Current Legislation And Sector Skills Standards Influence...

LEARNING OUTCOME 1 1.1 CURRENT LEGISLATION AND SECTOR SKILLS STANDARDS INFLUENCE ON RIGHTS OF SERVICE USERS According to the Disability Discrimination Act 1995, a disabled person â€Å"has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities. † Around 11 million people in the UK are living with a limiting long term illness, impairment or disability with less than half employed. With developing technology, people with disabilities have become less dependent if not completely independent. For this reason, it is important to provide them the same opportunities like the rest of the population. Multiple laws have thus been enacted to ensure that disabled†¦show more content†¦These could include wheelchair ramps, documents translated to Braille, sign language interpreter, e.t.c. Further, occupational standard (National Occupational Standards) should not exclude the disabled persons. For example the national occupational standard of a receptionist should not require the candidate to have â⠂¬Å"full use of his/her legs†, if it does, it would be disqualifying any individual who does uses a wheelchair, thus discriminating against them. 1.2. FACTORS THAT PROMOTE AND MAXIMIZE THE RIGHTS OF USERS OF HEALTH AND SOCIAL CARE After the rights of users of HSC have been establish, it is still possible for hindrances to occur. All parties concerned must strive to promote and maximize the rights however, as stipulated. The three main factors that promote and maximize these rights are as follows. A. Organization: For rights to be considered implemented, the relevant bodies have to put them in action. For example, where the Equality Act requires employers to make employment arrangements for disabled persons, the employer needs o state the availability of this in the job advertisement or application package to assure any disabled applicants that they will be well arranged for and can focus squarely on preparing for the actual interview. More so, in good practice, organizations small, medium or large must implement principles of equality and equal opportunity, confidentiality

Characterization within A Rose for Emily by William Faulkner

By using strong characterization and dramatic imagery, William Faulkner introduces us to Miss Emily Grierson in â€Å"A Rose for Emily†. The product of a well-established, but now fallen family, Emily plays common role found in literature- a societal outcast, who earns her banishment from society through her eclectic behavior and solitary background. Often living in denial and refusing to engage with others, Emily responds to her exile by spending the remainder of her life as a mysterious recluse that the rest of society is more content to ignore rather than break social customs to confront her. Emily’s role as an outcast mirrors a major theme of the story, that denial is a powerful tool in hiding a secret, however, the truth will eventually†¦show more content†¦Emily continues to stay a recluse as her house begins to smell and she chooses not to go out anymore. Because her behavior and reclusive nature has made her unacceptable in her community’s eyes, Emily counters their attitude with a refusal to live in their presence. Even though the town has gossiped about her and asked her family to step in on occasion, they never completely snubbed her. In many ways, they tried to bridge the gap or assist her, but each time she refused them. This is first seen when her father dies and people begin to feel sorry for her. The ladies gathered to offer help and sympathy, but are denied by Emily when she swears that her father is still alive. Later, when the town starts free postal delivery, Emily does not allow them to put a mail receptacle or address numbers on her home. Emily is physically refusing to let the outside world contact her. Then there is the debacle with her taxes. As the newer generation tries to rectify the former mayor’s decision to discharge her taxes, she refuses to answer their tax statement and later a personal letter from the mayor. Finally, the Board of Alderman visits her house, and tries to explain why she has to pay her taxes. She refuses to listen to their reasoning and she quickly dismisses them. During this time, there is only one person that is allowed in her home, a male servant who is African-American. As the years pass, the man grows old with her. Despite all of the years of himShow MoreRelatedEssay on William Faulkners A Rose for Emily1539 Words   |  7 PagesWilliam Faulkners A Rose for Emily As any reader can see, A Rose for Emily is one of the most authentic short stories by Faulkner. His use of characterization, narration, foreshadowing, and symbolism are four key factors to why Faulkners work is idealistic to all readers.   Ã‚  Ã‚  Ã‚  Ã‚  The works of William Faulkner have had positive effects on readers throughout his career. Local legends and gossip trigger the main focus of his stories. Considering that Faulkner grew up in Mississippi, he wasRead MoreA Tale of Terror 1087 Words   |  4 Pagesremember. William Faulkner’s â€Å"A Rose for Emily,† a short story about the odd Emily Grierson, a once well-respected woman in a small southern town, takes readers into a whirlwind of a story leading up to a horrifying discovery about Miss Emily’s secretive demeanor. Through his characterization of Miss Emily, his descriptions of the setting, and his use of foreshadowing, Faulkner effectively develops â€Å"A Rose for Emily† into a horrific tale. The first way that Faulkner organizes â€Å"A Rose for Emily† is inRead MoreA Rose For Emily By William Faulkner1270 Words   |  6 PagesWilliam Faulkner’s short story â€Å"A Rose for Emily† thoroughly examines the life of a strange woman name Emily Grierson who lives in the town of Jefferson. If we examine â€Å"A Rose for Emily† in terms of formalist criticism, we see that the story dramatizes through setting, plot, characterization, and symbolism on how Miss Emily’s life is controlled by a possessive love she had for her father and lover. William Faulkner uses Emily’s life as the protagonist to examine from a formalist aspect. In orderRead More Loneliness to Insanity and Madness in A Rose for Emily and The Yellow Wall-Paper1545 Words   |  7 PagesFrom Loneliness to Insanity in A Rose for Emily and The Yellow Wall-Paper      Ã‚   In The Second Sex, Simone de Beauvoir states that within a patriarchal society woman does not enjoy the dignity of being a person; she herself forms a part of the patrimony of a man: first of her father, then of her husband (82-3). Both Emily Grierson in William Faulkners A Rose for Emily and the narrator of Charlotte Perkins Gilmans The Yellow Wall-Paper are forced into solitude simply because they are womenRead More The Nature of Time and Change in William Faulkners A Rose for Emily1763 Words   |  8 PagesThe Nature of Time and Change in William Faulkners A Rose for Emily In A Rose for Emily, William Faulkners use of language foreshadows and builds up to the climax of the story. His choice of words is descriptive, tying resoundingly into the theme through which Miss Emily Grierson threads, herself emblematic of the effects of time and the nature of the old and the new. Appropriately, the story begins with death, flashes back to the near distant past and leads on to the demise of a woman andRead MoreA Rose for Emily by William Faulkner1250 Words   |  5 PagesIn the grotesque short story A Rose For Emily, William Faulkner’s critical tone speaks clearly as he uses irony and bizarre imagery to criticize his own southern culture. Born in 1897 in Oxford, Mississippi, Faulkner grew up in the center of southern racism and witnessed the post-Civil War transition of his society (Wikipedia). By carefully crafting the characters in the story, Faulkner is able to critique the typical southern view of African-Americans as well as demonstrate the unwilling ness ofRead MoreEssay A Rose for Emily1064 Words   |  5 PagesA Rose for Emily In â€Å"A Rose for Emily,† William Faulkner’s symbolic use of the â€Å"rose† is essential to the story’s theme of Miss Emily’s self-isolation. The rose is often a symbol of love, and portrays an everlasting beauty. The rose has been used for centuries to illustrate an everlasting type of love and faithfulness. Even when a rose dies, it is still held in high regard. Miss Emily’s â€Å"rose† exists only within the story’s title. Faulkner leaves the reader to interpret the rose’s symbolicRead MoreThe Yellow Wallpaper3202 Words   |  13 Pagesfrom her depression. Instead, Jane is slowly losing herself within the yellow wallpaper in the room causing her to become insane. Jane is not able to express her feelings with her husband or anyone else, but instead she bottles it up inside of her until she could no longer resist. The outsider theme is forced upon Jane from her husband’s way of treatment. â€Å"A Rose for Emily† by William Faulkner also portrays the outsider theme statues. Emily Grierson, the main protagonist, is a woman whom is isolatedRead MoreAnalysis of A Rose for Emily, by William Faulkner and The Yellow Wallpaper, by Charlotte Perkins Gilman2621 Words   |  11 Pages In the short stories â€Å"A Rose for Emily† written by William Faulkner and â€Å"The Yellow Wallpaper†Ã¢â‚¬  written by Charlotte Perkins Gilman, the protagonists experience mental illness, loneliness, feelings of being in control of their lives, and feelings of being insane. Both main characters struggle against male domination and control. The two stories take place in the late 1800’s - early 1900’s, a time where men’s place in society was superior to that of women. Each story was written from a differentRead MoreAlliteration In Leda And The Swan By Ray Bradbury1852 Words   |  8 Pagesstressed syllables of words relatively near to each other (in the same line or adjacent lines, usually) (Literature: A Portable Anthology). Example: In Fahrenheit 451, Montag states, â€Å"It’s fine work. Monday burn Millay, Wednesday Whitman, Friday Faulkner, burn’em to ashes. That’s our official slogan.† The repetition sound of â€Å"M,† â€Å"W,† and â€Å"F,† show alliteration (Bradbury 6). Allusion: A reference to a well-known person, place, place, event, literary work, or work of art (Literary Devices). Example:

To what extent is ”Frankenstein’ concerned with the theme of education and what does it have to say about the advantages and disadvantages of this Free Essays

In Frankenstein, education cannot simply be considered as an ordinary theme, because there are so many differing angles which are represented throughout. It primarily depends however on what actually counts as education in the first place; does it have to be necessarily formal, or does it also count if it is information passed on from one family member to another, or even if it is simply something gleaned from the environment that surrounds us. This is the question that must be answered, as well as deciphering what methods Shelley uses to convey the fact that education is essential for the books’ events to occur. We will write a custom essay sample on To what extent is †Frankenstein’ concerned with the theme of education and what does it have to say about the advantages and disadvantages of this? or any similar topic only for you Order Now In Frankenstein from the very beginning, whenever Victor is mentioned, it is in the context of learning, or of having learnt something crucial. This is in comparison to Walton, whose knowledge appears to come from his exploration, from his search for a true companion who can accompany him throughout the rest of his life, someone who will truly understand him. Walton’s knowledge is not just from experiences, but also from studying, from academia, as well as from his perceptions of the world around him, and from what his morals command him to either do or not to do. However, despite all of his academia, he is still astonished when he is told about Frankenstein’s creature, and even more so when he views it for himself. This proves that despite formal education, there will still be gaps of knowledge, and the power to surprise will always exist. Victor relates to Walton all about how his education was formulated, what exactly he had learnt from his bad experiences with books and at Ingolstadt, and by focussing on outdated science such as those ideas thought of by Cornelius Agrippa and Albertus Magnus. The point blank refutation by his father of these theories and ideas did not mean that Victor realised they were hopelessly incorrect; on the contrary, he ‘continued to read with the greatest avidity’. This reading eventually led to the creation of the creature, which although being a tremendous achievement in its own right, is something which directly contravenes the natural order of things, and is therefore a sin. By studying such ‘wild fantasies’ and not instead reading something far more ‘real and practical’, he allowed himself to be taken into the world of unnatural occurrences, where he would be able to achieve incredible things, but at the same time ‘terrible’. At Ingolstadt, Victor was further mislead from the path of true science by Krempe who did not capture his imagination, and possessed a ‘repulsive countenance’ and instead continued to strive towards conquering death through reanimating and creating his own perfect being. It does bring up questions of who ought to be able to control life and death, which the creature then follows through killing, through controlling the manner and time of death of those that Victor held dear. However, despite the creature’s education through learning from his surroundings, there is still some quality to him which is not human. This is indeed the lack of any sort of moral structure; he is not able to empathise, or realise that what he does is wrong. This can be shown by ‘you belong then to my enemy-to him towards whom I have sworn eternal revenge; you shall be my first victim.’ Perhaps in some way he acknowledges it as wrong, but due to his previous experience with the people in the cabin, he now no longer wishes to be like them, and wants to separate himself from society. This separation means he then becomes particularly cold blooded, but he does know that it will prove effective in affecting Frankie. Due to the creature describing his ‘heart swelling with exultation and triumph’, it demonstrates that to some extent the creature has developed sophisticated planning, because it was not spur of the moment (the fact that there is no regret mentioned proves this). The creature has learnt to be cold from his ‘father’s’ abandonment of him, and the people in the cabin rejecting him solely on the basis of physical appearance. Therefore he has learnt that to cause emotional suffering is the best way to commit revenge; the preferred method of hurt is to destroy someone’s heart. The creature’s knowledge did not turn out to have a positive effect on anyone’s life, but rather ended up causing several deaths and miserable lives for many. Whether or not the creature deserved to be given a full education is still unclear, but it shows that knowledge can be very harmful. However it did not appear to be so for Safie, who was also learning at the same time as the creature, albeit it not as surreptitiously as it, because Safie simply learnt the language and was not mentioned as having later committed acts of evil. The creature learnt from afar, much as an infant does, by listening to language and eventually picking up the ability to manipulate it in one’s own way, although he evidently learnt from books as well for research and insight. Despite all this, he still isn’t an intellectual, and primarily learns about his strength, about others and about others’ perceptions of him through trial and error. There is the question of whether or not the creature was solely spurred on by William’s being such an unpleasant child or whether it was simply in the creature’s blood. Nevertheless, this proves that to some extent, people learn behaviours from what they experience of what occurs around them, and it is not just pre-learned behaviour. It raises the question of whether the creature would have been more docile if either Victor had directly cared for him, or provided a creature as a friend. He has learnt to become so disillusioned with humanity, that now they are now worthless to him, even a defenceless young child. This heinous crime doesn’t mean anything to him, in the same way that it didn’t technically mean anything to Victor to about the creature; only disgust about what he had created was realised. This disgust can be easily understood, because he has managed to reanimate dead flesh; who is to say that there might not be some imprint of the personality of the old owner of these body parts existing still? Despite the addition of ‘luxuriances’ such as ‘lustrous black, flowing hair’, it is still a crime against nature, and also raises the moral question of whether or not the creature learns from scratch with his blank slate of a ‘child brain’, or whether he simply possesses the mind of the old brain. How a new creature made from death can still have life, particularly have its own mind is uncertain, especially when we consider that the creature must suddenly have had a consciousness emerge out of oblivion, but all we know is that there must be something real about it for it to be able to affect the lives of real humans. Whether or not education is simply learning how to live by gathering and experiencing simple pleasures, having sufficient food, and utilising fire depends on what and who is being asked, but surely anything that is learnt counts as a sort of education in its own way. Learning through experience means that on the plus side, you know what you have learnt is true, and you know what will work best in a certain set of circumstances, but when you arrive at something new and unfamiliar, trial and error (error being the key point) is the only way forward. Frankenstein in a way is all about education, particularly when it comes to the misuse of formal education, and mistakes made, but because not all of the plot details in the end come down to a matter of education, it therefore cannot be deemed to be the key theme of the novel. How to cite To what extent is †Frankenstein’ concerned with the theme of education and what does it have to say about the advantages and disadvantages of this?, Papers

Self-discrepancy theory free essay sample

Figures may be missing from this format of the document Abstract: Many self-theories presume that discrepancies between the self and goals for the self influence emotional experience. The present research compared how discrepancies from ideal selves, ought selves, and undesired selves predict negative emotions. In particular, the research tested Ogilvies (1987) claim that the undesired self has stronger effects on well-being relative to ideal and ought selves. A total of 231 participants completed several measures of self-discrepancies and negative emotions. Consistent with Ogilvies hypothesis, discrepancies from the undesired self significantly predicted negative emotions, whereas discrepancies from the ideal and ought selves did not. No type of discrepancy, however, predicted negative affect when global selfesteem was entered as a predictor, indicating a lack of incremental validity for self-discrepancies. Article: Many self-theories presume that discrepancies between the self and goals for the self influence emotional experience. The present research compared how discrepancies from ideal selves, ought selves, and undesired selves predict negative emotions. In particular, the research tested Ogilvies (1987) claim that the undesired self has stronger effects on well-being relative to ideal and ought selves. A total of 231 participants completed several measures of self-discrepancies and negative emotions. Consistent with Ogilvies hypothesis, discrepancies from the undesired self significantly predicted negative emotions, whereas discrepancies from the ideal and ought selves did not. No type of discrepancy, however, predicted negative affect when global selfesteem was entered as a predictor, indicating a lack of incremental validity for self-discrepancies. People distinguish between the self as it is and the self as it could be (Markus Nurius, 1986). Representations of possible states of the self function as goals and standards (Carver Scheier, 1998; Duval Wicklund, 1972), so it is important to understand how these self-states influence self-regulation. Several theories have examined how representations of possible selves differ (Carver, 1996; Higgins, 1987; Ogilvie, 1987) and whether these differences influence emotion and action (Leary, 2003; Ogilvie, 1987; Phillips Silvia, 2005). Self-discrepancy theory (Higgins, 1987) proposes that discrepancies from ideal and ought selves create negative affect. Ogilvie (1987), in contrast, suggests that the undesired self-an avoidance-based self-goal-has a more powerful influence on emotions relative to ideal and ought selves. The present research examines how these three kinds of possible selves-ideal selves, ought selves, and undesired selves-predict emotional experience. Self-discrepancy theory (Higgins, 1987) posits three domains of the self: actual, ideal, and ought. The actual self is the persons representation of who he or she is currently. The ideal self is the representation of who he or she would like to become, such as wishes and aspirations for the self. The ought self is the representation of who a person feels he or she should become, such as duties and obligations for the self. Self-discrepancy theory predicts that discrepancies between the actual and ideal selves cause dejected emotions such as depression and sadness, and that discrepancies between the actual and ought selves cause agitated emotions such as anxiety and tension (Higgins, Klein, Strauman, 1985). Although research has shown that ideal and ought discrepancies predict emotions, it is clear that these effects depend on specific moderating variables (Boldero Francis, 2000; Boldero, Moretti, Bell, Francis, 2005; Higgins, 1999). Two patterns of findings have complicated tests of self-discrepancy theory. First, many studies have found that ideal and ought discrepancies are highly correlated. Phillips and Silvia (2005) found a correlation of . 77 between latent ideal and ought factors. In their latent variable analysis, Gonnerman, Parker, Lavine, and Huff (2000) found that the discrepancy types were too highly correlated to estimate separate ideal and ought factors. Other studies have found correlations around . 70 between ideals and oughts (Ozgul, Heubeck, Ward, Wilkinson, 2003; Tangney, Niedenthal, Covert, Barlow, 1998). Based on their multimethod study, Tangney and her colleagues concluded that there was very little unique variance in the quantitative estimates of these concepts (p. 265). Second, many studies have failed to find that ideals and oughts uniquely predict depression and anxiety. In some studies, ideal discrepancies predicted many emotions and ought discrepancies did not. In a structural model of self-processes and emotions (Gramzow, Sedikides, Panter, Insko, 2000), ideal discrepancies predicted both depression and anxiety, but ought discrepancies predicted neither emotion. In a study by Heppen and Ogilvie (2003), ideal discrepancies predicted many positive and negative emotions, but ought discrepancies did not uniquely predict any emotion. Thus, recent research shows that self-discrepancy theorys predictions are most likely to hold in specific situations, such as when self-discrepancies are salient and relevant to the context (see Boldero et al. , 2005; Phillips Silvia, 2005). THE UNDESIRED SELF Ogilvie (1987) proposed an additional self-domain-the undesired self, which appears to play an important role in emotion. The undesired self is a representation of the self at its worst; it thus acts as a central avoidance goal. Ogilvie (1987) predicted that the undesired self should more strongly predict well-being relative to idealized selves.

Purchasing Power Parity Theory

Introduction As a result of various economic pressures it is a known fact that currency exchange rates vary over time. For example, in 1970 one US Dollar could be used to buy 627 Italian Lira or 3.65 German Marks. In 1998 both Italy and Germany were making preparations to make the Euro their common currency.Advertising We will write a custom research paper sample on Purchasing Power Parity Theory specifically for you for only $16.05 $11/page Learn More In this period one US Dollar could purchase 1,737 Italian Lira or 1.76 German Marks (Mankiw 2008, p. 707). From this data alone it is possible to grasp that the Dollar value dropped by over half when compared to the Mark while it increased almost twice when compared to the Lira. Economists often make models that attempt to explain these large and opposite changes. To understand these changes it is crucial to provide in depth information that indicates how the various economic forces work to cause the fluct uations. The Purchasing Power Parity (PPP) theory is one of the simplest theories used in explaining this behavior in exchange rates. This theory states that one unit of a given currency should be able to purchase the same quantity of goods in any part of the world. It has been suggested by several economists that the theory provides a description of the forces that affect exchange rates over a long duration (Mankiw 2008, p. 707). The PPP theory is founded on a principle known as the law of one price. This law states a good must sell at a single price in all locations. If this is not the case then the market leaves opportunities for profit unexploited (Mankiw 2008, p. 707). For example if coffee costs $4 in one location and $5 in another location people will begin to do business between the locations making $1 profit from each sale. This process of taking advantage of price difference of a product in different market is known as arbitrage (Mankiw 2008, p. 707). Based on this example the trade would increase demand in the source location and increase supply in the destination location. The forces of supply and demand would then act upon the price at the source and destination causing the price to be equal. There are two popular applications of the PPP theory each with its implications. The first application is the Absolute form of PPP based on the notion that in the absence of international barriers the consumers are expected to shift their demand to where the lowest prices are offered.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This suggests the rice of a particular category of gods should be the same in different countries when compared using a common currency unit (Madura 2008, p. 214). Any shift in prices will cause a shift in demand based on the law of one price thus causing convergence of prices. However, the effect of tariffs, transport costs and s uch associated costs do not allow absolute PPP theory to be applicable. The second application is the relative form of the PPP theory which considers the role of market imperfections such as tariffs, transport, etc. This suggests that prices for the same category of products may not necessarily be the same in different regions. However, the theory suggests that the rate of change in price should exhibit similarity when market imperfections are considered and a common currency is used for measurement (Madura 2008, p. 215). Based on this estimation a specific product category price can be used to estimate exchange rates. Taking the example of the Big Mac Index, in July 2007 a Big Mac cost $3.41 in the US and 280 Yen in Japan. Based on this the expected exchange rate is 82 Yen to the Dollar whereas the actual rate was 122 Yen/Dollar (Mankiw 2008, p. 711). This example illustrates that the PPP theory is not always accurate for measuring the exchange rate though it can be used for estima tion. Empirical Literature on PPP In a period of over twenty years after the Bretton Woods system of exchange there are still debates over whether real rates of exchange are mean reverting (Caner and Kilian 2000, p. 12). It is also reported that most economists agree on some form of PPP and recognize its essence in construction various macro economic models. The statistical tests on the PP theory f mean reversion have to date produced conflicting results. As earlier stated the theory operates based on the law of one price. This law suggests that in time forces of supply and demand will always work to make a product price stabilize (Mankiw 2008, p. 707). This position has made this a case of interest that may be worth testing using the null hypothesis that real exchange rates are mean reverting. Though a failure to reject this null hypothesis is inadequate to convince skeptics of the existence of long run PPP such attest would provide compelling evidence against long run PPP (Caner a nd Kilian 2000, p. 12).Advertising We will write a custom research paper sample on Purchasing Power Parity Theory specifically for you for only $16.05 $11/page Learn More Tests to determine the stationarity of the PPP theory have failed to be proven and as such suggest that PPP theory can not accurately determine the exchange rate. This is because results mainly show many contradictions and spurious acceptance. The intuitive appeal of PPP notwithstanding it has been found that there is inconclusive evidence in support of the theory. This has been based on an analysis in countries with relatively low inflation rates in the post Bretton Woods era (Ender and Dibooglu 2004, p. 1). This has been observed in numerous co integration tests known as stage three tests that indicate exchange rates exhibit major fluctuations with a very slow rate of decay towards a long run average. This point is especially unfortunate since stage three tests appear very suitable f or the task. The stage three tests typically require no assumptions with regard to exogeneity. In addition to that these tests are based on a sensible implication and dynamic between price levels and exchange rates (Ender and Dibooglu 2004, p. 1). After conclusive testing using fur pairs of countries, it is reported that this theory is inadequate for calculation of exchange rates in industrialized countries. It has been suggested that the move by central banks to influence exchange rate movements may be the cause of the poor results (Ender and Dibooglu 2004, p. 16). In addition to this it has been observed that national prices levels are prone to increase more readily than to decrease. As a result prices and exchange rates show different adjustment patterns for positive deviations from PPP as opposed to the adjustment patterns for negative deviations (Ender and Dibooglu 2004, p. 16). The source of such behavior as stated before may be due to the role of central banks. Following the collapse of the Bretton Woods institutions the exchange rates are calculated using data from a relatively short span of time. The result has seen the use of the floating exchange rate and has caused much controversy on the use of the PPP theory (Pedroni 2001, p. 727). This is especially true since PPP theory is accurate over longer periods of time using much more data.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The use of co integrated tests is based on the realization that PPP is affected by several factors such as transportation, production costs, etc. which vary from one region to another. It is assumed that since there is a variation in these factors there is varying significance to these in different regions. This is what gives rise to the null hypothesis test to confirm relevance of the co integrated relationships (Pedroni 2001, p. 727). Despite the fact that these tests prove a relationship between these factors it is not adequate to give strength to the PPP theory. It is reported that in the period of two decades that has seen the use of the random walk in predicting foreign exchange rates, research has failed to produce models that can provide accurate predictions. The conclusion of many economists is that the standard models for estimation are inadequate. Others go further to say that the system is sound despite its poor implementation as a liner statistical model (Kilian and Tay lor 2001, p. 1). However some researchers argue that PPP test when carried out with respect to national prices and allowance for exchange rate shocks remains valid (Coakley, Flood, Fuertes and Taylor 2005, p. 273). This is because the exchange rate is influenced by the movement relative prices between two countries. Thus the changes in currency exchange are offset by price changes in the currencies of the countries. For this evaluation to be successful the data set should include heterogeneous countries. The relationship between the countries is crucial especially with regard to stock and growth rates (Head and Shi 2003, p. 1556). Any change in money stocks or growth rates is likely to lead to error in the results generated. There have been many tests that have applied co integration to PPP but the results provided are still inadequate to provide the theory required plausibility (Froot and Rogoff 1994, p. 23). Some researchers argue that the data produced is misleading due to sample bias in the studies. There has been resurgence in studies on PPP and it is promising to note that on the long term there appears to be a convergence to PPP values (Froot and Rogoff 1994, p. 39). However, it is crucial to note that in most studies where such convergence is evident rely on some fixed data. This has been accompanied by several studies on government expenditure and real exchange rate shocks. It is hoped that in time this data when applied with econometric techniques will allow researchers to determine how long it takes for convergence with PPP values to be realized (Froot and Rogoff 1994, p. 40). This is crucial given that PPP appears to play a central role in the calculation of exchange rates. With this in mind a clear understanding of the role of various shocks may prove fruitful in providing a solid method of estimating exchange rates. Testing PPP Theory US UK Base Year 2000 2000 Base Year Annual CPI Average 88.7 88.15 Target Year 2009 2009 Target Year A nnual CPI Average 111.3 109.875 Inflation 0.797 0.802 Percentage of Inflation 79.7 80.2 Devaluation 20.3 19.8 Target Year Expected CPI x 100 125.5 126.5 Target Year Actual CPI 112.9 110.7 (IMF 2010) In this example the null hypothesis being tested was whether the PPP theory can be used to accurately estimate the customer price index for two given countries. In such a test either the (PPI) Producer Price Index or (CPI) Consumer Price Index may be used. In this case the statistics offered data for the CPI and hence the CPI was used for the countries USA and UK. The CPI is an established average price for a given set/basket of goods within a give country (Ignatiuk 2007, p. 8). To calculate the inflation rate of the country the test required the selection of a base year and a target year. For this case the base selected was 2000 and the target was 2009. Using the average CPI for the base year and target year inflation is calculated. The result is multiplied by a hundred to get a percentage. The difference between this sum and 100 is the inflation that has been experienced during the range of years selected (Ignatiuk 2007, p. 8). Possible Reasons for the Results As stated above the rejection of the PPP null hypothesis is inadequate to reject the theory entirely. The problem is that PPP requires a very long term for mean convergence to be achieved and deviations in results and the PPP estimates is too persistent (Parsley and Wei 2004, p. 1). For the reason that exchange rates are prone to several short term factors it would appear that PPP is better suited for making long term foreign exchange predictions. There are several factors that are likely to influence the exchange rate and thus the PPP. Among these factors is the growth or the slump in the Gross Domestic Product (GDP). In addition to this are any potential interventions by the central bank in the economy (Dun and Bradstreet 2007, p. 21). In summary the behavior of a currency is similar to commo dity behavior in a market and is influenced by forces of supply and demand. An increase in demand for a specific currency due to trade increases leads to increases in the exchange price for that particular currency. Any increase in supply of the same currency also leads to decline in the exchange price for that currency (Dun and Bradstreet 2007, p. 21). Justification for the Estimation Method The theory of PPP is known to be based on the rule of one price (Mankiw 2008, p. 707). For this reason an accurate estimation of prices in various countries would require a product with a price that can be used as a standard price. IN this case the study selected the USD Big Mac Index. The selection of the Big Mac Index was considered favorable because for an accurate estimation of the PPP a basket of goods is necessary. In our case the Big Mac is a widely accepted product and is well suited as a basket of goods. The Big Mac produced by the McDonald’s franchise is made from known ingredi ents that can also help in assessment of a specific basket of goods (Parsley and Wei 2004, p. 3). Another crucial factor to consider in the application of PPP theory is the inflation rate of the countries being compared. Thus to perform an accurate PPP analysis countries that bear similar economic traits should be considered Head and Shi 2003, p. 1556. Inflation which is mainly the increase in cost of goods is influenced by many external and internal factors (Brigham and Houston 2009, p. 609). The rate of inflation will therefore affect the Consumer price index which is used in calculation of the PPP. With such changes accounted the PPP may be less inaccurate (Adams 2003, p. 98). According to the theory of PPP the increases in prices of goods is reflects the inflation rates in a country. The last point that justifies the use of the CPI to study PPP and exchange rates is due to the fact that baskets across different countries are not identical. This is because new products are added over time and quality of the ingredients varies from one region to the next (Parsley and Wei 2004, p. 2). The CPI is calculated based on a given set of goods that are available in all countries. Results In this test the CPI has been used to test the validity of the PPP theory with regards to accurate estimation of CPI data. The results of this test indicate that the CPI calculated using the PPP theory indicate some similarities but are significantly inaccurate based on the data in the CPI index (Parsley and Wei 2004, p. 23). This indicates that the PPP theory is inappropriate to estimate the CPI probably due to exclusion of variables in the calculation. In the course of the study some interesting facts are established. In similar studies that used the Big Mac Index it is established that a significant percentage of Big Mac Prices are attributable to non tradable components. In addition to that there is a more significant dispersion with regard to the price of the non traded componen t as opposed to the traded components (Parsley and Wei 2004, p. 23). This suggests that for greater accuracy of the PPP theory in calculation of CPI such factors must be considered. In addition to this it was also revealed that there was greater convergence for non traded inputs across the country as opposed to traded inputs (Parsley and Wei 2004, p. 23). It is hoped that through the study of PPP using non standard indexes such as the Big Mac Index, the evasive answers concerning the slow convergence rate may be unveiled. This is because the theory (PPP) has long been in use though its accuracy in short term situations has been found wanting. Conclusion In this report the discussion presented has provided some information on the Purchasing Power Parity theory. The theory states that the change in price levels in two countries determines the change in exchange rates (Ignatiuk 2007, p. 4). This is based on the principle of one price and argues that exchange rates can adjust with ease when there is movement of goods from one country to another (Neave 2002, p. 247). According to the theory when the prices of goods vary in regions there are opportunities created for arbitrage. This involves transfer of goods from the region with the lower price to the region with a higher price (Wu 2003, p. 252). It is assumed that through forces of demand and supply the prices should come to a mean value. Based on its efficiency in providing accurate estimates of foreign exchange rates some practitioners have argued that the theory presents a good means of estimating exchange rates. It has been observed that despite the fact that the theory does over a long period of time result in convergence of prices. It is unsuitable for estimation on a short term which would require more accurate analysis of econometric shocks that affect currencies. In addition to this the theory assumes similar goods packages which may not be readily available in all countries (Wessels 2006, p. 285) In this report a test was carried out to confirm whether the theory is accurate for estimation of exchange rates. To simplify the process the CPI was selected due to ready availability of long term data and reliability. The results from calculations to estimate the CPI it was found that the PPP theory was inaccurate. However, it should be noted that the rejection of this null hypothesis is inadequate in disapproving the PPP theory. The results merely indicate the inadequacy in exchange rate estimation. It is observed that the inaccuracy is as a result of the methods disregard to factors such as transportation, tariffs and the like (Burton, Nesiba and Brown 2009, p. 170). It is hoped that future work can provide a better integration of other factors to allow improved exchange rate estimation. References Adams, A 2003, Investment Mathematics, West Sussex, John Wiley Sons Limited. Brigham, EF Houston, JF 2009, Fundamentals of Financial Management, Mason, OH, South Western Cengage Learning. Burton, M, Nesiba, R Brown, B 2009, An Introduction to Financial markets and Institutions, New York, M. E. Sharpe Inc. Caner, M Kilian, L 2000, ‘Size Distortions of Tests of the Null Hypothesis of Staionarity: Evidence and Implications for the PPP debate ’, Research Seminar on International Economics, Michigan, Discussion Paper No. 44, pp. 1-30. Coakley, J, Flood, RP, Fuertes, AM Taylor, MP 2005, ‘Purchasing Power Parity and the Theory of General Relativity: The first tests’, Journal of International Money and Finance, Vol. 24, pp. 293-316. Dun Bradstreet 2007, Foreign Exchange Market, New Delhi, Tata McGraw Hill Publishing Company Limited. Ender, W Dibooglu, S 2004, ‘Long run Purchasing Power parity with Asymmetric Adjustment’, Southern Economic Journal, pp. 1-23. Froot, KA Rogoff, K 1994, ‘Perspective on PPP and Long Run Exchange Rates’, NBER Working Paper, No. 4952, pp. 1-57. Head, A Shi, S 2003, ‘A Fundamental Theo ry of Exchange Rates and Direct Currency Trades’, Journal of Monetary Economics, Vol. 50, pp. 1555-1591. Ignatiuk, A 2009, The Principle, practice and problems of Purchasing Power Parity Theory, Norderstedt, GRIN Verlag. IMF 2010, ‘Consumer Price Index Manual: Theory and Practice’, International Monetary Fund, 2010, retrieved from https://www.imf.org/en/Publications/Manuals-Guides/Issues/2016/12/30/Consumer-Price-Index-Manual-Theory-and-Practice-17165 Kilian, L Taylor, MP 2001,’Why is it so difficult to beat the Random Walk Forecast of Exchange Rates’, CEPR Discussion Paper, No. 3024, pp. 1-42. Madura, J 2008, International Financial Management, Mason, OH, Thomson Higher Education. Mankiw, N 2008, Principles of Economics, Mason, OH, South western Cengage Learning. Neave, E 2002, Financial Systems: Principles and Organization, New York, Taylor Francis E Library. Parsley, DC Wei, SJ 2004, ‘A Prism into the PPP Puzzles: The Micro Foundations of Big Mac Real Exchange Rates’, NBER Working Paper, No. 10074, pp. 1-27. Pedroni, P 2001, ‘Purchasing Power Parity Tests in Co integrated Panels’, The Review of Economics and Statistics, Vol. 83, No. 4, pp. 727-731. Peng, M 2008, Global Business, Mason, OH, South Western Cengage Learning. The Economist 2009, ‘Big Mac Index’, The Economist, February 2009, retrieved from https://www.economist.com/economic-and-financial-indicators/2009/02/04/big-mac-index Wessels, W 2006, Economics, US, Baron’s Educational Series. Wu, C 2003, Outline of International Price Theories, London Routeledge. Appendix Figure 1: Big Mac Index 2009 This research paper on Purchasing Power Parity Theory was written and submitted by user Axel Allison to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Admitting the Holocaust essays

Admitting the Holocaust essays Admitting the Holocaust by Lawrence L. Langer is a collection of essays about the Holocaust and how it is perceived in literature by our culture. Langer explores oral testimonies, diaries and fiction that consider the devastation of the Holocaust a central theme. He takes a look at human values in the light of that devastation. He exhibits the concern between literature and testimony. His hope is that the Holocaust experience will not be sentimentalized in the various forms of literature and media. Langer wants the Holocaust to be presented as it really was evil. Throughout his book Langer makes reference to various other writers novels and articles about the death camps. He criticizes such authors as William Styron and Bernard Malamud. According to Langer (Beyond Theodicy: Jewish Victims and the Holocaust and Malamuds Jews and the Holocaust Experience,), too many historical and cultural representations of the Nazis murderers try, by portraying the Jewish victims as dignified martyrs, to introduce the notion of spiritual redemption into the accounts of atrocities that need to be confronted without moral oversimplification. He rejects the works of Malamud who found in suffering a source or spiritual strength, a moral advantage.In the essays A Tainted Legacy: Remembering the Warsaw Ghetto and Ghetto Chronicles: Life at the Brink Langer criticizes accounts that present heroism, suffering and religious experience as a central theme. He writes: Jews were destroyed by humans, not God ... in a historical, not religious, moment of suffering ... whether they chose or not, men died for nothing. He finds it unimaginable that any sane person could write, It is a great privilege to have been chosen to bear this. (Etty Hi...

International business management----- E-business Essay

International business management----- E-business - Essay Example The organizations must re-evaluate their business strategy to incorporate business plans so that the potential of the internet, which is fast emerging as a most power tool of communication, can be exploited for business purposes. The popularity of internet has been one of the most promising instruments of advancing one’s business base. As per the article â€Å"E-commerce is an economic solvent. It dissolves old business models and changes the cost structure, and rearranges links among buyers, sellers, and everyone in between. The impact of e-commerce is happening in phases† (Kalakota, Robinson, 2002). Internet, used as a potent communication tool, would provide a vast scope of income generation avenues through increased opportunities. The internet presence of the business through interactive module of the website would facilitate and encourage usage of ecommerce for a win-win situation and help exploit the vast potential of the internet to benefit business through the huge database of customers that internet provides at the click of a mouse. Case study of Tesco is an excellent example of using ecommerce to gain the popularity and trust of the people and the prospective customers. We would be using the case study to evaluate and analyze the methodologies and approach to ecommerce activities to develop and increase customer database. Tesco realized the vast potential of internet early and has been the first business enterprise to introduce e-commerce activity in UK. The interactive communication between the client and the business house has been utilized to develop a professional relationship between the two, that not only provides opportunity to improve and improvise the quality as per customer’s requirement and demand while at the same time, customer gets the best deal because of the competitive nature of internet, as a medium of business promotion

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Gun Control in the US - Research Paper Example Between the years 1997 and 2001, there were more than 30 such incidents that took place in schools, offices, and various other places, all over US, which resulted in the deaths of 139 people and another 188 being wounded. However, it was after the Columbine High School incident, public outrage reached its peak and there was a mass outcry to bring in stringent laws for gun control. After the initial outpour of rage and massive protests against the National Rifle Association (the champion of liberal gun usage in US), things have drifted back to their original conditions. In June 2010 we find a disturbing piece of news that tells us â€Å"The US Supreme Court found Monday a Chicago handgun ban to be unconstitutional in a far-reaching ruling that makes it much harder for states and city governments to limit gun ownership† (Ogle, US Supreme Court limits gun control by states). So again its status quo and we are back to where we had started, with the court giving a free hand to all potential killers. This article will take an in-depth look at this issue of gun control and the related controversies in US. It will explore as to why US have more gun violence than other countries, and will suggest measures to reduce this peril. From various studies and reports it has been seen that almost 40% of US homes have some sort of guns or fire ammunitions in their possession. Krug, Powell and Dahlberg in their research papers have come to the conclusion that the homicide rates in the American countries is almost 2-10 times higher than any other country in the developed world (Krug, Powell and Dahlberg, 214-221). There is no doubt that violence in some form or the other is present in almost all countries worldwide, but what increases the death rate in US is the rampant presence of guns. This relation between easy availability of guns in US and the high mortality rate has been proven in their research work by the famous

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Response - Essay Example ation from the news article proves to be true, the reporters responsible can be said to have snooped around the company and gathered that information from people in that company before the company’s CEO officially released the information to the media. If the information was from press release, then all the news articles and even the company’s website should have the same reporting date. The reporting could not be fairer because the reporters of this information did not follow the correct, reliable and verifiable route of gathering information and it could have been misreported because the sources of the information were not credible. It is also not fair that the reporter of this news article get to snoop around and get this information earlier than other reporters. This is more so because it casts doubt to the credibility of other news articles on this website and on the internet in general. The credibility of the company is also put to test and this is not fair. If the source was to be an academic study, then issues of scientific review should have been considered. This means that credibility of the article should be able to be verified by other sources and that every part of that article should be matching with the original source of the news and with other sources and news articles as well. An academic study news report should also be reliable. This means that there should not be any doubt of the information when its source is scrutinized by other academicians who are mostly scientifically granted the authority to render the information reliable. If reliability and validity of the information casts a shadow of doubt as to it being scientific and peer reviewed, then it can qualify to be academic study information. The article does not explain on detail the reasons why the companies which were to merge decided to pull out of the deal in the last minute despite the deal having been formulated and agreed upon over several months before the news. The article

Patterns Within Systems Of Linear Equations

Patterns Within Systems Of Linear Equations The purpose of this report is to investigate systems of linear equations where the systems constants have mathematical patterns. The first system to be considered is a 2 x 2 system of linear of equations: In the first equation, the constants are 1, 2, and 3 in that order. It is observed that each constant is increased by 1 from the previous constant. Thus, the constants make up an arithmetic sequence whereby the first term ( U1 ) = 1, and the difference between each term ( d ) = 1. Hence, the general formula is Un = U1 + (n-1)(1) where n represents the nth term. U2 = U1 + (n-1)(d) U3 = U1 + (n-1)(d) 2 = 1 + (2-1)(1) 3 = 1 + (3-1)(1) 2 = 2 3 = 3 In the second equation, the constants are 2, -1, and -4 in that order. It is observed that each constant is increased by -3 from the previous constant. Thus, the constants from this equation also make up an arithmetic sequence whereby U1 = 2 and d = -3. Hence the general formula is Un = U1 + (n-1)(-3). U2 = U1 + (n-1)(d) U3 = U1 + (n-1)(d) -1 = 2 + (2-1)(-3) -4 = 2 + (3-1)(-3) -1 = -1 -4 = -4 To further investigate the significance of these arithmetic sequences, the equations will be solved by substitution and displayed graphically. x + 2y = 3 2x y = -4 x = 3- 2y y = 2x + 4 x = 3 2(2) y = 2(3 2y) +4 x = -1 5y = 6 + 4 y = 2 On the graph, both lines meet at a common point (-1,2) where x = -1 and y = 2. The two linear equations have a solution of x = -1 and y = 2, proven analytically and graphically. However, this pattern may be only specific to this 2 x 2 system of linear equations. Therefore, other 2 x 2 system of linear equations following the same pattern of having constants forming arithmetic sequences will be examined as well. Another 2 x 2 system of linear equations to be considered is: The constants of these equations are 3, 6, and 9, and 4, 2, and 0 with a difference of 1 and -2 respectively. The equations were then re-written as: And plotted on a graph. The common point of both equations is (-1,2), with x being -1 and y being 2. Therefore the common point has been proven both analytically and graphically to be (-1,2). Another example is: The constants of these equations are -3, 1, and 5, and -2, -6, and -10 with a difference of 4 and -4 respectively. The equations were then re-written as: And plotted on a graph. The common point is (-1,2). Thus it is both proven analytically and graphically that the common point is (-1,2). Another example is: The constants of these equations are 3, 2, and 1, and 2, 7, and 12 with a difference of -1 and 5 respectively. The equations were then re-written as: And plotted on a graph. The common point is (-1,2). Thus it is both proven analytically and graphically that the common point is (-1,2). Another example is: The constants of these equations are 5, 12, and 19, and 1, -5, and -11 with a difference of 7 and -6 respectively. The equations were then re-written as: And plotted on a graph. The common point is (-1,2). Thus it is both proven analytically and graphically that the common point is (-1,2). From the examples of 22 systems of linear equations, a conjecture that could be derived is: The solution for any 22 system of linear equations with constants that form an arithmetic sequence is always x=-1 and y=2. The general formula of such equations could be written as: Whereby represents the first term for the first equation and represents the first term for the second equation with a common difference of and respectively. The equations are then solved simultaneously: Therefore, it is proved that the solution for a 22 system of linear equations with constants that form an arithmetic sequence is always x = -1 and y = 2. However, the possibility of a 33 system exhibiting the same patterns as the previous 22 systems examined has not been discussed. Hence, this investigation will extend to 33 systems as well. Here is an 33 system: The for the first equation is 3 and the is (5-3)= 2. The for the first equation is 1 and the is (-4-1)=-5. The for the first equation is 4 and the is (7-4)=3. Gaussian Elimination method will be used. Change R3 into 4R2-R3 Change R2 into 3R2-R1 Change R3 into 23R2-17R3 The third row/R3 has all 0 which means that there is no one unique solution but infinite solutions. Therefore, in R2 We will let where k is a parameter To find other solutions, will be substituted in the other equation The solutions to this 33 system of linear equations with the pattern of constants making up an arithmetic sequence are , , and where is a parameter. Here is another 33 system: The for the first equation is 2 and the is (3-2)= 1. The for the first equation is 5 and the is (5-3)=-2. The for the first equation is -3 and the is (4-(-3))=7. The equations were put into matrix form and row reduction was done on the Graphic Design Calculator. The third row is all 0. This indicates that there is no unique solution, but infinite solutions instead. Assuming that whereby is a parameter, The solutions to this 33 system of linear equations with the pattern of constants making up an arithmetic sequence are , , and where is a parameter. Another: The for the first equation is 4 and the is (-2-4)= -6. The for the first equation is 1 and the is (5-1)=-4. The for the first equation is 2 and the is (7-2)=5. The equations were put into matrix form and row reduction was done on the Graphic Design Calculator. The third row is all 0. This indicates that there is no unique solution, but infinite solutions instead. Assuming that whereby is a parameter, The solutions to this 33 system of linear equations with the pattern of constants making up an arithmetic sequence are , , and where is a parameter. Here is another 33 system: The for the first equation is 4 and the is (-4-4)= -8. The for the first equation is 2 and the is (-1-2)=-3. The for the first equation is 6 and the is (14-6)=8. The equations were put into matrix form and row reduction was done on the Graphic Design Calculator. The third row is all 0. This indicates that there is no unique solution, but infinite solutions instead. Assuming that whereby is a parameter, The solutions to this 33 system of linear equations with the pattern of constants making up an arithmetic sequence are , , and where is a parameter. The for the first equation is 7 and the is (20-7)= 13. The for the first equation is 20 and the is (3-20)=-17. The for the first equation is 6 and the is (-5-6)= -11. The equations were put into matrix form and row reduction was done on the Graphic Design Calculator. The third row is all 0. This indicates that there is no unique solution, but infinite solutions instead. Assuming that whereby is a parameter, The solutions to this 33 system of linear equations with the pattern of constants making up an arithmetic sequence are , , and where is a parameter. From these examples, a conjecture can be made. A 33 system of equations that have constants that form an arithmetic sequence will have infinite solutions that will be in the form of , , and where is a parameter. This is proven by the general formula: Being solved by using Gaussian elimination rule: Change R3 into R3-R2 Change R2 into R2-R1 Change R3 into Change R2 into Change R3 into R3-R2 R3 has only zeroes/0. This means that there is no unique solution but infinite solutions instead. Assume whereby is a parameter, Through substitution, The solutions for this 33 system are , , and , proving the conjecture true. Other than systems of linear equations that contain arithmetic sequences, other types will be investigated. Lets consider this 2 x 2 system: In the first equation, the constants 1, 2, and 4 make up a geometric sequence whereby the first term (U1) is 1 and each consecutive term is multiplied by a common ratio (r) which in this case is 2. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U3 In the second equation, the constants 5, -1, and make up a geometric sequence whereby U1 = 5 and r = . à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U2 = à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U3 The equations can be rewritten in the form of as: For the first equation, and . For the second equation, and.. The relationship between and appears to be that one is the negative reciprocal of the other. In any case, more examples of similar linear equations will be needed to thoroughly investigate the patterns. The equations will be solved by substitution: Another example: In the first equation, the constants 3, 12, and 48 make up a geometric sequence whereby the first term (U1) is 3 and each consecutive term is multiplied by r which in this case is 4. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U3 In the second equation, the constants 3, -1, and make up a geometric sequence whereby U1 = 3 and r = . à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U2 = à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U3 The equations can be rewritten in the form of as: For the first equation, and . For the second equation, and.. The equations will be solved using substitution: Another example: In the first equation, the constants 7, 42, and 252 make up a geometric sequence whereby the first term (U1) is 7 and each consecutive term is multiplied by r which in this case is 6. à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U2 à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U3 In the second equation, the constants 2, -1, and make up a geometric sequence whereby U1 = 2 and r = . à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U2 = à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ U3 The equations can be rewritten in the form of as: For the first equation, and . For the second equation, and.. The equations will be solved by using substitution: From observing all three systems, it is found that the relationship between and appears to be that one is the negative reciprocal of the other. But it can also be said that . The general formula of such equations could be written as: Whereby represents the first term for the first equation and represents the first term for the second equation with a common ratio of and respectively. The equations are then solved simultaneously: So is the result of one ratio subtracted from the other. is the product of the common ratios from both linear equations.

Janet Jackson :: Essays Papers

Janet Jackson You know she's a Jackson. And you know she's a singer. Of course, you know the girl can dance. You know she's a leading lady in Hollywood. And maybe you still think of her as a cute little girl with a famous last name and big , bright eyes. Do you think she's what she was yesterday? Better think again. As many of her other fans and followers already know, the only label that fits her is†¦ Janet. Time flies when your having fun and that's the way she wants its. Since the grown Miss Jackson burst upon the music scene in 1986 with Control Selling eight million records and establishing her as a bold, sensual, independent woman, she's been breaking the molds and banishing the stereotypes the world would set for her. She's not just the cute, little girl- actress we loved on "Good Times" and "Different Strokes" or the earnest teen we followed of "Fame." She's not the Jackson family's baby-not any more. Clearly, the only thing you can safely say about her is that she's Janet. And that's saying a lot. Consider that she's already appeared in five television series, made seven albums, and starred in a major motion picture. She's sold over 24 million albums worldwide, achieved five Top Five hits from her 1986 record, Control and a record seven Top Five Hits from the 1989 Rhythm Nation 1814 album, four went to no.#1. She followed that up with a record breaking world tour, a movie and her self-titled album Janet. You might think that a woman with a pedigree and resume as impressive as this would have had a smooth ride all along. Not so. Says Janet, "I went through a great deal of pain from about sixteen to nineteen and a half†¦ Pain that I really wouldn't wish upon anyone." During those years, challenging years for anyone, Janet released two albums, Janet Jackson (1982) and Dream Street (1984). She spent a difficult and lonely year away from her family in New York while appearing in "Fame," and by the time she was nineteen, had been through a divorce after a short-lived marriage to James DeBarge of another somewhat less famous singing family, the DeBarge Family.