New England And Chesapeake Colonies Essay Example For Students

New England And Chesapeake Colonies Essay Early English provinces in America scarcely looked like the association of people that would later battle against England and construct another nation. Indeed, until the mid-eighteenth century, most English pioneers had practically nothing, in the event that anything to do with the pilgrims in neighboring states. They heard updates on Indian wars and other significant occasions, not from the province itself, yet from England. The provinces in the New World showed up totally extraordinary and the possibility of any solidarity between them appeared to be outlandish. The provinces in New England and the Chesapeake represent the numerous distinctions in the way of life and ways of life of the pilgrims, made basically as a result of the way that their establishing fathers had held separate expectations when they went to the New World. The New England and Chesapeake provinces were both settled by migrants from England, the New England states being established by the English from East Anglia, a region in eastern England. In spite of the fact that this was a zone flourishing with modest communities that they had commonly preferred, they chose to escape England because of strict oppression. Many families, men, ladies and their kids, came looking for a New World where they could rehearse their convictions uninhibitedly. They established states, for example, Connecticut, Massachusetts, New Hampshire, and Rhode Island as model Christian social orders. Their urban areas upon the slopes were guides, the lamps, for those lost in the haziness of humankind, as John Winthrop implied by his popular proclamation. They framed a general public of severe strict support, in reality especially looking like their country. Before all else, many called themselves Puritans, and kept things basic and plain, focusing on what was imperative to them. They utilized the network to accomplish their objectives, fabricating new towns and appreciating the social part of their religion. Simultaneously, they were resolved to stay endeavoring to keep their locale profitable. They accepted the â€Å"idle hands† were the devil’s workshops. An issue that truly characterized a split between the social orders was the bondage struggle. The northerners in New England maintained their conviction that each man will be equivalent and nobody ought to be subjugated, while the southerners in the Chesapeake region emphatically had confidence in the utilization of servitude. Simultaneously the New Englanders attempted to help end subjection by lecturing others about the shameful acts, they worked constantly to make instruction in their general public solid. A great many people in the towns were educated so they could peruse their Bibles and study them in detail with their loved ones. A few pilgrims were craftsmans or dealers. Others were humble community ranchers, ensuring that each individual from the network had a sensible portion of God’s land. The northern settlements were eminent for being wealthy in hides, wood and fish. They were particularly noted for forming into an effective exchanging locale. The New England settlements made up the working class society whose central focuses were family, training and religion. The general public remained non-free enterprise, yet still hummed with much movement. Then again, the Chesapeake locale had a â€Å"cash crop† get rich rapidly mindset. This distinguished locale comprised of Virginia and Maryland, two provinces that appeared to be exceedingly materialistic. Clearly, their lives depended more on their fluid resources than on God or family. The Englanders who saw the chance to exploit the notoriety of a fresh out of the box new harvest they had found settled the Chesapeake region. These â€Å"gold diggers† were for the most part privileged men of rich families trying towards going to the New World to make an enormous benefit for themselves. These settlers were not escaping England looking for strict or social opportunity, however unmistakably just to add more riches to their names. .ud18098459f06952c99a08e0da1ad0e89 , .ud18098459f06952c99a08e0da1ad0e89 .postImageUrl , .ud18098459f06952c99a08e0da1ad0e89 .focused content zone { min-stature: 80px; position: relative; } .ud18098459f06952c99a08e0da1ad0e89 , .ud18098459f06952c99a08e0da1ad0e89:hover , .ud18098459f06952c99a08e0da1ad0e89:visited , .ud18098459f06952c99a08e0da1ad0e89:active { border:0!important; } .ud18098459f06952c99a08e0da1ad0e89 .clearfix:after { content: ; show: table; clear: both; } .ud18098459f06952c99a08e0da1ad0e89 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; haziness: 1; change: murkiness 250ms; webkit-change: darkness 250ms; foundation shading: #95A5A6; } .ud18098459f06952c99a08e0da1ad0e89:active , .ud18098459f06952c99a08e0da1ad0e89:hover { obscurity: 1; progress: mistiness 250ms; webkit-change: darkness 250ms; foundation shading: #2C3E50; } .ud18098459f06952c99a08e0da1ad0e89 .focused content zone { width: 100%; position: relative; } .u d18098459f06952c99a08e0da1ad0e89 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-enrichment: underline; } .ud18098459f06952c99a08e0da1ad0e89 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .ud18098459f06952c99a08e0da1ad0e89 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-tallness: 26px; moz-fringe span: 3px; text-adjust: focus; text-enhancement: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .ud18098459f06952c99a08e0da1ad0e89:hover .ctaButton { foundation shading: #34495E!important; } .ud18098459f06952c99a08e0 da1ad0e89 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .ud18098459f06952c99a08e0da1ad0e89-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .ud18098459f06952c99a08e0da1ad0e89:after { content: ; show: square; clear: both; } READ: graduate Essay Tobacco before long turned into the essential harvest seen developing on pretty much all of these affluent men’s manors, which made gigantic measures of cash to add to their fortunes. Obviously pretty much every manor had African slaves taking a shot at the land. These huge bequests came to rely upon their captives to run their ranches and servitude turned into a typical, yet dreaded, lifestyle for some Africans. Tragically for these Chesapeake provinces, because of muggy land in a significant part of the territory, towns were not part of the scene or way of life as they were in the north. This region was a position of furious rivalry with an exact moment feeling of network, rather than the flourishing northern states encompassed with warm and welcoming network towns. The solid spotlight on family, instruction or religion was not a principle feature in the lives of Chesapeake pilgrims, aside from in Maryland, where the Calvert family did surely shape a shelter for Catholics.These two locales of the New England states and the Chesapeake provinces did in truth share the basic reality that their pioneers were all of English birthplace. Obviously when they initially set sail, even before they arrived at the New World, they started to isolate into two unmistakably various social orders as of now. The obviously apparent explanation is on the grounds that these â€Å"pilgrims† went to the New World each seeking after something other than what's expected. The New England pilgrims were yearning to locate a progressively reasonable place that is known for fresh chances to succeed where they could better their lives and addition strict opportunity. They needed especially to make a general public where they could concentrate on their family, religion and training. Where as the Chesapeake pilgrims, they were unmistakably wanting to â€Å"strike gold† in the New World. Many trusted they could improve their societal position considerably more by increasing enormous benefits from developing and selling such things as tobacco. The New England homesteaders came and made a very straightforward society and the Chesapeake pilgrims made an increasingly privileged society. Their general public appeared to think more about their riches and influence more than anything, where as the New England society developed to be unified with significant focus’. These two districts may have shared that equivalent inception and communicated in a similar English language, yet they once in a while â€Å"spoke of comparative things. † Because of this culture boundary, an isolated north and south was made, causing two particularly various social orders to advance. History Essays

Learning strategies Essay

Learning or instructional systems decide the methodology for accomplishing the learning goals and are remembered for the pre-instructional exercises, data introduction, student exercises, testing, and finish. The systems are generally attached to the necessities and premiums of understudies to improve learning and depend on numerous kinds of learning styles (Ekwensi, Moranski, &Townsend-Sweet, 2006). Along these lines the learning targets point you towards the instructional procedures, while the instructional techniques will direct you toward the medium that will really convey the guidance, for example, elearning, self-study, study hall, or OJT. Be that as it may, don't fall into the snare of utilizing just a single medium when planning your course. . . utilize a mixed methodology. Albeit a few people utilize the terms conversely, destinations, systems, and media, all have separate implications. For instance, your learning goal may be â€Å"Pull the right things for a client order;† the instructional methodologies are a showing, have an inquiry and answer period, and afterward get hands-on training by really playing out the activity, while the media may be a mix of elearning and OJT. The Instructional Strategy Selection Chart appeared beneath is a general rule for choosing the learning methodology. It depends on Bloom’s Taxonomy (Learning Domains). The framework for the most part runs from the aloof learning strategies (top lines) to the more dynamic cooperation techniques (base lines. Bloom’s Taxonomy (the correct three sections) runs start to finish, with the lower level practices being on top and the higher practices being on the base. That is, there is an immediate connection in learning: Lower levels of execution can typically be shown utilizing the more aloof learning techniques. More significant levels of execution generally require a type of activity or inclusion by the students. Instructional Strategy Selection Chart Instructional Strategy Cognitive Domain (Bloom, 1956) Affective Domain (Krathwohl, Bloom, and Masia, 1973) Psychomotor Domain (Simpson, 1972) Lecture, perusing, sound/visual, exhibition, or guided perceptions, question and answer period 1. Information 1. Getting marvels 1. Discernment 2. Set Discussions, sight and sound CBT, Socratic instructive strategy, reflection. Exercises, for example, studies, pretending, contextual investigations, fishbowls, and so on 2. Understanding 3. Application 2. Reacting to wonders 3. Guided reaction 4. Instrument On-the-Job-Training (OJT), practice by doing (some heading or instructing is required), mimicked work settings (to incorporate CBT reproductions) 4. Investigation 3. Esteeming 5. Complex reaction Use in genuine circumstances. Additionally might be prepared by utilizing a few significant level exercises combined with OJT. 5. Combination 4. Sort out qualities into needs 6. Adjustment Normally created on own (casual learning) through self-study or learning through slip-ups, however tutoring and training can speed the procedure. 6. Assessment 5. Disguising values 7. Start The outline doesn't cover all prospects, yet most exercises should fit in. For instance, self-study could fall under perusing, broad media, or potentially exercises, contingent on the kind of program you structure Instructional Skills: What are Instructional Skills? Instructional abilities are the most explicit classification of educating practices. They are vital for procedural purposes and for organizing fitting learning encounters for understudies. An assortment of instructional abilities and procedures exist. Clarifying Demonstrating Questioning Techniques Levels of Questions Wait Time Explaining The instructor invests a lot of study hall energy disclosing or showing something to the entire class, a little gathering, or a person. Understudy asset materials commonly don't give broad clarifications of ideas, and understudies regularly need an exhibition so as to get methodology. Showing The educator invests a lot of study hall energy disclosing or exhibiting something to the entire class, a little gathering, or a person. Understudy asset materials normally don't give broad clarifications of ideas, and understudies regularly need an exhibit so as to get techniques. Addressing Among the instructional aptitudes, addressing holds a position of unmistakable quality in numerous homerooms. When addressing is utilized well: a high level of understudy cooperation happens as questions are broadly conveyed; a fitting blend of low and elevated level psychological inquiries is utilized; understudy understanding is expanded; understudy believing is animated, coordinated, and broadened; input and suitable fortification occur;students’ basic reasoning capacities are sharpened; and, understudy innovativeness is encouraged. Addressing Technique The educator should start by getting the consideration of the understudies before the inquiry is posed. The inquiry ought to be routed to the whole class before a particular understudy is approached to react. Calls for reactions ought to be disseminated among volunteers and non-volunteers, and the educator ought to urge understudies to address the entire class while reacting. Be that as it may, the educator must be touchy to each student’s eagerness to talk publically and never put a spotlight on an understudy. Levels of Questions While the requirement for truthful review or perception must be perceived, educators additionally need to challenge understudies with more significant level inquiries requiring investigation, union, or assessment. The thought of level is appropriate at all evaluation levels and in every branch of knowledge. All understudies need the chance to consider and react to all degrees of inquiries. Instructor tests or demands for explanation might be required to move understudies to more elevated levels of reasoning and more profound degrees of comprehension. Hold up Time Wait time is characterized as the interruption between posing the inquiry and requesting a reaction. Giving extra hold up time after an understudy reaction likewise permits all understudies to think about the reaction before further conversation. Expanded hold up time brings about longer understudy reactions, progressively fitting spontaneous reactions, more understudy questions, and expanded higher request reactions. It ought to be noticed that expanded hang tight time is helpful for understudies who communicate in English as a subsequent language or English as a subsequent tongue. Instructional Strategies: 1. Direct guidance 2. Roundabout guidance 3. Intelligent guidance 4. Free investigation 5. Experiential learning 1. What is Direct Instruction? The Direct guidance procedure is exceptionally instructor coordinated and is among the most usually utilized. This procedure is successful for giving data or creating bit by bit aptitudes. It likewise functions admirably for presenting other showing techniques, or effectively including understudies in information development. Potential Methods Structured Overview Lecture Explicit Teaching Drill and Practice Compare and Contrast Didactic Questions. Shows Guided and Shared †perusing, tuning in, seeing, thinking What is Structured Overview? Organized Overview is verbal, visual or composed synopsis or layout of a subject. It can happen toward the start of a unit, module or new idea, or it might be utilized to help relate a scholarly plan to the 10,000 foot view. A Structured Overview distils troublesome or complex thought into straightforward definitions or clarification, and afterward shows how all the data relates. It is the procedure of â€Å"organizing and organizing topics† to make them progressively significant. What is Lecture? Talk is a significant piece of a teacher’s instructional collection in the event that it isn't utilized when different strategies would be progressively successful. In the event that the moderator is proficient, keen, drawing in, and persuading, at that point talk can animate reflection, challenge the creative mind, and create interest and a feeling of request. Rules for the determination of the talk strategy ought to incorporate the sorts of encounters understudies will be managed and the sorts of learning results anticipated. Since address is instructor focused and understudy movement is chiefly inactive, the capacity to focus of understudies might be constrained. Numerous understudies, on account of learning style inclinations, may not promptly acclimatize address content. What's more, addressed substance is regularly quickly overlooked. What is Explicit Teaching? Unequivocal educating includes coordinating understudy consideration toward explicit learning in a profoundly organized condition. It is encouraging that is centered around creating explicit learning results. Subjects and substance are separated into little parts and educated exclusively. It includes clarification, show and practice. Youngsters are furnished with direction and organized structures. Points are educated in an intelligent request and coordinated by the educator. Another significant attribute of express educating includes demonstrating abilities and practices and displaying thinking. This includes the educator verbally processing when working through issues and showing forms for understudies. The consideration of understudies is significant and tuning in and perception are vital to progress. What is Drill and Practice? As an instructional procedure, drill and practice is natural to all instructors. It â€Å"promotes the procurement of information or expertise through redundant practice. † It alludes to little undertakings, for example, the remembrance of spelling or jargon words, or the rehearsing of number-crunching realities and may likewise be found in more asked learning errands or physical instruction games and sports. Drill-and-practice, similar to remembrance, includes reiteration of explicit abilities, for example, expansion and deduction, or spelling. To be important to students, the aptitudes worked through drill-and-practice ought to turn into the structure hinders for increasingly significant learning. What is Compare and Contrast? Investigate is utilized to feature likenesses and contrasts between to things. It is where the demonstration of arrangement is polished. It is adequately utilized related to aberrant instructional techniques, however can

Lace, Gourmet Candy and Dorothy

Lace, Gourmet Candy and Dorothy Congratulations, universe. Youve managed to put me into another  unique  situation that is mildly difficult to explain. Hey Connie, what are you doing this IAP? Oh, you know. Im working at a startup in San Francisco in SOMA, to be exact. Doing some design stuff. Oh, cool! What are you working on? What does your startup do? We uh . were a next generation e-commerce startup. In stealth mode. By October many of my friends and I started looking for an externship (a short internship) through the MIT Alumni Association facilitated program that matches students with job opportunities offered by MIT alumni. These positions cover everything from shadowing a doctor to working a brief stint at a finance giant in New York to doing research in Hong Kong. Naturally I gravitated towards positions that offered the opportunity to do design work. I finally decided to pursue a position at a fashion startup that boasted a fresh combination of technology and fashion design. By December I knew I would be working at MeCommerce, led by Heidi Zak and Dave Spector (two MIT Sloanies)! Were doing some serious business by using the most advanced technology our in house developers can fathom and applying it to the gorgeous designs from our in house designers. And although the details are still hush hush, I can say a lot about the work Ive been doing over the past two weeks. I immediately got started wireframing an iPhone app and have been finalizing the user experience using proto.io (silly-fast mobile prototyping its gorgeous!) over the past week. Because were a small team working on a huge dream, the office moves very quickly and the app is scheduled to be built ASAP. Talk about silly-fast! And so far, startup life has been pretty much what I imagined. Everyone on our team is driven, great at their job, and happy to do anything to keep us moving forward. And it doesnt hurt that our pantry is stocked with Sugarpova, the gourmet candy line by Maria Sharapova (unfortunately my tennis skills have not progressed despite all the gummi sharks Ive been eating). We work hard, play hard, and nobody (openly) judges me for lying down in front of the fireplace to work on my clipboard. It almost feels a little bit like MIT except with more Costco food and no tests. :) I still have plenty of things left to do during the next two weeks. I came in with a list of goals, and Im slowly accomplishing all of them. This happens to be an amazing place to pick up things on the job even overhearing snippets about working with different clients, coordinating with manufacturers, and making sure everything runs on schedule has taught me a lot about how a business should function. I learned that in the apparel industry, there are  fit models  who are brand standards for different garment sizing. Theres even one bra model, Dorothy Galligan, who has been the quintissential 34B for decades, who is still going strong! Working at this startup has also brought me home for IAP, which has been a blessing. Being so close to home has given me plenty of opportunities to run around the Bay Area and beyond to shop clockwise from top left: Sephora, Haight-Ashbury, Ranch 99 (DISCLAIMER: I did not buy the lamb placenta because the store was closed), and Games of Berkeley and eat.. . Bacon, Apple and Brie with Tortilla Corn Soup from The Melt in SOMA, Classic Sliders and Tots from Phils Sliders in Downtown Berkeley, and homemade brie and pear / smoked cheddar and ham grilled cheeses with the boyfran and eat more Apple, Cinnamon and Honey Crepe from Crepe Express in Haight-Ashbury and an adorable cupcake from the Teacake Bake Shop in Corte Madera and more Lots of korean food from Bowld on Solano in Albany with the girls and just a little bit more Two gigantic scoops of green tea ice cream from Johns Ice Cream in Downtown Berkeley for TWO DOLLARS! Yuuuuum. And that concludes my journey to arteriosclerosis. Just kidding. Come to me, preciouussssss And finally, in a desperate attempt to ward off diabetes, Ive decided to author a cookbook featuring my fathers delicious (read: the opposite of delicious) morning gruel recipes:  50 Shades of Gray: A Tale of Lust, Soybeans, and Flavorlessness. Independent samples of gruel. #fml If youre wondering, the gray color comes from the sorrow and tears of the soybeans that constitute most of the gruel. (And black sesame powder.) In any case, I cant believe there are only two weeks left in the Bay but Im making the most of it. :) More from me soon!

A Comparison Between William Wordsworths Upon Westminster...

A Comparison Between William Wordsworths Upon Westminster Bridge and William Blakes London The English Romantic period spanned between 1789 and 1824. This period was not so-called until the mid 19th century when readers began to see six different poets as part of the same movement. These poets were William Blake, William Wordsworth, Samuel Taylor Coleridge, Lord Byron, Percy Shelly and John Keats. Some aspects of Romantic poetry were; there was an increasing interest in nature; there was an increased interest in landscape and scenery; human moods were connected to the moods of nature. Although the six poets cohered to create the English Romantic movement they were all extremely different with†¦show more content†¦In Upon Westminster Bridge, Wordsworth uses the format of a Petrarchan sonnet whereas in London, William Blake uses the format of long hymnal measure. It is clear that this poem is a sonnet because it has fourteen lines and ten syllables in each line. In Upon Westminster Bridge the rhyme scheme is abbaabba cdcdcd and is split up into an octave and then a sestet and this means that is a Petrarchan sonnet. If you take a closer look at the poem you will notice that the octave and the sestet are simply two whole sentences. This helps to maintain the flowing rhythm of the poem and better defines the difference between the octave and sestet. In this form the subject is projected and developed in the octave and then the sestet must release the tension which has been built up. The point at which I think the tension is released is in the final two lines. Dear God! The very houses seem asleep; And all that mighty heart is lying still! Wordsworth added this final couplet in order to get the epigrammatic effect which is characteristic of the Shakespearean sonnet which is a sonnet that contains three quatrains and a couplet. In London, long hymnal measure is used. It has a rhyme scheme of abab which helps to maintain a steady rhythm and pace throughout the poem. Upon Westminster Bridge tries to give an image of the scene whereasShow MoreRelatedComparison Between â€Å"London† by William Blake and â€Å"Composed Upon Westminster Bridge† by William Wordsworth850 Words   |  4 PagesComparison between â€Å"London† by William Blake and â€Å"Composed Upon Westminster Bridge† by William Wordsworth The city of London has inspired many poets throughout the ages. Two of the most distinctive portrayals are William Blake’s â€Å"London† published in Songs of Experience in 1974 and â€Å"Composed Upon Westminster Bridge, September 3, 1802† by William Wordsworth. While both Blake and Wordsworth comment on the conflict between appearance and reality, Blake shows the gloomy ugliness by taking down London’sRead MoreLondon by William Blake and Upon Westminster Bridge by William Wordsworth1327 Words   |  6 PagesLondon by William Blake and Upon Westminster Bridge by William Wordsworth This essay aims to compare and contrast the differences and similarities between the two poems London and Upon Westminster Bridge. They both create powerful, contrasting images but are both similar in the use of language and exaggeration. The first poem to be commented upon is London by William Blake, written a couple of decades before the second poem written by William Wordsworth. WilliamRead MoreComparison of London by William Blake and Lines Composed upon Westminster Bridge by William Wordsworth1105 Words   |  5 PagesComparison of London by William Blake and Lines Composed upon Westminster Bridge by William Wordsworth Earth has nothing to show more fair, taken from William Wordsworths Lines composed upon Westminster Bridge, could not be more of a contrast to the way William Blake describes what he sees in his poem London. William Wordsworth and William Blake both wrote their poems within a very similar time, yet they are completely different in all aspects. Lines composed upon

Professional research FASB Codification Essay - 822 Words

Problem2# Professional research Acct2241 (a) What authoritative literature addresses comprehensive income? When was issued? The FASB Accounting Standards Codification ® is the source of authoritative generally accepted accounting principles (GAAP) recognized by the FASB to be applied by nongovernmental entities. Statement of Financial Accounting Standards No. 130 Reporting Comprehensive Income Issued: June 1997 (b) Provide the definition of comprehensive income Comprehensive income is defined in Concepts†¦show more content†¦This Statement does not change those classifications or other requirements for reporting results of operations. (d) Define classifications within other comprehensive income and give example. Other comprehensive income definition: Revenues, expenses, gains, and losses that under generally accepted accounting principles (GAAP) are included in comprehensive income but excluded from net income. Items included in other comprehensive income shall be classified based on their nature. For example, under existing accounting standards, other comprehensive income shall be classified separately into foreign currency items, minimum pension liability adjustments, and unrealized gains and losses on certain investments in debt and equity securities. Additional classifications or additional items within current classifications may result from future accounting standards. (e) What are reclassification adjustments? Adjustments shall be made to avoid double counting in comprehensive income items that are displayed as part of net income for a period that also had been displayed as part of other comprehensive income in that period or earlier periods. For example, gains on investment securities that were realized and included in net income of the current period that also had been included in other comprehensive income as unrealized holding gains in the period in which theyShow MoreRelatedThe Financial Accounting Standards Board (FASB) Essay939 Words   |  4 Pageshelp accounting professionals easily navigate through 50-plus years of unorganized US generally accepted accounting principles (GAAP) and standards the Trustees of the Financial Accounting Foundation approved the Financial Accounting Standards Board (FASB) Accounting Standards Codification (Codification.) By codifying authoritative US GAAP, FASB will provide users with real-time and accurate information in one location. Concurrently, FAS B developed the FASB Codification Research System; a web-basedRead MoreThe Fasb Codification Topic 320 : Investments Debt And Equity Securities1487 Words   |  6 Pages Overall. 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Synthesis Of The Knowledge And Skills Acquired During...

Demonstrate synthesis of the knowledge and skills acquired in preceding graduate nursing core and specialty curriculum content. Throughout this program, each class has really broadened by skills and knowledge to prepare me for practice as a family nurse practitioner delivering excellent evidence-based medicine. The first class where we learned about the role of the advance practice nurse really set the tone for what to expect as a provider and what each role entails. Moving on to the theory class, it was discovered how much nursing theory really plays a part in caring for patients. My knowledge was increased on the different theories and how one can relate them to patient situations by participating in discussion questions and preparing papers. Also, it was known that theory is what guides research to better patient care. Pathophysiology was really the building block for the makeup of the human body. One has to be proficient in knowing how different systems in the body function and how they can be affected by other processes. By reading the provided textbooks, writing papers, and participating in discu ssion with other classmates, my knowledge of pathophysiology was taken to a new level. The 2 advanced nursing classes really reinforced common problems that can affect different parts of the human body and how care should be managed for these conditions. There was an abundance of learning during these 2 classes that really helped prepare us for clinical rotations andShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pagesand prepare material for class. Chapter-by-chapter activities, including built-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich ParisRead MoreProject Managment Case Studies214937 Words   |  860 Pagespermcoordinator@wiley.com. Limit of LiabilityDisclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives orwritten sales materials. The advice and strategies contained herein

Rock and Hip Hop the most Loved Forms of Music free essay sample

The artists degrade women, talk about drug abuse, theft, gun usage, and many others. Rock is also guilty for doing this but It is not as common as in the Hip Hop community. The lyrics of many rock groups are somewhat rebellious and often a downer. Rock music talks about becoming fed up with life because someone you know hates you. Some Hip Hop and Rock; however, can be funny but with Hip Hop funny, is also vulgar. In this case many people would choose Rock due to less widespread vulgarity. Now I will compare beats; beats are the tune to the song.In Hip Hop beats are combination of sounds from any number of instruments are added one at a time and each one varies in volume. In Rock, beats are created mostly by band members in a group armorial consisting of a guitarist, a bass player, and a drummer; the lead singer may also play guitar. We will write a custom essay sample on Rock and Hip Hop the most Loved Forms of Music or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The band members come up with the beats to play. In both genres the artists may sample or borrow a part of another artist. A sample is usually small such as a drum solo, but some can be entire songs save the lyrics.Sampling is very common in Hip Hop. Artists constantly sample a song that is years old. Many Hip Hop songs on the radio sample old songs popular from the sixties to the nineties. Rock tends to be more original in its beats; this makes the songs more unique than Hip Hops. Sound is one f the, if not the most, important aspect of music. If people dont like the finished product they will most likely pay no attention to anything else in the song. The sound is the song itself when the beats and lyrics are mixed together.All Rock songs have a sound that sets them apart. In Rock songs the guitars and drums are extremely recognizable, but what really stick out are the screams. Screams are the yells and screeches the lead singer often uses in a song and if used properly can give a great boost to the music. Hip Hop also has a distinct sound. No other form of music mixes beats like Hip Hop goes. In a Hip Hop song the beats may sound like drums but are synthesized to sound differently than any real drum.These genres are very different. Rock songs are loud and explosive, and like a plane taking Off they make you shake. Hip Hop songs can be smooth or rough depending on the artist. A smooth song lets you relax and enjoy the music with soft less vulgar lyrics and a calming sound. Rough Hip Hop makes you want to dance with fast beats and any lyrics that rhyme. But both can be much alike. Rock artists sometimes sing fast to the point of non-understanding something that originated with Hip Hop.

Female Characters in The Winters Tale free essay sample

A paper which discusses how Shakespeare presents female characters with both inner and outer strength in The Winters Tale. The paper discusses how, in The Winters Tale, William Shakespeare presents female characters with both inner and exterior strength. It shows that along with the strength, are the qualities of understanding, forgiveness and patience. It explores the three characters in the play that represent these female characteristics Hermione, Paulina and Perdita. For all three female characters, they are a part of the action and suffer because of the events in the play. Yet even in suffering they remain gracious and strong and forgiving. The paper discusses how it is these characteristics that make The Winters Tale a play about how strong and solid the female character can be, with the outcome of the play also showing what an impact these qualities can have.

Statistics on SAT Math Strategies for Mean, Median, Mode

Statistics on SAT Math Strategies for Mean, Median, Mode SAT / ACT Prep Online Guides and Tips SAT statistics questions usually involve finding the mean, median, and/or mode(s) of a set of numbers. You have probably dealt with with these concepts in your high school math classes but, as always, the SAT likes to put their own special twist on simple concepts such as these. Whether or not you are familiar with these terms and the techniques needed to find a mean, median, or mode, this guide is for you. SAT questions are always tricky and knowing how to handle their version of these types of questions will serve you well as you go through your test. This will be your complete guide to SAT means, medians, and modes- what they mean, how you'll see them on the test, and how to solve even the most complicated of SAT statistics questions. What Are Means, Medians, and Modes? Before we look at how to solve these kinds of problems, let us define our terms: A mean is the statistical average of a group of numbers, found by adding up the sum of the numbers and then dividing by the amount of numbers in the group. What is the average test score for the class if five students received scores of: 92, 81, 45, 95, and 68? We must find the sum of all the numbers and then divide that number by the total amount, which in this case is 5. ${(92+81+45+95+68)}/5$ $={381}/5$ $=76.2$ The mean (average) test score is 72.6. The median in a set is the number directly in the middle of the set of numbers after they have been arranged in order. (Note: the number will be halfway into the set, but is NOT necessarily the mid-value.) For instance, in a set of numbers {2, 4, 5, 47, 99}, the median would be 5 as it is in the middle of the set, despite the fact that 5 is NOT halfway between 2 and 99. If you are given an even number of terms in the set, then you must take the mean (average) of both middle numbers. Find the median value of the set of numbers {4, 12, 15, 3, 7, 10}. First, arrange the numbers in order from least to greatest. 3, 4, 7, 10, 12, 15 We have an even number of terms in our set, so we must take the average of the two middle terms. ${(7+10)}/2$ $={17}/2$ $=8.5$ Our median is 8.5 The mode of a set of numbers is the number or numbers that repeat the most frequently. In the set of numbers {3, 4, 3, 4, 4, 5, 12}, our mode is 4. Even though the number 3 occurred twice, the number 4 occurred three times and is thus our most frequently appearing number. If each number in your set occurs only once, there is no mode. In the set of numbers {1, 13, 8, 42, 11}, there is no mode, since no number repeats. If multiple numbers in a set repeat the same number of times, your set will have more than one mode. In the set {1, 2, 2, 2, 5, 5, 5, 7, 8, 8, 8}, we have three modes- 2, 5, and 8. All three numbers occur exactly three times and no other numbers occur more frequently. Thus we have multiple modes. Ba-dum tss! Typical Mean, Median, and Mode Questions Because the statistical concepts of mean, median, and mode are fundamentally simple (and likely quite familiar to most of you), the SAT will try to complicate mean, median, and mode questions as much as they are able. Unfortunately, these kinds of twists on simple concepts can come in a variety of different forms. For mean questions, they may ask you for the average of a set with variables, or they may ask you to find the value to which the sum of a set of numbers must be raised or lowered in order to find a particular average. Just keep in mind, that no matter how odd the question appears to be, the process for finding the mean is unchanging. If $x$ is the average (arithmetic mean) of $m$ and 9, $y$ is the average of $2m$ and 15, and $z$ is the average of $3m$ and 18, what is the average of $x$, $y$, and $z$ in terms of $m$? A) $m+6$ B) $m+7$ C) $2m+14$ D) $3m+21$ There are a lot of variables in this equation, but don't let them confuse you. We already know that the average of two numbers is the sum of those two numbers divided by 2. That means that: $x = {m+9}/{2}$ $y= {2m+15}/{2}$ $z= {3m+18}/{2}$ Now we need to find the average of $x$, $y$, and $z$. The average of three numbers is the sum of those numbers divided by 3, or ${x+y+z}/{3}$. Substituting the previous expressions for $m$ gives us: $[{m+9}/{2} +{2m +15}/{2} + {3m+15}/{2}]/3$ We can simplify that fraction to ${6m+42}/{6}$ Or $m+7$. Our final answer is B, $\bi m \bo{+} \bo 7$. As for questions on medians, the SAT will often try to present you with a set of very large numbers or a set of numbers with some amount that are missing. This question is asking about the median which, as you know, we find by sorting the numbers in ascending order. There were a total of 600 data points collected (300 from each school) which means the median will be between the 300th and 301st numbers. Fortunately, there's a way to solve the problem without having to write out 600 numbers! You can put the numbers into groups based on the information you're given in the chart. For each number of siblings value, add the number of respondents from each of the two schools together. For example, 120 students from Lincoln School and 140 students from Washington School said they had no siblings, and $120+140=260$. So a total of 260 students have 0 siblings. Do this for each of the sibling values. 260 students have 0 siblings 190 students have 1 sibling 90 students have 2 siblings 40 students have 3 siblings 20 students have 4 siblings. Now assign each of those groups values ordered from smallest (0 siblings) to largest (4 siblings) so that your data is properly sorted. Values 1 through 260 will be 0. Values 261 through 450 will be 1. Values 451 through 540 will be 2. Values 541 through 580 will be 3. Values 581 through 600 will be 4. Both the 300th and the 301st values are 1, so the median is 1. Our final answer is B, 1. The newest version of the SAT also includes logic questions. These questions don't require you to do any calculations, but you need to have a strong grasp of statistics to be able to answer them. A study was done on the weights of different types of fish in a pond. A random sample of fish were caught and marked in order to ensure that none were weighed more than once. The sample contained 150 largemouth bass, of which 30% weighed more than 2 pounds. Which of the following conclusions is best supported by the sample data? A) The majority of all fish in the pond weigh less than 2 pounds. B) The average weight of all fish in the pond is approximately 2 pounds. C) Approximately 30% of all fish in the pond weigh more than 2 pounds. D) Approximately 30% of all largemouth bass in the pond weigh more than 2 pounds. For logic questions like these, the best way to attack them is to read through the information you're given then, go through each answer choice and determine if it's true. In the question, we're told that: A random sample of fish in a pond were caught, none more than once The sample included 150 largemouth bass 30% of those largemouth bass weighed more than 2 pounds Now let's go through the answer choices. A: This is incorrect because it says the majority of all fish weigh less than 2 pounds. We don't know if this is true or not because the question only gives us information on the weight of largemouth bass. We don't know how much the other types of fish in the pound weigh. B: Again, we can't answer questions about all the fish in the pond because we are only given information on largemouth bass. C: Once again, we can't make generalizations about all the fish in the pond. If the question was just asking about largemouth bass, then it'd be true, since it matches with the data we were given, but since it doesn't, it's incorrect. D: This choice asks only about largemouth bass, which is a good start. And, yes, this answer choice fits with the information we were given in the question. Since 30% of the random sample of largemouth bass collected weighed more than 2 pounds, it's logical to conclude that 30% of all the largemouth bass in the pound weigh more than 2 pounds. This is the correct answer! This question was testing your knowledge of what assumptions are logical and which are not based on the data you're given. Since we were only given information about the weight of largemouth bass, only statements about largemouth bass specifically have the possibility of being supported by our data. Our final answer is D. And lastly, mode questions are actually quite rare on the SAT. You should know what a "mode" means on the off chance that you will see a mode question on the test, but chances are you will only be asked about means and/or medians. Though the SAT may try to vary their questions, the principles behind them remain the same. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! How to Solve Mean, Median, and Mode Questions Because these questions often seem straightforward, it can be easy to find yourself rushing through them. But as you go through your test, remember to keep these SAT math tips in mind: #1: Always (always!) make sure you are answering the right question Because the SAT will ask you to find means more than medians or modes, it is incredibly common for students who are rushing through the SAT to read "mean" when the question is actually asking for a "median." If you're trying to rush, it can become second nature to glance at an m-word and start in immediately on solving the problem. Unfortunately, the test makers know that people will make errors like this and they will provide bait answers for anyone who makes this kind of mistake. As always when taking the SAT math sections, double-check that you are answering precisely the right question before you start in on solving the question (or at least before bubbling in your answer!). #2: Write It Out Make sure you take the time to rearrange your set of numbers in order when dealing with medians and modes, and make sure you write out your equations when dealing with means. It can be tempting to solve problems like these in your head, but a single misplaced digit is the difference between a correct answer and a wrong answer penalty. In order to avoid making careless mistakes, always take a moment to write out your problem. It will not take as long as you think to reorganize your values and it will almost always highlight the path towards perfection. #3: Use PIA/PIN When Necessary If you find yourself stuck on a problem and have some extra time to spare, don't hesitate to use the strategies of plugging in answers or plugging in numbers where applicable. Always keep in mind that it will often take you a little longer to solve a problem using these techniques, but doing so will almost always lead you to the right answer. For example: The average (arithmetic mean) of 6, 19, and $x$ is 19. What is the value of $x$? A) 19B) 25C) 31D) 32 Let us say this was a problem you found yourself stuck on, but you luckily had some spare time before the section was over. Well, now is the time to use PIA! We will be replacing our answer options with the value of $x$ and solving the problem as normal. As usual with PIA, let us start with the middle answer choice and go up or down from there. This means that we will plug in answer choice C, 31, in place of our $x$ value. We are trying to find the mean of 3 numbers, 6, 19, and 31, and seeing if we can get 19. So let us find the mean: ${6+19+31}/3$ $={56}/3$ $=18.67$ Our mean is just slightly too small. This means that we can eliminate answer choice C as well as answer choices A and B (as they are even smaller and will thus produce an even smaller mean). Our answer is likely going to be D, as E is much larger and will give us a far greater mean than 19. So let us test answer choice D, 32, to be sure. ${6+19+32}/3$ $={57}/3$ $=19$ Success! Answer choice D is correct. Our final answer is D, 32. There are a variety of escape hatches when solving mean/median/mode problems, so never fear! Test Your Knowledge Now to test your statistics know-how on real SAT math problems! 1. 10, 18, 4, 15, 3, 21, $x$ If $x$ is the median of the 7 numbers listed above, which of the following could be the value of $x$? A) 5B) 8C) 9D) 14 2. If the average (arithmetic mean) of $t$ and $t+2$ is $x$ and if the average of $t$ and $t-2$ is $y$, what is the average of $x$ and $y$? A) 1 B) $t/2$ C) $t$ D) $t+1/2$ 3. A survey was taken of the value of homes in a county, and it was found that the mean home value was $\$ 165,000$ and the median home value was $\$ 125,000$. Which of the following situations could explain the difference between the mean and median home values in the county? A) The homes have values that are close to each other. B) There are a few homes that are valued much less than the rest. C) There are a few homes that are valued much more than the rest. D) Many of the homes have values between $\$ 125,000$ and $\$ 165,000$. 4. The mean score of 8 players in a basketball game was 14.5 points. If the highest individual score is removed, the mean score of the remaining 7 players becomes 12 points. What was the highest score? A) 20 B) 24 C) 32 D) 36 Answers: D, C, C, C Answer Explanations: 1. This question is asking about the median, so let us first start by arranging our numbers in ascending order. 3, 4, 10, 15, 18, 21 We are told that x is our median, so it must lie in the middle of our set. This puts it between 10 and 15. 3, 4, 10, $x$, 15, 18, 21 This means that the only answer choice x could possibly be is D, 14. All the other answer choices are too large or too small. Our final answer is D, 14. 2. Because we are working with variables, we have two ways we can solve this problem- with algebra or using plugging in numbers. Let us go through both methods. Method 1: Algebra We are told that the mean of $t$ and $t+2$ equals $x$, so let us find the value of $x$ by manipulating the mean of $t$ and $t+2$. ${t+(t+2)}/{2}=x$ ${2t+2}/{2}=x$ We can reduce the value of the fraction here, since $2t+2$ can be divided by 2. Which means we are left with: $t+1=x$ Now let us use the same process for y, which we are told is the mean of $t$ and $t−2$ ${t+(t-2)}/{2}=y$ ${2t-2}/{2}=y$ Again, we can reduce our fraction, since $2t−2$ can be divided by 2. This gives us: $t−1=y$ Now, we have values for both $x$ and $y$, so let us put them together to find their mean. ${(t+1)+(t-1)}/{2}$ $={2t}/{2}$ $=t$ The mean of $x$ and $y$ is $t$. Our final answer is C, $t$. Method 2: Plugging in numbers Alternatively, we can skip having to use algebra and plug in our own number for $t$ in order to solve the problem. Let us say that $t=10$ and solve the problem from there. (Why 10? Why not!) This means that the mean of $t$ and $t+2$ still equals $x$. So: ${t+(t+2)}/{2}=x$ ${10+(10+2)}/{2}=x$${22}/{2}=x$ $11=x$ And we will use the same value for $t$ and the same process to find $y$: ${t+(t-2)}/{2}=y$ ${10+(10-2)}/{2}=y$ ${18}/{2}=y$ $9=y$ Now, we can find the mean of $x$ and $y$. ${11+9}/{2}$ $=20/2$ $=10$ And, since we said that $t=10$, the mean of $x$ and $y$ also equals $t$. Our final answer is C, $t$. 3. This is a logic question, so we'll have to reason through it rather than doing calculations. First let's go over the information we're given. The mean and media of a set of data are equal when the data has a perfectly symmetrical distribution (such as a normal distribution). If the mean and median aren't equal to each other, that means the data isn't symmetrical and that there are outliers. Outliers are a small group of values that are significantly smaller or larger than the other values in the data. When there are outliers in the data, the mean will be pulled in their direction (either smaller or larger) while the median remains the same. In this problem, the mean is larger than the median. That means the outliers are several homes that are significantly more expensive than the rest, since these outliers push the mean to be larger without affecting the median. Choice A is incorrect because if the house values were all similar to each other, the mean and median would be similar in value. Choice B is incorrect because if the outliers were valued at much less than the rest of houses, the mean would be smaller than the median which is the opposite of what is happening. Choice D is incorrect because if most of the homes were worth between $\$ 125,000$ and $\$ 165,000$, then the mean and median would likely both be in the middle of that range which isn't the case; they're on the ends of that range. Therefore, our final answer is C: there are a few homes that are valued much more than the rest. 4. If the mean score of 8 players is 14.5, then the total of those 8 scores is $14.5 * 8 =116$. If the mean of 7 scores is 12, then the total of those 7 scores is $12 * 7 =84$. Since the set of 7 scores was created by removing the highest score from the set of 8 scores, the difference between the total of all 8 scores and the set of 7 scores is equal to the removed score. $116-84 = 32$ Our final answer is C, 32. You finished your statistics problems, whoo! The puppy is happy. The Take Aways Though you will see mean, median, and mode questions about two to three times per test, the questions themselves are often quite simple once you know your way around the techniques needed to solve them. Never hesitate to use PIA or PIN if you have the time to spare and if you feel uncomfortable with algebra alone. Otherwise, make absolutely sure you are answering the proper question and don't take for granted that these questions are simple (a careless error will still lose you precious points!). Just remember to keep your mind sharp and your work organized, and you'll be able to tackle SAT statistics problems in no time. What's Next? Now that you've done your paces on SAT statistics questions, it's time to make sure you've got the rest of the SAT math topics well in hand. Are you all caught up with your probabilities? Your formulas? Your lines and angles? We've got guides that cover all the SAT math you'll need come test day. Need to brush up on the basics (particularly for the SAT No-Calculator Math section)? Use our guides to review longhand multiplication and how to add and subtract fractions. Don't know what score to aim for? Check out how to gauge your current score level and how that stacks up for your schools. Looking to get a 600 on SAT math? Look to our guide on how to improve your SAT math score. Trying for a perfect score? If you're already at a 600 or above, check out our guide to getting a perfect 800 on the 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:

Globalization and it's effects on Hawaii Essay Example | Topics and Well Written Essays - 1500 words

Globalization and it's effects on Hawaii - Essay Example Being an island nation, Hawaii has always attracted tourists from among all regions of the world and it has remained their main source of revenue. Globalization has also facilitated transnational â€Å"capital flow, transportation, tourism† and other kinds of alliances amongst nations, which played a major role in boosting Hawaii’s economy (15). Thus, the phenomenon of globalization, on the one hand, has accelerated economic and technological developments in Hawaii, but, on the other hand, it has had devastating effects on its environment and ecological balance as well as reduces the employment opportunities of local population. The capitalist philosophy that the elimination of national boundaries and the â€Å"rational operation of the free market† nourish prosperity does reflect on the economic growth of the island nation (Sheppard 308). In early days, agriculture has been one of the main resources of Hawaii but â€Å"sugar transformed† the nation initially as an industry based economy (Firth 183). Subsequently, falling in tandem with the trends of globalization, the Hawaiian outlook further changed from an agricultural society to a service based community primarily gaining strength from the exponential growth in tourism and allied industries. This transition, characterized by the emergence of â€Å"new market forces† coupled with the â€Å"new technologies of transport† has further accelerated the economic development of Hawaii (179). Similarly, â€Å"economic globalization† can have several positive outcomes for countries, in terms of enhanced quality of life, as can be evidenced from the progress that Hawaii has made in various aspects (Globalization and Environmental Sustainability 259). In addition, the liberalized policies of immigration, and the ease with which it can be processed as a consequence of globalization,

Franchising & Small Case Study Analysis Essay Example | Topics and Well Written Essays - 1250 words

Franchising & Small Case Study Analysis - Essay Example In addition, the nature of the business assures customers of different income backgrounds. In this sense, it is possible to have daily substantial sales (Lundahl, 2012). The business has two modes of serving customers. This pertains to internal partaking of food and delivery services. In most instances, customers partake of already prepared fries and artificial juice products. It is vital to note that preparation of natural juices might take different dimensions as concerns the taste and preference of customers. The institutions and businesses provide a significant market to Bucking Bull’s products as the outlet delivers food and drinks to the same. There are two types of delivery services. They are either on short or long term delivery terms. Short term delivery plans depend on daily orders. On the other hand, the business might deliver larger quantities of foods on monthly agreements and contracts with businesses. It is vital to stress that there is substantial competition in Bucking’s venue of conducting business. This relates to the mushrooming of smaller food outlets. The chance for expansion, in the industry, places Bucking at a vulnerable position for succumbing to competitive pressure (Andrews, 2007). This is because new businesses are tactful at satisfying loopholes of existing businesses. However, this is mitigated by creating a customer loyalty of following their recommendations for improvement of business. The first innovation pertains to value addition services and development of a brand that customers would associate with the same. It is vital to note that food outlets usually study the recipes of the best restaurant. In this sense, they would normally make similar foods across a chain of different outlets. Therefore, a brand name establishes a competitive edge that improvement in food services would not accomplish. A brand name is vital in pushing up revenues as more customers are

Ethics in social research

Ethics in social research Ethics in research has been around since World War II and is still to this day a growing concern among researchers. The main aim of the researcher is to ensure that their studies are directed toward worthwhile goals and that the welfare of their subjects and their research colleagues is protected. Alan Kimmel, 1988 There are several reasons why it is important for an investigator to adhere to ethical standards in research. First, some of these norms promote the aims of research, such as knowledge, truth, and avoidance of error. For example, prohibitions against fabricating, forging, or misrepresenting research data to promote the truth and avoid error. Second, since research often involves a great deal of cooperation and coordination among many different people in different disciplines and institutions, many of these ethical standards promote the values that are essential to collaborative work, such as trust, accountability, mutual respect, and fairness. For instance, one particular ethical norm, confidentiality, is designed to protect intellectual interests while encouraging collaboration among the participants. Third, ethical norms in research also help to build public support for research. People are more likely to fund research project if they can trust the quality and integrity of research (this particular example is relevant to the scenario being assessed.) Finally, many of the standards of research promote a variety of other important moral and social values, such as social responsibility, human rights, and compliance with the law So although all these codes, policies and principles are very important and useful but like any set of rules they do not cover every situation that arises in research, they are often conflicting and require considerable interpretation. It is therefore important for the researcher to learn how to interpret, assess and apply various research rules and how to make decisions about how to act in various circumstances. The vast majority of decision making in the conduct of research involves the straightforward application of ethical policies. Ethical issues that are encountered in applied social research are both subtle and complex, raising difficult moral dilemmas that, from the outside, appear unresolvable. With these dilemmas the researcher is required to strike a delicate balance between the scientific or social requirement of methodology and the human rights and values potentially threatened by the research. Privacy and confidentiality are two ethical issues that are crucial to social researchers who request individuals to share with them their thoughts attitudes and experiences. The ethical social researcher is one who is aware of ways in which privacy and confidentiality may be jeopardised and safeguarded and is knowledgeable about the effects of privacy and confidentiality on consent. The nature of privacy concerns has changed over time as social scientists have become more involved in identifying social problems and testing possible solutions through field research (Boruch Cecil, 1979) Organisational research focus is directed toward personnel relating issues, including the testing and appraisal of employees for personnel decisions. In conducting these investigations, researchers and consultants may seek to improve on organisations capacities to achieve various goals (e.g. profit for a business, its employees quality of work life or the impact of the organisation on communities in isolate rural areas. Evaluation research is a major type of applied research, typically undertaken by social scientists to determine if ongoing social programs are working as they should. Evaluations tend to focus on programs that are beneficial in nature, such as remedial education, health care and job training programs. The results of an evaluation study, in revealing whether a social program is accomplishing what was intended can have immediate impact on social policy and political decisions regarding the programs fate whether it should be continued or stopped, its budget and personnel increased or cut backs made. There are a number of vested interests in the design and implementation of evaluation studies and because their results are likely to affect peoples jobs, education and health. Like research conducted in organisations, evaluation research raises some unique ethical questions about whose interests are served an whose point of view should be represented during the research process (Kidder Judd, 1986) With this particular scenario there are two different situations where ethical issues will arise. Firstly, you begin to suspect that food is being stolen from the kitchen and the viability of the project may be at risk. From a researchers point of view suspicions would need to be backed up with hard evidence. If you were to say to you manager, you run the risk of them discharging you and not allowing you to carry out anymore research how could you possibly imagine that of any of their staff? Although on the other hand if your manager was to take you suspicions on board and further investigate the matter over a closely surveyed period of time, they may benefit and appreciate your integrity that you hold with the company. In a case like this it is often difficult for the evaluator to separate their research role from their role as a work experience placement student. You have been promised the confidentiality of the staff and if you were to say anything about the stolen food it could affect your research and you rapport with the staff. The staff may turn against you and refuse to cooperate after you telling the boss on one of their colleagues. Throughout the research you must remember what the objective is and if you remain silent with your suspicions, will your results in anyway end up being bias? This will reflect an untrue outcome and the company could face further scrutiny from the funding body. There is also the legality aspect for the researcher to consider and stealing is against the law, could you live with yourself if you thought that you were covering up for a criminal, no matter how small the offence was? In failing to voice your suspicions Kimmel, (1988) stated you legally could face prosecution as an accessory after the fact for failure to report a crime. If I were to be placed in this situation I personally would confront the manager of the company and explain my situation with regards to my research. I believe that stealing is wrong and should not take place no matter how big or small the offence is. Although I can understand why somebody may not say and not only put their research at rick but their social responsibility. The second scenario where the researcher will be confronted by ethical dilemmas is in carrying out the interviews with some of the senior citizens that are receiving these Meals on Wheels. To carry out interviews you will need the consent of the person involved, some elderly clients may not like the prospect of being intimated with questions. The elderly are of the vulnerable sector in our population and should be informed of why the interview is taking place and the effects that their answers could have on the survival and funding of the business while always remembering the objectivity of the research and expressing it in clarity to the senior citizens. The interview will involve asking how they feel about receiving their Meals on Wheels, how they approve of the service and how would they feel if this service was to be taken away from them? This could cause distress and emotional shock among the elderly, especially if they thought that their opinion meant the deciding factor of whe ther the company received funding to continue its business. Many of the elderly could largely depend on this service and there must be no deception in making them fully aware why the interviews are taken place. The senior citizens should be made aware that the researcher will be evaluating and publishing their results to the company and will have to give an open and honest account of what has been said in the interviews. The researcher is under the obligation from the code of ethics so as not to fabricate the data in anyway. The researcher, if a member of the local community, may feel tempted to fabricate the interview responses so as the company will receive their funding to finance this project as they realise how vital this scheme is for the elderly in this isolated rural area but as Kimmel noted personnel values may play a significant role in social research, therefore researchers must be careful enough to protect the integrity of their inquiries through careful data collection and analysis and accurate and objective reporting of their research findings. If I were the researcher in carrying out the interviews I would make the elderly entirely aware of the project and encourage them to see how they are beneficiaries of it. This in return will boost their confidence of the company and help portray a better interview for the research. After all if you were a senior citizen who lived in an isolated area and the only person you may see everyday is the delivery driver of Meals on Wheels, wouldnt you appreciate the service? Not only are they providing a food service but they also help to bring a warm and friendly atmosphere into the home. In conclusion ethical decision making is neither a perfectly rational nor entirely timeless enterprise, and even after a considered judgement about the issues involved in a given situation has been made, doubts about whether or not ones subsequent behaviour was ethical may remain. As we continue to proceed with social research in applied settings, we can expect a growing wealth of documentation on the conditions under which certain interventions are successful in reducing certain social problems and on what side effects might be anticipated as a result of their implementation. To proceed ethically it is important for social researchers to bear in mind that their first obligation is to those persons who cooperate with and participate in the research process, and that it is their interests that first must be considered during the preparatory stages of program development. References Kimmel, A (1988) Ethics and Values in Applied Social Research Sage Publications London

Philosophical Anthropology Essays -- Philosophy Essays

Philosophical Anthropology ABSTRACT: Philosophers cannot avoid addressing the question of whether philosophical anthropology (that is, specifically philosophical inquiry about human nature and human phenomenon) is possible. Any answer must be articulated in the context of the nature and function of philosophy. In other words, philosophical anthropology must be defined as an account of the nature of the subject of philosophical thinking. I argue that if philosophical thinkers admit that they are beings in nature, culture, and history, then the possibility of a uniquely philosophical theory of human nature and human phenomenon should be discarded. Rather, philosophy's catalytic and integrative role in human cognition should be stressed. Anthropological interests on the part of philosophers can be explained on different levels. Since thinking in general is reflective, philosophical thinkers must naturally be interested in understanding the nature of humans, which they themselves are, including the nature of their own thinking. But non-philosophical theorists can also be reflective enough to seek an understanding of human nature and the nature of their characteristic thinking. On a deeper level, with their realization that cognitive functions including philosophical thinking are characteristically human, philosophers may come to reflect upon how such functions are conditioned by human conditions. But such conditions can be addressed by empirical sciences as well, sometimes with greater methodological care or seriousness than can be found among some philosophers, as in cognitive psychology or cultural anthropology. If, in the course of the development of philosophy as a discipline, human experience becomes the primary thematic ... ...y is partly explainable by different influences from outside philosophy. The juxtaposition and comparison of, for instance, the views of Aristotle, Aquinas, Descartes, Hume, Kant, Marx and Nietzsche on human nature should make us despair of finding a philosophical essence of anthropological views. The distinct contribution that philosophy as a discipline can make to the understanding of humans is not so much special content or even a method as its ethos of valuing critical thinking and integration of human knowledge. Philosophical anthropology, as a special area of a unique discipline, should be held suspect. There only is a dimension to each inquiry where many, if not all, of the questions philosophers raise are significant. The mission of philosophy is to make all human inquiries, including the anthropological, maximally reflective in the given cultural situation.

E commerce online food ordering system

The BARS also provides the business understanding that should e incorporated into message implementation guides and other user documentation as well as supporting re-use of artifacts within the standards development process. 3 Audience The main audiences for this document are the potential authors of individual Bars. These are primarily the ANNUNCIATE business and IT experts who are responsible for specifying the business requirements for e-business or e-government solutions in a specific domain and for progressing the development of solutions as relevant standards.Authors may include other standards bodies or users and developers in developed or developing economies. Reference Documents Knowledge and application of the following standards is crucial to the development of quality business requirements specifications. Other key references are shown in the appropriate part of the document. UN/CAVEAT. Techniques and Methodologies Group (TM). ASPECT'S Modeling Methodology (MUM): MUM Meta Model – Core Module. (Candidate for 2. 0). 2009-01-30. Methodology (MUM): MUM Meta Model – Foundation Module. Candidate for 2. 0). Formal definitions of many of the technical terms used in this BARS specification may be found in the above references but for convenience some key definitions are included in Appendix loft this document. 5 purpose of BARS 2. 0 A BARS is designed to capture the requirements that a business, government or sector has for an e-commerce solution in a particular area of business (I. E. Domain) and to achieve it in such a way that it provides a basis for a subsequent standards development process within ANNUNCIATE.Version 2 of the BARS documentation template requires that the business requirements are first specified in business terms and that these requirements are then expressed formally as ML diagrams or worksheets that aid standardization and provide IT practitioners with the required retracts from which to develop formal specifications. By facilitating consistent documentation of business collaborations between participants, the BARS 2. 0 template supports the standardization and harmonistic of business processes and encourages re-use of the resulting artifacts in part or as a whole.This consistency, achieved through the systematic specification of requirements in the BARS, is vital if resulting e-business systems are to be interoperable. A clear specification of business requirements enables traceability between requirements and supporting the quality assurance process. As the BARS provides the description of the equines processes and identifies the business data needed to support those processes, it can provide the necessary business understanding to enable successful data harmonistic.It also provides the business understanding that must be incorporated when developing message implementation guides and other user documentation. The use of a modeling tool that is designed or configured to support Version 2. 0 of the MUM will enable the majority of the content of a BARS to be generated automatically. This document may also be considered as a resource to support capacity building in developed or developing economies. 1 Overview of BARS Development Process A BARS MUST start with a clear specification of the scope of the project and where this project fits into a global context of business operations and MAY refer to a MUM model of the business domain. The Scope MUST be specified in terms of the Business Processes that are involved and the Business Entities about which information is to be exchanged by the participants who are involved directly in the Information Exchanges that support the related business process.It MUST also indicate stakeholders who have an interest in the processes, or may participate in elated processes, and whenever appropriate, what is out of scope of this particular project. The process and information flows that constitute the business process, the business rules that gove rn the exchanges and the details of the information that is to be exchanged during these processes, SHOULD then be elaborated.The requirements MUST first be specified in business terms and then expressed in formalized terms. The business requirements MUST be presented as a numbered list so as to facilitate a check to be made that all requirements have been met in the eventual e-commerce solutions proposed. As the process of completing a BARS progresses, new requirements may be recognized and added to the list. The resulting BARS will include text, templates (worksheets) and diagrams, and may refer to a MUM model of the domain.To help with future re-usability, interoperability and to provide a degree of standardization in the developing a BARS, an initial set of preferred terms is provided in Annex 2. To minimize the work in creating a new BARS, improve harmonistic and encourage risibility, where ever possible, any relevant existing Bars artifacts or MUM models SHOULD be used as a ba sis for producing the ewe requirements. A high level BARS MAY be used to define the context and scope of a domain that is refined by a cascade of more specific Bars. . 2 BARS Business Requirements 5. 2. 1 Scope of Project The Scope of the project MUST be identified in terms of the Business Processes to be covered – the key types of information that are to be exchanged in the processes and the types of participants that are involved directly or indirectly in providing or using the information exchanged. The place of this project within the wider business domain SHOULD be identified. For example projects in the International SupplyChain, this SHOULD be positioned with respect to the international supply chain be made to industry or sector models and to the Business Area/Process Area classification specified in the Common Business Process catalogue. The Context categories , as specified in ACTS, SHOULD be used to help specify or limit the scope of the project. 5. 2. 2 Requiremen ts List As they are discovered, the business requirements MUST be added to a numbered list .This list will cover: The business transactions between participants, the participant who initiates the activity, the participant who responds and the business conditions that govern the initiation and responses. Other business rules governing the Information Exchanges. The key classes of information (Business Entities), the detailed data (attributes) about these Entities that are to be exchanged, and the relation between the Entities. 5. 2. 3 Definitions The names and definitions of each of the business terms and data items used MUST be listed and SHOULD be added as they are discovered in the process of completing the BARS. . 2. 4 MUM representation of Business Requirements The business requirements MUST be formalized as appropriate ML artifacts, (Use Case Diagrams, Activity Diagrams, Class Diagrams and Business Entity Life Cycle Diagrams) or worksheets, by following the Insufficient Modelin g Methodology (MUM). 5. 2. 5 The UN/CAVEAT Modeling Methodology MUM An outline description of the MUM process is given below and examples of artifacts that should form part of the BARS are shown in section 7.The MUM consists of three main views: The Business Requirements View enables the Business Information and Business Processes described in the first part of the BARS to be more formally described. The Business Choreography View shows how the Business Processes may e created from a choreographed set of Business Transactions and the information exchanged in each transaction identified as Information Envelopes. The Business Information View identifies the content of these information envelopes based on the specific data and syntax standards and is the substance of the related RSI.Figure 1 – MUM Outline MUM Business Requirements View This presents the view of the domain, the business processes, the participants and the Business Entities involved. They are detailed in the Busin ess Domain View, Business Partner View and Business Entity View. The Business Domain View This view identifies the scope of the domain in terms of the processes it covers. The Business Area [Process area classification may be used to classify the business processes that make up the domain. Each business process is represented by an Activity diagram, Use Case Diagram and Business Process Worksheet .These document the Business Partner Types that are engaged in the information governing the initiation of each Information Exchange. The state of the Business Entity resulting from each information exchange is shown in the activity diagram. Business Partner View The business partner view captures a list of business partners and stakeholders in the domain under consideration as well as the relationships between them. Business Entity View The range of states that a Business Entity may assume and the order in which they may occur as a result of the various information exchanges are documented in a Business Entity Life Cycle diagram.This View MAY also contain Conceptual models that present a business view of the Information and the relationships between the Classes identified. The Conceptual Model is assembled from the list of business requirements and expressed through the use of â€Å"class† diagrams. These describe the necessary classes of information, the relationship between the different classes and the required attributes that are to be found within each class.Each of these pieces of information should be fully described in the business definition section. It is important to stress that the class diagram for a Business Entity should reflect the information requirements expressed in business terms. Business Choreography View This shows how the Business Processes identified in the Business Requirements View may be represented as one or more Business Transactions and the necessary hieroglyph to enable the full functionality of each Business Process to be achie ved.It consists of the Business Transaction View, Business Collaboration View and Business Realization View Business Transaction View The business transactions between each pair of data exchange participants that are part of the full Business Process are identified and described in a Transaction Worksheet and illustrated as Use Case diagrams . Six standard transaction patterns are identified within the JIM. Two of these represent participants sending and receiving information (Information distribution, Notification) and four represent artisans sending and responding (Query Response, Request Response, Request Confirm, Commercial Transaction).Each transaction is further detailed in terms of: the name of the Information Envelopes sent or received the Authorized roles exercised by the sender and receiver the Activities that action the sending or receiving of the Information Envelope the conditions that cause the transaction to start or that exist as a result of the exchanges . Business Collaboration View The sequence or order in which the set of business transactions that make up the lull business process is specified using a Use Case Diagram and an Activity diagram in the MUM Business Collaboration View.

Leaving money on the table in the economy - Free Essay Example

Sample details Pages: 11 Words: 3313 Downloads: 8 Date added: 2017/06/26 Category Economics Essay Type Analytical essay Did you like this example? The firms leave money on the table by setting the offering price low is mostly explained by asymmetric information which is derived from several rational theories. Loughran, Ritter, Rydquist (1994) provide an international argument that underpricing may be caused by basic problems derived from microeconomic uncertainty and information asymmetry. Baron Holmstrom (1980) also pointed out that indeed there exists information asymmetry between underwriters and issuers, because the underwriters always have superior information to the issuers, which shows that underpricing is necessary for solving this moral hazard. Don’t waste time! Our writers will create an original "Leaving money on the table in the economy" essay for you Create order Alternatively, Muscarella Vetsuypens (1989) find that there is no asymmetric information between issuer and investment banker, which is opposite to Barons (1982) model that the investment bankers have superior information about the capital market. Allen and Faulhaber (1989), Grinblatt Hwang (1989) and Welch (1989) claim it cannot be ignored that there is information asymmetry between issuers and investors, with issuers having more information. Another famous argument was asserted by Rock in 1986, he found that the asymmetric information also exists between informed and uniformed investors, and underpricing is essential to induce uninformed investors to participate in IPO offerings in the face of informed investors adverse-selection, which is described in Winners Curse Hypothesis specifically. In Rocks hypothesis, he established a model on the basis of Grossmans and Stiglitzs (1980) Paradox, and supposed the issue price of IPOs is impossible to be forecasted by issuers. The amoun t of information investors possess is the criteria for him to differentiate. Informed investors have access to superior information about the firm and holding the better position to make a decision that whether or not a new offering is worth an effort, however, uniformed investors know exclusively the probability distribution of a firms value. Thereby the underpriced new offerings are expected because only informed investors will submit purchase orders. By contrast, uninformed investors have a greater chance of collecting overpriced offering and a smaller change of receiving underpriced offering by the reason that they will submit orders randomly. Consequently, in order to attractive uniformed investors subscription and offset their loss for trading against superior information, offerings must be underpriced. Beatty Ritter (1986) also show that underpricing is demanded when uninformed investors become informed about individual firms prospects by investing in information, or else fa ce a winners curse. Similarly, Parson Raviv (1985) present that the discount is a result of information asymmetry among investors, and the explanation that how both seasoned and unseasoned issues are underpriced on average. 2.2 Underwriters reputation Some investigators prefer to focus on the explanation of IPO underpricing by underwriters reputation and argue that it will price IPOs closer to the intrinsic value to keep the reputation by the better established underwriters. Schultz Zaman (1994) pointed out another important argument that they believed the motivation for underwriters to support IPO trading prices because of the concern of underwriters reputation, which means that it will increase the confidence of investors (especially uniformed investors) if underwriters buy back the IPOs that have underperformed. Ruud (1993), Hanley (1993) and Schultz Zaman (1994) evidenced empirically that there is price support for IPOs from their underwriters; Xu Wu (2002) were also in support of that statement on Chinese stock market. Empirical tests measured by Hanley (1993), and he confirms that underpricing is positively related to revisions in the offering price that occur between the filing of the preliminary prospectus and the off er date. The level of underpricing depends on the underwriters final revision of the offer price. From an interesting perspective which finds a positive relationship between the presence of prestigious underwriter representatives on a firms board and the size of that firms equity offering. Benveniste Wilhelm (1997) and Sherman Titman (2002) also indicate that underwriter discretion can be used to the benefit of issuing firms. Moreover, according to Beattys Ritters (1986) study, which notices that underwriters who deviate from the expected behavior lose market share, and they claimed that underwriters, in order to avoid being punished later by either issuing firms if firms underpriced too much or investors if investors underpriced too little, they prefer to lower the offering price when they are dealing with the more speculative offerings. Similar results are reported by McDonald Fisher (1972), Logue (1973), Block Stanley (1980), and Johnson Miller (1988), they all find that short-term excess returns are smaller when new offerings are taken by prestigious underwriters. Loughran Ritter (2002) propose an agency explanation that since underwriters have complete discretion to allocate shares, they have an incentive to lower the offering price to provide gains to preferred buy-side clients and then benefit from the quid pro quos received from them. Empirically, Beatty Ritter (1986), Carter Manaster (1990), and Michael Shaw (1994) all support that the reputation of underwriters is related to the degree of underpricing negatively. Carter et al. (1998) examined categorical as well as the continuous definitions of reputation and concludes that both measurements are inversely related to underpricing, with the former proxy performing better in explaining initial returns. Even though the fact that the effect of underwriters on IPO underpricing has been confirmed in plentiful IPO studies, investigations by Allen Faulhaber (1989), Grinblatt Hwang (1989) and Welch (1989) state that the investment banker plays no active role in an IPO except as being the rationing administrator. They assume that the most superior information about a new firms prospects is obtained by the firm itself. The IPOs is sold at a discount price serves as a credible signal that it is a good firm and only a good firm can compensate the initial loss after its performance is recognized. In addition, Tian Zhan (2000) also objected to that theory strongly, they tested the relationship between underwriters reputation and underpriced IPOs in Chinese A-share market as well, and concluded that the reputation of underwriters cannot demonstrate Chinese IPOs underpricing because the Chinese government plays a crucial role in pricing IPOs rather than underwriters. 2.3 Signaling hypothesis With respect to the asymmetric information among issuers, investors and underwriters, signaling theory continues to be a significant component of underpriced IPOs research. According to early studies, such as Grinblatt Hwang (1989), assert that the issuing price of IPOs and the proportion of the remaining shares of initial shareholders are the intrinsic value of the issuing firms due to that these two signals represent mean and variance of the future cash flows. Welch (1989) argues that IPOs underpricing is caused by that the overvalued shares may be issued by firms in the future. Good issuers usually expect to be rewarded at seasoned equity offerings (SEOs) with sending a signal of their high quality to investors by underpricing their IPOs and keeping certain shares of IPOs for themselves. The empirical evidence is displayed by a critical test of the signaling hypothesis with separating equilibrium which is concentrated on the correlation between IPO underpricing and seasoned equ ity offerings. Allen Faulhaber (1989), Grinblatt Hwang (1989), and Welch (1989) suggest a signaling model in which IPO underpricing is an equilibrium outcome when issuers possess superior information associated with investors. If the revelation possibility for the issuers quality is neither too large nor too small, a separating equilibrium will occur where high-value issuers signal their quality by retaining a portion of shares and underpricing initial offerings, but low-value issuers sell all of their shares and do not underpricing. Ultimately, their results prove that IPOs underpricing is deliberate and voluntary, which purposes to signal a firms true value and attempts to achieve better prices in subsequent SEOs. At a mention of the empirical results that obtained by Su Fleisher (1999), they test the models by using early Chinese IPO data and investigate whether or not there exists an optimal signaling schedule relative to a firms intrinsic value and the degree of underpricing of initial offerings, which consistent with the signaling explanations intensively. While, Jegadeesh, Weinstein, Welch (1993) discover weak evidence that firms which underprice their IPOs are likely to issue seasoned equities and on average have larger SEOs by using US data. Furthermore, In Garfinkels (1993) test, he doesnt find the correlation by examining the probability of owner-managers (insiders) selling as a function of IPO underpricing, which leads to his doubt on signaling models. Then Su Fleisher (1999) outline their finding that IPO underpricing is negatively related to IPO size on total shares, which is interpreted by using issuers signaling of its intrinsic value and prospective objective to issue SEOs. 2.4 Lockup hypothesis The lockup is an agreement between the underwriter and the issuer prohibiting the sale of shares by insiders for a period of time after an IPO, and the average lockup period lasts six months (Aggarwal, Krigman, Womack, 2002). A mass of researchers find that in the Chinese IPO market the time elapsed between prospectus and list is always longer than that in developed markets. Su Fleisher (1999) consent to that viewpoint and claim a further suggestion that there exists a positive coefficient between the listing time lags and IPO underpricing, the result is based on their sample of 308 IPOs. Mok Hui (1998) also find a positive relationship between IPO underpricing and the time gap between issuing and listing a new issue in their sample of Shanghai firms, in their reason they explain that the longer time will promote risk and thereby the larger underpricing is needed because of asymmetric information among the issuers, investors and underwriters. The empirical evidence from Chen et al. (2004), on the basis of using the data from 1992 to 1997, they discover that for the total data, the average underpricing is 298%, but, for the data with duration less than 2 months, the average underpricing is 110%; while for duration greater than 2 months, the average underpricing is 631%. Their findings demonstrate the relationship between duration time and IPO underpricing is significant and positive. The similar results are also gained by Lee et al. (1996). Particularly, Chan et al. (2004), Chen et al. (2004), and Mok Hui (1998) suggest this phenomenon exists in the Chinese IPO market as well. In the additional study of Guo Brooks (2008), they also argue that there is a strong coefficient between the level of IPO underpricing and listing time lags. Diversely, a huge portion of observations on the impact of the lockup period involving signals of firm quality, such as organizational uncertainty. When the concentration of uncertainty on an organization is high, greater underpricing will be expected to be a result (Grinblatt and Hwang, 1989; Welch, 1989). Diamond Verrecchia (1991) explain that, when the higher concentration of ex ante uncertainty on a venture exists, there will be greater difficulties for potential investors to pricing the shares, and the distribution of their expected returns should be broad. Thus, we should expect higher underpricing for those ventures with a going concern shares. However, Arthurs et al., (2009) believe that, by utilizing a longer lockup period, entrepreneurs may be able to decrease investors uncertainty about the venture normally and hence may be able to decline the amount of underpricing. Certo et al., (2001) indicate this reduction in underpricing, is a benefit to the venture because it represents a promotion in the wealth that is appropriated by the venture. As this section is interested in inspecting whether or not the lockup period influence the IPOs prices, inducing that the interaction between the exist ence of this higher uncertainty, the length of the lockup period and the subsequent impact on the level of underpricing has to be focused on. 2.5 Financial regulations Allen (2001) indicates that financial theories have to be in terms of the fluency of financial institutions that dominate regulatory framework. Although the Chinese IPOs are not issued in a competitive market, they are arranged by an administrative project. As the Chinese government emphasized reforms of state-owned enterprises (SOEs) as its priority, it stresses two purposes that: first, to restructure the ownership and create a sound corporate governance system for mitigating the non-performing loans problem caused by SOEs; and, to promote SOE productivity and efficiency. State Economic Reform Commission regulars SOES in 1994 that, are needed to follow the requirements of a market economic system and establish a new enterprise system with clarified property rights, designated authorities and responsibilities, separated government and enterprise functions, and established scientific management. Generally, most researchers make an attempt to explore the underpricing of IPOs i n Chinese stock market based on observing market situations, nevertheless since the vast majority of IPOs in China are private-owned partially, the Chinese state becomes the real issuer of IPOs and benefits itself of no longer funding these firms directly (Chi Padgett, 2005). Notably, Kaos, Yangs Wus (2009) studies point out that, on the one hand, the Chinese government tightly controlled the IPO process with regulations, and on the other hand, the poor and incomplete regulations with the ineffective monitoring provided opportunities for managers to manipulate earnings to maximize the proceeds from the IPO. It is worth noticing that The China Securities Regulatory Commission (CSRC) does not price IPO only, but also times it. As a consequence, it is very important and meaningful to have a look at the government behavior in the Chinese IPO markets as well as whether or not the governmental regulations relate to IPO underpricing. The Chinese regulation authority primarily concentr ates their attention to three items: first, CSRC not only restricts the issuing prices of IPOs, but also limits the amount of supply (Tian, 2003), issuing size is an main proxy for the supply, which means the total supply of IPO shares is periodically fixed and the offering size of new offerings is controlled by CSRC; second, on the grounds of Tians (2003) study about the issuing size restriction of IPOs, it cannot be ensured for each investors in the primary market to get the shares which they subscribe, therefore the subscription rate is regulated by state in China; Last, in the early stages of the markets development the CSRC decide by pre-set IPO P/E ratio which is staple to determine and calculate IPO issue price (CHEUNG, OUYANG, TAN, 2009). Empirically, based on explorative samples of 343 from Shenzhen and 393 from Shanghai Stock exchange from 1992 to 1998, Lau (2004) finds that the regulation and Company Law of CSRC try to investment and obtain benefit for the government, as well as to protect the interests of the State; CSRC control the P/E ratio for each new issue, industrial standards, and the IPO quotas. Therefore he presents that the new issue was usually underpriced and sold to individuals of entities related to the company at the early stage of construction of listed companies due to governmental financial controlling. Furthermore, Jones et al. (1999) chose a sample of 630 share issue privatizations (SIPs) from 59 countries, including developed, developing, and transitional countries during the period 1977-1997, and discover that governments consistently underpriced IPOs. 2.6 Performance and firm control Previous literatures frequently use these profitability, operational, or financial variables (e.g. Morck et al., 1988; McConnell Servaes,1995; Choi et al., 2007). With regard to asymmetric information, the pre-listing status of organizational operation is always concerned on, primarily referring to firm size and profitability. For example, Beatty Ritter (1986) also proposed that the firm size is associated with information that a larger-sized firm is better known than a smaller-sized firm. Consistently, such as Morck et al. (1988); McConnell Servaes (1990), they concludes that larger firms tend to have better performance relative to small firms. In addition, certain finance literature uses return on assets as a profitability measure because empirical evidence reveals a positive association between return on assets and firm performance. However, it does not have significant relationship with firm performance in Korea based on Choi et al. (2007). The total debts to total assets ratio measures a firms financial risk. Morck et al. (1998) expect that there is a negative relationship between the total debts to total assets ratio and firm performance. The log of total assets is a proxy for firm size, which is concluded by Choi et al. (2007) showing that a negative relationship with firm performance. And Morck et al. (1988) replenish Choi et al. is work and indicate that the negative relationship is insignificant. 2.7 Board characteristics In recent years the nature of the relationships among board size, board composition and firm performance, IPO performance has a growing number of scrutiny. Plenty of scholars emphasize the importance of the monitoring role played by independent outside directors, such as Byrd Hickman (1992); Choi et al. (2007). 2.71 The impact of board size on IPO underpricing and firm performance Some empirical evidence from the US stock market research exclusively, such as, Yermack (1996) assesses the impact of board size on firm value and finds an inverse relation between firm value and the total number of directors, which is based on an empirical evidence for a sample of large US industrial corporations between 1984 and 1991. And Yermack (1996) shows a further work that financial measures, such as return on assets and return on sales, are negatively associated with the size of corporate board members. By contrast, Dalton et al. (1999), which presents the meta-analysis in his research and draws on the results from a mass number of previous US studies; ultimately he suggests a positive relationship between board size and firm performance. It is explicit to collect information from these contrasting reporting that both advantages and disadvantages exist for the larger number of board members. From an international perspective, Conyon Peck (1998) find there is a negative correlation between equity turnover and board size for a sample of European firms, even though their results with respect to market-based measures of performance are less clear-cut. More recently, de Andres et al. (2005) also point out an agreed report that there is a negative relationship between firm value and board size (controlling for a number of additional factors) in 10 OECD countries. Taken as a whole, Jensen (1993) argues that the benefits deriving from larger boards are outweighed by the incremental costs of the potentially poorer communication and decision-making processes associated with larger groups, which is consistent with these international based results. 2.72 The impact of board composition on IPO underpricing and firm performance With regard to the impact of board structure on IPO underpricing and firm performance, Certo et al. (2001) address the relationship between board composition and IPO underpricing. In the study of OConnell Cramer (2010), among a sample of firms representing a broad array of industries, they find that board prestige, that measured as other directorships held by board members, is negatively associated with IPO underpricing. However, there exists many reports are inconsistent with their hypotheses, showing that the proportion of independent outside directors, that denoted board vigilance, is not negatively associated with IPO underpricing. As Stiles Taylor (2001) propose that a higher proportion of independent outside directors should be in relation to stronger financial performance. Furthermore, from a strategic perspective recent work by Yawson (2006), he also states that when facing performance declines, firms with a higher proportion of outside directors are more likely to san ction staff layoffs. Nonetheless, not withstanding these findings, there is a relative dearth of empirical evidence pointing to a significant positive association between firm performance and board independence. For instance, Hermalin Weisbach (1991) present their findings from the US stock market that there is no relation between the proportion of non-executive outside directors and IPO firm performance; Vafeas Theodorou (1998) and Dulewicz Herbert (2004) synchronously provide similar results for the UK. Another recent work by de Andres et al. (2005) also fails to build a statistically significant relationship between firm performance and board composition across a sample of OECD countries. Interestingly, Agarwal Knoeber (1996) and Klein (1998) report that the US boards may in fact have an excessive proportion of non-executive directors. Besides, many academics and commentators have paid much more attention to the exact percentage of non-executive directors on corporate b oards. Such as, Dulewicz Herbert (2004) question the validity of the notion that a board should be comprised of at least 50% non-executives. However, empirically the evidence reveals that firms with a higher proportion of outside directors have a smaller likelihood of experiencing financial distress (Elloumi Gueyie, 2001). Moreover Daily et al (2003) extend Elloumis Gueyies work and argue that financially distressed firms with independent boards have a lower incidence of bankruptcy filings.