The Debate Over Ielts Essay Samples Band 4

The Debate Over Ielts Essay Samples Band 4 Key Pieces of Ielts Essay Samples Band 4 Some people believe schools need to be more entertaining, while some feel that their only goal is to be educated. It's hard for any persons to accept a partner that does not have money or no less than a job to manage future family. Certainly, money has an important role in our lives. Certainly, it is an important part in our lives. What Has to be Done About Ielts Essay Samples Band 4 Before It's Too Late The introduction may include the item itself and maybe a succinct description. This paragraph demonstrates an exemplary understanding of the necessary grammar and vocabulary. The opening paragraph has all of the crucial details about the graph but itparaphrasesthe question. Receive a passage of text and get started reading it out loud. Facts, Fiction and Ielts Essay Samples Band 4 It's particularly good that young people are able to freely experience a wide assortment of music and writing . You've been told, however, it is no longer feasible for the group to use the hall. For instance, some children utilize the web to find information on unique subjects. For instance, people are able to access news, medical advice, online education courses and a lot more via the web. There are a number of reasons why culture has turned into the exact same. Children in today's world have a tendency to lead lives which are shockingly inactive in comparison with their predecessors. To start with, The technology of the planet is developing because, all individuals wish to live well and comfortable. Additional loss of classic culture, art and heritage results in loss of cultural identity. Culture is the exact same throughout the world. It is similar around the world. The range of children that are experiencing obesity can be believed to have reached epidemic proportions. Hence, it's said, marry for money is right in a point. To start with, the biggest benefit of taking sabbatical to learn more about the world is the fact that it gives them a chance to discover their career interest. But some others feel that it's more important to learn subjects which are more relevant to life. The Fundamentals of Ielts Essay Samples Band 4 Revealed There are then more lessons on these pages for various forms of essay and distinct questions, with a lot of ideas and strategies for achieving a high score. This recent trend, also referred to as gap year, has numerous merits and a number of demerits, which will be talked about in this essay. Another region of the test is they provide you with a topic or a problem and they make you compose an essay about it. Even if today you think you're a lousy writer, you can learn how to deal with your essay and make it far more efficient. Thus don't get intimidated if you believe you cannot write such essays. The essay is all about the advantages and drawbacks of IT, so these will have to be discussed in distinct paragraphs. A well-structured essay has a superior introduction, body paragraphs that are simple to follow and connect with each other, and a great conclusion. Adding a number of the winning elements from the sample essays below will supply you with the excess marks you will need to be a high-scorer on the IELTS. To acquire a high score on your IELTS essay, you want to understand what a good essay is composed of. These IELTS sample essays are categorised in a manner that makes it simple for you to observe how certain essay question types ask you to present certain responses to be sure the question is totally answered. Just read both versions of the exact same sample essay below. Examine the questions and become acquainted with topics you would get on the actual exam. You are able to use different online IELTS essay samples for this objective. Looking at IELTS essay topics with answers is a significant method that will help you to get ready for the test. If you're knowledgeable about the format of the IELTS Speaking test and the sorts of questions asked, then you can begin planning. From a personal perspective, computers can help young folks to learn more concerning the world. To conclude, it's clear that computers are now part of our normal life. The Number One Question You Must Ask for Ielts Essay Samples Band 4 Secondly, obviously, you require good English! Remember you only have 40 minutes to compose the essay, and a few of this time should be spent planning. Likewise don't forget that every student differs and creative approaches may also be highly beneficial. The writing test usually requires an hour to complete. The Hidden Gem of Ielts Essay Samples Band 4 To conclude, developments in IT have brought many positive aspects, yet I believe developments concerning new technology will probably generate many negative effects later on that has to be addressed if we want to steer clear of damaging impacts on individuals and society. Utilizing a computer each day can have more negative than positive impacts on children. Second, In today, science has been developing for a lengthy time. It's not merely the language that you have to concentrate on, in actuality, you will need to work on your time management skills too since they matter. Get the Scoop on Ielts Essay Samples Band 4 Before You're Too Late The reach of grammatical constructions used seems quite excellent. Global products are offered from the comfort of a person's home. Moreover, the massive size of the Web has meant that it's nearly not possible to regulate and control. Specify specific information and examples to back up your selection.

Careers and Organization - 28406 Words

MEANINGFUL WORK: EXPLORING BARRIERS INTERVENING AS WELL AS FACTORS ENHANCING EMPLOYEES’ ENGAGEMENT IN MEANINGFUL WORK. Course: Careers amp; Organizations Student: Isabelle van den Tol Studentnumber: 2509606 Contact: i.vandentol@student.vu.nl Coordinators: Prof. dr. Svetlana Khapova amp; Dr. Sylvia van de Bunt Datum: October 19th, 2015 MEANINGFUL WORK: EXPLORING BARRIERS INTERVENING AS WELL AS FACTORS ENHANCING EMPLOYEES’ ENGAGEMENT IN MEANINGFUL WORK. ISABELLE VAN DEN TOL 2509606 Vrije Universiteit Amsterdam Through interviews and literary findings, a qualitative case study has been done to enrich the theory about the factors enhancing and barriers intervening meaningful work. For this case study two interviews†¦show more content†¦Bird (1996) states that careers are â€Å"repositories of knowledge that involve accumulation of information and knowledge embodied in skills, expertise, and relationship networks that are acquired through an evolving sequence of work experiences over time†. However, according to Arthur, Hall and Lawrence (1989) a career is â€Å"an evolving sequence of a person’s work experiences over time†. It must be kept in mind that there is a difference between career and career success. According to Arthur, Khapova and Wilderom (2005) career success is actually â€Å"an accomplishment of desirable work-related outcomes at any point in a person’s work experiences over time†. You might say that a career is something that ‘happens’ to you, while career success is something you control by achieving the things in your career you want to achieve. The question is then: What do you want from your career? This is a new trend in the HRM field, also known as the concept of ‘meaningful work’. Steger, Dik and Duffy (2012) state that â€Å"people who say their work is meaningful and/or serves some greater social or communal good report better psychological adjustment, and simultaneously possess qualities that are desirable to organizations. Research on the meaning of work charts a wide terrain across many disciplines (Rosso, Dekas amp; Wrzesniewski, 2010). It has focused on questions of where employees find meaningfulness in their work, how different meanings are made of similar jobs, how work meaningsShow MoreRelatedMy Career As An Executive Director Of An Organization924 Words   |  4 Pagesbeing surrounded by the environment of our national capital. The career that is of interests of mine would be an executive director of a non-profit organization in the District of Columbia. Psychology would be pivotal to my career as an executive director of an organization, particularly the concepts of problem solving, decision making, motivation, and emotion. While this essay will not examine all components associated with my career, it will explore the four components above as the four conceptsRead MoreOrganization Structure And Your Career Path935 Words   |  4 PagesOrganization Structure and Your Career Path The number of definitions for the term â€Å"organization† is overwhelming; however, it is critical to understand what the term means in order to determine how it can be influenced. Robert Prodanciuc (2012) examined organizations as defined by several authors with published works ranging from 1976 to 2003 (with one undated publication). Using Prodanciuc’s analysis as a guide, I will examine how my own career path can support the direction of an organizationRead MoreOrganization Structure And Your Career Path939 Words   |  4 PagesOrganization Structure and Your Career Path Organizations are created for a purpose. The purpose for an organization to exist will define what type of organization it is. The direction of an organization is often outlined in the mission or vision statement of the organization. This paper will explain the type of organization, the direction of the organization and my career path with High Plains Mechanical Service, Inc. (HPM). Organizations Structure The organization structure is made of variousRead MoreCareer Objectives For My Progressive Organization1720 Words   |  7 PagesCareer Objective Having achieved a high level of competency as an accomplished customer service/administration professional, I am actively pursuing a challenging new career opportunity where I can utilise my extensive experience gained over the past 25+ years. 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Therefore, getting a deep knowledge of wh at an organization should be, through its definition, its structure composed by effective communication, effective coordination, speedRead MoreErfa1044 Words   |  5 PagesResource Management: Career Development Dhruba Kumar Budhathoki* ABSTRACT This paper mainly emphasizes on career development which is gaining much importance in recent times in order to retain skilled, competent and result oriented people in the organization. This paper invites special attention in this area of organizations. PEOPLE ARE THE SOURCES of all productive effort in organizations. Organizational effectiveness depends on the performance of people working in organizations. Better people Read MoreCareer A Career Plateau At Some Point It Their Career Essay1263 Words   |  6 Pagesindividual would experience a career plateau at some point it their career. The focus of this paper is the relationship between the difference and relationship of career plateauing in three areas: structurally, content, performance, consequences, organizational factors, influences, deadwood and solid citizens. In addition, I have identify two articles that will help support Greenhaus’s theory and reasoning for career plateauing. Career plateau is defined as the â€Å"point in a career where the likelihood ofRead MoreHrm Interventions1415 Words   |  6 PagesHUMAN RESOURCE MANAGEMENT INTERVENTIONS Human resource Management (HRM) is defined as an organizational function that deals with recruitment, management and giving guidance for the people who work in the organization. HRM focuses on issues related to people like (1) conducting job analyses, (2) planning personnel needs, and recruitment, (3) selecting the right people for the job, (4) orienting and training, (5) determining and managing wages and salaries, (6) providing benefits andRead MoreEmployee Training and Career Development Essay1296 Words   |  6 PagesTraining and development are important factors to the success of any organization. Each employee is a valuable asset that can either add to the success a company or contribute to its failure. Training supports and makes possible the development of new skills and knowledge. Offering training for employees at various levels within an organization assist employees develop the necessary skills and proficiency to be successful in their careers as well as prepare for new responsibilities. Training in an Organization’sRead MoreCareer Plateuing889 Words   |  4 Pagesï » ¿Overview/Summary of Article This paper focuses on career plateauing and the relationship between job satisfaction, organizational commitment and turnover intentions and the alleviating effects of mentoring on the relationships between career plateauing and the three dependent variables. I reviewed Samuel O. Salami s article â€Å"Career plateauing and work attitudes: Moderating effects of mentoring others with Nigerian employees†, Salami collected data from 280 government employees in Nigeria, who

Close analysis of beginning of chapter III in The Great Gatsby Essay Example For Students

Close analysis of beginning of chapter III in The Great Gatsby Essay In this passage, Nick, the narrator, sees the exhibition of wealth at his neighbours house intensify. He has not personally met the elusive Gatsby previously, having only seen him reaching out to the green light on Daisys dock, but he can see the spectacle of Gatsbys mansion, inflated here in preparation for a party. Fitzgerald uses lavish images and detailed description to introduce to the reader the extravagance of Gatsbys parties, which are representative of the excessive indulgence of the high society of the time. The chapter begins, There was music in my neighbours house through the summer nights, which immediately informs the reader that parties were a regular occurrence, alluding to the indulgence of the host. It is clear that Gatsbys parties involve drinking on a grand scale, so they were in themselves unlawful at this time of prohibition. The five crates of oranges and lemons that arrived every Friday are like Gatsbys guests who left after expending all energy through partying; every Monday left his back door in a pyramid of pulpless halves. The masses of oranges and lemons and constant references to gins and liquors and cocktails permeate the garden provide an explanation for the chaotic and destructive behaviour and later in the chapter the inebriation of the guests is revealed. The extravagance relating to alcohol consumption is great; there is even a bar with a real brass rail set up. Drink figures again later in a metaphorical manner; laughter is easier minute by minute, spilled with prodigality, tipped out at a cheerful word. This emphasises the reliance these people had on alcohol and the frivolity of the situation. Fitzgerald describes the bar as being in full swing and Fitzgerald personifies the air saying it is alive with the onomatopoeic chatter and laughter A major characteristic of the affluent in the 1920s was their carelessness, a trait of a number of people in the novel, including the Buchannans and Jordan Baker as well as the party guests. The language used in the passage highlights this attribute for example, the casual innuendo and introductions forgotten on the spot, and enthusiastic meetings between women who never knew each others names. The guests who came and went all have an air of anonymity; Fitzgerald presents them as faceless. Fitzgerald writes, In his blue gardens men and girls came and went like moths among the whisperings and the champagne and the stars. Fitzgerald compares Gatsbys guests the high society of New York and the surrounding area who exploit Gatsbys great generosity to moths, in this simile, which presents the guests as selfish, hedonistic people, mindlessly drawn to the splendour of the parties, as moths are to light. There is also a self-destructive implication in comparing the guests to moths who fly into flames to their death. The use of the onomatopoeic word, whisperings assists in the building up of atmosphere in the scene, conjuring thoughts of illicit conversations, thus adding to the mystery surrounding Gatsby. That the guests mingle among the champagne and the stars, adds to the glamour and luxury of the scene; the materialistic culture where overindulgence was common practice is portrayed here. Fitzgerald asserts the lack of respect the guests have for Gatsby and his property in saying, on Mondays eight servants, including an extra gardener, toiled all day with mops and scrubbing-brushes and hammers and garden-shears, repairing the ravages of the night before. The long sentence with the repeated use of the word and, and the use of metonyms, emphasises the extent of the damage caused. In addition, Fitzgeralds diction alludes to the destructive behaviour of the guests with the use of the word ravages. .ub83a170817340d0ef32c419482e5e8b8 , .ub83a170817340d0ef32c419482e5e8b8 .postImageUrl , .ub83a170817340d0ef32c419482e5e8b8 .centered-text-area { min-height: 80px; position: relative; } .ub83a170817340d0ef32c419482e5e8b8 , .ub83a170817340d0ef32c419482e5e8b8:hover , .ub83a170817340d0ef32c419482e5e8b8:visited , .ub83a170817340d0ef32c419482e5e8b8:active { border:0!important; } .ub83a170817340d0ef32c419482e5e8b8 .clearfix:after { content: ""; display: table; clear: both; } .ub83a170817340d0ef32c419482e5e8b8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub83a170817340d0ef32c419482e5e8b8:active , .ub83a170817340d0ef32c419482e5e8b8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub83a170817340d0ef32c419482e5e8b8 .centered-text-area { width: 100%; position: relative ; } .ub83a170817340d0ef32c419482e5e8b8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub83a170817340d0ef32c419482e5e8b8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub83a170817340d0ef32c419482e5e8b8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub83a170817340d0ef32c419482e5e8b8:hover .ctaButton { background-color: #34495E!important; } .ub83a170817340d0ef32c419482e5e8b8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub83a170817340d0ef32c419482e5e8b8 .ub83a170817340d0ef32c419482e5e8b8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub83a170817340d0ef32c419482e5e8b8:after { content: ""; display: block; clear: both; } READ: Julius Ceaser: Brutus Character Analysis EssayAt the beginning of Chapter II, Fitzgerald introduced the reader to the valley of ashes, inhabited by the despondent Wilsons, where predominantly the landscape was grey. He referred to the grey cars and the ash grey men, evoking very negative responses and hinting at the misery of the residents. By contrast, the vibrant colour used throughout this passage represents the decadence of the elite, illustrating the scene of affluence, from the blue gardens and enough coloured lights to make a Christmas tree of Gatsbys garden to the gaudy primary colours. There is a somewhat magical sense to the affair, even the hors-doeuvres are glistening and the salads are of harlequin designs. Similarly, the turkeys bewitched to a dark gold imply great wealth and maintain the aura of mystery surrounding Gatsby; every component is ostentatious and extravagant. Throughout the passage, Fitzgerald insinuates there is something sinister or immoral about Gatsbys guests; by comparing Gatsbys car, which ferries them to and from the parties, to a parasitic brisk yellow bug, he instils a negative view in the reader. After writing of the food and drink at the parties, the pace quickens when Fitzgerald resumes the present tense, giving a sense of immediacy. The description remains visual with the brilliant colours and description of the lights that grow brighter as the earth lurches away from the sun. This image implies a sudden change as the day ends and the guests lurch into party mode, with an additional connotation of reckless, drunken behaviour. The light is then described as constantly changing, which parallels the action of the guests whose groups change more swiftly, swell with new arrivals, dissolve and form in the same breath. The atmosphere approaches a climax in the final paragraph where there is a sense of urgency when suddenly one of these gypsies, in trembling opal dances out alone on the canvas platform under a momentary hush. Finally, there is a burst of chatter as rumours circulate that she may be a celebrity before Fitzgerald simply states that, the party has begun.

Online Course Proposal Essay Example

Online Course Proposal Essay Online Course Proposal BY ajones7874 Global Citizenship Across the Curriculum Chapter 1 Draft Andrea Peterson-Jones October 21, 2013 California State University East Bay Background In the not so distant past, citizenship or civics education in the United States embraced an assimilation ideology, focused on Anglo-protestant conformity effectively eradicating the cultures and languages of diverse groups. During assimilation, when members of identifiable racial groups began to acquired the language and culture of the Anglo mainstream, they were often denied inclusion and ull participation in the community because of their racial characteristics. Anglo- Saxon Protestant tradition was for two centuries, and in crucial respects still is, the dominant influence on American culture and society(Schlesinger, 1992, p. 28). This approach to civic education created conflict, anxiety, demoralization, and resentment in those forced to disconnect from their culture and belief systems. Today, the term Civics is rarely used, having been replaced with Global Education or Global Citizenship. In an ever increasing interdependent world, educators are emonstrating a growing interest in educating for global citizenship. Because of growing ethnic, cultural, racial, language and religious diversity throughout the world, global citizenship education is imperative to properly prepare students to function effectively in the 21st century Global Economy. Citizens in this century need the knowledge, attitudes, and skills required to function not only in their own cultural community, but beyond cultural borders and divides. We will write a custom essay sample on Online Course Proposal specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Online Course Proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Online Course Proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer As educators, it becomes our responsibility to incorporate student strategies for acquiring these skills into our everyday curriculum. According to Cushner and Brennan (2007), cultural competence is required to be an effective educator. Teachers who are culturally competent, they argue, understand cultural traditions that extend beyond the borders of the United States, can communicate across cultures, and have the expertise to prepare learners for living and working in the global community ( p. 10). We live in one of the worlds most diverse countries, and we are experiencing a time of dramatic change. We must recognize the rapid pace of globalization and the increasing competition and changing workplace that our Nations graduates will face in their future. Nussbaum, 1997) The source of Americas prosperity has never been merely how ably we accumulate weal tn, out now well we educate our people . Inls nas never Deen more true than it is today. In a 21st-century world where Jobs can be shipped wherever theres an Internet connection, where a child born in Dallas is now competing with a child in New Delhi, where your best Job qualification is not what you do, but what you know. Education is no longer Just a pathway to opportunity and success, its a prerequisite for success. Our children will compete for Jobs in a global economy that oo many of our schools do not prepare them for. In a global economy where the most valuable skill you can sell is your knowledge, a good education is no longer Just a pathway to opportunity it is a prerequisite. The world is changing rapidly. American students need to graduate from school not only ready for college, but globally competent. We must prepare the rising generation to connect, compete and cooperate with their peers around the world. This is a prescription for economic decline, because we know the countries that out-teach us today will out-compete us tomorrow. President Barack Obama, 2010 Needs Statement Americas K-12 educational system must graduate students who are well prepared in not only literature, mathematics and science, but also in their knowledge and understanding of global issues, foreign languages and world cultures (Lewin Schattle, 2009) . Rapid globalization and increasing competition in a changing workplace are the realities graduates will face in their future. According to Altinay and Brookings Institution (2007) students in their final years of high school are not being offered enough opportunities in the conventional curriculum to develop those ard and soft skills that they will need to meet the challenges already present in the world. Americas future economic strength and national security depend on its ability to prepare young people to meet the challenges of the twenty-first century and be leaders in the global society (Olson, Evans, Shoenberg, 2007). The course proposed, Global Citizenship Across the Curriculum, is designed to provide educators from all grade levels and disciplines, practical methodologies for the global enrichment of their courses (K-12), and evaluation strategies which ensure authentic cross-cultural experiences (Olson, Evans, Shoenberg, 2007). The course content contains opportunities for educators to connect collaborate with other educators around the globe using various technologies including Skype in the classroom. Participants are introduced to pedagogies that help students build critical thinking and problem- solving skills through interactions with global issues and the perspectives of the people experiencing them. (Nussbaum, 1997) . When educators learn best practice methodologies to instill leadership skills in their students, they help them construct avenues for responding to global conflict, simultaneously developing their cross- ultural competency as 21st Century critical thinkers and leaders. Course participants learn ways to infuse their curriculum with global project-based learning experiences that help them develop the global competence they need for success in a global economy. They learn to implement student-driven learning pedagogies and utilize e-technologies to build authentic, humanizing connections between their students and the world (Lewin Schattle, 2009). Global Citizenship Across the Curriculum is delivered 100% online and the internet serves as a fundamental learnlng, researcn, ana communlcatlons tool Tor teacners ana students Ine DeneTlts of distance learning become evident as course participants apply newly learned skills using online tools and collaborative forums to confront and reflect on a variety of global issues. Graduates leave the course with an expanded knowledge base to actively engage students and articulate global citizenship and real world skills across the curriculum. Key Definitions Assimilation: to cause (a person or group) to become part of a different society, country, etc. Anglo-Saxon: a person whose ancestors were English. Cross-cultural: dealing with or offering comparison between two or more different cultures or cultural areas . -Technologies: the use of the internet in industry, engineering, etc. , to invent useful things or to solve problems. Global Citizenship: aims to empower pupils to lead their own actions with the knowledge and values that they have gained from learning about global issues. Ideology: a systematic body of concepts especially about human life or culture; a manner or the content of thinking characteristic of an individual, group, or culture; The integrated assertions, theories and aims that constitute a sociopolitical program. Pedagogy: the art, science, or profession of teaching young people. References Altinay, H. Brookings Institution (2010). The case for global civics. Washington, D. C: Brookings Institution, Global Economy and Development. Lewin, R. Schattle, H. (2009). The handbook of practice and research in study abroad: Higher education and the quest for global citizenship. New York: Routledge. Nussbaum, M. C. (1997). Cultivating humanity: A classical defense of reform in liberal education. Cambridge, Mass: Harvard University Press. Olson, C. L. , Evans, R. , Shoenberg, R. E. (2007). At home in the world: Bridging the gap between internationalization and multicultural education. Washington, DC: American Council on Education.

One basic assumption of Black-Scholes model Essays

One basic assumption of Black-Scholes model Essays One basic assumption of Black-Scholes model Essay One basic assumption of Black-Scholes model Essay One basic assumption of Black-Scholes model is that the stock price is log-normally distributed with constant volatility. However, in option market, does this assumption hold? In our paper, we try to show how wrong Black-Scholes is by challenging this assumption and illustrate the difference between Black-Scholes and real world. Method used to exam mispricing problem of Black-Scholes model About Mixlognormal: The probability distribution of the stock price might be made up of a mixture of two lognormal distributions, one for the possibility of an increase in share price and the other one of a decrease. In this way, we can capture the empirical distribution of stock price; its shape must be more accurate and accordingly more likely to be the same as the distribution of the companys share price in the real world. (Precisely, if we can employ more lognormal distributions to obtain the possibility for the movement of share price, we would get better distribution to describe real world.) Therefore, we could simply test the accuracy of Black-Scholes model by comparison. About Data: We chose Six Continents as our target company to do our analysis and made a comparison between its mixlognormal distribution and Black-Scholes lognormal distribution. We chose Feb 19th as the big event date for the company, because there was a takeover bid from the management of Pizza Express on that day. The share price of Six Continents jumped more than 10% on Feb 19th and the trading volume increased more than 200%. The dates before and after the big event date are Feb 18th and Feb 20th respectively. Following this way, the mispricing drawback of Black-Scholes might be detected more easily due to the noise of big event. Interpretation of the results Using the Excel VBA programme, we got the Black- Scholes lognormal distribution and mixlognormal distribution for these two particular days. The lognormal distribution of Black-Scholes is shown in blue and the mixlognormal distribution is shown in pink. Figure 1 Mixlognormal distribution and lognormal distribution for Six Continent options on 18th, Feb 2003. Figure 2 (Figure 1 and 2 are consistent with each other. Both illustrate the option is mispriced by Black-Scholes.) Comparing these two distributions (i.e. figure 1) of the date of Feb 18th, we find that: 1, the mixlognormal distribution has a fatter left tail and thinner right tail than the lognormal distribution (This phenomenon is also supported by empirical evidence when some people analysed the S;P 500 index), and 2. Both sides of the tails in mixlognormal distribution are longer as well. 3. The right tail is longer than the left tail. For the first finding, it means that in the more accurate scenario, the volatility used to price a low strike price option (i.e. a deep-out-of-the-money put or a deep-in-the-money call) is higher than that used to price a high-strike-price-option (i.e. a deep-in -the-money put or a deep-out-of-the-money call). The second finding means that the Black-Scholes lognormal distribution chops some small probability events, but in fact, these small probability events do exist in real world. The explanation of the third finding is that the bid proposal for Six Continent leaked before the announcement date. Investors have taken the probability of takeover into consideration and predict the price will go up. The probability of the share price going up is bigger than the probability of its going down, the right tail is longer. Figure 3 Mixlognormal distribution and lognormal distribution for Six Continent options on 18th, Feb 2003. Figure 4 Comparing the mixlognormal figure with the lognormal one (i.e. figure 3) of the date of Feb 20th, we find that: 1. This relationship of the two distributions is similar to those of the date of Feb 18th. 2. The left tail is still a little bit fatter and the right side a little thinner in the mixlognormal than that of lognormal. 3. The right tail is longer than of the left tail. The interpretations of this figure are the same to the above ones. From the above comparison and analysis, we can find the reason that Black-Scholes model is often shown to misprice out-of -the money and in-the-money options relative to their at-the-money counterparts: the assumption, which states that future stock price have a lognormal distribution and equivalently future returns have a normal distribution (which both results from the assumption of stock prices following a geometric Brownian motion.), is invalid. If this assumption is neglected, the risk neutral probability density does not necessarily fall into the family of lognormal distributions but can be shaped differently. This implies, that lognormal parametric estimation of risk-neutral probabilities leads to wrong result. When we move the two mixlognormal distributions (i.e. figure 6) together and also the two Black-Scholes distributions (i.e. figure 5) together, it is obvious to find that beside the mean of the share price moving to high level, the volatility shape changes a little. The left tail of figure before the big event dates is much fatter than the left tail of the figure after the big event date. Figure 5 Lognormal distributions of Six Continent options on 18th and 20th of Feb 2003. Figure 6 Mixlognormal distribution of Six Continent options on 18th and 20th of Feb 2003. This is understandable if we accept the explanation for the volatility smile when concerns leverage. It says that as a companys share price declines in the value, the companys leverage increases. Thus the equity of the company becomes more risky and its volatility increases. When the companys share price increases, leverage decreases, then the equity become less risky and its volatility decreases. Since the bid for the Six Continents was accepted as favourable news for the shareholders, the share price had a big jump. According to the above explanation, its shares become less risky and thus lower volatility, so the left tail becomes thinner. Conclusion We estimated risk neutral density of equity option prices and compared mixlognormal distribution and lognormal distribution before and after big event. We found that the assumption (stock prices are log-normally distributed) of Black-Scholes does not hold in the real world and this hole can make the options mispriced. Appendix 1: The raw data of lognormal distribution for Six Continent options on 18th, Feb 2003. Trade 18-Feb-03 Maturity 16-Apr-03 r 0 T 0.1561644 F 554.5 sigma 0.4091905 mkt call strikes BS theory Sq Error moneyness weigted sq error 196 360 194.58 2.01 194.5000 0.0103 166.5 390 164.89 2.59 164.5000 0.0157 138 420 135.86 4.57 134.5000 0.034 101.5 460 99.5 3.98 94.5000 0.0421 69 500 67.93 1.14 54.5000 0.0211 38 550 37.88 0.01 4.5000 0.0032 17.5 600 18.77 1.62 45.5000 0.0356 7 650 8.34 1.8 95.5000 0.0188 2.5 700 3.36 0.75 145.5000 0.0051 1 750 1.25 0.06 195.5000 0.0003 0.5 800 0.43 0 245.5000 0 18.53 0.1862 Appendix 2: The raw data of lognormal distribution for Six Continent options on 20th, Feb, 2003. Trade 37672 Maturity 37727 r 0 T 0.15068493 F 615.5 sigma 0.36813434 mkt call strikes BS theory Sq Error moneyness weigted sq error 256.5 360 255.5013903 0.997221354 255.5 0.003903019 227 390 225.5132704 2.210364876 225.5 0.009802062 197 420 195.5835263 2.006397745 195.5 0.010262904 157.5 460 156.0819138 2.010968563 155.5 0.012932274 119.5 500 118.0715084 2.040588233 115.5 0.017667431 76.5 550 75.70383997 0.633870793 65.5 0.009677417 42.5 600 42.91727918 0.174121912 15.5 0.011233672 21 650 21.38061239 0.144865789 34.5 0.004199008 9 700 9.401761762 0.161412513 84.5 0.001910207 3.5 750 3.688784898 0.035639738 134.5 0.000264979 1 800 1.308782808 0.095346823 184.5 0.000516785 0.5 850 0.425705755 0.005519635 234.5 2.35379E-05 10.51631797 0.082393295 Appendix 3: The raw data of mixlognormal distribution for Six Continent options on 18th, Feb, 2003. Trade 18-Feb-03 Maturity 16-Apr-03 r 0 T 0.1561644 F 554.5 F1 613.42684 sigm1 0.0050015 F2 545.13413 sigma2 0.4331614 p 0.1371431 Cmarket X Cimplied (Cmarket-Cimplied)^2 Implied sigma by BS 196 360 194.6650299 1.782145105 0.605651935 166.5 390 165.1475618 1.82908915 0.53766516 138 420 136.4577704 2.378472184 0.502173454 101.5 460 100.7421585 0.574323782 0.454991983 69 500 69.60810609 0.369793012 0.424942163 38 550 38.86792249 0.753289445 0.410555737 17.5 600 17.00376787 0.246246324 0.393289282 7 650 6.928636732 0.005092716 0.38547187 2.5 700 2.914632833 0.171920386 0.382378979 1 750 1.14301875 0.020454363 0.394114927 0.5 800 0.422795028 0.005960608 0.417111769 8.136787075 Appendix 4: The raw data of mixlognormal distribution for Six Continent options on 20th, Feb 2003 Trade 20-Feb-03 Maturity 16-Apr-03 r 0 T 0.1506849 F 615.5 F1 631.64945 sigm1 0.005 F2 613.47651 sigma2 0.3942533 p 0.1113462 Cmarket X Cimplied (Cmarket-Cimplied)^2 Implied sigma by BS 256.5 360 255.5039835 0.992048772 0.684121728 227 390 255.5291768 2.163320768 0.634591317 197 420 195.6487533 1.825867624 0.544725925 157.5 460 156.3364319 1.353890697 0.457835271 119.5 500 118.6654525 0.696469529 0.411053745 76.5 550 76.50974266 9.49E-05 0.380098628 42.5 600 42.7445391 0.059799374 0.363618501 21 650 20.42471433 0.330953606 0.363939585 9 700 9.572591543 0.327861075 0.362150688 3.5 750 4.077689599 0.333725272 0.363395708 1 800 1.597153827 0.356592693 0.351554917 0.5 850 0.581926491 0.00671195 0.376206304 8.447336279

Battle of the Falaise Pocket - World War II

Battle of the Falaise Pocket - World War II The Battle of the Falaise Pocket was fought August 12-21, 1944, during World War II (1939-1944). Following the Allied landings in Normandy in June 1944 and the subsequent breakout from the beachhead, German forces in the region soon found themselves in nearly encircled in a pocket south of Falaise. Over the course of several days, German troops conducted desperate counterattacks to breakout to the east. While some succeeded in escaping, they often did so at the cost of their heavy equipment. Around 40,000-50,000 Germans were captured by the Allies. With the collapse of the German position in Normandy, Allied forces were able to race east and liberate Paris. Background Landing in Normandy on June 6, 1944, Allied troops fought their way ashore and spent the next several weeks working to consolidate their position and expand the beachhead. This saw the forces of Lieutenant General Omar Bradleys First U.S. Army push west and secure the Cotentin Peninsula and Cherbourg while the British Second and First Canadian Armies engaged in a protracted battle for the city of Caen. It was Field Marshal Bernard Montgomerys, the overall Allied ground commander, hope to draw the bulk of German strength to the eastern end of the beachhead to aid in facilitating a breakout by Bradley. On July 25, American forces launched Operation Cobra which shattered the German lines at St. Lo. Driving south and west, Bradley made rapid gains against increasingly light resistance (Map). Lt. Gen. Omar Bradley (center) with Lt. General George S. Patton (left) and General Sir Bernard Montgomery (right) at 21st Army Group HQ, Normandy, 7 July 1944. Public Domain On August 1, the Third US Army, led by Lieutenant General George Patton, was activated while Bradley ascended to lead the newly-created 12th Army Group. Exploiting the breakthrough, Pattons men swept through Brittany before turning back east. Tasked with rescuing the situation, the commander of Army Group B, Field Marshal Gunther von Kluge, received orders from Adolf Hitler instructing him to mount a counterattack between Mortain and Avranches with the goal of reclaiming the western shore of the Cotentin Peninsula. Though von Kluges commanders warned that their battered formations were incapable of offensive action,Operation Là ¼ttich commenced on August 7 with four divisions attacking near Mortain. Warned by Ultra radio intercepts, Allied forces effectively defeated the German thrust within a day. Battle of the Falaise Pocket Conflict: World War II (1939-1945)Dates: August 12-21, 1944Armies and Commanders:AlliesField Marshal Bernard MontgomeryLieutenant General Omar Bradleygrowing to 17 divisionsGermanyField Marshal Gunther von KlugeField Marshal Walter Model14-15 divisions An Opportunity Develops With the Germans failing in the west, the Canadians launched Operation Totalize on August 7/8 which saw them drive south from Caen towards the hills above Falaise. This action increasingly led to von Kluges men being in a salient with the Canadians to the north, British Second Army to the northwest, First U.S. Army to the west, and Patton to the south. Seeing an opportunity, discussions ensued between the Supreme Allied Commander, General Dwight D. Eisenhower, Montgomery, Bradley, and Patton regarding enveloping the Germans. While Montgomery and Patton favored a long envelopment by advancing east, Eisenhower and Bradley supported a shorter plan designed to surround the enemy at Argentan. Assessing the situation, Eisenhower directed that Allied troops pursue the second option. British forces advance during Operation Totalize, 1944.   Public Domain Driving towards Argentan, Pattons men captured Alenà §on on August 12 and disrupted plans for a German counterattack. Pressing on, the lead elements of Third Army reached positions overlooking Argentan the next day but were ordered to withdraw slightly by Bradley who directed them to concentrate for an offensive in a different direction. Though he protested, Patton complied with the order. To the north, the Canadians launched Operation Tractable on August 14 which saw them and the 1st Polish Armored Division slowly advance southeast towards Falaise and Trun. While the former was captured, a breakthrough to the latter was prevented by intense German resistance. On August 16, von Kluge refused another order from Hitler calling for a counterattack and secured permission to withdraw from the closing trap. The next day, Hitler elected to sack von Kluge and replaced him with Field Marshal Walter Model (Map). Closing the Gap Assessing the deteriorating situation, Model ordered the 7th Army and 5th Panzer Army to retreat from the pocket around Falaise while using the remnants of the II SS Panzer Corps and XLVII Panzer Corps to keep the escape route open. On August 18, the Canadians captured Trun while the 1st Polish Armored made a wide sweep southeast to unite with the US 90th Infantry Division (Third Army) and French 2nd Armored Division at Chambois. Though a tenuous linkup was made on the evening of the 19th, the afternoon had seen a German attack from inside the pocket breakthrough the Canadians at St. Lambert and briefly open an escape route east. This was closed at nightfall and elements of the 1st Polish Armored established themselves on Hill 262 (Mount Ormel Ridge) (Map). German troops surrendering near German forces surrendering in Saint-Lambert-sur-Dive on August 21, 1944. Library and Archives Canada On August 20, Model ordered large-scale attacks against the Polish position. Striking through the morning, they succeeded in opening a corridor but could not dislodge the Poles from the Hill 262. Though the Poles directed artillery fire on the corridor, around 10,000 Germans escaped. Subsequent German assaults on the hill failed. The next day saw Model continue to hit at Hill 262 but without success. Later on the 21st, the Poles were reinforced by the Canadian Grenadier Guards. Additional Allied forces arrived and that evening saw the gap closed and the Falaise Pocket sealed. Aftermath Casualty numbers for the Battle of Falaise Pocket are not known with certainty. Most estimate German losses as 10,000–15,000 killed, 40,000–50,000 taken prisoner, and 20,000–50,000 escaped east. Those that succeeded in escaping generally did so without the bulk of their heavy equipment. Re-armed and re-organized, these troops later faced the Allied advances in the Netherlands and Germany. Though a stunning victory for the Allies, debate quickly ensued regarding whether a greater number of Germans should have been trapped. American commanders later blamed Montgomery for failing to move with greater speed to close the gap while Patton insisted that had he been allowed to continue his advance he would have been able to seal the pocket himself. Bradley later commented that had Patton been permitted to continue, he would not have had sufficient forces in place to block a German breakout attempt. Following the battle, Allied forces quickly advanced across France and liberated Paris on August 25. Five days later, the last German troops were pushed back across the Seine. Arriving on September 1, Eisenhower took direct control of the Allied effort in northwest Europe. Shortly thereafter, Montgomery and Bradleys commands were augmented by forces arriving from the Operation Dragoon landings in southern France. Operating on the unified front, Eisenhower moved forward with the final campaigns to defeat Germany.

Application 2 lesson planning Essay Example | Topics and Well Written Essays - 1000 words

Application 2 lesson planning - Essay Example e course including the concepts will be taught) and the simulations laboratories (where the students will be able to practice what they have learnt theoretically). These two contexts will test whether they can perform the oral administration when it comes to real life situations where they are handling patients. The objectives for this lesson are for the students to show a positive attitude to the patients during drug administration and the other is for the students to recognize the difference in patient’s condition, age and doctors’ instructions during drug administration. The objective is important because it is basic knowledge required by all students of nursing (Bastable, 2008). In any course, there are different types of leaners. There are three different types of learners I am likely to meet during this course are: slow learners, those who have had prior knowledge about a few concepts in this course and students from different countries who have different cultural beliefs. The slow learners will make the whole class lag behind because they might keep on asking questions in order to understand a concept that the rest of the class has already understood. If consideration is not made for them, they might fail the course. I will acknowledge such students by teaching slowly or offer them tutorials to ensure they are on the same level of understanding with the rest of the class. For those with prior knowledge, it will be like a refresher for the concepts. I will need to understand the culture of each student in order to facilitate their teaching. The most effective and appropriate teaching strategy is brainstorming as it keeps students on their toes about what has been discussed previously and also ensures that students always link what they are being taught currently with the previous knowledge for better understanding of the course. Brainstorming also ensures that learning is more student-centered as the teacher just initiates the discussion and students

The hunger game (movie) Essay Example | Topics and Well Written Essays - 1000 words

The hunger game (movie) - Essay Example Here are some of the vivid concepts integrated into the movie film. The first includes social acceptance of engaging youth and minors into actual life battles that at some point may also cause their lives. However, this portrayal is not limited to what is happening in the imaginary society of Panem. In the actual world, life’s battle may not be a form of entertainment, but it is a reality for some people, most particularly to the victims and culprits of some relevant crimes. Consider for instance the contemporary war against child prostitution or human trafficking across the world. This is a reality that is placing the future of some minors in jeopardy. It may even distort their normal view of life in a not so distant future. This point may show that the actual child prostitution may not physically kill minors or children at certain level, but the actual idea involved in it is that it includes killing some important aspects in their individual lives. Trading children for sex i s simply considered illegal in contemporary time because of the associated international law that would stand against it to cut its detrimental perpetuation. The unethical implications associated with it is therefore remarkable because of the moral standard set by the government to be integrated in the actual law for ensuring the safety and protection of minors or children. However, despite this government control to protect the welfare of the child as citizen, the ongoing crimes associated with sexual exploitation including minors as primary subjects persist, and even the relevant number of incidence is moving to an upward spiral. Latest statistics reveals more minors are currently involved in sex trade and pornographic activities based on increase hotline calls of victims (National Human Trafficking Resource Center 5). The existence of media and internet increases or motivates the speed of online pornography involving minors. Thus, the televised fight-to-the-death featured in â₠¬Å"The Hunger Games† for instance is a relevant depiction of the actual struggles of some minors particularly those who might have active involvement in online pornography or other related illegal activities. Just as the subjects of televised fight-to-the-death in Panem may have lost their freedom to take hold of preserving their lives, these minors involved in some online or media-related crimes are actually experiencing the same level of struggle to fight for their right to live with a high quality of life founded by safety and protection against exploitations as promised by the government for its people, including the young citizens. Here is another point. The movie may also showcase a hidden message concerning the level of vulnerability of the adult population to provide weak direction for the welfare of the young people while exposing them to the peril of violence that we normally found reported with utmost controversy on the media. Like the nation of Panem that vividly s ees the actual violence through a televised-fight-to-the-death Hunger Games, the world today has never been so blind seeing and hearing the actual crimes committed by minors and young people alike through controversial news coverage in the media. Just let us take for instance the latest case we heard from the media concerning minors molesting another minor (The New York Times). The media informed us of the actual violen

Types Of TV Watchers Essay Example for Free

Types Of TV Watchers Essay Television has evolved – we are now seeing more of special effects, fantasy elements, hard-core drama in specialized environments like hospitals or public schools compared to the traditional soap opera with assembled set backdrops. In this globalizing world, television has to compete not only in their own countries for market share, but across the globe. Their efforts are not for naught, because it had spawned a generation of TV watchers of all ages. Briefly, a TV watcher is a person who watches TV for any of the following reasons: for information, entertainment, or out of habit. Generally following this guideline, there are three kinds of TV watchers: the information-driven TV watcher, the entertainment-freak, and the TV-phile.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Information-driven TV watchers turn on their television sets to watch the news. At what end of the spectrum, conservative information-driven TV watchers tune in to local news to have an idea of current events, and at other extreme they tune in to CNN and BBC to keep abreast of the latest developments in the political and economic aspects of the world, or to National Geographic and Discovery Channel if they are into Nature than Politics. The key is they watch TV for the sole purpose of acquiring information in the areas that are relevant to their lives. In contrast, the entertainment-freak TV watchers sit in front of their TVs for the sole purpose of accruing pleasure from the activity. These TV watchers want to be entertained – generally they do not want to be bothered with the universal existential questions that have plagued humanity from the beginning of time, they just want to plop down the couch and relax after a day’s work. These are people who watch soaps like Desperate Housewives and House, fantasy-action like Heroes and Lost, and comedies like Ugly Betty. Entertainment-freak TV watchers watch TV for the leisure of it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, TV-philes are people who turn on the TV because it gives them a different sense of comfort. They function well with the sound of TV in the background as they go about their chores, occasionally glancing to keep up with what is being aired. They watch TV even when there is nothing good on, because they do not have anything else to do. They stay up late for the late night movie specials, they know the program schedules by heart, and they can give lectures on the new trends in television programming. These are the people who tune in to MTV 24/7, or to HBO the whole day.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Of course, this is only a rough guide of TV watchers, and there are hybrids and types in between. An important thing to remember is that a real TV watcher knows when to open the TV and for what purpose.

Winston Churchill: The Great Communicator :: Winston Churchill Essays

Winston Churchill was perhaps one of the greatest public speakers in history. Some of the best speeches have come from being in life or death situations, Winston was known best for this. His small sound clips like, â€Å"this was their finest hour†, and â€Å"this is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning†, encourage his troops and his people that they will win this war and will overcome the greatest odds. Although Churchill told many speeches, his speech on June 18, 1940 showed the most emotion and courage of any other speech he told. In this speech he explained that the war in France is over and the war in Britain would begin. He said that if we fail then the world sink into an abyss. This emotion that he shows would give Britain hope, courage and most of all determination. Winston Churchill spoke these words at the House Commons; his way of talking to people was a power which he held. Winston Churchill was born November, 30 1874, in Blenheim Palace. He was born into a wealthy family who treated Winston to a rich lifestyle. In 1893 Churchill entered the Royal Military College as a cadet, from here on he rose to the top ranks commanded with great authority. He began to have political speeches at the age of 23 when he talked to the primrose League. When he was 24 he wrote his first book entitled The Story of the Malakand Field Force. Churchill was elected to the House of Commons at the age of 26, being one of the youngest members. Winston was appointed Prime Minister of England on May 10th 1940. Winston’s 2 books that were published shows people that he is a respectable author who people can believe what he says during his speeches. In this speech Winston was talking to the members of the House of Commons, but this speech was m ore than trying to persuade elected officials, it was intended to speak to all people fighting against the Nazi Party. The purpose of this speech was to show the members of Commons that we must fight in this war and we must win, for if England shall lose the rest of the world would lose.

Faust and Job Essay

While he was yet speaking , there came also another, and said, The fire of God is fallen from heaven, and hath burned up the sheep, and the servants, and consumed them; and I only am escaped alone to tell thee† (Bridge Builder’s Bible, Job. 1.12-16). Job loses his possessions, his children,and he suffers health wise. He becomes very ill, but no matter what life brought him he still remained faithful to God. Job could have easily given in as Faust did. In this life we have choices to make whether they be good or evil. We must suffer the consequences for every wrong deed we choose. It takes a strong will power to be determined to do right like Job. Faust believes there is a narrow limitation on the world in which he have been living until he interacts with Mephistopheles. Faust feels he knows enough about philosophy and heros of old legends. He now recalls for a divine law that proves that this action is the ruling force of the universe. This pact deal that was made was set up to fail Faust. Faust did not believe in a heaven or hell, which means he is betting his life rather than selling his soul. In Faust’s mind he is not sure if a eternal life even exists. If he gave up the world that he was living in he really felt that he would be just giving up something that dissatisfied him any way. Faust’s desires is not so much an evil one, but the idea that he has made this pact deal with the devil brings on many concerns about this decision he has made. The devil is unsure of his own ability to fulfill all the request that Faust made to him. However, the devil accepts these challenges and make sure the pact deal is signed in blood. Faust is very eager at this point to taste all the aspects of life that he thinks he have neglected. Although at first Faust rejects the offers made by Mephistopheles, he still ends up given in to this temptation. Faust should have kept his belief when saying, â€Å"the world’s pleasures cannot end his doubts or satisfy his needs† (Cliffnotes:Faust study iii). Faust is being taking advantaged of because Mephistopheles knows Faust’s weaknesses. He knows that Faust is striving to understand the universe and his place in it, while Mephistopheles has something totally different in mind from Faust. Faust just happened to be at the crossroads in his life. He was a very well-esteemed man and an intelligent scholar who was highly looked on. The book of Faust came out during the eighteenth centuries, so attitudes then may have had an impact on how people, in particular Goethe may have viewed life. During that time attitudes were focused more toward earthly life and beyond. Looking at Faust attitude compared to Job’s, I see that Job was strong while Faust was weak. I find them to be different from each other just by viewing who gave in to this trick. It is plain to see that Faust gave in and Job stood his ground. It means a whole lot when someone can stand their grounds and not be moved by nothing in this world. Job’s world was in turmoil, but this did not interfere with his faith nor the confidence he had. Satan was concerned with getting souls that he can keep for eternity. He used any tactics he could to seduce Faust. The Devil offered earthly things to blindfold Faust. The Lord did let Mephistopheles know that when he grants him permission to engage in Faust’s life, Faust will be fully aware of the righteous path, whether he chooses it or not. I believe at this point Faust is beginning to see Mephistopheles for who he really is. I had came to this conclusion personally when I read these lines: â€Å"Your real being no less than your fame Is often shown, sirs, by your name, Which is not hard to analyze When one calls you the Liar, Destroyer, God of Flies. Enough, who are you then? Part of that force which would Do evil evermore, and yet creates the good. What is it that this puzzle indicates? I am the spirit that negates. And rightly so, for all that comes to be Deserves to perish wretchedly;’Twere better nothing would begin. Thus everything that your terms, sin, Destruction, evil represent- That is my proper element. You call yourself a part, yet whole make your debut† (Goethe 705)? Mephistopheles was a smooth talking and slick which reminds me of Satan himself. Job at some point in his life wished he had never been born. How can anyone fault Job for feeling the way he did after going through these horrible storms in his life. He had to face these mountains and conquer his fears. I do understand Job was human, so he had a right to feel saddened or possibly even lonely. Faust longs to find something absolutely enduring so that he can end his alienation. He rather ignore reality just to have pleasures fulfilled for a few years rather than having something that will please him forever. Faust understands life, but he wants to dig deeper into the truth about supernatural things. In return for his search on this he turns to magic which leads him to making this pact deal with the devil in the first place. Satan plan he had for Job did not work as God said. Mephistopheles tries to criticize God by saying he made an imperfect world. However, he did help God carry out his will through using this pact deal with Faust. Satan main goal and purpose is to defeat God by taking over every soul. It is evidently true just reading: â€Å"And in return, what do you hope to take? There’s so much time so who insist? No, no! The Devil is an egoist And would not just for heaven’s sake Turn into a philanthropist. Make your conditions very clear; Where such a servant lives, danger is near† (Goethe 711). It is obvious that Mephistopheles is not on Faust side. Once he get him right where he wants him he is going to surely take his life. What good can come from someone when they encourage another human being to take their life. No friend would want to see you die. I consider that to be for someone who hates you and they must be cold-hearted. One comes to know good by knowing evil. A person can not come to know God without knowing this knowledge. True knowledge is gotten only from experience. Just like the Devil Mephistopheles often speaks the truth to get what he wants. Faust wanted much and he was never satisfied so greed began to take over his life. Job was satisfied with what God had given him and that is how he was able to stand on the word of God. He return for Job’s pain God restored to him everything that he had lost. He gave him back more than what he had before. Faust struggle with self worth causes him to have an inability to have faith in God. However, God does not give up on Faust. Believe it or not God gives us many chances in this world today because he has not given up on us either. God knew Faust struggled, but he allowed him to reach his low point in order to draw him back. Mephistopheles duty was to lead Faust down a dark road. If Satan could have done the same thing to Job he would have, but Job was too strong for him. Therfore, Satan fault a loosing battle with Job. In the process Faust is responsible for three deaths in this story, although he was influenced by Mephistopheles. God has given us the spirit of unlimited belief.The battle really begins in our mind. It is our will and emotions that control what we do or think. We must stop limiting God by the level of our faith or belief. He is and will always be the God of the impossible. People must demand that Satan leave them alone and not just ask this. It is good to know that by the power of the holy spirit we have authority over Satan to tell him what to do. Satan must be put in his place. Satan is a great pretender, so don’t be deceived by his fierce growl. I am encouraged knowing this scriptures, â€Å"and put on the whole armor of God so that ye shall be able to quench all the fiery darts of the wicked† (Bridge Builder’s Bible, Ephesians6.11-18). After being tested it feels good to know t hat someone passed their test and did not fail. I must be strong myself and not get caught up in the crossroads of my own life. People must have faith in order to make it in this world. Nothing can compare to what God has to offer us in heaven. God is amazing and he is the almighty whom we must answer to. It is great to have Job like attitude and not Faust attitude towards life. I encourage people to be strong in the Lord, having much faith. Works Cited Johann Wolfgang von Goethe. Faust. New York:W.W Norton &Company, 1984. Lawall, Sarah, ed. The Norton Anthology of world literature .London: Castle House, 1909. Rod Parsley. Bridge Builder’s Bible. Deerfield: International Christian Publishers, 1997. Cliffs Notes -The Fastest Way to Learn. Wiley Publishing, Inc. 2000-2010 Faust, Parts 1 and 2. 11 November 2010 .

Compare How Duffy and Armitage Write About Violence in Salome and Hitcher Essay

‘Salome’ and ‘Hitcher’ both use a first person persona and with that, give us insight into their feelings and the theme of violence throughout both poems. In ‘Salome’, Duffy’s character uses a nonchalant tone with no remorse when depicting her actions, which is also present in ‘Hitcher’ too. Salome had ‘done it before’ and will ‘doubtless do it again’ but is oblivious of the repercussions of what she has just stated. She is a promiscuous character and is unaware of what she has done until the last stanza, whereas the narrator in ‘Hitcher’ is fully conscious of his actions. He ‘lets him have it’ and is proud of his actions and his ability to not swerve while attacking the hitchhiker. His colloquial manner represents that he sees it as an entertaining story and how he is unaffected by his actions. Near to the conclusion of ‘Salome’ she decides to clean up her act, becomes repentant of how she has behaved. In comparison, Hitcher just drives away from the body and is ignorant as to his fate; he does not care if he’s alive; he just ‘lets him out’. His casual description of how the body bounces and disappears questions his mental stability and his possession of a conscience. Salome also defends herself, describing the man as a ‘beater or biter’, proposing that she reacted in self-defence although she could also be referring to herself. The plosive ‘b’ also portrays the violence involved with those words. At the end of ‘Hitcher’, the concluding couplet is sarcastic and ironic, seeing as the intended recipient is no longer with him. He recalls thinking ‘Stitch that’ as if the hitchhiker got what he deserved. To him, it’s a joke. Similarly, Salome states ‘ain’t life a bitch’, which is also ironic, as the person she is speaking to is dead. She doesn’t care; he could be any old Simon Andrew or John. Hitcher’s reference to the weather is normal, which shows how his behaviour hasn’t impacted him; the murder was the therapy for his anger as his outlook is now pleasant. The fact that he and the hitchhiker were of the same age wasn’t of particular consequence to him, they both had the same opportunities, yet vastly different paths. The mention of this shows how he can crack at and given moment, and his attention for the inconsequential. Salome’s therapy for her hangover was her maid’s ‘innocent clatter’, so unlike Hitcher’s methods. The fact that Salome calls her maid ‘innocent’ shows how naà ¯ve and unknowing she is about Salome. She’s Salome’s opposite. The rhythmic repetition of the ‘er’ sound emulates the sound of her footsteps which soothes Salome after her night on the ‘batter’. This shows the violence which ensued last night and all the aggression, as well as inverting the female stereotype or passiveness.

Astronomy essays

Astronomy essays #1) (A) Issac Newtons Law of Universal Gravitation is: Two bodies attracted to each other with a force that is directly proportional to the product of their masses and inversely proportional to the square of the distance between them. This means that the further apart these two attracting bodies are from each other, the less the gravitational force between them is. The force of gravity depends on the product of the mass of the two attracting bodies. If the distance between the two bodies doubles, the force between them becomes one quarter of the force it was before. The Law of Universal Gravitation is vital because it mathematically proves Keplers Three Laws of Planetary Motion. The Planets follow the same laws of motion as objects on the surface of the earth. (B) Newton discovered other types of orbits that have circular of elliptical paths. However, if the velocity of an orbiting body were increased, its orbital path would change to a parabola or hyperbola and it would escape the gravitational pull of the sun. It would then leave the solar system. Parabolas are the orbital paths of objects in the form of an open curve. If one cuts out an angle in a circular cone, it would follow this path parallel to the sides of the cone. Hyperbolas occur when a plane cuts across two parallels half-cones. Keplers laws applies to any situation where two bodies in the universe orbit each other due to their mutual gravitational attraction, not just two planets. For example: Moons that orbit planets, such as the four Galilean Moons that orbit Jupiter. #2)(A) The reflecting telescope, which uses a mirror to attract light was perfected by Isaac Newton in 1668 although it was developed by John Gregory in 1663. The refracting telescope, which uses a lens to attract light was developed by a Dutch optician in 1608 named Hans Lippershey. Two other inventors were Zacharias Jannssen and Jacob Metius. However, Galil...

Case Study on the Murder of Bridgett Frisbie

Case Study on the Murder of Bridgett Frisbie Bridgett Frisbie was 17 years old and  in her junior year at Raines High School in Katy, Texas, when she was lured into a wooded area in northwest Harris County and murdered by a close friend and schoolmate. According to authorities, near midnight on April 3, 2011, Bridgett Frisbie snuck out of her house to meet up with friends and was walking down the street when she was spotted by Alan Perez and Alex Olivieri who were out looking for her in Olivieris Chevrolet Suburban. The two men had preplanned to rough her (Frisbie) up that night and had prepared accordingly. Both the men were armed with pistols and Perez was dressed in all black and had a black face mask. When the men spotted Frisbie, Perez hid in the back seat of the car under a pile of blankets, as per their plan. A Threat to His Future Frisbie and Olivieri were good friends, so she had no reason not to accept a ride from him that night. Prosecutors believe that she did not realize the degree of anger Olivieri felt towards her because of a previous incident she had witnessed and was talking about with friends at school. Some weeks before, as a favor to Frisbie, Olivieri allegedly did a drive-by shooting at her ex-boyfriend’s house with his Yugo semiautomatic rifle. According to Perez, Olivieri told him that Frisbie was driving while he sprayed her ex-boyfriends home with bullets. He said Olivieri was worried that, if he was arrested for the shooting, it would hurt his future plans of having a career in the Army. The Murder With Frisbie in the Suburban and Perez hiding undetected in the back seat, Olivieri drove to a wooded area under the false pretense of needing to get something he had buried. Carrying a shovel, he and Frisbie walked into the woods. Perez followed the two from a distance and watched as Olivieri placed his hand on Frisbies back, then he pulled out his gun and  shot her in the back of the neck, killing her instantly. At around 3 a.m. Perez and Olivieri drove to downtown Houston to pick up Frisbies boyfriend, Zacharia Richards, from the Greyhound bus station. According to Perez, meeting Richards in Houston was going to part of the pairs alibi if questioned. On April 3, 2011, the body of Bridgette Frisbee was discovered in the wooded area by a group of children who were out riding dirt bikes. A search of the area turned up one 9 mm shell casing in the vicinity of Frisbies body. When the news of the murder was released, Olivieri text-messaged Perez and pretended to be informing him that their friend had been found dead. Confession for Immunity A few days after the discovery of Frisbies body, Perez, through an attorney, contacted police in regards to information that he had about the murder. Once he was  granted immunity  from prosecution, Perez confessed to what he knew about the murder, including fingering Olivieri as the triggerman. Perez later testified in court that the plan was to rough up Frisbie, but that he did not know of Olivieris plan to murder her and, after the shooting, the two exchanged heated words in the woods. Perez told the court, He came running at me, and I was in shock because he shot her. He described Olivieris attitude after murdering his long-time friend as unrepentant and that he showed no signs of remorse. Perez also admitted to following Olivieris instructions that night, to dress in dark clothing and a full face mask, to bring a firearm, and to hide under a stack of blankets in the back of the Chevrolet Suburban. Alexander Olivieri was found guilty of first-degree murder and was sentenced to 60 years in prison. It took the jury just under four hours to decide on Olivieris sentence. Bridgette Frisbie Bridgetts father Bob Frisbie, who adopted her when she was a toddler, described his daughter as being sometimes rebellious, but that she had  been through a lot in her short life, including the loss of her adoptive mother due to illness. He said that what he saw when he looked at his daughter was a fun-spirited 17-year-old who loved poetry and drawing and was a loving daughter. Olivieris Appeal Olivieris sentence was appealed due to three issues, outlined below from court papers filed by his defense attorneys: Issue One:  The trial court committed reversible error in denying defense counsels request to instruct the jury that Alan Perez was an accomplice witness as a matter of law. According to his attorney, by Perezs own testimony, he had entered into a conspiracy to commit a felony, which resulted in the complainants death. If Perezs testimony is taken as true, then there is no question he engaged in criminal conduct for which he could have been charged had he not been granted immunity. Perez was, therefore, an accomplice as a matter of law. Issue Two:  Insufficient evidence was presented to corroborate the testimony of Alan Perez, an accomplice witness. Olivieris attorney argued that corroboration of an accomplice witnesss testimony requires evidence that tends to link the accused with the crime committed. None of the evidence presented at trial tends to link Olivieri to the murder of the complainant for purposes of corroborating Perezs testimony. Issue Three:  The consent to search provided to law enforcement by Samuel Olivieri was not given voluntarily and was therefore invalid. According to the appeal,  police did not have a warrant  to search the Suburban driven by Olivieri, despite prior knowledge gleaned from Perez that it may contain evidence. As a way around the warrant requirement, police sought and received the consent of Olivieri s father to search the vehicle. The consent by Olivieris father was involuntary, as he was not aware that he had a right to refuse to give consent, had been subjected to a coercive show of authority by law enforcement, and was operating with less than full mental faculties after being awoken at 2 a.m. by police. The Court of Appeals for the First District of Texas overruled the three arguments and voted to uphold the trial court’s judgment. Alex Olivieri is currently housed at the Connally (CY) Correctional Institution in  Kenedy, Texas. His projected release date is November 2071. He will be 79 years old.

Unit 1 Micro Assignment Example | Topics and Well Written Essays - 500 words

Unit 1 Micro - Assignment Example This will occur in any sector of the economy, ranging from rent controlled houses, to basic needs supplies, and to luxurious human wants. For the duration of President Bush administration, the administration had levied price floors, which market analysts claimed were below the floor. In contrast, they did not produce price ceilings. As the economy operates, price floors alone have the propensity of gratifying the wealthy societal members, and captivating from the poor the petite they have, and at times, taking from the poor what they do not basically have to give (Mankiw 2011). Imposing price ceilings may create shortages, because it may discourage production, because manufacturers won’t be in a position to determine the profit margin they require from given products. It’s evident that price ceilings and price floors are inter-linked. For government efficient intervention in the economy, it should formulate a plan to impose both price ceilings and floors concurrently. By doing so, both the consumers and producers will be affected, but in a weighted manner such that the general societal members, especially those with low income reaps the benefits. Government involvement in the economy is way too far. Its fascination with safeguarding health, security and convenience has complicated the workings of the economy. For instance, the directive from government to have all pools in community centers and hotels fortified with lifts to guarantee easy access for the incapacitated has hiked the costs of these lifts to $8,000 to $20,000. This is not good for business, and has predisposed some community centers and hotels to close their pools completely. In another case, New York Mayor Michael Bloomberg has endeavored to ban the sale of soft drinks in servings with a capacity over 16 iotas. He proposes to levy the ban within all city eateries, and in other formations such as movie theatres and sports arenas.

Development and Policy in Modern Europe Essay Example | Topics and Well Written Essays - 1750 words - 1

Development and Policy in Modern Europe - Essay Example After periods of accumulation of wealth prior to the World War II, only a short period of time during the war was sufficient to send Europe on its knees. The prestigious position of the powerhouse of world industrialization was at risk if nothing was forthcoming, to salvage not only Europe but the rest of the world as well. As illustrated, the success thus highlighted after the war would not be conceptualized were it not for socioeconomic and political realignment of the post war community in Europe and in the USA. Firstly, the Word War II had just brought Europe on its knees and the cooperation demonstrated during the formation of alliances prior to the war seemed to have a longer future as the proverbial friends in need should. Without assurances of cooperation at the end of the war in 1939, there would have been little hope for recovery from the devastating impact of the war. The Allies were committed to continue their ties during the recovery period ahead, which is demonstrated by landmark political reorganization to recovery and prevention of similar ugly events in the future. Governments had to make arrangements to cater for declined production and nose-diving unemployment levels against pressures of demand. Hope for recovery against a backdrop of numerous setbacks that stood in the way was only in the promises of success as witnessed in the alliances formed during the war. In addition, perhaps the first brave move that restored balance in international economies came in 1944 by the Bretton Woods agreement on stability in international payment through the US dollar. According to MQF (2012, para.1), the stability obtained during the Bretton Woods conference was achieved through the creation of the IMF as well as the World Bank and the subsequent agreement of a standard based on gold and dollar valuation. In the aftermath of the established economic regime, global inflation had

How to use a Wood Material in Computer Hard Disc Drives Case Study

How to use a Wood Material in Computer Hard Disc Drives - Case Study Example A hard disk drive is made up of aluminum and a mixture of other non-biodegradable materials. These two components are expensive; hence, it is essential to come up with new, cheap and easily available materials to be used as alternatives in the manufacture of hard disks. This will result in a decline in the cost of producing and installing the hard disks. Wood is a cheap and readily available product that can be used in the manufacture of hard disks. The use of wood materials will allow for the production of affordable hard disk drives, as well as increase the efficiency of hard drives. This report will demonstrate how wood can be used as an alternative material in the manufacture of effective and efficient hard disks. To start with, the report will discuss the main components of a hard drive, the function and choice of material of each part. II. Breakdown of the Main Parts of the Hard Disk and the Function of Each Part The computer hard drive is made up of several components with dif ferent functions, as discussed below. These internal components are very sensitive to dirt and dust and, therefore, hard drives should never be opened (Born, 1997). The following figure shows the major components of a hard disk. Figure 1: Components of a hard drive 1. Cover It is also known as the drive casing and it is rectangular box that holds and covers all the internal components of the hard drive (Born, 1997). ... The speed of rotation increases with the increase in file size and speed of transfer (Braun, 2009). 3. Platters They are located at the centre of the disk and are used to store the computer data. The number of platters in a disk may vary depending on the capacity of the disk. They are made from a non-magnetic material, mostly aluminum alloy, ceramic or glass (Hdd-tool, 2010). Aluminum alloy was initially used but today the desire for higher density has resulted in the use of glass platters. Glass platters are also preferred since they are more stable thermally and offer greater rigidity (Born, 1997). All platters are coated with a layer of a magnetic material and an outer layer of Carbon for protection purposes. The platters are rotated by the spindle at a certain speed resulting in creation of air pressure that is responsible for lifting the read and write heads of the platters. In the event of more than one platter on a single drive, the distance between the platters is usually ver y precise. Data on the drive may be lost forever if the platters gets misaligned (Born, 1997). 4. Read and Write Heads They are also known as heads and they read and write magnetic information to and from the platter. The heads read data more efficiently the more close they are to the platter. However, a close-mounted head may have contact with the platter and this may damage the disk and the information stored in it (IBM, 2000). 5. Actuator Arms They move the read and write heads to the suitable area of the platter. The head of the hard disk is mounted on the actuator arm and it moves it in order to read and write data correctly (Lamberton, 2007). It also helps in keeping the head at an optimal distance from the platter so as to protect the disk as well as preserve its speed and

Sickle Cell Disease: Causes, Effects and Treatment

Sickle Cell Disease: Causes, Effects and Treatment Abstract Sickle cell disease is a genetically inherited hematological (blood) disorder that results from a mutation in the beta globin gene that is responsible for the development of hemoglobin. Hemoglobin is the protein that delivers oxygen to the red blood cells throughout the body. In the disease, a mutated variant of normal hemoglobin generates an abnormal structure of the cells, leading to the development of symptoms. Sickle cell anemia and beta thalassemia are two common types of sickle diseases that are discussed in this review. The symptoms, complications, and therapies are also highlighted in the context of the pathophysiology of the disease. Sickle Cell Disease: An Overview Sickle cell disease is a genetically inherited blood disorder and it is characterized by an abnormal structure or production of hemoglobin. Hemoglobin is the protein in red blood cells that transports oxygen to cells throughout the body (National Institutes of Health, 2014). The disease results from a mutation in the beta globin gene causing a class of sickle diseases, such as sickle cell anemia and beta thalassemia (Thein, 2008). Together, they are often referred to as the beta hemoglobinopathies and present a range in disease severity (Thein, 2008). Beta globin is a protein that produces hemoglobin and the gene mutation in both diseases produces abnormal variants of hemoglobin in the blood. This results in either a predominance of abnormal hemoglobin molecules in red blood cells or an absence of normal hemoglobin, and thus, normal red blood cells (Edwards et al., 2005). There are a number of available therapies that manage sickle cell disease and the only curative treatment is hema topoietic cell transplantation. Pathophysiology of Sickle Cell Disease The National Institutes of Health reports that sickle cell disease is the most common inherited blood disorder in the United States and it affects 70,000 to 80,000 Americans (National Institutes of Health, 2014). It is estimated to occur in 1 in 500 African Americans and 1 in 1,000 to 1,400 Hispanic Americans (National Institutes of Health, 2014). The disease affects 30 million people worldwide and it is most common among people who have ancestors from Africa, Mediterranean countries, the Arabian Peninsula, India, parts of South America, Central America and the Caribbean (Khoury, Musallam, Mroueh, Abboud, 2011; National Institutes of Health, 2014). As it is an inherited disease, the sickle gene is presumed to have a genetic advantage in which it protects from the development of malaria infection (Stuart Nagel, 2004). There are many types of sickle diseases, such as sickle cell anemia and beta thalassemia. Sickle cell anemia is considered the most commonly occurring type of sickle c ell disease (National Institutes of Health, 2014). In sickle cell anemia, hemoglobin S replaces both beta-globin and the sixth amino acid is changed from glutamic acid to valine (National Institutes of Health, 2014; Rees Gibson, 2011). Sickle cell trait is not considered a disease and it is found in approximately 1 in 10 African Americans (Edwards et al., 2005). When both parents have the sickle cell trait, there is a one in four chance with each pregnancy that the child will have sickle cell anemia (Edwards, et al., 2005). Today, many health organizations offer newborn screenings that can determine if a child has either the disease or trait (National Institutes of Health, 2014). The development of the disease occurs due to the polymerization of deoxygenated hemoglobin S (Chirico Pialoux, 2012). The polymer formation modifies the normal red blood cell disc shape into a rigid, irregular-shaped, unstable cell and causes intravascular hemolysis, or rupture of the cells, to release hemoglobin into the plasma of the blood (Chirico Pialoux, 2012). The repeated polymerization leads to sticky blood cells (blood cell adhesion), obstruction of blood vessels (vasocclusion), and restriction of blood supply to tissues and organs in the body (ischemia) (Chirico Pialoux, 2012). Additionally, the endothelium and leukocyte, or white blood cells, are also found to play a role in disease mechanisms. Studies have found a connection between the endothelium, a thin layer of cells that line the interior surface of blood vessels, and sickled red blood cells (Stuart Nagel, 2004). The red blood cell receptors that are associated with cell adhesion are present in increased numbers on sickled immature red blood cells and mature sickle cells compared to normal red blood cells (Stuart Nagel, 2004). This finding demonstrates a structure-function abnormal activity that leads to coagulation on cell surfaces, leading to anemia (Stuart Nagel, 2004). Like cell adhesion, leukocytes have an impact in disease activity. White blood cells are found to be at an increased baseline in sickle cell disease, which serves as an independent risk factor for pulmonary and cardiac complications (Stuart Nagel, 2004). The size of the white blood cell, its rigidity, and adhesive characteristics are implicated in microvascular blood flow, vascular inflammation, and vasocclusion (Stuart Nagel, 2004). Clinical Symptoms of Sickle Cell Disease The clinical manifestation of sickle cell disease can lead to inflammatory responses and may result in acute chest syndrome, pulmonary hypertension, and stroke (Chirico Pialoux, 2012). People with sickle cell disease may also encounter several physical complications, such as delayed growth, fatigue, headaches, and cerebral vascular damage (Edwards et al., 2005). Acute chest syndrome is considered the second most common cause of hospital admissions and a leading cause of death in patients with sickle cell disease (Khoury, Musallam, Mroueh, Abboud, 2011). It involves the presence of a pulmonary infiltrate on a chest X-ray and the symptoms may include chest pain, a temperature of more than 38.5 degrees Celsius (101.3 degrees Fahrenheit), tachypnea (rapid breathing), wheezing or cough ((Khoury, Musallam, Mroueh, Abboud, 2011). The symptoms at clinical presentation vary with age as wheezing, cough, and fever are common in children 10 years or younger (Khoury, Musallam, Mroueh, Abboud, 2011). Pain in the arms and legs and shortness of breath are more commonly presented in adults with the disease (Khoury, Musallam, Mroueh, Abboud, 2011). It is believed that there are three mechanisms involved in acute lung injuries, which include infection, fat embolization (clotting) from bone marrow, and sequestration of sickled red blood cells (Khoury, Musallam, Mroueh, Abboud, 2011). People with sickle cell disease have an increased risk for developing infections, particularly pneumonia. Treatment for acute chest syndrome is primarily supportive and includes supplemental oxygen to keep the saturation above 92% (Khoury, Musallam, Mroueh, Abboud, 2011). Pain is considered the most frequent complication associated with the disease and acute chest syndrome stimulates this crisis (Edwards et al., 2005; Khoury, Musallam, Mroueh, Abboud, 2011). Repeated episodes of acute chest syndrome predispose patients to chronic pulmonary disease, such as pulmonary hypertension (Stuart Nagel , 2004). The occurrence of asthma is also associated with the increased incidence of acute chest syndrome, which is considered a comorbid condition found in people with sickle cell disease (Khoury, Musallam, Mroueh, Abboud, 2011). Beta Thalassemia Beta thalassemia is a common genetic blood disease that reduces hemoglobin production (National Institutes of Health, 2014). The hemoglobin gene mutation results in an unusually low level of beta-globin (National Institutes of Health, 2014). There are different levels of thalassemia based on the number of copies of beta thalassemia alleles or different copies of the same gene (Thein, 2008). The variety in alleles impacts the deficit in beta globin production, which, in turn, impacts disease severity (Thein, 2008). Carriers, for example, who have inherited a single copy of the beta thalassemia allele are clinically asymptomatic and may demonstrate mild anemia (Thein, 2008). Unlike a globin imbalance that is found in sickle cell anemia, variants of beta chains are broken down and result in ineffective red blood cell production in beta thalassemia (Thein, 2008). Physical complications involve cardiac and bone disease, bilirubin metabolism, and iron metabolism. Such symptoms may include jaundice and a predisposition to gallstones (Thein, 2008). Treatment for Sickle Cell Disease Several complications may emerge from sickle cell disease, whether it is in sickle cell anemia or in beta thalassemia. The purpose of therapies for sickle cell disease is to prevent and treat complications (Inati, Chabtini, Mounayar, Taher, 2009). The treatment of sickle cell disease is best achieved by decreasing the amount of hemoglobin S through the prevention of its production (Inati, Chabtini, Mounayar, Taher, 2009). People with severe sickle cell disease are treated with three validated therapies: hydroxyurea, transfusion and chelation therapy, and a hematopoietic or stem cell transplant (Inati, Chabtini, Mounayar, Taher, 2009). Hydroxyurea has been shown to be an effective form of treatment for children and adults with the disease. It has been demonstrated to reduce pain and acute chest syndromes, and it decreases the frequency of hospitalizations and the need for transfusions. This therapy has also been found to play a role in stroke prevention (Inati, Chabtini, Mounayar, Taher, 2009). At a molecular level, hydroxyurea reduces the adhesion of sickle red cells to endothelial cells. It also modulates endothelial cell activation and nitric oxide generation (Inati, Chabtini, Mounayar, Taher, 2009). Nitric oxide has been found to affect acute and chronic complications of sickle cell disease (Stuart Nagel, 2004). Nitric oxide, on a normal functioning level, induces relaxation of smooth muscle and dilation of blood vessels. In sickle cell disease, the bioavailability of nitric oxide is impaired, resulting in an imbalance between endothelial production and consumption (Stuart Nagel, 2004). The lungs are most affected by a reduction of nitric oxide and tend to constrict, which predisposes an individual to acute chest syndrome (Stuart Nagel, 2004). No adverse effects have been thus far reported on the usage of hydroxyurea and any toxicity is typically reversible (Inati, Chabtini, Mounayar, Taher, 2009). Transfusion therapy is currently considered a standard of care treatment for primary and secondary stroke prevention in children with sickle cell disease (Inati, Chabtini, Mounayar, Taher, 2009). It is used for short and long term management, preventing a first stroke in high-risk children as well as preventing against a recurrent stroke (Inati, Chabtini, Mounayar, Taher, 2009). Transfusions are also used for chronic and severe pain or in cases when patients with acute chest syndrome do not respond to hydroxyurea (Inati, Chabtini, Mounayar, Taher, 2009). Chelation therapy is used for patients who experience iron overload. Iron overload is a serious and inevitable outcome from receiving regular transfusion therapy (Inati, Chabtini, Mounayar, Taher, 2009). Unless treated, iron overload may result in severe organ damage and other life threatening complications and this treatment mediates this by removing excess metals from the body (Inati, Chabtini, Mounayar, Taher, 2009). While hydroxyurea, tranfusions, and chelation therapy aim to prevent and treat complications, they do not cure sickle cell disease (Inati, Chabtini, Mounayar, Taher, 2009). The currently available curative treatment is a stem cell transplant. A transplant is indicated in those patients who experience complications, such as recurrent severe pain, acute chest syndrome, and stroke (Inati, Chabtini, Mounayar, Taher, 2009). Only one-third of affected children meet the criteria for a stem cell transplant as it is an aggressive and serious procedure (Inati, Chabtini, Mounayar, Taher, 2009). The goal of a stem cell transplant is to replace the host’s marrow with normal cells, resulting in a new immune system (Stuart Nagel, 2004). Studies on stem cell transplant as a curative option for patients with severe sickle cell disease are demonstrating mean overall survival and event-free survival rates between 95 and 85% (Inati, Chabtini, Mounayar, Taher, 2009). Significant advancements have been made for pediatric patients who have beta thalassemia and were treated with a stem cell transplant. Over the last three decades, disease-free survival rates have exceeded 80% in patients who received transplants from biologically compatible family donors (Mehta Faulkner, 2013). Sickle cell disease is a genetically inherited blood disorder that is primarily diagnosed in people who have ancestors from Africa, Mediterranean countries, the Arabian Peninsula, India, parts of South America, Central America and the Caribbean (Khoury, Musallam, Mroueh, Abboud, 2011; National Institutes of Health, 2014). The disease results by a mutation in the gene that creates beta globin, which is the protein that is responsible for producing hemoglobin. Hemoglobin is the protein in red blood cells that transports oxygen to the body’s organs and tissues. When the mutation occurs, a hemoglobin variant is produced, resulting in a structural and functional change in the red blood cells. Several physical complications emerge in both children and adults who have the disease. These may include, but not limited to, pain, acute chest syndrome, cerebral and vascular damage (Edwards et al., 2005). There are three primary therapies for managing and/or treating the disease. These inc lude the drug, hydroxyurea, transfusion and chelation therapy, and hematopoietic cell transplantation (Inati, Chabtini, Mounayar, Taher, 2009). More research is underway in the development of additional treatment options, such as gene therapy and clinical trials are exploring this possibility. References Chirico, E. N., Pialoux, V. (2012). Role of oxidative stress in the pathogenesis of sickle cell disease. International Union of Biochemistry and Molecular Biology Life, 64 (1), 72-80. Edwards, C. L., Scales, M. T., Loughlin, C., Bennett, G. G., Harris-Peterson, S., De Castro, L. M., Whitworth, E., Abrams, M., Feliu, M., Johnson, S., Wood, M., Harrison, O., Killough, A. (2005). A brief review of the pathophysiology, associated pain, and psychosocial issues in sickle cell disease. International Journal of Behavioral Medicine, 12 (3), 171-179. Inati, A., Chabtini, L., Mounayar, M., Taher, A. (2009). Current understanding in the management of sickle cell disease. Hemoglobin, 33 (S1), S107-S115. Khoury, R. A., Musallam, K. M., Mroueh, S., Abboud, M. R. (2011). Pulmonary complications of sickle cell disease. Hemoglobin, 35 (5-6), 625-635. Mehta, P. A., Faulkner, L. B. (2013). Hematopoietic cell transplantation for thalassemia: a global perspective BMT tandem meeting 2013. Biology of Blood and Marrow Transplantation, 19, S70-S73. National Institutes of Health (2014). Genetics home reference: beta thalassemia. U.S. Department of Health and Human Services, Retrieved from http://www.ghr.nlm.nih.gov/condition/beta-thalassemia. National Institutes of Health (2014). Genetics home reference: sickle cell disease. U.S. Department of Health and Human Services, Retrieved from www.ghr.nlm.nih.gov/condition/sickle-cell-disease. Rees, D. C., Gibson, J. S. (2011). Biomarker in sickle cell disease. British Journal of Haematology, 156, 433-445. Stuart, M. J., Nagel, R. L. (2004). Sickle-cell disease. Lancet, 364, 1343-1360. Thein, S. L. (2008). Genetic modifiers of the ÃŽ ²-haemoglobinopathies. British Journal of Haematology, 141, 357-366.