Things They Carried By O`Briens Essays - The Things They Carried

Things They Carried By O`Briens In Timothy O'Brien's novel, The Things They Carried, a number of insightful themes are forwarded by the author. One theme in particular interests me the most; the subject area is how people handle their emotions through the avoidance or distortion of reality. Specifically, throughout the novel a number of characters respond to the emotionally charged realities they are confronted with in one of two major ways, distortion or escapism. This pattern, shown throughout the novel, surveys one manner in which humans approach the rough emotions they carry with them throughout their life. To support this thesis I will analyze a number of character's responses to emotional stressors and compare them against my claims of escape and distortion reactions. I have identified two major ways the characters I analyze respond to their realities in this novel, distortion and escapism. When I identify something as distortion, I intend to imply that the characters take the edge off of the reality of their situations by making the events they encounter seem less real. Examples of such behavior would include finding humor in otherwise horrifying situations or even romanticizing the environment around them to make it seem something different than what it is. The escapist manner of reacting to the intensity of emotions is to distance oneself from the actual events or surrounding. To accomplish this all a character needs to do is to daydream themselves away from the problem or to create alternative realities in their own mind. It is important to establish that O'Brien develops the premise that the emotions and situations these men had to deal with were very intense and traumatic. Beyond the more or less obvious contention that dealing with death and war might be painful, there is textual support that O'Brien is trying to get this message across. On page 20, the narrator says, "They carried all the emotional baggage of men who might die. Grief, terror, love, longing-these were intangibles, but the intangibles had their own mass and specific gravity, they had tangible weight." This analysis sets up textual basis for my theme. If it is true that these soldiers experience (d) tremendous emotions then there is room to analyze how they go about carrying their tangible "emotional baggage." Additionally, it should be noted that the characters I analyze in this paper are only a small representative sample of the larger number of characters who may very well fit my within my thesis statement. It is also noteworthy to mention that how I classify a character in terms of their response to emotional intensity-escape or distortion-is very much a debatable contention. Given that, I do believe, however, that my conclusions will stand on the merit of my analysis. In the first chapter, Timothy O'Brien wastes no time examining one coping mechanism, escapism. Escapism is a rather basic way of handling intense emotions. Timothy O'Brien first introduces a character named Lieutenant Jimmy Cross who exhibits the escapist manner of dealing with his emotions. Jimmy Cross is the Lieutenant of the group of men that this story focuses on. Jimmy Cross is first introduced fantasizing about his love, a girl name Martha. Martha is a student back home in New Jersey and for all intents and purposes does not return Lieutenant Cross's love. On pages 3 and 4, the narrator comments that, "They [the letters] were signed Love, Martha, but Lieutenant Cross understood that Love was only a way of signing and did not mean what he sometimes pretended it meant." Thus, despite the fact that Lieutenant Cross acknowledges that Martha probably does not return his love, he still daydreams about falling in love with Martha and the times they spent together before the war. The somewhat excessive, so it seems to the reader, amount of time Jimmy Cross spends thinking about Martha may indeed be a failure of reading. We ask ourselves why it is that Jimmy Cross spends so much time thinking about Martha? This and other similar questions about the daydreaming provide room for interpretation. This daydreaming of Martha is a way of escaping the intensity of emotion Jimmy Cross has to bear during the war. We find out that in the week before Ted Lavender dies Jimmy Cross daydreams a great deal about Martha. This daydreaming helps to take him away from the intensity of the war. On pages 9 and 10 the narrator describes how Lieutenant Cross would walk along his missions thinking about spending time with Martha. While on tour, Lieutenant Cross once received a pebble in a

Triangles and Polygons on SAT Math Strategies and Practice Questions for Geometry

Triangles and Polygons on SAT Math Strategies and Practice Questions for Geometry SAT / ACT Prep Online Guides and Tips 25 to 30% of the SAT math section will involve geometry, and the majority of those questions will deal with polygons in some form or another. Polygons come in many shapes and sizes and you will have to know your way around them with confidence in order to ace those SAT questions on test day. Luckily, despite their variety, polygons are often less complex than they look, and a few simple rules and strategies will have you breezing through those geometry questions in no time. This will be your complete guide to SAT polygons- the rules and formulas for various polygons, the kinds of questions you’ll be asked about them, and the best approach for solving these types of questions. What is a Polygon? Before we talk about polygon formulas, let’s look at what exactly a polygon is. A polygon is any flat, enclosed shape that is made up of straight lines. To be â€Å"enclosed† means that the lines must all connect, and no side of the polygon can be curved. Polygons NOT Polygons Polygons come in two broad categories- regular and irregular. A regular polygon has all equal sides and all equal angles, while irregular polygons do not. Regular Polygons Irregular Polygons (Note: most all of the polygons on the SAT that are made up of five sides or more will be regular polygons, but always double-check this! You will be told in the question whether the shape is "regular" or "irregular.") The different types of polygons are named after their number of sides and angles. A triangle is made of three sides and three angles (â€Å"tri† meaning three), a quadrilateral is made of four sides (â€Å"quad† meaning four), a pentagon is made of five sides (â€Å"penta† meaning five), and so on. Most of the polygons you’ll see on the SAT (though not all) will either be triangles or some sort of quadrilateral. Triangles in all their forms are covered in our complete guide to SAT triangles, so let’s look at the various types of quadrilaterals you’ll see on the test. With polygons, you may notice that many definitions will fit inside other definitions. Quadrilaterals There are many different types of quadrilaterals, most of which are subcategories of one another. Parallelogram A parallelogram is a quadrilateral in which each set of opposite sides is both parallel and congruent (equal) with one another. The length may be different than the width, but both widths will be equal and both lengths will be equal. Parallelograms are peculiar in that their opposite angles will be equal and their adjacent angles will be supplementary (meaning any two adjacent angles will add up to 180 degrees). Rectangle A rectangle is a special kind of parallelogram in which each angle is 90 degrees. The rectangle’s length and width can either be equal or different from one another. Square If a rectangle has an equal length and width, it is called a square. This means that a square is a type of rectangle (which in turn is a type of parallelogram), but NOT all rectangles are squares. Rhombus A rhombus is a type of parallelogram in which all four sides are equal and the angles can be any measure (so long as their adjacents add up to 180 degrees and their opposite angles are equal). Just as a square is a type of rectangle, but not all rectangles are squares, a rhombus is a type of parallelogram (but not all parallelograms are rhombuses). Trapezoid A trapezoid is a quadrilateral that has only one set of parallel sides. The other two sides are non-parallel. Kite A kite is a quadrilateral that has two pairs of equal sides that meet one another. And here come the formulas- mwahaha! Polygon Formulas Though there are many different types of polygons, their rules and formulas build off of a few simple basic ideas. Let’s go through the list. Area Formulas Most polygon questions on the SAT will ask you to find the area or the perimeter of a figure. These will be the most important area formulas for you to remember on the test. Area of a Triangle $$(1/2)bh$$ The area of a triangle will always be half the amount of the base times the height. In a right triangle, the height will be equal to one of the legs. In any other type of triangle, you must drop down your own height, perpendicular from the vertex of the triangle to the base. Area of a Square $$l^2 \or {lw}$$ Because each side of a square is equal, you can find the area by either multiplying the length times the width or simply by squaring one of the sides. Area of a Rectangle $$lw$$ For any rectangle that is not a square, you must always multiply the base times the height to find the area. Area of a Parallelogram $$bh$$ Finding the area of a parallelogram is exactly the same as finding the area of a rectangle. Because a parallelogram may slant to the side, we say we must use its base and its height (instead of its length and width), but the principle is the same. You can see why the two actions are equal if you were to transform your parallelogram into a rectangle by dropping down straight heights and shifting the base. Area of a Trapezoid $$[(l_1+l_2)/2]h$$ In order to find the area of a trapezoid, you must find the average of the two parallel bases and multiply this by the height of the trapezoid. Now let's look at an example: In the figure, WXYZ is a rectangle with $\ov{WA} = \ov{BZ} = 4$. The area of the shaded region is 32. What is the length of $\ov{XY}$? [Note: figure not to scale] A. 6B. 8C. 12D. 16E. 20 First, let us fill in our given information. Our shaded figure is a trapezoid, so let us use the formula for finding the area of a trapezoid. area $=[(l_1+l_2)/2]h$ Now if we call the longest base q, the shortest base will be $q−4−4$, or $q−8$. (Why? Because the shortest leg is equal to the longest leg minus our two given lengths of 4). This means we can now plug in our values for the leg lengths. In addition, we are also given a height and an area, so we can plug all of our values into the formula in order to find the length of our longest side, q. $32=[(q+(q−8))/2]2$ $32=(2q+2q−16)/2$ $64=4q−16$ $80=4q$ $20=q$ The length of $\ov{XY}$ (which we designated $q$) is 20. Our final answer is E, 20. In general, the best way to find the area of different kinds of polygons is to transform the polygon into smaller and more manageable shapes. This will also help you if you forget your formulas come test day. For example, if you forget the formula for the area of a trapezoid, turn your trapezoid into a rectangle and two triangles and find the area for each. Let us look to how to solve the above problem using this method instead. We are told that the area of the trapezoid is 32. We also know that we can find the area of a triangle by using the formula ${1/2}bh$. So let us find the areas for both our triangles. ${1/2}bh$ ${1/2}(4)(2)$ ${1/2}8$ $4$ Each triangle is worth 8, so together, both triangles will be: $4+4$ $8$ Now if we add the area of our triangles to our given area of the trapezoid, we can see that the area of our full rectangle is: $32+8$ $40$ Finally, we know that we find the area of a rectangle by multiplying the length times the width. We have a given width of 2, so the length will be: $40=lw$ $40=2l$ 20=l The length of the rectangle (line $\ov{XY}$) will be 20. Again, our final answer is E, 20. Always remember that there are many different ways to find what you need, so don’t be afraid to use your shortcuts! Whichever solving path you choose depends on how you like to work best. Angle Formulas Whether your polygon is regular or irregular, the sum of its interior degrees will always follow the rules of that particular polygon. Every polygon has a different degree sum, but this sum will be consistent, no matter how irregular the polygon. For example, the interior angles of a triangle will always equal 180 degrees (to see more on this, be sure to check out our guide to SAT triangles), whether the triangle is equilateral (a regular polygon), isosceles, acute, or obtuse. All of these triangles will have a total interior degree measure of 180 degrees. So by that same notion, the interior angles of a quadrilateral- whether kite, square, trapezoid, or other- will always add up to be 360 degrees. Why? Because a quadrilateral is made up of two triangles. For example: One interior angle of a parallelogram is 65 degrees. If the remaining angles have measures of $a$, $b$ and $c$, what is the value of $a+b+c$? All quadrilaterals have an interior degree sum of 360, so: $a+b+c+65=360$ $a+b+c=295$ The sum of $\bi a, \bi b$, and $\bi c$ is 295. Interior Angle Sum You will always be able to find the sum of a polygon’s interior angles in one of two ways- by memorizing the interior angle formula, or by dividing your polygon into a series of triangles. Method 1: Interior Angle Formula $$(n−2)180$$ If you have an $n$ number of sides in your polygon, you can always find the interior degree sum by the formula $(n−2)$ times 180 degrees. If you picture starting from one angle and drawing connecting lines to every other angle to make triangles, you can see why this formula has an $n−2$. The reason being that you cannot make a triangle by using the immediate two connecting sides that make up the angle- each would simply be a straight line. To see this in action, let us look at our second method. Method 2: Dividing Your Polygon Into Triangles The reason the above formula works is because you are essentially dividing your polygon into a series of triangles. Because a triangle is always 180 degrees, you can multiply the number of triangles by 180 to find the interior degree sum of your polygon, whether your polygon is regular or irregular. Individual Interior Angles If your polygon is regular, you will also be able to find the individual degree measure of each interior angle by dividing the degree sum by the number of angles. (Note: $n$ can be used for both the number of sides and the number of angles; the number of sides and angles in a polygon will always be equal.) $${(n−2)180}/n$$ Again, you can choose to either use the formula or the triangle dividing method by dividing your interior sum by the number of angles. Angles, angler fish...same thing, right? Side Formulas As we saw earlier, a regular polygon will have all equal side lengths. And if your polygon is regular, you can find the number of sides by using the reverse of the formula for finding angle measures. A regular polygon with n sides has equal angles of 120 degrees. How many sides does the figure have? 3 4 5 6 7 For this question, it will be quickest for us to use our answers and work backwards in order to find the number of sides in our polygon. (For more on how to use the plugging in answers technique, check out our guide to plugging in answers). Let us start at the middle with answer choice C. We know from our angle formula (or by making triangles out of our polygons) that a five sided figure will have: $(n−2)180$ $(5−2)180$ $(3)180$ $540$ degrees. Or again, you can always find your degree sum by making triangles out of your polygon. This way you will still end up with $(3)180=540$ degrees. Now, we also know that this is a regular polygon, so each interior angle will be this same. This means we can find the individual angles by dividing the total by the number of sides/angles. So let us find the individual degree measures by dividing that sum by the number of angles. $540/5=108$ Answer choice C was too small. And we also know that the more sides a figure has, the larger each individual angle will be. This means we can cross off answer choices A and B (60 degrees and 90 degrees, respectively), as those answers would be even smaller. Now let us try answer choice D. $(n−2)180$ $(6−2)180$ $(4)180$ $720$ Or you could find your internal degree sum by once again making triangles from your polygons. Which would again give you $(4)180=720$ degrees. Now let’s divide the degree sum by the number of sides. $720/6=120$ We have found our answer. The figure has 6 sides. Our final answer is D, 6. Luckily for us, the SAT is predictable. You don't need a psychic to figure out what you're likely to see come test day. Typical Polygon Questions Now that we’ve been through all of our polygon rules and formulas, let’s look at a few different types of polygon questions you’ll see on the SAT. Almost all polygon questions will involve a diagram in some way (especially if the question involves any polygon with four or more sides). The few problems that do not use a diagram will generally be simple word problems involving rectangles. Typically, you will be asked to find one of three things in a polygon question: #1: The measure of an angle (or the sum of two or more angles)#2: The perimeter of a figure#3: The area of a figure Let’s look at a few real SAT math examples of these different types of questions. The Measure of an Angle: Because this hexagon is regular, we can find the degree measure of each of its interior angles. We saw earlier that we can find this degree measure by either using our interior angle formula or by dividing our figure into triangles. A hexagon can be split into 4 triangles, so $180 °*4=720$ degrees. There are 6 interior angles in a hexagon, and in a regular hexagon, these will all be equal. So: $720/6=120$ Now the line BO is at the center of the figure, so it bisects the interior angle CBA. The angle CBA is 120, which means that angle $x$ will be: $120/2=60$ Angle $x$ is 60 degrees. Our final answer is B, 60. The Perimeter of a Figure: We are told that ABCE is a square with the area of 1. We know that we find the area of a square by multiplying the length and the width (or by squaring one side), which means that: $lw=1$ This means that: $l=1$ And, $w=1$ We also know that every side is equal in a square. This means that $\ov{AB}, \ov{BC}, \ov{CE}, and \ov{AE}$ are ALL equal to 1. We are also told that CED is an equilateral triangle, which means that each side length is equal. Since we know that $\ov{CE} = 1$, we know that $\ov{CD}$ and $\ov{DE}$ both equal 1 as well. So the perimeter of the polygon as a whole- which is made of lines $\ov{AB}, \ov{BC}, \ov{CD}, \ov{DE}, and \ov{EA}$- is equal to: $1+1+1+1+1=5$ Our final answer is B, 5. [Note: don't get tricked into picking answer choice C! Even though each line in the figure is worth 1 and there are 6 lines, line $\ov{CE}$ is NOT part of the perimeter. This is an answer choice designed to bait you, so be careful to always answer only what the question asks.) The Area of a Figure: We are told that the length of the rug is 8 feet and that the length is also 2 feet more than the width. This means that the width must be: $8−2=6$ Now we also know that we find the area of a rectangle by multiplying width and length. So: $8*6=48$ The area of the rug is 48 square feet. Our final answer is B, 48. And now time for some practical how-to's, from tying a bow to solving your polygon questions. How to Solve a Polygon Question Now that we’ve seen the typical kinds of questions you’ll be asked on the SAT and gone through the process of finding our answers, we can see that each solving method has a few techniques in common. In order to solve your polygon problems most accurately and efficiently, take note of these strategies: #1: Break up figures into smaller shapes Don’t be afraid to write all over your diagrams. Polygons are complicated figures, so always break them into small pieces when you can. Break them apart into triangles, squares, or rectangles and you’ll be able to solve questions that would be impossible to figure out otherwise. Alternatively, you may need to expand your figures by providing extra lines and creating new shapes in which to break your figure. Just always remember to disregard these false lines when you’re finished with the problem. Because this is an awkward shape, let us create a new line and break the figure into two triangles. Next, let us replace our given information. From our definitions, we know that every triangle will have interior angles that add up to 180 degrees. We also know that the two angles we created will be equal. We can use this information to find the missing, equal, angle measures by subtracting our givens from 180 degrees. $180−30−20−20$ $110$ Now, we can divide that number in half to find the measurement of each of the two equal angles. $110/2$ $55$ Now, we can look at the smaller triangle as its own independent triangle in order to find the measure of angle z. Again, the interior angles will measure out to 180 degrees, so: $180−55−55$ $70$ Angle $z$ is 70 degrees. Our final answer is B, 70. #2: Use your shortcuts If you don’t feel comfortable memorizing formulas or if you are worried about getting them wrong on test day, don’t worry about it! Just understand your shortcuts (for example, remember that all polygons can be broken into triangles) and you’ll do just fine. #3: When possible, use PIA or PIN Because polygons involve a lot of data, it can be very easy to confuse your numbers or lose track of the path you need to go down to solve the problem. For this reason, it can often help you to use either the plugging in answer strategy (PIA) or the plugging in numbers strategy (PIN), even though it can sometimes take longer (for more on this, check out our guides to PIA and PIN). #4: Keep your work organized There is a lot of information to keep track of when working with polygons (especially once you break the figure into smaller shapes). It can be all too easy to lose your place or to mix-up your numbers, so be extra vigilant about your organization and don’t let yourself lose a well-earned point due to careless error. Ready? Test Your Knowledge Now it's time to test your knowledge with real SAT math problems. 1. 2. 3. Answers: D, B, 6.5 Answer Explanations 1. Again, when dealing with polygons, it's useful to break them into smaller pieces. For this trapezoid, let us break the figure into a rectangle and a triangle by dropping down a height at a 90 degree angle. This will give us a rectangle, which means that we will be able to fill in the missing lengths. Now, we can also find the final missing length for the leg of the triangle. Since this is a right triangle, we can use the Pythagorean theorem. $a^2+b^2=c^2$ $x^2+15^2=17^2$ $x^2+225=289$ $x^2=64$ $x=8$ Finally, let us add up all the lines that make up the perimeter of the trapezoid. $17+20+15+20+8$ $80$ Our final answer is D, 80. 2. We are told that the larger polygon has equal sides and equal angles. We can also see that the shaded figure has 4 sides and angles, which means it is a quadrilateral. We know that a quadrilateral has 360 degrees, so let us subtract our givens from 360. $x+y=80$ $360−80=280$ Again, we know that the polygon has all equal angles, so we can find the individual degree measures by dividing this found number in half. $280/2=140$ Each interior angle of the polygon will have 140 degrees. Now, we can find the number of sides by either reversing our polygon side formula or by plugging in answers. Let's look at both methods. Method 1: Formula $${(n−2)180}/n$$ We know that this formula gives us the measure of each interior angle, so let us use the knowledge of our individual interior angle (our found 140 degrees) and plug it in to find n, the number of sides. $140={(n−2)180}/n$ $140n=(n−2)180$ $140n=180n−360$ $−40n=−360$ $n=9$ Our polygon has 9 sides. Our answer is B, 9. Method 2: Plugging in answers We can also use our method of plugging in answers to find the number of sides in our polygon. As always, let us select answer option C. Answer choice C gives us 8 sides. We know that a polygon with eight sides will be broken into 6 triangles. So it will have: $180*6$ $1080$ degrees total Now, if we divide this total by the number of sides, we get: $1080/8$ $135$ Each interior angle will be 135 degrees. This answer is close, but not quite what we want. We also know that the more sides a regular polygon has, the larger each interior angle measure will be (an equilateral triangle's angles are each 60 degrees, a rectangle's angles are each 90 degrees, and so on), so we need to pick a polygon with more than 8 sides. Let us then try answer choice B, 9 sides. We know that a 9-sided polygon will be made from 7 triangles. This means that the total interior degree measure will be: $180*7$ $1260$ And we know that each angle measure will be equal, so: $1260/9$ $140$ We have found our correct answer- a 9-sided polygon will have individual angle measures of 140 degrees. Our final answer is B, nine. 3. Let us begin by breaking up our figure into smaller, more manageable polygons. We know that the larger rectangle will have an area of: $2*1$ $2$ The smaller rectangle will have an area of: $1*x$ $x$ (Note: we are using $x$ in place of one of the smaller sides of the small rectangles, since we do not yet know its length) We are told that the total area is $9/4$, so: $2+x=9/4$ $x=9/4−2$ $x=9/4−8/4$ $x=1/4$ Now that we know the length of x, we can find the perimeter of the whole figure. Let us add all of the lengths of our exposed sides to find our perimeter. $1+2+1+0.25+1+0.25+1$ $6.5$ Our perimeter is $6.5.$ Our final answer is 6.5. I think you deserve a present for pushing through on polygons, don't you? The Take Aways Though polygon questions may seem complicated, all polygons follow just a handful of rules. You may come across irregular polygons and ones with many sides, but the basic strategies and formulas will apply regardless. So long as you follow your solve steps, keep your work well organized, and remember your key definitions, you will be able to take on and solve polygon questions that once seemed utterly obscure. What’s Next? Phew! You knocked out polygons and now it's time to make sure the rest of your math know-how is in top shape. First, make sure you have working knowledge of all the math topics on the SAT so that you can get a sense of your strengths and weaknesses. Next, find more topic-specific SAT math guides like this one so that you can turn those weak areas into strengths. Need to brush up on your probability questions? Fractions and ratios? Lines and angles? No matter what topic you need, we've got you covered. Running out of time on the SAT math? Look to our guide on how to best boost your time (and your score!). Worried about test day? Take a look at how you should prepare for the actual day in question. Want to get a perfect score? Check out our guide to getting an 800 on SAT math, 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 of practice 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:

How to Find a Good Job For Yourself When You Have Anxiety

How to Find a Good Job For Yourself When You Have Anxiety Finding the right career path for yourself is a daunting process under any circumstances. If you suffer from anxiety or similar challenges in your everyday life, career choices can seem downright overwhelming sometimes. Everyone faces situational anxiety occasionally, but clinical anxiety (disorders that include social anxiety, panic disorder, obsessive-compulsive disorder, generalized anxiety disorder, and phobias) has the potential make professional life more difficult. The good news is that your career is something you can take control of, regardless of a diagnosis- and sometimes making the right decision comes down to being flexible, and honest about what works best for yourself.That means that not every career is created equal. If you’re prone to anxiety, you likely don’t want to add too many potential stress triggers. After all, if your job is making you miserable day in and day out, that’s not a healthy professional arc for anyone. The key to balancing you r career with your anxiety (whether it’s general or social) is finding that sweet spot of doing something that you’re good at doing, and that makes you feel comfortable.Some tips for juggling your anxiety and your professional life.Be realistic about your strengths and limitations. For example, if you have social anxiety, a job working with directly with the public could make you totally miserable for 40 hours a week. Knowing up front what triggers or aggravates your particular brand of anxiety can help you figure out potential danger zones at work, and make choices accordingly.Be flexible. Let’s say you always thought you wanted to be an astronaut, but when you get further along the path, you realize that the stresses and claustrophobia of being in a spacecraft are giving you panic attacks and making you dread whatever comes next. Just because you always thought you should be an astronaut, or you’ve already gone through training, doesn’t mean you have to stay on that exact path. Be open to similar jobs that might not be exactly what you envision doing, but also don’t have the same obligations and stresses. NASA also needs people working in logistics, planning, math, all sorts of other departments. Don’t get locked into a specific idea of what you should be doing.Make your workday work for you. Don’t be afraid to look for accommodations that can be made to minimize anxiety-inducing factors. If constant multitasking and getting pinged all day with email requests spikes your anxiety, try to set up your day in blocks that can be set aside for specific tasks. Find ways to help curve the overwhelm before it happens.Be honest, but not TOO forthcoming. If you have an anxiety disorder, it’s not a good idea to put this in your cover letter or resume, or mention it in an interview. It’s actually illegal for potential employers to ask you about a disability or medical condition, so you don’t wan t to open that can of worms yourself. Instead, focus on the positive: the skills and processes you’ve developed to handle previous jobs, or ways of doing things that have worked best for you in your professional life. For example, if you’re asked about how you handle your daily workload, you don’t have to explain that you prefer emails over phone calls or stand-up meetings because you have social anxiety. You can just note that you’ve found it to be a more efficient and productive option in managing your day-to-day. Focus on the coping mechanisms that make you a better employee all around, not just a better employee with anxiety issues.Look for unorthodox or more flexible work arrangements. If you have severe social anxiety or OCD that makes going in public difficult, think about jobs that let you telecommute or work directly from home, or may be otherwise flexible about the more traditional â€Å"9 to 5 in the office† template.Remember that youâ⠂¬â„¢re an individual, with important strengths and skills. Everyone has Life Stuff that can interfere with everyday work life. Maybe yours just happens to be an anxiety disorder. Whatever your Life Stuff is, never forget that it’s just part of you, and that you bring plenty of skills and qualifications to the table that are not defined by your Life Stuff. Embracing it as part of who you are can help you develop a more fulfilling career for yourself.So if you do have anxiety, what are some jobs and fields that might work well with your anxiety, rather than against it?Medical Laboratory TechnologistHealthcare careers are absolutely booming right now, especially ones that deal in cutting-edge technology. Medical lab technologists collect samples from patients (blood, other body fluids, tissue, and other body substances) to help make a diagnosis or determine treatment. This job typically requires a bachelor’s degree in the sciences, and may require additional licensing or certification, depending on the state. The median salary for medical laboratory technologists is $50,550, per the U.S. Bureau of Labor Statistics.Why is it good for anxiety? If you suffer from social anxiety and do better in an environment with limited interaction with others, a lab can be an ideal setting. Working in healthcare can also help provide concrete goals that let you concentrate on the patient or test at hand, and tune out other anxieties.Veterinary TechnicianVeterinary technicians (or vet techs) provide day-to-day medical care for animal patients, working with veterinarians to diagnose and treat conditions and injuries in animals. To become a veterinary technician, you’ll need at least an associate’s degree in the field, and likely state licensing/certification as well. The median salary for veterinary technicians is $31,800, per the U.S. Bureau of Labor Statistics.Why is it good for anxiety? If the idea of working with humans stresses you out, animals can be a good alternative. You’ll always have human coworkers (unless you’re Dr. Doolittle), but being able to focus on the animals and their care may help alleviate some stress and anxiety for you.Elementary School TeacherElementary school teachers are on the front lines of educating our youth. These teachers are typically responsible for teaching general topics to kids (English/reading, math, science, and social studies), or may specialize in particular subjects or disciplines (physical education, art, music, school library, etc.). Teachers have bachelor’s degrees in education, and often a master’s as well (though many teachers complete their master’s degree after they start teaching). The median salary for elementary school teachers is $54,550, per the U.S. Bureau of Labor Statistics.Why is it good for anxiety? To some, the idea of standing in front of a classroom full of expectant young faces, ready to learn, can be terrifying. But hear me out- wo rking with kids may be less intimidating than working with adults, and having the structured goals of curriculum and classroom schedules can help with anxieties.Fitness InstructorFitness instructors work with classes or individuals to develop and maintain physical fitness. They can be trainers who work one-on-one with clients, or teachers who lead classes at gyms, spas, fitness centers, etc. There is no specific education requirement to become a fitness instructor or trainer, but many states do require that instructors and trainers become licensed or certified in the areas they want to teach. . The median salary for fitness instructors is $31,160, per the U.S. Bureau of Labor Statistics.Why is it good for anxiety? Many people find that working out, eating right, and performing advanced self-care helps with anxiety. If that works well for you personally, why not have it work for you professionally too? A career as a fitness instructor can help you channel your personal challenges and anxieties into helping others achieve results as well. This also has the benefit of being a very flexible job, letting you set up class schedules and appointments based on what works for you (full-time or part-time), and specializing in particular area of fitness expertise. If Extreme Bootcamp Monster Fitness isn’t your thing, teaching early morning yoga classes might be more your speed. It’s a field that can be tailored to your personal strengths and talents.Additionally, it is not a field with a lot of distractions. If multitasking is your biggest trigger, teaching fitness lets you focus literally on what your body (or your clients’ bodies) are doing at this moment in time.Landscape DesignerLandscape designers are responsible for planning and designing outdoor spaces like yards, gardens, lawns, and other outdoor spaces. Landscape designers typically complete a bachelor’s degree, plus an internship or residency program. The median salary for landscape d esigners is $63,810, per the U.S. Bureau of Labor Statistics.Why is it good for anxiety? Plants are known soothers, and like working with animals, it is kind of a built-in stress reliever. For people who have OCD or similar disorders, it can also be a way to focus on planning and details productively.If you have an anxiety disorder, you don’t have to suck it up and spend your career reacting to stressors. You have the power to choose a career path that works for you- and whether that’s in a field you’ve always wanted to go into, or an industry you hadn’t really considered before, you have the ability to make it work for you. Good luck!

Lessons Learned of the Vietnam War Essay Example | Topics and Well Written Essays - 1250 words

Lessons Learned of the Vietnam War - Essay Example The Vietnam War serves as one of the most dominant and influential international conflicts appeared after the Second Great War (Mahajan, 2003) on the horizons of the world, encompassing the Far East in its fold, and leaving an indelible impact of its horrible consequences in the entire region as well as on the rest of the world at large. Started during the climax of Cold War (Arora 2002) between the then two strategic Super Powers i.e. the USSR and USA, the war lasted for twenty long years from 1955 to 1975, and ended in the heavy losses of men and material of the invaded Vietnam as well as the complete humiliation and degradation of the invader USA eventually. Although, the American administration and forces applied every possible strategy and even military brutality on the country, particularly the Mai Lai catastrophic massacre (Fallows 2009) , yet the defensive state, along with its forces and masses belonging to this small Far East state of Vietnam, did not surrender one single i nch of their territorial boundaries; at last their exemplary fortitude, unflinching will-power and unabated determination forced the US military might to surrender and hence paved the way for the cessation and exit of the American troops from their country at last. The Lessons America Learnt:The analysts, since the aftermath of the Vietnam War onward, remained engaged in making investigations of the causes behind the failure of the US mission in a country, which apparently looked a very easy target, though turned out to be a hard nut to crack; even its population, economic position and military force was far lesser in comparison with the American might. Consequently, discovering the chronicles of events that turned the US invasion over Vietnam as nightmare for her had turned to be a moot point to be discussed at every forum for the future years to come. One of the most fatal mistakes committed by the invading country was sending a huge army of almost 3 million US men and women thous ands of miles away from their fatherland in order to fight a foreign soil just for stopping the advancement of communism from entering the northern part of Vietnam (Anghie 2007).5 Actually the US foreign strategy remained revolving around creating certain impediments on the way to the advancements of Communist Russia; in order to keep an overwhelming majority of the world sovereign-states under the US influence and economic subjugation as well.6 Consequently, protection of her economic system capitalism served to be the most vital issue for the Americans, for the security of which the US leadership dragged the military personnel into a certain inferno, which cost the lives of over 2.5 million people on both the warring sides eventually (Kalyvas & Kocher 2003). Hence, the Americans fought a fruitless war hundreds of miles away from their home in order to tame a small Asian state by wasting a huge amount of dollars for a useless pursuit. It is therefore the USA has assured the least c hances of the occurrence of deaths

Law of Non Contradiction Essay Example | Topics and Well Written Essays - 750 words

Law of Non Contradiction - Essay Example One can also say that a premise cannot be true and at the same time not true, in the same sense (Anton, 2009). All these three statements express the law of non contradiction. In the problems and challenges that one comes across in one’s day to day life, if approached rationally, yet without adhering to the law of non contradiction, could give way to much confusion (Morrison, 2003). I arrived at this sound conclusion while dealing with my personal aim and ambition to pursue a healthy lifestyle. What one calls a healthy life style is in fact a broad based term that includes within its ambit a range of healthy practices and a long list of does and don’t does. It is only when a person sticks to or diligently pursues a list of practices and norms identified as being precursors and essentials of a healthy lifestyle that one could claim to be leading a positive and healthy life. It also stands to be true that an unhealthy lifestyle also includes within its ambit a list of pra ctices and norms that are not conducive to good health. Going by the fact that a healthy lifestyle is a set of distinct practices and values, as per the law of non contradiction, a lifestyle cannot be both healthy and unhealthy at one and the same time. ... For example when I decided to be committed to leading a healthy lifestyle, I was well aware of the fact that a healthy lifestyle involves eating those things that promote health and well being and avoiding those foods that harm or spoil good health. It naturally follows that when I stick to good and healthy foods that I could consider myself to be leading a healthy lifestyle. However, there did come moments in my life when I tried to cheat by consuming things like fast foods, shakes and sodas, believing that it was alright to have such foods and beverages once in a while, while leading a healthy lifestyle. In other words, I was trying to convince myself that while consuming unhealthy foods at some time in my life and hence leading an unhealthy lifestyle, I was also leading a healthy lifestyle. Now by the law of non contradiction, this was simply not possible. It states that at one time, either I could be pursuing a healthy lifestyle or an unhealthy lifestyle. It was simply not possib le to lead a healthy and an unhealthy life at one and the same time. The premise that logically followed was that while pursuing unhealthy habits and consuming unhealthy foods, I was conclusively following an unhealthy lifestyle at that moment of time, which positively violated my personal commitment to lead a healthy lifestyle. In other words, it meant that while adhering to unhealthy habits at a moment of time, I was positively resorting to an unhealthy life and hence could readily expect the results that go with an unhealthy lifestyle, irrespective of my commitment to stay healthy and fit. This catechism indeed turned out to be an eye opener for me and made me really respect the validity of the law of non contradiction in daily life. There is

Maritime security requirements Essay Example for Free

Maritime security requirements Essay Maritime security refers to the security offered to the shipping industry in a country. It refers to the measures taken by the government to ensure that the port, the employers, the employees as well as the equipments in the ports are well guarded from threats which face them. The ports face risks which may arise due to unlawful acts done on them or even on the persons stationed in them. Strategic planning to cub any uncertainty is thus essential for the well being of a nation and its citizens. The security of a country like the United States is dependent on the security of the world’s oceans. There are different forms of threats which face the maritime security. To attain maritime security, it is thus vital to combine the efforts of both the public and private sectors globally. Maritime security may also be used to refer to the comprehensive security for the international shipping which started functioning on July 2004. It forms part of the IMO’s activities. This is a security practice code which is exercised in ports which is meant to compliment the international ships and the port equipments security. The IMO/ILO code was implemented to offer security for the whole port area and was approved in March 2004. IMO is an acronym for international maritime organization while ILO refers to the international labor organization. IMO code of practice is not binding and should not replace the laws and regulations of a country. It does not affect the fundamental rights and principles of the workers as provided by the ILO document or the workers access to the ports or terminals and even the vessels. The IMO is thus used to provide guidance to member countries on how to deal with matters relating to security in the ports. It also helps in identifying a government’s roles and responsibilities as well as for those of the employers and their employees (Pugh, 1994). The main objective of the formation of the code of practice relating to security on the ports was to enable all the stakeholders including the government minimize the risks which may be incurred by the port due to unlawful acts in the port. It was also intended to provide a common basis of approach to security on ports amongst affiliated states. This code also sought to extend the area covered by port security to include the whole port. Threats and measures used to combat maritime security Maritime insecurity has been on the rise for the past few years with terrorists using this domain to attack most countries. This has called for strict measures to ensure such attacks are reduced or eliminated. For maritime security to be attained, a number of plans have to be put in place to address the different forms of maritime security. These plans form the basic requirements for successful attaining of maritime security. One of the plans which are vital is a national plan to create and achieve Maritime’s domain awareness. After creating a national awareness, a global integration of intelligence is important and hence its plan. A single country may not be in a position to fight and lead to maritime security thus the need to cooperate with other countries. Other plans are the maritime infrastructure plan and the maritime security plans. The security plans includes the transportation plan, the commerce plan and the facilities plan. Before the formulation of these plans, the country needs to understand the threats which maritime environment faces (Hawkes, 1989). For a country to formulate the measures it has to take to attain maritime security, it needs to evaluate the threats the oceans are exposed to which in turn affect the countries stability. Different countries have adopted different measures to ensure that their ports are safe. The most common threats that face the oceans include the threat to the maritime security itself. Today’s maritime environment is marked by complexity and ambiguity thus making it difficult to maintain and protect it. This is more pronounced in the maritime environment. This is enhanced by the operations carried out at the sea which exposes the countries to acts of terrorism. These kinds of attack are more dangerous and pure military actions may not be effective in fighting them. They thus require other measures and the countries exposed to such threats must device ways to combat them. Advancement in telecommunications and the expansion of the international and commercial logistics have led to an increase in the range and also the effects which arise due to the terrorist attacks. They have made it possible to enter even the borders considered to be most secure with great speed and for greater distances. Terrorists take advantage of such capabilities and cause great damage globally and also in the political and economic environment (Higgie, 2005). Maritime domain could also be used to export illegal goods to other countries thus posing a threat to the other country. Strict measures are thus required to cub this and to ensure that all transported goods are of high standards and are not harmful to the citizens in a country. Terrorism acts are rampant in the maritime domain. Fighting these threats is becoming more difficult since different terrorist groups from different countries have joined together due to the improved telecommunications. They also operate under the shadows thus making it hard to fight them. Cooperation amongst the member states is required to maintain maritime security. The increasing international trade through the maritime domain has also led to increased maritime related criminal activities. Such activities include smuggling of drugs and weapons to or out of a country. People smuggling has also been on the rise in the maritime domain especially in areas characterized by heavy commercial seas activities. In countries with unstable political environment, this is more rampant. Illegal immigration through the sea has been rampant in the recent past thus posing a major threat to maritime security and also to the economic and political stability of a country (Pugh, 1994). The main objective for the countries faced by these maritime threats is to eliminate or reduce the activities which pose these threats. One of the major steps towards preventing the terrorist attacks and other criminal and unlawful acts is through monitoring and controlling or patrolling the maritime borders. High seas areas which are of national interest should be safeguarded. Detecting and stopping criminal activities before they are committed is the main aim of the countries exposed to maritime threats. To be effective in detecting the threats to maritime security, the country has to be aware of the threat and have detective capabilities. Such knowledge helps in deterring and also defeating adversaries early enough before much damage have been caused (Higgie, 2005). Another objective of a country in cubing maritime insecurity is by protecting the critical maritime infrastructure and also the related population centers. All the main and important infrastructures both physical and network operations should be guarded by military facilities for security purposes. Population should also be controlled so as to make it difficult for people to collect information which could be used in committing criminal maritime acts. Overcrowding in the ports makes it easier for illegal immigration and smuggling of goods and people. The responsibility of protecting these infrastructures should be taken up by both the private and public sectors. A country should also work towards minimizing the damages which may arise in the maritime domain. Safeguarding the maritime domain and their resources from exploitation is another aim of a country (Pugh, 1994). For a country to attain maritime security, there are a number of things or requirement that it has to meet. There are no international standards which have been set to control, regulate or maintain maritime security and thus a country has to set its own standards and work towards maintaining maritime securities. However, as mentioned earlier the international maritime organization has set guidelines which a country may apply in dealing with maritime related issues. Attaining maritime security is a continuous activity especially with the emergence of different activities which are posing threats to maritime security. International cooperation and coordination is vital in achieving maritime security. Information sharing and also intelligence assistance are also vital in effective elimination of maritime insecurity. Public and private sectors should also work in cooperation to attain and secure maritime security (Hawkes, 1989). The minimum requirement is the acquiring of an identification card of maritime security. This card shows that the holder has been checked from his background and thus can work in the port unescorted. This card covers the seafarers and the persons working or who supply oil and gas facilities offshore. This card mainly operates in the Australian waters. For one to qualify to be given unmonitored access to the maritime security zone, one should not have an adverse criminal record and should be a citizen. If he is not a citizen, he must have a right to work in the country. Automatic identification systems are also a requirement in maritime security. These systems are supposed to be installed on commercial vessels which are on international voyage. This may include vessels used in fishing and even passenger vessels which are over 65’ in length (Office of the Press Secretary, 2003). Prescreening cargo before lading is also another requirement for attaining maritime security. All international cargos should be examined before they are allowed into a country to ascertain their safety and to eliminate possibilities of threats. Procedures to enforce action against a cargo suspected to be carrying illegal commodities or terrorists into or out of a country should be formulated. These procedures should be implemented and enforced to reduce the possibility of a repeat of the same action. Seizing cargo procedures should also be implemented and streamlined for easier confiscation of the goods or persons (Bahar, 2007). One of the vital requirements in achieving maritime security is by enhancing international cooperation amongst the member states. The oceans cover more than two thirds of the earth’s surface. As such, no single country can achieve maritime security on its own. Cooperation with other countries is thus a vital tool in achieving maritime security. Countries which are interested in attaining maritime security and are willing to fight terrorism and other maritime crime come together to device ways to combat these crimes. These countries should seek to understand the threats and prioritize them according to there urgency. Unified actions and plans are then implemented to reduce maritime insecurity (Hawkes, 1989). To enhance this cooperation, the nations should endeavor to standardize international security to ensure that all the goods and people going to a country through the maritime domain are not a threat to the citizens that country. The use of automated systems should be implemented to register maritime vessels, their ownership and also their operations. The crew operating them should also be registered as well as the cargo being transported to enhance transparency. The member states should also develop a mutual fund ensure effective and efficient implementation of measures to interdict criminals before the damages are done. The means of rapid exchanges amongst the government and intelligence agencies should also be enforced by the law and suspected criminals should be persecuted. Streamlined procedures should also be adopted to verify vessels nationality so as to take appropriate enforcement measures on time (Bahar, 2007). Another requirement for maritime security is the foreign vessel security plans. This requirement has a provision that members of SOLAS are not required to produce their security plans to coast guards for their vessels to be approved. However, those who are not affiliated to this group of SOLAS have to produce their security plans before being allowed to enter into a country. Their security plan should also comply with the measures which are stipulated in the trade agreement. SOLAS is an acronym for safety of life at seas. A vessel not complying with these requirements is denied entrance to a country. This is in operation in the united stated (Office of the Press Secretary, 2003). Vessel security plans is also another requirement for ensuring maritime security. All vessels are required to have security plans before being allowed to move in the American waters. This requirement however exempts vessels which carry less than one hundred and fifty passengers without considering the number of overnight passengers in the vessel. Other vessels exempted in this provision are the drilling units which are non self propelling and are operated offshore. Industrial vessels like the dredges are also exempted from the security plans provision for vessels. Facilities are supposed to come up with their individual plans for security. Exempted in this requirement are facilities which only service the passenger vessels but whose vessels do not carry passengers. Others are the public access facilities which are purely used for recreation and retail purposes by the public. Vessels which the public uses for entertainment and tourist purposes are also exempted. The owners and the operators of these exempted facilities are held responsible and are supposed to implement necessary security measures. These measures are supposed to comply with the area security plan (Office of the Press Secretary, 2003). These requirements are made possible and viable by offering assistance and training to the maritime security operators. Economic assistance is also vital in ensuring that maritime security among the nations is attained. Another way that the governments have done to ensure maritime security is maintained is by expanding the international port and maritime security officer programs. This ensures that the diverse threats posed by unlawful acts are minimized and awareness is created. The number of agency attaches has also been increased (Pugh, 1994). Deploying layered security is also another requirement for ensuring that maritime security is achieved and maintained. A system of layered security ensures that the capabilities of the member governments and those of commercial interests are integrated globally. Both the public and the private sectors can help in controlling terrorism activities if they could act in concert. These two sectors may use diverse though complementary measures to eliminate the criminal acts instead of relying on the government alone. A layered approach is not a static approach but keeps on being improved. These changes serve to create uncertainty thus reducing the possibility of terrorist attacks. This approach is mainly used in the most vulnerable areas like the marine transportation sector, passenger and cargo ferrying, staff and also in conveyances. It is also effective in ports and also the route of transportation (Bahar, 2007). Maximizing domain awareness is a vital tool in eliminating threats and maintaining peace and security in the maritime environment. Understanding the trends and all the events in a domain helps to predict likely events and also the possible threats facing a certain domain. Prior knowledge of the threats is important for securing the security of a maritime domain and also helps in reducing detrimental events. In trying to gain knowledge of the possible threats, the government and all the stakeholders should aim at trying to understand who their enemies are and their capabilities and also their goals. Factors influencing their behavior and also their organizational structure should be analyzed. A vital area is learning the adversary’s weak points and also the centers of their gravity. This knowledge is used in planning the course of action and also in deciding and prioritizing the allocation of resources. Awareness of maritime domain thus helps in earlier identification of threats and thus prompts appropriate actions to be taken to prevent such attacks (Higgie, 2005). Conclusion Maritime security as discussed above is not only vital to the seas environment but also affects the whole country and the world in general. No single country is immune to maritime threats and as such, all the countries should work together to attain maritime security. Creating awareness may be costly but should be advocated for to ensure that terrorist attacks and other criminal and hostile acts are recognized and deterred. Stern measures should be undertaken by the international body concerned with maritime security on countries that collude or allow terrorist to operate from their waters. Those convicted of violating maritime security should be persecuted and heavy punishment imposed so as to deter others from engaging in similar acts. However, while dealing with matters relating to maritime security, extra care should be taken. Damages caused by criminal acts via maritime domain may be devastating thus caution should be exercised. The countries should also strive at protecting the maritime domain from exploitation so as to preserve the ecosystem of the country as well as that of the aquatic life. Reference: Bahar M. (2007): Attaining Optimal Deterrence at Sea: A Legal and Strategic Theory for Naval Anti-Piracy Operations Journal article of Vanderbilt Journal of Transnational Law, Vol. 40 Hawkes K. G. (1989): Maritime Security. ISBN 087033395X. Published by Cornell Maritime Press Higgie D. (2005): Combating Terrorism: Dell Higgie Surveys the International Counter-Terrorism Scene. Journal article of New Zealand International Review, Vol. 30 Office of the Press Secretary. (2003): Fact Sheet: Maritime Security Requirements. Retrieved on 10th December 2008 from, http://www. dhs. gov/xnews/releases/press_release_0282. shtm. Pugh M. C. (1994): Maritime Security and Peacekeeping: A Framework for United Nations Operations. ISBN 0719045630. Published by Manchester University Press

gambling Essay examples -- essays research papers

In the last year Americans have wagered $482 billion dollars in the United States. Over eighty-five percent of this wagering took place in casinos which are now legal in twenty-seven states. In the past decade there has been incredible growth in the gambling industry. Twenty years ago if a person wanted to gamble they had to go to Nevada. Nowadays, there are only six states in which no form of legalized gambling exists. Proponents of the gambling industry feel that this growth is a good thing a nd that it is helping the national economy. However, there are many opponents that feel that gambling is hurting families and society. Indeed, there needs to be a limit to the growth of the gambling industry, although, this industry does have some merit s they don't outweigh the costs to society. Proponents of the gaming industry insist that gambling is good clean fun, and that so many people enjoying something can't be wrong. In fact, proponents are quick to point out that fun is not the only issue; in addition, these new casinos have created thousands of jobs. Furthermore, not only have casinos created new jobs, but there has been an increase in tax revenue for the cities that have casinos. Indeed, the increase in tax revenues has helped to rebuild some rundown inner cities and river fronts areas. These people argue there is little reason to worry about gambling as most people will only lose a small amount of money and will have a fun time losing it. However, op...

Radio One, Incorporated

Radio One, Incorporated In general ? Assume a corporate tax rate of 34%, and a market risk premium of 7. 2%. ? Data in exhibit 9 are in $1,000. ? Show and explain all your calculations, i. e. the reader/grader must be able to follow your reasoning and be able to understand all your calculations without using time to reconstruct your numbers. ? Make additional assumptions if necessary, but make them explicitly. ? Good luck. ? Questions 1. Why does Radio One want to acquire the 12 urban stations from Clear Channel Communications in the top 50 markets along with the 9 stations in Charlotte, North Carolina, Augusta, Georgia, and Indianapolis, Indiana? What are the benefits and risks? 2. What price should Radio One offer on a discounted cash flow analysis assuming all equity financing? ? Show and explain cash flows items needed to be estimated to get relevant cash flows in 2001 – 2004. Estimate relevant cost of capital to calculate PV of relevant cash flows assuming acquisition is all equity financed. ? Estimate terminal value of potential acquisitions after forecast period ends in 2004. ? What price should Radio One offer on a discounted cash flow analysis using relevant cash flow in 2001 – 2004 and a terminal value in 2004? ? Are the cash flow projections (in forecast period and terminal value) reasonable? If not: Revise your calculations. 3. What price should Radio One offer on a transaction multiple for comparable transactions analysis? What price should Radio One offer on a trading multiple of comparable firm analysis? 4. Assuming that Radio One’s stock price is 30? BCF, can it offer as much as 30? BCF for the new stations without reducing the stock price? 5. What price should Radio One offer for the new stations?

Business Rules and Data Models Essay

A database is a structure that contains information about many different categories of information and about the relationships between those categories (Pratt & Adamsk 2010). Database objects are entities that exist within a database to support operations such as storing, retrieving and manipulating data. Organizations use large amounts of data and database management system to store and transform data into information to support making decisions. A database management system consists of the following three elements: 1. The physical database: the collection of files that contain the data. 2. The database engine: the software that makes it possible to access and modify the contents of the database. 3. The database scheme: the specifications of the logical structure of the data stored in the database. As we know, database is structured collection of data; computer based databases are usually organized into one or more tables. A table stores data in a format similar to a published table and consists of a series of rows and columns. In a database model, each object that we want to track in the database is known as entitiy. For example, in a college database there might be several entities which is known as set of similar objects. Some of the entities in college database are: 1. Student 2. Professor 3. Courses 4. Employees Attributes describes one aspect of an entity type. Entity type is described by set of attributes. An entity is a real-world item or concept that exists on its own (Shiflet, 2002). The set of all possible values for an entity is the entity type. Each entity has attributes, or particular properties that describe the entity. For example student Indra Paudel has properties of his own studentID, StudentName and StudentGrade. Figure 1 E-R Diagram notation for an attribute domain ( StudentGrade ) of an entity type (Student). Let’s have a close look of each entity and their attributes. Figure 1.1 the attributes of Student entity. Figure 1.3 the attributes of course entity. An entity is a distinguishable object in the enterprise. An entity has attributes that describe the properties of the entity. For example, a course is an object in the student information system. The course number, title, credits, and prerequisites are the attributes for the course. All the courses have same type of attributes. A collection of entities of the same attributes is called an entity set. Since each entity is distinct, no two entities can have the same values on the attributes. Each entity class has an attribute or a set of attributes that can be used to uniquely identify the entities. In case there are several keys in the entity class, we can designate one as the primary key. For example, we can designate the course title to be the key, assume that every course has a different title. A composite attribute is an attribute that is composed of two or more sub-attributes. For example, the Student entity class has the address attribute that consists of street, city, state, and zipcode. A multivalued attribute is an attribute that may consist of a set of values. For example, the Course entity class has the prerequisites attribute. A course may have several prerequisites. Therefore, the prerequisites attribute is a multivalued attribute. A derived attribute is an attribute that can be derived or calculated from the database. A derived attribute should not be stored in the database. For example, we may add an attribute named numOfPrerequisites to the Course entity class. This attribute can be calculated from the prerequisites attribute. Example of business rule: Department——offers——Course Course——Generates——-Class Professor——Teaches——Class A conceptual data model identifies the highest level relationships between the different entities, whereas physical data models represent how the model will be built in the database. A physical database model shows all table structure including column name, column data type, column constraints, primary key, foreign key, and relationships between tables. References Pratt, P.J, & Adamski J.J, (2011). Concepts of Database Management. Ohio, OH: CENGAGE Learning. Shiflet, A.b, (2002). Entity Relationship-Model. Retrieved from http://wofford-ecs.org/dataandvisualization/ermodel/material.htm

When Not To Use the Personal A of Spanish

When Not To Use the Personal A of Spanish The general rule is that the personal a of Spanish is used before a direct object when that object is a person or an animal or thing that has been personified. However, there are exceptions. The personal a is either optional or not used when the direct object is a nonspecific person, when following the verb tener, or to avoid awkwardness when two as would be close to each other in a sentence. Omitting the Personal A When the Person Isn’t Specific Perhaps the best way to state the biggest exception to the rule is to clarify the rule. Rather than saying that the personal a is used before people, it would best to say that the personal a is used only with specific, known, or identified human beings (or animals or things that have been personified). In other words, if the person is treated as a member of a category rather than as a known person, the personal a isnt needed. Here are some examples of the difference: Busco a mi novio. (I am looking for my boyfriend. Here, the boyfriend is a specific, known person, even though his name isnt given.)Busco un novio. (I am looking for a boyfriend. Here the boyfriend is merely someone who is a member of a category. We do not know who the person is, or even if he exists.)No conozco a tu bisabuela. (I dont know your grandmother. We have the persons identify even if her name isnt given.)No conozco una sola bisabuela. (I dont know a single great-grandmother. As in the case of the boyfriend above, the person is talking about a hypothetical person rather than an identified one.)Necesito una secretario. (I need a secretary. The speaker needs assistance, but not necessarily from a specific person.)Necesito a la secretario. (I need the secretary. The speaker needs a specific person.) As a result, some sentences can have a slightly different meaning, depending on whether the a is used. For example, we might say El FBI busca a un hombre de 40 aà ±os, meaning that the FBI is looking for a specific 40-year old man, perhaps the one who committed a crime. If we say El FBI busca un hombre de 40 aà ±os, it suggests the FBI is looking for a 40-year-old man in general, perhaps for a criminal lineup or for some other purpose where it doesnt particularly matter which 40-year-old man it finds. The main exception to this clarified rule is that certain pronouns, such as alguien (someone) and nadie (no one), always require the personal a when used as direct objects, even when they refer to no specific person. Example: No conozco a nadie.  (I dont know anybody.) Dropping the Personal A After Tener When tener is used to indicate have in the sense of having a close relationship, the personal a is not used even if the direct object is known. Tenemos tres hijos. (We have three sons.)La compaà ±ia tiene muchos empleados. (The company has many employees.)Ya tengo mà ©dico de atencià ³n primaria. (I already have a primary-care doctor.) When tener is used to mean have someone in a role, however, the personal a is retained: Tengo a mi hermana como amiga de Facebook. (I have my sister as a Facebook friend.) Avoiding Two As in a Sentence Sometimes a sentence following the general rule would have two as, especially when a verb is followed by direct object and then an indirect object. In such cases, the personal a before the direct object is omitted. The listener will then understand that the object without a preceding a is the direct object. In this way, such sentences often mimic the word order in English. Mandà © mi hijo a su profesor. (I sent my son to his teacher. Note the lack of a before hijo.)El bombero llevà ³ Pablo a mi madre. (The firefighter carried Pablo to my mother.) Key Takeaways Although Spanish uses a personal a when a person is a direct object, the personal a is not used unless the person is a known person rather than someone who merely fits a category.An exception is that the personal a is required with nadie and alguien.The personal a is often not used following the verb tener, even if the object is a known person.

Biz Ethics Essay Research Paper Business Ethics

Biz Ethics Essay, Research Paper : Business Ethical motives at Work Writer: Elizabeth Vallance Publisher: Cambridge University Press Date Published: January 1990 This book is a practical usher to a topic straight relevant to modern-day behavior for pupils of concern and management.It offers a determination theoretical account to assist in the devising of ethical picks, and bases its ethical model steadfastly on the nature of concern itself. Title: Current Issues in Business Ethical motives Writer: Peter W. Davies Publisher: Routledge Date Published: September 1997 In this aggregation of essays, current issues in concern moralss are explored and discussed by taking governments in the field. Title: Defining Moments: When Directors Must Choose between Right and Right Writer: Joseph L. Badaracco Publisher: Harvard Business School Publishing Date Published: August 1997 Explores the inquiry of whether one can regulate innocently in a concern universe where personal moralss may interfere with the demands of the organisation. The writer draws on three director instance surveies, literature, and moral philosophers such as Machiavelli, Nietzsche, and Marcus Aurelius to discourse ways in which directors can believe about ethical quandary in their work life. : Business Ethical motives at Work Writer: Elizabeth Vallance Publisher: Cambridge University Press Date Published: January 1990 This book is a practical usher to a topic straight relevant to modern-day behavior for pupils of concern and management.It offers a determination theoretical account to assist in the devising of ethical picks, and bases its ethical model steadfastly on the nature of concern itself. Title: Current Issues in Business Ethical motives Writer: Peter W. Davies Publisher: Routledge Date Published: September 1997 In this aggregation of essays, current issues in concern moralss are explored and discussed by taking governments in the field. Title: Defining Moments: When Directors Must Choose between Right and Right Writer: Joseph L. Badaracco Publisher: Harvard Business School Publishing Date Published: August 1997 Explores the inquiry of whether one can regulate innocently in a concern universe where personal moralss may interfere with the demands of the organisation. The writer draws on three director instance surveies, literature, and moral philosophers such as Machiavelli, Nietzsche, and Marcus Aurelius to discourse ways in which directors can believe about ethical quandary in their work life.

Palmistry Essay Example | Topics and Well Written Essays - 1250 words

Palmistry - Essay Example Notable people such as Paracelsus (1493-1541) and Fludd (1574-1637) brought respectability to palmistry through their writings. Later Dr. Carl Carus, physician to the king of Saxony in the 19th century matched palms to personality. Advances in genetics, psychology and forensics have propelled palmistry into the modern age. In 1901 Scotland yard adopted the technique of fingerprinting in criminal investigation and identification. Medical researchers studying skin patterns (dermatoglyphics), have discovered a correspondence between genetic abnormalities and unusual markings in the hand (Paralumun, ). Today, palmistry is recognized in every corner of the world. Do you like uncertainty Most people would definitely answer "NO." Every one of us, I believe, would like the feeling of security. Whether it be the amount of money that you have in your bank account, the job you have at present, the cozy place that you live in or the plans you have set to achieve your goal-anything or anyone that you think would provide you "a happy ever after." You will look for alternatives if you think that your choice in a given situation would do more harm than good. You may evaluate your previous actions, see what you have done that might have caused or will cause the predicaments, and identify corrective measures. You may even consult other people whom you think could provide you with answers in an instant. There are personal characteristics that, to some extent, will prompt you from choosing a particular action though. It does not apply that if an action (like choosing a particular job, people that you would be attracted to and vice versa, moods that you would have at a particular instance) is universally accepted will also work for you. Some says it is in the genes; others, like palmists, believe that the answers are in the palms of your hands. The purpose of this speech is twofold. First, to present a brief account on the origin of palmistry, some important factors considered in palm reading, and how these supposedly affect your personality and your future. Second, to present a better alternative to palmistry. To understand the process of palmistry one should have an open mind to life what ifs and that everything is for the unknown reason. Sometime we have to ask ourselves, "What is life all about" Journey Into Palmistry 4 A palmistry reader can interpret aspects of a persons' life by reading the lines of his palms. Palmistry begins with the obvious and proceeds, by innumerable intricate steps of