Inside Job free essay sample

For my module-end project, I will be watching the documentary called â€Å"Inside Job† narrated by Matt Damon created in 2010. The documentary is well-known for providing a comprehensive analysis of the 2008 financial crisis. Many people have said that the documentary does a good job of explaining the reasons behind the financial crises. By reading the documentary’s plot summary, I was able to find out that the documentary goes into many of the causes of the financial crises. Topics include corrupted politics, the housing bubble, wall-street executives and systematic corruption by the financial institutions. The documentary is split into five parts: Part 1: How we got here? – Explains the history behind bank deregulation. Part 2: The bubble (2001-2007)-Analyzes the housing bubble, credit default swaps and subprime mortgages. Part 3: The crisis- Shows the effect of the financial crisis. Describes the recession of 2007-2008, stock market plummeting, lack of credit available by banks, global implications etc. We will write a custom essay sample on Inside Job or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Tope executives were able to walk away with no consequences and academia continued supporting bank deregulation. Part 5: Where we are now? No major reform made on credit rating agencies, explains Obama financial relief program and the losses of jobs that occurred. By watching the documentary I will be able to learn all the reasons and implications of the financial crisis and tie it together. I plan on taking notes while watching the documentary and then writing a report on all the information I learned from the documentary. Many complicated concepts learned in class (credit default swaps, securitization, derivatives) are explained in the movie in layman terms. Therefore I will be able to gather a better understanding of these complicated concepts and connect it with the issues faced in the financial crisis.

10 Deliberately Misspelled Words

10 Deliberately Misspelled Words 10 Deliberately Misspelled Words 10 Deliberately Misspelled Words By Maeve Maddox If all English speakers left school having mastered English spelling conventions, the deliberate misspellings seen in movie titles and various products might not bother me as much as they do. As it is, I dread the effect of the relentless modeling of incorrect spellings in the marketplace. Here are ten of these deliberate misspellings. 1. Misspelling: Biutiful Correct: Beautiful Biutiful is the title of a 2010 movie starring Javier Bardem. The dialogue is in Spanish with English subtitles, but biutiful isn’t a correct spelling in Spanish either. 2. Misspelling: sez Correct: says Simon Sez is a 1999 comedy starring Dennis Rodman. 3. Misspelling: inglourious Correct: inglorious 4. Misspelling: basterds Correct: bastards Director Quinton Tarantino was asked more than once to explain why he decided to misspell the title of his 2009 movie as Inglourious Basterds. On one occasion, he called the misspelling â€Å"a Basquiat-esque touch.† On the David Letterman Show, he said the misspelled title â€Å"is a Quentin Tarantino spelling.† Correctly spelled, Inglorious Bastards is the English title of a 1978 Italian movie directed by Enzo G. Castellari. The Italian title is Quel maledetto treno blindato, â€Å"That Damned Armored Train.† Note: Jean-Michel Basquiat was an American artist who often misspelled words in his graffiti-esque drawings. 5. Misspelling: happyness Correct: happiness The Pursuit of Happyness is a 2006 movie starring Will Smith. The misspelling in the title replicates a misspelled day-care sign. This title is especially pernicious because it reinforces what is already a common misspelling. 6. Misspelling: genisys Correct: genesis The 2015 installment of the Terminator movies uses this misspelling as its title. 7. Misspelling: sematary Correct: cemetery The 1989 movie Pet Sematary is based on Stephen King’s 1983 novel of the same name. The misspelling in the title derives from a sign lettered by children. Like happiness, cemetery is a frequently misspelled word. 8. Misspelling: steemer Correct: steamer An early steam-propelled automobile manufactured by the Stanley Motor Carriage Company (1902-1924) was known as â€Å"the Stanley Steamer.† A carpet-cleaning company founded in 1947 adopted the name â€Å"Stanley Steemer† as a play on the well-known name for the car; the company cleans carpets with a process referred to as â€Å"steam cleaning.† 9. Misspelling: lite Correct: light Various companies use this spelling for products. Two examples are Miller Lite (a beer) and Lite-Brite (a light-box toy). Note: Brite is a nonstandard spelling of bright. 10. Misspelling: kreme Correct: cream Several words that begin with the sound /k/, but which are spelled with the letter c, are popular targets for misspelling. For example: Krispy Kreme, Rice Krispies. Bonus Misspelling: biskit Correct: biscuit A line of Nabisco snack crackers uses this misspelling: Chicken in a Biskit. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:50 Rhetorical Devices for Rational WritingOne Fell SwoopPresent Participle as Adjective

Catharine Beecher Biography

Catharine Beecher Biography Catharine Beecher was an American author and educator, born into a family of religious activists. She spent her life working to further the education of women, believing that educated and moral women were the foundation of family life in society. Catharine Beecher Fast Facts Born: September 6, 1800 in East Hampton, New YorkDied: May 12, 1878 in Elmira, New YorkParents: Lyman Beecher and Roxana FooteSiblings: Harriet Beecher Stowe and Henry Ward BeecherKnown For: American activist who believed that educated and moral women were the foundation of an upright society. She worked to further educational opportunities for women in the nineteenth century but opposed womens suffrage. Early Life Catharine Beecher was the eldest of 13 children born to Lyman Beecher and his wife, Roxana Foote. Lyman was a Presbyterian minister and outspoken activist, and was the founder of the American Temperance Society. Catharines siblings included Harriet, who would grow up to be an abolitionist and write Uncle Toms Cabin, and Henry Ward, who became a clergyman whose activism included social reforms and the abolitionist movement. Like many young ladies at the time, Catharine, who was born in 1800, spent the first ten years of her life being educated at home. Later, her parents sent her to private school in Connecticut, but she was dissatisfied with the curriculum. Subjects like mathematics, philosophy, and Latin were not available in girls schools, so Catharine learned these on her own. After her mother died in 1816, Catharine returned home and took over the running of her fathers household and supervision of her younger siblings; a few years later she began working as a teacher. By the time she was 23, she and her sister Mary had opened the Hartford Female Seminary to provide educational opportunities for girls. Corbis via Getty Images / Getty Images Activism Catharine believed that it was important for women to be well-educated, so she taught herself all sorts of subjects that she could then pass along to her students. She learned Latin from her brother Edward, the headmaster of another school in Hartford, and studied chemistry, algebra, and rhetoric. She presented the novel idea that young women could learn all of these subjects from a single teacher, and soon her school was in high demand. She also believed that ladies benefited from physical activity, which was a revolutionary concept. Catharine disdained the poor health that was brought on by tight corsets and poor diets, so she developed a calisthenics plan for her students. She soon began writing about her curriculum, to serve as a guide for other teachers. Catharine felt the primary goal of education should be to provide a basis for the development of the student’s conscience and moral makeup. Catharine Beecher. Black Batchelder  / Schlesinger Library / Public Domain As her students grew up and moved on, Catharine shifted her focus to the roles that they would eventually play in society. Although she strongly believed that child-rearing and running the domestic aspects of a home were a source of pride for women, she also felt that women were entitled to respect and responsibility outside of their roles as wives and mothers. In the 1830s she followed her father, Lyman, to Cincinnati, and opened the Western Female Institute. Her goal was to educate women so they could become teachers, which had traditionally been a male-dominated profession. Catharine, who never married, saw women as natural teachers, with education as an extension of their roles as the guides of domestic home life. Because more men were leaving the world of education to go into industry, training women as teachers was a perfect solution. After a few years, she closed the school due to a lack of public support. The Beechers were not popular in Cincinnati because of their radical abolitionist views, and in 1837 Catharine wrote and published Slavery and Abolition with Reference to the Duty of American Females. In this treatise, she argued that women needed to stay out of the abolition movement because of the potential for violence, and instead needed to focus on creating moral and harmonious home lives for their husbands and children. This, she believed, would give women power and influence. Her work A Treatise on Domestic Economy for the Use of Young Ladies at Home and at School, published in 1841, promoted the responsibility of girls schools to teach not only intellectual pursuits, but also physical activity and moral guidance. The work became a best-seller, offering helpful suggestions on how to manage domestic life. Women needed a solid educational foundation to manage their homes, she felt, using this as the foundation from which they could change society. Front page of Miss Beechers Housekeeper and Healthkeeper. Public Domain / Wikimedia Commons Although Catharine felt women needed to be educated, she also believed they should stay out of politics, and was opposed to women earning the right to vote. Legacy Over her lifetime, Catharine opened numerous schools for women, wrote dozens of essays and pamphlets for causes in which she believed, and lectured around the country. Through this work, she helped gain respect for the role of women in society, and encouraged women to find employment as teachers. This helped to change the way society looked at education and careers for women. Catherine died on May 12, 1878, while visiting her brother Thomas. After her death, three different teaching universities named buildings in her honor, including one in Cincinnati. Sources Beecher, Catharine E, and Harriet Beecher Stowe. â€Å"The Project Gutenberg EBook, A Treatise on Domestic Economy, by Catherine Esther Beecher.†A Treatise on Domestic Economy, by Catherine Esther Beecher, Project Gutenberg, www.gutenberg.org/files/21829/21829-h/21829-h.htm.â€Å"Catherine Beecher.†Ã‚  History of American Women, 2 Apr. 2017, www.womenhistoryblog.com/2013/10/catherine-beecher.html.Cruea, Susan M., Changing Ideals of Womanhood During the Nineteenth-Century Woman Movement (2005). General Studies Writing Faculty Publications. 1. https://scholarworks.bgsu.edu/gsw_pub/1Turpin, Andrea L. â€Å"The Ideological Origins of the Womens College: Religion, Class, and Curriculum in the Educational Visions of Catharine Beecher and Mary Lyon.†Ã‚  History of Education Quarterly, vol. 50, no. 2, 2010, pp. 133–158., doi:10.1111/j.1748-5959.2010.00257.x.

The Holistic Assessment Process Based on the Goal of Facilitating Essay

The Holistic Assessment Process Based on the Goal of Facilitating Recovery - Essay Example This paper shall first present an overview of the clinical presentation of the service user. Secondly, it will identify the needs of the service user required to achieve recovery. Lastly, it shall present a critique of my involvement in the assessment process and how this reflected the principles of recovery. Body Overview Mrs. Smith is 46 years old, and was admitted to the mental health unit after she accused her son of apparently spying on her. She also attempted to slash her wrists claiming that there were some implants there placed by government agents spying on her. She is married and has been for the past 20 years and has been a math teacher at a local community college for the past 10 years and before that, has worked as an analyst with the Federal Bureau of Investigation (FBI). She has three children, all grown and she is living with her husband and one of her children. She has an IQ of a genius and has had no known history of any mental illness. For the past ten years howeve r, she expressed that sometimes she has often felt depressed, but did not seek professional mental health. Her husband declares that he also noticed his wife being paranoid about other people spying on them. He also shared that he thinks his wife is sometimes speaking to someone that he could not see, and that when he asked her who she was talking to, she said she was talking to her friend. She also believes that she is secretly working for the FBI and is sending and interpreting coded messages for them. She also believes that as a result of her work with the FBI, Russian spies want to kill her and so she is suspicious of every mail man or stranger that knocks on their door. As a result of her delusions, she was asked to take a sabbatical leave of absence from her work and to seek mental help. She is however in major denial over her mental health, insisting that what she sees and what she believes are all real. Two weeks prior to her current admission, after her husband left for wor k, she locked herself in the house and refused to open it to anyone. She drew the curtains and turned off all the lights. She then went to the bathroom and locked herself, taking with her a baseball bat to serve as a ‘weapon’ to ward off any supposed attackers. Her son came over to check on her and when he could not get in the door, used his key to get in the house. When his mother was not answering his calls, he then checked every room and found the bathroom door locked. He also heard his mother telling him to go away and leave her alone. Worried that his mother is hurt, he kicked the bathroom door open and as soon as he did, his mother started hitting him with the baseball bat. After subduing his mother, he called the emergency services for assistance. She was later referred to the mental health unit after the health professionals considered a possible mental health affectation. Assessment of needs In assessing the patient’s needs, I evaluated her ability to ca rry out her daily activities, mostly in relation to self-care (functional needs) (Velligan, et.al., 2004). I also evaluated her family situation, especially in relation to potential family caregivers who can supervise her care and assist her in her daily activities and support her during her recovery period. I also assessed her psychological health and emotional health, interviewing her and her family while asking pertinent questions relating to her feelings and her ability to cope with stress (Popescu and

Professional Conduct in IT Assignment Example | Topics and Well Written Essays - 750 words

Professional Conduct in IT - Assignment Example As an employee, I am an agent to my employer. My employer would be vicariously liable for my wrongful acts within the scope of my employment, and if I were to decide to fix the system, the criminal liability of abetting tax would also fall on my employer (Berta, 2003). I am required to exercise due diligence in the normal course of my duties for the company, since any misconduct on my part could place civil or criminal liability on my employer. My duty as an IT practitioner is to provide professional review of systems in accordance to existing laws and regulations. I also have the duty of improving public understanding of computing, and I should use my professional knowledge and expertise to offer comprehensive evaluations of computer systems (ACM 2008). As such, I would make the clients understand the possible consequences of subjecting the system to wrongful use, as they are obviously doing. I would not go to the extent of reporting the matter to the authorities. However, although I have the duty to maintain client confidentiality, I would report my diagnosis of the system to my employer, and explain that my failure to fix the problem is due to its contradiction with my IT professional ethics. Reporting the matter to the authorities does not fall under my area of expertise, and I am only liable for actions falling under my professional duty to either my employer or the customers. My professional ethics cover the area of IT, guiding my relations with the client and employer, product management, professional judgment, and overall professional conduct (IEEE Computer Society 2011). As such, I would not be held professionally responsible for not reporting the matter to the authorities. However, my personal moral principles would determine the extent to which I go in search of justice for the company’s tax fraud. Reference List ACM 2008, ACM Code of Ethics and Professional Conduct. Retrieved October 20, 2011, from http://plone.acm.org/membership/COE_Flyer.pd f Berta, J. 2003, Employer Liability for the Wrongful Acts of its Employees, McCarthy Tetrault LLP , pp. 1-13. IEEE Computer Society 2011, Software Engineering Code of Ethics and Professional Practice. Retrieved October 20, 2011, from http://www.computer.org/portal/web/certification/resources/code_of_ethics Question 2: What due diligence requires in such a case A request to fix a system that obviously aids in illegal and unethical practice, in this case tax fraud, presents an ethical dilemma to an IT practitioner (Adams & McCrindle 2008). Professionally, the practitioner has a duty to the employer as well as to the customer, and is also required to maintain proper conduct in adherence to professional code of conduct. If faced with the request to fix the system, I would decline based on the illegality of the practice being upheld. As a professional, I should not make deliberate deceptive claims concerning a system, but should instead disclose any pertinent issue evident in the system (Peslak 2007). In this case, I would make it known to the clients that their system is faulty due to its application in unlawful practices. I would be honest with the clients, letting them know where the problem is in the

An Introduction to Debt Policy and Value Essay Example for Free

An Introduction to Debt Policy and Value Essay What remains to be seen however, is whether shareholders are better or worse off with more leverage. Problem 2 does not tell us, because there we computed total value of equity, and shareholders care about value per share. Ordinarily, total value will be a good proxy for what is happening to the price per share, but in the case of a relevering firm, that may not be true. Implicitly we assumed that, as our firm in problems 1-3 levered up, it was repurchasing stock on the open market (you will note that EBIT did not change, so management was clearly not investing the proceeds from the loans in cash-generating assets). We held EBIT constant so that we could see clearly the effect of financial changes without getting them mixed up in the effects of investments. The point is that, as the firm borrows and repurchases shares, the total value of equity may decline, but the price per share may rise. Now, solving for the price per share may seem impossible, because we are dealing with two unknowns—share price and change in the number of shares: Share price=Total market value of equity

Chef :: essays research papers

Chef This epic tale of love and deception takes us back in time to the year nineteen hundred and eighty seven. Early one morning in London, England, we find ourselves in the kitchen of Chef. This sweet mouthwatering scent of Salisbury steak fills the room. This was to be the finest steak Chef had ever prepared. He planned to enter a contest with this masterpiece, the prize being a cruise to Greenland. To Chef, this was the land of paradise. He would be the only man there to seduce and womanize the native females. The oven bell rang. The Salisbury steak was done to perfection. He rushed it to his finest Tupperware to the judges mouths. They chewed and gagged, but due to lack of contestants he won. He now had earned his passage to Greenland, and broke out in song. Time passed and the day of the cruise had arrived. It was time to board the ship. Dressed in his finest crushed velvet robe and lucky Chef’s hat, he set off. As the ship set away the Chef wandering the decks, taking in all of the sights and sounds. There on the main deck, he found his favorite spot. Shedding his robe, he stood in his fluorescent pink G-string. He approached a beautiful women sunning herself. He seductively blurted out “Woman your body is screaming for the oily touch of my strong black hands.'; At that moment she bursts into tears. He asked, “What’s wrong baby?'; She then explained to him that her name was Cartman, Mrs. Cartman. She had been forced into engagement with not only Mr. Garrison but Mr. Hat as well. The sorrow this caused her was too great, so she planned to end her life. The Chef then uttered back to her “Woman that would be a crime to ugly up a fine body like yours, let me take your picture and send to a fine quality, readin g periodical.'; Surprised at the offer she accepted. The Chef then escorted her to a more proper setting of his room. As he properly positioned her upon the couch, the Chef realized that he had no camera. Thinking quickly, he remembered the colored pencil he had in pocket. He knew it would be perfect, but still he asked, “Would mind if I traced the curves of your body with my dark colored pencil.'; She replied with an exciting giggle.

The hegemonic decline of the United States and the eastward shift in the global capitalist economy

Abstract The Great Recession of 2007-8 has exposed the inherent weakness of the Western economies, whose growth had been fuelled on heavy indebtedness. This dissertation intends to broach the implications of the Great Recession of 2007-8 by applying the theoretical concepts related to the notion of hegemony in order to determine to what extent there is a geopolitical shift in favour of China, pursuant to the decline of the United States. The dissertation also utilizes the theory of economic crisis in order to ascertain the implications of the Great Recession and corroborate the idea of a hegemonic shift to the East. Objectives The dissertation seeks to intervene in a central debate of our times in the field of Political Economy of International Relations: the possible decline of United States’ â€Å"hegemony† and a possible shift of hegemony towards East Asia, especially China, given East Asia’s growing role in the world economy. This trend has exacerbated since the onset of the Great Recession of 2007-8. Using the theoretical framework of hegemony, I intend to find out to which extent the universalisation of the economic superstructure renders the notion of American hegemony obsolete. A Marxian model of interpretation can potentially shed light into the reasons which China, with competitive advantages that vastly exceed those of the United States will continue to accumulate power and establish itself as the new hegemon. Research questions What is the best way to conceptualise hegemony at the international level in the context of the Great Recession of 2007-8? What elements have to be analysed in order to assess hegemony shifts in Capitalist Global Political EconomyHow does this apply to the crisis 2007-2008? What are the signs that American power decliningWhat are the potential implications of that decline? Did the Great Recession of 2007-8 create an irretrievable hegemonic shift towards the Pacific? Theoretical framework The dissertation is divided into two parts. The first is theoretical and discusses the notion of hegemony at the international level. The second part elaborates on the theory of crises. The way in which hegemony has been conceptualised by influential authors such as Arrighi, Cox, Organski and Kindleberger is critically examined. In particular, the dissertation proposes a re-reading of Gramsci stressing the role of nation states and both elements, coercion and consensus, in the exercise of hegemony. Concerning crises, the dissertation seeks to elaborate an integral and organic theory of economic crises based on Marx, contrasting the latter with recently developed neo-Marxist perspectives, such as the ones espoused by David Harvey and Ernest Mandel. Methodology The method for tackling this dissertation will involve a theoretical treatment of hegemony and the causes of economic crisis. Within that particular methodological framework, I intend to analyse the Great Recession of 2007-8 and its implications for the shift taking place, with the transfer of hegemonic power from the United States to China. Chapter one will be a treatment of the theoretical sources dealing with the notion of ‘hegemony’, as applied to shifts in the international political system. Chapter two deals with the nature of economic crises and long economic cycles, as applied to the hegemonic shift taking place. Chapter three will examine the hegemonic shift taking place as a result of the Great Recession of 2007-8 and how the next long cycle could favour the transition from a US-dominated system to a Chinese-dominated one. I intend to use primary sources which will corroborate the economic and political decline of the United States as well as the rise of China, and analyse my findings through the prism of the Great Recession of 2007-8. I will also utilise theoretical material (as outlined above) in order to examine to what extent there is a hegemonic shift taking place within the context of the ongoing economic crisis of the United States and the West. Literature review Robert Cox uses the Gramscian notion of hegemony in order to expose the structures which arise from shifts in the organisation of the international economy. These structures are kept through consensual and coercive power relations. These power relations are marked by ideological practices which give it an aura of normality, therefore establishing a particular cultural hegemony. Significantly, Cox argued that although specific states may be the bearers of hegemony, at its most fundamental level the term relates to the rooting of a set of elites in different countries that acknowledge certain essential principle on the international economy (Cox in Gill, S. (Ed.), 1993: 42). According to Arrighi, hegemony becomes the added power that a dominant class has as a result of being able to universalise the issues which are capable of leading to conflict (Arrighi in Gill, S. (Ed.), 1993: 148). A state capable of exercising hegemony if it is able to lead the international political system in a particular direction and it is perceived by other states as pursuing the interests of the international community. However, the dominant state could also be interested in leading other countries into their own way of economic development (Arrighi, 1990: 367). Arrighi argues that the competition for resources that promoted the capitalist expansion of the European economy into the wider world is structural rather than conjunctural. Its strength resides in the ability to provoke creative destructions motivated by economic crises, giving rise to the technological breakthroughs that have sustained the process of globalisation (Arrighi, 1998: 128). Organski describes the rise of a hegemonic order in a situation in which powerful nations as well as middle and minor powers accept the given distribution of power and wealth and adhere to the same guidelines when it comes to diplomacy and commerce (Organski, 1969: 354). The international order that arises achieves its legitimacy through the ideology which underpins the ‘power differentials’ between the different states. When a power shift occurs, it may be accompanied by conflict amongst the great powers. This would very much depend on whether the challenger seeks to overhaul the rules of the game in the international political system (Organski, 1969: 354). Gilpin operates with a more deterministic notion of hegemonic cycles, positing that the resolution of a hegemonic war represents the start of another period of growth and eventual decline of a great power (Gilpin, 1981: 210). Kindleberger argues that the need to have a hegemon stems from the idea that only a domina nt power can provide collective goods. He maintains that the main danger that the international political faces is not the existence of too much power accumulated in one single hegemon but the presence of too many free riding states unwilling to exercise authority (Kindleberger, 1981: 253). Gramsci re-examines the Marxian model by positing that the cultural and political ‘base’ of a particular society is necessarily informed by the economic superstructure. The base includes categories such as the legal system, the prevailing ideology, the political make-up of the state and the cultural values of society. These categories are not involved in the production of goods but legitimate the ways in which the productive forces shape society: through surplus value extraction. Gramsci finds that the power of the dominant class goes far beyond the competencies of the state as it extends to the civil society, via institutions like schools, the press and cultural practices. The dominant class maintains hegemony by coopting the civil society, which is imbued with a particular ideology which ensures that the political status quo remains anchored in society and that it legitimates the way the productive forces operate (Holub, 1992: 103). Marx attributed the emergence of economic crises to the tendency of the rate of profit to fall (Marx, 1863). The requirement to provide the workforce with survival wages put limits on the exchange value of the labour capacity. This limits the surplus labour time and surplus value needed for the accumulation of profits. There is a requirement that capital be transformed in consumption, therefore placing another burden on the process of production. Limitations on the production of use value by the requirement to create exchange value and the requisite of private profit before the satisfaction of social needs means that there will be overproduction. Capitalism attempts to create the conditions to resolve the inner contradictions of capitalism, such as the creation of a credit system. However, according to Marxist theory, crises are temporarily resolved until a higher level of economic crisis is attained (McCarthy, 1990: 240). One of the ideas which Harvey puts forward in relation to the rise of neoliberal forms of globalisation is the policy of ‘accumulation by dispossession’, resulting in the centralisation of economic wealth and political power in the hands of a very reduced number of people through policies of dispossession. These policies imply stripping the publics of access to wealth. More precisely, ‘accumulation by dispossession’ entails the practice of financialisation, privatisation, upward state redistribution and the manipulation of crises. Harvey’s work is notably linked in an indirect manner to the ideas postulated by prominent public intellectuals of the Left such as Naomi Klein and Noam Chomsky, who also highlight the symbiosis between accumulation (upwards) and dispossession (downwards). These ideas seem to hark back to the classical Marxian template of a dialectic between the owners of the means of production and those who sell their labour at a fraction of its cost, living permanently in the ‘realm of necessity’ (Harvey, 2005). Mandel maintains the base/superstructure Gramscian symbiosis in its analysis of hegemonic relations in the post-World War Two era, claiming that it ushered in a ‘long-wave’ economic cycle of growth. The working class had been weakened by the effects of Fascism, which focused on the cooperation of the different social classes, and World War Two. Technology had increased the rate of profit, which produced impressive economic growth and accumulation of capital. Drawing on Gramsci, Mandel claims that it is impossible for the working class to capture civil society from a ‘war of position’ as this would lead to reformism instead of creating true change. Any attempt to seize the control of society must be done using a ‘war of maneouvre’. The working class, as a subject of social change, is not capable to capture society in a hegemonic way, as it has always been economically and culturally disenfranchised. Any revolutionary process of change must be dec isively quick. A drawn-out conflict would inevitably lead to an accommodation with the bourgeoisie (Mandel, 1995: 28). The theory of economic crisis is linked to the notion of ‘hegemony’ in its political aspects. Transformations taking place in the international economy, particularly those of the magnitude of the Great Recession of 2007-8, have the potential to create a fracture in the hegemonic order constituted after the end of the Cold War. To be sure, there is a process of political and economic convergence which arises out of the increased level of interconnectedness amongst states. This process of harmonisation has been marshalled by the marriage between democracy and the free market orientation typical of the American political personality which emerged amidst the triumphalist furore of the early 1990s (Fukuyama, 1992: 338). This emerging geostrategic situation steered the hegemonic path taken by the United States towards an expansion of its political personality to the wider world. The Great Recession of 2007-8 created a situation in which the tenets which sustained that hegemon y have been broken. China and the ‘Rest’ (i.e., the non-Western world) have been growing at a healthy rate whilst the West is still mired in an economic crisis which does not seem to have an end. This dissertation will endeavour to united both theoretical frameworks in order to determine to what extent the economic crisis will induce a change of hegemonic order. The most crucial aspect to be analysed is whether China will be able to rework the notion of ‘hegemony’ (which is a Western concept) in order to emerge as a potential challenger to the American dominion over the international order. The Great Recession of 2007-8 will potentially undermine the American military capabilities, which is the main element to be considered in the analysis of a putative hegemonic shift in favour of China. In addition, China seems to be interested in propping up its military capabilities. However, its geopolitical emphasis seems to be on forging commercial links with the Res t, rather than launching a frontal hegemonic challenge against the United States (Jacques, 2009: 22). Case study – The Great Recession of 2007-8 One of my research questions explores the possibility that the Great Recession of 2008 created a hegemonic shift towards the Pacific, specifically China. In some respects, the first stage of globalisation (1990-2008) was successful in creating an extensive network of international governance. The end of bipolarity gave rise to the ability to interconnect mankind by electronic means (personal computers, internet, fast processing of data). Globalisation has also created a uniformity of ideology amongst the nations, such as the concept of liberal democracy and free markets (Dilly, 1992: 59) Although some countries deviated from the norm of untrammelled capitalism after the localised financial crises of the 1990s (Russia, Argentina, etc), by and large there has been a trend towards ideological harmonisation, which also includes a growing concern for human rights. This is true for many countries, notably first world ones. The first stage of globalisation created an interdependence that in ternationalised production and consumption. Whilst the outsourcing of production created benefits for consumers, it also rendered nations incapable of protecting their resources, which are now shared with the rest of the world through its management by transnational economic interests, and managed their economy for the benefit of its populations. As Bobbitt argues, the market-state ushered in by globalisation has as its main purpose the maximisation of opportunities for its citizens instead of protecting their welfare (Bobbitt, 2002: 347). Since economic considerations have overtaken political ones, the increase rate of capitalist profit in the East means that China will continue to accumulate power due to its strategic competitive advantages, lower wages, a young labour force and a huge internal market. The challenges posed by the Great Recession exceed the capacity of individual states to be able to defend themselves. There is no nation, in the incipient stage of globalisation, which can act as steward and caretaker of the system. For example, the total flow of capital in the derivative industries vastly exceeds the size of the major economies of the world like the United States, the European Union and China ($531 tn as of September 2008). In addition, the first state of globalisation was chaotic, horizontal and disorderly. Globalisation brought in many positive elements for the world population, but also created many negative offshoots, which territorial states cannot possibly tackle on their own. The effects of global warming and natural resources degradation, the spread of disease, nuclear proliferation, humanitarian catastrophes and the threat of terrorism has one the one hand exposed the vulnerability of nation-states and created the need for common global action by supranati onal institutions that significantly erode their political sovereignty (Basch, L. et al, 1993: 67) The imperial overstrech that the United States suffers from has resulted in the accumulation of massive debts, which now total more than 100% of its GDP. In addition, its economy is about to be overtaken by China, which is still growing at very high rates (Jacques, 2009: 139). The second stage of globalisation will result in the erosion of hegemonic power of the United States. The Great Recession of 2008 provides an opportunity to recreate the global financial and economic structure as well as create more centralised supranational governance, as seen in the rise of the G20. One of the ways in which the crisis keeps melting down the political sovereignty of the nation-states is seen in the depreciation of the US dollar (the international reserve currency) due to the indiscriminate printing of money (Jansson, 2001: 44). One of the ways in which the second stage of globalisation could bring in a world-state is through the creation of currency harmonisation, possibly based on special drawing rights. The increased indebtedness of nations also harmonises the system towards a world-state, since the nation-state has to rely on a debt-based economy. The socialisation of banking losses through taxpayers’ dollars is also another variable to be reckoned with. The increased fragility of the system at local level creates greater opportunity for extra-national and supranational intervention. To be sure, the role of the nation-state has not gone away. However, their role is subordinated to the requirements of this increasingly emerging extraterritorial financial and economic structure. The reaction to this emerging harmonisation towards a world-state is already being seen in the different arrangements made between BRICS nations and commodity-rich countries seeking to replace the dollar as a medium of exchange (Suominen, 2012: 33) In turn, this will end up hurting the most powerful sovereign nation, which will find it increasingly difficult to maintain military hegemony without the ability to print out as many dollars as it needs. The erosion of political sovereignty as a result of the Great Recession of 2008 and the reaction to it by the ‘Second World’ goes hand in hand with the idea of privatisation of economic power, managed at supranational and extraterritorial level by powerful private concerns (Khanna, 2008: 41). These supranational concerns are in the process of setting up their own regulatory schemes, imposed on individual territorial states, which are finding it increasingly difficult to resist them. My preliminary findings show that the realignment of economic international systems is the main conduit by which harmonisation leading to an hegemonic shift in favour of China will be activated. In addition, there is a definite reaction by what I would call the Shanghai Cooperation Organisation bloc (notably China and Russia, but also the likes of India and Iran). The harmonisation process is proceeding apace in the West. This reaction in the Second World is generating its own kind of harmonisation. The political sovereignty of nations could also be further impaired by the conflict that will arise as a result of it. Trying to eliminate the logic of anarchy brings with it the possibility of conflict. A s Schmitt put it, the political cannot exist outside the realm of conflict. It is expected that the United States will not let China accumulate the necessary military capabilities in order to establish itself as the new hegemon. Preliminary findings There are several factors which enables us to think that a hegemonic transition is taking place. A massive, imposing display of Chinese-constructed fighter aircraft and other military equipment was used to commemorate the 60th anniversary of communist China’s founding, on 1 October, 2009. At the same time, China’s space industry was rapidly burgeoning and continuing to develop. Along with the fact that the Chinese economy continued to expand during a global recession and a rising position on the world political stage, these technological advances indicate China’s movement towards the status of a world superpower. While the rest of the world struggled in 2009, the Chinese economy exemplified a remarkable flexibility in returning to significant growth. The Chinese government attributes this economic resilience to China’s blend of communism with capitalism, in contrast to the laissez-faire approach taken by the West (Guthrie, 1999: 122). In early 2009, a migration of millions of workers from urban areas to rural locales resulted from the closure of factories that produced exports on the east coast and south coast of China. The steep price of fuel and food had put pressure on household budgets in 2008, and in order to halt inflation, stringent financial and credit policies were set in place. These policies caused the construction industry to dip, as well as a slump in the property market. In response, the Chinese government created a stimulus package in November 2008 that was worth 4 trillion yuan (about $586 billion). Approximately 50% of the stimulus package was set aside for improving infrastructure, such as railways and airports, primarily in rural regions, while a further 25% was designated for the Sichuan province, which had been severely affected by a May 2008 earthquake and was in need of rebuilding. Banks were ordered to increase lending, and the result was a 164% upsurge of loans in the first three quarters of 2009. This facilitated a rebound of the economy, which occurred far more quickly than in other countries. (Wright, 2010: 221). Additionally, the latter part of the year saw the recovery of exports, which set China up to overtake Germany as the top exporter world-wide. As a result, speculation grew as to whether China could reclaim the dominant position that it once held prior to the early 1800s, at which time it provided roughly one third of manufacturing in the world, compared to just 25% of manufacturing in the West. This outcome was rendered more probably by a trade deal with the Association of Southeast Asian Nations that transpired at the end of the year. As the world’s largest creditor, China had a symbiotic and mutually beneficial relationship with the U.S., the globe’s biggest debtor, that had become vital in the effort to rebalance the global economy. Zhou Xiaochuan, governor of the People’s Bank of China (PBOC) issued a statement on 23 March 2009 th at called for an international currency that would replace the U.S. dollar as the primary global currency and would remain unattached to individual countries; he argued that this currency would have increased stability over time. The People’s Bank of China also proposed that Special Drawing Rights, which were designed in 1969 by the IMF for utilisation between international institutions and governments, might be employed on a wider scale and used as payment in international finance and trade transactions. This would reduce fluctuations in price and the risks associated with these fluctuations. The initiative was made again at the yearly Group of Eight (G-8) summit that took place in Italy in July 2009. Delegates from China, India, Brazil, Mexico, and South Africa (also known as the â€Å"Group of Five) were also invited to the summit, where China, along with India and Russia (a G-8 member) called for an overhaul of the global financial system and a halt to dollar domination. In the latter part of September 2009, the president of the World Bank, Robert Zoellick, cautioned that the U.S. dollar faced an increasing threat due to the rising force of both the euro and the Chinese yuan. At this juncture China had surpassed Japan as the main creditor of the U.S.; there were concerns coming from Beijing that the $800.5 billion value of U.S. Treasury securities, along with other assets that constituted 60% of China’s foreign-exchange reserves and 30% of foreign-exchange reserves globally, would be attenuated by American debt and decreasing confidence in the U.S. dollar. China presented a temporary solution, which was to resist purchasing U.S. Treasury stock and, more significantly, to advocate the utilisation of the yuan as a world currency. (Kim, 2010: 49). Bibliography Arrighi, G., Capitalism and the Modern World-System: Rethinking the Non-debates of the 1970’s Review (Fernand Braudel Center), Vol. 21, No. 1 (1998), pp. 113-129 Arrighi, G. The Three Hegemonies of Historical Capitalism, Review (Fernand Braudel Center), Volume 13, Number 3 (Summer, 1990), pp. 365-408 Basch, L. et al (1993) Nations Unbound: Transnational Projects, Postcolonial Predicaments, and Deterritorialized Nation-States, Gordon and Breach, London Bobbitt, Philip (2002) The Shield of Achilles: War, Peace and the Course of History. New York, Alfred Knopf Bryson, J. Nick, H., Keebie, D. and Martin, R. (1999) The Economic Geography Reader: Producing and Consuming Global Capitalism, Wiley, New York Dilly, R. (1992) Contesting Markets: Analyses of Ideology, Discourse and Practice, Edinburgh University Press, Edinburgh Fukuyama, F. (1992) The Last Man and the End of History, Free Press. New York Gill, S. (Ed.) (1993) Gramsci, Historical Materialism and International Relations, Cambridge University Press, Cambridge Gilpin, R. (1981) War and Change in World Politics, Cambridge University Press, Cambridge Guthrie, D. (1999) Dragon in a Three-Piece Suit: The Emergence of Capitalism in China, Princeton University Press, Princeton, NJ Harvey, D. (2005) The New Imperialism, Oxford University Press, Oxford Holub, R. (1992) Antonio Gramsci: Beyond Marxism and Postmodernism, Routledge, New York Jacques, M. (2009) When China Rules the World: The End of the Western World and the Birth of a New Global Order, Penguin Press, New York Jansson, B. (2001) The Sixteen-Trillion-Dollar Mistake: How the U.S. Bungled Its National Priorities from the New Deal to the Present, Columbia University Press, New York Khanna, P. (2008) The Second World, Penguin Books, London Kim, Yong-Ki, The Rise of G20 and Korea’s Response , SERI Quarterly. Volume: 3. Issue: 4 October 2010, pp. 49-66 Kindleberger, C. Dominance and Leadership in the International Economy, International Studies Quarterly 25(2) (1981), pp. 242-54 Mandel, E. (1995) Long Waves of Capitalist Development, Verso, London Marx, K. (1863) The Capital, Volume III, http://www.marxists.org/archive/marx/works/1894-c3/index.htm MCCarthy, G. (1990) Marx and the Ancients: Classical Ethics, Social Justice, and Nineteenth-Century Political Economy, Rowman and Littlefield, Savage, MD Organski, A.F.K. (1969) World Politics, Knopf, New York Suominen, K. (2012) Peerless and Periled: The Paradox of American Leadership in the World Economic Order, Stanford University Press, Stanford, CA Wright, T. (2010) Accepting Authoritarianism: State-Society Relations in China’s Reform Era, Stanford University Press, Stanford, CA

Civic Speech Outline – Teachers

He told his Peasant Princess that she would want for nothing. Well this was new. â€Å"If I want for nothing, then what want do I want? ‘ She thought long and hard about what she could do with her life. The Peasant Princess finally had an opportunity for a proper education. She loved children, and she spent all of her free time creating art projects. Why not combine all the things she loves? Education, Kids, Arts†¦ Do you see where this is going? As an elementary art teacher, she could spend every day doing all the things she loves. And they lived happily ever after!Well yes they did however this Isn't the end of our story. Soon thereafter, Prince Charming ‘s kingdom was overthrown by an evil king named Private Equity Firm. Private Equity took over the kingdom and stripped the Prince of his throne. Once again, the Prince and Princess were struggling peasants. No longer could she invest her time and limited resources in a future career that would pay no return beyond the humble reward of tiny smiles. Goal/Purpose My civic engagement, or calling, was to be an elementary teacher. Today, we will explore the passion many people share to be a teacher.We'll discuss the many benefits and rewards of the position. Then we will question, if it's so great why are so many teachers leaving the profession, within years of obtaining their degree, or In my case, even before then. In another lifetime, or should I say In a land far far away, this was my dream. L. Why? For me? A. . It wasn't the money, my prince provided well. Negative experience as early as Kindergarten. Ensure that didn't happen to others. Iii. V. This was my natural calling. Who I am. How I act. I wanted to make a difference and feel proud. B. For others? According to UNC (Univac of North Carolina, not Colorado) 9 Reasons to be a Teacher Experience the Joy of Making a Difference Have a Vocation, Not a Job 2. Enjoy Interpersonal Interaction 3. Benefit From Variety 4. Laugh Every Day 6. Have a H igh Level of Autonomy 7. Spend More Time With Your Family 8. Enjoy Lots of Vacation 9. . Summarized . Rewarding I'. Fun Summers off ‘v. Vocation II. How many are leaving? The National Commission on Teaching and America's Future estimates one-third of all new teachers leave after three years, almost half after five years! B.Statistics show 40% of students who pursue undergraduate degrees NEVER enter the classroom. I. Take other Jobs instead. Ill. Why? A. You heard my reason. I. Money can't buy happiness? Neither can poverty. It. Ranked #2 of the 30 worst paying college majors. Iii. #22 on a list of lowest paying Jobs that require a bachelors degree lb. Salary the US $35,000. 1. 40 hours = roughly $17 [hour. 2. +30 hours/week grading and planning = $10 b. Other reasons from teachers who left the profession: Starting I. â€Å"One of the big reason I quit was intangible, but very real. It's Just a lack of respect. † ii. Teachers in schools don't get to call the shots. I no longer have control ever how I teach my class† iii. â€Å"Lack of respect from parents who feel â€Å"my taxes pay your wages, so you work for me lb. From older male teachers â€Å"l eventually felt pressured to advance into higher-level administration. † v. â€Å"There is an overwhelming amount of after-hours work that cannot make up for the free summers† c. Neighbor I. Kindergarten teacher-two boys-heading to Jar high. It. Spends more on supplies and decorations for her classroom each year, than she earns. Ill. Once her children no longer attend this school, she plans on leaving as well.Conclusion Today, I shared with you my lost civic engagement to be an elementary school teacher. My children are no longer in grade school; in fact they are now in college themselves. My educational path will eventually bring me too point where I can teach at the college level and by then my grandsons will be attending college themselves. I honestly don't know what I would adv ise if they chose to be elementary teachers. In case you didn't catch it. I am the princess, although we have never quite been poor peasants. My husband was, is, and always will be my prince charming. And yes, we live happily ever after! Class Dismissed!

Detailed Worldview Outline Essays

Detailed Worldview Outline Essays Detailed Worldview Outline Paper Detailed Worldview Outline Paper In this outline you will learn about who God is, and the nature of our universe. Does us living in this world have a purpose, or is it Just wasting our time? Growing up we are set around a worldview of beliefs, and stories, and are set to believe that those are true. This world allows for a diversity of worldviews, but which one is correct or incorrect? 1 . Who is God and what are His characteristics? God is the creator of human beings and the ruler of our universe. God has many heartsickness including being: Independent, infinite, eternal, Incomprehensible, supreme, sovereign, faithful, majestic, and promising. 2. What Is a human being and what happens when you die? A human being is mankind. After we die, we are promised an eternal life in heaven as long as we believe in God, and understand why his only son died on the cross for our sins, and rose up three days later. 3. What is the nature of the universe? There are various views as to the nature of the world based on religion: dualism, monism, monistic theism, pantheism, pluralism, and theism. We are taught wrought different scriptures that God Is the creator of our universe. God made sure that this universe had everything we needed to live a good life. 4. How do you know what you know? How do you know what is true? Having a book, like the bible, is the means that we need to understand the truth. The bible makes distinctive truth claims. For instance, it claims, that God exists. 5. What is right and wrong or how can we know there is a right and wrong? Quoting the bible allows us to prove that the Bible Is true. To us the bible Is a reliable document because It was recorded and reanimated through history. Even though the bible Is a reliable source to most Christians, we will never really know if its completely true. 6. Is life pointless or is there purpose? Life is all about purpose if you have a positive mentality, and accept all challenges and tests God puts you through. Everyone has a different purpose for being on Earth, and its our Job to discover what It is. 7. What core commitments are consistent with my worldview and how do they Impact my life? Believing that there Is right and wrong In this world comes from part of being a Christian. The Ten Commandments are the littoral in how God teaches us what is right from wrong. Growing up I learn to realize that not everyones views are completely or partially like mine, but that doesnt make them wrong. Everyone is entitled to their own beliefs. I am committed to serve, and love God, as well as treat others in ways that I know God would treat them. Conclusion: about the nature of our universe. The bible and God himself allow for a better understanding, and a better guidance in our world. As a Christian, my worldview defines me, and it makes me a better person each and everyday, as well as it does for many other Christians.

New to Old SAT Conversion - Official Formulas and Tools

New to Old SAT Conversion - Official Formulas and Tools SAT / ACT Prep Online Guides and Tips As of March 5, 2016, the new SAT is out. This means that those who took the old 2400-point SAT may want to know what their new 1600-point SAT score would have been, and vice versa. This information is critical for when you research and apply to scholarships and colleges that use a different version of the SAT than the one you took. Here, we give theofficial conversionsbetween old SAT and new SAT scores. These conversions come directly from the College Board, and we've made automatic conversion tools to make it easier for you! Converting from Old SAT to New SAT Do you have your old SAT score, including the scores for each section: Writing, Mathematics, and Critical Reading? If so,just plug your current numbers into the left hand side below, and your new total will pop out automatically on the right! Enter your old 2400 SAT here: Old Math (max 800) Old Reading(max 800) Old Writing (max 800) Get new 1600 SAT scores here: Old Total SAT (max 2400) New Math (max 800) New Reading + Writing (max 800) New Total SAT (max 1600) // 800) { $(this).val(800); } var m = parseInt($("#in_old_math").val()); var w = parseInt($("#in_old_writing").val()); var c = parseInt($("#in_old_critical").val()); var old_r = w + c var old_total = m + c + w; var new_m; var new_r; var new_total; if (isNaN(m)) { $("#out_new_math").val(''); } else { switch (m) { case 200:new_m = 200;break;case 210:new_m = 220;break;case 220:new_m = 230;break;case 230:new_m = 250;break;case 240:new_m = 260;break;case 250:new_m = 280;break;case 260:new_m = 300;break;case 270:new_m = 310;break;case 280:new_m = 330;break;case 290:new_m = 340;break;case 300:new_m = 350;break;case 310:new_m = 360;break;case 320:new_m = 360;break;case 330:new_m = 370;break;case 340:new_m = 380;break;case 350:new_m = 390;break;case 360:new_m = 400;break;case 370:new_m = 410;break;case 380:new_m = 420;break;case 390:new_m = 430;break;case 400:new_m = 440;break;case 410:new_m = 450;break;case 420:new_m = 460;break;case 430:new_m = 470;break;case 440:new_m = 480;break;case 450:new_m = 490;break;case 460:new_m = 500;break;case 470:new_m = 510;break;case 480:new_m = 510;break;case 490:new_m = 520;break;case 500:new_m = 530;break;case 510:new_m = 540;break;case 520:new_m = 550;break;case 530:new_m = 560;break;case 540:new_m = 570;break;case 550:new_m = 570;break;ca se 560:new_m = 580;break;case 570:new_m = 590;break;case 580:new_m = 600;break;case 590:new_m = 610;break;case 600:new_m = 620;break;case 610:new_m = 630;break;case 620:new_m = 640;break;case 630:new_m = 650;break;case 640:new_m = 660;break;case 650:new_m = 670;break;case 660:new_m = 690;break;case 670:new_m = 700;break;case 680:new_m = 710;break;case 690:new_m = 720;break;case 700:new_m = 730;break;case 710:new_m = 740;break;case 720:new_m = 750;break;case 730:new_m = 760;break;case 740:new_m = 760;break;case 750:new_m = 770;break;case 760:new_m = 780;break;case 770:new_m = 780;break;case 780:new_m = 790;break;case 790:new_m = 800;break;case 800:new_m = 800;break; } $("#out_new_math").val(new_m); } if (isNaN(old_r)) { $("#out_new_verbal").val(''); } else { switch (old_r) { case 400:new_r = 200;break;case 410:new_r = 210;break;case 420:new_r = 220;break;case 430:new_r = 230;break;case 440:new_r = 240;break;case 450:new_r = 260;break;case 460:new_r = 270;break;case 470:new_r = 280;break;case 480:new_r = 290;break;case 490:new_r = 300;break;case 500:new_r = 310;break;case 510:new_r = 310;break;case 520:new_r = 320;break;case 530:new_r = 320;break;case 540:new_r = 330;break;case 550:new_r = 330;break;case 560:new_r = 330;break;case 570:new_r = 340;break;case 580:new_r = 340;break;case 590:new_r = 350;break;case 600:new_r = 350;break;case 610:new_r = 360;break;case 620:new_r = 360;break;case 630:new_r = 360;break;case 640:new_r = 370;break;case 650:new_r = 370;break;case 660:new_r = 380;break;case 670:new_r = 380;break;case 680:new_r = 390;break;case 690:new_r = 390;break;case 700:new_r = 400;break;case 710:new_r = 400;break;case 720:new_r = 410;break;case 730:new_r = 410;break;case 740:new_r = 420;break;case 750:new_r = 420;break;ca se 760:new_r = 430;break;case 770:new_r = 430;break;case 780:new_r = 440;break;case 790:new_r = 440;break;case 800:new_r = 450;break;case 810:new_r = 450;break;case 820:new_r = 460;break;case 830:new_r = 460;break;case 840:new_r = 470;break;case 850:new_r = 480;break;case 860:new_r = 480;break;case 870:new_r = 490;break;case 880:new_r = 490;break;case 890:new_r = 500;break;case 900:new_r = 500;break;case 910:new_r = 510;break;case 920:new_r = 510;break;case 930:new_r = 520;break;case 940:new_r = 530;break;case 950:new_r = 530;break;case 960:new_r = 540;break;case 970:new_r = 540;break;case 980:new_r = 550;break;case 990:new_r = 550;break;case 1000:new_r = 560;break;case 1010:new_r = 560;break;case 1020:new_r = 570;break;case 1030:new_r = 570;break;case 1040:new_r = 580;break;case 1050:new_r = 580;break;case 1060:new_r = 590;break;case 1070:new_r = 590;break;case 1080:new_r = 600;break;case 1090:new_r = 600;break;case 1100:new_r = 610;break;case 1110:new_r = 610;break;case 1120:new_r = 620;break;case 1130:new_r = 620;break;case 1140:new_r = 630;break;case 1150:new_r = 630;break;case 1160:new_r = 640;break;case 1170:new_r = 640;break;case 1180:new_r = 650;break;case 1190:new_r = 650;break;case 1200:new_r = 650;break;case 1210:new_r = 660;break;case 1220:new_r = 660;break;case 1230:new_r = 670;break;case 1240:new_r = 670;break;case 1250:new_r = 680;break;case 1260:new_r = 680;break;case 1270:new_r = 680;break;case 1280:new_r = 690;break;case 1290:new_r = 690;break;case 1300:new_r = 700;break;case 1310:new_r = 700;break;case 1320:new_r = 700;break;case 1330:new_r = 710;break;case 1340:new_r = 710;break;case 1350:new_r = 710;break;case 1360:new_r = 720;break;case 1370:new_r = 720;break;case 1380:new_r = 730;break;case 1390:new_r = 730;break;case 1400:new_r = 730;break;case 1410:new_r = 740;break;case 1420:new_r = 740;break;case 1430:new_r = 740;break;case 1440:new_r = 750;break;case 1450:new_r = 750;break;case 1460:new_r = 750;break;case 1470:new_r = 760;break;case 1480:new_r = 760;break;case 1490:new_r = 760;break;case 1500:new_r = 770;break;case 1510:new_r = 770;break;case 1520:new_r = 770;break;case 1530:new_r = 780;break;case 1540:new_r = 780;break;case 1550:new_r = 780;break;case 1560:new_r = 790;break;case 1570:new_r = 790;break;case 1580:new_r = 800;break;case 1590:new_r = 800;break;case 1600:new_r = 800;break; } $("#out_new_verbal").val(new_r); } if (!isNaN(old_total)) { $("#out_old_total").val(old_total); switch (old_total) {case 600: new_total = 400; break; case 610: new_total = 410; break; case 620: new_total = 420; break; case 630: new_total = 430; break; case 640: new_total = 440; break; case 650: new_total = 450; break; case 660: new_total = 460; break; case 670: new_total = 470; break; case 680: new_total = 480; break; case 690: new_total = 490; break; case 700: new_total = 500; break; case 710: new_total = 510; break; case 720: new_total = 520; break; case 730: new_total = 530; break; case 740: new_total = 540; break; case 750: new_total = 550; break; case 760: new_total = 560; break; case 770: new_total = 580; break; case 780: new_total = 590; break; case 790: new_total = 600; break; case 800: new_total = 610; break; case 810: new_total = 620; break; case 820: new_total = 630; break; case 830: new_total = 640; break; case 840: new_total = 650; break; case 850: new_total = 660; break; case 860: new_total = 670; break; case 870: new_total = 680; break; case 880: new_total = 690; break; case 890: new_total = 690; break; case 900: new_total = 700; break; case 910: new_total = 710; break; case 920: new_total = 710; break; case 930: new_total = 720; break; case 940: new_total = 730; break; case 950: new_total = 730; break; case 960: new_total = 740; break; case 970: new_total = 740; break; case 980: new_total = 750; break; case 990: new_total = 760; break; case 1000: new_total = 760; break; case 1010: new_total = 770; break; case 1020: new_total = 780; break; case 1030: new_total = 780; break; case 1040: new_total = 790; break; case 1050: new_total = 800; break; case 1060: new_total = 800; break; case 1070: new_total = 810; break; case 1080: new_total = 810; break; case 1090: new_total = 820; break; case 1100: new_total = 830; break; case 1110: new_total = 830; break; case 1120: new_total = 840; break; case 1130: new_total = 850; break; case 1140: new_total = 850; break; case 1150: new_total = 860; break; case 1160: new_total = 870; break; case 1170: new_ total = 870; break; case 1180: new_total = 880; break; case 1190: new_total = 890; break; case 1200: new_total = 890; break; case 1210: new_total = 900; break; case 1220: new_total = 910; break; case 1230: new_total = 910; break; case 1240: new_total = 920; break; case 1250: new_total = 930; break; case 1260: new_total = 930; break; case 1270: new_total = 940; break; case 1280: new_total = 950; break; case 1290: new_total = 950; break; case 1300: new_total = 960; break; case 1310: new_total = 970; break; case 1320: new_total = 980; break; case 1330: new_total = 980; break; case 1340: new_total = 990; break; case 1350: new_total = 1000; break; case 1360: new_total = 1000; break; case 1370: new_total = 1010; break; case 1380: new_total = 1020; break; case 1390: new_total = 1020; break; case 1400: new_total = 1030; break; case 1410: new_total = 1030; break; case 1420: new_total = 1040; break; case 1430: new_total = 1050; break; case 1440: new_total = 1050; break; case 1450: new_total = 1060; break; case 1460: new_total = 1070; break; case 1470: new_total = 1070; break; case 1480: new_total = 1080; break; case 1490: new_total = 1090; break; case 1500: new_total = 1090; break; case 1510: new_total = 1100; break; case 1520: new_total = 1110; break; case 1530: new_total = 1110; break; case 1540: new_total = 1120; break; case 1550: new_total = 1120; break; case 1560: new_total = 1130; break; case 1570: new_total = 1140; break; case 1580: new_total = 1140; break; case 1590: new_total = 1150; break; case 1600: new_total = 1160; break; case 1610: new_total = 1160; break; case 1620: new_total = 1170; break; case 1630: new_total = 1180; break; case 1640: new_total = 1180; break; case 1650: new_total = 1190; break; case 1660: new_total = 1200; break; case 1670: new_total = 1200; break; case 1680: new_total = 1210; break; case 1690: new_total = 1210; break; case 1700: new_total = 1220; break; case 1710: new_total = 1230; break; case 1720: new_total = 1230; break; case 1730: new_total = 1240; break; case 1740: new_total = 1250; break; case 1750: new_total = 1250; break; case 1760: new_total = 1260; break; case 1770: new_total = 1270; break; case 1780: new_total = 1270; break; case 1790: new_total = 1280; break; case 1800: new_total = 1290; break; case 1810: new_total = 1290; break; case 1820: new_total = 1300; break; case 1830: new_total = 1300; break; case 1840: new_total = 1310; break; case 1850: new_total = 1320; break; case 1860: new_total = 1320; break; case 1870: new_total = 1330; break; case 1880: new_total = 1340; break; case 1890: new_total = 1340; break; case 1900: new_total = 1350; break; case 1910: new_total = 1350; break; case 1920: new_total = 1360; break; case 1930: new_total = 1370; break; case 1940: new_total = 1370; break; case 1950: new_total = 1380; break; case 1960: new_total = 1380; break; case 1970: new_total = 1390; break; case 1980: new_total = 1400; break; case 1990: new_total = 1400; break; case 2000: new_total = 1410; break; case 2010: new_total = 1410; break; case 2020: new_total = 1420; break; case 2030: new_total = 1430; break; case 2040: new_total = 1430; break; case 2050: new_total = 1440; break; case 2060: new_total = 1440; break; case 2070: new_total = 1450; break; case 2080: new_total = 1450; break; case 2090: new_total = 1460; break; case 2100: new_total = 1470; break; case 2110: new_total = 1470; break; case 2120: new_total = 1480; break; case 2130: new_total = 1480; break; case 2140: new_total = 1490; break; case 2150: new_total = 1490; break; case 2160: new_total = 1500; break; case 2170: new_total = 1500; break; case 2180: new_total = 1510; break; case 2190: new_total = 1510; break; case 2200: new_total = 1510; break; case 2210: new_total = 1520; break; case 2220: new_total = 1520; break; case 2230: new_total = 1530; break; case 2240: new_total = 1530; break; case 2250: new_total = 1540; break; case 2260: new_total = 1540; break; case 2270: new_total = 1550; break; case 2280: new_total = 15 50; break; case 2290: new_total = 1550; break; case 2300: new_total = 1560; break; case 2310: new_total = 1560; break; case 2320: new_total = 1570; break; case 2330: new_total = 1570; break; case 2340: new_total = 1580; break; case 2350: new_total = 1580; break; case 2360: new_total = 1590; break; case 2370: new_total = 1590; break; case 2380: new_total = 1590; break; case 2390: new_total = 1600; break; case 2400: new_total = 1600; break; } $("#out_new_total").val(new_total); var old_to_new_error_payload = "Why don't the section scores add up to the total score? Summing ".concat(new_m.toString()," and ",new_r.toString()," gives ",(new_m+new_r).toString(),", not ",new_total.toString(),"! The reason is that the College Board has one conversion table for individual sections (like Math to Math), and another for total to total conversion. They try to make each individual conversion as accurate as possible, which leads to some inconsistencies. You can read more here.Long story short? Don't worry about it. These are only meant to be estimates anyway. The two totals are ",Math.abs(new_total-new_r-new_m).toString()," points apart - just split the difference and use that value for what you need."); if (new_total != (new_r + new_m)) { document.getElementById("old_to_new_error").innerHTML = old_to_new_error_payload; } else { document.getElementById("old_to_new_error").innerHTML = ""; } } else { $("#out_old_total").val(''); $("#out_new_total").val(''); document.getElementById("old_to_new_error").innerHTML = ""; } }); }); // ]]> New 1600 SAT to Old 2400 SAT Conversion Tool Alternatively, if you want to input your New SAT scores and get old SAT scores back, here's how to do it: Enter your new 1600 SAT here: New Math (max 800) New Reading + Writing (max 800) Get old 2400 SAT scoreshere: New Total SAT (max 1600) Old Math (max 800) Old Reading + Writing (max 1600) Old Total SAT (max 2400) // 800) { $(this).val(800); } var new_m = parseInt($("#in_new_math").val()); var new_v = parseInt($("#in_new_verbal").val()); new_total = new_m + new_v var old_m; var old_v; var old_total; if (isNaN(new_m)) { $("#out_old_math").val(''); } else { switch (new_m) { case 200: old_m = 200; break; case 210: old_m = 200; break; case 220: old_m = 210; break; case 230: old_m = 220; break; case 240: old_m = 220; break; case 250: old_m = 230; break; case 260: old_m = 240; break; case 270: old_m = 240; break; case 280: old_m = 250; break; case 290: old_m = 260; break; case 300: old_m = 260; break; case 310: old_m = 270; break; case 320: old_m = 280; break; case 330: old_m = 280; break; case 340: old_m = 290; break; case 350: old_m = 300; break; case 360: old_m = 310; break; case 370: old_m = 330; break; case 380: old_m = 340; break; case 390: old_m = 350; break; case 400: old_m = 360; break; case 410: old_m = 370; break; case 420: old_m = 380; break; case 430: old_m = 390; break; case 440: old_m = 400; break; case 450: old_m = 410; break; case 460: old_m = 420; break; case 470: old_m = 430; break; case 480: old_m = 440; break; case 490: old_m = 450; break; case 500: old_m = 460; break; case 510: old_m = 470; break; case 520: old_ m = 490; break; case 530: old_m = 500; break; case 540: old_m = 510; break; case 550: old_m = 520; break; case 560: old_m = 530; break; case 570: old_m = 550; break; case 580: old_m = 560; break; case 590: old_m = 570; break; case 600: old_m = 580; break; case 610: old_m = 590; break; case 620: old_m = 600; break; case 630: old_m = 610; break; case 640: old_m = 620; break; case 650: old_m = 630; break; case 660: old_m = 640; break; case 670: old_m = 650; break; case 680: old_m = 650; break; case 690: old_m = 660; break; case 700: old_m = 670; break; case 710: old_m = 680; break; case 720: old_m = 690; break; case 730: old_m = 700; break; case 740: old_m = 710; break; case 750: old_m = 720; break; case 760: old_m = 740; break; case 770: old_m = 750; break; case 780: old_m = 760; break; case 790: old_m = 780; break; case 800: old_m = 800; break; } $("#out_old_math").val(old_m); } if (isNaN(new_v)) { $("#out_old_critical").val(''); } else { switch (new_v) { case 200:old_v = 400;break;case 210:old_v = 410;break;case 220:old_v = 420;break;case 230:old_v = 430;break;case 240:old_v = 440;break;case 250:old_v = 440;break;case 260:old_v = 450;break;case 270:old_v = 460;break;case 280:old_v = 470;break;case 290:old_v = 480;break;case 300:old_v = 490;break;case 310:old_v = 500;break;case 320:old_v = 520;break;case 330:old_v = 550;break;case 340:old_v = 570;break;case 350:old_v = 600;break;case 360:old_v = 620;break;case 370:old_v = 640;break;case 380:old_v = 660;break;case 390:old_v = 690;break;case 400:old_v = 710;break;case 410:old_v = 730;break;case 420:old_v = 750;break;case 430:old_v = 770;break;case 440:old_v = 790;break;case 450:old_v = 800;break;case 460:old_v = 820;break;case 470:old_v = 840;break;case 480:old_v = 860;break;case 490:old_v = 880;break;case 500:old_v = 890;break;case 510:old_v = 910;break;case 520:old_v = 930;break;case 530:old_v = 950;break;case 540:old_v = 970;break;case 550:old_v = 990;break;ca se 560:old_v = 1010;break;case 570:old_v = 1020;break;case 580:old_v = 1040;break;case 590:old_v = 1060;break;case 600:old_v = 1080;break;case 610:old_v = 1100;break;case 620:old_v = 1120;break;case 630:old_v = 1150;break;case 640:old_v = 1170;break;case 650:old_v = 1190;break;case 660:old_v = 1210;break;case 670:old_v = 1240;break;case 680:old_v = 1260;break;case 690:old_v = 1290;break;case 700:old_v = 1310;break;case 710:old_v = 1340;break;case 720:old_v = 1370;break;case 730:old_v = 1390;break;case 740:old_v = 1420;break;case 750:old_v = 1450;break;case 760:old_v = 1480;break;case 770:old_v = 1510;break;case 780:old_v = 1540;break;case 790:old_v = 1560;break;case 800:old_v = 1590;break; } $("#out_old_critical").val(old_v); } if (!isNaN(new_total)) { $("#out_new_total2").val(new_total); switch(new_total) { case 400: old_total = 600; break;case 410: old_total = 610; break;case 420: old_total = 620; break;case 430: old_total = 630; break;case 440: old_total = 640; break;case 450: old_total = 650; break;case 460: old_total = 660; break;case 470: old_total = 670; break;case 480: old_total = 680; break;case 490: old_total = 690; break;case 500: old_total = 700; break;case 510: old_total = 710; break;case 520: old_total = 720; break;case 530: old_total = 730; break;case 540: old_total = 730; break;case 550: old_total = 740; break;case 560: old_total = 750; break;case 570: old_total = 760; break;case 580: old_total = 770; break;case 590: old_total = 780; break;case 600: old_total = 790; break;case 610: old_total = 800; break;case 620: old_total = 810; break;case 630: old_total = 820; break;case 640: old_total = 830; break;case 650: old_total = 840; break;case 660: old_total = 850; break;case 670: old_total = 860; break;case 680: old_total = 870; break;case 690: old_total = 880; break;ca se 700: old_total = 900; break;case 710: old_total = 910; break;case 720: old_total = 930; break;case 730: old_total = 950; break;case 740: old_total = 960; break;case 750: old_total = 980; break;case 760: old_total = 990; break;case 770: old_total = 1010; break;case 780: old_total = 1030; break;case 790: old_total = 1040; break;case 800: old_total = 1060; break;case 810: old_total = 1070; break;case 820: old_total = 1090; break;case 830: old_total = 1110; break;case 840: old_total = 1120; break;case 850: old_total = 1140; break;case 860: old_total = 1150; break;case 870: old_total = 1170; break;case 880: old_total = 1180; break;case 890: old_total = 1200; break;case 900: old_total = 1210; break;case 910: old_total = 1220; break;case 920: old_total = 1240; break;case 930: old_total = 1250; break;case 940: old_total = 1270; break;case 950: old_total = 1280; break;case 960: old_total = 1300; break;case 970: old_total = 1310; break;case 980: old_total = 1330; break;case 990: old_total = 1340; break;case 1000: old_total = 1360; break;case 1010: old_total = 1370; break;case 1020: old_total = 1390; break;case 1030: old_total = 1400; break;case 1040: old_total = 1420; break;case 1050: old_total = 1430; break;case 1060: old_total = 1450; break;case 1070: old_total = 1460; break;case 1080: old_total = 1480; break;case 1090: old_total = 1490; break;case 1100: old_total = 1510; break;case 1110: old_total = 1530; break;case 1120: old_total = 1540; break;case 1130: old_total = 1560; break;case 1140: old_total = 1570; break;case 1150: old_total = 1590; break;case 1160: old_total = 1610; break;case 1170: old_total = 1620; break;case 1180: old_total = 1640; break;case 1190: old_total = 1650; break;case 1200: old_total = 1670; break;case 1210: old_total = 1680; break;case 1220: old_total = 1700; break;case 1230: old_total = 1710; break;case 1240: old_total = 1730; break;case 1250: old_total = 1750; break;case 1260: old_total = 1760; break;case 1270: old_total = 1780; break;cas e 1280: old_total = 1790; break;case 1290: old_total = 1810; break;case 1300: old_total = 1820; break;case 1310: old_total = 1840; break;case 1320: old_total = 1850; break;case 1330: old_total = 1870; break;case 1340: old_total = 1880; break;case 1350: old_total = 1900; break;case 1360: old_total = 1920; break;case 1370: old_total = 1930; break;case 1380: old_total = 1950; break;case 1390: old_total = 1970; break;case 1400: old_total = 1990; break;case 1410: old_total = 2000; break;case 1420: old_total = 2020; break;case 1430: old_total = 2040; break;case 1440: old_total = 2060; break;case 1450: old_total = 2080; break;case 1460: old_total = 2090; break;case 1470: old_total = 2110; break;case 1480: old_total = 2130; break;case 1490: old_total = 2150; break;case 1500: old_total = 2170; break;case 1510: old_total = 2190; break;case 1520: old_total = 2210; break;case 1530: old_total = 2230; break;case 1540: old_total = 2260; break;case 1550: old_total = 2280; break;case 1560: old_total = 2300; break;case 1570: old_total = 2330; break;case 1580: old_total = 2350; break;case 1590: old_total = 2370; break;case 1600: old_total = 2390; break; } $("#out_old_total2").val(old_total); var new_to_old_error_payload = "Why don't the old section scores add up to the old total score? Summing ".concat(old_m.toString()," and ",old_v.toString()," gives ",(old_m+old_v).toString(),", not ",old_total.toString(),"! The reason is that the College Board has one conversion table for individual sections (like Math to Math), and another for total to total conversion. They try to make each individual conversion as accurate as possible, which leads to some inconsistencies. You can read more here.Long story short? Don't worry about it. These are only meant to be estimates anyway. The two totals are ",Math.abs(old_total-old_m-old_v).toString()," points apart - just split the difference and use that value for what you need."); if (old_total != (old_v + old_m)) { document.getElementById("new_to_old_error").innerHTML = new_to_old_error_payload; } else { document.getElementById("new_to_old_error").innerHTML = ""; } } else { $("#out_old_total2").val(''); $("#out_new_total2").val(''); document.getElementById("new_to_old_error").innerHTML = ""; } }); }); // ]]> More Information About Converting Between Scores When You'll Want to Convert Between Scores On one hand, the new SAT and the old SAT are different tests. No single test captures all the information from other tests. Comparing your score on the two tests is, in some ways, like comparing your marathon speed with your 100-meter-sprint speed. While the two speeds are probably correlated, the tests are different, and no one test fully summarizes the other. On the other hand, scores from the two tests are indisputably related. They both aim to test similar concepts, they have similar functions as college admissions tests, and they both keep some of the same multiple-choice features. If you do well on one test, you'll tend to do well on the other. Therefore,it absolutely makes sense to talk about converting between one score and another. The concept we use in the conversion above is calledtheoretical equivalence. That is, if you were to perform as well on one test as the other, what would your total score and section scores be? This gives us a formula where the math section remains the same, and the verbal sections map onto each other. You can use this conversionif you're administering scholarships or admissions and want the same standards across the board. If you're intuitively used to thinking in terms of Old SAT scores, this conversion lets you understand New SAT scores better. However, you should be aware of one caveat if you are using conversion tables to predict test scores. The caveat is that you'll experience regression to the mean. If you did better than average on the old sat (above 1500), you'll do just a tad lower than on the new SAT than your conversion chart score. Likewise, if you did worse than average (less than 1500) on the old SAT, you'll do just a tad better on the new SAT. The reason for this is that new test doesn't test exactly the same things as the old test, and for the new subjects being tested, you are statistically more likely to do more average. Thus, you should expect your score to shrink towards the average. What To Do Next? Now you've converted between the two scores, one thing you should very seriously consider is taking the new SAT. Even if you have an old SAT score, and you've predicted your new SAT score according to the above conversion formula, you will likely perform somewhat differently when you take the real new SAT. This is a good thing because, with superscoring, you have two bites at the apple and more chances to improve. Likewise, if you took both the old SAT and the new SAT, and found that your old SAT converted to more than your actual new SAT score, this is a sign you just had bad luck on your new SAT. If you take it again, there is a good chance you'll scorehigher! FurtherReading Wondering how many times you should take the SAT? Check out our guide and learn the exact number that's best for you! Planning on taking the SAT? Learn thebest ways to study for the new version of the SAT. Have you taken the SAT more than once or are planning on taking it more than once? Superscoring can be a huge benefit for you! Learn what superscoring is,when it's used, and how it can help you with college admissions. //

Word Cinema and Global media Essay Example | Topics and Well Written Essays - 1500 words

Word Cinema and Global media - Essay Example Most of these foreign films are from Hollywood but there are some other regional variations as well. Overall the Egyptian film industry has had a large and dominating role to play in the regional film industry even though it has had to see ups and downs. This paper will attempt to analyze the various contours of production, distribution and exhibition of Egyptian and foreign films within the Egyptian cinematic domains. A brief history of the Egyptian cinematic tradition will be traced first so that the current standing is reflected more clearly. Egyptian cinema has had a long tradition that is comparable to other Third World cinematic traditions such as those in India, Brazil and Mexico. Silent films were already being made in Egypt around 1896 though these were not full length feature films. Egyptian cinema was prolific from the start especially after the introduction of sound to films. It is estimated that only between 1930 and 1936 the Egyptian film industry was able to contribute some forty films that were produced by small production studios (Darwish, 1998). The rise of Egyptian cinema in its earliest years led to its early independence during the colonization period. The subsequent independence of Egyptian cinema made it appear as a threat to the colonists such as the French in neighboring Morocco. The extent of the trouble was such that the French established a new department of African problems that was solely responsible for creating production in Morocco to counter the influence of Egyptian cinema. Following independence in the wake of the Second World War and the subsequent revolution in 1952, the Egyptian cinematic tradition assumed political dimensions. Film producers, directors and critics alike shared a common zeal to inject political problems into the cinema to make people more aware (Schochat, 1983). The prolific decades of the