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. 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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. 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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