading, importance will be attached to the clarity and conciseness of your answers. Good luck! DECISION & RISK ANALYSIS: EXAM FastFerment FastFerment is a start-up venture started by UCL scientists and engineers. The firm has discovered an enzyme which accelerates the evolution of the mold Aspergillus Orgza e, which is used for making traditional rice-based alcoholic drinks (rice wines) in East Asia such as Sake or Makgeolli.W hen this powder is included in the production of the rice wines, the production lead time is shortened from 10 days to 3 days without affecting the taste or quality of the wine, as it accelerates the fermentation of the rice. Thus, the powder can substantially increase the production capacity for the rice-wine manufacturers and provide them with a competitive advantage. Recently, FastFerment has perfected the technology of genetically engineering and mass producing this accelerating enzyme and storing it in a powder form.They are currently formulating strategies to commercialize the powder by selling the powder to manufacturers. Currently, they estimate there are 156 rice wine manufacturers, but this could be as less as 140, as existing firms may no longer be active, and as many as 190, as there are recent new entrants to the market as the rice wines have become popular in recent years. Because the powder is new, they expect only a few early adopters would be interested in the product. The y expect between 5~10% of the firms to be their potential buyers, with no specific percentage being greater than the other.The price they would charge for 1 kg of the powder would depend on the cost of manufacturing the powder as well as the value it delivers to each manufacturer. After conducting initial market research, they expect an average manufacturer to be willing to pay as high as ? 950/kg, but as low as ? 400/kg depending on the initial negotiations. They expect the selling price to be ? 550/kg. Moreover, it is uncertain how much quantity each manufacturer would want to buy, which will depend on their current production capacity, but they are estimating anywhere between 100kg to 400kg per firm.The founders agree that they would need to hire professional sales people with the necessary knowledge of the science of the powder to help them sell to ea ch manufacturer. They do not know how many will join, but they have made an offer to 6, and expect between 4 and 6 to join FastFerment, with each number being equally likely. The annual wage will be given in terms of salary (no commission), and it is expected to be ? 50,000, but it is negotiable between ? 45,000 and ? 75,000 depending on their qualifications and experience. FastFerment is also examining the cost associated with production.While they have perfected the technology to manufacture the powder, they currently do not have the manufacturing plant set up to accommodate the potential demand. Initial estimates show that the fixed cost associated with setting up a manufacturing plant is at least ? 300,000 and at most ? 600,000, with ? 500,000 being the most likely. The variable cost for producing 1kg of the powder is expected to be ? 200/kg, but this is also variable by 10% in either direction. Lowest Rice wine manufacturers 140 adopters (%) 5. 0% price/kg 400 Quantity of purch ase (kg) 100 salesforce 4 Salary (? ) 45,000 Fixed cost of production (? 300,000 Variable cost per 1kg (? ) 180 –TABLE 1– Likely 156 -550 –50,000 500,000 200 MSING014 – MSING014B – MSINM014 highest 190 10. 0% 950 400 6 75,000 600,000 220 DECISION & RISK ANALYSIS: EXAM The objective of FastFerment is to maximize the annual profit, but it is unclear whether the firm would be profitable based on the numbers. Question 1. Scenario Analysis Start @Risk for Excel and open the Excel spreadsheet â€Å"FastFerment. † Perform a scenario analysis for this venture, and determine the best-case and worst-case scenarios (do not use @Risk for this, just plug the numbers in the model and observe the results).What are your conclusions? The scenario analysis below shows that there is significant uncertainty in the profitability of this venture. The worst-case scenario shows a loss of ? 924,000, whereas the best-case scenario shows a potential profit of ? 5,372, 000. So there is a substantial downside, but also a huge upside. AT this point, therefore, it is not recommended to make any decision, as it is yet unclear how the risks will affect th profitability of this venture. Rice wine manufacturers early adopters (%) price/kg Quantity of purchase (kg) salesforce Salary (? ) Fixed cost of production (? )Variable cost per 1kg (? ) Annual profit (? ) Worst Case Scenario Best Case Scenario 140 190 5. 0% 10. 0% 400 950 100 400 6 4 75,000 45,000 600,000 300,000 220 180 -924,000 5,372,000 Question 2. Sensitivity Analysis Which is the biggest risk, (a) the variable cost/kg (b) the price/kg or (c) the % of early adopters? How did you determine this? Again, do not yet use @Risk. Setting as the base case 7. 5% for %-adopters, 250 to quantity of purchase, 5 as the number of salesforce, and the rest of the parameters to the most likely case, and we examine the potential impact of these three parameters.The price/kg is the biggest risk, with a potential i mpact of ? 1,608,750 when varied from 400 to 950 (-? 165,000 versus ? 1,443,750). The %-early adopters is the second biggest risk with a potential impact of ? 682,500 when varied from 5% to 10% (-? 67,500 versus ? 615,000). The variable cost/kg is the lowest risk with a potential impact of ? 117,000 when varied from 180 to 220 (? 215,250 versus ? 332,250). MSING014 – MSING014B – MSINM014 DECISION & RISK ANALYSIS: EXAM Question 3. Simulation Analysis – DistributionsTo perform a simulation analysis, we need to identify an appropriate distribution to model each of the risk factors. Determine an appropriate distribution and their parameters for each of the risk factors. Triangular distributions (with the lowest, likely and highest estimates as parameters) would work well for all risks except % of early adopters and quantity of purchase, which should be uniform (with the lowest and highest estimates as the parameters), and salesforce, which should be discrete with eq ual probability of 0. 33 to each three cases {4,5,6}.Question 4. Simulation Analysis – Average Using @Risk, perform a simulation analysis, and determine the average profit for this venture. How high and low could the profit potentially be? Compare these results with the scenario analysis results. After performing 5000 iterations, the average profit is approximately ? 570,000. This means that if we were to run this business for many years, we would have an average annual profit of around ? 570,000 per year (provided the conditions do no change over time). MSING014 – MSING014B – MSINM014 DECISION & RISK ANALYSIS: EXAMQuestion 5. Simulation Analysis – VaR What is the likelihood that the profit is positive? What is the probability that the profit is ? 1. 5M or more? W hat is the Value-at-Risk (VaR)? There is about 80% chance of making a profit, and about 10% chance of making a profit that is ? 1. 5M or more. The VaR at 5% is around -? 300,000. Question 6. Sim ulation Analysis – Tornado Diagram Examine the tornado diagram. What can you conclude? Suppose that increasing the number of sales people and their salaries increase the quantity of powder that each manufacturer buys.Would this be a good investment? The tornado diagram shows that the quantity of purchase and the price/kg are the biggest risk factors. The risks related to the cost of production of the powder or the number of salesforce and salary are actually not that significant. Increasing the salesforce and the salary in return for increase in the quantity of purchase therefore seems to be a good investment. MSING014 – MSING014B – MSINM014 DECISION & RISK ANALYSIS: EXAM Five Grains is one of the leading manufacturers of rice wines.The CEO of Five Grains, a UCL alumnus, has learned about FastFerment’s powder through his personal networks, and immediately recognized the potential opportunity the powder can represent. According to Five Grains’ recen t internal consumer trend study, the demand for various specialty rice wines (using different variety of rice), which is currently negligible due to nonproduction, is expected to rise in the next several years. In particular, for the current year, they conjecture that with 50% the demand will be large (translating into a potential profit of ? 4. 5M), and with 50% it will be small (translating into a potential profit of ? . 5M). Although other firms are looking into producing the specialty rice wines, it is difficult for them to quickly do so as it requires building additional capacity, as most firms do not want to produce the specialty rice wines at the expense of sacrificing the traditional rice wine production. However, with access to the powder, firms can immediately free up their production capacity to mass produce the specialty rice-wines and capture its potential demand. Five Grains also recognized that the competitors also eventually receive information and gain access to the FastFerment’s powder.If this happens, Five Grains will have to share the demand with its competitors. Based on intuition, the CEO believes that there is 70% chance that more than 1 competing manufacturers will eventually adopt the powder and dive into the specialty rice-wine market. In such case, Five Grains will only capture 20% of the demand and hence earn 20% of the potential profit. On the other hand, there is a 20% chance that one competitor adopts the powder, in which case they will be able to capture 50% of the demand and hence earn 50% of the potential profit.He believes that there is only 10% chance that nobody else will MSING014 – MSING014B – MSINM014 DECISION & RISK ANALYSIS: EXAM enter the market during the year, in which case they can capture 80% of the demand and 80% of the potential profit. To maximize their knowledge of the powder, Five Grains is currently negotiating a deal with FastFerment to ask for a 1-year exclusivity agreement. If the deal can be made, then Five Grains will be the only manufacturer with the access to the powder and be certain to capture 80% of demand (80% of profit). Question 7.Decision Analysis – What to do? The meeting takes place and FastFerment asks Five Grains for ? 1. 5M for the 1-year exclusivity deal. Using a decision tree, find out whether or not Five Grains should agree to buy the 1-year exclusivity deal at ? 1. 5M. I would recommend Five Grains to not buy the one year exclusivity deal for ? 1. 5M, as the expected profit associated with not buying the deal (? 0. 8M) is greater than that with the deal (? 0. 5M). MSING014 – MSING014B – MSINM014 DECISION & RISK ANALYSIS: EXAM Question 8. Decision Analysis – Value?What is the maximum amount that Five Grains should pay for the 1-year exclusivity deal? The maximum amount that Five Grains should pay for the deal is ? 1. 2M, as it is the price when the expected profits are the same when buying and not buying. Question 9. Decision Analysis – Risk/Sensitivity Examine the risk profile for Five Grains with and without the 1-year exclusivity deal at ? 1. 5M. If the demand turns out to be large, what is the (expected) profit with and without the 1 -year exclusivity deal? What if the demand turns out to be small?How does the value of 1-year exclusivity deal change with respect to the probability that the demand is large? If the demand turns out to be large, then with the 1-year exclusivity deal, Five Grains will earn ? 2. 1M, whereas without it they will earn ? 1. 44M on average with the risk of earning less than ? 1M. However, if the demand turns out to be small, then Five Grains will lose ? 1. 1M, whereas without it they will earn ? 0. 16M. Thus, while there is higher upside with the 1-year exclusivity deal, it also represents a greater downside risk. MSING014 – MSING014B – MSINM014 DECISION & RISK ANALYSIS: EXAMWhen the probability that the demand is high increases by 1%, there is a ? 12,800 increase in the expected profit. MSING014 – MSING014B – MSINM014 DECISION & RISK ANALYSIS: EXAM Question 10. Decision Analysis – A year later The deal for the 1-year exclusivity had been signed for ? 1M, and the demand for the specialty rice wines had turned out to be high. After a new study, Five Grains now projects that the demand for the variety wine will be large with probability 90% (translating into a potential profit of ? 9M), and small with probability 10% (translating into a profit of ? 1M).Moreover, the CEO feels that there is a 95% chance that more than one competitor will adopt the powder, which would allow them to earn 20% of the potential profit, and there is a 5% chance that only 1 firm will adopt , which would allow them to earn 50% of the potential profit. He believes that there is 0% that no firm adopts the powder this year, unless Five Grain brokers a 1-year exclusivity deal again with FastFerment, in which case they will earn 80% o f the potential profit. (i) W hat is the value of 1-year exclusivity for this year for Five Grains? Call this VFG. Five Grains contacts FastFerment and offers to pay (0. * VFG) for a 1-year exclusivity deal, citing the fact that it represents a steep increase from the ? 1M paid in the previous year. (ii) From FastFerment’s point of view, they believe that the adoption rate of the powder has now increased and expects between 50~60% of the manufacturers to become their potential buyers. Taking the rest of the parameters from the previous year as a conservative estimate of the current year (change all the parameters in Table 1, except the % -adopters), what is the minimum amount that FastFerment should demand from Five Grains this year for the 1-year exclusivity deal?Run the simulation analysis using @Risk and find the expected profit with the high adoption rate. W ill the deal go through? From the Decision Tree, we find that the value is approximately ? 4. 8M. MSING014 – MSING014B – MSINM014 DECISION & RISK ANALYSIS: EXAM We find that with the adoption rate between 50~60%, the expected profit is around ? 8. 9M, and there is 10% chance that FastFerment will make ? 15M or more. The deal won’t go through this time as the 1-year exclusivity deal would need to be prohibitively expensive for Five Grains. MSING014 – MSING014B – MSINM014

Discussion of The Structure of The Influenza Virus and The Influenza Epidemic of 1918 essays

Discussion of The Structure of The Influenza Virus and The Influenza Epidemic of 1918 essays There are three forms of the influenza virus, A, B, and C. According to the Centers for Disease Control, the A and B forms of the virus infect millions of people each year and have been the source of flu epidemics. The influenza A form of the virus is the deadliest and is believed to be the source of the 1918, 1957 and 1968 flu epidemics. (Background: What We Know about the Flu) The CDC explains that influenza C is not thought to cause wide spread epidemics and that the flu shot does not protect against influenza C. (The Influenza (Flu) Viruses 2004) The Centers for Disease Control also reports that the Influenza A viruses are found in both animals and humans. The CDC explains that the A viruses are placed into subtypes based on proteins that are found on the surface of the virus. (The Influenza (Flu) Viruses 2004) The two proteins found on the surface of the virus are neuraminidase (NA) and hemagglutinin (HA). (The Influenza (Flu) Viruses 2004) The CDC goes on to explain that there are nine forms of the neuraminidase protein and fifteen forms of the hemagglutinin protein. (The Influenza (Flu) Viruses 2004) The CDC also reports that Influenza is spread amongst human beings through the sneezing and cough of an infected individual. Incubation time for influenza is one to four days. (Clinical Description and Diagnosis 2003) The CDC explains that adults are infectious from the day before they experience symptoms until 5 days after the onset of the virus. (Clinical Description and Diagnosis 2003) On the other hand, children are usually infectious for 10 days and can be infectious for 6 days before the onset of the virus. (Clinical Description and Diagnosis 2003) The CDC also reports that individuals that are severely immunocompromised can be infectious for months. (Clinical Description and Diagnosis 2003) The symptoms of influenza include respiratory pr...

Kaplan MCAT Courses

Kaplan MCAT Courses If youve set your sights on mastering the MCAT before you register, then you know youll need to prepare for it with practice tests, books, apps, tutoring or MCAT courses. If taking a class has been on your mind, then youre in the right spot. Many test prep companies out there offer MCAT courses to help you master the skills, testing techniques and knowledge youll need for test day. Kaplan is one of those companies, but their programs are top-notch and their reputation is typically outstanding. Heres what Kaplan has to offer. Kaplan MCAT Courses Kaplan Test Prep is the largest test prep company out there, and with its size comes great products and test prep materials. The MCAT course options listed below, taught by one of Kaplans trained teachers, all come complete with the Kaplan Higher Score Guarantee: If youre not ready to take the MCAT, you can study with Kaplan again for free. Or, if for any reason youre dissatisfied with your score gain, you can study again for free. And, if you dont score higher on the MCAT at all, you can study with Kaplan for free or get your money back. MCAT Classroom: On Site The Kaplan On Site MCAT course is just as it states: youll take your classes in an actual classroom with an actual Kaplan teacher. Why is this good? Personal attention, of course, with an interactive setting. The classes and times will vary according to your exact location, but I typed in my zip code, and found nine classes available for enrollment in less than 15 miles from my location. At press time the cost was $1,999 or three payments of $666.33 Whats Included: 11,000 practice questions, in addition to MCAT Qbank custom quizzes19 full-length exams11 supplemental lessons online, with a live teacherOver 200 hours of MCAT instructionAccess to all AAMC exams, including the Self Assessment PackageA Mobile-enabled and optimized syllabus in MCAT prep MCAT Classroom: Anywhere The Kaplan Anywhere MCAT course is   for those of you whod like a teacher, but dont have the time to travel to a physical classroom. The classes are live, so you will have to boot up the old computer at a certain time to take the course, but there are literally scores of options for class times and days since you arent restricted to your zip code. At press time the cost was $1,999 or three payments of $666.33 Whats Included: 25 live, online classroom sessions led by expert instructors11,000 practice questions, in addition to MCAT Qbank custom quizzes19 full-length exams130 additional hours of on-demand video instructionAccess to all AAMC exams, including the Self Assessment Package MCAT On Demand The Kaplan On Demand MCAT course is designed for people with hectic schedules, who need to cram in some prep time whenever they can. Its available 24/7 because the lectures are not live like the Anywhere and On Site MCAT courses – theyre recorded. Watch them whenever youd like, as often as youd like, for as long as youd like. Pause and start over if you need to or watch the entire lecture again and again. At press time the cost was $1,833 or three payments of $633.00 Whats Included: 25 core lessons- and over 130 hours of total instruction-led by expert instructors11,000 practice questions and custom quizzes with Kaplans MCAT Qbank19 full-length examsAccess to all AAMC exams, including the Self Assessment Package Signing Up for Kaplans MCAT Courses If you like what you see with Kaplans MCAT courses, you can call 1-800-KAP-TEST to enroll, or you can head to Kaplans website to check availability and sign up online.

Human and Animal Interrelationships from Domestication to Present Term Paper - 7

Human and Animal Interrelationships from Domestication to Present - Term Paper Example At the point when one of his customers was ridiculed in court for favoring a country way of life, Cicero shielded nation life as the educator of economy, of industry, and of equity. Therefore, this article will focus on the early agriculture in Rome. Unlike modern times, Agriculture in Rome was not considered that important rather a privilege associated with the wealthy. The social elites of ancient Rome had undertaken the practice of agriculture as a respected occupation. The writings of Cicero clearly indicate that back in the time agriculture was quite a profitable and a joyful occupation which was means to acquire a better life (Smith 95). For this reason, the rural lifestyle was also readily acquired by the wealthy and others in the society also strived to adopt similar lifestyle. Two of the most popular crops which were more of a necessity for every table in Rome were wheat and spelt. Romans also relied on various provinces they had acquired after wars for agriculture yet most of their focus was on Italy which was quite suitable for a wide variety of crops (Johnston 55-56). During this era, Romans were also fond of purchasing food from the neighboring countries. Land ownership was the means to constitute a part of the aristocracy in Rome; the more land a person acquired to higher his esteem in society and politics was. Even the brave soldiers were allocated land as rewards for their services. Land was also the sole factor behind slave labor since men were enslaved to work of these fields. Thus, the paper aims at exploring how the Romans farmed to understand their values more as agriculture was the dominant factor behind every aspect of Roman life. Despite the fact that roman life was fixated on urban areas, a great many people existed in the nation becoming products, working the area, tending vines and herds. Agriculturists underpinned the citys fuel and sustenance

The Israeli-Palestinian conflict Term Paper Example | Topics and Well Written Essays - 1750 words

The Israeli-Palestinian conflict - Term Paper Example Eritrea relied on trade with Ethiopia whilst Ethiopia relied on Eritrean ports for shipment of its goods. Their nationals also enjoyed free movement between the countries and freedom of investment. The main question that lingers in our minds is how and why two nations who depend on each other for survival and economic prosperity would engage in a full-scale war due to a minor border dispute. This question is well answered by Abbink who argues that the border dispute was just a means to achieve wider ends and regional dominance by the Eritrean leader Isaias Afewerki and pressure from Meles Zenawi’s party, Tigrayans and the wider public.1 Other factors include personal arrogance of the two leaders, authoritarian disposition, political indecisiveness, and lack of clear-cut statesman-like agreements on mutual politico-economic relations of the two new states.2 Whatever the case, this behavior is in line with the realism theory of international relations that posits that states onl y act to increase their power relative others. This doctrine has been prevalent in previous major wars such as the two World Wars and Cold War. I will argue that this war could have been have avoided if only the two leaders engaged in diplomacy. The essay will be divided into six sections. The first section will discuss the roots and history of the conflict. Secondly, the attempts made by international community to avert the crises will be discussed. Thirdly, the current situation. Fourthly, lessons learned and prospects for constructive change and finally, a brief conclusion. Eritrea-Ethiopia War can be traced back to the era of colonization when the imperialists and colonial rulers engaged in â€Å"divide and conquer† policy.3The imperialists thus drew borders between countries wherever they colonized and this is how Italy ended up drawing maps in this northern region of Africa and especially Eritrea and Ethiopia.

Public Law (Human Rights) Essay Example | Topics and Well Written Essays - 1500 words

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Literature Review on Metamaterial

Literature Review on Metamaterial LITERATURE REVIEW ON METAMATERIAL The Left-Handed Metamaterial (LHM) has a few unique properties such as negative refraction and backward wave. In this chapter, the basic theories behind their unique properties are presented and some applications of LHM toward the antenna application are discussed. DEFINITION BACKGROUND OF LEFT-HANDED METAMATERIAL Electromagnetic Metamaterial can be defined as artificial effective homogenous electromagnetic structures with unusual properties not readily found in nature . A Left-Handed Metamaterial (LHM) [17][18]or Double Negative Metamaterial (DNG) is an electromagnetic Metamaterial that exhibit negative permittivity and permeability. This phenomenon can be characterized by the negative refraction index and the anti-parallel phase velocity which is also known as backward wave. HISTORY OF LEFT-HANDED METAMATERIAL (LHM) The initial work on LHM was started by V. G. Veselago from the Lebedjev Physical Institute in Moscow when he made a theoretical speculation of this artificial material that exhibit negative permittivity and negative permeability. Veselago speculation remain silent for 29 years until 1996, J. B. Pendry from Imperial College London and his co-author form GEC-Marconi published a paper about artificial metallic construction which exhibit negative permittivity and negative permeability. Following this interesting discovery, in 2001, the first experimental verification was made by Shelby, Smith and Schultz at the University of California. The left handed material structure consists of split ring resonator and thin wire inspired by J. B. Pendry as shown in figure 3.1. Figure 3.1: First experimental LHM structure Since the introduction of LHM twelve years ago, many researchers were interested in investigating this artificial material and several of them was using LHM to improve the properties of the microwave devices such as antennas and filters. Many papers have been published regarding the LHM integrated with antennas and their properties have been analyzed. The focusing affect of LHM has made a low gain antenna becomes directive and have an increment of gain. FEATURES OF METAMATERIAL Improvement in the performance of a small monopole antenna, realized via the use of an ENG envelope that compensates for its high capacitive reactance. Lens effect produced by DNG slabs that are useful for enhancing the directivities of a small antennas, e.g. dipole and Microstrip patches, by collimating the cylindrical waves emanating from these antennas and focusing them at infinity. Creation of super lenses which can have a spatial resolution below that of the wavelength. UNIQUE PROPERTIES OF LEFT-HANDED METAMATERIALS Negative Refractive Index: For conventional material with à °Ã‚ Ã…“â‚ ¬r > 0 and à °Ã‚ Ã…“†¡r > 0, the refractive index is givenà °Ã‚ Ã¢â‚¬ËœÃ¢â‚¬ º=√à °Ã‚ Ã…“†¡Ãƒ °Ã‚ Ã¢â‚¬ËœÃ… ¸Ãƒ °Ã‚ Ã…“â‚ ¬Ãƒ °Ã‚ Ã¢â‚¬ËœÃ… ¸, so that the conventional material possesses a positive refractive index. Yet, Left-handed Meta-material has both negative permittivity (à °Ã‚ Ã…“â‚ ¬r à °Ã‚ Ã…“† r à °Ã‚ Ã…“† The Snells law is described as ..3.3.1(a) Where à °Ã‚ Ã…“Æ’2 the incident is angle and à °Ã‚ Ã…“Æ’1 is the refraction angle. Supposing medium I and medium II are conventional materials with à °Ã‚ Ã¢â‚¬ËœÃ¢â‚¬ º1>0 and à °Ã‚ Ã¢â‚¬ËœÃ¢â‚¬ º2>0 respectively, them refracted light will be bent with positive ÃŽ ¼ with the normal line OO as indicated by the 4th light ray in figure3.2. If medium II is a left-handed meta-material with à °Ã‚ Ã¢â‚¬ËœÃ¢â‚¬ º2 Figure 3.2 Passage of a light ray through the boundary between medium I with positive refractive index à °Ã‚ Ã¢â‚¬â„¢Ã‚ Ãƒ °Ã‚ Ã… ¸Ã‚ >0 and medium II with refractive index à °Ã‚ Ã¢â‚¬â„¢Ã‚ Ãƒ °Ã‚ Ã… ¸Ã‚ . The phase velocity expression à °Ã‚ Ã…“-à °Ã‚ Ã¢â‚¬ËœÃ‚ =à °Ã‚ Ã¢â‚¬ËœÃ‚ Ãƒ °Ã‚ Ã¢â‚¬ËœÃ¢â‚¬ º à °Ã‚ Ã…“† shows that the phase velocity à °Ã‚ Ã…“-à °Ã‚ Ã¢â‚¬ËœÃ‚  is related to the index of refraction , here c denotes the speed of light in a vacuum. For LHM has negative refractive index (à °Ã‚ Ã¢â‚¬ËœÃ¢â‚¬ º à °Ã‚ Ã…“† Figure 3.3: The energy flow and group velocity propagate forward in LHMs but the phase velocity is backward Veselago also predicted that the Doppler and Cerenkov effects will be reversed in LHM. An approaching source will appear to radiate at a lower frequency and charged particles moving faster than the speed of light in the medium will radiate in a backward cone, not a forward cone. These two exotic properties are not employed in this Dissertation, however details about them can be found in. LEFT-HANDED METAMATERIAL STRUCTURE The first LHM structure consists of split ring resonator (SRR) and thin wire (TW) or capacitance loaded strip (CLS)[19]. The SRR exhibits the negative value of permeability and the CLS and TW exhibit the negative value of permittivity in a certain range of frequency. Split Ring Resonator (SRR) (b) Figure 3.4: (a) Circular split ring resonator and (b) Square split ring resonator A split ring resonator (SRR) as shown in figure3.4 is part of the LHM structure that exhibit negative value of permeability. If the excitation of the magnetic field is perpendicular to plane of the structure, this will generate the magnetic dipole moment. The SRR is a highly conductive structure in which the capacitance between the two rings balances its inductance . The SRR induces high current density structure which creates a large magnetic moment. Capacitance Loaded Strip (CLS) and Thin Wire (TW) (a) (b) Figure 3.5: (a) Capacitance loaded strip (CLS) and (b) Thin wire (TW) figure 3.5(a) shows the capacitance loaded strip (CLS) and figure 3.5(b) shows the thin wire (TW). CLS and TW would produce strong dielectric like response. As electric field propagates parallel through the TW or CLS, it will induce a current along them. This will generate an electric dipole moment to the structure and exhibit a plasmonic-type of permittivity frequency . CST SOFTWARE CST was founded in 1992 byThomas Weiland. The main product of CST is CST STUDIO SUITE,which comprises A various modules dedicated to specific application areas. There are modules for microwave RF applications, summarized in CST MICROWAVE STUDIO, low frequency (CST EM STUDIO), PCBs and packages (CST PCB STUDIO), cable harnesses (CST CABLE STUDIO), temperature and mechanical stress (CST MPHYSICS STUDIO) and for the simulation of the interaction of charged particles and electromagnetic fields (CST PARTICLE STUDIO). All modules are integrated with a system and circuit simulator (CST DESIGN STUDIO). The version is CST Microwave Studio 2010. Figure 3.6 CST Microwave Studio In next chapter, the design of the LHM is discussed and the procedure in the simulation of the LHM using CST software is elaborated thoroughly. Besides that, the design of the Metamaterial structures, patch Microstrip antennas are also elaborated. CST Microwave Studio is a fully featured software package for electromagnetic analysis and design in the high frequency range. It simplifies the process of inputting the structure by providing a powerful solid modeling front-end which is based on the ACIS modeling kernel. Strong graphic feedback simplifies the definition of Your device even further. After the component has been modeled, a fully automatic meshing procedure (based on an expert system) is applied before the simulation engine is started. The simulators feature the Perfect Boundary Approximation (PBAâ„ ¢ method) and its Thin Sheet Technique (TSTâ„ ¢) extension, which increases the accuracy of the simulation by an order of magnitude in comparison to conventional simulators. Since no method works equally well in all application domains, the software contains four different simulation techniques (Transient solver, Frequency domain solver, Eigenmode solver, Modal analysis solver) which best fit their particular applicat ions. The most flexible tool is the transient solver, which can obtain the entire broadband frequency behavior of the simulated device from only one calculation run (in contrast to the frequency stepping approach of many other simulators). This solver is very efficient for most kinds of high frequency applications such as connectors, transmission lines, filters, antennas and many more.