In Which Ways Does Harper Lee Use Outsiders In To Kill A Mockingbird Essays

In Which Ways Does Harper Lee Use Outsiders In To Kill A Mockingbird Essays In Which Ways Does Harper Lee Use Outsiders In To Kill A Mockingbird Paper In Which Ways Does Harper Lee Use Outsiders In To Kill A Mockingbird Paper Essay Topic: Literature The Outsiders To Kill a Mockingbird The Novel To Kill A Mockingbird was written by Harper Lee; one of the younger generation of writers. She was born in 1926 in a town called Monroeville, Alabama. As she grew up she joined a university and began writing her book based on her own background experience. Harper Lee set it in a town called Maycomb; a quiet village just like the one she lived in. Although this place did not exist Harper Lee used her knowledge from her town to create this novel. She based the characters on people in Monroeville and used Scout to narrate the book. Scout was made to be very much like Harper Lee because they both are similar ages and have a similar background making it easier for her to tell the story. Its easier to tell the story because she can describe how prejudice, intolerance, injustice, and courage was built up in her time and reflect it onto Scout. At this time in the American South there was a lot of civil rights made by the people because of the War in 1861-5 making black peoples rights minimal. Although the War took place 70 years before the period in which the book is set its still strong in their mind and making their beliefs very moral. The black people in America in the period when the book was set were very outcast and looked upon very differently from white people. The black people came to America because of the slave trade and were divided into the Southern states because of the issue of slavery. As time passed the Northerners became very unwilling to overlook what they felt to be the evil of slavery in the South. Southerners justified their practise by arguing that the black race was naturally inferior. They told the Africans that they were very lucky to be American Slaves because of the Christianity and civilisation introduced to them. The slave system suffered from brutality and the Southerners thought of them as children who were very ignorant. Because of this the white people thought upon themselves as superior beings and gave a very disliking attitude towards the black people, which has been observed in the book. In To Kill A Mockingbird Harper Lee uses outsiders to make a social comment about what society wants and what society rejects. Without outsiders in this novel there wouldnt be such an in-depth, intriguing, characteristic, real life novel. In this book outsiders work well because they can make us intrigued and because theyre not insiders people rarely know much about them. Myths and rumours are made up about them, which can change as they are passed down from people giving a sense of mystery about them because no one knows them well enough to tell the truth. In the book there are lots of characters that we want to find out about which keeps us reading on. Outsiders create different emotions for people in Macomb. For the kids, they have their wild imaginations they create monster like people just because it keeps them entertained and excited. The adults tend to have a sense of disgust for them. Through the outsiders we can really see what the characters in Maycomb are like. They help us see what theyre like by acting in their selfish and racist ways and show us how, in this period of time, black people are thought upon because of their alternative lifestyles. One of the outsiders in To Kill A Mockingbird is used a lot in the beginning of the book because of Scouts imagination making her obsessed with someone she hasnt even met. This character is called Arthur Radley (better known as Boo) and he is one of the main characters of the book. Although throughout the beginning of the book we dont really get to see what hes really like, we can build up a picture based on the people of Maycomb and what their beliefs are of him. Boo Radley served as a mystery at the beginning of the story. A man only known to Scout as some kind of monster from the tales gathered by the town gossips over the years. When Scout first found a gift in the tree Jem said Dont you know youre not supposed to even touch the trees over there? Youll get killed if you do. Scouts fictional life, built upon made up stories, served her, Dill and Jem a game to act out. It was not until the story progressed that we see that Boo isnt the strange man that Maycomb folks make him out to be. Near the end of the book we find out that hes a very caring, gentle, calm and maybe even mentally challenged man. But unfortunately for him the townspeople consider him an individual who should be locked up in a mental institution, or a homicidal maniac. Boo Radley was in his house for a very long time, but when he came out, he came out as a man who deserved a lot more credit and respect then anyone had wanted to give him. He deserves credit because of his kind gestures which are made really discreet such as leaving them gifts in the hollow hole in the trunk of the old tree between their houses, and by covering Scout with a blanket when Miss. Maudies house was on fire. In To Kill A Mockingbird another use of outsiders is the Ewell family. The Ewells live in a tiny house near a dump, surrounded by woodland, on the outskirts of Maycomb. The varmints had a lean time of it, the Ewells gave the dump a thorough gleaning every day, and the fruits of their industry made the plot of ground around the cabin look like the playhouse of an insane child, Nobody was quite sure how many children were on the place, showing their lifestyle to be so corrupt that nobody really wanted to go to the dump to see who or what was there. They are made outsiders because no one in Maycomb likes grubby, smelly and poor people. The Ewells are a big family with only a drunk as a father and a big sister to look after them. The father is called Bob and the daughter is called Mayella and they are a very important part of the book. As the book nears the end we see the trial of Tom Robinson who has been accused of raping Mayella. This is a totally different part of the book as it shows the very serious side of Maycomb. Mayella, 19, has accused Tom Robinson of raping her in her home. Tom was a dead man the minute Mayella Ewell opened her mouth and screamed. Tom is a black man who lives in a nigger-nest near to their house. In this scene Harper Lee manages to involve most of the citizens of Maycomb because they appear at the trial. This is the scene were we can find out how outcast and lonely Mayella is. This trial is seen to be her plead for help, showing us the bitterness she has rather than accusing her father, who we know raped her, but by accusing Tom. In the novel To Kill a Mockingbird Boo Radley and The Ewells are both outsiders but have been given that status in very different way. Boo is a very sad character that keeps to himself and hides from the public eye. The townspeople of Maycomb caused him to become an outsider because of his lifestyles which did not revolve around the towns stereotypes. Boo Radley was a made an outsider because he made it seem to the towns people he didnt want anything to do with Maycomb. He did this by staying in his house all the time. From the book we can build up the idea that maybe he stays in his house because he was locked up by his parents or that maybe he had a lot of anger that he needed to be kept away. As a result of this the people of Maycomb ended up wanting nothing to do with him. Before Boo was made an outsider he used to be accepted in the town because; he lived in the right place, had a good reputation from his family, but ruined it when he attacked his father. Boo stayed in his house for a very long time and only appeared occasionally in the book when helping Scout. What the people of Maycomb believe about Boo is a very different idea to what he is actually like. Unlike Boo, The Ewells have never been insiders and they didnt bring it on themselves. They have always been looked upon as dirty and horrible people because of their reputations they have built up. They built up these reputations because they lived pretty much outside Maycomb, they live in a dump, their father is a drunk, they have no money and they way they act towards Maycomb folks. Just like the black people of Maycomb the Ewells will always be outsiders. Harper Lee uses outsiders in To Kill A Mockingbird to make a social comment. She constructs them to show the contrast and differences between black and white people in her time and how society rejects and how society accepts. She manages to use them well in her novel by getting the message across about moral issues. She shows us the different people and how their own personalities, beliefs and politics, lead to them being made into outsiders.

Systems of Equations in SAT Math Algebra Prep and Practice

Systems of Equations in SAT Math Algebra Prep and Practice SAT / ACT Prep Online Guides and Tips Sure, you’ve done your paces on single variable equations and now they’re no problem, but what do you do when presented with multiple equations and multiple variables at once? These are what we call â€Å"systems of equations† and, luckily for us, they are extremely predictable types of problems with multiple methods for solving them. Depending on how you like to work best, you can basically choose your own adventure when it comes to system of equation problems. But before you choose the method that suits you (or the individual problem) best, let’s look at all the various options you have available as well as the types of questions you’ll see come test day. These questions will always show up once or twice on any given test, so it's best to understand all the strategies you have at your disposal. This will be your complete guide to systems of equations questions- what they are, the many different ways for solving them, and how you’ll see them on the SAT. What Are Systems of Equations? Systems of equations are a set of two (or more) equations which have two (or more) variables. The equations rely on each other and can be solved only with the information that each provides. The majority of the time on the SAT, you will see a system of equations that involves two equations and two variables, but it is certainly not unheard of that you will see three equations and/or a three variables, in any number of combinations. Systems of equations can also be solved in a multitude of ways. As always with the SAT, how you chose to solve your problems mostly depends on how you like to work best as well as the time you have available to dedicate to the problem. The three methods to solve a system of equations problem are: #1: Graphing#2: Substitution#3: Subtraction Let us look at each method and see them in action by using the same system of equations as an example. For the sake of our example, let us say that our given system of equations is: $$2y + 3x = 38$$ $$y - 2x = 12$$ Solving Method 1: Graphing There will only ever beonesolution for the system of equations, and that one solution will be the intersection of the two lines.In order to graph our equations, we must first put each equation into slope-intercept form. If you are familiar with lines and slopes, you know that slope intercept-form looks like: $y = mx + b$ So let us put our two equations into slope-intercept form. $2y + 3x = 38$ $2y = -3x + 38$ $y = {-3/2}x + 19$ And $y - 2x = 12$ $y = 2x + 12$ Now let us graph each equation in order to find their point of intersection. Once we graphed our equation, we can see that the intersection is at (2, 16). So our final results are: $x = 2$ and $y = 16$ Solving Method 2: Substitution In order to solve our system of equations through substitution, we must isolate one variable in one of the equations and then use that found variable for the second equation in order to solve for the remaining variable. For example, we have two equations, $2y + 3x = 38$ $y - 2x = 12$ So let us select just one of the equations and then isolate one of the variables. In this case, let us chose the second equation and isolate our $y$ value. $y - 2x = 12$ $y = 2x + 12$ Next, we must plug that found variable into the second equation. (In this case, because we used the second equation to isolate our $y$, we need to plug in that $y$ value into the first equation.) $2y + 3x = 38$ $2(2x + 12) + 3x = 38$ $4x + 24 + 3x = 38$ $24 + 7x = 38$ $7x = 14$ $x = 2$ And finally, you can find the numerical value for your first variable ($y$) by plugging in the numerical value for your second variable ($x$) into either equation. $2y + 3x = 38$ $2y + 3(2) = 38$ $2y + 6 = 38$ $2y = 32$ $y = 16$ Or $y - 2x = 12$ $y - 2(2) = 12$ $y - 4 = 12$ $y = 16$ Either way, you have found the value of both your $x$ and $y$. Again, $x = 2$ and $y = 16$ Solving Method 3: Subtraction As the last method for solving systems of equations, you can subtract one of the variables completely in order to find the value of the second variable. We do this by subtracting one of the entire equations from the other, complete, equation. Do take note that you can only do this if the variables in question (the one you wish to eliminate) are exactly the same. If they are NOT the same, then we must first multiply the entire equation by the necessary amount in order to make them the same. In the case of our two equations, none of our variables are equal. $2y + 3x = 38$ $y - 2x = 12$ In this case, let us decide to subtract our $y$ values and cancel them out. This means that we must first make them equal by multiplying our second equation by 2, so that both $y$ values match. $2y + 3x = 38$ $y - 2x = 12$ Becomes: $2y + 3x = 38$ (This first equation remains unchanged) And $2(y - 2x = 12)$ = $2y - 4x = 24$ (The entire equation is multiplied by 2) And now we can cancel out our $y$ values by subtracting the entire second equation from the first. $2y + 3x = 38$ - $2y - 4x = 24$ $3x - -4x = 14$ $7x = 14$ $x = 2$ Now that we have isolated our $x$ value, we can plug it into either of our two equations to find our $y$ value. $2y + 3x = 38$ $2y + 3(2) = 38$ $2y + 6 = 38$ $2y = 32$ $y = 16$ Or $y - 2x = 12$ $y - 2(2) = 12$ $y - 4 = 12$ $y = 16$ Our final results are, once again, $x = 2$ and $y = 16$. Though there are many ways to solve your problems, don't let this knowledge overwhelm you; with practice, you'll find the best solving method for you. No matter which method we use to solve our problems, a system of equations will either have one solution- meaning that each variable will have a numerical value attached- no solution, or infinite solutions. In order for a system of equations to have infinite solutions, each system is actually identical. This means that they are the same line. In order for a system of equations to have no solution, the $x$ values will be equal when the $y$ values are set to 1 (which means that both variables- $x$ and $y$- will be equal). The reason this is true is that it will result in two parallel lines, as the lines will have the same slope. The system has no solution because the two lines will never meet and therefore have no point of intersection. For instance, Because our system will have no solution when both our $y$ values and our $x$ values are equal, this means that there will be no solution where we have eliminated both our variables by canceling them out. In this case, the most expedient solution to this problem will be subtraction. Why? We can see this because the two $x$ values ($2x$ and $4x$) are multiples of one another, so we can easily multiply one equation in order to equal them out. $2x - 5y = 8$ $4x + ky = 17$ Now, let us multiply the top equation in order to equal out our $x$ values. So the system pair, $2(2x - 5y = 8)$ $4x + ky = 17$ Becomes, $4x - 10y = 16)$ - $4x + ky = 17$ $-10y - ky = -1$ In order to have NO solution, our two $y$ values must balance out to zero. So let us set our two $y$ values equal to one another: $-10y - ky = 0$ $-ky = 10y$ $k = -10$ Our $k$ valuemust be -10 in order for our system of equations to have no solution. Our final answer is A, -10. [Note: don’t fall for the bait answer of +10! You are still subtracting your system of equations, so keep close track of your negatives.] Also, if it is frustrating or confusing to you to try to decide which of the three solving methods â€Å"best† fits the particular problem, don’t worry about it! You will almost always be able to solve your systems of equations problems no matter which method you choose. For instance, you could have also chosen to graph this question. If you had done so, you would first have to put each equation into slope-intercept form: $2x - 5y = 8$ $4x + ky = 17$ $2x - 5y = 8$ $-5y = -2x + 8$ $y = 2/5(x) + 8$ And $4x + ky = 17$ $ky = -4x + 17$ $y = {-4/k}(x) + 17$ Now, we know a system of equations will have no solution only when each variable balances out to zero, so let us equate our two $x$ variables in order to solve for $k$. $2/5(x) = {-4/k}(x)$ $2/5 = {-4}/k$ ${2k}/5 = -4$ $2k = -20$ $k = -10$ Again, our $k$ value is -10. Our final answer is A, -10. As you can see, there is never any â€Å"best† method to solve a system of equations question, only the solving method that appeals to you the most. All roads lead to Rome, so don't stress yourself by trying to find the "right" solving method for your systems problems. Typical Systems of Equations Questions Most systems of equations questions on the SAT will let you know that it IS a systems of equations by explicitly using the words â€Å"systems of equations† in the question itself. (We will walk through how to solve this question later in the guide) Other problems will simply present you with multiple equations with variables in common and ask you to find the value of a one of the variables, or even a combination of the variables (such as the value of $x + y$ or $x - y$). (We will walk through how to solve this question later in the guide) And finally, the last type of systems of equation question will ask you to find the numerical value of a variable in which there is NO solution, as with the example from earlier. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Strategies for Solving Systems of Equations Questions All systems of equations questions can be solved through the same methods that we outlined above, but there are additional strategies you can use to solve your questions most accurately and expediently. #1: To begin, find the variable that is already the most isolated The ultimate goal is the find the value of all the variables, but we can only do this by finding one variable to start with. The easiest way to solve for this one variable isolate (or eliminate) the variable that has the fewest coefficients or is seemingly the most isolated. For instance, $5x - 3y = -13$ $2x + y = 19$ If we are using substitution, it is easiest for us to first isolate the $y$ value in our second equation. It is already the most isolated variable, as it does not have any coefficients, and so we will not have to deal with fractions once we replace its value in the first equation. If, on the other hand, we were using subtraction, it is still best to target and eliminate our $y$ values. Why? Because we have $3y$ and $y$, which means that we only have to multiply the second equation by 3 in order to match up our $y$ values. If we were to target and eliminate our $x$ values, we would have to multiply both equations- the first by 2 and the second by 5- in order to make our $x$ values match. Though you can always find your solutions no matter which variables you choose to isolate or eliminate, it's always nice to save yourself the time, energy, and hassle (not to mention avoid possible mistakes) by going for the easy pickings first. #2: Practice all three solving methods to see which one is most comfortable to you The best way to decide which system of equation solving method suits you the best is by practicing on multiple problems (though it will help your flexibility if you can become comfortable using all the solving methods available, even if one or two suit you better than the other(s)). When you test yourself on systems questions, try to solve each one using more than one method in order to see which one is most comfortable for you personally. #3: Use subtraction for questions that require finding more than just one variable Most â€Å"multiple variable solve† systems of equations questions will ask you to find $x + y$ or $x - y$, which will almost always be most easily found via the subtraction method. It is also most useful to use the method of subtraction when we have three or more variables, especially when it is a combination of multiple variables AND three or more variables. We will see this kind of problem in action in the next section. Ready to tackle your systems problems and put your strategies to the test? Test Your Knowledge Now let us test your system of equation knowledge on real SAT math questions. 1. 2. 3. Answers: 300, E, 12 Answer Explanations: 1. As we outlined in our strategy section, it is almost always easiest to find the value of multiple variables by using the method of subtraction (though, again, it is not the only way). We are restricted somewhat, though, as we have three variables and only two equations. Why is this important? Well, we can find the individual values for each variable if we have the same number of equations as we have variables, but in this case we do not. This means we need to use a solution that will give us $x + y$, since we cannot find the value of $x$ or $y$ alone. So let us use subtraction. To do this, we must subtract like variables and, luckily for us, both equations have a single $x + y$ value. This means we can isolate our variable $z$. $x + y + 3z = 600$ $x + y + z = 400$ So let us subtract them. $x + y + 3z = 600$ - $x + y + z = 400$ - $2z = 200$ $z = 100$ Now that we have the value of $z$, we can replace it in either of the equations in order to find the value of $x + y$. Because it is always easiest to use the most isolated variable (less math involved for us!), let us our second equation to plug in our $z$ value into. $x + y + z = 400$ $x + y + 100 = 400$ $x + y = 300$ Our final answer for the value of $x + y$ is 300. Do note, however, that if you would much prefer to use substitution, you can definitely do so. Because we are trying to find $x + y$, let us isolate it as our wanted variable in one of our equations. $x + y + 3z = 600$ $x + y + z = 400$ Let us use our first equation. $x + y + 3z = 600$ $x + y = 600 - 3z$ And now we can substitute our $x + y$ value into our second equation. $x + y + z = 400$ $(600 - 3z) + z = 400$ $600 - 2z = 400$ $-2z = -200$ $z = 100$ Now that we have found our value for $z$, we can plug it into either equation to find the numerical value for our $x + y$. Let us use the second equation to do so. Why the second? Because each value is already the most isolated and so will be easiest to work with, but each question will work either way. $x + y + z = 400$ $x + y + 100 = 400$ $x + y = 300$ Again, our final answer is $x + y = 300$ As you can see, any method will suit you- it just depends on how you like to work. 2. Again, though not the only way to solve our problem, it is easiest to use subtraction when we have three or more variables in our equations or we are trying to find a combination of variables (in this case, the value of $y + z$). In this case, we have both, so let us use subtraction. $3x + 2y + 2z = 19$ $3x + y + z = 14$ Our $x$ values are identical, so let us simply subtract the second equation from the first. $3x + 2y + 2z = 19$ - $3x + y + z = 14$ - $y + z = 5$ Our final answer is E, $y + z = 5$ 3. In this case, let us use the method of substitution in order to isolate one of our values and plug it into one of the other equations in our system. The equations we are given are: $x = 3v$ $v = 4t$ $x = pt$ $v$ is already isolated, so let us plug it back into our first equation. $v = 4t$ $x = 3v$ $x = 3(4t)$ $x = 12t$ Now, we are also told that $x = pt$, so we can equate the two expressions. $x = 12t$ $x = pt$ $12t = pt$ Because 12 and $p$ both act as coefficients (numbers before a variable) for $t$, we can see that they are equal. This means that $p = 12$ Our final answer is 12. You did it! Balloons and confetti for you! The Take-Aways As you can see, systems of equations are some of the most versatile problems when it comes to methods for solving them (though the problems themselves are not terribly varied). Though you can solve many problems on the SAT in a variety of ways, most are not quite so flexible, so take heart that you have many choices for how to proceed for your systems of equations questions. Once you practice and familiarize yourself with these types of questions, you’ll find the best method for you- your strengths, and your timing- for taking the test. And pretty soon, you’ll be able to knock out systems of equations questions in multiple ways, blindfolded, and with hands behind your back (though why you would want to is, frankly, anyone’s guess). What’s Next? Systems were a snap, you say? You're ready for math problems, you say? Well lucky you! We have more math guides than you can shake a stick at, all of which cover crucial aspects of the SAT math section. Lines and angles, polygons, integers, ratios...any topic you need to brush up on is at your fingertips, so make the best of your study time and energy and target any of your known problem areas before test day. Want to know the most valuable strategies for SAT math problems? Check out our guides on plugging in answers and plugging in numbers to help finesse the vast majority of your SAT math questions. Looking to get a perfect score? Look no further than our guide to getting a perfect 800 on the SAT math section, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Applied Biology Essay Example | Topics and Well Written Essays - 2000 words

Applied Biology - Essay Example This interruption of blood supply and thereby shortage in oxygen supply is normally caused by the collection of vulnerable atherosclerotic plaque, which is a combination of lipids and White Blood Cells, on the walls of the arteries. This plaque only results in ischemia, and will lead to minimal or extensive infraction or death of the myocardial cells in the heart. When this myocardial infraction happens, the structure and the function of the heart undergo sizable changes. Following myocardial infarction, there will ischemic cascade during which the affected cells will die. Then, the leukocytes and the fibroblasts start to migrate into that necrotic region, and so the death tissue gradually remodels into a dense collagenous scar. (Ingels, Daughters and Baan 1996). In addition, the damages that happen in the myocytes and extracellular matrix formation after myocardial infarction, changes the size and the shape of the left ventricle and heart, thus impacting its structure. This process of changes is commonly known as â€Å"myocardial remodeling†. (Davis, Davies and Lip 2007). During that process of remodeling, the remaining functioning cells of the heart tries assume a different shape by enlarging itself and this is known as hypertrophy. By attaining this enlarged shape, those muscles will try to counter and manage the loss of synchronicity in the functioning of the muscles. These structural changes happen automatically, so the heart can compensate for the loss of key heart muscles. Thus, the function of the heart also gets reoriented after myocardial infraction, because its efficiency deteriorates due to the inability of the dead myocardial cells to aptly contract and thereby contribute to the heart beat and functioning. Even when the heart cells enlarge to compensate for the dead cells, it may not have the desired effect. That is, the enlarged cells may not be able to contract as forcefully and as effectively as the normal-sized and normal functioning cel ls. This restricted function will directly hinder the heart’s ability to generate expectant force during each beat or contraction, thus limiting heart’s functioning and its’ pumping of blood for all parts of the body. In addition, the function of the electrical system of the heart, which initiates the signals for a contraction, could also get disturbed because of the changes in the structure of the heart after myocardial infraction. The disturbance will be in the form of irregular heart rhythms, which is known as arrhythmias, which is a serious and restrictive problem, and has to be treated through medication or through permanent pacemaker implantation. The structural changes could also activate â€Å"systemic processes causing sequelae in many other organs and tissues, as well as further damage to the heart.† (Davis, Davies and Lip 2007, p.10). Thus, these changes in the structure and the function of the heart happens in the form of a vicious cycle, lead ing to further deterioration of the heart, causing other serious complications, which includes total heart failure. 2. Heart failure is a possible complication of a myocardial infarction. Describe the signs/symptoms and explain the physiological changes that are causing them. Heart failure can be categorized and arbitrarily divided into Left-sided failure and Right-sided failure, with each exhibiting certain symptoms. However, Left sided forward failure could overlap with the right sided backward failure, and also importantly the right-sided heart failure could be caused by the left-sided heart failure. Thus, as both are interrelated, the patients could present with both sets of symptoms. Person being affected with heart failure could exhibit mainly the symptoms of shortness of breath and swelling,

Make a summery for this Interview Questions and Answers Essay

Make a summery for this Interview Questions and Answers - Essay Example The district provides a computer program called TEAMS for scheduling. The principal and the counselor mutually develop the master schedule. Different campuses take different durations to complete the master schedule. Sometimes, it is completed by the eend of the school year, but some campuses complete it a week before the students arrival on campus. Variables that influence the development of master schedule primarily include courses that can only be offered once and the teachers schedules. Such courses should not be offered simultaneously. The master schedule is finally approved by the guidance office and the principal. Factors involved in the development of master schedule when arranged in the order of decreasing importance are these; labs and specialized need courses, personnel allocations, facilities, time, and extra-curricular activities. Adjustments in the master schedule are made according to the needs of the students. Adjustments are made with mutual consensus of the principa l and the counselor. The master schedule is not affected by the peprally, early release, or special programs since these factors are linked with the special schedules. Goals are identified considering the campus needs and the budget. Goals that address the campus needs without exceeding the budget are established. The rest may be postponed. The central office starts the budgeting at the end of the year which continues till the Summer months. The actual budget is not materialized till the next school years beginning. The central office provides assistance for the budget management. The principal is helped in the decision making process regarding all matters related to the campus from the Site Based Decision Making (SBDM) committee. Every campus is allocated budget at the 1st of September. Budget includes different kinds of funds, travel, and staff development programs. Allocation of funds is the next step. The campus budget

Country Risk Assessment on Japanese Imports of Drugs :: Economics Politics

Country Risk Assessment on Japanese Imports of Drugs History Japan, being the world’s most dynamically competitive nation, is facing an ironic balance in trade with the U.S. The Japanese economy relies too heavily on exports, especially to the U.S., causing increasing trade surpluses. They have been in a repetitive cycle for the last 25 years in which the government allows the yen to fall against the dollar to boost exports and restrict domestic growth to dampen imports. The Japanese government has set too many trade restrictions on U.S. imports, trying to compete against and keep out American imports. This all began during the postwar period when Japan imposed heavy import barriers. Virtually all products were subject to government quotas, many faced high tariffs, and the Ministry of International and Trade Industry (MITI) had authority over the allocation of foreign exchange that companies needed to pay for any import. These policies were justified at the time by the weakened position of the Japanese industry and the country’s chronic trade deficits. By the late 1950’s, however, they had regained balance and could not justify their payment system. Despite Japan's rather good record on tariffs and quotas, it continued to be the target of complaints and pressure from its trading partners during the 1980s. These complaints revolved around non-tariff barriers other than quotas, which included standards, testing procedures, government procurement, and other policies that were be used to restrain imports. Import Policies In 1984 the United States government initiated intensive talks with Japan on four product areas: forest products, telecommunications equipment and services, electronics, and pharmaceuticals and medical equipment. The Market Oriented Sector Selective (MOSS) talks were aimed at routing out all overt and informal barriers to imports in these areas. The negotiations lasted throughout 1985 and achieved modest success. Supporting the view that Japanese markets remained difficult to penetrate, statistics showed that the level of manufactured imports in Japan as a share of the gross national product was still far below the level in other developed countries during the 1980s. Frustration with the modest results of the MOSS process and similar factors led to provisions in the United States Trade Act of 1988 aimed at Japan. Under the "Super 301" provision, nations were to be named as unfair trading partners and specific products chosen for negotiation, as appropriate, with retaliation against the exports of these nations should negotiations fail to provide satisfactory results.

Ancient Chinese Foot Binding Essay

Woman in living in China during the Song Dynasty believed that they would appear more graceful and beautiful if they had small feet. They used foot binding, a long and painful process of breaking and moving bones, to deform their feet until they were tiny. Foot binding perceived the role of women in Chinese society and Confucian moral values. This practice affected the lives of many women in ways that are unimaginably painful (Bound). One Chinese legend speaks of a time when Lady Huang of the Song Dynasty started this practice and continued it because her prince loved her little feet. He was proud of her ability to dance and walk gracefully. Soon, others took up the idea of foot binding, and copied her idea of delicate feet. The first evidence found of foot binding is from Lady Huang’s tomb. She lived in the Song Dynasty, which was from around 960-1279 AD. In the tomb, the woman’s feet were bound and wearing five and a half inch long shoes (Bound). Another legend states that the first time foot binding was used was when a young concubine bound her feet tightly to be used in a dance routine for the emperor at that time (Ellis-Christensen). By the twelfth century, the practice was greatly used among the upper class, particularly the Han Chinese. During the Qing Dynasty in the mid-seventeenth century, every girl who wished to be married into a wealthy family had to have her feet bound, in order to have a good life (Schiavenza). The reason for this is because men wanted their wives to be delicate. When a girl reached the age of 4-6 years old, her mother would perform foot binding on her. If she was any younger, she would not be able to endure the pain; but, if she were any older, her foot would be too grown to work with this process (Schiavenza). First, her mother would soak the child’s foot in a mix of herbs and blood, to soften it up. Then, she would bend and pull back the girl’s toes, (except her big toe), under her foot toward the arch until her toes broke. The girl’s mother would also break the arch of her foot. Next, she would bind up the child’s foot tightly with a long bandage, until her foot formed a triangle with the arch, toes, and heel (Ellis-Christensen). In other words, the foot created a steep, indenting curve and fold in the center of the sole, while the heel was pushed up, causing the foot to become rounded. The entire process was extremely painful. These feet, called lotus feet, were three to five inches long, and shaped like hooves (Bound). Even though foot binding created social possibilities for Chinese women, it caused many problems and deformity. The practice resulted in a shorter and deformed foot that came from the muscles and bones repositioning. Women had to walk on their heels, using a shuffling gait, seen as graceful (Bound). The bandages were worn all day and night, unless they were being washed, which did not happen very often, causing the feet to stink. This caused many infections and diseases. The women who used foot binding had to bind their feet continuously for their whole lives. They wore tiny shoes to cover up their feet. The condition of their feet affected their mobility. Women in Ancient China at that time could not leave their houses by themselves. They also could not do any work that servants could easily do. It was very difficult to get up from a chair and to sit down (Ellis-Christensen). The last survivors from this period in time, all that remains of a vanished idea, suffer from old age, arthritis, and the diseases that came with the practice of foot binding (Mao). Toward the end of the Qing Dynasty, when western countries had more influence on China, foot binding slowly gained more and more people who wanted to end the practice. Wives of Christian ministers, educated Chinese who had studied abroad in Europe and North America, and many others began to oppose foot binding (Schiavenza). Finally, in 1911, foot binding was officially banned (Bound). By the time Mao Zedong took control of China in 1949, the practice was gone, with the exception of a few remote areas in the mountains of China (Schiavenza). During the end of foot binding, a young woman named Gladys Aylward had a chance to preach the gospel to the Chinese people. She grew up in London, England, but was called to go to China and be a missionary to the villagers there. Aylward learned the language and culture of the Chinese, and later became a citizen. One of the officials appointed her to be a foot inspector after the law was passed to ban foot binding. Traveling from village to village, while the unwrapped peoples’ bandages, she preached the gospel to them, and told Bible stories. Many of these people believed and were saved (Gladys). Foot binding was not a form of torture, but was performed in respect to the Chinese culture and traditions. By making their feet exceedingly shorter, they believed that they were closer to perfection. Foot binding caused many women to suffer in their older ages, though. It is amazing that through suffering and pain, God finds ways to make himself known. Thankfully, foot binding is no longer practiced, due to the successful resistance movements of western influence (Mao). Works Cited â€Å"Bound to Be Beautiful: Foot Binding in Ancient China. † McClung Museum of Natural History and Culture. University of Tennessee Knoxville, 4 June 2005. Web. 25 Nov. 2013. Ellis-Christensen, Tricia. â€Å"Why Did Chinese Women Bind Their Feet?. † wiseGEEK. Ed. O. Wallace. N. p. , 16 Nov. 2013. Web. 25 Nov. 2013. â€Å"Gladys Aylward’s Long Road to China. † Christianity. com. Salem Web Network, 2013. Web. 25 Nov. 2013. Mao, J. â€Å"Foot Binding: Beauty and Torture. † The Internet Journal of Biological Anthropology 1. 2 (2007). Web. 25 Nov. 2013. Schiavenza, Matt. â€Å"The Peculiar History of Foot Binding in China. † The Atlantic. N. p. , 16 Sept. 2013. Web. 25 Nov. 2013.

The Psychology of Adolf Hitler Essay - 1033 Words

The Psychology of Hitler It is no surprise to very few that Adolph Hitler is one of the most infamous humans ever to have been born. To this day, the mention of his name can conjure up emotions deep within us. He is responsible for the deaths of millions of people either directly or indirectly. The fascinating aspect of his life is what was the true motivation behind his prejudice, cruelty, and heartlessness. The next logical speculation for most would be his upbringing or that he was physiologically unstable, more logically it was a combination of the two. However, before that conclusion can be made the history of his environment as well as how heredity could have influenced him. Hitlers father, Alois Schicklgruber, was the†¦show more content†¦In January of 1907, Klara Hitler (Hitlers mother) went to see a doctor about chest pain. The doctor, Bloch who was Jewish, diagnosed her with breast cancer. She had surgery however the cancer was very advanced. Hitler followed the recommendation of Bloch to do a painful and expensive treatment with consisted of applying idoform directly into the ulcerations caused by the cancer. However, the treatments did not work and in late December of that same year, she passed away. Ironically, Bloch had seriously reduced the charges owed for Hitlers mothers medical bills; Hitler had told Bloch that he shall be grateful to you forever. While it is my opinion that the parenting practices of Hitlers youth did influence him somewhat, I am not convinced that they played a big enough role to create the man that Hitler became. Hitler was raised sternly however was doted on by his mother, this seems to be normal for the time period. While his father Alois was legitimate, it was also rather irrelevant. Hitler was not chastised by anyone because of his fathers illegimaticy. He showed a huge interest in war and socialism at a young age, in fact it was one of his fathers books that piqued his interest originally. 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