Teenagers and Birth Control - 1208 Words

Teenagers should have access to birth control devices. The most compelling argument against this thesis is the idea that they are not emotionally mature enough to be having sex at all, in that it is a meaningful commitment that should be only taken up by adults who have the ability to consent fully and understand the consequences of their behavior. Additionally, sexual behavior contains a lot of risks of many different natures. There is the emotional risk of engaging in such intimate activity, with concomitant development of feelings that may not be reciprocated or healthy. There is also the physical risk of disease. For heterosexual women, pregnancy is an emotional, physical, and economic strain that could severely derail a promising†¦show more content†¦The most reliable estimates by a recent study suggest that â€Å"giving birth as a teen is associated with a decline in the probability of graduating from high school (-0.08) and a reduction in income and total wages of $2,200 to $2,400.† It is important to note that often, this decreased economic capacity is paired with far more demands on the mother’s income, making the economic effects even more devastating. Teenage childbearing does not only create problems for the mother; using the same method as the previous paper (comparing teen couples who underwent a miscarriage against those who had a live birth), Fletcher and Wolfe determined that teenage fatherhood reduces the likelihood of obtaining a high school diploma by 15%, which is has lifetime economic effects (Fletcher and Wolfe The Effects of Teenage Fatherhood on Young Adult Outcomes 11). Stigmatizing sex and forcing teenagers to hide from authority figures in order to engage in it simply makes it more dangerous. Preventing access to birth control is associated with limiting discussion or education with teenagers and their authority figures about sexual behavior. Lack of sex education is associated with positive sexual behavio rs, including a significantly reduced likelihood of teen pregnancy (Lindberg and Maddow-Zimet 333). Specifically, teaching adolescents about birth control options increases the likelihood of birth control usage and other safer sexual practices (Lindberg and Maddow-Zimet 337). For instance,Show MoreRelatedTeenagers And Birth Control Without Parental Consent897 Words   |  4 PagesTeenagers and Birth Control There are many different opinions on whether teenage girls should be allowed to access birth control without parental consent. Each parent has his or her own perspective, and reason behind this issue. Parenting styles help contribute to different opinions on allowing teenage girls to access birth control without parental consent. Some parents of teenage girls believe they shouldn’t be allowed to access birth control without parental consent because it takes the authorityRead MoreShould Teenagers Have Access to Birth Control1648 Words   |  7 PagesShould Teenagers Have Access to Birth Control? Teenagers are still growing and learning. Sometimes we forget that they are making choices that can affect their whole life. Yes, we are here to teach them and to guide them in making decisions that will help shape their future. Are they going to make mistakes? Are they going to regret some of their choices? Are they going to wish that they had listened to their parents at times that they didn’t? I’m pretty sure that we made mistakes as teenagers and decisionsRead MoreTeenagers Should Have Access to Birth Control Essay979 Words   |  4 Pagesare afraid what she is going to think of you when you answer â€Å"Yes.† to the question. You want to do the right thing and get on birth control to be safe, but you know your mom will say no. Girls in the 21st century should have the right to protect themselves with any sort of birth control they choose without parents’ consent. About 40 percent of sexually active teenagers admit to not using any form of protection (like a condom) during their last session. Behavior like this leads to higher risks ofRead MoreBirth Control : Who Controls?1159 Words   |  5 PagesBirth Control: Who Controls? â€Å"Should teenagers be allowed to get birth control without the permission of their parents?† Outline: -Thesis Statement- Teenagers should not be required to have permission from their parents to receive birth control. Religious Beliefs: -Sex before marriage -Encouraging the child to have sex -Against God’s will (IT’S A SIN) Communications with teens/parents -Wanting to know from a parent’s perspective -Asking the teen â€Å"why† -Social problems leading to crisis explosionRead MoreShould Tennagers Be Allowed to Get Birth Control Without Parent Consent?1727 Words   |  7 PagesShould Teenagers Be Allowed to Get Birth Control without the Permission of Parents? KaTrina Bacon English 215 February 2, 2012 Dr.Sharonda Johnson Should Teenagers Be Allowed to Get Birth Control without the Permission of Parents? Of all the many controversies that have affected the United States in the past decades, birth control has been one of the more important topics. Some popular birth control methods are the female and male condoms, and the birth control pill. Even though both ofRead MoreUnintended Pregnancy Prevention Essay1269 Words   |  6 Pages Are controversial concerns about the birth control pill really a problem? Allowing teenagers to use the birth control pill has been a controversial subject for parents, teachers, and teenagers for a wide range of reasons. The vast majority of teenage pregnancies, more than four out of five, are unplanned (Unintended Pregnancy Prevention). Whether teenagers believe in common myths that they cant get pregnant the first time having sex or they truly believe nothing like this could ever happenRead MoreSchools Providing Contraception For Children1530 Words   |  7 Pagesabout my education and future? How did this happen to me? What could I have done to prevent this?† Most teenagers have sex without being protected. Whether they’re embarrassed or afraid of being seen, it results in a lot of teenage pregnancies. However, there is a way teenage girls can get the needed protection without being seen or embarrassed. High schools should provide condoms, birth control, sex education classes, and individual counseling to students who ask for them, thus giving private accessRead MoreWithout Prescription. According To The Center For Disease1040 Words   |  5 PagesWithout Prescription According to the Center for Disease Control and Prevention, â€Å"a total of 249,078 babies were born to women aged 15-19 years† in United States. (2014) Adolescence is a difficult period not only for the teenager but for the parents as well. A period of physical and mental changes. It can be â€Å"considered the transitional stage from childhood to adulthood.† Teenagers do crazy things without thinking in consequences, like go out without permission in the night, get a tattoo, fight atRead MoreBirth Control Access to Teens1463 Words   |  6 PagesFormal Outline Topic: Birth control access to teenage girls Thesis statement: Although teenage girls are prohibited from purchasing birth control, laws should be implemented to allow access to birth control as a means of managing safer sex, preventing the health risks and guarding them from the cycle of poverty. 1. Reasons for not allowing birth control to be given to teenagers A. It encourages sexual activity (Sex with many partners -promiscuity) B. Abstinence should be promoted Read MoreTeenage Pregnancy Essay1133 Words   |  5 PagesTeenagers insist on having sex at a very tender age resulting to an increase in pregnancies in some countries, especially in developing countries. However, in the developed countries such as the United States of America, there is a decrease in teenage pregnancies in accordance to the Center for Disease Control and Prevention. However, parents are leaving in denial that the teenagers are not having sex (Guilamo-Ramos et al, 15). The parents, as well as teachers, are trying very hard to raise the children

Baby Boomers Essay - 1089 Words

Baby Boomers During the Great Depression and World War II many Americans delayed marrying and having children because of the poor economy. The number of marriages and births soared after the war. Many older couples who had delayed having children began having them when the war ended. This increase in births among both younger and older American couples created the Baby Boom Generation. This large group of people born in the U.S. from 1946 to 1964 amounted to 76 million children. Those born during this time make up approximately 36% of today’s population (Deutsch). What impact has this had on the economy? Read on to see how the baby boom generation has affected the economy and what will happen as they retire. This generation†¦show more content†¦This has led them to invest large amounts into 401k plans and mutual funds. Now that we’ve looked at the spending issues, let’s see how the baby boomers have affected the workforce. When baby boomers began entering the workforce, they increased the size of the labor market. The job market has been greatly expanded with the coming of this generation, especially with the addition of women to the workforce. At times, the baby boomers faced relatively high levels of unemployment because they had to compete with one another for jobs. But eventually the jobs materialized. The average age of the workforce is steadily climbing. The first of the baby boomers will start to retire in large numbers after the year 2020. The retirement tack boomers end up taking in coming decades will have a profound, but unknown impact on the economy. As Peterson says, â€Å"The forecasts range from impending doom to marketplace godsend.† Some predict that as baby boomers retire unemployment will fall and that this process should begin by the year 2002 and that labor shortages should emerge about 2005. This will continue to get worse as the number of people who retire exceed the number who enter the workforce (Generation). Some economic observers predict financial disasters, both national and personal, when the baby boomers retire. They say that as nations of workers and investors become nations of retired consumers, withdrawals will far outweigh deposits in investment and savings vehicles.Show MoreRelatedBaby Boomers2524 Words   |  11 PagesMultiples b. The Pharmaceutical Industry and the Boomers i. Viagra ii. Celebrex II. The Younger Baby Boomer A. Beating the Boomer Rush i. Boomer Demands and Soaring Prices ii. 77 Million to Retirement iii. Sport Utilities, Rock and Roll, Mutual Funds, and Everything Else iv. The Ins and Outs with Baby-Boomer Buying B. Boomer Economics v. Retail Stores and Party Stores are Having a Blast vi. Online Boomer Shopper vii. Cruiseline Boomers III. Baby Boomers Retirement A. 77 million will retire byRead MoreThe Baby Boomers Generation690 Words   |  3 Pagessixty years – the Baby Boomer Generation, Generation X and the current Generation Y, known as Millennials. This rich mix of generations in the workforce can be attributed primarily to labor shortages experienced in many industries and the rising average age of retirement. First, let us talk about Baby Boomers. It is not unusual for Baby Boomers (born between 1946 and 1964) like to be in control. Moreover, it is understandable why because they have years of experience. Baby Boomers attempt to developRead MoreBaby Boomer Generation Essay1072 Words   |  5 PagesBaby Boomers are the most powerful demographic group in history. Businesses thrives or fails based on their ability to keep pace with the likes and dislikes of this economic powerhouse known as the baby boomers. At 76 million strong, boomers have the influence to rule the marketplace and make sure they keep a place set just for them as the largest generation. Due to its large size, the Baby Boom generation has had a significant impact on society, business, and the economy. The impact of the generationRead MoreWhat Makes A Baby Boomer?911 Words   |  4 Pages Today, there are many Baby Boomers that live in the world. Most of these people have impacted a lot of people currently. This is because of many things they have introduced to us and or gave us. There are many people that can be shown to be very important to our culture and or history, but first of all, what is a baby boomer? During the end of World War Two, there was a so called â€Å"baby boom†, and this had influenced many different countries. But, it mostly it affected western countriesRead MoreBaby Boomer s Goals And Goals1500 Words   |  6 Pagesbeing brought into the world, the world was severely affected by these dubbed â€Å"baby boomers†. Baby Boomers, in a sense, were consider part of the growing middle class we know today. What were these baby boomer’s goals and aspirations? What were their values? What actions did they take to make sure they had a good life for themselves and their families? Were their decisions based in politics? Some would say that these baby boomer’s goals and actions contributed to the success of America’s middle classRead MoreBooming Effect : The Baby Boomer Generation Essay1358 Words   |  6 Pages Booming Effect: The Baby Boomer Generation The ending of World War II led to one of the most influential generations today. Young males upon returning to the United States, Canada, and Australia following tours of duty overseas during World War II began families. This brought about a significant number of new children into the world. â€Å"In 1946, the first year of the Baby Boom, new births in the U.S. skyrocketed to 3.47 million births† (Rosenburg)Read MoreYouth Generation: The Baby Boomers745 Words   |  3 Pages During the baby boomer’s era the market saw the incline of babies being born and the hike in fertility taking a high note; this was during 1945 through 1957. The offset to the fertility increase during this time the prosperity hit a decline and the demand to single family homes increased which lead to the American Dream of having a home and future. During the 1946 through 1973 the economy here in the United States expanded to the normal rate while the incline of the baby boomers increase. TheRead MoreThe Baby Boomers Generation and Their Characteristics545 Words   |  2 Pagesgoal-oriented, and competitive, these are just a few characteristics of Baby Boomers (cite). While it is often times easy to lump a group of people into one category and assume similarities, it is important to recognize that differences within each generation do exist. Not only are the differences important from a general standpoint, but they also play a role in consumption behavior. By analyzing two individuals from the Baby Boomer generation, those born between 1946 and 1964, a clearer understandingRead MoreThe Baby Boomer Generation : A Real Question1487 Words   |  6 Pagesunderstand this jumble of words in this paper? I ll explain how that works and how the brain of a certain generation can affect everything even the economy The baby boomer generation can put a strain on everything from money to the healthcare industry. Who are the baby boomer generation that s a real question. The background behind the baby boomers is that in 1946 after World War II ended there was a huge increase in births. Higher birth rates continued until about 1964 when birth control became moreRead MoreBaby Boomers Effect on Health Care1521 Words   |  7 PagesBaby Boomers’ Effect On Health Care Salvatore Manzella May 27, 2013 HCS Health Care Consumer-Trends and Marketing Jacqueline Jeff Baby Boomers’ Effect in Health Care As the baby boomer generation begins to reach retirement age, there has been much speculation as to what affect they will have on the health care industry. The baby boomer generation is the group of people born between 1946 and 1964. At one point, there were more than 76 million of them, of which 4 million died before 2000. With

Business Negotiation

Questions: 1. Explain and discuss why it would not be appropriate for Great Motors to adopt a purely distributive bargaining approach? 2. Evaluate and describe how each of these tactical tasks may be applied by Vroom Cars representatives during the negotiation process. Provide examples, based on the scenario above, to support your analysis? Answers: 1. Distributive Bargaining is defined as the objectives of one party that is respected, which results in direct conflict with the objectives of the second party. Since the resources of both the parties are limited, each one wants to increase their portion of the resources by bargaining in a competitive manner. The use of information is critical, as it should not be disclosed to the other party, which may give them a strategic advantage over the latter. The strategies that the negotiators need to know are the interdependent situations and understanding how it works. The negotiators need to counter the effects that happen due to this bargaining process (Acheson, 2016). The cons of this bargaining are that it leads to the destructive nature between the parties that are involved in this process. To maintain a good relationship between the parties, then the integrative approach needs to be taken in to consideration (Brett Thompson, 2016). Great Motors should not take up the bargaining process because the growth of the car company is not up to the expectation level of the analyst. However, the company will progress in the next few years where it would be possible for the motor company to make a deal with the Vroom Cars. Distributive Bargaining is important because some problems which cannot be solved in other ways needs to be settled in a win or lose situation. In a competitive situation, the conflicts with respect to the bargaining process are very resistant (Acheson, 2016). For example, the seller will always influence the buyer to buy the product because he will stand to win the situation whereas; the buyer will end up losing after the purchase. The other reason is distributive bargaining process is an exclusive part of the negotiation strategy. It gives both the parties to claim that the services provided by them are of high price (Brett Thompson, 2016). For example, the car buyer making the seller believe that the car is overpriced and that he can opt for another car from another company with the same benefits. 2. Firstly, the representatives of Vroom Cars need to analyze the sales activity of Great Motors. They need to see whether the motor company could sell their product in the market given that Vroom cars are a well-known brand in Singapore, Malaysia and Indonesia. The representatives need to identify the resistance points, which will help the negotiation to function smoothly (Snyder Diesing, 2015). The representatives need to take in to account the location of Great Motors, which is on the outskirts of the country. The representatives of Vroom Cars can use the highball/lowball tactic in which they should first listen to what the offer of the motor company and not counter it. If they are not satisfied, they should leave the demonstration keeping the motor company at loss, because they can sell the cars for themselves and keep the profits in the company rather than sharing it (Allen Burrell, 2016). Since, the car company is ready to negotiate by giving incentives and rebates, the nibble tactic needs to be considered by them as it give both the parties a chance to negotiate for the best offers. The representatives of the car company needs to have their list prepared so that they can stand in a better position to negotiate (Snyder Diesing, 2015). Since the motor company is new in the market, the representatives need to press them make them understand that there are other established distributors in the Singapore, Malaysia and Indonesia belt who can offer better prices to the car company. This tactic known as the Good Guy/Bad Guy will help the car company to be at a better position than the motor company (Allen Burrell, 2016). References Acheson, D. (2016). 6 Negotiation dynamics.International Negotiation: Process and Strategies, 107. Allen, M., Burrell, N. (2016). Distributive Negotiation Strategies.The International Encyclopedia of Interpersonal Communication. Brett, J., Thompson, L. (2016). Negotiation.Organizational Behavior and Human Decision Processes,136, 68-79. Snyder, G. H., Diesing, P. (2015).Conflict among nations: Bargaining, decision making, and system structure in international crises. Princeton University Press.

Tom Robinsons Trial And To Kill A Mocking Bird Essays -

Tom Robinson's Trial And To Kill A Mocking Bird Harper Lee's novel ?To kill a Mocking bird' revolves around Maycomb a typical rural town of the American South. The story is set in the 1930s a period when racism and prejudice are commonly encountered in everyday life. The novel follows the conviction of an apparently innocent Black man sentenced almost entirely due to his race. It is through this man's trail we see how harsh Maycomb society is on minorities. During the trial scenes we learn a lot about people's views and beliefs on other people and the strict codes by which people have to live. We learn the most about Maycomb Society through the trial. Town trials were big social events in the 1930s. The trial is described as a ?Gala occasion' and many people acted as if they were attending a ?Carnival', rather than to see a man on trial for his life. The town's reaction to what is happening tells us a lot about people's ideology and the general time frame. We learn more about the mutual hatred between African Americans and ?whites' in a legal sense. Groups like the ?Idler's club' and the Mennonites enjoyed seeing a Black man's freedom taken away from him. Tom Robinson was found guilty of raping Mayella Ewell, in the face of very strong evidence that his accusers were lying. One reason why he was convicted was because it was a white man's word against a black man's one. Tom, who is black, would be denied justice because of this. Atticus reinforces this idea when he tells Jem ?in our courts, when it's a white man's word against a black man's, the white man always wins.' Generally this was the mentality of most Americans at the time. In Maycomb a white man's word was always taken without any regard as to how trustworthy he was. Another reason why he was convicted was because Tom Robinson went against the accepted position of a Negro by daring to feel sorry for a White person. All these prejudices are a result of people holding onto performed ideas of a certain set of people. It is not just racial prejudice, which is present in Maycomb but the narrow, rigid, intolerant codes of behaviour, which the townspeople wish to impose on others. These prejudice all show the inability of the people to, as Atticus puts it ?consider things from his point of view' and the lack of understanding between them. The courthouse reflects the social division seen in Maycomb. The courthouse itself is very old fashioned in the way that it is built and its laws. The segregation between Blacks and Whites is emphasised by the way the Blacks file in last and are seated in the balcony. Their kindly politeness to Jem, Dill and Scout is again shown when the children come to sit in the ?coloured balcony'. Four Blacks give up their seats for them. This also implies that White children have precedence over Black adults. We also can see that the children's admission to the balcony underlies their lack of prejudice. A prime example of prejudice within the book is shown when the Idler's club find out that Atticus will defend Tom ?properly'. They are disgraced at this. Atticus is an example of someone who is an anchor of reason within Maycomb. He is chosen to defend Tom at trial because Judge Taylor knows that Atticus would give a fair defence. Atticus would fight his hardest to win the case even though he is bound to lose, because this is what Atticus views as the meaning of true courage ? ?Simply because we are licked a hundred years before we started is no reason for us to try to win'. By saying this Atticus believes that even if this is the hardest case he will use his courage to try his best, since it is morally wrong not to take the case just because there is no chance of winning. Atticus chooses to defend Tom Robinson when no other lawyer would. He was one of the few respectable people not blinded by the racial injustice Tom Robinson faced. Not only did Atticus defend Tom in the courthouse, but he defended him at jail on one occasion too. Atticus' beliefs are spoken in his speech on the code of the society. In this speech he spoke of the strict laws, old traditions and ways of thinking that are still prevalent in Maycomb. Whites were not to communicate or get involved

Free Essays on Champlain

Born in a small French port town, Samuel de Champlain learned skills in seamanship and navigation by his sea captain father. As a young man, he joined various armies and served for them. When these armies disbanded, Champlain found himself unemployed and decided to join his uncle on a journey to the New World. This is where his life changed and he became an explorer. Although he was not as well known as the infamous Christopher Columbus, Samuel de Champlain was not very different. He was a cartographer, explorer and the governor of New France. Known as the man who was considered to be the founder of New France, he helped map much of northeastern North America and started a settlement in Quebec, as well as laying the base for a great trading empire. Without the contributions of Samuel de Champlain, New France and Quebec would not have survived the beginning In his first few expeditions across the Atlantic, he commanded a Spanish fleet sailing to the West Indies, Mexico, and the Isthmus of Panama. But in 1603 he made his first voyage to New France as a member of a fur-trading expedition. He explored the St. Lawrence River as far as the rapids at Lachine and described his voyage in Des Sauvages (1603). Until Champlain, the entire New World adventure had brought only disappointment and death for France. Explorers from Jacques Cartier to the Sieur de Monts had all failed to leave any permanent mark. Champlain the visionary would change that history. He dreamed not only of adding a great domain to France but of bringing wealth through the fur trade and penetrating the mysteries of the huge continent. He persuaded the Sieur de Monts to write off his ventures and fired him up with a new energy for an expedition to Quebec. There, he told De Monts, he would â€Å"plant himself on the great River of St Lawrence, where commerce and traffic can be carried on much better than in Acadie.† De Monts got his trade monopoly renewed, appointed Champlai... Free Essays on Champlain Free Essays on Champlain Born in a small French port town, Samuel de Champlain learned skills in seamanship and navigation by his sea captain father. As a young man, he joined various armies and served for them. When these armies disbanded, Champlain found himself unemployed and decided to join his uncle on a journey to the New World. This is where his life changed and he became an explorer. Although he was not as well known as the infamous Christopher Columbus, Samuel de Champlain was not very different. He was a cartographer, explorer and the governor of New France. Known as the man who was considered to be the founder of New France, he helped map much of northeastern North America and started a settlement in Quebec, as well as laying the base for a great trading empire. Without the contributions of Samuel de Champlain, New France and Quebec would not have survived the beginning In his first few expeditions across the Atlantic, he commanded a Spanish fleet sailing to the West Indies, Mexico, and the Isthmus of Panama. But in 1603 he made his first voyage to New France as a member of a fur-trading expedition. He explored the St. Lawrence River as far as the rapids at Lachine and described his voyage in Des Sauvages (1603). Until Champlain, the entire New World adventure had brought only disappointment and death for France. Explorers from Jacques Cartier to the Sieur de Monts had all failed to leave any permanent mark. Champlain the visionary would change that history. He dreamed not only of adding a great domain to France but of bringing wealth through the fur trade and penetrating the mysteries of the huge continent. He persuaded the Sieur de Monts to write off his ventures and fired him up with a new energy for an expedition to Quebec. There, he told De Monts, he would â€Å"plant himself on the great River of St Lawrence, where commerce and traffic can be carried on much better than in Acadie.† De Monts got his trade monopoly renewed, appointed Champlai...

Frances Charming Easter Expressions and Traditions

Frances Charming Easter Expressions and Traditions Pà ¢ques, the French term for Easter, is commonly feminine plural*. It is a holiday celebrated even by many nonpracticing Christians in France, and the Monday following Easter, le Lundi de  Pà ¢ques,  is a public holiday in many regions of the country, when the French stretch the celebration into a four-day holiday with Thursday, Friday, Monday and Tuesday off in addition to the weekend. Pre-Easter Holidays, En Francais One week before Easter, on Palm Sunday, called le Dimanche des Rameaux (Sunday of the branches) or  Pà ¢ques fleuries  (Easter of the flowers), Christians take various rameaux to church, where the priest blesses them. The branches may be boxwood, bay laurel, olive, or whatever is readily available. Around the southern city of  Nice, you can purchase des palmes tressà ©es (woven palm fronds) in front of churches.** Palm Sunday is the start of la Semaine Sainte (Holy Week), during which some towns put on un dà ©filà © pascal (Easter procession). On le Jeudi Saint (Maundy Thursday), French Easter lore has it that church bells sprout wings and fly to Rome to visit the Pope. Theyre gone all weekend, so no church bells are heard during these days. For children, this means that flying bells from Rome will be bringing chocolate and other delicacies to them. Vendredi Saint (Good Friday) is a fast day, meaning Christians eat un repas maigre (meatless vegetarian meal). However, in most of France, its not a public holiday. On Saturday, children prepare nids (nests) for le lapin de Pà ¢ques or le lià ¨vre de Pà ¢ques (Easter Bunny), who arrives that night and fills them with chocolate eggs. Celebrating French Easter Early the next morning, on le Dimanche de Pà ¢ques (Easter Sunday), also called le jour de Pà ¢ques (Easter Day), les cloches volantes (flying bells) return and drop chocolate eggs, bells, bunnies, and fish into gardens, so that kids can go on la chasse aux Å“ufs (Easter egg hunt). Its also the end  of le Carà ªme (Lent). Besides excellent chocolate and eggs, traditional French Easter foods include lagneau (lamb), le porc (pork), and la gà ¢che de Pà ¢ques (Easter brioche). Lundi de Pà ¢ques (Easter Monday) is un jour fà ©rià © (public holiday) in many parts of France. Its customary to eat omelettes en famille (with the family), a tradition called pà ¢quette.​ Since 1973, the town of Bessià ¨res in southwestern France has held an annual Easter festival, the main event of which is the preparation and consumption of lomelette pascale et gà ©ante (giant Easter omelet), which measures 4 meters (13 feet) in diameter and contains 15,000 eggs. (This is not to be confused with la Fà ªte de lomelette gà ©ante that takes place every September in Frà ©jus and features a somewhat smaller, three-meter omelet.) Pascal is the adjective for Easter, from Pà ¢ques. Children born around Easter are often named Pascal (boy) or Pascale (girl). French Easter Expressions Joyeuses Pà ¢ques ! Bonnes Pà ¢ques ! - Happy Easter! Pà ¢ques ou la Trinità © - very late, neverNoà «l au balcon, Pà ¢ques au tison - A warm Christmas means a cold Easter *The singular feminine Pà ¢que refers to  Passover.**Youre supposed to burn last years rameaux tressà ©es sà ©chà ©es, but theyre so lovely that many people keep them. Thats why theyre white rather than green.

Fashion Promotion - Dior Essay Example | Topics and Well Written Essays - 3500 words

Fashion Promotion - Dior - Essay Example The paper "Fashion Promotion" analyzes the channels and ways that brands, such as Dior, use in their promotion. The existing communication channels used by Dior have been thoroughly studied and also additional recommendation to improve the existing channels and introduce newer ways has also been included in the study. It was found that Dior is very restrictive in selecting its communication channels, so as to maintain the luxurious brand image of the company. Conservative communication channels are utilised by all the luxury product companies, but Dior could utilise a few other channels too to increase its brand recognition without hampering its highly sophisticated and luxurious brand image. Dior is a luxury retail brand based in France. The company is named after the founder of the company Christian Dior. Dior mainly deals in clothing, accessories, perfumes, beauty products and also timepieces. Nowadays, women buy perfume according their personality, so Christian Dior also makes pe rfumes to suit the different personality traits of women around the world. The company mainly targets a niche customer group, such as people from the wealthy class and also the high income groups. Since the global recession or economic depression does not really affect the purchasing power of luxury consumers, so Dior has not felt the sharp punch of economic slowdown. The strategy of the company is to focus on their product range and infuse creativity and innovation, for offering luxury goods to the customers. The brand generates about 13 percent of its revenue from Perfume and cosmetic segment, as stated in figure 1. In this study we would be focusing on the perfumes segment of Christian Dior. Figure 1 Source: (Christian Dior Group, 2012). Dior Story As we already know Dior is named after the famous fashion designer, Christian Dior, who introduced a new trend of fashion in Europe. He focused on the curvy shape of a female figure and designed his dresses accordingly. Christian Dior had worked under several famous fashion designers and in famous fashion houses before floating his own fashion house. Dior started as a fashion house which focused mainly on clothing for women and also men. The new fashion trend was a major hit in Europe and women in Europe liked and accepted the new trend with open arms. The company then launched its first fragrance under its subsidiary company Parfums Dior in the year 1947. It was named as Miss Dior, after the name of Christian Dior’s sister Catherine. Christian Dior passed away in 1957, but the brand name Dior has become famous around the world. Dior has become a synonym for luxury, elegance, beauty, fashion, and beautiful fragrance. It is one of the oldest perfume houses in the world and has about 135 fragrance base. Dior perfumes are made using these fragrance bases. Christian Dior’s revenue tripled since 1998. The company was bought by Louis Vuitton Moet Hennessy (LVMH) Group in the year 1987. Since then the LVMH group

Nike (Discuss in essay format Nikes organisational structure and how

Nike (Discuss in format Nikes organisational structure and how Nike has affected and been affected by the external environment.) - Essay Example Nike’s organizational structure is characterized by both vertical and horizontal functional levels that are basically democratic in nature though its administrative apparatus has some elements of bureaucracy too. With the appointment of Mark Parker as the Chief Executive Officer (CEO) of Nike, the organization has yet again proved to the rest of the world how much the top command of Nike places emphasis on its modern innovative approach to business growth and corporate success. While its current functional level structure is less vertically integrated there is a broader horizontal level integration of both managerial functions and subordinates’ tasks to achieve a broader level of integration within the defined hierarchy. Vertically the organizational structure of Nike tends to be more or less paternalistic and bureaucratic with the founder/president still having control over much of the operational structures of the organization while horizontally it’s much more democratic thus facilitating communication, delegation of power and responsibility to subordinates and above all well coordinated Human Resource Management (HRM) practices at the international level across its many production facilities in the world. Organizational structure consists of differentiation and integration within the organization hierarchy. Differentiation in turn consists of vertical and horizontal distribution of functions and tasks. Vertical differentiation basically refers to the distribution of decision making functions within the organization while horizontal differentiation refers to the distribution individual tasks such as non-decision making duties of employees (Wokutch, 2001). Nike has a flatter horizontal hierarchical distribution of functions thus effectively facilitating the democratic decision making process within the organization. Integration refers to coordination among a number

Flowers, herbs and willows Essay Example for Free

Flowers, herbs and willows Essay Also, the fact that Shakespeare did not add any stage directions to the play helps the director portray the protagonists in the light they see fit. This has granted directors the licence to portray Ophelia as either virginal or sexually knowledgeable. Brannagh uses the device of flashbacks to perfectly show his audience that he sees Ophelia as being less than innocent and that she and Hamlet have previously been sexually active. He does this without taking anything away from the script and gets his point across using a dialogue-less scene. However in the most recent silver screen version of Hamlet directed by Michael Almereyda, Ophelia is portrayed as being virginal and innocent as no sexual references appear during the film. This shows how different the character of Ophelia can b portrayed, almost as they were two separate individuals. The lack of stage directions not only makes it simpler for directors to portray her the way they want, but also for the audience, as they dont have to decide whether she was innocent or not for themselves, but have it done for them. The third interpretation of Ophelia is that if her being sexually active. The scenes in which she goes mad strongly suggest her sexual knowledge comes from her own experiences with Hamlet, as she acts in a sexual manner. The songs she sings during her madness are also of a sexual nature, which further points to her being sexually active. There is evidence of sexual activity in Branaghs production, during the previously mentioned flashback scenes. Richard Corum also supports the view that she was sexually active, however Shakespeare never states whether she was a virgin or not Her conversation with Hamlet in act3 scene2 strongly suggest that she and hamlet have had sexual relations, you are keen, my lord, you are keen. The keenness may be that of his sexual lust and she teases him by pointing it out. However much this may point towards the idea that they both have had sexual relations, Shakespeare still never specifically says whether she is a virgin or not. Richard Corum investigates the symbolism and significance of the flowers, herbs and willows, that Ophelia talks off in chapter nine. Corum implies that through the flower imagery that Ophelia uses, it is undoubtedly obvious that she is not innocent. The flowers symbolize Ophelias wishes to regain her lost purity and to once again become an innocent flower. The fennel that is mentioned represents the fickleness of love. Folklore of the time also suggests that fennel and rue were abortion-inducing agents. The willow which Ophelia was holding when she was found dead, was also thought to hold the same properties, which means that Ophelia attempted to abort a pregnancy before the died. Furthermore, the term flowers was used at the time as a term for menstruation, which suggests that Ophelias interest in rosemary was a way of her trying to tell herself that her menstruation cycle continued as is normal, meaning she was trying to convincer herself that she was not pregnant. Corum also states that rue supposedly made men impotent and that in handing it to Hamlet, Ophelia was trying to prevent a situation that is now perhaps unpreventable Corums examination of the flowers in Act 4, Scene 5, seems to be viable. This is mainly due to his study being based on folklore that existed in Shakespearean times. The ideas themselves are plausible as they clearly fit into the character of Ophelia and can be related credibly to her apparent affair with Hamlet. Instead of outright stating Ophelias sexual knowledge Shakespeare uses this symbolism and imagery as subtle undertones to incorporate the idea of her sexual exploits. Shakespeare has always had strong-minded female protagonists in his plays, which means that the assertion that Ophelia is a character of considerable aptitude is not a new phenomenon. Lady Macbeth for example is the driving force behind her husbands ambition and influenced him to kill the king. Juliet is another astute and determined character despite her young age, her character proves that women can challenge the authority of the men, as she does with her father by marrying Romeo. Taking the conception of Ophelia being a strong minded and autonomous character would by no means be extreme, as the examples I have given surely provide enough evidence that Shakespeare has presented female characters as being of a significant standing.

Maurice Sendak Essay -- essays papers

Maurice Sendak Maurice Sendak was born June 10, 1928 in Brooklyn, New York. His parents were poor immigrants from Poland who came to America before World War I. Many of his relatives died in the Holocaust, and this was an important influence upon his childhood. His parents were always upset about the relatives they had lost and the cloud of death was always in the air. He even drew the faces of some of his relatives who died in the Holocaust in Isaac Bashevis Singer’s Zlateh the Goat. Sendak is the youngest of three children. He was also a very sickly child, who always caught pneumonia or some sort of illness. He grew up under the constant fear of his own death. His mother was very concerned, and always kept a watchful eye over him. For this reason, many of Sendak's books have a picture of a moon in the scene. This is representative of his watchful protective mother, peeking over him to make sure he is safe. (Sendak also puts a fish in pictures for his father. â€Å"Sendak† not only means â€Å"fish†, but also is a remembrance that there is always something fishy in all of his work.) Sendak grew up in a family of storytellers. His father told (uncensored) stories that were considered â€Å"not for children.† They were nightmarishly scary stories of pogroms, death, love affairs, and other Jewish tales. His brother wrote stories, and his sister bound the stories into books that they sold on the sidewalks. Sendak loved hearing his father tell stories, and associates good books with being close and spending time with his father. Everyone in his family also read stories, and growing up, Sendak was jealous of his older siblings who could read words. He would even beg his sister to bring him books from the library (as opposed to children’s books), just so he could smell, touch, and taste them. His sister also gave him his first book, The Prince and the Pauper, by Mark Twain. Although he could not even read it at the time, Sendak slept with the book, and still has it today. In 1947, at the age of nineteen, Sendak co-authored and published his first book, Atomics for the Millions. He began his illustrating career by drawing comic book pictures. In 1951, Sendak began freelance illustrating and writing. Sendak published Kenny’s Window in 1956. It is a story about a child who is curious about the world outside of his front door. Very Far Away, Sendak's... ...an adult world. Sendak’s special interest is to get kids and parents to read together. This, he believes, is the best way for kids to learn to love reading, and more importantly, share magical times with their parents. "Perhaps no one has done as much to show the power of the written word on children, not to mention on their parents, as Maurice Sendak." -President Clinton, January 9,1997. Bibliography: http://www.amazon.com/exec/obidos/Author=Sendak%2C%20Maurice/002-3012214 http://www.arts.endow.gov/artforms/Lit/Sendak.html http://www.ba.com/nr/1998/Nov/19981105003.html http://www.barclayagency.com/sendak.html http://www.bess.net/whats_new/June2/books_and_theatre.htm http://www.falcon.jmu.edu/~ramseyil/sendak.htm http://www.hasbiniz.com/fiction/children/toddlers/sendak/in_the_night_kitchen.htm http://www.livefromlincolncenter.org/backstage/dec17/sendak.htm http://www.magic.usi.edu/class97/214Lamb12pm/s6/kcoffee3.html http://www.pangaea.org/street_children/world/sendak.htm http://www.perma-bound.com/msendakprofile.htm http://www.rteweb.com/books/children/msendak/weareall.htm http://www.ucc.uconn.edu/~jfs95002/sendak.html

Stoichiometry of Precipitation Reaction

Stoichiometry of a Precipitation Reaction March 20,2013 Amber McCollum Introduction Stoichiometry is a branch of chemistry that deals with the quantitative relationships that exist among the reactants and products in chemical reactions To predict the amount of product produced in a precipitation reaction using stoichiometry, accurately measure the reactants and products of the reaction, determine the actual yield vs. the theoretical yield and to calculate the percent yield. The equation that will be used is: Ba(NO3)2 (aq) + CuSO4 (aq) > BaSO4 (s) + Cu(NO3)2 (aq) Method 1. Gather materials needed for experiment which included: a.Small test tube with lip b. Large beaker c. Small graduated cylinder d. Large graduated cylinder e. One 9in balloon f. Citric acid g. Sodium bicarbonate h. Sodium chloride 2. To start the experiment: * Na2CO3(aq) + CaCl2. 2H2O(aq) a CaCO3(s) + 2NaCl(aq) + 2H2O * Put on your goggles. * Weigh out 1. 0 g of CaCl2Â ·2H2O and put it into the 100-mL beaker. Add 25 mL of distilled water and stir to form the calcium chloride solution. Use only distilled water since tap water may have impurities that interfere with the experiment.. Use stoichiometry to determine how much Na2CO3 you will need for a full reaction. Weigh the calculated amount of Na2CO3 and put it in a small paper cup. Add 25 mL of distilled water and stir to make a sodium carbonate solution. * Pour the sodium carbonate solution from the paper cup into the beaker with the calcium chloride solution. A precipitate of calcium carbonate will form instantly. * Use the following instructions to set up a filtration assembly. * Swirl the contents of the beaker to dislodge any precipitate from the sides. Then, while holding the filter paper in place and open, slowly pour the content of the beaker into the filter paperlined funnel.Be careful to not let the solution overflow the level of the filter paper while pouring. * Measure out 2 to 5 mL of distilled water into the graduated cylinder. Pou r this down the sides of the beaker, swirl, and pour into the filter paper-lined funnel. * After all the liquid has drained from the funnel, lay the filter paper containing the precipitate on folded layers of paper towels and put this someplace where it will not be disturbed while the filter paper and its contents air-dry. Depending upon the humidity in your area this might take several hours or days. When the filter paper and the precipitated calcium carbonate are completely dry weigh them, subtract the original weight of the empty filter paper, and record the net weight of the calcium carbonate. This is your actual yield of calcium carbonate. * Now calculate the percent yield, using your theoretical yield and actual yield. Make sure to show all stoichiometric calculations and all data in your lab report. Calculations Step 1: Convert 2 g of Ba(NO3)2 to moles of Ba(NO3)2 2 g Ba(NO3)2 x 1 mol Ba(NO3)2 = 0. 00765 moles Ba(NO3)2 261. 4 g Ba(NO3)2 Step 2: Consider the mole ratios of Ba( NO3)2 and CuSO4.The equation tells us that for 1 mole of Ba(NO3)2 we need 1 mole of CuSO4. Thus, since the mole ratio is 1:1, if we have 0. 00765 moles of Ba(NO3)2 we will need 0. 00765 moles of CuSO4. Step 3: Convert moles of CuSO4 to grams of CuSO4. 0. 00765 moles CuSO4 x 159. 6 g CuSO4 = 1. 22 g CuSO4 1 mole CuSO4 This means that we need 1. 22 g of CuSO4 to fully react with 2 g of Ba(NO3)2. Step 4: How much BaSO4 can we expect? The mole ratio between Ba(NO3)2 and BaSO4(s) is also 1:1. That means if we have 0. 00765 moles of Ba(NO3)2 we will also get 0. 00765 moles of BaSO4(s).Step 5: Convert the moles of BaSO4 to grams of BaSO4. 0. 00765 moles BaSO4 x 233. 4 g BaSO4 = 1. 79 g BaSO4 1mole BaSO4 Step 6: Double check our results by calculating the amount of Cu(NO3)2 (aq). We don’t really need to know the amount of Cu(NO3)2 (aq) for the experiment, but it helps us double check our other results. Since we know that the total mass of reactants must equal the total mass of produc ts, we compute: 0. 00765 moles Cu(NO3)2 x 187. 55 g Cu(NO3)2 = 1. 43 g Cu(NO3)2 1 mole Cu(NO3)2 Thus, 2 g Ba(NO3)2 plus 1. 22 grams CuSO4, yields 1. 79 g BaSO4. plus 1. 43 g Cu(NO3)2.We can verify our results by comparing the total mass of reactants, 3. 22 g, with the total mass of products, also 3. 22 g. This tells us that all our calculations are correct and we can confidently use them. Step 7: Calculate the theoretical yield. From previous calculations we know that we started with 2 grams of Ba(NO3)2, and need 1. 22 grams of CuSO4 to complete the reaction from which we can expect a yield of 1. 79 grams of BaSO4. Yet this is only a theoretical yield, for we should realistically expect a little less due to expected experimental error such as some BaSO4 being lost as it passed through the filter paper.Step 8: Determine the actual yield and percent yield. After the reaction is completed and the precipitate has formed, we need to filter and dry the precipitate before we can weigh it. If we assume that after drying we have 1. 65 grams of BaSO4, then: The theoretical yield is 1. 79 grams of BaSO4. The actual yield is 1. 65 grams of BaSO4. The percent yield is 1. 65 g/ 1. 79 g x 100 = 92. 2%. Conclusion After the testing each known and unknown of the experiment, finding the ratio of the substances wasn’t very hard. The percentage of the unknown was 85. 8 %.

Directed Independent Adult Learning Essay

Course Essentials Principles of Statistics (STA-201-GS) is designed to meet the needs of students in many disciplines and professions. The sciences, social sciences, and business are increasingly using quantitative methods. This course provides the tools and techniques needed to design studies that provide representative data for mathematical analysis and statistical interpretation. Topics include types of statistics, data representations (tables, graphs, and charts), measures of location and variation, probability concepts, continuous and discrete distributions, confidence intervals, hypothesis tests, and regression and correlation analysis. The emphasis of the course is on the application of statistical methods to real-world problems. In solving these problems, you are required to use the appropriate notation and formulas. Problems may be viewed as statistical studies, and as such you should be able to interpret results and justify conclusions. This course is also designed to measure your competency in quantitative reasoning/literacy, one of the nine institutional learning outcomes. Course Objectives The overall objective of Principles of Statistics is to provide you with the skills needed to perform statistical computations and analyze data. These S-3 skills have practical applications in many disciplines, including the sciences, technology, and the social sciences. Upon completing the course successfully, you should be able to: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · CO1 Recognize basic principles of statistical design. CO2 Organize and summarize data into tables, charts, diagrams, and graphs. CO3 Calculate and interpret measures of central tendency and variation. CO4 Evaluate the likelihood a statistical inference is correct. CO5 Apply concepts of the normal distribution. CO6 Apply the appropriate procedures to test hypotheses. CO7 Examine associations between variables. CO refers to Course Objective. Required Textbooks In addition to the Course Syllabus, you will need the following textbook and solutions manual to do the work of the course. These texts are available from the textbook supplier, MBS direct. Introductory Statistics, 9th ed., by Neil A. Weiss (San Francisco: Pearson/AddisonWesley, 2012). ISBN-13: 9780321691224 Student’s Solutions Manual to Accompany â€Å"Introductory Statistics,† 9th ed, by Neil A. Weiss (San Francisco: Pearson/Addison-Wesley, 2012). ISBN-13: 9780321691316 Course Structure Principles of Statistics is a three-credit, twelve-week course consisting of six modules. The modules and their respective topics, textbook sections, and time frame are as follows: MODULE TOPICS TEXTBOOK SECTIONS WEEK(S) 1 The Nature of Statistics Descriptive Statistics 1.1–1.4 2.1–2.5 3.1–3.4 1 2-3 2 S-4 SYLLABUS for STA-201-GS 3 Probability 4.1–4.6 and 4.8 5.1–5.3 6.1–6.4 7.1–7.3 8.1–8.4 9.1–9.3, 9.5, and 9.6 10.1–10.3 and 10.5 12.1, 12.2 and 12.3 13.1–13.4 14.1–14.4 15.1–15.4 4-5 4 Normal Distributions 6-7 5 Inferential Statistics 8-9 6 Measures of Association 10-12 Each module in the syllabus includes a brief description of the topics covered, a list of learning outcomes, study materials, and written assignments. In addition to twelve written assignments, the course requires you to take four modular quizzes and one final examination, and complete a final project. For details on the assignment schedule, see the â€Å"Course Calendar† and the individual modules. Adhering to the schedule outlined in the â€Å"Course Calendar† should ensure adequate preparation time for the exams and timely completion of the course. Written Assignments You are required to complete twelve (12) written assignments. Many of the written assignments draw on case study discussion exercises at the end of chapters with focus on application and data analysis. Click to view Written Assignment Grading Rubric. Assignments should be prepared electronically with a word processor, preferably using whatever equation editor comes with your word processing software. However, you may check with your mentor to determine if handwritten and scanned assignments are acceptable. (Important: Use the equation editor to insert equations into your word-processed document, not to create the document itself.) When preparing your answers, please identify each exercise clearly by textbook section and exercise number. Be sure to include your name at the top of the paper, as well as the course name and code and the semester and Course Essentials S-5 year in which you are enrolled. To receive full credit for your answers, you must show all work and include complete solutions. Quizzes There will be four modular quizzes for this course. The quizzes should be taken after you complete the reading assignment, online discussion, and written assignments for each module. There will be various number of multiple-choice questions in each quiz, each worth one point. The quizzes will be worth 100 points each. You have 30 to 90 minutes to complete the quiz and may take it only once. The quiz is an unproctored online quiz. It is open book, but not open notes. In this regard you are permitted to use only a scientific (nongraphing) calculator and the authorized textbook. Final Examination Principles of Statistics requires you to take a proctored online final examination. The final exam is three hours long and covers modules 5 and 6 of the course (textbook chapters 8, 9, 10, 12, 13, 14 and 15). It consists of twenty multiple-choice questions. The exam is open book, but not open notes. In this regard you are permitted to use only a scientific (nongraphing) calculator and the authorized textbook. But you are not allowed to consult a solutions manual, notes of any kind (including graded or ungraded activities), or any other reference sources or sources of information. The use of blank scratch paper for doing math calculations is permitted during online test administrations. For the final, you are required to use the College’s Online Proctor Service (OPS). Please refer to the â€Å"Examinations and Proctors† section of the Online Student Handbook (see General Information area of the course Web site) for further information about scheduling and taking online e xams and for all exam policies and procedures. You are strongly advised to schedule your exam within the first week of the semester. Online exams are administered through the course Web site. Consult the course Calendar for the official dates of exam weeks. S-6 SYLLABUS for STA-201-GS Final Project You are also required to complete a final project. This project will address a real world problem by designing a study, collecting data, analyzing the data, and writing up the results. See the Final Project section at the end of this syllabus for further details. Grading Your final grade in the course will be determined as follows: Written assignments (6 odd numbered) Written assignments (6 even numbered) Quizzes (4) Final examination Final project 18 percent 30 percent 12 percent 20 percent 20 percent To receive credit for the course, you must earn a letter grade of D or higher on the weighted average of all assigned course work (e.g., exams, assignments, projects, papers, etc.). You will receive a score of 0 for any work not submitted. Letter grades for assignments and exams equate to numerical grades as follows: 93–100 90–92 88–89 83–87 80–82 A A– B+ B B– 78–79 73–77 70–72 60–69 Below 60 (fail) C+ C C– D F Strategies for Success To succeed in this course, consider following the preliminary steps and study tips outlined below. Course Essentials S-7 Preliminary Steps 1. Read the entire â€Å"Course Essentials† section of the syllabus, making sure that all aspects of the course are clear to you and that you have all the materials required for the course. 2. Take the time to read the entire Student Handbook section of the course manual. The handbook answers many questions about how to proceed through the course, how to schedule examinations and arrange for proctors, and how to get the most from your educational experience at Thomas Edison State College. 3. Each week consult the â€Å"Course Calendar† in the syllabus to determine the sections in the textbook you are to study. The calendar also indicates the due dates for submitting written assignments and when you should schedule your examinations. It is essential that you follow the calendar each week to ensure that you stay on track throughout the course. 4. Begin your study of statistics by reading the preface to the textbook. This will give you background on the subject matter, as well as an understanding of how the text is organized and a description of other materials available to you. Study Tips—Completing Assignment Modules To complete the assignment modules efficiently and effectively, consider following these steps: 1. Study the assigned sections in the textbook. Note: Studying the material in the text requires that you not only read but also work through the illustrative examples. As you study the assigned material in the text, note the highlighted definitions, key facts, formulas, and procedures. 2. Do the self-check practice exercises recommended in each module, and check your answers with the solutions in the Student’s Sol utions Manual. These self-check exercises and solutions provide practice and models for modular quizzes and the final exam. 3. Refer to the Written Assignment(s) at the end of each module and complete the exercises therein. Prepare assignments in an organized way, leaving space on your paper for your mentor’s comments and corrections. Draw graphs accurately using electronic software whenever possible or graph paper (which you can then scan and insert into your assignment. Show all work, and use statistical notation and formulas appropriately (see â€Å"Study Tips—The Language of Statistics,† below). Submit the assignment to your mentor by the due date. Study Tips—Preparing for Examinations To prepare for the examinations, consider following these steps: S-8 SYLLABUS for STA-201-GS 1. Review the Learning Outcomes for each assignment module. 2. Review the key terms listed in the â€Å"Chapter Review† sections of the textbook. 3. Review your assignments and the corrections and comments provided by your mentor. Examination questions will be similar to assigned exercises. Study Tips—The Language of Statistics As you begin to read the textbook, you will quickly discover that learning statistics involves learning a new language. As in all mathematics, the language of statistics consists of symbols and formulas that provide a shorthand for words, phrases, and sentences. Uppercase letters (X), for example, refer to data in a population (a population parameter), whereas lowercase letters (x) refer to data in a sample (a sample statistic). Other symbols serve as shorthand expressions for various measures. And Greek letters (e.g., ï â€œ, ï  ­, and ï  ³) are also part of the notation. In statistics we use symbols to communicate results, and we combine these symbols into formulas (mathematical sentences) that define how to use the data to obtain the desired results. These are the conventions of statistics, and you will be expected to use the appropriate symbols and formulas when presenting solutions to exercises. As you study each section in the t extbook and encounter new symbols and formulas, you may want to write them down in a list, along with their meaning (in the case of a symbol) or description (in the case of a formula). To illustrate: Symbol/Formula X x Meaning/Description Observation in a population Observation in a sample Population mean Sample mean Population standard deviation Summation Number of items in a population Number of items in a sample ï  ­ (lowercase Greek mu) x ï  ³ (lowercase Greek sigma) ï â€œ (uppercase Greek sigma) N n Course Essentials S-9 xï€ ½ ï â€œx n Formula for sample mean In the sample list given above, note the use of uppercase and lowercase letters in the notation of population (parameter) and sample (statistic), respectively. Be sensitive to population versus sample data and results, and do not confuse the notation. A list like the one illustrated above may provide a handy reference as you proceed through the course and perhaps help you focus on essential points when you prepare for the exams. Including a cross reference to pages in the text may also be helpful. S-10 SYLLABUS for STA-201-GS Course Calendar Using the table of week-by-week dates in the General Course Instructions section of the course manual, write the dates for the current semester in the second column. In the last column, fill in the actual date for submitting each assignment and taking examinations. MODULE DATES TEXTBOOK SECTIONS WRITTEN ASSIGNMENT/ Quiz/EXAMINATION DUE DATE/ EXAM DATE Module 1—The Nature of Statistics 1 1.1–1.4 WA1 and WA2 and Quiz 1 Submit by Sunday of Week 1 Module 2—Descriptive Statistics 2 3 2.1–2.5 3.1–3.4 4.1–4.6 and 4.8 WA3 Submit by Sunday of Week 2 WA4 and Quiz 2 Submit by Sunday of Week 3 Module 3—Probability 4 5 4.1–4.6 and 4.8 5.1–5.3 WA5 Submit by Sunday of Week 4 WA6 and Quiz 3 Submit by Sunday of Week 5 Module 4— Normal Distributions 6 7 6.1–6.4 7.1–7.3 WA7 Submit by Sunday of Week 6 WA8 and Quiz 4 Submit by Sunday of Week 7 Module 5—Inferential Statistics 8 9 8.1–8.4 9.1–9.3, 9.5, and 9.6 10.1–10.3 and 10.5 12.1, 12.2 and 12.3 WA9 Submit by Sunday of Week 8 WA10 Submit by Sunday of Week 9 Module 6—Measures of Association 10 11 12 13.1–13.4 14.1–14.4 15.1–15.4 Review WA11 Submit by Sunday of Week 10 WA12 Submit by Sunday of Week 11 Final Project S-11 MODULE DATES TEXTBOOK SECTIONS WRITTEN ASSIGNMENT/ Quiz/EXAMINATION DUE DATE/ EXAM DATE Submit by Saturday of Week 12 Final Examination (Modules 5–6, chapters 8, 9, 10, and 12–15; bring your textbook and a scientific calculator, but not your solutions manual or any other notes) Please remember to submit your DIAL Course Evaluation S-12 SYLLABUS for STA-201-GS module The Nature of Statistics TOPICS Module 1 covers the following topics: ï‚ · ï‚ · ï‚ · ï‚ · statistics basics sample vs. population random sampling experimental design OBJECTIVES After successfully completing Module 1, you should be able to: ï‚ · MO1.1 Recognize the difference between sample and population. (CO1) ï‚ · MO1.2 Explain the concept of sampling. (CO1) ï‚ · MO1.3 Recognize the components of experimental design. (CO1) Note: MO refers to Module Objective. STUDY MATERIALS Textbook Readings ï‚ · Study sections 1.1, 1.2, 1.3, and 1.4 in the textbook. ACTIVITIES Module 1 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 1 S-13 Write a short introduction of yourself and your interest in statistics and provide an example you use statistics in everyday life. Written Assignment 2 This written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: Greatest American Screen Legends (p.31): Answer questions a, b, c. Quiz 1 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 1 contains five (5) multiple-choice questions based on related chapter(s) of Module 1. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 1.1 a,b; (sample vs. population) ï‚ · 1.34 a,b,c; (random sampling) ï‚ · 1.62 a,b,c; (experimental units) S-14 SYLLABUS for STA-201-GS module Organizing and Describing Data TOPICS Module 2 covers the following topics: ï‚ · frequency table, ï‚ · stem and leaf plot ï‚ · histogram ï‚ · sample mean and median ï‚ · sample standard deviation ï‚ · distribution shape ï‚ · measures of central tendency ï‚ · measures of dispersion ï‚ · Five-number summary ï‚ · population parameters ï‚ · standard scores OBJECTIVES After successfully completing Module 2, you should be able to: ï‚ · MO2.1 Recognize types of data. (CO2) ï‚ · MO2.2 Group data into tables. (CO2) ï‚ · MO2.3 Use visualizations of data to improve communication. (CO2) ï‚ · MO2.4 Describe a set of sample data using measures of central tendency. (CO3) ï‚ · MO2.5 Calculate measures of variation a set of sample data. (CO3) ï‚ · MO2.6 Recognize the difference between a statistic and parameter. (CO3) ï‚ · MO2.7 Convert data to standardized score. (CO3) STUDY MATERIALS Textbook Readings ï‚ · Study sections 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, and 3.4 in the textbook. ACTIVITIES S-15 Module 2 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 3 Write your response to the following question. We often hear you can lie with statistics. This is one way of saying statistics can be easily miscommunicated. Find one example of how statistics are miscommunicated and explain why there was a miscommunication and what you would do to correct this problem. Written Assignment 4 The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. In your own words, interpret the data and note the shape of the distribution of the data provided from Case Study: Highest Paid Women (Chapter 2, p. 35). To help guide your interpretation, include the following: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · frequency table, stem and leaf plot histogram sample mean and median sample standard deviation. You must calculate results by hand (though you may use any technology of your choice to verify your answers). Quiz 2 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 2 contains eighteen (18) multiple-choice questions based on related chapters of Module 2. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 2.7 a,b,c; (number types) ï‚ · 2.27 a,b,c; (frequency tables) ï‚ · 2.71 a,b; (stem and leaf plot) ï‚ · 2.75 a,b,c; (histograms) ï‚ · 2.101 a,b; (distribution shape) ï‚ · 3.15 a,b,c; (sample statistics; measures of central tendency) S-16 SYLLABUS for STA-201-GS ï‚ · ï‚ · ï‚ · ï‚ · 3.73 (sample statistics; measures of dispersion) 3.125 a,b,c,d,e; (Five number summary) 3.163 a,b,c; (population parameters) 3.165 a,b; (standard scores) Module 2 S-17 module Probability TOPICS Module 3 covers the following topics: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · probability outcomes basic probabilities events rules of probability conditional probability multiplication rule/independent events permutations combinations basic counting rule probability distributions discrete random variables factorials Bernoulli trials binomial distribution OBJECTIVES After successfully completing Module 3, you should be able to: ï‚ · MO3.1 Apply principles of probability. (CO4) ï‚ · MO3.2 Recognize rules of probability. (CO4) ï‚ · MO3.3 Apply counting rules to probability. (CO4) ï‚ · MO3.4 Calculate the mean and standard deviation for discrete random variables. (CO4) ï‚ · MO3.5 Calculate Bernoulli trials. (CO4) ï‚ · MO3.6 Apply principles of binomial distribution. (CO4) STUDY MATERIALS Textbook Readings S-18 ï‚ · Study sections 4.1–4.6, 4.8, 5.1, 5.2, and 5.3 in the textbook. ACTIVITIES Module 3 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 5 Write your response to the following topic. Using probability: How can you use probability to improve your chances of winning at a casino. Provide specific examples using concepts learned in this module. Written Assignment 6 The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: Texas Hold’em (p.209): Answer a,b,c,d,e,f,g. You must calculate results by hand (though you may use any technology of your choice to verify your answers). Quiz 3 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 3 contains ten (10) multiple-choice questions based on related chapters of Module 3. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 4.9 a,b,c; (probability outcomes) ï‚ · 4.15 a,b,c,d,e; (basic probabilities) ï‚ · 4.51 a,b,c,d; (events) ï‚ · 4.69 a,b,c,d; (rules of probability) ï‚ · 4.112 a,b,c,d,e; (conditional probability) ï‚ · 4.135 a,b,c,d,e (multiplication rule/independent events) ï‚ · 4.181 a,b,c,d (permutations) ï‚ · 4.189 a,b,c,d (combinations) ï‚ · 4.195 a,b,c (basic counting rule) ï‚ · 5.7 a,b,c,d,e; (probability distributions) ï‚ · 5.21 a,b,c; (discrete random variables) ï‚ · 5.45 a,b,c,d; (factorials) ï‚ · 5.51 a,b; (Bernoulli trials) ï‚ · 5.61 a,b,c,d,e,f,g,h,I,j; (binomial distribution) Module 3 S-19 module Normal Distributions TOPICS Module 4 covers the following topics: ï‚ · shape of the normal curve ï‚ · properties of the normal curve ï‚ · area under curve ï‚ · z-score ï‚ · normal probability plots ï‚ · sampling distribution theory ï‚ · sampling mean ï‚ · standard error of mean ï‚ · sampling distribution of the sample mean OBJECTIVES After successfully completing Module 4, you should be able to: ï‚ · MO4.1 Recognize the principles of the normal curve. (CO5) ï‚ · MO4.2 Calculate area under the curve. (CO5) ï‚ · MO4.3 Develop and interpret a normal probability plot. (CO5) ï‚ · MO4.4 Apply concepts of the sampling distribution. (CO5) STUDY MATERIALS Textbook Readings ï‚ · Study sections 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, and 7.3 in the textbook. ACTIVITIES S-20 Module 4 has two written assignments and one modular quiz. Please consult the course Calendar for the due dates. Written Assignment 7 Write your responses to the following topic. Outliers: We know many types of data fall into a normal distribution with most of the observations falling toward the middle. However, sometimes data are outliers or data that are very different – larger or smaller – from the rest of the members of the sample. Think of an example in the real world of an outlier and discuss its effect. Written Assignment 8 The written assignment draws on case study discussion exercises at the end of chapter. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: Chest Sizes of Scottish Militiamen (p.295): Answer a,b,c,d. You must calculate results by hand (though you may use any technology of your choice to verify your answers). Quiz 4 and Self-Check Practice Exercises At the end of this module, you are required to take an unproctored online quiz. Quiz 4 contains ten (10) multiple-choice questions based on related chapters of Module 4. You can take it only once. To better prepare for this quiz, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 6.23 a,b,c; (shape of the normal curve) ï‚ · 6.48 (properties of the normal curve) ï‚ · 6.54 (properties of the normal curve) ï‚ · 6.55, a,b,c,d; (area under curve) ï‚ · 6.59 a,b,c,d; (area under curve) ï‚ · 6.71 (z-score associated with an area) ï‚ · 6.75 a,b; (z-score associated with an area) ï‚ · 6.98 a,b (calculate z-score and find area) ï‚ · 6.123 a,b,c (normal probability plots) ï‚ · 7.2 (sampling distribution theory) ï‚ · 7.17 a,b,c d, e; (sampling mean) ï‚ · 7.49 a,b; (standard error of mean) ï‚ · 7.71 a,b,c,d,e; (sampling distribution of the sample mean) Module 4 S-21 module Inferential Statistics TOPICS Module 5 covers the following topics: ï‚ · point estimate ï‚ · confidence intervals, population one mean ï‚ · margin of error ï‚ · t-distribution ï‚ · confidence intervals, sample one mean ï‚ · null, alternative hypotheses ï‚ · type I,II errors ï‚ · p-values ï‚ · critical values – one tail ï‚ · critical values – two tails ï‚ · pooled hypothesis variables ï‚ · pooled samples t-test ï‚ · confidence intervals – pooled samples ï‚ · non-pooled samples t-test ï‚ · confidence intervals – non-pooled samples ï‚ · paired t-test ï‚ · confidence intervals – paired t-test ï‚ · one proportion z interval ï‚ · margin of error for p ï‚ · one proportion z test ï‚ · two proportions z test ï‚ · confidence internal two proportions OBJECTIVES After successfully completing Module 5, you should be able to: ï‚ · MO5.1 Construct confidence intervals to make decisions. (CO6) ï‚ · MO5.2 Recognize errors in hypothesis testing probability plot. (CO6) ï‚ · MO5.3 Interpret p-values with hypotheses tests. (CO6) ï‚ · MO5.4 Determine if there is a difference between means. (CO6) S-22 STUDY MATERIALS Textbook Readings ï‚ · Study sections 8.1, 8.2, 8.3, 8.4, 9.1, 9.2, 9.3, 10.1, 10.2, 10.3, 10.5, 12.1, 12.2, and 12.3 in the textbook. ACTIVITIES Module 5 has three activities. Please consult the course Calendar for the due dates. Written Assignment 9 Write your responses to the following topic. Errors in testing: Think of one example of a Type I and Type II error in everyday life and comment on the ramifications of those errors. Written Assignment 10 This written assignment draws on case study discussion exercises at the end of Chapter 8. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Case Study: The â€Å"Chip Ahoy! 1,000 Chips Challenge (p.357): Answer a,b,c,e (NOT d). You must calculate results by hand (though you may use any technology of your choice to verify your answers). Module 5 Self-Check Practice Exercises At the end of module 5 and 6, you are required to take a proctored online final exam. To better prepare for the final exam, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 8.4 a,b; (point estimate) ï‚ · 8.32 a,b; (confidence intervals, population one mean) ï‚ · 8.62 (margin of error) ï‚ · 8.81 a,b,c; (t-distribution) ï‚ · 8.93 a,b; (confidence intervals, sample one mean) ï‚ · 9.6 a,b,c; (null, alternative hypotheses) ï‚ · 9.22 a,b,c,d,e (type I,II errors) ï‚ · 9.50 a,b,c (p-values) ï‚ · 9.33 a,b,c,d,e,f; (critical values – one tail) ï‚ · 9.34 a,b,c,d,e,f; (ciritcal values – two tails) ï‚ · 10.9 a,b,c,d (pooled hypothesis variables) Module 5 S-23 ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · 10.39 (pooled samples t-test) 10.45 (confidence intervals – pooled samples) 10.71 (non-pooled samples t-test) 10.77 (confidence intervals – non-pooled samples) 10.142 a,b,c,d,e,f; (paired t-test) 10.148 a,b; (confidence intervals – paired t-test) 12.26 one proportion z interval 12.34 a, b, c, d, e, f (margin of error for p) 12.66 a, b (one proportion z test) 12.93 a, b, c (two proportions z test) 12.99 a, b (confidence internal two proportions) S-24 SYLLABUS for STA-201-GS module Measures of Association TOPICS Module 6 covers the following topics: ï‚ · chi-square distribution ï‚ · goodness of fit test ï‚ · contingency tables ï‚ · chi-square assumptions ï‚ · chi-square test of independence ï‚ · linear equation definition ï‚ · graphing linear equations ï‚ · least squares criterion ï‚ · regression calculation and estimation ï‚ · sum of squares and r2 ï‚ · correlation definition ï‚ · correlation coefficient ï‚ · residual plot ï‚ · regression t-test OBJECTIVES After successfully completing Module 6, you should be able to: ï‚ · MO6.1 Recognize the characteristics of the chi-square distribution. (CO7) ï‚ · MO6.2 Determine if there is an association within a contingency table. (CO7) ï‚ · MO6.3 Represent the relationship between two variables as a linear equation. (CO7) ï‚ · MO6.4 Apply the regression equation to make predictions and extrapolate data. (CO7) ï‚ · MO6.5 Recognize the characteristics of the the correlation coefficient. (CO7) ï‚ · MO6.6 Determine the strength of correlation between two variables. (CO7) ï‚ · MO6.7 Make inferences from the results of a linear regression. (CO7) STUDY MATERIALS Textbook Readings ï‚ · Study sections 13.1, 13.2, 13.3, 13.4, 14.1, 14.2, 14.3, 14.4, 15.1, and 15.2 in the textbook. S-25 ACTIVITIES Module 6 has three activities. Please consult the course Calendar for the due dates. Written Assignment 11 Write your responses to the following topic. Association: We know association does not imply causation, but what does this mean in your own words. Provide and discuss an example of two variables that are associated but not by a cause and effect relationship. Written Assignment 12 This written assignment draws on case study discussion exercises at the end of Chapter 14. When preparing your assignment, please identify each answer clearly by question and its number. ï‚ · Focusing on Data Analysis: Using the data from Chapter 1: UWEC Undergraduates (pp. 3031), and answer questions a,b,c,d,e,f,g (UWEC Undergraduates, p. 666). You must calculate results by hand (though you may use any technology of your choice to verify your answers). Module 6 Self-Check Practice Exercises At the end of module 5 and 6, you are required to take a proctored online final exam. To better prepare for the final exam, work through the following self-check practice exercises from the textbook first. Then check your solutions with those in the Student’s Solutions Manual. Do not submit your solutions to self-assessment items to your mentor. Self-Check Practice Exercises: ï‚ · 13.1 (chi-square distribution) ï‚ · 13.7 a,b; (chi-square distribution tables) ï‚ · 13.27 a,b,c; (goodness of fit test) ï‚ · 13.45 a,b,c,d; (contingency tables) ï‚ · 13.73 a,b (chi square assumptions) ï‚ · 13.76 (chi square test of independence) ï‚ · 14.1 a,b,c; (linear equation definition) ï‚ · 14.5 a,b,c,d,e; (graphing linear equations) ï‚ · 14.40 a,b,; (least squares criterion) ï‚ · 14.52 a,b,c,d,e,f,g; (regression calculation and estimation) ï‚ · 14.90 a,b,c,d; (sum of squares and r2) ï‚ · 14.110 a,b,c (correlation definit ion) ï‚ · 14.124 a,b,c,d; (correlation coefficient) ï‚ · 15.24 a,b,c,d (residual plot) ï‚ · 15.52 (regression t-test) S-26 SYLLABUS for STA-201-GS Final Project You are required to complete a final project. Please consult the Course Calendar for the due date. Project Description Statistics is about more than calculations. It is about turning data into information and using this information to understand the population. A statistician will be asked to help solve real world problems by designing a study, collecting data, analyzing the data, and writing up the results. As a final project, you will be asked to do something similar. Though the design and data collection will be done for you, you will be asked to analyze the data using the appropriate tests (ensuring the data are distributed normally) and write up the results, using statistical evidence to support your findings. Lastly, you will be asked to include recommendations, that is, apply the results to solve the real world problem. In your paper, explain why you chose each statistical test, figure, or procedure. The problem: Due to financial hardship, the Nyke shoe company feels they only need to make one size of shoes, regardless of gender or height. They have collected data on gender, shoe size, and height and have asked you to tell them if they can change their business model to include only one of shoes – regardless of height or gender of the wearer. In no more 5-10 pages (including figures), explain your recommendations, using statistical evidence to support your findings. The data found are below: Show Size 5.00 7.50 9.00 7.00 11.00 12.00 14.00 7.00 7.50 8.00 10.50 Height 63.00 70.00 70.00 64.00 72.00 72.00 76.00 66.00 71.00 68.00 71.00 Gender Female Female Female Male Male Male Male Female Female Female Male Module 5 S-27 11.00 6.50 7.00 7.50 10.00 12.00 6.50 10.50 12.00 6.00 6.50 10.00 9.50 11.50 14.00 6.50 13.50 7.00 9.50 13.00 11.00 6.00 7.00 7.50 71.00 65.00 67.00 70.00 69.00 69.00 65.00 72.00 73.00 60.00 64.00 72.00 69.00 70.00 75.00 63.00 77.00 68.00 68.00 72.00 73.00 62.00 66.00 70.00 Male Female Female Female Male Male Female Male Male Female Female Female Male Male Male Female Male Female Male Male Male Female Female Female Only use results in the paper. You may show your work in an appendix, if you would like. ï‚ · Click to view Final Project Grading Rubric. S-28 SYLLABUS for STA-201-GS

the body essays

the body essays The story was written from the point of view of a grown up person that took a part in the story when he was a child. Gordy tell us about his adventure with his bodys on a search after a dad body. The mission is to find the body of a dead men that be run over by train. In my opinion every one went to this mission with his own personal mission Gordy - wanted to see how a dad body looks like, because he didnt accept his brother's death, after this event Gordy felt like no one loves him any more in the family and he wanted to prove his father that he is as good as his brother was. Warren - he told to his friend all about the dead body and sagest that all of them will go to find it. He wanted to prove to his brother that he is as good as him. Teddy - wanted to prove him self in front of his friends thats why he looks for adventures all the time. Cris - wanted to prove that he is better than every one thinks about him and he want to fight against the stigma that the society stick to his all family. They started to walk along the train rode that leads to the place where the body was seen, along the road the friends experience in all kinds of troubles like shortage of food and water, they solve all the troubles in a deferent ways like collecting money from all the members and buying food from the nearest grocery shop. All along the way they supporting each other but, its not stopping them to fight too. One of the problems was to decide whether to walk on the train bridge or to go around it (5 km ) fortunately the train came when they were on the bridge, they got scared and start running Gordy and Warren didnt succeeded to pass train bridge and had to jump over it. At night they divided the night into four shifts, every one guarded one shift with the same gun. On the trip they told each other every emotional feeling. The other group decided to find the dead body also. ...

Names Epicene and Otherwise

Names Epicene and Otherwise Names Epicene and Otherwise Names Epicene and Otherwise By Maeve Maddox Until very recently, the only context I knew for the word epicene was a T. S. Eliot poem: Along the garden-wall the bees†¨ With hairy bellies pass between†¨ The staminate and pistilate,†¨ Blest office of the epicene. T.S. Eliot’s Mr. Eliot’s Sunday Morning Service I thought the word was just one of Eliots intriguing but impractically arcane terms until I came across it in a mainstream context: a Wikipedia article about naming practices: A unisex name, also known as an epicene name, is a given name that is often given to either a boy or a girl. Cody, Cory, Jodan, and Morgan are epicene names. Epicene entered English around 1450 as a grammatical term for nouns that can denote either masculine or feminine gender. An example in English would be horse, as contrasted with gender-specific stallion or mare. The meaning expanded to mean characteristic of both sexes (1601). It is sometimes used with the meaning of effeminate. It would seem that naming ones child would be a choice left to parents, but some countries have or had until recently, laws to limit names to an approved list. France had such a law until 1992 and that countrys current naming laws make it difficult for people to change a given name once they have it. Since banning Muslim girls from wearing headscarves at school, French authorities find themselves having to deal with a surge in requests from young people with North African roots to change European names like Nadine and Jacques to names like Zoubida and Abdel. French authorities see these requests as a rejection of French culture. Germany requires parents to give children a gender-specific name. If the child has two given names, one may be gender-neutral, but the other must be gender-specific. A girl may not be given a boys name, and vice versa. The only exception is the name Maria which may be used with boys, ex. Rainer Maria Rilke. The name must not be a product name, the name of an object, or any other name perceived as absurd or degrading. In September 2007 Venezuelan lawmakers were considering a law to limit parents to an approved list of 100 or so government-chosen names. Exceptions would be made for Venezuelan Indians and foreigners. Of particular concern was the banning of names that generate doubt about the bearers gender. New Zealand has a law that bans names that may cause offence or lead to bullying, but it doesnt seem to be too stringently enforced. One child got to be eleven years old before a judge stepped in and changed her name. Her parents had named her Talula Does the Hula From Hawaii (ABA Journal). The law did prevent another New Zealand couple from naming their baby 4real. 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 Vocabulary category, check our popular posts, or choose a related post below:Dialogue Dos and Don'ts41 Words That Are Better Than GoodHow to Punctuate Introductory Phrases

The Screenplay Analysis Essay Example | Topics and Well Written Essays - 1000 words

The Screenplay Analysis - Essay Example 56). The main theme of the movie is the forbidden love between the fictional characters Rose and Jack, who are from different worlds but fall in love during their journey. The focus of this paper will be carrying out a screenplay analysis of the Titanic movie highlighting the outstanding features that Cameron uses to develop his story. Without doubt, James Cameron is an experienced producer and director considering he successful films that he has done. In the development of the Titanic movie, he makes use of the three act structure in developing his story line. As the name of this feature suggests, the film has three distinct parts, namely the setup, the confrontation and the resolution. A close examination of the film reveals that act one serves as the setup. This is because it is in this act that the audience is introduced to the characters and to the story. Cameron presents the background of the film in act one. The audience gets to understand that Brock Lovett, who is a hunter of treasures and has been on a rigorous search for a necklace called ‘Heart of Ocean’. It is at this point that Rose admitted that it was her necklace and begins to narrate how things transpired after she and other passengers including her mother and fiancà © had boarded the Titanic ship. From the description presented, the audience becomes aware of the setting of the story which is specifically in a ship (Wright 2004, p. 66). As Rose remembers what transpired, the turning point in the setup is revealed. This occurs when she tried committing suicide but was saved by Jack Dawson who was in the third class section of the ship. This serves as the turning point in the setup because it served to take the story into a different direction. Because of the reason that Jack saved Rose, Cal and Rose’s mother were compelled to invite him for dinner (Tucker 2012, p. 126). This provided an opportunity for Rose and